Elisa M. Magtibay
18 April 2012
REPORT OUTLINE
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INTRODUCTION MOTIVATING SKILLS QUESTIONING SKILLS PRACTICE and DRILLS PERSONAL INSIGHTS
MOTIVATING SKILLS
MOTIVATION
- an inner drive that causes one to do something and persevere at it - while ability refers to what one can do, motivation refers to what one will do - refers to the initiation, direction, intensity and persistence of behavior
MOTIVATING SKILLS
INDICATORS OF HIGH LEVEL MOTIVATION
- Excited about learning and accomplishing things - Takes initiative to undertake learning tasks without being pushed - Has goals and dreams to accomplish and realize - Willing to give up immediate gratification for accomplishment of remote goals
TYPES OF MOTIVATION
INTRINSIC
- Source of motivation is from within the person - Evident when people engage in an activity for its own sake, without external incentive
EXTRINSIC
- When that which motivates a person is someone or something outside him/her - Necessary to develop intrinsic motivation where intrinsic motivation is absent
DIVERSITY IN MOTIVATION
Persons motivational drive reflect the elements of culture in which they grow up family, friends, school, church,
books
Motivation is likely to vary as a function of the abovementioned There is no single best method of motivating learners
ATTRIBUTION THEORY
Attributing success or failure to several factors Factors are either
- internal or external - stable or unstable - controllable or uncontrollable
SELF-EFFICACY THEORY
Belief that one has the necessary capabilities to perform a task, fulfill role expectations or meet a challenging situation successfully How Does Self-Efficacy Affect Motivation?
- The higher the persons sense of selfefficacy, the higher the likeliness to be intrinsically motivated
CHOICE THEORY
Suggests that all of our behavior represents our best attempt at any moment to satisfy our basic needs or genetic instructions
- survival, belonging, power or competence, freedom, fun
QUESTIONING SKILLS
TYPES OF QUESTIONS
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TYPES OF QUESTIONS
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TYPES OF QUESTIONS
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TYPES OF QUESTIONS
According to cognitive taxonomy
Benjamin Bloom
knowledge category correspond to low-level questions simplest form of learning and most common educational objective comprehension, application, analysis, synthesis, evaluation categories correspond to high level questions
TYPES OF QUESTIONS
II. According to type of answer required
Convergent Questions
Tends to have one correct or best answer Tends to require a single predictable answer Tends to call for defining, stating Usually start with what, who, when, where Ex. What is the capital of the Philippines?
Divergent Questions
Often open ended Usually have many appropriate, different answers Usually start with why or how Ex. Why was Manila made the capital of the Philippines?
TYPES OF QUESTIONS
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Direct
Ask the question, then call a students name because MORE students will be alert and think about the question Better to be unpredictable in calling on students and calling non-volunteers
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Redirect/Rephrase
Used when a students response is inadequate Teacher should not provide the answer but redirect or rephrase the question to another student
Follow Up
Used when a students response is incorrect Is directed from one student to another
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Probe
The teacher stays with the same student, asking for clarification or asking related questions, and restating the students ideas Not cross-examination
FORMULATING QUESTIONS
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Plan ahead
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Formulate pivotal questions that relate to the major objectives of the lesson Formulate emerging questions as the discussion progresses to keep the flow of ideas and maintain interaction
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Conciseness Challenge Group orientation Appropriateness to age and ability of students Variety
DONTs in ASKING Qs
1. Ask yes or no questions that allow a 50-50 chance of getting the right answer. 2. Ask indefinite or vague questions. 3. Ask guessing questions. 4. Ask double or multiple questions. 5. Ask suggestive or leading questions. 6. Ask fill-in questions. 7. Ask overload questions.
EXAMPLES
Did Andres Bonifacio write the Noli Me Tangere? What do you see in the picture? Who is the wife of Abraham? What is fact? What is opinion? Why was Marcos a bad president? The chemical formula for salt is? How did the Americans propagate colonialism while influencing the Philippine education system that led to materialism among many Filipinos while developing a deep sense of nationalism to those who
DONTs in ASKING Qs
8. Ask tugging questions.
EXAMPLES
What else? Who else? Any other?
9. Cross-examination questions.
10. Call the name of the student before asking a question.
11. Answer a question asked by a student if students should know the answer.
12. Repeat questions or repeat answers given by students. 13. Exploit bright students or volunteers. 14. Allow choral responses or handwaving. 15. Allow improper speech or incomplete answers to go unnoticed.
DOs in ASKING Qs
1. Ask stimulating questions. 2. Ask questions that are commensurate with students abilities. 3. Ask questions that are relevant to students. 4. Ask questions that are sequential. 5. Vary the length and difficulty of questions.
a common method used to teach the fundamentals to students, especially young children
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Remedial Instruction
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Review the previous days work and homework. Present skills and concepts necessary for new content. Provide students practice and checks to evaluate student responses. Receive feedback from student work and questions and re-teaching common problems. Provide students with methods for independent practice. Conduct weekly or monthly reviews in test or non-test forms.
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Practice must follow understanding and can enhance understanding. Practice is more effective if students. have a desire to learn what is being practiced. Practice should be individualized. Practice should be specific and systematic. Practice should be intermixed with different materials and parts of the lesson.
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Have a clear system of rules and procedures for general behavior. Move around the room to monitor students seatwork. Provide comments, explanations, and feedback. Spend more time teaching and reteaching the basic skills. Use practice during and after learning. Provide variety and challenge in practice and drill. Keep students alert and focused on the task. Maintain a brisk pace.
PERSONAL INSIGHTS
What struck you most? Why? What do you agree with most? Why? What do you disagree with most? Why?
REFERENCES
STRATEGIES FOR EFFECTIVE TEACHING Allan C. Ornstein PRINCIPLES AND STRATEGIES OF TEACHING
Brenda B. Corpuz, and Gloria G. Salandanan FACILITATING LEARNING: A METACOGNITIVE PROCESS Maria Rita D. Lucas, and Brenda B. Corpuz