POPCORN 1 Flashcards
Set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.
Teaching Approach
Systematic way of doing something. It implies an orderly logical arrangement of steps.
Teaching Method
These are steps we follow when we teach.
Teaching Techniques
It is more procedural.
Teaching Method
It is the teacher’s style or tricks to accomplish an immediate objective.
Teaching Techniques
Methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information.
Teaching Strategies
The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach.
Teacher-Centered Approach
In which it is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.
Learner-Centered Approach
Subject matter gains primacy over the learner.
Subject-Mattered Center Approach
Only the teacher’s voice is heard. He/she is the sole disperser of information.
Teacher Dominated Approach
The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.
Constructivist Approach
An interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with the teacher with other students.
Interactive Approach
The teacher deposits knowledge into the ‘empty’ minds of students to commit to memory
Banking Approach Integrated Approach
It makes the teacher connects what he/she teacher to other lessons of the same subject (Intradisciplinary) or connects his/her lessons with other subject thus making his/her approach interdisciplinary and multidisciplinary
Integrated Approach
It limits the teacher to discuss his/her lessons within the boundary of his/her subject.
Disciplinal Approach
It will welcome group work, teamwork, partnership, and group discussion.
Collaborative Approach
It wants the individual students to work by themselves.
Individualistic Approach
The teacher directly tells or shows or demonstrates what is to be taught.
Direct Teaching Approach
The teacher guides the learner to discover things himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.
Indirect, Guided Approach
Breaking down learning from general to specific
Deductive Methods
Process of arriving a generalization
Inductive Method
Teacher centered
Teacher provides information, facts, rules, action, and consequences.
Direct Teaching Method
Student centered
Students are interactive participants.
Indirect Teaching Method
Lecture Method
Outlining Technique Component Technique Sequential Technique Relevance Technique Transitional Technique
Reporting Method
Unit of Morrisonian Technique Individual or Group Reporting Technique Reading or Storytelling Technique Schematic Technique Symposium Technique
Investigatory Method
Laboratory Technique Problem-Solving Technique Research Technique Field Study Technique Experimenting Technique
Project Technique Field Trip Technique Dramatization Technique Role Playing Technique Brainstorming Technique Debate Technique
Activity Method
Teacher-Directed Technique
Student Directed Technique
Resource Speaker Technique
Demonstration Method
Lecture-Discussion
Lecture-Demonstration
Film-Showing Discussion
Integrated Method
Textbook Learning
Role-Learning Technique
Directed Technique
Memorization Technique
Traditional Method
constructivist approach is an example of
TEACHING APPROACH
activity method is an example of
TEACHING METHOD
A set of events, outside the learners which are designed to support the internal process of learning.
Teaching
It is creating a situation or selecting a life-like situation to enhance learning.
Teaching
To the traditionalist, it is imparting knowledge and skills required to master a subject matter.
Teaching
An organization of meaningful learning.
Teaching
The needs of the learner
planning phase
Based on the objective, implementation means to put into action the different activities in order to achieve the objectives through the subject matter. Interaction of the teacher and the learner is important in accomplishment of the plan.
implementation phase
Use of different teaching styles and strategy are included in this phase.
implementation phase
Motivation to carry out the goal
planning phase
Evaluation process to measure learning outcome
planning phase
Considerations In Planning
Learner Availability of materials Time requirement of particular activity Strategy need to achieve the objective Teacher
This phase answers the question if the plans and implementation have been successfully achieved. It is achieved if the objective matches the learning outcome.
evaluation phase
A relatively permanent change in an organism’s behavior as the result of experience. It is more flexible in comparison to the genetically programmed behaviors.
learning
It is also defined as a change in an individual’s behavior caused by experiences or self- activity.
learning
Development of ideas and concept
cognitive
Experiences w/in w/c emotions and affect take precedence.
affective
Understanding through senses and muscles
sensory
TEACHING-LEARNING PROCESS
Basic Elements:
Assessment
Planning
Implementation
Evaluation
It is a method for monitoring and judging the overall quality of learning or teaching based on objective, data and scientific criteria.
TEACHING-LEARNING PROCESS
Domain of practical skills
Psychomotor
Domain of communication skills
affective
Domain of intellectual skills
cognitive
Psychomotor:
imitation-control-automatism
Affective:
Receiving-Responding- Internalization
Cognitive
Recall of fact- Interpretation of data-problem solving
Classical Conditioning
Operant Conditioning
Social Conditioning
Classical Conditioning
Operant Conditioning
Social Conditioning
Elucidated from Russian physiologist Ivan Pavlov.
Classical Conditioning
It refers to learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally produces a behavior. His work provided a basis for later behaviorists like John Watson and B. F. Skinner.
Classical Conditioning
In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an organism. In basic terms, this means that a stimulus in the environment has produced a behavior / response which is unlearned (i.e., unconditioned) and therefore is a natural response which has not been taught. In this respect, no new behavior has been learned yet.
STAGE 1: Before Conditioning
This stage also involves another stimulus which has no effect on a person and is called the neutral stimulus (NS).
STAGE 1: Before Conditioning
does not produce a response until it is paired with the unconditioned stimulus.
neutral stimulus
During this stage, a stimulus which produces no response (i.e., neutral) is associated with the unconditioned stimulus at which point it now becomes known as the conditioned stimulus (CS).
