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19 Cards in this Set
- Front
- Back
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Identify the 9 events of the 9 Events Lesson Plan
Reference pages 6, 14-16 |
Opening - Tell them what you are going to tell them
1. Gain their attention 2. State the learning objectives Delivery - Tell them 3. Recall 4. Present 5. Provide learning guidance 6. Provide opportunity for practice Closing - Tell them what you told them. 7. Give feedback 8. Test 9. Enhance retention |
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State the five stages of development of the ADDIE Model
Reference page 7 |
1. Analysis - Performance gap, training intervention
2. Design - Instructional objectives are developed based on analysis 3. Develop - Lesson Plans are developed 4. Implement - Delivery of instructional product 5. Evaluate - Evaluate effectiveness |
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Define Objective
Reference page 9 |
An objective is a description of the performance you want learners to be able to exhibit before you consider them
competent. An objective describes the performance that the instructor wants the students to be able to exhibit before being considered competent in the presented skill set. |
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State three elements that an objective Must contain and explain each Reference pages 10-12
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Performance - what the student will be able to do Condition - under what conditions
Standard - and to what degree |
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Identify the three parts of a usable Instructional Objective
Reference page 14 |
Performance, Condition and Standard
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State 4 types of effective media
Reference page 17 |
Handouts
Videos Boards and Charts Computer/LCD Projector |
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Demonstrate the ability to set up media equipment
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Demonstrate the ability to set up media equipment
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State two types of Communication and provide five elements of using effective communication skills for each Reference page 20
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Non-verbal
Use active listening skills Match non-verbal and verbal Maintain eye contact - demonstrate attention, assess, scan Use distance to support message Use appropriate gestures appropriate to the audience Verbal Recognize that communication is a two way process Create common ground Be aware of variations in pitch underlying concerns Pause after question Use familiar words and examples Repeat important information |
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State two types of Feedback Reference page 22
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Positive
Advice and Reinforcement Negative Criticism and Silence |
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Discuss five guidelines for providing feedback
Reference page 23 |
Feedback should be specific, timely, relevant, balanced and sincere.
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State two types of questions Reference page 25
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Open-ended (for maximum participation)
Closed-ended |
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State the five types of open-ended questions and provide an example of each
Reference pages 26-27 |
Understanding “Who can tell me why...”
Application “How is this related to...” Relevance/Life experience “Has anyone ever used...” Analysis “What are the features of...” Self-discovery “What does this mean for you...” |
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State the three step model for responding to questions and provide an example of each
Reference page 27 |
Understand the question - clarify the question or restate the question Respond to the question - be direct and direct response to entire class Check the response - “Did that answer your questions?”
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State three ways to restructure questions
Reference page 28 |
Repeat
Rephrase Redirect |
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Explain the APPLE Model Reference page 28
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Ask - using appropriate question type based on situation
Pause - enough for everyone to think about the question Pick - a student or open up to class Listen - using active listening skills Evaluate - and comment accordingly |
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State the five factors that motivate adult learners
Reference page 30 |
Social relationships
Time demands Relevance to needs Reliance on personal experience Variety of media and methods |
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State three ways adults are stimulated to learn
Reference page 30 |
Reading
Doing Listening Seeing |
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State three strategies for adult learners
Reference page 30 |
Capitalize on experience
Adapt Choice |
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State the twelve actionable strategies to improve Instructional effectiveness Reference pages 32-35
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Set the tone
Communication Comfortable learning environment Assess learners Manage time Work in learning groups Difficult learners Know-it-alls Talkers Too many questions Challengers Uninvolved |
