Pedagogy

Question 1

Didactic Pedagogy

Answer 1

more passive form of learning understood as expert, imparts knowledge to learners (often in forms of lectures and course readings) (Killian & Floren, 2020)

Question 2

Experiential Pedagogy

Answer 2

more active form of knowledge acquisition, students construct knowledge by building on the foundational content of didactic instruction (example: UNIV 101 class) (Killian & Floren, 2020)

Question 3

What are key contributors to effective learning environments?

Answer 3

Instructors’ organization and clarity regarding learning intentions and goals (Malott et al., 2014)

Question 4

Three general functions of syllabi

Answer 4

syllabi are a means to communicate with students, promote course organization and serve as agreements between faculty and students (West et al., 2013)

Question 5

Student Assessment Tasks of Bloom’s Taxonomy: Remembering

Answer 5

include define, repeat, list, name, match, identify, memorize, record, relate, label, locate and select (West et al., 2013)

Question 6

Student Assessment Tasks of Bloom’s Taxonomy: Understanding

Answer 6

include restate, describe, explain, identify, estimate, group, summarize, recognize, express, locate, review and rearrange (West et al,. 2013)

Question 7

Student Assessment Tasks of Bloom’s Taxonomy: Application

Answer 7

include translate, apply, employ, practice, illustrate, demonstrate, solve, dramatize, use, schedule, compute and modify (West et al., 2013)

Question 8

Student Assessment Tasks of Bloom’s Taxonomy: Analyzing

Answer 8

include calculate, test, contrast, criticize, differentiate, questions, solve, experiment, appraise, diagram, compare, separate, inventory, infer, analyze and outline (West et al., 2013)

Question 9

Student Assessment Tasks of Bloom’s Taxonomy: Evaluate

Answer 9

include judge, discriminate, compare, score, choose, estimate, measure, support, appraise, predict, rate, value, select, assess, justify and criticize (West et al., 2013)

Question 10

Student Assessment Tasks of Bloom’s Taxonomy: Create

Answer 10

include compose, propose, formulate, assemble, construct, hypothesize, manage, summarize, plan, design, modify, collect, create, organize, invent and generate (West et al., 2013)

Question 11

Purpose of Experiential Learning

Answer 11

students create knowledge through transforming experiences (Binkley & Minor, 2021; Trottier, 2024)

Question 12

How does EL promote self-awareness?

Answer 12

through showing influences of feelings and thoughts in the counseling role (Arthur & Achenbach, 2002)

Question 13

Experiential learning is considered to be

Answer 13

best practice in counselor education and reflection is critical to learning in classroom-based practice exercises (Trottier, 2024)

Question 14

Play-based activities in Experiential Learning

Answer 14

recommended to enhance self-awareness in the classroom (Trottier, 2024)

Question 15

Role-playing activities in Experiential Learning

Answer 15

builds microskills, teach case conceptualization and treatment planning and practice crisis management (Trottier, 2024)

Question 16

Journaling in Experiential Learning

Answer 16

effective tool for fostering introspective reflection in counselor education (Strear et al., 2019)

Question 17

Reflective Writing in Experiential Learning

Answer 17

assesses students’ engagement and higher order learning (Strear et al., 2019)

Question 18

When does debriefing occur in experiential learning?

Answer 18

occurs at each experiential learning cycle in some form as it helps students translate experiences into learning and knowledge through reflection (Trottier, 2024)

Question 19

What is debriefing beneficial for?

Answer 19

building intercultural learning, advance critical reflection, and inspiring personal sharing among peers (Trottier, 2024)

Question 20

Classroom learning in Experiential Learning

Answer 20

fits well with constructivist approach and offers students opportunities to engage in both cognitive and affective processes to bolster learning experiences (Binkley & Minor, 2021)

Question 21

How can educators use creative activities to help students?

