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PSTM Flashcards

1
Q

CORE VALUES AND GREAT ATTRIBUTES

A

A – Aspires to do his Best

C – Credible and Compassionate

H – Hardworking and Honorable

I – Inspiration to Others

E– Efficient, Effective and Ethical

V – Visionary

E – Entrepreneurial, Employable, and Excellent Work Habits

R – Responsible

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2
Q

CMLS MISSION

A

The College of Medical Laboratory Science aims to provide a quality educational program that embodies excellence in laboratory science for the development of globally competitive, compassionate and highly-skilled medical laboratory scientists through competent educators and state of the art laboratory equipment and facilities.

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3
Q

CMLS VISION

A

The College of Medical Laboratory Science envisions itself to be the premier institution in the provision of quality medical laboratory science education, research and practice by 2025.

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4
Q

TEACHING

A

Refers to the process of imparting knowledge and skills from a teacher to
a learner. It encompasses the activities of educating or instructing. It is an
act or experience that has a formative effect on the mind, character or
physical ability of an individual.

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5
Q

WHO
Clearly, not all learning is dependent on teaching…However, all teaching
regardless of quality is predicated on learning.

A

Brown 1993

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6
Q

WHO
Teaching makes learning possible..

A

ramsden 1992

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7
Q

Process of gaining knowledge or skill by studying, practicing, being taught, or
experiencing something. (Merriam-Webster Dictionary)
 “a persisting change in human
performance or performance potential .
. . (brought) about as a result of the
learner’s interaction with the
environment” (Driscoll, 1994)
 “the relatively permanent change in a
person’s knowledge or behavior due to
experience” (Mayer, 1982

A

LEARNING

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8
Q

A type of learning that occurs when a
behavior is observed and subsequently observed and subsequently mimicked.
“It takes a village to raise a child”

A

SOCIAL CONDITIONING

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9
Q

3 learning theories

A

CLASSICAL conditioning
OPERANT
SOCIAL

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10
Q

is a reflexive or automatic
type of learning in which a
stimulus acquires the capacity
to evoke a response that was
originally evoked by another
stimulus.

A

CLASSICAL CONDITIONING

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11
Q

other term classical conditioning

A

PAVLOVIAN/RESPONDENT

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12
Q

Described as a process that
attempts to modify behavior through
the use of positive and negative
reinforcement. Through operant
conditioning, an individual makes an
association between a particular
behavior and a consequence.

A

OPERANT CONDITIONING

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13
Q

OPERANT CONDITIONING OTHER TERM

A

INSTRUMENTAL

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14
Q

In this theory, people can learn
new information and behaviors
by watching other people.

A

SOCIAL CONDITIONING

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15
Q

social conditioning other term

A

observational conditioning

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16
Q

THE HOWS OF TEACHING

A

A. Strategies
B. Approach
C. Technique
D. Method

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17
Q

s the art and science of directing and controlling
the movements and activities of the army.
- a generalized plan for a
lesson which includes structure, instructional
objectives and an outline of planned tactics,
necessary to implement the strategies
-oes not follow a single track all the time, but it
changes according to the demands of the situations such
as age, level, needs, interests and abilities of the students.
- more comprehensive than method

A

STRATEGY

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18
Q

TEACHING STRATEGIES

A

brainstorming
case studies
debates
discussion
flipped classroom
groupwork
questioning
simulations

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19
Q

TEACHING STRATEGY
is a large or small group activity that encourages
students to focus on a topic and contribute to the free flow of ideas.

A

BRAINSTORMING

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20
Q

TEACHING STRATEGIES
are effective ways to get students to practically apply
their skills, and their understanding of learned facts, to a real-world
situation. They are particularly useful where situations are complex
and solutions are uncertain.

A

CAST STUDIES

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21
Q

TEACHING STRATEGIES
- structured way of exploring the range of views on an issue.
It consists of a structured contest of argumentation, in which two
opposing individuals or teams defend and attack a given proposition.

