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PSTM > INTRO TO TEACHING > Flashcards

INTRO TO TEACHING Flashcards

1
Q

process of imparting knowledge
and skills from a teacher to a learner. It
encompasses the activities of educating or
instructing. It is an act or experience

A

TEACHING

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2
Q

Process of gaining knowledge or skill by
studying, practicing, being taught, or
experiencing something

A

LEARNING

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3
Q

A type of learning that occurs when a behavior is
observed and subsequently mimicked.
“It takes a village to raise a child”

A

SOCIAL CONDITIONING

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4
Q

Pavlovian
conditioning or respondent conditioning

A

Classical Conditioning

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5
Q

Instrumental
conditioning

A

Operant Conditioning

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6
Q

Observational
conditioning

A

Social Conditioning

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7
Q

reflexive or
automatic type of
learning in which a
stimulus acquires the
capacity to evoke a
response that was
originally evoked by another stimulus

A

CLASSICAL CONDITIONING

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8
Q

process that attempts to
modify behavior
through the use of
positive and negative
reinforcement

A

OPERANT CONDITIONING

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9
Q

people
can learn new
information and
behaviors by watching
other people

A

SOCIAL CONDITIONING

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10
Q

THE “HOWs” OF TEACHING

A

A. Strategies
B. Approach
C. Technique
D. Method

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11
Q

art and science of directing and
controlling the movements and activities
of the army

A

STRATEGY

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12
Q

large or small group
activity that encourages students to focus
on a topic and contribute to the free flow
of ideas

A

Brainstorming

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13
Q

effective ways to get
students to practically apply their skills,
and their understanding of learned facts,
to a real-world situation. They are
particularly useful where situations are
complex and solutions are uncertain.

A

Case studies

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14
Q

structured way of exploring the
range of views on an issue. It consists of
a structured contest of argumentation, in
which two opposing individuals or teams
defend and attack a given proposition

A

Debates

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15
Q

lets class
members work actively with the ideas and
the concepts being pursued, and
discussion sessions can be an extremely
effective in changing behaviour or
attitudes. Consequently, teachers use
them frequently in instructional situations

A

Discussion

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16
Q

students
complete learning normally covered in the
classroom in their own time (by watching
videos and/or accessing resources), and
classroom time is dedicated to hands-on
activities and interactive, personalized
learning, leading to deeper
understanding

A

The flipped classroom

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17
Q

method of instruction
that gets students to work together in
groups

A

Groupwork

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18
Q

art of asking
questions is at the heart of effective
communication and information
exchange, which underpins good
teaching

A

Questioning

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19
Q

instructional scenarios
where the learner is placed in a “world”
defined by the teacher. They represent a
reality within which students interact

A

Simulations

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20
Q

broadest of the three, making
technique the most specific, and the method
found in between approach and technique

A

Approach

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21
Q

organized,
orderly, systematic, and well-planned procedure
aimed at facilitating and enhancing students’
learning

A

method

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22
Q

encompasses the personal style of
the teacher in carrying out specific steps of the
teaching process

A

Technique

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23
Q

views the
teacher as manager of complex
classroom processes, a person charged
with bringing about certain outcomes with
students through using the best skills and
techniques available

A

The executive approach

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24
Q

places a
high value on what students bring to the
classroom setting, it places considerable
emphasis on making use of students’
prior experience

A

The facilitator approach

25
Q

rooted in
notions of liberal education, wherein the
goal is to liberate the mind to wonder, to
know and understand, to imagine and
create, using the full intellectual
inheritance of civilized life

A

The liberationist approach

26
Q

takes place in
problem solving situations where the learner draws on his own experience and
prior knowledge and is a method of
instruction through which students
interact with their environment by
exploring and manipulating objects,
wrestling with questions and
controversies, or performing experiments

A

Discovery Learning

27
Q

Involves the
learning of specific concepts, the nature
of concepts, and the development of
logical reasoning & critical thinking.

A

Conceptual teaching

28
Q

treats all writing as a
creative act which requires time and
positive feedback to be done well.

A

Process writing

29
Q

This approach lends
itself smoothly to a unified teaching-learning concept of education

A

Unified Teaching

30
Q

various instructional design
models that engages students in learning
through discovery

A

DISCOVERY

31
Q

Choosing and defining the content of a
certain discipline to be taught through the
use of or pervasive ideas as against the
traditional practice of determining content
by isolated topics.

A

CONCEPTUAL

32
Q

An approach which provides students
with an abundance of projects, activities,
and instructional designs that allow them
to make decisions and solve problems

A

PROCESS

33
Q

It is based on a breakdown of knowledge
to integrated modules of information.

