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Teaching Strategies - Flashcards

1
Q

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

A

Cultural Differences

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2
Q

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

A

Stereotypes

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3
Q

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

A

Generational Differences

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4
Q

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

A

Pedagogy

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5
Q

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

A

Andragogy

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6
Q

Adults have a readiness to learn that is immediate and life- centered.

Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5

A

Assumption 1

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7
Q

Adults are self directed and internally motivated.

Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5

A

Assumption 2

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8
Q

Adults have an independent self-concept.

Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5

A

Assumption 3

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9
Q

Adults bring prior experiences to the learning environment

Choice’s
Assumption 1
Assumption 2
Assumption 3
Assumption 4
Assumption 5

A

Assumption 4

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10
Q

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

A

Assumption 5

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11
Q

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

A

Learning Preferences

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12
Q

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

A

Global or Holistic Approach

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13
Q

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

A

Analytical or Serial Approach

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14
Q

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

A

Field Dependent Learners

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15
Q

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

A

Field Independent Learners

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16
Q

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

A

Environmental Factors

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17
Q

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

A

Physiological Factors

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18
Q

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

A

Sociological Factors

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19
Q

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

A

Emotional factors

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20
Q

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

A

Sensing vs Intuition

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21
Q

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

A

Judging vs Perceiving

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22
Q

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

A

Introversion vs Extroversion

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23
Q

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

A

Thinking vs Feeling

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24
Q

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

A

Transformation

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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
26
Allows self-confidence and creativity in teaching Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Comprehension
27
Knowledge of the Subject Matter Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Comprehension
28
Preparing, Selecting, and Adapting Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Transformation
29
To transform the material so that students can understand; Pre-active Teaching Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Transformation
30
To transform the material so that students can understand Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Instruction
31
Performance Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Instruction
32
Facilitate deeper learning Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Reflective Evaluation
33
Self-Awareness & Critical Thinking Choice’s - Instruction - Reflective Evaluation - Comprehension - Transformation
Reflective Evaluation
34
Learning by experiencing Choice’s - Active Experimentation - Abstract Conceptualization - Reflective Observation - Concrete Experience
Concrete Experience
35
Learning by reflecting Choice’s - Active Experimentation - Abstract Conceptualization - Reflective Observation - Concrete Experience
Reflective Observation
36
Learning by thinking Choice’s - Active Experimentation - Abstract Conceptualization - Reflective Observation - Concrete Experience
Abstract Conceptualization
37
Learning by doing Choice’s - Active Experimentation - Abstract Conceptualization - Reflective Observation - Concrete Experience
Active Experimentation
38
feel and watch Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Diverging
39
Feeling Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Concrete Experience
40
Thinking Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Abstract Conceptualisation
41
think and do Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Converging
42
Watching Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Reflective Observation
43
Doing Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Active Experimentation
44
feel and watch Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Diverging
45
feel and do Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Accommodating
46
think and do Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Converging
47
think and watch Choice’s - Concrete Experience - Diverging - Accommodating - Abstract Conceptualisation - Reflective Observation - Active Experimentation - Assimilating - Converging
Assimilating
48
feel more than they think Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Concrete Experience
49
good at relating to others Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Concrete Experience
50
intuitive decision-makers Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Concrete Experience
51
rather watch and observe Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Reflective Observation
52
appreciate exposure to differing points of view Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Reflective Observation
53
think more than they feel Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Abstract Conceptualization
54
scientific approach Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Abstract Conceptualization
55
welcome practical applications Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Active Experimentation
56
actively participating Choice’s - The Concrete Experience - The Reflective Observation - The Abstract Conceptualization - The Active Experimentation
The Active Experimentation
57
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
58
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
59
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
60
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
61
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
62
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
63
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
64
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
65
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
66
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
67
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
68
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
69
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
70
Usually associated with graduate studies Choice’s - Lectures - Small Group Work - Group Expert Technique - Seminars - Brainstorming - Tutorials - Debate - Role Playing - Games and Simulations
Seminars
71
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
72
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
73
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
74
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
75
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
76
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
77
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
78
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
79
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
80
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
81
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
82
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
83
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
84
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
85
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
86
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

TL 1 (8 decks)

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