Teaching Techniques Midterm

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Come, ye children, hearken unto me: I will teach you the fear of the Lord.

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1

Come, ye children, hearken unto me: I will teach you the fear of the Lord.

Psalm 34:11

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2

Apply thine heart unto instruction, and thine ears to the words of knowledge.

Proverbs 23:12

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3

Therefore, my beloved brethren, be ye stedfast, unmoveable, always abounding in the work of the Lord, forasmuch as ye know that your labour is not in vain in the Lord.

1 Corinthians 15:58

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4

Not that we are sufficient of ourselves to think any thing as of ourselves; but our sufficiency is of God.

2 Corinthians 3:5

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5

change in behavior

indicates learning

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6

3-5

number of items a child can hold in short term memory

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7

5-7

number of items an adult can hold in short term memory

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8

central executive

part of the brain responsible for focusing attention on the task at hand

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9

APK

this part of the lesson prepares the long-term memory for new information

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10

affective

domain that deals with attitudes and values

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11

psychomotor

domain dealing with the physical; fine and gross motor skills

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12

cognitive

domain dealing with the mental

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13

remember, understand, apply, analyze, evaluate, create

Bloom’s taxonomy in order

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14

lesson objective

specific statement indicating what the student will be able to do as a result of instruction

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15

critical attributes

attributes of a concept that must be present in every example of that concept

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16

80%

success rate to aim for with guided practice

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17

F

T/F: Compelling attention should never be used.

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18

T

T/F: Practical application is the most effective type of review.

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19

when they are functional

when facts are valuable to the learner

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20

response to knowledge

essential for learning to occur

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21

audience, behavior, condition, degree of accuracy

four elements of a lesson objective

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22

lesson closure

lesson component where students prove to the teachers that they have learned

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23

teach him again privately

next course of action if a student is not ready for independent practice

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1/3

fraction of lesson that should be spent on review

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25

modeling

method of teaching in which you think aloud through a process

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26

planning independent practice

next step in developing a lesson plan after deciding on the lesson objective

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reword question

what you should do when a student cannot answer or gives the incorrect answer to a question

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28

The teacher must know what he would teach and continue to grow in that knowledge

Law of the Teacher

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29

The learner must attend with interest to the truth to be learned

Law of the Learner

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30

The language used in the teaching process must be common to both the teacher and the learner

Law of the Language

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31

The truth to be taught must be learned through truth already known

Law of the Lesson

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32

must excite and direct the self-activities of the learner and never tell him something he can discover for himself

Law of the Teaching Process

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33

The learner must reproduce in his own mind the truth to be acquired

Law of the Learning Process

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34

The completion, test, and confirmation of learning must be made through review

Law of Review

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35

subskill review, universal experience

two broad ways to APK

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36

remember

level of the cognitive domain in which one merely recalls facts and information

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37

understand

cognitive domain level in which one can restate information in his or her own words

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38

apply

cognitive domain level in which one can use information in a new setting

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39

analyze

cognitive domain level at which one can break a concept down into its component parts and understand the relationship between those parts

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40

evaluate

cognitive level at which students make judgments about information against a set of criteria

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41

create

cognitive domain level that uses information to make something new

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42

central executive

both long-term and short-term; processes all information coming into the brain

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43

episodic buffer

short-term; forms a single, conscious memory from the informatio

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44

episodic memory

long-term; a conscious memory of a singular event

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45

where memories are stored for a long period after much use or repetition; what your brain deems as “essential knowledge”

long-term memory

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46

episodic, procedural, semantic

sections of the long-term memory

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47

phonological loop

short-term; inner-ear of your brain where verbal or visual information is vocalized and repeated

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48

procedural memory

long-term; unconscious memories of gross motor skills

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49

semantic memory

long-term; memories of general knowledge and word meanings

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50

stores all information currently being used for 60 seconds

short-term memory

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51

visual-spacial scratchpad

short-term; where all haptic, visual, or spatial information is processed

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52

episodic buffer, phonological loop, visual-spatial scratchpad

sections of short-term memory

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53

enable students to better comprehend a truth

best use for class discussion

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54

story, questions, lecture, assignment, discussion

5 main methods of teaching

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55

creative lessons

type of lesson remembered the longest with the greatest impact

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56

SAVE; strength, appropriateness, variety, efficiency

acrostic to help pick appropriate teaching methods

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57

impression, participation

two general categories of teaching methods

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impression method

type of teaching method that attracts the attention, holds the interest, creates desire, and inspires action by affecting the mind

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participation method

type of teaching method that attracts the attention and holds the interest by gaining active involvement

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lectures

an impression method of teaching

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61

storytelling, illustration, role play, object lesson

four types of stories to use as teaching methods

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62

summarization, comparison, example, prediction, problem-solving

types of structured thinking questions

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63

proof of and reason for answer

what you must always require when asking students questions

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64

structured thinking questions

type of question that cannot be answered with a simple yes/no

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65

lecture

method of teaching effective for communicating specific information completely and precisely

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discussion

a teacher-guided student interaction working toward a predetermined goal

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assignments

used to provide practice in the application of a skill or expand and enrich the subject matter

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68

individual, group, short-term, long-term

four types of assignments

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69

enngage with it

what you must make sure the student does when using visual aids

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70

create atmosphere, announce, teach/instruct

three purposes for bulletin boards

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71

manuscript

type of letters you should use on a bulletin board

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72

prepare the students

what you must do before showing a video to your class

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73

provide vicarious experiences that cannot be learned first-hand

benefit of using videos in the classroom

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74

stop the recording occasionally and review what they have just heard

When using audio recordings in the classroom, you should _______________________________________________.

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75

prolonged/sustained thought

type of thinking great for developing attention and focus

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taking ino in bite-sized nuggets

promotes associate, creative thinking

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prolonged thought

type of thinking that helps develop strong, lasting conclusions

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78

20pt

Text on a bulletin board should be no smaller than this

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79

one or two

number of primary colors you should use on a bulletin board

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80

mirrored

type of alignment you can use to wake students up cognitively

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81

consistent

With visuals and bulletin boards, keep your format _______________.

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82

form, shape; whole, unified, cohesive

Gestalt

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83

continuation, similarity, proximity, balance, closure, figure-ground, past experience

seven Gestalt principles in visual design

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84

simple, clear, focused, related, connected

five words to help when choosing visuals

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85

continuation

Gestalt principle that says the mind will instinctively follow an implied visual path

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similarity

Gestalt principle that states items that are alike are grouped together by the mind

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88

similarity anomaly

used to pull eyes to a focal point by breaking the pattern of similarity, causing the brain to automatically attend

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89

proximity

items near each other will be grouped together by the mind

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90

overlap

the strongest proximity grouping

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91

balance

Gestalt principle that states the mind will be distracted by trying to balance an out-of-balance visual

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92

T

T/F: Use asymmetrical balance in visuals to keep things interesting and.

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93

T

T/F: Near symmetry is better than perfect symmetry.

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94

figure-ground

Gestalt principle in which large areas are perceived as background

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95

past experience

the mind interprets a visual based on personal experience

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96

lesson relevance

lesson component that tells the students why the information is important to learn

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97

guided practice

lesson component in which the teacher works through problems WITH the student

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98

independent practice

lesson component in which students successfully practice what they have just learned

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99

skill development

teaches the steps or process to perform a skill

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100

concept development

teaches the concepts in the learning objective

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