Learning detriments

Question 1

-assesses the learner’s deficits

-presents appropriate information

in unique ways.

-identifies progress being made.

-gives feedback

Answer 1

The educator:

Question 2

what the learner
needs to learn

Answer 2

Learning needs

Question 3

when the
learner is receptive to learning

Answer 3

Readiness to learn

Question 4

How the learner learns best

Answer 4

Learning style

Question 5

are gaps in knowledge that
exist between a desired level of performance
and the actual level of performance.

Answer 5

Learning needs:

Question 6

Is there only one learner with a single need
or many needs?

Is there more than one learner with
congruent or diverse needs?

Answer 6

Identify the learner

Question 7

Establish trusting relationship through
assuring privacy and confidentiality, so that
learners feel secure in confiding
information and feel respected.

Answer 7

Choose the right setting

Question 8

Determine characteristic needs of the audience by
exploring typical health problems or issues of interest.

Subsequently, identify the type and extent of content
to be included in the teaching sessions.

Answer 8

Collect data on the learner

Question 9

Allow the patient and/or family and staff members to
identify what is important to them.

Answer 9

Include the learner as the source of information

Question 10

Other healthcare providers may have insight into patient, family,
nursing staff, and nursing students’ educational needs. Because
of their frequent contacts with them.

Answer 10

Involve members of the healthcare team

Question 11

A list of needs can become endless and
seemingly impossible to accomplish.

Using Maslow’s hierarchy of human needs, an
educator can prioritise identified learning
needs. The educator can then assist the
learner to meet the most important basic need
first.

Answer 11

Prioritize needs

Question 12

Needs that must be learned for survival or situations in which
the learner’s life or safety is threatened.

Answer 12

Mandatory

Question 13

Needs that are not life-dependent but are related
to well-being.

Answer 13

Desirable

Question 14

Needs for information that are nice to know but
not essential or required because they are not
directly related to daily activities or the particular
situation of the learner.

Answer 14

Possible

Question 15

After identifying a need, it may be useless to
proceed with the intervention if proper
educational resources are not available.

Answer 15

Determine availability of educational resources

Question 16

Often, learning needs are identified during informal talk with
other healthcare providers, and between the nurse and the
patient/ family.

Answer 16

Informal conversation

Question 17

The nurse asks the patient direct and often predetermined
questions. Establishing trust, using open-ended questions, quiet environment, and allowing the patient to state what his learning needs are merit attention.

Answer 17

Structured interview

Question 18

The educator gets together 4-12 learners to
determine areas of educational need.

The educator leads the discussion and asks

open-ended questions.

Answer 18

Focus groups

Question 19

These are
easy to administer and provide more privacy
than interviews.

Answer 19

Self-administered questionnaires

Question 20

Written pre-tests given before teaching can
help identify the knowledge level of learners
regarding a particular subject matter and assist
in identifying a specific needs of learner.

Answer 20

Tests

Question 21

Watching a learner perform a skill more than
once is an excellent way of assessing
psychomotor need.

Answer 21

Observation

Question 22

It is the time when the learner demonstrates an
interest, willingness, and ability to learn the type
or degree of information necessary to maintain
optimal health or to become skillful in a job.

Answer 22

Readiness to learn

Question 23

PEEK

Answer 23

P = Physical readiness

E = Emotional readiness

E = Experiential readiness

K = Knowledge readiness

Question 24

Measure of ability
Environmental effects
Health Status
Gender

Answer 24

Physical

Question 25

Anxiety level Support system Motivation Developmental Stage

Answer 25

Emotional readiness

Question 26

Level of Aspiration (long-term goals established ) Past coping mechanisms (previous problems ) Cultural background Locus of control - ( internally motivated to learn ) Orientation

Answer 26

Experiential readiness

Question 27

Present knowledge base Cognitive ability (learner capable to learning) Learning disabilities (mental retardation) Learning styles

Answer 27

Knowledge readiness

Question 28

the way in which each learner begins to concentrate and retain new and difficult information.

Answer 28

Learning style

Question 29

A student learns by reading a material, and uses visual material such as charts, pictures, maps.

