Any strategy "that involves students in doing things and thinking about the things they are doing". (*Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University, p. 2)
The level of thinking required by a student processing learning material. It can be defined as the ability of a student to take principles, ideas, and theories which must be remembered and apply them to new situations or experiences.
A process used to provide feedback to both the learner and the teacher about the progress toward understanding intended outcomes. It can be used to adjust teaching and learning in order to maximize learner achievement.
Simply stated, dividing learning into sections. The process by which learning is divided into small learning activities that enhance learning. Learning materials are often organized and divided into an easy to understand categories, modules, or lessons.
A major skill, knowledge, or attitude that a student will need to perform a task accurately. Competencies are specific to a discipline, subject, or occupational area. A competency is an outcome that is stated in observable, measurable terms. It is what students will be able to DO as the result of a given learning experience. Competencies are typically broken down into more specific learning objectives.
A statement that describes to students a method that will help them to master specific learning outcomes. Learning activities will guide students through the learning of a competency using structured content presentation and practice.
A skill or block of knowledge that a student will learn as a step toward an outcome or competency. Objectives are stated in a manner that is clear and measurable. based on performance standards. Objectives provide cues for the development of learning activities.
Ways in which learners perceive and process experience and information.
Sometimes called a "competency." Results of instruction. Outcomes describe learner performance that is expected as a result of learning.
A type of assessment scoring that serves as a guide. It usually contains criteria in a rating scale with multiple options. For example, a piece of work can be labeled as 3 (exemplary), 2 (average), or 1 (poor). Each level has specific criteria that help determine the score.