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PSTMT > Teaching Strategies > Flashcards

Teaching Strategies Flashcards

1
Q

a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies

A

Teaching Strategy

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2
Q

also known as instructional strategies, 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

Instructional strategies can (3)

A
  • motivate students and help them focus attention
  • organize information for understanding and remembering
  • monitor and assess learning
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4
Q

Five categories of Instructional Strategies

A
  • Direct Instruction
  • Indirect Instruction
  • Interactive Instruction
  • Experiential Learning
  • Independent Study
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5
Q
  • highly teacher-directed
  • most commonly used
  • includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations
  • effective for providing information or developing step-by-step skills
  • deductive
A

Direct Instruction

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6
Q

oldest and most common type of teaching technique; classified as an authoritative teaching procedure wherein teacher teaches largely through exposition either oral or written

A

Lecture

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7
Q

Most natural and practical way of imparting information; efficacy rests much on the teacher and way of delivery of new information

A

Lecture

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8
Q

Purposes of Lecture (6)

A
  1. Develops act of listening
  2. Develops creative thinking and reasoning
  3. Effective way of presenting new topic
  4. Helps integrate and synthesize a vast body of knowledge
  5. Stimulates learners’ interest
  6. Serves as a supplement of the textbook, classroom discussion, and student report
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9
Q

Advantage of Lecture Method (5)

A
  • Economical
  • Current Information from many sources
  • Summary or synthesis of information
  • Active listening and note-taking skills
  • Inspires learners
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10
Q

Which advantage of lecture:

Substantial amount of information can be shared to large numbers of students

A

Economical

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11
Q

Disadvantages of Lecture Method

A
  • Passive learner
  • Attention levels of students
  • Students do not learn at the same pace
  • Learning by listening (disadvantage for students who have other learning styles)
  • Focuses on teaching of facts (fails to promote active learning)
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12
Q

Attention levels of students wanes quickly after how many minutes?

A

15-25 minutes

page 52 sa book

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13
Q

Types of lecture (2)

A

Formal and Informal

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14
Q

Type of lecture that involves an uninterrupted verbal presentation by a lecturer

A

Formal

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15
Q

Type of lecture which involves conventional presentation with questions comments and brief discussions

A

Informal

parang pag formal dirediretso, informal pwede mainterrupt

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16
Q

Guiding principles in giving effective lecture (8)

next nyo nlng

A
  • Lecture should be carefully planned
  • Lecture must be started with proper motivation
  • If lecture is long and difficult, outline should be presented
  • If lecture involves narration or description, logical presentation should be used
  • Simple language should be used in presenting the lecture
  • Instructional devices or audio-visuals aids should be used to supplement the lecture
  • The lecture must be concluded by a summary
  • Final check -up on the students should be given by the teacher to measure effectiveness of the method used
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17
Q

What to do if lecture is long and difficult?

A

outline of materials to be covered should be presented

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18
Q

What to do if lecture involves narration or description?

A

Logical presentation should be used

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19
Q

Parts of a Lecture (3)

A

Introduction, Body of lecture, Conclusion

IBC

di ko na isaisahin yung notes, kaya n yn

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20
Q

Identify the Teaching Strategy Category

  • learner-driven
  • includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses
  • takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems
  • Examples: problem-solving, case studies, close activities, reading for meaning, reflective discussion and concept mapping
A

Indirect Instruction

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21
Q

What are the types of indirect instruction? (4)

A
  • Problem Solving
  • Case Studies
  • Reflective Discussion
  • Concept Mapping
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22
Q

Identify type of Indirect Instruction

  • can engage and motivate students to develop deeper understanding through applying ideas to real-world situations
  • Advantages include: develop critical thinking skills, actively engages learners and helps teachers to gain a better understanding of the abilities of the students
  • Limitations: lack of interest if problems aren’t relevant, problems are required to be well structured for specific learning outcome
A

Problem Solving

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23
Q

Identify type of Indirect Instruction

  • promotes the development of analytical skills
  • facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application
  • facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications
  • increase student motivation to participate in class activities, which promotes learning and increases performance on assessments
A

Case studies

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24
Q

Identify type of Indirect Instruction

  • encourage students to think and talk about what they have observed, heard or read
  • teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret
  • questions posed should encourage students to relate story content to life experiences
A

Reflective Discussion

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25
Q

Identify type of Indirect Instruction

  • Uses questions to stimulate reflection and extend comprehension
  • Challenge students’ thinking by inviting them to interpret, infer, summarize, form conclusions, and evaluate selections
  • extend personal responses by considering the views of others
  • share personal thoughts, feelings and images evoked by selections, films, illustrations, and experiences
A

