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PSTM > TRADITIONAL TEACHING STRATEGIES > Flashcards

TRADITIONAL TEACHING STRATEGIES Flashcards

1
Q

Characterized generally as teacher-directed, oriented, centered approach
Students are taught in a manner conducive to seating and listening

A

Traditional Teaching Strategies
(Directs students to learn via memorization and recitation techniques
Most widely used teaching methods in schools and other organizational institutions)

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2
Q

Most common method of teaching and disseminating academic information to students verbally

A

Lecturing

Allows teachers to deliver information to students as planned

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3
Q

Types of Lectures:
The teacher is the orator and only speaker
They give the lecture and sole source of information

A

Traditional Oral Essay

Expositions or exposure done on topic: inspirational or informative

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4
Q

Types of Lectures:
Begins from brainstorming from what students read
Progresses as teachers ask questions in which will lead students into deep learning as students uncover and connect things they have learned to their existing schema

A

Participatory Lecture

Gives teacher the chance to share his or her expertise

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5
Q

Types of Lectures:
Students are encouraged to be more attentive and listen carefully as they fill in the blank spaces w/ essential info given by the teacher

A

Lecture with uncompleted handouts

Resembles traditional oral essay but with handouts w/ blank spaces

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6
Q

Types of Lectures:
Consists of mini-lectures interspaced with 10 minutes small group discussion
Allows students to process their individual learning, then are shared to the group which will be collected and integrate into one comprehensive and structured details

A 
Feedback Lecture
Once done, they can share to the class orally or feedback writing
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7
Q

Types of Lectures:

Uses media such as films, slides or web based images + traditional lecture

A

Mediated Lecture

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8
Q

Purpose of Lectures:

Give an overview of the topic or issue

A

Efficient means of introducing learners to new topic and sets the stage of learning

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9
Q

Purpose of Lectures:
Create starting point for students to read in more detail on specific aspects of the topic or issue = in-depth understanding

A

Stimulates learner’s interest

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10
Q

Purpose of Lectures:

Lectures may present, analyze, and evaluate a range of different current perspective on an issue or phenomena

A

Helps to integrate and synthesize a large body of knowledge

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11
Q

Purpose of Lectures:

Such as terminologies or specific languages in diff programs

A

For clarification of difficult parts

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12
Q

Purpose of Lectures:
Provide students w/ information or explain ideas (concepts or methodologies) w/c is the primary aim or intention of conducting/ giving lectures

A

To advance knowledge when textbooks are not available

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13
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Advantages of Lectures
  1. It is not economical or not straight-forward. Great deal of information – shared
  2. Supplies and textbooks become true to life - theater
A

B

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14
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Advantages of Lectures
  1. Teacher serves as model - students see a ‘creative mind at work’
  2. Helps students develop their problem-solving abilities
A

A

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15
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Lectures
  1. Puts learners in the ACTIVE ROLE of a sponge
  2. Focuses on the TEACHING OF FACTS with little focus on problem solving, decision making, analytical thinking or transfer of learning
A

B

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16
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Lectures
  1. Does not meet student’s individual learning needs
  2. Student’s have little attention time span (15 minutes)
A

C

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17
Q

Organizing Lectures: (TMIEIB)

Tol May Ibang Example Itong Book

A 
Take time to plan for the objective of a lecture
Make an outline and agenda
Include signposts and transitions
Employ a variety of examples
Include periodic summaries
Bring the lecture to a close
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18
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures
  1. Do not consider how you are dressing for class
  2. No need to rehearse and collect yourself before class: important for it will bring you to a right mental state (maximize effectiveness in giving the lecture)
A

D

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19
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures
  1. Break the ice: create friendly atmosphere, make you approachable (encourage to ask questions)
  2. Project your voice or use a microphone
A

C

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20
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures
  1. Pace your speech, speech must not be too slow or fast
  2. Monitor your movement, it’s okay to appear frantic
A

A

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21
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures
  1. Make eye contact with the students
  2. Make presentation more effective and given a chance to monitor the students’ faces; indicators of understanding, confusion, boredom, and the likes
A

C

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22
Q 
Learning Pyramid and Average Retention Rate:
Traditional Passive 
Lecture: \_\_\_
Reading: \_\_\_
Audio-Visual: \_\_\_
Demonstration: \_\_\_
A

5%
10%
20%
30%

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23
Q 
Learning Pyramid and Average Retention Rate:
Active Teaching methods 
Discussion Group: \_\_\_
Practice by Doing: \_\_\_
Teach Others/ Immediate Use: \_\_\_
A

50%
75%
90%

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24
Q

Excellent strategy in enhancing students’ motivation, fostering intellectual agility, encourage democratized habits

A

Discussion
(Excellent way to promote critical inquiry, reflection, dialogue in an orderly verbal interchange and express thought on particular subject whether online, blended or flexible learning, or face to face classes)

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25
Q

Types of Discussion:
Pre-planned gathering of 2 or more people who have assembled for the purpose of achieving a common goal through verbal interaction
Help in a specific time, defined place, and according to agreed agenda

A

Formal Discussions
(Announced topic (in advance)
Reading, watching movie: done in advance; students are asked to prepare in order to take part in the discussion)

