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Principles and Strategies of Teaching in Medical Technology > Module 1-3 > Flashcards

Module 1-3 Flashcards

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USMLE® Step 1 flashcards
1
Q

Learning Theories

A

Behaviorism
-Classical Conditioning
-Operant Conditioning
Connectivism
Constructivism
Social-Cognitive

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2
Q

-People learn through repetition
-Learner is passive blank state shaped by environmental stimuli, both positive and negative reinforcement
-Pavlov’s dogs
-Classical conditioning
-Operant conditioning - instrumental (reinforcement)

A

Behaviorism

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3
Q

-Learning theory in response to behaviorism, psychologist who promoted this idea claimed that behaviorism failed to explain cognition
-Mind is an information processor
-Emphasizes understanding the concept as a whole instead of just the pieces
-Blooms Taxonomy
-Examples of cognitivism strategies for learning higher-level thinking are starting a lesson with a hook to create interest, a review quiz to promote prior learning, using learning outcomes, chunking content into organized bite sized pieces, using graphic organizers and the student takes on an active role on learning
-Teacher gives lots of encouragement and positive feedback

A

Cognitivism

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4
Q

-Learn new things through experience
-Build knowledge through experiences and interactions
-Taught to do something in constructivism, encouraged to discover something on their own, this is known as self– directed learning
-Cognitive learning is about building on prior knowledge and constructivism is about building new ideas and concepts based on own discoveries

A

Constructivism

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5
Q

-Developed by Geroge Siemens and Steven Downs. Stresses the connections and combinatorial creativity
-Learning theory for the 21st century
-George Siemens theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of a knowledge
-Siemens (2004) states, “a community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together.”
-Learning community is described as a node and a learning network are the nodes coming together to form a mass intelligence

A

Connectivism

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6
Q

-The study of behavior and how it reacts to a stimulus
-it also studies the consequences of the reaction
-John Watson was the first to use the word

A

Behaviorism

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7
Q

-It’s a mental process that takes place when information enters through the senses then gets stored in memory and is then used
-It is understanding the mind
-Very similar in how a computer works

A

Cognitivism

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8
Q

-Learning from working with others, so our cultural background is important since we learn behaviors from others

A

Socio-cultural (constructivism)

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9
Q

Ideas/past experiences mix with new ones to create our new knowledge

A

Cognitive (constructivism)

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10
Q

Philosophical founder of constructivism

A

John Dewey (1933/1998)

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11
Q

chief theorists among the cognitive constructivists

A

Bruner (1990) and Piaget (1972)

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12
Q

major theorist among the social constructivists

A

Vygotsky (1978)

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13
Q

Teaching Machines
Instructional Films
Direct Instruction

A

Behaviorism

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14
Q

Simulations
AI
Vitual Reality

A

Cognitivism

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15
Q

Programming
Hypermedia
Concept Maps

A

Constructivism

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16
Q

PERSONS WHO ARE RESPONSIBLE

A

DEAN, CHAIR, PROGRAM HEAD
VICE PRESIDENTS
OWNER
PRESIDENT AND CHIEF ACADEMIC OFFICER

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17
Q

Requires the use of
specific knowledge,
technique in performing
the job.
- Teachers need this skill for
effective classroom
management of school
operation

A

TECHNICAL SKILL

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18
Q

Ability to understand,
communicate, work and
integrate with the workers.
- Helps the educators to
establish a healthy students
relationship as well as with
others.

A

HUMAN RELATION SKILL

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19
Q

Ability and competence to
see the school in terms of
broad relationship.
- Enable the educational
personnel to work with
ideas and to relate events or
activities based from the
resources.

A

CONCEPTUALIZE SKILL

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20
Q

Ability and competence of the
mentors in taking effective
and appropriate decision
relating to school
management.
- Anticipate both intended and
unintended consequences of
the decision taken.

A

DECISION MAKING SKILL

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21
Q

Establish appropriate
channel of
communication to relate
effectively with students
and subordinates.
- Communicate
information clearly
without ambiguity

A

COMMUNICATION SKILL

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22
Q

Enable the mentors to
handle classroom
management problem.
- Ability to identify the
symptoms of problems
and finding out the
solution.

A

DIAGNOSTIC SKILL

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23
Q

Ability to examine and
understand a particular
problematic situation.
- Enable the teacher to
make the right decision
in managing
educational institution
and problem situation

A

ANALYTIC SKILL

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24
Q

Competent to build up
the structure, both human
and material resources.
- Ability to establish the
statement clearly,
procedure in doing a
particular task given to the
atudents.

