2M Health Education : Second Semester - MIDTERMS COVERAGE

Examples of Passive Learning: (3D LEAP)

(3D LEAP) - Define - Describe - Demonstrate - List - Explain - Apply - Practice

1. It is the formation of good and acceptable attitudes, judgements, appreciations and values. 2. The acquisition or development of sound moral and spiritual values such as honesty, integrity, punctuality, peity.

- Affective or attitudinal Learning

What is Formal Assessment?

- An assessment that is planned in advance and used to assess a predetermined content and/or skill domain.

(Bloom's Taxonomy for Thinking) Breaking things down; critical thinking

- Analysis

Examples of Active Learning: (ACED)

- Analyze - Create - Evaluate - Define

(Bloom's Revised Taxonomy) It is the breaking of information into parts to explore understandings and relationships.

- Analyzing

What is learning?

- Any change in a person behavior as a result of one's experience - The acquisition of knowledge or skills through experience, study, or what is being taught - A permanent change in mental processing, emotional functioning, skills, behavior as a result of exposure to different experiences - lifelong, dynamic process by which individuals acquire new knowledge or skills and alter their thoughts, feelings, attitudes and actions

(Bloom's Taxonomy for Thinking) Using knowledge in new situations.

- Application

(Bloom's Revised Taxonomy) The explaining of ideas or concepts.

- Applying

(Psycho-motor Domain Levels of Learning) Coordinating a series of actions, achieving harmony and internal consistency.

- Articulation

In behaviorism learning theory, what is shaped by positive and negative reinforcement?

- Behavior

In which learning theory, that learners start with a clean slate?

- Behaviorism Learning Theory

Learners are essentially passive responding to environmental stimuli, according to what learning theory?

- Behaviorism Learning Theory

Which learning theory is a precursor to cognitive learning?

- Behaviorism Learning Theory

(Affective Domain Levels of Learning) Value system control the behavior.

- Characterising by values or Value Concept

(Bloom's Taxonomy for Thinking) Understanding

- Comprehension

(Bloom's Revised Taxonomy) The generating of new ideas, products, or way of viewing things.

- Creating

It is the process of acquiring knowledge and abilities using CREATING processes.

- Creative learning

Infancy-toddlerhood (Birth to 3 y/o) characteristics in learning:

- Dependent on environment - Needs security - Explores self and environment - Natural curiousity

(Blood's Revised Taxonomy) Justifying a decision or course of action.

- Evaluation

(Blooms Taxonomy for Thinking) Judgement

- Evaluation

(Psycho-motor Domain Levels of Learning) Observing and patterning behavior after someone else.

- Imitation

These are the more-or-less enduring psychological characteristics that distinguish one person from another and thus help to define each person's individuality.

- Individual Differences

What is the goal of experience-based learning?

- Involves something PERSONALLY SIGNIFICANT OR MEANINGFUL to the students.

What are the "strengths" of Formal Assessment?

- It allows the teacher to evaluate all students systematically on the important skills and concepts - Helps teachers determine how well students are progressing over the entire year - Provides useful information to parents and administrators.

(Bloom's Taxonomy for Thinking) The foundation for higher order thinking.

- Knowledge

In the Maslow's hierarchy of needs - Friendship, family, intimacy, sense of connection are?

- Love and belonging needs

(Psycho-motor Domain Levels of Learning) Being able to perform certain actions by following instructions and practising.

- Manipulation

(Psycho-motor Domain Levels of Learning) Having high level performance become natural, without needing to think much about it.

- Naturalisation

(Affective Domain Levels of Learning) Organizes values into priorities

- Organising and Conceptualising

Teaching strategies in infancy-toddlerhood (birth to 3y/o) :

- Orient teaching to caregiver - Provide physical safety and emotional security - Allow play and manipulation of objects

In experiential learning, the students should be?

- Personally engaged.

In the Maslow's hierarchy of needs - breathing, food, water, shelter, clothing, sleep are?

- Physiological Needs

What facilitates learning and contributes to academic achievement, being mediated by the level of self-motivation and satisfaction with learning material.

- Positive Emotion

In behaviorism learning theory, this is an application to a stimulus.

- Positive Reinforcement

(Psycho-motor Domain Levels of Learning) Refining, becoming more exact. Few errors are apparent.

- Precision

(Affective Domain Levels of Learning) Awareness and willingness to hear

- Receiving

(Blood's Revised Taxonomy) The recalling of information.

- Remembering

(Affective Domain Levels of Learning) Active participation

- Responding

In the Maslow's hierarchy of needs - Health, employment, property, family and social stability are?

- Safety and Security needs

Age group with 7 to 11 years of age.

- School-aged childhood

In the Maslow's hierarchy of needs - morality, creativity, spontaneity, acceptance, experience purpose, meaning and inner potential are?

- Self-actualisation needs

The top-most need in the Maslow's hierarchy of needs.

- Self-actualization needs

In the Maslow's hierarchy of needs - confidence, achievement, respect of others, the need to be a unique individual are?

- Self-esteem needs

What do teachers need to establish for their students in Experiential learning?

- Sense of trust, respect, openness, and concern for the well-being of the students.

(Bloom's Taxonomy for Thinking) Putting things together, creative thinking

- Synthesis

Who is responsible for learning?

- The learner or student

(Bloom's Revised Taxonomy) The using of information in another familiar situation.

- Understanding

(Affective Domain Levels of Learning) Worth or value attaches to an object or behavior

- Valuing

Age group from 18 to 40 years old:

- Young Adulthood

Learning characteristics of Young adulthood

- autonomous - self-directed - uses personal experiences to enhance learning - intrinsic motivation - able to analyze critically - makes decisions about personal, occupational and social roles - competency-based learner

Preschooler (3 to 6 y/o) characteristics in learning:

- egocentric - animistic thinking (objects possess life or human characteristics) - separation anxiety - motivated by curiousity - active imagination, prone to fears

School-aged childhood teaching strategies :

- encourage independence and active participation - be honest - use logical explanation - allow time to ask questions -use analogies to make invisible processes real - establish roles models - use play therapy - group activities - use drawings, model, dolls, painting, audio-and video tapes.

School-aged childhood learning characteristics:

- more realistic, objective - understands cause and effect -deductive/inductive reasoning - wants concreate information -variable rates of physical growth - immediate orientation

What is meant by "Student-centered/learner-centered?

- refers to forms of instruction that give student/learner opportunities to lead learning activities, participate more actively in discussion, design their own learning projects, explore topics that interest them, and generally contribute to the design of their own course.

Learning characteristics of Middle-aged adulthood:

- sense of self well-developed - concern with physical changes - at peak in career - reflects on contributions to family and society - re-examines goals and values - has confidence in abilities

Learning strategies of young adulthood:

- use problem-centered focus -draw on meaning ful experiences - focus on immediacy of application - encourage active participation - allow to set own pace, be self-directed - organize material -apply new knowledge through role play and hands-on practice

Preschooler (3 to 6 y/o) teaching strategies:

- use warm, calm approach - build trust - allow manipulation of objects - provide safe and secure environment - use simple drawing and stories - use play therapy, with dolls and puppets - stimulate sense; visual, auditory, tactile, motor

In experiential learning, what should be ongoing throughout the process?

-Reflective thoughts and opportunities for students to write or discuss their experiences

Affective Domain Levels of Learning (5)

1. Characterising by values or Value Concept 2. Organising and Conceptualising 3. Valuing 4. Responding 5. Receiving

What are the two types of learning that are both important to humanistic learning?

1. Cognitive Learning 2. Affective Learning

Bloom's Revised Taxonomy (7)

1. Creating 2. Evaluating 3. Analyzing 4. Applying 5. Understanding 6. Remembering

What are the students' individual differences that teachers must be aware about? (5)

1. Culture 2. Ethnicity 3. Intelligence 4. Languages 5. Learning Styles

Basic Principles of Humanistic Education (7)

1. Free to choose what they want to learn. Students are motivated to learn a subject they need and want to know. 2. Goal of education: students' desire to learn and teach them how to learn. Student should be self-motivated in their studies and desire to learn on their own. 3. Humanistic educators: grades are irrelevant - self-evaluation is meaningful. 4. Grading encourages students to work for a grade and not for personal satisfaction. 5. Humanistic educators, oppose objective test because they test a student's ability to memorize and it does not provide sufficient educational feedback to the teacher and student. 6. Humanistic educators, believes that both feelings and knowledge are important to the learning process; and they don't separate cognitive and affective domains. 7. Humanistic educators, insist a nonthreatening environment to make students feel secure to learn. Security = easier, meaningful learning.

Most important kinds of individual differences: (3)

1. Intelligence 2. Personality traits 3. Values

How to assess clients? (4)

1. Observe return demonstrations (RETDEM) to see whether the patient has learned the necessary psychomotor skills for a task. 2. Ask the patients to restate instruction in his or her own words 3. Ask the patients questions to see whether there are areas of instruction that need reinforcing or re-teaching. 4. Give simple written test or questionnaires before, during, and after teaching to measure cognitive learning.