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26
Q

Types of Discussion:
No set rules or format
Discussion is meant to be free-flowing and frank sharing of information

A

Informal Discussions
(Far less heavily planned and regulated
Spontaneous)

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27
Q

Purpose and Advantages of Discussion:

Helps maintain students’ focus and get different perspectives on the topic via discussion of answers

A

Increases students’ interests and engagement

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28
Q

Purpose and Advantages of Discussion:

As students answer question, instructors can gauge whether the student has really understood the material

A

Provides Instructor with Feedback

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29
Q

Purpose and Advantages of Discussion:

Via asking questions about assigned readings and correlation will not be difficult

A

Promotes Preparation

30
Q

Speaking is essential, teachers helps students to speak confidently in front of their peers

A

Develops Students’ Speaking Skills

31
Q

Attention of students can be monitored for them to be more focused or attentive

A

Controls The Classroom Environment

32
Q

ODD MAN OUT:

Discussion method can develop the following abilities among students: 
Thinking and communicating powers 
Leadership quality
Expression ability
Artistic talent
Problem solving ability
Creativity
Motivation and confidence
A

Artistic talent

33
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Discussion
  1. Some students will dominate the conversation
  2. It is easy to get side-tracked: due to minimal participation
A

C

34
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Discussion
  1. It is not time consuming
  2. Adaptable to all teaching-learning situations: easier to non-auditory learners
A

D

35
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Discussion
  1. It can cause conflict within the class if opposing opinions are given
  2. Note-taking can be difficult due to speed of discussion
A

C

36
Q 
Discussion techniques:
\_\_\_\_ expectations clear
\_\_\_\_ ground rules
\_\_\_\_ a discussion starter
\_\_\_\_, do not discuss
\_\_\_\_ quiet members to participate
A 
Make
Set
Plan
Facilitate
Encourage
37
Q 
Discussion techniques:
\_\_\_\_ allow monopolies
\_\_\_\_ the discussion among group members
\_\_\_\_ the discussion on track
\_\_\_\_ when confusion reigns
\_\_\_\_ some silence. Silence gives everyone a chance to think
\_\_\_\_ when appropriate
A 
Don't
Direct
Keep
Clarify
Tolerate
Summarize
38
Q

Done in order to assess learners’ comprehension

Can be a teaching strategy + other learning methods

A

Questioning

Ask questions → higher order thinking

39
Q

ODD MAN OUT: Functions of Questions

  1. Places the learners in an active role
  2. Assesses baseline knowledge → retention
  3. Helps review content → enlightens gray areas
  4. Motivates students → Stimulates thinking & curiosity
  5. Guides learner’s thought process
  6. Lets the student challenge the professional competence of the instructor
A
  1. Lets the student challenge the professional competence of the instructor
40
Q

Levels of Questioning (According to Wink Classification):
closed questions
Specific, usually short & expected answers
Purpose: recall and integrate information that they have learned

A

Convergent Questions
Requires fairly low-level cognitive activity
Has specific or short and expected answers
Ex. What happens to the blood sample if a tourniquet was applied for more than 1 minute?

41
Q

Levels of Questioning (According to Wink Classification):
open-ended questions
Generates new ideas and participation among students
Draws implications
Formulates a new perspective
Requires many answers; no really single correct answer

A

Divergent Questions
Requires a higher level of cognitive activity
It can stimulates students’ creative or critical thinking
Ex. What might happen if you relocate an elderly person with dementia to another type of residence where he or she is presently living?

42
Q

Levels of Questioning According to Barden (1995):

Recall information from what have been read or memorized

A

Lower-order Questions

43
Q

Levels of Questioning According to Barden (1995):
Requires more than recall
Requires comprehension and critical thinking

A

Higher-order Questions

Has more complicated or complex answers

44
Q

Types of Questioning:
Requires simple recall questions; It might be a Yes / No question
Requires simple recall questions

A

Factual Questions
Assess learner’s understanding
To check if students are listening

45
Q

Types of Questioning:
Seeks further explanation
Not just about clarifying specific details instead dig much deeper than the surface
Helps get a person to talk about personal opinions, feelings, and promote critical thinking

A

Probing Questions
Open-ended type of question; there is more than just one response in order to gain in-depth information
Begins mostly with: ‘what’, ‘why’, and ‘how’
Ex. “Can you explain that?”

46
Q

Types of Probing:
ask learners to elaborate on a response
Helpful when students give brief responses
Ex: Would you mind to elaborate what is antibiotic resistance

A

Extension probes

47
Q

Types of Probing:
used when learner’s response is unclear
Ex: What do you exactly mean by close question compared to open-ended question

A

Clarification probes

48
Q

Types of Probing:
Helps elicit complete responses from students especially if students tend to give a single word answer to a complex question
So that an elicit complete responses can be extracted from the students
Ex: Why do you think medtech is the best pre-med for medicine

A

Justification probes

49
Q

Types of Probing:
help a responder who is unsure of an answer or gives an incorrect answer.
Help in asking more question to the students in order to arrive w/ a correct and concrete answer

A

Prompting probes
Give students a small amount of encouragement to help them move closer to a correct response; students would feel supported while teacher helps them to get close to a well-phrased response

50
Q

Types of Probing:
elicit a variety of responses from group of learners
Asking them a personal point of view or opinionated responses as they explore their own understanding base form their personal or their shared experience or theoretical background

A

Redirection probes
Provides more than one student w/ a chance to respond
Useful when dealing with controversial topics; can be very challenging
Can get more students involved in the discussion

51
Q

Types of Questioning:

Recall or used to begin a discussion

A

Multiple Choice Question Tests

52
Q

Types of Questioning:
All questions that request learners to construct an answer
Answer is more complex; can gauge in-depth understanding of students
Ex. “When shall you use clean container versus sterile container in stool examination?”

