FOI chapter 5: the teaching process Flashcards
what are the essential teaching skills?
SPAM
subject-matter expertise
people skills
assessment skills
management skills (time, lessons, supervision)
steps in the teaching process
P-PARa
preparation
presentation
application
review & assessment
preparation of a lesson
EODDPCP: everyone orders delicious dinner… pasta con peppe!
1) establish objectives
2) organize the material into a logical sequence
3) determine if aids should be used
4) develop learning activities
5) plan an assessment method
6) create a realistic timeline
7) plan for lesson closure
types of training objectives
performance-based: describes precisely what needs to be done and how it is done, consistent of the rules (no more than 5 degrees of bank) and the standards (within 100 ft)
decision-based: promotes critical thinking skills
organization of material
introduction, development, conclusion
the introduction of material should…
attention: grabs attention (a story)
motivation: provokes a desire to learn
overview: a glimpse of what will be covered
the development of material: “main points should be organized…”
- from past to present
- from simple to complex
- from known to unknown
- from most freq. used to least freq. used
the conclusion of the material should…
- review the main points & relate them back to the objectives
- links gained knowledge to future lessons
types of training delivery methods
cooperative/group learning
electronic learning (2 types)
lecture (5 types)
discussion (guided)
demonstration-performance
drill & practice
lectures (types, planning them, pros/cons)
types: formal (100% one-way communication) or informal (more student participation/questions)
steps to planning lectures: establish objectives & desired outcomes, research the subject, organize material, plan productive classroom activities
pros: convenient way to present info to many students at once
cons: does not always actively engage learned (which is the best way they learn/remember)
types of electronic learning
computer-assisted learning (iPad training)
simulation or role-playing (simulation game)
types of guided discussion questions
Follow-up: asked to guide the discussion further
Overhead: directed to the entire group
Lead-off: opens the discussion
Direct: asked to a specific individual
Rhetorical: spurs thought, but instructor provides the answe
Reverse: redirects a leaner’s question to another learner
Relay: redirects a learner’s question to the entire group
problem-based learning
teaching strategy that confronts learners with problems that are encountered in real life
types of problem-based learning
scenario-based training
collaborative problem-solving
case studies
