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MD 4924 > 4924 C10, 11 > Flashcards

4924 C10, 11 Flashcards

1
Q

What is learning?

A

A permanant change in a person as a result of experience or the interaction of a person with his or her environment.

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2
Q

What is changed in a person by learning

A

Knowledge, skills, values, beliefs, behaviors,

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3
Q

What is the teachers challenge in helping someone learn?

A

How to present the information with the right stimuli and experience to focus their mental effort and attention to learn.

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4
Q

How do we meet the challenge of helping someone learn?

A

Select meaningful material, organize it specifically for the learner, integrating it into working memory (using both new and existing knowledge)

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5
Q

What are the five stages of the Innovation-decision process?

A

Knowledge of the innovation. Persuasion. Decision to adopt or reject. Implementation of new idea. Confirmation of decision.

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6
Q

Knowledge of the innovation

A

In this stage the individual is first exposed to the innovation, but lacks information about it. The person has not, at this point, been inspired to find information about the innovation.

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7
Q

Persuasion

A

In this stage the individual is interested in the innovation and actively seeks information about it.

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8
Q

Decision to adopt of reject.

A

In this stage the individual takes the concept of the change an actively weighs the pro/cons of using the innovation and decides to adopt or reject it.

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9
Q

Implementation of the new idea

A

In this stage the individual employes the innovation to varying degrees, determines its usefulness, & may search for further information about it.

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10
Q

Confirmation of decision

A

In this stage the individual finalized their decision to continue using the innovation. This stage is both interpersonal and interpersonal.

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11
Q

Behavioral theory

A

Theories limited to observable changes in behavior. Behavior changes, but why is not known.

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12
Q

What cause behavioral change in the behavioral theory?

A

change in behavior is caused by external event, or stimuli.

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13
Q

What is the teachers role in behavioral theory of learning?

A

To arrange the external environment.

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14
Q

How is learning reinforced in Behavioral Theory

A

Positive, negative renforcement, or punishment.

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15
Q

Extinction of behaviors

A

a behavior weakens and eventually disappears when reinforcers are withdrawn.

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16
Q

Shaping of behaviors

A

Reinforce progress at each step along the way.

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17
Q

Timing reinforcement

A

immediate positive consequences are more effective. Continuous reinforcement should be used initially, then less frequently as they progress

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18
Q

Social Cognitive Theory

A

Observing others affects learning: one can learn from others’ successes and failures.

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19
Q

Role of the teacher in Social Cognitive Theory

A

Be a good role model, & provide other good role models. Avoid negative models. Have new skills demonstrated and practiced.

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20
Q

Cognitive & constructive Theory of learning

A

Learning is an active, internal mental process of acquiring, remembering, and using knowledge Prior knowledge has important role. Memory is used to process information.

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21
Q

Role of teacher in Cognitive Theory?

A

Explore prior knowledge. Gain & maintain attention. Ask questions. Use goal setting. Repetition & review. Make info meaningful. Organize information. Link new info to the memory network.

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22
Q

What are some ways to gain a learners attention?

A

Voice inflection, gestures, begin with a question, explain purpose, repeat information,

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23
Q

Working memory

A

As a person attends to something new and thinks about it, it enters working memory.

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24
Q

How many items can be retained at one time?

A

5-9.

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25
Q

How long can the 5-9 items be retained?

A

5-20 seconds.

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26
Q

Chunking

A

grouping similar information together to help retain it.

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27
Q

How is info moved from working to long-term memory?

A

Relate new info to memories, provide opportunities to practice, summarize and repeat, use examples, ask learner to repeat to make it personal

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28
Q

Andragogy

A

Teaching adults.

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29
Q

Need to Know

A

The adult learner is motivated to learn what is important to them.

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30
Q

Andragogy; self-concept

A

Adults are more independent and self-directed.

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31
Q

Andragogy: Readiness to learn

A

Adults have more internal than social pressure to learn.

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32
Q

Andragogy: Problem centered learning

A

Adult’s learning is problem centered. Should be present oriented.

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33
Q

Andragogy: Motivation

A

More effective motivation when self-directed. May need to know why change. You as a facilitator.

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34
Q

Motivation based on interest

A

Is both individual &/or situational. A higher interest leads to deeper understanding. Change the learners view of the subject matter to increase motivation to learn.

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35
Q

Motivation based on self-efficacy

A

based on past experiences of similar tasks & influenced by interpretation of feedback. Higher self-efficacy leads to more active learning. Set small, gradual, appropriate goals. Role play/models.

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36
Q

Motivation based on effort-based attributions

A

Put emphasis on effort.

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37
Q

Domains of Learning

A

Cognitive (knowledge), affective (attitudes & values), psychomotor (skills)

38
Q

Cognitive domain

A

Involves the acquisition and utilization of knowledge or information and the development of intellectual skills and abilities.

39
Q

Cognitive Performance Objectives:

A

Knowledge. Comprehension. Application. Analysis. Synthesis. Evaluation.

40
Q

Knowledge

A

Remember information, and recall it, but may not understand it. Lowest level of cognitive learning.

41
Q

Comprehension

A

Second level of cognitive learning. Lowest level of understanding, can restate or summarize the information.

42
Q

Application

A

Can use the information in concrete situations and problem solve. Cognitive learning.

43
Q

Analysis

A

Cognitive learning. Can breakdown the information into parts and organize the elements.

44
Q

Synthesis

A

Cognitive learning. Can reassemble the elements or parts to make something new.

45
Q

Evaluation

A

Highest level of cognitive learning. Can evaluate materials of methods in a particular situation.

46
Q

Affective learning domain

A

Deals with changes in attitudes, feelings, values, beliefs, appreciation, and interests. You want the learner to value & place importance on what they’re learning.

