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HEALTH EDUC > Mod 5 > Flashcards

Mod 5 Flashcards

1
Q

Cooperative process that includes social interaction

A

Learning

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2
Q

refer to methods use to help students learn the desired course consens and be able to develop achievable goals

A

Teaching strategies

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3
Q 
teacher is the one who imports knowledge to students through lecture
-direct instruction
-use audio visuals
-lectures, discs, recit
-teachers are sole suppliers of info
-eye contact
-direct simple q's
discussion starter
A

Traditional Lecture Method

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4
Q

TLS can be done by:

A
  • lecture
  • disc
  • Q’s
  • Using audiovisuals
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5
Q

most effective tool for teaching and learning,; efficient means of intorducing learners to new topics; stimulates student’s interests; integrate and synthesize knowledge from sources.

A

Lecturing

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6
Q

Lecturing Advantages:

A
  • Economical
  • can supplement textbook by enhancing a topic
  • Help students develop listening abilities
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7
Q

Disadvantages of Lecturing:

A
  • learners passive role
  • unable to develop problemsolving, analytical skills
  • Not conducive to meet student’s
  • limited attention span
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8
Q

3 types of lecture:

A
  • traditional oral-essay
  • participatory
  • Feedback
  • Mediated lecture
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9
Q

type of lecture where teacher is orator and the only speaker

A

Traditional oralessay

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10
Q

Lecture with uncompleeted hand outs

A

Participatory lecture

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11
Q

type of lecture contains a 10 minute small group disc; enhance learning and memory recall

A

Feedback lecture

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12
Q

type of lecture using media, films, slides

A

Mediated lecture

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13
Q

opene ended collaborative, exchange of ideas among students and teachers to enhance critical thinking

A

Discussion

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14
Q

2 types of disc:

A

formal

informal

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15
Q

type of disc where topic is announced in advance and class is asked to prepare and take part in disc

A

Formal

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16
Q

type of disc that comprise spontaneously at any point during class and at the end of lec

A

Informal disc

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17
Q

Purposes and advantages of disc:

A
  • allows learners to apply principles, concepts and theories and transfer it to situations
  • clarify info
  • learn prob solving
  • Attitudes can be change during disc
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18
Q

Disadvantages of disc:

A
  • time consuming
  • effective in small groups
  • few people monoppolizing the disc
  • valuable only if participants are prepared
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19
Q

Discussion techniques:

A
  • Expectations clear
  • Ground rules
  • Arrange physical space
  • Plan a dis starter
  • Facilitate, do not discuss
  • encourage quiet group members
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20
Q

Type of strategy to help students formulate questions, to help learners comprehension about the topic; learners in active role, motivate to learn

A

Questioning

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21
Q

Levels of Questioning:

A

CONVERGENT

DIVERGENT

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22
Q

Levels of Questioning:

A

CONVERGENT
DIVERGENT
LOW ORDER
HIGHORDER

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23
Q

A level of questioning that require learner to recall or integrate info; specific, short and expected answers

A

Convergent

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24
Q

a level of questioning that ask the learner to generate new ideas, draw implications; NO single correct answer; higher level of cognitive activity

A

Divergent

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25
Q

A level of q that require learner to recall info they have memorized

A

Low order Q’s

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26
Q

A level of q that requires more than a recall, learners should comprehened critically about the info

A

High order q’s

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27
Q

TYPES of Q’s:

A 
FACTUAL
PROBING
MULTIPLE CHOICE
OPEN ENDED
DISCUSSION_STIMULATING
Q's THAT GUIDE PROB SOLVING
RHETORICAL Q'S
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28
Q

type of q that demands simple recall ans.; asses learner’s understanding or to see if they’re paying attention

A

Factual Q’s

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29
Q

type of question that requires more detailed answer

A

Probing questions

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30
Q

types of probing q’s:

A 
Extension- expound
Clarification- details to understand
Justification- learner prove answer
Prompting- lead learner to right path
Redirection- q's for q's
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31
Q

a type of q that can be oral or written, and have one right nswer among options

A

Multiple choice

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32
Q

a type of q that encompasses all questions that require learners to construct an answer

A

Open ended q’s

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33
Q

A type of q that triggers a disc

A

Discussion-stimulating

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34
Q

A type of q that are asked without expected answer; used to emphasize a point

A

Rhetorical

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35
Q

a teaching strategy that Greatly enhance teaching and can add interest and stimulation to the classroom

A

audio visuals

36
Q

these can be used to communicate facts and concepts, time saving, used for reviewing, ensures learners accessing same info

A

Hand outs

37
Q

These are used to solve mathematical problems,

A

Chalk board

38
Q

These are used to show pictures and execute realism

A

Slides

39
Q

These can be freeze and framed according to needs

A

Video tapes

40
Q

Type of teaching strategy that requires learners to do more than just listening; storing knowleedge for themselves

A

Activity based teaching strategies

41
Q

ABTS can be done by:

