Adult learning theory Flashcards
1
Q
Abstractions
A
Words that are general rather than specific. Aircraft is an abstraction; airplane is less abstract; jet is more specific; and jet airliner is still more specific.
2
Q
Affective domain
A
A grouping of levels of learning associated with a person’s attitudes, personal beliefs, and values which range from receiving through responding, valuing and organization to characterization.
3
Q
Anxiety
A
Mental discomfort that arises from the fear of anything, real or imagined. May have a potent effect on actions and the ability to learn from perceptions.
4
Q
Application
A
A basic level of learning at which the student puts something to use that has been learned and understood
5
Q
application step
A
The third step of the teaching process, where the student performs the procedure or demonstrates the knowledge required in the lesson.
6
Q
Attitude
A
A personal motivational predisposition to respond to persons, situations, or events in a given manner that can, nevertheless, be changed or modified through training as a sort of mental shortcut to decision-making
7
Q
Attitude management
A
The ability to recognize one’s own hazardous attitudes and the willingness to modify them as necessary through the application of appropriate antidotal thoughts.
8
Q
Authentic assessment
A
An assessment in which the student is asked to perform real-world tasks, and demonstrate a meaningful application of skills and competencies.
9
Q
Basic need
A
a perception factor that describes a person’s ability to maintain or enhance the organized self
10
Q
Behaviourism
A
Theory of learning that stresses the importance of having a particular form of behviour reinforced by someone other than the student to shape or control what is learned.
11
Q
Branching
A
A programming technique which allows users of interactive video, multimedia courseware, or online training to choose from several courses of action in moving from one sequence to another.
12
Q
briefing
A
an oral presentation where the speaker presents a concise array of facts without inclusion of extensive supporting material
13
Q
building block concept
A
Concept of learning that new knowledge and skills are best based on a solid foundation of previous experience and/or old learning. As knowledge and skills increase, the base expands, supporting further learning.
14
Q
cognitive domain
A
a grouping of levels of learning associated with mental activity. In order of increasing complexity, the domains are knowledge, comprehension, application, analysis, synthesis, and evaluation
15
Q
comprehensiveness
A
the degree to which a test measures the overall objective
16
Q
condition
A
the second part of a performance-based objective which describes the framework under which the skill or behaviour will be demonstrated
17
Q
confusion between the symbol and the symbolized object
A
Results when a word is confused with what it is meant to represent. words and symbols create confusion when they mean different things to different people.
18
Q
cooperative or group learning
A
an instructional strategy which organizes students into small groups so that they can work together to maximize their own and each other’s learning.
19
Q
correlation
A
a basic level of learning where the student can associate what has been learned, understood and applied with previous or subsequent learning.
20
Q
criteria
A
the third part of a performance-based objective, descriptions of standards that will be used to measure the accomplishment of the objective.
21
Q
criterion-referenced testing
A
systems of testing where students are graded against a carefully written, measurable standard or criterion rather than against each other.
22
Q
cut-away
A
model of an objet that is built in sections so it can be taken apart to reveal the inner structure
23
Q
Defense mechanisms
A
Subconscious ego-protecting reactions to unpleasant situations
24
Q
Demonstration-performance method
A
An education presentation where an instructor first shows the student the correct way to perform an activity and then has the student attempt the same activity.
25
description of the skill or behaviour
the first part of a performance-based objective which explains the desired outcome of instruction in concrete terms that can be measured.
26
determiners
in test items, words which give a clue to the answer. Words such as "always" and "never" are determiners in true-false questions. Since absolutes are rare, such words usually make the statement false
27
direct question
a question used for follow-up purposes, but directed at a specific individual
28
Discrimination
The degree to which a test distinguishes the differences between students
29
distractors
Incorrect responses to a multiple-choice test item
30
disuse
fa theory of forgetting that suggests a person forgets those things that are not used
31
drill and practice method -
a time honoured training delivery method based on the learning principle that connections are strengthened with practice.
32
Effect
a principle in learning that learning is strengthened when accompanied by pleasant or satisfying feelings and that learning is weakened when associated with an unpleasant feeling
33
Element of threat
a perception factor that describes how a person is unlikely to easily comprehend an event if that person is feeling threatened since most of a person's effort is focussed on whatever is threatening them.
34
exercise
a principle of learning emphasizing that those things most often repeated are best remembered,.
