Studied by 0 peopleCome, 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
Note
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