MIDTERMS 3/3 Flashcards
devised by bloom
Engelhardt, Furst, Hill and Krathwall in
1956 for categorizing objectives of
learning according to a hierarchy
taxonomic system
who devised the taxonomic system
blood engelhardt
furst
hill
krathwall
proposed a
revision to this initial taxonomy for learning
teaching and assessing behaviors
anderson
Level of knowledge to be learned, the kind
of behaviors most relevant and attainable
for an individual learner or group of
learners, and the sequencing of knowledge
and experiences for learning from ___ to __
simple
to the most complex
From the previous taxonomy created by
bloom and his colleagues you can see that
they used __ for the taxonomies
nouns
Anderson revised them to
become __ which are more feasible to
do but they have the same concept
verbs
Is a necessary function of the educator’s
role whether teaching patients and their
families in healthcare settings, teaching
staff nurses in in-service, and continuing
education programs or teaching nursing
students in academic institutions
preparing and classifying behavioral objectives
types of obectives
educational
instructional
behavioral
• Identify the intended outcomes of the
education process
educational
• Describe the teaching activities, specific
content areas, and resource
instructional
to denote
that this type of objective is action oriented
rather than content oriented, learner
centered rather than teacher centered, and
short term outcome focused rather than
process focused.
behavioral objectives
Objectives must be achieved before the
__ can be reached
goal
Final outcome to be achieved at the end of
the teaching and learning process
goal
• A specific, single, concrete, one dimensional
behavior
• Short term and should be achieved at the
end of one teaching session, or shortly
after several teaching sessions
objectives
• written and reflect aspects of a main
objective
subobjectives
→ Origination
→ Adaptation
→ Complex overt response
→ Mechanism
→ Guided response
→ Set
→ Perception
psychomotor skills
→ Evaluation
→ Synthesis
→ Analysis
→ Comprehension
→ Knowledge
cognitive skills
→ Characterizing
→ Organizing
→ Valuing
→ Responding
→ Receiving
WRITING BEHAVIO
affective skills
what the learner is exected to be able to do ; evidence that objectives have been achieved ; obserable and visible
performance
Describes the situations under
which the behavior will be observed or the
performance will be expected to occur.
condition
meaning of ABCD
audience
beahvior
condition
degree
the thinking domain learning in
this domain involves acquiring information
and addressing the development of the
learner’s intellectual abilities, mental
capacities, understanding and thinking
processes objectives ranging from the
simple knowledge to the more complex
which is evaluation
cognitive domain
Ability to recall of facts and previously
learned materials
knnowledge
Ability to grasp meaning of learning
material
comprehension
Involves the ability to use unlearned
material in new and concrete situations
application
the ability to break down material
into its component parts for organization
analysis
Involves the ability to put parts together to
form a new whole
synthesis
ability to judge the value of
material for a given purpose
evaluation
the feeling domain learning in
this domain involves an increasing
internalization or commitment to feelings.
Expressed as emotions, interests, beliefs,
attitudes, values, and appreciations
affective domain
• Lowest level
• Willingness to receive or attend to
particular phenomena or stimuli
• acknowledge, ask, attend, choose,
describe, follow, give, hold, identify, listen,
locate, name, receive
receiving
• sufficiently motivated, not just be willing to
attend but is actively attending
• agree to answer, ask, assist, communicate,
comply, consent, conform, contribute,
cooperate
responding
• Behavior is motivated not by desire to
comply or obey but by the individual’s
commitment to underlying value guiding the
behavior
• Accept, adopt, approve, complete, choose,
commit, describe, desire, differentiate,
display, endorse
valuing
• The individual sees how the value relates to
those already held or to new ones that are
coming to be held
• Adapt, adhere, alter, arrange, categorize,
classify, combine, compare, complete,
defend, explain
characterization
• Internalization of values have a place in
the individual’s value hierarchy
• Act, advocate, behave, characterize,
conform, continue, defend, devote, disclose,
discriminate, display, endure
characterization
known as the skills domain ; Learning in this domain involves acquiring
fine and gross moderate abilities such as walking..
