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health education > MICROTEACHING AND INSTRUCTIONAL DESIGN > Flashcards

MICROTEACHING AND INSTRUCTIONAL DESIGN Flashcards

1
Q

Is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, stimulated classroom environment.

A

microteaching

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2
Q

True of False: Microteaching focuses on multiple skills at a time

A

False - one at a time

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3
Q

enumerate the advantages of Microteaching

A

TPP

  • training
  • polish teaching techniques
  • prepare for classroom scenarios
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4
Q

enumerate the disadvantages of Microteaching

A
  • not consistent
  • no time
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5
Q

enumerate the microteaching phases (3)

A
  • knowledge acquisition (pre-active)
  • skill acquisition (interactive)
  • transfer
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6
Q
  • Provides knowledge about teaching skills.
  • Observe the demonstration of teaching skill.
  • Analyze and discuss the demonstration of the
    teaching skill.
A

knowledge acquisition / pre-active

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7
Q
  • Planning and preparation of micro lesson for a skill
  • Practicing the skill phase.
  • Evaluation of the practiced skill (feedback)
  • Re-plan, re-teach and re-feedback till the desired level of skill is achieved.
A

skill acquisition / interactive

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8
Q
  • Gives opportunity to use the mastered skill in normal classroom teaching.
  • Integrate the different skill practiced
A

transfer

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9
Q

components of microteaching cycle

A

PTFR3

  • plan
  • teach
  • feedback
  • replan
  • reteach
  • refeedback
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10
Q

This involves the selection of the topic and related content of the skill under practice may be made easily and conveniently

A

plan

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11
Q

This involves the attempts of the teacher trainee to use the components of the skill in suitable situations

A

teach

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12
Q

This term refers to giving information to the teacher trainee about his performance

A

feedback

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13
Q

The teacher trainee re-plans his lesson incorporating the points of strength and removing the points not skillfully handled during teaching in the previous attempt.

A

replan

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14
Q

This involves teaching to the same group of pupils if the topic is changed or to a different group of pupils if the topic is the same.

A

reteach

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15
Q

Modification of teacher trainee in the desired direction in each and every skill practice

A

refeedback

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16
Q

A systematic process of planning instruction which takes into consideration the variables affecting the teaching-learning process to ensure a successful learning outcome.

A

instructional design

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17
Q

enumerate the elements of instructional design

A

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  • objectives
  • subject content
  • teaching learning activities
  • resources
  • time frame
  • evaluation
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18
Q

Specific statements of what are expected to KNOW, PERFORM, and FEEL at the end of the instruction.

A

objectives

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19
Q

Learners must first recognize that a problem exists, and is worthy of solving.

A

attitude

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20
Q

Includes concepts that focus on developing knowledge base that is applicable to situations

A

knowledge

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21
Q

Need to develop and apply knowledge in real-life situations.

A

skills

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22
Q

what are the 3 learning domains?

A

CAP

  • cognitive
  • affective
  • psychomotor
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23
Q

where did the 3 learning domains originate?

A

Bloom’s Taxonomy of Learning Domains (1956)

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24
Q

This domain focuses on intellectual abilities, including knowledge or recall of facts or information, comprehension, application of knowledge, interpretation of data and problem solving abilities.

A

cognitive domain

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25
Q

enumerate the 6 levels of cognitive domain

A

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  • knowledge
  • comprehension
  • application
  • analysis
  • synthesis
  • evaluation
26
Q

Ability of the learner to memorize, recall, define, recognize or identify specific information, such as facts, rules, principles, conditions and terms.

A

knowledge level

27
Q

Ability of the learner to demonstrate an understanding of what is being communicated by recognizing it in a translated form.

A

comprehension level

28
Q

Ability of the learner to use ideas, principles, abstractions, or theories in specific situations.

A

application level

29
Q

Ability of the learner to recognize and structure information by breaking it down into its separate parts and specifying relationships between the parts.

A

analysis level

30
Q

Ability of the learner to put together parts into a unified whole by creating a unique product that is written, oral, or in picture form.

A

synthesis level

31
Q

Ability of the learner to judge the value of something by applying appropriate criteria.

A

evaluation level

32
Q

This domain focuses on practical skills requiring the use of coordination of skeletal muscles.

A

psychomotor domain

33
Q

what 2 types of skills does psychomotor domain include?

A

perceptual skills, motor skills

34
Q

enumerate the 5 categories of psychomotor domain

A

I’M PAN

  • imitation
  • manipulation
  • precision
  • articulation
  • naturalization
35
Q
  • observed actions are followed
  • performance may be low quality
  • student learns by watching and copying
A

imitation

36
Q
  • written instructions are followed
  • actions are performed through memorization or following instruction
A

manipulation

37
Q
  • logical sequence of actions ins carried out
  • performance becomes more expert
  • actions are more precise
A

precision

38
Q

several skills can be performed together in a harmonious ways

A

articulation

39
Q
  • sequence of actions is automatic
  • high level of performance is achieved
  • actions becoming second nature
A

naturalization

40
Q

This domain focuses on attitudes or feelings, including such attitudes as willingness to attend to particular phenomena or stimuli, responding to certain phenomena, and internalization of certain values.

A

affective domain

41
Q

enumerate the 5 categories of affective domain

A

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  • receiving
  • responding
  • valuing
  • organization
  • characterization
42
Q

Ability of the learner to show awareness of an idea or fact, or a consciousness of a situation or event in the environment.

A

receiving

42
Q

Ability of the learner to respond to an experience, at first obediently and later willingly and with satisfaction.

A

responding

43
Q

Ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment.

A

valuing

44
Q

Ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values.

A

organization

45
Q
  • Ability of the learner to display adherence to a total philosophy or worldview.
  • Generalizing certain experiences into a value system.
A

characterization

46
Q

Content should be based on objectives.

A

subject content

47
Q

enumerate how to organize subject content

A

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  • simplex to complex
  • concrete to abstract
  • life cycle
  • time series
  • systems approach
  • normal to abnormal
48
Q

enumerate the classifications of teaching learning activities

A
  • presentation
  • individualized learning
  • interaction
49
Q

Lecture, demonstration, showing visual aids.

A

presentation

50
Q

Reading text, solving problems, writing reports, working in the lab/clinic, viewing films, doing exercises.

A

individualized learning

51
Q

Small group activities and discussions.

A

interaction

52
Q

resources than can be used as references

A
  • books
  • journals
  • online references
  • modules
53
Q

examples of teaching materials

A
  • projector
  • visual aids
  • computer
54
Q
  • Indicates the amount of time needed to finish a certain teaching-learning activity
  • Has to be specific as to number of minutes or hours for an activity to be completed.
A

time frame

55
Q
  • involves finding out how much learning has taken place
  • It is a continuous process, meaning it should be done during and at the end of instruction.
A

evaluation

56
Q

enumerate the purposes of evaluation

A

determine students’ :
- entry knowledge and skills
- weakness or learning difficulties
- performance

57
Q

evaluation techniques for cognitive domain

A
  • written exam
  • oral exam
  • projects
  • written reports
58
Q

evaluation techniques for psychomotor domain

A
  • practical exams
  • direct observation
  • return demonstration
59
Q

evaluation techniques for affective domain

A
  • direct observation
  • peer evaluation
  • anecdotal reports
  • incident reports

health education (4 decks)

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