Module 1-3 Flashcards
(125 cards)
1
Q
Learning Theories
A
Behaviorism
-Classical Conditioning
-Operant Conditioning
Connectivism
Constructivism
Social-Cognitive
2
Q
-People learn through repetition
-Learner is passive blank state shaped by environmental stimuli, both positive and negative reinforcement
-Pavlov’s dogs
-Classical conditioning
-Operant conditioning - instrumental (reinforcement)
A
Behaviorism
3
Q
-Learning theory in response to behaviorism, psychologist who promoted this idea claimed that behaviorism failed to explain cognition
-Mind is an information processor
-Emphasizes understanding the concept as a whole instead of just the pieces
-Blooms Taxonomy
-Examples of cognitivism strategies for learning higher-level thinking are starting a lesson with a hook to create interest, a review quiz to promote prior learning, using learning outcomes, chunking content into organized bite sized pieces, using graphic organizers and the student takes on an active role on learning
-Teacher gives lots of encouragement and positive feedback
A
Cognitivism
4
Q
-Learn new things through experience
-Build knowledge through experiences and interactions
-Taught to do something in constructivism, encouraged to discover something on their own, this is known as self– directed learning
-Cognitive learning is about building on prior knowledge and constructivism is about building new ideas and concepts based on own discoveries
A
Constructivism
5
Q
-Developed by Geroge Siemens and Steven Downs. Stresses the connections and combinatorial creativity
-Learning theory for the 21st century
-George Siemens theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of a knowledge
-Siemens (2004) states, “a community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together.”
-Learning community is described as a node and a learning network are the nodes coming together to form a mass intelligence
A
Connectivism
6
Q
-The study of behavior and how it reacts to a stimulus
-it also studies the consequences of the reaction
-John Watson was the first to use the word
A
Behaviorism
7
Q
-It’s a mental process that takes place when information enters through the senses then gets stored in memory and is then used
-It is understanding the mind
-Very similar in how a computer works
A
Cognitivism
8
Q
-Learning from working with others, so our cultural background is important since we learn behaviors from others
A
Socio-cultural (constructivism)
9
Q
Ideas/past experiences mix with new ones to create our new knowledge
A
Cognitive (constructivism)
10
Q
Philosophical founder of constructivism
A
John Dewey (1933/1998)
11
Q
chief theorists among the cognitive constructivists
A
Bruner (1990) and Piaget (1972)
12
Q
major theorist among the social constructivists
A
Vygotsky (1978)
13
Q
Teaching Machines
Instructional Films
Direct Instruction
A
Behaviorism
14
Q
Simulations
AI
Vitual Reality
A
Cognitivism
15
Q
Programming
Hypermedia
Concept Maps
A
Constructivism
16
Q
PERSONS WHO ARE RESPONSIBLE
A
DEAN, CHAIR, PROGRAM HEAD
VICE PRESIDENTS
OWNER
PRESIDENT AND CHIEF ACADEMIC OFFICER
17
Q
Requires the use of
specific knowledge,
technique in performing
the job.
- Teachers need this skill for
effective classroom
management of school
operation
A
TECHNICAL SKILL
18
Q
Ability to understand,
communicate, work and
integrate with the workers.
- Helps the educators to
establish a healthy students
relationship as well as with
others.
A
HUMAN RELATION SKILL
19
Q
Ability and competence to
see the school in terms of
broad relationship.
- Enable the educational
personnel to work with
ideas and to relate events or
activities based from the
resources.
A
CONCEPTUALIZE SKILL
20
Q
Ability and competence of the
mentors in taking effective
and appropriate decision
relating to school
management.
- Anticipate both intended and
unintended consequences of
the decision taken.
A
DECISION MAKING SKILL
21
Q
Establish appropriate
channel of
communication to relate
effectively with students
and subordinates.
- Communicate
information clearly
without ambiguity
A
COMMUNICATION SKILL
22
Q
Enable the mentors to
handle classroom
management problem.
- Ability to identify the
symptoms of problems
and finding out the
solution.
A
DIAGNOSTIC SKILL
23
Q
Ability to examine and
understand a particular
problematic situation.
- Enable the teacher to
make the right decision
in managing
educational institution
and problem situation
A
ANALYTIC SKILL
24
Q
Competent to build up
the structure, both human
and material resources.
- Ability to establish the
statement clearly,
procedure in doing a
particular task given to the
atudents.
A
ORGANIZING SKILL
25
Efficient to carry out the
supervision of instruction,
programs and activities of the
school system.
- Ability to supervise various
units in the the school to work
as a team towards achievement
of the school goals.
SUPERVISORY SKILL
26
Involve the knowledge to use
the various information and
communication tools.
- will help the faculty
member to effectively manage
school records involving
students and staff.
ICT SKILL
27
Roles of the Teacher
Instructional Expert
Manager
Counselor
28
Identify content
Write objectives
Introduce the lesson
Selecting instructional strategy
Closing the lesson
Evaluating the lesson
Identify the New content to be taught
Pre-instructional skills
29
Communicate with the students
Gain the student's attention
Arouse and maintain student interest
Use stimulus variation and reinforcements
Use appropriate questioning techniques
Management if the learning environment smoothly and effectively
Use appropriate lesson closure
Evaluate lesson objectives
Instructional Skills
30
Analyze collected evaluative information
Make judgements regarding evaluative information
Post-instructional skills
Post-instructional skills
31
General Teaching Skills
Pre-instructional skills
Instructional Skills
Post-instructional skills
32
Principles of Effective Teaching and Learning
Seize the Moment
Involve the student in planning
Begin with what the student knows
Move from simple to complex
Accommodate the student's preferred learning style
Sort goals by learning domain
Make material meaningful
Tell your students how they are proposing
Allow immediate application of knowledge
Plan for periodic tests
Reward desired learning with praise
33
Instructional planning is a DECISION-MAKING PROCESS
Vital areas: Subject matter knowledge and action system knowledge
Organize, present and teach the subject matter in a manner that can be understood by the students
Planning Instruction
34
Silence
Voice control
Gestures
MOTIVATION-enhance the intrinsic and extrinsic motivation of the students
Arousing and Maintaining Student Interests
35
Personalizing and warming up the climate
Using an attention getter
Relating the lesson to the world of students
Reviewing past work
Using advance organizers
Opening a Lesson
36
Forms of instruction:
Symbolic learning
Iconic learning
Enactive learning
37
Types of learning experiences:
Verbal experiences
Visual experiences
Vicarious experiences
Simulated experiences
Direct experiences
38
Selecting Appropriate Teaching Method
Teacher directed methods
Student centered methods
Materials centered methods
39
Summary reviews
Eliciting generalizations and abstractions
Feedback on Group Accompishments
Previewing the next lesson
Closing a Lesson
40
Simply standing silently facing the class.
SILENCE
41
Beginning to speak in a very low tone. Teacher gives
signal to be quiet and attentive. Voice is raised to normal volume when
attained objective.
VOICE CONTROL
42
waving one’s hand towards noisy students or other
movement to get student’s attention.
GESTURES
43
process of increasing the interest learners already have
on a topic or task
Intrinsic motivation
44
focused on activities or strategies that can enhance
success and reduce failure when lesson is difficult.
Extrinsic motivation
45
Teacher shares a positive
feelings about event or works or output of the students. E.g. I am happy about the
outcomes of your assessment last Friday.
PERSONALIZING AND WARMING UP THE CLIMATE
46
May bring audiotapes or slides presentation or
any modules you think can attract attention.
USING AN ATTENTION GETTER
47
Establish
connection between the student and to the topic presented. Ex. Who have parent’s
working in hospitals or clinics abroad, and ask their benefits in the household
economy. Since OFW contributes to the nation’s economy.
RELATING THE LESSON TO THE WORLD OF STUDENTS
48
Emphasize students to realize about what knowledge
or skill learned in relation to the new topic
REVIEWING PAST WORK
49
It is a statement which will help the student to
process the lesson to be introduced.
USING ADVANCE ORGANIZER
50
Learning through the books,
journals or other printed materials. Could be presented
through Mnemonics, numbers or formulas
SYMBOLIC LEARNING
51
Learning through the use of
materials by sensory or visual. Ex. Films, videotapes.
