Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PST > POPCORN 1 > Flashcards

POPCORN 1 Flashcards

1
Q

Set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.

A

Teaching Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Systematic way of doing something. It implies an orderly logical arrangement of steps.

A

Teaching Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

These are steps we follow when we teach.

A

Teaching Techniques

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

It is more procedural.

A

Teaching Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

It is the teacher’s style or tricks to accomplish an immediate objective.

A

Teaching Techniques

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information.

A

Teaching Strategies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach.

A

Teacher-Centered Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

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.

A

Learner-Centered Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Subject matter gains primacy over the learner.

A

Subject-Mattered Center Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Only the teacher’s voice is heard. He/she is the sole disperser of information.

A

Teacher Dominated Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.

A

Constructivist Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

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.

A

Interactive Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The teacher deposits knowledge into the ‘empty’ minds of students to commit to memory

A

Banking Approach Integrated Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

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

A

Integrated Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

It limits the teacher to discuss his/her lessons within the boundary of his/her subject.

A

Disciplinal Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

It will welcome group work, teamwork, partnership, and group discussion.

A

Collaborative Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

It wants the individual students to work by themselves.

A

Individualistic Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The teacher directly tells or shows or demonstrates what is to be taught.

A

Direct Teaching Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

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.

A

Indirect, Guided Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Breaking down learning from general to specific

A

Deductive Methods

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Process of arriving a generalization

A

Inductive Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Teacher centered

Teacher provides information, facts, rules, action, and consequences.

A

Direct Teaching Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Student centered

Students are interactive participants.

A

Indirect Teaching Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Lecture Method

A 
Outlining Technique
Component Technique
Sequential Technique
Relevance Technique
Transitional Technique
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Reporting Method

A 
Unit of Morrisonian Technique
Individual or Group Reporting Technique
Reading or Storytelling Technique
Schematic Technique
Symposium Technique
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Investigatory Method

A 
Laboratory Technique
Problem-Solving Technique
Research Technique
Field Study Technique
Experimenting Technique
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q 
Project Technique
Field Trip Technique
Dramatization Technique
Role Playing Technique
Brainstorming Technique
Debate Technique
A

Activity Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Teacher-Directed Technique
Student Directed Technique
Resource Speaker Technique

A

Demonstration Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Lecture-Discussion
Lecture-Demonstration
Film-Showing Discussion

A

Integrated Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Textbook Learning
Role-Learning Technique
Directed Technique
Memorization Technique

A

Traditional Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

constructivist approach is an example of

A

TEACHING APPROACH

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

activity method is an example of

A

TEACHING METHOD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

A set of events, outside the learners which are designed to support the internal process of learning.

A

Teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

It is creating a situation or selecting a life-like situation to enhance learning.

A

Teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

To the traditionalist, it is imparting knowledge and skills required to master a subject matter.

A

Teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

An organization of meaningful learning.

A

Teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

The needs of the learner

A

planning phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

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.

A

implementation phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Use of different teaching styles and strategy are included in this phase.

A

implementation phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Motivation to carry out the goal

A

planning phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Evaluation process to measure learning outcome

A

planning phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Considerations In Planning

A 
Learner
Availability of materials
Time requirement of particular activity
Strategy need to achieve the objective
Teacher
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

This phase answers the question if the plans and implementation have been successfully achieved. It is achieved if the objective matches the learning outcome.

A

evaluation phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

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.

A

learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

It is also defined as a change in an individual’s behavior caused by experiences or self- activity.

A

learning

46
Q

Development of ideas and concept

A

cognitive

47
Q

Experiences w/in w/c emotions and affect take precedence.

A

affective

48
Q

Understanding through senses and muscles

A

sensory

49
Q

TEACHING-LEARNING PROCESS

Basic Elements:

A

Assessment
Planning
Implementation
Evaluation

50
Q

It is a method for monitoring and judging the overall quality of learning or teaching based on objective, data and scientific criteria.

A

TEACHING-LEARNING PROCESS

51
Q

Domain of practical skills

A

Psychomotor

52
Q

Domain of communication skills

A

affective

53
Q

Domain of intellectual skills

A

cognitive

54
Q

Psychomotor:

A

imitation-control-automatism

55
Q

Affective:

A

Receiving-Responding- Internalization

56
Q

Cognitive

A

Recall of fact- Interpretation of data-problem solving

57
Q

Classical Conditioning
Operant Conditioning
Social Conditioning

A

Classical Conditioning
Operant Conditioning
Social Conditioning

58
Q

Elucidated from Russian physiologist Ivan Pavlov.

A

Classical Conditioning

59
Q

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.

A

Classical Conditioning

60
Q

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.

A

STAGE 1: Before Conditioning

61
Q

This stage also involves another stimulus which has no effect on a person and is called the neutral stimulus (NS).

A

STAGE 1: Before Conditioning

62
Q

does not produce a response until it is paired with the unconditioned stimulus.

A

neutral stimulus

63
Q

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).

A

STAGE 2: During Conditioning

64
Q

For classical conditioning to be effective, the conditioned stimulus should occur ___the unconditioned stimulus,

A

before

65
Q

acts as a type of signal or cue for the unconditioned stimulus.

