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midterms Flashcards

(105 cards)

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1
Q

the adult learning theory by

A

malcolm knowles

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2
Q

teaching of adults

A

andragogy

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3
Q

teaching of children

A

pedagogy

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4
Q

conditioned response- develops a general diffuse reaction to a stimulus; fear

A

signal learning

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5
Q

voluntary response

A

stimulus response learning

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6
Q

series or related signal learning or stimulus response learning

A

chaining

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7
Q

a type of chaining

A

verbal association

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8
Q

to learn and retain a large number of chains

A

discrimination learning

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9
Q

classify stimuli into groups

A

concept learning

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10
Q

if and then relationships

A

rule learning

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11
Q

learner must have a logical idea of the problem being solved and must be able to apply knowledge from experiences that are related to the situation

A

problem solving

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12
Q

means a “label” or “table of contents”

A

syllabus

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13
Q

course title, course code, and credit hours
prerequisites, location of the room, and the days and hours of lecture and laboratory

A

course information

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14
Q

full name, title, office location, office phone number, office hours

A

faculty information

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15
Q

textbook, references

A

learning resources

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16
Q

general content

A

course description

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17
Q

what the students are expected to demonstrate at the end of the course

A

course outcomes

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18
Q

weekly schedule of topics, examination dates, quizzes, or other means of assessment and evaluation

A

course calendar/schedule

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19
Q

attendance, class participation, missed exams or assignments, lab safety/health, academic dishonesty, grading
available support services

A

course policies

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20
Q

CHED defines this as “an approach that focuses and organizes the educational system around what is essential for all learners to know, value and be able to do to achieve a desired level of competence”

A

outcomes-based education

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21
Q

set of competencies that all learners are expected to demonstrate after completion of the program

A

program outcomes

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22
Q

the knowledge, values and skills all learners are expected to demonstrate at the end of the course

A

course outcomes

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23
Q

result from a specific lesson; seen as building blocks toward course outcomes

A

lesson intended learning outcomes

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24
Q

this includes the content and teaching methods or strategies and student performance assessment and evaluation

