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TOPNOTCHER > Child and Adolescent (Day 40) > Flashcards

Child and Adolescent (Day 40) Flashcards

1
Q

information processing theory by

A

Richard Atkinson and Richard Shiffrin

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2
Q

takes in information(encode), performs operation in it, stores the information (storage) and retrieves it when needed (retrieveal)

A

Information processing theory by Richard Atkinson and Richard Shiffrin

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3
Q

takes in information
stores the information
retrieves it when needed

A

encode
storage
retrieval

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4
Q

is the ability to store information

A

memory

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5
Q

Stages of Human memory;
SSL

A
  1. sensory memory
  2. short memory
  3. long term memory
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6
Q

Stages of Human memory;
SSL

information store that holds an exact copy of stimuli for a very short period of time

A

sensory memory

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7
Q

Stages of Human memory;
SSL

1 to 3 second last information

A

sensory memory

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8
Q

Stages of Human memory;
SSL

the information store that retains the information as we consciously work on it

A

short term memory

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9
Q

Stages of Human memory;
SSL

18 seconds or less
5 to 9 chanks of information

A

short term memory

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10
Q

Stages of Human memory;
SSL

final or permanent storing house

A

long term memory

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11
Q

Stages of Human memory;
SSL

minutes to lifetime

A

long term memory

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12
Q

the inability to recall

A

forgetting

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13
Q

cause of forgetting;
RDI

A
  1. retrieval failure
  2. decay theory
  3. interference theory
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14
Q

cause of forgetting;
RDI

forgetting is due to inability to recall information

A

retrieval failure

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15
Q

cause of forgetting;
RDI

gradually fades when not in used

A

decay theory

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16
Q

cause of forgetting;
RDI

due to the influence of other learning, there is blocking or hindrances

A

interference theory

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17
Q

interference theory;
RP

A
  1. retroactive interference
  2. proactive interference
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18
Q

interference theory;
RP

new information block the old information

A

retro active interference

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19
Q

interference theory;
RP

the old information blocks the new information

A

proactive interference

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20
Q

the ability to recall or recognize

A

retention

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21
Q

the act or an instance of hindering, obstructing, or impeding, block

A

interference

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22
Q

when something previously learned influences the new material, application

A

transfer

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23
Q

types of transfer;
LVSG

A
  1. lateral transfer
  2. vertical transfer
  3. specific transfer
  4. general transfer
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24
Q

types of transfer;
LVSG

individual is able to perform a new task about the same level.
EX. answering an assignment base on the lesson

A

lateral transfer

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25
Q

types of transfer;
LVSG

individual is able to learn more advanced or complex skills

A

vertical transfer

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26
Q

types of transfer;
LVSG

fact or rule is applied in similar situation, NEAR

A

specific transfer

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27
Q

types of transfer;
LVSG

applying principles previously learned to dissimilar situations, FAR

A

General transfer

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28
Q

Sequencing of instruction by

A

Robert Gagne

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29
Q
A
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30
Q

effective instruction must reach beyond traditional learning theories from simple to complex using a hierarchal model for learning, basic to abstract

A

Robert Gagne’s Nine events of instruction

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31
Q

Nine events of instruction

A
  1. gaining attention (motivation)
  2. informing learners of the objective ( objectives)
  3. stimulating recall of prior learning ( recalling)
  4. presenting the stimulus ( new learning)
  5. providing learning guidance (activities, seatwork)
  6. eliciting performance (performance)
  7. providing feedback (feedback)
  8. assessing performance ( rating/rubrics)
  9. enhancing retention and transfer (assignment)
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32
Q

Hierarchy of needs by

A

Abraham Maslow

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33
Q

developed the Hierarchy of need

A

Abraham Maslow of Hierarchy of needs

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34
Q

promoted the concept of self-actualization

A

Abraham Maslow of Hierarchy of needs

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35
Q

according to him, there are 4 types of needs that must be satisfied before a person can act unselfishly

