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Principles and Strategies of Teaching in Medical Technology > Module 6-7 > Flashcards

Module 6-7 Flashcards

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USMLE® Step 1 flashcards
1
Q

Overall concept or rule is presented first

Inductive or Deductive?

A

Deductive

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2
Q

Students work with examples to apply the concept or rule

Inductive or Deductive?

A

Deductive

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3
Q

Students study examples of the content

Inductive or Deductive?

A

Inductive

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4
Q

Students make generalizations, leading to an understanding of the rule

Inductive or Deductive?

A

Inductive

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5
Q

rules > examples

Inductive or Deductive?

A

Deductive

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6
Q

examples > rules

Inductive or Deductive?

A

Inductive

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7
Q

Identifying Similarities and Differences

Inductive or Deductive?

A

Inductive

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8
Q

Steps in Inductive Learning (not a question)

A

Step 1: Provide students with examples/key words/problems/scenarios/artifacts/images/data

Step 2: Have students arrange examples into groups

Step 3: Have students label groups

Step 4: Have students draw a conclusion, make a generalization, or form a hypothesis about the content

Step 5: Have student

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9
Q

“Concept-a way by which knowledge and experience are organized. The moment the students are able to put things into a class and are able to recognize its members, it can be said that concepts learning has taken place” who said this and what year?

A

(Gagne, 1985)

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10
Q

Types of Inductive Teaching Methods

A

Conjuctive

Disjunctive

Relational

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11
Q

Phases of Concept Attainment, who made this and what year?

A

Bruner, 1956

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12
Q

Phases of Concept Attainment

P

C

T

A

A

Presenting Goals and Establishing Set

Concept Identification

Testing Attainment of the Concept

Analysis of Thinking Strategies

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13
Q

Phases of Inductive Teaching in concept attainment, who made this?

A

Hilda Taba

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14
Q

Phases of Inductive Teaching in concept attainment

E

C

I

A

A

Establishing Set

Concept formation

Interpretation of Data

Application of Principles

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15
Q

Characteristics of Higher Order Thinking Skills

N

C

M

I

S

A

Non-algorithmic

Complex

Multiple solutions

Involves uncertainty

Self regulation of the thinking process

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16
Q

Skills Necessary to Enhance Critical Thinking (not a question, memorize lang)

A

Observation

Focusing on the question

Distinguish fact from opinion

Distinguish relevant from irrelevant information

Judging credibility of sources

Recognize contradictions

Making inferences

Drawing conclusions

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17
Q

the basic building blocks for thinking

A

Concepts

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18
Q

has a constant rule structures

A

Conjunctive Concepts

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19
Q

contains alternative sets of attributes

A

Disjunctive Concept

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20
Q

rule structure depends on its relationship to other concepts

A

Relational Concept

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21
Q

Who made the attributes of concepts and what year

A

Arends,1994

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22
Q

Nature of Concepts (not a question, read only)

A
  1. Concepts can be placed in categories
  2. They are learned through examples and non-examples
  3. They are influenced by social context
  4. They have definitions and labels
  5. They have critical attributes or distinguishing characteristics
  6. They have a non-critical attributes
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23
Q

2 categories of learning

A

Lower order learning

Higher order learning

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24
Q

categorize in Knowledge,

Comprehension and Application Level

A

lower order learning

25
Q

other name for lower order learning

A

learning skills

26
Q

other name for higher order learning

A

thinking skills

27
Q

called by several names: problem solving, reasoning, higher order thinking, critical thinking, cognitive strategy, metacognition or thinking about thinking and study skills

A

Thinking

28
Q

Higher order thinking characteristics (not a question, basahin lang)

A

 Is non-algorithmic

 Tends to be complex

 Multiple Solutions

 Involves Uncertainty

 Self-regulation of the thinking process

29
Q

An inductive approach to teaching concepts which students derive the meaning and attributes of a concept from the example and non-examples given by the teacher

A

Concept attainment

30
Q

Who developed concept attainment and what year

A

Jerome Bruner in 1956

31
Q

who popularized concept attainment

A

Joyce and Weil

32
Q

other names for expository teaching (not a question, read only)

