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PST MLS > (M) L4: Activity Based > Flashcards

(M) L4: Activity Based Flashcards

Si Ashley gumawa kaya kapag may problema kayo sa baranGAY kayo magreklamo!!! eme

1
Q

Enumerate (if you can) the Activity-Based Teaching Methods

A
  1. Cooperative learning
  2. Simulations
  3. Problem-Based Learning
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2
Q

is the process of breaking a classroom of students into small groups so they can discover a new concept together and help each other learn

A

Cooperative Learning AKA small group learning

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3
Q

T or F. In cooperative learning, learners must understand that they are also
responsible for the learning of their group members.

A

T

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4
Q

T or F. In base cooperative learning, one must accomplish certain
learning tasks that focus on
ideas or skills

A

F (Formal)

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5
Q

T or F. In informal cooperative learning, they make connections prior to learning which occurs only for a few minutes during class.

A

T (also reinforces understanding of a certain topic)

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5
Q

The purpose of this type of cooperative learning is to assist and monitor the progress throughout the learning experience for longterm existence

A

Base

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6
Q

Which does not belong in the principles of cooperative learning.

➢ Interaction
➢ Positive Interdependence
➢ Intrapersonal skills
➢ Group processing
➢ Individual responsibility
➢ Skills (Human and technical)

A

Intrapersonal skills (must be inter!)

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7
Q

T or F. Through cooperative learning, it can cover all the content of the subject.

A

F (time-consuming)

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8
Q

act of stimulating something generally entails representing certain key characteristics or behaviors of a selected physical or abstract syste

A

simulation

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9
Q

A technique or an educational tool with
guided experiences that place the learner or practitioner in a situation replica of the real one in a fully interactive manner

A

simulation

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10
Q

T or F. Simulations also learn about the real world with the risks involved

A

F (without risks)

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11
Q

T or F. The role of learners in simulations is to plan, facilitate and debrief.

A

F (facilitators/educators)

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12
Q

This type of simulation focus on process learning and has a situation based on reality that learners can manipulate to better understand the corresponding real situation

A

Simulation exercise

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12
Q

a practice activity that places participants in a simulated situation requiring them to function in the capacity expected of them in a real event

A

exercise

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13
Q

These are normally run as field exercises and include a scenario that is as close to reality as possible.

A

Simulation exercises

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14
Q

A game that is based on real-life
situations wherein learners compete to achieve an objective, with a set of rules that must be followed

A

Simulation games

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15
Q

Researchers have found that _____ improve skills in communication and
(McFarlane, Sparrowhawk, & Heald, 2002)

A

games

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16
Q

Involves an activity which a
student or a group of students dramatizes his or their real reactions to certain problematic situations

A

Roleplay

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17
Q

T or F. The roleplay method develops a greater understanding of the complexity of professional practice and enables students to develop skills
to engage in multi- stakeholder negotiations within the controlled environment of the classroom

A

T

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18
Q

Learners analyze a situation describing characters and relationship; They must come up with solutions to problems

A

Case study

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18
Q

Which of the following does not belong in developing the ff in roleplays:

A. Interpersonal skills
B. Communication skills
C. Conflict resolution
D. Developing insights
E. Group decision making
F. None of the Above

A

None of the Above

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19
Q

T or F. The strengths of Role play involves comparing and
contrasting positions
taken on an issue

A

T

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20
Q

Challenges the students with real-life issues that stimulate their critical thinking.

A

Problem-Based Learning

21
Q

➢ Students are given the information they need to know
➢ Students are asked to memorize the information
➢ Students are assigned a problem to apply the
information

A

traditional learning

22
Q

T or F. In PBL, students has most of the background knowledge that can be used in the study compared to a case study that only requires minimal bg knowledge.

A

F (reverse)

23
Q

T or F. PBL uses a guided
inquiry method and provides more structure during small-group sessions.

