Teaching and Learning in the Health Science Flashcards
Activities of Teaching (Greene, 1971)
ELEMENTS of THINKING or REASONING in the conduct of teaching and more of the logical aspects of the teacher.
Logical Act
What activities are suitable for this?
● Explaining
● Concluding
● Inferring
● Giving reasons
● Amassing evidence
● Demonstrating
● Defining
● Comparing
Logical Act
Activities of Teaching (Greene, 1971)
TEACHER’S STRATEGY in teaching the material and bringing about learning outcomes.
Strategic Act
What activities are suitable for this?
● Motivating
● Counselling
● Evaluating
● Planning
● Encouraging
● Disciplining
● Questioning
Strategic Act
Activities of Teaching (Greene, 1971)
Activities of teachers are set by the INSTITUTION and it is NOT NECESSARY for the activities of teaching.
Institution Act
What activities are suitable for this?
● Chaperoning
● Patrolling the hall
● Attending meetings
● Taking attendance
● Consulting parents
● Keeping reports
Institution Act
Elements in Models of Teaching (Joyce and Weil, 1986)
The STUDENTS are given the OPPORTUNITY TO PRACTICE the actual skill AFTER THE LECTURE.
Laboratory Teaching Model
Elements in Models of Teaching (Joyce and Weil, 1986)
It is a SANCTIONS on UNDESIRED BEHAVIORS or rewards for the desired behaviors.
Indoctrination Model
Elements in Models of Teaching (Joyce and Weil, 1986)
Which FOCUSES ON CLASSROOM SETTINGS, this is providing a classroom for small group learning.
Problem-Based Learning Model
Elements in Models of Teaching (Joyce and Weil, 1986)
The MOST COMMON support system is the internet.
Independent Study
Elements in Models of Teaching (Joyce and Weil, 1986)
The classroom CONSISTS of a BLACKBOARD and CHAIRS.
Lecture-Teaching Model
Elements in Models of Teaching (Joyce and Weil, 1986)
It focuses on making EXPERIMENTS, with appropriate equipment.
Laboratory Teaching Model
Elements in Models of Teaching (Joyce and Weil, 1986)
The STUDENTS are EXPECTED to ACQUIRE CERTAIN KNOWLEDGE related to a given topic.
Traditional Lecture-Discussion Model
Elements in Models of Teaching (Joyce and Weil, 1986)
Teaching how to CONDUCT VENIPUNCTURE.
Group Discussion Model
The CENTRAL INTENT of the MODEL’S GOALS, THEORETICAL ASSUMPTION, PRINCIPLES, and UNDERLYING CONCEPTS.
Scenario of the Model/Focus
MODEL’S STRUCTURE and SEQUENCE OF STEPS involved in the organization of the complete program of teaching.
Syntax
What are the THREE PHASES of SYNTAX?
(1) Presentation of the Concept
(2) Presentation of Data
(3) Relating the Concept to the Data
The INTERACTION between STUDENTS and TEACHERS. It is known as the role played by teachers and students in TEACHING-LEARNING ACTIVITIES.
Social System
The NATURE OF REACTION is expected from the teacher to every student’s activity and on HOW TO RESPOND what the LEARNERS DO.
Principles of Reaction
SUPPORTING conditions are required to implement the model successfully.
Support System
It is INFORMATION about the USE OF THE MODEL and the TYPE OF INSTRUCTIONAL LEARNING setting appropriate for a given model.
Application
It is DIRECT EFFECTS that may affect a lesson as purposefully envisioned by the teacher.
Instructional Effect
It is INDIRECT EFFECTS that may affect that might happen as a by-product.
Nurturant Effect
It EXPLAINS the DEVELOPMENT OF COGNITIVE STRUCTURES, PROCESSES, and REPRESENTATION that mediate between instruction and learning.
Cognitive Learning
Also known as INSTRUMENTAL CONDITIONING.
Skinner: Operant Conditioning
The laws of learning
Thorndike
Classical conditioning
Pavlov
Operant conditioning
Skinner
It is the ROLE OF THE ENVIRONMENT in the PROMOTION or HINDERING OF LEARNING and the use of various stimuli as reinforcement is used intensively in behavioral studies.
Theory of Behaviorism
8 Stages of Learning (Adapted from Gagné 1974)
It is the OBJECTIVE ESTABLISHED.
Motivation Phase
8 Stages of Learning (Adapted from Gagné 1974)
It is PROCESSES OF ATTENTION and SELECTIVE PERCEPTION are used.
Apprehension Phase
8 Stages of Learning (Adapted from Gagné 1974)
It is the CODIFICATION OF INFORMATION that takes place and this is the moment where knowledge is acquired.
Acquisition phase
8 Stages of Learning (Adapted from Gagné 1974)
ACQUIRED INFORMATION is stored in memory
Retention Phase
8 Stages of Learning (Adapted from Gagné 1974)
STIMULUS TRIGGERS the need to recover information.
Recovery Phase
8 Stages of Learning (Adapted from Gagné 1974)
ABILITY TO GENERALIZED INFORMATION (associate the situation with the acquired knowledge).
Generalization phase
8 Stages of Learning (Adapted from Gagné 1974)
It TRANSFORMS learned knowledge into action (you’ll get positive feedback).
Performance phase
8 Stages of Learning (Adapted from Gagné 1974)
The COMPARISON between the results of ACTION DERIVED from the use of the learning and the expectations that were had regarding said results.
Feedback phase:
