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🖤 MT638 > teaching strategy > Flashcards

teaching strategy 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

Teaching strategies, 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

who said this?

A

Rothwell & Kazanas, 2008

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3
Q

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

who said this?

A

stone & morris, 2010

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4
Q

Motivate students and help them focus attention

A

instructional strategies

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5
Q

Monitor and assess learning

A

instructional strategies

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6
Q

Organize information for understanding and remembering

A

instructional strategies

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7
Q

categories of instructional strategies

A

direct instruction
indirect instruction
interactive instruction
experiential learning
independent study

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8
Q

highly teacher-directed

A

direct instruction

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9
Q

Most commonly used instructional strategy

A

direct instruction

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10
Q

Includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations

A

direct instruction

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11
Q

Effective for providing information or developing step-by-step skills; Deductive

A

direct instruction

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12
Q

example of direct instruction

A

lecture

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13
Q

A highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction

A

lecture

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14
Q

The oldest and most often used approaches to teaching

A

lecture

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15
Q

purpose of lecture

A

Develop the act of listening
Develop creative thinking and reasoning
Serve as a supplement of the textbook, classroom discussion, and student report
Helps to integrate and synthesize a vast body of knowledge
Effective way of presenting new topic
Stimulates learner’s interest

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16
Q

advantages of lecture method

A

Economical
Current information
Summary or synthesis of information
Active listening and note-taking skills
Inspires learners

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17
Q

disadvantages of lecture

A

Passive learner
Attention levels of students
Students do not learn at the same pace
Learning by listening
Focuses on teaching of facts

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18
Q

types of lecture

A

formal
informal

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19
Q

t/f
lecture should be carefully planned

A

t

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20
Q

t/f
lecture may not start with proper motivation

A

f

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20
Q

if lecture is long and difficult, an __ to be covered should be presented

A

when the lecture involves narration or description, the __ should be used

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21
Q

t/f
simple languages should be used in presenting the lecture

A

t

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22
Q

__ or __ should be used to supplement the lecture

A

instructional devices, audio-visuals

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23
Q

t/f
lecture doesn’t have to be concluded by a summary

A

f (should be concluded)

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24
Q

parts of a lecture

A

intro, body, conclu

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24
Q

__ on the students should be given by the teacher to measure effectiveness of the method used

A

final check up

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25
Q

part of the lecture which establish a relationship with the audience

A

intro

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26
Q

part of the lecture which provide a brief general overview of the lecture’s content

A

intro

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27
Q

part of the lecture which involves the actual delivery of the content related to the topic being addressed

A

body

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28
Q

part of the lecture which repeats and emphasizes main points

A

conclu

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29
Q

part of the lecture which encourage questions from students

A

conclu

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30
Q

t/f
The lecturer needs to make a connection with the overall subject and the topic being presented but may not explicate its connection to previous topics covered and both prior lectures and those that will follow

A

f (should explicate relationship)

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31
Q

t/f
careful preparation is needed in the body

A

t

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32
Q

__ can enhance the effectiveness of the presentation by combining it with other instructional methods

A

educator

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33
Q

in conclusion, contents should be related to __ and __ topics

A

previous, subsequent

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34
Q

Includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses

A

indirect instruction

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35
Q

learner-drivern

A

indirect instruction

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35
Q

Takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems

A

indirect instruction

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36
Q

examples of indirect instruction

A

problem solving
case studies
reflective discussion
concept mapping

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37
Q

Problem solving can engage and motivate students to develop deeper understanding through applying ideas to real-world situations

who said this

A

killen, 2009

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38
Q

advantages of problem solving

A

Develop critical thinking skills
Actively engages learners
Helps teachers to gain a better understanding of the abilities of the students

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39
Q

limitations of problem solving

A

Lack of interest if problems aren’t relevant
Problems are required to be well structured for specific learning outcome

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40
Q

Promotes the development of analytical skills

A

case studies

41
Q

Facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application

A

case studies

41
Q

Facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications

A

case studies

42
Q

Increase student motivation to participate in class activities, which promotes learning and increases performance on assessments

A

case studies

42
Q

Teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret

A

reflective discussion

42
Q

Encourage students to think and talk about what they have observed, heard or read

A

reflective discussion

42
Q

Questions posed should encourage students to relate story content to life experiences

A

reflective discussion

42
Q

purpose of reflective discussion

A

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

43
Q

Establishes a bridge between how people learn knowledge and sensible learning

A

concept mapping

43
Q

Useful in enhancing meaningful learning and students’ conceptual understanding

A

concept mapping

44
Q

Concepts are represented in a hierarchical manner; the most general are positioned in the superior part of the map, while the specific concepts, less general ones are positioned in the lower part of the map.