A

debate

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22
Q

TEACHING STRATEGIES
- lets class members work actively with the
ideas and the concepts being pursued, and discussion sessions can
be an extremely effective in changing behaviour or attitudes.
Consequently, teachers use them frequently in instructional situations

A

DISCUSSION

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23
Q

TEACHING STRATEGIES
- students complete learning normally covered in the
classroom in their own time (by watching videos and/or accessing resources), and
classroom time is dedicated to hands-on activities and interactive, personalized
learning, leading to deeper understanding. Students use class time to apply the theory
and concepts discussed in the videos, and to utilize techniques including group
problem-solving and team building games, simulations, case study reviews, and group
discussions.

A

FLIPPED CLASSROOM

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24
Q

TEACHING STRATEGY
- is a method of instruction that gets students to work together in groups

A

GROUP WORK

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25
Q

TEACHING STRATEGY
The art of asking questions is at the heart of effective communication
and information exchange, which underpins good teaching. If you use questioning
well, you can improve the student learning experience in a whole range of Teaching
Settings.

A

The art of asking questions is at the heart of effective communication
and information exchange, which underpins good teaching. If you use questioning
well, you can improve the student learning experience in a whole range of Teaching
Settings.

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26
Q

TEACHING STRATEGY
are instructional scenarios where the learner is placed in a “world”
defined by the teacher. They represent a reality within which students interact. The
teacher controls the parameters of this “world” and uses it to achieve the desired
instructional results. Students experience the reality of the scenario and gather
meaning from it.

A

SIMULATIONS

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27
Q
  • BROADEST (HOWS)
    Ways in which you try to engage students with the
    subject matter (provide students with basic facts,
    relate new knowledge to what students already
    know, build in interaction, be passionate, be
    enthusiastic)
    The ways in which you support your students
    (encourage questions, set formative assessments,
    provide constructive feedback).
A

APPROACH

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28
Q

SOME UNDERSTANDING OF HOW PEOPLE LEARM

A

learning
theory);

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29
Q

TYPES OF APPROACH ACCORDING TO ROLE OF TEACHER (3)

A

executive approach
facilitator approach
liberationist approach

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30
Q

APPROACH ACCORDING TO ROLE OF TEACHER
- views the teacher as manager of
complex classroom processes, a person charged with
bringing about certain outcomes with students through using the best skills and techniques available.

A

executive approach

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31
Q

APPROACH ACCORDING TO ROLE OF TEACHER
- it places a high value on what
students bring to the classroom setting, it places considerable
emphasis on making use of students’ prior experience.

A

FACILITATOR APPROACH

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32
Q

APPROACH ACCORDING TO ROLE OF TEACHER
- is rooted in notions of liberal
education, wherein the goal is to liberate the mind to wonder,
to know and understand, to imagine and create, using the full
intellectual inheritance of civilized life.

A

LIBERATIONIST APPROACH

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33
Q

TEACHING APPROACH ACCORDING TO NATURE OF LEARNING (4)

A

DISCOVERY LEARNING
CONCEPTUAL TEACHING
PROCESS WRITING
UNIFIED TEACHING

34
Q

APPROACH ACCDNG TO NATURE OF LEARNING
 takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

A

discovery learning

35
Q

APPROACH- NATURE OF LEARNING
- Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking.

A

CONCEPTUAL LEARNING

36
Q

APPROACH - NATURE OF LEANRING
- Treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself.

A

PROCESS WRITING

37
Q

APPROACH - NATURE OF LEARNING
This approach lends itself smoothly to a unified teaching-learning concept of education. The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model. The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional.

A

unified teaching

38
Q

APPROACH - NATURE OFLEARNING
- An approach which provides students with an
abundance of projects, activities, and instructional
designs that allow them to make decisions and
solve problems.
-Through this approach students get a sense that
learning is much more than the commission of
facts to memory. Rather, it is what children do with
that knowledge that determines its impact on their
attitudes and aptitudes.

