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PSMT > Different TEaching and learning strategies > Flashcards

Different TEaching and learning strategies Flashcards

1
Q

a teaching strategy in the
classroom as an effective way to enrich student’s learning

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
A

A. Video Presentation

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2
Q

● Helps students gain in-depth knowledge
● Develop critical thinking

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
A

A. Video Presentation

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3
Q

● Actively involved students in their studies (Morze, 2008)
● A carefully arranged video can be a good starting point for
initiating student discussion in important issues in medical practice

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
A

A. Video Presentation

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4
Q

BENEFITS OF USING VIDEO PRESENTATION

TO STUDENTS

A

● Video produces a sensory experience that is more
engaging than just using print materials.
● Enable the students to view anywhere and at his
convenience.
● Video increases knowledge since it can be reviewed
anytime.
● Assist with mastery learning where students can view
complex clinical or mechanical procedures as they need to.
● Increase proficiency in digital literacy and communication.

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5
Q

BENEFITS OF USING VIDEO PRESENTATION

TO TEACHERS

A

● Video increases student engagement
● Stimulate activities
● Enable teachers to create a flipped classroom or blended
learning environment
● Facilitates remote learning opportunities to students
● Provide teachers to track student engagement and
attendance while viewing

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6
Q

3 types of video teaching

A

Live lecture capture

Screencast

Web lectures

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7
Q

● The implementation of newer educational tools by higher education has made it possible for instructors to provide real-time recordings of live lectures that can be used to review contents or replace missed lectures.

A. Live lecture capture
B. Screencast
C. Web lectures

A

A. Live lecture capture

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8
Q

● A camera is positioned in the lecture room and the lecturer gives the traditional lecture to a live audience and the lecture
is recorded for future playback.
● May be the first step into video teaching

A. Live lecture capture
B. Screencast
C. Web lectures

A

A. Live lecture capture

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9
Q 
described as webcasting,
and defines five processes;
○ classroom presentation
○ classroom recording
○ processing and editing
○ Hosting
○ distribution and playback

A. Live lecture capture
B. Screencast
C. Web lectures

A

A. Live lecture capture

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10
Q

● It may contain the video of the presenter but they usually only contain the audio and the video of the screen

A. Live lecture capture
B. Screencast
C. Web lectures

A

B. Screencast

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11
Q

a video that can capture computer screen output
with concurrent audio commentary, the technology for which
was originally used for software tutorials and demonstrations
(Green, Pinder-Grover, & Millunchick, 2012), but has
subsequently been adapted by teacher to support student
learning

A. Live lecture capture
B. Screencast
C. Web lectures

A

B. Screencast

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12
Q

“a digital movie in which the setting is partly or wholly a
computer screen, and in which audio narration describes the
on-screen action” (Udell, 2004)

A. Live lecture capture
B. Screencast
C. Web lectures

A

B. Screencast

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13
Q

Also called:
○ Streaming desktop video captures
○ Online tutorials
○ Screen captures

A. Live lecture capture
B. Screencast
C. Web lectures

A

B. Screencast

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14
Q

Defined as ‘condensed, studio-recorded lectures made
available via the web as multimedia presentations that
combine video of the lecturer, audio, lecture slides, and a
table of contents’

A. Live lecture capture
B. Screencast
C. Web lectures

A

C. Web lectures

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15
Q

differs from live lecture capture in that it is
made without a live audience
○ It may be recorded in the teacher’s office with a technician

A. Live lecture capture
B. Screencast
C. Web lectures

A

C. Web lectures

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16
Q

usually split into two screens.
○ Screen 1 - screen in which the video image of the
teacher appears and the screen in which their video
teaching takes place

○ Screen 2 - is where material is presented that visually
supports the information presented in Screen 1. It can
be in the form of a powerpoint presentation or writing
on a smartboard

As the teacher gives the lecture, the software reports the
teacher in Screen 1 and synchronizes this to the lecture
content in Screen 2.