What "readiness" are necessary for learning?

1. Physical Readiness 2. Mental Readiness

In the Behaviorism learning theory, what are the two things that decreases the possibility of an event happening again?

1. Reinforcement (positive/negative) 2. Punishment (positive/negative)

Maslow's hierarchy of needs (5)

1. Self-actualization 2. Esteem 3. Social 4. Safety 5. Physiological

What is meant by "Social nature of nature" ?

1. This embraces the concept of human action 2. The INTERACTION and INVOLVEMENT of individuals within. communities 3. The MEDIATIONAL POWER of technologies 4. Leaning may occur through IMITATION.

In Behaviorism Learning theory, what are the things that have variable and uncertain effects upon learning?

1. Threats 2. Punishments

A type of learning that is ACTIVE, CONSTRUCTIVE, and LONG-LASTING.

Cognitive Learning Theory

This learning theory, engages students in the learning processes, teaching them to use their brain more efficiently to make connections when learning new things.

Cognitive Learning Theory

The theory that says learners construct knowledge rather than just passively take in information.

Constructivism Learning Theory

Theory wherein people build their own representations and incorporate new information in to their pre-existing kwowledge.

Constructivism Learning theory

[True//False] According to Rold's experiential learning theory (Rold's, 1984), experiential learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.

FALSE *David Kolb's not Rold's

[True//False] In some aspects, learning is not purposive.

FALSE *Learning is purposive *(A cognitive theory of learning postulating that behavioral acts have a goal or purpose that selects and guides the behavioral sequence until the goal or purpose is attained.

[True//False] To be at most effective, rewards in learning can be must be given on the next attempt on the desired behavior.

FALSE *Reward to be most effective in learning must follow almost immediately after the desired behavior and be clearly connected with that behavior in the mind of the learner.

[True//False] The building of horizontal connections, builds on the strengths that our teacher have, and acknowledges their contexts as legitimate contexts to learn.

FALSE *TEACHER to LEARNERS

[True//False] In experiential learning, the only the intellectual aspect of an individual is involved.

FALSE *The whole person is involved, meaning not just their intellect but also their senses, their feelings and their personalities.

[True//False] New learnings are not based on previous knowledge and experience.

FALSE *based on previous knowledge and experience

[True//False] An individual does not need to be motivated in order to learn?

FALSE *individuals must be motivated in order to learn.

[True//False] The emotional climate does not affect learning.

FALSE *it affects learning

[True//False] In Assessment of Learning, the utilization of simple written test or questionnaires to measure cognitive learning aren't that necessary especially after teaching.

FALSE *it necessary before, during and after teaching

[True//False] Through building horizontal connections, we are validating learning contexts that are unfamiliar and valued in the world of the learners.

FALSE *learning context that are FAMILIAR and valued

[True//False] In the Assessment of Learning, there is no need to ask for the patient to restate instructions in his or her own words.

FALSE *there is a need to ask the patient's reinstatement of instructions

[True//False] The learning environment devises programs that demand hard work and challenges through excessive overload.

FALSE *without the excessive overload

[True//False] Building horizontal connections in the classroom is when we deliberately activate the prior knowledge and worlds of our teachers with the new learning we are introducing.

FALSE *world of our learners

Birth to three years old of age.

Infancy-Toddlerhood

(Bloom's Taxonomy for Thinking) Recall

Knowledge

Age group from 40 to 65 years old

Middle-aged adulthood

Age group from 3 to 6 years old

Preschooler

These terms refer to knowing your students really well, through a combination of scrutinizing a range of hard and soft data to enable us to make the best decisions when planning for students' learning.

Stretch and Challenge

[True//False] Learning is creative.

TRUE

[True//False] Emotions are integral to learning.

TRUE

[True//False] In Assessment of Learning, it is vital to observe return demonstrations to determine whether the patient was able to learn the necessary psychomotor skills for a specific task.

TRUE

[True//False] Rewarded behaviors are more likely to occur?

TRUE *In Behaviorism Learning theory.

[True//False] For Humanistic teachers, knowledge and feelings go hand-in-hand in the learning process.

TRUE *Lessons and activities should focus on the whole student and their intellect and feelings, not one or the other.

Who is responsible for facilitating the learning?

The teacher/mentor/tutor/facilitator

Psycho motor domain of learning (IM PAN)

[IM PAN] 1. Naturalization 2. Articulation 3. Precision 4. Manipulation 5. Imitation