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192 Cards in this Set
- Front
- Back
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Outcome expresses exactly what learner is going to perform or accomplish |
Specific |
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Identify the deliverables, focus on evidence that learners will produce |
Measurable |
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Ensure that the outcome can be achieved |
Attainable or Achievable |
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Ensure that you have the appropriate resources to successfully attain the outcomes |
Realistic |
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Set target completion date |
Time-bound |
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Three domains of learning |
Cognitive (knowledge or mental skills) Affective (emotional areas or attitude) Psychomotor (manual or physical skills) |
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Knowledge or mental skills |
Cognitive |
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Emotional areas or attitude |
Affective |
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Manual or physical skills |
Psychomotor |
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Sequence ourcomes logically according to: |
Complexity (from lowest to highest level of taxonomy) Domain (Cognitive, affective, psychomotor) Topic or content (sequence of learning experience) |
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State outcomes from: |
The learner’s point of view, NOT the teacher’s |
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Cognitive (Knowledge) |
Remember Understand Apply Analyze Evaluate Create |
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Psychomotor (skills) |
Perceive Set Respond as guided Act Respond overtly Adapt Organize |
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Affective |
Receive Respond Value Organize Internalize character |
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Selecting content |
- Prescribed by the curriculum of the school - Course description - Previous course outline - Give time to discuss the meaningfullness of the subject and cover important points - Plan it out and rehearse it orally - Build in time for questions and any active learning techniques - Finished with less time |
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Organizing Content |
- Sharing class objective - Indicate headings and subheadings you ate are discussing |
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Certify to student’s performance |
Post-test |
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Traditional Teaching Strategies |
Lecture Method Questioning Method Discussion Interactive Lecture |
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Activity-Based Teaching Strategies |
Cooperative Learning Simulations Problem-Based Learning |
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Process of giving information, generating understanding, and creating interest among students |
Lecture Method |
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Information grouped, divided, and subdivided |
Hierarchical or Classical |
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Problem is posed, then various hypothesis and solutions are developed |
Problem-centered |
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Obective is to differentiate 2 entities |
Comparative structure |
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Lecturer takes position on an issue, justify it using logic or evidence |
Thesis Format |
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Traditional ; polished exposition ; inspirational & informative ; overused |
Oral essay |
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Starts with brainstorming ideas |
Participatory Lecture |
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Learning Outcome |
- Focus on the student - One of the most complex part of teaching - Select strategies they are familiar and comfortable with |
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3rd type of Lecture |
Lecture with uncompleted handouts |
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Mini-lectures |
Feedback Lecture |
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Uses media + traditionl lecture |
Mediated Lecture |
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Topic announced in advance, class prepare by reading certain materials |
Formal |
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Spontaneously at any point during the class including end of lecture |
Informal |
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Assess learner comprehension Means of teaching reasoning and critical thinking |
Questioning Method |
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Asks a series of questions ; each answer is met with another question |
Socratic Method of Teaching |
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Learner to recall or integrate information ; have specific, usually short, and expected answer |
Convergent Questions |
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Learner to generate new ideas, draw implications, or formulate a new perspective on a topic |
Divergent Questions |
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Learners to recall information |
Lower-order questions |
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Learning, discussion, questioning, interactive lecture |
