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Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 2-Deep Learning > Flashcards

Chapter 2-Deep Learning Flashcards

1
Q

What 3 theorists have made defining contributions to experiential and developmental education.

A

John Dewey, Lawrence Kohlberg, and David Kolb.

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2
Q

Surface learning is defined as

A

acceptance of information and memorization of isolated and unlinked facts.

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3
Q

What is another name for deep processing?

A

Semantic processing

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4
Q

What does deep processing lead to?

A

(1) understanding and (2) long-term retention of ideas so that they can be used for problem solving in unfamiliar contexts.

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5
Q

Five activities that lead to deep learning. #1

A

making connections between concepts taught and personal experiences

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6
Q

Five activities that lead to deep learning 2

A

reflecting on how concrete specifics might indicate abstract patterns

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7
Q

Five activities that lead to deep learning 3

A

applying ideas taught in class to real-world situations

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8
Q

Five activities that lead to deep learning 4

A

connecting what one is learning to what one has learned previously

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9
Q

Five activities that lead to deep learning 5

A

discussing ideas with others while keeping oneself open to enlarging one’s ideas based on encountering others’ ideas

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10
Q

Dominant transmission model of education

A

An authority passes on information to passive learner-receivers, who are supposed to somehow absorb knowledge.

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11
Q

Another term for dominant transmission model

A

Banking deposit model of teaching

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12
Q

What are 3 Dewey annotations about learning?

A

The difference between reception and activity
The need for learner interest and effort as conditions for powerful learning
A description of two levels of experience, one relatively superficial and one deeper

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13
Q

What are 2 other Dewey annotations about learning?

A

a five-step process for experiential teaching and learning

Dewey’s ideas on the ultimate purposes of education

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14
Q

RE: Dewey, what is Reception Versus Activity in Learning?

A

Utilizing activity in pedagogy

Engaging learners in confronting problems, posing hypotheses, and taking action based on reasoning.

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15
Q

What did Dewey mean by interest and effort?

A

Interest: the learner’s curiosity is triggered.
Effort: the tension between means and ends in action.

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16
Q

What did Dewey propose about Interest?

A

educators instigate students’ interest by helping them identify “for-whats,” or goals for learning,

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17
Q

What did Dewey propose about Effort?

A

students only learn when they become mentally engaged in solving problems
Students engage when they see how THEY can benefit

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18
Q

For Dewey, experience operates on what two levels?

A

Primary experience

Reflection on the meaning of the experience

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19
Q

What experiences do students need for deep processing or meaning making?

A

Secondary experiences of reflection and hypothesis testing

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20
Q

RE: Dewey, what 5 conditions outline the secondary experiences?

A

(1) indeterminate situations, (2) intellectualization, (3) working hypothesis, (4) reasoning, and (5) action.

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21
Q

What does Dewey mean by Indeterminate Situation?

A

One in which routine responses are not adequate.

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22
Q

During the reflection of an indeterminate situation, what must students reflect (or pause) on?

A

They examine the conditions, the resources available, obstacles to action, and ways to overcome these obstacles.

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23
Q

What does Dewey mean by Intellectualization?

A

Construct a mental representation of the problem

Ponder the situation in a thoughtful way, rather than responding from habit

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24
Q

What does Dewey mean by Working Hypothesis?

