A formative assessment refers to measurements and conclusions that are made during the course of a learning program. It is intended to determine whether or not an existing learning program is functioning satisfactorily or should be modified before it is completed. A summative assessment refers to measurements made at the end of a learning unit or learning program. They result in final judgements about the achievement of learners and the effectiveness of learning activities.
Criterion-referenced assessments are intended to determine whether or not a learner has achieved an objectively set level of competence. Norm-referenced assessments are usually selected when learners are studying material for which there is no agreement on what a person must know. Self-referenced assessments are used when the learning goals are personal.
Self-directed learners are sophisticated learners who are often capable of post-formal thought. This is defined as: thinking across theoretical systems, integrating feelings with thoughts, accepting contradiction in what is known, and addressing problems for which there are no single final solutions. These learners want feedback on how successfully they have integrated alternative perspectives into their work. They see educators as colleagues rather than as authorities, and their preference is for self-references assessments and/or critiques.
-TB
Monday, January 24, 2011
Tuesday, January 18, 2011
Blog #2 - Selecting Methods/Adult Learners
SELECTING METHODS:
Role playing could be used in many different ways in aviation training. A good time to use role playing would be during CRM training. Like we will be doing in Advanced Flight Deck, 2 students could get in a simulator, with one person acting as captain and the other as F/O. They can practice their CRM skills by working together to complete each task, like checklists. The pilot not flying will read the checklists, and the pilot flying will do the items. Role playing in this way can really get the students interacting with one another to further improve their CRM skills.
Categories of Instructional Methods:
1. Instructor-Centered Methods - the teacher is primarily responsible for conveying information to the students. The direction of communication flows mostly one way. (i.e. Lecture, Questioning, Demonstration)
2. Interactive Methods - make use of communication among students and between the teach and students. Learning is facilitated by involvement, cooperation, collaboration, and the construction of knowledge through dialogue. (i.e. class discussion, discussion groups, group projects, peer teaching)
3. Individualized Learning Methods - based on the assumptions that individual learn at different speeds and that regular, immediate feedback facilitates the learning process. Basically, this is based on behaviorist psychology, which states that people learn in small structured steps & require reinforcement. (i.e. modularized instruction, computerized instruction, independent projects)
4. Experimental Learning Methods - one component of teacher training is always student teaching, working with a real class with the assistance of a master/supervising teacher. Many experiences take place outside the classroom, but there are also in-class methods such as role-playing and simulation. Students are learning by doing even though the performance takes place within the more artificial classroom setting. (i.e. field or clinical methods, laboratory methods, role-playing, simulations, drills)
Discussion groups can be used in place of class discussions when the group is larger, students' interests vary, or people simply feel more comfortable interacting with s a smaller number of individuals. Specific questions, issues, or topics are chosen and then students are divided into groups. The purpose should be clear and students should be informed and prepared.
Context can play a big part in selecting a method of instruction. Some of the things to consider are: the size of the group, the physical facilities, the resources , and the time of day of the class/session.
ADULT LEARNERS:
Demographic Characteristics:
Age:
1. May give us a general idea about a person's assumptions, beliefs, or values
2. May tell us something about a person's previous educational experience
3. The older a person is the more life experience she or he has
4. Older students often have different physical requirements and learning strategies
Gender:
1. Strong evidence suggests that women's developmental paths differ from those of men.
2. It is essential to avoid gender stereotyping in our examples, illustrations, or language during teaching.
Language and Background:
1. Is native language different from language of instruction?
2. Did they come from a rural or urban area, or a working class or an upper class background?
Adult learners differ in quite a few ways from other learners. For example, most often, adult learners become involved in a learning situation by choice. When they have chosen to learn, they have very concrete goals and they expect an instructional situation relevant to their needs. Also, adults may prefer to learn quickly and get on with their lives. Sometimes they can be reluctant to get involved in exercises not clearly applicable to their goals. We may have to adapt to their needs and work with them to satisfy their learning goals.
TB
Role playing could be used in many different ways in aviation training. A good time to use role playing would be during CRM training. Like we will be doing in Advanced Flight Deck, 2 students could get in a simulator, with one person acting as captain and the other as F/O. They can practice their CRM skills by working together to complete each task, like checklists. The pilot not flying will read the checklists, and the pilot flying will do the items. Role playing in this way can really get the students interacting with one another to further improve their CRM skills.
Categories of Instructional Methods:
1. Instructor-Centered Methods - the teacher is primarily responsible for conveying information to the students. The direction of communication flows mostly one way. (i.e. Lecture, Questioning, Demonstration)
2. Interactive Methods - make use of communication among students and between the teach and students. Learning is facilitated by involvement, cooperation, collaboration, and the construction of knowledge through dialogue. (i.e. class discussion, discussion groups, group projects, peer teaching)
3. Individualized Learning Methods - based on the assumptions that individual learn at different speeds and that regular, immediate feedback facilitates the learning process. Basically, this is based on behaviorist psychology, which states that people learn in small structured steps & require reinforcement. (i.e. modularized instruction, computerized instruction, independent projects)
4. Experimental Learning Methods - one component of teacher training is always student teaching, working with a real class with the assistance of a master/supervising teacher. Many experiences take place outside the classroom, but there are also in-class methods such as role-playing and simulation. Students are learning by doing even though the performance takes place within the more artificial classroom setting. (i.e. field or clinical methods, laboratory methods, role-playing, simulations, drills)
Discussion groups can be used in place of class discussions when the group is larger, students' interests vary, or people simply feel more comfortable interacting with s a smaller number of individuals. Specific questions, issues, or topics are chosen and then students are divided into groups. The purpose should be clear and students should be informed and prepared.