A

Open-Ended Questions

53
Q

Types of Questioning:
Uses various questions to promote the topic.
Learners are stimulated to ask questions
Ex. “Do you agree with the CPD units imposed before renewing PRC license?”

A

Discussion Stimulating Questions

54
Q

Types of Questioning:
Guides learners through problem solving thinking
Ex. “What information do you need to have before we can solve this problem?”

A

Questions that guide problem solving

55
Q

Types of Questioning:
Stimulates thinking Guides learners into asking some of their own questions
Mostly to encourage the listener to think about what is the obvious answer to the question must be

A

Rhetorical Questions

56
Q

Who said that: “Students who perceive their teacher as supportive are more likely to ask question than those who believe their teacher to be unsupportive “

A

Schell, 1998

57
Q 
Questioning Techniques:
\_\_\_\_ some questions ahead of time 
\_\_\_\_ questions clearly and specifically
\_\_\_\_ some silence.
\_\_\_\_carefully to responses. Don’t interrupt.
A

Prepare
State
Tolerate
Listen

58
Q

BFB technique (Wigle, 1999)
___: send question to the whole class
___: call one student at a time
___: redirect the question to other students; to share ideas in a certain topic

A

Beam
Focus
Build

59
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Stimulating Learners to Ask Questions
  1. Learners should not be rewarded for asking good questions.
  2. Thinking is driven by answers but not by good questioning
A

D

60
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Stimulating Learners to Ask Questions
  1. Learners should not be rewarded for asking good questions.
  2. Thinking is driven by answers but not by good questioning
A

D

61
Q 
A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
How to engage students?
  1. Thank or praise the student for asking questions.
  2. Talk to the whole class, not only the questioner, this keeps the whole class/ group involved.
A

C

62
Q

Helps pass information in a relatively shorter time

What your listener or audience look at while discussing

A

Using Visual Aids
Appeals to the learners’ vision more than any other sensory organ and can add interest to the classroom and enhance teaching of teacher and learning of student
Can add interest to the classrooms

63
Q

ODD MAN OUT: Factors to consider in selecting media
Anchored to the learning objectives
Availability of materials/ technical: fits or appropriate to the level of understanding
Level, ability & number of students
Price to purchase the materials

A

Price to purchase the materials

64
Q

Retention of Information
Oral:
Visual alone:
Visual and Oral:

A

10%
35%
65%

65
Q

Types of Traditional Audio Visuals:
Printed materials: communicate facts, figures, concepts
Saves a lot of time for information; time-saving

A

Hand outs
(Learners can review or scan in preparation of the class discussion
Ensures that all learns have access to the same information and can review whenever necessary)

66
Q 
Types of Traditional Audio Visuals:
Useful for mathematical problems, spelling, new words, outlining materials to be covered in class 
Allows spontaneity in the classroom and new ideas can be jotted down as mentioned
A

Chalkboards/ Whiteboards
Information can be illustrated; only write on the upper 2/3rd of the board
Not advisable on a very large group; only ideal for a certain class size

67
Q

Types of Traditional Audio Visuals:
Saves time, helps organize and illustrates content. Costly
Projects images onto a screen
Easy to make, use, store, and transported

A

Overhead Transparencies/ Projectors (OHP)
Information from the book can be directly used
Concepts can be illustrated and lectures can be outlined
Charts and graphs can be presented

68
Q

Types of Traditional Audio Visuals:
Used to show pictures, project diagrams, charts and word concepts
Effective promotes of discussion, helps make abstractions concrete

A

Slides
Lends realism to a discussion
Easy to update or organize in order to fit changing class needs

69
Q

Advantages of Slides:
Affordable
Easy to ___
Easy to ___

Disadvantages of slides:
___ projector bulbs, don’t last long

A

store
update or reorganize

Costly

70
Q

Types of Traditional Audio Visuals:
Motion enhances realism of the situation; increases interest of students
Maintain consistency and quality for teaching each learner
Reply and freeze frames according to the needs of the students

A

Video Tapes
(Learners can become a passive recipients of information
In- house filming, video clips
Used during: Role playing, Communication, Counseling skills)

71
Q

Advantages of videotapes
____ personal touch
____ exposure: in spite of distance
Used at learner’s own ___; can help process learning

Disadvantages of Videotapes
Costly
Communication is one way-learner’s become ____; no interactive participation

A

Provides
Standardized
pacing

passive

PSTM (14 decks)

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