Unit 2 Week 5: Learning Needs Assessment, Developmental Theory, Motor Learning

Question 1

4 Phases of Kolb’s Learning Cycle

Answer 1

1. Concrete experience (do it; here and now)
2. Reflective Observation (think & reflect about it to give meaning )
3. Abstract Conceptualization (think and draw conclusions)
4. Active Experimentation (creatively and contextually adapt)

Question 2

The Dynamic Matching/Experiential Learning Model

Answer 2

Thinking, acting, experiencing, reflecting

We can design the way we teach to move a client through this cycle.

Certain activities support different parts of the cycle.

Trying to get a learner through a complete cycle is the idea.

Question 3

The Dynamic Matching/Experiential Learning Model states that the role fo the teacher must

Answer 3

connect with cycle/stage of learning they are in

Question 4

If a patient is in the acting phase, the teacher must be:

Answer 4

A coach

Applied collaborative learner, one on one, feedback

Question 5

If a patient is in the experiencing phase, the teacher must be:

Answer 5

A facilitator

warm affirming, personal relationship

Question 6

If a patient is in the thinking phase, the teacher must be:

Answer 6

standard setter and evaluator

Objective results oriented, sets performance standards, structured to evaluate learning

Question 7

If a patient is in the reflecting phase, the teacher must be:

Answer 7

subject expert

delivery of knowledge, reflective authoritative style

Question 8

Assessment of the learner includes attending to the three determinants of learning:

Answer 8

1. learning needs: what the learner needs to learn
2. readiness to learn: when the learner is receptive to learner
3. learning style: how the learner learns best

Question 9

4 Piaget Stages of Development

Answer 9

sensorimotor, pre-operational, concrete operational, formal operational

Question 10

Sensorimotor stage of development

Answer 10

0-2

understands world through senses and actions

Question 11

Pre-operational stage of development

Answer 11

2-7

Understands world through language and mental images

Question 12

Concrete operational stage of development

Answer 12

7-12

Understands world through logical thinking and categories

Question 13

Formal operational

Answer 13

12 and up

Understands world through hypothetical thinking and scientific reasoning

Question 14

Infancy and Toddlers – Birth to 2 years
Piaget:

Answer 14

sensorimotor stage
o Learning is through sensory experiences and through movement and manipulation of objects

Question 15

Infancy and Toddlers – Birth to 2 years
Erikson

Answer 15

trust vs. mistrust (birth to 12 months), autonomy vs. shame and doubt (1-3 years)
o Building trust and establishing balance between feelings of love and hate; learning to control willful desires

Question 16

Infancy and Toddlers – Birth to 2 years Characteristics

Answer 16

Education focuses on parents

Short attention spans, easily distracted, limited conceptual understanding

Language development limited

Question 17

Infancy and Toddlers – Birth to 2 years Salient Cognitive Characteristics

Answer 17

responds to step-by-step commands; language skills develop rapidly during this stage

Question 18

Infancy and Toddlers – Birth to 2 years Salient Psychosocial Characteristics

Answer 18

aggravated by personal and external limits; routines provide sense of security; will look to parents for response and teaching is often focused on parents through anticipatory guidance.

Question 19

Interventions for Infancy and Toddlers – Birth to 2 years

Answer 19

o Procedures on teddy bears
o Simple explanations
o Sessions brief – 5 min
o Allow children to act out feelings
o Concrete explanations

Question 20

Teaching strategies for Infancy and Toddlers – Birth to 2 years

Answer 20

o Focus on normal development, safety, health promotion, and disease prevention
o Use repetition and imitation
o Stimulate the senses
o Provide safety
o Allow for play and manipulation of objects

Question 21

Early childhood 3-5 years
Piaget

Answer 21

preoperational stage
o Egocentric; thinking is literal and concrete; precausal thinking

Question 22

Early childhood 3-5 years
Erikson

Answer 22

initiative vs. guilt
o Taking on tasks for the sake of being involved and on the move; learning to express feelings through play

Question 23

Salient cognitive characteristics Early childhood 3-5 years

Answer 23

animistic thinking; limited sense of time; egocentric; transductive reasoning

Question 24

Early childhood 3-5 years characteristics

Answer 24

o Motor skills improving
o Lack judgement
o Preoperational phase
o Able to recall past experiences
o Concept development early
o Curiosity, rule driven
o Limited sense of time

Question 25

Salient psychosocial characteristics Early childhood 3-5 years

Answer 25

separation anxiety; play is his/her work; fears loss of body integrity; active imagination; interacts with playmates

