INTRO TO TEACHING Flashcards by Nikka Dumlao

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

TEACHING

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Process of gaining knowledge or skill by
studying, practicing, being taught, or
experiencing something

LEARNING

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

SOCIAL CONDITIONING

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Pavlovian
conditioning or respondent conditioning

Classical Conditioning

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Instrumental
conditioning

Operant Conditioning

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Observational
conditioning

Social Conditioning

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

CLASSICAL CONDITIONING

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process that attempts to
modify behavior
through the use of
positive and negative
reinforcement

OPERANT CONDITIONING

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people
can learn new
information and
behaviors by watching
other people

SOCIAL CONDITIONING

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THE “HOWs” OF TEACHING

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

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art and science of directing and
controlling the movements and activities
of the army

STRATEGY

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

Brainstorming

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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.

Case studies

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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

Debates

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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

Discussion

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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

The flipped classroom

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method of instruction
that gets students to work together in
groups

Groupwork

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art of asking
questions is at the heart of effective
communication and information
exchange, which underpins good
teaching

Questioning

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instructional scenarios
where the learner is placed in a “world”
defined by the teacher. They represent a
reality within which students interact

Simulations

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broadest of the three, making
technique the most specific, and the method
found in between approach and technique

Approach

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organized,
orderly, systematic, and well-planned procedure
aimed at facilitating and enhancing students’
learning

method

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encompasses the personal style of
the teacher in carrying out specific steps of the
teaching process

Technique

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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

The executive approach

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places a
high value on what students bring to the
classroom setting, it places considerable
emphasis on making use of students’
prior experience

The facilitator approach

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

The liberationist approach

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

Discovery Learning

Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking.

Conceptual teaching

treats all writing as a creative act which requires time and positive feedback to be done well.

Process writing

This approach lends itself smoothly to a unified teaching-learning concept of education

Unified Teaching

various instructional design models that engages students in learning through discovery

DISCOVERY

Choosing and defining the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics.

CONCEPTUAL

An approach which provides students with an abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems

PROCESS

It is based on a breakdown of knowledge to integrated modules of information.

UNIFIED

primary role of teachers to pass knowledge and information onto their students

TEACHER-CENTERED APPROACH

Student learning is continuously measured during teacher instruction

STUDENT-CENTERED APPROACH

relies on explicit teaching through lectures and teacher-led demonstrations

focuses on student investigation and hands-on learning

Inquiry Based Learning

emphasizes group work and a strong sense of community.

Cooperative Learning

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 teache

METHOD

FOUR METHODS OF PRESENTING THE SUBJECT MATTER

1. TELLING METHOD 2.DOING METHOD 3. VISUAL METHOD 4.MENTAL METHOD

Lecture method, Discussion method, Story telling method and so on

TELLING METHOD

Project method, Problem solving method, Textbook method and so on

DOING METHOD

Demonstration method, Supervised study method and so on

VISUAL METHOD

inductive, Deductive, Analysis, Synthesis method etc

MENTAL METHOD

procedure by which new knowledge fixed in the minds of students permanently

TECHNIQUES

encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives

INSTRUCTIONAL MEDIA

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

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

Types of Instructional Media

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

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.

Projected Media

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

Non-Projected 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.

Audio Media

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

Motion Media

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

Hyper 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.

Gaming Media

a social science that draws from the biological, environmental, psychological, physical and medical sciences to promote health and prevent disease, disability and premature death

HEALTH EDUCATION

describe health in terms of six interacting and dynamic dimensions- physical, emotional, social, intellectual, spiritual and occupation

” Hahn and Payne

1. Health promotion and disease prevention. 2. Early diagnosis and management. 3. Utilization of available health services.

AIMS OF HEALTH EDUCATION

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

PRINCIPLES OF HEALTH EDUCATION

 Inform people about health, illness, disability, and ways in which they can improve and protect their own health, including more efficient use of the delivery system;  Motivate people who want to change to more healthy practices;  Help them to learn the necessary skills to adopt and maintain healthful practices and lifestyles;  Foster teaching and communication skills in all those engaged in educating consumers about health;  Advocate change in the environment that facilitate healthful conditions and healthful behavior; and  Add to knowledge via research and evaluation concerning the most effective ways of achieving the above objectives.

NEED AND IMPORTANCE OF HEALTH EDUCATION