Strategies in Teaching Large Groups Flashcards
What are the four theories of learning?
- Behaviorism
- Cognitivism
- Constructivism
- Humanism
This theory of learning will focus on drills, practice, explanations, and lots of examples.
A. Behaviorism
B. Cognitivism
C. Constructivism
D. Humanism
A. Behaviorism
This theory of learning will engage students in problem-based learning, collaborative learning, and coaching and fading.
A. Behaviorism
B. Cognitivism
C. Constructivism
D. Humanism
C. Constructivism
This theory of learning will demonstrate appropriate behavior through modeling and giving adequate feedback.
A. Behaviorism
B. Cognitivism
C. Constructivism
D. Humanism
D. Humanism
This theory of learning will introduce mnemonics, images, and organizers and elaborate on the topic.
A. Behaviorism
B. Cognitivism
C. Constructivism
D. Humanism
B. Cognitivism
- Most common strategy used by teachers
- Leads deep learning and critical thinking
- Provides an efficient strategy to reach a good number of students in just a limited period of time
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
A. LECTURE
- This is simply a discussion between two people
- The topic should be important to the audience
- There are no prepared speeches and the chairperson directs the discussion and raises key questions
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
G. DIALOGUE
- Composed of the chairperson and the discussants
- They are chosen based on their expertise or viewpoints that can provide important inputs to the audience
- The chairperson opens the session by introducing the issue or problem and the members of the panel then start the informal discussion by throwing key questions or statements that panel members can comment on
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
D. PANEL DISCUSSION
- Can be used in the classroom setting, especially when students are expected to come up with an output after a short lecture
- Can also be used for teaching research methods and management of patients using an algorithm that the class or group developed or applied
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
F. WORKSHOP WITH PLENARY
- This strategy consists of; single panel & two panel
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
E. COLLOQUY
- This is a common method used during conventions or meetings of experts
- The success of this method depends on how well the speakers have prepared their lectures
- Input from the speakers will provide good sources of information and will stimulate the analytical minds of the audience
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
C. SYMPOSIUM
- Imparting not just knowledge, but skills as well
- Motor skills are effectively taught when there is a match between the conditions of learning to instructional events and types of learning
- Teaching starts with demonstrating what the skills involve
A. LECTURE
B. DEMONSTRATION
C. SYMPOSIUM
D. PANEL DISCUSSION
E. COLLOQUY
F. WORKSHOP WITH PLENARY
G. DIALOGUE
B. DEMONSTRATION
Similar to the panel discussion except that in the former, the audience can ask questions or give comments at any time during the session
Single-panel colloquy
This panel proceeds with the session as in the panel discussion and questions may be thrown to the panel of experts
Two-panel colloquy
This strategy is most useful in the case of faculty members who need to be trained in a special competence
Seminar, Workshop and Plenary Session