A

F (Case-based learning)

24
Q

CBL or PBL

✓ Active
✓ Uses
guiding
questions
✓ Moderate
loud
learners;
✓ Provide
feedback

A

CBL

25
Q

CBL or PBL

The method is open inquiry and the pre-reading material is not provided

A

PBL

26
Q

CBL or PBL

The interaction with faculty is less and the skills learned is clinical

A

CBL

27
Q

Identify the problem:

✓ Assess attendance and contribution
✓ Explain the value of attendance
✓ Distribute additional materials in session

A

Non-Attendance

28
Q

Identify the problem:

✓ Mention the name when asking questions
✓ Allow them to rotate roles
✓ Use of round or buzz groups
✓ Ask why the student is quiet and try to support

A

Quiet Student

29
Q

Identify the problem:

✓ Note or praise where appropriate and encourage others to contribute
✓ Mention the name when asking questions
✓ Allow them to rotate roles
✓ Use rounds

A

Dominant Student

30
Q

Identify the problem:

✓ Confront and refer to ground rules
✓ Break up group using “cross-overs”
✓ Focus back on task

A

Group Messing Around

31
Q

Identify the problem:

✓ Refer to ground rules and agreed procedures for problems
✓ Grade contribution/process

A

Freeloading

32
Q

From one group, they will transfer to another group

A

Cross-overs

33
Q

Each student is asked to respond to the
question posed by the teacher

A

ROUNDS

34
Q

is a cooperative learning technique consisting in the formation of
small discussion groups with the objective of developing a very specific task (for example, idea generation, problem solving and so on) or facilitating that a group of people reach a consensus on their ideas or a common understanding, a common idea of all, about a topic in a specific period of time.

A

Buzz session

35
Q

This strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes.

A

Think, Pair and Share

36
Q

The group splits into an “inner group” which conducts the work and is observed from the outside by an outer group.

A

Fishbowls

36
Q

T or F. Think-Pair-Share (TPS) is a very good technique but time consuming

A

T

37
Q

T or F. The teacher CANNOT stop the inner group anytime to ask the outer group questions about what they have observed or to highlight key learning points.

A

F

38
Q

are useful for ventilating ‘hot topics’ or sharing ideas or information from a variety of perspectives

A

Fishbowl

39
Q

Students consider alone a topic /problem posed by a teacher, then discuss in pairs, then in fours and so on

A

PYRAMIDING/SNOWBALLING

40
Q

T or F. The Fishbowl emphasizes the “why” of learning and “how” to teach rather than simply “what” to teach, allowing each learner’s program to
be individually tailored to meet their learning goals

A

Pyramiding/Snowballing

41
Q

ILANG PERCENT

Passive Teaching Methods

❖ Lecture (%)
❖ Reading (%)
❖ Audio/Visual (%)
❖ Demonstration (%)

A

❖ Lecture (5%)
❖ Reading (10%)
❖ Audio/Visual (20%) ❖ Demonstration (30%)

42
Q

ILANG PERCENT

Participatory T eaching Methods
❖ Discussion Group (%)
❖ Practice by doing (%)
❖ Teach others (%)

A

❖ Discussion Group (50%)
❖ Practice by doing (75%)
❖ Teach others (90%)

43
Q

It is a way for students to teach each other important concepts and information.

A

Snowball Technique

44
Q

Enumerate the use of snowball in teaching

A

Planning, Action, Observation, Reflection

45
Q

A formal method of presenting arguments
in support and against a given issue in which students present reasons and evidence to persuade an audience or a group of judges

A

Debate

45
Q

Teams take turns in presenting arguments

A

Debate/Forum

46
Q

Experts present briefly then discuss an issue while participants observe; Participants ask questions after each panel member has spoken

A

PANEL FORUM/ROUND TABLE CONFERENCE

47
Q

➢ the process using smaller details to arrive
at a certain generalization
➢ starts from the known to the unknown,
specific to general, particular to universal,
simple to complex, concrete to abstract

A

Inductive

48
Q

➢ begins with a general concept to arrive at specific details
➢ it is just the reverse of inductive

A

Deductive

49
Q

Students spend one-minute writing the
answers and then put the anonymous
papers in a box as they leave the class

A

One minute paper

50
Q

➢ self-contained unit or packets of study
materials for the learners to use
➢ very popular and very much used in
elementary and maybe in high school

A

Self-learning module

51
Q

T or F. For every hour it takes for a learner to complete a
module, it takes the teacher 10 -15 hours to
develop a good module

A

T

52
Q

“It involves the development of graphical representations of the conceptual structure of the content to be learnt. It can help synthesize and identify the major ideas, themes and interrelationships, particularly for the learners who do not have these organizing and synthesizing skills” (Hattie, 2009).

A

Concept Mapping

PST MLS (13 decks)

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