Introduction & Ch. 1: Facilitate Learning Flashcards
Validity
Measuring info it’s supposed to measure
Example of Validity
Test blueprint is used to develop questions r/t objectives (to ensure this).
Reliability
Consistency of test scores
Example of Reliability
Making changes to items so they are more discriminating (to improve this).
Epistemology
Study of what’s knowledge & truth
Axiology
Study of what’s good
Behaviorism
Pavlov, Watson, Skinner
Social (Cognitive) Learning Theory
Bandura (1997)
Social aspects do affect learning
Constructivism
Piaget, Vygotsky (“active” learning theory)
Supports multiple perspectives on subjects
Kolb’s Experiential Learning Theory (4 Major Concepts)
Concrete experience (CE) (reality)
Abstract conceptualization (AC) (thinking about an EXP)
Reflective observation (RO) (taking in the experience)
Active experimentation (AE) (using hands-on EXPs)
Humanism
Rogers, Maslow (*self-actualiz)
Emancipatory Edu (Freire)
Both educators & students are learners through true dialogue
Theory of Meaningful Learning
Knowledge must be interesting to learner & grounded in past EXPs
Correlates w/ constructivism
Carper’s “Ways of Knowing”
Four Ways that nurses understand practice situations:
-empirical/sci knowledge (incl EBP)
-personal knowledge or understanding how you’d feel in pt’s position
-ethical knowledge/attitudes and understanding of moral decisions
-aesthetic knowledge/understanding situation of pt at the moment
5th Way of Knowing (Munhall)
Unknowing (understanding that RN can’t know everything and must place self in position to learn from pt’s perspective
Deep learning
Motivation is mainly intrinsic
Surface learning (atomistic)
Memorization of facts & details
(Motivation: extrinsic)
Strategic learning
Learner does what’s needed to complete a course
(Mix of deep & surface learning)
ARCS model
Used to motivate learners
A - attention (keep it through stimulus changes in setting)
R - relevance
C - confidence (make expectations clear)
S - satisfaction (have appropriate consequences for learner’s new skills)
Brophy Model
Methods which motivation is formed
-Modeling
-Communication of expectations
-Direct instruction
-Socialization by parents & educators
Vroom’s Expectancy Model (VEM)
Describes what ppl want & whether they’re positioned to obtain it
3 concepts:
-Force (F) = amnt of effort person will put into reaching goal
-Valence (V) = how attractive goal is to person
-Expectancy (E) = possibility of goal being achieved
F = V x E
Lotte’s FIRE UP Motivational Strategy
F: be Funny
I: be Interesting (graphics)
R: be Real
E: Engage them (active learning strategies)
U: be Unique
P: be Passionate
Grasha’s Teaching Styles
p. 32
Expert
Formal authority
Demonstrator or personal model
Facilitator
Delegator
Quirk’s Classification of Teaching Styles
- Assertive (drives home info)
- Suggestive (requests learners research more info on subject)
- Collaborative (use skills to promote prob-solving & higher lvl of thinking)
- Facilitative (challenge learners to reflect & use affective learning)
Kelly’s Teaching Effectiveness (2008)
3 most important attributes:
-Teacher knowledge
-Feedback
-Communication skills
Story & Butts (2010) 4 C’s (in teaching delivery)
Caring
Comedy
Creativity
Challenge
Bloom’s Taxonomy
Creating (aka synthesis)
Evaluating
Analyzing
Applying
Understanding (aka comprehension)
Remembering (aka knowledge)
Gagne’s Conditions of Learning
- Gain attn of learner
- Inform learners of objectives
- Stimulate recall of prior learning
- Present the content
- Provide “learning guidance”
- Elicit performance (practice)
- Provide appropriate feedback
- Assess performance
- Enhance retention & transfer
Egocentrism fallacy
“It’s true b/c I believe it.”
Characteristic that deters crit thinking
Metacognition
Active process of knowing; aware of 1’s cognitive state w/ ability to complete given task
Refers to evaluating own learning & ideas; being able to change them to understand and promote own learning success
Evidence-Based Teaching Practice (EBTP) based on four elements:
- Evidence - both quant & qual
- Pro judgment - NE’s decision-making ability
- Values of learners as clients - using judgment appropriately by getting to understand learners
- Resource issues - money, time, space
Mulligan’s Four Pillars of Class Management
- Educators should use active learning strategies that motivate & keep learners interested, engaged
2) Need to use instructional time wisely & take proactive approaches by making learners accountable for their learning
3) Social bx that need attn & correction should be done immediately, face to face, & privately
4) Educators need to create flexible environ that adjusts to learners’ needs