Question 26

Teaching strategies for Early childhood 3-5 years

Answer 26

 Build trust  Allow for manipulation of objects  Use positive reinforcement  Encourage questions  Provide simple drawings and stories  Focus on play therapy  Stimulate the senses

Question 27

Middle and Late Childhood 6-11 Piaget

Answer 27

concrete operations stage o Developing logical thought processes and ability to reason syllogistically; understands cause and effect

Question 28

Middle and Late Childhood 6-11 Erikson

Answer 28

industry vs. inferiority o Gaining a sense of responsibility and reliability; increased susceptibility to social forces outside the family unit; gaining awareness of uniqueness of special talents and qualities

Question 29

Salient cognitive characteristics Middle and Late Childhood 6-11

Answer 29

able to draw conclusions and intellectually can understand cause and effect

Question 30

Salient psychosocial characteristics Middle and Late Childhood 6-11

Answer 30

fears failure and being left out of groups; fears illness and disability

Question 31

Characteristics Middle and Late Childhood 6-11

Answer 31

o Increased coordination o Concrete operations o Understand cause and effect o Systematic thought o Literal thought o Concentrate for longer periods

Question 32

Teaching strategies Middle and Late Childhood 6-11

Answer 32

o Encourage independence o Use logical explanations and analogies o Relate to child’s experience o Use subject-centered focus o Use play therapy o Provide group activities o Use drawings, models, dolls, painting, digital media, and computers

Question 33

Interventions Middle and Late Childhood 6-11

Answer 33

o Use of sound learning principles (30 min) o Learning aids o Parents are supports o Health promotion and health maintenance needed o Take responsibility for learning but like one-to-one and group

Question 34

Adolescence 12-19 Piaget

Answer 34

formal operations stage o Abstract thought; reasoning is both inductive and deductive

Question 35

Adolescence 12-19 Erikson

Answer 35

identity vs. role confusion o Struggling to establish own identity; seeking independence and autonomy

Question 36

Characteristics of Adolescence

Answer 36

o Capable of formal operations o Many physiological and psychological changes o Like control over learning o Poor levels of adherence to plans o Feel knowledgeable

Question 37

Salient cognitive characteristics adolescence

Answer 37

propositional thinking; complex logical reasoning; can build on past experiences; conceptualizes the invisible

Question 38

Salient psychosocial characteristics adolescence

Answer 38

 Example: personal fable—feels invulnerable, invincible/immune to natural laws  Example: imaginary audience—intense personal preoccupation

Question 39

Interventions Adolescence 12-19

Answer 39

o Use of computers o Use of health services low-See themselves as immune, immortal, etc. o Use of one-on-one and confidentiality o Peer group learning o Clarify terminology

Question 40

Teaching strategies Adolescence 12-19

Answer 40

o Establish trust o Identify control focus o Use peers for support and influence o Negotiate for change, contract o Focus on details o Make information meaningful to life o Ensure confidentiality and privacy o Use role play, contracts, reading materials, and technology o Allow for experimentation and flexibility within safe limits

Question 41

4 Principles of Andragogy

Answer 41

* Self-directed * Experience * Social Roles * Immediacy of application

Question 42

Young Adults 20-40 Piaget:

Answer 42

formal operations stage (begins in adolescence and carries through adulthood) o Abstract thought; reasoning is both inductive and deductive

Question 43

Young Adults 20-40 Erikson

Answer 43

intimacy vs. isolation o Focusing on relationships and commitment to others in their personal, occupational, and social lives

Question 44

Salient cognitive characteristics young adult

Answer 44

cognitive capacity is fully developed, but continuing to accumulate new knowledge and skills

Question 45

Salient psychosocial characteristics young adult

Answer 45

autonomous; independent; stress related to the many decisions being made regarding career, marriage, parenthood and higher education

Question 46

Characteristics of young adults

Answer 46

o Autonomous o Self-directed o Personal experiences enhance or interfere with learning o Intrinsic motivation o Competency based learning o Able to analyze critically o Makes decisions- personal, social, occupational

Question 47

Interventions for young adults

Answer 47

o -Draw on meaningful experiences o -Problem centered focus o -Want active participation o -Allow some self-direction o -Recognize social role in learning o -Role play, hands on

Question 48

Teaching strategies for young adults

Answer 48

o Use problem-centered focus o Draw on meaningful experiences o Focus on immediacy of application o Allow for self-direction and setting own pace o Organize material o Encourage role play

