UNIT 3 TEACHING STRATEGY - TYPES OF LEARNING Flashcards by ABEGAIL SERMONIA

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

Teaching strategy

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the behavior of the teacher which he/she manifest in the class such as:
development of teaching strategies

giving proper stimulus for timely responses

drilling the learner to responses

increasing the responses by extra activities

teaching tactics

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Teaching strategy is also known as

Instructional Strategies

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overall plan for a teaching-learning experience that involves the use of one or several methods of instruction to achieve the desired learning outcomes

Teaching strategy / Instructional Strategies

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these strategies become learning strategies when

students independently select the appropriate ones and use them effectively to accomplish tasks or meet the goals

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five (5) categories of teaching strategies

Direct Instruction,
Indirect Instruction,
Interactive Instruction, Experiential Learning, Independent Study

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TRUE OR FALSE:

instructional strategies can be categorized, and the distinction are always clear-cut

FALSE

instructional strategies can be categorized, the distinction are not always clear-cut

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decision-making regarding instructional strategies requires teachers to focus on:

curriculum
prior experiences & knowledge of students
learner interest
student learning styles
development levels of the learner

such decision-making relies on ongoing student assessment linked to learning objectives and processes

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Learning strategies / Instructional strategies can:

motivate students and help them focus attention

organize information for understanding and remembering

monitor and assess learning

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Category of learning strategies:

highly teacher-directed
most commonly used

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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Category of learning strategies:

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

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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Category of learning strategies:

effective for providing information or developing step-by-step skills

also works well for introducing other teaching methods or actively involving students in knowledge construction

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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Category of learning strategies:

deductive
organization is presented and illustrated with examples

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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oldest and most often used approaches to teaching

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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classified as authoritative teaching procedure wherein teacher teaches largely through exposition (either oral or written)

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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most natural & practical way of imparting information

its efficacy depends much on the teacher’s delivery of new information

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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

A. Direct Instruction, 
B. Indirect Instruction, 
C. Interactive Instruction, 
D. Experiential Learning, 
E. Independent Study

A. Direct Instruction,

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Advantages of Direct instruction

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

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Disadvantages of Direct instruction

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

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2 type of Direct instruction

Formal and Informal method

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professor teacher in front of a large group of students

mostly aims at transferring information

students are expected to take personal notes in addition to the course text

A. Formal Direct instruction
B. Informal Direct Instruction

A. Formal Direct instruction

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interaction between professor and students is limited most of the time

A. Formal Direct instruction
B. Informal Direct Instruction

A. Formal Direct instruction

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includes active student participation

learning is best achieved if students participate actively in a relax atmosphere

A. Formal Direct instruction
B. Informal Direct Instruction

B. Informal Direct Instruction

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active student participation can be achieved through the use of question and effective two-way communication process A. Formal Direct instruction B. Informal Direct Instruction

B. Informal Direct Instruction

Parts of a lecture: Main purpose is to provide a framework for student's learning, providing the structure for the lecture's said content and information. A. Introduction B. Body C. Conclusion

A. Introduction

Necessary to gain the students' attention. Establish a relationship with the audience A. Introduction B. Body C. Conclusion

A. Introduction

Provide a brief general overview of the lecture’s content overview of the behavioral objectives pertinent to the lecture topic, along with the explanation as to why these objectives are significant. A. Introduction B. Body C. Conclusion

A. Introduction

The use of set (opening presentations) can engage attention and focus the group on the speaker which sets the stage for learners to be ready to listen. A. Introduction B. Body C. Conclusion

A. Introduction The technique of set captures attention, clarifies goals and objectives, motivates the learner, and demonstrates the relevance of the content in a way that can stimulate the interest of the learners in the subject.

The lecturer needs to make a connection with the overall subject and the topic being presented as well as explicate its relationship to previous topics covered and both prior lectures and those that will follow A. Introduction B. Body C. Conclusion

A. Introduction

involves the actual delivery of the content related to the topic being addressed A. Introduction B. Body C. Conclusion

B. Body

Important aspects are covered in an organized, accurate, logical, cohesive, and interesting manner. Examples should be used throughout the enhanced stage (?); Salient points A. Introduction B. Body C. Conclusion

B. Body

educator can enhance the effectiveness of the presentation by combining it with other instructional methods Instructional methods: discussion, question and answer sessions A. Introduction B. Body C. Conclusion

B. Body

Most frequently neglected component A. Introduction B. Body C. Conclusion

C. Conclusion

Used to reinforce student learnings of the information as well as to clarify and misconceptions regarding their understanding of the concept presented. A. Introduction B. Body C. Conclusion