Answer 21

can use creative, experiential learning activities to assist students in building collaborative view of self and others, with specific goal of promoting creative and culturally competent counselors (Binkley & Minor, 2021)

Question 22

Beliefs of Constructivists

Answer 22

believe knowledge is subjective and varies depending on mental construction of each observer and argue that knowledge cannot be imparted from teacher to student (Guiffrida, 2005)

Question 23

Definition of Constructivism

Answer 23

world is experienced uniquely by each individual and therefore knowledge is constructed by individuals over course of life experience that emphasizes hands-on, activity-based teaching and learning which students develop own frames of thought (Binkley & Minor, 2021; Keengwe et al., 2014; Wilkinson & Hanna, 2016)

Question 24

Constructivist Educators

Answer 24

conceptualizes learning as an active and manipulative activity and encourages constructive and reflective thinking that intentionally creates collaboration and a conversational atmosphere (Keengwe et al., 2014)

Question 25

Constructivist Learning Environments

Answer 25

learning environments intended to provide multiple paths for students to explore with teachers performing role of a guide, mentor or facilitator (Keengwe et al., 2014)

Question 26

Teacher’s Role in Constructivism

Answer 26

encourage students to be critically self-reflective while engaging in constant self-reflection and stimulating inconsistencies critical to facilitating reflection (Binkley & Minor, 2021; Guiffrida, 2005)

Question 27

Constructivist Activities

Answer 27

activities may include case analyses, constructing personal narratives and participating in small group discussions and participating in role-plays which student critically evaluate actions (Guiffrida, 2005; Keengwe et al., 2014)

Question 28

Arguments of Constructivist Teachers

Answer 28

active learning, reflective learning, creation of authentic tasks, contextual learning and collaborative learning promote knowledge as well as meaningful learning (Keengwe et al., 2014)

Question 29

Constructivist teaching practices do what?

Answer 29

can promote transformative learning, which strongly connects to students’ abilities to use counseling interventions intentionally through lens of diversity (Binkley & Minor, 2021)

Question 30

Student-Centered Learning

Answer 30

learning approach which students generate learning opportunities and reconstruct knowledge in an open-ended learning environment (Lee & Hannafin, 2016)

Question 31

What occurs during student-centered learning?

Answer 31

students experience diverse models and feedback on actions, which promote interaction between student and others (Lee & Hannafin, 2016)

Question 32

Attributes of Self-Directed Learners

Answer 32

Self-managing, self-monitoring and self-modifying (Merriam & Bierema, 2013)

Question 33

Self-Directed Learning

Answer 33

learner takes control of his/her own learning (Merriam & Bierema, 2013)

Question 34

Cognitive Domains in SLOs

Answer 34

SLOs oriented toward foundational knowledge, case conceptualization and critical thinking abilities (Barrio Minton et al., 2016)

Question 35

Affective Domains of SLOs

Answer 35

may include cultivation of personal characteristics associated with effective practitioners, internalized sense of professional identity, and commitment to professional values such as wellness and human dignity (Barrio Minton et al., 2016)

Question 36

Direct Assessments in Counselor Education

Answer 36

include ways in which students create or enact products that become useful in meeting SLO (Barrio Minton et al., 2016)

Question 37

Formative Assessments in Counselor Education

Answer 37

occur during instruction to improve student learning and providing ongoing feedback so both students and educators are able to customize learning processes in meaningful ways (Barrio Minton et al., 2016; Malott et al., 2014)

Question 38

Course-Based Assessments in Counselor Education

Answer 38

Activities situated within courses that allow CEs to assess students’ attainment of knowledge, skills or dispositions (Barrio Minton et al., 2016)

Question 39

What do counselor education programs prepare counselors to do?

Answer 39

address individual distress caused by racism, while working to change values, institutional structures, and behaviors that perpetuate systemic racism (Williams et al., 2021)

Question 40

What can CITs do before involvement with diverse individuals to ensure competency?

Answer 40

CITs can move toward multicultural competency through exposure to MSJCC and through active endorsement of their theoretical underpinnings within training and toward eventual practice (Killian & Floren, 2020)

Question 41

How can peer evaluation be useful in feedback?

Answer 41

effective means for students to receive formative and summative feedback about performances (Malott et al., 2014)

Question 42

Four perspectives on remediating for receptivity to feedback

Answer 42

• focus on systematic application of remediation and ascribing to due process
• increase student’s personal ability to self-reflect and increase self-awareness
• focus on limiting one’s clinical practice while preparing student for next clinical experience
• focus on those hesitant to programmatic interventions that limit/remove access (Salpietro et al., 2021)

Question 43

Which domains may be evaluated on during feedback?

Answer 43

Skills domains, professional behavior domains and dispositions domains (Swank & Houseknect, 2019)

Question 44

What kinds of learners in classroom?

Answer 44

Application-oriented learners (learners more practical and appreciate learning through real-world connections), intrinsically motivated learners (learners appreciated teachers who took on more facilitative roles and provide opportunities for reflective thinking) and affective-oriented learners (most beneficial when inspired to learn through admiration of teacher’s skills as clinician/instructor and personality characteristics)