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Teaching > LATEST Teaching_L2-L3 > Flashcards

LATEST Teaching_L2-L3 Flashcards

1
Q

Philosophy comes from 2 greek words __ & __ which means __ & __

A

philo = love; sophos = wisdom

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2
Q

it is the study of general and fundamental questions
about existence, knowledge, values, reason, mind
and language.

A

philosophy

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3
Q

philosophy tries to get to the truth on certain
important questions by ___ & ____

A

rational means and by
reasoning

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4
Q

Philosophy is a dedicated pursuit of wisdom through
systematic inquiry into the nature and meaning of
the___ & ___

A

universe and of human life.

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5
Q

Act or experience that has a formative effect on
the mind and the character or even the physical
ability of the individua

A

education

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6
Q

educare = ___; educere = ____; ducere = _____

A

bring up, bring out, to lead

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7
Q

education comprises of (6) components

A

acquisition of knowledge, tool to discipline the intellect, preparation for life, directiom, growth, transmission of culture

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8
Q

study of key philosophical ideas that have
influenced educational thought and developments
in the world

A

philosophy of education

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9
Q

statement that identifies and clarifies beliefs
values and understanding of an individual or
group with respect to education

A

philosophy of education

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10
Q

critical in defining and directing the purposes,
objectives and focus of a school

A

philosophy of education

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11
Q

WHAT PHILOSOPHY: School of philosophy that considers ideas to be
the only true reality

A

IDEALISM

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12
Q

WHAT PHILOSOPHY: Focus on the subjectivity of human experience

A

EXISTENTIALISM

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13
Q

WHAT PHILOSOPHY: Ultimate reality is not the things seen, but ideas

A

IDEALISM

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14
Q

WHAT PHILOSOPHY: Students are made aware of global
social and economic problems including poverty, terrorism,etc.

A

RECONSTRUCTIONISM
(Social Reconstruction)

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15
Q

WHAT PHILOSOPHY: says education
should be teaching students things that are
practical for life and encourage them to grow into
better people

A

PRAGMATISM

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16
Q

WHAT PHILOSOPHY: Schools centers reconstruction of
society and reconstructing a new social order

A

RECONSTRUCTIONISM
(Social Reconstruction)

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17
Q

WHAT PHILOSOPHY: in education, learners must learn to interact in the
world in a meaningful way.

A

REALISM

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18
Q

WHAT PHILOSOPHY: accountability and authentic measurements

A

REALISM

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19
Q

WHAT PHILOSOPHY: Life and education is dynamic and flexible

A

PRAGMATISM

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20
Q

WHAT PHILOSOPHY: Knowledge is gained through reason and
experience

A

REALISM

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21
Q

WHAT PHILOSOPHY: Meaning is determined by human experience, and
not by external criteria

A

EXISTENTIALISM

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22
Q

WHAT PHILOSOPHY: People learn best when they
consider most relevant to their lives

A

PROGRESSIVISM

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23
Q

WHAT PHILOSOPHY: Schools will serve as models for
rest of society by adapting these ideals

A

RECONSTRUCTIONISM
(Social Reconstruction)

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24
Q

WHAT PHILOSOPHY: The goal is to
understand ideas and to think for themselves and
not regurgitate information in order to pass
examinations. Teachers must stimulate remote
thinking in students

A

IDEALISM

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25
Q

WHAT PHILOSOPHY: No truth is absolute, whatever is true yesterday
may not be true today.