A

process writing

39
Q

APPROACH ACCORDING TO
TEACHER-LEARNER INTERACTION

A

TEACHER CENTERED APPROACH
STUDENT CENTERED

40
Q

APPROACH- TEACHER LEARNER INTERACTION
It is the primary role of
teachers to pass knowledge
and information onto their
students.

A

TEACHER CENTEREF APPROACH

41
Q

TEACHER CENTERED
- relies on explicit teaching through
lectures and teacher-led
demonstrations.
* FORMAL AUTHORITY, EXPERT, PERSONAL MODEL

A

DIRECT INSTRUCTION

42
Q

Student learning is
continuously measured
during teacher instruction.

A

student centered approach

43
Q

STUDENT CENTERED APPROACH
- focuses on student investigation and hands-on
learning.
- teacher’s primary role is that of a facilitator,
providing guidance and support for students
through the learning process.
* facilitatory, personal model, delegator

A

INQUIRY BASED LEARNIMG

44
Q

STUDENT CENTERED LEARNING
- emphasizes group work and a strong
sense of community.
- “Think-Pair-Share”
* facilitator, delegator

A

COOPERATIVE LEARNING

45
Q

HOWS
- directly related to the
presentation of the lesson. Which a teacher
should use, depends on the nature of the
subject, and the tact of the teacher .

A

METHOD

46
Q

4 Methods of presenting a subject matter

A

TELLING METHOD
DOING METHOD
VISUAL
MENTAL

47
Q

HOWS
It is a procedure by which new knowledge fixed in
the minds of students permanently. For this
purpose, a teacher does extra activities in the
class.
These activities help the teacher to take shift from
one strategy to another. Thus, teaching tactics are
that behavior of the teacher which he manifests in
the class i.e., the developments of the teaching
strategies , giving proper stimulus for timely
responses, drilling the learn responses ,
increasing the responses by extra activities and so
on.

A

TECHNIQUE

48
Q

type of media encompasses all the materials
and physical means an instructor might use to
implement instruction and facilitate students’
achievement of instructional objectives
may include traditional materials such as
chalkboards, handouts, charts, slides, overheads,
real objects, and videotape or film, as well newer
materials and methods such as computers, DVDs,
CD-ROMs, the Internet, and interactive video
conferencing.

A

INSTRUCTIONAL MEDIA

49
Q

Among the implicit goals that media can
help achieve are the following:

A
  1. Attracting attention
  2. Developing interest
  3. Adjusting the learning
  4. Promoting acceptance of the idea
50
Q

Types of Instructional Media (6)

A

Projected Media
Non-Projected Media
Audio Media
Motion Media
Hyper Media
Gaming Media

51
Q

Instructional materials that require
projection and electricity in their using
process.* Slides, filmstrips, and overheads.
Use to: Allow all students to view the same
material at the same time. Offer the
students other perspectives on the
material.

A

PROJECTED MEDIA

52
Q

Instructional materials that do not require
the process of projection before its
operation can take place. Photographs,
diagrams, and displays
Use to: Illustrate concepts ,Enhance direct
instruction ,Encourage students to look at
data in diverse ways

A

NON-PROJECTED MEDIA

53
Q

INSTRUCITONAL MEDIA
Cassettes and compact discs
Use to: Allow students to hear other
languages/dialects ,Allow auditory learners
to review the lessons ,Encourage creativity
through music.

A

AUDIO MEDIA

54
Q

INSTRUCTIONAL MEDIA
Videos, computer mediated instruction, and
television
Use to: Offer supplemental instruction, Experience
concepts in a manner that is not available in “real
life”.

A

MOTION MEDIA

55
Q

INSTRUCTIONAL MEDIA
Computer networks, software, and the Internet
 Use to: Offer resources beyond the library,
Develop computer and word processing skills
,Offer interactive learning.

