L1: Teaching-Learning Process Flashcards
This is a powerful instrument of education to bring about desired changes in the students; it has many variables
Teaching-Learning Process
What are the 3 components of the teaching pyramid?
- Outcomes
- Instructions
- Evaluation
T or F: If evaluation is unsuccessful, you must always come back to the instructions
False (come back to the desired OUTCOMES)
A component of the teaching-learning process that refers to factors outside of the classroom that might influence teaching and learning
Context
This plays a role in how successful one can become, it is synonymous with the words “drive” or “passion”
Motivation
T or F: Religion plays a role in a student’s study habits
True (interferences may happen due to religious restrictions such as fasting and weekend routines)
This context variable refers to organizational structure and school size
School characteristics
This context variable refers to factors related to activities (e.g. leadership, supervisory, and practices)
School processes
T or F: Academic activities controlled by the dean and school administrators fall under “school characteristics”
False (school processes)
This context variable refers to the status of parents and the student’s home life (education level, socioeconomic status, marital status, tech and resource availability, etc.)
Home and family
This context variable deals with the influence of friends and how it can motivate or discourage one to succeed in life
Peer groups
T or F: Peers don’t have a significant influence on how much time learners devote to studying because it is a personal routine
False
This context variable refers to the place and environment where a learner lives which can affect their learning, it is synonymous with the word “neighborhood”
Community
T or F: Facilities and classroom situations are also a big factor in shaping a student’s learning (space, ventilation, rooms, etc.)
True
A component of the teaching-learning process that refers to characteristics of teachers and students that they bring with them to the classroom experience
Input
T or F: Input refers to the attributes that teachers and students possess after they’ve entered the classroom
False (they can possess these qualities even BEFORE they enter the classroom)
This input variable refers to a teacher’s values, beliefs, knowledge, skills, etc. which can affect how the students learn
Teacher characteristics
This input variable refers to a student’s prior knowledge, intelligence, learning style, and motivation
Student characteristics
A component of the teaching-learning process that refers to variables occurring inside the classroom
Classroom processes
This variable in a teacher’s behavior refers to activities done to get ready to interact with the students, synonymous with the word “preparation”
Planning
This variable in a teacher’s behavior refers to how good they are at controlling a student’ behavior, synonymous with the word “supervision”
Management
This variable in a teacher’s behavior refers to how they guide student learning; also refers to how they relay information
Instruction
This variable in classroom processes refers to student conduct and how they can absorb and retain lesson information
Student behavior
T or F: Teacher-student relationships fall under the context component
False (classroom processes)
This teaching-learning process component refers to the measurement of student learning/achievement and how they apply concepts learned inside the classroom to real-life situations outside
Output
What is the name of the model used for the teaching-learning process?
Huitt’s Model
This refers to the acquisition of new knowledge, skills and attitude through maturation and experience
Learning
T or F: Learning helps students to make better decisions and more adequate reactions/responses to new situations
True (learn from your experiences)
T or F: To learn is to lose something
True (lose your sanity char false yan, you gain knowledge or whatever haha)
T or F: Learning is all about acquiring knowledge
False (skills and attitudes are also honed, matalino ka nga pero gago ka naman so ano ka na?)
To make better decisions is done through acquiring what 2 factors?
Maturation and experience
This domain of learning refers to THINKING; you acquire knowledge, facts, and information through lectures
Cognitive Learning
This domain of thinking refers to DOING; involves the use of muscles for skill development such as pipetting or venipuncture
Psychomotor Learning
This domain of thinking refers to ATTITUDE; involves the formation of good and acceptable judgments
Affective
T or F: Affective learning involves emotions and empathy
True
T or F: Affective learning is the hardest to distinguish among students
True
T or F: When teaching, you must encapsulate one of the three domains
False (involve all 3 domains)
What type of learning domain is this example?
Understanding lectures
Cognitive
What type of learning domain is this example?
Performing return demonstrations
Psychomotor
What type of learning domain is this example?
Interacting nicely with the patient
Affective
This “HOW” dimension of teaching refers to the following:
- broadest of them all (refers to the general belief/viewpoint towards teaching)
- describes only the nature of the subject as it is used as a basis for the teaching process
- gives the overall wisdom, direction, and expectation to the entire teaching spectrum
Approach
This “HOW” dimension of teaching refers to the following:
- set of procedures based on the approach (highly procedural)
- an organized and systematic procedure employed by a teacher
- actions are arranged logically for the smooth operation of a task (step-by-step)
Method
This “HOW” dimension of teaching refers to the following:
- aka implementational
- a specific set of activities based on the preferred method (can be a varied or modified version of the method)
- a highly personalized style of carrying out a step (the most specific out of all 3)
- this factor depends on the teacher’s preferences
Technique
What “HOW” dimension of teaching do these examples fall under?
- Discovery, Conceptual, Process, Unified and Inquiry
Approach
What “HOW” dimension of teaching do these examples fall under?
- Lecture, Discussion, Reporting, Activity-based
Method
What “HOW” dimension of teaching do these examples fall under?
