POPCORN 1 Flashcards
(112 cards)
1
Q
Set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.
A
Teaching Approach
2
Q
Systematic way of doing something. It implies an orderly logical arrangement of steps.
A
Teaching Method
3
Q
These are steps we follow when we teach.
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Teaching Techniques
4
Q
It is more procedural.
A
Teaching Method
5
Q
It is the teacher’s style or tricks to accomplish an immediate objective.
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Teaching Techniques
6
Q
Methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information.
A
Teaching Strategies
7
Q
The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach.
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Teacher-Centered Approach
8
Q
In which it is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.
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Learner-Centered Approach
9
Q
Subject matter gains primacy over the learner.
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Subject-Mattered Center Approach
10
Q
Only the teacher’s voice is heard. He/she is the sole disperser of information.
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Teacher Dominated Approach
11
Q
The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.
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Constructivist Approach
12
Q
An interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with the teacher with other students.
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Interactive Approach
13
Q
The teacher deposits knowledge into the ‘empty’ minds of students to commit to memory
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Banking Approach Integrated Approach
14
Q
It makes the teacher connects what he/she teacher to other lessons of the same subject (Intradisciplinary) or connects his/her lessons with other subject thus making his/her approach interdisciplinary and multidisciplinary
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Integrated Approach
15
Q
It limits the teacher to discuss his/her lessons within the boundary of his/her subject.
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Disciplinal Approach
16
Q
It will welcome group work, teamwork, partnership, and group discussion.
A
Collaborative Approach
17
Q
It wants the individual students to work by themselves.
A
Individualistic Approach
18
Q
The teacher directly tells or shows or demonstrates what is to be taught.
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Direct Teaching Approach
19
Q
The teacher guides the learner to discover things himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.
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Indirect, Guided Approach
20
Q
Breaking down learning from general to specific
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Deductive Methods
21
Q
Process of arriving a generalization
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Inductive Method
22
Q
Teacher centered
Teacher provides information, facts, rules, action, and consequences.
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Direct Teaching Method
23
Q
Student centered
Students are interactive participants.
A
Indirect Teaching Method
24
Q
Lecture Method
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Outlining Technique Component Technique Sequential Technique Relevance Technique Transitional Technique
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Reporting Method
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Unit of Morrisonian Technique
Individual or Group Reporting Technique
Reading or Storytelling Technique
Schematic Technique
Symposium Technique
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26
Investigatory Method
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Laboratory Technique
Problem-Solving Technique
Research Technique
Field Study Technique
Experimenting Technique
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27
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Project Technique
Field Trip Technique
Dramatization Technique
Role Playing Technique
Brainstorming Technique
Debate Technique
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Activity Method
28
Teacher-Directed Technique
Student Directed Technique
Resource Speaker Technique
Demonstration Method
29
Lecture-Discussion
Lecture-Demonstration
Film-Showing Discussion
Integrated Method
30
Textbook Learning
Role-Learning Technique
Directed Technique
Memorization Technique
Traditional Method
31
constructivist approach is an example of
TEACHING APPROACH
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activity method is an example of
TEACHING METHOD
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A set of events, outside the learners which are designed to support the internal process of learning.
Teaching
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It is creating a situation or selecting a life-like situation to enhance learning.
Teaching
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To the traditionalist, it is imparting knowledge and skills required to master a subject matter.
Teaching
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An organization of meaningful learning.
Teaching
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The needs of the learner
planning phase
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Based on the objective, implementation means to put into action the different activities in order to achieve the objectives through the subject matter. Interaction of the teacher and the learner is important in accomplishment of the plan.
implementation phase
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Use of different teaching styles and strategy are included in this phase.
implementation phase
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Motivation to carry out the goal
planning phase
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Evaluation process to measure learning outcome
planning phase
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Considerations In Planning
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Learner
Availability of materials
Time requirement of particular activity
Strategy need to achieve the objective
Teacher
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This phase answers the question if the plans and implementation have been successfully achieved. It is achieved if the objective matches the learning outcome.
evaluation phase
44
A relatively permanent change in an organism’s behavior as the result of experience. It is more flexible in comparison to the genetically programmed behaviors.
learning
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It is also defined as a change in an individual’s behavior caused by experiences or self- activity.
learning
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Development of ideas and concept
cognitive
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Experiences w/in w/c emotions and affect take precedence.
affective
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Understanding through senses and muscles
sensory
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TEACHING-LEARNING PROCESS
Basic Elements:
Assessment
Planning
Implementation
Evaluation
50
It is a method for monitoring and judging the overall quality of learning or teaching based on objective, data and scientific criteria.
TEACHING-LEARNING PROCESS
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Domain of practical skills
Psychomotor
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Domain of communication skills
affective
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Domain of intellectual skills
cognitive
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Psychomotor:
imitation-control-automatism
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Affective:
Receiving-Responding- Internalization
56
Cognitive
Recall of fact- Interpretation of data-problem solving
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Classical Conditioning
Operant Conditioning
Social Conditioning
Classical Conditioning
Operant Conditioning
Social Conditioning
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Elucidated from Russian physiologist Ivan Pavlov.
Classical Conditioning
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It refers to learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally produces a behavior. His work provided a basis for later behaviorists like John Watson and B. F. Skinner.
Classical Conditioning
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In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an organism. In basic terms, this means that a stimulus in the environment has produced a behavior / response which is unlearned (i.e., unconditioned) and therefore is a natural response which has not been taught. In this respect, no new behavior has been learned yet.
STAGE 1: Before Conditioning
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This stage also involves another stimulus which has no effect on a person and is called the neutral stimulus (NS).
