Learning Corps Knowledge Survey: Check your knowledge!

This knowledge survey has been collaboratively designed by the Learning Corps mentors. Engaging in this survey will allow you to assess your own areas of knowledge; it also enables Learning Corps to communicate some of the learning outcomes that we facilitate in our educational development programs.

For each item on the survey, please rate (on a three point scale) your confidence. To assess your confidence, please mark your confidence as 0, 1 or 2 in accord with the following instructions:

Mark a 2 if you feel confident that you can do this extremely well immediately.

Mark a 1 if you feel that you now have sufficient knowledge (perhaps with a quick check of outside references for correct terminology) to provide a response that would be acceptable.

Mark a 0 if you are not confident that you could deliver the quality of response that you feel should be minimally acceptable.
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I can explain my level of agreement with the following statement: I feel knowledgeable about learning and how I can help my students learn.
Clear selection
I can explain my level of agreement with the following statement: I can teach in any learning environment.
Clear selection
I can identify best practices in designing a syllabus
Clear selection
I can write student learning objectives that are specific and measurable.
Clear selection
I know the kinds of learning objectives in which achievement can be greatly enhanced by skillful use of rubrics.
Clear selection
I can describe the process of developing a resilient course.
Clear selection
I can choose a rubric to guide design of a resilient course.
Clear selection
I can analyze strengths and weaknesses of blended and flipped courses.
Clear selection
I can describe three stages of the backwards design process.
Clear selection
I can analyze strengths and weaknesses of digital teaching tools for different instructional purposes.
Clear selection
I can create an instructional video.
Clear selection
I can provide several best practices for instructional videos.
Clear selection
I understand how to practice good presence to improve delivery and interaction in any learning environment.
Clear selection
I can describe instructor-to-learner interaction strategies to establish instructor presence online.
Clear selection
I can describe learner-to-learner collaborative strategies to develop social presence online.
Clear selection
I can define inclusive pedagogy.
Clear selection
I can name the five principles of inclusive pedagogy.
Clear selection
I know the three principles of Universal Design for Learning (UDL).
Clear selection
I can apply basic UDL to course design.
Clear selection
I can explain my level of agreement with the following statement: We are all striving for autonomy and independence, so the need to relate personally to the learning is critical.
Clear selection
I can explain how our need to exercise our right to free will (choice), power, and control relates to pedagogy.
Clear selection
I can explain my level of agreement with the following statement: We all have an inherent drive to be competent (set and reach a goal).
Clear selection
I can explain the environments and conditions in which the brain learns best.
Clear selection
I can explain the ways in which active learning is grounded in neuroscience.
Clear selection
I can compare and contrast gaming principles with teaching and learning best practices.
Clear selection
I can explain to my students the roles that the affective and cognitive domains play in their learning.
Clear selection
I can describe strategies that develop cognitive presence in online environment.
Clear selection
Metacognition is often described as "thinking about thinking." I can go beyond this description by helping my students to recognize some things to consider when they start to engage in metacognition.
Clear selection
I can design a meta-course structure and sequence.
Clear selection
I can describe the ways in which students are practicing metacognition when engaging in active learning exercises that I have implemented.
Clear selection
I can explain two ways to create a growth-minded learning environment.
Clear selection
Maslow, one of the forefathers of humanism, is famous for his hierarchy of needs. I can explain how this hierarchy relates to barriers that students might experience in their learning.
Clear selection
I can name at least 2 of the Bloom's Taxonomy domains (levels of reasoning).
Clear selection
I can design a learning activity that allows students to practice their knowledge in Bloom’s synthesis level.
Clear selection
I can explain my level of agreement with the following statement: I can try new things in my teaching.
Clear selection
I feel confident in my ability to design my course for the fall.
Clear selection
I can explain the difference between evaluation and assessment.
Clear selection
I can explain the main difference between formative assessment and summative assessment.
Clear selection
I can articulate three different active learning modalities that I feel confident to implement NOW in my courses.
Clear selection
I can articulate my emotions and cognition surrounding the statement: I’m having fun with my teaching and my students' learning!
Clear selection
I can explain my level of agreement with the following statement: I feel my institution hears my concerns, respects my work as a faculty member, and supports my efforts.
Clear selection
I could engage in a lively debate with a colleague around Terry Doyle's quote, "The person doing the work, is the person doing the learning."
Clear selection
Thank you for taking this knowledge survey! If you want to better understand knowledge surveys, please join Rachel in her vodcast Building a Knowledge Survey: Providing a roadmap of outcomes, promoting metacognition, organization and reflective practice: https://youtu.be/LjieH4gMHjw
This Knowledge Survey is copyrighted under a Creative Commons Copyright. ©Learning Corps LLC
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