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94 Cards in this Set
- Front
- Back
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What is teaching effectiveness? |
- No assumption that teaching = learning - Teachers need awareness of how they influence learning environment and student's interest/motivation to learn - Good teachers know knowledge is constructed (not received) - Teach by questioning |
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What traits of a teacher constitute effective teaching? |
- Know their students - Focus on learning - Engage students in learning process - Self-knowledge - Passionate - Reflective and open to external review |
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What is the best teaching style? |
- There is none - Have to adapt to our own situation - Depends on different factors |
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What is learning? |
- Knowledge/Skill acquired through instruction or experience - If learner = intrinsically motivated, will learn independent of teacher |
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What is the difference between the Experiential Learning Model (ELM) and the Learning Styles Model (LSM)? |
ELM: - Start from 1 stage and move clockwise to other stages LSM: - Four stages broken into two continuums - Perception continuum: Feel/think - Processing continuum: Do/Watch - Four quadrants - Diverging (Feel + Watch) - Assimilating (Watch + Think) - Converging (Think + Do) - Accommadating (Do + Watch) |
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What is the Diverging Learning Style? |
Feel + Watch - collect and observe - love working in groups - innovative and imaginative - ie. social workers |
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What is the Assimilating Learning Style? |
Watch + Think - sound logic - instruction manuals - processes - theoretical - ie. philosophers |
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What is the Converging Learning Style? |
Think + Do - problem solvers - decision makers - practical application, experimentation - technical - ie. engineers |
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What is the Accommodating Learning Style? |
Do + Feel - hands on - trial and error - intuition and adaptation - enjoy working with people |
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What is Generation Theory? |
Generation: cohort of people born within particular time period - typically 20 years - cohort moves from one life phase to another - peer personality aka world view - collective attitudes about fam life, sex roles, institutions, politics, religion, lifestyle |
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What are some characteristics of Baby Boomers (1943-1960)? |
- post WW2 - hard working, optimistic, disciplined, committed - one job for life - title recognition - motivated by salary - competitive - work to live - hate criticism |
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What are some characteristics of Generation X (1961-1981)? |
- post recession - adaptable - goal-oriented, family-oriented - save more money - value security>salary - open to job changes - multi-task |
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What are some characteristics of Millennials (1982-2003)? |
- tech savvy - always connected, on social media - easily bored, lazy - most educated - open minded - self-centred, narcissistic - team oriented - achievement oriented - creative, problem solvers |
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What is the best approach to teach millennials? |
- 24/7 access to instructors and staff - frequent communication - personalized learning - communities of learners - use online platforms (online lectures/seminars, digital examinations, online forums and blogs) |
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What is the Behaviourist approach to teaching and learning? |
- emphasize rewards and punishments |
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What is the Cognitivist approach to teaching and learning? |
- reasoning has supremacy over feelings - how they think and what they do depends on their reasoning |
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What is the Developmentalist approach to teaching and learning? |
- focuses on stages of human growth - would not teach 6 month-old baby how to read |
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What is the psychoanalyst approach to teaching and learning? |
- aim at making unconscious -> conscious - unconscious mind happens automatically - unconscious mind shapes conscious mind and behaviour |
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What is the constructivist approach to teaching and learning? |
- existing knowledge is used to build new knowledge - teacher guides and facilitates learning |
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What is Teacher-Centered Teaching? |
- focus on teacher, subject matter, delivery of content - students = passive role in learning process - teacher controls content, learning environment and grade Subject -> Teaching -> Learning -> Outcome (grade) |
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What is Learner-Centered Learning? |
- student influences content, activities, materials, pace of learning - students have active role in learning and accepts responsibility for own growth - partnership between teacher and student - learning is a process and not an outcome |
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What is the definition of Pedagogy? |
The science and art of education, specifically instructional theory - instructor develops conceptual knowledge and manages content of learning activities |
