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TL 2 > SEI-2 > Flashcards

SEI-2 Flashcards

1
Q

It is considered a higher-order thinking skill.

A

Critical Thinking

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2
Q

It is a skill that involves not only knowing information but also being able to reason, interpret, and create new meaning with that information

A

Critical Thinking

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3
Q

Who said this, and what is this?
“It is a mode of thinking in which the thinker
improves the quality of thinking by skillfully analyzing, assessing, and constructing it.

A

Elder and Paul
Critical thinking

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4
Q

It is selfdirected, self- disciplined, self- monitored,
and self- corrective thinking

A

Critical Thinking

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5
Q

Conceptual Framework of Critical Thinking

A

1.Who
2. What
3. Where
4. How

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6
Q

Who: Critical Thinking

A

Student
Patient
Clinician

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7
Q

What: Critical Thinking

A

Cognitive Skills
1. Strategy
2. Create
3. Analyze
4. Evaluate
5, Reason
6. Self-monitor
7. Apply

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8
Q

How: Critical Thinking

A

Individual
1. Growth Mindset
2. Critical Spirit
4. Reflection
Social/Collective
1. Feedback
2. Dialogue

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9
Q

Where: Critical Thinking

A

Classroom
1. Collaborative
2. “Safe” Space
3. Instructor for Peer Guides
Clinic
1. Why culture
2. Authentic Environment

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10
Q

Critical thinking applies to student, patient,clinician

A

Who

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11
Q

Critical thinking involves higher-order cognitive skills

A

What

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12
Q

Critical thinking happens in the classroom, clinic,and others

A

Where

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13
Q

Critical thinking occurs individually or collectively

A

How

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14
Q

Critical thinking applies to you currently as a
student in the classroom.

A

Who

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15
Q

Critical thinking applies to us as physical
therapists

A

Who

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16
Q

Critical thinking involves a set of high- level
cognitive skills for an individual to perform

A

What

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17
Q

6 Foundational Cognitive Skills:

A
  1. Interpretation
  2. Analysis
  3. Evaluation
  4. Interference
  5. Explanation
  6. Self-Regulation
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18
Q

It is the product of all these cognitive skills combined.

A

Clinical Reasoning

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19
Q

It occurs when a clinician uses past experiences to recognize patterns within a patient.’s presentation and then uses those patterns to gather additional information to make informed clinical decisions.

A

Forward Reasoning

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20
Q
  1. are the goals appropriate?
  2. are the interventions being implemented
    correctly?
  3. do the assessments (measurements) match
    anticipated patient problems and goals
A

HOAC II (Hypothesis-Oriented Algorithm for Clinicians)

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21
Q
  1. These questions help novice practitioners
    in particular to develop a framework for
    their clinical thinking process. The model helps the therapist to evaluate his or her own effectiveness, consider alternate solutions, and modify or change the process.
A

HOAC II

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22
Q

The importance of creating a safe learning environment, where it is okay to ask questions and make mistakes.

A

“Questioning culture”or”why culture”

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23
Q

Relates to a learners future professional roles
or a patient’s roles are also helpful in promoting and challenging higher-order reasoning and processing.

A

Authentic Environment

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24
Q

It suggests that knowledge alone
does not create a critical thinker

A

Critical Spirit

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25
Q

They are related to the idea that intelligence and knowledge grow over time.

A

Growth mindset

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26
Q

Intelligence is a genetically based and predetermined trait.

A

Fixed Mindset

27
Q

This will occur when the patient is not meeting the goals.

A

Trigger

28
Q

They are used to confirm foundational understanding of
material, create problem-solving scenarios and facilitate reflection on knowledge.

A

Questions

29
Q

Require one correct response and are usually
lower-order thinking questions.

A

Convergent Questions

30
Q

It is open-ended and encourage dialogue; higher
order thinking.

A

Divergent Questions

31
Q

It is used to help learners make progress toward achieving a goal, outcome, or learning objective, and should be a regular part of any learning environment.

A

Feedback

32
Q

It should be specific, related yyo goals, and delivered using
different modalities (ie, written, verbal)

A

Feedback

33
Q

It is more important for a novice learner learning a new
task.