Question 49

Middle Age 41-64 Piaget:

Answer 49

formal operations stage o Abstract thought; reasoning is both inductive and deductive

Question 50

Middle Age 41-64 Erikson:

Answer 50

generativity vs. self-absorption and stagnation o Reflecting on accomplishments and determining if life changes are needed

Question 51

Salient cognitive characteristics middle aged

Answer 51

ability to learn remains steady throughout this stage

Question 52

Salient psychosocial characteristics middle aged

Answer 52

facing issues with grown children, changes in own health, and increased responsibility for own parents

Question 53

Characteristics of middle aged

Answer 53

o Sense of self well developed o Concerned with physical changes o At peak in career o Reexamines goals & values o Has confidence in abilities

Question 54

Interventions for middle aged

Answer 54

o -Assess previous learning experiences o -Focus on independence o -Assess potential midlife issues o -Provide info that coincides with life concerns

Question 55

Teaching strategies for middle aged

Answer 55

o Maintain independence and reestablish normal life patterns o Assess positive and negative past learning experiences o Assess potential sources of stress as needs o Provide information relative to life concerns and problems

Question 56

Learning issues that increase with age/gerogogy (7):

Answer 56

1. sensory changes 2. multiple chronic illnesses 3. slower processing/reaction times (IQ not affected) 4. persistence of stimulus 5. decreased short term/long term not affected 6. increased test/performance anxiety 7. altered time perception

Question 57

Older adults piaget

Answer 57

formal operations stage o Abstract thought; reasoning is both inductive and deductive

Question 58

Older adults erikson

Answer 58

ego integrity vs. despair o Coping with reality of aging, mortality, and reconciliation with past failures

Question 59

Salient cognitive characteristics of older adults

Answer 59

 Fluid intelligence—capacity to perceive relationships, to reason, and to perform abstract thinking, which declines with aging  Crystallized intelligence—the intelligence absorbed over a lifetime, which increases with experience; wisdom

Question 60

Salient psychosocial characteristics of older adults

Answer 60

adjusting to changes in lifestyle and social status

Question 61

Visual Sensory changes with older adults + interventions

Answer 61

presbyopia * Well lit environment, no glare * Large print, matte paper, no backlighting * Colour discrimination…high contrast needed o Text strips may be problematic o Pill colours o Pamphlet/handout colours

Question 62

Interventions for auditory sensory changes with older adults

Answer 62

 eliminate distracting noises  avoid covering face when talking  Face learner, speak slowly  Emphasize lip movement  Low pitched sounds more easily heard  Rate important (less than 140 wpm)  No shouting  May use hearing aid

Question 63

Teaching Strategies for Older adults

Answer 63

o Use concrete examples o Build on past experiences o Focus on one concept at a time o Use a slow pace o Use repetition and reinforcement o Provide brief explanations o Use analogies o Speak slowly and clearly o Use low-pitched tones o Minimize distractions o Rely on visual aids and supplement with verbal instructions o Use large letters and well-spaced print o Provide a safe environment o Give time to reminisce

Question 64

Motor learning is achieved when:

Answer 64

the teaching leads to relatively permanent capability for movement Retention of the skill over time and after a period without practice, indicates the skill was learned

Question 65

Motor skills need lots of __________ in ___________ environment.

Answer 65

practice safe and nonthreatening

Question 66

For psychomotor skills practice, * retention and longer-term learning, learners need to _____________ and ___________ errors

Answer 66

self-detect self-correct

Question 67

3 Stages of Motor Learning

Answer 67

Cognitive: learner develops overall understanding (what do i need to do?) Associative: learner performs and practices (how do i do this) Autonomous: learner has retention and adapts efficiently (i can do this)

Question 68

3 Major Variables Affecting Motor Learning

Answer 68

* Pre-practice * Practice * Feedback

Question 69

Factors influencing pre-practice of motor learning

Answer 69

* Motivation of learner * Attention * Goal setting with client input * Understanding of the task * Task is meaningful, relevant

Question 70

Massed practice

Answer 70

practice time more than rest time

Question 71

Distributed practice

Answer 71

rest time same or greater than practice time

Question 72

Variability of practice

Answer 72

practiced under a variety of conditions

Question 73

Types/Timing/Amount of Feedback in Motor Learning

Answer 73

a) Continuous feedback b) Concurrent feedback c) Post-response feedback * Immediate * Delayed * Summative Knowledge of results(KR)- feedback about outcome relative to goal Knowledge of performance(KP)-feedback about movement to achieve goal.