Answer 29

Visual

Question 30

A student learns by listening, participates in discussions, makes speeches and presentations, and reads the text aloud.

Answer 30

Auditory

Question 31

A student learns by touching.

Answer 31

Kinesthetic

Question 32

Learning style principles

Answer 32

1. Style the educator prefers and style by which learners learn. 2. Caution against using teaching methods and tools that only apply to the educators own learning style. 3. Assist the learner in identifying and learning according to their own learning preference. 4. Learners given opportunity to learn through their preferred style first. 5. Encourage learner to diversify their style preferences. 6. Specific learning activities that reinforce each modality or style.

Question 33

BPI

Answer 33

Brain Preference Indicator (Right-Brain, Left-Brain, and Whole-Brain)

Question 34

EPS

Answer 34

Environmental Preference Survey (Dunn and Dunn Learning Style Inventory)

Question 35

Kolb Learning Style Inventory

Answer 35

LSI

Question 36

emotional, visual–spatial, nonverbal hemisphere

Answer 36

Right hemisphere

Question 37

vocal and analytical side Thinking process using reality-based and logical think-ing with verbalization

Answer 37

Left hemisphere

Question 38

Is a self reporting instrument that is widely used in identification of how individual prefer to function, learn , concentrate and perform educational activities

Answer 38

Environmental Preference Survey (EPS) (Dunn and Dunn Learning Style Inventory)

Question 39

Basic Stimuli that affect a person's ability to learn

Answer 39

-Environmental as sound, light, temperature. -Emotional as motivation, responsibility. -Sociological :desire to work alone or in group. -Physical as time, mobility. -Psychological: way learner process and react to information.

Question 40

learning is a cumulative result of past experiences, heredity, and demand of present environment.

Answer 40

Kolb’s theory on learning style

Question 41

He hypothesized that learning result from the way learner perceive as well as how they process what they perceive.

Answer 41

Kolb’s Learning Cycle

Question 42

Learner like relating with people, benefit from specific experience, learn from feeling.

Answer 42

Concrete Experience(CE mode)

Question 43

Learner use systematic planning and logical analysis to solve problem , learn by thinking.

Answer 43

Abstract Conceptualization (AC mode)

Question 44

Learner like to experiment to get things done, learn by doing.

Answer 44

Active Experimentation(AE mode)

Question 45

Look for meaning of things by viewing them from different perspectives, learn by watching and listening.

Answer 45

Reflective Observation(RO mode)

Question 46

Learner like to observe, gather information, gain insight rather than take action, prefer working in group , Learn best through group discussions, brainstorming sessions.

Answer 46

diverger combine CE and RO modes.

Question 47

Learner has ability to understand large amount of information less interested in people, focus on abstract ideas and concept, rely on knowledge from expertise, learn best through lecture .

Answer 47

assimilator combine RO and AC modes.

Question 48

Learner find practical application for ideas and theories, has ability to use deductive reasoning to solve problem, learn best through demonstration- return demonstration.

Answer 48

converger combine AC and AE modes.

Question 49

Learner enjoy new and challenging situations, like to explore possibilities , learn by hand on experience, learn best through role playing.

Answer 49

accommodator combine AE and CE modes.

Question 50

The teacher’s primarily consideration in evaluating the learning needs of her students is the individual’s capacity to acquire knowledge, ability to think, abstract reasoning and capability in problem solving

Answer 50

Intelligence

Question 51

An indicator of intellectual differences of learning for individuals is the time requirement to grasp comprehensively the subject well.

Answer 51

Flexibility time Requirements

Question 52

To help slow learners compensate for their relative deficiency in learning,

Answer 52

Increased Instructional Support

Question 53

This is said that student achievers are more equipped with the necessary knowledge and skills in facing challenges for learning. They can serve as sources of information for less able students.

Answer 53

Peer Tutoring

Question 54

Research shows that student achievers are more likely to use strategies that make their learning more effective.

Answer 54

Strategy Instruction

Question 55

The theory of multiple intelligences was proposed by Dr. Howard Gardner, professor of education at Harvard University.

Answer 55

Mu

Question 55

Studies showed that students who tutor less able students even benefit more than the less able students.

