Teaching Techniques Midterm

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

Psalm 34:11

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

Proverbs 23:12

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

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

2 Corinthians 3:5

change in behavior

indicates learning

3-5

number of items a child can hold in short term memory

5-7

number of items an adult can hold in short term memory

central executive

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

APK

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

affective

domain that deals with attitudes and values

psychomotor

domain dealing with the physical; fine and gross motor skills

cognitive

domain dealing with the mental

remember, understand, apply, analyze, evaluate, create

Bloom’s taxonomy in order

lesson objective

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

critical attributes

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

80%

success rate to aim for with guided practice

F

T/F: Compelling attention should never be used.

T

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

when they are functional

when facts are valuable to the learner

response to knowledge

essential for learning to occur

audience, behavior, condition, degree of accuracy

four elements of a lesson objective

lesson closure

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

teach him again privately

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

1/3

fraction of lesson that should be spent on review

modeling

method of teaching in which you think aloud through a process

planning independent practice

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

reword question

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

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

Law of the Teacher

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

Law of the Learner

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

Law of the Language

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

Law of the Lesson

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

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

Law of the Learning Process

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

Law of Review

subskill review, universal experience

two broad ways to APK

remember

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

understand

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

apply

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

analyze

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

evaluate

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

create

cognitive domain level that uses information to make something new

central executive

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

episodic buffer

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

episodic memory

long-term; a conscious memory of a singular event

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

long-term memory

episodic, procedural, semantic

sections of the long-term memory

phonological loop

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

procedural memory

long-term; unconscious memories of gross motor skills

semantic memory

long-term; memories of general knowledge and word meanings

stores all information currently being used for 60 seconds

short-term memory

visual-spacial scratchpad

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

episodic buffer, phonological loop, visual-spatial scratchpad

sections of short-term memory

enable students to better comprehend a truth

best use for class discussion

story, questions, lecture, assignment, discussion

5 main methods of teaching

creative lessons

type of lesson remembered the longest with the greatest impact

SAVE; strength, appropriateness, variety, efficiency

acrostic to help pick appropriate teaching methods

impression, participation

two general categories of teaching methods

impression method

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

participation method

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

lectures

an impression method of teaching

storytelling, illustration, role play, object lesson

four types of stories to use as teaching methods

summarization, comparison, example, prediction, problem-solving

types of structured thinking questions

proof of and reason for answer

what you must always require when asking students questions

structured thinking questions

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

lecture

method of teaching effective for communicating specific information completely and precisely

discussion

a teacher-guided student interaction working toward a predetermined goal

assignments

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

individual, group, short-term, long-term

four types of assignments

enngage with it

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

create atmosphere, announce, teach/instruct

three purposes for bulletin boards

manuscript

type of letters you should use on a bulletin board

prepare the students

what you must do before showing a video to your class

provide vicarious experiences that cannot be learned first-hand

benefit of using videos in the classroom

stop the recording occasionally and review what they have just heard

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

prolonged/sustained thought

type of thinking great for developing attention and focus

taking ino in bite-sized nuggets

promotes associate, creative thinking

prolonged thought

type of thinking that helps develop strong, lasting conclusions

20pt

Text on a bulletin board should be no smaller than this

one or two

number of primary colors you should use on a bulletin board

mirrored

type of alignment you can use to wake students up cognitively

consistent

With visuals and bulletin boards, keep your format _______________.

form, shape; whole, unified, cohesive

Gestalt

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

seven Gestalt principles in visual design

simple, clear, focused, related, connected

five words to help when choosing visuals

continuation

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

similarity

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

similarity anomaly

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

proximity

items near each other will be grouped together by the mind

overlap

the strongest proximity grouping

balance

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

T

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

T

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

figure-ground

Gestalt principle in which large areas are perceived as background

past experience

the mind interprets a visual based on personal experience

lesson relevance

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

guided practice

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

independent practice

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

skill development

teaches the steps or process to perform a skill

concept development

teaches the concepts in the learning objective