Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PST MLS > L1: Teaching-Learning Process > Flashcards

L1: Teaching-Learning Process Flashcards

1
Q

This is a powerful instrument of education to bring about desired changes in the students; it has many variables

A

Teaching-Learning Process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What are the 3 components of the teaching pyramid?

A
  • Outcomes
  • Instructions
  • Evaluation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

T or F: If evaluation is unsuccessful, you must always come back to the instructions

A

False (come back to the desired OUTCOMES)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

A component of the teaching-learning process that refers to factors outside of the classroom that might influence teaching and learning

A

Context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

This plays a role in how successful one can become, it is synonymous with the words “drive” or “passion”

A

Motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

T or F: Religion plays a role in a student’s study habits

A

True (interferences may happen due to religious restrictions such as fasting and weekend routines)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

This context variable refers to organizational structure and school size

A

School characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

This context variable refers to factors related to activities (e.g. leadership, supervisory, and practices)

A

School processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

T or F: Academic activities controlled by the dean and school administrators fall under “school characteristics”

A

False (school processes)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

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.)

A

Home and family

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

This context variable deals with the influence of friends and how it can motivate or discourage one to succeed in life

A

Peer groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

T or F: Peers don’t have a significant influence on how much time learners devote to studying because it is a personal routine

A

False

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

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”

A

Community

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

T or F: Facilities and classroom situations are also a big factor in shaping a student’s learning (space, ventilation, rooms, etc.)

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

A component of the teaching-learning process that refers to characteristics of teachers and students that they bring with them to the classroom experience

A

Input

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

T or F: Input refers to the attributes that teachers and students possess after they’ve entered the classroom

A

False (they can possess these qualities even BEFORE they enter the classroom)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

This input variable refers to a teacher’s values, beliefs, knowledge, skills, etc. which can affect how the students learn

A

Teacher characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

This input variable refers to a student’s prior knowledge, intelligence, learning style, and motivation

A

Student characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

A component of the teaching-learning process that refers to variables occurring inside the classroom

A

Classroom processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

This variable in a teacher’s behavior refers to activities done to get ready to interact with the students, synonymous with the word “preparation”

A

Planning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

This variable in a teacher’s behavior refers to how good they are at controlling a student’ behavior, synonymous with the word “supervision”

A

Management

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

This variable in a teacher’s behavior refers to how they guide student learning; also refers to how they relay information

A

Instruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

This variable in classroom processes refers to student conduct and how they can absorb and retain lesson information

A

Student behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

T or F: Teacher-student relationships fall under the context component

A

False (classroom processes)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

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

A

Output

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is the name of the model used for the teaching-learning process?

A

Huitt’s Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

This refers to the acquisition of new knowledge, skills and attitude through maturation and experience

A

Learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

T or F: Learning helps students to make better decisions and more adequate reactions/responses to new situations

A

True (learn from your experiences)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

T or F: To learn is to lose something

A

True (lose your sanity char false yan, you gain knowledge or whatever haha)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

T or F: Learning is all about acquiring knowledge

A

False (skills and attitudes are also honed, matalino ka nga pero gago ka naman so ano ka na?)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

To make better decisions is done through acquiring what 2 factors?

A

Maturation and experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

This domain of learning refers to THINKING; you acquire knowledge, facts, and information through lectures

A

Cognitive Learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

This domain of thinking refers to DOING; involves the use of muscles for skill development such as pipetting or venipuncture

A

Psychomotor Learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

This domain of thinking refers to ATTITUDE; involves the formation of good and acceptable judgments

A

Affective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

T or F: Affective learning involves emotions and empathy

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

T or F: Affective learning is the hardest to distinguish among students

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

T or F: When teaching, you must encapsulate one of the three domains

A

False (involve all 3 domains)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

What type of learning domain is this example?

Understanding lectures

A

Cognitive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

What type of learning domain is this example?

Performing return demonstrations

A

Psychomotor

40
Q

What type of learning domain is this example?

Interacting nicely with the patient

A

Affective

41
Q

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
A

Approach

42
Q

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)
A

Method

43
Q

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
A

Technique

44
Q

What “HOW” dimension of teaching do these examples fall under?

  • Discovery, Conceptual, Process, Unified and Inquiry
A

Approach

45
Q

What “HOW” dimension of teaching do these examples fall under?

  • Lecture, Discussion, Reporting, Activity-based
A

Method

46
Q

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
A

Technique

47
Q

This teaching approach deals with learning concepts by letting the students find information themselves rather than the teacher giving it away to simply memorize

A

Discovery

48
Q

T or F: The discovery approach allows students to become active in the learning process

A

True

49
Q

T or F: In the discovery approach, the student can choose not to manipulate the learning materials

A

False (it is required in order to find the information)

50
Q

T or F: In the discovery approach, the teacher should tell the students the principles or ideas they are supposed to learn

A

False (do not tell)

51
Q

T or F: The discovery approach is cognitive in nature

A

True

52
Q

This is another term for the discovery approach, its abbreviation is SDL

A

Self-directed learning

53
Q

T or F: Lectures are applicable for the discovery approach

A

False (lectures are not applicable because these are teacher-centric, not student-centric)

54
Q

This theory refers to when people construct their own understanding and knowledge through experience

A

Theory of Constructivism

55
Q

T or F: In the discovery approach, learning is flexible, exploratory, and dependent

A

False (independent; the student looks up information at their own pace)

56
Q

T or F: In the discovery approach, the teacher should pressure the students and give them limited time in order to challenge them

A

False

57
Q

T or F: In the discovery approach, the teacher’s role is to have instructional materials hidden to the students beforehand

A

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)

58
Q

T or F: Information lasts longer if the students discover the information themselves

