Group 6 - EP402 - SLS

Learners with exceptionalities may not necessarily need extra care from the teachers to help them learn.

• True

• False

Background knowledge is not important for forming a meaningful schema.

• True

• False

Delivering lengthy lectures is an effective strategy for reducing cognitive load and promoting cognitive activity in students.

• True

• False

To develop students’ metacognitive skills, we teachers can directly teach and model metacognition.

• True

• False

  The practice of verbally encouraging students to think about what they are doing is considered more effective than teaching them metacognitive skills through modelling.

• True

• False

These are a few strategies to develop metacognition in students, EXCEPT:

• Creating a Reflective Classroom Environment

• Encouraging Passive Learning

• Fostering a Growth Mindset

• Providing Individualised Support for Students with exceptionalities

The Information Processing and the Model of Human Memory are praised for their:

• Insufficient consideration of social context, cultural factors, and emotions

• Implications for Instructional Design

• Treating all information processing as intentional and conscious

• Oversimplifies the process of information processing

____________ refers to a surprising and paradoxical outcome that defies our usual expectations. It’s an occurrence that doesn’t align with what we typically anticipate.

• Discrepant event

• Unexpected element

• Thought-provoking questions

• Emphasis

What is the role of background knowledge in schema formation?

• Background knowledge is irrelevant to schema formation.

• Background knowledge helps students create meaningful schemas.

• Schema formation occurs independently of background knowledge.

• Schema formation is hindered by background knowledge

Which of the following is a key strategy for reducing cognitive load and promoting cognitive activity in students?

• Delivering lengthy lectures

• Providing too much information at once

• Interacting with students through questioning

• Allowing students to work independently