A

ORGANIZING SKILL

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25
Q

Efficient to carry out the
supervision of instruction,
programs and activities of the
school system.
- Ability to supervise various
units in the the school to work
as a team towards achievement
of the school goals.

A

SUPERVISORY SKILL

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26
Q

Involve the knowledge to use
the various information and
communication tools.
- will help the faculty
member to effectively manage
school records involving
students and staff.

A

ICT SKILL

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27
Q

Roles of the Teacher

A

Instructional Expert
Manager
Counselor

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28
Q

Identify content
Write objectives
Introduce the lesson
Selecting instructional strategy
Closing the lesson
Evaluating the lesson
Identify the New content to be taught

A

Pre-instructional skills

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29
Q

Communicate with the students
Gain the student’s attention
Arouse and maintain student interest
Use stimulus variation and reinforcements
Use appropriate questioning techniques
Management if the learning environment smoothly and effectively
Use appropriate lesson closure
Evaluate lesson objectives

A

Instructional Skills

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30
Q

Analyze collected evaluative information
Make judgements regarding evaluative information
Post-instructional skills

A

Post-instructional skills

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31
Q

General Teaching Skills

A

Pre-instructional skills
Instructional Skills
Post-instructional skills

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32
Q

Principles of Effective Teaching and Learning

A

Seize the Moment
Involve the student in planning
Begin with what the student knows
Move from simple to complex
Accommodate the student’s preferred learning style
Sort goals by learning domain
Make material meaningful
Tell your students how they are proposing
Allow immediate application of knowledge
Plan for periodic tests
Reward desired learning with praise

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33
Q

Instructional planning is a DECISION-MAKING PROCESS
Vital areas: Subject matter knowledge and action system knowledge
Organize, present and teach the subject matter in a manner that can be understood by the students

A

Planning Instruction

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34
Q

Silence
Voice control
Gestures
MOTIVATION-enhance the intrinsic and extrinsic motivation of the students

A

Arousing and Maintaining Student Interests

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35
Q

Personalizing and warming up the climate
Using an attention getter
Relating the lesson to the world of students
Reviewing past work
Using advance organizers

A

Opening a Lesson

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36
Q

Forms of instruction:

A

Symbolic learning
Iconic learning
Enactive learning

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37
Q

Types of learning experiences:

A

Verbal experiences
Visual experiences
Vicarious experiences
Simulated experiences
Direct experiences

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38
Q

Selecting Appropriate Teaching Method

A

Teacher directed methods
Student centered methods
Materials centered methods

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39
Q

Summary reviews
Eliciting generalizations and abstractions
Feedback on Group Accompishments
Previewing the next lesson

A

Closing a Lesson

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40
Q

Simply standing silently facing the class.

A

SILENCE

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41
Q

Beginning to speak in a very low tone. Teacher gives
signal to be quiet and attentive. Voice is raised to normal volume when
attained objective.

A

VOICE CONTROL

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42
Q

waving one’s hand towards noisy students or other
movement to get student’s attention.

A

GESTURES

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43
Q

process of increasing the interest learners already have
on a topic or task

A

Intrinsic motivation

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44
Q

focused on activities or strategies that can enhance
success and reduce failure when lesson is difficult.

A

Extrinsic motivation

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45
Q

Teacher shares a positive
feelings about event or works or output of the students. E.g. I am happy about the
outcomes of your assessment last Friday.

A

PERSONALIZING AND WARMING UP THE CLIMATE

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46
Q

May bring audiotapes or slides presentation or
any modules you think can attract attention.

A

USING AN ATTENTION GETTER

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47
Q

Establish
connection between the student and to the topic presented. Ex. Who have parent’s
working in hospitals or clinics abroad, and ask their benefits in the household
economy. Since OFW contributes to the nation’s economy.

A

RELATING THE LESSON TO THE WORLD OF STUDENTS

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48
Q

Emphasize students to realize about what knowledge
or skill learned in relation to the new topic

A

REVIEWING PAST WORK

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49
Q

It is a statement which will help the student to
process the lesson to be introduced.

A

USING ADVANCE ORGANIZER

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50
Q

Learning through the books,
journals or other printed materials. Could be presented
through Mnemonics, numbers or formulas

A

SYMBOLIC LEARNING

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51
Q

Learning through the use of
materials by sensory or visual. Ex. Films, videotapes.

A

ICONIC LEARNING

52
Q

Learning through simulations or
real life situations. Ex. Driving, blood extraction.