A

Abraham Maslow of Hierarchy of needs

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36
Q

the needs are arranged in hierarchal order by satisfying one set of needs at a time

A

Abraham Maslow of Hierarchy of needs

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37
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

A
  1. physiological needs
  2. safety needs
  3. love & belonging needs
  4. esteem needs
  5. self actualization
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38
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

food, liquid, sleep, oxygen, sex, freedom of movement, moderate temperature, Basic needs

A

Physiological needs

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39
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

safety from physical attach, emotional attack, fetal disease, invasion, extreme losses (job, family members, home, friends)

A

safety needs

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40
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

after the physiological and security drives are satisfied

A

love & belonging need

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41
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

gratification is a matter of degree rather than an either-or accomplishment

A

love & belonging needs

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42
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

result of competence or mastery of task, there’s also attention and recognition

A

esteem need

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43
Q

he labels the need for power

A

McClleland

44
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

self-esteem, attention, recognition

A

Esteem needs

45
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

the desire to become more and more what one is to become everything that one is capable of becoming

A

self-actualization

46
Q

Abraham Maslow of Hierarchy of needs;
PSLbES

realizing fullest potential, selfless

A

self-actualization

47
Q

Teaching internship;

required subjects in the pre-service that included field study courses, and practice teaching

A

experiential learning courses

48
Q

Teaching internship;

field study courses is __ hrs

A

120

49
Q

Teaching internship;

teaching internship is ____hrs

A

360 hrs

50
Q

Teaching internship;

practical application of classroom learning to the actual class, its

A

internship

51
Q

Teaching internship;

synonymous to practicum, field study, on the job training

A

internship

52
Q

Teaching internship;

to the school where the field observers and student teachers undergo observation and practice teaching

A

cooperating school/internship school/ practicum site/ partner-public school

53
Q

Teaching internship;

faculty member of the teacher education institution in charge of the experiential learning courses, who teaches the course and oversees the various activities

A

college supervisor

54
Q

Teaching internship;

teacher who is assigned to guide the FSS/ student teacher in the development of professional competencies

A

mentor/cooperating teacher

55
Q

Teaching internship;

nurturing process in which highly skilled or more experienced person provides support and encouragement

A

mentoring

56
Q

Teaching internship;

student taking field study courses

A

field study student (FSS)

57
Q

Teaching internship;

student who undergoes practice teaching

A

student teacher

58
Q

Teaching internship;

refers to the student enrolled in the BEED, BSED and other teacher education program

A

Pre-service teacher

59
Q

Teaching internship;

refers to mutually agreed upon monetary and non-monetary incentives

A

flexible incentive system

60
Q

Teaching internship;

set of skills for adaptive and positive behavior, deal effectively with the demands and challenges of everyday life

A

life skills

61
Q

Teaching internship;
life skills

these includes such as communication skills, interpersonal skills, financial literacy skills

A

soft skills

62
Q

it is the capstone or culminating learning experience, preparation of future teachers as reflective practitioners and emerging leaders

A

Teaching internship

63
Q

the is one semester full time teaching internship in basic education either in-campus or off-campus

A

teaching internship

64
Q

CMO 104 s. 2017

A

Revised guidelines for student internship in the Philippines for all programs

65
Q

Revised guidelines for student internship in the Philippines for all programs

A
  1. officially enrolled in legitimate Ph. higher education institution
  2. enrolled in an internship subject
  3. 18 years of age from the start of the internship period
  4. pass pre-internship requirements
  5. submit medical certificate
    6.have a notarized written consent
66
Q

Key people you interact within teaching internship

A
  1. cooperating principal
  2. cooperating teacher
  3. college supervisor
  4. practice teacher
67
Q

Five phases of teaching internship;
OOTDE

A
  1. orientation session
  2. observation and building relationship
  3. on site task
  4. final demonstration accomplishing exit forms
  5. evaluation of teaching internship
68
Q

Five phases of teaching internship;
OOTDE

cooperating teacher shall request you to observe classes in order that you will become familiar with the students, classroom routines, subjects, teaching strategies

