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PROFESSIONAL EDUCATION > Methods and Strategies Day 1 & 2 > Flashcards

Methods and Strategies Day 1 & 2 Flashcards

1
Q

The adoption of National Standards and levels for outcomes in education in the Philippines

A

Philippine Qualifications Framework

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2
Q

RA for the PQF

A

RA 10968

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3
Q

As part of the ASEAN convergence and in light of globalization, the PQF was adopted to meet the standards of what international standard?

A

ASEAN Qualifications Reference Framework

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4
Q

What are the four purposes of PQF?

A

LIFELONG LEARNING
-Legal Document for National Standards levels for outcomes

MOBILITY
-Easy movement between labor market

WORKFORCE CONFIDENCE
-Full international recognition
-Accrediting certificates and licenses

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5
Q

How many levels are identified in the PHL Qualifications Framework?

A

8 Levels

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6
Q

What are the levels of the PQF and how to reach them?

A

TESDA
Level 1: NC I
Level 2: NC II
Level 3: NC III
Level 4: NC IV
Level 5: Diploma

Higher Ed
Level 6: Baccalaureate
Level 7: Masters
Level 8: Doctoral

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7
Q

What are the PQF 6 Level of Outcomes

A

-Knowledge, Skills, and Values
-Application (of Knowledge, Skills, and Values)
-Degree of Independence (As a teacher)

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8
Q

Graduate posess a broad level of coherent knowledge and skills for work and lifelong learning

A

Knowledge, Skills, and Values

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9
Q

Achieves independence in the field

A

Degree of Independence

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10
Q

Application of professional work skills in broad range of discipline and further studies

A

Application

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11
Q

DepEd order for the National adoption and implementation of the Philippine Professional Standards for Teachers

A

DepEd Order 42, S. 2017

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12
Q

As a framework for teacher quality, the National Competency-Based Teacher Standards was institutionalized through what DepEd Order?

A

DepEd Order 32, S. 2009

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13
Q

How many domains and strands can be found in the PPST

A

7 DOMAINS, 37 STRANDS

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14
Q

What are the 7 domains of the PPST

A

Domain 1: Content Knowledge and Pedagogy
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum and Planning
Domain 5: Assessment and Reporting
Domain 6: Community Linkages and Professional Engagement
Domain 7: Personal Growth and Professional Development

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15
Q

Identify the Domains of the following:
1. Content knowledge and application within and across curriculum areas
2. Management of learner Behavior
3. Learners from Indigenous groups
4. Professional development goals
5. Assessment Strategies
6. School Policies and Procedures
7. Planning and Management of teaching and learning processes
8. Research-based knowledge
9. Positive us of ICT
10 Literacy and numeracy

A
  1. Content Knowledge and Pedagogy
  2. Learning Environment
  3. Diversity of Learners
  4. Personal Growth and Professional Development
  5. Assessment and Reporting
  6. Community Linkages and Professional Engagement
  7. Curriculum and Planning
  8. Content Knowledge and Pedagogy
  9. Content Knowledge and Pedagogy
  10. Content Knowledge and Pedagogy
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16
Q
  1. Philosophy of Teaching
  2. Professional Ethics
  3. School Policies and procedures
  4. Professional Links with colleagues
  5. Learning outcomes aligned with competencies
  6. Professional Collaboration to enrich teaching Practice
  7. Teaching and Learning Resources Including ICT
  8. Support for Learner Participation
  9. Relevance and Responsiveness of learning programs
  10. Communication of Learner’s needs, progress, and achievement to key stakeholders
  11. Engagement of parents and the wider school community
    12 Learning Environments that are responsive to community contexts
A
  1. Domain 7
  2. Domain 6
  3. Domain 6
  4. Domain 7
  5. Domain 4
  6. Domain 4
  7. Domain 4
  8. Domain 2
  9. Domain 4
  10. Domain 5
  11. Domain 6
  12. Domain 6
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17
Q

Space inside the room, arrangements, visual display, light, and ventilation

A

Physical Environment

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18
Q

Rules and procedures, classroom atmosphere based on trust, cooperation, and empathy

A

Psychological Environment

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19
Q

Rules and procedures, classroom atmosphere based on trust, cooperation, and empathy

A

Psychological Environment

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20
Q

Positive interaction, friendship, camaraderie, cooperation and consideration of needs and differences

A

Social Environment

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21
Q

What are the four career stages?

