Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
52 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
THE TEACH U HOW APPLY KNOWLEDE OF LEARNING PHILISOPHIES TO THE INSTRUCT OF
|
SCIENCE
|
|
|
|
THE CRITICAL WORDS OF SEGMENT
|
CONSTRUCTIVISM
DISCREPANT EVENTS INQUIREY-BASED MODEL |
|
|
|
CRITICAL POINT 1
|
the teacher understands the philisphy of constructism model of instruction in his classroom
|
|
|
|
crtiical point 2have
|
the teacher is able to use strategis such as induction of discrepant events to initiate a constructionist model of instruction in his or her classroom
|
|
|
|
criticcal point 3
|
the teacher U that there exist a wide variety of instructional methods, which each have their advantages or disadvantages: The teach U that there is able to recognize when to use the method.
|
|
|
|
A) How to teach constructivism-defined
|
this philsophy has been gaining alot of popularity in school
|
defn
|
|
|
A) How to teach constructivism-knowledge is
|
constructed not transmitted
|
not what
|
|
|
A) How to teach constructivism-prior knowledge
|
impacts the learning process
|
|
|
|
A) How to teach s constructivism-intial U
|
LOCAL not global
|
local
|
|
|
A) How to teach constructivism-Building useful knowledge structures
|
requires knowledge structures requires effortful and purposeful activity
|
|
|
|
A) How to teach constructivism-This Philosphy
|
real learning can occur when the learner is activily engaged in operating on, or mentally processing, incoming stimuli
|
|
|
|
A) How to teach constructivism-the interpetation of stimuli
|
-previously constructed learning
|
|
|
|
A) How to teach constructivism-Role of teacher
|
the scenario is transformationed someone who despenses information to someone structures acivities includes -improvement communication
-challanges students preconcieved notions, and helps students revise their world views |
|
|
|
a constructive philosphy asserts only tools avialable to knower are your
|
senses
|
|
|
|
only through seeing, hearing, touch, smelling, and taste a ____________________.
|
person does intreacts wiht the environment
|
enviroment interaction
|
|
|
With messages the senses the learner can______________________.
|
build a picture of the world
|
|
|
|
teaching science becomes an active, social process of
|
experince,
applying hands-on, inquire-based model to instruct science |
|
|
|
Applying model to the actutal classroom scenario:
|
teacher must first U what students believe when step foot into science class to provide max instruct. necessary to help them gain a more specific scientific U
|
maximal teaching
|
|
|
Concept _______________,______________,_____________________,of a demonstration by students to elicit prior knowledge
|
mapping,
pretests, and interpetation |
M,
P, and I |
|
|
teachers need give students time to ___________ problems: the ______ teaching sceniero is one in which teacher choose a problem that the student can relate in ___________________.
|
assimilate,
best, everyday life |
a,
b, ev. day life |
|
|
the ideal situation is which the student comes up with questions of what
|
ideal situations in science
|
|
|
|
since studetns have a problem to solve, the teacher must provide support for the following three items
|
collect careful data,
thinking thru the process in advance, making sure students with good tables, and charts |
|
|
|
PREPARED FOR DATA COLLECTION MAKES A MORE MANANAGEABLE USING
|
ASSESSMENTS IS USEFUL: EMBEDDED ASSEMENTS
|
|
|
|
eMBEDDDED ASSEMENTS MEANS:
|
BUILDING ASSESSMENT INTO THE ACTIVITIES AND CLASSROOM PROCESS IN THE INTERGAL AND NATURAL MANNER
|
|
|
|
A discrepant event one that the result
|
is the opposite 0f what is expected, the result contradictis teh student's expectation
|
|
|
|
A discrepant event-having a belief chalenged the student
|
becomes curious to try and gure out what happpens
|
|
|
|
A discrepant events-in example:
|
of a discription could be placing one piece of candle wax in sealed jar contents:h20, and another pice in anoter for alchol, student can not smell them, so obvious they won't know which one has alchol
by havin a belief challanged, student gets curious to try to figure out what happpened |
|
|
|
A discrepant event -in previous experiment
|
CANDLE FLOATS IN ONE AND SINKS TO THE OTHER.
|
|
|
|
A discrepant event-THE STUDENTS CUROSITY AS TO WHY ONE HAPPENS LEADS TO
|
HYPOTHISIS generation and discussion of consepts of the following:
density, polarity,, scientific method and others |
discussion of consepts of the following:
density, polarity,, scientific method, and others |
|
|
DISCREPT EVENTS:TEACHING DISCREPT EVENTS
|
IS AND THE CONSASTANT WITH THE CONSTRUCTIONS MODEL AND THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS TO BE DISTINGISHED
|
|
|
|
DISCREPT EVENTS:THE 5 E'S-THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS
|
ENGAGE,
EXPLORE, EXPLAIN, ELABORATE OR EXTEND EVALUATE |
|
|
|
DISCREPT EVENTS:THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS -ENGAGE
|
ENGAGE-PHASE STUDENTS INVIE TO CONNEC WHAT THEY ALREADY KNOW OR BELIEVE WITH THE LEARNING EXPERIENCE FACING THEM
|
|
|
|
DISCREPT EVENTS:THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS -EXPLORE
|
EXPLORE: PHASE STUDENTS ARE ACTUALLY COLLECTING DATA OR MAKING OBSERVATIONS
|
|
|
|
DISCREPT EVENTS:THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS-EXPLAIN
|
STUDENTS TRY TO EXPLAIN THEIR DATA OR OBSERVATIONS.