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What is the definition of Andragogy? |
The science and art of helping adults learn Assumes adults are: - independent and self-directed - have past experiences which are resources for learning - ready to learn based on developmental stages - learning as a task or problem oriented - motivated to learn by internal motivation and not external motivation |
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What are the 7 principles for good practice undergraduate education? |
1. Encourage student-faculty contact 2. Develop reciprocity and cooperation between students 3. Encourage active learning 4. Give prompt feedback 5. Emphasize time on task 6. Communicate high expectations 7. Respects diverse talents and ways of learning |
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What is Miller's Pyramid of 6 Assessable Competencies? |
- Does - Shows how - Knows how - Knows - Knows about - Heard of |
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What is the structure of knowledge (Bloom's Taxonomy)? |
Knowledge: - observe/recall - ie. list, name, recall Understanding: - translating knowledge -> context - ie. compare, describe, discuss, explain Application: - use info, methods, concepts, theories in new situations - solve problems using required skills/knowledge - ie. apply, complete, demonstrate, interpret Analysis: - seeing patterns, organization of parts, identifying components - ie. analyze, appraise, compare & contrast Synthesis: - use old ideas to make new ones, relate knowledge from several ares - make hypotheses - ie. arrange, assemble, collect, compose, construct Evaluation: - assessing value of theories, presentations using criteria - make choices based on reasoned argument - ie. assess, grade, measure, estimate |
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What are the components of SMART learning objectives? |
- Specific - Measurable - Achievable - Relevant - Time |
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What is the difference between Facilitation and Lecturing? |
Facilitation focuses on process, coaching, active role in learning Lecturing focuses on pumping out content, content expert, passive role in learning |
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Describe Transmission, Transaction and Transformation positions |
Transmission - learner acquires knowledge through transmission of facts, skills and values (textbook) Transaction - learner can do PBL - education is a dialogue between learning and curriculum Transformation - promotes personal and social transformation by reflecting and making changes upon reflection - student and curriculum interpenetrates |
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Describe Group Round, an active learning strategy. |
- involve everyone and have them contribute - allows everyone to be heard |
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Describe Jigsaw, an active learning strategy. |
- student become knowledgeable about a topic and explain to other students - divide class into groups, each group has different topic to discuss - each student forms a pair with someone from another group - in this new task group, each member responsible for teaching students from other groups what their group has learned - allows for seeding ideas |
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Describe Buzz Groups ad Snowballing, active learning strategies. |
- think/pair/share - encourage less forthcoming students to speak - pair off students to work on task and then share with larger group - snowballing: form groups of 4 -> 8 -> 16 and continue discussion until whole class together |
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Describe Debate, an active learning strategy. |
- students take sides on contentious issue - teams formed by members favouring opposite side - students have to develop and present logical and compelling arguments |
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Describe Fishbowl, an active learning strategy. |
- half group in the "fishbowl" and conduct discussion while other half act as observed, switch afterwards - opportunity for feedback and observe process - trigger for self-reflection and personal development |
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Describe Horseshoe, an active learning strategy |
- alternate between small groups and didactic teaching styles - alternation = more engaging because attention span of students is 20 min |
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Describe Discussion, an active learning strategy |
- help students think on subject matter - helps formulate application of material - helps evaluate logic and evidence for position - student must articulate what they learned - read about assigned topics before commenting, avoid irrelevant discussions by establishing time limit |
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Describe Role Play, an active learning strategy |
- students assigned roles to act out in a situation - roles switched so student gets opportunity to play other roles - stimulates interaction |
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Describe Presentation, an active learning strategy. |
- assign topic to research and present to class - student role is teacher - improved understanding of topic - consider peer assessment by audience members |
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Describe Polling Devices/Audience Response Systems/Clickers, an active learning strategy. |
- help instructors gauge student understanding of course concepts in large classes - needs teacher to be flexible to change lecture to better assist student understanding - formative assessment using MCQs - approach involves whole class - anonymous |