Context can play a big part in selecting a method of instruction. Some of the things to consider are: the size of the group, the physical facilities, the resources , and the time of day of the class/session.
ADULT LEARNERS:
Demographic Characteristics:
Age:
1. May give us a general idea about a person's assumptions, beliefs, or values
2. May tell us something about a person's previous educational experience
3. The older a person is the more life experience she or he has
4. Older students often have different physical requirements and learning strategies
Gender:
1. Strong evidence suggests that women's developmental paths differ from those of men.
2. It is essential to avoid gender stereotyping in our examples, illustrations, or language during teaching.
Language and Background:
1. Is native language different from language of instruction?
2. Did they come from a rural or urban area, or a working class or an upper class background?
Adult learners differ in quite a few ways from other learners. For example, most often, adult learners become involved in a learning situation by choice. When they have chosen to learn, they have very concrete goals and they expect an instructional situation relevant to their needs. Also, adults may prefer to learn quickly and get on with their lives. Sometimes they can be reluctant to get involved in exercises not clearly applicable to their goals. We may have to adapt to their needs and work with them to satisfy their learning goals.
TB
Sunday, January 9, 2011
Constructivist vs. Positivist
Epistemology is the branch of philosophy that seeks to define "knowledge," that seeks to explain what it means "to know" something, and that seeks to understand how humans come to "know" things.
Let me start off by saying that I'm not at all a fan of this kind of thing... I believe that I know what I know, because it was taught to me from the people that know the facts. Now, I'm sure I'm missing some pieces of the puzzle, but I've just never been interested in the whole concept of philosophy.
Anyway, there are a couple different kinds of epistemology: Positivist and Constructivist. Positivists conceptualize knowledge as a thing. Certain facts, truths, relationships exist in the world. Essentially, knowledge is there, waiting for us to find it. For a constructivist, however, it is the meaning assigned to facts, rather than the facts themselves, that matters when we talk about knowledge and about knowing something.
I definitely believe that I identify more with the positivist epistemology. I take what I know and run with it. I don't analyze or question why I know it or if it is really "knowledge". I will say, however, that college is a time to expand your horizons and dive into a deeper state of learning. Perhaps this includes further thinking about your what you know and what it means to you. I took a look at Kenny's post about this subject, and I agree with what he said about needing to have that constructivist state of mind to really come out with a college education. We'll see if I can give that a shot.
Ask the Cognitive Student
Out of the three different modalities, visual, auditory, and kinesthetic, I know that my strengths come from visual and kinesthetic methods of learning. I like to see examples of the knowledge and "play" with it if I can. Being able to interact with what I am learning helps to solidify everything. Honestly I think I'm a horrible auditory student. I have to really concentrate on what is being said to retain everything. And I'm sure I'm not the only one.
There are some things in the article I will definitely use in my teaching. It says that teachers should focus on the content's best modality - not the students. If I want the student to learn what the flaps look like, it is obviously best to show them a picture of each flap instead of try to describe it (even if they are an auditory learner). And similarly, if a student needs to know what it's like to talk to ATC, a good way to learn, for example, is to listen to a recording. I will also remember to make sure that the modality that I am choosing to teach the material in works for the student. Everyone learns differently and at their own pace, so I need to ensure that my students are taking in and processing the information correctly.
-TB
Let me start off by saying that I'm not at all a fan of this kind of thing... I believe that I know what I know, because it was taught to me from the people that know the facts. Now, I'm sure I'm missing some pieces of the puzzle, but I've just never been interested in the whole concept of philosophy.
Anyway, there are a couple different kinds of epistemology: Positivist and Constructivist. Positivists conceptualize knowledge as a thing. Certain facts, truths, relationships exist in the world. Essentially, knowledge is there, waiting for us to find it. For a constructivist, however, it is the meaning assigned to facts, rather than the facts themselves, that matters when we talk about knowledge and about knowing something.
I definitely believe that I identify more with the positivist epistemology. I take what I know and run with it. I don't analyze or question why I know it or if it is really "knowledge". I will say, however, that college is a time to expand your horizons and dive into a deeper state of learning. Perhaps this includes further thinking about your what you know and what it means to you. I took a look at Kenny's post about this subject, and I agree with what he said about needing to have that constructivist state of mind to really come out with a college education. We'll see if I can give that a shot.
Ask the Cognitive Student
Out of the three different modalities, visual, auditory, and kinesthetic, I know that my strengths come from visual and kinesthetic methods of learning. I like to see examples of the knowledge and "play" with it if I can. Being able to interact with what I am learning helps to solidify everything. Honestly I think I'm a horrible auditory student. I have to really concentrate on what is being said to retain everything. And I'm sure I'm not the only one.
There are some things in the article I will definitely use in my teaching. It says that teachers should focus on the content's best modality - not the students. If I want the student to learn what the flaps look like, it is obviously best to show them a picture of each flap instead of try to describe it (even if they are an auditory learner). And similarly, if a student needs to know what it's like to talk to ATC, a good way to learn, for example, is to listen to a recording. I will also remember to make sure that the modality that I am choosing to teach the material in works for the student. Everyone learns differently and at their own pace, so I need to ensure that my students are taking in and processing the information correctly.
-TB
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