METHODS AND STRAT DAY5 Flashcards
COGNITIVE
an idea or action that can be verified; basic unit of cognitive subject matter content
facts
COGNITIVE
categorization of events, places, people, ideas. GROUP OF FACTS
CONCEPT
COGNITIVE
relationship between and among facts and concepts
principle
COGNITIVE
educated guesses
hypotheses
COGNITIVE
refers to set of facts, concepts, and principles that describe possible underlying
theories
COGNITIVE
accepted scientific principles; TRUE TO ALL (UNIVERSAL)
LAWS
SKILLS
this includes courses that are DOMINANTLY SKILL ORIENTED like HOME ECONOMICS, PE
MANIPULATIVE SKILLS
SKILLS
Thinking Skills under DIVERGENT THINKING
*CHARACTERIZED BY GENERATION OF LOTS OF IDEAS
FLUENT THINKING
SKILLS
Thinking Skills under DIVERGENT THINKING
*CHARACTERIZED BY A VARIETY OF THOUGHTS IN THE KINDS OF IDEAS GENERATED (MANY INTERPRETATIONS)
FLEXIBLE THINKING
SKILLS
Thinking Skills under DIVERGENT THINKING
*THOUGHT PRODUCTION IS AWAY FROM THE OBVIOUS AND IS DIFFERENT FROM THE NORM
ORIGINAL THINKING
SKILLS
Thinking Skills under DIVERGENT THINKING
*USES PRIOR KNOWLEDGE TO EXPAND AND ADD UPON THINGS AND IDEAS
ELABORATIVE THINKING
SKILLS: Thinking Skills
HAVE ONE SINGLE BEST THOUGHT
CONVERGENT THINKING
SKILLS: Thinking Skills
Under PROBLEM SOLVING
*USES STEP-BY-STEP INSTRUCTION
ALGORITHM
SKILLS: Thinking Skills
Under PROBLEM SOLVING
*USES GENERAL PROBLEM-SOLVING STRATEGY (TRIAL AND ERROR)
HEURISTIC
SKILL
uses ANALOGIC THINKING, FIGURE OF SPEECH
METAPHORIC THINKING
SKILL
involves EVALUATING INFORMATION OR ARGUMENTS in terms of their accuracy and worth
CRITICAL THINKING
SKILL
involves PRODUCING SOMETHING that is BOTH ORIGINAL AND WORTHWHILE
CREATIVE THINKING
SET OF PRINCIPLES, BELIEFS (IN THE MIND) OR IDEAS ABOUT THE NATURE OF LEARNING
APPROACH
LONG TERM PLAN OF ACTION DESIGNED TO ACHIEVE A PARTICULAR GOAL
STRATEGY
SYSTEMATIC WAY OF DOING SOMETHING WHICH IMPLIES LOGICAL ARRANGEMENTS OF STEPS (SEEN IN LP)
METHODS
TEACHER’S PARTICULARLY STYLE AND WELL-DEFINED PROCEDURE USED TO ACCOMPLISH A SPECIFIC ACTIVITY OR TASK
TECHNIQUE
TEACHING APPROACHES
*teacher is perceived to be the ONLY RELIABLE SOURCE OF INFORMATION
*LEARNER IS PASSIVE
TEACHER-CENTERED APPROACH
TEACHING APPROACHES
*SUBJECT MATTER gains primacy
*Teachers finish teaching subject matter as scheduled
*sticking to COURSE SYLLABI
SUBJECT MATTER CENTERED APPROACH
TEACHING APPROACHES
*Teacher deposits knowledge into the “empty minds” of students. Withdraw through EXAM
BANKING APPROACH
TEACHING APPROACHES
Students/Teachers learn through an analysis and evaluation of past experiences
REFLECTIVE TEACHING
TEACHING APPROACHES
an approach that goes beyond cognition
METACOGNITIVE APPROACH
TEACHING APPROACHES
*VIEW LEARNING AS AN ACTIVE PROCESS THAT RESULTS FROM SELF-CONSTRUCTED MEANINGS
CONSTRUCTIVIST APPROACH
TEACHING APPROACHES: INTEGRATED APPROACH
*INTEGRATE SUBDISCIPLINES WITHIN A SUBJECT AREA (1 SUBJECT)
INTRADISCIPLINARY