A

Pause further to study the conditions of the situation

Form a working hypothesis

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25
What does Dewey mean by Reasoning?
Thought experiments-test working hypotheses in light of the knowledge available.
26
What does Dewey mean by Action?
Student does not intellectualize but takes action to help resolve the issue.
27
RE: Dewey, what is the purpose of education based on his two levels?
Proximate or immediate | Ultimate
28
RE: Dewey, what is the purpose of the proximate learning?
To apply thinking and skills to real-world problems. | EX: counselors’ performance, test interpretation or applying ethics
29
RE: Dewey, what is the purpose of the ultimate learning?
Promote social good
30
What two ultimate purposes for education was Dewey concerned about?
(1) preparing citizens to be critical thinkers in a democracy and (2) encouraging learners to promote good for all citizens.
31
According to Dewey, what are the ultimate purposes of education?
(1) promote cooperative living, (2) advance community welfare, and (3) improve the condition of others.
32
What did Dewey urge educators to develop in students?
Traits of character
33
Kohlberg’s moral stages of development
Preconventional Conventional Post-conventional
34
Cognitive developmental education
From Kohlberg and Mayer | actively engaging learners to help them become self-authorized, principled
35
When did Kohlberg propose that individuals expand their overall ways of knowing, or personal epistemologies?
When they are presented with conditions that they can’t assimilate into their current frameworks.
36
What does Kohlberg mean by optimally mismatching the learner’s current way of knowing?
The teacher stretches the learner by posing dilemmas that can’t be resolved by the current way of knowing.
37
Why was Kohlberg troubled with the convention-upholding (transmission) model?
He had direct contact with the horrors of Nazism where people just adhered to rule.
38
What dimension did Kohlberg add to the educational model?
The developmental dimension
39
According to Kohlberg, the developmental educator engages in what two overall tasks?
(1) assessing developmental readiness and (2) mismatching (challenging) that way of knowing with challenges that stretch the person’s current approach.
40
What is a simple way to assess counselor readiness?
Assume most students of tend to use a combination of conventional and postconventional knowing
41
Define pre-conventional stage of moral development
Self-interest, empathy not present
42
Define conventional stage of moral development
Unquestioning, conforming to the conventions of the community, empathy present
43
Define posts-conventional stage of moral development
Characterized by commitment to care and justice, beyond the norms of a community
44
For mismatching, what did Kohlberg proposed that instructors do?
Instigate dilemma discussions, that is, situations that require thoughtful consideration of multiple perspectives in order to make a decision on how to act.
45
What are 2 ways that encourage students to take other perspectives?
Teach empathy and cultural diversity
46
What conditions are required for the mismatching process?
Learner must: Be exposed to the next higher level of thought Experience conflict over the usefulness of her current way of thinking Rethink a problem using a new set of assumptions about how knowing is approached
47
What does Gilligan (1988) mean by face value thinking vs. multiple lens thinking?
Face value-default to concrete, conventional rules. | Multiple lens-takes received knowledge as one among many possibilities.
48
The overall process of mismatching is sometimes called:
Plus-one Reasoning, asks students to think in terms of one stage beyond their current stage.
49
What 3 processes does a developmental pedagogy asks instructors to engage in?
(1) assessing the learner’s current way of knowing (2) mismatching the learner’s current way of thinking by presenting dilemmas, that call the current way of thinking into question, (3) helping the learner consider alternate ways of resolving the problem.
50
What is Kolb’s theory called?
Experiential Learning Theory
51
How did Kolb add to Dewey and Kohlberg’s theories?
``` He created a learning cycle model which triggers deep learning through: experience, reflection, conceptualization, and experimentation. ```
52
What other theories are similar to Kolb’s theory?
Cognitive and cognitive/behavior-focus on power of experience and reflection
53
Kolb’s Concrete Experience.
raw, concrete experience, which is parallel to what Dewey called primary experience .
54
What are examples of Concrete Experience in a beginning counseling course?
Role play how to be helpful Observe a counseling session Recall times of being helpful
55
Kolb’s Reflective Observation.
Observe and reflect on these [concrete] experiences from many perspectives”
56
What are strategies for encouraging reflective observation in learners?
Ask reflection questions Write about concrete experiences Class discussion on meaning of these concrete experiences
57
Kolb’s Abstract Conceptualization.
Create guidelines for action across situations. | inductive, in that learners infer a generalized conclusion from particular instances.
58
What is deductive learning?
Noting a particular case as a demonstration of the general.
59
Kolb’s Active Experimentation.
trying out generalized conclusions in further experience. | EX: practicing counseling sessions where learner seeks advice and finds deeper ways to help
60
Kolb’s “CE”
Concrete experience
61
Kolb’s “RO”
Reflective Observation
62
Kolb’s “AC”
Abstract Conceptualization
63
Kolb’s “AE”
Active Experimentation
64
How do Kolb and Kolb propose Integrating the ETL Model Into Instruction?
three increasingly complex levels of learning—registrative, interpretive, and integrative
65
Kolb’s registrative learning
AKA performance-oriented learning Information merely “registers” with the learner Only uses the two learning modes of reflection and abstraction. Little action and little relation to personal experience. EX: lecture
66
Kolb’s interpretive learning
allows the learner to interpret abstractions into applications. Abstraction and reflection are supplemented by action
67
Kolb’s Integrative learning.
Personal experience is added. Can be enhanced by requiring students to reflect. Linking activities and reflections to the conceptual material, deeper learning
68
What are 4 ELT MODES as learning styles?
Four on 2 axes Abstract-Concrete Active-Reflective
69
Kolb’s four TYPES of learning styles
Convergers Divergers Assimilators Accommodators
70
Kolb’s learning style: Convergers
Abstract Experimenters | Learner prefers to use reasoning (abstraction) to act on specific problems (experimentation).
71
Kolb’s learning style: Divergers
Concrete Reflectors Inclined toward reflecting on concrete experience. Most counselors oriented towards this styler
72
Kolb’s learning style: Assimilators
Abstract Reflectors Prefer abstract reflection, like to reason about phenomena. EX: professors, researchers (idea people)
73
Kolb’s learning style: Accommodators
Concrete Experimenters Members of this group prefer to do, carry out plans. More inclined to take risks Just want the facts EX: massage therapy, nursing, carpentry, and computer technician work.
74
RE: Kolb, what inventory can instructors use to assess learning styles?
LSI-Learning Style Inventory

Handbook of Counselor Preparation-Seminar in Counselor Ed (25 decks)

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