A

Observation and building relationship

69
Q

Five phases of teaching internship;
OOTDE

sessions are held by the following; college supervisor, cooperating principal, cooperating teacher

A

orientation sessions

70
Q

Five phases of teaching internship;
OOTDE

different task will be given by your cooperating teacher, assisting in teaching-related tasks, checking of seatwork, performance task, assisting in accomplishing school forms

A

on site task

71
Q

Five phases of teaching internship;
OOTDE

final demonstration shall be scheduled and exit forms are accomplished before you leave your cooperating school

A

final demonstration accomplishing exit forms

72
Q

Five phases of teaching internship;
OOTDE

you are requested to evaluate the teaching internship progress

A

evaluation of teaching internship

73
Q

3 orientation sessions for teaching internship ;
CCS

A
  1. college supervisor
  2. cooperating school head/cooperating school principal
  3. subject area coordinator/cooperating teacher
74
Q

3 orientation sessions for teaching internship is to establish

A

harmonious relationship

75
Q

3 orientation sessions for teaching internship ;
CCS

all about policies

A

college supervisor

76
Q

3 orientation sessions for teaching internship ;
CCS

all about the school

A

cooperating school head/ cooperating school principal

77
Q

3 orientation sessions for teaching internship ;
CCS

all about the subject

A

subject area coordinator/ cooperating teacher

78
Q

plays a central role in teaching internship

A

classroom observation

79
Q

describe the practice of sitting in your cooperating teacher’s classes to observe, learn, reflect, learning how to teach

A

classroom observation

80
Q

cyclical pattern of the task that pre-service teachers are expected to do

A

OAR Approach

81
Q

What is OAR Approach

A
  1. observe
  2. analyze
  3. reflect
82
Q

OAR Approach;

train my senses to be more sensitive to the learner and the environment

A

observe

83
Q

OAR Approach;

i will be objective and use critical thinking

A

analyze

84
Q

OAR Approach

i will bring together my past, present, and future experience

A

refelct

85
Q

reflection journals is an example of

A

on-site task

86
Q

these are personal accounts or records, insights, learnings, ideas, thoughts, feelings, and emotions

A

Reflection journal

87
Q

this is the diary of student teacher

A

reflection journal

88
Q

Date Privacy act

A

RA 10173

89
Q

protects all forms of information, be it private, personal or sensitive

A

RA 10173 Data Privacy act

90
Q

FS 1

A

School register

91
Q

FS2

A

learner’s daily class attendance

92
Q

SF 3

A

Books issued & returned

93
Q

SF 4

A

summary enrollment & movement of learners

94
Q

SF 5

A

report on promotion

95
Q

SF 6

A

summary report on promotion

96
Q

SF 7

A

inventory of school personnel

97
Q

SF 8

A

learner basic health profile

98
Q

SF 9

A

learner progress report card

99
Q

SF 10

A

learner’s permanent academic performance

100
Q

The three I’s and two C’s in the instructional process

A
  1. innovative
  2. interactive
  3. integrative
  4. collaborative
  5. cooperative
101
Q

The three I’s and two C’s in the instructional process

wide array of instructional strategies, used most cater to the diversity of the learners, differentiated instructions

A

Innovative

102
Q

The three I’s and two C’s in the instructional process;

all students must participate, high engaged in all the classroom activities

A

interactive

103
Q

The three I’s and two C’s in the instructional process

curriculum is seamless and borderless, interconnectedness, each subject complements the lessons learned in various disciplines

A

integrative

104
Q

The three I’s and two C’s in the instructional process

teachers plan together and must articulate the lesson vertically and horizontally

A

collaborative

105
Q

The three I’s and two C’s in the instructional process

progress personally while collectively working towards a common goal

A

collaborative

106
Q

The three I’s and two C’s in the instructional process

progress is individual

A

collaborative

107
Q

The three I’s and two C’s in the instructional process

students work together, it is a team approach where the success of the group depends upon everyone’s cooperation in the task

A

cooperative

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