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Leadership > Unit 2 Week 5: Learning Needs Assessment, Developmental Theory, Motor Learning > Flashcards

Unit 2 Week 5: Learning Needs Assessment, Developmental Theory, Motor Learning Flashcards

1
Q

4 Phases of Kolb’s Learning Cycle

A
  1. Concrete experience (do it; here and now)
  2. Reflective Observation (think & reflect about it to give meaning )
  3. Abstract Conceptualization (think and draw conclusions)
  4. Active Experimentation (creatively and contextually adapt)
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2
Q

The Dynamic Matching/Experiential Learning Model

A

Thinking, acting, experiencing, reflecting

We can design the way we teach to move a client through this cycle.

Certain activities support different parts of the cycle.

Trying to get a learner through a complete cycle is the idea.

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3
Q

The Dynamic Matching/Experiential Learning Model states that the role fo the teacher must

A

connect with cycle/stage of learning they are in

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4
Q

If a patient is in the acting phase, the teacher must be:

A

A coach

Applied collaborative learner, one on one, feedback

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5
Q

If a patient is in the experiencing phase, the teacher must be:

A

A facilitator

warm affirming, personal relationship

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6
Q

If a patient is in the thinking phase, the teacher must be:

A

standard setter and evaluator

Objective results oriented, sets performance standards, structured to evaluate learning

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7
Q

If a patient is in the reflecting phase, the teacher must be:

A

subject expert

delivery of knowledge, reflective authoritative style

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8
Q

Assessment of the learner includes attending to the three determinants of learning:

A
  1. learning needs: what the learner needs to learn
  2. readiness to learn: when the learner is receptive to learner
  3. learning style: how the learner learns best
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9
Q

4 Piaget Stages of Development

A

sensorimotor, pre-operational, concrete operational, formal operational

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10
Q

Sensorimotor stage of development

A

0-2

understands world through senses and actions

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11
Q

Pre-operational stage of development

A

2-7

Understands world through language and mental images

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12
Q

Concrete operational stage of development

A

7-12

Understands world through logical thinking and categories

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13
Q

Formal operational

A

12 and up

Understands world through hypothetical thinking and scientific reasoning

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14
Q

Infancy and Toddlers – Birth to 2 years
Piaget:

A

sensorimotor stage
o Learning is through sensory experiences and through movement and manipulation of objects

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15
Q

Infancy and Toddlers – Birth to 2 years
Erikson

A

trust vs. mistrust (birth to 12 months), autonomy vs. shame and doubt (1-3 years)
o Building trust and establishing balance between feelings of love and hate; learning to control willful desires

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16
Q

Infancy and Toddlers – Birth to 2 years Characteristics

A

Education focuses on parents

Short attention spans, easily distracted, limited conceptual understanding

Language development limited

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17
Q

Infancy and Toddlers – Birth to 2 years Salient Cognitive Characteristics

A

responds to step-by-step commands; language skills develop rapidly during this stage

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18
Q

Infancy and Toddlers – Birth to 2 years Salient Psychosocial Characteristics

A

aggravated by personal and external limits; routines provide sense of security; will look to parents for response and teaching is often focused on parents through anticipatory guidance.

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19
Q

Interventions for Infancy and Toddlers – Birth to 2 years

A

o Procedures on teddy bears
o Simple explanations
o Sessions brief – 5 min
o Allow children to act out feelings
o Concrete explanations

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20
Q

Teaching strategies for Infancy and Toddlers – Birth to 2 years

A

o Focus on normal development, safety, health promotion, and disease prevention
o Use repetition and imitation
o Stimulate the senses
o Provide safety
o Allow for play and manipulation of objects

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21
Q

Early childhood 3-5 years
Piaget

A

preoperational stage
o Egocentric; thinking is literal and concrete; precausal thinking

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22
Q

Early childhood 3-5 years
Erikson

A

initiative vs. guilt
o Taking on tasks for the sake of being involved and on the move; learning to express feelings through play

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23
Q

Salient cognitive characteristics Early childhood 3-5 years

A

animistic thinking; limited sense of time; egocentric; transductive reasoning

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24
Q

Early childhood 3-5 years characteristics

A

o Motor skills improving
o Lack judgement
o Preoperational phase
o Able to recall past experiences
o Concept development early
o Curiosity, rule driven
o Limited sense of time

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25
Q

Salient psychosocial characteristics Early childhood 3-5 years

A

separation anxiety; play is his/her work; fears loss of body integrity; active imagination; interacts with playmates

