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Teaching Learning 1 > Teaching strategies > Flashcards

Teaching strategies Flashcards

1
Q

born under the year 1925 to 1942

A

Silent Generation

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2
Q

born under 1943 to 1960

A

Baby boomers

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3
Q

born under the year 1982 to 2002

A

Millennials

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4
Q

fall of communism.

A

Generation X

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5
Q

rise of the American dream

A

Baby boomers

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6
Q

Great Depression & WWII

A

Silent generation

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7
Q

I” represents both the types of mobile
technologies being heralded by children
and adolescence

A

I-Gen

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8
Q

study of teaching

A

Pedagogy

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9
Q

art & science of helping adults to learn

A

Andragogy

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10
Q

preference for acquiring information through their senses

A

Information Acquisition

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11
Q

one might want to review their pre recorded voice note of their handouts, and they do it over and over again

A

Information processing

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12
Q

learner focuses first on the whole picture

A

Global or holistic approach

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13
Q

learner focuses first on the whole picture

A

Global or holistic approach

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14
Q

learner focuses on the details first

A

Analytical or serial approach

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15
Q

start reading about cells, becomes a tissue, an organ, & then later on it becomes a whole system until you can see now that there is a picture of a whole
human body

A

Analytical or Serial approach

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16
Q

then works to make connections &
linkages to the details

A

Global or holistic approach

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17
Q

collaborative learning

A

Field dependent learner’s

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18
Q

apply knowledge to new situations

A

Field independent learners

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19
Q

sensory, time of day, activity vs. passivity

A

Physiological factors

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20
Q

sound, light, temperature, design of the room

A

Environmental factors

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21
Q

independent vs. group work, leader vs. follower,
routine vs. diversity

A

Sociological factors

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22
Q

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure

A

Emotional factors

23
Q

some of you prefer being
motivated by being influenced by
people around you

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure

A

external vs. internal structure

24
Q

your own feeling of happiness later
on when you get to finish the
entire module

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure

A

Intrinsic motivation

25
Q

maybe buying yourself a new set of jewelry later when you finish this semester

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure

A

Extrinsic motivation

26
Q

Another group of theories also believes that learners’ personality influences learning preferences

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure
Single vs. multitasking

A

Single vs. multitasking

27
Q

So it is either you go along with the fad or you just stick to what you know and your technique of learning

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure
Single vs. multitasking

A

Persistence, conformity vs. nonconformity

28
Q

So it is either you go along with the fad or you just stick to what you know and your technique of learning

Intrinsic motivation
Extrinsic motivation
Persistence, conformity vs. nonconformity
External vs. internal structure
Single vs. multitasking

A

Persistence, conformity vs. nonconformity

29
Q

internal focus vs. external focus

A

Introversion vs. extroversion

30
Q

logical & objective type of person vs. person-centered & subjective one

A

Thinking vs. feeling

31
Q

facts vs. feeling

A

Sensing vs. intuition

32
Q

planned & organized vs. organic & spontaneous

A

Judging vs. perceiving

33
Q

Skill in understanding and relating to others, including empathy, effective communication, and the capacity to work well in groups.

Interpersonal intelligence
Intrapersonal intelligence

A

Interpersonal intelligence

34
Q

Self-awareness and emotional intelligence, enabling an individual to understand and manage their own emotions, motivations, and inner thoughts effectively.

Interpersonal intelligence
Intrapersonal intelligence

A

Intrapersonal intelligence

35
Q

how we take in or gather information &
gain insight from the environment.

Prehension
Transformation
Information gathering as a continuum
Information processing as a continuum

A

Prehension

36
Q

reflective observation

Prehension
Transformation
Information gathering as a continuum
Information processing as a continuum

A

Information processing as a continuum

37
Q

described as what we do with that information to make sense of it & be able
to apply it to solve problems

Prehension
Transformation
Information gathering as a continuum
Information processing as a continuum

A

Transformation

38
Q

Reflective observation

Prehension
Transformation
Information gathering as a continuum
Information processing as a continuum

A

Information processing as a continuum

39
Q

thorough knowledge of the subject matter

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Comprehension

40
Q

ability of the teacher to do good pre-active teaching here is very important

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Transformation

41
Q

active learning or learner engagement

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Instruction/performance

42
Q

preparing, selecting, & adapting

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Transformation

43
Q

allows us to display self-confidence &
creativity in teaching

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Comprehension

44
Q

conscious reflection & critical thinking facilitate deeper learning

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Reflective evaluation

45
Q

a reflective process enables us to search for connections to prior learning & past experiences so that we can make sense of our current experiences in the context of what we do & do not know.

Comprehension
Transformation
Instruction/performance
Reflective Evaluation

A

Reflective evaluation

46
Q

feeling & watching

Diverger
Assimilator
Converger
Accommodater

47
Q

Watching and thinking

Diverger
Assimilator
Converger
Accommodater

A

Assimmilator

48
Q

who does and feels

Diverger
Assimilator
Converger
Accommodater

49
Q

doing & thinking

Diverger
Assimilator
Converger
Accommodater

50
Q

think more than they feel

Concrete experience
Reflective observation
Abstract conceptualization
Active Expirementation

A

Abstract conceptualization

51
Q

feel more than they think

Concrete experience
Reflective observation
Abstract conceptualization
Active Expirementation

A

Concrete experience

52
Q

watch and observe; rather than be active
participants

Concrete experience
Reflective observation
Abstract conceptualization
Active Expirementation

A

Reflective observation

53
Q

scientific approach to problem solving as
opposed to that more artistic approach

Concrete experience
Reflective observation
Abstract conceptualization
Active Expirementation

A

Abstract conceptualization

54
Q

intuitive decision makers

Concrete experience
Reflective observation
Abstract conceptualization
Active Expirementation

A

Concrete experience

Teaching Learning 1 (5 decks)

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