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Health Education > Finals 1 > Flashcards

Finals 1 Flashcards

1
Q

Teaching Strategies

A

a. TRADITIONAL
b. ACTIVITY-BASED
c. COMPUTER-BASED

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2
Q

Subsections of Traditional

A
  1. LECTURE
  2. DISCUSSION
  3. QUESTIONING
  4. AUDIO VISUALS
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3
Q

Subsections of Activity Based

A
  1. COOPERATIVE LEARNING
  2. SIMULATION
  3. PROBLEM BASED LEARNING
  4. SELF- LEARNING MODULES
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4
Q

most efficient means of introducing learners to new topics.

A

Lecture

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5
Q

It is economical and can supplement a textbook by enhancing topic and making it come to life.

A

Lecture

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6
Q

It helps students develop their listening abilities.

A

Lecture

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7
Q

Can learn the process of group problem solving

A

Discussion

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8
Q

Discussion Techniques

A
  1. Make your expectations clear
  2. Set the ground rules
  3. Arrange the physical space
  4. Plan a discussion starter
  5. Facilitate, do not discuss
  6. Encourage quiet group members
  7. Do not allow monopolies
  8. Direct discussion among group members
  9. Keep the discussion on track
  10. Clarify when confusion reigns
  11. Tolerate some silence
  12. Summarize when appropriate
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9
Q

To assess a baseline of knowledge and is used to review content

A

Questioning

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10
Q

Level of Questions

A
  1. Lower-order or Higher-order

2. Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation)

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11
Q

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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12
Q

address all 3 modes of learning-cognitive, affective, & psychomotor.

A

Using audiovisuals

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13
Q

Types of Traditional Audiovisuals

A
  1. Handouts
  2. Chalkboards or whiteboards
  3. Overhead transparencies
  4. Videotapes
  5. Digital Video Discs
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14
Q

based on the premise that learners work together & are responsible for not only their own learning but also for the learning of other group members.

A

cooperative learning

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15
Q

it involves structuring small groups of learners who work together toward achieving shared learning goals.

A

cooperative learning

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16
Q

controlled representations of reality.

A

simulations

17
Q

Exercises that learners engage in to learn about the real world without the risks of the real world.

A

simulations

18
Q

Types of Simulations

A
  1. Simulation exercise
  2. Simulation game
  3. Role-Playing
  4. Case Study
19
Q

primarily focus on process learning.

A

Simulation exercises

20
Q

Participants learn how to make decisions or solve problems or apply theory.

A

Simulation exercises

21
Q

focus on content or on process learning

A

Simulation games

22
Q

focus on teaching or reinforcing factual information

Eg: chemistry game ( Chemical Elements Bingo)

A

Content game

23
Q

emphasize problem solving or application of information

A

Process game

24
Q

learners spontaneously act out roles in an interaction involving problems or challenges in human relations.

A

role playing

25
Q

effective in helping people gain skill in interpersonal and therapeutic relationships & in teaching them how to handle interpersonal conflicts.

A

role playing

26
Q

Helps people develop the quality of empathy

A

role playing

27
Q

analysis of an incident or situation in which characters & relationships are described, factual, or hypothetical events transpire, & problems need to be resolved or solved.

A

case studies

28
Q

Encourage independent study and critical thinking, and to safely expose learners to real-world situations they will encounter in the future.

A

case studies

29
Q

Approach to learning that involves confronting students with real life problems that provide a stimulus for critical thinking & self-taught content

A

problem-based learning

30
Q

Based on the premise that students, working together in small groups facilitated by an educator, will analyse a case, identify their own needs for information, & then solve authentic problems like those that occur in everyday life.

A

problem-based learning

31
Q

It is a teaching/learning strategy that is probably most applicable to academic settings, although it can be used in staff development courses.

A

problem-based learning

32
Q

Also called SELF-DIRECTED LEARNING MODULES, SELF-PACED LEARNING MODULES, SELF-LEARNING PACKETS, & INDIVIDUALIZED LEARNING-ACTIVITY PACKAGE.

A

Self Learning Modules

33
Q

It is a self-contained unit or package of study materials for use by an individual.

A

Self Learning Modules

34
Q

Can produced in hard copy, online, or as CD-ROM

A

Self Learning Modules

35
Q

Adult learners who are motivated to learn on their own are the best audience for the use of modules.

A

Self Learning Modules

36
Q

Components of Self-Learning Modules

A 
Introduction and instruction 
    (single concept/ module)
Behavioral objectives
Pretest
Learning activities
   (most creative portion of the module)
Self-Evaluation
Posttest

Health Education (3 decks)

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