Lesson 4 : Teaching and Learning Process Flashcards
Secrets of Goal Setting
- Write clear and measurable goals.
- Create a specific action plan for each goal.
- Read your goals daily and visualize yourself accomplishing them.
- Reflect on your progress to see if you are on target.
- Revise your action plans if needed.
- Celebrate your accomplishments.
“Begin with end in mind”
- beginning a lesson with a clearly defined lesson objectives
- gives direction
- not losing sight of what we intend to teach
- no amount of far-fetched question or comment from students, no amount of unnecessary interruption or disruption can derail our intended lesson for the day.
- the lesson comes more focused
- not wasting nor killing the time for, it is sure what to teach, how to teach, what materials to use.
What are the Guiding Principles in Determining and Formulating Learning Objectives:
- “Begin with end in mind”
2. Lesson objectives must be in the two or three domains-knowledge (cognitive), skill (psychomotor) and values (affective). - Work on significant and relevant lesson objectives
- Lesson Objectives must be aligned with the aims of education
- Aim at the development of critical and creative thinking
- For accountability of learning, lesson objectives must be SMART
may be _______________ - if it is meant primarily for knowledge acquisition
dominantly cognitive
dominantly _____________- if it is intended for the acquisition and honing of skills
psychomotor
____________ - if it is mainly focused on attitude and value formation.
affective
Objectives become students’ lesson objectives, and students will be ____________.
self-propelled
This is embodied in the Philippine Constitution and other laws and in the vision-mission statements of the educational institution of which you are a part.
Lesson Objectives must be aligned with the aims of education
To contribute to the development of citizens who are critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions high-level, divergent or open-ended questions.
Aim at the development of critical and creative thinking
What does S.M.A.R.T stand for
Specific, Measurable, Attainable, Result-oriented and Relevant, Time-bound and Terminal
Blooms Taxonomy from bottom to top
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Give the Associated Action Verb of the ff Learning Level
REMEMBERING can the student recall or remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce, state
Give the Associated Action Verb of the ff Learning Level
UNDERSTANDING can the student explain ideas or concepts
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Give the Associated Action Verb of the ff Learning Level
APPLYING can the student use the information in a new way
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
Give the Associated Action Verb of the ff Learning Level
ANALYZING can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Give the Associated Action Verb of the ff Learning Level
EVALUATING can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Give the Associated Action Verb of the ff Learning Level
CREATING can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
Recall or recognition of terms, ideas, procedure, theories, etc.
Knowledge
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
Demonstrates a readiness to take action to perform the task or objective
Set
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
Knows steps required to complete the task or objective
Guided Response
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
Performs task or objective in a somewhat confident, proficient, and habitual manner
Mechanism
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
Performs task or objective in a confident, proficient, and habitual manner
Complex Overt Response
Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals
Performs task or objective as above, but can also modify actions to account for new or problematic situations
Adaptation
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Creates new tasks or objectives incorporating learned ones
Organization
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7 .Organization
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Uses sensory cues to guide actions
Perception
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Demonstrates a readiness to take action to perform the task or objective
Set
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Knows steps required to complete the task or objective
Guided Response
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Performs task or objective in a somewhat confident, proficient, and habitual manner
Mechanism
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Performs task or objective in a confident, proficient, and habitual manner
Complex Overt Response
Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Performs task or objective as above, but can also modify actions to account for new or problematic situations
Adaptation
a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.
Teaching Approach
the systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.
Teaching Method
these are steps we follow when we teach. It is the teacher’s style or tricks to accomplish an immediate objective.
Teaching Techniques
are methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information.
Teaching Strategies
Teaching Approaches
Teacher-Centered
Learner-Centered
Subject-Mattered Center
Teacher Dominated
Interactive
“Banking” Approach
Constructivist
Disciplinal
Integrated
Collaborative
Indirect, Guided
The teacher is perceived to be the only reliable source of information
Teacher-Centered Approach
In which it is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.
Learner-Centered Approach
Subject matter gains primacy over that of the learner.
Subject-Matter Centered Approach
In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of information.
Teacher Dominated Approach
The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.
Constructivist Approach
An interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other students.
Interactive Approach
The teacher deposits knowledge into the “empty” minds of students for students to commit to memory.
Banking Approach
It makes the teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary) or connects his/her lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary.
Integrated Approach
It limits the teacher to discussing his/her lessons within the boundary of his/her subject.
Disciplinal Approach
It will welcome group work, teamwork, partnerships, and group discussion.
Collaborative Approach
It wants the individual students to work by themselves.
Individualistic Approach
The teacher directly tells or shows or demonstrates what is to be taught.
Direct Teaching Approach
The teacher guides the learner to discover things for himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.
Indirect, Guided Approach
Approaches vary in the degree of ________ and ______, _____, _____ in the teaching-learning process.
teacher and learner engagement, focus, number of learners involved
Breaking down learning from general to specific
Deductive Methods
Process of arriving a generalization
Inductive Method
Teacher-centered (teacher provides information, facts, rules, action sequences)
Direct Teaching Method
Student-centered (student is an interactive participant)
Indirect Teaching Method
lecture Method
Outlining technique
Component technique
Sequential technique
Relevance technique
Transitional technique
Discussion Method
Small group discussion technique
Socialized classroom technique
Direct instruction technique
Panel discussion technique
Recitation technique
Interview technique
Reporting Method
Unit or Morrisonian technique
Individual or group reporting technique
Reading or story telling technique
Schematic technique
Symposium technique
Investigatory Method
Laboratory technique
Problem-solving technique
Research technique
Field study technique
Experimenting technique
Activity Method
Project technique
Field trip technique
Dramatization technique
Role playing technique
Brain storming technique
Debate technique
Self-Pacing Method
Programmed instruction
Mastery learning
Modular learning technique
Demonstration Method
Teacher-directed technique
Student-directed technique
Resource speaker technique
Integrated Method
Lecture-discussion
Lecture-demonstration
Film-showing discussion
Traditional Method
Textbook learning
Role-learning technique
Directed technique
Researchers found out that the most effective approaches-resulting in ____ and ____ retention rates are learning by doing _____ and ______
75%
90%
(inquiry method) and learning by teaching others.
Guiding Principles in the Selection and Use of Teaching Strategies
- Learning is an active process
- The more senses that are involved in learning, the more and the better the learning.
- Emotion has the power to increase retention and learning.
- Learning is meaningful when it is connected to student’s everyday life.
- Good teaching goes beyond recall of information
