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PSTM 221 > P1. Introduction to Teaching. > Flashcards

P1. Introduction to Teaching. Flashcards

1
Q
  • imparting knowledge and skills.
  • educating or instructing.
  • act or experience that has a formative effect on the mind, character, or physical ability of an individual.
  • ethical tasks or activities to induce learning.
  • deliberate intervention that involves planning and implementation of instructional activities and experiences.
A

TEACHING

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2
Q

“Clearly, not all learning is dependent on teaching…However, all teaching regardless of quality is predicated on learning…”

A

Brown, 1993

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3
Q

“Teaching makes learning possible…”

A

Ramsden, 1992

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4
Q
  • Process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something.
A

LEARNING
(Merriam-Webster Dictionary)

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5
Q

“A persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”

A

LEARNING
Driscoll, 1994

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6
Q

“The relatively permanent change in a person’s knowledge or behavior due to experience”

A

LEARNING
Mayer, 1982

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7
Q

An enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience”

A

LEARNING
Shuell, 1986

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8
Q

What are the three learning theories?

A

Classical Conditioning
Operant Conditioning
Social Conditioning

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9
Q

Classical Conditioning is also known as?

A

Pavlovian Conditioning/Respondent Conditioning

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10
Q

Operant Conditioning is also known as?

A

Instrumental Conditioning

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11
Q

Social Conditioning is also known as?

A

Observational Conditioning

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12
Q
  • a reflexive or automatic type
  • a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus.
A

CLASSICAL CONDITIONING/ pavlovian conditioning/ respondent conditioning

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13
Q
  • modify behavior through the use of positive (reward) and negative (punishment) reinforcement.
  • association between a particular behavior and a consequence.
A

OPERANT CONDITIONING/ instrumental conditioning

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14
Q
  • type of learning which the learner observes and mimics behavior from the model.
  • people can learn new information and behaviors by watching other people.
A

SOCIAL CONDITIONING/ observational conditioning

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15
Q

The “HOWs” of Teaching

SMAT

A

Strategies
Method
Approach
Technique

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16
Q
  • art and science of directing and controlling the movements and activities of the army
  • procedures by which objectives of teaching are realized in the class.
A

STRATEGY

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17
Q
  • a generalized plan for a lesson.
  • methods and practices that can be used to engage students for better learning.
  • realization of objectives is given more importance than presentation.
  • goal directed activities.
A

Teaching strategy

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18
Q

8 Teaching strategies:

A
  1. brainstorming
  2. case studies
  3. debates
  4. discussion
  5. the flipped classroom
  6. groupwork
  7. questioning
  8. simulations
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19
Q

encourages students to focus on a topic and contribute to the free flow of ideas.

A

Brainstorming

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20
Q
  • ways to get students to practically apply their skills, and their understanding of learned facts, to a real-world situation.
  • useful for complex situations & when solutions are uncertain.
A

Case Studies

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21
Q
  • structured way of exploring the range of views on an issue.
  • opposing individuals or teams defend and attack a given proposition.
A

Debates

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22
Q
  • lets class members work actively with the ideas and the concepts being pursued.
  • can be an extremely effective in changing behavior or attitudes
A

Discussion

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23
Q
  • students complete learning normally covered in the classroom in their own time.
  • classroom time is dedicated to hands-on activities and interactive, personalized learning, leading to deeper understanding
A

The Flipped Classroom

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24
Q

method of instruction that gets students to work together in groups.

A

Groupwork

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25
Q
  • art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching.
A

Questioning

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26
Q
  • instructional scenarios where the learner is placed in a “world” defined by the teacher.
  • represent a reality within which students interact
  • teacher controls the parameters of this “world”
A

Simulations

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27
Q

the broadest of the three, making technique the most specific, and the method found in between approach and technique.

A

Approach

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28
Q

organized, orderly, systematic, and well-planned procedure aimed at facilitating and enhancing students’ learning.

A

Method

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29
Q

encompasses the personal style of the teacher in carrying out specific steps of the teaching process.

A

Technique

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30
Q
  • Ways in which you try to engage students with the subject matter
  • ways in which you support your students

  • mode or manner of teaching
  • understanding of how people learn
  • understanding of how to facilitate learning
A

Approach

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31
Q

Three types of teaching approach:

A

According to the?
1. role of teacher
2. nature of learning
3. teacher-learner interaction

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32
Q

3 approaches according to the role of teacher:

A
  1. executive approach
  2. facilitator approach
  3. liberationist approach
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33
Q
  • views the teacher as manager of complex classroom processes
  • Focuses on students gaining knowledge
A

executive approach

34
Q
  • places a high value on what students bring to the classroom setting.
  • making use of students’ prior experience.
A

facilitator approach

35
Q
  • notions of liberal education
  • goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life.
  • Fixes student behavior.
A

liberationist approach

36
Q

4 nature of learning:

A

discovery learning
conceptual teaching
process writing
unified teaching

37
Q
  • takes place in problem solving situations
  • draws on his own experience and prior knowledge
  • a method of instruction through which students interact with their environment
A

Discovery Learning

38
Q
  • learning of specific concepts
  • nature of concepts
  • development of logical reasoning & critical thinking
A

Conceptual Teaching

39
Q
  • writing as a creative act which requires time and positive feedback to be done well.
  • teacher receives the finished product for correction without any intervention in the writing process itself.
A

Process Writing

40
Q
  • information handler, being a teacher, a student, or another educational environment, is at the center of this educational model
  • characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional.
A

Unified Teaching

41
Q
  • inquiry-based
  • instructional design models
  • capitalizes on the child’s natural curiosity and urge to explore
  • child learns by personal experience and experiment

implements experimental work itself.
undertake experimental and investigative work.

