FEU 2021 BATTERY EXAM NOTES PDF

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PRINCIPLES AND STRATEGIES IN TEACHING INMEDICAL TECHNOLOGYTeaching and Learning in the Health ScienceProcess of Learning - Learning process is internal to learners - Teachers create external environment - There are 8 phases of learning 8 Phases of Learning (Gagne) 1. Motivation o Learner become moti...

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BATTERY EXAM

PRINCIPLES AND STRATEGIES IN TEACHING IN MEDICAL TECHNOLOGY Teaching and Learning in the Health Science Process of Learning • Learning process is internal to learners • Teachers create external environment • There are 8 phases of learning 8 Phases of Learning (Gagne) 1. Motivation o Learner become motivation o Incentive motivation: achievement motivation, effectance, urge for mastery 2. Apprehending o Receiving of stimuli that will enter into the essential learning accident and be stored in his memory o Attending = mental, relevant to his learning, activated by external stimulation o Perceiving: selective, stimuli registration 3. Acquisition o Essent incident of learning o Transfer of newly formed entity from short-term memory to long-term memory o Coding: transformation of perceived entity to be readily stored o Greater retention: simplified form 4. Retention o Learning entity, altered by coding, enters into longterm memory storage o Learned memory: gradually fading o Memory storage: subject to interference 5. Recall o Retrieval: recall of learned modification o Search and learned stored memory 6. Generalization o Learning transfer: recall and application o Working rule: principle understanding 7. Performance o Exhibit performance as reflection of learnings o Performance: essential function for observer/teacher 8. Feedback o Confirmed expectancy Theories of Learning • Behaviorism o Learning evidences through actual and observable behavior o Use of stimuli as reinforcement used in behavioral studies • Cognitive Learning o Development of cognitive structures, processes, and representation mediating instruction and learning Models of Teaching • pattern or plan which can be taken up with a view to shape curriculum or course to select appropriate instructional material and to guide the teacher’s action” – Joyce and Weil (1986) • Elements o Scenario of the model/Focus: central intent, goals, theoretical assumptions, principles and underlying concept o Syntax: structure o Social System: student-teacher interaction o Principles of reaction: nature of reaction expected from the teacher to every student activities, Indoctrination model (sanctions of undesired behaviors, reward for desired) o Support system: supporting conditions required o Application: model usage and instructional type information o Instructional effect: direct, lesson effects purposively envisioned o Nurturant Effect: indirect, effects that may happen as byproduct Activities of teaching • Logical Acts o Elements of thinking or reasoning in the conduct of

The Logical Acts 1. 2. 3. 4. 5. 6. 7. 8.

Explaining Concluding Inferring Giving reasons Amassing evidence Demonstrati ng Defining Comparing

The Strategic Acts 9. 10. 11. 12. 13. 14. 15.

Motivating Counseling Evaluating Planning Encouraging Disciplining Questioning

The Institutional Acts 16. 17. 18. 19. 20. 21.

Chaperoning Patrolling the hall Attending meetings Taking attendance Consulting parents Keeping reports

Knowledge and the Cognitive Domain of Learning Domains of Learning • Knowledge and Cognitive • Skills and Psychomotor • Attitudes, Values and Affective Cognitive Domain of Learning • Conscious mental activities (thinking, reasoning, understanding, learning and remembering) • Taxonomy (Revised) o Remember § Recognizing or recalling knowledge from memory o Understand § Construct meaning from instructional messages o Apply § Carry out a procedure o Analyze § Break the material into constituent parts and determine how parts relate to one another o Evaluate § Make judgements based on criteria and standards o Create § Put the elements together to form a coherent or functional whole, reorganize elements into a new pattern Bloom’s Taxonomy

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teaching Strategic Acts o Teacher’s strategy in teaching the material o Bring about learning outcomes Institutional Acts o Activities of teachers set by the institution o Not necessary for the activities of teaching

Knowledge Domain of Learning • Factual o Basic elements students must know to be acquainted with a discipline o Teaching § Define unfamiliar terms and symbols ROLANDO M. SANTOS JR.|1