35
goals and values
a perception factor that describes how a person's perception of an event depends on beliefs. Motivation toward learning is affected by how much value a person puts on education.
36
what are the 3 parts of performance-based objectives
1) Description of the skill or behaviour desired.
2) a set if Conditions under which the measurements will be taken
3) a set of Criteria describing the standard used to measure accomplishment of the objective
37
List the perception factors
physical organism, Goals and values; self concept, time and opportunity, element of threat
38
list the 4 steps of the teaching process
1) preparation
2) presentation
3) Application step
4) evaluation
39
presentationGuided discussion method
An education presentation typically used in the classroom where the topic to be covered by the group is introduced and the instructor participates only as necessary to keep the group focused on the subject.
40
Hierarchy of human needs
A listing by Abraham Maslow of needs. From physiological, security belonging esteem, cognitive and aesthetic and self-actualization.
41
Human factors
A multidisciplinary field devoted to optimizing human performance and reducing human error. It incorporates the methods and principles of behavioural and social sciences, engineering and physiology.
42
insight
The grouping of perceptions into meaningful wholes. Creating insight is one of the instructors's major responsibilities
43
Intensity
A principle of learning in which a dramatic or exciting learning experience is likely to be remembered longer than a boring experience. Students experiencing the real thing will remember more than when they are merely told about it.
44
Lack of common experience
In communication a difficulty arises because words have different meanings for the source and the receiver of the information due to their differing backgrounds.
45
Lead-off question
In the guided discussion method, a question used by an instructor to open up an area for discussion and get the discussion started.
46
Learning
A change in behaviour as a result of experience
47
Learning Plateau
A learning phenomenon where progress appears to cease or slow down for a significant period of time before once again increasing.
48
Learning style
Preferred ways by which people learn. Common styles include visual, auditory, and kinaesthetic (or tactile).
49
Lecture method
An educational presentation usually delivered by an instructor to a group of students with the use of instructional aids and training devices. Lectures are useful for the presentation of new material, summarizing ideas and showing relationships between theory and practice.
50
Norm-referenced testing
System of testing in which students are ranked against the performance of other students
51
Overhead question
In guided discussion method a question directed to the entire group in order to stimulate thought and discussion from the entire group. An overhead question may be used by an instructor as the lead-off question.
52
Perceptions
the basis of all learning, perceptions result when a person gives meaning to external stimuli or sensations. Meaning derived from perception is influenced by an individual's experience and many other factors
53
Physical organism
A perception factor that describes a person's ability to sense the world around them
54
Preparation
First step of the teaching process, which consists of determining the scope of the lesson, the objectives and goals to be attained.
55
Presentation
The second step of the teaching process, which consists of delivering information or demonstrating the skills to make up the lesson.
56
Primacy
a principle in learning in which the first experience of something often creates a strong, almost unshakable impression.
57
Problem based learning
Lessons in such a way as to confront students with problems that are encountered in real life which force them to reach real-world solutions
58
Psychomotor domain
a grouping of levels of learning associated with physical skill. Levels: perception, guided response, mechanism, complex overt response, adaption, origination.
59
readiness
a principle of learning where the eagerness and single mindedness of a person toward learning affect the outcome of the learning experience.
60
receiver
in communication the listener, reader or student who takes in a message containing information from a source, processes it, reacts with understanding and changes behaviour in accordance with the message.
61
recency
principle of learning stating that things learned recently are remembered better than things learned some time ago. As time passes, less is remembered. Instructors use this principle when summarizing the important points at the end of a lecture in order for students to remember them.
62
relay question
used in response to a student's question, the question is redirected to another student.
63
reliability
the degree to with test results are consistent with repeated measurements
64
Repression
theory of forgetting proposes that a person is more likely to forget information which is unpleasant.
65
reverse question
used in response to a student question. Rather than give direct answer to the question, the instructor returns the question to the same student to provide the answer.
66
review and evaluation
fourth and last step of the teaching process. Includes review of all material and evaluation of students.
67
self-concept
a perception factor that ties together how people feel about themselves with how well they receive experiences.
68
situational awareness
the accurate perception and understanding of all the factors and conditions within the four fundamental risk elements that affect safety.
69
skill knowledge
knowledge reflected motor skills and in cognitive skills that manifests itself in doing something else
70
taxonomy of educational objectives - list the categories
3 broad categories - cognitive, affective and psychomotor,
71
teaching lecture
an oral presentation that is directed toward desired learning outcomes, some student participation is allowed
72
telling and doing technique
1st instructor tells about new procedure and then demonstrates. then student tells what is happening as instructor is doing it, and then student explains while doing, and then instructor evaluates as student does.
