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FCS > Midterm > Flashcards

Midterm Flashcards

1
Q

Describe effective educators

A
  • Know their subject matter
  • understand and can communicate w/ students
  • use suggestions to improve
  • Set goals and work to achieve them
  • good interpersonal skills
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2
Q

Identify reasons for studying the art of teaching

A
  • to be intentional and consistent
  • know what works/what doesn’t
  • students/clients deserve the best
  • if you are going to teach at some point
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3
Q

Mission of ACS

A

empowering individuals, strengthening families, enabling communities

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4
Q

Mission of AND

A

Empowering members to be the nation’s food and nutrition leaders

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5
Q

Societal trends affecting profession

A
  • Aging US population
  • Digital technology
  • GMO products
  • Changing American families
  • No majority ethnic group
  • work life balance
  • protecting the environment while accommodating growth
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6
Q

How to use strengths productively

A
  • If we understand ourselves, we are better able to help others
  • analyze ways to become more productive and engaged on campus and work (when we enjoy what we do, we have more energy)
  • Talent + key experiences + focused development = strength
  • Name (define your talents) –> claim (understand and integrate them) –> aim (apply to every day life)
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7
Q

Effective uses of educational displays

A
  • Conveys content, attracts attention
  • Stimulates thinking
  • Generates interest
  • Provides PR
  • creates changes
  • Enhances problem solving
  • Evaluates personal and group progress
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8
Q

Boards left up for more than _________ has little educational value

A

2 weeks

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9
Q

Criteria for bulletin boards

A
  • Simple
  • Match topic and level to intended audience
  • Professional and accurate
  • Title/caption to create interest
  • Make and highlight points
  • Position visuals
  • 3D, texture
  • Color (no more than 3)
  • Proportion, balance, emphasis
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10
Q

GI + silent generations

A

Experienced depression, tends to save things; very respectful; accepting

loyal to work corporations

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11
Q

Baby boomer generation

A

postwar optimism, questioning; time of protests

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12
Q

Gen X generation

A

Cautious, “scrappy”, problematic, want balance; marry later in life

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13
Q

Millennials

A

Positive, smarter, healthier, sheltered; technology; more open minded; pressured (unrealistic expectations); civic activity, volunteer; individualism, multitasking,

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14
Q

Millennial Challenges

A

Giving away privacy, impatient, plagiarism (copy and paste), less face to face contact, lack of critical thinking due to information overload, lack of filters
most sheltered generation; youtube
most scheduled and protected generation

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15
Q

Development characteristics of early adolescents - Physical

A
  • Intense growth, much variability among classmates
  • Early maturing for boys: larger, more athletic, socially mature, better academically, higher self esteem
  • Early maturing for girls: more likely to be rejected by peers, lower self-esteem, involved w/ older boys
  • Late maturing for boys: more likely to be immature
  • Late maturing for girls: more accepted by peers
  • Excess adrenaline makes sitting still difficult
  • bones ossify (growing pains)
  • Preoccupied w/ appearance, mirror checking
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16
Q

Nutritional changes in early adolescents

A

More cals needed as metabolism increases; girls more likely to have nutritional inadequacies (b/c of fad diets, low iron)
-1 in 3 children obese

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17
Q

Development characteristics of early adolescents - Socio emotional

A
  • Egocentric
  • imaginary audience
  • personal fable of uniqueness
  • problems are unique, lead to risk taking behavior
  • invincible
  • separation from parents
  • conflicts common over control
  • peers becoming important
  • same sex friendships dominate
  • crushes develop
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18
Q

Development characteristics of early adolescents - Cognitive

A
  • Great variability among adolescents
  • May have readers at 2nd grade level and college level
  • Piaget’s concrete operations theory (literal/need hands on)
  • Hands on and mouths open
  • Formal operation shift beginning (more self-conscious, more introspective, allows to grow out of egocentrism)
  • Need time to daydream
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19
Q

Development characteristics of early adolescents - Vocational

A
  • As thinking expands, students tend to seek solutions to complex problems in idealistic terms (focus on the possibilities but not consequences)
  • Primarily interested in self and the present
  • Middle grades a time of career exploration and skill identification
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20
Q

Development characteristics of early adolescents - Moral

A
  • Dependent on cognitive and social experience
  • Shift may occur from doing good for self gain –> doing good to gain approval
  • Intense idealism (idealistic about how they can change the world; see all possibilities but none of the obstacles)
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21
Q

Development tasks of adolescents

A
  • New and more mature relationships with both sexes
  • masculine or feminine social role
  • accepting one’s physique and using it appropriately
  • emotional independence from parents
  • Prepare for marriage/family life
  • Preparing for economic career
  • set of values, ethical system as a guide to behavior; developing ideology
  • socially responsible behavior
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22
Q

Core principles of teaching adults

A
  1. learner’s need to know
  2. self-concept of the learner
  3. Prior experience of the learner
  4. Readiness to learn
  5. Orientation to learning
  6. Motivation to learn
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23
Q

Ways to create an effective learning environment for adults

A
  • Be more concerned about learners than things or events
  • know subject matter
  • can relate theory to practice and their fields to other fields
  • encourage learning outcomes that go beyond course objectives
  • creates positive atmosphere
  • be over prepared (confident)
  • open to a variety of teaching approaches (you always teach the way you learn best; intentionally try to do things differently)
  • Shares their whole person/human side
24
Q

Factors to consider in developing a curriculum

A
  • Students
  • Society
  • Content

(Tyler’s curriculum)

**also in whose interest?

25
Q

Describe steps in the curriculum development process

A
  1. Drawing implications
  2. Planning
  3. Implementing the plan
  4. Assessing
  5. Using feedback to make improvements
26
Q

