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Strat Teaching > Module 2 > Flashcards

Module 2 Flashcards

1
Q

Arousing and Sustaining Students Interest (4)

A

Silence
Voice Control
Gestures
Motivational Devices

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2
Q

Simply standing silently facing the class

A

Silence

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3
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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4
Q

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

A

Gestures

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5
Q

Intrinsic and Extrinsic Devices

A

Motivational Devices

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6
Q

Process of increasing the interest learners already have in a topic or task

A

Intrinsic Motivation

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7
Q

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

A

Extrinsic Motivation

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8
Q

How to open a lesson (5)

A
  • Personalizing and Warming up the climate
  • Using an attention getter
  • Relating the lesson to the world of students
  • Reviewing past work
  • Using advance organizers
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9
Q

Teacher shares a positive feeling about about event, works, or outputs of the students

E.g.
I am happy about the outcomes of your assessment last Friday

A

Personalizing and warming up the climate

How to open a lesson

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10
Q

May bring audiotapes, slide presentations, or any module you think can attract attention

A

Using attention getter

How to open a lesson

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11
Q

Establish connection between the students and to the topic presented

E.g.
Who has 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

How to open a lesson

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12
Q

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

A

Reviewing past work

How to open a lesson

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13
Q

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

A

Using advance organizers

How to open a lesson

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14
Q

Selecting appropriate learning activities for a lesson (3)

A
  • Symbolic Learning
  • Iconic Learning
  • Enactive Learning
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15
Q

Learning through books, journals, or other printed materials. Could be presented through mnemonics, number, or formulas

A

Symbolic Learning

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16
Q

Learning through the use of materials by sensory or visual

Ex.
Films and videotapes

A

Iconic Learning

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17
Q

Learning through simulations or real-life simulations

Ex.
Driving and Blood extractions

A

Enactive Learning

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18
Q

Types of Learning Experiences (5)

A
  • Verbal Experience
  • Visual Experience
  • Vicarious Experience
  • Simulated Experiences
  • Direct Experiences
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19
Q

Teachers talk, Students inactive

A

Verbal Experience

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20
Q

Diagrams, charts, or still pictures. Student Inactive

A

Visual Experience

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21
Q

Video programs, computer programs; students indirectly doing examples

A

Vicarious Experience

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22
Q

Building through models. Closest to real thing. Loki craft

A

Simulated Experiences

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23
Q

Learners are doing what is being learning

Ex.
Internship

A

Direct Experience

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24
Q

Teaching Methods (3)

A
  • Teacher Direct Method
  • Student-Centered Method
  • Material-Centered Method
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25
Q

Students interact with teacher. Listens and observes the demonstration of the teacher

Ex.
Lecture-Recitation
Question-Answer

A

Teacher Direct Method

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26
Q

Students learn by interacting with each other.

Ex.
Small group discussions
Role playing
Inquiry/discovery method

A

Student-Centered Method

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27
Q

Students Interact with instructional material most of the time

Ex.
Students conduct experiments by following instructional kits

A

Material-Centered Method

28
Q

How to close a lesson (4)

A
  • Summary Reviews
  • Eliciting Generalizations and Abstractions
  • Feedback on group accomplishments
  • Preview the next lesson
29
Q

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

A

Summary Review

30
Q

By using questions like “What if…?”,

“What do you think?” Students are led to formulate principles related to the lesson

A

Eliciting generalization and abstractions

31
Q

Through feedback teachers motivate students to improve performance

A

Feedback on group accomplishments

32
Q

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

A

Previewing the next lesson

33
Q

Roles of the Teacher (3)

A
  • Instructional Expert
  • Manager
  • Counselor
34
Q

Pre-Instructional Skills (7)

A
  • Identify Content
  • Write objectives
  • Introduce the lessons
  • Selecting instructional strategies
  • Closing the lesson
  • Evaluating the lesson
  • Identify the new content to be taught
35
Q

Instructional Skills (8)

A
  • 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
36
Q

Post Instructional Skills (2)

A
  • Analyze collected evaluative information

- Make judgements regarding evaluative information

37
Q

Identify Content

A

Pre-Instructional Skill

38
Q

Write objective

A

Pre-instructional skill

39
Q

Introduce the lesson

A

Pre-instructional Skill

40
Q

Selecting instructional strategy

A

Pre-instructional Skill

41
Q

Closing lesson

A

Pre-instructional skill

42
Q

Evaluating a lesson

A

Pre-instructional skill

43
Q

Identify the new content to be taught

A

Pre-instructional skill

44
Q

Communicate with students

A

Instructional skill

45
Q

Gain students attention

A

Instructional skill

46
Q

Arouse and maintain students interest

A

Instructional skill

47
Q

Use stimuli variation and reinforcements

A

Instructional skill

48
Q

Use appropriate questioning techniques

A

Instructional skill

49
Q

Management if the learning environment smoothly and effectively

A

Instructional skill

50
Q

Use appropriate lesson closure

A

Instructional skill

51
Q

Evaluate lesson objectives

A

Instructional skill

52
Q

Analyze collected evaluative information

A

Post-instructional skill

53
Q

Make judgement regarding evaluative information

A

Post-instructional skill

54
Q

Principles of effective teaching and learning (10)

A
  • Seize the moment
  • Involve the students in planning
  • Begin with what students know
  • Move from simple to complex
  • Accommodate to 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 Test
  • Reward desired learning praise
55
Q

Seize the moment

A

Principles of effective teaching and learning

56
Q

Involve the students in planning

A

Principles of effective teaching and learning

57
Q

Begin with what students know

A

Principles of effective teaching and learning

58
Q

Move from simple to complex

A

Principles of effective teaching and learning

59
Q

Accommodate the student’s preferred learning style

A

Principles of effective teaching and learning

60
Q

Sort goals by learning domain

A

Principles of effective teaching and learning

61
Q

Make material meaningful

A

Principles of effective teaching and learning

62
Q

Tell your students how they are proposing

A

Principles of effective teaching and learning

63
Q

Allow immediate application of knowledge

A

Principles of effective teaching and learning

64
Q

Plan for periodic test

A

Principles of effective teaching and learning

65
Q

Reward desired learning with praise

A

Principles of effective teaching and learning

Strat Teaching (2 decks)

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