PSTM Flashcards by archin capuno

CORE VALUES AND GREAT ATTRIBUTES

A – Aspires to do his Best

C – Credible and Compassionate

H – Hardworking and Honorable

I – Inspiration to Others

E– Efficient, Effective and Ethical

V – Visionary

E – Entrepreneurial, Employable, and Excellent Work Habits

R – Responsible

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CMLS MISSION

The College of Medical Laboratory Science aims to provide a quality educational program that embodies excellence in laboratory science for the development of globally competitive, compassionate and highly-skilled medical laboratory scientists through competent educators and state of the art laboratory equipment and facilities.

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CMLS VISION

The College of Medical Laboratory Science envisions itself to be the premier institution in the provision of quality medical laboratory science education, research and practice by 2025.

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TEACHING

Refers to the process of imparting knowledge and skills from a teacher to
a learner. It encompasses the activities of educating or instructing. It is an
act or experience that has a formative effect on the mind, character or
physical ability of an individual.

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WHO
Clearly, not all learning is dependent on teaching…However, all teaching
regardless of quality is predicated on learning.

Brown 1993

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WHO
Teaching makes learning possible..

ramsden 1992

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Process of gaining knowledge or skill by studying, practicing, being taught, or
experiencing something. (Merriam-Webster Dictionary)
 “a persisting change in human
performance or performance potential .
. . (brought) about as a result of the
learner’s interaction with the
environment” (Driscoll, 1994)
 “the relatively permanent change in a
person’s knowledge or behavior due to
experience” (Mayer, 1982

LEARNING

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A type of learning that occurs when a
behavior is observed and subsequently observed and subsequently mimicked.
“It takes a village to raise a child”

SOCIAL CONDITIONING

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3 learning theories

CLASSICAL conditioning
OPERANT
SOCIAL

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is a reflexive or automatic
type of learning in which a
stimulus acquires the capacity
to evoke a response that was
originally evoked by another
stimulus.

CLASSICAL CONDITIONING

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other term classical conditioning

PAVLOVIAN/RESPONDENT

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Described as a process that
attempts to modify behavior through
the use of positive and negative
reinforcement. Through operant
conditioning, an individual makes an
association between a particular
behavior and a consequence.

OPERANT CONDITIONING

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OPERANT CONDITIONING OTHER TERM

INSTRUMENTAL

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In this theory, people can learn
new information and behaviors
by watching other people.

SOCIAL CONDITIONING

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social conditioning other term

observational conditioning

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THE HOWS OF TEACHING

A. Strategies
B. Approach
C. Technique
D. Method

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s the art and science of directing and controlling
the movements and activities of the army.
- a generalized plan for a
lesson which includes structure, instructional
objectives and an outline of planned tactics,
necessary to implement the strategies
-oes not follow a single track all the time, but it
changes according to the demands of the situations such
as age, level, needs, interests and abilities of the students.
- more comprehensive than method

STRATEGY

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TEACHING STRATEGIES

brainstorming
case studies
debates
discussion
flipped classroom
groupwork
questioning
simulations

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TEACHING STRATEGY
is a large or small group activity that encourages
students to focus on a topic and contribute to the free flow of ideas.

BRAINSTORMING

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TEACHING STRATEGIES
are effective ways to get students to practically apply
their skills, and their understanding of learned facts, to a real-world
situation. They are particularly useful where situations are complex
and solutions are uncertain.

CAST STUDIES

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TEACHING STRATEGIES
- structured way of exploring the range of views on an issue.
It consists of a structured contest of argumentation, in which two
opposing individuals or teams defend and attack a given proposition.

debate

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TEACHING STRATEGIES
- lets class members work actively with the
ideas and the concepts being pursued, and discussion sessions can
be an extremely effective in changing behaviour or attitudes.
Consequently, teachers use them frequently in instructional situations

DISCUSSION

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TEACHING STRATEGIES
- students complete learning normally covered in the
classroom in their own time (by watching videos and/or accessing resources), and
classroom time is dedicated to hands-on activities and interactive, personalized
learning, leading to deeper understanding. Students use class time to apply the theory
and concepts discussed in the videos, and to utilize techniques including group
problem-solving and team building games, simulations, case study reviews, and group
discussions.

