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Principles and Strategies of Teaching in Medical Technology > Module 6-7 > Flashcards

Module 6-7 Flashcards

(59 cards)

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1
Q

Overall concept or rule is presented first

Inductive or Deductive?

A

Deductive

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2
Q

Students work with examples to apply the concept or rule

Inductive or Deductive?

A

Deductive

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3
Q

Students study examples of the content

Inductive or Deductive?

A

Inductive

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4
Q

Students make generalizations, leading to an understanding of the rule

Inductive or Deductive?

A

Inductive

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5
Q

rules > examples

Inductive or Deductive?

A

Deductive

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6
Q

examples > rules

Inductive or Deductive?

A

Inductive

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7
Q

Identifying Similarities and Differences

Inductive or Deductive?

A

Inductive

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8
Q

Steps in Inductive Learning (not a question)

A

Step 1: Provide students with examples/key words/problems/scenarios/artifacts/images/data

Step 2: Have students arrange examples into groups

Step 3: Have students label groups

Step 4: Have students draw a conclusion, make a generalization, or form a hypothesis about the content

Step 5: Have student

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9
Q

“Concept-a way by which knowledge and experience are organized. The moment the students are able to put things into a class and are able to recognize its members, it can be said that concepts learning has taken place” who said this and what year?

A

(Gagne, 1985)

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10
Q

Types of Inductive Teaching Methods

A

Conjuctive

Disjunctive

Relational

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11
Q

Phases of Concept Attainment, who made this and what year?

A

Bruner, 1956

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12
Q

Phases of Concept Attainment

P

C

T

A

A

Presenting Goals and Establishing Set

Concept Identification

Testing Attainment of the Concept

Analysis of Thinking Strategies

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13
Q

Phases of Inductive Teaching in concept attainment, who made this?

A

Hilda Taba

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14
Q

Phases of Inductive Teaching in concept attainment

E

C

I

A

A

Establishing Set

Concept formation

Interpretation of Data

Application of Principles

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15
Q

Characteristics of Higher Order Thinking Skills

N

C

M

I

S

A

Non-algorithmic

Complex

Multiple solutions

Involves uncertainty

Self regulation of the thinking process

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16
Q

Skills Necessary to Enhance Critical Thinking (not a question, memorize lang)

A

Observation

Focusing on the question

Distinguish fact from opinion

Distinguish relevant from irrelevant information

Judging credibility of sources

Recognize contradictions

Making inferences

Drawing conclusions

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17
Q

the basic building blocks for thinking

A

Concepts

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18
Q

has a constant rule structures

A

Conjunctive Concepts

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19
Q

contains alternative sets of attributes

A

Disjunctive Concept

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20
Q

rule structure depends on its relationship to other concepts

A

Relational Concept

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21
Q

Who made the attributes of concepts and what year

A

Arends,1994

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22
Q

Nature of Concepts (not a question, read only)

A
  1. Concepts can be placed in categories
  2. They are learned through examples and non-examples
  3. They are influenced by social context
  4. They have definitions and labels
  5. They have critical attributes or distinguishing characteristics
  6. They have a non-critical attributes
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23
Q