A

PRAGMATISM

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26
Q

WHAT PHILOSOPHY: teacher centered; Teachers set high academic standards for the
students and use standardized tests to test
students

A

ESSENTIALISM

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27
Q

WHAT PHILOSOPHY: Education should focus on the
whole student
rather than the content for the teacher

A

PROGRESSIVISM

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28
Q

WHAT PHILOSOPHY: Emphasis is COGNITIVE development

A

IDEALISM

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29
Q

WHAT PHILOSOPHY:

A

RECONSTRUCTIONISM
(Social Reconstruction)

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30
Q

WHAT PHILOSOPHY: Promotion of creative learning
environment with stress on collaboration rather than
competition

A

PROGRESSIVISM

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31
Q

WHAT PHILOSOPHY: Critically examines controversial
issues cultivates a planning attitude in teachers and students
and enlists them educational, economical, politic change and
cultural renewal

A

RECONSTRUCTIONISM
(Social Reconstruction)

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32
Q

WHAT PHILOSOPHY: Learning based on firsthand experience and
observation of the world around us

A

REALISM

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33
Q

WHAT PHILOSOPHY: Emphasis on group activity and
group problem solving in order to induce a collaborative
environment with students learning through
cooperative learning strategies

A

PROGRESSIVISM

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34
Q

WHAT PHILOSOPHY: Learners are allowed to choose their own moral
standards wherein teachers do not moralize or
establish rules or humiliate nor ridicule their
students

A

EXISTENTIALISM

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35
Q

WHAT PHILOSOPHY: Favors multicultural education
because students need to go out of their cultural area in
order to gain a larger sense of identity and purpose

A

RECONSTRUCTIONISM
(Social Reconstruction)

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36
Q

WHAT PHILOSOPHY: Teachers plan the curriculum based
on the interests and needs of students

A

PROGRESSIVISM

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37
Q

WHAT PHILOSOPHY: learning should be situated in teh broader social
and cultural context so students may apply
concepts to real world problems; focus on EXPERIENCES

A

REALISM

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38
Q

WHAT PHILOSOPHY: Highlight is absorption and mastery of facts and
skills

A

ESSENTIALISM

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39
Q

WHAT PHILOSOPHY: Believes that individuality, progress
and change are fundamental to ones education

A

PROGRESSIVISM

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40
Q

WHAT PHILOSOPHY: Nurtures students with both
personal and global problems

A

RECONSTRUCTIONISM
(Social Reconstruction)

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41
Q

WHAT PHILOSOPHY: Teacher prepares the lesson and guides the
thought process to guide understanding of the
great works of the philosophers

A

PERENNIALISM

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42
Q

WHAT PHILOSOPHY: oppose interdisciplinary studies. Prefer studies
developed by experts in their respective fields

A

ESSENTIALISM

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43
Q

WHAT PHILOSOPHY: Anti authoritarian experimental and
visionary and
aims to develop problem solving abilities

A

PROGRESSIVISM

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44
Q

WHAT PHILOSOPHY: Teachers must be a social activist
oriented to global issues to be able to motivate students to
investigate modern issues and problems and to find
alternatives to them or solutions to these problems and
encourages students to be actively involved in communal
problems

A

RECONSTRUCTIONISM
(Social Reconstruction)

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45
Q

WHAT PHILOSOPHY: Education must create new values and the new
task of education is to put the learner to put new
values for himself

A

PRAGMATISM

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46
Q

WHAT PHILOSOPHY: teaches students to think rationally
and develop minds to think critically; classroom is organized well
disciplined where lots of skills are developed in a
sequential manne

A

PERENNIALISM

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47
Q

WHAT PHILOSOPHY: Focuses on transmitting as series of progressively
difficult topics; Moves sequentially to gain a solid understanding
of the current society

A

ESSENTIALISM

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48
Q

WHAT PHILOSOPHY: Curriculum should be inter
disciplinary since problems are multidimensional and
answers are from a variety of subject matter

A

PROGRESSIVISM

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49
Q

WHAT PHILOSOPHY: must capture the students
interest and integrates experience in preparation
for their futures.

