Chapter 3

Bloom’s taxonomy
describes levels of cognition; a system of levels to better organize a concept
design-plan-act! (D-P-A) system
systemic approach to effective instruction
dynamic instructional design (DID) model
flexible system for designing instruction
feedback loop
the return of information regarding the success of each step
formative feedback
a type of feedback that occurs while the learning event is in progress
instructional action plan (IAP)
helps you articulate your lesson’s to-do list
instructional design model
a design template
learning environment
all conditions, circumstances, and influences that affect the learner’s development
learning strategies
the techniques and activities that you will require your students to engage in to master the content
lesson planner
the pragmatic product of the instructional design process
the technologies that support methods
the actions and activities that a teacher uses to communicate a concept
pedagogical cycle
a sequence of methods that promote effective instruction
the principles and methods of instruction
performance objectives
objectives that specify what the learner will be able to do when the instructional event concludes
summative feedback
feedback that occurs at the conclusion of the learning event
systems approach
the notion of a carefully planned, step-by-step process to design, create, evaluate, and revise instruction
teaching strategies
the methods you will use to assist your students in achieving the objectives