Module 6-7 Flashcards
Overall concept or rule is presented first
Inductive or Deductive?
Deductive
Students work with examples to apply the concept or rule
Inductive or Deductive?
Deductive
Students study examples of the content
Inductive or Deductive?
Inductive
Students make generalizations, leading to an understanding of the rule
Inductive or Deductive?
Inductive
rules > examples
Inductive or Deductive?
Deductive
examples > rules
Inductive or Deductive?
Inductive
Identifying Similarities and Differences
Inductive or Deductive?
Inductive
Steps in Inductive Learning (not a question)
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
“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?
(Gagne, 1985)
Types of Inductive Teaching Methods
Conjuctive
Disjunctive
Relational
Phases of Concept Attainment, who made this and what year?
Bruner, 1956
Phases of Concept Attainment
P
C
T
A
Presenting Goals and Establishing Set
Concept Identification
Testing Attainment of the Concept
Analysis of Thinking Strategies
Phases of Inductive Teaching in concept attainment, who made this?
Hilda Taba
Phases of Inductive Teaching in concept attainment
E
C
I
A
Establishing Set
Concept formation
Interpretation of Data
Application of Principles
Characteristics of Higher Order Thinking Skills
N
C
M
I
S
Non-algorithmic
Complex
Multiple solutions
Involves uncertainty
Self regulation of the thinking process
Skills Necessary to Enhance Critical Thinking (not a question, memorize lang)
Observation
Focusing on the question
Distinguish fact from opinion
Distinguish relevant from irrelevant information
Judging credibility of sources
Recognize contradictions
Making inferences
Drawing conclusions
the basic building blocks for thinking
Concepts
has a constant rule structures
Conjunctive Concepts
contains alternative sets of attributes
Disjunctive Concept
rule structure depends on its relationship to other concepts
Relational Concept
Who made the attributes of concepts and what year
Arends,1994
Nature of Concepts (not a question, read only)
- Concepts can be placed in categories
- They are learned through examples and non-examples
- They are influenced by social context
- They have definitions and labels
- They have critical attributes or distinguishing characteristics
- They have a non-critical attributes
2 categories of learning
Lower order learning
Higher order learning
categorize in Knowledge,
Comprehension and Application Level
lower order learning
other name for lower order learning
learning skills
other name for higher order learning
thinking skills
called by several names: problem solving, reasoning, higher order thinking, critical thinking, cognitive strategy, metacognition or thinking about thinking and study skills
Thinking
Higher order thinking characteristics (not a question, basahin lang)
Is non-algorithmic
Tends to be complex
Multiple Solutions
Involves Uncertainty
Self-regulation of the thinking process
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
Concept attainment
Who developed concept attainment and what year
Jerome Bruner in 1956
who popularized concept attainment
Joyce and Weil
other names for expository teaching (not a question, read only)
teacher-centered instruction
direct instruction
expository learning
explicit instruction
teacher-directed learning
receptive learning
deductive thinking/learning
who made expository teaching
David Ausubel
goal of expository teaching
meaningful verbal learning
information that is taken in but not connected to anything
rote learning
an effective form of teaching if
a. ideas and concepts are organized
b. ideas and concepts are connect to what learner already knows
Lecture
three main purposes of advanced organizers
-highlight key points
-activate relevant knowledge
-show relationships
varity of forms (not a question, read lang)
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
steps in expository teaching
S
P
P
R
E
Show advance organizer
present input
present examples and non-examples
review
extend and apply
a teacher-centered strategy wherein the teacher is the principal source of information.
Expository Method of Teaching
Planning an Expository Lesson
I
S
S
Identification of a topic
Specification of the objectives of the lesson
Selection or preparation of examples
Implementing and Expository Lesson
W
D
P
P
S
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
Focused on the development of intellectual abilities and skills
Cognitivism/Cognitive Domain
- Reading assignments
- Direct Instruction
- Drill-Practice
- Vicarious experiences
- Hands on activities
- Books, lecture, films, videotapes, audiotapes, records
what part of cognitive domain
Knowledge/Remembering
- Advance Organizer/Concept Mapping
- Anticipatory Set
- Class discussion
- Paraphrasing
- Visual and graphic aids
what part of cognitive domain
Comprehension/Understanding
- Reporting
- Situational analysis
- Discovery learning
- Model making
- Cooperative group works
what part of cognitive domain
Application/Applying
- Fact vs. Opinion/True or False
- Independent research
- Compare and contrast
what part of cognitive domain
Analysis/Analysing
- Problem solving
- Debate
- Simulations
what part of cognitive domain
Evaluation/Evaluating
Who said that Expository teaching is a Presentation-Recitation-Discussion Strategy
Louisell & Descampes
Two Primary advantages of expository writing
Time and Control
Alternative strategy where learners develop inquiry skills and information processing skills
Guided Discovery Teaching
Planning a Guided Discovery Lesson
I
D
O
- Identification of Objectives
- Deciding on What illustrations to provide
- Ordering Examples to be used in the lesson
Implementing a Guided Discovery Lesson (not a question)
- 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
teacher-centered approach, where the teacher just teaches everything while the students just sit and listens, the students involvement is very less
Deductive
more student-centered, where the students will be more involved in the lesson
Inductive
Socratic Discussion
Controlled or Guided Discussion
Springboard Techniques
Case Study Method
Problem Solving Approach
what type of teaching?
Discovery Teaching
Phases of Inquiry Lesson (not a question)
Deciding on Objectives, Establishing Set and Explaining Inquiry Procedures
Presenting a Puzzling Situation
Data Gathering and Experimentation
Hypothesizing and Explaining
Analyzing the Inquiry Process
- Reporting
- Situational analysis
- Discovery learning
- Model making
- Cooperative group works
Application/Applying
- Fact vs. Opinion/True or False
- Independent research
- Compare and contrast
Analysis/Analysing
