MOD 5

Question 1

refers to the sum of available tools, techniques, strategies from which a practitioner may draw, choose from to address a particular purpose.

Answer 1

Repertoire

Question 2

Repertoire of Techniques

Answer 2

-class recitation
-class discussion
-presentation
-demonstration
-supervision and critique

Question 3

feedback

Answer 3

-steps in giving feedback
-guidelines in providing feedback

Question 4

-Focus on the recall and comprehension (Kauchak & Eggen, 1989)
-Close-ended questions
-BASIC PRINCIPLE: Many students should be involved in the recitation

Answer 4

Class Recitation

Question 5

-Engage students in higher order thinking skills (HOTS)
-Analysis, synthesis and evaluation (Aban, 1998)
-Class discussions are facilitated by guide questions
-Higher order thinking skills would require open ended questions unlike in class recitaiton

Answer 5

Class Discussion

Question 6

-Presentation: visual aids, printed materials or present the equipment
-Levels of Instruction: Symbolic, Iconic, Enactive

Answer 6

Presentation of Facts, Concepts and Skills

Question 7

-Establish set
-Present prerequisite knowledge and rationale
-Model the correct performance
-Have students practice under controlled conditions
-Provide opportunities for transfer to more complex situations

Answer 7

Demonstrate a Concept or Skill

Question 8

-State clearly what is to be achieved or task to be performed
-Break down the task into subtasks as much as possible
-Describe the degree of student progress toward meeting each subtask
-Make corrections and give suggestions for improving performance
-Verify student mastery of the task

Answer 8

Five Steps Teachers Have to Observe in Giving Feedback:

Question 9

-Give feedback immediately or as close to the actual time of performance
-Descriptive language rather than judgmental language
-Focus on present performance rather than on past ones
-If possible, suggest alternatives rather than a single solution
-Tell the students only what they are able to manage at a given time rather than all that has happened
-Focus feedback on modifiable areas rather than those over which students have little control
-Emphasize achievements instead of shortcomings and maintain an optimistic and supportive class atmosphere

Answer 9

Guidelines in providing feedback:

Question 10

an instructional activity in
which students respond to recall and
comprehension questions. (Kaucak &
Egen,1989)

Answer 10

recitation

Question 11

-Simple and practical way to monitor
student progress
*Teacher asks lower order questions
*Questions are directed to student
*BASIC PRINCIPLE  Many students
should be involved in the recitation

Answer 11

How to conduct a Recitation

Question 12

an instructional activity in
which students engage in higher order thinking
as they respond to analysis, synthesis, and
evaluative questions presented by teacher
(Aban,1998)

Answer 12

Guided discussion

Question 13

guided  discover new meaning &
relationship
Teacher knows the answer and the student has to discover it

Answer 13

convergent thinking

Question 14

Synthesis or Evaluation Questions more open-minded
promotes reflection
Teacher and students search together for answers

Answer 14

divergent thinking

Question 15

According to Louisell and Descamps (1992), the ff. conditions must exist
to promote productive thinking:
* The teacher’s question must move beyong recall, comprehension and
application into analysis, synthesis and evaluation levels
* Students must believe that their ideas will be respected
* Adequate time must be allowed for the discussion to unfold
* Broad students participation must be encouraged
* The teacher must adopt the role of a facilitator, guiding the discussion
while at the same time allowing the students to be active and involved

Answer 15

How to Demonstrate A Concept or
Skill

Question 16

Establish set
* Present prerequisite knowledge and rationale
* Model the correct performance
* Have students practice under controlled conditions
* Provide opportunities for transfer to more complex
situations

Answer 16

Five steps to observe

Question 17

form of student practice in which students
learn by doing rather than reading or listening
* Form of play
* Very motivating instructional activity attention and
emotions

Answer 17

role plays

Question 18

-State clearly what is to be achieved or task to be performed
* Break down the task into subtasks as much as possible
* Describe the degree of student progress toward meeting
each subtask
* Make corrections and give suggestions for improving
performance
* Verify student mastery of the task

Answer 18

Five Steps Teachers Have to Observe in Giving Feedback

Question 19

An instructional activity which students engage in higher order thinking as they respond to analysis,
synthesis and evaluative questions. May
emphasize convergent or divergent thinking.

Answer 19

discussion

Question 20

-Develop leadership skills
-Summarize group opinion
-Arrive at a consensus
-Become an active listener
-Appropriately handle controversy
-Develop paraphrasing skills
-Develop self directed learning skills
-Develop analysis, synthesis and evaluative skills

Answer 20

Uses of Classroom Discussion Strategies:

Question 21

-Teacher has to consider goals carefully
-Has to decide on appropriate activities
-Has to consider student’s experience and development
-Needs to consider the time allotted for the activities
-The discussion they ought to produce a specific product such as -summary, list, or a series of conclusions

Answer 21

Planning and Organizing a Discussion Lesson

Question 22

Preparation for a Guided Discussion

Answer 22

Introduction
Discussion
Conclusion

Question 23

-Select a topic that students can gainfully discuss
-Establish a specific lesson objective with desired learning outcomes
-Conduct adequate research to become familiar with the topic
-Organize the main and subordinate points of the lesson in a logical sequence
-Plan at least one lead-off question for each desired learning outcome

Answer 23

Conducting/Implementing A Guided Class Discussion