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Pedagogy > Pedagogy > Flashcards

Pedagogy Flashcards

1
Q

_____ is the study of the principles and methods of instruction, teaching, and education.

A

Pedagogy

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2
Q

All learning must have a _____. It should be relevant to the students’ life and driven by purpose. No one wants to work, just to work.

A

Purpose

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3
Q

Students need the skills and _____ to complete their work and achieve their goals. Help students achieve short term goals by developing competencies they need to be successful. Keeping notes in order, learning to listen effectively, and paying attention are some skills to make learning accessible.

A

Knowledge

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4
Q

Specific _____ empowers students. Direction aids in confidence and interest. Giving good directions is an art form. Keep them simple, brief, and logical.

A

Directions

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5
Q

Students want to have _____ while they work. Offer ways of learning that are more enjoyable.

A

Fun

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6
Q

Offer activities that involve higher-order thinking skills. Students find _____-_____ questions and critical thinking more engaging than activities involving just recalling facts.

A

Open-ended

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7
Q

_____ is an important component of motivation. When a student wants to learn more about a subject, they will tackle challenging assignments in order to satisfy their curiosity. Even asking provocative questions may spark their curiosity.

A

Curiosity

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8
Q

A blend of praise and _____ is effective in building self-reliance. Teachers who offer sincere praise and encouragement establish a positive, nurturing classroom atmosphere. When students know they are on the right track, they will want to continue.

A

Encouragement

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9
Q

A combination of _____ (money or tangible) and _____ (inner psychological) rewards increases student focus and time on task behavior. Combining the two leads to great success.

A

Extrinsic / Intrinsic

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10
Q

Students tend to work harder when they believe that their teacher _____ them.

A

Likes

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11
Q

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher _____” - William Arthur Ward

A

Inspires

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12
Q

“Good teaching must be slow enough so that it is not _____, and fast enough so that it is not boring.” - Sidney J. Harris

A

Confusing

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13
Q

“Good teaching is more a giving of right _____ than giving of right answers.” - Josef Albers

A

Questions

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14
Q

“_____-_____ and critical reasoning are your map and compass on your journey to knowledge, but without desire, as without a canteen, you won’t get anywhere.” - Roger Abrantes

A

Open-mindedness

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15
Q

_____: Obligation to GIVE when you RECEIVE. Favor for Favor. Party invite for party invite.

A

Reciprocity

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16
Q

_____: People want MORE of those things there are LESS of. Cutting back from 2 flights to 1, increased sales.

A

Scarcity

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17
Q

_____:- People will follow CREDIBLE, KNOWLEDGEABLE, experts.

A

Authority

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18
Q

_____: Looking for and asking for small COMMITMENTS that can be made. A small commitment leads to big results. Look for voluntary, active + public commitments (ideally getting them in writing).

A

Consistency

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19
Q

_____: Three important factors: (1) People who are similar to us. (2) People who pay us compliments. (3) People who cooperate with us. Get personal before making negotiations. Be likable. Give genuine compliments.

A

Liking

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20
Q

_____: People will look to the ACTIONS of OTHERS to determine their OWN.

A

Consensus

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21
Q

To be considered _____ learning, students must be doing something including discovering, processing, and applying information. Not just listening to a lecture.

A

Active

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22
Q

Group talks and activities implement _____ learning.

A

Active

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23
Q

True or False?

Hit the ground running on the first day of class with substantial content.

A

True

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24
Q

Do not focus on your own _____ or limitations. This will increase insecurity on the part of the students.

A

Inadequacies

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25
Q

True or False?

Criticize the book or author if you don’t agree with them.

A

False - If you disagree, don’t criticize others, explain your views on where it differs.

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26
Q

Every good class has an introduction, a _____, and a conclusion

A

Body

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27
Q

In a study with 7 factors, 4 of them counted towards 77% of the variation of attitudes towards the course, these were: _____, course topic, course execution, and the room (physical environment).

A

Instructor

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28
Q

Classes did better when they were expected (and to be graded) on _____.

A

Participation

29
Q

Adults seek out learning experiences in order to cope with _____-_____ events such as marriage, divorce, a new job, a promotion, being fired, retiring, losing a loved one, or moving to a new city.

A

Life-changing

30
Q

Increasing or maintaining one’s sense of _____-_____ and pleasure are strong secondary motivators for engaging in learning experiences.

A

Self-esteem

31
Q

True or False?

Adult learners tend to be less interested in, and enthralled by, survey courses. They tend to prefer single-concept, single-theory courses that focus heavily on the application of the concept to relevant problems.

A

True

32
Q

Adults tend to compensate for being slower in some psychomotor learning tasks by being _____ accurate and making _____ trial-and-error ventures.

A

More / Fewer

33
Q

Adults tend to take errors _____, and are more likely to let them affect self-esteem. Therefore, they tend to apply tried-and-true solutions and take fewer risks.