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Describe Case Studies, an active learning strategy. |
- scenarios requiring students to apply knowledge, skills, attitudes to problem solving - paired with think/pair/share strategy - provides opportunity for peer and expert assessment - ie. small group seminars |
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Describe Games, an active learning strategy. |
- promote competition, review knowledge, fun and engaging - ie. Jeopardy |
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What are the responsibilities of a Facilitator? |
- help bring about an outcome by providing indirect or unobtrusive assistance, guidance or supervision - help group clarify goals, desired outcomes - help group members assume responsibility and take intiative |
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What is the difference between didactic lecturing and facilitating? |
Didactic: - participants present to learn - instructor delivers lesson plan - lesson plans prepared to enhance learning structure - # of participants vary (could be 100's) Facilitating: - participants share ideas (group involvement) - questions raised to develop member involvement in group - objectives used to structure group session - Small # of participants (5-15) |
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What are the skills of a facilitator? |
- promote thinking and problem solving - does not evaluate ideas - not threatening - effective communication skills (actively listen, encourage and motivate students) - encourage interaction - help group focus on tak - highlight relevant points/summarize ideas to validate and clarify progress - protect all members of group ensure everyone participates - giving and receiving feedback |
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What is Effective Facilitation? |
- create a safe space for learning - honesty and integrity - engage learners - guide and support learning |
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What is Small Group Facilitation? |
1. Create a safe quality learning environment 2. Keep group on track 3. Check in with group 4. Promote equal participation 5. Manage disagreement or disruptions |
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What is formative and summative feedback? |
Formative: - ongoing, monitor and guides student learning - identifies strengths and weaknesses and target areas that need improvement - allows for reflection and development (self-directed learning) Summative: - summary or overview; cumulative feedback - final evaluation |
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What are the characteristics of effective feedback? |
1. Set the scene - ensure goals/objectives discussed at beginning 2. Timing - when to give it: immediate for knowledge, delay for comprehensive 3. Amount - prioritize the simportant points 4. Content 5. Sandwich technique 6. Target objectives or development 7. Follow-up |
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What is the difference between assessment and evaluation? |
Assessment: - progress made by students toward established educational outcomes Evaluation: - judgement regarding quality of a program or curriculum (as opposed to individuals/students) |
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What are the strengths and considerations of MCQ? |
Strength: - consistent, objective, valid, process alot in short period of time, avoid marking bias Considerations: - higher level questions difficult and time consuming to prepare, limit student responses, misinterpretation of questions, easy to cheat/guess |
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What are the strengths and considerations of Short Answer/Written essay? |
Strength: - less preparation than MCQ, demonstrates support or reasoning for answer, examine critical reasoning Considerations: - subjective marking, time consuming, writing abilities limit demonstration of thinking and knowledge, criteria for assessment of each answer must be worked out carefully |
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What are the strengths and considerations of Performance Based Assessments? |
Strength: - capture what students can do, quick to assess, feedback immediate, possible doing it on video Considerations: - objectives need to be stated in specific detail, assessment criteria must be clear, standardization of assessors |
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What are the strengths and considerations of OSCEs? |
Strength: - performance-based, valid for clinical competence, reliable, consistent with learning objectives - valid by # of stations Considerations - complicated to administer - resource and cost intensive |
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What are the strengths and considerations of Peer Assessment? |
Strength: - wide range of feedback to students, students develop better understanding of evaluation process, student feel comfortable giving feedback Considerations: - peer has to be trained to apply assessment criteria and at giving feedback |
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What are the strengths and considerations of Self Assessment? |
Strength: - student take responsibility of own learning, leading to meaningful learning, greater commitment to learning process, life-long learning Considerations: - Students may need support in setting goals |
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What are the basic elements of a rubric? |
1. Description of task/assignment 2. Scale for grading 3. Specific items for grading 4. Description of what constitutes each level of performance on the scale |
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What are the Traps in Assessments? |
