chap 4

Question 1

PLANNING AND CONDUCTING CLASSES

Answer 1

Develop course outline/syllabus

Formulate objectives

Select content

Select teaching methods

Choose a textbook/references

Conduct the class

Question 2

The course outline should include the name of the course, name of the instructor, a one-paragraph course description, a list of course objectives, topical outline, teaching method used, the textbook or other reading and methods of evaluation.

Answer 2

Developing course outline/syllabus

Question 3

what should the course outline include

Answer 3

name of the course

name of the instructor

a one-paragraph course description

course objectives

topical outline

teaching method used

textbook or other reading

methods of evaluation

Question 4

It helps the learner to gauge first “what is to be learned” and “what is expected of them”

Answer 4

Developing course outline/syllabus

Question 5

To write objectives that have meaning not just for you but also for the learners.

Answer 5

Formulating objectives

Question 6

It should reflect what the learner is supposed to do with what is taught.

Answer 6

Formulating objectives

Question 7

Formulating objectives

Answer 7

write objectives that have meaning for both you and the learners.

should reflect what the learner is supposed to do with what is taught.

Question 8

The best way to determine how long it will take you to teach the content is to plan out and then rehearse it orally, preferably in front of a mirror.

Answer 8

Selecting content

Question 9

Build in time for questions and any active learning techniques you plan to use

Answer 9

Selecting content

Question 10

Factors affecting choice of method

Answer 10

Selection of method depends on the objective and types of learning trying to achieve

Course content also dictates methodology to some extent.

Choice of teaching strategy also depends on the abilities and interests of the teacher

Compatibility between teacher and teaching methods and compatibility between learners and teaching methods.

number of people in class

Question 11

Considerations should guide you. suggest evaluating the content scope and quality, credibility of authorship, format, and issues like cost permanency, gravity of point.

Answer 11

Choosing a textbook/references

Question 12

Choosing a textbook/references

Answer 12

Considerations should guide you when choosing a textbook, suggest evaluating the content scope and quality, credibility of authorship, format, and issues like cost permanency, gravity of point.

Question 13

Begin by introducing yourself

Answer 13

Conducting the class

Question 14

Tell the class a little about yourself

Answer 14

Conducting the class

Question 15

First session is the best to communicate your expectations for the course.

Answer 15

Conducting the class

Question 16

Review the course syllabus or outline and have time to answer portions about content, methods, and assignments.

Answer 16

Conducting the class

Question 17

A positive way to end the introductory portion of the course is to try to stimulate the learner’s appetites for what is to come

Answer 17

Conducting the class

Question 18

DETERMINANTS OF LEARNING

Answer 18

Learner’s characteristics

Assessment of Learner

Assessing Learning Needs

Teaching Strategies For Low Literature Clients

Developing Educational Printed Materials

Organizational Factors

Linguistic Factors

Appearance Factors

Question 19

Learner’s characteristics includes

Answer 19

other culture/ethnicity

literacy

age

health status

educational level

socio-economics status

Question 20

Defined as invisible patterns that form the normal ways of acting, feeling, judging, perceiving, and organizing the world

Answer 20

Culture

Question 21

The client’s ability to read and understand what is being read and essential component of learning

Answer 21

Literacy

Question 22

Establishing the reading level and using materials that are consistent with the client’s ability

Answer 22

Literacy

Question 23

Older adults tend to learn best when the information is relevant to them and has a practical application

Answer 23

Age

Question 24

Teaching older adult students present some challenges, although none are irresponsible

Answer 24

Age

Question 25

significantly associated with the health status (more educated, more healthier), the more educated the client is the one who seeks treatment earlier in the disease process and less educated is sicker.

Answer 25

Education Level and Status

Question 26

The impact of ________ on learning has more to do with being able to use the information being taught rather than the process of learning.

Answer 26

Socioeconomic Level

Question 27

to determine their background and how much they already know about the content of the course.

Answer 27

Assessment of Learner

Question 28

can be done formally by giving pretests or short questionnaires or more informal by asking questions during class.

Answer 28

Assessment of Learner

Question 29

Assessment aims to provide information about what clients want to know and what to learn.

Answer 29

Assessing Learning Needs

Question 30

Their beliefs, family dynamics, housing situation, skills, educational levels, fear, and concerns about their condition

Answer 30

Assessing Learning Needs

Question 31

Many factors that contribute to reading difficulty of PEMS (Printed Education Materials) factors are readability formulas, long sentences and fully syllable words.

Answer 31

Reading levels of clients

Question 32

PEMS

Answer 32

Printed Education Materials

Question 33

People with low literacy often inadvertently give us clues that lead to realization that may have reading comprehension problems

Answer 33

Assessing Literacy

Question 34

Teaching Strategies For Low Literature Clients

Answer 34

set objectives that are realistic Choose the information that will meet the objectives Overload must be avoided when teaching Keep instructions simple Evaluation should take place Be creative in the way you evaluate learning

Question 35

Whether you are developing a brochure, a pamphlet, or an instructional material, the guidelines for maintaining a low readability level and attractiveness for the low literate person are the same

Answer 35

Developing Educational Printed Materials

Question 36

Organizational Factors

Answer 36

Include a short but descriptive title Use brief headings and subheadings Incorporate only one idea per paragraph and be sure the first sentence is the topic sentence Divide complex instructions into small steps Consider using a question/answer format Address no more than three or four main points Reinforce main points with summary at the end

Question 37

Linguistic Factors

Answer 37

Keep the reading level at grade 5 or 6 to make the material Use one or two-syllable words or short sentences Use a personal and conversational style. Define technical terms if used Use words consistently throughout the text. Use graphics and language that are culturally and age relevant Use active rather than passive voice. Incorporate examples and simple analogies to illustrate concepts.

Question 38

Appearance Factors

Answer 38

Avoid a cluttered appearance. include white space Include simple diagrams or graphics that are well-labeled Use upper and lower case letters. Use 10-14 point type in a plain font (serif is preferred) Place emphasized words in bold and underline them but do not use capitals Use lists when appropriate Try to limit line length to no more than 50 or 60 characters

Question 39

Conducting the class

Answer 39

introduce yourself Tell class a little about yourself First session to communicate your expectations for the course Review the course syllabus or outline and have time to answer portions try to stimulate the learner’s appetites for what is to come