Education Test Flashcards
Describe the essential elements of instruction
1) Teach to the Objectives
a. Identify the objectives for the class taking into account student’s entry level, and the desired knowledge and performance changes.
b. Identify necessary concepts, skills, and resources needed to meet objectives
c. Keep teaching actions focused on meeting objectives
2) Correct Level of Difficulty
a. Identify the appropriate incremental steps of learning, assess where the student is at, and begin teaching at the next step.
3) Monitor and Adjust
a. The ability to elicit feedback and interpret behavior to adjust the teaching as needed
4) Motivation
a. Student perceives the relevance of the content and is therefore interested in it
b. The level of tension is just above the comfort level of the student (i.e. the student feels challenged but not overwhelmed)
c. The student perceives accomplishing the objectives as positive
d. The student receives feedback on their performance and improvement
5) Active Participation
a. The ability of the student to engage with the material
6) Retention
a. Meaning – the perceived relevance to the student and relationship to past knowledge and experience.
b. Modeling – a concrete representation of what success looks like
c. Practice – repeated experiences with the material
7) Transfer
a. The ability of a student to use past learning in a modified form
i. Similarity
ii. Association
iii. Essential elements
8) Anticipatory Set – The ability of the learner to bring experiences from the past and relate them to the course material
9) Closure – The ability of the learner to summarize the learning
10) Reinforcement – the learner receives positive stimulus in some form for demonstrating the learned behavior. This in turn reinforces the behavior.
Describe a generic workshop outline.
Generic Outline (8-hour workshop)
1) Pre-Class
a) Set-up room and ensure needed materials available
2) Class
a) Centering/invocation
b) Welcome and Introduction – teacher and students
c) Guidelines for participation (group agreements)
d) Agenda (class overview) [C and D could be switched depending on specifics]
e) Intentions and Relevance
i) This is an opportunity for the student to connect with why they are here and can be done individually or done in dyad/small groups; intentions can then be shared in small groups or with class as a whole. It is also an opportunity (in conjunction with the agenda overview) for the instructor to make clear how the objectives of the class are relevant to the students and applicable to their lives.
f) Lesson
i) Lessons can and should include multiple teaching modalities including:
(1) Lecture
(2) Q and A
(3) Open discussion
(4) Individual process (i.e. contemplation, journaling, worksheet)
(5) Dyad and small group discussion/process
(6) Group sharing
(7) Experiential exercises
(8) Application activities
g) Break
h) Lesson
i) Lunch
j) Lesson
k) Break
l) Lesson
m) Review (Summary of workshop. Preview of next session if applicable))
n) Closing
3) Post-class
a) Evaluations
b) Review (lessons learned – future improvement)
c) Complete logistical follow-up as needed
What kinds of goals would you have for your classes? How would you measure the accomplishment of these goals both for yourself and for your participants? > BE VERY CLEAR ABOUT WRITING MEASURABLE OBJECTIVES **
A. Specific; Measurable; Attainable; Relevant; Time-bound–SMART
B. Level 1 Goals: I want the students to find the material relevant and be motivated to participate in and engage with the class. The only way to measure this is through self-report. This can take the form of questionnaire, worksheet, homework (i.e. newsletter) or discussion.
C. Level 2 Goals: I want the student to learn the concepts that are connected with the course objectives. This can be done through traditional testing, discussion, quizzing, or assessed via submitted assignments.
D. Level 3 Goals: I want the student to apply the course material to their lives (as defined in the course objectives). In our settings, we primarily need to rely on self-report as we do not typically observe the student outside of the class. Therefore we must rely on self-report which can take the form of verbal discussion, survey, worksheet, or other self-report follow up.
E. Level 4 Goals: I want the students to experience increased performance (i.e. see their lives transformed) as a result of applying what they have learned. Again, as we do not necessarily see the student outside of the class, we must rely on self-report. Ideally this would occur post class to allow time for changes made to have an effect.
What do you like or not like in a Sunday service? What do you think an ideal service should include? Create your ideal order of service for Sunday.
Running Time — Segment Time — Item
-28:00 — 15:00 — Meditation
- *Pre-Service**
- 13:00 — 4:00 — Prelude 1
- 9:00 — 4:00 — Prelude 2
- 5:00 — 3:00 — Announcements
- 2:00 — 2:00 — Chant
- *Welcome**
0: 00 — 1:00 — Welcome
1: 00 — 0:30 — Singing Bowl
1: 30 — 1:30 — Surely the Presence
3: 00 — 4:00 — Opening Prayer
7: 00 — 4:00 — Song
11: 00 — 2:00 — 2nd Welcome and Reading
13: 00 — 4:00 — Song - *Message/Prayer**
17: 00 — 30:00 — Message
47: 00 — 4:00 — Prayer - *Offering/Closing**
51: 00 — 1:00 — Offering
52: 00 — 3:00 — Offeratory Song
55: 00 — 1:00 — Guest Welcome
56: 00 — 1:00 — Face of God
57: 00 — 1:00 — Closing Announcements
58: 00 — 1:00 — Benediction
59: 00 — 2:00 — Let There Be Peace on Earth
61: 00 - *Postlude**
3: 00 — Exit Music
15: 00 — Prac. Prayer Time
What is your idea of the ideal balance of music, readings, speaking and prayer? What else would you like to have in your service? **
A. Music: should be weaved throughout the service to set or shift the energy – 17 minutes
B. Speaking
1) Message - 30 minutes
2) Announcements/ Welcome – 5 minutes
C. Prayer – 8 minutes
D. Offering – 4 minutes.
Generic Sunday Talk Outline
Generic Outline
- Cornerstones
a. Subject
b. POV – My point of view on the subject (feeling, opinion, and attitude)
c. Benefits – 3 benefits my listeners will experience from taking my action steps
d. Action steps
e. Objectives – How will my audience be different after my talk?
f. Audience (who are they? what do they know about the subject? how do they feel about the subject) - Create
a. Prayer
b. Meditation
c. Brainstorming
d. Mind mapping - Cluster
a. Fit ideas into groups (themes) - Compose
a. Opening
i. Attention getter (SHARP) > Story, Humor, Analogy, Request (question), Passage
ii. Point of view
iii. General action step
iv. Benefits
b. Key Point 1
i. Sub-point 1
ii. Sub-point 2
iii. Sub-point 3
iv. Key point 1 recap
c. Key Point 2
i. Sub-point 1
ii. Sub-point 2
iii. Sub-point 3
iv. Key point 2 recap
d. Key Point 3
i. Sub-point 1
ii. Sub-point 2
iii. Sub-point 3
iv. Key point 3 recap
e. Closing
i. Point of view
ii. Specific action steps
iii. Benefits
iv. Final SHARP (or other memory hook)
Describe a generic, action-based research plan.
1) Identify the problem or opportunity – Vision for insight and clarity
a) What is the background of the problem
2) Gather Information
a) Reflect on my own beliefs and motives
b) High level overview to better understand the issue
3) Review the Related Literature
4) Develop a Research Plan
a) Identify my specific research questions (how do these relate to the problem)
b) What is the design of the study (field experiment, action inquiry, case study, etc)
c) What is my population that I am examining
5) Implement the plan and collect data
a) (survey, checklist, questionnaire, interview questions)
6) Analyze/interpret the data
a) Link my findings directly to my research questions
7) Develop an Action Plan
a) Link my findings to specific recommendations or implications for action
8) Implement and share the results
9) Reflect on implementation (repeat the cycle)