BATTERY EXAM

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Done so the students can grasp more complex concepts and procedures

Conceptual o The interrelationships among the basic elements within a larger structure that enable them to function together. o Teaching § Deals with interrelationship among facts. § Categorization, theories, principles and models • Procedural o How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques and methods. o Teaching § Mainly concerned with “how to do something” § Procedural knowledge will be used to be able to perform some motor skill in the future. • Metacognitive o Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition. o Teaching § “Cognition about cognition”, “thinking about thinking,” “awareness of one’s awareness” § Students must learn how to effectively use techniques such as mnemonic, concept maps and outlining. § They are encouraged to reflect so that they will be aware of their cognitive strength and weaknesses. Revised Taxonomy Table •

Knowledge & Cognitive Domain Framework devised by Anderson and Krathwol. • 2-dimension of what students know (knowledge) and how students think (cognitive)

Organizational § Scope § Sequence § Manner of presentation o Delivery § Type of instructional media § Learner grouping o Management § Allocate time and resources • Main strategies o Generative § Students are encouraged to construct their own meaning from instruction. o Supplantive § Events of instruction is provided by the instructor General Cognitive Competencies for Healthcare Professionals • Knowledgeable • Altruistic • Skilled • Dutiful o

Attitude, Values, and the Affective Domain of Learning Specific problems in healthcare profession • Arrogant and oppressive • Poor attitudes and abusive character • Competent but poor attitude Affective Domain of Learning • If learning is acquired, What are the evidences of learning? • How are they identified? • How they can be taught? Attitude • Tendency to react positively or negatively towards an object • Attitudes and Values as Learning Outcomes o Evidence of Learning: persistent change in behavior • 3 Distinct Components o Affect: emotions o Cognitive: rational, information/knowledge about the attitude o Action: result • Consistency o Key factor in indicators, how strong the person has internalized a desired attitude • Valuing process: choosing, prizing, acting on one’s belief Taxonomy of Affective Domain

Taxonomy of Educational Objectives/Level of Competencies

Instructional Events in Teaching Conceptual Knowledge • Gaining o Gaining attention • Informing o Informing the learner of the objective • Stimulating o Stimulating recall • Presenting o Presenting the stimulus material • Providing o Providing learning guidance • Eliciting o Eliciting performance • Providing o Providing feedback

Continuum of Strategies in Teaching Attitudes • Indoctrination o School’s Rules, Regulations, Rituals, Handed Down Values to obey • Role Modeling o Model the desired Values and Attitudes • Values Clarification o Most unstructured, Student-Centered Strategy

Assessing o Assessing performance • Enhancing o Enhancing retention or transfer Teaching Knowledge • Instructional strategies •

Skills and Psychomotor Domain Learning Principles • Use several senses o 10% - read o 25% - hear o 30% - see

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BATTERY EXAM

o 50% - see and hear o 70% - say o 90% - say as they do something • Provide conducive environment • Actively involve learners • Assess how ready the learners are • Begin from known to unknown learnings • Present information at an appropriate rate Learning Conditions • Signal learning: conditioned response • Stimulus-Response Learning: voluntary response to stimulus • Chaining: series of related conditioned response • Verbal association: learning medical terminologies • Discriminate learning: large number of verbal chains to prevent interference of old ones • Concept learning: group classifications • Role learning: relationship between concepts • Problem solving: recall/apply formulating and testing Intelligence • Innate ability predicting success in learning • 7 multiple intelligences: o Related to problem solving and creativity across cultural settings o Linguistic: mastery of language and words o Logical-mathematical: Reasoning/ abstract o Spatial: Creating mental images o Musical: Understanding/creating music o Bodily kinesthetic: skilled coordination of movement and awareness of body o Interpersonal: understanding relationships and communication o Intrapersonal: understanding owns feelings and emotions Memory • Short term • Long term • Chunking o Information are clustered into patterns o Grouping together • Forgetting o Connections to memory have weakened o Disuse/disease/interference known from each memory o Wrong stimulus or cue (unfamiliar stimulus) • Intent to learn o Pays attention to what is learned o Intent: using it for future need • Transfer o Information learned from one situation and apply it to another Domains of Learning • Cognitive domain • Affective domain • Psychomotor domain o Seven major categories § Perception § Set § Guided response § Mechanism § Complex overt response § Adaptation § Origination

