22 Questions Versión en línea Match the question with its rationale. por Caitlin McHugh 1 Group 1 2 Group 2 3 Group 3 4 Group 4 5 Group 5 6 Group 6 7 Group 7 8 Group 8 9 Group 9 10 Group 10 11 Group 11 12 Group 12 13 Group 13 14 Group 14 15 Group 15 16 Group 16 17 Group 17 18 Group 18 19 Group 19 20 Group 20 21 Group 21 22 Group 22 What tactics am I using to help students attach meaning to the learning? Meaning helps retention. How will I use humor in this lesson? Humor is an excellent focus device and adds novelty. Have I divided the learning episode into mini-lessons of about 20 minutes each? Short lesson segments have proportionally less down-time than do longer ones. What motivation and novelty strategies am I using? Motivation and novelty increase interest and accountability. Which type of rehearsal should be used with this learning, and when? Rote and elaborative rehearsal serve different purposes. Am I using the prime-times to the best advantages? Maximum retention occurs during the prime-time. What will students be doing during down-time? Minimum retention occurs during down-time. Does my plan allow for enough wait time when asking questions? Wait time is critical to allow for student recall to occur. What chunking strategies are appropriate for this objective? Chunking increases the number of items working memory can handle at one time. What related prior learning should be included for distributed practice? Distributed practice increases long-term retention. How will I maximize positive transfer and minimize negative transfer? Positive transfer assists learning; negative transfer interferes. Have I identified the critical attributes of this concept? Critical attributes help distinguish one concept from all others. Are the concepts or skills too similar to each other? Concepts and skills that are too similar should not be taught together. How will I show students how they can use (transfer) this learning in the future? The prospect of future transfer increases motivation and meaning. Is it appropriate to use a metaphor with this objective? Metaphors enhance transfer, hemispheric integration, and retention. Have I included activities that are multisensory? Using many senses increases retention. Would a concept map help here? Concept maps help hemispheric integration and retention. Am I using strategies that promote imaging and imagining? Imaging and imagining help establish meaning, promote novelty, and increase retention. Would some music be appropriate? If so, what kind and when? Some music assists processing and cooperative learning activities. How will I move this objective up Bloom's Taxonomy? The taxonomy's upper levels involve higher-order thinking and are more interesting. What emotions (affective domain) need to be considered or avoided in learning this objective? Emotions play a key role in student acceptance and retention of learning. How do I integrate technology into the lesson to improve student engagement and learning? Technology can be an effective motivator and tool for engagement, while giving students access to new information.
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