47
Q

Receiving

A

Lowest level of the affective domain. Learning is willing to receive certain phenomena or stimuli.

48
Q

Responding

A

Second level of the affective domain. The learner has the desire to become involved in learning.

49
Q

Valuing

A

3rd level of Affective learning. The learner believes the information or behavior has worth.

50
Q

Organization

A

4th level of Affective learning domain. Organizes and incorporates new values into current value system.

51
Q

Characterization

A

Highest affective learning domain. Learner internalizes values and changes behavior.

52
Q

Psychomotor Domain

A

The development of physical abilities and skills.

53
Q

Perception

A

Lowest level of psychomotor learning. Becoming aware of objects by means of the senses.

54
Q

Set

A

2nd level of psychomotor learning. Learner has readiness to preform a task.

55
Q

Guided Response

A

3rd level of psychomotor learning. Learner is guided by instructor, trial & error.

56
Q

Mechanism

A

4th level of psychomotor learning. Learner can demonstrate a task from some practice.

57
Q

Complex Overt Response

A

5th level of psychomotor learning. Learner can demonstrate a task with a level of skill.

58
Q

Adaptation & Origination

A

Highest level of psychomotor learning. Learner can apply skill to new situations.

59
Q

What type of teaching technique is lecturing?

A

It is in the lowest level cognitive domain.

60
Q

How can learning by lecture be improved by the teacher?

A

Limit number of concepts, use examples & summaries, and adding focused visual aids. Allow time for interactive discussion.

61
Q

Strengths of Lecture

A

Easy & efficient. Conveys most information. Reaches large number. Minimum threat to learner. Maximum control by instructor.

62
Q

Strengths of Discussion

A

e.g., panel, debate, case study. More interesting, thus motivating. Active participation. Informal atmosphere. Broadens perspectives. More is remembered. Good for higher level cognitive & affective objectives.

63
Q

Weaknesses of Discussion

A

Learner may be unprepared. Shy people may not discuss. May get side-tracked. More time-consuming. Limited group size.

64
Q

Simulations can be used with which type of objective?

A

Cognitive, affective, and psychomotor.

65
Q

Strengths of Simulation

A

(e.g., scenarios, ‘in-basket’ exercises, role-play, critical incidents) Active participation. Requires critical thinking. Develops problem-solving skills. Connects theory & practice. More interesting. Good for higher level cognitive & affective objectives.

66
Q

Weaknesses of simulation

A

Time consuming. Group size is limited, unless on computer.

67
Q

The demonstration is used to combine ? with what two objectives?

A

Used to combine knowledge and skills with cognitive and psychomotor objectives.

68
Q

Strengths of demonstration

A

Realistic visual image. Appeals to several senses. Can show a large group. Good for psychomotor domain.

69
Q

Weaknesses of demonstration

A

Requires equipment. Requires time. Learner is passive, unless can practice.

70
Q

task analysis

A

A written sequential list of the steps involved in performing any task from beginning to end and including the knowledge, skills, and abilities needed as well as the conditions under which it is performed and the proper method of performance.

71
Q

Evaluation

A

Is based on the measurement of what people know, think, feel, and do. Compares the observed value or quality with a standard or criterion on comparison; the process of forming value judgements about the quality of programs, goals, products

72
Q

formative evaluation

A

A systematic appraisal that occurs before or during the implementation of a learning activity for the purpose of modifying or improving teaching, learning, program design, or educational materials.

73
Q

Process evaluation

A

Plan from the start to use through out the program; determines why or why not a program may have been successful; monitor all elements of a program in order to evaluate effectiveness.

74
Q

Summative evaluation

A

Used at the end of learning activity to determine results and worth.

75
Q

Norm-referenced method of evaluation

A

Score of individual compared to results of normative group scour; used with process and summative evaluations

76
Q

Criterion referenced method of evaluation

A

Score of individual compared to results of an established criteria; used with formative evaluation. Compares with predefined, objective standards. Shows what learner can & cannot do.

77
Q

What should be evaluated: knowledge

A

Recall. Demonstrating new information or a change/correction in knowledge, ex. before & after questionnaire.

78
Q

What should be evaluated: Attitudes

A

Measuring attitude/self-efficacy (ability to participate in intervention activities). Often uses qualitative methods.

79
Q

What should be evaluated: Behaviors

A

Self-report - may be inaccurate. Record-keeping: can influence behavior and become part of the intervention. Observation: most effective, hardest to do.

80
Q

How can you collect data for evaluation?

A

Tests. Questionnaires. Interviews. Observation. Performance test. Rating scales/checklists. Performance measures. Self-reports.

81
Q

Validity

A

Measure what you want to measure

82
Q

Reliability

A

Measure consistently and accurately

83
Q

Summative evaluation

A

Is considered final, and is used at the end of a term, course, or learning activity. To appraise results, quality, or learning activity.

84
Q

norm-referenced results

A

The group that has taken the test provides the norms for determining the meaning of each person’s score. The typical performance of the group. Rank.

85
Q

Criterion-referenced results

A

A standard is used as a basis for the level of proficiency required. Indicates what the learner can and cannot do, they must attain a minimum standard.

86
Q

Frame of reference

A

Creaste a new one for new information, build on the current one, use cognitive restructuring to change if needed.

87
Q

What a performance objective should include:

A

Do what? Under what conditions? How well? When, who, do what? Performance, conditions, criterion.

88
Q

Performance

A

What the learner will be able to do after instruction is given.

89
Q

Conditions

A

describes under what conditions the performance is to occur.

90
Q

Criterion

A

tells how good the individual’s performance must be to be acceptable.

MD 4924 (6 decks)

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