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PST 2nd Shifting > 3.2.1: Teaching Strategies > Flashcards

3.2.1: Teaching Strategies Flashcards

1
Q

a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies (Stone & Morris,
cited in Issac, 2010).

A

Teaching Strategy

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2
Q

also known as instructional strategies

A

Teaching Strategy

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3
Q

the overall plan for a teaching-learning experience that involves the use of one or several methods of instruction to achieve the desired learning outcomes (Rothwell &
Kazanas, 2008).

A

Teaching strategy

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4
Q

Purpose of instructional strategies

A

1 motivate students and help them focus attention
2 organize information for understanding and remembering
3 monitor and assess learning

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5
Q

Five categories of instructional strategies

A
  1. Direct Instruction
  2. Indirect Instruction
  3. Interactive Instruction
  4. Experiential Learning
  5. Independent Study
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6
Q

highly teacher-directed and most commonly used

A

Direct instruction

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7
Q

includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations

A

Direct instruction

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8
Q

effective for providing information or developing step-by-step skills

A

Direct instruction

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8
Q

a highly structured method
by which the educator
verbally transmits
information directly to a
group of learners for the
purpose of instruction

A

Lecture

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9
Q

Purposes of Lecture

A

1 Develop the act of listening
2 Develop creative thinking and reasoning
3 Effective way of presenting new topic
4 Stimulates learner’s interest
5 Serve as a supplement of the textbook, classroom discussion, and student report
6 Helps to integrate and synthesize a vast body of knowledge

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10
Q

the oldest and most often
used approaches to teaching

A

Lecture

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11
Q

Advantages of lecture method

A

1 Economical
2 Current information
3 Summary or synthesis of information
4 Active listening and note-taking skills
5 Inspires learners

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12
Q

Disadvantages of lecture method

A

1 Passive learner
2 Attention levels of students
3 Students do not learn at the same pace
4 Learning by listening
5 Focuses on teaching of facts

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13
Q

2 types of lecture

A

Formal and informal

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14
Q

If the lecture is long and difficult, a/an _____ to be covered should be presented

A

outline of the materials

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14
Q

When the lecture involves narration or description, the _____ should be used

A

logical presentation

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15
Q

_____ language should be used in presenting the lecture

A

simple

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16
Q

_____ (2) should be used to supplement the lecture

A

Instructional devices or audio-visuals aids

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17
Q

_____ on the students should be given by the teacher to measure effectiveness of the method used

A

Final check -up

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18
Q

The lecturer needs to make a connection with the overall subject and the topic being presented as well as explicate its relationship to previous topics covered and both prior lectures and those that will follow

A

Introduction

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19
Q

Establish a relationship with the audience.

A

Introduction

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20
Q

Provide a brief general overview of the lecture’s content

A

introduction

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21
Q

involves the actual delivery of the content related to the topic being addressed

A

body of lecture

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22
Q

educator can enhance the effectiveness of the presentation by combining it with other instructional methods

A

body of lecture

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23
Q

careful preparation is needed

A

body of lecture

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24
Q

Repeat and emphasize main points

A

conclusion

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25
Q

Encourage questions from students.

A

conclusion

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26
Q

Relate content to previous and subsequent topics.

A

conclusion

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27
Q

includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses

A

indirect instruction

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28
Q

takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems

A

indirect instruction

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29
Q

Examples: problem-solving, case studies, close activities, reading for meaning, reflective discussion and concept mapping

A

indirect instruction

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30
Q

Killen (2009, pg. 242) suggests that _____ can engage and motivate students to develop deeper understanding through applying ideas to real-world situations

A

problem-solving

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31
Q

develop critical thinking skills, actively engages learners and helps teachers to gain a better understanding of the abilities of the students

A

problem-solving

32
Q

lack of interest if problems aren’t relevant, problems are required to be well structured for specific learning outcome

A

problem-solving

33
Q

facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to
analysis, evaluation, and application

A

case studies

34
Q

promotes the development of analytical skills

A

case studies

35
Q

facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world
societal issues and applications

A

case studies

36
Q

increase student motivation to participate in class activities, which promotes learning and increases performance on assessments

A

case studies

37
Q

encourage students to think and talk about what they have observed, heard or read