A

PRAGMATISM

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50
Q

WHAT PHILOSOPHY: active experimentation test
ideas

A

PROGRESSIVISM

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51
Q

WHAT PHILOSOPHY: Experience represents the core
concept of this philosophy

A

PROGRESSIVISM

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52
Q

WHAT PHILOSOPHY: The aim is to develop own values and understand
themselves within their own cultural context

A

EXISTENTIALISM

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53
Q

WHAT PHILOSOPHY: Values knowledge that transcends time and never
becomes outdated. The more things change, the
more they stay the same

A

PERENNIALISM

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54
Q

WHAT PHILOSOPHY: Focuses on teaching basic skills and advocates
training of the mind

A

ESSENTIALISM

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55
Q

WHAT PHILOSOPHY: no universal and unchanging
knowledge and then is passed on since knowledge is
based on experiences and beliefs.

A

PROGRESSIVISM

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56
Q

WHAT PHILOSOPHY: Emphasis is schools should be
social agencies to foster and make students able to
participate in a democratic society

A

PROGRESSIVISM

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57
Q

education: Individual learner’s freedom to
choose their role in life; To help learners develop their own
values and understand themselves within their own cultural context

A

EXISTENTIALISM

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58
Q

education: To help students know and
internalize ideas and values which
are universal and lasting

A

PERENNIALISM

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59
Q

education: To prepare students for future adult
life while catering to their changing needs and demands

A

PRAGMATISM

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60
Q

education: To discover & develop each
individual’s abilities & full moral
excellence

A

IDEALISM

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61
Q

education: To train learners into intellectual
elite

A

PERENNIALISM

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62
Q

education: To instill students with essentials of
academic knowledge enacting a
back -to-basics approach

A

ESSENTIALISM

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63
Q

education: understand the world through inquiry, verify ideas through
experience, teach things that are
essential & practical & develop learner’s rational power

A

REALISM

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64
Q

education: To search for truth & promote
character development of learners,
to develop their ideal selves, to
discover his or her full potential

A

IDEALISM

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65
Q

education: Emphasizes the practical application of ideas and the importance of
experience in shaping knowledge

A

PRAGMATISM

66
Q

education: engage learners in real world problem solving
activities based on real world experiences that are
meaningful and relevant to them in a democratic
and cooperative learning environment

A

PROGRESSIVISM

67
Q

education: Focused on reconstructing the social order to
create a more “equitable” society

A

RECONSTRUCTIONISM

68
Q

curriculum: Believe that no truth is absolute and
permanent as everything is
ever-changing so the curriculum
must be flexible and integrate
experiences of learners to be able to
capture their interest

A

PRAGMATISM

69
Q

curriculum: Subject-matter-based curriculum
designed to provide a broad and
deep understanding of the world &
to develop critical thinking &
analytical skills

A

PERENNIALISM

70
Q

curriculum: Subject centered & determined by the traditions and heritage that the students need to master, rather than
by the interests of students

A

ESSENTIALISM

71
Q

curriculum: Emphasis on abstract principles, holistic learning and
interdisciplinary approach

A

IDEALISM

72
Q

curriculum: Emphasizes subject matter of the
physical world (science and
mathematic)

A

REALISM

73
Q

curriculum: Subject centered & determined by the traditions and heritage that thestudents need to master, rather than
by the interests of students

A

EXISTANTIALISM

74
Q

curriculum: A student centered philosophy rooted in the
belief that education should be focused on reconstructing
society

A

RECONSTRUCTIONISM

75
Q

curriculum: Expose learners to a wide range of
options from which to choose their
own identity, goals, and values; Learners are given freedom to
pursue areas of interest, and to
engage with peers in discussions

A

EXISTENTIALISM

76
Q

curriculum: Rooted in pragmatism

A

PROGRESSIVISM

77
Q

curriculum: Based on the spiritual nature of
man; Subject centered

A

IDEALISM

78
Q

curriculum: Flexible and adaptable to students needs and aspirations

A

EXISTENTIALISM

79
Q

curriculum: Student-centered philosophy that
focuses on human experience as the basis for knowledge

A

PROGRESSIVISM

80
Q

curriculum: Includes essential knowledge & ideas including subjects such asmathematics, science, literature,
history & philosophy