A

learning environment

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25
when and who proposed bloom’s taxonomy
1956 by educational psychologist Benjamin Bloom
26
a classification of the different objectives and skills that educators set for their students
bloom’s taxonomy
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retrieve knowledge from long term memory recalling facts, terms, basic concepts, and answers
remember
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construct meaning from instructional messages, demonstrate understanding of facts and ideas, carry out/use procedure in each situation
understand
29
solve problems to new situations by applying gained knowledge, facts, and techniques
apply
30
break material into constituent parts, determine how parts relate to one another
analyze
31
make judgements based on criteria and standards
evaluate
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put elements together to form coherent or functional whole, recognize elements into a new pattern or structure
create
33
senses cue that guide motor activity
perceive
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mentally, emotionally, physically ready to act
set
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imitates and practices skills
respond as guided
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performs acts with increasing efficiency, confidence and proficiency
act
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perform act automatically
respond overtly
38
adapt skill sets to solve a problem
adapt
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creates a new pattern for specific situations
organize
40
selectively responds to stimuli (become aware of an idea)
receive
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responds to stimuli (be willing to accept an idea)
respond
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attaches value or worth to something (accept an idea or behavior as worthy)
value
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conceptualizes value and resolves conflict between this value and other vales
organize
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integrate the value into a value system that controls behavior
internalize characterize
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the process of giving information, generating understanding, and creating interest among the students
lecture method
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information grouped, divided, and subdivided
hierarchical/classical
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a problem is presented, then various hypothesis and solutions are developed
problem centered
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differentiate two or more distinct concepts
comparative structure
49
the lecturer takes a stand on a particular topic, then support or justify it using logic or evidence
thesis format
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traditional; polished exposition on a topic; inspirational and informative; overused
oral essay
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starts with brainstorming ideas
participatory lecture
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mini lectures interspersed with 10 min sgd
feedback lecture
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blends use of media (such as films, online learning materials) and traditional lecture
mediated lecture
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topic is announced in advance, class prepares by reading certain materials, watching certain videos, etc
formal discussion
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takes place without prior notice at any point during the class
informal discussion
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asses learner comprehension, promotes logical reasoning and critical thinking
questioning method
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asks a series of questions; each answer is followed by another question
socratic method of teaching
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the learner recalls or integrates information; have specific, usually short, and expected answers
convergent questions
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the learner creates new ideas, draw inferences, or formulates a new perspective on a topic
divergent questions
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the learner recalls information
lower order questions
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the learner comprehends or thinks critically
high order questions
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based on bloom’s taxonomy of cognitive skills
bloom’s taxonomy of cognitive skills
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requires simple recall answer
factual
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learner further explains an answer
probing
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elaborate; what do you mean? can you explain your answer?
extension probes
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unclear answer; do you mean that if?
clarification probes
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justify response; why did you say that?
justification probes
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support unsure answer; yes? go on..
prompting probes
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elicit a variety of answers from the group learners
redirection probes
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oral mcq
multiple choice
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learners construct an answer
open ended
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promotes further discussion
discussion stimulating
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questions phrased and sequenced carefully to guide learners through problem solving thinking
questions that guide problem solving
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expect no answers at the time; stimulates thinking
rhetorical
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a blend of lecture, discussion, questioning, and audiovisuals class may be divided into sections, changing activities every 15-20 minutes
interactive lecture
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cooperative learning to accomplish certain learning tasks that focus on ideas or skills
formal
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cooperative learning to reinforce understanding of a certain topic to make connections prior to learning
informal
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cooperative learning to assist and monitor the progress throughout the learning experience
base
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learning in groups
cooperative learning
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controlled representations of reality, learn about the real world without the risks involved
simulations
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simulations a situation based on reality that learners can manipulate to better understand the corresponding real situation
simulation exercise
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simulation a game that is based on reality life situations wherein learners compete to achieve an objective, with a set of rules that must be followed
simulation games
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simulation learners act out roles and interact with each other, revolving around issues or challenges in human relations
roleplaying
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simulation learners analyze a situation describing characters and relationship, they must come up with solutions to problems
case study
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educator in simulations choosing or developing appropriate simulations to meet the learning outcomes, assigned reading
planning
86
educator in simulations take notes on strengths and weaknesses
facilitating
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educator in simulations final discussion immediately after presentation, summarize the learners’ actions, point out how concepts and principles have been applied and how the experience relates with the outcomes
debriefing
88
students working as a group investigate a case, identify their needed for information, and then solve problems
problem based learning
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a subgroup of 2 to 6 members discusses an issue or a problem for a short period
buzz session
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students think about a topic or question, then pair up with a classmate, share their thoughts about the topic
think pair share technique
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the group splits into an “inner group” which conducts the work and is observed from the outside by an outer group
fishbowls
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students consider alone a topic/problem posed by a teacher, then discuss in pairs, then in fours and so on
pyramiding/snowballing
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two teams defend opposing sides of an issue
debate/forum
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experts present briefly then discuss an issue while participants observe, participants ask questions after each panel member has spoken
panel forum/round table conference
95
school forums open to all faculty members and students, speakers for each topic are selected
symposium/seminar/workshop
96
the process using smaller details to arrive at a certain generalization
inductive
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begins with a general concept to arrive at specific details
deductive
98
used to collect feedback from students after the learning activity
one minute paper
99
self contained unit or packets of study materials for the learners to use, also known as self directed, self paced
self learning modules
100
how to work through the module
introduction and instructions
101
learning objectives
behavioral objectives
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usually included test prior or pre requisite knowledge
pre test
103
reading, reviewing, watching, practicing psychomotor skills
learning activities
104
at the end of every lesson or sub concept
self evaluation
105
determine whether learners have mastered module objectives
post test
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