A

reflective discussion

38
Q

teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret

A

reflective discussion

39
Q

questions posed should encourage students to relate story content to life experiences

A

reflective discussion

40
Q

challenge students’ thinking by inviting them to interpret, infer, summarize, form conclusions and evaluate selections

A

reflective discussion

41
Q

use questions to stimulate reflection and extend comprehension

A

reflective discussion

42
Q

extend personal responses by considering the views of others

A

reflective discussion

43
Q

share personal thoughts, feelings and images evoked by literature selections, films, illustrations and experiences

A

reflective discussion

44
Q

establishes a bridge between how people learn knowledge and sensible learning

A

concept mapping

45
Q

useful in enhancing meaningful learning and students’ conceptual understanding

A

concept mapping

46
Q

represented in a hierarchical manner; the most general are positioned in the superior part of the map, while the specific concepts, less general ones are positioned in the lower part of the map

A

concept mapping

47
Q

powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it

A

concept meaning

48
Q

relies heavily on discussion and sharing

A

interactive instruction

49
Q

helps develop social skills and the ability to organize thoughts and develop rational arguments

A

interactive instruction

50
Q

requires observation, listening, interpersonal and intervention skills

A

interactive instruction

51
Q

debates, role-playing, simulations, brainstorming, peer learning, discussion and cooperative learning

A

interactive instruction

52
Q

generate as many ideas as possible within the specified time frame
given in the classroom

A

brainstorming

53
Q

effective and engaging way for students to
analyze different concepts

A

debate

54
Q

greater participation in class and for discussing controversial issues in a structured environment

A

debate

55
Q

provide very powerful learning experiences for students by immersing them in simulated real world situations in
which students act out a particular role/character in a safe environment

A

role-play

56
Q

student motivation, fostering intellectual agility, and encouraging democratic habits

A

discussion

57
Q

articulate and defend positions, consider different points of view, and enlist and evaluate evidence

A

discussion

58
Q

teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject

A

cooperative learning

59
Q

improved academic achievement, improved
behavior and attendance, increased self confidence and motivation, and increased liking of school and classmates

A

cooperative learning

60
Q

formation of small discussion groups with the objective of developing a specific task (idea generation, problem solving and so
on) or facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time

A

buzz group

61
Q

allow covering the discussion about different aspects referred to the same study themes

A

buzz group

62
Q

builds comprehension of complex
texts/ideas while developing group discussion skills

A

student-centered strategy

63
Q

begin by working alone; next they collaborate with a partner

partners form groups of four; groups of four join together to form groups of eight

A

snowball technique

64
Q

allow more active student participation that fosters both activation of prior knowledge, which ultimately assists in collecting and joining all the previously known facts, problem solving, and decision making together

A

syndicate

65
Q

requires learners to reflect about the experience and ways to apply it to other contexts

A

experiential learning

66
Q

T/F: experiential learning emphasizes the teaching process

A

F. it emphasizes the learning process

67
Q

instructional scenarios where the learner is placed in a “world” defined by the teacher

A

simulation

67
Q

learners studying on their own under the guidance or supervision of an instructor

A

independent study

67
Q

fosters the development of individual student initiative, self-reliance and self-improvement

A

independent study

67
Q

example: essay research and writing, computer-assisted instruction, journals and packaged learning materials

A

independent study

67
Q

joint acquisition of new knowledge by lecturers and students

A

research

67
Q

Careful presentation of facts with organised thoughts and ideas by a qualified person

A

Lecture

67
Q

has implications for responsible decision-making, as individuals are expected to analyze problems, reflect, make decisions and take purposeful actions

A

independent study

67
Q

It is series of prepared talks given by few experts (2 to 5 ) on many aspects of a topic or a problem under a chair-person.

A

Symposium

67
Q

helps to internalize and practice research conducts and methods, skills such as formulating a precise question and processing and monitoring a research
process

A

research

67
Q

attain abilities in dealing with uncertainty,
independence, teamwork and organisational skills

A

research

67
Q

A group of four or more persons sit with a moderator in front of an audience; they hold orderly and logical conversation on an assigned topic.

A

panel

68
Q

involves a group of person or a team in the instructional process

A

team teaching

PST 2nd Shifting (6 decks)

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