Term
| What are the 9 Components of an Instructional Design? |
|
Definition
Needs Assesssment
Goal Statement (Purpose)
Key CPncepts (Content Outline)
Objectives
Planning evaluation for objectives
Designing teaching strategies
Implementation of Design
Evaluation
Modify Instruction |
|
|
Term
| Component of instructional Design that addresses the context of why the topic is relevan to the intended audience |
|
Definition
|
|
Term
| What are the two types of needs assessment? |
|
Definition
|
|
Term
| What should a needs assesment do? |
|
Definition
Perform a "gap analysis"
Identify priorities or importance |
|
|
Term
| name two types of formal needs assessment |
|
Definition
Structured survey
Patient Evaluation |
|
|
Term
| Name two types of informal needs assessment |
|
Definition
Informal observation
Informal conversation |
|
|
Term
| What is a goal statement and give an example |
|
Definition
Deff: A general, cpmprehensive vision statement of the intent of the instruciton; Usually stated in non-behavioral terms
EX: "describe the various PT teaching roles and responsibilities in contemporay practice" |
|
|
Term
| when creating a content outline what should be included? |
|
Definition
| Key Concepts from the plan/presentation |
|
|
Term
| What are Instructional Objectives and how do they differ from performance objectives |
|
Definition
Instructional Objectives are statements for the instuructor, describing what the instructor will do.
For example: "Explain the arthrokinematics of the ankle." This differs from performance objectives in that performance objectives describe what teh learner should get out of the presentation |
|
|
Term
| Deffine ABCD with regards to performance objectives |
|
Definition
A-Audience(Who)
B- Behavior(What)
C-Condition (under what circumstance)
D- Degree (How much; how well; to what extent) |
|
|
Term
| if the "degree" in a performace objective is omitted what is assumed |
|
Definition
| 100% accuracey is required |
|
|
Term
| What are the requierments of Performance(Behavioral) Objectives |
|
Definition
ABCD
If the degree is omitted, assume that 100% accuracy is required
must be observable and measurable
clear and unambiguous
learner based
should have an action verb( look at Blooms taxomomy) |
|
|
Term
| List action verbs that describe the degree "knowledge" in Bloom's cognitive ladder |
|
Definition
| Count, define, describe, draw, find, label, list, match, name, quote, recall, recite, sequence, tell, write |
|
|
Term
| List action verbs that describe the degree "comprehension" in Bloom's cognitive ladde |
|
Definition
| conclude, demonstrate, discuss, explain, generalize, identify, illustrate, interpret, paraphrase, predict, report, restate, review, summarize, tell |
|
|
Term
| List action verbs that describe the degree "application" in Bloom's cognitive ladder |
|
Definition
| apply, change, choose, compute, dramatize, interview,prepare, produce, role-play, select, show, transfer, use |
|
|
Term
| List action verbs that describe the degree "analysis" in Bloom's cognitive ladder |
|
Definition
| analyze, characterize, classify, compare, contrast, debate, deduce, diagram, differentiate, discriminate, distinguish, examine, outline, relate, research, separate |
|
|
Term
| List action verbs that describe the degree "Synthesis" in Bloom's cognitive ladder |
|
Definition
| compose, construct, create, design, develop, integreate, invent, make, organize, perform, plan, produce, propose, rewrite |
|
|
Term
| List action verbs that describe the degree "evaluation" in Bloom's cognitive ladder |
|
Definition
| appraise, argue, assess, choose, conclude, critic, decide, evaluate, jedge, justify, predict, prioritize, prove, rank, rate, select |
|
|
Term
| When planning evaluations for objectives there are two ways of going about it, Formative planning and summative planning differentiate the two |
|
Definition
Formative: generally done during design phase or during instrucion, uses examples
Summative: examines learner performance; did they learn what they were supposed to? |
|
|
Term
| List from top to bottom Kirkpatricks pyramid for the levels of evaulation |
|
Definition
Results
Transfer
Learning
Reactions |
|
|
Term
| for planning an evaluation a test needs... |
|
Definition
|
|
Term
| What two types of "reference" can a planning evaluation have? |
|
Definition
Criterion Referenced
Normative Referenced |
|
|
Term
| when designing a teaching starategy what do you want to match gals and objectives to? |
|
Definition
| teaching methods and learning styles( when possible |
|
|
Term
| What are the four traditional forms of teaching |
|
Definition
lecture
discussion
demonstration
laboratory |
|
|
Term
| List the learning pyramid retention rates from least to greatest |
|
Definition
5% lecture
10% reading
20% audiovisual
30% Demonstration
50% Discussion Groups
75% practice by doing a task
90% Teaching others to do a task |
|
|
Term
