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Strat Teaching > Module 2 > Flashcards

Module 2 Flashcards

(65 cards)

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1
Q

Arousing and Sustaining Students Interest (4)

A

Silence
Voice Control
Gestures
Motivational Devices

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2
Q

Simply standing silently facing the class

A

Silence

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3
Q

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

A

Voice Control

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4
Q

Waving one’s hand towards noisy students or other movement to get student’s attention

A

Gestures

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5
Q

Intrinsic and Extrinsic Devices

A

Motivational Devices

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6
Q

Process of increasing the interest learners already have in a topic or task

A

Intrinsic Motivation

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7
Q

Focused on activities or strategies that can enhance success and reduce failure when lesson is difficult

A

Extrinsic Motivation

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8
Q

How to open a lesson (5)

A
  • Personalizing and Warming up the climate
  • Using an attention getter
  • Relating the lesson to the world of students
  • Reviewing past work
  • Using advance organizers
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9
Q

Teacher shares a positive feeling about about event, works, or outputs of the students

E.g.
I am happy about the outcomes of your assessment last Friday

A

Personalizing and warming up the climate

How to open a lesson

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10
Q

May bring audiotapes, slide presentations, or any module you think can attract attention

A

Using attention getter

How to open a lesson

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11
Q

Establish connection between the students and to the topic presented

E.g.
Who has parent’s working in hospitals or clinics abroad, and ask their benefits in the household economy. Since OFW contributes to the nation’s economy

A

Relating the lesson to the world of students

How to open a lesson

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12
Q

Emphasize students to realize about what knowledge or skill learned in relation to the new topic

A

Reviewing past work

How to open a lesson

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13
Q

It is a statement which will help the student to process the lesson to be introduced

A

Using advance organizers

How to open a lesson

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14
Q

Selecting appropriate learning activities for a lesson (3)

A
  • Symbolic Learning
  • Iconic Learning
  • Enactive Learning
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15
Q

Learning through books, journals, or other printed materials. Could be presented through mnemonics, number, or formulas

A

Symbolic Learning

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16
Q

Learning through the use of materials by sensory or visual

Ex.
Films and videotapes

A

Iconic Learning

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17
Q

Learning through simulations or real-life simulations

Ex.
Driving and Blood extractions

A

Enactive Learning

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18
Q

Types of Learning Experiences (5)

A
  • Verbal Experience
  • Visual Experience
  • Vicarious Experience
  • Simulated Experiences
  • Direct Experiences
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19
Q

Teachers talk, Students inactive

A

Verbal Experience

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20
Q

Diagrams, charts, or still pictures. Student Inactive

A

Visual Experience

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21
Q

Video programs, computer programs; students indirectly doing examples

A

Vicarious Experience

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22
Q

Building through models. Closest to real thing. Loki craft

A

Simulated Experiences

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23
Q

Learners are doing what is being learning

Ex.
Internship

A

Direct Experience

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24
Q

Teaching Methods (3)

A
  • Teacher Direct Method
  • Student-Centered Method
  • Material-Centered Method
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25
Students interact with teacher. Listens and observes the demonstration of the teacher Ex. Lecture-Recitation Question-Answer
Teacher Direct Method
26
Students learn by interacting with each other. Ex. Small group discussions Role playing Inquiry/discovery method
Student-Centered Method
27
Students Interact with instructional material most of the time Ex. Students conduct experiments by following instructional kits
Material-Centered Method
28
How to close a lesson (4)
- Summary Reviews - Eliciting Generalizations and Abstractions - Feedback on group accomplishments - Preview the next lesson
29
Asking students to recall or summarize what they have taken up or learned
Summary Review
30
By using questions like “What if…?”, | “What do you think?” Students are led to formulate principles related to the lesson
Eliciting generalization and abstractions
31
Through feedback teachers motivate students to improve performance
Feedback on group accomplishments
32
Lesson has been summarized, students are alerted for the next lesson to prepare them
Previewing the next lesson
33
Roles of the Teacher (3)
- Instructional Expert - Manager - Counselor
34
Pre-Instructional Skills (7)
- Identify Content - Write objectives - Introduce the lessons - Selecting instructional strategies - Closing the lesson - Evaluating the lesson - Identify the new content to be taught
35
Instructional Skills (8)
- 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
36
Post Instructional Skills (2)
- Analyze collected evaluative information | - Make judgements regarding evaluative information
37
Identify Content
Pre-Instructional Skill
38
Write objective
Pre-instructional skill
39
Introduce the lesson
Pre-instructional Skill
40
Selecting instructional strategy
Pre-instructional Skill
41
Closing lesson
Pre-instructional skill
42
Evaluating a lesson
Pre-instructional skill
43
Identify the new content to be taught
Pre-instructional skill
44
Communicate with students
Instructional skill
45
Gain students attention
Instructional skill
46
Arouse and maintain students interest
Instructional skill
47
Use stimuli variation and reinforcements
Instructional skill
48
Use appropriate questioning techniques
Instructional skill
49
Management if the learning environment smoothly and effectively
Instructional skill
50
Use appropriate lesson closure
Instructional skill
51
Evaluate lesson objectives
Instructional skill
52
Analyze collected evaluative information
Post-instructional skill
53
Make judgement regarding evaluative information
Post-instructional skill
54
Principles of effective teaching and learning (10)
- Seize the moment - Involve the students in planning - Begin with what students know - Move from simple to complex - Accommodate to 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 Test - Reward desired learning praise
55
Seize the moment
Principles of effective teaching and learning
56
Involve the students in planning
Principles of effective teaching and learning
57
Begin with what students know
Principles of effective teaching and learning
58
Move from simple to complex
Principles of effective teaching and learning
59
Accommodate the student’s preferred learning style
Principles of effective teaching and learning
60
Sort goals by learning domain
Principles of effective teaching and learning
61
Make material meaningful
Principles of effective teaching and learning
62
Tell your students how they are proposing
Principles of effective teaching and learning
63
Allow immediate application of knowledge
Principles of effective teaching and learning
64
Plan for periodic test
Principles of effective teaching and learning
65
Reward desired learning with praise
Principles of effective teaching and learning

Strat Teaching (2 decks)

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