Long Exam 1 Flashcards
Gilman’s Teaching Styles
- Didactic Style
- Didactic with Expiremental
- Activity Student-Centered Facilitation
- Creative Approaches
Enhances studying and performance (Gardner & Hatch, 1990)
Learning Modality
Different Methods of Facilitation
Closed Facilitation & Open Facilitation
A type of facilitation where teachers are involved and gives active opportunity for students to lead in their activities
Open Facilitation
It is the desire for a specific outcome
Intention
It creates a muddy, misinterpreted impact
Discourse
How does an educator play a crucial role in the learning process (6):
- Assessing problem/deficits and learners abilities
- Providing important evidence information and presenting it in unique and appropriate ways
- Identifying the progress being made
-Giving feedback and follow-up - Reinforcing learning in the acquisition of new knowledge, skills, and attitudes - Determining the effectiveness of education provided
Categories for Teaching Success (4):
1.) Presence of the Teacher
2.) Promotion of learning
3.) Teachers as learners
4.) Enthusiasm
Cognitive Competencies of Health Professionals (4):
- Knowledgeable
- Altruistic
- Dutiful
- Skilled
Ex: Educator should have an idea about the how, why, and what of the body’s remedies/causes
Knowledgeable
Ex: Medical Professionalism vs. Personal Interests
Investigating problems, weighing out the consequences
Roles of other healthcare professionals and collaborators = What needs to be done
Altruism
Identify the risks that places individual at risk
Knowledge of common maladies, causes and which population is affected
Approaches to the organization, financing and delivery of health care
Dutiful
Reasons deductively
Recogonize patients with life-threatening issues and institute appropriate therapy; interpret results of commonly used diagnostic procedures
Skilled
The ability to work across cultures.
A set of attitudes, behaviors, policies that enables effective work in cross-cultural situations
Cultural Competence
Components of Cultural Competence (3):
- Awareness of own beliefs
- Awareness of others’ beliefs
- Adapting your teaching to meet the needs of the learner
Improving/grading an environment -> allowing to work according to their own abilties
Dirty Deeds Done Dirt Cheap
Reasonable Accomodations
Pumell and Pulanka’s Domain of Culture (12):
Heritage - Country of origin
Communication - primary language; verbal/non-verbal
Family Roles and Practices
Pregnancy and Child-bearing Practices (birth control, pregnancy taboos)
Nutrition - dietary of a culture; availability of food in one’s country
Healthcare Practices - hygiene
Healthcare Practitioners - availability and responses of practitioners
Workplace Issues - problems at workplace due to different cultures
Biocultural Ecology - Physical characteristics of the same culture
Death Rituals - Funeral practices
Spritiuality - Religious beliefs
Determine the goal of our movement and the best approach to use in achieving that goal
Includes: Parirtal Lobe (Sensory), Prefrontal Lobe (Planning, Thinking, Decision Making), Motor Cortex at the Frontal Lobe, Temporal Lobe (Auditory), Occipital Lobe (Visual), Basal Ganglia and Thalamus
Strategy
Determine the appropriate sequence, timing and direction needed to achieve a smooth movement
Includes: Motor Cortex of the Frontal Lobe, Cerebellum
Tactics
Activation of the appropriate muscles to perform the movement
Includes: Brainstem, Spinal Cord, PNS and Muscle/Effectors
Execution
Types of Memory (3):
Declartive/Explicit
Non-Declarative/Implicit
Immediate
A type of memory wherein it is the accumulation of what a person knows throughout their life; general knowledge of the world
Semantic
A type of memory where one has to remember a specific event; include information about recent or past events and experiences.
Episodic
A type of memory; the process of retrieving information necessary to perform learned skills.
Procedural
The memory of experiences that evoked an emotional reaction. It is most commonly used to refer to the ability to consciously remember aspects of those experiences.
Emotional
The art and science of helping adults learn who are self-directed learners
Andragogy
The art and science of helping children learn/dependent personalities
Pedagogy
Process of Adult Learning (4):
1.) Activity/Experience
2.) Analysis/Reflective Feedback
3.) Abstraction/Integration
4.) Application/Partial Synthesis
Bloom’s Domains of Learning (3) + Meaning:
Cognitive - processing info, understanding and applying knowledge in a practical setting
Affective - attitudes, behaviors and motivations for learning
Psychomotor - discreet physical functions, coordination of movement, reflex actions
The lowest in the cognitive domain; ability to remember facts w/o necessarily understanding it
Knowledge
Second in the Cognitive Domain; understand and interpret learned information
Comprehension
Third; ability to use learned material in new situations
Application
Fourth; ability to break down information into its components
Analysis
Fifth; ability to put parts together
Synthesis
Sixth; ability to judge value of material for given purpose
Something OTs do after screening
Evaluation
Basic elements students must know to be acquainted with a discipline/solve problems
Ex: Lectures, Handouts, Reading Assignments
Factual Knowledge
Interrelationships among basic elements within a larger structure that enable them to function together
Ex: Introduce novel events, Establish objectives, Stimulate recall of prerequisities
Process Informtion (organization, etc.), Introduce mnemonics, Practice rehearse, give examples
Conceptual Knowledge
Knowledge of cognition, awareness of knowledge
Ex: Skill demonstrations, Guided practice, Evaluate skill
Procedural Knowledge
How to do something; methods of criteria for using skills and when to use them
Ex: Giving mnemonic strategies, Encourage to reflect, Coaching
Meta-cognitive Knowledge
Lowest rank in the Affective Domain; awareness of feelings, emotions, and the ability to utilize selected attention
Receiving
Second ranking at the Affective Domain; active participation of the learner
Responding
Third ranking at the Affective Domain; ability to see the worth of something and express it
Valuing
Fourth ranking at the Affective Domain; ability to prioritize a value over another and create a unique value system
Organization
Fifth ranking at the Affective Domain; ability to internalize values and let them control the person’s behavior
Characterization by Value
Lowest ranking at the Psychomotor Domain; ability to apply sensory information to motor activity
Perception
Second ranking at the Psychomotor Domain; a readiness to act
Set
Third ranking at the Psychomotor Domain; ability to imitate a displayed behavior/to utilize trial and error
Guided Response
Fourth ranking at the Psychomotor Domain; ability to convert learned responses into habitual actions with proficiency and confidence
Mechanism
Fifth ranking at the Psychomotor Domain; ability to skillfully perform complex patterns of actions
Complex Overt Response
Sixth ranking at the Psychomotor Domain; ability to modify learned skills to meet special events
Adaptation
Seventh ranking at the Psychomotor Domain; creating new movement patterns for a specific situation
Origination
Teaching Skills (9):
- Introduce stimulus
- Demonstrate expected performance
- Recall past skills and execute subroutines
- Introduce stimulus, events, tools and sequence
- Encourage recall of rules and sequences, practic by prompting
- Ask learners to perform part and whole
- Offer immediate constructive feedback
- Ask learners to demonstrate according to critea (have a basis to judge something)
- Enhance retention (practice)
Any technique you use to capture your learner’s attention; opportunity to engage learners long enough to interest them
Motivational Hooks
Supporting Students: Before Instruction
Anticipate Confusion
Accelerate - learning important vocabulary; filling background knowledge
Activating/Creating Background Knowledge - frame for comparison
Providing and Previewing Organization Starts - students know how to learn before you ask them to learn
Teaching Vocabulary - words they need in order to access the content
Supporting Students: During Instruction
Identify mastery threshold - “almost got it” to “got it”
Establish “red flags” - early warning signals that a student is headed for destructive struggle
Develop ongoing assessment measures to identify red flags - small quizzes, assignments, performance tasks
Select appropriate interventions
Student is turning to be the worst; neglect of studies
Destructive
Student understands that, despite the amount of things to study, these subjects are important in the long run
Constructive