73
time and opportunity
a perception factor in which learning something is dependent on the student having the time to sense and relate current experiences in context with previous events.
74
transfer of learning
the ability to apply knowledge or procedures learned in once context to new contexts
75
validity
the extent to which a test measures what it is supposed to measure
76
working or short term memory
the portion of the brain that receives information from the sensory register. This portion of the brain can store information in memory for only a short period of time. If the information is determined by an individual to be important enough to remember, it must be coded in some way for transmittal to long-term memory.
77
How do you teach Hots?
Higher ordered thinking ; use PBL; authentic problems, real world problems, student centred learning, active learning, cooperative learning and customize,
78
3 phases of gaining knowledge
1) memorization
2) organize and understand
3) apply and solve problems
79
List maslow's hierarchy of needs
physiological needs, safety and security, love and belonging , self esteem, self actualizaton
80
define self actualization
highest need - "need to do and be what you were born to do"
81
explain theory x and theory y
motivational theory
X - assumes people have dislike for work and need to be controlled and coerced, do things to avoid punishment, people prefer to be direced and will not take responsibility - key goal is security
Y - assumes work is part of life , that people will take self direction, that people do things for rewards; accept and seek responsibility and creativity, people have potential.
82
list 9 defense mechanisms
repression, denial, compensation, fantasy, rationlization, projection, displacement, reaction formation,
83
explain difference between projection and displacement
projection is putting the fault onto someone else or putting unacceptable impulses onto someone else where as displacement is an unconcsious shift of emotion to a safer object or person
84
define reaction formation
person fakes a belief in opposite to the true belief
85
List characteristics of adult learners
- learning is a means to an end (i..e seen as having a purpose not the purpose itself)
- need to see the reason - goal orientated
- need to be autonomous and exercise contra
- come with preexisting knowledge, experiences and skills,
- need respect
- want to problem selve and apply new knowledge immediately
86
Learning theories - list 4 key ones and briefly explain
behaviourism: - explains behaviour entirely in terms of observable and measurable responses to stimuli - basically it is conditioning -- carrot and stick methods.
Cognitive theory - focuses on what is going on in the mind, knowing, perceiving, problem solving decision -making, awareness -- learning is seen as a change in how a person thinks,
Information processing theory -essentially we are computers - process, stores and retrieves information, main focus of this method is about memory
constructivism - derivative of cognitive theory - learners must be active an involves the building or construction of learning -- learner centered and learner is responsible for own learning.
87
Blooms Taxonomy cognitive domain
knowledge, comprehension, application, analysis, synthesis, evaluation
88
HOTS -define, what learning theory and give an example
Higher ordered thinking skills, Contructivist theory --are last 3 categories of blooms taxonomy of learning - analysis, synthesis and evaluation
89
what is concept learning
learning based upon grouping or discrimination of ideas, -- by grouping makes information manageable -- categorization is key
may involve schemas -- ways to link or explain things or repeating patterns.
90
list the 6 laws of learning
1) readiness (needs have to be met and student seas reason to learn)
2) exercise (practice)
3) effect (satisfaction/ happy = strengthened; unpleasant feelings - weakened learning _
4) primacy (first = often creates strong impression)
5) intensity (exciting, dramatic)
6) recency (things most recently learned best remembered)
91
basic levels of learning and key terms
rote (repeat back/ factual - define, label, state)
understanding (comprehend - discuss, describe, generalize, summarize)
Application -put to use, teach, explain, implement
correlation - associate - analysis, make sense of relate to future and previous education
92
affective domain
recieving, responding, valuing, organizing, characterization --- state of mind
93
psychomotor domain
perception, set (imitation), guided response (performs as demonstrated), mechanism (simple), complex overt response (complex actions), adaption (modifies to specific problems/ situations), origination( new movements, new patterns, creativity)
94
define left brain/ right brain learning
left brain - verbal instruction, step by step, prefers writing, planned and structured, does well on multiple choice, analytic, recalls names
right brain - demonstrations, general concepts and then specifics, prefers open ended questions, impulsive, recalls faces, holistic
95
3 key learning styles
visual, auditory, kinistehtic
96
stages of skill acquisition
cognitive, associative, and automaticity
97
what two abilities are required for multitasking?
