mteduc - chapter 4 Flashcards
Challenges of teaching
….to make it fruitful
….to make it enjoyable
Teaching approach that is used either in solving a classroom problem or in improving instruction (McClosky)
Teaching Strategy
A purposefully conceived and determined plan of action designed to facilitate a particular kind of learning (Ober et al, 1971)
Teaching Strategy
Combination of specific procedures in definite sequence to implement both cognitive and affective objective (Fraenkel, 1973)
Teaching Strategy
teaching strategy definition according to McClosky
Teaching approach that is used either in solving a classroom problem or in improving instruction
teaching strategy definition according to Fraenkel
Combination of specific procedures in definite sequence
teaching strategy definition according to Ober et al
purposefully conceived and determined plan of action
styles of teaching
Discourse: explains, describes or narrates any subject matter
lecture
styles of teaching
Guide: massive information on a subject
lecture
Types of lecture:
B. According to purpose:
- expository lecture
- descriptive lecture
- narrative lecture
Types of lecture:
A. According to delivery
- Formal lecture
2. Informal lecture
Types of lecture: A. According to delivery Uninterrupted oral delivery by the lecturer No questions during delivery Open forum Seminars, conventions
formal
Types of lecture: A. According to delivery Conversational lecture Interrupted by questions, comments classroom
informal
Types of lecture: B. According to purpose: Explains, clarifies a topic or any subject matter Requires clearness: exactness coherence emphasis
expository
Types of lecture:
B. According to purpose:
Describes concrete objects, situations, conditions
Objective/subjective
Descriptive Lecture
Types of lecture: B. According to purpose: Narrates events in chronological order Story telling History
narrative lecture
Types of Narrative Lecture:
Story type
Process type
When lecture method is most appropriate…
Lacking or inadequate references
When lecture is more effective than any devise in a particular situation
Preparing for examination (board exam review)
Needs to cover essential topics in the subject or course
gen steps in lecture
intro
body
conclusion
An integrated form of teaching strategy where one discusses a lesson through a related tangible instructional material or equipment
lecture-demonstration: telling-showing technique
technique Commonly used in the biological, physical, and chemical sciences, technical vocational courses, gardening and agriculture, PE, sports, arts, math
lecture-demonstration: telling-showing technique
– most commonly used in teaching skills, showing process, defining a problem in concrete terms and conveying information
Demonstration
Types of lecture demonstration:
Product demonstration
Parts demonstration
Process demonstration
Types of lecture demonstration:
Showing the quality of a certain product, the advantages of using it, how to use it, and how to acquire it
Product demonstration
Types of lecture demonstration:
Showing the parts of a whole, their relationships and function
Parts Demonstration
Showing the sequential steps or procedures in the making or use of something
Process Demonstration
– very critical in teaching – it stimulates the mind of the listener
Helps the students to be a part of an anticipated active participation
Promotes student-teacher interaction
Questioning
a type of question which - Guides student thought process in the most skillful and meaningful manner
Framing questions
Refers to a learning style in which the mentor calls on a student to answer factual or knowledge-based questions that limit the student to one correct response
Graded
Used to generate a highly interpersonal interaction
Recitation
4basic Questioning Strategies
Convergent strategy
Divergent strategy
Evaluative strategy
Reflective strategy
4basic Questioning Strategies
An ideal application of “Teacher-directed instruction” or direct instruction
Convergent strategy
4basic Questioning Strategies
- leads to common set answers
Convergent strategy
4basic Questioning Strategies
- allows the teacher to dominate student’s thoughts by asking for short, low-level responses: questions that elicit facts
Convergent strategy
4basic Questioning Strategies -all students in class respond in unison to teacher-asked questions
Convergent strategy
type of questioning
- Often leads to the demonstration of the knowledge of specifics
Low level questioning
4basic Questioning Strategies
Evokes a wide range of student responses through thought provoking manner of questioning
Best manifested every time a teacher seeks multiple answers w/c can be right or wrong
The teacher acts as a presider for reinforcement and rationalization
Each answer is treated equally important, it is a motivational avenue for students who respond
Divergent strategy
4basic Questioning Strategies
Evokes a wide range of student responses through thought provoking manner of questioning
Divergent strategy
4basic Questioning Strategies
