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Health Education > Teaching Strategies > Flashcards

Teaching Strategies Flashcards

1
Q

Most traditional method

A

Lecturing

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2
Q

Teacher simply conveys the knowledge to the students

A

Lecturing

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3
Q

One-way channel of communication

A

Lecturing

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4
Q

Imparts lessons through INTERACTION

A

Discussion

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5
Q

Opportunity to share insights of the topic

A

Discussion

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6
Q

Give learners an opportunity to apply principles, concepts and theories and to clarify information

A

Discussion

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7
Q

can be an efficient means of introducing learners to new topics

A

Lecturing

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8
Q

It is used to integrate and synthesize a large body of knowledge from several fields or sources and used to clarify difficult concepts.

A

Lecturing

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9
Q

presupposes that the learners have already been introduced to a body of information on which they can base their discussion

A

Discussion

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10
Q

Its purpose is to give learners an
opportunity to apply principles, concepts, and theories, as well as clarify information and
concepts

A

Discussion

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11
Q

a topic is announced in advance and the class is asked to
take part in the discussion by reading a certain material or watching a videotape among other
activities

A

Discussion

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12
Q

Teacher initiates the learning process byASKING students about their insights

A

Question and Answer

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13
Q

An integral part of teaching process

A

Questioning

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14
Q

Teacher ASKS students what they understand to determine what they already learned and what they need to learn

A

Question and Answer

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15
Q

Teacher wants a learner to further explain the answer

A

PROBING

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16
Q

Digs deeper into subject matter

A

PROBING

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17
Q
  • Oral or written
  • Tests recall of learners and can be used to begin
    discussion
A

MULTIPLE CHOICE

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18
Q
  • Retrieval of information from observed events
  • Descriptive questions
  • Demands simple recall
A

FACTUAL

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19
Q

Answered from memory or by description

A

FACTUAL

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20
Q

who, what, when, where

A

FACTUAL QUESTIONS

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21
Q

Elicits simple descriptive statements

A

DESCRIPTIVE QUESTIONS

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22
Q

Illuminating, revealing and enlightening questions

A

CLARIFYING

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23
Q

5 ways of Clarifying

A

PROBING
JUSTIFYING
REFOCUSING
PROMPTING
REDIRECTING

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24
Q

Teacher wants a learner to further
explain the answer

A

PROBING

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25
Q

“Tell us more about the statement you made.”

A

PROBING

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26
Q

Gives an explanation from response

A

JUSTIFYING

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27
Q

Increases student’s critical awareness

A

JUSTIFYING

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28
Q

“Why did you monitor the patient’s vital signs
every hour?”

A

JUSTIFYING

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29
Q

“Why are you in favor of ______”

A

JUSTIFYING

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30
Q

“What do you mean by the term ______.

A

PROBING

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31
Q

Clarify or explain a different but related issue

A

REFOCUSING

32
Q

“How does the statement made by Susan relate to what Lily just said?”

A

REFOCUSING

33
Q

Suggesting or giving hint or reminder

34
Q

Teacher: “You said turning the patient every 2 hours will prevent pressure ulcers. What is the rationale?”
Student: “This will relieve the pressure from bony prominences”

35
Q

Teacher: “That’s true. And if pressure is continuously applied
to the area, what will happen?”
Student: “This will deprive blood supply that provides oxygenation that may result to tissue death.”

36
Q

Participation of other students in the discussion

A

REDIRECTING

37
Q

“Can you give another factor based on what your classmate had said?”

A

REDIRECTING

38
Q

“Why do you think screening without parent’s consent for HIV/AIDS should be lowered to the age of 13?”

A

Justifying

39
Q

“Can you give me more details about what you did?

40
Q

Stimulate the students to establish relationships, compare and contrast, make inferences rather than merely defining them.

A

HIGHER-ORDER

41
Q
  • Critical thinking skills
  • Generalize, infer, conclude instead of giving factual answer
A

HIGHER-ORDER

42
Q

Deals with judgement, value and choice

A

Evaluation

43
Q

“Should mercy killing be part of the law o land? Why?”

A

Evaluation

44
Q
  • Ideas or suppositions based on facts or premises
  • Deduction or Induction
A

Inferences

45
Q

Help students establish relations of ideas

A

Comparisons

46
Q

Enhances teaching and learning

A

Audiovisual aids

47
Q

Stimulates student’s interest and participation

A

Audiovisual aids

48
Q

Instructor should be guided primarily by objectives in selecting appropriate media

A

Audiovisual aids

49
Q

When not used appropriately, __________ become time fillers and entertainment = insufficient learning

A

Audiovisuals

50
Q

Involves structuring small group of learners who work together toward achieving shared learning goals.

A

Cooperative Learning

51
Q

Learners help each other work together and are responsible for
learning of each member

A

Cooperative Learning

52
Q

The following strategies are examples of cooperative learning. These reading strategies are considered to be very effective particularly in learning concepts in nursing.

A

● Jigsaw
● Think-Pain-Share
● Numbered-Heads Together
● Talking Chips
● Murder Script

53
Q

Serves as a stimulus of critical thinking by immersing students
in the subject matter

54
Q

Writing activities include

A
  • Journal writing
  • Creative writing assignment
  • Research articles
55
Q

Lends visual assistance

A

Concept-Mapping

56
Q

Depicts relationship among factors, causes and effects

A

Concept-Mapping

57
Q

Creating and examining a map for connections

A

Concept-Mapping

58
Q

Critical thinking which requires in-depth recall of topics for
supporting evidence

59
Q

Develops one’s position in a controversial issue

60
Q

Practical exercises for the students representing controlled
manipulation of reality

A

Simulations

61
Q

Help learners in decision-making, problem-solving in a controlled setting

A

Simulations

62
Q

Develops human interaction abilities and learn skills in a safe setting

A

Simulations

63
Q

Involves confronting students with real-life problems which they are meant to solve on their own

A

Problem-based learning

64
Q

Analysis of case, identification of needs to solve problems

A

Problem-based learning

65
Q

Cases are brief and problems are ill-structured

A

Problem-based learning

66
Q

Student is provided with materials needed for the learning process without intervention of the teacher

A

Self-learning modules

67
Q

Communicate information to students and nurses in
a time-saving way

A

Computer Teaching

68
Q

Simulations of reality, and can educate from a distance

A

Computer Teaching

69
Q

Any kind of computer used in educational settings

A

Computer Assisted Instructions

70
Q

Worldwide and publicly accessible series of networks

71
Q

World wide web “apps” “social media

72
Q

Allows users to interact with a computer simulated environment

A

Virtual Reality

73
Q

Real or imagined

A

Virtual Reality

74
Q

Includes computer learning and other ways of giving instructions WITHOUT THE USUAL CLASSROOM SETTING

A

Distance Learning

75
Q

Oftentimes involves a two-way audio and video technology

A

Distance Learning

Health Education (10 decks)

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