mteduc - chapter 4 Flashcards by Carmina Mislang

Challenges of teaching

….to make it fruitful

….to make it enjoyable

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

Teaching Strategy

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

Teaching Strategy

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

Teaching Strategy

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teaching strategy definition according to McClosky

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

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teaching strategy definition according to Fraenkel

Combination of specific procedures in definite sequence

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teaching strategy definition according to Ober et al

purposefully conceived and determined plan of action

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styles of teaching

Discourse: explains, describes or narrates any subject matter

lecture

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styles of teaching

Guide: massive information on a subject

lecture

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Types of lecture:

B. According to purpose:

expository lecture
1. descriptive lecture
2. narrative lecture

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Types of lecture:

A. According to delivery

Formal lecture

2. Informal lecture

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

formal

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

informal

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

expository

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

Descriptive Lecture

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

narrative lecture

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Types of Narrative Lecture:

Story type

Process type

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When lecture method is most appropriate…

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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gen steps in lecture

intro
body
conclusion

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

lecture-demonstration: telling-showing technique

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

lecture-demonstration: telling-showing technique

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

Demonstration

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Types of lecture demonstration:

Product demonstration
Parts demonstration
Process demonstration

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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

Product demonstration

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Types of lecture demonstration: | Showing the parts of a whole, their relationships and function

Parts Demonstration

Showing the sequential steps or procedures in the making or use of something

Process Demonstration

– 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

a type of question which - Guides student thought process in the most skillful and meaningful manner

Framing questions

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

4basic Questioning Strategies

Convergent strategy Divergent strategy Evaluative strategy Reflective strategy

4basic Questioning Strategies | An ideal application of “Teacher-directed instruction” or direct instruction

Convergent strategy

4basic Questioning Strategies | - leads to common set answers

Convergent strategy

4basic Questioning Strategies - allows the teacher to dominate student’s thoughts by asking for short, low-level responses: questions that elicit facts

Convergent strategy

``` 4basic Questioning Strategies -all students in class respond in unison to teacher-asked questions ```

Convergent strategy

type of questioning | - Often leads to the demonstration of the knowledge of specifics

Low level questioning

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

4basic Questioning Strategies | Evokes a wide range of student responses through thought provoking manner of questioning

Divergent strategy

4basic Questioning Strategies | Best manifested every time a teacher seeks multiple answers w/c can be right or wrong

Divergent strategy

4basic Questioning Strategies | Each answer is treated equally important, it is a motivational avenue for students who respond

Divergent strategy

4basic Questioning Strategies | The teacher acts as a presider for reinforcement and rationalization

Divergent strategy

4basic Questioning Strategies | Based on a divergent strategy with the inclusion of built-in set of evaluative criteria

evaluative strategy

4basic Questioning Strategies | It will help students generate judgments according to an acceptable basis

evaluative strategy

4basic Questioning Strategies The one that distinguishes them is the judgmental criteria common among evaluative questions

evaluative strategy

4basic Questioning Strategies | This strategy draws its historical perspective from the classical questioning

d. Reflective Strategy

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

4basic Questioning Strategies | Responses are expected to belong from a higher-order of critical or analytical thinking

d. Reflective Strategy

Basic rule of questioning: | A-P-C formula

Asking the question Pausing for a few second Calling a possible respondent

Challenges in Classroom Questioning

“NR class” Incorrect response Dealing with idiosyncracies

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

2 Types of Reporting

Direct type Indirect type

2 Types of Reporting | - teacher gives specific topic to a student

Direct type

2 Types of Reporting - cluster into several groups and assign a topic - group leader : subdivision among the members

Indirect type

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

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

Discussion technique where, free to state own belief

Debate Forum

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

TYPE OF DEBATE | – teacher gives problem but does not take sides

Informal

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-

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

Miscellaneous Forms of Teaching Strategy | – one or more teachers

Team teaching

Miscellaneous Forms of Teaching Strategy | – miniature representation of a large scale system; use of replica

Simulation

Miscellaneous Forms of Teaching Strategy | self learning kit (set of activities)

Module –

Miscellaneous Forms of Teaching Strategy | mini lecture with hands on experience

Seminar workshop –

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

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

Type of teaching approach | -learning thru self exploration

Discovery approach

Type of teaching approach | learning thru stated facts

Conceptual approach-

Type of teaching approach | learning by doing

Process approach-

Type of teaching approach | learning by asking

Inquiry approach-

Type of teaching approach | learning thru appropriate language

Communicative approach

- used as aids in effective communication - “audiovisual aids” - assist teaching-learning process

Instructional materials

Reasons for using Aids:

To help clarify important concept Sustain student’s interest Help make learning more permanent

examples of instructional materials

``` White board OHP Charts/Diagrams-illustrations Laptop others ```

5 C’s

``` Completeness Content Confidence Coherence conceptualization ```

5 C’s introduction-body-conclusion thank you slide

Completeness

5 C’s - topic is well researched - references (within or at the end of discussion)

Content

5 C’s | - consistent eye contact w/the audience

Confidence

5 C’s - systematic report - details are interrelated

Coherence

5 C’s - rule of 7 - total presentation substantially interesting - whole presentation should be finished within the allotted time

Conceptualization