METHODS AND STRAT DAY5 Flashcards by Nikhar Mae Alegria

COGNITIVE

an idea or action that can be verified; basic unit of cognitive subject matter content

facts

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COGNITIVE

categorization of events, places, people, ideas. GROUP OF FACTS

CONCEPT

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COGNITIVE

relationship between and among facts and concepts

principle

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COGNITIVE

educated guesses

hypotheses

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COGNITIVE

refers to set of facts, concepts, and principles that describe possible underlying

theories

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COGNITIVE

accepted scientific principles; TRUE TO ALL (UNIVERSAL)

LAWS

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SKILLS

this includes courses that are DOMINANTLY SKILL ORIENTED like HOME ECONOMICS, PE

MANIPULATIVE SKILLS

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SKILLS

Thinking Skills under DIVERGENT THINKING

*CHARACTERIZED BY GENERATION OF LOTS OF IDEAS

FLUENT THINKING

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SKILLS

Thinking Skills under DIVERGENT THINKING

*CHARACTERIZED BY A VARIETY OF THOUGHTS IN THE KINDS OF IDEAS GENERATED (MANY INTERPRETATIONS)

FLEXIBLE THINKING

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SKILLS

Thinking Skills under DIVERGENT THINKING

*THOUGHT PRODUCTION IS AWAY FROM THE OBVIOUS AND IS DIFFERENT FROM THE NORM

ORIGINAL THINKING

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SKILLS

Thinking Skills under DIVERGENT THINKING

*USES PRIOR KNOWLEDGE TO EXPAND AND ADD UPON THINGS AND IDEAS

ELABORATIVE THINKING

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SKILLS: Thinking Skills

HAVE ONE SINGLE BEST THOUGHT

CONVERGENT THINKING

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SKILLS: Thinking Skills
Under PROBLEM SOLVING

*USES STEP-BY-STEP INSTRUCTION

ALGORITHM

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SKILLS: Thinking Skills
Under PROBLEM SOLVING

*USES GENERAL PROBLEM-SOLVING STRATEGY (TRIAL AND ERROR)

HEURISTIC

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SKILL

uses ANALOGIC THINKING, FIGURE OF SPEECH

METAPHORIC THINKING

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SKILL

involves EVALUATING INFORMATION OR ARGUMENTS in terms of their accuracy and worth

CRITICAL THINKING

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SKILL

involves PRODUCING SOMETHING that is BOTH ORIGINAL AND WORTHWHILE

CREATIVE THINKING

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SET OF PRINCIPLES, BELIEFS (IN THE MIND) OR IDEAS ABOUT THE NATURE OF LEARNING

APPROACH

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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