Review Quiz 1

1. c. Perseverance refers to the amount of time the student spends actively participating in the learning activity. Jane is refusing to participate. She has plenty of opportunity (the homework is assigned). We have no reason to doubt her basic abilities (aptitude). If she continues to refuse to do homework, she will eventually fall behind and probably lack the ability to understand instruction, but the question does not focus on this. There is no reason to believe that the quality of instruction is bad.

2. d. If the mother's perception is accurate, the teacher is reducing the amount of time available for Art to study math, which is the definition of opportunity. As far as we know, Art uses all the time available (perseverance). We have no reason to doubt his basic abilities (aptitude). If he continues to get no homework, he may eventually fall behind and probably lack the ability to understand instruction, but the question does not focus on this. There is no reason to believe that the quality of instruction is bad.

3. a. Aptitude refers to a weakness in basic skills, which is Maria's problem. Ability to understand instruction sounds like a plausible answer, but that term refers to a lack of prerequisite knowledge, not to the lack of basic abilities. If she continues to receive instruction that does not help her compensate for her disability, she will eventually fall behind and probably also lack the ability to understand instruction, but the question does not focus on this. As far as we know, Maria tries to use all the time available (perseverance). She has plenty of opportunity - her disability just makes it difficult to use the opportunities effectively. There is no reason to believe that the quality of instruction is bad - other than the implicit assumption that the teacher seems to be failing to take into consideration Maria's disability.

4. b. Michael's current problem is that he lacks the knowledge of prerequisite information that would help him benefit from instruction. What got him into this mess in the first place was lack of perseverance last year - but that's not what the question was about. If she continues to receive instruction that does not help her compensate for her disability, she will eventually fall behind and probably also lack the ability to understand instruction, but the question does not focus on this. As far as we know, Michael currently tries to use all the time available (perseverance). He probably has plenty of opportunity - his lack of prerequisite knowledge just makes it difficult to use them effectively. There is no reason to believe that the quality of instruction would be bad - if Michael had the prerequisite knowledge to take advantage of it.

5. e. The quality of instruction is poor, because homework should be related to course objectives and activities, if it is to be effective. There is plenty of opportunity - it's just a bad opportunity. We have no reason to believe that Gene lacks perseverance, basic abilities (aptitude), or prerequisite knowledge (ability to understand instruction).

6. a. This is an informal estimate of her basic ability to succeed at the new task. The statement doesn't say that these other tasks are prerequisite skills - which would make b the correct answer.

7. b. Typing and using the computer for other purposes are previously learned skills that would help Marta learn to use the word processing program.

8. e. A good tutorial is one way to deliver high quality instruction.

9. d. Setting aside the time gives her time to learn how to use the word processing program.

10. c. Using the time that has been allocated is the definition of perseverance.

11. c. She is showing a lack of perseverance by not using all the time available for instruction.

Review Quiz 2

1. g. The computer is helping the learner determine the degree performance during the previous phase of learning (responding) was satisfactory. In this case, the feedback indicates unsatisfactory performance, and so this is actually an example of punishment.

2. a. This is clearly an attempt to get John's attention.

3. e. Assuming that this is occurring during the learning process - that is, before the child has initially mastered the correct spelling of the word - this is an attempt to help the learner retain the information in long-term memory. If the child already knew how to spell the word and wanted to recall it a month later and used the rule to help with this retrieval, then this would be an example of h - cueing retrieval.

4. d. This is a good example of selective perception. The computer is helping the learner look at exactly the information that is needed to understand the topic.

5. c. With regard to the new, more complex move, this is retrieval of relevant information to working memory. By having the two basic moves actively in mind, the students will be able to combine them more easily into the more complex move. However, with regard to the two basic moves, this is an example of h - cueing retrieval; by practicing these moves the students are overlearning them and generalizing them to a new situation.

6. b. By communicating the objective to the students, the teacher is attempting to establish an expectancy in their minds. Assuming the students care about this objective, it is likely to help motivate them to learn.

7. h. By answering the questions from previous weeks, the students are practicing them so that they won't forget them. If these are good questions, the students will be more likely to retain this information at a later time and to generalize it to new situations, when it is appropriate to do so.

8. h. The teacher is focusing on the generalization or transfer aspect of cueing retrieval.

9. h. Assuming that the student learned a week ago that Columbus is the capital of Ohio, then the teacher is cueing retrieval. If the student has not yet mastered the idea that Columbus is the capital of Ohio, then this would be an example of prompting a response, so that the student could perform the sixth phase of the learning process. If the goal of the teacher is to help the student remember this information the next time around, then this could be an example of helping the student encode the information (the fifth phase of the learning process).

10. g. The teacher has assessed the student's performance and has given the student feedback regarding this performance. This falls within the definition of Gagne's feedback phase of learning.

 

 Review Quiz 3

1. g. The computer is helping the learner determine the degree that the performance during the previous phase of learning (responding) was satisfactory. This kind of information while the student is still learning is referred to as feedback. More formal feedback that comes after the learner has at least tentatively mastered the information is referred to by Gagne as assessing the learner's performance.

2. a. This is clearly an attempt to gain John's attention.

