Introduction to Teaching Flashcards
1
Q
A powerful instrument of education to bring about desired changes in the students
A
Teaching-Learning Process
2
Q
Process that includes many variable
A
Teaching-Learning Process
3
Q
Interact as learners work toward tehir goals and integrate new knowledge, behaviors, and skills.
A
Teaching-Learning Process
4
Q
Factors outside the classroom that might influence teaching and learning
A
Context
5
Q
Context variables such as organizational structure and school size
A
School characteristics
6
Q
Factors related to activities such as leadership, supervisory practices
A
School processes
7
Q
Identify what context variable.
Education levels of parents
A
Home/family
8
Q
Identify what context variable.
Family income/socioeconomic status (SES) and age or marital status of parent
A
Home/family
9
Q
Identify what context variable.
Amount of technology
A
Home/family
10
Q
Identify what context variable.
Number of books and magazines in the home
A
Home/family
11
Q
Identify what context variable.
Support of the parents (motivation)
A
Home/family
12
Q
Identify what context variable.
Significant influence on how much time learners devote to studying
A
Peer groups
13
Q
Identify what context variable.
Can either motivate or discourage you to study
A
Peer groups
14
Q
Identify what context variable.
Place and the environment where a learner live
A
Community
15
Q
Qualities or characteristics of teachers and students that they bring with them to the classroom experience
A
Input
16
Q
Abilities and distinct attributes of teachers and students even before they enter the classroom.
A
Input
17
Q
Teacher’s values and
beliefs, knowledge, thinking and
communication skills, performance skills, and personality
A
Teacher’s characteristics
18
Q
Prior knowledge, intelligence, learning style, motivation
A
Student characteristics
19
Q
Teacher and student characteristics are examples of?
A
Input
20
Q
all the variables that would occur in the classroom
A
Classroom Processes
21
Q
activities a teacher might do to get ready to interact with students in the classroom
A
Planning
22
Q
Controlling student behavior
A
Management
23
Q
Guiding student learning
A
Instruction
24
Q
Conduct of the student inside the classroom
A
Student behavior
25
Teacher/student relationships
Others/Miscellaneous
26
measurement of student learning or student achievement
Output
27
how the student applies concepts and information learned inside the classroom to real-life situations
Outpput
28
A student achievement is an example of what teaching-learning process?
Output
29
This includes the family, home, school, and community environment
Context (HUITT'S MODEL)
30
This is what students and teachers bring to the classroom
Input (HUITT'S MODEL)
31
This refers to what is going on in the classroom
Classroom Processes (HUITT'S MODEL)
32
This is the measures of learning done outside of the classroom
Output (HUITT'S MODEL)
33
acquisition of new knowledge, skills and attitude through maturation and experience that will enable the learner to make better and more adequate reactions, responses and adjustments to new situations and conditions
Learning
34
Acquisition of knowledge, facts & information; Thinking
Cognitive Learning
35
A triangle model that has the lowest order to the high order
Bloom's Taxonomy
36
In bloom's taxonomy, this is to
recall facts and basic concepts, define, duplicate, list, memorize, repeat, state
Remember
37
In bloom's taxonomy, this explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate)
Understand
38
In bloom's taxonomy, this uses information in new situations (execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch)
Apply
39
In bloom's taxonomy, this draws connections among ideas (differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test)
Analyze
40
In bloom's taxonomy, this justify a stand or decision (appraise, argue, defend, judge, select, support, value, critique, weigh)
Evaluate
41
In bloom's taxonomy, this produces new or original work (design, assemble, construct, conjecture, develop, formulate, author, investigate)
Create
42
This is the highest order in bloom's taxonomy
Create
43
True or False:
The lower 3 in the triangle of bloom's taxonomy has the lower order thinking skills
True
44
Involves the uses of muscles in bodily movement; skills development; doing
Psychomotor Learning
45
Formation of good and acceptable attitudes, judgements, and values; develop attitude; hardest to distinguish
Affective
46
The broadest in the dimensions of teaching since it is the general beliefs about teaching
Approach
47
One's viewpoint regarding teaching or what one believes in regarding teaching
Approach
48
Describes the nature of the subject matter to be taught and has the quality of a generally accepted principle or rule used as a basis for the whole process of teaching
Approach
49
Gives the OVERALL WISDOM, it provides DIRECTION, and SETS EXPECTATIONS to the entire spectrum of the teaching process
Approach
50
Provides principles to decide what kind of content and what sort of procedures are appropriate
Approach
51
Discovery, Conceptual, Process, Unified and Inquiry are examples of what dimension of teaching?
