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MLS 103 > VARIOUS CONCEPTS OF TEACHING > Flashcards

VARIOUS CONCEPTS OF TEACHING Flashcards

1
Q

Teaching is a Complex Human Activity

A
  1. human interactions
  2. organizational arrangement
  3. material resources
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2
Q

Teacher + students interactions = LEARNING

A

Human Interactions

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3
Q

Personal and logical

Logical

A

Human Interactions

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4
Q

Teacher’s behavior

A

Independent variable

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5
Q

Learner’s behavior

A

Dependent variable

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6
Q

memories, beliefs, needs, interferences

A

Intervening variables

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7
Q

Verbal communication: spontaneity, precision, naturalness

A

Linguistic behavior

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8
Q

patterns of communication: tone of voice, facial expressions, kinesis

A

Expressive behavior

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9
Q

physical activities

A

Performatory behavior

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10
Q

Organizational Arrangements

A

Curriculum planning phase
Instructing phase
Measuring phase
Evaluating phase

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11
Q

Material Resources

A

Selection & development of instructional units
Planning individual lessons
Organizing material for instructional purposes
Designing the methods to be used
Classroom management
Evaluation of pupil’s achievements
Reporting of pupil’s grades

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12
Q

Involves imparting a body of systematized knowledge

A

Teaching is Both a Science and an Art

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13
Q

Provides avenues for achieving pleasure and delight in learning

A

Teaching is Both a Science and an Art

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14
Q

Cognitive & Psychomotor

A

SCIENCE: Directed to inform the head

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15
Q

Mechanical & routinized
Calls for skillful teaching
Aims at optimum efficiency devoid of creating something new

A

SCIENCE: View teacher as academician & craftsman

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16
Q

affective

A

ART: Suited to satisfy the soul

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17
Q

Dynamic & imaginative process
Makes teaching more relevant & responsive to learner
Destined to come out with something novel or innovative

A

ART: Goes beyond the prescribed level of instruction

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18
Q

Requires an understanding of the role of the more mature, experienced members of society (TEACHERS) in stimulating, directing, managing, & guiding the immature and inexperienced members (LEARNERS) in their adjustments to life

A

Teaching as a System

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19
Q

End goal: well-adjusted citizens with wholesome personality imbued with:

A 
Love of country
Duties of citizenship
Moral character
Personal disciplines
Scientific, technological, & vocational efficiency
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20
Q

Purpose: human growth and development

A

Teaching is one of the Most Exalted Forms of Social Service

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21
Q

Teachers: high character, honesty, integrity, skill

A

Teaching is one of the Most Exalted Forms of Social Service

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22
Q

Teachers: high character, honesty, integrity, skill

A

Teaching is one of the Most Exalted Forms of Social Service

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23
Q

Stimulus: teaching
Response: learning

A

Teaching is the Responsibility of the Teaching while Learning is the Responsibility of the Learner

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24
Q

Behavioristic psychology

A

Teaching is the Responsibility of the Teaching while Learning is the Responsibility of the Learner

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25
Q

Humanistic psychology: mind, intellect, will

A

Teaching is the Responsibility of the Teaching while Learning is the Responsibility of the Learner

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26
Q

Key Elements of Teaching (8 M’s)

A
  1. Millieu
  2. Matter
  3. Method
  4. Materials
  5. Media
  6. Motivation
  7. Mastery
  8. Measurement
27
Q

The learning environment

A

Millieu

28
Q

Physical environment, place of work, classroom, laboratory, workshop, school campus

A

Millieu

29
Q

content

A

Matter

30
Q

Covered and learned

A

Matter

31
Q

Mastery of the subject matter

A

Matter

32
Q

Purposeful, planned activities & tasks

A

Method

33
Q

Variety of teaching strategies

A

Method

34
Q

Resources, both human or physical object

A

Materials

35
Q

Serve as stimuli in T-L situation

A

Materials

36
Q

System of communication in T-L process

A

Media

37
Q

Aimed at promoting common understanding in instruction and setting & maintaining a healthy climate in the classroom

A

Media

38
Q

Model of good language user

A

Media

39
Q

Principle of parsimony

A

Media

40
Q

Cardinal principle of learning

A

Motivation

41
Q

Always associated with the learner’s understanding of a value in the learning act based on a “felt need” (present gratification) or a “reward”

A

Motivation

42
Q

The Be-all and End-all of Learning

A

Mastery

43
Q

Habitual or automatic change in behavior: repetition & application

A

Mastery

44
Q

Ability to put to constant use what has been fixed in the mind & to apply such in the future & where need arises

A

Mastery

45
Q

Last stage in the learning circle

A

Mastery

46
Q

Circle of Learning

A

Stage 1: Stage of Unconscious Incompetence
Stage 2: Stage of Conscious Incompetence
Stage 3: Stage of Conscious Competence
Stage 4: Stage of Unconscious Competence

47
Q

Blissful ignorance

A

Stage 1: Stage of Unconscious Incompetence

48
Q

Teachable moment

A

Stage 2: Stage of Conscious Incompetence

49
Q

Content, coaching, guided practice, feedback, application

A

Stage 3: Stage of Conscious Competence

50
Q

Learner has acquired mastery of the subject matter

A

Stage 4: Stage of Unconscious Competence

51
Q

Getting evidence of learning

A

Measurement

52
Q

Final measure of how much learner has acquired and mastered as revealed by an instrument “test” in the form of “test score”

A

Measurement

53
Q

Evaluation

A

Measurement

54
Q

3 important factors to be given utmost consideration:

A

Objectives
Learning activities
Evaluation

55
Q

3 important factors to be given utmost consideration:
Objectives
Learning activities
Evaluation

A

3 important factors to be given utmost consideration:
Objectives
Learning activities
Evaluation

56
Q

Focus of the teacher’s effort

A

Child

57
Q

Core of the T-L process aimed at the devt of a mature individual

A

Child

58
Q

Educational objectives
Allows teachers to articulate the expectations for students
Facilitate the evaluation of educational programs and improves validity of the measures and scales used in the evaluation process
Require specification of student learning in terms of observable and measurable behavior
SMART

A

Objectives

59
Q

5 Concepts in Writing Educational Objectives

A

Who is to perform the desired behavior?
The actual behavior to be employed in demonstrating mastery of the objective
The result
The relevant conditions under which the behavior is to be performed
The standard that will be used to evaluate the success of the product performance

60
Q

Certain activities that the learner undergoes in reaction to the environment with which he has an opportunity to interact

A

Learning activities

61
Q

Suggestions for making material meaningful

A

Evaluate the learner’s experience
Provide variety of experiences
Use pictorial illustrations, objects or models, or examples frequently
Create situations for applications of concepts or skills learned

62
Q

Validates the objectives and points out the effectivity and propriety of the learning experiences

A

Evaluation

63
Q

Part and parcel of T-L process

A

Evaluation

64
Q

The proof of LEARNING is seen in TESTING.

A

Evaluation

MLS 103 (2 decks)

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