A

teacher-centered instruction

direct instruction

expository learning

explicit instruction

teacher-directed learning

receptive learning

deductive thinking/learning

33
Q

who made expository teaching

A

David Ausubel

34
Q

goal of expository teaching

A

meaningful verbal learning

35
Q

information that is taken in but not connected to anything

A

rote learning

36
Q

an effective form of teaching if

a. ideas and concepts are organized

b. ideas and concepts are connect to what learner already knows

A

Lecture

37
Q

three main purposes of advanced organizers

A

-highlight key points

-activate relevant knowledge

-show relationships

38
Q

varity of forms (not a question, read lang)

A

a quick verbal overview - identifies main points to be learned
picture or graphic that shows concept’s ordinate, superordinate, and subordinate parts
an outline
concrete models
analogies
discussion of main themes or ideas using familiar terms
a set of defining attributes or higher order rules
a short abstract or summary of expository text

39
Q

steps in expository teaching

S

P

P

R

E

A

Show advance organizer
present input
present examples and non-examples
review
extend and apply

40
Q

a teacher-centered strategy wherein the teacher is the principal source of information.

A

Expository Method of Teaching

41
Q

Planning an Expository Lesson

I

S

S

A

Identification of a topic

Specification of the objectives of the lesson

Selection or preparation of examples

42
Q

Implementing and Expository Lesson

W

D

P

P

S

A

Write the abstraction or display it on the overhead

Definition of the concept

Presentation of positive examples

Provide more examples for the students to classify

Students will provide examples

43
Q

Focused on the development of intellectual abilities and skills

A

Cognitivism/Cognitive Domain

44
Q
  • Reading assignments
  • Direct Instruction
  • Drill-Practice
  • Vicarious experiences
  • Hands on activities
  • Books, lecture, films, videotapes, audiotapes, records

what part of cognitive domain

A

Knowledge/Remembering

45
Q
  • Advance Organizer/Concept Mapping
  • Anticipatory Set
  • Class discussion
  • Paraphrasing
  • Visual and graphic aids

what part of cognitive domain

A

Comprehension/Understanding

46
Q
  • Reporting
  • Situational analysis
  • Discovery learning
  • Model making
  • Cooperative group works

what part of cognitive domain

A

Application/Applying

47
Q
  • Fact vs. Opinion/True or False
  • Independent research
  • Compare and contrast

what part of cognitive domain

A

Analysis/Analysing

48
Q
  • Problem solving
  • Debate
  • Simulations

what part of cognitive domain

A

Evaluation/Evaluating

49
Q

Who said that Expository teaching is a Presentation-Recitation-Discussion Strategy

A

Louisell & Descampes

50
Q

Two Primary advantages of expository writing

A

Time and Control

51
Q

Alternative strategy where learners develop inquiry skills and information processing skills

A

Guided Discovery Teaching

52
Q

Planning a Guided Discovery Lesson

I

D

O

A
  • Identification of Objectives
  • Deciding on What illustrations to provide
  • Ordering Examples to be used in the lesson
53
Q

Implementing a Guided Discovery Lesson (not a question)

A
  • Teacher present an examples
  • Students describe the example
  • Teacher presents additional examples
  • Student describe the second example and compare it with the first

example

  • Teacher presents additional examples and non-examples
  • Students compare and contrast examples
  • Teacher prompts students to identify characteristics or

relationships

  • Students state definition or relationship
  • Teacher presents the abstraction on the board
  • Teacher asks for additional examples
54
Q

teacher-centered approach, where the teacher just teaches everything while the students just sit and listens, the students involvement is very less

A

Deductive

55
Q

more student-centered, where the students will be more involved in the lesson

A

Inductive

56
Q

Socratic Discussion

Controlled or Guided Discussion

Springboard Techniques

Case Study Method

Problem Solving Approach

what type of teaching?

A

Discovery Teaching

57
Q

Phases of Inquiry Lesson (not a question)

A

Deciding on Objectives, Establishing Set and Explaining Inquiry Procedures

Presenting a Puzzling Situation

Data Gathering and Experimentation

Hypothesizing and Explaining

Analyzing the Inquiry Process

58
Q
  • Reporting
  • Situational analysis
  • Discovery learning
  • Model making
  • Cooperative group works
A

Application/Applying

59
Q
  • Fact vs. Opinion/True or False
  • Independent research
  • Compare and contrast
A

Analysis/Analysing

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

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