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PSTHE > Lesson 4 : Teaching and Learning Process > Flashcards

Lesson 4 : Teaching and Learning Process Flashcards

1
Q

Secrets of Goal Setting

A
  1. Write clear and measurable goals.​
  2. Create a specific action plan for each goal.
  3. Read your goals daily and visualize yourself accomplishing them.
  4. Reflect on your progress to see if you are on target.​
  5. Revise your action plans if needed.​
  6. Celebrate your accomplishments.
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2
Q

“Begin with end in mind”

A
  • 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.​
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3
Q

What are the Guiding Principles in Determining and Formulating Learning Objectives:

A
  1. “Begin with end in mind”
    ​ 2. Lesson objectives must be in the two or three domains-knowledge (cognitive), skill (psychomotor) and values (affective).​
  2. Work on significant and relevant lesson objectives​
  3. Lesson Objectives must be aligned with the aims of education
  4. Aim at the development of critical and creative thinking​
  5. For accountability of learning, lesson objectives must be SMART
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4
Q

may be _______________ - if it is meant primarily for knowledge acquisition​

A

dominantly cognitive

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5
Q

dominantly _____________- if it is intended for the acquisition and honing of skills​

A

psychomotor

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6
Q

____________ - if it is mainly focused on attitude and value formation.​

A

affective

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7
Q

Objectives become students’ lesson objectives, and students will be ____________.​

A

self-propelled

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8
Q

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.​

A

Lesson Objectives must be aligned with the aims of education

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9
Q

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.​

A

Aim at the development of critical and creative thinking​

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10
Q

What does S.M.A.R.T stand for

A

Specific, Measurable, Attainable, Result-oriented and Relevant, Time-bound and Terminal

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11
Q

Blooms Taxonomy from bottom to top

A

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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12
Q

Give the Associated Action Verb of the ff Learning Level

REMEMBERING can the student recall or remember the information?

A

define, duplicate, list, memorize, recall, repeat, reproduce, state

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13
Q

Give the Associated Action Verb of the ff Learning Level

UNDERSTANDING can the student explain ideas or concepts

A

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

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14
Q

Give the Associated Action Verb of the ff Learning Level

APPLYING can the student use the information in a new way

A

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

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15
Q

Give the Associated Action Verb of the ff Learning Level

ANALYZING can the student distinguish between the different parts?

A

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

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16
Q

Give the Associated Action Verb of the ff Learning Level

EVALUATING can the student justify a stand or decision?

A

appraise, argue, defend, judge, select, support, value, evaluate

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17
Q

Give the Associated Action Verb of the ff Learning Level

CREATING can the student create new product or point of view?

A

assemble, construct, create, design, develop, formulate, write

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18
Q

​Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

A

​1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

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19
Q

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Recall or recognition of terms, ideas, procedure, theories, etc.

A

Knowledge

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20
Q

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Demonstrates a readiness to take action to perform the task or objective

A

Set

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21
Q

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Knows steps required to complete the task or objective

A

Guided Response

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22
Q

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Performs task or objective in a somewhat confident, proficient, and habitual manner

A

Mechanism

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23
Q

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Performs task or objective in a confident, proficient, and habitual manner

A

Complex Overt Response

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24
Q

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

A

Adaptation

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25
Q

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Creates new tasks or objectives incorporating learned ones

A

Organization

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26
Q

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

A

​​1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7 .Organization

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27
Q

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Uses sensory cues to guide actions

A

Perception

28
Q

Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Demonstrates a readiness to take action to perform the task or objective

A

Set

29
Q

Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Knows steps required to complete the task or objective

A

Guided Response

30
Q

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Performs task or objective in a somewhat confident, proficient, and habitual manner

A

Mechanism

31
Q

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Performs task or objective in a confident, proficient, and habitual manner

A

Complex Overt Response

32
Q

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

A

Adaptation

33
Q

a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.

A

Teaching Approach

34
Q

the systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.

A

Teaching Method

35
Q

these are steps we follow when we teach. It is the teacher’s style or tricks to accomplish an immediate objective.

A

Teaching Techniques

36
Q

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.

A

Teaching Strategies

37
Q

Teaching Approaches

A

Teacher-Centered
Learner-Centered

Subject-Mattered Center
Teacher Dominated
Interactive
“Banking” Approach

Constructivist
Disciplinal

Integrated
Collaborative
Indirect, Guided

38
Q

The teacher is perceived to be the only reliable source of information

A

Teacher-Centered Approach

39
Q

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.

A

Learner-Centered Approach

40
Q

Subject matter gains primacy over that of the learner.

A

Subject-Matter Centered Approach

41
Q

In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of information.

A

Teacher Dominated Approach

42
Q

The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.

A

Constructivist Approach

43
Q

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.

A

Interactive Approach

44
Q

The teacher deposits knowledge into the “empty” minds of students for students to commit to memory.

A

Banking Approach

45
Q

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.

A

Integrated Approach

46
Q

It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

A

Disciplinal Approach

47
Q

It will welcome group work, teamwork, partnerships, and group discussion.

A

Collaborative Approach

48
Q

It wants the individual students to work by themselves.

A

Individualistic Approach

49
Q

The teacher directly tells or shows or demonstrates what is to be taught.

A

Direct Teaching Approach

50
Q

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.

A

Indirect, Guided Approach

51
Q

Approaches vary in the degree of ________ and ______, _____, _____ in the teaching-learning process.

A

teacher and learner engagement, focus, number of learners involved

52
Q

Breaking down learning from general to specific

A

Deductive Methods

53
Q

Process of arriving a generalization

A

Inductive Method

54
Q

Teacher-centered (teacher provides information, facts, rules, action sequences)

A

Direct Teaching Method

55
Q

Student-centered (student is an interactive participant)

A

Indirect Teaching Method

56
Q

lecture Method

A

Outlining technique
Component technique
Sequential technique
Relevance technique
Transitional technique

57
Q

Discussion Method

A

Small group discussion technique
Socialized classroom technique
Direct instruction technique
Panel discussion technique
Recitation technique
Interview technique

58
Q

Reporting Method

A

Unit or Morrisonian technique
Individual or group reporting technique
Reading or story telling technique
Schematic technique
Symposium technique

59
Q

Investigatory Method

A

Laboratory technique
Problem-solving technique
Research technique
Field study technique
Experimenting technique

60
Q

Activity Method

A

Project technique
Field trip technique
Dramatization technique
Role playing technique
Brain storming technique
Debate technique

61
Q

Self-Pacing Method

A

Programmed instruction
Mastery learning
Modular learning technique

62
Q

Demonstration Method

A

Teacher-directed technique
Student-directed technique
Resource speaker technique

63
Q

Integrated Method

A

Lecture-discussion
Lecture-demonstration
Film-showing discussion

64
Q

Traditional Method

A

Textbook learning
Role-learning technique
Directed technique

65
Q

Researchers found out that the most effective approaches-resulting in ____ and ____ retention rates are learning by doing _____ and ______

A

75%
90%
(inquiry method) and learning by teaching others.

66
Q

Guiding Principles in the Selection and Use of Teaching Strategies

A
  1. Learning is an active process
  2. The more senses that are involved in learning, the more and the better the learning.
  3. Emotion has the power to increase retention and learning.
  4. Learning is meaningful when it is connected to student’s everyday life.
  5. Good teaching goes beyond recall of information

PSTHE (4 decks)

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