Methods & Strats of Teaching Flashcards
Differentiate ability from aptitude.
Ability = capacity to understand and use information
Aptitude = innate talent or gift
What are the four thinking styles?
Concrete Sequential Thinkers
Concrete Random Thinkers
Abstract Sequential Thinkers
Abstract Random Thinkers
Compare and contrast Concrete Sequential Thinkers and Concrete Random Thinkers.
Both thinking styles tend to be based on reality. But CRTs are willing to experiment and undergo a trial and error approach.
Compare and contrast Abstract Sequential Thinkers and Abstract Random Thinkers
Both love the world of theory and abstract thought. But ARTs prefer reflective activities, while ASTs prefer structured and rational approaches to theoretical activities.
Enumerate and describe the three domains of objectives in a lesson plan
Cognitive Domain: learner’s mental ability
Affective Domain: learner’s behavior and characteristics
Psychomotor Domain: learner’s actions
Enumerate Bloom’s Taxonomy, beginning from the lowest level.
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
What are the lowest and highest levels of the Taxonomy of Affective Objectives?
(Clue: From “I caught the ball” to “I am the ball”; RRVOC)
Receiving (lowest); Characterization (highest)
What are the lowest and highest levels of the Taxonomy of Psychomotor Objectives?
(Clue: “I wanna copy pansexuals” to “I am pansexual”; IM PAN)
Imitation (lowest); Naturalization (highest)
Imitation
Manipulation
Precision
Articulation
Naturalization
An approach that gives learners rules, then examples, then practice. It is a teacher-centered approach.
Deductive approach
An approach that provides learners with examples and allows them to arrive at their own conclusions. It is a learner-centered approach.
Inductive approach
An approach that enforces order and structure in the classroom, believing in the rights of students and teachers to work in a safe, calm, and professional environment.
Assertive approach
An approach that uses classroom activities to keep students busy.
Business Academic Approach
A technique that features a series of teacher-implemented activities aimed at improving classroom behavior.
Behavioral Modification
An approach that proactively responses immediately to group student behavior that might be undesirable before it turns into a problem.
Group Managerial Approach
A technique used to manipulate or change the surface behavior of the student on a group basis.
Group Guidance
An approach seeks to improve students’ behavior and achievement by providing them a sense of acceptance.
Acceptance Approach
An approach that provides students a sense of belonging so that they’re more likely to become academically engaged and well-behaved.
Success Approach
[blank] happens when the teacher shows that they have control of the classroom by being able to do more than one thing at a time.
Overlapping
When a teacher ends a topic or activity without it being completed, it is referred to as [blank]
Dangling
When a teacher’s attention is interrupted by extraneous stimuli (e.g. pupils whispering to each other), it is referred to as [blank]
Stimulus-boundedness
When the teacher bursts into activities without assessing student readiness, it is referred to as [blank]
Thrust
When a teacher does not return to the activity after being interrupted, it is referred to as [blank]
Truncation
When a teacher changes activity A to B then back to A, as though they changed their mind, it is referred to as [blank]
Flip-flop
When a lesson slows down because a teachers spends too much time on a concept or a student’s specific behavior, it is referred to as [blank]
Overdwelling