Best manifested every time a teacher seeks multiple answers w/c can be right or wrong
Divergent strategy
4basic Questioning Strategies
Each answer is treated equally important, it is a motivational avenue for students who respond
Divergent strategy
4basic Questioning Strategies
The teacher acts as a presider for reinforcement and rationalization
Divergent strategy
4basic Questioning Strategies
Based on a divergent strategy with the inclusion of built-in set of evaluative criteria
evaluative strategy
4basic Questioning Strategies
It will help students generate judgments according to an acceptable basis
evaluative strategy
4basic Questioning Strategies
The one that distinguishes them is the judgmental criteria common among evaluative questions
evaluative strategy
4basic Questioning Strategies
This strategy draws its historical perspective from the classical questioning
d. Reflective Strategy
4basic Questioning Strategies
Reflective questions have both the divergent and evaluative elements but can still be distinguished because of its attempts to elicit motives, inferences, speculations, impact and contemplation
d. Reflective Strategy
4basic Questioning Strategies
Responses are expected to belong from a higher-order of critical or analytical thinking
d. Reflective Strategy
Basic rule of questioning:
A-P-C formula
Asking the question
Pausing for a few second
Calling a possible respondent
Challenges in Classroom Questioning
“NR class”
Incorrect response
Dealing with idiosyncracies
Process of assigning a topic for a student to discuss before the class
Maintain proper learning atmosphere
Equivalent grade based on the output of his presentation
Should be justifiably graded according to preset criterion or rubrics
reporting
2 Types of Reporting
Direct type
Indirect type
2 Types of Reporting
- teacher gives specific topic to a student
Direct type
2 Types of Reporting
- cluster into several groups and assign a topic
- group leader : subdivision among the members
Indirect type
Spontaneous acting out of problems or situations
Participants given specific assignment to portray
Requires skill, acuity of observation and analysis
Time for practice
Role Playing Method
Small group discussion composed of 6 members
Odd seat rows turn back to face the even rows
Topics are provided for brainstorming and discussion (small group discussion)
Timed
Secretary, reporter
Buzz Session
Discussion technique where, free to state own belief
Debate Forum
A direct, conversational, interactional discussion among small group of experts or well informed persons
Communication pattern: participants engage in a direct, conversational interchange of ideas
Example: politicians making discussion to a batch of newscasters
Panel Forum
TYPE OF DEBATE
– teacher gives problem but does not take sides
Informal
TYPE OF DEBATE
requires a participant to come up with a structured speech for or against a given proposition
- affirmative and negative- all members are timed
Formal-
Used to describe the type of program quite similar to panel
A small group seated around a table (small conference)
6-8 members, not more than 20
Round Table Conference
Miscellaneous Forms of Teaching Strategy
– one or more teachers
Team teaching
Miscellaneous Forms of Teaching Strategy
– miniature representation of a large scale system; use of replica
Simulation
Miscellaneous Forms of Teaching Strategy
self learning kit (set of activities)
Module –
Miscellaneous Forms of Teaching Strategy
mini lecture with hands on experience
Seminar workshop –
Miscellaneous Forms of Teaching Strategy
- employs computers as medium of instruction allowing students to work on computer-based exercise materials - ex. eleap
Computer assisted instruction
Term that indicates the nature of the teaching-learning situation
Indicates how teaching is to be conducted and
How learning is to be acquired
Teaching Approaches
Type of teaching approach
-learning thru self exploration
Discovery approach
Type of teaching approach
learning thru stated facts
Conceptual approach-
Type of teaching approach
learning by doing
Process approach-
Type of teaching approach
learning by asking
Inquiry approach-
Type of teaching approach
learning thru appropriate language
Communicative approach
- used as aids in effective communication
- “audiovisual aids”
- assist teaching-learning process
Instructional materials
Reasons for using Aids:
To help clarify important concept
Sustain student’s interest
Help make learning more permanent
examples of instructional materials
White board OHP Charts/Diagrams-illustrations Laptop others
5 C’s
Completeness Content Confidence Coherence conceptualization
5 C’s
introduction-body-conclusion
thank you slide
Completeness
5 C’s
- topic is well researched - references (within or at the end of discussion)
Content
5 C’s
- consistent eye contact w/the audience
Confidence
5 C’s
- systematic report - details are interrelated
Coherence
5 C’s
- rule of 7 - total presentation substantially interesting - whole presentation should be finished within the allotted time
Conceptualization