STAGE 2: During Conditioning
For classical conditioning to be effective, the conditioned stimulus should occur ___the unconditioned stimulus,
before
acts as a type of signal or cue for the unconditioned stimulus.
conditioned stimulus
Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR).
STAGE 3: After Conditioning
The major theorist is B.F. Skinner.
Operant Conditioning
According to this theory, voluntary responses are strengthened or weakened as a result of their consequences.
Operant Conditioning
Human behavior can be explained by a set of laws.
Behavior should be studied at its simplest, most fundamental level.
Operant Conditioning
Strengthening a behavior (increasing the probability that it will reoccur) by presenting a positive stimulus immediately after the behavior has occurred.
Positive Reinforcement
Strengthening a behavior (increasing the probability that it will reoccur) by removing a negative stimulus immediately after the behavior has occurred
Negative Reinforcement
Weakening a behavior (decreasing) the probability that it will reoccur) by presenting an aversive stimulus immediately after the behavior has occurred.
Presentation Punishment (Type I)
Weakening a behavior (decreasing the probability that it will reoccur) by removing a positive stimulus immediately after the behavior has occurred
Removal Punishment (Type II, or Time-out)
When a previously reinforced behavior decreases in frequency and eventually ceases altogether because reinforcement is withheld.
Extinction
When an extinguished behavior reappears without having been reinforced.
Spontaneous Recovery
When an individual learns to make a particular response to a particular stimulus and then makes the same or a similar response in a slightly different situation.
Generalization
When an individual learns to notice the unique aspects of seemingly similar situations and thus responds differently.
Discrimination
Reducing complex behaviors into a sequence of more simple behaviors.
Reinforcing successive approximations to the complex behavior.
Shaping
Elucidated from Albert Bandura. Based on this theory, learning can take place all at once ( rather than over a period of time), can be learned through observation and modeling and learned behavior can be stored, demonstrated as needed.
Social Conditioning
a learning theory based on the idea that people learn by observing others.
Social Cognitive Theory (SCT)
Whether the individual has high or low self-efficacy toward the behavior.
Personal
The response an individual receives after they perform a behavior.
Behavioral
Aspects of the environment or setting that influence the individual’s ability to successfully complete a behavior
Environmental
The methods used to help students learn the desired course contents and be able to develop achievable goals in the future. It identifies the different available learning methods to enable them to develop the right strategy to deal with the target group identified.
Teaching Strategies
An approach in which information is presented in more or less the same form in which students are expected to learn it.
Expository Instruction
An approach where students are actually doing something rather than just hearing or reading about it.
Hands-On & Practice Activities
An approach where the classroom is based on social interaction between students
Interactive and Collaborative Approaches
Students must be cognitively active (paying attention, using elaboration, etc.).
Lectures and Textbooks
Students must learn one topic thoroughly before moving to the next topic.
Mastery Learning
Teachers use a variety of techniques (questioning, guided and independent practice, explanations) to promote learning of basic skills.
Direct Instruction
Instruction is provided via computer technology.
Computer-based instruction
Students develop an understanding of a topic through firsthand interaction with the environment. Students are required to construct knowledge themselves rather than just “receive” it.
Discovery Learning
Activities should clearly define task and purpose, capture students’ attention and interest, and accommodate diversity.
In-class Activities
Promote higher-level thinking within the context of game like or authentic tasks
E.g., dissecting a frog via a computer program (simulation) or using word processing programs for an assignment (application)
Computer Simulations and Applications
diagnostic purposes.
Assignments should provide the information and structure students need to complete it without assistance from others.
Teachers should give a mixture of required and voluntary assignments.
Homework
Classroom activities similar to those students are apt to encounter in the outside world
Authentic Activities ‘
Provide information about students’ prior knowledge and possible misconceptions.
Focus students’ attention.
Assess how much learning is actually occurring.
Teacher questions
Encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement of instructional objectives. This may include computer labs, classroom technology, Blackboard, and audio and video conferencing.
Instructional Media
TYPES OF INSTRUCTIONAL MEDIA
Non-Projected Media Projected Media Audio Media Motion Media Hyper Media Gaming Media
Illustrate concepts
Enhance direct Instruction
Encourage students to look at data in diverse ways
Non-Projected Media
Allow all students to view the same material at the same time
Offer the students other perspectives on the material
Projected Media
Allow students to hear other languages/dialects
Allow auditory learners to review the lessons
Encourage creativity through music
Audio Media
Offer supplemental instruction
Experience concepts in a manner that is not available in “real life” – i.e.
Magic School Bus
Motion Media
Offer resources beyond the library
Develop computer and word processing skills
Offer interactive learning
Hyper Media
Provide a playful environment for learning
Structure learning through rules
Motivating for tedious or repetitive content
Uses problem solving skills
Gaming Media
Process that informs, motivates, and helps people to adopt and maintain healthy practices and lifestyles.
Health Education
Approach to Public Health
Regulatory approach
Service approach
Educational approach
Difficulties in hearing, expression
Physiological
Emotional disturbance
Psychological
Noise, invisibility
Environmental
Knowledge, custom, believe, religion
Cultural
______ encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students achievement of instructional objectives.
-Instructional Media
