Exam (elaborations)
Pedagogy and Professional Responsibilities (PPR) 160.
- Module
- UTMB Pharm Exam 1
- Institution
- UTMB Pharm Exam 1
Pedagogy and Professional Responsibilities (PPR) 160.
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Pedagogy and ProfessionalResponsibilities (PPR) 160
DOMAIN I: - CORRECT ANSWER-Designing instruction and assessment to
promote student learning.
Competency 1 - CORRECT ANSWER-Understands (human development) and
applies knowledge to instruction/assessment which motivates students.
4 Developmental Domains - CORRECT ANSWER-Cognitive, Social, Physical,
and Emotional
Cognitive Development - CORRECT ANSWER-The growth of thinking skills and
processes.
Normal in Cognitive Development - CORRECT ANSWER-student plays with
peers and use toys of opposite gender.
Red Flags in Cognitive Development - CORRECT ANSWER-student does not
speak or play and rejects peer interaction.
Jean Piaget's Stages - CORRECT ANSWER-Sensorimotor, Pre-operational,
Concrete, and Formal
Sensorimotor - CORRECT ANSWER-Occurs at ages 0-2: are attached to
caregiver and develop speech towards the end of first year.
Object Permanence - CORRECT ANSWER-common trait in sensorimotor stage
"out of sight, out of mind".
Pre-Operational - CORRECT ANSWER-Occurs at ages 2-7: engages in
imaginative play and does not grasp that others have different ideas (egocentric).
Conservation - CORRECT ANSWER-quantity remains the same no matter the
size or shape of an object. When a child has grasped this concept it means they
have moved from pre-op to concrete.
,Concrete - CORRECT ANSWER-Occurs at ages 7-11: demonstrates logical
thought and how knowledge is gained through cooperative learning such as
group discussions.
Reversibility - CORRECT ANSWER-things can be done, then undone.
Formal - CORRECT ANSWER-Occurs at ages 11 and up: able to research,
debate, justify and extend own learning, and student-centered.
Social Development - CORRECT ANSWER-Children learn through culture and
develop thoughts based on interactions with others.
Zone of Proximal Development - CORRECT ANSWER-difference between what
a learner can do without help and what he/she can do with help.
Kohlberg's Stages of Moral Reasoning - CORRECT ANSWER-Obedience and
Punishment, Self-Interest, Conformity, Social Order, Social Contract, and Ethical
Principles.
Pre-Conventional Level - CORRECT ANSWER-Moral decisions are made based
on own interests to avoid punishments or gain rewards.
Conventional Level - CORRECT ANSWER-Focus is on pleasing others and
following rules.
Post-Convetional Level - CORRECT ANSWER-Doing what's allowed vs. what's
right and rules can be bent for the good of the group without being rewarded.
Physical Development - CORRECT ANSWER-Environmental factors and
prenatal development such as malnutrition, illness, and prenatal health care.
Emotional Development - CORRECT ANSWER-Childs ability to control feelings
and form secure relationships.
Attachment - CORRECT ANSWER-bond between child and caregiver.
, Separation Anxiety - CORRECT ANSWER-distress occurs when child is
separated from caregiver.
Parenting Styles - CORRECT ANSWER-Authoritarian, Permissive, Authoritative,
and Uninvolved
Authoritarian - CORRECT ANSWER-strict without reasoning.
Permissive - CORRECT ANSWER-minimal control.
Authoritative - CORRECT ANSWER-has rules but reasons with child.
Uninvolved - CORRECT ANSWER-little interest and neglectful.
Schemata - CORRECT ANSWER-thoughts and experiences from the past that
one can use to relate to new information.
Learning Styles - CORRECT ANSWER-The most common learning styles are
visual, auditory, and kinesthetic.
Visual - CORRECT ANSWER-learn by being shown images and graphs.
Auditory - CORRECT ANSWER-absorb information by listening to lectures and
group discussion.
Kinesthetic - CORRECT ANSWER-file information in their brain through
hands-on activities and constant movement.
What factors affect domains? - CORRECT ANSWER-Vision, Perception,
Disorganization, and Health.
Play - CORRECT ANSWER-child build language, solve problems, and social
skills.
Solitary Play - CORRECT ANSWER-alone and does not pay attention to anyone.
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