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PSL > Module 1 > Flashcards

Module 1 Flashcards

1
Q

a set of events, outside the learners which are designed to support internal
process of learning.

A

TEACHING

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2
Q

it is imparting knowledge and skills required to master a subject
matter.

A

To the traditionalist- teaching

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3
Q

needs of the learner

A

planning phase

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4
Q

Teaching process

A
  • planning
  • implementation phase
  • evaluation
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5
Q

CONSIDERATIONS IN PLANNING

A 
o Learner
o Availability of materials
o Time requirement of particular activity
o Strategy need to achieve the objective
o Teacher
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6
Q

to put into action the different

activities in order to achieve the objectives through the subject matter.

A

implementation phase

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7
Q

This phase answers the question if the plans and implementation have been
successfully achieved. It is achieved if the objective matches the learning outcome.

A

Evaluation phase

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8
Q

relatively permanent change in an organism’s behavior as the result of
experience.

A

learning

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9
Q

Types of learning

A

Cognitive
Affective
Sensory

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10
Q

development of ideas and concept

A

cognitive

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11
Q
  • experiences w/in w/c emotions and affect take precedence.
A

affective

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12
Q

understanding through senses and muscles (P.E.)

A

sensory

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13
Q

Basic Elements: - teaching-learning process

A
  • Assessment
  • Planning
  • Implementation
  • Evaluation
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14
Q

Domain of Practical Skills

A
  • Imitation
  • Control
  • Automatism
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15
Q

Domain of Communication Skills

A
  • receiving
  • responding
  • internalization
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16
Q

Domain of Intellectual Skills

A
  • recall of fact
  • interpretation of data
  • problem solving
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17
Q

three main theories

A
  • classical conditioning
  • operant conditioning
  • social conditioning
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18
Q

elucidated from Russian physiologist Ivan Pavlov.

A

classical conidtioning

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19
Q

russian physiologist

A

ivan pavlov

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20
Q

learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally
produces a behavior.

A

classical conditioning

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21
Q

3 stages of classical conditioning

A
  • before
  • during
  • after
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22
Q

In this stage, the unconditioned stimulus (UCS) produces an unconditioned
response (UCR) in an organism. In basic terms, this means that a stimulus in the
environment has produced a behavior / response which is unlearned (i.e.,
unconditioned) and therefore is a natural response which has not been taught.

A

before

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23
Q

During this stage, a stimulus which produces no response (i.e., neutral) is
associated with the unconditioned stimulus at which point it now becomes known as
the conditioned stimulus

A

during

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24
Q 
conditioned stimulus (CS) has been associated with the unconditioned
stimulus (UCS) to create a new conditioned response (CR)
A

after

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25
Q

major theorist is B.F. Skinner.

A

operant

26
Q

voluntary responses are strengthened or weakened as a result of their consequences.

A

operant

27
Q

major theorist

A

B.F. Skinner

28
Q

Basic Principles of Operant Conditioning

A
  • positive reinforcement
  • negative reinforcement
  • presentation punishment (type 1)
  • removal punishment (type2)
  • extinction
  • spontaneous recovery
  • generalization
  • discrimination
  • shaping
29
Q 
Strengthening a behavior
(increasing the probability that it
will reoccur) by presenting a
positive stimulus immediately
after the behavior has occurred.
A

positive reinforcement

30
Q 
Strengthening a behavior
(increasing the probability that it
will reoccur) by removing a
negative stimulus immediately
after the behavior has occurred
A

negative reinforcement

31
Q

Weakening a behavior (decreasing)
the probability that it will reoccur) by presenting an aversive stimulus
immediately after the behavior has occurred

A

Presentation Punishment (Type I)

32
Q

Weakening a behavior
(decreasing the probability that it will reoccur) by removing a positive
stimulus immediately after the behavior has occurred

A

Removal Punishment (Type II, or time-out)

33
Q

– When a previously reinforced behavior decreases in frequency
and eventually ceases altogether because reinforcement is withheld.

A

Extinction

34
Q

When an extinguished behavior reappears

without having been reinforced.

A

Spontaneous Recovery

35
Q

When an individual learns to make a particular response
to a particular stimulus and then makes the same or a similar response in
a slightly different situation

A

Generalization

36
Q

When an individual learns to notice the unique aspects of

seemingly similar situations and thus responds differently

A

Discrimination

37
Q

-Reducing complex behaviors into a sequence of more simple behaviors
– Reinforcing successive approximations to the complex behavior

A

Shaping

38
Q

elucidated from Albert Bandura.

A

SOCIAL CONDITIONING

39
Q

learning

can take place all at once

A

social conditioning

40
Q

directly related to the particular culture that one is involved.

A

social conditioning

41
Q

learning theory based on the idea that people

learn by observing others.

A

Social Cognitive Theory

42
Q

Three Determinants of Behavior

A
  • personal
  • behavioral
  • environmental
43
Q

an individual has high or low self-efficacy toward the

behavior

A

personal

44
Q

response an individual receives after they perform a behavior

A

behavioral

45
Q

Aspects of the environment or setting that influence the

individual’s ability to successfully complete a behavior

A

environemental

46
Q

methods used to help students learn the desired course

contents and be able to develop achievable goals in the future.

A

teaching strategies

47
Q 
Teacher sets up and directs most if not all
aspects of class instruction, objectives, etc.
A

Teacher-directed instruction

48
Q 
Students have considerable say in the issues
addressed in class as well as how to address them. This type of instruction
is more interactive, hands-on, and collaborative.
A

Learner-directed instruction -

49
Q

an approach in which information is presented in more or less
the same form in which students are expected to learn it

A

expository instruction

50
Q

approach where students are actually doing

something rather than just hearing or reading about it

A

hands-on & practice activities

51
Q

approach where the classroom is based

on social interaction between students

A

Interactive and Collaborative Approaches

52
Q

Types of teaching method

A
  1. TEACHER –CENTERED
  2. LEARNER-CENTERED -
  3. CONTENT-METHOD -
  4. INTERACTIVE OR PARTICIPATIVE
53
Q

Teacher as master of the subjects

A

TEACHER –CENTERED

54
Q
  • The teacher is also a learner
  • Participation of the students
  • The teacher learns as he teach
A

LEARNER-CENTERED

55
Q
  • Focused on the content
  • Same content passed in the generations
  • Perennialism
A

CONTENT-METHOD

56
Q
  • Depends on the situations the teacher and the

students have

A

INTERACTIVE OR PARTICIPATIVE

57
Q

encompasses all the materials and physical means an instructor
might use to implement instruction and facilitate students’ achievement of instructional
objectives. T

A

Instructional Media

58
Q

Types of Instructional Media

A 
Non-Projected Media
Projected Media
Audio Media
Motion Media
Hyper Media
Gaming Media
59
Q
  • Process that informs, motivates, and helps people to adopt and
    maintain healthy practices and life styles.
A

Health education

60
Q

Objectives

A

Informing people
Motivating people
Guiding into action

61
Q

Approach to public health

A
  • Regulatory approach
  • Service approach
  • Educational approach

PSL (1 decks)

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