- under the Discussion method: these can be small groups, panels, or recitation
- under the Lecture method: these can be outlines, components or relevance
Technique
This teaching approach deals with learning concepts by letting the students find information themselves rather than the teacher giving it away to simply memorize
Discovery
T or F: The discovery approach allows students to become active in the learning process
True
T or F: In the discovery approach, the student can choose not to manipulate the learning materials
False (it is required in order to find the information)
T or F: In the discovery approach, the teacher should tell the students the principles or ideas they are supposed to learn
False (do not tell)
T or F: The discovery approach is cognitive in nature
True
This is another term for the discovery approach, its abbreviation is SDL
Self-directed learning
T or F: Lectures are applicable for the discovery approach
False (lectures are not applicable because these are teacher-centric, not student-centric)
This theory refers to when people construct their own understanding and knowledge through experience
Theory of Constructivism
T or F: In the discovery approach, learning is flexible, exploratory, and dependent
False (independent; the student looks up information at their own pace)
T or F: In the discovery approach, the teacher should pressure the students and give them limited time in order to challenge them
False
T or F: In the discovery approach, the teacher’s role is to have instructional materials hidden to the students beforehand
False (these are given to the students simply as a guide in order for them to find the right information, kind of like a set criteria and scope of the research)
T or F: Information lasts longer if the students discover the information themselves
True
T or F: The discovery approach is teacher-centered
False (student-centered)
This approach stresses the importance of knowing the “big ideas” rather than subject specific content
Conceptual
T or F: The conceptual approach is not cognitive
False (it is)
T or F: In the conceptual approach, content is to be synthesized from complex to simple
False (simple to complex; reaching a conclusion)
T or F: In the conceptual approach, the teacher should tell the principles and rules they are to state at the end of the lesson
False (have the students reach that conclusion themselves)
T or F: The conceptual approach should help students gather enough data to form a generalization
True
This approach emphasizes the functionality of skills and not just the theoretical aspect
Process
T or F: The process approach is cognitive
False (mostly psychomotor)
T or F: There is room for leisure when it comes to evaluating the process approach
False (must be meticulous)
T or F: The process approach requires students to be active during lectures
False (must be actively engaged in activities)
T or F: In process approach, the teacher must give more drills and exercises rather than discussions
True
T or F: In the process approach, skills are honed from complex to simple ones
False (simple to complex)
These refers to skills that can be developed from practicing the muscles
Psychomotor skills
This approach involves connecting the past lessons to the current ones in order to integrate them into a general framework of learning
Unified
T or F: Interrelationships between topics are emphasized in the process approach
False (unified approach)
T or F: A unified approach is holistic in treatment
True (parts are nothing unless they are viewed as a whole)
T or F: The students are to rearrange the presentation of the subject to show the interrelationships between topics in a unified approach
False (the teacher)
T or F: Lectures can be used in the unified approach
True
This refers to relating the topic to another topic that is in line with the previous one
Intradisciplinary
This refers to relating a topic to a different topic
Interdisciplinary
This approach refers to research, investigation, and seeking for information by asking questions
Inquiry
T or F: The inquiry approach aims to develop the students’ thinking ability and to lead them into the habit of practicing their psychomotor skills
False (habit of cognitive thinking)
T or F: In inquiry approach, asking wrong questions can still lead you to the right investigations
False
T or F: The questions in an inquiry approach should proceed from thought-provoking to factual
False (factual to though-provoking; from “what” to “how and why”)
T or F: Teachers involved in the inquiry approach should give students opportunities to discuss and exchange information by providing less stimulus for inquiry
False (providing more stimulus)
T or F: The questions in an inquiry approach should be teacher-generated questions
False (student-generated)
What is the best method for an inquiry approach?
Discussion
What is the best technique for an inquiry approach with discussion as the method?
Small group discussion
What are the advantages of distance learning?
- Outreach (reaches many users; GOOD FOR SHY AND DISABLED)
- Not require commuting (Saves Money)
- Live and Study from anywhere (no need to go out)
- Gain extra money (knowledge on computer, allows gaining money)
- Self-paced learning (for slow/quick learners; REDUCE STRESS AND INCREASES SATISFACTION)
- Comfort and Accessibility (free to move; GOOD FOR ELDERLY AND DISABLED)
What are the disadvantages of distance learning?
- Costly and complex technology (requires careful planning, maintenance, and repair)
- Advance planning (teachers and students may sacrifice time to get things done)
- Hidden cost (computers with internet or materials for a military ship)
- No immediate feedback (there is a delay and a lack of visual cues)
- No other courses offered (only limited courses are available)
- Not acknowledged by all employers (so you can’t reimburse it)
- No opportunity on oral communication skills (no practice for verbal communication)
- Social isolation (lack of physical interaction)
- Lack of interaction (leaves people clueless as to who needs help)
- Cheating and dishonesty (students can easily cheat which is hard to detect)
- Procrastination (there is this tendency to “take it easy”)
What are the 10 causes of high dropout rates of distance education?
- Poor time management
- Procrastination
- Unfavorable learning environments (e.g. area prone to flooding and getting no signal)
- Geography
- Postal system efficiency
- Lack of university support network
- Obsolete telecommunication facilities
- Student hearing problems
- Miscommunications
- Lack of course relevance to students
What are the factors that influence success in Distance Education?
- Active student listening
- Ability to work independently
- Using study strategies
What are the advantages of Synchronous mode of session?
- Mimics normal conversations
- Discussions can happen efficiently in real time
- Can involve a professional guest
What are the disadvantages of Synchronous mode of session?
- Everyone must be available at the same time
- Progresses quickly as depth of ideas may suffer
- Slow typers cannot keep up
What are the advantages of Asynchronous mode of session?
Can log in at different times; there is adequate time to think of an answer
What are the disadvantages of Asynchronous mode of session?
- Increased risk for procrastination
- Too many lengthy posts
- Is time-consuming to read
What are the advantages of online courses?
- convenient when asynchronous
- active learning happens (one looks for information themselves)
- branching can happen
- you are free to move around learning sequences (you can skip or advance through familiar concepts)
What are the advantages of online courses?
- For those with no computer or internet access
- computer capability may not be adequate (obsolete)
- no computer literacy skills
- tedious for the teacher
