Principles Of Teaching (Lecture Notes) Flashcards
(68 cards)
1
Q
PASMT stands for _____.
A
Principle Approach Strategy Method Technique
2
Q
[PASMT] law/doctrine
A
Principle
3
Q
[PASMT] perspective/viewpoint/philosophy
A
Approach
4
Q
[PASMT] plans
A
Strategy
5
Q
[PASMT] Steps/procedures
A
Method
6
Q
[PASMT] Art/style of teaching
A
Technique
7
Q
Two approaches and what it means
A
Direct = teacher-centered Indirect = student-centered
8
Q
[Approach] teacher as dispenser of knowledge
A
Direct
9
Q
[Approach] Teacher as the sage on the stage
A
Direct approach
10
Q
[Approach] Teacher as the facilitator of learning
A
Indirect approach
11
Q
[Approach] Teacher as the guide on the side
A
Indirect
12
Q
[Strategy] equivalent to direct approach
A
Expository
13
Q
[Strategy] equivalent to indirect approach
A
Exploratory
14
Q
Different Strategies
A
RElOCA
Rehearsal Elaboration Organization Comprehension Monitoring Affective
15
Q
[RElOCA] strategy - repetition
A
Basic Rehearsal strategies
16
Q
[RElOCA Strategy] strategy that involves copying, underlining, shadowing
A
Complex rehearsal strategies
17
Q
[RElOCA Strategy] involves highlighting of keywords
A
Basic elaboration strategies
18
Q
[RElOCA Strategy] involves paraphrasing or summarizing
A
Complex elaboration strategies
19
Q
[RElOCA Strategy] outline, list, hierarchy
A
Organization strategies
20
Q
[RElOCA Strategy] checking for failure
A
Comprehension Monitoring
21
Q
[RElOCA Strategy] alert, relaxed
A
Affective Strategies
22
Q
[Method] two methods in teaching
A
Deductive
Inductive
23
Q
[Method] specific to general
A
Inductive
24
Q
[Method] general to specific
A
Deductive
25
[Method] examples of deductive teaching methods
Lecture
| Demonstration
26
[Method] examples of inductive teaching methods
Inquiry-based/ problem-based/ problem-solving
| Laboratory
27
Belief that your culture is superior
Ethnocentrism
28
Belief that one’s culture is inferior (e.g. colonial mentality)
Xenocentrism
29
Parts of a lesson plan
OSLEA
```
Objectives
Subject Matter
Learning Activities
Evaluation
Assignment
```
30
Parts of a good objective
BeCoC
Behavior
Condition
Criterion
31
Psychomotor domain according to Simpson
PSGMCAO
```
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
```
32
4 As of Facilitating Learning
Activity - concrete ideas
Analysis - specific ideas
Application - practical ideas
Abstraction - general ideas
33
Learning Activities (2 main parts and what’s under)
A. Preparatory Activities
1. Unfreezing
2. Drills
3. Review
4. Motivation
5. Presentation of objectives
```
B. Developmental Activities
Group activities
Application
Values infusion/integration
Generalization
Experiments
```
34
Two types of assignments
Remedial
| enrichment
35
[assignment] if most students failed the evaluation
Remedial
36
[assignment] if most students passed the evaluation
Enrichment
37
3 stages of cognitive representation according to Jerome Bruner
Enactive - concrete; real-world experiences
Iconic - pictures, images, visual representations
Symbolic - words and other symbols
38
Edgar Dale’s Cone of Experience
You remember:
```
10% of what you read
20% of what you hear
30% of what you see
50% of what you hear and what you see
70% of what you say and what you write
90% of what you do
```
39
Thomas Nagel’s PPPF means _________.
Prepare teacher
Prepare students
Prepare instructional materials
Follow up objectives
40
Instructional Materials (3)
Realia - real thing
Mock-up - model with detachable parts
Model - smaller/bigger version of something
41
Principle - metacognition/introspection
Reflective
42
Principle - construct based on prior knowledge
Constructivist
43
Principle to be applied in taking board exams…
Essentialism
44
Docile means _____.
Submissive
45
Teaching styles (4)
Apprenticeship (mentoring)
Good old team person style (coach)
Town meeting style (teacher as moderator)
Socratic (questioning)
46
Greatest Philosophers
TSoPAA
```
Thales of Miletus - oldest
Socrates - questioning; dialogue
Plato - idealism; allegory of the cave
Aristotle - realism
Alexander, the Great - library of Alexandria
```
47
Types of Questions (3 pairs)
Directed vs. non-directed
Convergent vs. divergent
Closed-ended vs open-ended
48
4 Discussion sessions
Forum
Symposium
Panel
Buzz Session
49
[Discussion Session] contradicting ideas
Forum
50
[Discussion Session] an example of forum
Debate
51
[Discussion Session] prepared in advance; audience are allowed to ask
Symposium
52
[Discussion Session] experts
Panel
53
[Discussion Session] brainstorming; academic noise; doesn’t have to be always right/perfect; foster creativity
Buzz session
54
[Teaching method] introduce content at home + practice working at school
Flipped Classroom
55
[Teaching Method] customize learning for each student’s strengths, weaknesses, needs, skills, and interests
Personalized learning
56
[Teaching Method] engage with educational materials in a playful and dynamic way
Game-based learning
57
[Teaching Method] real-world connections through exploration and high-level questioning
Inquiry-based learning
58
[Teaching Method] explicit teaching using lectures or demonstrations
Direct Instruction
59
[Teaching Method] tactile, manipulate to learn
Kinesthetic learning
60
[Teaching Method] tailoring instruction to meet individual needs
Differentiated instruction
61
[Teaching Method] work hard until they achieve their best work
Expeditationary learning
62
Approaches to Classroom Management
Business academic - organization and management
Behavior modification - behaviorism
Group managerial - immediate response (ripple effect)
Group guidance - as a group/class
Assertive - strict
Success - create/make their own decisions that will lead to success
63
Jacob Kounin’s Classroom Management Approaches
Withitness - eyes at the back of the head
Dangling - T interrupts activity then returns to it
Truncation - T interrupts activity, never returns
Flip-flop - jumping from one topic to the next
Smoothness -flow
Proximity control - lapit si teacher
Signal interference - gestures
Anti-septic bouncing - alisin/palabasin rowdy student
Direct appeal - confronting students
Planned ignoring - ignoring papansin
Hurdle help - help student para manahimik
Stimulus-bound - madali madistract si Teach
Thrust - biglang magpapasok ng lesson without preparatory activities
Overlapping - multi-tasking
Momentum - tuloy tuloy
64
4 Mistaken Goals for Acceptance Approach to Discipline
Attention Seeking
Power-Seeking
Revenge-Seeking
Withdrawal/ Assumed Inadequacy
65
[Mistaken Goals for Acceptance Approach to Discipline] “Involve me.” “Notice me.”
Attention-seeking
66
[Mistaken Goals for Acceptance Approach to Discipline] “Give me choices.” “Let me help.” - walang choices, spoiled brats
Power-seeking
67
[Mistaken Goals for Acceptance Approach to Discipline] “Help me.” “I am hurt.” (Nananakit = probably sinasaktan sa bahay)
Revenge-seeking
68
[Mistaken Goals for Acceptance Approach to Discipline] “Don’t give up on me.” “Show me small steps.” (Problems with mental health, self-harm)
Withdrawal/ Assumed Inadequacy
