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52 Cards in this Set

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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