Annika L-M
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Graduate Instructional Design Quiz on U1: Framework for Instructional Theory revision quiz (EDID6503 unit 1), created by Annika L-M on 16/03/2015.

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Annika L-M
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U1: Framework for Instructional Theory revision quiz (EDID6503 unit 1)

Question 1 of 31

1

How would you define instruction?

Select one of the following:

  • Anything that is done purposely to facilitate learning.

  • Content layer, strategy layer, message layer, control layer, representation layer, media logic layer, and data management layer

  • Development of advanced technologies, and advancements in psychological principles and methods of instruction

  • Instructional method and instructional situation

  • Discovery learning, direct instruction, Problem-based learning

Explanation

Question 2 of 31

1

How does instruction differ from construction?

Select one of the following:

  • Content layer, strategy layer, message layer, control layer, representation layer, media logic layer, and data management layer

  • Instruction is done to the learners and it assumes that they are passive. Construction is done by the learners and it assumes that they are active.

  • Development of advanced technologies, and advancements in psychological principles and methods of instruction

Explanation

Question 3 of 31

1

What are the seven layers of instructional design?

Select one of the following:

  • Discovery learning, direct instruction, Problem-based learning

  • Content layer, strategy layer, message layer, control layer, representation layer, media logic layer, and data management layer

  • Development of advanced technologies, and advancements in psychological principles and methods of instruction

Explanation

Question 4 of 31

1

What two phenomena make a new paradigm possible?

Select one of the following:

  • Instruction is done to the learners and it assumes that they are passive. Construction is done by the learners and it assumes that they are active

  • Instructional method and instructional situation

  • Development of advanced technologies, and advancements in psychological principles and methods of instruction

Explanation

Question 5 of 31

1

What are the main categories of instructional theory?

Select one of the following:

  • Discovery learning, direct instruction, Problem-based learning

  • Instructional method and instructional situation

  • Anything that is done purposely to facilitate learning.

  • Development of advanced technologies, and advancements in psychological principles and methods of instruction

Explanation

Question 6 of 31

1

Provide some examples of instructional approaches.

Select one of the following:

  • Discovery learning, direct instruction, Problem-based learning

  • Development of advanced technologies, and advancements in psychological principles and methods of instruction

  • Instruction is done to the learners and it assumes that they are passive. Construction is done by the learners and it assumes that they are active

Explanation

Question 7 of 31

1

How would you define a task?

Select one of the following:

  • A task is a problem which is representative of a problem which can be encountered in a real-world situation

  • Discriminations, concrete concepts, defined concepts, rules, problem-solving (higher-order rules)

  • Journaling, collaboration, experiential learning, problem-based learning, direct instruction

Explanation

Question 8 of 31

1

What are some ways in which demonstrations can occur?

Select one of the following:

  • Demonstration, Application, Task-centred, Activation, Integration

  • Demonstrations can occur through simulations, visualizations, and modelling

  • Discriminations, concrete concepts, defined concepts, rules, problem-solving (higher-order rules)

Explanation

Question 9 of 31

1

What are the five principles that are identified by Merrill?

Select one of the following:

  • Demonstration, Application, Task-centred, Activation, Integration

  • Verbal information, Intellectual skills, Cognitive strategies, Attitudes, Motor skills

  • Journaling, collaboration, experiential learning, problem-based learning, direct instruction

Explanation

Question 10 of 31

1

What is the role of peer-discussion in instruction?

Select one of the following:

  • Demonstrations can occur through simulations, visualizations, and modelling

  • Activating prior knowledge and enhancing the reflective practice

  • A task is a problem which is representative of a problem which can be encountered in a real-world situation

Explanation

Question 11 of 31

1

Heuristics is best described as...

Select one of the following:

  • Principles, rules of thumb, guidelines, causal models

  • Journaling, collaboration, experiential learning, problem-based learning, direct instruction

  • Activating prior knowledge and enhancing the reflective practice

Explanation

Question 12 of 31

1

List some common approaches to instruction

Select one of the following:

  • Demonstration, Application, Task-centred, Activation, Integration

  • Journaling, collaboration, experiential learning, problem-based learning, direct instruction

  • Discriminations, concrete concepts, defined concepts, rules, problem-solving (higher-order rules)

Explanation

Question 13 of 31

1

What are the categories of Bloom’s taxonomy?