| what are the goals, ideal situaions, and materials used for a lecture format |
|
Definition
Goal: to convey knowledge, comprehension, and attitudes
Ideal for: informational type courses
May use: Demonstrations, AVs, Outlines/handouts |
|
|
Term
| what are the goals, ideal situaions, and materials used for a discussion format |
|
Definition
Goals: engage students in dialogue on topic being taught
Ideal for: use as an adjunct to lecture courses
May use: focused quesitons, socratic dialogue (discuss cases before formal lecture on topic), applicaion of lecture to specific cases, debate
|
|
|
Term
| what are the goals, ideal situaions, and materials used for a demonstration format |
|
Definition
Goal: aplicaiton of equipment and development of motor skills
Ideal for: laboratory and appliciaons type courses, ex: to demonstrate use of equipment or steps in an exercise
May use: laboratory equipment, AV's such as video or document camera |
|
|
Term
| what are the goals, ideal situaions, and materials used for a laboratory format |
|
Definition
Goal: applicaition of equipment and development of motor skills
Ideal for: applicaion of courses
May use: mini lecture and or demonstration to begin session; activity checklist; case studies for problem solving; discussion |
|
|
Term
| Give examples of innovative teaching formats |
|
Definition
discovery learning
simulation
role playing
games
dialogue from panel discussion
brainstorming
dramatic presentaiton
debate
self-annalysis and reflection
case studies
poster presentations |
|
|
Term
| What is discovery learning |
|
Definition
present a set of tools or materials and allow students to discover how to use them
self-directed learning
little instructor influence
instructor used as a resource person and examiner of end product |
|
|
Term
| define and give examples of a simulation |
|
Definition
Def: A learning experiance that mimics real life
e.g. adopting a disability and going out into the community for a day
e.g. CPT ona resuscitation mannequin |
|
|
Term
| Define and give examples of role playing |
|
Definition
Def: assume roles and act oua situation or behavior
e.g. patient-therapist interviews
e.g. handling difficult communication situations
e.g. lab practicals |
|
|
Term
| Define and give examples of games |
|
Definition
use of competitive or non-competitve activities to increase interest in topic
e.g. jeopardy
e.g. competition on exercises we give to patients |
|
|
Term
| Define and give examples of dialogue from pannel discussion |
|
Definition
dialogue with an opportunity for students to ask questions
e.g. have experts on a topic discuss their views
e.g. have patients discuss their exqeriance in living this disabilities |
|
|
Term
| describe the process of brainstorming |
|
Definition
generate ideas to address a problem (all ideas accepted without judgment)
After list is generated, combinations and transformations of ideas is encouraged |
|
|
Term
| give and example of a dramatic presentaiton |
|
Definition
| acting out a scene or play |
|
|
Term
| Describe the main components of a debate |
|
Definition
discuss pros and cons of an issue
best if topic is controversial
can use 2-3 groups (1 group pro, 1 group con, and 1 group evaluators) |
|
|
Term
| Define and give examples of self-analysis and reflection |
|
Definition
Def: introspection witht the goal of learning
E.g. diaries or journals; meditaiton; testing: i.e Myers-Briggs test |
|
|
Term
| Describe the formating of case studies when presented in the classroom |
|
Definition
paper or video pt with identified problems to solve
format can be discussion, role playing or acting |
|
|
Term
| what teaching formats accomplish the cognitive goal: to impart knowledge |
|
Definition
lecture: video or powerpoint
Debate
Panel Discussion
Dramatic presentation |
|
|
Term
| what teaching formats accomplish the affective goal: to change attitudes |
|
Definition
Field trip: e.g. look at cultural differences
Group Discussion:e.g. about a book everyone has read or a situation
Role play
Simulations
Panel Discussion: e.g. a panel of pt's discussing experiences
self analysis, reflection
|
|
|
Term
| what teaching formats accomplish the affective goal: enhance creativity |
|
Definition
Brainstorming
Self-analysis, reflection
Small group discussion: Very the participants, e.g. different ages or different professional backgrounds |
|
|
Term
| what teaching formats accomplish the psychomotor goal: to learn a skill |
|
Definition
demonstration
experiential, e.g. clinical educaiton
drills/practice
case study, application of skill
simulations-wound care models or stump wrapping
experiments-go through activity and engage in discovery |
|
|
Term
| give some examples of devices used to facilitate teaching |
|
Definition
handouts
outline
chalkboard/markerboard
overhead trancparencies
slides/powerpoint
videos
digital cameras
computer discussions
computer web access
demonstrations with equipment |
|
|
