Page 382 - Nutrition Counseling and Education Skills: A Guide for Professionals

Krathwohl, D., 290

L

Labeling and mislabeling, 198
Law of Effect (Thorndike), 169–170
Leadership, group, 394
Leading questions vs. neutral, 68
Learning domains, 286–296

affective, 290–296
characterization, 293
organization, 292–293
receiving, 292
responding, 292
valuing, 292
verbs describing performance, 291t

cognitive, 286–290
analysis, 289
application, 289
comprehension, 287
evaluation, 289
knowledge, 288
synthesis, 289
verbs describing performance, 291t

psychomotor, 293–296
adaptation and origination, 296
complex overt response, 296
guided response, 294
mechanism, 296
perception, 295
set, 295
verbs describing performance, 294t

Learning groups, 297–298
Learning, implementing and evaluating

case challenge, 302
data collection techniques, 324–327

interviews, 325–326
observation, 326
performance measures, 327
performance tests, 326
questionnaires, 325
rating scales and checklists, 326–327
self-reports, 327
tests, 324–325
documentation, 330–331
domains, techniques for, 307–308
affective domain, 308
multiple instructional strategies, 308
psychomotor domain, 308. See also Coaching, teaching method
evaluation, 314–324. See also Educational evaluation
behavioral change, 319
evaluation plan, steps, 314
formative/summative, 316–317

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