MIDTERMS 3/3

Question 1

devised by bloom
Engelhardt, Furst, Hill and Krathwall in
1956 for categorizing objectives of
learning according to a hierarchy

Answer 1

taxonomic system

Question 2

who devised the taxonomic system

Answer 2

blood engelhardt
furst
hill
krathwall

Question 3

proposed a
revision to this initial taxonomy for learning
teaching and assessing behaviors

Answer 3

anderson

Question 4

Level of knowledge to be learned, the kind
of behaviors most relevant and attainable
for an individual learner or group of
learners, and the sequencing of knowledge
and experiences for learning from ___ to __

Answer 4

simple
to the most complex

Question 5

From the previous taxonomy created by
bloom and his colleagues you can see that
they used __ for the taxonomies

Answer 5

nouns

Question 6

Anderson revised them to
become __ which are more feasible to
do but they have the same concept

Answer 6

verbs

Question 7

Is a necessary function of the educator’s
role whether teaching patients and their
families in healthcare settings, teaching
staff nurses in in-service, and continuing
education programs or teaching nursing
students in academic institutions

Answer 7

preparing and classifying behavioral objectives

Question 8

types of obectives

Answer 8

educational
instructional
behavioral

Question 9

• Identify the intended outcomes of the
education process

Answer 9

educational

Question 10

• Describe the teaching activities, specific
content areas, and resource

Answer 10

instructional

Question 11

to denote
that this type of objective is action oriented
rather than content oriented, learner
centered rather than teacher centered, and
short term outcome focused rather than
process focused.

Answer 11

behavioral objectives

Question 12

Objectives must be achieved before the
__ can be reached

Answer 12

goal

Question 13

Final outcome to be achieved at the end of
the teaching and learning process

Answer 13

goal

Question 14

• A specific, single, concrete, one dimensional
behavior
• Short term and should be achieved at the
end of one teaching session, or shortly
after several teaching sessions

Answer 14

objectives

Question 15

• written and reflect aspects of a main
objective

Answer 15

subobjectives

Question 16

→ Origination
→ Adaptation
→ Complex overt response
→ Mechanism
→ Guided response
→ Set
→ Perception

Answer 16

psychomotor skills

Question 17

→ Evaluation
→ Synthesis
→ Analysis
→ Comprehension
→ Knowledge

Answer 17

cognitive skills

Question 18

→ Characterizing
→ Organizing
→ Valuing
→ Responding
→ Receiving
WRITING BEHAVIO

Answer 18

affective skills

Question 19

what the learner is exected to be able to do ; evidence that objectives have been achieved ; obserable and visible

Answer 19

performance

Question 20

Describes the situations under
which the behavior will be observed or the
performance will be expected to occur.

Answer 20

condition

Question 21

meaning of ABCD

Answer 21

audience
beahvior
condition
degree

Question 22

the thinking domain learning in
this domain involves acquiring information
and addressing the development of the
learner’s intellectual abilities, mental
capacities, understanding and thinking
processes objectives ranging from the
simple knowledge to the more complex
which is evaluation

Answer 22

cognitive domain

Question 23

Ability to recall of facts and previously
learned materials

Answer 23

knnowledge

Question 24

Ability to grasp meaning of learning
material

Answer 24

comprehension

Question 25

Involves the ability to use unlearned material in new and concrete situations

Answer 25

application

Question 26

the ability to break down material into its component parts for organization

Answer 26

analysis

Question 27

Involves the ability to put parts together to form a new whole

Answer 27

synthesis

Question 28

ability to judge the value of material for a given purpose

Answer 28

evaluation

Question 29

the feeling domain learning in this domain involves an increasing internalization or commitment to feelings. Expressed as emotions, interests, beliefs, attitudes, values, and appreciations

Answer 29

affective domain

Question 30

• Lowest level • Willingness to receive or attend to particular phenomena or stimuli • acknowledge, ask, attend, choose, describe, follow, give, hold, identify, listen, locate, name, receive

Answer 30

receiving

Question 31

• sufficiently motivated, not just be willing to attend but is actively attending • agree to answer, ask, assist, communicate, comply, consent, conform, contribute, cooperate

Answer 31

responding

Question 32

• Behavior is motivated not by desire to comply or obey but by the individual’s commitment to underlying value guiding the behavior • Accept, adopt, approve, complete, choose, commit, describe, desire, differentiate, display, endorse

Answer 32

valuing

Question 33

• The individual sees how the value relates to those already held or to new ones that are coming to be held • Adapt, adhere, alter, arrange, categorize, classify, combine, compare, complete, defend, explain

Answer 33

characterization

Question 34

• Internalization of values have a place in the individual’s value hierarchy • Act, advocate, behave, characterize, conform, continue, defend, devote, disclose, discriminate, display, endure

Answer 34

characterization

Question 35

known as the skills domain ; Learning in this domain involves acquiring fine and gross moderate abilities such as walking..