Traditional Teaching |
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Learner to comprehend or think critically |
Higher-order questions |
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Bloom’s Taxonomy of Cognitive Skills |
Based on 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? |
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 anvariety of answer from the group learners ; what do you think will happen if you used a gauge 21 rather than gauge 16 in a patient for blood donation? |
Redirection Probes |
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Oral MCQ |
Multiple-choice |
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Cooperative learning, simulations, problem-based learning, self-learning modules |
Activity-Based Teaching |
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Learners construct an answer |
Open-ended |
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Questions that promite 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 ; stimulate thinking |
Rhetorical |
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Blend of lecture, discussion, questioning, and audiovisuals |
Interactive Learning |
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Learning in groups Involves structuring small groups who work together Engance social skills |
Cooperative Learning |
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Types of Cooperative Learning |
Formal Informal Base |
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To complete a specific learning task consisting of concepts or skills One class to many weeks 1 session - whole sem |
Formal |
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To enchance understanding od a specific unit of information ; to make connections prior to learning Only a few mins during class |
Informal |
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To provide encouragement and to monitor progress throughout the learning experience Long term Pinakamahaba |
Base |
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Computer-managed instruction, cisual reality |
Computer Teaching |
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Controlled representations of reality Learn about the real world 75% teaching retention rate |
Simulations |
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A controlled representation of a piece of reality that learners can manipulate to understand the corresponding real situation |
Simulation exercise |
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Game that represents real-life situations in which learners compete to a set of rules to win or achieve an objective Requires planning |
Simulation games |
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Form of drama which learners act out ; 3-5 mins Summarize at the end Planning : short, key points to cover |
Role-playing |
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Analysis of an incident or situation in which characters and relationships are described, and problems need to be resolved or solved Apply learnings |
Case study |
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Purposes and uses of Simulations |
- Practice decision-making and problem-solving skills - Develop human interaction - Develop teamwork |
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Choosing or developing an appropriate simulation to meet the learning objectives |
Planning |
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Durng the actual progress, take notes on strengths and weaknessess |
Facilitating |
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Final discussion after presentation |
Debriefing |
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What to learn |
Develop objectives |
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4th teaching method/strategies |
Distance Learning |
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Choose topic ; drawn from real-life situations |
Select a situation |
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Give enough detail about patient |
Developmthe character |
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Apply principles |
Develop the discussion questions |
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Feel free to discuss Active participation |
Lead the group discussion |
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Confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content Students working as a group, identify their own needs for information, then solve problem |
Problem-based Learning (PBL) Independent study |
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Small groups Students with little background knowledge Cases - brief Problems - ill-structured |
PBL |
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Individuals or groups Have most of the background knowledge Cases- long and detailed Problems - well defined |
Case study |
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1. Clarify unknown terms and concepts 2. Define the problem 3. Brainstrom 4. Summarize conclusions 5. Formulate learning goals 6. Self-study 7. Report & synthesize First meeting : 1-5 |
PBL : The Seven Jumps |
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Peer evaluation |
Non-attendance |
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Call the attention of the student |
Quiet student |
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5th Teaching Methods/Strategies |
Teaching Psychomotor Skills |
