iNTRO TO PSTM Flashcards
1
Q
beginning and end of all things
A
princeps (Latin)
2
Q
Fundamental truth/ proposition that serves as a foundation for a system of belief, behavior, chain of reasoning
A
Principles
3
Q
origin of things, fundamental laws, and put ultimate objective
A
Principles
4
Q
Any gen truth or guiding norm by w/c a process is being carried on
A
Principles
5
Q
Origins, foundations, fundamentals
A
Principles
6
Q
Chief guides to make teaching and learning intelligent and productive
A
Principles in Relation to Education
7
Q
Important in the operation of techniques in any field of education
A
Principles in Relation to Education
8
Q
process of imparting knowledge and skills
A
Teaching
9
Q
encompasses the activities of educating/ instructing
A
Teaching
10
Q
act or experience that has a formative effect on the mind, character or physical ability of an individual.
A
Teaching
11
Q
undertaking certain ethical tasks or activities the intention of which is to induce learning.
A
Teaching (B.O. Smith)
12
Q
enables the understanding of the learners, application of knowledge, concepts, and processes thru series of instructions
A
Teaching
13
Q
TRUE OR FALSE:
We can posses learning thru teaching process
A
TRUE
14
Q
Instructions, direction, processes
A
Teaching
15
Q
TRUE OR FALSE:
not all learning is dependent on teaching…However, all teaching regardless of quality is predicated on learning
A
TRUE (Brown,1993)
16
Q
TRUE OR FALSE:
Teaching makes learning possible
A
TRUE (Ramsden,1992)
17
Q
Sense of maturity and devotion
Selfless profession
Construct elements from basic to complex necessary for instructions
A
Teacher
18
Q
Process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something.
A
Learning (Merriam-Webster Dictionary)
19
Q
A persisting change in human performance or performance potential
A
Learning (Driscoll, 1994)
20
Q
The relatively permanent change in a person’s knowledge or behavior due to experience
A
Learning (Mayer, 1982)
21
Q
An enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience
A
Learning (Shuell, 1986)
22
Q
Process of acquiring new understanding, knowledge, behavior, skills, values, attitudes and preferences
A
Learning
23
Q
Process that leads to change, to increase potentials of students, to diversity their real-life experiences
A
Learning
24
Q
As we start w/ the origin of things thru principles
A
Learning
25
Breakthrough of potentials, discoveries, acquisition of skills, exploration of concepts and ideas
Learning
26
how students receive, process, retain knowledge during learning
Learning Theories
27
Is reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
Classical Conditioning (Pavlovian conditioning or Respondent conditioning)
28
Proponent of Classical Conditioning (Pavlovian conditioning or Respondent conditioning)
Ivan Pavlov (Russian)
29
Behavior is learned through repetitive association between response and stimulus
Classical Conditioning (Pavlovian conditioning or Respondent conditioning)
30
Ex: Ringtone or chime of phone
Neutral stimulus
31
Ex: Positive feeling from hearing a familiar sound
Conditioned response
32
process that attempts to modify behavior thru the use of positive and negative reinforcement.
Operant Conditioning (Instrumental conditioning)
33
Theory that focuses on changes in indiv observable behavior
Operant Conditioning (Instrumental conditioning)
34
Proponent of Operant Conditioning (Instrumental conditioning)
B.F. Skinner (Burrhus Frederick Skinner)
35
Use of positive ____ and negative ____reinforcement
reward ; punishment
36
Ex: Baby smiled at dad
AR (Accidental Response)
37
Ex: Dad picked baby
R (Reinforcement)
38
Ex: Baby thought dad will carry him if he smiles
DR (Deliberate Response)
39
How individuals becomes conditioned to a manner (how to execute things) w/c society expects to be normal
Social Conditioning (Observational conditioning)
40
Conforming to norms created by society around us
Social Conditioning (Observational conditioning)
41
Very dangerous, form of irrational education
Social Conditioning (Observational conditioning)
42
Classical : ____ ; Operative : _____ ; Social : ____
Respondent, Instrumental, Observational
43
generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies
Teaching Strategy
44
Carefully made plan, in order to achieve a goal
Strategy
45
combination of instructional methods, learning activities and materials
Teaching Strategy
46
TRUE OR FALSE:
| In strategy of teaching, "realization of objectives" is given more importance than presentation of lesson.
