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Botany > mteduc - chapter 4 > Flashcards

mteduc - chapter 4 Flashcards

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1
Q

Challenges of teaching

A

….to make it fruitful

….to make it enjoyable

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2
Q

Teaching approach that is used either in solving a classroom problem or in improving instruction (McClosky)

A

Teaching Strategy

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3
Q

A purposefully conceived and determined plan of action designed to facilitate a particular kind of learning (Ober et al, 1971)

A

Teaching Strategy

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4
Q

Combination of specific procedures in definite sequence to implement both cognitive and affective objective (Fraenkel, 1973)

A

Teaching Strategy

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5
Q

teaching strategy definition according to McClosky

A

Teaching approach that is used either in solving a classroom problem or in improving instruction

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6
Q

teaching strategy definition according to Fraenkel

A

Combination of specific procedures in definite sequence

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7
Q

teaching strategy definition according to Ober et al

A

purposefully conceived and determined plan of action

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8
Q

styles of teaching

Discourse: explains, describes or narrates any subject matter

A

lecture

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9
Q

styles of teaching

Guide: massive information on a subject

A

lecture

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10
Q

Types of lecture:

B. According to purpose:

A
  1. expository lecture
    1. descriptive lecture
    2. narrative lecture
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11
Q

Types of lecture:

A. According to delivery

A
  1. Formal lecture

2. Informal lecture

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12
Q 
Types of lecture:
A. According to delivery
Uninterrupted oral delivery by the lecturer
No questions during delivery
Open forum
Seminars, conventions
A

formal

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13
Q 
Types of lecture:
A. According to delivery
Conversational lecture
Interrupted by questions, comments
classroom
A

informal

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14
Q 
Types of lecture:
B. According to purpose:
Explains, clarifies a topic or any subject  								matter
Requires clearness: exactness
				coherence
					emphasis
A

expository

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15
Q

Types of lecture:
B. According to purpose:
Describes concrete objects, situations, conditions
Objective/subjective

A

Descriptive Lecture

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16
Q 
Types of lecture:
B. According to purpose:
Narrates events in chronological order
Story telling
History
A

narrative lecture

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17
Q

Types of Narrative Lecture:

A

Story type

Process type

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18
Q

When lecture method is most appropriate…

A

Lacking or inadequate references
When lecture is more effective than any devise in a particular situation
Preparing for examination (board exam review)
Needs to cover essential topics in the subject or course

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19
Q

gen steps in lecture

A

intro
body
conclusion

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20
Q

An integrated form of teaching strategy where one discusses a lesson through a related tangible instructional material or equipment

A

lecture-demonstration: telling-showing technique

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21
Q

technique Commonly used in the biological, physical, and chemical sciences, technical vocational courses, gardening and agriculture, PE, sports, arts, math

A

lecture-demonstration: telling-showing technique

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22
Q

– most commonly used in teaching skills, showing process, defining a problem in concrete terms and conveying information

A

Demonstration

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23
Q

Types of lecture demonstration:

A

Product demonstration
Parts demonstration
Process demonstration

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24
Q

Types of lecture demonstration:

Showing the quality of a certain product, the advantages of using it, how to use it, and how to acquire it

