Term
| What are the components that make an instrucitonal Design |
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Definition
needs assessment
purpose/goal
instructional objectives
performance objectives
content outline/ key concepts
implementations
evaluation
modification |
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Term
| list 3 examples of a needs assessment |
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Definition
interviewing/questioning
Formal written survey
Informal gathering of information |
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Term
| the goal of a presentation should briefly state what three things |
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Definition
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Term
| Define Instructional objective |
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Definition
WHat you as the teaching hope to achieve
e.g. What you want to teach them, what you are trying to get across in this session |
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Term
| Define Performance objectives |
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Definition
What you hope the student will learn
e.g. "on completion of this session the student will..." |
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Term
| What are the ABCD elements of performance objectives. Give examples |
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Definition
Audience: Who, e.g. the pt
Behavior: What is expected, e.g. describe, demonstrate
Condition: Under what conditions, e.g. Upon completion of this HEP instruction
Degree: Criteria to achieve, e.g. 80% correct |
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Term
| What is a content outline made up of? |
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Definition
Key Concepts
Note: it is OK to include concepts more than once for Emphasis |
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Term
| what is the main audio visual prop that you will use in a presentation? |
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Definition
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Term
| What are the key concepts that you should keep in mind when using audio/visual props |
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Definition
You are the main AV prop
visibility/clarity is key
maintain an Unobstructed view
make equimpment and space work for you
slides should be visible from the bakc of the room
reinforce complex slides with handouts
a picture is worth 1000 words
the actual experience is "priceless" |
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Term
| while it is good to hand out handouts to reinforce complex slides what is key to remember when handing them out? |
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Definition
Timing is important. Be aware as to whether you should hand them out before during or after your presentation
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Term
| with regards to your audience what should you as a presenter be aware of when it comes to learner characteristics and your audiences knowledge level? |
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Definition
Previous knowledge of the topic
Educational level
Reading level
Knowledge of Medical Jargon |
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Term
| with regards to your audience what should you as a presenter be aware of when it comes to learner characteristics and language? |
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Definition
do/are they:
Understand english
fluent in english
need an interpreter
hearing imparied
visually impaired |
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Term
| What are the guts of a speech |
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Definition
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Term
| What should the opening of a speech do? |
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Definition
get the audence's attention
introduce yourself and your topic
for professional audiences it should include:
Who you are, where you work, your professional background |
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Term
| what should the middle of the speech do? |
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Definition
focus on a few main points
try to organize so pints follow eachother or flow together |
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Term
| what should the closing portion of a speech acomplish? |
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Definition
Summarize
Don't introduce new material
practical applications/implications
end ona strong note!
Consider taking questions |
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Term
| what are some considerations to think about when taking questions? |
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Definition
QandA time is part of the instructional time
Repeat question being asked if audience could not hear question
Let them know when it is ok to ask questions: During or at end of presentation
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Term
| Define and give examples of ways to "overtly" evaluate a learner after a presentation |
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Definition
Def: outwardly done
e.g. test, quiz, questions |
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Term
| Describe how to "covertly" evaluate a learner after a presentation |
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Definition
Def: observe reactions/ responses of audience
Observe types and level of questions being asked
observe ability ot follow directions |
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Term
| how would you "formally" evaluate a learner in a classroom setting? |
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Definition
Tests/quizzes
practical exams
outcome assessment: SOme official way of assessing outcome e.g. do students pass the licensing exam? |
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Term
| how would you evaluate a learner "informally" in a classroom setting? |
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Definition
Questioning
observing
"gut" feeling |
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Term
| Define "fromative" evaluation of a learner in a classroom |
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Definition
| evaluation done before or during the instructional period whether a lecture or a course |
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Term
| Define "summative" evaluation of learner in a classeroom |
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Definition
| evaluation done a the end of the instructional period whther a lecture or a course |
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Term
| the Instructional Process modification involves the question "when i do this presentation again, what will i change?" Give some examples of modifications that can be done |
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Definition
Lengthen or shorten portions of presentation
Add more graphics to clarify certain issues
Add more examples to strenthen part of talk that learners had difficulty with
Reorganize talk to improve flow |
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Term
| give some examples of good ways to practice a presentation |
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Definition
practice in the mirror
have a friend listen and critique
record yourself to listen for flow
videotape yourself |
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Term
| when delivering a speech what should your note include |
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Definition
key words or phrases
and an outline of the presentation |
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Term
| should you just read your speech? |
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Definition
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Term
| what are the risks of memorizing a speech |
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Definition
might forget or wander off track
it can sound fake |
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Term
| what are some presentation tips that you would give a friend? |
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Definition
dress professionally
speak clearly and at appropriate volume
face audience (in case someone lips reads)
use pauses effectively
move around the room in comfortable
make eye contact or look over the tops of their heads |
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Term
| what are some tips to control nerves |
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Definition
slow down (most people speed up when nervous)
Don't fidget
Stand on 2 feet
don't cross your hands in fromt
watch "filler words" i.e. um or like
can mark you place on the page with finger
if hands are shaky, rest them on podium
be prepared |
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