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36 Cards in this Set
- Front
- Back
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Constructivist based learning |
° New meanings are constructed by the learner from within current knowledge. ° Learning is done by, not to, the student. ° Learners are responsible for their learning, they are empowered |
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Benefits of constructivist learning |
° Prompt collaboration ° Builds community ° Diversity of the student population is an asset ° Is personalised, therefore one is likely to retain more ° Is adaptable to different learning styles: doing, hearing, writing. |
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Autodidactic |
Self-taught |
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Characteristics of online learning |
Student-centered, autodidactic, autonomous, constructivist |
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Asynchronous learning |
Not done in real time, that is, not during class |
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Synchronous learning |
Done in real time |
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How can a facilitator a create a sense of safety in the class? |
Set communication parameters, such as confidentiality, and get agreement from the group. |
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Name the 3 aspects of the "Community of Inquiry." |
° Teaching presence ° Social presence ° Cognitive presence |
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What does a "teaching presence" mean? |
° Facilitating dialogue, pointing out agreement/disagreement, summarizing, building consensus ° Encouraging and acknowledging ° Providing instruction on a topic ° Gives grades and feedback ° Handles technical concerns |
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What does "social presence" mean? |
° Participants identify with the group ° Communication is purposeful ° A trusting environment ° Development of interpersonal relationships |
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What is involved with "cognitive presence"? |
° Meaning constructed through communication ° Exploration and resolution of problems ° Involve solo and collaborative work ° Includes extended interactions |
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Conditions for success |
° Extended discourse ° Deep thinking ° Immediate feedback from the teacher ° Students are engaged ° Content is varied |
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What is social constructivism? |
Each student learns through interactions. Answers are not given. Teacher may use the Socratic method of questioning. |
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What is Bloom's taxonomy? |
A hierarchy of 6 levels of higher order thinking |
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What are the levels in Bloom's taxonomy? |
° Evaluation (highest) - Compare, rate, access, solve, Judge, recommend ° Synthesis - Create new ideas from old, Imagine, compose, predict, modify ° Analysis - Identify patterns, organize ideas ° Application - Apply knowledge, problem solve, design, experiment ° Comprehension - Understand, translate, summarise, demonstrate, discuss ° Knowledge (lowest) - Observe, discover, recall,
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What is mind mapping? |
A graphic chart or illustration showing links between concepts |
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Contrast a fixed versus a growth mindset. |
° Fixed - avoids challenges, believes no effort required, blames, gives up ° Growth - embraces challenges as a way to grow, Performance continues to improve |
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What are the phases in the cycle of learning? |
° Accommodating - feel and do ° Diverging - feel and watch ° Assimilating - think and watch ° Converging - think and do
Cycle then starts over again with accommodating |
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Some ways to increase learning |
Humor, games, mindfulness |
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What is the role of the amygdala (region in the brain) in learning? |
Fear can trigger a "fight or flight” response. Strong emotions help retain memories because they may be salient to survival. |
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Transformative learning |
Is about altering one's thinking. Involves life-long learning, Thinking for oneself, Dilemmas are turned into growth opportunities |
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Benefits of self-assessments |
Increases self-awareness without judgement Can lead to transformation especially in spiritual growth |
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Define heretic |
One who holds unorthodox opinions and wakens others to new possibilities. They are passionate about their cause. Steps outside the status quo. Term comes from Greek, meaning "able to choose " |
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Formative assessment |
Occurs during the process of learning and allows for adjustment or correction in concepts learned. |
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Summative assessment |
Occurs at the end of a course of study for evaluative purposes |
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Single-loop learning |
Straightforward problem solving |
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Double-loop learning |
The problem solving of single-loop plus... Reflecting on oneself as a learner, one's transformation & the knowledge gained. |
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Triple-loop learning |
Double-loop plus... Student looks forward and back on the learning process. What transformations in beliefs have occurred? Learning continues after the course ends. "Who am I as a human being? |
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360-degree feedback |
Term usually used in business. Self-evaluation is compared to anonymous reviews by superiors, peers, and subordinates |
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Andragogy |
Teaching adults, as opposed to pedagogy (teaching children) |
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Aspects of Malcolm Knowles' adult learning theory |
Involvement of learners in class design. Relevance - having real life applications of the topic. Life experience is the basis of class tasks. Problem-centered - increases absorption of material |
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Tuckman's stages of group development |
Storming, norming, forming, performing. Later "adjourning" was added. |
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Concrete-active learner |
Learns via senses and experience. Teaching methods may include small group projects, case studies, roleplaying, simulations. |
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3 different roles an adult learner may exhibit in a group |
1. Knowledge generator - Sees problems from other views, raises the level, seeks solutions, questions assumptions. Likes to share resources and knowledge. 2. Collaborator- likes to chat & have study sessions, wants consensus, feedback is important. 3. Process Manager - asks clarifying questions, interested in building community, speaks up if uncomfortable with the process. |
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Hybrid course |
A mix of online and in person instruction |
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Assessment vs Evaluation |
Assessment is regarding the learner. Allows transformative learning. Evaluation is regarding the course - Quality of instruction, technology, usefulness |