A

PERENNIALISM

81
Q

curriculum: Reflects “democratic ideals and emphasizes
civic education”

A

RECONSTRUCTIONISM

82
Q

teaching methods: Include activities designed to
support students’ exploration of
their own interests values and goals

A

EXISTENTIALISM

83
Q

teaching methods: Develops the ability to analyza &
evaluate complex ideas, synthesize
information from different sources &
communicate effectively in a variety of contexts

A

PERENNIALISM

84
Q

teaching methods: Focus on idea to stimulate &
promote thinking in the students
through lectures, discussion &
socratic dialogue

A

IDEALISM

85
Q

teaching methods: Traditional instructional strategies: lecture, recitation, discussion,
socratic dialogues, field trips, laboratories, audiovisuals material,
and nature study

A

ESSENTIALISM

86
Q

teaching methods: Emphasizes learner-centered
approaches, learning by doing, discovery and inquiry, flexibility and
adaptability, integration of
knowledge, social interaction and
collaboration, and reflective thinking

A

PRAGMATISM

87
Q

teaching methods: Provides students with the opportunity to
engage in service-learning opportunities that would provide
them with first hand experiences to study social problems
and controversial issues

A

RECONSTRUCTIONISM

88
Q

teaching methods: Focus on mastery of facts & basic
skills through demonstration &
recitation

A

REALISM

89
Q

teaching methods: Learning activities such as problem
solving, field trips, creative artistic expressions and projects
to get students to work on activities based on their shared
experience

A

PROGRESSIVISM

90
Q

teaching methods: Character is developed through emulation of heroes

A

IDEALISM

91
Q

teaching methods: Inclusion of a variety of learning
experiences, including reflective
writing, personal projects

A

EXISTENTIALISM

92
Q

teaching methods: Focused on problem solving, critical
thinking, research, and cooperative learning

A

RECONSTRUCTIONISM

93
Q

role of teacher: Develop classrooms that are
resource-rich and inspire students to
explore real-world problems and
solutions

A

PRAGMATISM

94
Q

role of teacher: an expert in his/her subject field and
an exemplar of intellectual pursuit, a
mental disciplinarian and moral
leader

A

ESSENTIALISM

95
Q

role of teacher: A guide & facilitator of learning, helping students to develop their
own understanding of the world ; Create an environment that fosters
curiosity, critical

A

REALISM

96
Q

role of teacher: Teacher directed–attempts to
discipline and control students
minds so they may be able to
become better learners

A

PERRENIALISM

97
Q

role of teacher: To serve as guide for learners,
model appropriate behavior - Expected to be knowledgeable &
excellent as a person

A

IDEALISM

98
Q

role of teacher: Facilitate instruction, guiding students in
the direction they need to go

A

RECONSTRUCTIONISM

99
Q

role of teacher: Facilitator and guide to help the students in
their problem solving

A

PROGRESSIVISM

100
Q

role of teacher: A facilitator and mentor - Creates a collaborative and
supportive learning environment
allowing students to take ownership of their own learning

A

EXISTENTIALISM

101
Q

role of teacher: As facilitators, they
help students design and complete
tasks while encouraging active
learning, curiosity and problem
solving skills

A

PRAGMATISM

102
Q

role of teacher: Encourage students to form their own
opinions based on what they think and what their research
has told them

A

RECONSTRUCTIONISM

103
Q

role of teacher: Teaches the subject in a systematic
and coherent way, with a focus on
the essential facts to be learned

A

ESSENTIALISM

104
Q

role of teacher: Plans the curriculum based on the
students interests and needs

A

PROGRESSIVISM

105
Q

role of teacher: Uses student-centered teaching methods: inquiry-based learning,
project based learning, and
cooperative learning

A

EXISTENTIALISM

106
Q

role of teacher: Creates a flexible, student centered and
creative learning environment with a stress on collaboration

A

PROGRESSIVISM

107
Q

instructional process: Designed to connect with real world
issues through incorporation of
community service projects,
service-learning opportunities, and
real-world problem-solving activitie

