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PST MLS: Prelims > Introduction to Teaching > Flashcards

Introduction to Teaching Flashcards

1
Q

A powerful instrument of education to bring about desired changes in the students

A

Teaching-Learning Process

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2
Q

Process that includes many variable

A

Teaching-Learning Process

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3
Q

Interact as learners work toward tehir goals and integrate new knowledge, behaviors, and skills.

A

Teaching-Learning Process

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4
Q

Factors outside the classroom that might influence teaching and learning

A

Context

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5
Q

Context variables such as organizational structure and school size

A

School characteristics

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6
Q

Factors related to activities such as leadership, supervisory practices

A

School processes

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7
Q

Identify what context variable.

Education levels of parents

A

Home/family

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8
Q

Identify what context variable.

Family income/socioeconomic status (SES) and age or marital status of parent

A

Home/family

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9
Q

Identify what context variable.

Amount of technology

A

Home/family

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10
Q

Identify what context variable.

Number of books and magazines in the home

A

Home/family

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11
Q

Identify what context variable.

Support of the parents (motivation)

A

Home/family

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12
Q

Identify what context variable.

Significant influence on how much time learners devote to studying

A

Peer groups

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13
Q

Identify what context variable.

Can either motivate or discourage you to study

A

Peer groups

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14
Q

Identify what context variable.

Place and the environment where a learner live

A

Community

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15
Q

Qualities or characteristics of teachers and students that they bring with them to the classroom experience

A

Input

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16
Q

Abilities and distinct attributes of teachers and students even before they enter the classroom.

A

Input

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17
Q

Teacher’s values and
beliefs, knowledge, thinking and
communication skills, performance skills, and personality

A

Teacher’s characteristics

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18
Q

Prior knowledge, intelligence, learning style, motivation

A

Student characteristics

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19
Q

Teacher and student characteristics are examples of?

A

Input

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20
Q

all the variables that would occur in the classroom

A

Classroom Processes

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21
Q

activities a teacher might do to get ready to interact with students in the classroom

A

Planning

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22
Q

Controlling student behavior

A

Management

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23
Q

Guiding student learning

A

Instruction

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24
Q

Conduct of the student inside the classroom

A

Student behavior

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25
Q

Teacher/student relationships

A

Others/Miscellaneous

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26
Q

measurement of student learning or student achievement

A

Output

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27
Q

how the student applies concepts and information learned inside the classroom to real-life situations

A

Outpput

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28
Q

A student achievement is an example of what teaching-learning process?

A

Output

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29
Q

This includes the family, home, school, and community environment

A

Context (HUITT’S MODEL)

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30
Q

This is what students and teachers bring to the classroom

A

Input (HUITT’S MODEL)

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31
Q

This refers to what is going on in the classroom

A

Classroom Processes (HUITT’S MODEL)

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32
Q

This is the measures of learning done outside of the classroom

A

Output (HUITT’S MODEL)

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33
Q

acquisition of new knowledge, skills and attitude through maturation and experience that will enable the learner to make better and more adequate reactions, responses and adjustments to new situations and conditions

A

Learning

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34
Q

Acquisition of knowledge, facts & information; Thinking

A

Cognitive Learning

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35
Q

A triangle model that has the lowest order to the high order

A

Bloom’s Taxonomy

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36
Q

In bloom’s taxonomy, this is to
recall facts and basic concepts, define, duplicate, list, memorize, repeat, state

A

Remember

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37
Q

In bloom’s taxonomy, this explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate)

A

Understand

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38
Q

In bloom’s taxonomy, this uses information in new situations (execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch)

A

Apply

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39
Q

In bloom’s taxonomy, this draws connections among ideas (differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test)

A

Analyze

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40
Q

In bloom’s taxonomy, this justify a stand or decision (appraise, argue, defend, judge, select, support, value, critique, weigh)

A

Evaluate

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41
Q

In bloom’s taxonomy, this produces new or original work (design, assemble, construct, conjecture, develop, formulate, author, investigate)

A

Create

42
Q

This is the highest order in bloom’s taxonomy

A

Create

43
Q

True or False:

The lower 3 in the triangle of bloom’s taxonomy has the lower order thinking skills

A

True

44
Q

Involves the uses of muscles in bodily movement; skills development; doing

A

Psychomotor Learning

45
Q

Formation of good and acceptable attitudes, judgements, and values; develop attitude; hardest to distinguish

A

Affective

46
Q

The broadest in the dimensions of teaching since it is the general beliefs about teaching

A

Approach

47
Q

One’s viewpoint regarding teaching or what one believes in regarding teaching

A

Approach

48
Q

Describes the nature of the subject matter to be taught and has the quality of a generally accepted principle or rule used as a basis for the whole process of teaching

A

Approach

49
Q

Gives the OVERALL WISDOM, it provides DIRECTION, and SETS EXPECTATIONS to the entire spectrum of the teaching process

A

Approach

50
Q

Provides principles to decide what kind of content and what sort of procedures are appropriate

A

Approach

51
Q

Discovery, Conceptual, Process, Unified and Inquiry are examples of what dimension of teaching?