Answer 55

Cooperative Learning

Question 56

The theory states that the traditional concepts of intelligence, based on I.Q. testing, is far too limited.

Answer 56

Multiple Intelligence

Question 57

Who proposed the theory of multiple intelligences ?

Answer 57

Dr. Howard Gardner, professor of education at Harvard University.

Question 58

has to do with words, spoken or written.

Answer 58

Linguistic Intelligence or Word Smart

Question 59

Students who have high logical-mathematical intelligence

Answer 59

Logical-mathematical

Question 60

This type of intelligence has to do with vision and spatial judgement.

Answer 60

Spatial

Question 61

This intelligence has something to do with movement.

Answer 61

Bodily Kinesthetic

Question 62

Musical intelligence has to do with music, music composition, rhythm, and hearing.

Answer 62

Musical

Question 63

People who have high interpersonal intelligence are good in interacting with others.

Answer 63

Interpersonal

Question 64

Intrapersonal intelligence has to do with introspective and self-reflective capacities.

Answer 64

Intrapersonal

Question 65

This intelligence has to do with nature, nurturing and relating information to one’s natural surroundings.

Answer 65

Naturalistic Intelligence

Question 66

Emotional Intelligence is a combination of competencies. This skill contributes to an individual’s capability to manage and monitor his or her emotions, to correctly gauge the emotional state of others and to influence opinions.

Answer 66

Emotional Intelligence

Question 67

the ability to recognize one’s own feeling as this happens, to accurately perform self-assessment and have self-confidence. It is the keystone of emotional intelligence.

Answer 67

Self-awareness

Question 68

the ability to keep disruptive emotions and impulses in check (self-control), maintain standards of honesty and integrity, take responsibility for one’s performance, handle change and be comfortable with novel ideas and approaches.

Answer 68

Self-Management or Self-Regulation

Question 69

the emotional tendency of guiding or facilitating the attainment goals through:

Answer 69

Motivation

Question 70

understanding of others by being aware of their needs, perspectives, feelings, concerns, and sensing others developmental needs.

Answer 70

Empathy

Question 71

fundamental to emotional intelligence.

Answer 71

Social skills

Question 72

measure of a family’s position in society as determined by family income, it’s member’s occupation, and level of education. SES effects learning both at home and in school.

Answer 72

Socioeconomic status

Question 73

refers to attitudes, values, customs, and behavior patterns that characterize a social group.

Answer 73

Culture

Question 74

To become a good student, one must be able to adopt to the cultural values imposed by the school as a learning institution.

Answer 74

Students’ attitudes and values

Question 75

In most classrooms, students work and learn individually. Emphasis is placed on individual responsibility, which is often reinforced by grades and competition.

Answer 75

Classroom Organization

Question 76

Cultural conflict in communication may occur in an institution with students from diverse ethnicities.

Answer 76

School Communication

Question 77

Different treatment of Boys and Girls

Answer 77

Gender differences

Question 78

This gender-based treatment extends up to the child’s school years. Males are considered better in Mathematics while females are better in English.

Answer 78

Stereotyping Boys and Girls

Question 79

those in danger of failing to complete their education. They have learning problems and adjustment difficulties

Answer 79

At-risk Students

Question 80

LEARNING NEEDS BASED ON MASLOW’S HIERARCHY OF NEEDS

Answer 80

Deficiency needs Growth needs

Question 81

are those needs whose absence energizes or moves people to meet them. Until a lower need is met, an individual is unlikely to move to a higher need.

Answer 81

Deficiency needs

Question 82

needs “met” as they expand and grow as people have experience with them.

Answer 82

Growth needs

Question 83

Implications of the hierarchy of needs to education

Answer 83

1) Impoverished students who are unable to meet their basic needs such as food and enough rest tend to have diminished motivation to learn. 2) Students who have a low sense of security tend to achieve less that those who have a high sense of security. 3) Growth needs energize and direct student learning. 4) True motivation for learning develops only when students see the relationship between what they are learning and their primary goals on rewards and punishments.

Question 84

OTHER LEARNING NEEDS

Answer 84

1) The Need for Competence 2) The need for control and self-determination 3) The need to achieve