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Procesos de Enseñanza-Aprendizaje > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

What did John Hattie’s research analyze?

A

Over 50,000 studies involving 240 million students to identify factors affecting academic performance.

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2
Q

What is Effect Size (d)?

A

A statistical measure ranging from 0 to 2.0, indicating the impact of interventions on learning; d ≥ 0.40 is effective, d ≥ 0.60 is excellent.

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3
Q

What are some findings from Hattie’s research?

A

Most educational strategies are effective, but some have a greater impact on learning than others.

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4
Q

What educational strategies have been shown not to work?

A

Summer vacations, television effects, and frequent school changes.

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5
Q

Top Influence #1: Student Expectations

A

(d = 1.44) Students’ beliefs about their academic performance greatly affect their learning, often influenced by past experiences

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6
Q

Top Influence #2: Constructivist Programs

A

(d = 1.28) Learning builds on prior knowledge, utilizing distributed practice over concentrated practice.

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7
Q

Top Influence #3: Response to Intervention (Attitude)

A

(d = 1.07) Students’ reactions to teacher feedback shape their learning; viewing corrections as useful aids progress.

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8
Q

Top Influence #4: Teacher Credibility

A

(d = 0.90) Students’ perceptions of the teacher as a valid information source significantly impact their learning.

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9
Q

Top Influence #5: Formative Evaluation

A

(d = 0.90) Conducted during teaching to regulate and improve the learning process.

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10
Q

Top Influence #6: Micro Education

A

(d = 0.88) Analyzing teaching videos helps improve nonverbal communication, boosting teacher confidence.

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11
Q

Top Influence #7: Classroom Discussion

A

(d = 0.82) Encourages communication skills by analyzing issues collectively, providing insights into student learning.

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12
Q

Top Influence #8: Interventions for Students with Disabilities

A

(d = 0.77) Strategies to assist students with learning difficulties can also benefit their peers.

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13
Q

Top Influence #9: Teacher Clarity

A

(d = 0.75) Clear communication of learning objectives and success criteria is essential for student understanding.

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14
Q

Top Influence #10: Feedback

A

(d = 0.75) Feedback helps students understand the teacher’s perspective on their information processing, allowing for improvement.

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15
Q

Objective 1: Motor Skills

A

Students learn the expected motor skills through effective teaching.

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16
Q

Objective 2: Educational Values

A

Students acquire important educational values during lessons.

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17
Q

Objective 3: Satisfaction

A

Students show satisfaction during Physical Education sessions.

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18
Q

Objective 4: Conceptual Understanding

A

Students understand the conceptual elements of the motor task.

19
Q

Indicator 1: Mastery of Teaching Skills

A

Effective teachers demonstrate mastery of teaching skills in the classroom.

20
Q

Indicator 2: Practical Reflection

A

Teachers have the capacity for practical reflection to improve their teaching methods.

21
Q

Indicator 3: Development of Cognitive Skills

A

Teachers develop cognitive skills to analyze their teaching practice critically.

22
Q

Indicator 4: Ethical Commitment

A

Teachers exhibit an ethical commitment to enhance educational values in their teaching.

23
Q

Indicator 1: Practice Time

A

Achieve a high percentage of time spent on practicing teaching content.

24
Q

Indicator 2: Individualization of Motor Tasks

A

Pose motor tasks with a high degree of individualization, promoting successful motor practice.

25
Q

Indicator 3: Positive Classroom Climate

A

Develop a positive classroom climate based on mutual trust in teacher-student relationships.

26
Q

Indicator 4: Organizational Structures

A

Pose class organizational structures to favor individual motor commitment.

27
Q

Indicator 5: Clear Technical Information

A

Provide technical information to students clearly and in a structured manner before execution.

28
Q

Indicator 6: Frequent Quality Feedback

A

Provide frequent and quality information to students about their motor execution.

29
Q

Level I: P.E. Teacher as Leisure Animator
Main Objective

A

“Entertain students”

30
Q

Key Characteristics of Level I?

A

Variety of motor tasks without learning continuity.
Funny and recreational physical education

31
Q

Level II: P.E. Teacher as a Values Trainer
Main Focus?

A

Acquisition of extrinsic values.
Individual and social values.

32
Q

Key Social Values Taught?

A

Cooperation & Solidarity

Empathy

Roles & Social Obligations

Respect for Rules

33
Q

Key Individual Values Taught?

A

Effort & Overcoming Challenges

Security & Self-esteem

34
Q

Level II: P.E. Teacher as a Values Trainer
What are Intrinsic Values?

A

Values related to personal fulfillment and enjoyment through physical activity.

35
Q

Key Intrinsic Values?

A

Agonism: Physical effort

Eronism: Pleasure from movement

Playful character of movement

36
Q

Level III: P.E. Teacher as Educator
Main Focus?

A

Mastery of basic teaching skills.
Physical education with a formative character.

37
Q

Key Characteristics of Level III?

A

Systematic and intentional teacher performance.

Limitation: teaching is massive.

38
Q

Types of Evaluation?

A

Evaluation of pedagogical objectives.

Evaluation of learning objectives.

39
Q

Level IV: P.E. Teacher Who Individualizes Teaching
Main Focus?

A

Motor task planning by learning levels.

40
Q

Key Features of Level IV?

A

Evaluation of learning

Individualized monitoring of progress

41
Q

Level V: P.E. Teacher Promoting Autonomy
Main Focus?

A

Assignment of teaching responsibilities to students.
Encourages independent learning.

42
Q

Key Characteristics of Level V?

A

Student work without direct teacher presence

Student self-assessment

Development of autonomous sports practice habits

43
Q
A

Procesos de Enseñanza-Aprendizaje (3 decks)

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