3. e. Assuming that this is occurring during the learning process - that is, before the child has initially mastered the correct spelling of the word - this is an attempt to help the learner retain the information in long-term memory. This kind of assistance is referred to as providing learning guidance. If the child already knew how to spell the word and wanted to recall it a month later and used the rule to help with this retrieval, then this would be an example of i - promoting retention and transfer.

4. d. This is an example of an attempt to use the graphics capability of the computer to present the stimulus material that will help the student learn. The computer is helping the learner look at exactly the information that is needed to understand the topic.

5. c. With regard to the new, more complex move, the teacher is stimulating recall of prerequisite learning. By having the two basic moves actively in mind, the students will be able to combine them more easily into the more complex move. However, with regard to the two basic moves, this is an example of i - promoting retention and transfer; by requiring the students to practice these moves the teacher is giving them an opportunity to overlearn these steps and to generalize them to a new situation.

6. b. By communicating the objective to the students, the teacher is attempting to motivate them by establishing an expectancy in their minds.

7. i. By answering the questions from previous weeks, the students are practicing them so that they won't forget them. If these are good questions, the students will be more likely to retain this information at a later time and to generalize it to new situations, when it is appropriate to do so.

8. i. The teacher is focusing on the generalization or transfer of the information learned in science class to social studies class.

9. i. Assuming that the student learned a week ago that Columbus is the capital of Ohio, then the teacher is promoting retention by providing an opportunity for additional practice. If the student has not yet mastered the idea that Columbus is the capital of Ohio, then this would be an example of eliciting the performance, so that the student could respond. If the goal of the teacher is to help the student remember this information the next time around, then this could be an example of providing learning guidance (the fifth event of instruction).

10. g. The teacher is evaluating the student's performance and has given the student feedback regarding this performance. This falls within the definition of Gagne's assessing the learner's performance.

Review Quiz 4

1. a. The student is asked simply to remember previously learned material.

2. c. The student is expected to use previously learned information in a concrete situation.

3. b. The student is expected to demonstrate a grasp of the meaning of each level of the Taxonomy.

4. e. The student is expected to take pieces of information about several different concepts and assemble these pieces into a coherent lesson plan. If you classified this as application, you missed the point that this is a complex application. Complex applications, in which the learner applies and integrates several elements of knowledge to generate an answer or product, are examples of synthesis.

5. d. The student is expected to break down a successfully assembled lesson plan into its component parts.

6. f. The student is expected to use definite criteria to judge the value of a product (the lesson plan).

7. It depends. Assuming the student has come to an understanding of the various phases of learning and has not seen this question before, this would be an example of an application question. However, this exact example occurs on page xxx of the textbook. Therefore, a student who would answer this question by simply recalling that example would be performing merely at the knowledge level.

Review Quiz 5

1. a. The student is demonstration knowledge of an organized body of knowledge - in this case, Gagne's outcomes of learning and their definitions. (Knowing how to use this information would be an intellectual skill.)

2. e. The student is expected to do precise, smooth, and accurately timed physical activities to remove the old memory chip and insert the new chip into the computer. Knowing which chip to remove and how to do so would involve intellectual skills. The manual probably included verbal information that told the student how to do this.

3. c. Transferring information between long-term and working memory is an important way in which learners guide their attending, learning, remembering, and thinking. The information being transferred between long-term and working memory would be either verbal information or intellectual skills.

4. c. Engaging in appropriate verbal mediation while solving problems is an important way in which learners guide their attending, learning, remembering, and thinking. The ability to understand and use these concepts use while doing this verbal mediation would consist of intellectual skills. Actually solving the problem would be an intellectual skill - specifically, it would be the application of a higher order rule.

5. b. The student would be engaging in an intellectual skill. This is demonstration of the understanding of a series of defined concepts.

6. d. The student is expected to achieve an internal state that will influence her personal action toward some class of things, persons, or events - in this case, she would be developing an attitude toward herself.

7. d. The students are expected to achieve an internal state that will influence their personal actions toward some class of things, persons, or events - in this case, toward the ballet.

8. e. The student is expected to do the precise, smooth, and accurately timed physical activities involved in singing. Knowing the words of the first stanza would be verbal information; but the teacher in this question is concerned with singing performance.

9. b. The student would be applying a rule to make a classification, and so he would be engaging in an intellectual skill. The student would also be employing verbal information when recalling the definitions of these outcomes.

10. c. Monitoring the degree to which one understands information being communicated an important way in which learners guide their attending, learning, remembering, and thinking. It is a metacognitive skill. The actual understanding of the concepts in the text would be an intellectual skill; and any body of knowledge being acquired would be verbal information.

• Introduction
• Models of Learning
• Mastery Learning
• Phases of Learning
• The Events of Instruction
• Learning and Instruction
• Bloom's Taxonomy of Educational Objectives
• Gagne's Outcomes of Learning
• Summary and Overview
• What Teachers Can Do About the Processes of Learning and Instruction
• What Parents Can Do About the Processes of Learning and Instruction
• What Students Can Do About the Processes of Learning and Instruction
• Annotated Bibliography
• Answers to Quizzes and Questions <<You are here>>