Instructional Des Design ign Lesson Plan • Systematic plan to facilitate learning toward specified competencies or objectives at the unit or subject level in a curriculum Instructional Design Elements • Situational Analysis – where are we now? o Curricular goals o Learner characteristics o Instructional resources o Constraints • Learning Objectives – what is our direction? o Knowledge, skills and attitudes

§ Learning activities § resources • Student Evaluation – how are we doing? o Types of evaluation o Tools o Test blueprint o Details of test administration Situational Analysis • Diagnosis of needs (taba, 1962) • process of examining factors that exist in the environment or society where the curriculum is going to be implemented. o Learners o Teacher o Resources available o Constraints • Learner Characteristics o Who and how many are my students? o What knowledge, skills and attitudes are they bringing to the course? • Institutional Objectives o How will my course contribute to the objectives of the curriculum? • Instructional resources and constraints o What resources are available to me in terms of faculty, facilities, materials and time that will be useful in the conduct of my course? Learning Objectives • Key element in instructional design • Specification of the desired learning outcomes or competencies as a result of learning experience at the end of unit or subject • Stated in the form of knowledge, skills and attitudes • Provide direction in o selection of content and learning activities. o Selection of assessment methods and tools Learning Objectives • Qualities of learning objectives (CRAAM) o C lear – specifies the desired behavior (performance) to be demonstrated under a given situation (condition) o R elevant – clearly contributes to higher-level objectives and to the future work (professional responsibilities or tasks) of students o Attainable – realistic or can be achieved through the learning experiences provided using resources available o Adequate – includes all essential knowledge, skills, and attitudes that the desired learning requires o M easurable – specifies the standards or criteria by which attainment of the objectives can be determined Guidelines in Formulating Objectives • Derive your learning objectives from the knowledge, skills and attitudes (task analysis) defined in the professional responsibilities that are within the purpose and scope of your subject or unit. • Start with an action verb that indicates the desired learner performance. o Avoid vague terms such as know and understand unless they are used as general objectives • Use only one learning outcome at a time. • Specify the condition under which the student’s performance will be tested when such test situation is not clearly implied. • Specify the standard or minimum acceptable level or degree of performance unless they are clearly implied. Words open to man manyy interpretati interpretations ons To know

Words open to fe fewer wer interpretat interpretations ions To write

To understand To really understand To appreciate To fully appreciate

To recite To identify To differentiate To solve

To grasp the significance of To enjoy To believe

To construct To list To compare

To have faith in

To contrast

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“Good” And “Bad” Objectives o Instills an appreciation of the scientific method. § Instills implies that the teacher, not the student, is engaging in an activity

Student competencies § Terminal (end of subject) § Intermediate (unit or lesson) Learning activities – what approach is suitable? o Selection and organization of § Content o

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o o

Distinguishes between valid and invalid conclusions. § Begins with a verb that implies an activity on the part of the student Increases proficiency in the use of charts and graphs. § Concerned with a process ROLANDO M. SANTOS JR.|3