Reflective Discussion

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26
Q

Identify type of Indirect Instruction

  • establishes a bridge between how people learn knowledge and sensible learning
  • useful in enhancing meaningful learning and students’ conceptual understanding
  • represented in a hierarchical manner; the most general are positioned in the superior part of the map, while the specific, less general ones are positioned in the lower part of the map.
  • powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it
A

Concept Mapping

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27
Q

Type of instructional strategy that relies heavily on discussion and sharing; helps develop social skills and the ability to organize thoughts and develop rational arguments; requires observation, listening, interpersonal and intervention skills

A

Interactive Instruction

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28
Q

identify type of instructional strategies

debates, role-playing, simulations, brainstorming, peer learning, discussion and cooperative learning

A

Interactive Instruction

29
Q

Identify type of Interactive Instruction

  • small group activity
  • free flow of ideas generate as many ideas as possible within the specified time frame given in the classroom
A

Brainstorming

30
Q

Identify type of Interactive Instruction

  • effective and engaging way for students to analyze different concepts
  • develop critical thinking and public speaking skills
  • greater participation in class and for discussing controversial issues in a structured environment
A

Debate

31
Q

Identify type of Interactive Instruction

  • students take on assigned roles and act out those roles through a scripted play
  • can be carried out one-to-one (individual role play) or as a group role play with each member in the group taking on a role/character
  • provide very powerful learning experiences for students by immersing them in simulated real world situations in which students act out a particular role/character in a safe environment
A

Roleplay

32
Q

Identify type of Interactive Instruction

  • student motivation, fostering intellectual agility, and encouraging democratic habits
  • articulate and defend positions, consider different points of view, and enlist and evaluate evidence
A

Discussion

33
Q

Identify type of Interactive Instruction

  • small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject
  • creates an atmosphere of achievement
  • improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates
A

Cooperative learning

34
Q

Identify type of Interactive Instruction

  • formation of small discussion groups with the objective of developing a specific task (idea generation, problem solving and so on) or facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time
  • allow covering the discussion about different aspects referred to the same study themes
  • 2 or 3 people are asked to discuss an issue for a few minutes; comments are collected and summarized then shared with a large group
A

Buzz Group

35
Q

Identify type of Interactive Instruction

  • strategy for organizing medium- to large-group discussions
  • students are separated into an inner and outer circle
  • inner circle students have a discussion
  • students in the outer circle listen to the discussion and take notes
  • student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills
A

Fish bowl

36
Q

Identify type of Interactive Instruction

  • dividing a class into small groups of four to eight students
  • self-motivated and essentially adopt a more independent attitude to their learning
  • allow more active student participation that fosters both activation of prior knowledge, which ultimately assists in collecting and joining all the previously known facts, problem solving, and decision making together
A

Syndicate

37
Q

What are the types of interactive instruction (9)?

A
  • Brainstorming
  • Debate
  • Roleplay
  • Discussion
  • Cooperative learning
  • Buzz group
  • Fishbowl
  • Snowball
  • Syndicate
38
Q

Type of Interactive Instruction

  • students are selected from the class. they sit in front of the class as a panel to discuss topic while the class observes (inner circle) and then the discussion is open for the whole class (outer circle)
A

Fishbowl

39
Q

Type of interactive instruction

involves mini-project work and followed by reporting to the whole class

A

Syndicate

40
Q

Identify type of Interactive Discussion

  • a way for students to teach each other important concepts and information
  • 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
  • snowballing effect continues until the entire class is working together as one large group
A

Snowball Technique

41
Q

Which category of teaching strategy is learner-focused and activity oriented? It requires learners to reflect about the experience and ways to apply it to other contexts

A

Experiential learning

42
Q

5 Phases of Experiential Learning

A
  1. Experiencing
  2. Sharing or Publishing
  3. Analyzing or Processing
  4. Inferring or Generalizing
  5. Applying
43
Q

Two types of experiential learning

A
  • Simulation
  • Games
44
Q

Identify type of Experiential Learning

  • are instructional scenarios where the learner is placed in a “world” defined by the teacher
  • experience the reality of the scenario and gather meaning from it
  • promote the use of critical and evaluative thinking
  • leads to more engaging interaction by learners
A

Simulations

45
Q

Identify type of Experiential learning

  • Helps students retain salient points in teaching
  • Appeal to different learning types
  • Engage students; Induce creative divergent thinking among students
  • Aid with dips in concentration levels
  • Creative Ice Breakers and agents of innovation
  • Have a special role in building students’ self-confidence
  • can reduce the gap between quicker and slower learners
A

