Final Exam Flashcards

1
Q

Garner’s Multiple Intelligences (9)

A
Natural
Physical
Reflective
Visual
Verbal
Relational
Musical
Logical
Existential
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2
Q

Garner’s Multiple Intelligences: Natural Learners

A
  • Can identify elements in nature well
  • May relate well to creation stories
  • Likes to explore the natural world
  • Seeks the beauty in God’s creation
  • The Psalms of David are good examples
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3
Q

Pazmino’s definition of curriculum

A

“Curriculum can be defined as that content made available to students and their actual learning experiences guided by a teacher.”

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4
Q

The Principles for the use of teaching methods (7)

A
  1. MATCH methods and activities to the objective statements.
  2. Use activities that focus on HIGHER levels of learning.
  3. Use learning activities that support AFFECTIVE objectives.
  4. Provide for VARIETY in your methods.
  5. Focus on the LEARNER learning, not the teacher teaching.
  6. Give attention to the DETERMINERS of methods and activities.
  7. Base methods on sound PRINCIPLES from educational theory and psychology.
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5
Q

The percentages from Dale’s Cone of Experience (People generally remember…)

A
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say and write
90% of what they do
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6
Q

Piaget’s Stages of Cognitive Development (4)

A

Sensorimotor
Preoperational
Concrete Operational
Formal Operational

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7
Q

Garner’s Multiple Intelligences: Physical Learners

A

-Active people
-Often well coordinated
-Like to act out stories they hear
-Like mission projects, sports, drama activities
-In the Bible, we see Ezekiel as a very dramatic prophet who acted out, under the Lord’s command, many of his prophecies
(Learn by doing)

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8
Q

Garner’s Multiple Intelligences: Reflective Learners

A

-Understand who they are and how they feel
-May prefer to work alone
-Seek ways of self-expression
-Comfortable with solitude
(May appear to be shy or introverted)

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9
Q

Garner’s Multiple Intelligences: Visual Learners

A
  • See with their imaginations and see in concrete ways
  • Understand space and distance concepts easily
  • Relate well with visuals, objects, representations of reality
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10
Q

Garner’s Multiple Intelligences: Verbal Learners

A
  • Enjoy giving speeches and debates as well as stories, poems, and essays
  • Learn best through the use of words (reading, writing, listening)
  • May have large vocabularies
  • Want to talk!!!
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11
Q

Garner’s Multiple Intelligences: Relational Learners

A

-Highly social
-Make friends easily and may be good talkers
-Recognize how people feel
-Drawn to activities that involve others
(Opposite of reflective learners)
(Body language is very important)

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12
Q

Garner’s Multiple Intelligences: Musical Learners

A
  • Often good listeners
  • More sensitive to rhythm and pitch
  • Like to sing and listen to music, and may move when listening
  • Like to write songs and music
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13
Q

Garner’s Multiple Intelligences: Existential Learners (added later)

A
  • Gardner hesitated to formalize this as an intelligence and was vague in his descriptions…
  • Considered spiritual or even mystical
  • Head in the clouds
  • Can see the big picture and ponder life’s big questions and may even see the connections between very abstract concepts.
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14
Q

Garner’s Multiple Intelligences: Logical Learners

A

-Like to solve problems
-See patterns in the world and can reason through problems
-Rely heavily on analogies
-Like working with abstractions
-Like puzzles and games
(“classic” intelligence)

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15
Q

Piaget’s Stages of Cognitive Development: Sensorimotor

A

Sensorimotor (0-2 years old)

  • Thinking is limited to immediate experience
  • Pretending, miming
  • Memory
  • Simple reflex to goal-directed behavior.
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16
Q

Piaget’s Stages of Cognitive Development: Preoperational

A

Preoperational (2-7 years old)

  • Thinking becomes intuitive and symbolic
  • Master language
  • Begin to use symbols
  • Logical thought in one direction
  • Thinking remains egocentric and centered
17
Q

Piaget’s Stages of Cognitive Development: Concrete Operational

A

Concrete Operational (7-11 years old)

  • Thinking becomes literal and personal
  • Decentration
  • Reversibility of thinking
  • Conversation
  • Classification
  • Can solve hands-on problems logically
  • Cannot solve abstract problems
18
Q

Piaget’s Stages of Cognitive Development: Formal Operational

A

Formal Operational (11+ years old)

  • Thinking becomes abstract and global
  • Can solve abstract problems
  • Scientific thinking
  • Systematic experimentation
  • Complex verbal skills
  • Concerns for societal problems
19
Q

Six Longings of Today’s Adolescents

What they say: “You don’t know me”

A

What we hear: “I don’t matter to her”

What they mean: “I long to belong”

20
Q

Six Longings of Today’s Adolescents

What they say: “You never listen to me”

A

What we hear: “He doesn’t want to listen to me”

What they mean: “I long to be taken seriously”

21
Q

Six Longings of Today’s Adolescents

What they say: “I can do it”

A

What we hear: “She doesn’t need me”

What they mean: “I long to matter”

22
Q

Six Longings of Today’s Adolescents

What they say: “I’m fine, okay”

A

What we hear: “He wants to be left alone”

What they mean: “I long for a safe place”

23
Q

Six Longings of Today’s Adolescents

What they say: “It’s my life”

A

What we hear: “She doesn’t care what I think”

What they mean: “I long to be uniquely me”

24
Q

Six Longings of Today’s Adolescents

What they say: “Nobody cares about me”

A

What we hear: “He doesn’t care about anybody but himself (me included)”

What they mean: “I long to be wanted”

25
Q

Be able to state your opinion on the role of the Holy Spirit in teaching and support that opinion from the notes and Scripture.

A

“The Holy Spirit undergirds the ministry of teaching as He guides teachers and students into all truth (John 16:13… “When the Spirit of Truth comes, he will guide you into all truth…”). Teachers must rely on the Holy Spirit and can rest in His leadership in the process of teaching.

  • The Spirit assists teachers in PREPARATION.
  • The Spirit’s work becomes evident in INSTRUCTION.
  • Teachers must seek discernment from the Spirit to EVALUATE.
  • The only work that counts is the Spirit’s work through us (it is what God does through us).
  • We must keep the person of Christ central rather than the work of teaching.
  • Although we make thorough preparation in the Spirit ahead of time, we should be ready for the Spirit’s leading during the lesson.