1. Measures whats easiest to measure 2. Underestimate learning embedded in evaluation 3. Unexamined power 4. Reductionism |
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What are Testwiseness Considerations of writing MCQs? |
1. Order of answer 2. Grammatically correct stem 3. Longest answer option 4. Strong modifiers 5. Excess specificity 6. Implausible distractors |
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What is the difference between criterion-referenced and normative-referenced evaluation? |
Criterion-referenced - evaluation compares learners performance to an absolute, external or criterion - external agency sets criteria and learner's progress compared to these criteria Normative-referenced - compare learner's performance to others in same group based on normal distribution over entire population - normalizing student grade (ie. bell curve) |
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What is validity? |
Validity: extent to which instrument measures what its supposed to measure |
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What is Face Validity? |
- does test measure what its suppose to measure? - is it fair? |
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What is Content Validity? |
- does assessment measure content of the program? - correlate items of test to course objectives |
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What is Criterion-Referenced Validity? |
- how does performance on task 1 correlate with performance on task 2 for the same skill? - predictive validity - correlates with future performance - concurrent validity - correlates with current performance |
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What is Construct Validity? |
- does task measure what its supposed to measure? - focus on truth or correctness of construct and evaluation used to measure it - construct = entity, process or event that is unobservable, but suppose to summarize and explain facts |
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What is Reliability? |
Reliability: Consistency of measurement |
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What is Test-Retest reliability? |
- does the test yield consistent results when administered several times? |
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What is Internal reliability? |
- are different items on the test consistent in difficulty? |
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What is Inter-rater reliability? |
- will test results be consistent when graded by different raters? |
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What are the Rater Biases? |
Central Tendency: rates people using middle of scale Leniency: rates people using positive end of scale Severity: rates people using negative end of scale Halo Error: rater evaluation on one dimension influenced by another dimension Emotional bias: anger, fatigue, pity, boredome Memory Failure: omission errors |
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What are the advantages of Group Processes? |
Process > Content - peer teaching and learning proved to be effective - explaining to others has clear and long lasting understanding |
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How to be an effective group? |
1. everyone contributes to discussion/tasks 2. minority ideas considered, no jumping to conclusions 3. don't assume consensus, check agreement verbally 4. set long- and short-term goals 5. allocate tasks to be done an deadline 6. agreement for time and place of meeting 7. evaluate group process at the end |
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What is the Forming stage of Group Process? |
- introduction to group members - formal, polite - group members establish position in group - charismatic and confident individuals may assume primary position - consider opportunities for extroverts to showcase strength |
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What is the Storming stage of Group Process? |
- differences and disagreements appear, prompting need to deal with conflict - some students may be conflict adverse - learn to disagree, articulate perspectives, win and lose arguments gracefully |
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What is the Norming stage of Group Process? |
- develop own culture and rules of engagement, performance, conflict management - informal and relaxed atmosphere - share sense of purpose rather than everyone doing own thing - group works through issues democratically |
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What is the Performing stage of Group Process? |
- committed to share vision, outcome, objectives - real interest in task and one another - ability to deal with uncertainty and ambiguity - draw on strengths and experiences from individual group members |
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What is the Adjourning stage of Group Process? |
- formal adjournment - group disband and move on to other things - may need formal acknowledgment and closure if strongly linked |
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What are Group Norms? |
- Informal rules/standards to regulate group behaviour - shared expectations of what is appropriate behaviour - group pressure conform norms Two types: Occupation groups: emphasize normative content centering on job related issues Medical professionals: norms like ethics, professional behaviours, work under normative pressure to sacrifice own private life for profession, focus on work related issues |
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What is the difference between Explicit and Implicit Norms? |
Explicit - a set of guidelines for proper behaviour (ie. patient confidentiality) Implicit - shared understanding of what is appropriate |
