mteduc - chapter 4 Flashcards Preview

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Flashcards in mteduc - chapter 4 Deck (79):
1

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:

1. expository lecture
2. descriptive lecture
3. narrative lecture

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Types of lecture:
A. According to delivery

1. 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

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

Process Demonstration

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– 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

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

Framing questions

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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

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4basic Questioning Strategies

Convergent strategy
Divergent strategy
Evaluative strategy
Reflective strategy

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

Convergent strategy

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4basic Questioning Strategies
- leads to common set answers

Convergent strategy

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

Convergent strategy

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

Convergent strategy

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

Low level questioning

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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

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

Divergent strategy

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

Divergent strategy

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

Divergent strategy

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

Divergent strategy

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

evaluative strategy

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

evaluative strategy

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4basic Questioning Strategies

The one that distinguishes them is the judgmental criteria common among evaluative questions

evaluative strategy

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


d. Reflective Strategy

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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

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

d. Reflective Strategy

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Basic rule of questioning:
A-P-C formula


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

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Challenges in Classroom Questioning

“NR class”
Incorrect response
Dealing with idiosyncracies

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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

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2 Types of Reporting

Direct type

Indirect type

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

Direct type

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


Indirect type

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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

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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

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Discussion technique where, free to state own belief

Debate Forum

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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

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

Informal

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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-

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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

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Miscellaneous Forms of Teaching Strategy
– one or more teachers

Team teaching

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

Simulation

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

Module –

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Miscellaneous Forms of Teaching Strategy
mini lecture with hands on experience

Seminar workshop –

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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

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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

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Type of teaching approach
-learning thru self exploration

Discovery approach

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Type of teaching approach
learning thru stated facts

Conceptual approach-

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Type of teaching approach
learning by doing


Process approach-

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Type of teaching approach
learning by asking

Inquiry approach-

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Type of teaching approach
learning thru appropriate language

Communicative approach

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

Instructional materials

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Reasons for using Aids:

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

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examples of instructional materials

White board
OHP
Charts/Diagrams-illustrations
Laptop
others

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5 C’s

Completeness
Content
Confidence
Coherence
conceptualization

75

5 C’s

introduction-body-conclusion
thank you slide

Completeness

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

Content

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


Confidence

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5 C’s
- systematic report
- details are interrelated

Coherence

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5 C’s

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

Conceptualization

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