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Question 1

What is learning? Why do we need to think about how others learn?

Answer 1

Learning is a change in a person as a result
of experience or the interaction of a person
with his or her environment

Question 2

Behavioral learning theories

Answer 2

Behaviors caused by external events/stimuli
• Teacher arranges external environment
• Rewards & punishment shape behaviors
• Internal mental states not important

Question 3

Positive reinforcers vs. negative reinforcers vs. punishers

Answer 3

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Question 4

Extinction

Answer 4

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Question 5

Shaping

Answer 5

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Question 6

timing of reinforcement

Answer 6

Schedule the reinforcement with client
• Early on, reinforce immediately & often
• Later, use intermittent reinforcement

Question 7

Social Cognitive Theory

Answer 7

People learn form others’ successes/failures
• Observing others affects one’s learning
• Models should be admired & similar
• Professionals need to be good role models
• Children model after parents’ eating`

Question 8

Table 10-1

Answer 8

a

Question 9

Cognitive theories

Answer 9

Focus on internal, unobservable mental processes
• Example: thinking, problem solving
• Learning is an active, not passive, process
• People pursue goals & information
• Prior knowledge influences learning &
remembering

Question 10

Table 10-2

Answer 10

d

Question 11

Memory (short-term/working vs. long-term)

Answer 11

Past information is stored in memory
• Build on learner’s frame of reference
• If no frame exists, help learner create one
• Prior experience can be reorganized

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• Information retained for 5 to 20 seconds
• Repeat it several times to remember
• Group individual bits of information
• Make associations with long-term memory
• Give written information as well
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Find out what person knows already
• Relate new information to what is known
• Integrate new with stored information
• Meaningful information retained better
• Visual plus verbal messages retained better

Question 12

What is transfer of learning? How can we use it?

Answer 12

• Learning enhanced if in actual/simulated
situation
• Use examples of the range of problems
• Transfer of learning is not automatic

Question 13

Andragogy (difference between adult and child learners)

Answer 13

• Adult learners differ from children
• Adults become aware of a need to know
• Adults are self-directed, not dependent
• Expanding experiences are a resource for
learning
• Readiness to learn is based on social roles
• Learning is problem centered, not subject
centered
• Learning is present oriented, not future
oriented
• Adult motivation is internal, not external
• Professional is a facilitator or change agent

Question 14

Learning styles

Answer 14

People have preferred ways of studying/learning
– Learn by reading
– Prefer hands-on (tactile learners)
– Visual learners
– Learn by listening (auditory learners)
– Learn alone or in groups

Question 15

Teaching styles

Answer 15

The sum of what the teacher does 
• Example: methods, activities, organization, 
interaction 
• Many teach as they were taught 
• Are you an expert or facilitator?

Question 16

Diffusion of Innovations (what is it and what are the 5 stages in the innovation-decision process?)

Answer 16

Process by which adults adopt new ideas or 
practices
Knowledge of the innovation 
2. Persuasion 
3. Decision to adopt or reject 
4.Implementation of new idea 
5. Confirmation of decision

Question 17

Technology learning tools

Answer 17

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Question 18

Environment (psychological vs. physical)

Answer 18

• Temperature, lighting, ventilation
• Comfortable chairs in circle
• Ability to see & hear

Question 19

Steps to effective education

Answer 19

1. Needs assessment
2. Performance objectives (domains of learning)
3. Educational Content (learning plans & learning groups)
4. Methods and techniques, ect. (lectures, discussion, simulation, demonstration, visual & Table
   12-1 and Figure 12-1)
5. Learning experiences
6. Evaluation (purpose, types, data collection techniques, terms reliability & validity)
7. Documentation
8. Assess learning needs of individual/group
   (preassessment)
9. Write performance objectives in three
   domains of learning (cognitive, affective, &
   psychomotor)
10. Determine content based on assessment &
    objectives
    4.Select methods, techniques, materials, &
    resources
11. Implement learning (intervention) & allow
    practice
    6.Evaluate progress & outcomes
    (postassessment)
    7.Document outcomes & results

Question 20

Lesson plans

Answer 20

Summary information about instruction 
• Preassessment/needs assessment 
• Performance objectives 
• Content outline (introduction, body, 
conclusion) 
• Sequence of content
• Activities to reach objectives 
• Techniques/methods of instruction 
• Educational materials, visuals 
• Facilities; time allotted 
• Method to evaluate results/outcomes 
• References

Question 21

Sequencing instruction

Answer 21

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Question 22

Box 12-1

Answer 22

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Question 23

Preparing an effective presentation (analysis of what 3 things?)

Answer 23

Introduction (5–10 minutes) 
• Create interest 
• Describe how topic meets needs 
• Provide data & scope of problem 
• Outline learning objectives 
Body of presentation 
• Present data, details, documentation, & sources 
• Use visuals & handouts 
• Plan participative experiences 
• Audience expected to do something at the end
Summary (5–10 minutes) 
• Verbal clue of ending (e.g., In conclusion…) 
• Provide take-home message 
• Review learning objectives 
• Allow time for questions 
• Bring business cards

Question 24

Implementing an effective presentation (visuals, delivery, environment, voice, gestures, appearance)

Answer 24

q

Question 25

Importance of evaluation (in chapter 14 & 15)

Answer 25

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Question 26

Benefits of visual media

Answer 26

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Question 27

Planning and using visual media

Answer 27

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Question 28

Know the principles we talked about in class (color, images, wording, ect.)

Answer 28

q

Question 29

Kinds of visual media (advantages and disadvantages of each)

Answer 29

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