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PSTM221 > TRADITIONAL TEACHING STRATEGIES > Flashcards

TRADITIONAL TEACHING STRATEGIES Flashcards

1
Q

EXAMPLE OF PROBING QUESTIONS

Help a responder who is unsure of an answer or gives an incorrect answer

A

PROMPTING PROBES

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2
Q

LEVELS of QUESTIONING.

▪ Ask the learner to generate new ideas, draw implications, or formulate a new perspective on a topic.
▪ There is no single correct answer.
▪ Requires a higher level of cognitive activity.

A

DIVERGENT

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3
Q

LECTURING places learners in a ______ role

A

PASSIVE

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4
Q

TYPES of QUESTIONS

▪ Questions for which you expect no answer at the time.
▪ Used to stimulate thinking and guide learners into asking their own questions as they study a topic.

A

RHETORICAL QUESTIONS

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5
Q

TYPES of QUESTIONS

▪ Demands a simple recall answer.
▪ Used to assess learner’s understanding or simply find out if they are paying attention.

A

FACTUAL QUESTIONS

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6
Q

TRUE or FALSE

The lecture is valuable where knowledge is advancing rapidly and up-to-date textbooks are not available

A

TRUE

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7
Q

QUESTIONING places learner’s in an ______ ______.

A

active role

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8
Q

Help learner’s grasp information or concepts quickly

A

QUESTIONING

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9
Q

Stimulate students’ interest in a subject

A

LECTURING

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10
Q

EXAMPLE OF AUDIOVISUALS

▪ Can be used to communicate facts, figures and concepts.
▪ Time saving
▪ If given before the class, learners can review them in preparation for the class discussion.
▪ It ensures that all learners have access to the same information and can review that information whenever necessary.

A

HANDOUTS

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11
Q

TRUE or FALSE.

LECTURING is conducive to meet student’s individual learning needs

A

FALSE

“LECTURING is NOT CONDUCIVE to meet student’s individual learning needs”

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12
Q

LEVEL OF BLOOM’S TAXONOMY

Involves breaking the whole into
parts and showing relationships

A

ANALYSIS

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13
Q

EXAMPLE OF PROBING QUESTIONS

To elicit a variety of responses from the group of learners.

A

REDIRECTION PROBES

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14
Q

TRUE or FALSE

Attitudes can be changed through discussion

A

TRUE

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15
Q

TRUE or FALSE

limited attention span is an example of DISADVANTAGES of LECTURING

A

TRUE

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16
Q

LEVEL OF BLOOM’S TAXONOMY

Includes understanding and
interpretation of information

A

COMPREHENSION

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17
Q

TYPE OF DISCUSSION.

Take place spontaneously at any point during the class including at the end of the lecture

A

INFORMAL DISCUSSION

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18
Q

TYPES OF LECTURE.

The teacher is an orator and the only speaker

A

TRADITIONAL ORAL-ESSAY

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19
Q

TYPES of QUESTIONS

Used to promote discussion

A

DISCUSSION-STIMULATING QUESTIONS

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20
Q

EXAMPLE OF PROBING QUESTIONS

Ask learners to justify their responses

A

JUSTIFICATION PROBES

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21
Q

LEVELS of QUESTIONING

▪ Require more than recall
▪ The learner have to comprehend or think critically about the information.

A

HIGH-ORDER QUESTIONS

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22
Q

TYPES of QUESTIONS

Encompasses all questions that requires learners to construct an answer

A

OPEN-ENDED QUESTIONS

23
Q

LEVEL OF BLOOM’S TAXONOMY

Requires combining elements into
a new structure

A

SYNTHESIS

24
Q

EXAMPLE OF PROBING QUESTIONS

Used when learner’s responses are unclear.

A

CLARIFICATION PROBES

25
Q

TRUE or FALSE.

DISCUSSION give learners an opportunity to apply principles, concepts, and theories; and transfer the learning to new and different situations

A

TRUE

26
Q

TYPES of QUESTIONS

To further explain an answer or dig deeper into subject.

A

PROBING QUESTIONS

27
Q

TYPE OF DISCUSSION.

Topic is announced in advance and the class is asked to prepare, to take part in the discussion

A

FORMAL DISCUSSION

28
Q

TYPE OF LECTURE.

Use of media such as films, slides or web-based images along with traditional lecture

A

MEDIATED LECTURE

29
Q

what are the two types of discussion?

A
  • FORMAL DISCUSSION
  • INFORMAL DISCUSSION
30
Q

LEVEL OF BLOOM’S TAXONOMY

Involves recall of memorized data

A

KNOWLEDGE

31
Q

Integrate and synthesize a large body of knowledge from several fields or sources

A

LECTURING

32
Q

TYPES OF LECTURE

Students feel some ownership of the topic and are able to attach new information to the existing mental schema

A

PARTICIPATORY LECTURE

33
Q

LEVEL OF BLOOM’S TAXONOMY

Requires using information in
new situations

A

APPLICATION

34
Q

TYPES of QUESTIONS

To guide learners through problem-solving thinking.

A

QUESTIONS THAT GUIDE PROBLEM-SOLVING

35
Q

LEVELS of QUESTIONING.

▪ Require the learner to recall or integrate information they have learned.
▪ Requires fairly low-level cognitive activity.
▪ Have specific, usually short, and expected answers.

A

CONVERGENT

36
Q

TRUE or FALSE

LECTURING inspires people

A

TRUE

37
Q

EXAMPLE OF PROBING QUESTIONS

Ask learners to elaborate on a response

A

EXTENSION PROBES

38
Q

LEVELS of QUESTIONING.

Require the learner to recall information they have read or memorized

A

LOW-ORDER QUESTIONS

39
Q

TYPES of QUESTIONS

▪ Can be oral as well as written
▪ Test recall and can be used to begin a discussion

A

MULTIPLE CHOICE QUESTIONS

40
Q

TRUE or FALSE.

LECTURING is economical

A

TRUE

41
Q

TRUE or FALSE.

DISCUSSION don’t take a lot of time

A

FALSE

“Take a lot of time”

42
Q

Efficient means of introducing learners to new topics

A

LECTURING

43
Q

TYPES OF LECTURE.

Enhance learning and memory recall

A

FEEDBACK LECTURE

44
Q

EXAMPLE OF AUDIOVISUALS

▪ Allow spontaneity in the classroom.
▪ New ideas can be jotted down as they are mentioned.
▪ Information or points can be illustrated.
▪ Useful for working out mathematical problems, spelling
new words, outlining material to be covered in class.
▪ It should be clean, placed where the entire class could see. “Write only on the upper two-thirds of the board”.
▪ Not advisable for a very large group.

A

CHALKBOARDS / WHITEBOARDS

45
Q

TYPES OF LECTURE

Hand-outs containing the lecture outline in some detail with blank spaces for learners to fill in information

A

LECTURE WITH UNCOMPLETED HAND-OUTS

46
Q

LEVEL OF BLOOM’S TAXONOMY

Includes assessing a situation
based on criteria

A

EVALUATION

47
Q

LECTURING helps students develop their ______ abilities

A

LISTENING

48
Q

TYPES OF LECTURES.

Consist of mini lectures interspeed with 10-minute small group discussions, structured around questions related to the lecture content

A

FEEDBACK LECTURE

49
Q

TYPES OF LECTURES.

Begins with learner’s brainstorming ideas on a topic based on what they have read in preparation

A

PARTICIPATORY LECTURE

50
Q

To assess learner’s comprehension

A

QUESTIONING

51
Q

EXAMPLE OF AUDIOVISUALS

▪ To show pictures or project diagrams, charts, and word concepts.
▪ Effective promoters of discussion
▪ Help make abstractions concrete
▪ Lend realism to an academic discussion
▪ Easy to update and reorganize to fit changing class needs.

A

SLIDES

52
Q

Greatly enhance teaching and can add interest and stimulation to the classroom

A

AUDIOVISUALS

53
Q

EXAMPLE OF AUDIOVISUALS

▪ Motion enhances realism of the situation and often increases interest.
▪ Maintain consistency and quality for teaching each learner.
▪ Can replay and freeze frames according to the needs.
▪ Learners can become passive recipients of information

A

VIDEOTAPES

54
Q

EXAMPLE OF AUDIOVISUALS

▪ Sheets of acetate placed on an overhead projector that enlarges and projects the image onto a screen.
▪ Easy to make, use, store, and transport
▪ Can be prepared beforehand to save class time.
▪ Diagrams and drawings can be drawn or copied onto transparencies.
▪ Concepts can be illustrated and lectures can be outlined.
▪ Charts and graphs can be presented.

A

OVERHEAD TRANSPARENCIES

PSTM221 (5 decks)

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