A

ENACTIVE LEARNING

53
Q

Teacher talks; students
inactive

A

VERBAL EXPERIENCES

54
Q

Diagrams, charts or still
pictures. Students inactive

A

VISUAL EXPERIENCES

55
Q

video programs, computer
programs; students indirectly doing examples.

A

VICARIOUS EXPERIENCES

56
Q

Building through models.
Closest to real thing.Loki craft

A

SIMULATED EXPERIENCES

57
Q

Learner is doing what is being
learned. Ex. Internship

A

DIRECT EXPERIENCES

58
Q

Students interact with
teacher. Listens and observes demonstration of teacher.
Ex. Lecture-recitation, question and answer

A

TEACHER DIRECTED METHOD

59
Q

Students learn by
interacting with each other. Ex. Small group discussion,
role playing, inquiry/discovery method

A

STUDENT-CENTERED METHOD

60
Q

Students interact
with instructional material most of the time. Ex. Student
conduct experiment by following instructional kits

A

MATERIALS-CENTERED METHOD

61
Q

Asking students to make recall or
summarize what they have taken up or learned.

A

SUMMARY REVIEWS

62
Q

By using questions like What
if…?What do you think?.. Students are led to formulate
principles related to lesson.

A

ELICITING GENERALIZATIONS AND
ABSTRACTIONS

63
Q

Through feedback teacher motivates students to improve
performance.

A

FEEDBACK ON GROUP ACCOMPLISHMENT

64
Q

Lesson has been
summarized, students are alerted for next lesson to
prepare them.

A

PREVIEWING THE NEXT LESSON

65
Q

statements that describe the knowledge or skills a student should acquire by the end of a particular assignment, class, or course.

A

Learning outcomes (learning objectives)

66
Q

Who is doing the learning?
Learner should be forefront of the lesson
Describe the intended learner or end user of the instruction
Often the audience is identified only in the 1st level of objective becaue of redundancy

A

Audience

67
Q

What should the learners to be able to do?
Use actions verbs (one per learning objective)
Describes learner capability
Must be observable and measurable (you will define the measurement elsewhere in the goal)
If it is a skill, it should be a real world skill
The “behavior” can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor, affective, or interpersonal

A

Behavior

68
Q

Under what circumstances will this behavior take place?
Equipment or tools that may (or may not) be utilized in completion of the behavior
Environmental conditions may also be included

A

Condition

69
Q

to what degree or level of proficiency is required?
If not stated, 100% accuracy
States the standard for acceptable performance (time, accuracy, proportion, quality, etc)

A

Degree

70
Q

Well define to students
Observable to teachers
Who what when where why

A

Specific

71
Q

can be evaluated
Objective is either reached or not

A

Measurable

72
Q

students are academically ready for the objective
Relevant- prepares students for

A

Achievable

73
Q

prepares students for stardardized testing
Relates to larger ideas
Builds on prior knowledge

A

Relevant

74
Q

enough time
Assigned date for completion

A

Time Bound

75
Q

Levels of Cognitive Domain

A

Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis

(on the old taxonomy, evaluation is higher than synthesis)

76
Q

Levels of Psychomotor Learning

A

Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination

77
Q

Levels of Learning in the Affective Domain

A

Receiving
Responding
Valuing
Organization
Characterization

78
Q

Recalling information
Recognising, listing, describing, retrieving, naming, finding

A

Remembering

79
Q

Explaining ideas or concepts
Interpreting, summarizing, paraphrasing,

A

Understanding

80
Q

Using information in another familiar situation
Implementing, carrying out, using, executing

A

Applying

81
Q

breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding

A

Analysing

82
Q

justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging

A

Evaluating

83
Q

generating new ideas, product, or ways of viewing things
Designing, constructing, planning, producing, inventing

A

Creating

84
Q

awareness of sensory stimulus

A

Perception

85
Q

relates cues/knows

A

Set

86
Q

performs as demonstrated

A

Guided response

87
Q

performs simple acts well

A

Mechanism

88
Q

skillful performance of complex acts

A

Complex overt response

89
Q

modifies for special problems

A

Adaptation

90
Q

new movement patterns/creativity

A

Origination

91
Q

willingness to pay attention

A

Receiving

92
Q

reacts voluntarily or compiles

A

Responding

93
Q

acceptance

A

Valuing

94
Q

rearrangement of value system

A

Organization

95
Q

incorporates value into life

A

Characterization

96
Q

First step in instructional planning
Specific statements of what teachers are expected to teach and what students are expected to learn (Eby & Kujawa, 1994)
They are used as an organizational framework for selecting and sequencing learning activities as well as in assessing student learning and achievement

A

Writing objectives

97
Q

Are to achieved for a year or semester
More general than unit objectives
General competencies that students have to acquire after going through instruction after specified period
Demonstrates knowledge and understanding of historical events that have shaped the country’s politics, culture and economy.