TEACHING APPROACHES: INTEGRATED APPROACH
*DONE WHEN TWO DIFFERENT SUBJECTS SUCH AS ARAL PAN AND SCIENCE ARE INTEGRATED
INTERDISCIPLINARY
TEACHING APPROACHES: INTEGRATED APPROACH
*TEACHERS ORGANIZE THE CURRICULUM AROUND STUDENTS’ QUESTIONS AND CONCERNS. TEACHERS USING REAL-LIFE CONTEXT
TRANSDISCIPLINARY
DIRECT/EXPOSITIVE INSTRUCTION APPROACH
Aimed at helping students ACQUIRE PROCEDURAL KNOWLEDGE
DIRECT INSTRUCTION/LECTURE METHOD
DIRECT/EXPOSITIVE INSTRUCTION APPROACH
*Teacher directed
*teach facts, principles, and laws
*use if there is LARGE AMOUNT OF INFORMATION that needs to be studied
*used if materials studied is VERY DIFFICULT/NOT ENOUGH RESOURCE MATERIAL
DIRECT INSTRUCTION/LECTURE METHOD
6 Components of Direct Instruction
*The teacher identifies the skill required and SHOWS HOW IT IS USED
*The teacher SHARES A COGNITIVE SECRET of how to execute a strategy
MODELLING (INTRODUCTION)
6 Components of Direct Instruction
Teachers and students work together on a skill or task and figure out how to apply strategy
GUIDED PRACTICE
6 Components of Direct Instruction
The teacher helps students to consider a skill in relation to several examples and to determine whether the skills should or should not be used
consolidation
(correction time)
6 Components of Direct Instruction
The students complete their assignments by themselves WITHOUT THE ASSISTANCE OF THE TEACHER
INDEPENDENT PRACTICE
6 Components of Direct Instruction
The teacher ask the students to apply the skill in a new problem
APPLICATION
6 Components of Direct Instruction
Reviews the WHEN, WHY, AND HOW OF THE SKILL
REVIEW
DIRECT/EXPOSITIVE INSTRUCTION APPROACH
FROM GENERAL TO SPECIFIC
DEDUCTIVE METHOD
DIRECT/EXPOSITIVE INSTRUCTION APPROACH
The teacher SHOWS HOW A PROCESS IS DONE WHILE THE STUDENTS BECOME OBSERVERS
used when materials are NOT ENOUGH
DEMONSTRATION METHOD
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
FROM SPECIFIC TO GENERAL
INDUCTIVE METHOD
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
DISCOVERY, HEURISTIC, PROBLEM SOLVING
INQUIRY METHOD
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
STRATEGY THAT EMPLOYS SCIENTIFIC METHOD IN SEARCHING FOR INFORMATION
(STEP BY STEP/ALGORITHM)
PROBLEM-SOLVING METHOD
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
requires a student to PRESENT IN CONCRETE FORM the results of information gathered about a concept, principle, or innovation
*SELF-DIRECTED STUDY
PROJECT METHOD
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
students WORK IN GROUPS OR TEAMS TO HELP EACH OTHER LEARN
COOPERATIVE LEARNING
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
the teacher requests the older, brighter, and more cooperative member of the class to tutor other classmates
PEER TUTORING/PEER TEACHING
INDIRECT/GUIDED/EXPLORATORY INSTRUCTION APPROACH
having STUDY BUDDY. They are responsible for each other’s learning. However, EACH STUDENT IS HELD ACCOUNTABLE FOR HIS/HER OWN LEARNING
PARTNER LEARNING
