MODULE 4: THE TEACHING-LEARNING PROCESS

Question 1

It is derived from the word “motive” which means needs,
desires, wants or drives within the individuals.

Answer 1

MOTIVATION

Question 2

can be defined
as the process of stimulating people to actions to accomplish the goals. Motivation
can be intrinsic or extrinsic (DeLong & Winter, 2002).

Answer 2

MOTIVATION

Question 3

It include fascination with the subject, a sense of its relevance
to life and the world, a sense of accomplishment in mastering it, and a sense of
calling to it.

Answer 3

INTRINSIC MOTIVATORS

Question 4

It can also be a long-lasting and self-sustaining. Efforts to build this kind of motivation are also typically efforts at promoting student learning. Such
efforts often focus on the subject rather than rewards or punishments.

Answer 4

INTRINSIC MOTIVATION

Question 5

It include parental expectations, expectations of other
trusted role models, earning potential of a course of study, and grades (which keep
scholarships coming).

Answer 5

EXTRINSIC MOTIVATORS

Question 6

more readily produce behaviour changes and typically involve relatively little effort or preparation. Also, often do not require extensive knowledge of individual students.

Answer 6

EXTRINSIC MOTIVATORS

Question 7

What type of motivators is “PMLS interests me.”

Answer 7

INTRINSIC MOTIVATORS

Question 8

What type of motivators is “Learning biostatistics enables me to think clearly.”

Answer 8

INTRINSIC MOTIVATORS

Question 9

What type of motivator is “I feel good when I succeed in class.”

Answer 9

INTRINSIC MOTIVATORS

Question 10

What type of motivator is “I need 85 in Biochemistry to be able to enrol in Clinical Chemistry.”

Answer 10

EXTRINSIC MOTIVATORS

Question 11

What type of motivator is “If I flunk in Human Anatomy, I will lose my scholarship.”

Answer 11

EXTRINSIC MOTIVATORS

Question 12

What type of motivator is “Our instructor will not be giving additional activities if we do well on today’s
quiz.”

Answer 12

EXTRINSIC MOTIVATORS

Question 13

Who’s theory of motivation in learning points out that behavioural theories tended to focus on extrinsic motivation (i.e., rewards) while cognitive theories deal
with intrinsic motivation (i.e., goals).

Answer 13

WEINER (1990)

Question 14

In most forms, motivation was strictly a function of
primary drives such as hunger and comfort.

Answer 14

BEHAVIOURAL THEORY

Question 15

Who’s theory of learning reduces drives and therefore motivation is essential to learning. The
degree of the learning achieved can be manipulated by the strength of the drive and its underlying motivation.

Answer 15

HULL’S DRIVE REDUCTION THEORY

Question 16

It is the theory that is primary drives create internal states (i.e., wants or needs) that serve as secondary drives and represent intrinsic motivation.

Answer 16

TOLMAN’S THEORY OF PURPOSIVE BEHAVIOURISM

Question 17

What theory is a motivation serves to create intentions and goal-seeking acts.

Answer 17

COGNITIVE THEORY

Question 18

It is a one well-developed area of research highly relevant to learning

Answer 18

ACHIEVEMENT MOTIVATION

Question 19

What effects of motivation on learning of leaning styles respond well to the challenge of mastering a difficult and complex subject. These are intrinsically motivated students who are often a joy to teach

Answer 19

DEEP LEARNERS

Question 20

It is motivated primarily by rewards. They react well to
competition and the opportunity to best others. They often make good grades but won’t engage deeply with a subject unless there is a clear reward for doing so.

Answer 20

STRATEGIC LEARNERS

Question 21

They are learning as much as they need to do well
on a test or exam and then promptly forgetting the material once the assessment is over. Handle strategic learners by avoiding appeals to competition.

Answer 21

BULLIMIC LEARNERS

Question 22

learners are often motivated by a desire to avoid failure. They typically avoid deep learning because it they see it as inherently risky behaviour. They will
often do what it takes to pass an exam or course, but they won’t choose to go beyond the minimum required for fear of failure.

Answer 22

SURFACE LEARNERS

Question 23

defined as a section into which a course of study is divided, especially a single, continuous session of formal instruction in a subject.

