Introduction to Learning

Question 1

a combined process where the educator: assesses learning needs, creates specific learning objectives, develops teaching and learning methods, implements plan of work, and evaluates the instruction’s outcomes

Answer 1

teaching-learning process

Question 2

factors outside of the classroom that might influence teaching and learning

Answer 2

context

Question 3

variables such as organizational structure and school size

Answer 3

school characteristics

Question 4

factors related to activities such as leadership, supervisory practices

Answer 4

school processes

Question 5

qualities or characteristics of teachers and students that they bring with them to the classroom experience

Answer 5

input

Question 6

teacher’s values and beliefs, knowledge, thinking and communication skills, performance skills, and personality

Answer 6

teacher characteristics

Question 7

prior knowledge, intelligence, learning style, study habits, motivation

Answer 7

student characteristics

Question 8

all the variables that would occur in the classroom

Answer 8

classroom processes

Question 9

preparation of the teacher to ensure student interaction in the classroom

Answer 9

planning

Question 10

supervision of student conduct inside the classroom

Answer 10

management

Question 11

guiding student learning

Answer 11

instruction

Question 12

measurement of student learning or student achievement, how the student applies concepts and information learned inside the classroom to real-life situations

Answer 12

output

Question 13

family, home, school and community environment

Answer 13

context

Question 14

what students and teachers bring to the classroom

Answer 14

input

Question 15

what is going on in the classroom

Answer 15

classroom processes

Question 16

measures of learning done outside of the classroom

Answer 16

output

Question 17

acquisition of new knowledge, skills and attitude through maturation and experience that will enable the learner to make better and more adequate reactions, responses and adjustments to new situations and conditions

Answer 17

learning

Question 18

domains of learning

Answer 18

cognitive, psychomotor, affective

Question 19

acquisition of knowledge, facts & information

Answer 19

cognitive learning

Question 20

involves the use of muscles in bodily movement, skills development

Answer 20

psychomotor learning

Question 21

formation of good and acceptable attitudes, judgements and values. involves the emotions and empathy

Answer 21

affective

Question 22

the “how” dimensions of teaching

Answer 22

approach, method, technique

Question 23

the broadest, general beliefs about teaching

Answer 23

approach

Question 24

a set of procedures based on the approach

Answer 24

method

Question 25

a specific set of activities based on the preferred method

Answer 25

technique

Question 26

one’s viewpoint regarding teaching or what one believes in regarding teaching, describes the nature of the subject matter to be taught, has the quality of a generally accepted principle or rule used as a basis for the whole process of teaching

Answer 26

approach

Question 27

gives the overall wisdom, it provides direction, and sets expectations to the entire spectrum of the teaching process. provides principles to decide what kind of content and what sort of procedures are appropriate

Answer 27

approach

Question 28

(procedural) organized and systematic procedure employed by a teacher in making students learn, series of actions arranged logically for the smooth operation of a particular task, overall plan for the orderly presentation of a lesson, based upon the selected approach

Answer 28

method

Question 29

(implementational) procedural variation of a given method, highly personalized style of carrying out a particular step of a given method. depends on the teacher, his individual artistry & on the composition of the class

Answer 29

technique

Question 30

teaching approaches

Answer 30

discovery, conceptual, process, unified, inquiry

Question 31

stresses the learning of concepts, theories, principles and content through discovery rather than rote memorization

Answer 31

discovery approach

Question 32

allows the student to become “active” in the learning process. student must engage in doing, manipulating materials, and interpreting results. student goes beyond the information given to new insights and generalizations

Answer 32

discovery approach

Question 33

cognitive aspect of learning

Answer 33

discovery approach

Question 34

sufficient background and structure of the situation should be provided to enable the students to find path to the concept of problem-solution

Answer 34

discovery approach

Question 35

calls for the active student involvement. student-centered, self-directed learning

Answer 35

discovery approach

Question 36

gave rise to the emerging theory of constructivism and self-directed learning. learning is flexible, exploratory, and independent

Answer 36

discovery approach

Question 37

people construct their own understanding and knowledge through experience

Answer 37

theory of constructivism

Question 38

role of the teacher: patient not to pressure the students, gives them enough time to formulate the expected generalization, all instructional materials should be prepared before hand

Answer 38

discovery approach

Question 39

this approach stresses the importance of knowing the concept or “big ideas” rather than subject specific content. the emphasis is not the content per se, but in the big ideas that pervade topics

Answer 39

conceptual approach

Question 40

stresses cognitive learning. learners are guided toward organization of thoughts into meaningful, bigger ideas. context should be categorized from simple to complex

Answer 40

conceptual approach

Question 41

roles of the teacher: should not tell the principle or rule which they are supposed to state at the end of the lesson, should help learners gather sufficient data to enable them to form expected generalization

Answer 41

conceptual approach

Question 42

develop students’ learning skills, teachers emphasize what is functional and not just the theoretical aspect, to teach skill-oriented subjects (pipetting and phlebotomy), students are actively engaged in the activities to gain the required competencies

Answer 42

process approach

Question 43

roles of the teacher: give the students more drills and exercises, develop skills from simple to complex, spot the common weaknesses of students and help them overcome those weaknesses

Answer 43

process approach

Question 44

thorough process of weaving and integrating topics into a general framework, the teacher relates the previously learned concept with the new concept until the students can see the interrelationships among the various concepts, it is holistic in treatment ( parts are nothing unless they are viewed as a whole)

Answer 44

unified approach

Question 45

roles of the teacher: restructure the presentation of the subject to show the needed inter-relationships (topics are presented in fragments), recall the previous lesson and link it up with the present one

Answer 45

unified approach

Question 46

pertains to research and investigation and to seeking for information by asking questions

Answer 46

inquiry approach

Question 47

aims to develop the students' thinking ability and to lead them into the habit of thinking, is concerned with asking the right kind of questions so that the right things are investigated, from factual (what) to thought–provoking (how and why) questions

Answer 47

inquiry approach

Question 48

roles of the teacher: asks questions more and gives the students opportunities to discuss, think and to test ideas and issues. encourages students to ask questions.

Answer 48

inquiry approach