A. Live lecture capture
B. Screencast
C. Web lectures

A

C. Web lectures

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17
Q

● excellent method of teaching for informing, the audiences
● crystallizing their opinion and preparing them for arriving at a
decision regarding a particular issue or topic

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

B. Symposium

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18
Q

● formal gathering in an academic setting where participants
are experts in their field

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

B. Symposium

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19
Q

● Chief characteristic - covers a single topic or subject that all the lectures given by experts are completed in a single day
● Comprised of 4-6 participants with a suggested time of 20 minutes per speaker (15 mins presenting, 5 mins Q & A)

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

B. Symposium

20
Q

● It gives wide knowledge of the topic.
● It gives opportunities to the audience to decide the problem.
● It creates a feeling of collaboration and adaptation.
● The objective of synthesis and evaluation is achieved by this technique.
● It provides different views on the subject.

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

B. Symposium

21
Q

ADVANTAGES OF A SYMPOSIUM

A

● It gives the teacher a broad view of different aspects of the
problem including current trends in teaching.
● It provides listeners a chance to comprehend and decide on
the topic/problem.
● It develops social values in the listeners It develops the
power of evaluation and synthesis in the audience.
● It helps to investigate a problem from several points of view.

22
Q

DISADVANTAGES OF A SYMPOSIUM

A

● The chairperson has no control over the speakers who get
full-scale freedom to prepare the theme for discussion.
● probability of repetition
● Listeners are passive.
● This technique is used to achieve the cognitive domain’s higher objectives but not affective domain.
● If different aspects of them are presented simultaneously, the listeners may not be able to decipher the theme correctly.

23
Q

● Is a small group discussion that provides an opportunity for knowledge integration at high level
● Advanced group technique which is usually used in higher
education

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

C. Seminar

24
Q

● Instructional technique
● Involves generating a situation for a group to have a guided interaction among themselves in a team

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

C. Seminar

25
Q

● Has the function of bringing together small groups for
recurring meetings, focusing each time on some particular
subject, in which everyone present is requested to actively
participate

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

C. Seminar

26
Q

● Visual representations of information, data, or knowledge meant to present complex information quickly and clearly

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

D. Infographics

27
Q 
Use many different strategies to present information these
include:
○ Graphs
○ Charts
○ Maps
○ Diagrams
○ Pictures
○ Mixture of aforementioned strategies
A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

D. Infographics

28
Q

will help students understand complex ideas or information

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

D. Infographics

29
Q

BENEFITS OF INFOGRAPHICS (FOR TEACHERS)

A

● Explanatory images
○ Learning outcomes can be presented through
explanatory images instead of using a bullet point form
on a PowerPoint
● Perusing of activity or worksheets effectively comprehended by the students since data in infographics are displayed
concisely and direct to the point
● A wide range of information can be compressed into a single
infographic
○ The interplay of words, numbers, pictures, and graphics
can be used to promote understanding of topics and
issues

30
Q

BENEFITS OF INFOGRAPHICS (FOR STUDENTS)

A

● Customize the learning style of students
● Students can explain the content of an assigned topic in an
orderly, visually clarifying manner which avoids voluminous
texts in bullet point form
● Information is easily analyzed and remembered by the
students

31
Q

The users, actions, and games are aimed at achieving a specific goal (win) in the presence of obstacles.

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

E. Gamification

32
Q

In education, there are learning objectives, which has to be achieved by performing specific learning activities or
interaction with educational content.

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

E. Gamification

33
Q

Tracking the players’ progress is an important
element, because next steps and moves are based on their
results.

in education, tracking the students progress is essential to achieve new learning objectives

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

E. Gamification

34
Q

NOT directly associated with knowledge and skills.

