MICROTEACHING AND INSTRUCTIONAL DESIGN Flashcards
Is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, stimulated classroom environment.
microteaching
True of False: Microteaching focuses on multiple skills at a time
False - one at a time
enumerate the advantages of Microteaching
TPP
- training
- polish teaching techniques
- prepare for classroom scenarios
enumerate the disadvantages of Microteaching
- not consistent
- no time
enumerate the microteaching phases (3)
- knowledge acquisition (pre-active)
- skill acquisition (interactive)
- transfer
- Provides knowledge about teaching skills.
- Observe the demonstration of teaching skill.
- Analyze and discuss the demonstration of the
teaching skill.
knowledge acquisition / pre-active
- Planning and preparation of micro lesson for a skill
- Practicing the skill phase.
- Evaluation of the practiced skill (feedback)
- Re-plan, re-teach and re-feedback till the desired level of skill is achieved.
skill acquisition / interactive
- Gives opportunity to use the mastered skill in normal classroom teaching.
- Integrate the different skill practiced
transfer
components of microteaching cycle
PTFR3
- plan
- teach
- feedback
- replan
- reteach
- refeedback
This involves the selection of the topic and related content of the skill under practice may be made easily and conveniently
plan
This involves the attempts of the teacher trainee to use the components of the skill in suitable situations
teach
This term refers to giving information to the teacher trainee about his performance
feedback
The teacher trainee re-plans his lesson incorporating the points of strength and removing the points not skillfully handled during teaching in the previous attempt.
replan
This involves teaching to the same group of pupils if the topic is changed or to a different group of pupils if the topic is the same.
reteach
Modification of teacher trainee in the desired direction in each and every skill practice
refeedback
A systematic process of planning instruction which takes into consideration the variables affecting the teaching-learning process to ensure a successful learning outcome.
instructional design
enumerate the elements of instructional design
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- objectives
- subject content
- teaching learning activities
- resources
- time frame
- evaluation
Specific statements of what are expected to KNOW, PERFORM, and FEEL at the end of the instruction.
objectives
Learners must first recognize that a problem exists, and is worthy of solving.
attitude
Includes concepts that focus on developing knowledge base that is applicable to situations
knowledge
Need to develop and apply knowledge in real-life situations.
skills
what are the 3 learning domains?
CAP
- cognitive
- affective
- psychomotor
where did the 3 learning domains originate?
Bloom’s Taxonomy of Learning Domains (1956)
This domain focuses on intellectual abilities, including knowledge or recall of facts or information, comprehension, application of knowledge, interpretation of data and problem solving abilities.
cognitive domain
enumerate the 6 levels of cognitive domain
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- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Ability of the learner to memorize, recall, define, recognize or identify specific information, such as facts, rules, principles, conditions and terms.
knowledge level
Ability of the learner to demonstrate an understanding of what is being communicated by recognizing it in a translated form.
comprehension level
Ability of the learner to use ideas, principles, abstractions, or theories in specific situations.
application level
Ability of the learner to recognize and structure information by breaking it down into its separate parts and specifying relationships between the parts.
analysis level
Ability of the learner to put together parts into a unified whole by creating a unique product that is written, oral, or in picture form.
synthesis level
Ability of the learner to judge the value of something by applying appropriate criteria.
evaluation level
This domain focuses on practical skills requiring the use of coordination of skeletal muscles.
psychomotor domain
what 2 types of skills does psychomotor domain include?
perceptual skills, motor skills
enumerate the 5 categories of psychomotor domain
I’M PAN
- imitation
- manipulation
- precision
- articulation
- naturalization
- observed actions are followed
- performance may be low quality
- student learns by watching and copying
imitation
- written instructions are followed
- actions are performed through memorization or following instruction
manipulation
- logical sequence of actions ins carried out
- performance becomes more expert
- actions are more precise
precision
several skills can be performed together in a harmonious ways
articulation
- sequence of actions is automatic
- high level of performance is achieved
- actions becoming second nature
naturalization
This domain focuses on attitudes or feelings, including such attitudes as willingness to attend to particular phenomena or stimuli, responding to certain phenomena, and internalization of certain values.
affective domain
enumerate the 5 categories of affective domain
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- receiving
- responding
- valuing
- organization
- characterization
Ability of the learner to show awareness of an idea or fact, or a consciousness of a situation or event in the environment.
receiving
Ability of the learner to respond to an experience, at first obediently and later willingly and with satisfaction.
responding
Ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment.
valuing
Ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values.
organization
- Ability of the learner to display adherence to a total philosophy or worldview.
- Generalizing certain experiences into a value system.
characterization
Content should be based on objectives.
subject content
enumerate how to organize subject content
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- simplex to complex
- concrete to abstract
- life cycle
- time series
- systems approach
- normal to abnormal
enumerate the classifications of teaching learning activities
- presentation
- individualized learning
- interaction
Lecture, demonstration, showing visual aids.
presentation
Reading text, solving problems, writing reports, working in the lab/clinic, viewing films, doing exercises.
individualized learning
Small group activities and discussions.
interaction
resources than can be used as references
- books
- journals
- online references
- modules
examples of teaching materials
- projector
- visual aids
- computer
- Indicates the amount of time needed to finish a certain teaching-learning activity
- Has to be specific as to number of minutes or hours for an activity to be completed.
time frame
- involves finding out how much learning has taken place
- It is a continuous process, meaning it should be done during and at the end of instruction.
evaluation
enumerate the purposes of evaluation
determine students’ :
- entry knowledge and skills
- weakness or learning difficulties
- performance
evaluation techniques for cognitive domain
- written exam
- oral exam
- projects
- written reports
evaluation techniques for psychomotor domain
- practical exams
- direct observation
- return demonstration
evaluation techniques for affective domain
- direct observation
- peer evaluation
- anecdotal reports
- incident reports
