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PRINCIPLES AND STRATEGIES OF TEACHING IN MLS > 4 - TEACHING AND LEARNING IN HIGHER EDUCATION > Flashcards

4 - TEACHING AND LEARNING IN HIGHER EDUCATION Flashcards

1
Q

Roles of health professionals in health education

A
  1. Instructional Role
  2. Faculty Role
  3. Individual Role
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2
Q
  • Planning and organizing courses
  • Creating and maintaining a desirable group climate
  • Adapting teaching and preparation of instructional materials to the needs of the students
  • Motivating and challenging students to pursue and sustain learning activities
  • Activities of instructors include:
    1. Supplying needed information
    2. Explaining, clarifying, interpreting
    3. Demonstrating procedures
    4. Becoming a resource person
    5. Supervising students’ performance
    6. Evaluating teaching and learning activities
A

Instructional Role

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3
Q
  • Chairman, secretary, or member of committees
  • Counselor of students in academic and non-academic matters
  • Researcher
  • Resource person both inside and outside of the institution
  • Representative to organizations and agencies
  • Public relations agent
A

Faculty Role

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4
Q
  • A faculty member assumes personal roles such that they are a member of a:
    1. Family
    2. Church
    3. Community
    4. Country
A

Individual Role

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5
Q

the 12 Roles of the Teacher are created by ____________

A

Harden and Crosby, 2000

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6
Q
  • mentor
  • learning facilitator
  • on-the-job role model
  • teaching role model
  • lecturer
  • clinical teacher
A

student contact

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7
Q
  • learning facilitator
  • on-the-job role model
  • teaching role model
  • lecturer
  • clinical teacher
  • resource material creator
A

medical expertise

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8
Q
  • mentor
  • student assessor
  • curriculum evaluator
  • curriculum planner
  • course organizer
  • study guide producer
A

teaching expertise

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9
Q
  • student assessor
  • curriculum evaluator
  • curriculum planner
  • course organizer
  • study guide producer
  • resource material creator
A

student at a distance

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10
Q

Functions of a teacher

A
  1. Explaining and informing
  2. Initiating, directing, and administering
  3. Unifying the group
  4. Giving security
  5. Clarifying attitude, beliefs, and problems
  6. Diagnosing learning problems
  7. Making curriculum material
  8. Evaluating, recording, and reporting
  9. Arranging and organizing classroom
  10. Participating in the school activities
  11. Participating in professional life
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11
Q

Functions of a Teacher

  • Expected to be well-informed in the areas in which they teach
  • Expected to communicate information needed for background, enhancement, and motivation and to explain the relationship with children on a number of occasions
A

Explaining and Informing

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12
Q

Functions of a Teacher

The teacher faces and deals with many of the problems that require initiative, direction, and administration

A

Initiating, Directing, and Administering

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13
Q

Functions of a Teacher

An important task is to establish the spirit of the group within the team

A

Unifying the Group

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14
Q

Functions of a Teacher

There are children who feel loneliness, isolation, rejection, and economic insecurity, and therefore, teachers should identify the needs of the students

A

Giving Security

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15
Q

Functions of a Teacher

The teacher should clarify doubts and create opportunities for children to express their attitudes, interests, and problems, and to discuss their aims and interests and aspirations

A

Clarifying Attitude, Beliefs, and Problems

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16
Q

Functions of a Teacher

The teacher must analyze the learning problems of every individual student and should recommend possible solutions

A

Diagnosing Learning Problems

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17
Q

Functions of a Teacher

Curriculum plays an important role in the system

A

Making Curriculum Material

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18
Q

Functions of a Teacher

  • The teacher should assess the progress of the class as a whole and of individual students through assessments and periodic evaluations
  • They have to report the progress to the principal and the family
A

Evaluating, Recording, and Reporting

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19
Q

Functions of a Teacher

It is the teacher’s responsibility to make a classroom a beautiful place to learn

A

Arranging and Organizing Classroom

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20
Q

Functions of a Teacher

The teacher engages in other school activities like picnics, sports, and organizing some of the events

A

Participating in the School Activities

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21
Q

Functions of a Teacher

Every teacher is expected to enter professional life in its entirety and to make a contribution to the improvement of the profession

A

Participating in Professional Life

22
Q

Qualities of an effective teacher

A
  1. Positive
  2. Prepared
  3. Organized
  4. Clear
  5. Active
  6. Patient
  7. Fair
23
Q

Qualities of an Effective Teacher

  • Keep the students engaged in a positive attitude
  • The teacher must allow himself to be thrilled and find ways to let students see what is interesting about the subject
A

