Principles and Practice of Teaching (EDC 232) Practice Flashcards

These cards cover the foundational principles and practices of teaching, including educational theories like Bloom's Taxonomy, integrated pedagogies, learning through play, and the Ghanaian National Teachers' Standards.

Teaching (Farrant, 1982)

A process that facilitates learning.

Teaching (Tamakloe, Amedahe & Atta, 2005)

An activity of imparting knowledge, skills, attitudes and values to learners.

Jug and Mug Approach

A traditional teaching view where teachers are seen as repositories of knowledge (Jug) who pour knowledge into learners (mug).

Instruction

An activity mainly concerned with the development of knowledge and understanding about a system, thing, or process; it is considered a part of teaching.

Pedagogy

Derived from roots meaning "to guide a child" or "teach a child," it refers to the theories, methods, techniques, and strategies used in teaching both adults and children.

Andragogy

A term coined in the $1800s$ by Alexander Knapp and popularized in the $1960s$ by Malcolm Knowles, referring to methods, techniques, and strategies used to teach adults.

Teaching Method

The orderly plan, procedure, organization, or arrangement of instructional activities in order to attain maximum learning outcomes.

Teaching Techniques

The exact, precise, or specific ways a teacher applies or performs a teaching method, serving as the building blocks of learning.

Teaching Strategies

A generalized plan for a lesson that includes structure, desired learner behavior, and the sequencing of appropriate techniques to achieve success.

Teaching Skills

The ability or competence to perform tasks such as learning plan preparation, questioning, and using teaching resources effectively.

Teacher-centred Method

Also known as the teacher transmission method, where the teacher takes the central role and the main attention is on what is taught rather than the learner.

Integrated Pedagogies

A pedagogical plan that incorporates a rich set of teaching, learning, and technological techniques to achieve desired outcomes.

Competence

The natural mobilisation and use of a set of resources (knowledge and know-how) with the view of addressing a situation and responding appropriately.

Active Learning

Any instructional approach that engages or actively involves learners in calculations and thinking about what they are doing ($meta-cognition$).

Collaborative Learning

An instructional situation in which learners work together in small groups to achieve a common goal, focusing on social interaction.

Cooperative Learning

A structured form of group work where learners pursue common goals while being assessed individually, emphasizing $positive interdependence$.

Experiential Learning

Learning that occurs in a natural setting through play, reflection, and performing activities both inside and outside the classroom.

Guided Discovery

An approach attributed to Jerome Bruner where teachers provide support like hints and scaffolding to help learners develop ownership by discovering knowledge.

Pure Discovery Learning

A situation where the learner is not provided with target information and must find it independently using only provided materials.

Enquiry-Based Learning

A learner-centred approach where units of work are organized around relevant, authentic, and open-ended questions.

Problem-Based Learning

A subset of enquiry-based learning involving reflecting on real-life problems in small self-directed groups with the teacher as a facilitator.

Project-Based Learning

A type of enquiry-based learning where the production of a realistic product or project is the fundamental idea around which learning is structured.

Motor-physical Play

Play involving running, jumping, and games like hide and seek, providing opportunities to develop muscle strength, coordination, and turn-taking.

Exploratory Play

When learners experiment with ideas or open-ended materials (sand, water, clay) to investigate cause and effect.

Constructive/Creative Play

Play where learners build things and order collections (bottles caps, rocks) to discover patterns such as seriation and classification.

Symbolic/Expressive/Narrative Play

Play that uses art materials or musical toys to enable learners to express feelings and develop symbolic communication.

Socio-Dramatic Play

Where learners pretend or act out stories with defined roles (e.g., Mother and baby) and plots to understand social behavior.

STEP

An acronym for factors to consider when modifying games: $S$ize/Shape of playing surface, $T$asks/rules, $E$quipment, and $P$eople playing.

Taxonomy of Educational Objectives

A hierarchical model used to organize educational learning objectives into levels of complexity and specificity.

Cognitive Domain

The domain of knowing, revised by Anderson & Krathwohl ($2001$) into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create.

Affective Domain

The domain of feeling, categorized by levels: Receiving, Responding, Valuing, Organizing, and Characterizing.

Psychomotor Domain

The domain of doing, categorized by Bloom's Taxonomy into: Imitate, Manipulate, Perfect, Articulate, and Embody.

SMART Objectives

An acronym for setting goals: $S$pecific, $M$easurable, $A$chievable, $R$elevant, and $T$ime-bound.

Classroom Management

The wide variety of skills and techniques teachers use to keep students organized, orderly, focused, attentive, and academically productive.

Assertive Approach (Canter Model)

A management style where teacher and learners agree on clear rules and consequences for behavior.

Business Academic Approach (Emmer-Everton Model)

Management focused on keeping learners busy with high 'time on task' to prevent misbehavior.

Behaviour Modification (Skinner-Bandura Model)

Based on the belief that behavior is shaped by consequences, using rewards and punishments to modify actions.

Group Managerial Approach (Kounin Model)

Focuses on responding immediately to group misbehavior to prevent problems from spreading, using 'desist techniques'.

Professional Learning Community (PLC)

A collaborative approach to professional development where groups of educators meet regularly to share expertise and engage in collective problem solving.

Reflective Practice

An active process of evaluating one's own teaching practice and devising strategies to make things better.

Reflective Practitioner

An individual who thinks back on what happened, asks "why?", and constantly evaluates and refines their practice.

National Teachers' Standards (NTS)

The determiner of what/who a good teacher is in Ghana, setting minimum practice levels across three domains: Professional Values and Attitudes, Professional Knowledge, and Professional Practice.