A

Product demonstration

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25
Types of lecture demonstration: | Showing the parts of a whole, their relationships and function
Parts Demonstration
26
Showing the sequential steps or procedures in the making or use of something
Process Demonstration
27
– very critical in teaching – it stimulates the mind of the listener Helps the students to be a part of an anticipated active participation Promotes student-teacher interaction
Questioning
28
a type of question which - Guides student thought process in the most skillful and meaningful manner
Framing questions
29
Refers to a learning style in which the mentor calls on a student to answer factual or knowledge-based questions that limit the student to one correct response Graded Used to generate a highly interpersonal interaction
Recitation
30
4basic Questioning Strategies
Convergent strategy Divergent strategy Evaluative strategy Reflective strategy
31
4basic Questioning Strategies | An ideal application of “Teacher-directed instruction” or direct instruction
Convergent strategy
32
4basic Questioning Strategies | - leads to common set answers
Convergent strategy
33
4basic Questioning Strategies - allows the teacher to dominate student’s thoughts by asking for short, low-level responses: questions that elicit facts
Convergent strategy
34
``` 4basic Questioning Strategies -all students in class respond in unison to teacher-asked questions ```
Convergent strategy
35
type of questioning | - Often leads to the demonstration of the knowledge of specifics
Low level questioning
36
4basic Questioning Strategies Evokes a wide range of student responses through thought provoking manner of questioning Best manifested every time a teacher seeks multiple answers w/c can be right or wrong The teacher acts as a presider for reinforcement and rationalization Each answer is treated equally important, it is a motivational avenue for students who respond
Divergent strategy
37
4basic Questioning Strategies | Evokes a wide range of student responses through thought provoking manner of questioning
Divergent strategy
38
4basic Questioning Strategies | Best manifested every time a teacher seeks multiple answers w/c can be right or wrong
Divergent strategy
39
4basic Questioning Strategies | Each answer is treated equally important, it is a motivational avenue for students who respond
Divergent strategy
40
4basic Questioning Strategies | The teacher acts as a presider for reinforcement and rationalization
Divergent strategy
41
4basic Questioning Strategies | Based on a divergent strategy with the inclusion of built-in set of evaluative criteria
evaluative strategy
42
4basic Questioning Strategies | It will help students generate judgments according to an acceptable basis
evaluative strategy
43
4basic Questioning Strategies The one that distinguishes them is the judgmental criteria common among evaluative questions
evaluative strategy
44
4basic Questioning Strategies | This strategy draws its historical perspective from the classical questioning
d. Reflective Strategy
45
4basic Questioning Strategies Reflective questions have both the divergent and evaluative elements but can still be distinguished because of its attempts to elicit motives, inferences, speculations, impact and contemplation
d. Reflective Strategy
46
4basic Questioning Strategies | Responses are expected to belong from a higher-order of critical or analytical thinking
d. Reflective Strategy
47
Basic rule of questioning: | A-P-C formula
Asking the question Pausing for a few second Calling a possible respondent
48
Challenges in Classroom Questioning
“NR class” Incorrect response Dealing with idiosyncracies
49
Process of assigning a topic for a student to discuss before the class Maintain proper learning atmosphere Equivalent grade based on the output of his presentation Should be justifiably graded according to preset criterion or rubrics
reporting
50
2 Types of Reporting
Direct type Indirect type
51
2 Types of Reporting | - teacher gives specific topic to a student
Direct type
52
2 Types of Reporting - cluster into several groups and assign a topic - group leader : subdivision among the members
Indirect type
53
Spontaneous acting out of problems or situations Participants given specific assignment to portray Requires skill, acuity of observation and analysis Time for practice
Role Playing Method
54
Small group discussion composed of 6 members Odd seat rows turn back to face the even rows Topics are provided for brainstorming and discussion (small group discussion) Timed Secretary, reporter
Buzz Session
55
Discussion technique where, free to state own belief
Debate Forum
56
A direct, conversational, interactional discussion among small group of experts or well informed persons Communication pattern: participants engage in a direct, conversational interchange of ideas Example: politicians making discussion to a batch of newscasters
Panel Forum
57
TYPE OF DEBATE | – teacher gives problem but does not take sides
Informal
58
TYPE OF DEBATE requires a participant to come up with a structured speech for or against a given proposition - affirmative and negative- all members are timed
Formal-
59
Used to describe the type of program quite similar to panel A small group seated around a table (small conference) 6-8 members, not more than 20
Round Table Conference
60
Miscellaneous Forms of Teaching Strategy | – one or more teachers
Team teaching
61
Miscellaneous Forms of Teaching Strategy | – miniature representation of a large scale system; use of replica
Simulation
62
Miscellaneous Forms of Teaching Strategy | self learning kit (set of activities)
Module –
63
Miscellaneous Forms of Teaching Strategy | mini lecture with hands on experience
Seminar workshop –
64
Miscellaneous Forms of Teaching Strategy - employs computers as medium of instruction allowing students to work on computer-based exercise materials - ex. eleap
Computer assisted instruction
65
Term that indicates the nature of the teaching-learning situation Indicates how teaching is to be conducted and How learning is to be acquired
Teaching Approaches
66
Type of teaching approach | -learning thru self exploration
Discovery approach
67
Type of teaching approach | learning thru stated facts
Conceptual approach-
68
Type of teaching approach | learning by doing
Process approach-
69
Type of teaching approach | learning by asking
Inquiry approach-
70
Type of teaching approach | learning thru appropriate language
Communicative approach
71
- used as aids in effective communication - “audiovisual aids” - assist teaching-learning process
Instructional materials
72
Reasons for using Aids:
To help clarify important concept Sustain student’s interest Help make learning more permanent
73
examples of instructional materials
``` White board OHP Charts/Diagrams-illustrations Laptop others ```
74
5 C’s
``` Completeness Content Confidence Coherence conceptualization ```
75
5 C’s introduction-body-conclusion thank you slide
Completeness
76
5 C’s - topic is well researched - references (within or at the end of discussion)
Content
77
5 C’s | - consistent eye contact w/the audience
Confidence
78
5 C’s - systematic report - details are interrelated
Coherence
79
5 C’s - rule of 7 - total presentation substantially interesting - whole presentation should be finished within the allotted time
Conceptualization

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