attention switching
| simultaneous performance
98
list and define the 2 kinds of errors
slip - plan to do one thing but inadvertently does the other - errors of action - common example is meaning to do a step but missing it.
mistake - is planning to do the wrong thing and doing it. - often misundersanding, lack of knowledge, miscommunication,
99
list 6 ways to reduce error
1) take time
2) check for errors
3) use reminders
4) develop routine
5) raise awareness
6) learn and practice
100
list 3 components of memory
sensory, short term, and long term
101
define sensory memory
part of memory that receives initial stimuli from enviro and processes according to individuals preconceptions of what is important - discards or transmit to short memory
102
short term memory
info is stored for 30 seconds or moved to long term
103
ways to improve recall
praise; association, favorable attitudes, include all sense, meaningful repetition, mnemonics,
104
list 2 types of objectives and define
performance based objectives - how and what needs to be done
| decision based objectives (dynamic, and situationally based)
105
diagnostic assessments
used to assess student knowledge or skill prior to instruction
106
formative assessments
are not graded, used to wrap-up lesson and to set stage for next lesson. Limited to most recent lesson and informs, and guides what parts to reinforce.
107
summative assessments
used periodically throughout to measure how learning has progressed. For example, chapter quiz or end of course test.
108
characteristics of good assessment
objective; flexible; acceptable; comprehensive; constructive; organized; thoughtful; specific
109
characteristics of a good test
reliability; validity; usability; objectivity; comprehensiveness; discrimination;
110
collaborative assessment
open-ended questions - four step series 1) replay ; 2) reconstruct 3) reflect and 4) redirect
111
replay
part of collaborative assessment - ask student to verbally replay the procedure - listen for when perceptions differ
112
reconstruct
encourages the student to identify the key things that he/she would have, could have or should have done differently - part of collaborative assessment
113
reflect
part of collaborative assessment - insights come from reflection -- questions to guide reflection
114
redirect
last part of collaborative assessment - help student relate lessons learned in this session to other experiences and how they may help future sessions.
115
what are the steps of test development
determine level of learning objectives; list indicators of desired behaviours; establish criterion objectives; develop criterion referenced test items.
116
instructor/student critique
instructor leads a group discussion in which members of the class are invited to offer criticism of a performance - needs to be carefully controlled and directed with clear purpose.
117
student led critique
instructor asks student to lead the assessment. may generate interest in learning but may be problematic with inexeperience.
118
small group critique
class divided into small groups; each given a specific area to analyze and present back
119
what are the characteristics of an effective question
apply to the subject, be brief and concise but also clear and definite; be adapted to the ability, experience and stage of training; center on one idea; present a challenge.
120
types of questions to avoid
yes/ no; puzzle - ; oversize; toss up (either or); bewilderment - ; trick questions; irrelevant questions;
121
how are blocks of learning divided
not by instructional time; should be divided by what can be measured and evaluated and be fairly consistent.
122
training syllabus
practical guide to help make sure that training is accomplished in logical sequence and that all requirements are completed
123
lesson plan
always includes objective, content, completion standards -outline of single instruction period
124
purpose of lesson plan
assure wide selection of material and elimination of unimportant material
make certain due consideration is given to each part of lesson
aid the instructor in presenting material in suitable sequence
serve as means of relating lesson to objectives
give inexpereienced instructors confidince
provide uniformity
125
characteristics of well planned lesson
unity; content; scope; practicality; flexibility; relation to course of training; instructional steps (preparation, presentation, application and review)
126
Scenario Based training
goal is to challenge and improve decision-making skills
127
6 types of risk
total, identified, unidentified, unacceptable, acceptable and residual
128
hazardous attitudes
macho, anti-authority, invulnerability, impulsivity, resignation
129
anti -authority
"don't tell me"
130
macho
"I can do it" = taking risks to impress
131
resignation
"what is the use" - external locus of control -
132
decision making process
1) define problem,
2) choose action
3) implement and evaluate outcome
133
principles of risk management
accept no unnecessary risk; make risk decisions at the appropriate level, accept risk when benefits outweigh cost, integrate risk management into planning at all levels.
134
risk management process
1) identify risk
2) assess risk
3) analyze risk control measures
4) make control decision
5) implement risk controls
6) supervise review
135
3 p model
risk management - perceive, process, and performs
136
operational pitfalls
peer pressure, mind set,
