310 EDP Exam I Review
Oct. 12. 2011
Procedures
Working on filling out the diagrams collaboratively. (8 minutes2 mins. for each) Taking the practice exam individually. (7 minutes) If time allows, do our Jeopardy!
4 Diagrams
Please fill out the diagram activities for 8 minutes collaboratively
Practice Exam for you~!
Please take this practice exam for 7 minutes.
"Watch out for the short answer, they will kill your grade."
S.K., Freshman EDP310 student, Sp '09
"Write short answers more in depth on tests or they will kill your grade."
C.E.M. Sophomore EDP310 student, Sp '09
"Make sure you explain the free response as if your professor has no prior knowledge of the subject matter."
S.M. Senior EDP310 student, Sp '09
Exam I Details and others
Friday, October 14th 4:00 pm 4:50 pm Please come early (by 3:50 pm) 12 Multiple Choice, 4 Short Answers Bring a pencil for your Scantron
Start Capstone Step 5-using the handout!
Exam Details
120 TOTAL points (= 12% of final course grade) 12 Multiple Choice (= 40% of exam)
4 short essays (= 60% of exam)
like to use options such as "all of the above," and "none of the above" as well as "A and B" Be careful about "NOT" read the question carefully sometimes it will ask for which option is NOT an example essays have multiple parts make sure you label each part of your answer each essay is given page for response...but you can continue response on back of page if needed
Exam Procedures
Bring a NUMBER 2 pencil No hats, earphones, cell phones, ipods, or other forms of technology allowed Take care of your needs before you arrive (Bathroom~!) All students will remain until 4:50
Let's Review...
Academic Environment Skill: INP/
5 types of Knowledge
Learner
Will :MOT/ATT
SelfRegulation : SFT/
Systematic approach
EDP 310 Exam 1 Jeopardy
Model of Strategic Learning INP/SFT Goals
MOT/ATT
Systematic App/5 Types of Knowledge
10 20 30 40
10 20 30 40
10 20 30 40
10 20 30 40
10 20 30 40
Name the four components of the Model of Strategic Learning and give an example of each
Another phrase which means working smart, not hard
Controllable components of the MSL; Uncontrollable components of the MSL
The MSL is interactive. Demonstrate this using 2 LASSI topics.
Three categories of INP strategies and one example of a strategy from each category
Discuss the relationship between the memory continuum and Information Processing strategies
The two types of triggering events list and describe each type
Thinking you know something when you don't
The six aspects of a useful goal
Strategies for dealing with multiple goals, also known as goal analysis
The four types of goals; the three lengths of goals
DOUBLE JEOPARDY
Two general categories of motivational beliefs
The sources of self-efficacy
DOUBLE JEOPARDY
Four types of attributions and an example of each
Name the 5 types of knowledge
Name 4 of the 8 steps of the Systematic Approach Singing is optional
The difference between formative and summative evaluation in the Systematic Approach
Types of Knowledge inform the Systematic Approach; give two examples of this
FINAL JEOPARDY
Decide what you want to wager and report it You will have 90 seconds to answer the question
TIE BREAKER
Name as many strategies as you can that Information Processing and Self-testing have in common
Remember these!
INP & SFT
Information Processing Strategies Rehearsal
FirstLetter Method of Loci Link Method Story Method
Elaboration
Associate old with new Visualize it Paraphrase and Summarize Create Analogies Apply it Teach it to Someone Else
Organization
Divide it up Find the Hierarchy Classify & Categorize Diagram & Outline
Rhymes & Tunes
Slavin, 2006
Long-term Memory
Retrieval
External Stimulus
Sensory Register
Initial Processing
Rehearsal and coding
Forgotten
Working or Short-term Memory
Forgotten Repetition
Memory Continuum
Shortterm Memory Longterm Memory
l ehearsa r s trategie s
elaboration strategies
nization orga s trategie s
Remember ~ processing information means you are DOING something with it. You have to make it personally meaningful in order to get it into your longterm memory.
