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Principles Of Teaching (Lecture Notes) Flashcards

1
Q

PASMT stands for _____.

A 
Principle
Approach
Strategy
Method
Technique
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2
Q

[PASMT] law/doctrine

A

Principle

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3
Q

[PASMT] perspective/viewpoint/philosophy

A

Approach

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4
Q

[PASMT] plans

A

Strategy

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5
Q

[PASMT] Steps/procedures

A

Method

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6
Q

[PASMT] Art/style of teaching

A

Technique

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7
Q

Two approaches and what it means

A 
Direct = teacher-centered
Indirect = student-centered
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8
Q

[Approach] teacher as dispenser of knowledge

A

Direct

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9
Q

[Approach] Teacher as the sage on the stage

A

Direct approach

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10
Q

[Approach] Teacher as the facilitator of learning

A

Indirect approach

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11
Q

[Approach] Teacher as the guide on the side

A

Indirect

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12
Q

[Strategy] equivalent to direct approach

A

Expository

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13
Q

[Strategy] equivalent to indirect approach

A

Exploratory

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14
Q

Different Strategies

A

RElOCA

Rehearsal
Elaboration
Organization
Comprehension Monitoring
Affective
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15
Q

[RElOCA] strategy - repetition

A

Basic Rehearsal strategies

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16
Q

[RElOCA Strategy] strategy that involves copying, underlining, shadowing

A

Complex rehearsal strategies

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17
Q

[RElOCA Strategy] involves highlighting of keywords

A

Basic elaboration strategies

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18
Q

[RElOCA Strategy] involves paraphrasing or summarizing

A

Complex elaboration strategies

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19
Q

[RElOCA Strategy] outline, list, hierarchy

A

Organization strategies

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20
Q

[RElOCA Strategy] checking for failure

A

Comprehension Monitoring

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21
Q

[RElOCA Strategy] alert, relaxed

A

Affective Strategies

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22
Q

[Method] two methods in teaching

A

Deductive

Inductive

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23
Q

[Method] specific to general

A

Inductive

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24
Q

[Method] general to specific

A

Deductive

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25
Q

[Method] examples of deductive teaching methods

A

Lecture

Demonstration

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26
Q

[Method] examples of inductive teaching methods

A

Inquiry-based/ problem-based/ problem-solving

Laboratory

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27
Q

Belief that your culture is superior

A

Ethnocentrism

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28
Q

Belief that one’s culture is inferior (e.g. colonial mentality)

A

Xenocentrism

29
Q

Parts of a lesson plan

A

OSLEA

Objectives
Subject Matter
Learning Activities
Evaluation
Assignment
30
Q

Parts of a good objective

A

BeCoC

Behavior
Condition
Criterion

31
Q

Psychomotor domain according to Simpson

A

PSGMCAO

Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
32
Q

4 As of Facilitating Learning

A

Activity - concrete ideas
Analysis - specific ideas
Application - practical ideas
Abstraction - general ideas

33
Q

Learning Activities (2 main parts and what’s under)

A

A. Preparatory Activities

  1. Unfreezing
  2. Drills
  3. Review
  4. Motivation
  5. Presentation of objectives
B. Developmental Activities
Group activities
Application
Values infusion/integration
Generalization
Experiments
34
Q

Two types of assignments

A

Remedial

enrichment

35
Q

[assignment] if most students failed the evaluation

36
Q

[assignment] if most students passed the evaluation

A

Enrichment

37
Q

3 stages of cognitive representation according to Jerome Bruner

A

Enactive - concrete; real-world experiences
Iconic - pictures, images, visual representations
Symbolic - words and other symbols

38
Q

Edgar Dale’s Cone of Experience

A

You remember:

10% of what you read
20% of what you hear
30% of what you see
50% of what you hear and what you see
70% of what you say and what you write
90% of what you do
39
Q

Thomas Nagel’s PPPF means _________.