STAGE 1: Before Conditioning
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does not produce a response until it is paired with the unconditioned stimulus.
neutral stimulus
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During this stage, a stimulus which produces no response (i.e., neutral) is associated with the unconditioned stimulus at which point it now becomes known as the conditioned stimulus (CS).
STAGE 2: During Conditioning
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For classical conditioning to be effective, the conditioned stimulus should occur ___the unconditioned stimulus,
before
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acts as a type of signal or cue for the unconditioned stimulus.
conditioned stimulus
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Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR).
STAGE 3: After Conditioning
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The major theorist is B.F. Skinner.
Operant Conditioning
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According to this theory, voluntary responses are strengthened or weakened as a result of their consequences.
Operant Conditioning
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Human behavior can be explained by a set of laws.
| Behavior should be studied at its simplest, most fundamental level.
Operant Conditioning
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Strengthening a behavior (increasing the probability that it will reoccur) by presenting a positive stimulus immediately after the behavior has occurred.
Positive Reinforcement
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Strengthening a behavior (increasing the probability that it will reoccur) by removing a negative stimulus immediately after the behavior has occurred
Negative Reinforcement
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Weakening a behavior (decreasing) the probability that it will reoccur) by presenting an aversive stimulus immediately after the behavior has occurred.
Presentation Punishment (Type I)
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Weakening a behavior (decreasing the probability that it will reoccur) by removing a positive stimulus immediately after the behavior has occurred
Removal Punishment (Type II, or Time-out)
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When a previously reinforced behavior decreases in frequency and eventually ceases altogether because reinforcement is withheld.
Extinction
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When an extinguished behavior reappears without having been reinforced.
Spontaneous Recovery
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When an individual learns to make a particular response to a particular stimulus and then makes the same or a similar response in a slightly different situation.
Generalization
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When an individual learns to notice the unique aspects of seemingly similar situations and thus responds differently.
Discrimination
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Reducing complex behaviors into a sequence of more simple behaviors.
Reinforcing successive approximations to the complex behavior.
Shaping
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Elucidated from Albert Bandura. Based on this theory, learning can take place all at once ( rather than over a period of time), can be learned through observation and modeling and learned behavior can be stored, demonstrated as needed.
Social Conditioning
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a learning theory based on the idea that people learn by observing others.
Social Cognitive Theory (SCT)
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Whether the individual has high or low self-efficacy toward the behavior.
Personal
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The response an individual receives after they perform a behavior.
Behavioral
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Aspects of the environment or setting that influence the individual's ability to successfully complete a behavior
Environmental
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The methods used to help students learn the desired course contents and be able to develop achievable goals in the future. It identifies the different available learning methods to enable them to develop the right strategy to deal with the target group identified.
Teaching Strategies
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An approach in which information is presented in more or less the same form in which students are expected to learn it.
Expository Instruction
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An approach where students are actually doing something rather than just hearing or reading about it.
Hands-On & Practice Activities
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An approach where the classroom is based on social interaction between students
Interactive and Collaborative Approaches
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Students must be cognitively active (paying attention, using elaboration, etc.).
Lectures and Textbooks
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Students must learn one topic thoroughly before moving to the next topic.
Mastery Learning
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Teachers use a variety of techniques (questioning, guided and independent practice, explanations) to promote learning of basic skills.
Direct Instruction
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Instruction is provided via computer technology.
Computer-based instruction
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Students develop an understanding of a topic through firsthand interaction with the environment. Students are required to construct knowledge themselves rather than just “receive” it.
Discovery Learning
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Activities should clearly define task and purpose, capture students’ attention and interest, and accommodate diversity.
In-class Activities
94
Promote higher-level thinking within the context of game like or authentic tasks
E.g., dissecting a frog via a computer program (simulation) or using word processing programs for an assignment (application)
Computer Simulations and Applications
95
diagnostic purposes.
Assignments should provide the information and structure students need to complete it without assistance from others.
Teachers should give a mixture of required and voluntary assignments.
Homework
96
Classroom activities similar to those students are apt to encounter in the outside world
Authentic Activities ‘
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Provide information about students’ prior knowledge and possible misconceptions.
Focus students’ attention.
Assess how much learning is actually occurring.
Teacher questions
98
Encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives. This may include computer labs, classroom technology, Blackboard, and audio and video conferencing.
Instructional Media
99
TYPES OF INSTRUCTIONAL MEDIA
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Non-Projected Media
Projected Media
Audio Media
Motion Media
Hyper Media
Gaming Media
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100
Illustrate concepts
Enhance direct Instruction
Encourage students to look at data in diverse ways
Non-Projected Media
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Allow all students to view the same material at the same time
Offer the students other perspectives on the material
Projected Media
102
Allow students to hear other languages/dialects
Allow auditory learners to review the lessons
Encourage creativity through music
Audio Media
103
Offer supplemental instruction
Experience concepts in a manner that is not available in “real life” – i.e.
Magic School Bus
Motion Media
104
Offer resources beyond the library
Develop computer and word processing skills
Offer interactive learning
Hyper Media
105
Provide a playful environment for learning
Structure learning through rules
Motivating for tedious or repetitive content
Uses problem solving skills
Gaming Media
106
Process that informs, motivates, and helps people to adopt and maintain healthy practices and lifestyles.
Health Education
107
Approach to Public Health
Regulatory approach
Service approach
Educational approach
108
Difficulties in hearing, expression
Physiological
109
Emotional disturbance
Psychological
110
Noise, invisibility
Environmental
111
Knowledge, custom, believe, religion
Cultural
112
______ encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students achievement of instructional objectives.
-Instructional Media