Select one of the following:

  • Verbal information, Intellectual skills, Cognitive strategies, Attitudes, Motor skills

  • Demonstration, Application, Task-centred, Activation, Integration

  • Journaling, collaboration, experiential learning, problem-based learning, direct instruction

Explanation

Question 14 of 31

1

Categorize Gagné’s intellectual skills part of the cognitive domain

Select one of the following:

  • Verbal information, Intellectual skills, Cognitive strategies, Attitudes, Motor skills

  • Discriminations, concrete concepts, defined concepts, rules, problem-solving (higher-order rules)

  • Journaling, collaboration, experiential learning, problem-based learning, direct instruction

Explanation

Question 15 of 31

1

Match the following term with its correct definition: Instructional planning

Select one of the following:

  • What the instruction should be like

  • What the process of gathering information for decision-making should be like

  • What the process of creating instructional plans should be like

Explanation

Question 16 of 31

1

Match the following term with its correct definition: Instructional building

Select one of the following:

  • What the process of gathering information for decision-making should be like

  • What the process of creating instructional process should be like

  • What the process of creating instructional plans should be like

Explanation

Question 17 of 31

1

Match the following term with its correct definition: Instructional event

Select one of the following:

  • What the instruction should be like

  • What the process of preparing for implementation should be like

  • What the process of creating instructional plans should be like

Explanation

Question 18 of 31

1

Match the following term with its correct definition: Instructional analysis

Select one of the following:

  • What the process for evaluating instruction should be like

  • What the process of gathering information for decision-making

  • What the process of creating instructional process should be like

Explanation

Question 19 of 31

1

Match the following term with its correct definition: Instructional implementation

Select one of the following:

  • What the process of preparing for implementation should be like

  • What the process of creating instructional plans should be like

  • What the process of gathering information for decision-making

Explanation

Question 20 of 31

1

Match the following term with its correct definition: Instructional evaluation

Select one of the following:

  • What the process for evaluating instruction should be like

  • What the process of gathering information for decision-making

  • What the process of creating instructional plans should be like

Explanation

Question 21 of 31

1

Fill in the blank: ____________ is concerned with the content to be learned.

Select one of the following:

  • Curriculum design theory

  • Instructional–event theory

  • Learning theory

Explanation

Question 22 of 31

1

Fill in the blank: ____________ is concerned with how content should be learned.

Select one of the following:

  • Instructional-event theory

  • Curriculum design theory

  • Student-assessment design theory

Explanation

Question 23 of 31

1

Fill in the blank: ____________ provides an understanding of why a given methods of instruction works.

Select one of the following:

  • Learning theory

  • Student-assessment design theory

  • Curriculum design theory

Explanation

Question 24 of 31

1

Fill in the blank: ____________ guides assessment in student learning.

Select one of the following:

  • Student-assessment design theory

  • Curriculum design theory

  • Instructional-event theory

Explanation

Question 25 of 31

1

Which of the following is an example of an instructional component?

Select one or more of the following:

  • Discovery-based learning

  • Problem-based learning

  • Advance organizer

  • Concrete-abstract sequencing

Explanation

Question 26 of 31

1

In reference to Blooms Taxonomy, define the following learning outcome: Knowledge

Select one or more of the following:

  • Recall tasks that include listing, defining, telling

  • Learners are asked use information and skills learned from knowledge and comprehension

  • The highest order of thinking. Students use lower levels of learning in order to discriminate and assess values.

Explanation

Question 27 of 31

1

In reference to Blooms Taxonomy, define the following learning outcome: Comprehension

Select one or more of the following:

  • Recall tasks that include listing, defining, telling

  • Higher-level learning outcomes that include distinguishing, describing, predicting

  • Learners as are asked to understand patterns or parts including separating, ordering, connecting, explaining, inferring, classifying

Explanation

Question 28 of 31

1

In reference to Blooms Taxonomy, define the following learning outcome: Application

Select one or more of the following:

  • Learners are asked use information and skills learned from knowledge and comprehension

  • Higher-level learning outcomes that include distinguishing, describing, predicting

  • Learners as are asked to understand patterns or parts including separating, ordering, connecting, explaining, inferring, classifying

Explanation

Question 29 of 31

1

In reference to Blooms Taxonomy, define the following learning outcome: Analysis

Select one or more of the following:

  • Learners as are asked to understand patterns or parts including separating, ordering, connecting, explaining, inferring, classifying

  • New ideas are created using prior knowledge and learning

  • Learners are asked use information and skills learned from knowledge and comprehension

Explanation

Question 30 of 31

1

In reference to Blooms Taxonomy, define the following learning outcome: Synthesis

Select one or more of the following:

  • The highest order of thinking. Students use lower levels of learning in order to discriminate and assess values.

  • New ideas are created using prior knowledge and learning

  • Learners as are asked to understand patterns or parts including separating, ordering, connecting, explaining, inferring, classifying

Explanation

Question 31 of 31

1

In reference to Blooms Taxonomy, define the following learning outcome: Evaluation

Select one or more of the following:

  • The highest order of thinking. Students use lower levels of learning in order to discriminate and assess values

  • Learners as are asked to understand patterns or parts including separating, ordering, connecting, explaining, inferring, classifying

  • Higher-level learning outcomes that include distinguishing, describing, predicting

Explanation

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