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

E. Gamification

35
Q

Affects students’ behavior, commitment and motivation,
which can lead to improvement of knowledge and skills

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

E. Gamification

36
Q

KEY ROLE IN GAMIFICATION

A

● Users are all participants - employees or clients (for
companies), students (for educational institutions);
● Challenges/tasks that users perform and progress towards
defined objective
● Points that are accumulated as a result of executing tasks;
● Levels which users pass depending on the points;
● Badges which serve as rewards for completing actions;
● Ranking of Users according to their achievements.

37
Q

This teaching strategy provides the student an opportunity to explore realistic situations by interacting with other people.

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

F. Role-Playing

38
Q

This activity engages student’s feelings and emotions. Learners develop their problem solving and social skills. It also emphasizes empathy, self- confidence and sensitivity towards the feelings of others

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

F. Role-Playing

39
Q

Role play could work through with the active participation of the members of small groups where participants are given particular role to play like scriptwriter, director, props men, actors and actresses. The participants will then act out the scenario and afterwards, there will be reflections and discussions about the interaction

A. Video Presentation
B. Symposium
C. Seminar
D. Infographics
E. Gamification
F. Role-Playing
A

F. Role-Playing

40
Q

Advantages of Role playing

A

application of knowledge in real world situations.

creates an environment of learning in which students are motivated and realistically engaged. It transforms the content from information to experience.

communication and social interaction abilities while mastering the content of the course

students engage in higher order thinking and learn content in a deeper way.

helps teachers to assess student’s understanding of course content and their interpersonal skills.

41
Q

DISADVANTAGES OF ROLE-PLAYING

A

Some students are uncomfortable and are reluctant to participate

there are role playings that require only two or three individuals

Role plays that involve physical activity for the whole class can become unruly.

Learning the rules of participation can divert learners from what they should learn.

some students to become too emotionally involved in the situation.

42
Q

HOW TO USE ROLE PLAY:

Observe if the participants are expressing their roles effectively.

A. Introduce the role-playing scenario.

B. Outline the purpose of the role play and explain the importance of the activity

C. Select participants and assign roles.

D. Give students time to prepare.

E. Guide the enactment.

F. Discuss and evaluate.

A

E. Guide the enactment.

43
Q

Discuss with the students the description of the situation that focuses on the learning outcomes that the teacher wants to achieve. Encourage an open discussion to
uncover all relevant issues.

A. Introduce the role-playing scenario.

B. Outline the purpose of the role play and explain the importance of the activity

C. Select participants and assign roles.

D. Give students time to prepare.

E. Guide the enactment.

F. Discuss and evaluate.

A

A. Introduce the role-playing scenario.

44
Q

Arouse their interest by giving some form of stimulus materials, let them watch a short video or review some information on the internet.

A. Introduce the role-playing scenario.

B. Outline the purpose of the role play and explain the importance of the activity

C. Select participants and assign roles.

D. Give students time to prepare.

E. Guide the enactment.

F. Discuss and evaluate.

A

B. Outline the purpose of the role play and explain the importance of the activity

45
Q

discuss what the students have learned. This will help participants and observers to reflect on and consolidate their learning.

A. Introduce the role-playing scenario.

B. Outline the purpose of the role play and explain the importance of the activity

C. Select participants and assign roles.

D. Give students time to prepare.

E. Guide the enactment.

F. Discuss and evaluate.

A

F. Discuss and evaluate.

46
Q

Choose a competent and respected peer leader who can handle students who are shy or less skillful. Once the participants are identified, the teacher needs to explain the role carefully.

A. Introduce the role-playing scenario.

B. Outline the purpose of the role play and explain the importance of the activity

C. Select participants and assign roles.

D. Give students time to prepare.

E. Guide the enactment.

F. Discuss and evaluate.

A

C. Select participants and assign roles.

47
Q

Provide them with all the background information they need for their role

A. Introduce the role-playing scenario.

B. Outline the purpose of the role play and explain the importance of the activity

C. Select participants and assign roles.

D. Give students time to prepare.

E. Guide the enactment.

F. Discuss and evaluate.

A

D. Give students time to prepare.

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