Long Exam 1 Flashcards by Rizzabelle

Gilman’s Teaching Styles

Didactic Style
Didactic with Expiremental
Activity Student-Centered Facilitation
Creative Approaches

How well did you know this?

Not at all

Perfectly

Enhances studying and performance (Gardner & Hatch, 1990)

Learning Modality

How well did you know this?

Not at all

Perfectly

Different Methods of Facilitation

Closed Facilitation & Open Facilitation

How well did you know this?

Not at all

Perfectly

A type of facilitation where teachers are involved and gives active opportunity for students to lead in their activities

Open Facilitation

How well did you know this?

Not at all

Perfectly

It is the desire for a specific outcome

Intention

How well did you know this?

Not at all

Perfectly

It creates a muddy, misinterpreted impact

Discourse

How well did you know this?

Not at all

Perfectly

How does an educator play a crucial role in the learning process (6):

Assessing problem/deficits and learners abilities
Providing important evidence information and presenting it in unique and appropriate ways
Identifying the progress being made
-Giving feedback and follow-up
Reinforcing learning in the acquisition of new knowledge, skills, and attitudes - Determining the effectiveness of education provided

How well did you know this?

Not at all

Perfectly

Categories for Teaching Success (4):

1.) Presence of the Teacher
2.) Promotion of learning
3.) Teachers as learners
4.) Enthusiasm

How well did you know this?

Not at all

Perfectly

Cognitive Competencies of Health Professionals (4):

Knowledgeable
Altruistic
Dutiful
Skilled

How well did you know this?

Not at all

Perfectly

Ex: Educator should have an idea about the how, why, and what of the body’s remedies/causes

Knowledgeable

How well did you know this?

Not at all

Perfectly

Ex: Medical Professionalism vs. Personal Interests
Investigating problems, weighing out the consequences
Roles of other healthcare professionals and collaborators = What needs to be done

Altruism

How well did you know this?

Not at all

Perfectly

Identify the risks that places individual at risk
Knowledge of common maladies, causes and which population is affected
Approaches to the organization, financing and delivery of health care

Dutiful

How well did you know this?

Not at all

Perfectly

Reasons deductively

Recogonize patients with life-threatening issues and institute appropriate therapy; interpret results of commonly used diagnostic procedures

Skilled

How well did you know this?

Not at all

Perfectly

The ability to work across cultures.

A set of attitudes, behaviors, policies that enables effective work in cross-cultural situations

Cultural Competence

How well did you know this?

Not at all

Perfectly

Components of Cultural Competence (3):

Awareness of own beliefs
Awareness of others’ beliefs
Adapting your teaching to meet the needs of the learner

How well did you know this?

Not at all

Perfectly

Improving/grading an environment -> allowing to work according to their own abilties

Dirty Deeds Done Dirt Cheap

Reasonable Accomodations

How well did you know this?

Not at all

Perfectly

Pumell and Pulanka’s Domain of Culture (12):

Heritage - Country of origin

Communication - primary language; verbal/non-verbal

Family Roles and Practices

Pregnancy and Child-bearing Practices (birth control, pregnancy taboos)

Nutrition - dietary of a culture; availability of food in one’s country

Healthcare Practices - hygiene

Healthcare Practitioners - availability and responses of practitioners

Workplace Issues - problems at workplace due to different cultures

Biocultural Ecology - Physical characteristics of the same culture

Death Rituals - Funeral practices

Spritiuality - Religious beliefs

How well did you know this?

Not at all

Perfectly

Determine the goal of our movement and the best approach to use in achieving that goal

Includes: Parirtal Lobe (Sensory), Prefrontal Lobe (Planning, Thinking, Decision Making), Motor Cortex at the Frontal Lobe, Temporal Lobe (Auditory), Occipital Lobe (Visual), Basal Ganglia and Thalamus

Strategy

How well did you know this?

Not at all

Perfectly

Determine the appropriate sequence, timing and direction needed to achieve a smooth movement

Includes: Motor Cortex of the Frontal Lobe, Cerebellum

Tactics

How well did you know this?

Not at all

Perfectly

Activation of the appropriate muscles to perform the movement

Includes: Brainstem, Spinal Cord, PNS and Muscle/Effectors

Execution

How well did you know this?

Not at all

Perfectly

Types of Memory (3):

Declartive/Explicit
Non-Declarative/Implicit
Immediate

How well did you know this?

Not at all

Perfectly

A type of memory wherein it is the accumulation of what a person knows throughout their life; general knowledge of the world

Semantic

How well did you know this?