Approach
52
This is a set of procedures based on the approach; procedural
Method
53
This is an organized and systematic procedure employed by a teacher in making students learn
Method
53
Series of actions arranged logically for the smooth operation of a particular task
Method
54
This is the overall plan for the orderly presentation of a lesson and is based upon the selected approach
Method
55
A specific set of activities based on the preferred method; implementational
Technique
56
Procedural variation of a given method and a highly personalized style of carrying out a particular step of a given method
Technique
57
This depends on the teacher, his individual artistry & on the composition of the class
Technique
58
Under this method, techniques can be a small group, panel, recitation
Discussion Method
59
Under this method, techniques can be outline, component or relevance
Lecture method
60
This is the most specific and narrowest set of activities based on the preferred method
Technique
61
Stresses the learning of concepts, theories, principles and content through discovery rather than rote memorization
Discovery Approach
62
This is learning through discovery and allows the student to become "active" in the learning process
Discovery Approach
63
student must engage in doing, manipulating materials, and interpreting results
Discovery Approach
64
student goes beyond the information given to new insights and generalizations
Discovery Approach
65
True or False:
In a discovery approach, sufficient background and structure of the situation should be provided to enable the students to find the path to the concept of problem-solution
True
66
True or False:
Discovery approach is a affective aspect of learning and it calls for the active student involvement
False
It is COGNITIVE aspect of learning
67
True or False:
Discovery Approach is student-centered and self-directed learning
True
68
people construct their own understanding and knowledge through experience
Theory of Constructivism
69
Gave rise to the emerging theory of constructivisim and self-directed learning
Discovery Approach
70
Learning in this approach is flexible, exploratory, and indenpendent
Discovery Approach
71
The role of the teacher in this approach are:
- patient not to pressure the students
- gives them enough time to formulate the expected generalization
- all instructional materials should be prepared before hand
Discovery Approach
72
True or False:
Rote memorization is applicable in discovery approach
False
It is NOT applicable
73
This approach stresses the importance of knowing the concept or “big ideas” rather than subject specific content
Conceptual Approach
74
The emphasis is not the content per se, but in the big ideas that pervade the topics
Conceptual Approach
75
True or False:
Conceptual Approach stressed cognitive learning
True
76
True or False:
In conceptual approach, learners are guided toward organization of thoughts into meaning, bigger ideas
True
76
True or False:
Content should be categorized from complex to simple
False
It should be categorized from SIMPLE TO COMPLEX
77
The roles of the teacher in this approach are:
- should NOT tell the principle or rule which they are supposed to state at the end of the lesson
- should help learners gather sufficient data to enable them to form expected generalization
Conceptual Approach
77
This approach develop students' learning skills
Process Approach
78
Teachers emphasize what is functional and not just the theoretical aspect
Process Approach
79
This teaches skill-oriented subjects like practical arts
Process Approach
80
Applicable in teaching important skills of a laboratory scientist like pipetting and phlebotomy
Process Approach
81
Students are actively engaged in the activities to gain the required competencies
Process Approach
82
The roles of the teacher in this approach are:
- Give the students more drills and exercises
- Develop skills from simple to complex
- Spot the common weaknesses of students and help them overcome those weaknesses
Process Approach
83
True or False:
Process Approach develops psychomotor skills and skills that can be developed through practice
True
84
Thorough process of weaving and integrating topics into a general framework
Unified Approach
85
The teacher relates the previously learned concept with the new concept until the students are able to see the interrelationships among the various concepts
Unified Approach
86
It is holistic in treatment (parts are nothing unless they are viewed as a whole)
Unified Approach
87
The roles of the teacher in this approach are:
- restructure or rearrange the presentation of the subject to show the needed inter-relationships (topics are presented in fragments)
- recall the previous lesson and link it up with the present one
Unified approach
88
True or False:
In a unified approach, you can use lecture as a method
True
89
This relates the topic to a topic IN LINE with the previous one
Intradisciplinary
90
This relates the topic to a DIFFERENT topic
Interdisciplinary
91
True or False:
Unified approach can be intradisciplinary and interdisciplinary
True
92
pertains to research and investigation and to seeking for information by asking questions
Inquiry Approach
93
Aims to develop the students' thinking ability and to lead them into the habit of thinking
Inquiry Approach
94
It is concerned with asking the right kind of questions so that the right things are investigated
Inquiry Approach
95
True or False:
Inquiry approach should proceed from factual (what) to thought-provoking questions (how and why)
True
96
The roles of the teacher in this approach are:
- Give the students opportunities to discuss, think and to evaluate ideas and issues
- Provide stimulus to keep the inquiry going
➢ Asks questions more and gives the students opportunities to discuss, think and to test ideas and issues.
- Encourages students to ask questions.
Inquiry Approach
97
This is learning through student-generated questions
Inquiry Approach
98
True or False:
In an inquiry approach, the best method is small group and the best technique is discussion
False
The best METHOD is DISCUSSION and the best TECHNIQUE is SMALL GROUP
