Teaching Strategies - Flashcards
People from different cultures often bring with them different values, beliefs, and experiences.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Cultural Differences
are generalizations that individuals make about people of other cultures.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Stereotypes
Our past experiences very much influence how we view life and how we interact with others.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Generational Differences
the study of teaching
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Pedagogy
the art and science of helping adults to learn.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Andragogy
Adults have a readiness to learn that is immediate and life- centered.
Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5
Assumption 1
Adults are self directed and internally motivated.
Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5
Assumption 2
Adults have an independent self-concept.
Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5
Assumption 3
Adults bring prior experiences to the learning environment
Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5
Assumption 4
Adults are most ready to learn when topics are relevant (i.e., related to their role [ family,
social, work]).
Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5
Assumption 5
People learn differently; they have preferences and make choices about how they approach learning.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Learning Preferences
The learner focuses first on the whole picture and then works to make connections and linkages to the details.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Global or Holistic Approach
The learner focuses on the details first and then works to make linkages to build a larger, more meaningful picture.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Analytical or Serial Approach
Prefer collaborative learning, external structure, feedback, and guidance, and they tend to analyze the big picture more than the details.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Field Dependent Learners
Prefer independent discovery learning and problem solving, apply knowledge to new situations, and are more task and detail oriented
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Field Independent Learners
Sound, light, temperature, design.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Environmental Factors
Sensory, Time of day, Activity vs Passivity
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Physiological Factors
Independent vs Group Work, Leader vs Follower Routine vs Diversity.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Sociological Factors
Intrinsic vs Extrinsic motivation, Persistence, Conformity vs Nonconformity External vs Internal structure Single vs Multitasking
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Emotional factors
focusing on facts vs feeling
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Sensing vs Intuition
Planned and organized vs organic and spontaneous
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Judging vs Perceiving
internal focus vs external focus
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Introversion vs Extroversion
logical and objective vs person-
centered and subjective.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Thinking vs Feeling
described as what we do with that information to make sense of it and be able to apply it to solve problems.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Transformation
how we take in or gather information and gain insight from the environment.
Choice’s
- Prehension
- Transformation
- Environmental Factors
- Judging vs Perceiving
- Introversion vs Extroversion
- Thinking vs Feeling
- Androgogy
- Emotional factors
- Sociological Factors
- Physiological Factors
- Global or Holistic Approach
- Analytical or Serial Approach
- Sensing vs Intuition
- Introversion vs Extroversion
- Field Dependent Learners
- Field Independent Learners
- Pedagogy
- Stereotypes
- Cultural Differences
- Learning Preferences
- Generational Differences
Prehension
Allows self-confidence and creativity in teaching
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Comprehension
Knowledge of the Subject Matter
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Comprehension
Preparing, Selecting, and Adapting
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Transformation
To transform the material so that students can understand; Pre-active Teaching
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Transformation
To transform the material so that students can understand
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Instruction
Performance
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Instruction
Facilitate deeper learning
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Reflective Evaluation
Self-Awareness & Critical Thinking
Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation
Reflective Evaluation
Learning by experiencing
Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience
Concrete Experience
Learning by reflecting
Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience
Reflective Observation
Learning by thinking
Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience
Abstract Conceptualization
Learning by doing
Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience
Active Experimentation
feel and watch
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Diverging
Feeling
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Concrete Experience
Thinking
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Abstract Conceptualisation
think and do
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Converging
Watching
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Reflective Observation
Doing
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Active Experimentation
feel and watch
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Diverging
feel and do
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Accommodating
think and do
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Converging
think and watch
Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging
Assimilating
feel more than they think
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Concrete Experience
good at relating to others
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Concrete Experience
intuitive decision-makers
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Concrete Experience
rather watch and observe
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Reflective Observation
appreciate exposure to differing points of view
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Reflective Observation
think more than they feel
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Abstract Conceptualization
scientific approach
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Abstract Conceptualization
welcome practical applications
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Active Experimentation
actively participating
Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation
The Active Experimentation
is the task of obtaining or collecting information that is relevant and necessary for understanding the preferences of a learner. This includes gathering data such as personal characteristics, interests, and skills, as well as external factors such as the learners’ environment.
Choice’s
- Information acquisition
- information processing
Information acquisition
is the task of organizing and analyzing the collected information to gain insight into the learners’ preferences. This helps the learning system to identify and recommend appropriate resources or activities to the learner.
Choice’s
- Information acquisition
- information processing
information processing
A prominent method for disseminating information to large groups of students.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
LECTURES
Can be used as an efficient method to consolidate and integrate information from several different printed sources
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
LECTURES
Can set the stage of for discussion or other learning activities
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
LECTURES
A powerful tool that can bridge between student knowledge and the structures of the subject matter
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
LECTURES
Can be used to explore and analyze specific concepts or ideas, and the teacher can demonstrate her or his problem-solving process.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
LECTURES
An effective teaching and learning strategy for achieving intellectual goals and social goals
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Small Group Work
Students learn better through noncompetitive, collaborative group work
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Small Group Work
collective learning context, Increased tolerance for complexity and uncertainty, Opportunity for respectful listening for understanding and to explore a diversity of views
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Small Group Work
An extremely powerful tool that can build confidence and collegiality among group members and can cover sample cases.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Group Expert Technique
Involves 2 divisions: First division- each small group is given a different task Each individual in the group must be an expert in solving the case because the class is then divided again, mixing representatives from each of the patient case groups.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Group Expert Technique
In the second division, each group member is an expert on a particular patient case; discuss each of the patient cases with the resident expert to facilitate the discussion.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Group Expert Technique
Usually associated with graduate studies
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Seminars
Can be used in undergraduate and professional
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Seminars
Goes beyond discussion of an important topic and includes analysis, critique, and application of a topic
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Seminars
guided discussion in which students take intellectual initiative
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Seminars
Requires prior planning, explicit guidelines linked to objectives, and a clear structure for the students
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Seminars
A specific application of group work
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Tutorials
No more than 10 students and one facilitator is a learning group; assists students in moving from teacher-centered to student-centered learning
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Tutorials
is responsible for guiding the process of learning at the meta-cognitive level
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Tutorials
Effective means for students to practice skills they will need as professionals
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Tutorials
A useful initial classroom strategy for quickly facilitating creative thinking and group participation
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Brainstorming
A form of discussion that allows one to see the pros and cons of an issue
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Debate
However, it focuses on divergence and argument
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Debate
A form of drama which the students simultaneously act out roles without detailed scripts.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Role playing
Should maintain student interest and provide students with experiences that they can use to analyze their own feelings
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Role playing
Advantageous in that students that are active participants rather than passive observers.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Games and Simulations
Involve students in some form of competition in relationship to a goal similar to an old-fashioned spelling bee or television game as Jeopardy.
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Games and Simulations
can be fun and interesting and usually require students to use creative and divergent thinking
Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations
Games and Simulations