A

Beginning Teacher
Proficient Teacher
Highly Proficient
Distinguished

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22
Q

-They embody highest standards
-Exhibit Exceptional capacity on improvement of own and others teaching practice
- Leaders in Education
-Create lifelong impact
-Consistently seek professional advancement in pursuit of quality and excellence
-Inspire the education community

A

Distinguished Teachers

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23
Q

Professionally independent in application of skills;
Skill in Teaching PROGRAM planning, implementing, and managing;
Collaborative learning with professional community;
Reflective practitioners

A

Proficient Teachers

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24
Q

Professionally independent in application of skills;
Skill in Teaching PROGRAM planning, implementing, and managing;
Collaborative learning with professional community;
Reflective practitioners

A

Proficient Teachers

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25
Q

-Consistently display HIGH level of performance in teaching practice;
-Manifest in-depth and sophisticated understanding of teaching and learning processes;
-HIGH education-focused situation cognition;
-Provide support and mentorship to colleagues
-Continually seek to develop their professional knowledge

A

Highly Proficient Teachers

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26
Q

-Gained qualifications for entry
-Strong understanding of the subject/areas (theory based)
-requisite knowledge, skills, and values
-strategies for learning needs of students
-Seek advice

A

Beginning Teacher

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27
Q

-Process of organizing and conducting business of the classroom relatively free of behavioral problems;
-PRESERVATION OF ORDER AND MAINTENANCE OF CONTROL
-Skill in keeping students organized, orderly, focused, and attentive

A

Classroom Management

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28
Q

When Teachers makes students feel that he knows what he is talking about, he has what type of power?

A

Expert Power

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29
Q

Power of giving punishments

A

COERCIVE POWER

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30
Q

Teacher John serves as a “loco parentis” students, making them feel that he is the person in-authority in the room yet still remaining his warmth. Teachers John displays what type of power?

A

Legitimate Power

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31
Q

Teacher Shane gives her student a sense of belonging and acceptance, often referred to as an illuminating light for her studnets

A

Referent Power

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32
Q

Power to give rewards to students behavior

A

Reward Power

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33
Q

“Warm but demanding”
-Clearly and fairly communicates standards for discipline and performance
-A democratic teacher who is warm yet firm

A

Authoritative

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34
Q

“Not warm, not demanding”
- Teachers who seem to not care and are indifferent and undemanding of students involvement

A

UNINVOLVED

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35
Q

“Warm but not demanding”
-Places few demands or controls on the students to the extent that she no longer accepts students impulses and less likely to monitor their behavior
-Concerned with students emotional wellbeing rather than being in control

A

Permissive or Laissez Faire

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36
Q

“Not warm, but demanding”
-Firm limits and control over students
-Wants power, domination, pressure, and criticism
-Makes all the decisions for the class

A

Authoritarian

37
Q

Cognitive bias over a person
Ex: Teacher is biased when she grades her students, giving higher grades to students whom she likes and lesser to those that she doesn’t instead of rating it based on their actual performance

A

Halo Effect

38
Q

Cognitive bias over a person
Ex: Teacher is biased when she grades her students, giving higher grades to students whom she likes and lesser to those that she doesn’t instead of rating it based on their actual performance

A

Halo Effect

39
Q

The domino effect
Corrects a misbehavior in one student and this positively influences the rest of the class as well

A

Ripple Effect

40
Q

Often referred to as a “fake treatment” or a mind over matter situation
Ex: To treat her child’s misbehavior, Jane tells her son the he would have to start being good or else he will be part of the naughty kids on Santa’s list and wont receive any gifts for Christmas.

Being convinced that the herbal medicine could heal her illness despite not having any research and scientific evidence to prove its effects he eventually becomes better solely on the expectation that it will help

A

Placebo Effect

41
Q

Seeing that no one is expecting Christian to top the board exams, he makes this his motivation to put in the extra effort to make this possible even without the support of others

A

John Henry Effect

42
Q

Teacher Sarah’s students often say that she has eyes in the back of her head as she always knows what’s going on inside the room

A

With-it-ness

43
Q

July is often motivated by the belief and expectation of others who see her potential because of this she performs way much better

A

Pygamlion Effect or Rosenthal Effect

44
Q

Teacher Jane knows her principal will be observing her class next week, so she goes out her way to make her lesson extra engaging than normal.

A

Hawthorne Effect

45
Q

What are the approaches to classroom management?
“B.A.B.A.G”

A

Behavior Modification Approach
Assertive Approach
Business academic Approach
Acceptance Approach
Group Managerial Approach

46
Q

In managing her class, Teacher Aiby clearly and effectively specifies and communicates rules of behavior and consequences for disobeying them

A

Assertive Approach

47
Q

Sir Gandi believes that in managing class behavior he must build a system of rewards to increase good behavior and reduce bad behavior through punishments

A

Behavior Modification Approach

48
Q

Developed by Kounin, this approach puts importance in group behavior that might be inappropriate. It is addressing minor group misbehavior before they become major disruptions.

A

Group Managerial Approach

49
Q

Developed by Evertson and Emerson, it is the ORGANIZATION AND MANAGEMENT of students as they engage in academic work.

A

Business Academic Approach

50
Q

Every Person has prime need for acceptance

A

Acceptance Approach

51
Q

Child A often acts out in violence in class, breaking crayons, tearing up her activity sheets, and even poking her seatmate with her sharpened pencil. The child often thinks that since they don’t belong, they’ll just hurt others instead.

A

Goal is to SEEK REVENGE (get even)

52
Q

Child B likes to feel as if he is the boss in the room. Often showing low levels of hostility and always arguing with his teacher until he feels satisfied with getting him feel frustrated.