A

True

59
Q

T or F: The discovery approach is teacher-centered

A

False (student-centered)

60
Q

This approach stresses the importance of knowing the “big ideas” rather than subject specific content

A

Conceptual

61
Q

T or F: The conceptual approach is not cognitive

A

False (it is)

62
Q

T or F: In the conceptual approach, content is to be synthesized from complex to simple

A

False (simple to complex; reaching a conclusion)

63
Q

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

A

False (have the students reach that conclusion themselves)

64
Q

T or F: The conceptual approach should help students gather enough data to form a generalization

A

True

65
Q

This approach emphasizes the functionality of skills and not just the theoretical aspect

A

Process

66
Q

T or F: The process approach is cognitive

A

False (mostly psychomotor)

67
Q

T or F: There is room for leisure when it comes to evaluating the process approach

A

False (must be meticulous)

68
Q

T or F: The process approach requires students to be active during lectures

A

False (must be actively engaged in activities)

69
Q

T or F: In process approach, the teacher must give more drills and exercises rather than discussions

A

True

70
Q

T or F: In the process approach, skills are honed from complex to simple ones

A

False (simple to complex)

71
Q

These refers to skills that can be developed from practicing the muscles

A

Psychomotor skills

72
Q

This approach involves connecting the past lessons to the current ones in order to integrate them into a general framework of learning

A

Unified

73
Q

T or F: Interrelationships between topics are emphasized in the process approach

A

False (unified approach)

74
Q

T or F: A unified approach is holistic in treatment

A

True (parts are nothing unless they are viewed as a whole)

75
Q

T or F: The students are to rearrange the presentation of the subject to show the interrelationships between topics in a unified approach

A

False (the teacher)

76
Q

T or F: Lectures can be used in the unified approach

A

True

77
Q

This refers to relating the topic to another topic that is in line with the previous one

A

Intradisciplinary

78
Q

This refers to relating a topic to a different topic

A

Interdisciplinary

79
Q

This approach refers to research, investigation, and seeking for information by asking questions

A

Inquiry

80
Q

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

A

False (habit of cognitive thinking)

81
Q

T or F: In inquiry approach, asking wrong questions can still lead you to the right investigations

A

False

82
Q

T or F: The questions in an inquiry approach should proceed from thought-provoking to factual

A

False (factual to though-provoking; from “what” to “how and why”)

83
Q

T or F: Teachers involved in the inquiry approach should give students opportunities to discuss and exchange information by providing less stimulus for inquiry

A

False (providing more stimulus)

84
Q

T or F: The questions in an inquiry approach should be teacher-generated questions

A

False (student-generated)

85
Q

What is the best method for an inquiry approach?

A

Discussion

86
Q

What is the best technique for an inquiry approach with discussion as the method?

A

Small group discussion

87
Q

What are the advantages of distance learning?

A
  1. Outreach (reaches many users; GOOD FOR SHY AND DISABLED)
  2. Not require commuting (Saves Money)
  3. Live and Study from anywhere (no need to go out)
  4. Gain extra money (knowledge on computer, allows gaining money)
  5. Self-paced learning (for slow/quick learners; REDUCE STRESS AND INCREASES SATISFACTION)
  6. Comfort and Accessibility (free to move; GOOD FOR ELDERLY AND DISABLED)
88
Q

What are the disadvantages of distance learning?

A
  1. Costly and complex technology (requires careful planning, maintenance, and repair)
  2. Advance planning (teachers and students may sacrifice time to get things done)
  3. Hidden cost (computers with internet or materials for a military ship)
  4. No immediate feedback (there is a delay and a lack of visual cues)
  5. No other courses offered (only limited courses are available)
  6. Not acknowledged by all employers (so you can’t reimburse it)
  7. No opportunity on oral communication skills (no practice for verbal communication)
  8. Social isolation (lack of physical interaction)
  9. Lack of interaction (leaves people clueless as to who needs help)
  10. Cheating and dishonesty (students can easily cheat which is hard to detect)
  11. Procrastination (there is this tendency to “take it easy”)
89
Q

What are the 10 causes of high dropout rates of distance education?

A
  1. Poor time management
  2. Procrastination
  3. Unfavorable learning environments (e.g. area prone to flooding and getting no signal)
  4. Geography
  5. Postal system efficiency
  6. Lack of university support network
  7. Obsolete telecommunication facilities
  8. Student hearing problems
  9. Miscommunications
  10. Lack of course relevance to students
90
Q

What are the factors that influence success in Distance Education?

A
  1. Active student listening
  2. Ability to work independently
  3. Using study strategies
91
Q

What are the advantages of Synchronous mode of session?

A
  1. Mimics normal conversations
  2. Discussions can happen efficiently in real time
  3. Can involve a professional guest
92
Q

What are the disadvantages of Synchronous mode of session?

A
  1. Everyone must be available at the same time
  2. Progresses quickly as depth of ideas may suffer
  3. Slow typers cannot keep up
93
Q

What are the advantages of Asynchronous mode of session?

A

Can log in at different times; there is adequate time to think of an answer

94
Q

What are the disadvantages of Asynchronous mode of session?

A
  1. Increased risk for procrastination
  2. Too many lengthy posts
  3. Is time-consuming to read
95
Q

What are the advantages of online courses?

A
  1. convenient when asynchronous
  2. active learning happens (one looks for information themselves)
  3. branching can happen
  4. you are free to move around learning sequences (you can skip or advance through familiar concepts)
96
Q

What are the advantages of online courses?

A
  1. For those with no computer or internet access
  2. computer capability may not be adequate (obsolete)
  3. no computer literacy skills
  4. tedious for the teacher

PST MLS (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions