METHODS AND STRATEGIES day 1-3 Flashcards
(161 cards)
1
Q
legal basis for PQF
A
ra 10968 s. 2018
2
Q
legal document that adopts national standards and level for outcomes of education in the country
A
Philippine qualifications framework
3
Q
PQF level for baccalaureate degree programs
A
level 6
4
Q
legal bases for NCBTS
A
ched memorandum order no. 52 s. 2007
deped order no. 32, s. 2009
5
Q
7 domains of PPST
A
1 - content knowledge and pedagogy
2 - learning environment
3 - diversity of learners
4 - curriculum and planning
5 - assessment and reporting
6 - community linkages and professional development
7 - personal growth and professional development
6
Q
content knowledge
research-based knowledge
positive use of ict
literacy and numeracy
critical and creative thinking
mother, filipino, and english
communication strategies
A
content knowledge and pedagogy
7
Q
safety and security
fair learning environment
classroom structure and activities
support for learner participation
purposive learning
management of learner behavior
A
learning environment
7
Q
space inside the classroom, arrangement, visual display, light and ventilation
A
physical environment
8
Q
opportunities for positive interaction, friendship, camaraderie, cooperation, and consideration of individual needs and differences
A
social environment
8
Q
sets of rules and procedures, expectations, and classroom atmosphere based on trust, cooperation, and empathy
A
psychological environment
9
Q
learner’s gender, needs, strengths, interests, and experiences
linguistic, cultural, socio-economic, and religious background
disabilities, giftedness, and talents
difficult circumstances
indigenous groups
A
diversity of learners
10
Q
planning and management of teaching and learning process
learning outcomes aligned with competencies
relevance and responsiveness
professional collaboration
teaching and learning resources
A
curriculum and planning
10
Q
assessment strategies
learner progress and achievement
feedback to improve learning
communication of learner needs, progress, and achievement to key stakeholders
A
assessment and reporting
11
Q
create theories
highest standard for teaching grounded in global best practices
A
distinguished teachers
11
Q
learning environments that are responsive to community contexts
engagement of parents and wider school community
professional ethics
school policies and procedures
A
community linkages and professional engagement
12
Q
philosophy of teaching
dignity of teaching
professional links
professional reflection
professional development goals
A
personal growth and professional development
12
Q
novice, dependent on the module
gained the qualifications
have strong understanding of subject areas
possess requisite knowledge, skills, and values that support teaching-learning process
have strategies that promote learning based on learning needs
seek advise from experienced colleagues to consolidate their teaching practice
A
beginning teachers
13
Q
high level of performance in teaching practice
PhD, masters
A
highly proficient teachers
13
Q
experience-based, independent
professionally independent in the application of skills
provide focused teaching programs that meet curriculum and assessment requirements
display skills in planning, implementing, and managing learning programs
engage in collaborative learning with professional community
reflective practitioners
A
proficient teachers
14
Q
process of organizing and conducting the business of the classroom relatively free of behavior problems
A
classroom management
15
Q
resolve minor inattention and disruption before they become major disruption
A
“nip it in the bud”
15
Q
wide array of skills and techniques that teachers use to keep students organized, orderly, focused, attentive on tasks and academically productive in class
A
classroom management
16
Q
crux of effective classroom management
A
consistent, proactive (preventive, inventive, anticipatory) discipline
17
Q
when a teacher makes his students feel that he knows what he is talking about
master of content
A
expert power
18
giving rewards
ex. giving of grades
reward power
18
giving students a sense of belonging and acceptance
aura of teacher
referent power
18
communicates standards for discipline and performance to student
kind, caring, and warm but firm
demanding yet firm
BEST
authoritative/democratic
19
persons in authority
loco parents
legitimate power
20
giving punishments
coercive power
21
firm limits and controls on student
power, domination, pressure, criticism
sole responsibility for making decisions for the class and uses pressure, sharp voice, and fear
demanding but not warm
authoritarian
22
few demands or controls on students
accepts students' impulses and actions and is less likely to monitor behavior
concerned with students' emotional well-being than classroom control
warm but not demanding
permissive/laissez faire
23
indifferent and undemanding of student involvement
neither demanding nor warm
uninvolved
24
expects teachers to specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly
RULES
assertive approach
25
strives to increase occurrence of appropriate behavior through system of rewards and reduce likelihood of inappropriate behavior through punishments
REWARDS/PUNISHMENT SYSTEM
behavior modification approach
26
emphasizes organization and management of students as they engage un academic work
ex. clear communication of assignments, monitoring student work, feedback to students
ACADEMIC WORK/TASK-FOCUSED
business academic approach
27
responding immediately to group student behavior that might be inappropriate to prevent problems rather than dealing with them after they emerge
PROACTIVE RESPONSE/DISCIPLINE
group managerial approach
28
teacher corrects misbehavior in one student and this positively influences behavior of nearby students
DOMINO EFFECT
ripple effect
29
greater the expectation placed upon people, the better they perform
HIGH PRESSURE, HIGH PERFORMANCE
pygmalion effect/rosenthal effect
29
know what is going on in all parts of classroom at all times
one has eyes in the back of one's head
KARA MIA
with-it-ness
30
individuals modify or improve aspect of behavior in response to their awareness being observed
MORE OBSERVERS, HIGH PERFORMANCE
HAWTHORNE EFFECT/OBSERVER EFFECT
31
opposite of hawthorne effect
when a control group that gets no intervention, compares themselves to the experimental group and through extra effort gets the same results
LOWKEY
john henry effect
32
a fake treatment can sometimes improve a patient's condition simply because the person has the expectation that it will be helpful
ex. teacher conditioned the children to behave because Santa Claus will be giving gifts
placebo effect
33
observer's overall impression influences observer's feelings and thoughts about that entity's character
ex. participants gave better writing evaluations for the more attractive author
IMPRESSION EFFECT
halo effect
34
problem: child is KSP, attention-seeker
solution: ignore misbehavior, acknowledge good behavior
35
problem: low performing due to emotional disturbance
solution: encourage improvement
35
problem: batang isog, tantrums
solution: withdraw, calm down, don't tame
36
problem: hot-headed, bitter
solution: love the student, avoid retaliation
37
child argues/contradicts, has temper tantrums
to be boss
LET ME HELP - GIVE ME CHOICES
goal is to seek power
37
child disrupt the classroom and ask for favors
to keep others busy to get special service
NOTICE ME - INVOLVE ME
goal is to seek attention
38
child withdraws from situations where they assume inadequacy will be obvious
retreats further/no improvement
assumes inadequacy
to give up and be left along
HAVE FAITH IN ME - DON'T GIVE UP ON ME
goal is to isolate oneself
39
child may act cruel, violent, and vicious ways
damages property
to get even
hostile aggressive
HELP ME - I'M HURTING
goal is to seek revenge
40
skill to know what is going on in all parts of the classroom at all times
KARA MIA
with-it-ness
41
handling two or more activities or groups at the same time
MULTITASKING
overlapping
42
make smooth lesson transitions, keep appropriate pace, and involve all students in a lesson
CONNECTING TOPICS
smoothness
43
disorder of flow in activities
jerkiness
43
teacher is immersed in a small group of students that he ignores other students that is potentially disruptive
ATTENTION-ISSUE, DIVIDED ISSUE
stimulus-bounded
44
teacher bursts into activities without assessing student readiness and gives orders that only confuse students
NO READINESS
ex. surprise quiz
thrust
45
teacher ends an activity before it is completed
dangle
46
teacher terminates one activity, goes to another, and then returns to the previous terminated activity
teacher lacks clear direction and sequence of activities
UNNECESSARY INSERTIONS, UNRELEVANT FROM TOPIC
flip-flop
46
teacher ends an activity ABRUPTLY
truncation
46
ignoring an action that the student may be doing for attention
planned ignoring
46
non-verbal response to stop students' misbehavior
ex. clear your throat, state at the offender (nonverbal)
signal interference
46
force and flow of a lesson
momentum
47
process where whole class is involved with the use of the teacher's alerting techniques
group focus
48
asking a student to leave the room if he is uncontrollably giggling or misbehaving that affects majority of the class
antiseptic bouncing
49
teacher's presence close to the misbehaving student
proximity and touch control
50
responding when appropriate, pointing out connection between the conduct or misconduct and its consequences
direct appeal
51
using a child's name for example
name dropping
52
use of joke to release tension in a tensed situation
humor effect
52
response directed to a student that seems to be losing interest in a lesson
interest boosting
53
recognizing a poor lesson and trying to replace it for something else to restore desired behavior
program restructuring
54
helping the child give the correct answer by giving clues
ex. giving first letter
prompting
55
used when you want a child to elaborate o his answer
probing
56
come to class every day ready to teach
prepared
57
have optimistic attitudes about teaching and about students
positive
58
set no limits on students and believe everyone can be successful
hold high expectations
59
resourceful and inventive in how they teach lessons
creative
60
handle students and grading fairly
fair
61
approachable
display a personal touch
62
have a way of making students feel welcome and comfortable in their classrooms
cultivate sense of belonging
63
concerned about students' personal problems and can relate to them and their problems
64
do not take everything seriously and make learning fun
have a sense of humor
65
quick to admit being wrong
admit mistakes
65
do not deliberately embarrass students
respect students
66
do not hold grudges
forgiving
67
proponent of multiple intelligences
howard gardner
67
word smart
enjoy reading, writing, discussing
verbal linguistic
67
body smart
manipulate what is to be learned
bodily kinesthetic
68
number smart/logic smart
concept of time, quantity, cause and effect
logical mathematical
68
picture smart
thinks in picture
visual spatial
69
self-smart
works independently
journal and diaries
intrapersonal
69
people smart
group work and team work
interpersonal
70
music smart
ear for good music
musical
71
nature smart
love for nature
naturalistic
72
spirit smart
who am i?
existential
73
learners must see their teacher's actions and facial expressions to fully understand the content of a lesson
visual learners
74
preferred way an individual processes information
person's typical mode of thinking, remembering or problem solving
learning style
75
think in pictures and learn best from visual aids
visual learners
75
PICTURES, VISUAL IMAGERY
more interested in visual imagery such as film and pictures
have good picture memory and pictorial detail
like to read a map than read a book
visual iconic
76
ABSTRACT SYMBOLISM
feel comfortable with abstract symbolism such as mathematic formulae or written word
prefer to read a book than map
good abstract thinkers who do not require practical means for learning
visual symbolic
77
MORE EXPLANATIONS
learn best through verbal lectures, discussions
interpret underlying meanings of speech through listening to the tone of voice, speed
benefit from reading text aloud and using tape recorder
auditory learners
78
remember things said to them and make information their own
carry on mental conversations and figure out how to extend what they learned by reviewing in their heads what they heard others say
listeners
79
prefer to talk and discuss
find themselves talking to those around them
whisper comments to themselves
talkers
80
learns through touch
tactile learners
80
TREE
linear, step by step processing of learning
finite elements of patterns rather than whole
tree seers
more comfortable in details and hierarchies of information
analytic
81
FOREST
non-linear thought
see whole pattern than particle elements
forest seers
more attention to overall structure and sometimes ignore details
global
82
proponent of global (right brain) and analytic (left brain) continuum
roger perry
83
successive hemispheric style
verbal
word meaning
sequential
information linearly
logic
plans ahead
recalls people's names
speaks with few gestures
punctual
formal study desin
bright lights while studying
left brain
analytic
83
instructional approaches should vary and be adapted to individual and diverse students in the classroom
differentiated instruction
83
simultaneous hemispheric style
visual
tone of voice
random
information in varied order
emotion
impulsive
recalls people's faces
gestures when speaking
less punctual
sound
music background while studying
right brain
global
84
learning is an experience which occurs inside the learner and is activated by the learner
active process
85
learning is the discovery of personal meaning and relevance of ideas
relatable/concrete
ex. real life situations
86
learning is cooperative and collaborative
no man is an island
ex. group work
87
learning (behavioral change) is a consequence of experience
experience is the best teacher
ex. field trip
88
one of the richest resources for learning is the learner himself
tap the learners
believe in learners' potential
88
learning is an evolutionary process
takes time/patience
89
learning is sometimes a painful process
no pain, no gain
90
the process of learning is emotional and intellectual
cognitive and affective
91
individuals learn best when they are physically, emotionally, and mentally ready to learn and they do learn well if they see no reason for learning