ICONIC LEARNING
52
Learning through simulations or
real life situations. Ex. Driving, blood extraction.
ENACTIVE LEARNING
53
Teacher talks; students
inactive
VERBAL EXPERIENCES
54
Diagrams, charts or still
pictures. Students inactive
VISUAL EXPERIENCES
55
video programs, computer
programs; students indirectly doing examples.
VICARIOUS EXPERIENCES
56
Building through models.
Closest to real thing.Loki craft
SIMULATED EXPERIENCES
57
Learner is doing what is being
learned. Ex. Internship
DIRECT EXPERIENCES
58
Students interact with
teacher. Listens and observes demonstration of teacher.
Ex. Lecture-recitation, question and answer
TEACHER DIRECTED METHOD
59
Students learn by
interacting with each other. Ex. Small group discussion,
role playing, inquiry/discovery method
STUDENT-CENTERED METHOD
60
Students interact
with instructional material most of the time. Ex. Student
conduct experiment by following instructional kits
MATERIALS-CENTERED METHOD
61
Asking students to make recall or
summarize what they have taken up or learned.
SUMMARY REVIEWS
62
By using questions like What
if...?What do you think?.. Students are led to formulate
principles related to lesson.
ELICITING GENERALIZATIONS AND
ABSTRACTIONS
63
Through feedback teacher motivates students to improve
performance.
FEEDBACK ON GROUP ACCOMPLISHMENT
64
Lesson has been
summarized, students are alerted for next lesson to
prepare them.
PREVIEWING THE NEXT LESSON
65
statements that describe the knowledge or skills a student should acquire by the end of a particular assignment, class, or course.
Learning outcomes (learning objectives)
66
Who is doing the learning?
Learner should be forefront of the lesson
Describe the intended learner or end user of the instruction
Often the audience is identified only in the 1st level of objective becaue of redundancy
Audience
67
What should the learners to be able to do?
Use actions verbs (one per learning objective)
Describes learner capability
Must be observable and measurable (you will define the measurement elsewhere in the goal)
If it is a skill, it should be a real world skill
The “behavior” can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor, affective, or interpersonal
Behavior
68
Under what circumstances will this behavior take place?
Equipment or tools that may (or may not) be utilized in completion of the behavior
Environmental conditions may also be included
Condition
69
to what degree or level of proficiency is required?
If not stated, 100% accuracy
States the standard for acceptable performance (time, accuracy, proportion, quality, etc)
Degree
70
Well define to students
Observable to teachers
Who what when where why
Specific
71
can be evaluated
Objective is either reached or not
Measurable
72
students are academically ready for the objective
Relevant- prepares students for
Achievable
73
prepares students for stardardized testing
Relates to larger ideas
Builds on prior knowledge
Relevant
74
enough time
Assigned date for completion
Time Bound
75
Levels of Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis
(on the old taxonomy, evaluation is higher than synthesis)
76
Levels of Psychomotor Learning
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
77
Levels of Learning in the Affective Domain
Receiving
Responding
Valuing
Organization
Characterization
78
Recalling information
Recognising, listing, describing, retrieving, naming, finding
Remembering
79
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing,
Understanding
80
Using information in another familiar situation
Implementing, carrying out, using, executing
Applying
81
breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Analysing
82
justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Evaluating
83
generating new ideas, product, or ways of viewing things
Designing, constructing, planning, producing, inventing
Creating
84
awareness of sensory stimulus
Perception
85
relates cues/knows
Set
86
performs as demonstrated
Guided response
87
performs simple acts well
Mechanism
88
skillful performance of complex acts
Complex overt response
89
modifies for special problems
Adaptation
90
new movement patterns/creativity
Origination
91
willingness to pay attention
Receiving
92
reacts voluntarily or compiles
Responding
93
acceptance
Valuing
94
rearrangement of value system
Organization
95
incorporates value into life
Characterization
96
First step in instructional planning
Specific statements of what teachers are expected to teach and what students are expected to learn (Eby & Kujawa, 1994)
They are used as an organizational framework for selecting and sequencing learning activities as well as in assessing student learning and achievement
Writing objectives
97
Are to achieved for a year or semester
More general than unit objectives
General competencies that students have to acquire after going through instruction after specified period
Demonstrates knowledge and understanding of historical events that have shaped the country’s politics, culture and economy.