A

concept mapping

44
Q

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

44
Q

Relies heavily on discussion and sharing

A

interactive instruction

45
Q

Helps develop social skills and the ability to organize thoughts and develop rational arguments

A

interactive instruction

45
Q

Requires observation, listening, interpersonal and intervention skills

A

interactive instruction

45
Q

examples of interactive instruction

A

brainstorming
debate
role-play
discussion
cooperative learning
buzz group
fish bowl
snowball technique
syndicate

45
Q

Small group activity ; Free flow of ideas

A

brainstorming

46
Q

Generate as many ideas as possible within the specified time frame given in the classroom

A

brainstorming

47
Q

Effective and engaging way for students to analyze different concepts

A

debate

47
Q

Develop critical thinking and public speaking skills

A

debate

48
Q

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

A

role-play

49
Q

Greater participation in class and for discussing controversial issues in a structured environment

A

debate

49
Q

Students take on assigned roles and act out those roles through a scripted play

A

role play

50
Q

Student motivation, fostering intellectual agility, and encouraging democratic habits

A

discussion

50
Q

Articulate and defend positions, consider different points of view, and enlist and evaluate evidence

A

discussion

51
Q

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

role-play

52
Q

Teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject

A

cooperative learning

53
Q

Create an atmosphere of achievement

A

cooperative learning

54
Q

Improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates

A

cooperative learning

54
Q

Allow covering the discussion about different aspects referred to the same study themes

A

buzz group

55
Q

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

A

buzz group

56
Q

Strategy for organizing medium- to large-group discussions

A

fish bowl

57
Q

Students are separated into an inner and outer circle

A

fishbowl

58
Q

Inner circle or fishbowl, students have a discussion

A

fishbowl

58
Q

Students in the outer circle listen to the discussion and take notes

A

fishbowl

59
Q

Student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills

A

fishbowl

59
Q

A way for students to teach each other important concepts and information

A

snowball

60
Q

Begin by working alone; next they collaborate with a partner

A

snowball

60
Q

t/f
Snowballing effect continues until the entire class is working together as one large group

A

t

60
Q

Dividing a class into small groups of four to eight students

A

syndicate

60
Q

self-motivated and essentially adopt a more independent attitude to their learning

A

syndicate

61
Q

Learner-focused and activity-oriented; emphasizes the learning process

A

experiential learning

61
Q

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

61
Q

Requires learners to reflect about the experience and ways to apply it to other contexts

A

experiential learning

62
Q

5 phases of experiential learning

A

experiencing
sharing / publishing
analyzing / processing
inferring / generalizing
applying

63
Q

Experience the reality of the scenario and gather meaning from it

A

simulations

63
Q

Are instructional scenarios where the learner is placed in a “world” defined by the teacher

A

simulations

64
Q

simulations promote the use of __ and __ thinking

A

critical, evaluative

64
Q

Leads to more engaging interaction by learners

A

simulations

64
Q

“Games have a special role in building students’ self‐confidence” and “they can reduce the gap between quicker and slower learners”

who said this?

A

Fuscard, 2001

65
Q

Learners studying on their own under the guidance or supervision of an instructor

A

independent study

66
Q

Fosters the development of individual student initiative, self-reliance and self-improvement

A

independent study

66
Q

Learning in peer partnership or as part of a small group

A

independent study

67
Q

t/f
independent study has implications for responsible decision-making

A

t

68
Q

Students need to acquire __ capability

A

life-long learning

69
Q

example of independent study

A

research

69
Q

Helps to internalize and practice research conducts and methods, skills such as formulating a precise question and processing and monitoring a research process

A

research

69
Q

Joint acquisition of new knowledge by lecturers and students

A

research

69
Q

defined as a process of learning that takes place when students work together in groups of 8 – 10

A

small group learning

70
Q

Careful presentation of facts with organised thoughts and ideas by a qualified person

A

lecture

70
Q

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

70
Q

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

A

panel

71
Q

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

A

team teaching

72
Q

teaching & learning large groups

A

lecture
symposium
panel
team teaching

72
Q

teaching & learning small groups

A

brainstorming
buzz group
fish bowl
snowball technique
syndicate
problem solving

🖤 MT638 (6 decks)

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