Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

TL 1 > Teaching Strategies - > Flashcards

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Adults are self directed and internally motivated.

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

A

Assumption 2

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Adults have an independent self-concept.

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

A

Assumption 3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

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

A

Prehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Allows self-confidence and creativity in teaching

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Knowledge of the Subject Matter

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Preparing, Selecting, and Adapting

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Transformation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

To transform the material so that students can understand; Pre-active Teaching

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Transformation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

To transform the material so that students can understand

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Instruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Performance

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Instruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Facilitate deeper learning

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Reflective Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Self-Awareness & Critical Thinking

Choice’s
- Instruction
- Reflective Evaluation
- Comprehension
- Transformation

A

Reflective Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Learning by experiencing

Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience

A

Concrete Experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Learning by reflecting

Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience

A

Reflective Observation

36
Q

Learning by thinking

Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience

A

Abstract Conceptualization

37
Q

Learning by doing

Choice’s
- Active Experimentation
- Abstract Conceptualization
- Reflective Observation
- Concrete Experience

A

Active Experimentation

38
Q

feel and watch

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Diverging

39
Q

Feeling

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Concrete Experience

40
Q

Thinking

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Abstract Conceptualisation

41
Q

think and do

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Converging

42
Q

Watching

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Reflective Observation

43
Q

Doing

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Active Experimentation

44
Q

feel and watch

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Diverging

45
Q

feel and do

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Accommodating

46
Q

think and do

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Converging

47
Q

think and watch

Choice’s
- Concrete Experience
- Diverging
- Accommodating
- Abstract Conceptualisation
- Reflective Observation
- Active Experimentation
- Assimilating
- Converging

A

Assimilating

48
Q

feel more than they think

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Concrete Experience

49
Q

good at relating to others

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Concrete Experience

50
Q

intuitive decision-makers

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Concrete Experience

51
Q

rather watch and observe

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Reflective Observation

52
Q

appreciate exposure to differing points of view

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Reflective Observation

53
Q

think more than they feel

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Abstract Conceptualization

54
Q

scientific approach

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Abstract Conceptualization

55
Q

welcome practical applications

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Active Experimentation

56
Q

actively participating

Choice’s
- The Concrete Experience
- The Reflective Observation
- The Abstract Conceptualization
- The Active Experimentation

A

The Active Experimentation

57
Q

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

A

Information acquisition

58
Q

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

A

information processing

59
Q

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

A

LECTURES

60
Q

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

A

LECTURES

61
Q

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

A

LECTURES

62
Q

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

A

LECTURES

63
Q

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

A

LECTURES

64
Q

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

A

Small Group Work

65
Q

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

A

Small Group Work

66
Q

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

A

Small Group Work

67
Q

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

A

Group Expert Technique

68
Q

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

A

Group Expert Technique

69
Q

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

A

Group Expert Technique

70
Q

Usually associated with graduate studies

Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations

A

Seminars

71
Q

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

A

Seminars

72
Q

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

A

Seminars

73
Q

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

A

Seminars

74
Q

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

A

Seminars

75
Q

A specific application of group work

Choice’s
- Lectures
- Small Group Work
- Group Expert Technique
- Seminars
- Brainstorming
- Tutorials
- Debate
- Role Playing
- Games and Simulations

A

Tutorials

76
Q

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

A

Tutorials

77
Q

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

A

Tutorials

78
Q

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

A

Tutorials

79
Q

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

A

Brainstorming

80
Q

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

A

Debate

81
Q

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

A

Debate

82
Q

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

A

Role playing

83
Q

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

A

Role playing

84
Q

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

A

Games and Simulations

85
Q

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

A

Games and Simulations

86
Q

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

A

Games and Simulations

TL 1 (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions