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Teaching and Learning > Factors Influencing Teaching and Learning > Flashcards

Factors Influencing Teaching and Learning Flashcards

1
Q

Our filters as a PT/teacher

A
  • Worldview
  • Paradigms
  • Metaphors
  • Characteristic of adult learners
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2
Q

Factors that impact how we teach & how we learn

A
  • Culture
  • Gender
  • Past experiences
  • Generational experiences
  • Level of expertise
  • Current social roles
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3
Q

Describe the teaching-learning experience

A
  • Always involves at least 2 people
  • Always 2 things occurring simultaneously: Intended behavior (intention) and Impact of the behavior (reception)
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4
Q

What are emotional responses guided and influenced by

A
  • Guided by our own perceptions
  • Influenced by personal experiences & our cultural beliefs
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5
Q

2 steps to understanding culture and the goal

A
  • Step 1: learn the basic facts & characteristics of different cultures
  • Step 2: learn how to effectively engage in cross-cultural encounters
  • Goal: provide care that is congruent with the values, needs, & beliefs of people from different cultures
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6
Q

Purnell’s 12 domains for understanding different cultures

A
  • Heritage
  • Communication (verbal/non-verbal cues)
  • Family roles
  • Workplace issues
  • Bicultural ecology
  • High risk behaviors
  • Nutrition
  • Pregnancy & childbearing practices
  • Death rituals
  • Spirituality
  • Health beliefs
  • Status of healthcare practitioners
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7
Q

APTA’s definition of culture competence

A
  • A set of congruent behaviors, attitudes, & policies that come together in a system, agency, or amount professionals that enables effective work in cross-cultural situations
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8
Q

Define unconsciously incompetent

A
  • Not being aware that one is lacking knowledge about another culture
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9
Q

Define consciously incompetent

A
  • Being aware that one is lacking knowledge about another culture
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10
Q

Define consciously competent

A
  • Learning about the client’s culture, verifying generalizations about the client’s culture, and providing culturally specific interventions
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11
Q

Define unconsciously competent

A
  • Automatically providing culturally congruent care to clients of diverse cultures
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12
Q

What does cultural competence require according to Purnell

A
  • Awareness of our own cultural beliefs & their potential impacts on the teaching-learning experience
  • Awareness of and respect for the needs & beliefs of others
  • Adapting our teaching to meet the needs of the learner
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13
Q

Current generations from 2017 article

A
  • The silent gen: born 1925-1942
  • The baby boomer gen: born 1943-1960
  • Gen X: born 1961-1981
  • The millennials: born 1982-2002
  • Undefined: born 2002-present
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14
Q

Describe the silent gen and their learning preferences

A
  • 80+ y/o
  • Hard work, duty, honor, discipline, thriftiness; prioritizes work, change is challenging, technology also challenging
  • Detail oriented
  • Formal presentation
  • Needs instructions written out
  • First present theory, then practice
  • Doctor is the expert
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15
Q

Describe baby boomer gen and their learning preferences

A
  • 62-79 y/o
  • Work, youth, health/wellness, change, diversity, immediate gratification; egocentric, highly competitive, overly sensitive to feedback
  • Organized lectures
  • Detailed handouts
  • Teamwork
  • Needs clearly written expectations
  • Teacher-directed methods
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16
Q

Describe gen X and their learning preferences

A
  • 41-61 y/o
  • Cynical, job security, non-tradional family structure, value independence; prioritize leisure, limited tolerance for wasting time, not inclined toward group activities
  • Independent, self-directed tasks
  • Clear expectations with bullet points
  • Informal presentation style
  • Flexible learning opportunities
  • Detailed study guides
  • Teacher must demonstrate expertise
17
Q

Describe millennials and their learning preferences

A
  • 18-39 y/o
  • Optimistic; confident; achievement, diversity, grew up with structured, busy schedules, parents tended toward overprotective (“helicopter”); Prioritizes leisure (work-life balance), short attention span, lower tolerance for reading
  • Visual media expected
  • Electronic communication
  • External structure (clear expectations and standards)
  • Practice first, then theory
  • Experiential learning
  • Problem-solving scenarios
18
Q

Describe Pedagogy

A
  • The study of teaching, the study of how children learn
  • In classical pedagogy knowledge is the goal and teacher is the expert
19
Q

Define andragogy

A
  • The art and science of helping adults learn
20
Q

Characteristics of adult learners

A
  • A need to know
  • An independent self-concept
  • Experience
  • A readiness to learn, that is life centered
  • A motivation to learn
21
Q

Designing effective adult learning activities (classroom/clinic) is to provide the learner with answers to the following questions:

A
  • What learning is expected?
  • How will the learning occur?
  • Why are they learning what they are learning?
  • Who is teaching?
22
Q

What does COVER stand for

A
  • Choice: provide options
  • Ownership: work collaboratively to develop goals
  • Voice: listen to learners’ needs and interests
  • Experience: build on prior experiences
  • Relevance: connect learning to valued activities
23
Q

What are the four Kolb’s learning styles

A
  • Divergers
  • Assimilators
  • Convergers
  • Accomodators
24
Q

Describe divergers

A
  • Compare experiences with other people
  • Discuss & brainstorm collaboratively
  • Slow to respond, needs time to consider solutions
  • Learning preference: discussion, demonstration, & brainstorming
25
Q

Describe assimilators

A
  • Thorough, analytical
  • Theory over practical application
  • Slow to respond, must analyze problem completely
  • Learning preferences: lectures, concept maps, checklists/action plans
26
Q

Describe convergers

A
  • Pragmatic
  • Need to actively apply information for it to make sense
  • Too quick to make decisions, may solve the wrong problem
  • Learning preferences: case studies, simulations, lab activities
27
Q

Describe accommodators

A
  • Need to actively apply information for it to make sense
  • Problem solve by trial & error, take risks
  • Learning preferences: hands-on activities, debate, creative problem solving

Teaching and Learning (9 decks)

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