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26
Q

Teaching strategies for Early childhood 3-5 years

A

 Build trust
 Allow for manipulation of objects
 Use positive reinforcement
 Encourage questions
 Provide simple drawings and stories
 Focus on play therapy
 Stimulate the senses

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27
Q

Middle and Late Childhood 6-11
Piaget

A

concrete operations stage
o Developing logical thought processes and ability to reason syllogistically; understands cause and effect

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28
Q

Middle and Late Childhood 6-11
Erikson

A

industry vs. inferiority
o Gaining a sense of responsibility and reliability; increased susceptibility to social forces outside the family unit; gaining awareness of uniqueness of special talents and qualities

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29
Q

Salient cognitive characteristics Middle and Late Childhood 6-11

A

able to draw conclusions and intellectually can understand cause and effect

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30
Q

Salient psychosocial characteristics Middle and Late Childhood 6-11

A

fears failure and being left out of groups; fears illness and disability

31
Q

Characteristics Middle and Late Childhood 6-11

A

o Increased coordination
o Concrete operations
o Understand cause and effect
o Systematic thought
o Literal thought
o Concentrate for longer periods

32
Q

Teaching strategies Middle and Late Childhood 6-11

A

o Encourage independence
o Use logical explanations and analogies
o Relate to child’s experience
o Use subject-centered focus
o Use play therapy
o Provide group activities
o Use drawings, models, dolls, painting, digital media, and computers

33
Q

Interventions Middle and Late Childhood 6-11

A

o Use of sound learning principles (30 min)
o Learning aids
o Parents are supports
o Health promotion and health maintenance needed
o Take responsibility for learning but like one-to-one and group

34
Q

Adolescence 12-19
Piaget

A

formal operations stage
o Abstract thought; reasoning is both inductive and deductive

35
Q

Adolescence 12-19
Erikson

A

identity vs. role confusion
o Struggling to establish own identity; seeking independence and autonomy

36
Q

Characteristics of Adolescence

A

o Capable of formal operations
o Many physiological and psychological changes
o Like control over learning
o Poor levels of adherence to plans
o Feel knowledgeable

37
Q

Salient cognitive characteristics adolescence

A

propositional thinking; complex logical reasoning; can build on past experiences; conceptualizes the invisible

38
Q

Salient psychosocial characteristics adolescence

A

 Example: personal fable—feels invulnerable, invincible/immune to natural laws
 Example: imaginary audience—intense personal preoccupation

39
Q

Interventions Adolescence 12-19

A

o Use of computers
o Use of health services low-See themselves as immune, immortal, etc.
o Use of one-on-one and confidentiality
o Peer group learning
o Clarify terminology

40
Q

Teaching strategies Adolescence 12-19

A

o Establish trust
o Identify control focus
o Use peers for support and influence
o Negotiate for change, contract
o Focus on details
o Make information meaningful to life
o Ensure confidentiality and privacy
o Use role play, contracts, reading materials, and technology
o Allow for experimentation and flexibility within safe limits

41
Q

4 Principles of Andragogy

A
  • Self-directed
  • Experience
  • Social Roles
  • Immediacy of application
42
Q

Young Adults 20-40
Piaget:

A

formal operations stage (begins in adolescence and carries through adulthood)
o Abstract thought; reasoning is both inductive and deductive

43
Q

Young Adults 20-40
Erikson

A

intimacy vs. isolation
o Focusing on relationships and commitment to others in their personal, occupational, and social lives

44
Q

Salient cognitive characteristics young adult

A

cognitive capacity is fully developed, but continuing to accumulate new knowledge and skills

45
Q

Salient psychosocial characteristics young adult

A

autonomous; independent; stress related to the many decisions being made regarding career, marriage, parenthood and higher education

46
Q

Characteristics of young adults

A

o Autonomous
o Self-directed
o Personal experiences enhance or interfere with learning
o Intrinsic motivation
o Competency based learning
o Able to analyze critically
o Makes decisions- personal, social, occupational

47
Q

Interventions for young adults

A

o -Draw on meaningful experiences
o -Problem centered focus
o -Want active participation
o -Allow some self-direction
o -Recognize social role in learning
o -Role play, hands on

48
Q

Teaching strategies for young adults

A

o Use problem-centered focus
o Draw on meaningful experiences
o Focus on immediacy of application
o Allow for self-direction and setting own pace
o Organize material
o Encourage role play