A

EXISTENTIALISM

108
Q

instructional process: Importance of mastery of the
content and development of
reasoning skills

A

PERENNIALISM

109
Q

instructional process: Activities that require mastering facts and information about the
physical world

A

ESSENTIALISM

110
Q

instructional process: Students are encouraged to be
“change agents” by challenging the norm and seeking to
make society a better place for everyone to look at inequities
in society and think of ways to address these inequities
by taking action

A

RECONSTRUCTIONISM

111
Q

instructional process: Holistic, seeks to develop critical
thinkers, deals with broad concepts
rather than specific details

A

IDEALISM

112
Q

instructional process: Designed for holistic development of
the learner

A

PROGRESSIVISM

113
Q

instructional process: Seeks to teach fundamentals, the
scientific method & encourage specialization

A

REALISM

114
Q

instructional process: Focuses on lifelong learning, learning as growth, and the
continuous reconstruction of
experiences. It adapts to societal
changes and encourages critical
thinking and adaptation to diverse
situations

A

PRAGMATISM

115
Q

instructional process: Stresses that students should test
ideas by active experimentation

A

PROGRESSIVISM

116
Q

Knowing these different types of philosophies, we as
teachers may use them as a whole in order to form our
own guide in order to teach our own students because this
philosophy will be able to provide how answer questions
such as: (9)

A

What do you believe is the grander purpose of education in a society and community?
● What is the role of the teacher?
● What is your goal as a teacher?
● What qualities do you believe an effective
teacher should have?
● What is the role of students/learners?
● How do you believe students/learners learn
best?
● What are your goals for your students/learners?
● Do you believe that all students/learners can
learn?
● How do you create an inclusive learning
environment?

117
Q

True or False: We must know how to structure our own
instructional material and develop our own educational
philosophy to provide our own beliefs and transfer them to
the students to perform our role as an educator

A

TRUE

118
Q

True or False: Being a teacher/educator is a role of any
Physical Therapist/Healthcare Practitioner

A

TRUE

119
Q

Is the scientific study of the mind and behavior of individuals
and groups including conscious and unconscious phenomena

A

PSYCHOLOGY

120
Q

True or False: Psychology does not include the study of
feelings and thoughts

A

FALSE

121
Q

A branch of psychology that is concerned with the study of
the mental processes and behaviors associated with human
earning and instruction

A

EDUCATIONAL PSYCHOLOGY

122
Q

May also be known as the psychology of
learning

A

EDUCATIONAL PSYCHOLOGY

123
Q

Concerned with the: Understanding of the Learner’s
development, needs and potentialities

A

EDUCATIONAL PSYCHOLOGY

124
Q

Concerned with the: Learning Situation, including the
environment
and group dynamics, as it affects learning

A

EDUCATIONAL PSYCHOLOGY

125
Q

Concerned with the: Learning Process that occurs and
its nature
and the ways to make it effective

A

EDUCATIONAL PSYCHOLOGY

126
Q

Some of the questions that educational Psychology
try to answer: (6)

A

How do learners acquire skills?
○ When is learning more effective?
○ WHat are the factors that help the learning
process?
○ How do we measure the amount of learning?
○ Why do we forget?
○ Can memory be improved?

127
Q

Psych tells us that learning becomes more effective if
factors like ____(2) are taken into
consideration by every teacher

A

motivation and interest

128
Q

Historically, it has brought about changes in the
teaching approaches because it really seeks to ensure the
effectiveness of learning

A

EDUCATIONAL PSYCHOLOGY

129
Q

T or F: Educational Psychology is focused on teacher
centered education

A

FALSE (Student-centered)

130
Q

Consideration of the learner is given importance through
the use of psychological principles when we formulate the
curricula or the different levels of learners, and also when
we provide curriculum content and activities that are in
conformity with the ______ (5)

A

needs of the students, their
developmental characteristics,
learning patterns, learning styles,
and also with the needs of society

131
Q

T or F: Schooling is really part of education

A

TRUE

132
Q

is the initial and secondary stages of formal
education system

A

SCHOOLING

133
Q

Schooling is part of formal or non-formal education?