Not at all

Perfectly

A type of memory where one has to remember a specific event; include information about recent or past events and experiences.

Study These Flashcards

Episodic

A type of memory; the process of retrieving information necessary to perform learned skills.

Study These Flashcards

Procedural

The memory of experiences that *evoked an emotional reaction.* It is most commonly used to refer to the ability to consciously remember aspects of those experiences.

Emotional

The art and science of helping adults learn who are self-directed learners

Andragogy

The art and science of helping children learn/dependent personalities

Pedagogy

Process of Adult Learning (4):

1.) Activity/Experience 2.) Analysis/Reflective Feedback 3.) Abstraction/Integration 4.) Application/Partial Synthesis

Bloom's Domains of Learning (3) + Meaning:

Cognitive - processing info, understanding and applying knowledge in a practical setting Affective - attitudes, behaviors and motivations for learning Psychomotor - discreet physical functions, coordination of movement, reflex actions

The lowest in the cognitive domain; ability to remember facts w/o necessarily understanding it

Knowledge

Second in the Cognitive Domain; understand and *interpret* learned information

Comprehension

Third; ability to use learned material in new situations

Application

Fourth; ability to *break down* information into its components

Analysis

Fifth; ability to put parts together

Synthesis

Sixth; ability to *judge value of material* for given purpose **Something OTs do after screening**

Evaluation

Basic elements students must know to be acquainted with a discipline/solve problems Ex: Lectures, Handouts, Reading Assignments

Factual Knowledge

Interrelationships among basic elements within a larger structure that enable them to function together Ex: Introduce novel events, Establish objectives, Stimulate recall of prerequisities Process Informtion (organization, etc.), Introduce mnemonics, Practice rehearse, give examples

Conceptual Knowledge

Knowledge of cognition, awareness of knowledge Ex: Skill demonstrations, Guided practice, Evaluate skill

Procedural Knowledge

How to do something; methods of criteria for using skills and when to use them Ex: Giving mnemonic strategies, Encourage to reflect, Coaching

Meta-cognitive Knowledge

Lowest rank in the **Affective Domain;** awareness of feelings, emotions, and the ability to *utilize selected attention*

Receiving

Second ranking at the Affective Domain; active participation of the learner

Responding

Third ranking at the Affective Domain; ability to *see the worth* of something and express it

Valuing

Fourth ranking at the Affective Domain; ability to *prioritize a value over another* and create a unique value system

Organization

Fifth ranking at the Affective Domain; ability to *internalize values* and let them *control* the person's behavior

Characterization by Value

Lowest ranking at the Psychomotor Domain; ability to apply sensory information to motor activity

Perception

Second ranking at the Psychomotor Domain; a readiness to act

Set

Third ranking at the Psychomotor Domain; ability to *imitate* a displayed behavior/to utilize trial and error

Guided Response

Fourth ranking at the Psychomotor Domain; ability to convert learned responses into habitual actions with proficiency and confidence

Mechanism

Fifth ranking at the Psychomotor Domain; ability to skillfully perform complex patterns of actions

Complex Overt Response

Sixth ranking at the Psychomotor Domain; ability to *modify* learned skills to meet special events

Adaptation

Seventh ranking at the Psychomotor Domain; creating new movement patterns for a specific situation

Origination

Teaching Skills (9):

- Introduce stimulus - Demonstrate expected performance - Recall past skills and execute subroutines - Introduce stimulus, events, tools and sequence - Encourage recall of rules and sequences, practic by prompting - Ask learners to perform part and whole - Offer immediate constructive feedback - Ask learners to demonstrate according to critea (have a basis to judge something) - Enhance retention (practice)

Any technique you use to capture your learner's attention; opportunity to engage learners long enough to interest them

Motivational Hooks

Supporting Students: Before Instruction

Anticipate Confusion Accelerate - learning important vocabulary; filling background knowledge Activating/Creating Background Knowledge - frame for comparison Providing and Previewing Organization Starts - students know how to learn before you ask them to learn Teaching Vocabulary - words they need in order to access the content

Supporting Students: During Instruction

Identify mastery threshold - "almost got it" to "got it" Establish "red flags" - early warning signals that a student is headed for destructive struggle Develop ongoing assessment measures to identify red flags - small quizzes, assignments, performance tasks Select appropriate interventions

Student is turning to be the worst; neglect of studies

Destructive

Student understands that, despite the amount of things to study, these subjects are important in the long run

Constructive

Long Exam 1 Flashcards

(57 cards)