Fluent knowing many of the same type of strategies
Example: time
My Fluency Score = 6
Strategies I use only rarely
ideas Summarize the main
Strategies I use all the Strategies I use
Mnemonics
sometimes
*FirstLetter Method *Story Method
R
R
Make a mental picture
E
E E
Use a familiar tune and make up a song with the important R facts
Creating Analogies
Caution ~ always relying on the same type of strategy makes it difficult (if not impossible) to use EFFECTIVE and EFFICIENT strategies
Example: Strategies I use all the Strategies I use time
Mnemonics
Flexible knowing types different of strategies My Flexibility Score = 3
Strategies I use only rarely
ideas Summarize the main E
sometimes
*FirstLetter Method Make up a song already know Diagram the info.
R R E
Make a mental picture E
Connect new info. to what I
O
Knowing a number of strategies (fluency) in a number of different categories (flexibility) will enable you to be a strategic learner.
Triggering Events
The red flag, the siren, the alarm bell that screams, "I'm not understanding!" Your cue to stop and develop awareness about the warning signsdo not ignore the problem
You're not getting it!!!
STOP!
2 Types of Triggering Events
Unconfirmed Expectations Information leaves us hanging our guessing Ideas may not be fully developed or may contradict what we think we already know Strategies Check for internal consistency Check for external consistency Unfamiliar Information Something we don't know or haven't seen before Strategies Ignore the obstacle and go on Reread the current sentence Reread the previous context Adjust your reading speed Form a tentative (temporary) hypothesis Go to an expert source dictionary, professor
Triggering Events Review
Unconfirmed expectations Unfamiliar information
Checking for internal consistency Checking for external consistency
Reread Form a tentative hypothesis Go to an expert
Systematic Approach/ 5 types of Knowledge
Knowledge of... Self Learning Strategies Subject Matter Acad. Environment Future Context
Self Subject Matter Academic Env. Future Contex Learning Strategies
Where do you think you are most likely to "loop back" when using the Systematic Approach?
What's the difference between Brainstorming & Creating an Action Plan?
What's the difference between Formatively Evaluating and Summatively Evaluating?
MOT & ATT
SelfEfficacy's Effects
HIGH SelfEfficacy LOW SelfEfficacy easy activities little effort (why bother?) easily give up stick to more rehearsal strategies thinking "I can't really make much sense of this material anyway." procrastinate
Choice of Activity Effort
challenging activities lots of effort when the going gets tough select best strategies for the task good time management
Perseverance willing to stick with it Use of Strategies Planfulness
Characteristics of Attributions
Internal (within you) Controllable
acquired ability effort innate ability
External (in the learning environment)
study environment teacher
Uncontrollabl e
nature of the test luck
Types of goals
Short termcan be achieved in a short period of time Long termfuture oriented goals; requires the use of markers or enabling goals Enabling goalssmaller goals created along the way to achieve a long term goal to "mark" progress and maintain momentum Research shows that people who actively set and pursue goals have much greater satisfaction across the lifespan
Difference between short term and enabling goals?
Achievement Goal Orientations
Defined: Learners' reasons or purposes for doing academic work Classical goal theory offers 3 types of achievement goals: mastery, performance approach, and performance avoidance goals Both goals concern the pursuit of competence in achievementrelated settings, but they involve different ways of defining and pursuing it
Mastery Performanceapproach Performanceavoidance
Achievement Goal Orientations
Mastery goalspursue competence by developing and improving their ability; engaged in a task for the purpose of learning Performance goalspursue competence by demonstrating their ability; engaged in a task for the purpose of outperforming others
2 types of performance goals: approach and avoidance
Mastery v. Performance Orientation
Mastery Intrinsic motivation Adaptive learning patterns More like to use elaborate learning strategies Show high performance Greater persistence Consider making mistakes as a good learning chance Performance Extrinsic motivation Maladaptive learning patterns Use superficial learning strategies Show lower levels of performance More likely to withdraw
Performance goals deconstructed
Performance approachmay yield a positive effect because students are concerned with demonstrating their ability Performance avoidanceoften foster a negative effect, as students are concerned about hiding their lack of ability
Please, Remember!
* Please do not depend on ONLY this PPT. This does cover the important constructs, but not everything you should know! ** I highly recommend you to read through all the PPTs, your notes, the modules, and learning objectives. *** As I said, you will see lots of application questions in your real test. Please think about each construct in your words, coming up with proper examples!!!!!
Everyone, Go & get a gold medal!! Good luck~!!!