A

Timely Feedback

34
Q

It encourages the transfer of knowledge in a learner with
greater expertise ; allows application of knowledge in novel situations.

A

Delayed Feedback

35
Q

These questions help learners to consider their performance on 4
levels:

A

Task
Process
Self-Regulation
Self

36
Q

In the educational realm helps to build ones knowledge to higher levels, repair ones knowledge, or to clean ones knowledge.

A

Scaffolding

37
Q

It involves techniques and tools used to
help a learner build on his or her
foundational or prior knowledge of a topic
to achieve new knowledge at a higher
level.

A

Scaffolding

38
Q

It is the level that a learner can achieve given the right
support, or the difference between what he
or she can do independently and what he or
she can do with support.

A

Zone of Proximal Development

39
Q

common strategies for scaffolding

A

cue cards
organizers
partially completed handouts
visual presentations
think-pair-share
concept maps
probing questions

40
Q

It involves building on foundational knowledge to make a decision.

A

Forward Scaffolding

41
Q

It involves breaking down a learner’s thinking process

A

Reverse Scaffolding

42
Q

what type of critical thinking is this: An instructor can prompt the student who answered to break down the process that she
used to get to the answer.

A

Scaffolding

43
Q

It often collaborate more easily and quickly at the start
because the learners relate to one another.

A

Homogenous

44
Q

It enables participants to learn more from a wider variety of
individuals with diverse backgrounds and experiences

A

Heterogenous

45
Q

Critical Thinking Tools

A
  1. Active Learning Techniques
  2. Authentic Experiences
  3. Priming Activities
  4. Concept Maps
  5. Infographics
46
Q

Critical thinking tool that are deliberately designed to
ensure that learners are exposed to the foundational
information need ed for the in- class or in- clinic
application activities; activities that enable the
learner to apply the information at a higher level.

A

Priming activites

47
Q

These are diagrams or visual representations of a concepts
meaning that include knowledge, relationships, links,
and part- to- whole analysis of that concept.

A

Concepts Maps

48
Q

Critical Thinking Tool that helps learners to deconstruct
and integrate information and they help teachers to assess
knowledge and understanding.

A

Concept Maps

49
Q

In which a lecture is delivered via video or Power Point ahead of
the class session so that the class time can be used for more active prob lem- solving and application activities.

A

Flipped Classroom

50
Q

Challenges of priming activities:

A
  1. Maintaining accountability
  2. Ensuring that the homework is integrated into the next meeting
  3. time
51
Q

It can act as a content booster and reminder to your patient of the roles of the various health care providers involved in his or her rehabilitation process and how they all link together

A

Concept Maps

52
Q

It can also function as an active or social learning strategy
as students or patients work individually or collectively to
construct a representation of the main aspects of a reading or lecture on a given topic.

A

Concept Maps

53
Q

It is to present and share information (or data)
quickly and clearly in a visually pleasing manner.

A

Infographics

54
Q

It require learners to gather appropriate data and summarize, synthesize, prioritize, and present information in an
engaging manner.

A

Inforgraphics

55
Q

It includes visual components (colors, graphics), data or information (statistics, time frames, resourc es),
and your message (application, relationships between facts, deductions).

A

Infographics

56
Q

Infographics according to Haverkamp and Vogt

A
  1. Timelines
  2. Graphs
  3. Maps
  4. Order and Relationsips
  5. Networking
57
Q

Challenges of Infographics

A
  1. Time
  2. Resources
58
Q

Challenges of Concept Maps

A
  1. time constraints, understanding the process for construction
  2. understanding how maps used can promote learning or understanding.
59
Q

Tools in Critical Thinking: To foster both
individual and/or group discussion, questions,
and feedback.

A

Active Learning Techniques

60
Q

Tools in Critical Thinking: To facilitate reflection

A

Authentic Experience

61
Q

Tools in Critical Thinking: to apply the principles of
scaffolding

A

Priming Activities

62
Q

Tools in Critical Thinking: To help learners deconstruct
and then reconstruct complex topics for
higher-order thinking

A

Concept Maps

63
Q

Tools in Critical Thinking: to encourage data gathering,
analysis, synthesis, and prioritization of information, all of which require critical thinking

A

Infographics

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