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PROF ED > Methods & Strats of Teaching > Flashcards

Methods & Strats of Teaching Flashcards

1
Q

Differentiate ability from aptitude.

A

Ability = capacity to understand and use information

Aptitude = innate talent or gift

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2
Q

What are the four thinking styles?

A

Concrete Sequential Thinkers
Concrete Random Thinkers
Abstract Sequential Thinkers
Abstract Random Thinkers

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3
Q

Compare and contrast Concrete Sequential Thinkers and Concrete Random Thinkers.

A

Both thinking styles tend to be based on reality. But CRTs are willing to experiment and undergo a trial and error approach.

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4
Q

Compare and contrast Abstract Sequential Thinkers and Abstract Random Thinkers

A

Both love the world of theory and abstract thought. But ARTs prefer reflective activities, while ASTs prefer structured and rational approaches to theoretical activities.

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5
Q

Enumerate and describe the three domains of objectives in a lesson plan

A

Cognitive Domain: learner’s mental ability

Affective Domain: learner’s behavior and characteristics

Psychomotor Domain: learner’s actions

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6
Q

Enumerate Bloom’s Taxonomy, beginning from the lowest level.

A
  1. Remembering
  2. Understanding
  3. Applying
  4. Analyzing
  5. Evaluating
  6. Creating
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7
Q

What are the lowest and highest levels of the Taxonomy of Affective Objectives?

(Clue: From “I caught the ball” to “I am the ball”; RRVOC)

A

Receiving (lowest); Characterization (highest)

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8
Q

What are the lowest and highest levels of the Taxonomy of Psychomotor Objectives?

(Clue: “I wanna copy pansexuals” to “I am pansexual”; IM PAN)

A

Imitation (lowest); Naturalization (highest)

Imitation
Manipulation
Precision
Articulation
Naturalization

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9
Q

An approach that gives learners rules, then examples, then practice. It is a teacher-centered approach.

A

Deductive approach

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10
Q

An approach that provides learners with examples and allows them to arrive at their own conclusions. It is a learner-centered approach.

A

Inductive approach

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11
Q

An approach that enforces order and structure in the classroom, believing in the rights of students and teachers to work in a safe, calm, and professional environment.

A

Assertive approach

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12
Q

An approach that uses classroom activities to keep students busy.

A

Business Academic Approach

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13
Q

A technique that features a series of teacher-implemented activities aimed at improving classroom behavior.

A

Behavioral Modification

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14
Q

An approach that proactively responses immediately to group student behavior that might be undesirable before it turns into a problem.

A

Group Managerial Approach

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15
Q

A technique used to manipulate or change the surface behavior of the student on a group basis.

A

Group Guidance

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16
Q

An approach seeks to improve students’ behavior and achievement by providing them a sense of acceptance.

A

Acceptance Approach

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17
Q

An approach that provides students a sense of belonging so that they’re more likely to become academically engaged and well-behaved.

A

Success Approach

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18
Q

[blank] happens when the teacher shows that they have control of the classroom by being able to do more than one thing at a time.

A

Overlapping

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19
Q

When a teacher ends a topic or activity without it being completed, it is referred to as [blank]

A

Dangling

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20
Q

When a teacher’s attention is interrupted by extraneous stimuli (e.g. pupils whispering to each other), it is referred to as [blank]

A

Stimulus-boundedness

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21
Q

When the teacher bursts into activities without assessing student readiness, it is referred to as [blank]

A

Thrust

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22
Q

When a teacher does not return to the activity after being interrupted, it is referred to as [blank]

A

Truncation

23
Q

When a teacher changes activity A to B then back to A, as though they changed their mind, it is referred to as [blank]

A

Flip-flop

24
Q

When a lesson slows down because a teachers spends too much time on a concept or a student’s specific behavior, it is referred to as [blank]

A

Overdwelling

25
Q

When a teacher overexplains the instructions of an activity, causing students to wait long before they get to work, is referred to as [blank]

A

Fragmentation

26
Q

[blank] is a nonverbal intervention that communicates to a student that a behavior is not acceptable, without disrupting the rest of the class.

A

Signal Interference

27
Q

With this tool/technique, the teacher asserts their authority to the learners. “I am the boss here.”

A

Direct Appeal

28
Q

[blank] is when the teacher removes any object that distracts students’ attention.

A

Removal of Seductive Object

29
Q

A technique that removes a student from a situation where they are most likely to become a disruptive influence.

A

Antiseptic bouncing

(Clue: The disruptive student is a virus.)

30
Q

[blank] method is used when a large number of NEW topics are given to students in a limited time.

A

Lecture

31
Q

[blank] method is used when the materials are limited and too risky to be used.

A

Demonstration

32
Q

[blank] method is used when teachers guide students in discussing and organizing ideas by themselves

A

Discovery

33
Q

[blank] method is used when students are given opportunities to engage in processes of investigation and inquiry through the use of apparatuses and equipment.

A

Laboratory

34
Q

[blank] method is used when two or more teachers cluster together to support each other in carrying out specialized topics and areas

A

Team teaching

35
Q

[blank] method is used when a device is used to present the learning material as the learner goes through specific steps to learn the content.

A

Programmed Instruction

36
Q

[blank] method is used when a learner takes a test for placement, does a series of self-paced tasks, and takes another test to see learning achievement.

A

Individually Prescribed Instruction

37
Q

[blank] method is used when a students are given a set of real-world problems to promote scientific attitudes and reflective thinking skills.

A

Problem-Based/Problem-Solving

38
Q

[blank] method is used when the teacher tells or explains a concept themselves, calling on students to answer questions.

A

Expository

39
Q

[blank] method is used when students are assigned roles/tasks they must accomplish in a group.

A

Cooperative

40
Q

[blank] refers to the time the teacher actually spends in the classroom giving instruction.

A

Teaching time

41
Q

If a teacher wants to see attitudinal change in a learner, the best technique to use is?

A

Role play

42
Q

A technique where small groups of participants (five or less) sit together to discuss among themselves their opinions on a certain issue.

A

Buzz session

43
Q

A technique where students pantomime or portray specific events in history or a fictional material

A

Socio-drama

44
Q

A technique where the class is divided into groups of six persons each and generate ideas for six minutes.

A

Philip 66

45
Q

What is the difference between a panel discussion, forum, and symposium?

A

panel discussion = discuss one topic among themselves

forum = audience can participate by asking questions

symposium = present different topics

46
Q

Difference between a prompt and a probe

A

prompt = usually a hint or clue

probe = usually a follow up question

47
Q

Wait time—pausing before responding to a student’s answer—is a technique used to encourage students to expound further on their response.

What is the ideal wait time for (1) lower order questions and (2) higher order questions?

A

Lower order = 3 secs

Higher order = 10 secs

48
Q

What effect describes the development of a positive perception towards a person based on a good first impression that they made?

A

Halo effect

49
Q

What effect describes the development of a negative perception towards a person based on a bad first impression that they made?

A

Horn effect

50
Q

What effect describes the tendency of teachers to favor certain students over others?

A

Generosity effect

51
Q

What effect describes the increase in performance of students who are being noticed or watched by the teacher?

A

Hawthorne effect

52
Q

What effect describes the increase in performance of students who are given high expectations by teachers?

A

Pygmalion effect (or Rosenthal effect)

53
Q

A classroom management technique where you address every situation as it comes without foresight or preparation

A

Reactive Classroom Management

54
Q

What are the four mistaken goals of misbehavior that children engage in to seek belonging?

A
  1. Attention seeking
  2. Power seeking
  3. Revenge seeking
  4. Appearing inadequate

PROF ED (22 decks)

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