Course Objectives
98
Objectives to be achieved after completing a specific unit in a course
Related to course objectives
Identifies the causes and effects of the People Power Revolution of 1986.
Unit objectives
99
States very precisely what the student will be able to do after successfully completing a learning task or experience
Specific, measurable, action-oriented, realistic and time-bounded
Given three nouns and verbs, the student will write three sentences with no more than one error.
Behavioral objectives
100
Used when specific skills or competencies to be taught cannot be reduced to predictable performance
The students formulates or is given a problem to solve
Used when teachers are planning activities that encourage students to think critically, make decisions, and create solutions
When given a dry cell, a light bulb, and a piece of wire, the student will figure out how to make a light bulb
Problem-solving objectives
101
Appropriate to use when a lesson is designed to be an open-minded experience (Eisner, 1985)
Intended to provide learners the opportunity for personal purposing and experience
Going through field trips or museum
Expressive objectives
102
Classified as to the type of learning a teacher is seeking to accomplish in class
Most commonly used taxonomy for classifying objectives
Developed by Bloom and his colleague in 1956 and Krathwolh,et.al 1964
Bloom’s Classification of Objectives
103
Three Domains
Cognitive Domain
Psychomotor Domain
Affective Domain
104
Deals with the recall or recognition of knowledge and the development of intellectual abilities and skills
Objectives can range from simple recall of information to complex synthesis and the creation of new ideas
Concerned mainly with subject matter content learners are expected to learn
Some Verbs associated with the writing objectives: define, distinguish, identify, restate, explain, infer, apply, use, choose, classify, categorize, write, design, assess compare and contrast
Example: The students will define terms interdependence and dependence. The student will identify at least three effects of war to society
Cognitive Domain
105
Focused on processes and skills involving the mind and the body (Eby & Kujawa,1994)
Classifies objectives dealing with physical movement and coordination(Arends, 1994;Simpson,1966)
Require significant motor performance
Some Verbs associated with the writing objectives: run, walk, measure, construct, type, play, align and focus
Example: Given a guitar and a musical piece, the student will play the piece with no more than four errors.
The student will correctly adjust the micrometer caliper.
Psychomotor Domain
106
Concerned with emotional development
Deals with attitudes, feelings, and emotions in instructional planning
Some Verbs associated with the writing objectives: to freely select, to respond positively, to listen, to volunteer, to applaud, to support, to argue for or against, to complete and to rate high or low
Example: The students will actively participate in class discussions of socially relevant issues.
The student will volunteer to lead group discussions in class.
Affective Domain
107
Behaviors related to recognizing and remembering facts, concepts, and other important data on any topic or subject
Usually expressed with the use of the following verbs: identify, define, list, match, state, name, label and describe
Example: The student will define interdependence operationally
The student will list down the different regions comprising the Philippines.
Knowledge Level
108
Associated with the clarification and articulation of the main idea of what students are learning
Usually expressed with the use of the following verbs: translate, convert, generalize, paraphrase, rewrite, summarize, differentiate, defend, infer, and explain
Example: After reading the story, the student will summarize its plot.
Comprehension Level
109
Have something to do with problem-solving and expression which requires students to apply what they have learned to other situations or cases in their lives
Usually expressed with the use of the following verbs: use, operate, produce, change, solve, show, compute and prepare.
Example: The students will graph the population of the Philippines for the last five years
Application Level
110
Require students to think critically
Usually expressed with the use of the following verbs: identify, distinguished, discriminate, separate, subdivide, and break down
Example: The student will distinguish capitalism from socialism
Analysis Level
111
Necessitate judging the value or worth of a person, object or idea or giving opinion on an issue
Usually expressed with the use of the following verbs: judge, argue, assess, validate, decide, and consider.
Example: The students will argue for the ending of Christian-Muslim conflict in the South.
Evaluation Level
112
Calls for creative thinking
Usually expressed with the use of the following verbs: design, plan, organize, combine, interpret, build, draw and propose.