A

conditioned stimulus

66
Q

Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR).

A

STAGE 3: After Conditioning

67
Q

The major theorist is B.F. Skinner.

A

Operant Conditioning

68
Q

According to this theory, voluntary responses are strengthened or weakened as a result of their consequences.

A

Operant Conditioning

69
Q

Human behavior can be explained by a set of laws.

Behavior should be studied at its simplest, most fundamental level.

A

Operant Conditioning

70
Q

Strengthening a behavior (increasing the probability that it will reoccur) by presenting a positive stimulus immediately after the behavior has occurred.

A

Positive Reinforcement

71
Q

Strengthening a behavior (increasing the probability that it will reoccur) by removing a negative stimulus immediately after the behavior has occurred

A

Negative Reinforcement

72
Q

Weakening a behavior (decreasing) the probability that it will reoccur) by presenting an aversive stimulus immediately after the behavior has occurred.

A

Presentation Punishment (Type I)

73
Q

Weakening a behavior (decreasing the probability that it will reoccur) by removing a positive stimulus immediately after the behavior has occurred

A

Removal Punishment (Type II, or Time-out)

74
Q

When a previously reinforced behavior decreases in frequency and eventually ceases altogether because reinforcement is withheld.

A

Extinction

75
Q

When an extinguished behavior reappears without having been reinforced.

A

Spontaneous Recovery

76
Q

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.

A

Generalization

77
Q

When an individual learns to notice the unique aspects of seemingly similar situations and thus responds differently.

A

Discrimination

78
Q

Reducing complex behaviors into a sequence of more simple behaviors.
Reinforcing successive approximations to the complex behavior.

A

Shaping

79
Q

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.

A

Social Conditioning

80
Q

a learning theory based on the idea that people learn by observing others.

A

Social Cognitive Theory (SCT)

81
Q

Whether the individual has high or low self-efficacy toward the behavior.

A

Personal

82
Q

The response an individual receives after they perform a behavior.

A

Behavioral

83
Q

Aspects of the environment or setting that influence the individual’s ability to successfully complete a behavior

A

Environmental

84
Q

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.

A

Teaching Strategies

85
Q

An approach in which information is presented in more or less the same form in which students are expected to learn it.

A

​​Expository Instruction

86
Q

An approach where students are actually doing something rather than just hearing or reading about it.

A

Hands-On & Practice Activities

87
Q

An approach where the classroom is based on social interaction between students

A

Interactive and Collaborative Approaches

88
Q

Students must be cognitively active (paying attention, using elaboration, etc.).

A

Lectures and Textbooks

89
Q

Students must learn one topic thoroughly before moving to the next topic.

A

Mastery Learning

90
Q

Teachers use a variety of techniques (questioning, guided and independent practice, explanations) to promote learning of basic skills.

A

Direct Instruction

91
Q

Instruction is provided via computer technology.

A

Computer-based instruction

92
Q

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.

A

Discovery Learning

93
Q

Activities should clearly define task and purpose, capture students’ attention and interest, and accommodate diversity.

A

In-class Activities

94
Q

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)

A

Computer Simulations and Applications

95
Q

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.

A

Homework

96
Q

Classroom activities similar to those students are apt to encounter in the outside world

A

Authentic Activities ‘

97
Q

Provide information about students’ prior knowledge and possible misconceptions.
Focus students’ attention.
Assess how much learning is actually occurring.

A

Teacher questions

98
Q

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.

A

Instructional Media

99
Q

TYPES OF INSTRUCTIONAL MEDIA

A 
Non-Projected Media    
Projected Media
Audio Media    
Motion Media    
Hyper Media    
Gaming Media
100
Q

Illustrate concepts
Enhance direct Instruction
Encourage students to look at data in diverse ways

A

Non-Projected Media

101
Q

Allow all students to view the same material at the same time
Offer the students other perspectives on the material

A

Projected Media

102
Q

Allow students to hear other languages/dialects
Allow auditory learners to review the lessons
Encourage creativity through music

A

Audio Media

103
Q

Offer supplemental instruction
Experience concepts in a manner that is not available in “real life” – i.e.
Magic School Bus

A

Motion Media

104
Q

Offer resources beyond the library
Develop computer and word processing skills
Offer interactive learning

A

Hyper Media

105
Q

Provide a playful environment for learning
Structure learning through rules
Motivating for tedious or repetitive content
Uses problem solving skills

A

Gaming Media

106
Q

Process that informs, motivates, and helps people to adopt and maintain healthy practices and lifestyles.

A

Health Education

107
Q

Approach to Public Health

A

Regulatory approach
Service approach
Educational approach

108
Q

Difficulties in hearing, expression

A

Physiological

109
Q

Emotional disturbance

A

Psychological

110
Q

Noise, invisibility

A

Environmental

111
Q

Knowledge, custom, believe, religion

A

Cultural

112
Q

______ encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students achievement of instructional objectives.

A

-Instructional Media

PST (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions