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MT638 > Teaching strategies > Flashcards

Teaching strategies Flashcards

1
Q

Includes a high level of learner involvement in observing,

investigating, drawing inferences, or forming hypotheses

A

Indirect instruction

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2
Q

are the overall plan for a teaching-learning experience that involves the use of
one or several methods of instruction to achieve the desired
learning outcomes

A

Teaching strategies

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3
Q

A highly structured method by which the educator
verbally transmits information directly to a group of
learners for the purpose of instruction

A

Lecture

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4
Q

an uninterrupted verbal
presentation by a lecturer which aims to transfer
information

A

Formal method

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5
Q

conventional presentation with questions, comments and brief discussions;

A

Informal method

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6
Q

Takes advantage of learners’ interests and curiosity and
encourages learners to generate alternatives or solve
problems

A

Indirect instruction

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7
Q 
Advantages:
§ Develops \_\_\_\_\_\_\_ skills
§ Actively \_\_\_\_\_ learners
§ Helps teachers \_\_\_\_\_\_ capabilities
§\_\_\_\_\_\_\_\_ when grouped in solving
A

Critical thinking
engages
gauge student
Collaborative learning

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8
Q

Presenting content in the form of a narrative
accompanied by questions and activities that promote
group discussion and solving of complex problems

A

Case studies

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9
Q

Versatile technique in different teaching contexts and

key learning areas

A

Problem solving

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10
Q

Encourage students to think and talk about what they

have observed, heard or read

A

Reflective discussions

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11
Q

In reflective discussions Questions posed should encourage students to relate
story content to ________

A

life experiences

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12
Q

Powerful for the facilitation of meaningful learning is that
it serves as a kind of template or scaffold to help
organize knowledge and to structure it

A

Concept mapping

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13
Q

Concepts are represented in a hierarchical manner;
________= superior part
_________ = lower part

A

Most general

Specific

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14
Q

Helps develop social skills, ability to organize thoughts

A

Interactive instruction

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15
Q 
Main components of Interactive Instruction:
Requires the instructor to:
o \_\_\_\_\_ the topic
o Know the amount of \_\_\_\_\_\_
o Know the \_\_\_\_\_\_\_\_\_ of the groups
o Reporting or \_\_\_\_ techniques
A

Outline
discussion time
composition and size
sharing

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16
Q

In interactive instruction, the success of the technique depends on the _______ in structuring and development of group dynamics

A

Instructor’s expertise

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17
Q

Generate as many ideas as possible within the specified

time frames given in the classroom

A

Brainstorming

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18
Q

Effective and engaging way for students to analyze different concepts

A

Debate

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19
Q

Effective and engaging way for students to analyze different concepts. Greater participation in class and for discussing controversial issues in a structured environment

A

Debate

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20
Q

Students actively participate in the learning process as
they strategize and think of way on how to defend,
support, rebut and debunk

A

Debate

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21
Q

Experiential as it involves the five senses

A

Roleplay

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22
Q

Provide very powerful learning experiences for students
by immersing them in stimulated real-world situations in
which students act out a particular role/character in a
safe environment

A

Role-play

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23
Q

An effective strategy in enhancing student motivation, fostering intellectual agility, and encouraging democratic habit, also a way for teachers to update their views, requires
openness

A

Discussion

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24
Q

Strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of the subject

A

Cooperative learning

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25
Q

Strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of the subject

A

Cooperative learning

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26
Q

Relatively easy to implement and inexpensive. Combination of creation and enhancing responsibility

A

Cooperative learning

27
Q

Form of cooperative learning. Formation of small discussion groups with the objective
of developing a specific task (idea generation, problem
solving, etc.) or facilitating that a group of people reach
a consensus on their ideas about a topic in a specific
period of time

A

Buzz group

28
Q

Strategy for organizing medium- to large-group discussions.Student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills

A

Fish-bowl method

29
Q

Aim is to practice the response of a student towards
different viewpoints. Observations become insights for
the discussions

A

Fish-bowl method

30
Q

A way for students to teach each other important

concepts and information

A

Snowball Technique

31
Q

A way for students to teach each other important

concepts and information

A

Snowball Technique

32
Q

Begin by working alone; next they collaborate with a
partner, Partners form groups of four; groups of four join
together to form groups of eight

A

Snowball Technique

33
Q

Begin by working alone; next they collaborate with a
partner, Partners form groups of four; groups of four join
together to form groups of eight

A

Snowball Technique

34
Q

Allow more active student participation that fosters
both activation of prior knowledge, which ultimately
assists in collecting and joining all previously known
facts, problem solving, and decision making together

A

Syndicate

35
Q

Dividing a class into small groups of 4-8 students. Self-motivated and essentially adopt a more independent attitude to their learning

A

Syndicate

36
Q

learner-focused and activity-oriented

A

Experiential Learning

37
Q

requires learners to reflect about the experience and ways to
apply it to other contexts

A

Experiential learning

38
Q 
Five phases:
o \_\_\_\_\_\_\_\_: tackles occuring activity
o \_\_\_\_\_\_\_\_: reactions/observations are
shared
o \_\_\_\_\_\_\_\_\_\_: patterns and dynamics are
determined
o \_\_\_\_\_\_\_: principles are derived
o \_\_\_\_: plans are made to use
A 
Experiencing
Sharing
Analyzing
Inferring 
Applying
39
Q

A Strategy that fits well with principles of the student-

centered and constructivist teaching-learning

A

Simulations

40
Q

Are instructional scenarios where the learner is placed

in a “world” defined by the teacher

A

Simulations

41
Q

Promote the use of critical and evaluative thinking. Students are encouraged to contemplate implications on scenarios

A

Simulations

42
Q

Promote the use of critical and evaluative thinking. Students are encouraged to contemplate implications on scenarios

A

Simulations

43
Q

Experience activity first hand rather than hearing &

seeing about it

A

Simulations

44
Q

have a special role in building students’ self- confidence” and “they can reduce the gap between quicker and slower learners”

A

Games

45
Q

Extremely useful, can be helpful in teaching the topics
especially in dealing with problem solving and
key concepts

A

Games

46
Q

Self-guided learning to expand knowledge and skills

A

Independent Learning

47
Q

Fosters the development of individual student initiative, self-
reliance and self-improvement

A

Independent learning

48
Q

Has implications for responsible decision-making, as
individuals are expected to analyze problems, reflect, make
decisions and take purposeful actions

A

Independent Learning

49
Q

Test for us to be able to see ourselves standing on our own-

-resiliency

A

Independent Learning

50
Q

Focuses on the joint acquisition of new knowledge by lecturers and students. Attain abilities in dealing with uncertainty, independence, teamwork and organizational skill

A

Research

51
Q

defined as a process of learning that takes place when students work together in groups of 8-10

A

Small group learning

52
Q

Small group learning is sometimes referred to as:

A

Discovery learning/indirect instruction/student-centered methods

53
Q

Who said that key characteristics of small group teaching involves inquiry, discovery and problem solving

A

G. D. Borich

54
Q

For him, small gorup learning is getting students to talk and think

A

George Brown

55
Q

For him, small group learning is collective exploration and public evaluation
of ideas

A

Curzon

56
Q

Encourages learners to take part in discussion by active
participation, feedback and reflection to consolidate
understanding and explore ideas and concepts

A

Small group learning

57
Q

Some activities involved in small learning group discussions

A 
o Brainstorming
o Buzz group
o Fish bowl
o Snowball technique
o Syndicate
o Problem-solving
58
Q

Careful presentation of facts with organised

thoughts and ideas by a qualified person

A

Lecture

59
Q

CHED Curriculum on Lab Classes
§ More than 25-30 students =
§ within 25-30 =

A

2 instructors

1 instructors

60
Q

series of prepared talks given by few experts
(2 to 5) on many aspects of a topic or a problem under a
chair-person

A

Symposium

61
Q

group of four or more persons sit with a moderator in
front of an audience; they hold orderly and logical
conversation on an assigned topic.

A

Panel

62
Q

group of four or more persons sit with a moderator in
front of an audience; they hold orderly and logical
conversation on an assigned topic.

A

Panel

63
Q

involves a group of person or a team in the

instructional process

A

Team Teaching

MT638 (4 decks)

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