A

Prepare teacher
Prepare students
Prepare instructional materials
Follow up objectives

40
Q

Instructional Materials (3)

A

Realia - real thing
Mock-up - model with detachable parts
Model - smaller/bigger version of something

41
Q

Principle - metacognition/introspection

A

Reflective

42
Q

Principle - construct based on prior knowledge

A

Constructivist

43
Q

Principle to be applied in taking board exams…

A

Essentialism

44
Q

Docile means _____.

A

Submissive

45
Q

Teaching styles (4)

A

Apprenticeship (mentoring)
Good old team person style (coach)
Town meeting style (teacher as moderator)
Socratic (questioning)

46
Q

Greatest Philosophers

A

TSoPAA

Thales of Miletus - oldest
Socrates - questioning; dialogue
Plato - idealism; allegory of the cave
Aristotle - realism
Alexander, the Great - library of Alexandria
47
Q

Types of Questions (3 pairs)

A

Directed vs. non-directed
Convergent vs. divergent
Closed-ended vs open-ended

48
Q

4 Discussion sessions

A

Forum
Symposium
Panel
Buzz Session

49
Q

[Discussion Session] contradicting ideas

50
Q

[Discussion Session] an example of forum

51
Q

[Discussion Session] prepared in advance; audience are allowed to ask

52
Q

[Discussion Session] experts

53
Q

[Discussion Session] brainstorming; academic noise; doesn’t have to be always right/perfect; foster creativity

A

Buzz session

54
Q

[Teaching method] introduce content at home + practice working at school

A

Flipped Classroom

55
Q

[Teaching Method] customize learning for each student’s strengths, weaknesses, needs, skills, and interests

A

Personalized learning

56
Q

[Teaching Method] engage with educational materials in a playful and dynamic way

A

Game-based learning

57
Q

[Teaching Method] real-world connections through exploration and high-level questioning

A

Inquiry-based learning

58
Q

[Teaching Method] explicit teaching using lectures or demonstrations

A

Direct Instruction

59
Q

[Teaching Method] tactile, manipulate to learn

A

Kinesthetic learning

60
Q

[Teaching Method] tailoring instruction to meet individual needs

A

Differentiated instruction

61
Q

[Teaching Method] work hard until they achieve their best work

A

Expeditationary learning

62
Q

Approaches to Classroom Management

A

Business academic - organization and management
Behavior modification - behaviorism
Group managerial - immediate response (ripple effect)
Group guidance - as a group/class
Assertive - strict
Success - create/make their own decisions that will lead to success

63
Q

Jacob Kounin’s Classroom Management Approaches

A

Withitness - eyes at the back of the head
Dangling - T interrupts activity then returns to it
Truncation - T interrupts activity, never returns
Flip-flop - jumping from one topic to the next
Smoothness -flow
Proximity control - lapit si teacher
Signal interference - gestures
Anti-septic bouncing - alisin/palabasin rowdy student
Direct appeal - confronting students
Planned ignoring - ignoring papansin
Hurdle help - help student para manahimik
Stimulus-bound - madali madistract si Teach
Thrust - biglang magpapasok ng lesson without preparatory activities
Overlapping - multi-tasking
Momentum - tuloy tuloy

64
Q

4 Mistaken Goals for Acceptance Approach to Discipline

A

Attention Seeking
Power-Seeking
Revenge-Seeking
Withdrawal/ Assumed Inadequacy

65
Q

[Mistaken Goals for Acceptance Approach to Discipline] “Involve me.” “Notice me.”

A

Attention-seeking

66
Q

[Mistaken Goals for Acceptance Approach to Discipline] “Give me choices.” “Let me help.” - walang choices, spoiled brats

A

Power-seeking

67
Q

[Mistaken Goals for Acceptance Approach to Discipline] “Help me.” “I am hurt.” (Nananakit = probably sinasaktan sa bahay)

A

Revenge-seeking

68
Q

[Mistaken Goals for Acceptance Approach to Discipline] “Don’t give up on me.” “Show me small steps.” (Problems with mental health, self-harm)

A

Withdrawal/ Assumed Inadequacy

Professional Education (4 decks)

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