A

Personally

34
Q

Adults prefer self-directed and self-designed learning projects over _____-learning experiences led by a professional.

A

Group

35
Q

Effective teachers systematically and carefully plan for _____ use of their instructional time.

A

Productive

36
Q

Seek out students who seem to be _____.

A

Struggling

37
Q

Learning is enhanced when seen as a _____ effort versus a solo race. Good learning is collaborative and social, not competitive and isolating.

A

Team

38
Q

Time plus _____ equals learning. Using time effectively is crucial for learning. Learning time management, allocating realistic amounts of time means effective learning for students.

A

Energy

39
Q

_____ more and you will get it. High expectations are good for everyone.

A

Expect

40
Q

Give students positive _____ for doing exemplary work.

A

Reinforcement

41
Q

Encourage students not to focus on _____, but rather on putting out their best effort.

A

Grades

42
Q

Encourage students to _____ up when they do not understand.

A

Speak

43
Q

Teaching relies on personal integrity and the ability to _____ to your students.

A

Communicate

44
Q

A good teacher combines the realm of knowledge with a habit of _____.

A

Mind

45
Q

The second characteristic is integrity in two separate meanings.

First there is probity: characteristics of _____, principle and decent candor (openness). These qualities are fundamental not only to teaching, but to life.

A

Honesty

46
Q

Another, but equally important, kind of integrity is completeness or unity of character, the sense of _____-_____ and personal identity a fine teacher exhibits.

A

Self-confidence

47
Q

A good teacher has confidence, but is also aware of one’s own _____.

A

Frailties

48
Q

Know the students’ names, and _____ them.

A

Use

49
Q

Being on the edge of your subject and interests, have the same _____ you expect you students to have.

A

Drive

50
Q

Always _____ good work. Feeling successful is highly motivating.

A

Praise

51
Q

Motivating factors include interest in subject matter, perception of its _____, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence.

A

Usefulness

52
Q

Ensure opportunities for students’ _____ by assigning tasks that are neither too easy or too difficult.

A

Success

53
Q

Create an atmosphere that is open and _____.

A

Positive

54
Q

Capitalize on students’ existing _____. They may have a need to learn for a particular task or activity, the need for new experiences, to perfect skills, to overcome challenges, to become competent, to be successful and do well, to feel involved and interact with others. Satisfying these needs are motivating in themselves.

A

Needs

55
Q

Make students _____ participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens motivation.

A

Active

56
Q

Help students set achievable _____ for themselves. Encourage students to focus on their continued improvement, not just the grade on a test or assignment. Help them see their progress by teaching them to critique their own work, analyze their strengths and weaknesses.

A

Goals

57
Q

Tell students what they need to do to _____ in your course. The students shouldn’t struggle knowing how to be successful. Tell them exactly what will be needed.

A

Succeed

58
Q

Strengthen students’ self-_____. Avoid the “I require”, “you must”, or “you should.”

A

Motivation

59
Q

Avoid creating intense _____ among students. Competition creates anxiety, which can interfere with learning.

A

Competition

60
Q

Be _____ about your subject. If you become bored or apathetic, students will too. If you become uninterested in your course, think back to what interested you about it in the first place.

A

Enthusiastic

61
Q

Work from students’ strengths and _____. Find out why they enrolled, how do they feel about the subject, and what their expectations are.

A

Interests

62
Q

When possible, let students have some say in choosing what will be studied. Give them options on assignments or term papers. Let students decide between two options for a trip, or which of two topics to go deeper into. _____ create interest.

A

Options

63
Q

Increase the _____ of the material as the semester progresses. Give opportunities for success in the beginning. Gradually increase difficulty over time.

A

Difficulty

64
Q

Vary your _____ methods. Variety reawakens students’ involvement in the course and their motivation. Breaking up the routine, add new teaching activities and methods, add role playing, debates, brainstorming, discussion, demonstration, case studies, audiovisual presentations, guest speakers, or small group work.

A

Teaching

65
Q

Emphasize mastery and learning rather than _____. Focusing on improvement rather than grade will yield more progress. And keep the students’ mindset right. Keep grading and point systems basic.

A

Grades

66
Q

True or False?

Design tests that encourage the kind of learning you want students to achieve. Focus on testing information and concepts, not memorization of data.

A

True

67
Q

Avoid using _____ as threats. This can lead to academic dishonesty, excuses for late work, and other counterproductive behavior.

A

Grades

68
Q

Give students _____ as quickly as possible. Reward success publicly and immediately.

A

Feedback

69
Q

Be specific when giving _____ feedback. Make sure your feedback is based on behavior, and not the individual. Give reasoning to cushion the negative comments on how to succeed later on.

A

Negative

Pedagogy (1 decks)

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