2 categories of learning

A

Lower order learning

Higher order learning

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24
Q

categorize in Knowledge,

Comprehension and Application Level

Study These Flashcards
A

lower order learning

25
other name for lower order learning
learning skills
26
other name for higher order learning
thinking skills
27
called by several names: problem solving, reasoning, higher order thinking, critical thinking, cognitive strategy, metacognition or thinking about thinking and study skills
Thinking
28
Higher order thinking characteristics (not a question, basahin lang)
 Is non-algorithmic  Tends to be complex  Multiple Solutions  Involves Uncertainty  Self-regulation of the thinking process
29
An inductive approach to teaching concepts which students derive the meaning and attributes of a concept from the example and non-examples given by the teacher
Concept attainment
30
Who developed concept attainment and what year
Jerome Bruner in 1956
31
who popularized concept attainment
Joyce and Weil
32
other names for expository teaching (not a question, read only)
teacher-centered instruction direct instruction expository learning explicit instruction teacher-directed learning receptive learning deductive thinking/learning
33
who made expository teaching
David Ausubel
34
goal of expository teaching
meaningful verbal learning
35
information that is taken in but not connected to anything
rote learning
36
an effective form of teaching if a. ideas and concepts are organized b. ideas and concepts are connect to what learner already knows
Lecture
37
three main purposes of advanced organizers
-highlight key points -activate relevant knowledge -show relationships
38
varity of forms (not a question, read lang)
a quick verbal overview - identifies main points to be learned picture or graphic that shows concept's ordinate, superordinate, and subordinate parts an outline concrete models analogies discussion of main themes or ideas using familiar terms a set of defining attributes or higher order rules a short abstract or summary of expository text
39
steps in expository teaching S P P R E
Show advance organizer present input present examples and non-examples review extend and apply
40
a teacher-centered strategy wherein the teacher is the principal source of information.
Expository Method of Teaching
41
Planning an Expository Lesson I S S
Identification of a topic Specification of the objectives of the lesson Selection or preparation of examples
42
Implementing and Expository Lesson W D P P S
Write the abstraction or display it on the overhead Definition of the concept Presentation of positive examples Provide more examples for the students to classify Students will provide examples
43
Focused on the development of intellectual abilities and skills
Cognitivism/Cognitive Domain
44
* Reading assignments * Direct Instruction * Drill-Practice * Vicarious experiences * Hands on activities * Books, lecture, films, videotapes, audiotapes, records what part of cognitive domain
Knowledge/Remembering
45
* Advance Organizer/Concept Mapping * Anticipatory Set * Class discussion * Paraphrasing * Visual and graphic aids what part of cognitive domain
Comprehension/Understanding
46
* Reporting * Situational analysis * Discovery learning * Model making * Cooperative group works what part of cognitive domain
Application/Applying
47
* Fact vs. Opinion/True or False * Independent research * Compare and contrast what part of cognitive domain
Analysis/Analysing
48
* Problem solving * Debate * Simulations what part of cognitive domain
Evaluation/Evaluating
49
Who said that Expository teaching is a Presentation-Recitation-Discussion Strategy
Louisell & Descampes
50
Two Primary advantages of expository writing
Time and Control
51
Alternative strategy where learners develop inquiry skills and information processing skills
Guided Discovery Teaching
52
Planning a Guided Discovery Lesson I D O
* Identification of Objectives * Deciding on What illustrations to provide * Ordering Examples to be used in the lesson
53
Implementing a Guided Discovery Lesson (not a question)
* Teacher present an examples * Students describe the example * Teacher presents additional examples * Student describe the second example and compare it with the first example * Teacher presents additional examples and non-examples * Students compare and contrast examples * Teacher prompts students to identify characteristics or relationships * Students state definition or relationship * Teacher presents the abstraction on the board * Teacher asks for additional examples
54
teacher-centered approach, where the teacher just teaches everything while the students just sit and listens, the students involvement is very less
Deductive
55
more student-centered, where the students will be more involved in the lesson
Inductive
56
Socratic Discussion Controlled or Guided Discussion Springboard Techniques Case Study Method Problem Solving Approach what type of teaching?
Discovery Teaching
57
Phases of Inquiry Lesson (not a question)
Deciding on Objectives, Establishing Set and Explaining Inquiry Procedures Presenting a Puzzling Situation Data Gathering and Experimentation Hypothesizing and Explaining Analyzing the Inquiry Process
58
* Reporting * Situational analysis * Discovery learning * Model making * Cooperative group works
Application/Applying
59
* Fact vs. Opinion/True or False * Independent research * Compare and contrast
Analysis/Analysing

Principles and Strategies of Teaching in Medical Technology (5 decks)

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