law of readiness
91
the process of problem solving and learning are highly unique and individual
learning styles and multiple intelligences
92
things most often repeated are best remembered
law of exercise
92
learning is strengthened when accompanied by a pleasant or satisfying feeling
law of effect
93
things freely learned are best learned
law of freedom
94
the more intense the material taught, the more it is likely to be learned
law of intensity
95
things learned first create a strong impression
what is taught must be right the first time
law of primacy
95
things most recently learned are best remembered
law of recency
96
proponent of cognitive structures or seven comprehension skills
charles letteri
97
field dependence-independence
BREAK DOWN
break down information into component parts for the purpose of identification and categorization
analysis
98
scanning/concentration
DI PA-DISTRACT
select relevant information without being distracted by irrelevant secondary information
focusing
99
reflective-impulsivity
CHOOSING AND COMPARING
select correct item from among several alternatives and compare information and make proper choices
comparative analysis
100
bread of categorization
CATEGORIZING
identify and place new information into categories through its attributes
narrowing
101
complexity-simplicity
LONG TERM MEMORY
integrate complex information into existing cognitive structures
complex cognitive
101
sharpening-leveling
DI MASAGOL AND INFOS
EX. MNEMONICS
maintain distinctions between cognitive structures and avoid confusions
sharpening
102
tolerant-intolerant
monitor and modify thinking
deal with ambiguous information without getting frustrated
tolerance
103
the work is too easy or too difficult
work is badly scheduled, badly sequenced or confusing
dissatisfaction with classroom work
104
problems are caused by friendships or tensions among individuals, cliques, or subgroups; by badly filled roles and by student-teacher friction
poor interpersonal relations
105
climate is punitive, tinged with partiality, too competitive, too exclusive
disturbances in group climate
105
characterized by too much autocratic pressure or too little supervision and security
group is too highly organized or too unstructured
poor group organization
106
experiencing high level of anxiety (just before exam period)
sudden change and group emotions
106
easily distracted by sights, sounds or speech
short attention spans
unable to sustain attention and concentration
distractible
107
do minimum to get by
do not value school work
indifferent to school work
minimum work output
not challenged by school work
poorly motivated
underachiever
108
low potential or lack of readiness, rather than poor motivation
difficulty following directions
difficulty completing work
poor retention
progresses slowly
low achiever
109
avoid personal interacted but are rejected, ignored, or excluded
quiet and sober
does not initiate or volunteer
does not call attention to self
withdrawn
110
resist authority and carry on power struggle with teacher
resists verbally with statements, "You can't make me"
defiant
111
seek peer interaction but are rejected, but are rejected, ignored, or excluded
forced to work and play alone
lack social skills
hostile aggressive
111
express opposition and resistance to teacher, but indirectly
subtly oppositional and stubborn
passive aggressive
112
show excessive and almost constant movement even when sitting
blurts out answers and comments
often out of seat
hyperactive
112
children are convinced that they cannot do their work
says I can't do it
failure syndrome
113
unduly anxious about making mistakes
holds back from class participation unless sure of self
perfectionist
114
seating arrangement, bulletin boards, display, storage area etc.
classroom design
115
expectations set to foster love, care, and sense of community
rules
116
classrooms must define consequences of every action in class to ensure fairness and consistency
discipline
117
time allotment given for each period and activity in class
scheduling
117
class may be divided into groups and monitors are assigned to lead each group
monitorial tutoring
118
instructional techniques
ways by which learning content is implemented
118
systematic arrangement of files and records and keeping them organized always and ready for use
organization
119
works well with children who can act as interactive pairs
same age tutoring
119
older students help younger ones on a one-on-one basis or one-on-group basis
instructional tutoring
120
communication
consistent open lines of communication
121
combination of unstructured and structured where the tutor guides his tutee through carefully planned learning guide
semi-structured tutoring
121
definite procedure is followed highly structured tutoring is administered by trained tutors
structured tutoring
