kdjsajfdlskj fuck everything Flashcards
What is learning? Why do we need to think about how others learn?
Learning is a change in a person as a result
of experience or the interaction of a person
with his or her environment
Behavioral learning theories
Behaviors caused by external events/stimuli
• Teacher arranges external environment
• Rewards & punishment shape behaviors
• Internal mental states not important
Positive reinforcers vs. negative reinforcers vs. punishers
stuff u kno
Extinction
q
Shaping
sa
timing of reinforcement
Schedule the reinforcement with client
• Early on, reinforce immediately & often
• Later, use intermittent reinforcement
Social Cognitive Theory
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`
Table 10-1
a
Cognitive theories
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
Table 10-2
d
Memory (short-term/working vs. long-term)
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
st
• 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
What is transfer of learning? How can we use it?
• Learning enhanced if in actual/simulated
situation
• Use examples of the range of problems
• Transfer of learning is not automatic
Andragogy (difference between adult and child learners)
• 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
Learning styles
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
Teaching styles
The sum of what the teacher does • Example: methods, activities, organization, interaction • Many teach as they were taught • Are you an expert or facilitator?
Diffusion of Innovations (what is it and what are the 5 stages in the innovation-decision process?)
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
Technology learning tools
r
Environment (psychological vs. physical)
- Temperature, lighting, ventilation
- Comfortable chairs in circle
- Ability to see & hear
Steps to effective education
- Needs assessment
- Performance objectives (domains of learning)
- Educational Content (learning plans & learning groups)
- Methods and techniques, ect. (lectures, discussion, simulation, demonstration, visual & Table
12-1 and Figure 12-1) - Learning experiences
- Evaluation (purpose, types, data collection techniques, terms reliability & validity)
- Documentation
- Assess learning needs of individual/group
(preassessment) - Write performance objectives in three
domains of learning (cognitive, affective, &
psychomotor) - Determine content based on assessment &
objectives
4.Select methods, techniques, materials, &
resources - Implement learning (intervention) & allow
practice
6.Evaluate progress & outcomes
(postassessment)
7.Document outcomes & results
Lesson plans
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
Sequencing instruction
s
Box 12-1
q
Preparing an effective presentation (analysis of what 3 things?)
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
Implementing an effective presentation (visuals, delivery, environment, voice, gestures, appearance)
q
Importance of evaluation (in chapter 14 & 15)
j
Benefits of visual media
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Planning and using visual media
s
Know the principles we talked about in class (color, images, wording, ect.)
q
Kinds of visual media (advantages and disadvantages of each)
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