A
  • cooperative learning
  • Simulations
  • Problem based’
  • Self learning modules
42
Q

involves small groups of learners working together in achieving shared learning goals

A

Cooperative learning

43
Q

TYPES OF COOPERATIVE LEARNING:

A

Formal groups- useful in academic

Informal- usedin any setting

Base groups- share experiences, orientation

44
Q

Advantages of cooperative learning:

A

-learn to function as a team
-working atany length and time
-help adress individuals learning needs/styles
critical thinking promoted

45
Q

form experiential learning where it is the application of theories and principles to learn the real world; controlled representations of reality; learners engage in to learn about the real world without the risks of the real world

A

Simulations

46
Q

interactive exercise that tests the capability of org to respond to a simulation; a controlled representation of a piece of reality that learners can manipulate to better understand the corresponding real situation

A

Simulation exercise

47
Q

a game that represents real life situations in which learners compete

A

Simulation game

48
Q

A form of drama in which learners spontaneously act out roles in an interaction involving problems

A

Role-playing

49
Q

Analysis if an incident or situation in which characters and relationships are described, factual or hypo thetical events

A

Case study

50
Q

psychomotor and clinical skills

solve problems

A

Simulation exercise

51
Q

factual info
interaction among learners
-apply problem solving methods

A

Simulation games

52
Q

Three facets:

A

Planning
Facilitating
Debriefing

53
Q

A facet that pilot hte stimulation before using in classroom

A

Planning

54
Q

A facet that is done at actual stimulation

A

Facilitating

55
Q

a facet that is the Final disc

A

Debriefing

56
Q

Student centered approach in which studdents are formed in small groups to solve a problem; confronting students with real life probs;

A

Problem based learning

57
Q

Self-directing,paced,packets, individualized.; a self contained unit or package of study materials for use by an indiv

A

Self learning modules

58
Q

Components of self-learning modules:

A 
intorduction and instructions
behavioral objectives
Pre-test
Learning acts
-Self-eval
Post-test
59
Q

a teaching strategy wherein a computer is used to deliver and present instructional material

A

Computer-assisted Instruction

60
Q

CAI components:

A 
Drill and practice
Tutorials
Games 
Simulations
Multimedia presentations
61
Q
  • simplest level of CAI

- student already learned certain info

A

Drill and practice

62
Q

CAI that is Giving hints to students if the student is stuck in aprob; done by presenting info asking q’s;

A

Tutorials

63
Q

CAI that comprises board games ,card, trivias

A

GAMES

64
Q

CAI’s exciting form, solve clinical problems and make sound decisions; no danger to patient

A

Simulations

65
Q

AKA HYPERMEDIA; may incorporate text, sound tracts, graphicsm still photos, animations

A

Multimedia presentations

66
Q

Criteria for evaluating computer assisted instruction software:

A 
Accuracy
Ease of use
Design
Appearance
Feedback
Cost effectiveness
67
Q

A computer based program that allow teachers to use computers to manage, prepare, organize and evaluate educational experiences; asses students using computers

A

Computer managed instruction

68
Q

Famoues example ofCMI;

A

Internet

69
Q

provide greater colaboaration; source of peer suppors; means for patients to ask for refferals

A

EMAIL

70
Q

a group of people who have similar interests and want to share infp and experiences

A

Listservs

71
Q

Similar to listservs; online discussion; online support groups

A

News groups

72
Q

collection of millions of docs; used when info that is req is not on textbook

A

World wide WEB

73
Q

A computer based simulated 3 dimensional environment interacting with virtual world, invasive procedures practices; practice complex and dangerous skills

A

Virtual reality

74
Q

AKA distributed learning; form of remote education that occurs when student are not physically present; began over 150 yrs ago; home study web based courses

A

Distance learning

75
Q

contains a teaching podium with the control panel for cameras and monitors… VCR attached to front monitors; each student have mic or control pad

A

Interactive Television (ITV)

76
Q

expensive to build, equip and operate

A

ITV CLASSROOM

77
Q

Instructor using ITC should be:

A
  • know basic details
  • Solid color transmit the best, teacher should avoid very dark or light colors
  • Shiny jewelry should be avoided
78
Q

to prevent alienation:

A

Listserv
ITV technology
Video systems

79
Q

most normal interaction because the teacher and learner can see or hear each other

A

ITV technology

80
Q

allow everyone involved to see the body language and facial expressions and interactions bet others

A

Video systems

81
Q

appears to increase as more experience is gained with telecommunications classes

A

Satisfaction

82
Q

include a sense of isolation in remote site students and tech problems

A

Dissatisfaction

83
Q

happens in real time

A

Synchronous

84
Q

can access materials take assessments

A

Asynchronous

85
Q

Synch advantages:

A
  • mimic normal convo
  • Disc takes place real time
  • Can involve prof guests
86
Q

Synch Disadvantages:

A

All learners must be available at the same time
-Disc progresses quickly
Slow typists may not participate

HEALTH EDUC (9 decks)

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