Module 5 Flashcards
refers to the sum of available tools, techniques, strategies from which a practitioner may draw, choose from to address a particular purpose.
Repertoire
set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom
Teaching Approach
The systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.
Teaching Method
It is the teacher’s style or tricks to accomplish an immediate objective.
Teaching Technique
methods of approaching a problem or task, modes of operation for achieving a particular end, or planned design for controlling and manipulating certain information.
Teaching Strategy
most prominent methods of teaching
Deductive method and Inductive method
breaking down learning from general to specific (teacher-centered)
Deductive method
process of arriving a generalization
Inductive method
Teacher-centered (teacher provides information, facts, rules, action sequences)
Direct Teaching method
Student-centered (student is an interactive participant)
Indirect teaching method
Outlining technique
component technique
sequential technique
relevance technique
transitional technique
Lecture method
small group discussion technique
socialized classroom technique
direct instruction technique
panel discussion technique
recitation technique
interview technique
Discussion method
unit or morrisonian technique
individual or group reporting technique
reading or story telling technique
schematic technique
symposium technique
Reporting method
laboratory technique
problem-solving technique
research technique
field study technique
experimenting technique
Investigatory method
project technique
field trip technique
dramatization technique
role-playing technique
brain storming
debate technique
activity method
teacher-directed technique
student-directed technique
teacher-student directed technique
resource speaker technique
demonstration method
programmed instruction
mastery learning
modular learning technique
self-pacing method
lecture-discussion
lecture-demonstration
film showing-discussion
integrated method
textbook learning
role-learning technique
directed technique
memorization
traditional method
Focus on the recall and comprehension (Kauchak & Eggen, 1989)
Close-ended questions
Class Recitation
3Engage 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
Class Discussion
visual aids, printed materials or present the equipment
Levels of Instruction: Symbolic, Iconic, Enactive
Presentation of Facts, Concepts and Skills
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
Demonstrate a Concept or Skill
Five Steps Teachers Have to Observe in Giving Feedback:
1 State clearly what is to be achieved or task to be performed
2 Break down the task into subtasks as much as possible
3 Describe the degree of student progress toward meeting each subtask
4 Make corrections and give suggestions for improving performance
5 Verify student mastery of the task
Guidelines in providing feedback:
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
instructional activity in
which students respond to recall and
comprehension questions. (Kaucak &
Egen,1989)
Recitation
How to conduct a Recitation?
Simple and practical way to monitor
student progress
Teacher asks lower order questions
Questions are directed to student
Basic Principle of recitation?
Many students should be involved in the recitation
instructional activity in which students engage in higher order thinking as they respond to analysis, synthesis, and evaluative questions presented by teacher (Aban,1998)
Guided discussion
Types of thinking class discussion
Convergent and Divergent
Analysis Questions-Students are guided > discover new meaning & relationship
Teacher knows the answer and the student has to discover it
Convergent Thinking
Synthesis or Evaluation Questions > more open-minded > promotes reflection
Teacher and students search together for answers
Divergent Thinking
How to conduct Class Discussion?
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
How to present Facts, Concepts and Skills?
Presenting facts, concepts and skills to the students is an input technique (Joyce & Weil,1998)
* Input can be provided: by teacher, printed word, audiovisual
equipment or students
- Presented through: teacher demonstration/explanation; films and
recordings
- Students acquire through: reading the textbook or library book, role
plays or tutorial experiences
- Levels of Instruction: Symbolic, Iconic, Enactive
form of input which relies
on social learning theory or modeling (Bandura, 1977)
Used in teaching procedural knowledge or
knowledge of skills or rules and how to do it, basic
academic skills, psychomotor skills and laboratory
processes
Teacher demonstration
form of student practice in which students
learn by doing rather than reading or listening
Role plays
2 major purposes of student role plays
development of social interaction &
problem-solving skills; “acting out” of the curriculum
How to facilitate Student Role Plays?
Form of play
* Very motivating instructional activity > attention and
emotions
- In Role plays, students enact PRESENT, PAST or FICTIONAL
SITUATIONS and EXPLORE ACTIONS, VALUES and FEELINGS
one of the most commonly performed teaching strategies in the class
classroom discussion
Uses of Classroom Discussion Strategies:
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
Phases in preparing and Conducting Classroom Strategies
1.Planning and Organizing a Discussion Lesson
2.Conducting/Implementing A Guided Class Discussion
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
Planning and Organizing a Discussion Lesson
Preparation for a Guided Discussion
Introduction
Discussion
Conclusion
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
Conducting/Implementing A Guided Class Discussion
