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MD 4924 > 4924 Lesson planning & group facilitation > Flashcards

4924 Lesson planning & group facilitation Flashcards

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1
Q

Pedagogy

A

The art and science of teaching, esp. as an academic subject or theoretical concept. Teaching children.

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2
Q

What the steps in effective education

A

Assess the learning needs or the group or individual. Write performance objectives. Develop content. Select methods & materials. Implement learning experience. Evaluate the results. Document the outcomes.

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3
Q

What motivates children to learn?

A

Need to know. Self-concept. Experience. Readiness to learn. Subject-centered learning. Motivation.

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4
Q

Children as learners: need to know

A

Children seek to learn what interests them, what others see as important.

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5
Q

Children as learners: self-concept

A

Children are more dependent and other-directed.

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6
Q

Children as learners: experience

A

Children have few life experiences & do not draw on those as easily, must learn how to learn

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7
Q

Children as learners: readiness to learn

A

Children have teacher, parent, social pressure to learn

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8
Q

Children as learners: subject-centered learning

A

Children’s learning of subject matter based on need to know, teaching is future-oriented, not present oriented

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9
Q

Children as learners: motivation

A

More by external pressures; build internal motivation

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10
Q

What are the parts of a performance objective?

A

When, who, do what?, how well?

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11
Q

Selecting techniques and methods

A

Educational purpose. Learners preference or style, needs. Group size. Facilities. Time. Cost. The audience. Choose most active style

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12
Q

Four parts of the ABCD method of writing objectives

A

Audience, behavior, condition, degree

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13
Q

Audience

A

Who is the learner

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14
Q

Behavior

A

Describes learner capability. Must be observable and measurable. Can be demonstration of skill or knowledge.

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15
Q

Condition

A

Equipment or tools that may (or may not) be utilized to complete the behavior. Environmental conditions may also be included.

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16
Q

Degree

A

States the standard for acceptable performance (time, accuracy, proportion, quality, etc.)

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17
Q

“Telling” teaching methods

A

Lecture, training conference, panel, debate, oral quiz, case study.

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18
Q

“Showing” teaching methods

A

Demonstrations. Media presentations. DVDs, Charts, graphs, diagrams

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19
Q

“Doing” teaching methods

A

Role playing. Committee work. Performance tests. Discussion groups. On-job training. Supervised practice. Internship. Guided experiences.

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20
Q

Multiple intelligences

A

Human beings have nine different ways of interacting with the world. Each person has an individual mix of these.

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21
Q

Linguistic intelligence

A

The ability to use language to express what’s on your mind & to understand other people.

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22
Q

Logical/mathematical intelligence

A

The capacity to understand the underlying principles of some kind of causal system. ex. scientist.

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23
Q

Musical rhythmic intelligence

A

The capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them.

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24
Q

Body/kinesthetic intelligence

A

The capacity to use your whole body, or parts of your body to solve a problem, make something, or put on some type of performance.

