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Botany > mteduc - chapter 4 > Flashcards

mteduc - chapter 4 Flashcards

1
Q

Challenges of teaching

A

….to make it fruitful

….to make it enjoyable

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2
Q

Teaching approach that is used either in solving a classroom problem or in improving instruction (McClosky)

A

Teaching Strategy

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3
Q

A purposefully conceived and determined plan of action designed to facilitate a particular kind of learning (Ober et al, 1971)

A

Teaching Strategy

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4
Q

Combination of specific procedures in definite sequence to implement both cognitive and affective objective (Fraenkel, 1973)

A

Teaching Strategy

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5
Q

teaching strategy definition according to McClosky

A

Teaching approach that is used either in solving a classroom problem or in improving instruction

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6
Q

teaching strategy definition according to Fraenkel

A

Combination of specific procedures in definite sequence

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7
Q

teaching strategy definition according to Ober et al

A

purposefully conceived and determined plan of action

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8
Q

styles of teaching

Discourse: explains, describes or narrates any subject matter

A

lecture

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9
Q

styles of teaching

Guide: massive information on a subject

A

lecture

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10
Q

Types of lecture:

B. According to purpose:

A
  1. expository lecture
    1. descriptive lecture
    2. narrative lecture
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11
Q

Types of lecture:

A. According to delivery

A
  1. Formal lecture

2. Informal lecture

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12
Q 
Types of lecture:
A. According to delivery
Uninterrupted oral delivery by the lecturer
No questions during delivery
Open forum
Seminars, conventions
A

formal

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13
Q 
Types of lecture:
A. According to delivery
Conversational lecture
Interrupted by questions, comments
classroom
A

informal

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14
Q 
Types of lecture:
B. According to purpose:
Explains, clarifies a topic or any subject  								matter
Requires clearness: exactness
				coherence
					emphasis
A

expository

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15
Q

Types of lecture:
B. According to purpose:
Describes concrete objects, situations, conditions
Objective/subjective

A

Descriptive Lecture

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16
Q 
Types of lecture:
B. According to purpose:
Narrates events in chronological order
Story telling
History
A

narrative lecture

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17
Q

Types of Narrative Lecture:

A

Story type

Process type

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18
Q

When lecture method is most appropriate…

A

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

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19
Q

gen steps in lecture

A

intro
body
conclusion

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20
Q

An integrated form of teaching strategy where one discusses a lesson through a related tangible instructional material or equipment

A

lecture-demonstration: telling-showing technique

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21
Q

technique Commonly used in the biological, physical, and chemical sciences, technical vocational courses, gardening and agriculture, PE, sports, arts, math

A

lecture-demonstration: telling-showing technique

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22
Q

– most commonly used in teaching skills, showing process, defining a problem in concrete terms and conveying information

A

Demonstration

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23
Q

Types of lecture demonstration:

A

Product demonstration
Parts demonstration
Process demonstration

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24
Q

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

A

Product demonstration

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25
Q

Types of lecture demonstration:

Showing the parts of a whole, their relationships and function

A

Parts Demonstration

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26
Q

Showing the sequential steps or procedures in the making or use of something

A

Process Demonstration

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27
Q

– 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

A

Questioning

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28
Q

a type of question which - Guides student thought process in the most skillful and meaningful manner

A

Framing questions

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29
Q

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

A

Recitation

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30
Q

4basic Questioning Strategies

A

Convergent strategy
Divergent strategy
Evaluative strategy
Reflective strategy

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31
Q

4basic Questioning Strategies

An ideal application of “Teacher-directed instruction” or direct instruction

A

Convergent strategy

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32
Q

4basic Questioning Strategies

- leads to common set answers

A

Convergent strategy

33
Q

4basic Questioning Strategies
- allows the teacher to dominate student’s thoughts by asking for short, low-level responses: questions that elicit facts

A

Convergent strategy

34
Q 
4basic Questioning Strategies
-all students in class respond in unison to teacher-asked questions
A

Convergent strategy

35
Q

type of questioning

- Often leads to the demonstration of the knowledge of specifics

A

Low level questioning

36
Q

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

A

Divergent strategy

37
Q

4basic Questioning Strategies

Evokes a wide range of student responses through thought provoking manner of questioning

A

Divergent strategy

38
Q

4basic Questioning Strategies

Best manifested every time a teacher seeks multiple answers w/c can be right or wrong

A

Divergent strategy

39
Q

4basic Questioning Strategies

Each answer is treated equally important, it is a motivational avenue for students who respond

A

Divergent strategy

40
Q

4basic Questioning Strategies

The teacher acts as a presider for reinforcement and rationalization

A

Divergent strategy

41
Q

4basic Questioning Strategies

Based on a divergent strategy with the inclusion of built-in set of evaluative criteria

A

evaluative strategy

42
Q

4basic Questioning Strategies

It will help students generate judgments according to an acceptable basis

A

evaluative strategy

43
Q

4basic Questioning Strategies

The one that distinguishes them is the judgmental criteria common among evaluative questions

A

evaluative strategy

44
Q

4basic Questioning Strategies

This strategy draws its historical perspective from the classical questioning

A

d. Reflective Strategy

45
Q

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

A

d. Reflective Strategy

46
Q

4basic Questioning Strategies

Responses are expected to belong from a higher-order of critical or analytical thinking

A

d. Reflective Strategy

47
Q

Basic rule of questioning:

A-P-C formula

A

Asking the question
Pausing for a few second
Calling a possible respondent

48
Q

Challenges in Classroom Questioning

A

“NR class”
Incorrect response
Dealing with idiosyncracies

49
Q

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

A

reporting

50
Q

2 Types of Reporting

A

Direct type

Indirect type

51
Q

2 Types of Reporting

- teacher gives specific topic to a student

A

Direct type

52
Q

2 Types of Reporting

  • cluster into several groups and assign a topic
  • group leader : subdivision among the members
A

Indirect type

53
Q

Spontaneous acting out of problems or situations
Participants given specific assignment to portray
Requires skill, acuity of observation and analysis
Time for practice

A

Role Playing Method

54
Q

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

A

Buzz Session

55
Q

Discussion technique where, free to state own belief

A

Debate Forum

56
Q

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

A

Panel Forum

57
Q

TYPE OF DEBATE

– teacher gives problem but does not take sides

A

Informal

58
Q

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

A

Formal-

59
Q

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

A

Round Table Conference

60
Q

Miscellaneous Forms of Teaching Strategy

– one or more teachers

A

Team teaching

61
Q

Miscellaneous Forms of Teaching Strategy

– miniature representation of a large scale system; use of replica

A

Simulation

62
Q

Miscellaneous Forms of Teaching Strategy

self learning kit (set of activities)

A

Module –

63
Q

Miscellaneous Forms of Teaching Strategy

mini lecture with hands on experience

A

Seminar workshop –

64
Q

Miscellaneous Forms of Teaching Strategy

- employs computers as medium of instruction allowing students to work on computer-based exercise materials
- ex. eleap
A

Computer assisted instruction

65
Q

Term that indicates the nature of the teaching-learning situation
Indicates how teaching is to be conducted and
How learning is to be acquired

A

Teaching Approaches

66
Q

Type of teaching approach

-learning thru self exploration

A

Discovery approach

67
Q

Type of teaching approach

learning thru stated facts

A

Conceptual approach-

68
Q

Type of teaching approach

learning by doing

A

Process approach-

69
Q

Type of teaching approach

learning by asking

A

Inquiry approach-

70
Q

Type of teaching approach

learning thru appropriate language

A

Communicative approach

71
Q
  • used as aids in effective communication
    • “audiovisual aids”
    • assist teaching-learning process
A

Instructional materials

72
Q

Reasons for using Aids:

A

To help clarify important concept
Sustain student’s interest
Help make learning more permanent

73
Q

examples of instructional materials

A 
White board
OHP
Charts/Diagrams-illustrations
Laptop
others
74
Q

5 C’s

A 
Completeness
Content
Confidence
Coherence
conceptualization
75
Q

5 C’s

introduction-body-conclusion
thank you slide

A

Completeness

76
Q

5 C’s

- topic is well researched
- references (within or at the end of 					discussion)
A

Content

77
Q

5 C’s

- consistent eye contact w/the audience

A

Confidence

78
Q

5 C’s

	- systematic report
	- details are interrelated
A

Coherence

79
Q

5 C’s

	- rule of 7
	- total presentation substantially 	interesting
	- whole presentation should be finished 	within the allotted time
A

Conceptualization

Botany (324 decks)

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