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How do group norms develop via Explicit Statements? |
Supervisor/instructor of colleague - norms for task usually set by leader of group - norms express central value (ie. dean establishes office hours) |
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How do group norms develop via Critical Events? |
- a good or bad experience in the group can establish the norm - ie. unproductive meeting - set norm to make more productive meetings |
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How do group norms develop via Primacy? |
- group expectations set by first or initial behaviour pattern - ie. 1st meeting is formal, future meetings will be formal - norms are more routine and predictable |
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How do group norms develop via Carry Over? |
- individual group members bring expectations with them form other working groups - ie. professional school give students same standard and norms of behaviour of practitioners in field - carry over of individual behaviours can increase predictability of group members' behaviour |
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What are the Group Selection Choices? |
1. Random appointment - forced to work with new/different classmates 2. Self selection - students have complete freedom to form own group, easy to administer, less fair for quiet ppl 3. Selective appointment - groups formed based on predetermined criteria (level of motivation), fair but difficult/time consuming 4. Task appointment - student select list of topics and grouped accordingly - students get topics they want, but friends end up with friends |
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What is Problem-Based Learning (PBL)? |
Problem drives the learning - research project, case, design, clinical encounter, self-directed, self-assessed small learning group |
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What are the 8 tasks of PBL? |
1. explore the problem 2. solve problem with what we know 3. identify what we don't know 4. prioritize learning needs (set goals and objectives, designate tasks and deadlines) 5. self study and preparation 6. If in a group, share new knowledge 7. apply knowledge to solve the problem 8. give yourself feedback and reflect on process |
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What are the advantages of PBL? |
- problems are motivating - methods of knowledge acquisition provides links and experiences that help in recall - embedding knowledge in problems help integrate knowledge - comprehend new material better - draw material from different courses to solve problems - build knowledge successively - develop skills in self-assessment |
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What are the disadvantages of PBL? |
- uncomfortable for those used to subject-based learning - need to limit tendency to know everything - takes longer to learn same subject content - assumes good problem solving skills |
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What is the difference between Reflection IN Action and Reflection ON Action? |
Reflection IN action: - ability of practitioner to think on one's feet - adapt to outcomes of situation Reflection ON action: - ability to analyze a reaction to a situation after the fact |
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Why is it important to do self-assessment? |
- necessary for life-long learning (aware of abilities and limitations for continuating education needs) - useful as a formative rather than summative - applicable to adults (mature, self-motivated) |
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What are the outcomes of Self-Assessment? |
- learned and taugh - poor predictive validity as a summative tool - how students rate themselves do not correlate with how preceptors rate them |
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What is the reasoning behind Self-Assessment? |
Lack of congruence between self-assessment and instructor assessment may be due to: - inadequate reliability and validity of criterion measures - students do not approach evaluation process the same manner as instructor - instructor may establish overall global rating of student (halo effects) that influences ratings - students tend to be more specific by evaluating each variable |
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Describe the role of Massive Open Online Courses (MOOCs). |
- open course forum, free for all and is convenient for distance education - emphasize collection of data and solve problems - tool to flag students having difficulty and allows for f/u - issue of privacy |
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What are the 7 technology patterns? |
1. Machine learning and artificial intelligence will increasingly be used to enable adaptive learning 2. Handheld, mobile and integrated devices continue to develop and become de facto tools for learning, communication and peer networking 3. Predictive analytics will grow in significance in terms of student retention and learner support 4. Interconnectivity of devices and systems will be significant feature of "internet of things" and activities 5. Gamification and virtual reality enable significant advances in teaching a range of subjects, especially laboratory based subjects 6. Translation engines will continuously improve and become embedded in many applications 7. collaborative tech and knowledge sharing will be key resources for all forms of learning |
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What are the key features of online learning? |
1. Learning is mobile - anywhere and anytime 2. Learning is interactive and engaging 3. Learning is personal and instruction is differentiated 4. Learning is intelligent 5. Learning is global |