Answer 35

psychomotor domain

Question 36

To develop psychomotor skills, integration of both __ is required, you need to use both your head and your heart

Answer 36

cognitive and affective learning

Question 37

recognizes the value of the skill being learned ; understand the rationality of the procedure

Answer 37

affective component

Question 38

relates to knowing the principles behind each procedure, the relationships, why the procedure is being done for a specific type of case

Answer 38

cognitive component

Question 39

Includes repeating an act that has been demonstrated or explained; involves trial and error

Answer 39

imitation

Question 40

Continues to practice a particular skill or sequence until it becomes habitual

Answer 40

manipulation

Question 41

• Skill has been attained

Answer 41

precision

Question 42

• Skills are so well developed that the individual can modify movement patterns to meet a problem situation

Answer 42

articulation

Question 43

• The individual begins to experiment, creating new motor acts out of abilities

Answer 43

naturalization

Question 44

3 reasons for creating teaching plans

Answer 44

1. To direct the teacher to look at the relationship between each of the steps of the teaching 2. To communicate in writing exactly what is being taught, how it is being taught and evaluated, and the time allotted to meet each of the behavioral objectives 3. To legally document that an individual plan for each learner is in place and is being properly implemented

Question 45

• Based on the principle of the learners being active partners in the teaching learning system • Defined as a written (formal) or verbal (informal) agreement between the teacher

Answer 45

learning contract

Question 46

8 elements of a teaching plan

Answer 46

1. Purpose 2. Statement of the overall goal 3. List of objectives 4. Outline of the content 5. Instructional methods 6. Time allotted 7. Instructional resources 8. Methods to evaluate learning

Question 47

The way information is taught that brings the learner into contact with what is to be learned

Answer 47

teaching method

Question 48

this specifies the precise behavioral objectives to be achieved

Answer 48

content

Question 49

this will specify the conditions under which learning activities will be facilitated such as instructional strategies and resources

Answer 49

performance expectations

Question 50

this specifies the criteria to evaluate or use to evaluate achievement of objectives such as skills checklists, your care standards or protocols and agency policies and procedures of care that identify the levels of competency expected of the learner

Answer 50

evaluation

Question 51

this specifies the length of time needed for successful completion of your objectives

Answer 51

time frame

Question 52

major factors of teaching methods

Answer 52

1. Audience characteristics (size, diversity, learning style preferences) 2. Educator’s expertise as a teacher 3. Objectives of learning 4. Potential for achieving learning outcome 5. Cost-effectiveness 6. Setting for teaching 7. Evolving technology

Question 53

• Highly structured method – educator verbally transmits information directly to a group of learners for the purpose of instruction • Oldest and most often used approaches to teaching

Answer 53

lecture

Question 54

latin term for lecture which means to read

Answer 54

legere

Question 55

useful in describing patterns, main ideas, ways of viewing information ; minimal exchange between educator and learner

Answer 55

lecture

Question 56

defined as a method of teaching whereby learners get together to actively exchange information, feelings, and opinions with one another and with the educator

Answer 56

discussion or group discussion

Question 57

the widespread availability of technology makes it easy to enhance the presentation but only if the technology is used wisely

Answer 57

using audiovisuals

Question 58

Use the __ font possible

Answer 58

largest

Question 59

Do not exceed __ words per slide

Answer 59

25

Question 60

3 types of traditional learning strategies

Answer 60

lecture dsicussion or group discussion using audiovisuals

Question 61

The methodology of choice for transmitting foundational knowledge ; educator is the center of authority in the class with group tasks ; more close ended and often having specific answers

Answer 61

cooperative learning

Question 62

→ Extensive Structuring of the learning tasks by the teacher → Strongly interactive student-student execution of the tasks → Immediate debriefing or other assessments to provide the teacher and students with prompt feedback about the success of the intended learning → Instructional modifications by the teacher based on feedback

Answer 62

cooperative learning

Question 63

done to show you the learner how to perform a certain skill ; clinical instructors inform the purpose of the procedure, the PRS, and equipment needed ; commonly done in the clinical setting

Answer 63

demonstration by the educator

Question 64

is carried out as an attempt to establish competence by performing a task with keys from the educator as needed

Answer 64

return demonstration by the learner

Question 65

Contemporary nursing educational strategy that can be used to promote motivation by enabling the learner to integrate previous learning with newly acquired knowledge

Answer 65

concept mapping

Question 66

facilitates the acquisition of complex new knowledge through visual links that acknowledge previous learning ; less instructor regulated learner activity, promotes interest and value

Answer 66

concept mapping

Question 67

Involves students in expressing their opinions from two competing perspective with the goal of contradicting each other’s arguments

Answer 67

debates

Question 68

4 components of deabtes

Answer 68

development of ideas clash of opinions extension or aguments perspective

Question 69

component of debate that involves description, explanation, and demonstration

Answer 69

developmental ideas

Question 70

component of debate that is supported by reasons and evidence

Answer 70

clash of opinions

Question 71

component of debate which is against criticisms which gain which again rather are refuted by the opponent

Answer 71

extension or arguments

Question 72

component of debate which is process of weighing ideas and issues to conclude with a logical decision is made either about the either about the issue or about the presentation of arguments

Answer 72

perspective

Question 73

Trial-and-error method of teaching ; An artificial experience is created that engages the leaner in an activity that reflects real-life conditions

Answer 73

simulations

Question 74

use case studies about real or fictitious situations with the learner being asked to respond to these scenarios.

Answer 74

written simulations

Question 75

can be set up direct to replicate a complex care situation such as a mock cardiac arrest, these are usually done in our nursing skills lab.

Answer 75

clinical simulations

Question 76

e.g. SimMan. Which are frequently used to teach a variety of audiences. An effective and economical method to teach certain non-invasive skills is to ask a peer educator or trained individual to act as a patient. An innovative technology is a high fidelity whole body patient simulator such as sim man that reproduce in a synthesis sophisticated life- like manner cardiovascular, respiratory, urinary, and neurological systems

Answer 76

model simulations

Question 77

are used in learning laboratories to mimic situations whereby information and feedback are given to learners in helping them develop decision making skills

Answer 77

computer simulations

Question 78

Students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning

Answer 78

problem based learning

Question 79

• Individualized method of learning • Distance mode of education is becoming popular • Designed where the learner is free to choose what to learn, how to learn, when to learn and where to learn

Answer 79

self learning modules