A

Approach

52
Q

This is a set of procedures based on the approach; procedural

A

Method

53
Q

This is an organized and systematic procedure employed by a teacher in making students learn

A

Method

53
Q

Series of actions arranged logically for the smooth operation of a particular task

A

Method

54
Q

This is the overall plan for the orderly presentation of a lesson and is based upon the selected approach

A

Method

55
Q

A specific set of activities based on the preferred method; implementational

A

Technique

56
Q

Procedural variation of a given method and a highly personalized style of carrying out a particular step of a given method

A

Technique

57
Q

This depends on the teacher, his individual artistry & on the composition of the class

A

Technique

58
Q

Under this method, techniques can be a small group, panel, recitation

A

Discussion Method

59
Q

Under this method, techniques can be outline, component or relevance

A

Lecture method

60
Q

This is the most specific and narrowest set of activities based on the preferred method

A

Technique

61
Q

Stresses the learning of concepts, theories, principles and content through discovery rather than rote memorization

A

Discovery Approach

62
Q

This is learning through discovery and allows the student to become “active” in the learning process

A

Discovery Approach

63
Q

student must engage in doing, manipulating materials, and interpreting results

A

Discovery Approach

64
Q

student goes beyond the information given to new insights and generalizations

A

Discovery Approach

65
Q

True or False:

In a discovery approach, sufficient background and structure of the situation should be provided to enable the students to find the path to the concept of problem-solution

A

True

66
Q

True or False:

Discovery approach is a affective aspect of learning and it calls for the active student involvement

A

False

It is COGNITIVE aspect of learning

67
Q

True or False:

Discovery Approach is student-centered and self-directed learning

A

True

68
Q

people construct their own understanding and knowledge through experience

A

Theory of Constructivism

69
Q

Gave rise to the emerging theory of constructivisim and self-directed learning

A

Discovery Approach

70
Q

Learning in this approach is flexible, exploratory, and indenpendent

A

Discovery Approach

71
Q

The role of the teacher in this approach are:

  • patient not to pressure the students
  • gives them enough time to formulate the expected generalization
  • all instructional materials should be prepared before hand
A

Discovery Approach

72
Q

True or False:

Rote memorization is applicable in discovery approach

A

False

It is NOT applicable

73
Q

This approach stresses the importance of knowing the concept or “big ideas” rather than subject specific content

A

Conceptual Approach

74
Q

The emphasis is not the content per se, but in the big ideas that pervade the topics

A

Conceptual Approach

75
Q

True or False:

Conceptual Approach stressed cognitive learning

A

True

76
Q

True or False:

In conceptual approach, learners are guided toward organization of thoughts into meaning, bigger ideas

A

True

76
Q

True or False:

Content should be categorized from complex to simple

A

False

It should be categorized from SIMPLE TO COMPLEX

77
Q

The roles of the teacher in this approach are:

  • should NOT tell the principle or rule which they are supposed to state at the end of the lesson
  • should help learners gather sufficient data to enable them to form expected generalization
A

Conceptual Approach

77
Q

This approach develop students’ learning skills

A

Process Approach

78
Q

Teachers emphasize what is functional and not just the theoretical aspect

A

Process Approach

79
Q

This teaches skill-oriented subjects like practical arts

A

Process Approach

80
Q

Applicable in teaching important skills of a laboratory scientist like pipetting and phlebotomy

A

Process Approach

81
Q

Students are actively engaged in the activities to gain the required competencies

A

Process Approach

82
Q

The roles of the teacher in this approach are:

  • Give the students more drills and exercises
  • Develop skills from simple to complex
  • Spot the common weaknesses of students and help them overcome those weaknesses
A

Process Approach

83
Q

True or False:

Process Approach develops psychomotor skills and skills that can be developed through practice

A

True

84
Q

Thorough process of weaving and integrating topics into a general framework

A

Unified Approach

85
Q

The teacher relates the previously learned concept with the new concept until the students are able to see the interrelationships among the various concepts

A

Unified Approach

86
Q

It is holistic in treatment (parts are nothing unless they are viewed as a whole)

A

Unified Approach

87
Q

The roles of the teacher in this approach are:

  • restructure or rearrange the presentation of the subject to show the needed inter-relationships (topics are presented in fragments)
  • recall the previous lesson and link it up with the present one
A

Unified approach

88
Q

True or False:

In a unified approach, you can use lecture as a method

A

True

89
Q

This relates the topic to a topic IN LINE with the previous one

A

Intradisciplinary

90
Q

This relates the topic to a DIFFERENT topic

A

Interdisciplinary

91
Q

True or False:

Unified approach can be intradisciplinary and interdisciplinary

A

True

92
Q

pertains to research and investigation and to seeking for information by asking questions

A

Inquiry Approach

93
Q

Aims to develop the students’ thinking ability and to lead them into the habit of thinking

A

Inquiry Approach

94
Q

It is concerned with asking the right kind of questions so that the right things are investigated

A

Inquiry Approach

95
Q

True or False:

Inquiry approach should proceed from factual (what) to thought-provoking questions (how and why)

A

True

96
Q

The roles of the teacher in this approach are:

  • Give the students opportunities to discuss, think and to evaluate ideas and issues
  • Provide stimulus to keep the inquiry going
    ➢ Asks questions more and gives the students opportunities to discuss, think and to test ideas and issues.
  • Encourages students to ask questions.
A

Inquiry Approach

97
Q

This is learning through student-generated questions

A

Inquiry Approach

98
Q

True or False:

In an inquiry approach, the best method is small group and the best technique is discussion

A

False

The best METHOD is DISCUSSION and the best TECHNIQUE is SMALL GROUP

PST MLS: Prelims (5 decks)

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