Answer 23

Lesson

Question 24

it is one in which something new piece of knowledge is presented to the learners. It may be a fact, a principle, a skill, a generalization, or some knowledge that the learners did not know before.

Answer 24

Development lesson

Question 25

It is used in presenting a new ideas of old facts and concepts in a broader setting that results in new meanings, associations, relationships, and ways if acting

Answer 25

Review lesson

Question 26

It is for automalization of certain facts, habits or skills. It aims to fix associations for permanency or to perfect a skill.

Answer 26

Drill lesson

Question 27

refers to a series of related and progressive acts performed by a teacher and students to achieve the objective of the lesson. It takes place in many formats, environments, and class sizes.

Answer 27

Teaching method

Question 28

defined as one’s viewpoint toward teaching or refers to what one believes in regarding teaching, upon which teaching behaviours are based.

Answer 28

Approach

Question 29

It involves expository teaching methods. It is basically content-oriented and teacher-centered.

Answer 29

Direct approach

Question 30

It involves exploratory teaching methods. It is basically experience-oriented and student-centered. It is an approach to teaching and learning that encourages learners to examine and investigate new material with the purpose of discovering relationships between existing background knowledge and unfamilliar content and concepts.

Answer 30

Indirect/Guided approach

Question 31

It is defined as the personal art and style of the teacher in carrying out the precedures of teaching. It also involves setting appropriate learning experiences for students, and for that purpose includes selection and sequencing of activities or kinds of interactions that would lead to expected learning.

Answer 31

Teaching technique

Question 32

is degined as the amount of time a teacher allows to elapse after he or she has posed a question.

Answer 32

Wait-time

Question 33

A teacher’s response to students answer is just as important as the question asked. Teachers may probe for further explanation when a partial answer is given. Acknowledging correct responses is necessary and effective.

Answer 33

Feedback:Redirecting, probing and Responding

Question 34

It is a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation.

Answer 34

Discussion techniques

Question 35

it is to teach students to work as a group.

Answer 35

Panel Discussion

Question 36

it is a technique appropriate for discussing a controversial issue.

Answer 36

Debate Discussion

Question 37

it is a cooperative learning technique involving the formation of small discussion grouos with the objective of developing a specific task (idea generation, problem solving and so on) or fascilitating a group of learners to reach a consensus on their ideas about a topic in a specific period.

Answer 37

Buzz Groups/Brainstorming

Question 38

It is a stimulation discussion technique used to develop clearer insights into stakeholder positions and the forces that facilitate or hinder positive interactions or relations.

Answer 38

Role Playing

Question 39

Effective teaching and positively functioning classrooms with low levels of disruptive behavior require planning and consistency.

Answer 39

Classroom Management Techniques

Question 40

consistently and fairly applied.

Answer 40

Clear, simple rules and expectations

Question 41

through establishing routines, information, cues and signals about forthcoming transitions and changes, as well as for content, duration, and consequences for activities.

Answer 41

Predictability of events and activities

Question 42

Teacher praise has demonstrated effects on both those earning it and those nearby.

Answer 42

Frequent use of praise, both verbal and non-verbal

Question 43

should be specific and descriptive

Answer 43

Verbal praise

Question 44

disruptive behaviour is often associated with learning deficits.

Answer 44

Task difficulty needs to be monitored

Question 45

it is to use the materials and to respond to requests must be inclusive of all children in the class

Answer 45

Opportunities to respond and participate

Question 46

in teaching is a process of collecting, analyzing and interpreting
information about teaching and learning in order to make informed decisions that
enhance student achievement and the success of educational programs.
Assessment of an individual student’s progress or achievement is an important
component of evaluation.

Answer 46

Evaluation

Question 47

It is a systematic approach to formative evaluation, used by instructors to determine how much and how well students are learning.

Answer 47

Assessment

Question 48

“The central purpose of classroom assessment is to empower both teachers and
their students to improve the quality of learning in the classroom” through an
approach that is “learner-centered, teacher-directed, mutually beneficial,
formative, context-specific, and firmly rooted in good practice”

Answer 48

(Angelo & Cross, 1993)

Question 49

it is a systematic procedure for observing persons and describing them with either a numerical scale or a category system.

Answer 49

Test