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15 Cards in this Set
- Front
- Back
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Instruction Objective |
specific, outcome based, measurable, and describe the learner's behavior after instruction. |
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Emotional State |
state of a student emotions or experiencing some kind of conflict or personal problem |
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Learning Style |
Student’s preference of learningcognitive style: the way in which one processes information and is a part of a person’s overall learning style |
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Characteristics of Field Dependent |
→ low tolerance of ambiguity → less-developed sense of identity → perform poorly on memory tests → responds well to teacher feedback → recall more information when provided cues |
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Characteristics of Field Independent |
→ High tolerance of ambiguity → less- developed sense of identity and do not mind being alone → Score better on reading and math testing → More likely to work independently and less likely to ask teacher for assistance → Able to encode more words than field-dependent leaners |
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Advantages of Lecturing |
→ it presents a human model → inexpensive because student- teacher ratio is large → flexible in that it can adapt easily to a particular group of students, subject matter, etc. → covers large amounts of information → provides for reinforcement |
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Disadvantages of Lecturing |
→ larger classes prohibit student-teacher and student- student interactions → confused due to large amount of information → difficult for lecturer to read nonverbal feedback → hard to discuss abstract/ theoretical material → difficult for students to maintain attention for more than 15-20 minute intervals |
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Supporting Materials |
They provide clarification for the content you are teaching and contribute to proving and explaining what the lecturer says by use of tools. Such as example, statistic, personal stories, and visual aids. |
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Presentation Aids |
They are nonverbal form of supporting material and can make ideas more concrete by presenting a pictorial or graphic representation of an idea explained. |
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Introduction |
→ Attention Getter: opening statement utilizing a creative device to grab student’s attention → Set Induction: framework of how the information fits in the overall course → Instructional Objective: goals students should be able to do when lecture is complete → Preview: states the main points and in what order it will be covered |
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Conclusion |
Gives an overview of what was covered and provides a sense of closure |
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Body (patterns) |
→ Chronological: follows a time sequence → Spatial: arranges ideas according to place and position → Topical: breaks up overall topic into smaller sub-topics → Problem/ Solution: main point discusses the problem. Then subsequent main points specify a plan and how it solves the problem |
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Cause- Effect |
Also, part of the body paragraph. Cause- Effect relationships are discussed in a format that first the main points establish the causes and the other main points describes the effects. (Or vice versa) |
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Communication Apprehension |
Individual level of fear or anxiety associated with either real or anticipated communication with another person or persons |
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Genetic Predisposition |
Explains that generic components (such as physical appearance, sociability, and etc.) contributes to the development of communication apprehension |
