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Review for Exam 1

Summer 2001

The material covered will include Chapters 1 -7 of your text and material we have covered in class.  The exam will be objective, that is there will be just one right answer.  It will be a mix of true/false, fill-in-the-blank, multiple choice, short answer, matching, etc.  Only material from the study guide will be on the exam.  We will have the test first thing Friday morning.

Chapter 1:

From the field of Home Economics came the new, broader field of _______________________________________________________

A mission provides?

Who has mission statements? (note this from the food bank experience)

Why follow mission statements? (note this from the food bank experience)

Be able to give examples of formal, informal and nonformal education.

Parliamentary Procedure

Remember from lecture.  Parliamentary procedure allows the minority to be heard and the majority to rule. Only one motion is allowed "on the floor" at a time.  To make a motion someone says - "I move..." - it needs to be seconded by someone else who says "I second" and then the motion is discussed.  The chair/facilitator asks for discussion 3 times.  Then a vote is called.  You can vote by voice "All those in favor say AYE" - or by raising of hands - or by ballot - or by roll call.  You should be able to tell me when it would NOT be appropriate to do a voice one (when it is a close call - or when it is a sensitive subject.)  You should also understand how to make an amendment - and what a quorum is. (We will be doing more parli. pro. throughout the semester - this is just the beginning.)

Chapter 6

Read through the four philosophical approaches and be able to discuss your approach. How does that fit in or not fit in with your "true color"?

Define concepts, generalizations, objectives. (Note: generalizations are the statements you hope learners will be able to make when the instructional session ends. I usually go over generalizations in more detail - but I am finding that few professional areas outside of education are using this term so I am limiting your responsibility more to the idea of objectives for which EVERYONE (profit and non-profit, grant writing, etc. asks for))

Know that objectives must be MEASURABLE!!

Know that objectives, assessment/evaluation and methods all go hand-in-hand.  A good instructor will write their objectives with the assessment and method in mind.

What are the ABCs of a well written objective?

Be able to criticize objectives - is the "B" missing for example?

Know the three domains of Bloom's taxonomy (for my purposes you can ignore the perceptual domain - it is not well supported in current literature) and the levels of learning. Sorry to make you memorize - but this is important stuff. Now, every year I tell people they need to know this and they somehow don't believe me. BUT - I am telling you I will give you an EMPTY chart and YOU will need to fill-in the levels for each domain. So learn some acronyms to help you remember them.

Know that if your idea is to teach "higher order thinking" - then you will need a higher order objective, evaluation and method.  Higher order thinking - and a list of vocabulary words to memorize do not go together.

Know that "behaviorism" is "out" in the field of education and constructivism is in (this is not discussed in your book - but I did discuss it in lecture.)

Be able to look at my list of elements of good objectives (I can't have you memorize anything else!) and judge an objective I give you.  So, I'll give you an objective and the list of elements and you critique...sounds easy?  Better practice a little.

Printed Materials

Be able to discuss when a good time to give printed materials is (teachable moment idea).

Be able to name 6 (there are 100's if we really started to make a list) printed document types you could use.

Know what grade level most newspapers aim for as far as readability is concerned (grades 5 - 6).

Know that you can go to the extension service for information about printed materials (how to produce them, how to improve them.)

Be able to explain the dollar bill test.

Know that art should fit the audience and content.

Know to ask yourself questions about your audience: can they read? can they read this language? can they see? is this written at a level that they can understand? is printed material appropriate for the content? what is my objective? do I have multiple audiences?  A sample question I might give you would be:  Suppose that you are trying to help parents (learn how to - take them time to)  read to their children in an effort to improve your community's child literacy rate.  If you are thinking about using a brochure for advertising a workshop - what would you need to think about?  If you are thinking about using bookmarks with guidelines printed on them - what would you need to think about? 

Be able to critique an example of printed materials (you should be able to note things like - you can't read the font - columns would be better, etc. the graphics are dumb.)

From the Large/Small Group Discussion: Active Learning 

Be able to discuss when/why you would want to start with a provocative question on the board: i.e.,"College campuses should be replaced with on-line distance learning."

Why be prepared to deal with the adage:  "You can't argue with truth." (The cabbage soup diet, marijuana leads to hard drug use, sexual activity leads to STD's) and the adage "There's more than one way to skin a cat." (Dry vs. wet measurement) (Note: the main idea is that with adult audiences they are going to know things - and if you ask them to discuss topics - you had better be prepared to deal with "their knowledge".)

Brainstorming - the best ideas come after the first 25;  you have to put everyone's ideas down; need to have a purpose; check for accuracy.

 Planned vs. Spontaneous vs. Cooperative vs. Collaborative Learning.  Be able to give examples of each and justify which one you would choose for a given scenario.

 Inner & Outer Circles/Samoan Circle (Know to plan for both sides to have an opportunity to speak and listen, know to divide by homogeneous groups, know to enforce the listening part, know that it is a good exercise to use when the two groups often have a hard time listening to one another.)

Dyads and Triads - know the basics of how this works. Remember we did: What would you do if your "class" (workshop) was ignoring you?

 Know one more idea from your hand-out or book well enough to explain it to me: i.e.,  Home Expert Teams or true/false cards, buzz groups, 

What is a talking stick?  Describe how you could run your discussion like a talk show.  How could you use a ball?  What is dangerous about any of these methods (worry about scaring your audience members - putting them on the spot - having an answer you might not like - having one person dominate).