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25
Spatial intelligence
The ability to represent the spatial world internally in your mind. Can be used in arts and sciences.
26
Naturalistic intelligence
The ability to discriminate among living things and sensitivity to other features of the natural world, ex. Botanist, chef
27
Intrapersonal intelligence
Having an understanding of yourself; knowing who you are, what you can do, want to do, abilities. We are drawn to people who have a good understanding of themselves.
28
Interpersonal intelligence
The ability to understand other people. Use of social experience.
29
Existential intelligence
The ability and proclivity to pose and ponder questions about life, death, and ultimate realities.
30
Behavioral Theory
Use positive reinforcement & limit punishments to motivate. Rewards must be something of value & for specific behaviors. Reward early & often.
31
Social Theory
Models should: demonstrate positive behaviors; admired; someone learner can relate to. Have the learned demonstrate & practice.
32
Cognitive & Constructive Theory
Enhance their memory. Get their attention & know frame of reference. Limit amount of into, organize it, match to their comprehension. Summarize & repeat. Provide active learning. Make it personal. Use their own interest to motive learner.
33
What is evaluation?
The systematic collection of information about the activities, characteristics, and out comes of programs
34
Why perform evaluation?
Show results. Make judgments about the programs. Improve effectiveness. Justify costs. Document improvement. Make decisions and set new goals.
35
Formative evaluation
Completed as one gathers information to be used to develop or to improve a program, ex. testing pilot plans, messages, materials, procedures or those that have been developed previously
36
Process evaluation
Plan from that start & use throughout the program; determines why a program might or might not have been effective; monitor all elements of a program in order to evaluate effectiveness.
37
Summative evaluation
Used at end of learning activity to determine results and worth, ex. may use grading, certifications, completion surveys to judge effectiveness of teacher, learner and curriculum.
38
Methods of evaluation
Norm-referenced & criterion-referenced.
39
Norm-referenced
A method of evaluation in which the score of the individual is compared to results of normative group score; used with process & summative evaluations. Ex. testing students.
40
Criterion-referenced
A method of evaluation in which the score of the individual is compared to an established criteria; used with formative evaluation. Shows what the learned can/cannot do.
41
What should be evaluated?
Knowledge, attitudes, and behaviors.
42
How can knowledge be assessed?
Recall. Demonstrating new information or a change/correction in knowledge, ex. before & after questionnaire
43
How can attitudes be assessed?
Measuring attitude/self-efficacy (ability to participate in intervention activities): Asked to self-report, Responses collected through individual interviews, focus groups, questionnaire, Likert scale.
44
How can behaviors be assessed?
Self-report. Record-keeping - can become more a part of the intervention than of the evaluation if it influences behavior. Observation - inconvenient, yet may be the most effective method.
45
Preparation for presentation
Assess the audience. Plan what you need to know about the audience. Plan what you need to know about the program
46
What do you need to know about the program?
Goals? What objectives should you have? Time? Tech available? Voluntary attendance? Budget? Handouts?
47
What are the three parts of a presentation?
Introduction, body, summary
48
Title of the presentation
Should engage the audience, and be informative and accurate.
49
Introduction of the presentation should include
Purpose of the presentation - goes back to the performance objectives. Connect you topic to the audience. Outline your learning objectives.
50
Body of the presentation should include
Provide the details and data in a logical order, use visuals and handouts. Plan for audience participation. Provide references. Build rapport throughout.
51
Summary of the presentation should include?
Summarize what was covered. Lead into the closing. Allow time for questions.
52
Audience connection
Arrive 10 min early and connect w/ the audience. They will mirror your disposition. Smile and be confident.
53
Delivery techniques and use of media
Prepare and rehearse, but don't' memorize - talk should flow with the direction of the audience. Use visuals to illustrate a point - releases energy, ppt., posters, flip chart, etc.
54
Environmental control
Know the seating options - can you rearrange. Be familiar with the A/V. Try not to stand behind a podium. Watch time.
55
Voice and diction
"natural and conversational to a theatrical level." - enunciate word, syllables.
56
Body language
"natural and positively expressive to a theatrical level", hands free to gesture softly (away from face and body). Make eye contact.
57
Professional appearance & language
Business ware, hair & make-up, limit jewelry; watch for common language.
58
Workshop
An extended amount of time designated for extensive training extensive training certain knowledge and skill set.
59
Special consideration for workshops.
Time commitment is hours to days; plan for cognitive, affective, & psychomotor objectives; involve all participants: case studies, small groups, discussion, role-playing; provide breaks, periodic summaries & complete evaluation.
60
Media Interview
Interview conducted by a reporter to elicit specific information for TV, radio, or written media reporting.
61
Special consideration for media interview
Choose your words carefully & concisely; if live: limited time allotted, know topic thoroughly, use conversational tone, rehearse & prepare for questions, control gestures & expressions, dress conservatively.
62
Informal work groups
Consists of all individuals in work setting; what are influences of group social structure, group norms, group communication?
63
Team approach
A style of project management in which everyone on the project team is held equally responsible for the quality & success of the project.
64
What are the advantages of a team approach?
Superior, members more likely to cooperate, promotes harmony & less resistance, cost effective, & efficient, manager is a facilitator, motivator, & does not fight for control.
65
Homogenous group
Have less conflict. May or may not produce superior decisions
66
Heterogeneous group (untrained)
Members may not relate to others. Members may remain silent, tend to go along with others. Quality of decisions may be poor.
67
Heterogeneous group (trained)
Synergy may occur 75% of time. May perform better than homogeneous groups, broader range of opinions gives superior decisions.
68
Characteristics of members: initiating
All members propose new ideas
69
Information/opinion seeking
All members ask questions
70
Clarifying
All members add examples & explanations to illustrate diverse opinions.
71
Coordinating
Point out relationships among ideas
72
Orienting
Relate ideas to groups purpose, "bring conversation back"
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Supporting
An individual opinion may gain majority support because of anther's support
74
Harmonizing
Mediating differences & finding common ground
75
Relieving tension
Provide humor, fewer formalities to maintain a relaxed environment.
76
Gatekeeping
All members are responsible for allowing each person to express their opinion
77
What is the role of the group leader?
Plan logistics. Facilitate. Stimulate change. Build cohesiveness.
78
Aspects of planning logistics
Arrange meeting room; sit in circle. Introduce everyone & the agenda. Allows "small talk." Maintains group process.
79
Facilitate
Does not dominate. Motivates members to focus on team goals. Encourages self-monitoring. Members communicate ideas & concurs openly & frankly.
80
Stimulate change
Changes arousing fear/concern are resisted. Spends time & consideration on proposed changes. Problems are resolved by discussion.
81
Builds cohesiveness
Members feel committed to team decisions. Incorporate team ideas when possible. People like to be liked.
82
Consensus seeking process
All members obliged to share opinion. Can offer an opinion only once, can ask for paraphrase. Responsible for understanding others. Must arrive at satisfying decision. Leaser makes decision when no decision can be made.
83
Group think
When a group stifles individual creativity to preserve the status quo.
84
What causes group think
When group members avoid being too harsh in their judgments of their leaders' or their colleagues' ideas for the sake of preserving harmony.
85
How to avoid "group think"
Remind that all members are critical evaluator. p311 in book

MD 4924 (6 decks)

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