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Doesn’t clarify how the student is to demonstrate his increased proficiency o Interprets charts and graphs skillfully. § Stated as a learning product o Describes in general terms what the student does at the end of the learning experience The First Step In Instructional Planning Is To Identify And Define Our Instructional Objectives As Learning Outcomes. • Provides direction for the instructor; conveys his instruction intent to others • Provides guide for selecting the subject matter, the teaching methods, and materials to be used during instruction • Provides a guide for constructing tests and other instruments for evaluation of student achievement Stating Specific Objectives • State the specific outcomes in behavioral terms. • Obtain a representative sample of behavior. • Make sure the specific behavior is relevant. • Revise the general goals as needed. • “Good” And “Bad” Objectives o Realizes the importance of neatness. § Does not specify how the student will demonstrate the he realizes the importance of neatness o Explains the importance of neatness. § Behavioral statement o Predicts the outcome of an experiment. § observable behavior o See the value of an experiment. § Vague, indefinite, and describes a reaction that is not directly observable. o Makes a prediction using the principle. § Goes beyond recall of previously learned facts and asks the student to use the principle in a way that reflects an understanding of its meaning o Gives the textbook definition of the principle. § Knowledge outcome § Simple recall of information Learning Activities • What the learning objective requires • Teaching method or learning activity should have the highest potential for achieving the objectives o Ex: psychomotor skill in phlebotomy cannot be taught by giving lecture but by demo-return demo Evaluation Of Student Learning • Determine how much the students have learned • Assessment findings serve as bases for making instructional or administrative decision • Formative Evaluation o Provide both students and teachers with the information they need to improve the learning process while it's happening. o Monitor progress toward a goal or objective • Summative Evaluation o Generally administered at the end of a unit or course o Measure the mastery of learning standards. Data Need To Be Collected Learning objectives Cognitive Psychomotor

Base of assessment Tests Demonstrations

Attitudes

Observations

Sample Instructional Design

Student Centered Learning 4c’s Of 21st Century Learning

Comparing Educational Paradigms THE INSTRUCTION PARADIGM Learning theory

THE LEARNING PARADIGM

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Knowledge exists "out there" Knowledge comes in "chunks" and "bits" by instructors Learning is cumulative and linear Fits the storehouse of knowledge metaphor Learning is teacher centered and controlled "Live" teacher, "live" students required The classroom and learning are competitive and individualistic Talent and ability are rare

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• Productivity/funding • Definition Of productivity: Cost per hour of instruction per student • Funding for hours of instruction Nature of roles

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Faculty are primarily lecturers Faculty and students act independently and in isolation Teachers classify and sort students Staff serve/support faculty and the process of instruction Any expert can teach Line governance; independent actors

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Definition Of productivity: cost per unit of learning per student Funding for learning outcomes Faculty are primarily designers of learning methods and environments Faculty and students work in teams with each other and other staff Teachers develop every student's competencies and talents All staff are educators who produce student learning and success Empowering learning is challenging and complex Shared governance; teamwork

Mission and purposes • • • • •

Provide/deliver instruction Transfer knowledge from faculty to students Offer courses and programs Improve the quality of instruction Achieve access for diverse students

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Produce learning Elicit student discovery and construction of knowledge Create powerful learning environments Improve the quality of learning Achieve success for diverse students

Criteria for success • • • • • • •

Inputs, resources Quality of entering students Curriculum development, expansion Quantity and quality of resources Enrollment, revenue growth Quality of faculty, instruction

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Qualities Of A Good Methods/Tools Of Evaluation

Knowledge exists in each person's mind and is shaped by individual experience delivered Knowledge is constructed, created, and "gotten" Learning is a nesting and interacting Of frameworks Fits learning how to ride a bicycle metaphor Learning is student centered and controlled "Active" learner required. But not "live" teacher Learning environments and learning are cooperative, collaborative, and supportive Talent and ability are abundant

Teaching/learning structures • Atomistic: parts prior to whole • Time held constant, learning varies • 50-minute lecture. 3-unit course • Classes start/end at same time • One teacher, one classroom • Independent disciplines,

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Learning and student-success outcomes Quality of exiting students Learning technologies development, expansion Quantity and quality of outcomes Aggregate learning growth, efficiency Quality of students, learning Holistic: whole prior to parts Learning held constant, time varies Learning environments Environment ready when student is Whatever learning experience

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Validity o Accurately measures what it is measuring o Appropriate methods are used Reliability o Degree to which an assessment tool produces stable and consistent results.

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departments Covering material End-of-course assessment Grading within classes by instructors Private assessment credit

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works Cross discipline/department collaboration Specified learning results Pre/during/post assessments External evaluations of learning Public assessment

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Degree equals accumulated credit course

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Degree equals demonstrated knowledge and skills

Strategies in Teaching Small Group Small Group • Coll...