TRUE
47
TRUE OR FALSE:
| A strategy does NOT follow a single track all the time, but it changes according to the demands of the situations
TRUE
48
TRUE OR FALSE:
| Strategy is more comprehensive than method
TRUE
49
TRUE OR FALSE:
| Strategy is more close to science than arts
TRUE
50
Group problem solving technique ( encourages students to focus on a topic and contribute to the free flow of ideas.)
Brainstorming
51
Interactive teaching method (get students to practically apply their skills, and their understanding of learned facts, to a real-world situation.)
Case studies
52
consists of a structured contest of argumentation, in which two opposing individuals or teams defend and attack a given proposition
Debates
53
Frequently used teaching approach
Discussion
54
Constructive process involving listening, thinking, speaking ability of the student
Discussion
55
Dependent on technology (Students use class time to apply the theory and concepts discussed in the videos)
Flipped classroom or Inverted classroom
56
Cooperative learning (A method of instruction that gets students to work together in groups)
Groupwork
57
Asking questions in order to well-defined goals
Questioning
58
develop higher order thinking skills, give variety of acceptable/ debatable responses
Open questions
59
have 1 clear answer, check understanding during explanations and recap sessions
Closed questions
60
instructional scenarios where the learner is placed in a "world" defined by the teacher.
Simulations
61
AKA Role playing or rehearsal
Simulations
62
The broadest of the three, making technique the most specific, and the method found in between approach and technique.
Approach
63
Ways in which you try to engage students w/ the subject matter
Approach
64
encompasses planning and consideration on what kind of method to be used
Approach
65
The mode or manner of teaching
Approach
66
Lecture, tutorial, bedside teaching, laboratory work
Approach
67
Types of Teaching Approach: According to the Role of the Teacher
Executive Approach
Facilitator Approach
Liberationist Approach
68
teacher as manager/ leader of complex classroom processes/ teaching
Executive approach
69
it places considerable emphasis on making use of students’ prior experience
Facilitator Approach
70
TRUE OR FALSE:
| Facilitator Approach is complex and tedious
TRUE
71
goal is to free/ liberate the mind in order to understand and create a civilized life
Liberationist approach
72
Types of Teaching Approach: According to Nature of Learning
Discovery Learning
Conceptual Learning
Process Writing
Unified Teaching
73
various instructional design models that engages students in learning through discovery.
Discovery Learning
74
Learning by discovery has threefold pedagogical aims:
Promote ___
Promote ___: develop problem-solving skills, creativity, identify own learning style, evaluating success of task, etc.
Promote____
deep learning
meta-cognitive skills
student engagement
75
Latest educational approach
Conceptual Learning
76
Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking.
Conceptual Learning
77
Treats all writing as a creative act
Process Writing
78
Breaking down passive writing into smaller components parts by completing each step sequentially
Process Writing
79
2 Phases of Process Writing
Prewriting phase
| Writing phase
80
Organize, sequences, elaborate on ideas prior to writing
Prewriting phase
81
Turns organization of ideas into a composition
Writing phase
82
This approach lends itself smoothly to a unified teaching-learning concept of education.
Unified Teaching
83
collaboration between teacher and students
Unified Teaching
84
Types of Teaching Approach: According to Teacher-Learner Interaction
Teacher- Centered Approach
| Student- Centered Approach
85
primary role of teachers to pass knowledge and info onto their students.
Teacher- Centered Approach
86
relies on explicit teaching through lectures and teacher-led demonstrations.
Direct Instruction
87
Teachers are in a position of power and authority
Formal Authority
88
Teachers are in possession of all knowledge and expertise
Expert
89
Teachers lead by example
Personal Model
90
Student learning is continuously measured during teacher instruction.
Student- Centered Approach
91
focuses on student investigation and hands-on learning.
Inquiry-Based Learning
92
Student learning loosely guided by the teacher
Facilitator
93
Teacher as resource to students, answering their questions and reviewing their progress as needed
Delegator
94
Emphasizes group work and a strong sense of community.
Cooperative Learning
95
Think-Pair-Share
| Groupwork
Cooperative Learning
96
encompasses the personal style of the teacher in carrying out specific steps of the teaching process
Technique
97
Basic ways on how to do something, the hacks on how to execute a task
Technique
98
procedure by which new knowledge is fixed in the minds of students permanently.
Technique
99
Is an organized, orderly, systematic, and well- planned procedure aimed at facilitating and enhancing students’ learning.
Method
100
Definite pattern/ plan, standard
Method
101
TRUE OR FALSE:
| Method of teaching is DIRECTLY related to the presentation of the lesson.
