chapter+3+study+guide

CREATIVE THINKING COMBINATIONS OF CREATICE THINKING TYPES OF CREATICE THINKING' AUTHENTIC INSTRUCTIONS common principles and strategies LEANERS AUTONOMY ACTIVE LEARNING "tell me, and i will forget. show me and i may remmeber. involve me, and i will understand" HOLISTIC ACTIVITES COMPLEX ACTIVITIES CHALLENGING ACTIVIES DIRECTED INSTRUCTION IN SUPPORT OF AUTHENTIC LEARNING DIRECTED INSTRUCTION CHARACTERIZED FACILIATING CREATIVE THINKING WHILE MEETING CONTENT STANDARDS content knowledge
 * __chapter 3 study guide__
 * 1) their knowledge of the content domain
 * 2) heurisitic knowledege or tricks of the trade
 * 3) learning strategies
 * 4) metacognitive strategies
 * divergent- a type of ceative thinking that starts froma common point and moves outward from a variety of perspecrtives
 * convergent thinking- thinking that attempts to bring together thoughts from different perspectives in order to achieve a common understanding or conclusion
 * innovation- a type of divergent thinking that aims tp produce something thats is original and of value
 * critical thinking- a type of convergent thinking that determines the validity or value of something. sometimes called analytical thinking
 * inductive thinking- a type of reasoning that moves from parts to the whole, from examples to generization
 * deductive thinking- a type of reasoning that moves from the whole to its parts, from generalization to underlying concepts to examples
 * 1) learners autonomy
 * 2) active learning
 * 3) holistic activities
 * 4) complex activities
 * 5) challenging activities
 * self directed learners skills (SDL)
 * scaffolds- external supports for learnign or dolving problems
 * being physically and mentally active.
 * reflection and articulation- stop thinking about what we have learned and reflect on how we have learned it.
 * transfer- the active and constructive process that work hand in hand to build understanding
 * real contexts- provide students with the whiole picture of an event or process
 * incorperates rela world and complex problems
 * authentic intellectual work- how stuednts should work within that context.
 * lexiles- a scale that matches the difficulty of reading material to student abillity, students can engage in relevant authentic materials at a level that they can understand
 * callaborative- students working in small groups and discussing a number of different way to view things
 * directed instruction- perferable with students need just in time instructiondelievered at the point of need.
 * 1) materials and curricula are broken down into small steps and arranged in what is assumed to be prerequisite order
 * 2) objectives are stated clearly in terms of learner outcomes or performances
 * 3) learners are provided with opprotunities to connect their new knowledge with what they already know
 * 4) learners are given practice with each step or combonation of steps
 * 5) learners experience additional opprotunities to practice that promote increasing responsibility and independence
 * 6) feedback is provided after each practice opprotunity
 * objectives provide greater specificity
 * 4th grade- properties of minerals
 * 8th grade- rocks, fossils, ice cores, and Earths geological history,
 * 12th grade- rock cycle, and origin texture, and mineral composition of rocks
 * 4th grade- describe and evaluate
 * 8th grade- interpret
 * 12th grade- investgate and analyze