teaching strategy Flashcards
A generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies
teaching strategy
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?
Rothwell & Kazanas, 2008
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?
stone & morris, 2010
Motivate students and help them focus attention
instructional strategies
Monitor and assess learning
instructional strategies
Organize information for understanding and remembering
instructional strategies
categories of instructional strategies
direct instruction
indirect instruction
interactive instruction
experiential learning
independent study
highly teacher-directed
direct instruction
Most commonly used instructional strategy
direct instruction
Includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations
direct instruction
Effective for providing information or developing step-by-step skills; Deductive
direct instruction
example of direct instruction
lecture
A highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction
lecture
The oldest and most often used approaches to teaching
lecture
purpose of lecture
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
advantages of lecture method
Economical
Current information
Summary or synthesis of information
Active listening and note-taking skills
Inspires learners
disadvantages of lecture
Passive learner
Attention levels of students
Students do not learn at the same pace
Learning by listening
Focuses on teaching of facts
types of lecture
formal
informal
t/f
lecture should be carefully planned
t
t/f
lecture may not start with proper motivation
f
if lecture is long and difficult, an __ to be covered should be presented
when the lecture involves narration or description, the __ should be used
t/f
simple languages should be used in presenting the lecture
t
__ or __ should be used to supplement the lecture
instructional devices, audio-visuals
t/f
lecture doesn’t have to be concluded by a summary
f (should be concluded)
parts of a lecture
intro, body, conclu
__ on the students should be given by the teacher to measure effectiveness of the method used
final check up
part of the lecture which establish a relationship with the audience
intro
part of the lecture which provide a brief general overview of the lecture’s content
intro
part of the lecture which involves the actual delivery of the content related to the topic being addressed
body
part of the lecture which repeats and emphasizes main points
conclu
part of the lecture which encourage questions from students
conclu
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
f (should explicate relationship)
t/f
careful preparation is needed in the body
t
__ can enhance the effectiveness of the presentation by combining it with other instructional methods
educator
in conclusion, contents should be related to __ and __ topics
previous, subsequent
Includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses
indirect instruction
learner-drivern
indirect instruction
Takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems
indirect instruction
examples of indirect instruction
problem solving
case studies
reflective discussion
concept mapping
Problem solving can engage and motivate students to develop deeper understanding through applying ideas to real-world situations
who said this
killen, 2009
advantages of problem solving
Develop critical thinking skills
Actively engages learners
Helps teachers to gain a better understanding of the abilities of the students
limitations of problem solving
Lack of interest if problems aren’t relevant
Problems are required to be well structured for specific learning outcome
Promotes the development of analytical skills
case studies
Facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application
case studies
Facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications
case studies
Increase student motivation to participate in class activities, which promotes learning and increases performance on assessments
case studies
Teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret
reflective discussion
Encourage students to think and talk about what they have observed, heard or read
reflective discussion
Questions posed should encourage students to relate story content to life experiences
reflective discussion
purpose of reflective discussion
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
Establishes a bridge between how people learn knowledge and sensible learning
concept mapping
Useful in enhancing meaningful learning and students’ conceptual understanding
concept mapping
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.
concept mapping
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
concept mapping
Relies heavily on discussion and sharing
interactive instruction
Helps develop social skills and the ability to organize thoughts and develop rational arguments
interactive instruction
Requires observation, listening, interpersonal and intervention skills
interactive instruction
examples of interactive instruction
brainstorming
debate
role-play
discussion
cooperative learning
buzz group
fish bowl
snowball technique
syndicate
Small group activity ; Free flow of ideas
brainstorming
Generate as many ideas as possible within the specified time frame given in the classroom
brainstorming
Effective and engaging way for students to analyze different concepts
debate
Develop critical thinking and public speaking skills
debate
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
role-play
Greater participation in class and for discussing controversial issues in a structured environment
debate
Students take on assigned roles and act out those roles through a scripted play
role play
Student motivation, fostering intellectual agility, and encouraging democratic habits
discussion
Articulate and defend positions, consider different points of view, and enlist and evaluate evidence
discussion
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
role-play
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
cooperative learning
Create an atmosphere of achievement
cooperative learning
Improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates
cooperative learning
Allow covering the discussion about different aspects referred to the same study themes
buzz group
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
buzz group
Strategy for organizing medium- to large-group discussions
fish bowl
Students are separated into an inner and outer circle
fishbowl
Inner circle or fishbowl, students have a discussion
fishbowl
Students in the outer circle listen to the discussion and take notes
fishbowl
Student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills
fishbowl
A way for students to teach each other important concepts and information
snowball
Begin by working alone; next they collaborate with a partner
snowball
t/f
Snowballing effect continues until the entire class is working together as one large group
t
Dividing a class into small groups of four to eight students
syndicate
self-motivated and essentially adopt a more independent attitude to their learning
syndicate
Learner-focused and activity-oriented; emphasizes the learning process
experiential 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
syndicate
Requires learners to reflect about the experience and ways to apply it to other contexts
experiential learning
5 phases of experiential learning
experiencing
sharing / publishing
analyzing / processing
inferring / generalizing
applying
Experience the reality of the scenario and gather meaning from it
simulations
Are instructional scenarios where the learner is placed in a “world” defined by the teacher
simulations
simulations promote the use of __ and __ thinking
critical, evaluative
Leads to more engaging interaction by learners
simulations
“Games have a special role in building students’ self‐confidence” and “they can reduce the gap between quicker and slower learners”
who said this?
Fuscard, 2001
Learners studying on their own under the guidance or supervision of an instructor
independent study
Fosters the development of individual student initiative, self-reliance and self-improvement
independent study
Learning in peer partnership or as part of a small group
independent study
t/f
independent study has implications for responsible decision-making
t
Students need to acquire __ capability
life-long learning
example of independent study
research
Helps to internalize and practice research conducts and methods, skills such as formulating a precise question and processing and monitoring a research process
research
Joint acquisition of new knowledge by lecturers and students
research
defined as a process of learning that takes place when students work together in groups of 8 – 10
small group learning
Careful presentation of facts with organised thoughts and ideas by a qualified person
lecture
series of prepared talks given by few experts (2-5) on many aspects of a topic or a problem under a chair-person
symposium
group of four or more persons sit with a moderator in front of an audience; hold orderly and logical conversation on an assigned topic
panel
Involves a group of person or a team in the instructional process
team teaching
teaching & learning large groups
lecture
symposium
panel
team teaching
teaching & learning small groups
brainstorming
buzz group
fish bowl
snowball technique
syndicate
problem solving