Term
| What is the definition of liability |
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Definition
| Liability is defined as the legal responsibility for something – especially costs or damages |
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Term
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Definition
Intentional: Voluntary intention to bring harm
Negligent: Unreasonable risk of harm
Constitutional: Violation of the guarantees afforded by the Constitution and Bill of Rights |
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Term
| What is the goal of an enabling objective |
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Definition
Express skills/knowledge that enable learners to accomplish the TPO
Constitute the framework for the lesson plan
Basis for development of test items to measure student progress |
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Term
| Domains of learning: Knowledge/cognitive, skill / psychomotor attitude / affective |
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Definition
Knowledge (Cognitive) - involves the development of intellectual skills
Skills (Psychomotor) – refers to the physical movement
Attitude (Affective) - how people deal with things emotionally |
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Term
| Your enabling objectives should be listed in what order? |
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Definition
- Logical and orderly sequencing of objectives is critical to effective learning
- Common sense approach
o Simple to complex
o Known to unknown
- Provide basic skills early and build from there |
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Term
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Definition
- coversheet
-Copy of the electric slideshow
-Copies of what is displayed on any flip charts
-Explanation of any other media used |
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Term
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Definition
-A clean copy of all handouts
-Number each handout as it appears in LP
-Number the pages of each handout |
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Term
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Definition
- Appendix C Cover sheet
-Include a copy of the 10 considerations for Practical Exercise w/attachments
- Copy of your five written test questions |
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Term
| Terminal objective has action, condition, standard (define each) |
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Definition
Condition- Under what circumstance / environment and what equipment
Action – Observable and measurable activity
Standard – How well are they expected to do it? To what degree |
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Term
| Know advantages and disadvantages of each type of classroom / instructional setting |
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Definition
Fan Type -
Classroom type -
Conference Table -
Horseshoe Seating- |
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Term
| During the communication process, which two stages must match if understanding is to occur |
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Definition
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Term
| Why do we test and evaluate |
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Definition
-Aid to instruction
- Reinforces learning by providing feedback
- Tests provide incentive
-Tests can be used to assign grades |
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Term
| What are the six characteristics of a good test |
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Definition
-Valid
- Reliable
-Objective
-Comprehensive
-Differentiating
-Usable |
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Term
| What are the three parts of a presentation |
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Definition
| Introduction /Body / Conclusion |
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Term
| Which type of communication is most likely to impact our students |
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Definition
| Two-way Communication- the receiver can ask questions for clarification |
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Term
| What are the two components of effective listening |
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Definition
| 1. Listening for total meaning 2. Responding to feelings |
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Term
| List good and proper uses of training aids |
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Definition
Can they see and hear
Neat and attractive
Serve a purpose
Avoid distractions
Appropriate times |
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Term
| What does the acronym APC stand for |
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Definition
A – Ask the Question
P – Pause to see if you have any volunteers to answer it, if not then…
C- Call on someone to answer the question |
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Term
| What are the four causes of action for negligence that is associated with training |
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Definition
Training Negligence – failure to train at all or training conducted improperly
Entrustment – failure to control dangerous equipment or devices
Supervision – failure to coordinate, control or direct trainee which may cause injury
Retention- failure to take action when you determine a trainee is unsuitable |
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Term
| What is effective listening |
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Definition
| Trying to grasp what the speaker is saying from his/her viewpoint |
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Term
| What are the steps for a demonstration as discussed in class |
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Definition
-Instructor tells
-Instructor shows
-Student tells
-Instructor shows
-Student tells
-Student shows |
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Term
| Do adult learners adapt easily to changes- |
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Definition
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Term
| What are the levels of Bloom’s taxonomy and what is involved in each level |
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Definition
-Knowledge – lowest level – previously learned knowledge previously learned
-Comprehension – Understand the information – not just recall
-Application – Mentally manipulate information to create answers / solve problems
-Analysis – Break information down and indentify relationships
-Synthesis – Bring together ideas to create new thoughts / produce plans / formulate plans
-Evaluation – Make a judgment and support your position |
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Term
| What is the importance of the “reasons” portion of the lesson and how does it relate to the closing statement |
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Definition
| It serves as a motivational opportunity to emphasize the importance of what they are about to learn/ helps students realize the pay-off |
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Term
| What factors influence perception |
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Definition
-Past experience
-Motivation
-Social Content |
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Term
| What are the Laws of Learning and what is involved with each law |
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Definition
- Readiness : Physically and mentally ready to receive instruction