TRUE
102
4 Methods of Presenting the Subject Matter
Telling Method
Doing Method
Visual Method Mental Method
103
lecture, discussion , story telling, etc…
Telling Method
104
project, problem solving, textbook etc…
| More on process
Doing Method
105
demonstration, supervised study etc…
Visual Method
106
inductive, deductive, analysis, synthesis, critical thinking etc…
Mental Method
107
all the materials and physical means an instructor might use to implement instruction
Instructional Media
108
chalkboards, handouts, charts, slides, overheads, real objects, and videotape or film
Traditional materials
109
computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.
Newer materials
110
TRUE OR FALSE:
You should use media whenever, in your best judgment, it can facilitate learning or increase understanding of your material.
TRUE
111
TRUE OR FALSE:
| Instructional Media connect learners to events that are culturally relevant and timely
TRUE
112
TRUE OR FALSE:
| Instructional Media builds bridges bet students’ knowledge and learning objectives of the course
TRUE
113
TRUE OR FALSE:
| Instructional Media engage students, aid retention to the knowledge of student,
TRUE
114
4 Goals of Media
```
ADAP
Attracting attention
Developing interest
Adjusting the learning
Promoting acceptance of the idea
```
115
Types of Instructional Media
```
Projected Media
Non-Projected Media
Audio Media
Motion Media
Hyper Media
Gaming Media
```
116
require projection and electricity in their using process
Projected Media
| Allow all students to view the same material at the same time
117
slides, filmstrips, and overheads
Projected Media
118
not require the process of projection before its operation can take place
Non-Projected Media
| encourage students to look at data in diverse ways
119
photographs, diagrams, and displays
Non-Projected Media
120
allow students to hear other languages/dialects
Audio Media
121
cassettes and compact discs
Audio Media
122
videos, computer mediated instruction, and television
Motion Media
123
Offer supplemental instruction, experience concepts in a manner that is not available in “real life”
Motion Media
124
computer networks, software, and the Internet
Hyper Media
125
offer resources beyond the library, dev computer and word processing skills, offer interactive learning.
Hyper Media
126
computer games
Gaming Media
127
provide a playful environment for learning
Gaming Media
128
Social science that draws from the biological, environmental, psychological, physical and medical sciences
Health Education
129
(strong, healthy), sound ( body, family and environment), whole
Health = Hal = “ hale
130
6 interacting and dynamic dimensions of health (PESISO)
physical, emotional, social, intellectual, spiritual and occupation.
131
“Soundness of body or mind that condition in which its are duly and efficiently discharged.”
Health (Oxford Dictionary)
132
Ability to lead a socially and economically productive life
Health
133
is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity
Health (WHO, 1984)
134
Aims of Health Education:
1. Health___ and disease ____
2. Early ____ and management.
3. Utilization of available_____.
1. promotion, prevention
2. diagnosis
3. health services
135
Principles of Health Education:
| message should be conveyed by trusting people
Credibility
136
Principles of Health Education:
| what the community like to change or achieve
Interest
137
Principles of Health Education:
| if they are working out of their interest
Participation
138
Principles of Health Education:
| if they realized that the program is beneficial to them
Motivation
139
Principles of Health Education:
| find the capacity of the people which need the baseline data
Comprehension
140
Principles of Health Education:
| need repeat follow up
Reinforcement
141
Principles of Health Education:
| who facilitates = one who start
Learning by doing
142
Principles of Health Education:
| starts what knowledge they have up to the knowledge they don't have
Known to unknown
143
Principles of Health Education:
| set examples
Setting an example
144
Principles of Health Education:
| building rapport to the community's people
Good human relations
145
Principles of Health Education:
| evaluation on the program: what happened
Feedback
146
Principles of Health Education:
| competent, knowledgeable, expert, honest, know what they are doing
Leaders
147
Need and Importance of Health Education:
| ____people about health, illness, disability, and ways in which they can improve and protect their own health
Inform
148
Need and Importance of Health Education:
| ____people who want to change to more healthy practices
Motivate
149
Need and Importance of Health Education:
| ____ teaching and communication skills in all those engaged in educating consumers about health
Foster
150
Need and Importance of Health Education: ____change in the environment that facilitate healthful conditions and healthful behavior
Advocate
151
Need and Importance of Health Education:
| ____to knowledge via research and evaluation concerning the most effective ways of achieving the above objectives
Add
152
Need and Importance of Health Education:
____of info to people the imp of overall health, how to use efficiently the healthcare delivery system, understanding lifestyle diseases
Dissemination
153
Need and Importance of Health Education: ____ourselves in research and evaluation to select effective ways of achieving the best outcome of health
Involve