A

Goal is to seek power

53
Q

Child C feels as if she always has to be the center of attention. She continually does things to gain her teachers attention like repeatedly asking questions, tapping the table, and asking for favors. She sees that she is only important when she keeps other busy with her.

A

SEEK ATTENTION

54
Q

Child D is always reserved and alone. She feels that she is always inadequate and fears others expectations. So she resorts to withdraw from every opportunity given to her.

A

Goal is to ISOLATE ONESELF

55
Q

Handling two or more activities or groups at the same time. It is the ability to monitor the whole class and keeping them on task while also helping others with their seatwork

A

Overlapping

56
Q

Ability to make smooth lesson transitions ( lesson to lesson), keep an appropriate pace, and involve all students in class

A

Smoothness

57
Q

It is the opposite of smoothness

A

Jerkiness

58
Q

While Teacher Jane is discussing, she often times gets easily distracted by the noise outside of her room and other external distractors. She also gets too immersed with dealing with one group or activity that she forgets the other groups or events in the class. Ms Jane displays?

A

Stimulus-boundedness / Stimulus-bounded

59
Q

Ms K had to end her activity abruptly due to an earthquake drill. The next time she attended the class she no longer went back to the activity and instead proceeded to open up a new topic

A

Truncation

60
Q

Ms K had to end her activity abruptly due to an earthquake drill. The next time she attended the class she no longer went back to the activity and instead proceeded to open up a new topic

A

Truncation

61
Q

Mr. Santos decided to give a quiz without informing his students beforehand. When he entered the room, he automatically informed the class to get a 1/4 sheet of paper and to number it from 1-20. Was he tight to do so? If no what jerkiness did he commit?

A

Thrust

62
Q

Due to an emergency meeting, Ms Cruz had to pause and move her role play activity despite the class already being prepared. However, she informed them that they’ll carry out the activity next meeting.

A

Dangle

63
Q

Upon evaluation, Ms Jane saw that she had trouble with keeping a clear direction and sequence in her classes. She would often explain a topic then open up another and then go back to the first topic and vice versa. This displays what?

A

Flip-flop

64
Q

Refers to the force and flow of a lesson. Effective Teachers move through the lessons at brisk pace.

A

Momentum

65
Q

Process where the whole class is involved with the use of teacher’s alerting techniques

A

Group Focus

66
Q

When her son threw a tantrum, the mother decided to deliberately ignore the behavior in order to not add fuel to the fire. Relating to the effective management techniques, what technique did the mother use?

A

Planned Ignoring

67
Q

Whenever the class would get too noisy, Sir Froi would stop the discussion, clear his throat, and remain silent until the class stops their murmuring. This is an example of?

A

Signal Interference

68
Q

Often considered as the last resort to classroom management. Involves responding when appropriate by pointing out the connection between conduct or misconduct and its consequences

A

Direct Appeal

69
Q

It is placing the teachers presence near the misbehaving student

A

Proximity Control

70
Q

When two students started a hearted argument, Sir Jeff decides to send the other student outside to get extra markers in the faculty room. This gave the two time to cooldown before it affected majority of the class

A

Antiseptic bouncing

71
Q

Teacher Renz noticed that Joan wasn’t listening to the discussion and was instead talking to her seat mate. So he decided to use Joan as an example in her discussion to grab her attention.

A

Name dropping

72
Q

Makes use of jokes to release tension in tensed situations

A

Humor Effect

73
Q

Is a response directed to a student that seems to be loosing interest in a lesson

A

Interest Boosting

74
Q

Sir A noticed that his activity wasn’t working in his first class so he opted to replace it with something more engaging and easy to understand for her students. This displays

A

Program Restructuring

75
Q

The act of helping out a child to give the correct answer through clues

A

Prompting

76
Q

Used when you want your student to elaborate more on his answer

A

Probing

77
Q

Always ready in class, doesn’t waste instructional time, and time flies in their classes because students are engaged

A

Prepared

78
Q

Approachable, Connects with students and shares personal experiences

A

Display a Personal Touch

79
Q

Resourceful and inventive

A

Creative

80
Q

See the glass as half full, has an optimistic attitude, and gives praises and recognition

A

Positive

81
Q

Sets no limits on students and believes everyone can be successful, holds highest standards, and challenges their students to do their best

A

Holds high Expectations

82
Q

Is impartial, gives equal opportunities and privileges, and provides clear requirements

A

Fair

83
Q

Has a way of making students feel welcome and comfortable in class

A

Cultivating a sense of belonging

84
Q

Has sensitivity and compassion towards students personal problems

A

Compassionate

85
Q

Quick to admit being wrong and makes adjustments when wrong

A

Admit Mistakes

86
Q

Holds no grudges and start each day with a clean slate

A

Forgiving

87
Q

Doesn’t embarrass students deliberately and respects students privacy

A

Respect Students

88
Q

Brings humor into the everyday classroom, doesn’t take everything seriously, and makes learning fun

A

Have a sense of humor

89
Q

Suggests that we possess all of these with varying degrees. Proposed by Gardener who posits that we all learn differently based knowledge our strengths

A

Multiple Intelligences

PROFESSIONAL EDUCATION (5 decks)

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