A

UNIFIED

34
Q

primary role of teachers to pass
knowledge and information onto their students

A

TEACHER-CENTERED APPROACH

35
Q

Student learning is continuously measured
during teacher instruction

A

STUDENT-CENTERED APPROACH

36
Q

relies on explicit teaching through lectures and
teacher-led demonstrations

A

relies on explicit teaching through lectures and
teacher-led demonstrations

37
Q

focuses on student investigation and hands-on
learning

A

Inquiry Based Learning

38
Q

emphasizes group work and a strong sense of
community.

A

Cooperative Learning

39
Q

directly related to
the presentation of the lesson. Which a
teacher should use, depends on the
nature of the subject, and the tact of the
teache

A

METHOD

40
Q

FOUR METHODS OF PRESENTING THE
SUBJECT MATTER

A
  1. TELLING METHOD
    2.DOING METHOD
  2. VISUAL METHOD
    4.MENTAL METHOD
41
Q

Lecture method,
Discussion method, Story telling method and so
on

A

TELLING METHOD

42
Q

Project method, Problem
solving method, Textbook method and so on

A

DOING METHOD

43
Q

Demonstration method,
Supervised study method and so on

A

VISUAL METHOD

44
Q

inductive, Deductive,
Analysis, Synthesis method etc

A

MENTAL METHOD

45
Q

procedure by which new knowledge
fixed in the minds of students permanently

A

TECHNIQUES

46
Q

encompasses all the
materials and physical means an
instructor might use to implement
instruction and facilitate students’
achievement of instructional objectives

A

INSTRUCTIONAL MEDIA

47
Q

Among the implicit goals that media can help
achieve are the following

A
  1. Attracting attention
  2. Developing interest
  3. Adjusting the learning
  4. Promoting acceptance of the idea
48
Q

Types of Instructional Media

A

 Projected Media
 Non-Projected Media
 Audio Media
 Motion Media
 Hyper Media
 Gaming Media

49
Q

require
projection and electricity in their using
process.
 Slides, filmstrips, and overheads.
 Use to: Allow all students to view the
same material at the same time. Offer the
students other perspectives on the
material.

A

Projected Media

50
Q

instructional materials that do not require
the process of projection before its
operation can take place. Photographs,
diagrams, and displays
 Use to: Illustrate concepts ,Enhance
direct instruction ,Encourage students to
look at data in diverse ways

A

Non-Projected Media

51
Q

Cassettes and compact discs
 Use to: Allow students to hear other
languages/dialects ,Allow auditory
learners to review the lessons ,Encourage
creativity through music.

A

Audio Media

52
Q

Videos, computer mediated instruction,
and television
 Use to: Offer supplemental instruction,
Experience concepts in a manner that is
not available in “real life”

A

Motion Media

53
Q

Computer networks, software, and the
Internet
 Use to: Offer resources beyond the
library, Develop computer and word
processing skills ,Offer interactive
learning.

A

Hyper Media

54
Q

Computer games
 Use to: Provide a playful environment for
learning, Structure learning through rules,
Motivating for tedious or repetitive content
,Uses problem solving skills.

A

Gaming Media

55
Q

a social science that
draws from the biological, environmental,
psychological, physical and medical
sciences to promote health and prevent
disease, disability and premature death

A

HEALTH EDUCATION

56
Q

describe health in terms of
six interacting and dynamic
dimensions- physical, emotional,
social, intellectual, spiritual and
occupation

A

” Hahn and
Payne

57
Q
  1. Health promotion and disease prevention.
  2. Early diagnosis and management.
  3. Utilization of available health services.
A

AIMS OF HEALTH EDUCATION

58
Q
  1. Credibility: message should be convey by
    the trusting people
  2. Interest: firstly we should find the need of
    the community in-order to create interest
  3. Participation: choice interest topic
  4. Motivation: firstly convey the message in
    order to change the behavior
  5. Comprehension: firstly find the capacity of
    the people which need the baseline data
  6. Reinforcement: need repeat follow up
  7. Learning by doing
  8. Known to unknown: starts what
    knowledge they have up to the knowledge
    they don’t have
  9. Setting an example
    10.Good human relations: build rapporting to
    the communities people
    11.Feedback: should given to the community
    what change occur, how many people
    developed knowledge and many others.
    12.Leaders
A

PRINCIPLES OF HEALTH EDUCATION

59
Q

 Inform people about health, illness,
disability, and ways in which they can
improve and protect their own health,
including more efficient use of the delivery
system;
 Motivate people who want to change to
more healthy practices;
 Help them to learn the necessary skills to
adopt and maintain healthful practices
and lifestyles;
 Foster teaching and communication skills
in all those engaged in educating
consumers about health;
 Advocate change in the environment that
facilitate healthful conditions and healthful
behavior; and
 Add to knowledge via research and
evaluation concerning the most effective
ways of achieving the above objectives.

A

NEED AND IMPORTANCE OF HEALTH
EDUCATION

PSTM (5 decks)

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