Pedagogy Flashcards
Scaffolding
Refers to guidance provided to support one’s independent functioning (Lee & Hannafin, 2016)
What does scaffolding do?
assists students to participate meaningfully by supporting efforts to identify relevant goals, pursue/monitor progress towards goals, reconcile differences between existing understanding/concepts yet to be learned and construct/refine artifacts (Lee & Hannafin, 2016)
Procedural Scaffolding
focuses on operational, how-to features of learning environment; reduces learners’ cognitive load by providing step-by-step directions and directs attention to important aspects of task (Lee & Hannafin, 2016)
Conceptual scaffolding
assist in linking/organizing knowledge related to topic and helps students to determine what they already know, need to learn, how existing knowledge/to-be-learned content are related and how new content can be organized with respect to domain knowledge (Lee & Hannafin, 2016)
Strategic Scaffolding
support individuals address challenges and consider multiple alternatives by stimulating consideration of alternate strategies (Lee & Hannafin, 2016)
Metacognitive Scaffolding
guide students in goal setting, planning, organizing, self-monitoring and self-evaluation; scaffolds can support development of domain knowledge acquisition and general self-regulatory strategies (Lee & Hannafin, 2016)
Data Collection in Counselor Education Programs: Program Inputs
Include student characteristics, faculty characteristics, financial resources, facilities and programs, curriculum, courses and schedules (Barrio Minton et al., 2016)
Student characteristics of program inputs
collected through admission information (Barrio Minton et al., 2016)
Faculty Characteristics in Program Inputs
include demographic, advising load, research accomplishments, collected every year through vitas, advising logs and so forth (Barrio Minton et al., 2016)
Financial Resources in Program Input
documented every year through faculty meeting minutes and program/department budgets (Barrio Minton et al., 2016)
Facilities in Program Input
documented every year through faculty meeting minutes and classroom rosters (Barrio Minton et al., 2016)
Programs in Program Input
documented every semester/year through faculty minutes, program summary reports, course schedules and faculty program/department/college/school minutes (Barrio Minton et al., 2016)
Transformation Process Considerations in Data Collection
Transformation process includes following considerations:
Design: course programs, schedules, inputs, classes
Delivery: methods to deliver course material to students
Measurement of outputs: includes measures used to document program standards and SLOs
Evaluation of program, courses and professors: student surveys, alumni, employers and site supervisors (Barrio Minton et al., 2016)
Employment achievement as part of program outputs are measured how?
Through on-the-job accomplishments, employer satisfaction (Barrio Minton et al., 2016)
Academic achievement, SLOs and dispositions as part of program outputs are measured how?
Through looking at success rates and skill development competency (Barrio Minton et al., 2016)
Program completion data as part of program outputs are measured how?
Through looking at graduation, dropout and failure rates (Barrio Minton et al., 2016)
Comprehensive Exams in Counselor Education
Provide opportunities for students to demonstrate culminating knowledge across a variety of areas (Barrio Minton et al., 2016)
Counselor Educators using Comprehensive Exams
CE’s are likely to consider two primary types of comprehensive exams as part of overall SLO assessment plan: standardized examinations and local examinations
* When choosing to utilize standardized examinations, CE faculty should consider the degree to which examination fits into broader program framework as well as plans for remediating concerns identified through standardized assessment
CE faculty may need to consider how to prepare students for this reality without teaching to the test or sacrificing richness for CBAs (Barrio Minton et al., 2016)
Standardized Examinations in Counselor Education
Standardized examinations: exams that are created, normed, validated and often administered by outside bodies (Barrio Minton et al., 2016)
CPCE in Counselor Education
CPCE may provide practice experience for students, especially those who do not test well or who are concerned with greater cost of NCE (Barrio Minton et al., 2016)
Portfolios in Counselor Education
Collection of artifacts that are organized around a common theme or purpose and that are tied together through intentional reflection that serve a variety of purposes and provide an opportunity for formative and/or summative assessment of knowledge, skills or dispositions; important to remember that faculty may utilize portfolio approach within specific courses and experiences (Barrio Minton et al., 2016)
Didactic Pedagogy
more passive form of learning understood as expert, imparts knowledge to learners (often in forms of lectures and course readings) (Killian & Floren, 2020)
Experiential Pedagogy
more active form of knowledge acquisition, students construct knowledge by building on the foundational content of didactic instruction (Killian & Floren, 2020)
What are key contributors to effective learning environments?
Instructors’ organization and clarity regarding learning intentions and goals (Malott et al., 2014)
What should educators do first in determining instructional content?
educators should first assess and attend to students’ prior learning related to course topics (Malott et al., 2014)
Three general functions of syllabi
syllabi are a means to communicate with students, promote course organization and serve as agreements between faculty and students (West et al., 2013)
Student Assessment Tasks of Bloom’s Taxonomy: Remembering
include define, repeat, list, name, match, identify, memorize, record, relate, label, locate and select (West et al., 2013)
Student Assessment Tasks of Bloom’s Taxonomy: Understanding
include restate, describe, explain, identify, estimate, group, summarize, recognize, express, locate, review and rearrange (West et al,. 2013)
Student Assessment Tasks of Bloom’s Taxonomy: Application
include translate, apply, employ, practice, illustrate, demonstrate, solve, dramatize, use, schedule, compute and modify (West et al., 2013)
Student Assessment Tasks of Bloom’s Taxonomy: Analyzing
include calculate, test, contrast, criticize, differentiate, questions, solve, experiment, appraise, diagram, compare, separate, inventory, infer, analyze and outline (West et al., 2013)
Student Assessment Tasks of Bloom’s Taxonomy: Evaluate
include judge, discriminate, compare, score, choose, estimate, measure, support, appraise, predict, rate, value, select, assess, justify and criticize (West et al., 2013)
Student Assessment Tasks of Bloom’s Taxonomy: Create
include compose, propose, formulate, assemble, construct, hypothesize, manage, summarize, plan, design, modify, collect, create, organize, invent and generate (West et al., 2013)
Section 3.A CACREP STANDARDS
Professional Counseling Orientation and Ethical Practice (CACREP, 2024)
Section 3.B CACREP STANDARDS
Social and Cultural Identities and Experiences (CACREP, 2024)
Section 3.C CACREP STANDARDS
Lifespan Development (CACREP, 2024)
Section 3.D CACREP STANDARDS
Career Development (CACREP, 2024)
Section 3.E CACREP STANDARDS
Counseling practice and relationships (CACREP, 2024)
Section 3.F CACREP STANDARDS
Group Counseling and Group Work (CACREP, 2024)
Section 3.G CACREP STANDARDS
Assessment and Diagnostic Process (CACREP, 2024)
Section 3.H CACREP STANDARDS
Research and Program Evaluation (CACREP, 2024)