3 different approaches to curriculum development

A
  • Concept based
  • Competency based
  • Practical problems based
27
Q

Concept based

A
  • Focuses on content - uses a conceptual outline
  • focus is on cognitive learning
  • predetermined format
  • progress is determined by objectives

ex: college classes

28
Q

competency based

A
  • learning occurs in systematic and predictable ways
  • focus is on progress and psycho-motor (doing)
  • develops skills and technical knowledge
  • determined by professional knowledge of the field (accreditation/ACEND)

ex: dietetic internship

29
Q

Practical problems based

A
  • how you critically think
  • learning changes as one matures
  • focus is integration of cognitive, affective and psycho-motor
  • purpose is to help families make morally defensive judgements regarding practical problems of families
  • content grows out of problems that continuously arise (ex: what to eat, what to wear)
30
Q

Concept

A

basic idea, thought, topic; can have a recurring concept such as safety, wellness, environmental sustainability

31
Q

generalization

A

Unify various aspects of a subject by showing the relationships among concepts

-statement that expresses a complete thought and underlying truth - and also has an element of universality

32
Q

3 levels of generalization

A
  • -level 1: simple statement of fact, definition, description, analogy, identification
    ex: milk is a food
  • -level 2: shows relationships among ideas or makes comparisons (may include more ideas/greater depth than level 1)
    ex: your health is affected by the food you eat
  • -Level 3: explains, justifies, interprets and predicts
    ex: your body size is partially determined by the kids and quantities of foods you consume
33
Q

Conceptual framework

A
  • topical outline to organize ideas in a logical system

- consist of only nouns (no sentences); simpler = better

34
Q

How to start planning conceptual framework

A
  • Goals of agency/organization
  • needs of the group
  • curriculum guides
  • research topics
  • textbooks
35
Q

scope vs sequence

A

scope = what is taught (subject matter)

sequence = when it is taught

36
Q

criteria for writing objectives

A
  • measurable behavior
  • student behavior
  • deals w/ only one behavior
  • uniform meaning (avoid know, understand, recognize)
  • represent a challenge, yet achievable
  • behavior important outside classroom
  • starts w/ behavior verb that indicates what the student is expected to do
  • worded concisely/no fluff
37
Q

the 3 domains of learning

A

cognitive
affective
psychomotor

38
Q

Cognitive

A

Rational learning, thinking and knowledge; can be measured w/ paper and pencil test

includes:

  • Knowledge (facts, information, principles, recalling)
  • Comprehension (understanding and explaining)
  • Application (applying knowledge in new/concrete situations)
  • Analysis (looking at the parts, relationships, breaking down parts)
  • Synthesis (creating; putting parts together to form a new whole)
  • Evaluation (judge based on specified criteria)
39
Q

Affective

A

emotional learning, caring and feeling; can only be measured through observation

40
Q

5 parts of affective learning

A
  1. receiving (becomes aware through senses)
  2. responding (complies, accepts responsibility)
  3. valuing (accepts worth of an object, shows preference for it)
  4. organization (arranging a value system; this is who I am, this is how I’m going to act)
  5. Characterization (internalizing set of values; begin to judge others)
41
Q

psychomotor

A

related to physical doing; can only be measured by performance test

42
Q

5 aspects of psychomotor

A
  1. perception - become aware through 5 senses
  2. set - become ready to act
  3. guided response - practice under supervision
  4. mechanism - increased efficiency; may still have to think about it, but you can do it
  5. complex overt response - perform task automatically
43
Q

thinking

A

cognitive act; mental act by which knowledge is acquired; complex, reflective, creative (going outside the box/coming up with new situations)

44
Q

4 complex thinking processes

A

problem solving
decision making
critical thinking
creative thinking

45
Q

problem solving

A

when you resolve an unknown difficulty; coming up with a decision based on a known problem

ex: what do I do after high school?

46
Q

decision making

A

choosing the best alternative

ex: where do I go to school?

47
Q

critical thinking

A

understanding particular meanings; purposeful thinking where you examine all sides of issues; deliberate about thinking

48
Q

creative thinking

A

creates a novel or aesthetic idea or product

ex: what can I do with my trust fund money?

49
Q

metacognition

A

one’s knowledge about one’s own cognitive process; thinking about thinking

50
Q

practical reasoning

A

combines cognitive, affective, motivation

integrates thinking in action and critical thinking

represents new direction in curriculum (why does it matter that we learn this?)

51
Q

Sirotnik’s Questions framework

A

series of questions

What is happening now? 
How did it come to be this way?
Whose interests are being/not being served?
What knowledge do we need?
Is this the way we want things to be?
What are we going to do about it?
52
Q

4 categories by FCS

A
  1. context (political, economic, historical, etc aspects of situation)
  2. valued ends (what is desirable?)
  3. Means (what strategies could we use?)
  4. Consequences (short term and long term effects)
53
Q

Freire’s Problem Solving Approach

A
  • Listening (listen to understand lives/themes of people served)
  • Dialogue (talk about experiences, consider why there is a problem, strategize)
  • Action (decide what to do and carry it out)
54
Q

Describe good thinking skills

A
  • thinking begins w/ a state of doubt
  • search for a new goal when doubt arises
  • search for possibilities
  • search for evidence related to possibilities
  • use evidence
  • conclude search when goal is reached
55
Q

Teaching skills that promote good thinking

A
  • Sense of inquiry is valued
  • Emphasis is on problem finding
  • Deliberate attention is given
  • Teach where appropriate
  • Model good thinking
  • Provide opportunities
56
Q

malcolm knowles

A

father of adult education

developed 6 core principles

FCS (1 decks)

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