A

Course Objectives

98
Q

Objectives to be achieved after completing a specific unit in a course
Related to course objectives
Identifies the causes and effects of the People Power Revolution of 1986.

A

Unit objectives

99
Q

States very precisely what the student will be able to do after successfully completing a learning task or experience
Specific, measurable, action-oriented, realistic and time-bounded
Given three nouns and verbs, the student will write three sentences with no more than one error.

A

Behavioral objectives

100
Q

Used when specific skills or competencies to be taught cannot be reduced to predictable performance
The students formulates or is given a problem to solve
Used when teachers are planning activities that encourage students to think critically, make decisions, and create solutions
When given a dry cell, a light bulb, and a piece of wire, the student will figure out how to make a light bulb

A

Problem-solving objectives

101
Q

Appropriate to use when a lesson is designed to be an open-minded experience (Eisner, 1985)
Intended to provide learners the opportunity for personal purposing and experience
Going through field trips or museum

A

Expressive objectives

102
Q

Classified as to the type of learning a teacher is seeking to accomplish in class
Most commonly used taxonomy for classifying objectives
Developed by Bloom and his colleague in 1956 and Krathwolh,et.al 1964

A

Bloom’s Classification of Objectives

103
Q

Three Domains

A

Cognitive Domain
Psychomotor Domain
Affective Domain

104
Q

Deals with the recall or recognition of knowledge and the development of intellectual abilities and skills
Objectives can range from simple recall of information to complex synthesis and the creation of new ideas
Concerned mainly with subject matter content learners are expected to learn
Some Verbs associated with the writing objectives: define, distinguish, identify, restate, explain, infer, apply, use, choose, classify, categorize, write, design, assess compare and contrast
Example: The students will define terms interdependence and dependence. The student will identify at least three effects of war to society

A

Cognitive Domain

105
Q

Focused on processes and skills involving the mind and the body (Eby & Kujawa,1994)
Classifies objectives dealing with physical movement and coordination(Arends, 1994;Simpson,1966)
Require significant motor performance
Some Verbs associated with the writing objectives: run, walk, measure, construct, type, play, align and focus
Example: Given a guitar and a musical piece, the student will play the piece with no more than four errors.
The student will correctly adjust the micrometer caliper.

A

Psychomotor Domain

106
Q

Concerned with emotional development
Deals with attitudes, feelings, and emotions in instructional planning
Some Verbs associated with the writing objectives: to freely select, to respond positively, to listen, to volunteer, to applaud, to support, to argue for or against, to complete and to rate high or low
Example: The students will actively participate in class discussions of socially relevant issues.
The student will volunteer to lead group discussions in class.

A

Affective Domain

107
Q

Behaviors related to recognizing and remembering facts, concepts, and other important data on any topic or subject
Usually expressed with the use of the following verbs: identify, define, list, match, state, name, label and describe
Example: The student will define interdependence operationally
The student will list down the different regions comprising the Philippines.

A

Knowledge Level

108
Q

Associated with the clarification and articulation of the main idea of what students are learning
Usually expressed with the use of the following verbs: translate, convert, generalize, paraphrase, rewrite, summarize, differentiate, defend, infer, and explain
Example: After reading the story, the student will summarize its plot.

A

Comprehension Level

109
Q

Have something to do with problem-solving and expression which requires students to apply what they have learned to other situations or cases in their lives
Usually expressed with the use of the following verbs: use, operate, produce, change, solve, show, compute and prepare.
Example: The students will graph the population of the Philippines for the last five years

A

Application Level

110
Q

Require students to think critically
Usually expressed with the use of the following verbs: identify, distinguished, discriminate, separate, subdivide, and break down
Example: The student will distinguish capitalism from socialism

A

Analysis Level

111
Q

Necessitate judging the value or worth of a person, object or idea or giving opinion on an issue
Usually expressed with the use of the following verbs: judge, argue, assess, validate, decide, and consider.
Example: The students will argue for the ending of Christian-Muslim conflict in the South.

