Midterm Flashcards
(56 cards)
1
Q
Describe effective educators
A
- Know their subject matter
- understand and can communicate w/ students
- use suggestions to improve
- Set goals and work to achieve them
- good interpersonal skills
2
Q
Identify reasons for studying the art of teaching
A
- to be intentional and consistent
- know what works/what doesn’t
- students/clients deserve the best
- if you are going to teach at some point
3
Q
Mission of ACS
A
empowering individuals, strengthening families, enabling communities
4
Q
Mission of AND
A
Empowering members to be the nation’s food and nutrition leaders
5
Q
Societal trends affecting profession
A
- Aging US population
- Digital technology
- GMO products
- Changing American families
- No majority ethnic group
- work life balance
- protecting the environment while accommodating growth
6
Q
How to use strengths productively
A
- If we understand ourselves, we are better able to help others
- analyze ways to become more productive and engaged on campus and work (when we enjoy what we do, we have more energy)
- Talent + key experiences + focused development = strength
- Name (define your talents) –> claim (understand and integrate them) –> aim (apply to every day life)
7
Q
Effective uses of educational displays
A
- Conveys content, attracts attention
- Stimulates thinking
- Generates interest
- Provides PR
- creates changes
- Enhances problem solving
- Evaluates personal and group progress
8
Q
Boards left up for more than _________ has little educational value
A
2 weeks
9
Q
Criteria for bulletin boards
A
- Simple
- Match topic and level to intended audience
- Professional and accurate
- Title/caption to create interest
- Make and highlight points
- Position visuals
- 3D, texture
- Color (no more than 3)
- Proportion, balance, emphasis
10
Q
GI + silent generations
A
Experienced depression, tends to save things; very respectful; accepting
loyal to work corporations
11
Q
Baby boomer generation
A
postwar optimism, questioning; time of protests
12
Q
Gen X generation
A
Cautious, “scrappy”, problematic, want balance; marry later in life
13
Q
Millennials
A
Positive, smarter, healthier, sheltered; technology; more open minded; pressured (unrealistic expectations); civic activity, volunteer; individualism, multitasking,
14
Q
Millennial Challenges
A
Giving away privacy, impatient, plagiarism (copy and paste), less face to face contact, lack of critical thinking due to information overload, lack of filters
most sheltered generation; youtube
most scheduled and protected generation
15
Q
Development characteristics of early adolescents - Physical
A
- Intense growth, much variability among classmates
- Early maturing for boys: larger, more athletic, socially mature, better academically, higher self esteem
- Early maturing for girls: more likely to be rejected by peers, lower self-esteem, involved w/ older boys
- Late maturing for boys: more likely to be immature
- Late maturing for girls: more accepted by peers
- Excess adrenaline makes sitting still difficult
- bones ossify (growing pains)
- Preoccupied w/ appearance, mirror checking
16
Q
Nutritional changes in early adolescents
A
More cals needed as metabolism increases; girls more likely to have nutritional inadequacies (b/c of fad diets, low iron)
-1 in 3 children obese
17
Q
Development characteristics of early adolescents - Socio emotional
A
- Egocentric
- imaginary audience
- personal fable of uniqueness
- problems are unique, lead to risk taking behavior
- invincible
- separation from parents
- conflicts common over control
- peers becoming important
- same sex friendships dominate
- crushes develop
18
Q
Development characteristics of early adolescents - Cognitive
A
- Great variability among adolescents
- May have readers at 2nd grade level and college level
- Piaget’s concrete operations theory (literal/need hands on)
- Hands on and mouths open
- Formal operation shift beginning (more self-conscious, more introspective, allows to grow out of egocentrism)
- Need time to daydream
19
Q
Development characteristics of early adolescents - Vocational
A
- As thinking expands, students tend to seek solutions to complex problems in idealistic terms (focus on the possibilities but not consequences)
- Primarily interested in self and the present
- Middle grades a time of career exploration and skill identification
20
Q
Development characteristics of early adolescents - Moral
A
- Dependent on cognitive and social experience
- Shift may occur from doing good for self gain –> doing good to gain approval
- Intense idealism (idealistic about how they can change the world; see all possibilities but none of the obstacles)
21
Q
Development tasks of adolescents
A
- New and more mature relationships with both sexes
- masculine or feminine social role
- accepting one’s physique and using it appropriately
- emotional independence from parents
- Prepare for marriage/family life
- Preparing for economic career
- set of values, ethical system as a guide to behavior; developing ideology
- socially responsible behavior
22
Q
Core principles of teaching adults
A
- learner’s need to know
- self-concept of the learner
- Prior experience of the learner
- Readiness to learn
- Orientation to learning
- Motivation to learn
23
Q
Ways to create an effective learning environment for adults
A
- Be more concerned about learners than things or events
- know subject matter
- can relate theory to practice and their fields to other fields
- encourage learning outcomes that go beyond course objectives
- creates positive atmosphere
- be over prepared (confident)
- open to a variety of teaching approaches (you always teach the way you learn best; intentionally try to do things differently)
- Shares their whole person/human side
24
Q
Factors to consider in developing a curriculum
A
- Students
- Society
- Content
(Tyler’s curriculum)