A

HYPER MEDIA

56
Q

INSTRUCTIONAL MEDIA
Computer games
Use to: Provide a playful environment for
learning, Structure learning through rules,
Motivating for tedious or repetitive content
,Uses problem solving skills.

A

gaming media

57
Q

s a social science that draws from
the biological, environmental, psychological, physical
and medical sciences to promote health and prevent
disease, disability and premature death through
education-driven voluntary behavior change activities.
Health education is the development of individual,
group, institutional, community and systemic strategies
to improve health knowledge, attitudes, skills and
behavior.
Simply, it is the profession of educating people about
health for attainment of positive health.

A

HEALTH EDUCATION

58
Q

Hahn and
Payne describe health in terms of six interacting
and dynamic dimensions-

A

PHYSICAL EMOTIONAL SOCIAL INTELLECTUAL SPIRITUAL OCCUPATION

59
Q

principles of healh education (12)

A
  1. Credibility: message should be convey by the trusting people
  2. Interest: firstly we should find the need of the community in-order to create interest
  3. Participation: choice interest topic
  4. Motivation: firstly convey the message in order to change the behavior
  5. Comprehension: firstly find the capacity of the people which need the baseline data
  6. Reinforcement: need repeat follow up
  7. Learning by doing
  8. Known to unknown: starts what knowledge they have up to the knowledge they don’t have
  9. Setting an example
  10. Good human relations: build rapporting to the communities people
  11. Feedback: should given to the community what change occur, how many people developed knowledge and many others.
  12. leaders
60
Q

ROLES OF A TEACHER

A
  1. As a Manager
  2. As a Counsellor
  3. As a Motivator
  4. As a Leader
  5. As a Model
  6. As a Public Relations Specialist
  7. As a Parent-Surrogate
  8. As a Facilitator
  9. As an Instructor
61
Q

TEACHER AS A
 Responsible for the effective management
of the class from start to finish
 Carries systematic activities throughout the
day
 Expected to maintain order in the classroom

A

manager

62
Q

TEACHER AS A
 Teachers are expected to respond
constructively when problems crop up
concerning student behaviour.
 Teachers provide guidance and
assistance if students experience
problems.

A

counselor

63
Q

TEACHER AS A
 Teachers encourage and motivates
learners to study well and behave
properly in and outside the classroom.
 Teacher is good at motivating learners
to make them listen, participate, and
understand instructions.

A

motivator

64
Q

TEACHER AS A
 Teacher directs, coaches, supports,
and delegates depending on the
needs of the situation
 To be a good leader, you must be a
good follower

A

leader

65
Q

 Teacher should look his best all the
time, master his lessons, show
interest in the learner’s welfare,
show his good behaviour, and
include good work and attitudes.
 Teacher should be fair in dealing
with students and exhibit good
judgement when situation calls for
it.

A

as a model

66
Q

Teacher deals with
people outside the
school with
credibility.
 Teacher must have a
good public relations
to make a good
name for his school.

A

teacher as a public relations specialist

67
Q

hallmarks of good teaching

A

a. Professional competence
b. Interpersonal relationship
c. Teaching/ Evaluation practices
d. Availability to students

68
Q

Allied health science students, expect the instructor to be available to
them when needed. This may take the form of being there in the ff:

A

stressful clinical situations
 physically helping students
 giving appropriate amounts of supervision
 freely answering questions and;
 acting as a resource person during clinical learning experiences.

