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Barriers to application
Research/Learning
Memory/Problem Solv
General review
Motivation review
100
This is one of the most common barriers of doing research to address a specific existing problem that educators want to solve.
What is time (research takes too much of it, educators have too little of it)
100

Theoretically, this procedure should create equivalence across study groups, allowing you to make assumptions about causality of the variable manipulated between the groups.

What is random assignment? (This is also one of the most accepted way we can be justified in claiming a causal direction of observed effects)
100

The processing of information into the memory system

What is encoding? (and remember- you only encode what you pay attention to in the first place)
100

The most important step in becoming an expert in something. 

What is practice? (and the practice needs to be effective - usually requires a highly effective coach and strong metacognitive skills, discipline, and commitment)

100

There are types of goals that motivate us: those we call "performance" that are based on outcomes and external components, and this type, which are focused on the process of the task itself.

What are mastery goals? 

200
This is a database that is intended to help with the barrier of research being easy to find.
What is the ERIC database (required by researchers funded by IES to catalogue their research publications. Another sources is the What Works Clearninghouse, where the government tries to highlight well-done research with summaries for educators, but doesn't include most research)
200
These terms describe a) the ability of your measure to actually assess what you are trying to assess, and b) the accuracy of your measure, indicated by giving the same score each time you use it if nothing has changed.
What are a) validity and b) reliability? (Both are important to consider when determining the usefulness of research results!)
200

The system that involves conscious, active processing of incoming auditory and visual- spatial information, and of information retrieved from long- term memory

What is working memory? (and having too much going on mentally can cause too much cognitive load, crowding your working memory. Anxiety or stereotype threat can contribute to higher cognitive load.)
200

This is the ideal level of engagement for learning.

What is interactive engagement? 

200

This is the main function of motivation.

What is to direct behavior toward accomplishing goals?

300
Many educators and educational decision makers lack the "capacity" to use research, which means this
What is the challenge of not knowing how to understand and apply relevant research to their needs
300
According to the ICAP theory of engagement in learning, this is the LEAST effective level of engagement.
What is passive engagement? (e.g., listening to a lecture, reading a book, watching a video)
300

Experts use this process, developed from a great deal of practice and experience, allowing them to use much less working memory than non-experts; they also see problems related to their expertise in this way, facilitating better problem solving.

What is developing automatization (becoming more automatic, so whole process is a single step) and more abstractly (how they see problems compared to novices)?
300

Organizing items into familiar, manageable units; often occurs automatically

What is chunking? 

300

These are the factors that we perceive outcomes to be caused by, and which influence our future motivation by impacting our self-efficacy and other aspects of our expectations for success.

What are attributions? 

400
This refers to the level to which research application actually happens as intended
What is fidelity of implementation? 
400
This is found to be the most important consideration when choosing a teaching "style" to maximize learning effectiveness.
What is the content being taught / what you want students to pay attention to and learn? (Remember- the idea that people will best learn from their preferred learning style is a misconception)
400

The first answer refers to using solutions that have worked in the past, even if others are better; the second one refers to being stuck thinking about things in the same way- limiting ability to "think outside the box"

What is mental set and functional fixedness? (functional fixedness might have been a reason you didn't think to use the match box as a holder for the candle in the in-class assignment)
400

Tendency to retain information more easily if we practice it repeatedly over time than if we practice it in one long session

What is the spacing effect? 

400

This theory suggests that we are motivated by our desires for competence, relatedness (feeling connected), and autonomy.

What is self-determination theory?

500
If these groups would work together more collaboratively, it could help to address the problem of research providing answers to questions that aren't being asked, and not having answers to the questions that exist.
Who are researchers and practitioners? 
500
Learning can be thought of as change to our "knowledge" or schemas we have, which we referred to as this. 
What are mental representations? (and experts have much more information/detail in their representations, as well as having a more complex structure with hierarchical levels, etc. of their representations)
500
This refers to applying something learned in one context to a problem experienced in some other context.
What is transfer? (using things you've learned in this class years down the road for your own learning would be multiple types of transfer! Both over time - temporal - and different context)
500

One type of meaningful difference across learners that results from the different levels of experience and abilities related to their learning.

What are the differences in prior knowledge and mental representations?

500

If you have this type of mindset, you are likely to choose easier tasks and avoid those that might present some type of challenge.

What is fixed?