FLIPPED CLASSROOM

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TEACHING STRATEGY
- is a method of instruction that gets students to work together in groups

GROUP WORK

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TEACHING STRATEGY The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. If you use questioning well, you can improve the student learning experience in a whole range of Teaching Settings.

The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. If you use questioning well, you can improve the student learning experience in a whole range of Teaching Settings.

TEACHING STRATEGY are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Students experience the reality of the scenario and gather meaning from it.

SIMULATIONS

- BROADEST (HOWS) Ways in which you try to engage students with the subject matter (provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate, be enthusiastic) The ways in which you support your students (encourage questions, set formative assessments, provide constructive feedback).

APPROACH

SOME UNDERSTANDING OF HOW PEOPLE LEARM

learning theory);

TYPES OF APPROACH ACCORDING TO ROLE OF TEACHER (3)

executive approach facilitator approach liberationist approach

APPROACH ACCORDING TO ROLE OF TEACHER - views the teacher as manager of complex classroom processes, a person charged with bringing about certain outcomes with students through using the best skills and techniques available.

executive approach

APPROACH ACCORDING TO ROLE OF TEACHER - it places a high value on what students bring to the classroom setting, it places considerable emphasis on making use of students’ prior experience.

FACILITATOR APPROACH

APPROACH ACCORDING TO ROLE OF TEACHER - is rooted in notions of liberal education, wherein the goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life.

LIBERATIONIST APPROACH

TEACHING APPROACH ACCORDING TO NATURE OF LEARNING (4)

DISCOVERY LEARNING CONCEPTUAL TEACHING PROCESS WRITING UNIFIED TEACHING

APPROACH ACCDNG TO NATURE OF LEARNING  takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

discovery learning

APPROACH- NATURE OF LEARNING - Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking.

CONCEPTUAL LEARNING

APPROACH - NATURE OF LEANRING - Treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself.

PROCESS WRITING

APPROACH - NATURE OF LEARNING This approach lends itself smoothly to a unified teaching-learning concept of education. The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model. The main inherent characteristics of this model are extreme flexibility, integration, ease of interaction, and being evolutional.

unified teaching

APPROACH - NATURE OFLEARNING - An approach which provides students with an abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems. -Through this approach students get a sense that learning is much more than the commission of facts to memory. Rather, it is what children do with that knowledge that determines its impact on their attitudes and aptitudes.

process writing

APPROACH ACCORDING TO TEACHER-LEARNER INTERACTION

TEACHER CENTERED APPROACH STUDENT CENTERED

APPROACH- TEACHER LEARNER INTERACTION It is the primary role of teachers to pass knowledge and information onto their students.

TEACHER CENTEREF APPROACH

TEACHER CENTERED - relies on explicit teaching through lectures and teacher-led demonstrations. * FORMAL AUTHORITY, EXPERT, PERSONAL MODEL

DIRECT INSTRUCTION

Student learning is continuously measured during teacher instruction.

student centered approach

STUDENT CENTERED APPROACH - focuses on student investigation and hands-on learning. - teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process. * facilitatory, personal model, delegator

INQUIRY BASED LEARNIMG

STUDENT CENTERED LEARNING - emphasizes group work and a strong sense of community. - “Think-Pair-Share” * facilitator, delegator

COOPERATIVE LEARNING

HOWS - directly related to the presentation of the lesson. Which a teacher should use, depends on the nature of the subject, and the tact of the teacher .

METHOD

4 Methods of presenting a subject matter

TELLING METHOD DOING METHOD VISUAL MENTAL

HOWS It is a procedure by which new knowledge fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. Thus, teaching tactics are that behavior of the teacher which he manifests in the class i.e., the developments of the teaching strategies , giving proper stimulus for timely responses, drilling the learn responses , increasing the responses by extra activities and so on.

TECHNIQUE

type of media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives may include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.