-TEACHERS CAN DIRECTLY INTERVENT TO EXPLAIN CONCEPTS TO STUDENTS OR THEY CAN LEAVE UP TO STUDENTS TO DO THE RESEARCH |
|
|
|
DISCREPT EVENTS:THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS-ELEABRORATE OR EXTEND
|
IN THIS PHASE, STUDENTS CAN TAKE WHAT THEY HAVE THEY LEARNED AND APPLY IT TO OTHE R SITUATIONS
|
|
|
|
DISCREPT EVENTS:THE FIVE BASIC PHASES IN THE INSTRUCTIONAL PROCESS
|
STUDENTS AND TEACHERS BOTH ASSESS WHAT AND HOW MUCH WAS LEARNED FOR THE ACTIVITY
|
|
|
|
VARIATION IN TEACHING METHODS -WE ALL LEARN IN DIFFRENT WAYS
|
TEACHS MUST ESPECIALLY AWARE OF HOW STUDENT LEARN
|
|
|
|
VARIATION IN TEACHING METHODS-TEACHER MUST BE FLEXIBLE ENOUGHT IN HIS TEACHING STRATEGY
|
IN HIS OR HER TEACHING STRATEGY TO ACCCOMODATE AS MANY LERNING WAYS AS POSSIBLE, USE DIFFRIENT TEACH STRATEGIS ALLOS STUDENTS THE OPPTS. TO BETTER OBSERVE TEH LESSON
|
|
|
|
VARIATION IN TEACHING METHODS-ANY TEACHING METHOD HAS ADVANTAGES, DISADVANTAGES, AND REQUIRES PRELIMNARY
|
DISADVANTAGES, AND REQUIRES PRELIMNARY PREPARATION
|
|
|
|
VARIATION IN TEACHING METHODS-OFTEN A PARTICULAR TEACH METHOD
|
WILL NATURALLY FLOW INTO ANOTHER
|
|
|
|
VARIATION IN TEACHING METHODS-WHICH TEACHING METHOD IS RIGHT FOR A PARTICALAR
|
LESSONS DEPENDS ON MANEY THINGS, AMONG THEM ARE THE AGE AND DEVELOMENTAL LEVEL OF THE STUDENTS KNOW AND WHAT THEY NEED TO KNOW TO SUCCEED WTH THE LESSON ON SUBJECT-MATTER CONTENT
|
FLOW
|
|
|
VARIATION IN TEACHING METHODS
|
T, SPACE AND MATERIAL RESOURCES AND HE OBJECTIVE OF THE LESSON, THE AVILABLE PEOPLE, TIME AND THE PHYSICAL SETTING
|
|
|
|
VARIATION IN TEACHING METHODS OF-SOME EXAMPLES OF ARE LISTED DIFFERIENT TEACHING METHODS
|
DIRECT TEACHING
COOP LEARNING LECTURE DISCUSSION ROLE PLAYING VIDEOS/SLIDES BRAINSTORMING CASE STUDIES WORKSHEETS |
|
|
|
VARIATION IN TEACHING METHODS-WHEN A PREPARING FOR A LESSON A TEACHER MUST RECOGINIZE
|
THE PRESENCE OF ESL STUDENTS
|
|
|
|
VARIATION IN TEACHING METHODS-SCIENCE IS A SUBJECT IN WHOM
|
COMMUNICATIONS IS FUNDAMENTAL, FOR EXPLAINING CONCENTS, AND COMMUNICATING PROBLEMS AND RESULTS WITH FELLOW STUDENTS
|
|
|
|
VARIATION IN TEACHING METHODS-TEACHERS CAN
|
TAKE STEPS ENSURE ELL ARE ENGAGED IN PROCESS OF SCIENTIFIC LEARNING
|
|
|
|
A TEACHER CAN ORGANIZE KEY CONCEPTS INTO:
|
THEME-BASED UNITS, CREATING EXTENDED LEARNING EXPERIENCES GIVE STUDENTS TIME TO BECOME PROFECIANT LANGUAGE USED TO DISCUSS EXPLORE LARGER CONCEPTS
|
|
|
|
COOP LEARNING CAN ALSO AID ESL STUDENTS IN LEARNING
|
HOW TO COMMUNICATE BY PLACING
THEM IN A SITUATION WHERE THEY MUST MAKE THEMSELVES u BY THEIR FELLOW STUDENTS |
|
|
|
INQUIRY-BASED LEARNING
|
APPROACH TEACHERS CAN TAKE WHILE MANY STUDENTS MAY HAVE PROBLEMS WITH THIS METHOD Because of Cultural barriers
|
|
|
|
Inquire-based learning
|
this method is useful for relating topics to everyday use, and for related topics to everyday use, and making things familiar to students: also, IBL fosters questioning and discussions, processes that will help the lang. skills of the ESL students
|
|
|
|
THE TEACH POSSES KNOWLEDGE OF DIFFERENT LEARNING PHILOSPHIES, ESPECIALY OF CONSTRUCTIVISM AND HOW THEY APPLY SCIINCE INSTRUCTIONAL
|
METHODS AND IS ABLE TO APPLY TO SCIENCE INSTRUCTION
|
|
|
|
THE TEACHER IS WELL VERSED IN THE DIVESITY OF INSTRUCTIONAL METHODS
|
AND IS ABLE TO APPLY EACH, OR A COMBINATION IN THE PROPER SITUATIONS
|
|