Positive

24
Q

Qualities of an Effective Teacher

Teachers are supposed to know the course material

A

Prepared

25
Q

Qualities of an Effective Teacher

It is the teacher’s responsibility to exemplify key points and essential context, in order to help students integrate all of their work such as reading, labs, exams, papers, and lectures for the course

A

Organized

26
Q

Qualities of an Effective Teacher

  • Efficient teachers can explain complex ideas in simple ways
  • Help students understand and use new terminology so that they can be fluent in the language of the discipline
A

Clear

27
Q

Qualities of an Effective Teacher

Keep the students thinking

A

Active

28
Q

Qualities of an Effective Teacher

Give students time to process knowledge and answer questions about new knowledge

A

Patient

29
Q

Qualities of an Effective Teacher

Every student wants a teacher who sets out clear expectations, enforces them regularly, and can admit when they were right

A

Fair

30
Q

What Makes a Good Teacher? (legal basis)

A

CMO 13 s. 2017

31
Q

Lesson planning is defined as:

A
  • Visualizing
  • Guidance
  • Managing
  • Decision-making
32
Q

Definition of Lesson Planning

the ability to visualize the future classroom events

A

Visualizing

33
Q

Definition of Lesson Planning

provides the type of roadmap or guide that assists in creating a flow of events that has a starting and endpoint

A

Guidance

34
Q

Definition of Lesson Planning

a way of managing time and events

A

Managing

35
Q

Definition of Lesson Planning

  • allows one to make decisions, about the how’s and what’s of teaching based on three primary considerations:
    1. The student’s prior learning experiences
    2. The content derived from curriculum guides, textbooks, and teacher-developed material
    3. The context and conditions on which the instruction will take place
A

Decision-making

36
Q
  • Give an overview of instruction
  • Facilitate good management of instruction
  • Make learning purposeful
  • Link instructional events with community resources
  • Provide for sequencing and pacing
  • Economize time
  • Provide for a variety of instructional activities
  • Make learners’ success more measurable
  • Create the opportunity for a higher-level questioning
  • Assist in ordering supplies
  • Guide substitute teachers
A

Functions of a Lesson Plan

37
Q

Types of lesson plans

A
  1. Brief
  2. Semi-detailed
  3. Detailed
38
Q

Types of Lesson Plans

An outline of the teacher’s activities

A

Brief

39
Q

Types of Lesson Plans

Which type of teacher makes a brief lesson plan?

A

Master teachers

40
Q

Types of Lesson Plans

All activities and teacher’s questions are listed

A

Semi-detailed

41
Q

Types of Lesson Plans

Which type of teacher makes a semi-detailed lesson plan?

A

Neophyte teachers

42
Q

Types of Lesson Plans

All activities, teacher’s questions, and student’s expected answers are reflected

A

Detailed

43
Q

Types of Lesson Plans

Which type of teacher makes a detailed lesson plan?

A

Pre-service teachers

44
Q

Characteristics of a good lesson plan

A

SMART

45
Q

Basis for Selecting Learning Activities

A
  1. Learning outcomes
  2. Maximize opportunities to achieve multiple goals
  3. Student motivation
  4. Principles of learning
  5. Facilities, equipment, and resources
46
Q

Basis for Selecting Learning Activities

The activity should be selected according to what learners are expected to know and to do at the end of the lesson

A

Learning outcomes

47
Q

Basis for Selecting Learning Activities

Activity should contribute greatly to the attainment of learning outcomes

A

Maximize opportunities to achieve multiple goals

48
Q

Basis for Selecting Learning Activities

Activity must make learners actively involved and can sustain students’ motivation

A

Student motivation

49
Q

Basis for Selecting Learning Activities

Activity should be based on the principles of learning such as those that pertain to students’ cognitive development, attitudes, values, nature, and growth of motor abilities and skills

A

Principles of learning

50
Q

Basis for Selecting Learning Activities

Activity selected should consider the facilities available, the equipment and teaching resources that may be used, and the administrative organization and structure of the school

A

Facilities, equipment, and resources

51
Q

Learning Activities Continuum from Passive to Active Learning

A
  1. Lecture
  2. Demonstration
  3. Questioning
  4. Discussion
  5. Guided Practice
  6. Individual Practice
  7. Grouping
  8. Role Playing
  9. Simulation
  10. Reflective Inquiry/Thinking

Teacher-centered to Student-centered

PRINCIPLES AND STRATEGIES OF TEACHING IN MLS (16 decks)

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