Module 5

Question 1

refers to the sum of available tools, techniques, strategies from which a practitioner may draw, choose from to address a particular purpose.

Answer 1

Repertoire

Question 2

set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom

Answer 2

Teaching Approach

Question 3

The systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.

Answer 3

Teaching Method

Question 4

It is the teacher’s style or tricks to accomplish an immediate objective.

Answer 4

Teaching Technique

Question 5

methods of approaching a problem or task, modes of operation for achieving a particular end, or planned design for controlling and manipulating certain information.

Answer 5

Teaching Strategy

Question 6

most prominent methods of teaching

Answer 6

Deductive method and Inductive method

Question 7

breaking down learning from general to specific (teacher-centered)

Answer 7

Deductive method

Question 8

process of arriving a generalization

Answer 8

Inductive method

Question 9

Teacher-centered (teacher provides information, facts, rules, action sequences)

Answer 9

Direct Teaching method

Question 10

Student-centered (student is an interactive participant)

Answer 10

Indirect teaching method

Question 11

Outlining technique

component technique

sequential technique

relevance technique

transitional technique

Answer 11

Lecture method

Question 12

small group discussion technique

socialized classroom technique

direct instruction technique

panel discussion technique

recitation technique

interview technique

Answer 12

Discussion method

Question 13

unit or morrisonian technique

individual or group reporting technique

reading or story telling technique

schematic technique

symposium technique

Answer 13

Reporting method

Question 14

laboratory technique

problem-solving technique

research technique

field study technique

experimenting technique

Answer 14

Investigatory method

Question 15

project technique

field trip technique

dramatization technique

role-playing technique

brain storming

debate technique

Answer 15

activity method

Question 16

teacher-directed technique

student-directed technique

teacher-student directed technique

resource speaker technique

Answer 16

demonstration method

Question 17

programmed instruction

mastery learning

modular learning technique

Answer 17

self-pacing method

Question 18

lecture-discussion

lecture-demonstration

film showing-discussion

Answer 18

integrated method

Question 19

textbook learning

role-learning technique

directed technique

memorization

Answer 19

traditional method

Question 20

Focus on the recall and comprehension (Kauchak & Eggen, 1989)

Close-ended questions

Answer 20

Class Recitation

Question 21

3Engage students in higher order thinking skills (HOTS)

Analysis, synthesis and evaluation (Aban, 1998)

Class discussions are facilitated by guide questions

Higher order thinking skills would require open ended questions unlike in class recitaiton

Answer 21

Class Discussion

Question 22

visual aids, printed materials or present the equipment

Levels of Instruction: Symbolic, Iconic, Enactive

Answer 22

Presentation of Facts, Concepts and Skills

Question 23

Establish set

Present prerequisite knowledge and rationale

Model the correct performance

Have students practice under controlled conditions

Provide opportunities for transfer to more complex situations

Answer 23

Demonstrate a Concept or Skill

Question 24

Five Steps Teachers Have to Observe in Giving Feedback:

Answer 24

1 State clearly what is to be achieved or task to be performed

2 Break down the task into subtasks as much as possible

3 Describe the degree of student progress toward meeting each subtask

4 Make corrections and give suggestions for improving performance

5 Verify student mastery of the task

Question 25

Guidelines in providing feedback:

Answer 25

Give feedback immediately or as close to the actual time of performance Descriptive language rather than judgmental language Focus on present performance rather than on past ones If possible, suggest alternatives rather than a single solution Tell the students only what they are able to manage at a given time rather than all that has happened Focus feedback on modifiable areas rather than those over which students have little control Emphasize achievements instead of shortcomings and maintain an optimistic and supportive class atmosphere

Question 26

instructional activity in which students respond to recall and comprehension questions. (Kaucak & Egen,1989)

Answer 26

Recitation

Question 27

How to conduct a Recitation?

Answer 27

Simple and practical way to monitor student progress Teacher asks lower order questions Questions are directed to student

Question 28

Basic Principle of recitation?

Answer 28

Many students should be involved in the recitation

Question 29

instructional activity in which students engage in higher order thinking as they respond to analysis, synthesis, and evaluative questions presented by teacher (Aban,1998)

Answer 29

Guided discussion

Question 30

Types of thinking class discussion

Answer 30

Convergent and Divergent

Question 31

Analysis Questions-Students are guided > discover new meaning & relationship Teacher knows the answer and the student has to discover it

Answer 31

Convergent Thinking

Question 32

Synthesis or Evaluation Questions > more open-minded > promotes reflection Teacher and students search together for answers

Answer 32

Divergent Thinking

Question 33

How to conduct Class Discussion?

Answer 33

According to Louisell and Descamps (1992), the ff. conditions must exist to promote productive thinking: * The teacher’s question must move beyong recall, comprehension and application into analysis, synthesis and evaluation levels * Students must believe that their ideas will be respected * Adequate time must be allowed for the discussion to unfold * Broad students participation must be encouraged * The teacher must adopt the role of a facilitator, guiding the discussion while at the same time allowing the students to be active and involved

Question 34

How to present Facts, Concepts and Skills?

Answer 34

Presenting facts, concepts and skills to the students is an input technique (Joyce & Weil,1998) * Input can be provided: by teacher, printed word, audiovisual equipment or students * Presented through: teacher demonstration/explanation; films and recordings * Students acquire through: reading the textbook or library book, role plays or tutorial experiences * Levels of Instruction: Symbolic, Iconic, Enactive

Question 35

form of input which relies on social learning theory or modeling (Bandura, 1977) Used in teaching procedural knowledge or knowledge of skills or rules and how to do it, basic academic skills, psychomotor skills and laboratory processes

Answer 35

Teacher demonstration

Question 36

form of student practice in which students learn by doing rather than reading or listening

Answer 36

Role plays

Question 37

2 major purposes of student role plays

Answer 37

development of social interaction & problem-solving skills; “acting out” of the curriculum

Question 38

How to facilitate Student Role Plays?

Answer 38

Form of play * Very motivating instructional activity > attention and emotions * In Role plays, students enact PRESENT, PAST or FICTIONAL SITUATIONS and EXPLORE ACTIONS, VALUES and FEELINGS

Question 39

one of the most commonly performed teaching strategies in the class

Answer 39

classroom discussion

Question 40

Uses of Classroom Discussion Strategies:

Answer 40

Develop leadership skills Summarize group opinion Arrive at a consensus Become an active listener Appropriately handle controversy Develop paraphrasing skills Develop self directed learning skills Develop analysis, synthesis and evaluative skills

Question 41

Phases in preparing and Conducting Classroom Strategies

Answer 41

1.Planning and Organizing a Discussion Lesson 2.Conducting/Implementing A Guided Class Discussion

Question 42

Teacher has to consider goals carefully Has to decide on appropriate activities Has to consider student's experience and development Needs to consider the time allotted for the activities The discussion they ought to produce a specific product such as summary, list, or a series of conclusions

Answer 42

Planning and Organizing a Discussion Lesson

Question 43

Preparation for a Guided Discussion

Answer 43

Introduction Discussion Conclusion

Question 44

Select a topic that students can gainfully discuss Establish a specific lesson objective with desired learning outcomes Conduct adequate research to become familiar with the topic Organize the main and subordinate points of the lesson in a logical sequence Plan at least one lead-off question for each desired learning outcome

Answer 44

Conducting/Implementing A Guided Class Discussion