psychomotor domain
To develop psychomotor skills, integration
of both __ is
required, you need to use both your head
and your heart
cognitive and affective learning
recognizes the
value of the skill being learned ; understand the rationality of the procedure
affective component
relates to knowing the
principles behind each procedure, the
relationships, why the procedure is being
done for a specific type of case
cognitive component
Includes repeating an act that has been
demonstrated or explained; involves trial
and error
imitation
Continues to practice a particular skill or
sequence until it becomes habitual
manipulation
• Skill has been attained
precision
• Skills are so well developed that the
individual can modify movement patterns
to meet a problem situation
articulation
• The individual begins to experiment,
creating new motor acts out of abilities
naturalization
3 reasons for creating teaching plans
- To direct the teacher to look at the
relationship between each of the steps of
the teaching - To communicate in writing exactly what is
being taught, how it is being taught and
evaluated, and the time allotted to meet
each of the behavioral objectives - To legally document that an individual plan
for each learner is in place and is being
properly implemented
• Based on the principle of the learners
being active partners in the teaching
learning system
• Defined as a written (formal) or verbal
(informal) agreement between the teacher
learning contract
8 elements of a teaching plan
- Purpose
- Statement of the overall goal
- List of objectives
- Outline of the content
- Instructional methods
- Time allotted
- Instructional resources
- Methods to evaluate learning
The way information is taught that brings
the learner into contact with what is to be
learned
teaching method
this specifies the precise
behavioral objectives to be achieved
content
this will
specify the conditions under which learning
activities will be facilitated such as
instructional strategies and resources
performance expectations
this specifies the criteria to
evaluate or use to evaluate achievement of
objectives such as skills checklists, your care
standards or protocols and agency policies
and procedures of care that identify the
levels of competency expected of the
learner
evaluation
this specifies the length of
time needed for successful completion of
your objectives
time frame
major factors of teaching methods
- Audience characteristics (size, diversity,
learning style preferences) - Educator’s expertise as a teacher
- Objectives of learning
- Potential for achieving learning outcome
- Cost-effectiveness
- Setting for teaching
- Evolving technology
• Highly structured method – educator
verbally transmits information directly to a
group of learners for the purpose of
instruction
• Oldest and most often used approaches to
teaching
lecture
latin term for lecture which means to read
legere
useful in describing patterns, main ideas, ways of viewing information ; minimal exchange between educator and learner
lecture
defined as a method of teaching
whereby learners get together to actively
exchange information, feelings, and opinions with one another and with the
educator
discussion or group discussion
the widespread availability of technology
makes it easy to enhance the presentation
but only if the technology is used wisely
using audiovisuals
Use the __ font possible
largest
Do not exceed __ words per slide
25
3 types of traditional learning strategies
lecture
dsicussion or group discussion
using audiovisuals
The methodology of choice for transmitting
foundational knowledge ; educator is the center of
authority in the class with group tasks ; more close ended and often having
specific answers
cooperative learning
→ Extensive Structuring of the learning tasks
by the teacher
→ Strongly interactive student-student
execution of the tasks
→ Immediate debriefing or other
assessments to provide the teacher and
students with prompt feedback about the
success of the intended learning
→ Instructional modifications by the teacher
based on feedback
cooperative learning
done to show you the learner how to perform a
certain skill ; clinical instructors inform the purpose of the procedure, the PRS, and equipment needed ; commonly done in the clinical setting
demonstration by the educator
is carried out as an attempt to establish
competence by performing a task with
keys from the educator as needed
return demonstration by the learner
Contemporary nursing educational strategy
that can be used to promote motivation by
enabling the learner to integrate previous
learning with newly acquired knowledge
concept mapping
facilitates the acquisition of
complex new knowledge through visual
links that acknowledge previous learning ; less instructor regulated learner activity, promotes interest and value
concept mapping
Involves students in expressing their
opinions from two competing perspective
with the goal of contradicting each other’s
arguments
debates
4 components of deabtes
development of ideas
clash of opinions
extension or aguments
perspective
component of debate that involves description, explanation, and demonstration
developmental ideas
component of debate that is supported by reasons and evidence
clash of opinions
component of debate which is against
criticisms which gain which again rather
are refuted by the opponent
extension or arguments
component of debate which is process of weighing
ideas and issues to conclude with a
logical decision is made either about
the either about the issue or about the
presentation of arguments
perspective
Trial-and-error method of teaching ; An artificial experience is created that
engages the leaner in an activity that
reflects real-life conditions
simulations
use case studies
about real or fictitious situations with the
learner being asked to respond to these
scenarios.
written simulations
can be set up direct
to replicate a complex care situation such
as a mock cardiac arrest, these are usually
done in our nursing skills lab.
clinical simulations
e.g. SimMan. Which
are frequently used to teach a variety of
audiences. An effective and economical
method to teach certain non-invasive skills
is to ask a peer educator or trained
individual to act as a patient. An innovative
technology is a high fidelity whole body
patient simulator such as sim man that
reproduce in a synthesis sophisticated life-
like manner cardiovascular, respiratory,
urinary, and neurological systems
model simulations
are used in
learning laboratories to mimic situations
whereby information and feedback are
given to learners in helping them develop
decision making skills
computer simulations
Students learn about a subject by working
in groups to solve an open-ended problem.
This problem is what drives the motivation
and the learning
problem based learning
• Individualized method of learning
• Distance mode of education is becoming
popular
• Designed where the learner is free to
choose what to learn, how to learn, when to
learn and where to learn
self learning modules
