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;
45 Cards in this Set
- Front
- Back
|
PILCEM (Traditional Classroom)
|
Planner
Instructor Leader Counselor Evaluator Manager |
|
|
METC (Non-Traditional Classroom)
|
Manager
Evaluator Tutor Conselor |
|
|
Planner
|
Plan for various tasks the students will learn, prepare questions and activities
|
|
|
Instructor
|
responsible for the students learning, keep current with changes in career field, familiar with regulations.
|
|
|
Leader
|
Be a role model, lead the students through the instruction, provide a positive atmosphere.
|
|
|
Counselor
|
help students in adjusting to the learning environment, advise students, observe attitudes and behaviors.
|
|
|
Evaluator
|
determine wether your students have succesfully achieved the objectives.
|
|
|
Manager
|
monitor environmental factors
|
|
|
Tutor
|
Explain problem areas, difficult concepts and the connections between various objectives. SHow them the importance of the material.
|
|
|
Intelligibility
|
Attention to articulation, pronounciation
|
|
|
Vocalized Pause
|
a um uh ah
|
|
|
Stock expressions
|
ok like you know
|
|
|
Non verbal communication
|
eye contact
body movement gestures facial expressions |
|
|
Basic Elements of communication
|
sender
medium audience |
|
|
Elements of an outline
|
Rough draft
Make revisions develop final outline |
|
|
Outline proper use of numbers letters puncuation
|
1.
a. (1) (a) underscores |
|
|
Teaching steps
|
Main Points
|
|
|
Behavioral
|
stimulus, response, reinforcement
|
|
|
Cognitive
|
focuses on whats going on in the students mind. Recall and recognition.
|
|
|
Affective
|
deals with the feeling or attitude.
|
|
|
Learning Theory
|
Behavioral
Cognitive Affective |
|
|
Intellectual Skills
|
Discriminations
Concrete Concepts Rule Using Problem solving |
|
|
Discriminations
|
Different responses to different members of the class
|
|
|
COncrete COncepts
|
responding in a single way to all members
|
|
|
Rule Using
|
If-Then statements
|
|
|
Intellectual Skills
|
The foundation of all higher learning
|
|
|
Verbal Information
|
Requires the learning of names and labels
|
|
|
Cognitive strategies
|
Clustering of the items of similar groups to reduce memory load
|
|
|
Motor skills
|
Muscles
|
|
|
Accelerated learing
|
students and instructors tend to be more creative, motivated, team oriented
|
|
|
Laws of learning
|
Law of readiness
Law of excersise Law of effect Law of primacy Law of intensity Law of recency |
|
|
Whole part whole
|
overall goal of course
blocks how all blocks attain course goal |
|
|
known to unknown
|
progress in orderly fassion
|
|
|
Problem oriented
|
introducing problems as lesson prgresses, keeps students motivated.
|
|
|
Elements of devolpmental approach
|
motivation
explanation application evaluation |
|
|
Adult learning styles
|
visual, autitory, kinesthetic
|
|
|
Human communication
|
content and process
|
|
|
norms
|
shared expectations of conduct and participation guiding and regulating the groups behavior.
|
|
|
cohesiveness
|
higher moral, greater productivity, more communication, increasing cohesivenes
|
|
|
consensus
|
clarify discussion, use process statements, seek different views, remain open to different views, use group pronouns.
|
|
|
productive roles
|
idea initiator, information giver, coordinator, supporter, harmonizer, tension reliver.
|
|
|
non-productive rolls
|
monopolizer, arguer, non-partcipant.
|
|
|
non-productive groups
|
apathetic, hostile, confused
|
|
|
haslows hierarchy of needs
|
body
safety belonging self-esteem self-actualization |
|
|
questioning direction categories
|
rhetorical, overhead, direct
|