A

Formal

134
Q

Formal, Non-formal, or Informal: Is also something that is structure
but it is not usually given a credit or a degree is not earned

A

Non-formal

135
Q

Formal, Non-formal, or Informal: This can be any activity
that you do from which you learn something

A

Informal

136
Q

Formal, Non-formal, or Informal: is education that occurs in the
school system itself

A

Formal

137
Q

Formal, Non-formal, or Informal: It can happen, not necessarily in
the school system but it can happen somewhere else

A

Non-formal

138
Q

Formal, Non-formal, or Informal: It may included learning
how to perform your daily activities (tooth brushing, how to
use utensils for cooking, etc.)

A

Informal

139
Q

Formal, Non-formal, or Informal: Its from Elementary, basic education
to High School all the way to the University Level

A

Formal

140
Q

Formal, Non-formal, or Informal: It may be something that
you learn spontaneously and naturally

A

Informal

141
Q

Formal, Non-formal, or Informal: It may also included
learning from peers or online resources

A

Non-formal

142
Q

Formal, Non-formal, or Informal: Very structured and there is really a
set curriculum that is followed

A

Formal

143
Q

Formal, Non-formal, or Informal: Info that you learn comes
from learning from experiences

A

Informal

144
Q

Formal, Non-formal, or Informal: A degree or credits is earned by
those that undergo formal education

A

Formal

145
Q

True or False: if we are doing CBR training of members of
the community, if its a structured format, that could be
considered as a non-formal education because you have a
set lecture and you demo something and the participants
learn from that manner

A

TRUE

146
Q

True or False: Clinical teaching may be considered
non-formal education

A

False (Informal)

147
Q

True or False: Clinical teaching no structure but we help
our patients learn from the experience of undergoing the
treatment program and the health education program that
we provide to them

A

TRUE

148
Q

Is the key factor in the teaching learning process

A

LEARNER

149
Q

We consider this through the learners _____(3)
innate capacities and abilities

A

interests, attitudes,
aptitudes

150
Q

we design our educational activities based on the
stage of development of the learner linked to his _____(5)
needs

A

social, emotional, intelectual, physical and aesthethic

151
Q

The teacher has to know the level of _____(3) of the learners

A

aspiration, motivation and group behavoir

152
Q

T or F: The teacher should know the mental health of the learner

A

TRUE

153
Q

Identify: Diff activities that the treacher designs for
learning to occur

A

Learning Experiences

154
Q

We would like to ensure that the activities or
experiences may be acquired with lesser
ease and satisfaction for the learner

A

False (Greater ease)

155
Q

Identify: After knowing the learner and deciding what
experiences are to be provided, educational psychology will
make use of different principles and theories of learnings

A

Learning Processes

156
Q

Other Learning Processes Include: (6)

A

remembering and forgetting
■ Concept formation
■ Thinking and reasoning
■ Problem solving
■ Transfer of learning
■ Ways and means of effective learning

157
Q

Identify: Many different processes that are governed by
principles and theories that has to be considered when
designing instruction

A

Learning Processes

158
Q

_____ factors come between the
learner and the teacher

A

Environmental

159
Q

What question should you ask yourself in regards to
Classroom Structure?

A

how furiniture is arranged? Is it conducive for group dynamics (if learning experience has SGDs)? (Is furniture arranged in such a way that the learners are able to discuss amongst themselves, see each other and have a conversation amongst themselves?)

160
Q

What question should you ask yourself in regards to
Classroom Type?

A

Classroom Type: Arrangement of furniture is different when having an SGD (facing each other) compared to listening to a lecture (facing lecturer)

161
Q

T or F: Temperature can shift your attention to how you’re
feeling rather than what you are learning

A

T

Teaching (1 decks)

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