- Exercise: Student activity is essential for all learning – mind / body
Repetition for adult learners
- Effect: Feeling of satisfaction / Pleasantness / Reward / Praise
- Association: New experience to Past experiences – Examples / Illustrations / Analogies
- Recency: Reviews / Warm-ups / Make up exercises / Practice
- Intensity: Make training realistic – improve job performance / greater learning |
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Term
| When organizing the body of your lesson plan, what should actually come first |
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Definition
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Term
| How do you deal with daydreamers |
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Definition
| Try to use direct questions to get them/entire class more mentally involved in the learning |
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Term
| What are some sender caused barriers to communication |
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Definition
-Not clear about message
-Incorrectly assume knowledge
-Poor medium for message
-Doesn’t allow feedback
-Poor language selection |
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Term
| What are some receiver caused barriers to communication? |
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Definition
Receiver:
-Assume uninteresting / unimportant
-Mentally criticize speaker
-Automatically question / oppose ideas
-Only visually attentive
-Tune out technical information |
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Term
| What are the different levels of Bloom’s Taxonomy, and what does each level attempt to achieve |
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Definition
Knowledge – lowest level – previously learned knowledge previously learned
Comprehension – Understand the information – not just recall
Application – Mentally manipulate information to create answers / solve problems
Analysis – Break information down and indentify relationships
Synthesis – Bring together ideas to create new thoughts / produce plans / formulate plans
Evaluation – Make a judgment and support your position |
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Term
| List the different laws of learning as well as how each is achieved |
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Definition
- Readiness : Physically and mentally ready to receive instruction
- Exercise: Student activity is essential for all learning – mind / body
Repetition for adult learners
- Effect: Feeling of satisfaction / Pleasantness / Reward / Praise
- Association: New experience to Past experiences – Examples / Illustrations / Analogies
- Recency: Reviews / Warm-ups / Make up exercises / Practice
- Intensity: Make training realistic – improve job performance / greater learning |
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Term
| What are the five stages of effective communication? Which two must match in order for understanding to occur? |
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Definition
Encoding
Transmission
Reception
Decoding
Feedback |
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Term
| List the advantages and disadvantages of the different teaching methods taught? |
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Definition
Lecture: Can be presented to large class / Many ideas short time / Prevents misunderstandings
Students cannot ask questions / students tend to lose interest / only 1 of 5 senses used
Group Discussion: Students can ask questions / Students more engaged / grasp on learning
Not effective in large classes / fewer points can be presented / time control issues
Group Activity: Students actively engaged / stimulates thinking
Not effective in large classes /may require props or supplies / more instructors
Illustration: Helps make explanations concrete / visual appeals to several senses
Not practical for some subjects / requires step by step how to |
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Term
| Why do we test and evaluate students |
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Definition
-Aid to instruction
- Reinforces learning by providing feedback
- Tests provide incentive
-Tests can be used to assign grades |
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Term
| What is the purpose of the reasons section of your introduction in your lesson plan |
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Definition
Motivate the student to learn
Pay-off for the students
Connection between classroom & on the job |
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Term
| What words would promote “application” of a skill |
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Definition
| Identify, select, list, describe, classify |
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Term
| What words would attempt to identify a student’s knowledge of a skill |
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Definition
| to what degree. In accordance to g.c.i.c rules |
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Term
| List various types of “problem” students and examples of how to deal with each |
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Definition
• Daydreamers-directed questions
• Slow learners-private conferences, special assignments
• Fast learners- give challenging assignments
• Shy/timid students-ask simple questions for discussion, visit during breaks
• Side-tracker/staller-personal word with student, call upon the sidetracked more often
• Trouble-maker- talk in private, expelling the person
• Late comers- don’t tolerate, speak with in private
• Cheaters- must be removed from class, |
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Term
| 29) What is considered the stem of a test question? |
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Definition
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Term
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Definition
Crime is an act committed or omitted in violation of a law and for which punishment is imposed upon conviction.
The burden of proof is beyond a reasonable doubt and penalties are jail time or fines.
Tort is private or civil wrong other than a breach of contract, in which the action of a person causes injury to the person or property of another.
The burden of proof is preponderance of the evidence and penalties are compensatory damages, punitive damages. |
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Term
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Definition
-Type one learner, perceive through concrete experience and to process through reflective observation, WHY
-Type two learners, perceive through abstraction and to process reflectively, WHAT
-Type three learner, perceiving abstractly and then processes through active experimentation,
HOW
-Type four leaner, prefers to take information through concrete experience and to process by
active experimentation, WHAT IF |
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Term
| Making it learning centered |
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Definition
a. Who are the participant
b. What are their group and individual learning characteristics and needs
c. How will the participants unique learning characteristics be acknowledge and honer by the training activates.
d. What do these participants need to learn to improve their job performance and how can they best lean what they need. |
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Term
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Definition
1. law of readiness- learning when physically and mentally ready
2. law of exercise-repetition is basic to the development. Perfect practice makes perfect.
3. Law of effect-learning is more effective when a feeling of satisfaction is a result or accompanies the learning process.
4. Law of association- learn by relating new information to similar information from past experiences
5. Law of recency- reviews, warm-ups, and make up exercises, exercise and practice are vital for learning.
6. Law of intensity- the more realistic the training , the greater the probability of improved job performance or learning. |
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Term
| Principles of adult learning. |
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Definition
1. Start at the level of student understanding- divide material into logical stages, pace the rate of instruction to the majority of the class, give home work
2. Emphasize and support teaching points- clearly worded objectives, sufficient time for student practice
3. Create and maintain student interest- instructor who is enthusiastic, alert for signs of boredom, varying the presentation, take the class outside, use of more than one instructor
4. Provide for a sense of success- keep student informed, students should know the level of achievement expected
5. Provide meaningful participation- importance of doing right the first time, ask thought provoking questions, have as many students working as possible
6. Reinforce learning-heard three times and then written down, students’ knowledge can be confirmed by review questions group activities and performance tests. |
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Term
| Apprehensive adult learners |
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Definition
1. Was told to be at the class and does not want to attend
2. Embarrassment if they perform poorly
3. Supervisors or co-workers my be present in the class and that places pressure
4. New ideas, practices and polices tend to threaten adult because they do not like change
5. There may be a pay increase associated with the successful completion of a class. |
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Term
| Student factors influencing the adult learning process |
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Definition
1. Attitude- apprehension associated with training
2. Experience-adult have a great deal of life experiences
3. Knowledge- slowdown in learning occurs when you turn 20.
4. Education-variety of education levels in a class
5. Personality- adult learners view themselves as competent and they tend to be more intolerant of mistakes in the training program.
6. Physical condition- shift schedules, illnesses, stress my effect their condition. |
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Term
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Definition
Define communication- passing of information between one person and another that is mutually understood and results in the other person behaving in a manner which demonstrates his/her understanding.
One-way communication-sender tells receiver- end of communication, lecture, handouts
Two-way communication- receiver can ask questions for clarification, discussion, group activities
Perception- past experience, motivation, social context |
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Term
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Definition
1. Symbolic-jewelry, clothes
2. Barriers to verbal communication- absence of common experience is a major barrier.
3. Non-verbal
a. Proxemics, fixed, simi fixed, personal space
b. Vocal characteristics, pitch, rate of speech, silent pauses, volume
c. Body language, eye contact, body gestures |
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Term
| Barriers to Effective listening |
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Definition
1. Average listening effectiveness rate is only 25%
2. Proper speech rate is 155-160 words per minute
3. Schools produce good talkers and poor listeners due to self-assertion reinforcement
4. Talk is potential power, a way to control others, change others ideas, shape others reality to be recognized by others. |
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Term
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Definition
1. Establish delivery methods- identify the best method for communicating
2. Organize/ sequence- present information in a logical and sequential order.
3. Set student expectations- communicate to the student what is expected of them
4. Measure student progress- when objectives are written in a clear, logical and sequential format, students and instructors can measure student progress.
5. Measure instructor effectiveness- by organizing objectives, formatting the lesson plan and showing the objectives to the class during introduction. Students will notice information that is overlooked by the instructor.
6. communicate with other-performance objectives are key to any training event. |
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Term
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Definition
Purpose-
1. express the skills and knowledge that enable learners to accomplish the TPO
2. frame work for the lesson plan
3. basis for developing test items to measure student progress
Characteristics- written as action statements in the same manner as the “action” component of a tpo. must contain action verbs such as identify or list. Not necessary to include conditions or standards. |
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Term
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Definition
Lecture- instructor presents information to the audience with little or no concern for interaction.
Can be given to a to a large class but the students can’t ask questions |
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Term
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Definition
Group discussion- instructor act as a moderator or discussion leader
Students can ask questions and clarify but its not effective with a large class
Socratic questioning |
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Term
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Definition
Group activity-structured and well planned objective based activity designed to help learners engage each other to discuss and learn information independent from the instructor.
Students actively engage in accomplishing a task but its not effective with a large class and few points can be presented. |
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Term
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Definition
Illustration-teaching by showing
helps make explanations concrete/ visual but not practical for some subjects. |
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Term
Illustration-teaching by showing
helps make explanations concrete/ visual but not practical for some subjects. |
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Definition
Illustration-teaching by showing
helps make explanations concrete/ visual but not practical for some subjects. |
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Term
Instructor- tells the student
Instructor- shows the student
Student – tells the instructor
Instructor- shows the student
Student- tells the instructor
Student – shows the instructor |
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Definition
Instructor- tells the student
Instructor- shows the student
Student – tells the instructor
Instructor- shows the student
Student- tells the instructor
Student – shows the instructor |
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