A

Evaluation Level

112
Q

Calls for creative thinking
Usually expressed with the use of the following verbs: design, plan, organize, combine, interpret, build, draw and propose.
Example: Given the materials, the students will design a cap

A

Synthesis Level

113
Q

Ability to carry out basic rudiments of a skill when given directions and under supervision
The total act is not performed skillfully
Timing and coordination of the acts are not yet refined.
Can be written with the used of verbs: construct, dismantle, drill, change, clean, manipulate, follow, and use.
Example: The student will follow the procedure in making a waste basket

A

Imitation

114
Q

Ability to perform a skill independently
Entire skill can be performed in sequence
Conscious effort is no longer needed to perform the skill but complete accuracy has not been achieved yet
Can be written with the used of verbs: connect, create, fasten, make, sketch, weigh, wrap and manipulate.
Example: Given the three objects, the students will weigh each.

A

Manipulation

115
Q

The ability to perform an act accurately, efficiently, and harmoniously
Complete coordination of the skill has been acquired
Can be written with the used of verbs: focus, align, adjust, calibrate, construct, manipulate, and build.
Example: The students will correctly calibrate a micrometer caliper.

A

Precision

116
Q

Involves being aware of and being willing to freely attend to a stimulus
Can be written with the used of verbs: follow, select, rely, point to , hold, give, locate, identify, and choose.
Example: The student will be able to identify musical instruments by their sounds.

A

Receiving

117
Q

Involves active participation
It involves not only freely attending to a stimulus but also voluntarily reacting to it in some way
Requires physical, active behavior
Can be written with the used of verbs: answer, conforms, greet, help, read, report, perform, practice, volunteer, and tell.
Example: The students will report that history is enjoyable to study.

A

Responding

118
Q

Refers to voluntarily giving worth to an object, phenomenon or stimulus
Reflect a belief, appreciation, or attitude
Can be written with the used of verbs: read, study, join, ask, invite, share, follow, propose, and initiate.
Example: The student will join movements to save Mother Earth.

A

Valuing

119
Q

Involves building an internally consistent value system and free living by it.
A set of is established and applied in making choices
Can be written with the used of verbs: influence, adhere, alter, defend, verify, listen, serve, act, integrate relate and use.
Example: The student will defend his stand on a controversial political issue.

A

Commitment

120
Q

Reading for information: learning facts, information and skills
Direct instruction: hands on activities
Drill and practice repeat what is learned through practice exercises
Vicarious experiences: listening to teacher read aloud a passage or a poem
Books, lectures, films, filmstrips, videotapes, audiotapes, records

A

Knowledge Base

121
Q

Advance organizer: Generalization, definitions, analogies, background information
Anticipatory set: An introductory experience to motivate students to want to find out more about a subject or topic.
Discussion: Student state orally their ideas to reinforce their understanding the topic
Paraphrase: Use words almost or the same meaning with the original
Visual and graphic aids: Through graph or charts or illustrations to demonstrate interpreted idea.

A

Comprehension Base

122
Q

Discussion: Used as understanding but also used in application as springboard for ways and means to any difficulty.
Presentation of puzzling situation (situational analysis) Students have opportunity to discuss alternatives and create solution to problem.
Discovery learning: Discover rules, principle or concepts through experiment
Model making: Ask student to make a model community for application. Ex. Urban farming using hydrophonics
Cooperative group works: Apply what is learned by students in working together to solve a problem.

A

Application Base

123
Q

Fact vs. Opinion: While reading a controversial issue, students are asked to separate facts from opinion out of author’s assumption and hypotheses to come up the consistency of the data and writer’s views.
Independent research: ex. Students are asked to do one body system and make description, illustration, and how they are related to each other.
Compare and contrast: analysis of relationships by comparison, similarities, or cause and effect. ex. Nutrition and exercise.

A

Analysis Base

124
Q

Problem Solving (group or individual): An activity where students can express their own view, opinion and comments in a topic.
Debate: Teacher wants students to take sides and prepare for arguments.
Simulation: exploring and illustrating complex situation by role play or making criterias to follow.

A

Evaluation

125
Q

Art: creation of a unique product. Ex. A bicycle made of bamboo. Or drawing to give message to public.
Music composition: ex. Simbang gabi, or Coconut nut
Creative writing Used to formulate hypothesis to set experiments, create graphs and charts to summarize findings.
Storytelling and Drama: Narration of current issues, events, politics and are dramatize to depict such to illustrate problems.

A

Synthesis

Principles and Strategies of Teaching in Medical Technology (5 decks)

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