49
Q

Middle Age 41-64
Piaget:

A

formal operations stage
o Abstract thought; reasoning is both inductive and deductive

50
Q

Middle Age 41-64
Erikson:

A

generativity vs. self-absorption and stagnation
o Reflecting on accomplishments and determining if life changes are needed

51
Q

Salient cognitive characteristics middle aged

A

ability to learn remains steady throughout this stage

52
Q

Salient psychosocial characteristics middle aged

A

facing issues with grown children, changes in own health, and increased responsibility for own parents

53
Q

Characteristics of middle aged

A

o Sense of self well developed
o Concerned with physical changes
o At peak in career
o Reexamines goals & values
o Has confidence in abilities

54
Q

Interventions for middle aged

A

o -Assess previous learning experiences
o -Focus on independence
o -Assess potential midlife issues
o -Provide info that coincides with life concerns

55
Q

Teaching strategies for middle aged

A

o Maintain independence and reestablish normal life patterns
o Assess positive and negative past learning experiences
o Assess potential sources of stress as needs
o Provide information relative to life concerns and problems

56
Q

Learning issues that increase with age/gerogogy (7):

A
  1. sensory changes
  2. multiple chronic illnesses
  3. slower processing/reaction times (IQ not affected)
  4. persistence of stimulus
  5. decreased short term/long term not affected
  6. increased test/performance anxiety
  7. altered time perception
57
Q

Older adults piaget

A

formal operations stage
o Abstract thought; reasoning is both inductive and deductive

58
Q

Older adults erikson

A

ego integrity vs. despair
o Coping with reality of aging, mortality, and reconciliation with past failures

59
Q

Salient cognitive characteristics of older adults

A

 Fluid intelligence—capacity to perceive relationships, to reason, and to perform abstract thinking, which declines with aging

 Crystallized intelligence—the intelligence absorbed over a lifetime, which increases with experience; wisdom

60
Q

Salient psychosocial characteristics of older adults

A

adjusting to changes in lifestyle and social status

61
Q

Visual Sensory changes with older adults + interventions

A

presbyopia

  • Well lit environment, no glare
  • Large print, matte paper, no backlighting
  • Colour discrimination…high contrast needed
    o Text strips may be problematic
    o Pill colours
    o Pamphlet/handout colours
62
Q

Interventions for auditory sensory changes with older adults

A

 eliminate distracting noises
 avoid covering face when talking
 Face learner, speak slowly
 Emphasize lip movement
 Low pitched sounds more easily heard
 Rate important (less than 140 wpm)
 No shouting
 May use hearing aid

63
Q

Teaching Strategies for Older adults

A

o Use concrete examples
o Build on past experiences
o Focus on one concept at a time
o Use a slow pace
o Use repetition and reinforcement
o Provide brief explanations
o Use analogies
o Speak slowly and clearly
o Use low-pitched tones
o Minimize distractions
o Rely on visual aids and supplement with verbal instructions
o Use large letters and well-spaced print
o Provide a safe environment
o Give time to reminisce

64
Q

Motor learning is achieved when:

A

the teaching leads to relatively permanent capability for movement

Retention of the skill over time and after a period without practice, indicates the skill was learned

65
Q

Motor skills need lots of __________ in ___________ environment.

A

practice
safe and nonthreatening

66
Q

For psychomotor skills practice, * retention and longer-term learning, learners need to _____________ and ___________ errors

A

self-detect
self-correct

67
Q

3 Stages of Motor Learning

A

Cognitive: learner develops overall understanding (what do i need to do?)

Associative: learner performs and practices (how do i do this)

Autonomous: learner has retention and adapts efficiently (i can do this)

68
Q

3 Major Variables Affecting Motor Learning

A
  • Pre-practice
  • Practice
  • Feedback
69
Q

Factors influencing pre-practice of motor learning

A
  • Motivation of learner
  • Attention
  • Goal setting with client input
  • Understanding of the task
  • Task is meaningful, relevant
70
Q

Massed practice

A

practice time more than rest time

71
Q

Distributed practice

A

rest time same or greater than practice time

72
Q

Variability of practice

A

practiced under a variety of conditions

73
Q

Types/Timing/Amount of Feedback in Motor Learning

A

a) Continuous feedback
b) Concurrent feedback
c) Post-response feedback
* Immediate
* Delayed
* Summative

Knowledge of results(KR)- feedback about outcome relative to goal

Knowledge of performance(KP)-feedback about movement to achieve goal.

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