I'm not sure I covered this in class - but I would like you to know:  What can you do about butt-heads?  One thing to do is to say - excuse me (name) - can I summarize your comments by saying that you feel (whatever)?  If they say yes - then say - I think we understand, at least in general terms, your view point - lets see if we can hear some other viewpoints.  You can ask them to leave (dangerous!).  You can ask them to please write down their comments to share with everyone at a later time so that you can move the discussion forward.  You can say that you have noticed the time and that you think should limit EVERYONE'S comments to no more than 5 minutes so that all present have a chance to voice their opinion.  You can make a formal motion to "limit debate" to "x" amount of time.

Ice Breakers

Be able to name and describe at least 3 ice breakers; pros/cons, size of group, age of group, etc.

True Colors

Be able to note your true color. What are some things you have learned about how other colors think and like to learn. Be able to compare and contrast another color and your color.

Teachable Moment

What is it - be able to identify one when you read it - and be able to read a scenario and state a possible teachable moment.  For example - when do you want to read about car insurance?  At the state fair or when you are purchasing a car?

Define perennial practical problems.

Why are considerations of lifestyle important in teaching Family & Consumer Sciences?

What are some ways in which families are becoming more diverse?

What ways should programming be modified to deal with diversity?

Name 5 different pieces of demographic information that you would find useful to know as a professional and be able to justify why.

What are some ways in which learner ability varies?

Is the U.S. becoming more or less racially and ethnically diverse? Why? How? What does this mean for you as a professional?

Understand the importance of gender equity. Be able to translate negative gender language to positive language.

Be able to recognize bias in curriculum materials (see clip art and be able to think how encompassing that clip art is, or read text and realize it is very stereotypical, or one-sided).

Chapter 3

Be able to compare and contrast adult, youth, economically disadvantaged teaching strategies.

For example:

Content must have relevance to audience member:

a. adult

b. youth

c. economically disadvantaged

d. all of the above

Be able to match major theorist with their theory - Piaget, Erickson, Kohlberg, Havighurst, Levinson (chap. 4), Bloom (chap. 6). (I understand that not all of you have read a lot about these folks - but these are the BIG, BIG, BIG names - you should know a little about them).

Be able to distinguish between early, middle childhood, adolescence and adulthood: by intellectual development, by social/emotional development, by physical development.  (Note: there is a mistake in your book - adolescence enter Piaget's abstract thinking stage - NOT - middle childhood children!)

What professional organization developed the Framework for Life-Span Family Life Education?

Describe teaching through modeling.

Chapter 4

What professional organization developed the Curriculum as correlated to Developmental Stage model (fig 4.4)?

Be able to name strategies to combat mental and physical changes in adults. For example:

Some adult learners may show a decreased ability to perform speeded tasks so.....

Remember from above that you need to be able to compare and contrast youth, adult and economically disadvantaged learners.  Remember there are things these people have in common also.

Extension:

CSREES - what it stands for, what major U.S. agency is it under

Know the dates 1862, 1890 and 1994 and what is significant about them.

Know that extension in its present form came to be in 1914 - primarily through the 4-H clubs reaching rural families through the children with the hopes of increasing the tax base.

What are the three main roles of the Land Grant University.

What school is Montana's Land Grant University.

Who, in your opinion, are some underserved audiences or under-represented audiences in MT?

Where can you go to find extension materials (any answer will do).

Conference Planning:

What are some considerations you need to take into account when choosing the date, time, place.

What does Call for Papers mean?

When should you collect your fees?

What is the average rate for a motivational speaker (tell me the day rate and ??)

Why worry about reserving facilities ahead of time?

Chapter 5 and other presentations about Learning Styles

Be able to name the three reasons for caring about learning styles that I stated in my lecture and be able to elaborate on them in a sentence of two.

* Ethical responsibility

* Classroom management

* That's what you're getting paid to do

Be able to tell me several ways in which you could determine the learning styles of your audience members. 

Be able to tell me at least five different ways to approach teaching (i.e., hands-on computer labs, lectures with power point, readings out of the book/articles, guest speakers, field trips, symposium, integrated groups, true colors hands-on experience, welfare simulation, small group work, etc.) Be able to state which ones you were fond of and which ones you were not.

Know the 8 multiple intelligences professed by Howard Gardner - be able to describe each of them using words other than those in the title. For example, verbal-linguistic learners are usually strong in reading, writing, storytelling - do not just tell me that verbal-linguistic learners are good verbal and linguistic thinkers. I might ask this question as a matching question - but I might ask it as fill-in the blank - so study well.

Be able to tell me how you could teach a topic (I'll give you the topic) in 4 out of the 8 intelligences (you can pick any 4 you want)

Know that in his new work Gardner suggests that there might be several more intelligences. Know that Howard Gardner is a Professor of Psychology at Harvard University and one of the leaders in the field of education at the moment.

Know Gardner's definition of intelligence - The ability to create an effective product or offer a service that is valuable in one's culture.

Be able to tell me what color you are, what your top two dominate intelligences are (From Gardner), and which of each of the two choices from the five main categories from the engineering article pertain to you most clearly (knowing of course that all of these measures are on continuums - no one is all Gold, only likes Math-Logic and Musical and is visual, sensorial, inductive, active, sequential, ONLY.) Then be able to tell me how an ideal course could be taught to you.

Be able to justify why it is okay to sometimes not teach to a particular persons strengths all of the time. (There are several reasons - not practical given the time, topic, other audience members, budget. Good to learn other modes of learning - because life does not come in a syllabus format!)

Be able to fill-out the engineering education chart below: It will look just like this on the exam: Or I might add additional information - there will be no less information.