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HE > Chp 6 > Flashcards

Chp 6 Flashcards

1
Q

List the Traditional Teaching Strategies

A

Lecturing
Discussion
Question and Answer Techniques
Audiovisual Aids

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2
Q

Advantages of the Lecture Method

A
  1. Having a specific period of time, it allows uniformity of knowledge to be learned for all students in a class.
  2. It is economical and cost effective since only one is entrusted to deliver the topic.
  3. It helps develop students’ listening abilities
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3
Q

Disadvantages of the Lecture Method

A
  1. Few teachers are good lecturers who can deliver topics according to students’ level of understanding.
  2. By nature, the lecture method lends itself to the teaching of facts with little emphasis placed on problem-solving decision making, analytical thinking, and transfer of learning.
  3. Not conducive to meeting students’ individual learning needs since it is limited only to a single approach of delivering the topic.
  4. Allows limited attention span on the part of the learner
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4
Q

the most traditional method associated with teaching in which the teacher simply conveys the knowledge to the students in a one-way channel of communication

A

Lecturing

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5
Q

retains some of the features of lecturing when the teacher still imparts the lessons to the students through interaction

A

Discussion

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6
Q

Advantages of the Discussion Method

A
  1. Helps students learn the process of group problem- solving.
  2. Supports students’ ways to develop and evaluate their beliefs and positions.
  3. Can foster attitude change through understanding and allow students freedom to assert their opinions ог views hence, application of new knowledge takes place.
  4. Many students like and prefer this to other methods
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7
Q

Disadvantages of the Discussion Method

A

 Students use more time to think and interact.
 Effective only in small groups.
 May not be an efficient way of communicating information
because sharing takes time to settle specific topics for
discussion
 useful only if the participants come prepared with the
needed background information

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8
Q

The teacher initiates the learning process by asking students about their insights and ideas regarding the subject matter

A

Question and Answer Techniques

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9
Q

7 types of questions

A
  1. Factual questions
  2. Probing questions
  3. Multiple choice questions
  4. Open-ended questions
  5. Discussion-stimulating questions
  6. Questions that guide problem-solving
  7. Rhetorical questions
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10
Q

It demands simple recall or retrieval of information from observed events

A

Factual questions

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11
Q

These are used when a teacher wants a learner to further explain an answer, or dig deeper into the subject matter

A

Probing questions

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12
Q

These can be oral or written. They usually test recall of learners and can be used to begin a discussion

A

Multiple choice questions

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13
Q

These encompass all questions that require learners to construct an answer

A

Open-ended questions

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14
Q

These are questions which help the discussion move along for a clearer or better view of the subject matter

A

Discussion-stimulating questions

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15
Q

The teacher needs to phrase and sequence questions carefully in order to guide learners in problem-solving thinking process

A

Questions that guide problem-solving

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16
Q

It is sometimes appropriate to ask questions for which one expect no answers at the time. Such questions can be used to stimulate thinking in the class and may guide learners asking their own questions while studying a topic

A

Rhetorical questions

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17
Q

traditional method that can reinforce teaching and learning. It is used as supplement to a lecture, as a prelude to discussion, or a part of questioning strategy

A

Uses Audiovisual Aids

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18
Q

Types of traditional audiovisuals

A

Handouts or printed materials
Chalkboards or whiteboards
Overhead transparency
PowerPoint slides
Videotapes

19
Q

Activity-Based Teaching Strategies

A

Cooperative Learning
Writing to Learn
Concept-mapping
Debate
Simulations
Problem-based Learning
Self-learning Modules

20
Q

4 types of simulation techniques

A

Simulation exercise
Simulation game
Role-playing
Case study

21
Q

students from one class are arranged into small groups to facilitate learning process

A

Cooperative Learning

22
Q

actively influences students’ dispositions toward thinking and takes active participation in learning. Writing serves as a stimulus of critical thinking by immersing students in the subject matter for cognitive utilization of knowledge and effective internalization of values and beliefs

A

Writing to Learn

23
Q

lends visual assistance to students when asked to demonstrate their thinking in a graphic manner to show interconnectedness of concepts or ideas

A

Concept-mapping

24
Q

strategy that fosters critical thinking which requires in- depth recall of topics for supporting evidence and for developing one’s position in a controversial issue

A

Debate

25
Q

practical exercises for the students representing controlled manipulation of reality. These are exercises which learners engage in, to know the real world without the risks of harm or injury and make learning enjoyable

A

controlled representation of a piece of reality that learners can manipulate to better understand the real situation

26
Q

game that represents real-life situations in which learners compete according to a set of rules in order to win or achieve an objective

A

Simulation game

27
Q

form of drama in which learners spontaneously act out roles through interaction involving problems or challenges in human relations

A

Role-playing

28
Q

An analysis of an incident or situation in which characters and relationships are described, factual or hypothetical, events transpired and problems that need to be resolved or solved

A

Case study

29
Q

an approach to learning that involves confronting students with real life problems which they are meant to solve on their own

A

Problem-based Learning

30
Q

student is provided with the material traditional for the learning process without the intervention of the teacher

A

Self-learning Modules

31
Q

This requires the necessity of discovering the needs, interests and capabilities of students regarding the subject matter

A

Diagnose student’s needs, interest and abilities

32
Q

It involves selecting learning materials appropriate for the needs and interest of students and what they are expected to accomplish

A

Set objectives and select content

33
Q

Once objectives have been established the teacher has to decide which clinical area and techniques will help students achieve goals

A

Prepare areas for learning and select appropriate teaching strategies

34
Q

This involves organizing information about individual students objectives, materials, and techniques into a resource units that can serve as reference for the teacher as she does her work from day to day

A

Plan instructional units and make lesson plans

35
Q

This involves techniques or ways by which students may develop interest, desire to learn and planning interesting activities to achieve desired objectives using appropriate techniques

A

Motivate students in guided learning activities

36
Q

This involves development of plans for testing and making judgments about students performance

A

Tasks that relate to plans focus on measuring evaluating, grading and reporting students performance and progress

37
Q

Lessons on materials that students have not learned well as shown by the results of the evaluation should be followed up and monitored

A

Put up plans for follow-up

38
Q

List the models of clinical teaching

A

Traditional Model
Faculty-directed Independent Experience Model
Collaborative Model
Preceptor Model

39
Q

oldest and common model of clinical teaching. The clinical instructor has the primary responsibility for instruction, supervision, and evaluation for a small group of nursing students

A

Traditional Model

40
Q

used in community-based settings and to minimize the number of students requiring direct faculty supervision in acute or varied settings

A

Faculty-directed Independent Experience Model

41
Q

address the fiscal issue concerning cost associated with clinical instruction when student- faculty ratio is very high. This endeavors to provide excellent role models of expert nursing practice. Hospital staff and clinical faculty share the teaching role

A

Collaborative Model

42
Q

An expert nurse in the clinical setting works with the student on a one-on-one basis, staff nurses and other nurses employed by the clinical agency who can provide onsite clinical instructions for a assigned students

A

Preceptor Model

43
Q

List Other teaching strategies

A

Peer review assignments
Informal socializing
Student presentations
Structure seminar
Public tutorial
Reflective journals
Peer learning groups
Role playing
Previous discussions
Special interest groups
Exercise in communication
Brainstorming
Real World references
Guest Lecturers
Authentic tasks
Socratic dialogue
Small groupwork on comparative learning

HE (4 decks)

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