Example: Given the materials, the students will design a cap
Synthesis Level
113
Ability to carry out basic rudiments of a skill when given directions and under supervision
The total act is not performed skillfully
Timing and coordination of the acts are not yet refined.
Can be written with the used of verbs: construct, dismantle, drill, change, clean, manipulate, follow, and use.
Example: The student will follow the procedure in making a waste basket
Imitation
114
Ability to perform a skill independently
Entire skill can be performed in sequence
Conscious effort is no longer needed to perform the skill but complete accuracy has not been achieved yet
Can be written with the used of verbs: connect, create, fasten, make, sketch, weigh, wrap and manipulate.
Example: Given the three objects, the students will weigh each.
Manipulation
115
The ability to perform an act accurately, efficiently, and harmoniously
Complete coordination of the skill has been acquired
Can be written with the used of verbs: focus, align, adjust, calibrate, construct, manipulate, and build.
Example: The students will correctly calibrate a micrometer caliper.
Precision
116
Involves being aware of and being willing to freely attend to a stimulus
Can be written with the used of verbs: follow, select, rely, point to , hold, give, locate, identify, and choose.
Example: The student will be able to identify musical instruments by their sounds.
Receiving
117
Involves active participation
It involves not only freely attending to a stimulus but also voluntarily reacting to it in some way
Requires physical, active behavior
Can be written with the used of verbs: answer, conforms, greet, help, read, report, perform, practice, volunteer, and tell.
Example: The students will report that history is enjoyable to study.
Responding
118
Refers to voluntarily giving worth to an object, phenomenon or stimulus
Reflect a belief, appreciation, or attitude
Can be written with the used of verbs: read, study, join, ask, invite, share, follow, propose, and initiate.
Example: The student will join movements to save Mother Earth.
Valuing
119
Involves building an internally consistent value system and free living by it.
A set of is established and applied in making choices
Can be written with the used of verbs: influence, adhere, alter, defend, verify, listen, serve, act, integrate relate and use.
Example: The student will defend his stand on a controversial political issue.
Commitment
120
Reading for information: learning facts, information and skills
Direct instruction: hands on activities
Drill and practice repeat what is learned through practice exercises
Vicarious experiences: listening to teacher read aloud a passage or a poem
Books, lectures, films, filmstrips, videotapes, audiotapes, records
Knowledge Base
121
Advance organizer: Generalization, definitions, analogies, background information
Anticipatory set: An introductory experience to motivate students to want to find out more about a subject or topic.
Discussion: Student state orally their ideas to reinforce their understanding the topic
Paraphrase: Use words almost or the same meaning with the original
Visual and graphic aids: Through graph or charts or illustrations to demonstrate interpreted idea.
Comprehension Base
122
Discussion: Used as understanding but also used in application as springboard for ways and means to any difficulty.
Presentation of puzzling situation (situational analysis) Students have opportunity to discuss alternatives and create solution to problem.
Discovery learning: Discover rules, principle or concepts through experiment
Model making: Ask student to make a model community for application. Ex. Urban farming using hydrophonics
Cooperative group works: Apply what is learned by students in working together to solve a problem.
Application Base
123
Fact vs. Opinion: While reading a controversial issue, students are asked to separate facts from opinion out of author’s assumption and hypotheses to come up the consistency of the data and writer’s views.
Independent research: ex. Students are asked to do one body system and make description, illustration, and how they are related to each other.
Compare and contrast: analysis of relationships by comparison, similarities, or cause and effect. ex. Nutrition and exercise.
Analysis Base
124
Problem Solving (group or individual): An activity where students can express their own view, opinion and comments in a topic.
Debate: Teacher wants students to take sides and prepare for arguments.
Simulation: exploring and illustrating complex situation by role play or making criterias to follow.
Evaluation
125
Art: creation of a unique product. Ex. A bicycle made of bamboo. Or drawing to give message to public.
Music composition: ex. Simbang gabi, or Coconut nut
Creative writing Used to formulate hypothesis to set experiments, create graphs and charts to summarize findings.
Storytelling and Drama: Narration of current issues, events, politics and are dramatize to depict such to illustrate problems.
Synthesis
