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HEALTH EDUCATION > MICROTEACHING AND INSTRUCTIONAL DESIGN > Flashcards

MICROTEACHING AND INSTRUCTIONAL DESIGN Flashcards

1
Q

Is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, stimulated classroom environment.

A

microteaching

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2
Q

True of False: Microteaching focuses on multiple skills at a time

A

False - one at a time

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3
Q

enumerate the advantages of Microteaching

A

TPP

  • training
  • polish teaching techniques
  • prepare for classroom scenarios
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4
Q

enumerate the disadvantages of Microteaching

A
  • not consistent
  • no time
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5
Q

enumerate the microteaching phases (3)

A
  • knowledge acquisition (pre-active)
  • skill acquisition (interactive)
  • transfer
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6
Q
  • Provides knowledge about teaching skills.
  • Observe the demonstration of teaching skill.
  • Analyze and discuss the demonstration of the
    teaching skill.
A

knowledge acquisition / pre-active

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7
Q
  • Planning and preparation of micro lesson for a skill
  • Practicing the skill phase.
  • Evaluation of the practiced skill (feedback)
  • Re-plan, re-teach and re-feedback till the desired level of skill is achieved.
A

skill acquisition / interactive

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8
Q
  • Gives opportunity to use the mastered skill in normal classroom teaching.
  • Integrate the different skill practiced
A

transfer

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9
Q

components of microteaching cycle

A

PTFR3

  • plan
  • teach
  • feedback
  • replan
  • reteach
  • refeedback
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10
Q

This involves the selection of the topic and related content of the skill under practice may be made easily and conveniently

A

plan

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11
Q

This involves the attempts of the teacher trainee to use the components of the skill in suitable situations

A

teach

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12
Q

This term refers to giving information to the teacher trainee about his performance

A

feedback

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13
Q

The teacher trainee re-plans his lesson incorporating the points of strength and removing the points not skillfully handled during teaching in the previous attempt.

A

replan

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14
Q

This involves teaching to the same group of pupils if the topic is changed or to a different group of pupils if the topic is the same.

A

reteach

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15
Q

Modification of teacher trainee in the desired direction in each and every skill practice

A

refeedback

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16
Q

A systematic process of planning instruction which takes into consideration the variables affecting the teaching-learning process to ensure a successful learning outcome.

A

instructional design

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17
Q

enumerate the elements of instructional design

A

Onting Sabaw Tapos Raming Taba Ew

  • objectives
  • subject content
  • teaching learning activities
  • resources
  • time frame
  • evaluation
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18
Q

Specific statements of what are expected to KNOW, PERFORM, and FEEL at the end of the instruction.

A

objectives

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19
Q

Learners must first recognize that a problem exists, and is worthy of solving.

A

attitude

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20
Q

Includes concepts that focus on developing knowledge base that is applicable to situations

A

knowledge

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21
Q

Need to develop and apply knowledge in real-life situations.

A

skills

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22
Q

what are the 3 learning domains?

A

CAP

  • cognitive
  • affective
  • psychomotor
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23
Q

where did the 3 learning domains originate?

A

Bloom’s Taxonomy of Learning Domains (1956)

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24
Q

This domain focuses on intellectual abilities, including knowledge or recall of facts or information, comprehension, application of knowledge, interpretation of data and problem solving abilities.

A

cognitive domain

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25
enumerate the 6 levels of cognitive domain
Korean Corndog At Animo SEnter - knowledge - comprehension - application - analysis - synthesis - evaluation
26
Ability of the learner to memorize, recall, define, recognize or identify specific information, such as facts, rules, principles, conditions and terms.
knowledge level
27
Ability of the learner to demonstrate an understanding of what is being communicated by recognizing it in a translated form.
comprehension level
28
Ability of the learner to use ideas, principles, abstractions, or theories in specific situations.
application level
29
Ability of the learner to recognize and structure information by breaking it down into its separate parts and specifying relationships between the parts.
analysis level
30
Ability of the learner to put together parts into a unified whole by creating a unique product that is written, oral, or in picture form.
synthesis level
31
Ability of the learner to judge the value of something by applying appropriate criteria.
evaluation level
32
This domain focuses on practical skills requiring the use of coordination of skeletal muscles.
psychomotor domain
33
what 2 types of skills does psychomotor domain include?
perceptual skills, motor skills
34
enumerate the 5 categories of psychomotor domain
I'M PAN - imitation - manipulation - precision - articulation - naturalization
35
- observed actions are followed - performance may be low quality - student learns by watching and copying
imitation
36
- written instructions are followed - actions are performed through memorization or following instruction
manipulation
37
- logical sequence of actions ins carried out - performance becomes more expert - actions are more precise
precision
38
several skills can be performed together in a harmonious ways
articulation
39
- sequence of actions is automatic - high level of performance is achieved - actions becoming second nature
naturalization
40
This domain focuses on attitudes or feelings, including such attitudes as willingness to attend to particular phenomena or stimuli, responding to certain phenomena, and internalization of certain values.
affective domain
41
enumerate the 5 categories of affective domain
Respiratory Rate Veh! Oh, Count! - receiving - responding - valuing - organization - characterization
42
Ability of the learner to show awareness of an idea or fact, or a consciousness of a situation or event in the environment.
receiving
42
Ability of the learner to respond to an experience, at first obediently and later willingly and with satisfaction.
responding
43
Ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment.
valuing
44
Ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values.
organization
45
- Ability of the learner to display adherence to a total philosophy or worldview. - Generalizing certain experiences into a value system.
characterization
46
Content should be based on objectives.
subject content
47
enumerate how to organize subject content
Sobrang Caring, Loving, at Talented ni Student Nurse - simplex to complex - concrete to abstract - life cycle - time series - systems approach - normal to abnormal
48
enumerate the classifications of teaching learning activities
- presentation - individualized learning - interaction
49
Lecture, demonstration, showing visual aids.
presentation
50
Reading text, solving problems, writing reports, working in the lab/clinic, viewing films, doing exercises.
individualized learning
51
Small group activities and discussions.
interaction
52
resources than can be used as references
- books - journals - online references - modules
53
examples of teaching materials
- projector - visual aids - computer
54
- Indicates the amount of time needed to finish a certain teaching-learning activity - Has to be specific as to number of minutes or hours for an activity to be completed.
time frame
55
- involves finding out how much learning has taken place - It is a continuous process, meaning it should be done during and at the end of instruction.
evaluation
56
enumerate the purposes of evaluation
determine students' : - entry knowledge and skills - weakness or learning difficulties - performance
57
evaluation techniques for cognitive domain
- written exam - oral exam - projects - written reports
58
evaluation techniques for psychomotor domain
- practical exams - direct observation - return demonstration
59
evaluation techniques for affective domain
- direct observation - peer evaluation - anecdotal reports - incident reports

HEALTH EDUCATION (4 decks)

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