INSTRUCTIONAL MEDIA

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

1. Attracting attention 2. Developing interest 3. Adjusting the learning 4. Promoting acceptance of the idea

Types of Instructional Media (6)

Projected Media Non-Projected Media Audio Media Motion Media Hyper Media Gaming Media

Instructional materials that require projection and electricity in their using process.* Slides, filmstrips, and overheads. Use to: Allow all students to view the same material at the same time. Offer the students other perspectives on the material.

PROJECTED MEDIA

Instructional materials that do not require the process of projection before its operation can take place. Photographs, diagrams, and displays Use to: Illustrate concepts ,Enhance direct instruction ,Encourage students to look at data in diverse ways

NON-PROJECTED MEDIA

INSTRUCITONAL MEDIA Cassettes and compact discs Use to: Allow students to hear other languages/dialects ,Allow auditory learners to review the lessons ,Encourage creativity through music.

AUDIO MEDIA

INSTRUCTIONAL MEDIA Videos, computer mediated instruction, and television Use to: Offer supplemental instruction, Experience concepts in a manner that is not available in “real life”.

MOTION MEDIA

INSTRUCTIONAL MEDIA Computer networks, software, and the Internet  Use to: Offer resources beyond the library, Develop computer and word processing skills ,Offer interactive learning.

HYPER MEDIA

INSTRUCTIONAL MEDIA Computer games Use to: Provide a playful environment for learning, Structure learning through rules, Motivating for tedious or repetitive content ,Uses problem solving skills.

gaming media

s a social science that draws from the biological, environmental, psychological, physical and medical sciences to promote health and prevent disease, disability and premature death through education-driven voluntary behavior change activities. Health education is the development of individual, group, institutional, community and systemic strategies to improve health knowledge, attitudes, skills and behavior. Simply, it is the profession of educating people about health for attainment of positive health.

HEALTH EDUCATION

Hahn and Payne describe health in terms of six interacting and dynamic dimensions-

PHYSICAL EMOTIONAL SOCIAL INTELLECTUAL SPIRITUAL OCCUPATION

principles of healh education (12)

1. Credibility: message should be convey by the trusting people 2. Interest: firstly we should find the need of the community in-order to create interest 3. Participation: choice interest topic 4. Motivation: firstly convey the message in order to change the behavior 5. Comprehension: firstly find the capacity of the people which need the baseline data 6. Reinforcement: need repeat follow up 7. Learning by doing 8. Known to unknown: starts what knowledge they have up to the knowledge they don't have 9. Setting an example 10. Good human relations: build rapporting to the communities people 11. Feedback: should given to the community what change occur, how many people developed knowledge and many others. 12. leaders

ROLES OF A TEACHER

1. As a Manager 2. As a Counsellor 3. As a Motivator 4. As a Leader 5. As a Model 6. As a Public Relations Specialist 7. As a Parent-Surrogate 8. As a Facilitator 9. As an Instructor

TEACHER AS A  Responsible for the effective management of the class from start to finish  Carries systematic activities throughout the day  Expected to maintain order in the classroom

manager

TEACHER AS A  Teachers are expected to respond constructively when problems crop up concerning student behaviour.  Teachers provide guidance and assistance if students experience problems.

counselor

TEACHER AS A  Teachers encourage and motivates learners to study well and behave properly in and outside the classroom.  Teacher is good at motivating learners to make them listen, participate, and understand instructions.

motivator

TEACHER AS A  Teacher directs, coaches, supports, and delegates depending on the needs of the situation  To be a good leader, you must be a good follower

leader

 Teacher should look his best all the time, master his lessons, show interest in the learner’s welfare, show his good behaviour, and include good work and attitudes.  Teacher should be fair in dealing with students and exhibit good judgement when situation calls for it.

as a model

Teacher deals with people outside the school with credibility.  Teacher must have a good public relations to make a good name for his school.

teacher as a public relations specialist

hallmarks of good teaching

a. Professional competence b. Interpersonal relationship c. Teaching/ Evaluation practices d. Availability to students

Allied health science students, expect the instructor to be available to them when needed. This may take the form of being there in the ff:

stressful clinical situations  physically helping students  giving appropriate amounts of supervision  freely answering questions and;  acting as a resource person during clinical learning experiences.