69
Q

PERSONAL ATTIRUBUTES (TEACHER)

A

PASSION HUMMOR VALUES AND ATTITUDE PATIENCE ENTHUSIASM COMMITMENT

70
Q

Andragogy
 Term used by

A

Malcolm Shepherd Knowles (1913 – 1997)

71
Q

knowles 5 assumptions of adult learners

A

Self-Concept
► As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being.
Adult Learner Experience
► As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
Readiness to Learn
► As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles
Orientation to Learning
► As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
Motivation to Learn
► As a person matures the motivation to learn is internal

72
Q

Based from Book of Andragogy
Authors:

A

WATSON KNOWLES HOLTON SWANSON

73
Q

major learning theories

A

– Behaviorist Theories
– Cognitive Theories
– Social Learning Theories

74
Q

Earliest formal theories for learning, used for children
* Focused on studying thoughts and feelings, fears and phobia
* Theorists:
1. John Watson
- Defined behavior as a muscle movement
- began studying behaviour because it is more objective.
2. Watson and Guthrie
- Contiguity theory
- Believed that even a skill such as walking is learned through a series of conditioned responses.
3. Thorndike and Skinner
- reinforcement theory
- proposed that stimulus-response bonds are strengthened by reinforcements such as reward or punishment

A

BEHAVIORIST THEORY

75
Q

 is a study of how our brains work in the process of perceiving, thinking, remembering and learning

A

cognitive science

76
Q

 sometimes used to describe a subset of this field of study.
 Explains the way that information is handled once it enters the sensed and how it is organized and stored.

A

INFORMATION PROCESSING

77
Q

cognitive learning theorists

A
  1. Breur
    – Learning is a process whereby the novice becomes expert
  2. Feden, 1994
    – An active process which the learner constructs meaning based
    on prior knowledge and view of the world
  3. Ausubel, 1963
    – Developed earliest model of cognitive learning
    – The Subsumption Theory of Meaningful Verbal Learning
    – New information is subsumed into existing thought and memory
    structures
    – Meaningful learning is thought to occur only if existing cognitive
    structures are organized and differentiated.
    – Repetition of meaningful material and its use in various contexts
    would enhance the retention of the material
  4. Rumelhart, 1980
    – Concept of schema or schemata
    – “ all knowledge is packaged into units. These units are schemata.”
    Schemata- knowledge structures that store concepts, and the knowledge
    of how to use them in memory.
78
Q

3 Kinds of Learning Based on Schema Theory

A

a. Accretion
– The learning of facts
– New information is added to existing schemata
– No changes are made to existing knowledge
b. Tuning (schema evolution)
– Existing schema evolve or refined throughout the lifespan as
new situations and issues are encountered
c. Restructuring (schema creation)
– Development if new schemata by copying an old schema and
adding new elements that are different to create a new
schema

79
Q

OTHER THEORIES/MODELS OF INFO PROCESSES

A
  1. Level of Processing Theory
    – Information is processed sequentially, from perception to
    attention- to labelling and meaning
  2. The Parallel Distributing Model
    – Information is processed by different parts of the memory
    system simultaneously rather than sequential
  3. Connectionistic Model
    – The information is stored in any places throughout the brain,
    forming network of connections
  4. Stage Theory of Information Processing
    – Relates to memory activity
    – Information is both processed and stored in 3 stages:
    Sensory, Short-Term Memory and Long-Term Memory
80
Q
  • Albert Bandura (1977)
  • Observational Learning Theory
  • Explains that behaviour is the result of an interaction among the person (characteristics, personality etc.) to the environment (physical, social etc) and the behaviour itself.
  • People learn as they are in constant interaction with their environment
  • Key components:
    a. Modelling
    b. Attentional processes
    c. Retention Processes
    d. Motivation
A

social learning theory

81
Q

KEY COMPONENTS OF SOCIAL LEARNING THEORY

A

a. Modelling
– Learning occurs as a result of observing other
people’s behavior and its consequences
b. Attentional Processes
– This determines which modelled behavior will be
learned
c. Retention Processes
– Refer to the ability to retain modelled behaviors in
permanent memory
d. Motivation
– Motivation through valued outcomes (rewards)
rather punishing outcomes
– Perceived reward is a good motivator

prelims (5 decks)

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