**also in whose interest?
25
Describe steps in the curriculum development process
1. Drawing implications
2. Planning
3. Implementing the plan
4. Assessing
5. Using feedback to make improvements
26
3 different approaches to curriculum development
- Concept based
- Competency based
- Practical problems based
27
Concept based
- Focuses on content - uses a conceptual outline
- focus is on cognitive learning
- predetermined format
- progress is determined by objectives
ex: college classes
28
competency based
- learning occurs in systematic and predictable ways
- focus is on progress and psycho-motor (doing)
- develops skills and technical knowledge
- determined by professional knowledge of the field (accreditation/ACEND)
ex: dietetic internship
29
Practical problems based
- how you critically think
- learning changes as one matures
- focus is integration of cognitive, affective and psycho-motor
- purpose is to help families make morally defensive judgements regarding practical problems of families
- content grows out of problems that continuously arise (ex: what to eat, what to wear)
30
Concept
basic idea, thought, topic; can have a recurring concept such as safety, wellness, environmental sustainability
31
generalization
Unify various aspects of a subject by showing the relationships among concepts
-statement that expresses a complete thought and underlying truth - and also has an element of universality
32
3 levels of generalization
- -level 1: simple statement of fact, definition, description, analogy, identification
ex: milk is a food
- -level 2: shows relationships among ideas or makes comparisons (may include more ideas/greater depth than level 1)
ex: your health is affected by the food you eat
- -Level 3: explains, justifies, interprets and predicts
ex: your body size is partially determined by the kids and quantities of foods you consume
33
Conceptual framework
- topical outline to organize ideas in a logical system
| - consist of only nouns (no sentences); simpler = better
34
How to start planning conceptual framework
- Goals of agency/organization
- needs of the group
- curriculum guides
- research topics
- textbooks
35
scope vs sequence
scope = what is taught (subject matter)
sequence = when it is taught
36
criteria for writing objectives
- measurable behavior
- student behavior
- deals w/ only one behavior
- uniform meaning (avoid know, understand, recognize)
- represent a challenge, yet achievable
- behavior important outside classroom
- starts w/ behavior verb that indicates what the student is expected to do
- worded concisely/no fluff
37
the 3 domains of learning
cognitive
affective
psychomotor
38
Cognitive
Rational learning, thinking and knowledge; can be measured w/ paper and pencil test
includes:
- Knowledge (facts, information, principles, recalling)
- Comprehension (understanding and explaining)
- Application (applying knowledge in new/concrete situations)
- Analysis (looking at the parts, relationships, breaking down parts)
- Synthesis (creating; putting parts together to form a new whole)
- Evaluation (judge based on specified criteria)
39
Affective
emotional learning, caring and feeling; can only be measured through observation
40
5 parts of affective learning
1. receiving (becomes aware through senses)
2. responding (complies, accepts responsibility)
3. valuing (accepts worth of an object, shows preference for it)
4. organization (arranging a value system; this is who I am, this is how I'm going to act)
5. Characterization (internalizing set of values; begin to judge others)
41
psychomotor
related to physical doing; can only be measured by performance test
42
5 aspects of psychomotor
1. perception - become aware through 5 senses
2. set - become ready to act
3. guided response - practice under supervision
4. mechanism - increased efficiency; may still have to think about it, but you can do it
5. complex overt response - perform task automatically
43
thinking
cognitive act; mental act by which knowledge is acquired; complex, reflective, creative (going outside the box/coming up with new situations)
44
4 complex thinking processes
problem solving
decision making
critical thinking
creative thinking
45
problem solving
when you resolve an unknown difficulty; coming up with a decision based on a known problem
ex: what do I do after high school?
46
decision making
choosing the best alternative
ex: where do I go to school?
47
critical thinking
understanding particular meanings; purposeful thinking where you examine all sides of issues; deliberate about thinking
48
creative thinking
creates a novel or aesthetic idea or product
ex: what can I do with my trust fund money?
49
metacognition
one's knowledge about one's own cognitive process; thinking about thinking
50
practical reasoning
combines cognitive, affective, motivation
integrates thinking in action and critical thinking
represents new direction in curriculum (why does it matter that we learn this?)
51
Sirotnik's Questions framework
series of questions
```
What is happening now?
How did it come to be this way?
Whose interests are being/not being served?
What knowledge do we need?
Is this the way we want things to be?
What are we going to do about it?
```
52
4 categories by FCS
1. context (political, economic, historical, etc aspects of situation)
2. valued ends (what is desirable?)
3. Means (what strategies could we use?)
4. Consequences (short term and long term effects)
53
Freire's Problem Solving Approach
- Listening (listen to understand lives/themes of people served)
- Dialogue (talk about experiences, consider why there is a problem, strategize)
- Action (decide what to do and carry it out)
54
Describe good thinking skills
- thinking begins w/ a state of doubt
- search for a new goal when doubt arises
- search for possibilities
- search for evidence related to possibilities
- use evidence
- conclude search when goal is reached
55
Teaching skills that promote good thinking
- Sense of inquiry is valued
- Emphasis is on problem finding
- Deliberate attention is given
- Teach where appropriate
- Model good thinking
- Provide opportunities
56
malcolm knowles
father of adult education
| developed 6 core principles