A

DISCOVERY

42
Q
  • Choosing and defining the content of a certain discipline
  • teaching with no particular steps to follow
  • viewpoint of how facts and topics under a discipline should be dealt with.
  • data collection usually through research
A

CONCEPTUAL

43
Q
  • abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems
  • knowledge that determines its impact on their attitudes and aptitudes
A

PROCESS

44
Q
  • breakdown of knowledge to integrated modules of information.
  • buildup concepts
  • relational integration of the information leading to the concept under consideration.
  • Check how people learn and then the resulting model of this is the teaching and instruction
A

UNIFIED

45
Q

2 approaches according to teacher-learner interaction:

A
  1. teacher centered approach
  2. student centered approach
46
Q

under TEACHER-CENTERED APPROACH:

A

Direct Instruction

47
Q

under DIRECT INSTRUCTION:

A
  • Formal authority
  • Expert
  • Personal Model
48
Q

under STUDENT-CENTERED APPROACH:

A

a. inquiry-based learning

b. cooperative learning

49
Q

under inquiry-based learning:

A
  • facilitator
  • personal model
  • delegator
50
Q

under cooperative learning:

A
  • facilitator
  • delegator
51
Q
  • primary role of teachers to pass knowledge and information onto their students
  • focus only on the teacher
A

teacher-centered approach

52
Q

relies on explicit teaching through lectures and teacher-led demonstrations

A

direct instruction

53
Q

teachers in a position of power & authority because of their exemplary knowledge and status over their students.

are traditional and focus on rules and expectations.

A

Formal Authority

Classroom management styles

54
Q
  • teachers are in possession of all knowledge and expertise within the classroom.
  • primary role: guide & direct students
  • students: receptors of knowledge & information [empty vessels]
A

Expert

55
Q
  • teachers who lead by example.
  • demonstrating to students how to access and comprehend information.
  • students learn through observing and copying the teacher’s process.
A

Personal Model

56
Q
  • Student learning is continuously measured during teacher instruction.
  • equal focus on teacher & student.
A

Student-centered approach

57
Q
  • focuses on student investigation and hands-on learning
  • case studies & debates are included.
  • Teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process.
A

Inquiry-Based Learning

58
Q
  • places a strong emphasis on the teacher-student relationship.
  • open classroom model.
  • de-emphasis on teacher instruction.
  • both student and educators undergo the learning process together.
  • focused on fostering independence, hands-on learning, and exploration.
A

Facilitator

59
Q
  • Teachers act as a “resource” to students, answering questions and reviewing their progress as needed.
  • Teachers play a passive role in student’s learning
  • MAIN GOAL: FOSTER A SENSE OF AUTONOMY in the learning process.
A

Delegator

60
Q
  • emphasizes group work and a strong sense of community.
  • think-pair-share
A

Cooperative Learning

61
Q
  • directly related to the presentation of the lesson.
  • tact of the teacher.
  • ways to implement approach.
A

METHOD/ Method of Teaching

62
Q

Four Methods of Presenting the Subject Matter:

TDVM

A

telling method
doing method
visual method
mental method

63
Q

Lecture method, discussion method, story-telling method and so on.

A

Telling Method

64
Q
  • application
  • Project method, problem solving method, textbook method and so on.
A

Doing Method

65
Q

Demonstration method, supervised study method and so on.

A

Visual Method

66
Q

Inductive, deductive, analysis, synthesis method etc

A

Mental Method

67
Q
  • procedure by which new knowledge fixed in the minds of students permanently.
  • a teacher does extra activities in the class.
  • activities help the teacher to take shift from one strategy to another
A

TECHNIQUES

68
Q

encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement of instructional objectives.
- chalkboards
- handouts
- charts
- slides
- overheads
- real objects
- videotape
- film
- etc…………

A

Instructional Media (Techniques)

69
Q

it can facilitate learning or increase understanding of your material

A

Instructional Media

70
Q

Among the implicit goals that media can help achieve are the following:

A
  1. attracting attention
  2. developing interest
  3. adjusting the learning
  4. promoting acceptance of the idea
71
Q

helps students visualize a lesson and transform abstract concepts into concrete, easier to remember concepts.

A

Instructional Media

72
Q

excellent way to pose assessment questions for the class to answer or give students task to complete.

A

Media

73
Q

6 types of instructional media:

A

projected media
non-projected media
audio media
motion media
hyper media
gaming media

74
Q
  • Instructional materials that require projection and
    electricity in their using process.
  • Slides, filmstrips, and overheads
A

PROJECTED MEDIA

75
Q
  • Instructional materials that do not require process of projection before its operation can take place.
  • Photographs, diagrams, and displays.
A

NON-PROJECTED MEDIA

76
Q

Cassettes and compact discs.

A

AUDIO MEDIA

77
Q
  • Videos, computer mediated instruction, and television.
  • Offer supplemental instruction.
  • Experience concepts in a manner that is not
    available in “real life”.
A

MOTION MEDIA

78
Q
  • Computer networks, software, and the Internet.
  • Offer resources beyond the library
  • Develop computer and word processing skills
  • Offer interactive learning
A

HYPER MEDIA

79
Q
  • Computer games
  • Provide a playful environment for learning
  • Structure learning through rules
  • Motivating for tedious or repetitive content
  • Uses problem solving skills
A

GAMING MEDIA

80
Q
A

PSTM 221 (7 decks)

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