Games

46
Q

Identify Category of Instructional Strategies

  • learners studying on their own under the guidance or supervision of an instructor
  • fosters the development of individual student initiative, self- reliance and self-improvement
  • learning in peer partnership or as part of a small group
  • has implications for responsible decision making, as individuals are expected to analyze problems, reflect, make decisions and take purposeful actions
  • students need to acquire life-long learning capability
A

Independent Study

47
Q

Identify which category of teaching strategy:

essay research and writing, computer-assisted instruction, journals and packaged learning materials

A

Independent Study

48
Q

Identify which type of independent study

  • helps to internalize and practice research conducts and methods, skills such as formulating a precise question and processing and monitoring a research process
  • attain abilities in dealing with uncertainty, independence, teamwork and organisational skills
  • joint acquisition of new knowledge by lecturers and students
A

Research

49
Q

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

A

Small group learning

50
Q

T OR F

Small group learning decreases student interest, teamwork ability, retention of knowledge and skills, and enhances transfer of innovative issues and improves self-directed learning

A

F; increases

51
Q

Steps in development of effective small group teaching sessions

A
  1. Established departmental planning committee
  2. Specified the learning outcomes.
  3. Preparing students to work in a small group by assigning topic, guidelines, and providing all required resoures
  4. Provide a pleasant environment to develop appropriate groups
  5. Monitor group activity by observing participation of group members
52
Q

Preparing a pleasant environment for small group learning includes (3)

A
  • physical position of group members
  • shape and size of room
  • arrangement of chairs and tables
53
Q

Monitoring group activity involves checking (5)

A
  • equal distribution of tasks
  • anyone dominating in the group
  • anyone undermining the group members
  • who holds the power
  • who resolves conflicts if they arise
54
Q

Examples of working with small groups are (7)

pg 55 sa book

A
  1. Brainstorm session
  2. Buzz group
  3. Fishbowl
  4. Problem-based tutorial group (Problem Solving)
  5. Seminar
  6. Snowballing
  7. Syndicate

naadd lang seminar from book haha

55
Q

Skills for effective small group teaching

A
  1. Questioning
  2. Listening
  3. Responding
56
Q

Types of questions for effective small group teaching are: (7)

A
  • Narrow question
  • Broad question
  • Recall question
  • Question with direct observation
  • Clear question
  • Encouraging style of questioning
  • Probing questions
57
Q

Type of Questioning for Teaching in Small Groups

require a brief, factual response and a correct answer

A

Narrow Question

58
Q

Type of Questioning for Teaching in Small Groups

require a more wide-ranging answer and can be answered in a number of different ways

A

Broad Question

59
Q

Type of Questioning for Teaching in Small Groups

useful at the start of the discussion to assess knowledge

A

Recall Question

60
Q

Type of Questioning for Teaching in Small Groups

students directly evaluate the subject

A

Questions with Direct Observation

61
Q

Type of Questioning for Teaching in Small Groups

must be brief, direct, and firmly anchored in context

A

Clear question

62
Q

Type of Questioning for Teaching in Small Groups

way of encouraging students to respond more in-depth about the topic. Facilitator asks follow-up questions to fully understand a response

A

Probing questions

63
Q

T or F: Lecturing in large group poses many challenges since it is delivered to students with different learning skills and understanding.

A

True

64
Q

Ways to engage students in lecture

A
  1. Assess students’ prior knowledge about the topic
  2. Use rhetorical questions on the students as the lecture progresses
  3. Encourage active learning by using varying inputs like using images, short audio, or video clips
  4. Use incomplete handouts in which students have to complete as they participate in the discussion
  5. Use demonstrations or examples
  6. Use live links to the web to demonstrate currency of material being presented
65
Q

Types of teaching and learning large groups (4)

A
  • Lecture
  • Symposium
  • Panel
  • Team teaching
66
Q

Identify type of teaching and learning in large groups:

Involves careful presentation of facts with organized thoughts and ideas by a qualified person

A

Lecture

67
Q

Identify type of teaching and learning in large groups:

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

A

Symposium

68
Q

Identify type of teaching and learning in large groups:

A group of 4 or more persons sit with a moderator in front of an audience; they hold orderly and logical conversation on an assigned topic

A

Panel

69
Q

Identify type of teaching and learning in large groups:

Involves a group of person or a team in the instructional processes

A

Team teaching

PSTMT (5 decks)

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