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“Okay, next” |
Dominant student |
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Tingnan if maayos Cross over Paghiwalayin |
Group > messing about |
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Everybody should contribute Dapat may rules |
Freeloading |
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Cross-over with members from another group |
Cross-overs |
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Each student is asked to respond in turn to the question posed by the teacher |
Rounds |
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Subgroup of 2 to 6 members discuss for a short period of time Phillips 66 - 6 people or groups - 6 mins |
Buzz Session |
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Students think about a topic or question Then pair up Share thoughts |
Think-Pair-Share Technique |
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“Inner group” conducts the work Observed by and “outer group” Need mag critique |
Fishbowls |
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One muna hanggang dumami |
Pyramiding / snowballing |
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Teo teams defend opposing sides of an issue Prepares to ask after the debate Use to explore an issue Disadvantage : yung iba nakatingin lang |
Debate Forum |
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Determine the student’s previous knowledge |
Pre-test |
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Experts present briefly then discuss an issue while participants observe |
Panel Forum : Round Table Discussion |
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School forums Speakers expound on the topic assigned to them Follows where the audience ask questions to the designated speakers Seminar - audience listen Workshop - may activities |
Symposium / Seminar / Workshop |
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Specific —> general |
Inductive |
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General —> specific |
Deductive |
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Determine the student’s readiness for a subject |
Pre-requisite test |
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Diagnose a student’s weakness or learning difficulties |
Formative Test |
|
|
Organizing Content |
- Sharing class objective - Indicate headings and subheadings you ate are discussing |
|
|
Certify to student’s performance |
Post-test |
|
|
Traditional Teaching Strategies |
Lecture Method Questioning Method Discussion Interactive Lecture |
|
|
Activity-Based Teaching Strategies |
Cooperative Learning Simulations Problem-Based Learning |
|
|
Process of giving information, generating understanding, and creating interest among students |
Lecture Method |
|
|
Information grouped, divided, and subdivided |
Hierarchical or Classical |
|
|
Problem is posed, then various hypothesis and solutions are developed |
Problem-centered |
|
|
Obective is to differentiate 2 entities |
Comparative structure |
|
|
Lecturer takes position on an issue, justify it using logic or evidence |
Thesis Format |
|
|
Traditional ; polished exposition ; inspirational & informative ; overused |
Oral essay |
|
|
Starts with brainstorming ideas |
Participatory Lecture |
|
|
Learning Outcome |
- Focus on the student - One of the most complex part of teaching - Select strategies they are familiar and comfortable with |
|
|
3rd type of Lecture |
Lecture with uncompleted handouts |
|
|
Mini-lectures |
Feedback Lecture |
|
|
Uses media + traditionl lecture |
Mediated Lecture |
|
|
Topic announced in advance, class prepare by reading certain materials |
Formal |
|
|
Spontaneously at any point during the class including end of lecture |
Informal |
|
|
Assess learner comprehension Means of teaching reasoning and critical thinking |
Questioning Method |
|
|
Asks a series of questions ; each answer is met with another question |
Socratic Method of Teaching |
|
|
Learner to recall or integrate information ; have specific, usually short, and expected answer |
Convergent Questions |
|
|
Learner to generate new ideas, draw implications, or formulate a new perspective on a topic |
Divergent Questions |
|
|
Learners to recall information |
Lower-order questions |
|
|
Learning, discussion, questioning, interactive lecture |
Traditional Teaching |
|
|
Learner to comprehend or think critically |
Higher-order questions |
|
|
Bloom’s Taxonomy of Cognitive Skills |
Based on Bloom’s Taxonomy of Cognitive Skills |
|
|
Requires simple recall answer |
Factual |
|
|
Learner further explains an answer |
Probing |
|
|
Elaborate ; what do you mean? |
Extension Probes |
|
|
Unclear answer ; do you mean that if...? |
Clarification Probes |
|
|
Justify response ; why did you say that? |
Justification Probes |
|
|
Support unsure answer ; yes? Go on... |
Prompting Probes |
|
|
Elicit anvariety of answer from the group learners ; what do you think will happen if you used a gauge 21 rather than gauge 16 in a patient for blood donation? |
Redirection Probes |
|
|
Oral MCQ |
Multiple-choice |
|
|
Cooperative learning, simulations, problem-based learning, self-learning modules |
Activity-Based Teaching |
|
|
Learners construct an answer |
Open-ended |
|
|
Questions that promite further discussion |
Discussion-stimulating |
|
|
Questions phrased and sequenced carefully to guide learners through Problem Solving Thinking |
Questions that guide Problem Solving |
|
|
Expect no answers at the time ; stimulate thinking |
Rhetorical |
|
|
Blend of lecture, discussion, questioning, and audiovisuals |
Interactive Learning |
|
|
Learning in groups Involves structuring small groups who work together Engance social skills |
Cooperative Learning |
|
|
Types of Cooperative Learning |
Formal Informal Base |
|
|
To complete a specific learning task consisting of concepts or skills One class to many weeks 1 session - whole sem |
Formal |
|
|
To enchance understanding od a specific unit of information ; to make connections prior to learning Only a few mins during class |
Informal |
|
|
To provide encouragement and to monitor progress throughout the learning experience Long term Pinakamahaba |
Base |
|
|
Computer-managed instruction, cisual reality |
Computer Teaching |
|
|
Controlled representations of reality Learn about the real world 75% teaching retention rate |
Simulations |
|
|
A controlled representation of a piece of reality that learners can manipulate to understand the corresponding real situation |
Simulation exercise |
|
|
Game that represents real-life situations in which learners compete to a set of rules to win or achieve an objective Requires planning |
Simulation games |
|
|
Form of drama which learners act out ; 3-5 mins Summarize at the end Planning : short, key points to cover |
Role-playing |
|
|
Analysis of an incident or situation in which characters and relationships are described, and problems need to be resolved or solved Apply learnings |
Case study |
|
|
Purposes and uses of Simulations |
- Practice decision-making and problem-solving skills - Develop human interaction - Develop teamwork |
|
|
Choosing or developing an appropriate simulation to meet the learning objectives |
Planning |
|
|
During the actual progress, take notes on strengths and weaknessess |
Facilitating |
|
|
Final discussion after presentation |
Debriefing |
|
|
What to learn |
Develop objectives |
|
|
4th teaching method/strategies |
Distance Learning |
|
|
Choose topic ; drawn from real-life situations |
Select a situation |
|
|
Give enough detail about patient |
Developmthe character |
|
|
Apply principles |
Develop the discussion questions |
|
|
Feel free to discuss Active participation |
Lead the group discussion |
|
|
Confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content Students working as a group, identify their own needs for information, then solve problem |
Problem-based Learning (PBL) Independent study |
|
|
Small groups Students with little background knowledge Cases - brief Problems - ill-structured |
PBL |
|
|
Individuals or groups Have most of the background knowledge Cases- long and detailed Problems - well defined |
Case study |
|
|
1. Clarify unknown terms and concepts 2. Define the problem 3. Brainstrom 4. Summarize conclusions 5. Formulate learning goals 6. Self-study 7. Report & synthesize First meeting : 1-5 |
PBL : The Seven Jumps |
|
|
Peer evaluation |
Non-attendance |
|
|
Call the attention of the student |
Quiet student |
|
|
5th Teaching Methods/Strategies |
Teaching Psychomotor Skills |
|
|
“Okay, next” |
Dominant student |
|
|
Tingnan if maayos Cross over Paghiwalayin |
Group > messing about |
|
|
Everybody should contribute Dapat may rules |
Freeloading |
|
|
Cross-over with members from another group |
Cross-overs |
|
|
Each student is asked to respond in turn to the question posed by the teacher |
Rounds |
|
|
Subgroup of 2 to 6 members discuss for a short period of time Phillips 66 - 6 people or groups - 6 mins |
Buzz Session |
|
|
Students think about a topic or question Then pair up Share thoughts |
Think-Pair-Share Technique |
|
|
“Inner group” conducts the work Observed by and “outer group” Need mag critique |
Fishbowls |
|
|
One muna hanggang dumami |
Pyramiding / snowballing |
|
|
Teo teams defend opposing sides of an issue Prepares to ask after the debate Use to explore an issue Disadvantage : yung iba nakatingin lang |
Debate Forum |
|
|
Determine the student’s previous knowledge |
Pre-test |
|
|
Experts present briefly then discuss an issue while participants observe |
Panel Forum : Round Table Discussion |
|
|
School forums Speakers expound on the topic assigned to them Follows where the audience ask questions to the designated speakers Seminar - audience listen Workshop - may activities |
Symposium / Seminar / Workshop |
|
|
Specific —> general |
Inductive |
|
|
General —> specific |
Deductive |
|
|
Used to gather feedback from students |
One-Minute Paper |
|
|
Self-directed learning, self paced, individualized learning Unit of study materials for use by an individual |
Self-Learning Modules |
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|
How to work through the module |
Introduction and Instructions |
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|
Learning objectives |
Behavioral Objectives |
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|
Usually included ; test prior or pre-requisite knowledge |
Pre-test |
|
|
Given a choice of learning activities |
Learning activities |
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|
Determine the student’s readiness for a subject |
Pre-requisite test |
|
|
At the end of every lesson |
Self-evaluation |
|
|
Determine whether learners have mastered module objectives |
Post-test |
|
|
Graphical representation of conceptual structure Main idea placed at the center Indicate relationship among key concepts using colors, clusters, and arrows |
Cause and Effect |
|
|
Diagnose a student’s weakness or learning difficulties |
Formative Test |