PERSONAL ATTIRUBUTES (TEACHER)

PASSION HUMMOR VALUES AND ATTITUDE PATIENCE ENTHUSIASM COMMITMENT

Andragogy  Term used by

Malcolm Shepherd Knowles (1913 – 1997)

knowles 5 assumptions of adult learners

Self-Concept ► As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being. Adult Learner Experience ► As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning. Readiness to Learn ► As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles Orientation to Learning ► As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness. Motivation to Learn ► As a person matures the motivation to learn is internal

Based from Book of Andragogy Authors:

WATSON KNOWLES HOLTON SWANSON

major learning theories

– Behaviorist Theories – Cognitive Theories – Social Learning Theories

Earliest formal theories for learning, used for children * Focused on studying thoughts and feelings, fears and phobia * Theorists: 1. John Watson - Defined behavior as a muscle movement - began studying behaviour because it is more objective. 2. Watson and Guthrie - Contiguity theory - Believed that even a skill such as walking is learned through a series of conditioned responses. 3. Thorndike and Skinner - reinforcement theory - proposed that stimulus-response bonds are strengthened by reinforcements such as reward or punishment

BEHAVIORIST THEORY

 is a study of how our brains work in the process of perceiving, thinking, remembering and learning

cognitive science

 sometimes used to describe a subset of this field of study.  Explains the way that information is handled once it enters the sensed and how it is organized and stored.

INFORMATION PROCESSING

cognitive learning theorists

1. Breur – Learning is a process whereby the novice becomes expert 2. Feden, 1994 – An active process which the learner constructs meaning based on prior knowledge and view of the world 3. Ausubel, 1963 – Developed earliest model of cognitive learning – The Subsumption Theory of Meaningful Verbal Learning – New information is subsumed into existing thought and memory structures – Meaningful learning is thought to occur only if existing cognitive structures are organized and differentiated. – Repetition of meaningful material and its use in various contexts would enhance the retention of the material 4. Rumelhart, 1980 – Concept of schema or schemata – “ all knowledge is packaged into units. These units are schemata.” Schemata- knowledge structures that store concepts, and the knowledge of how to use them in memory.

3 Kinds of Learning Based on Schema Theory

a. Accretion – The learning of facts – New information is added to existing schemata – No changes are made to existing knowledge b. Tuning (schema evolution) – Existing schema evolve or refined throughout the lifespan as new situations and issues are encountered c. Restructuring (schema creation) – Development if new schemata by copying an old schema and adding new elements that are different to create a new schema

OTHER THEORIES/MODELS OF INFO PROCESSES

1. Level of Processing Theory – Information is processed sequentially, from perception to attention- to labelling and meaning 2. The Parallel Distributing Model – Information is processed by different parts of the memory system simultaneously rather than sequential 3. Connectionistic Model – The information is stored in any places throughout the brain, forming network of connections 4. Stage Theory of Information Processing – Relates to memory activity – Information is both processed and stored in 3 stages: Sensory, Short-Term Memory and Long-Term Memory

* Albert Bandura (1977) * Observational Learning Theory * Explains that behaviour is the result of an interaction among the person (characteristics, personality etc.) to the environment (physical, social etc) and the behaviour itself. * People learn as they are in constant interaction with their environment * Key components: a. Modelling b. Attentional processes c. Retention Processes d. Motivation

social learning theory

KEY COMPONENTS OF SOCIAL LEARNING THEORY

a. Modelling – Learning occurs as a result of observing other people’s behavior and its consequences b. Attentional Processes – This determines which modelled behavior will be learned c. Retention Processes – Refer to the ability to retain modelled behaviors in permanent memory d. Motivation – Motivation through valued outcomes (rewards) rather punishing outcomes – Perceived reward is a good motivator

PSTM Flashcards

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