C. Conclusion

The lecturer should always include a wrap up with every lecture A. Introduction B. Body C. Conclusion

C. Conclusion

Reserved for summarizing the information provided in the presentation. review the major concepts presented repeat and emphasize main points A. Introduction B. Body C. Conclusion

C. Conclusion

Have several students summarize main points. A. Introduction B. Body C. Conclusion

C. Conclusion

Will help the lecturer get feedback as to whether or not the students identified the important information. A. Introduction B. Body C. Conclusion

C. Conclusion

Encourage questions from students. Allow students time to review their notes and thoughts. Pause for a few moments after asking questions A. Introduction B. Body C. Conclusion

C. Conclusion

Ask specific and leading questions. This will encourage students to review their notes and formulate questions of their own. A. Introduction B. Body C. Conclusion

C. Conclusion

Relate content to previous and subsequent topics. As students see the relationships among the major concepts presented in different lectures, they gain a sense of directions. A. Introduction B. Body C. Conclusion

C. Conclusion

learner-driven Teacher becomes the facilitator, supporter, and resource person. ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

B. Indirect Instruction,

includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

B. Indirect Instruction,

takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

B. Indirect Instruction,

Examples: problem-solving, case studies, close activities, reading for meaning, reflective discussion and concept mapping ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

B. Indirect Instruction,

can engage and motivate students to develop deeper understanding through applying ideas to real-world situations A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

A. Problem Solving

Versatile in many different teaching context and key-learning areas A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

A. Problem Solving

Advantages of Problem solving

develop critical thinking skills, actively engages learners, and help teachers to gain a better understanding of the abilities of the students. having students collaboratively work on problems proves more beneficial to both the learner and teacher as it gains benefits from small group work and collaborative learning.

Limitations of teaching through problem-solving:

lack of interest if problems aren’t’ relevant, problems are required to be well structured for specific learning outcome. however, most of these misconceptions can be overcome through careful monitoring ang high-quality in structuring of the problem itself by the teachers

Promotes the development of analytical skill A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

B. Case Study

presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

B. Case Study

Facilitate development of higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

B. Case Study

Facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issue and applications A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

B. Case Study

Students are more inductive listeners A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

B. Case Study

They learn better from examples than from logical development starting with basic principles Very effective classroom technique Highly adaptable style of teaching that involves problem-based learning A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

B. Case Study

Encourage students to think and talk about what they have observed, heard or read A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

C. Reflective Discussion

Teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret experiences, read or recorded stories or illustrations A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

C. Reflective Discussion

Difference of opinions are variable A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

C. 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 A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

C. Reflective Discussion

to extend personal responses by considering the views of others to share personal thoughts, feelings and images evoke by literature selections, films, illustrations and experiences A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

C. Reflective Discussion

Establishes bridge between how people learn knowledge and sensible learning A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

D. Concept Mapping

Useful in enhancing meaningful learning and students’ conceptual understanding A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

D. 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 A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

D. 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 A. Problem Solving B. Case Study C. Reflective Discussion D. Concept Mapping

D. Concept Mapping

Relies heavily on discussion and sharing ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

C. Interactive Instruction,

Helps develop social skills and the ability to organize thoughts and develop rational arguments ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

C. Interactive Instruction,

Requires observation, listening, interpersonal and intervention skills ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

C. Interactive Instruction,

the success of this strategy depends on the expertise of the instructor in structuring and developing group dynamics ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

C. Interactive Instruction,

Debates, role-playing, simulations, brainstorming, peer learning, discussion and cooperative learning ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

C. Interactive Instruction,

Small group activity Encourage student on free flow of ideas’ Generate as many ideas as possible within the specified time frame given in the classroom ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

A. Brainstorming

Effective and engaging way for students to analyze different concepts Develop critical thinking and public speaking skills Greater participation in class and for discussing controversial issues in a structured environment ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

B. Debate

Form of experiential learning Students take on assigned roles and act out those roles through a scripted play ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

C. Role play

provide very powerful learning experiences for students by immersing them in stimulated real world situations in which students act out particular role/character in as safe environment ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

C. Role play

excellent strategy for enhancing: Student motivation, fostering intellectual agility, and encouraging democratic habits ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

D. Discussion

they create opportunities for students to practice and sharpen number of skills including ability to articulate and defend positions, consider different point of view and in list and evaluate evidence ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

D. Discussion

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 Each member of the team is responsible for learning and also helping teammates learn create an atmosphere of achievement improved academic achievement, improved behavior and attendance, increase self-confidence and motivation, and increased liking of school and classmates relatively easy to implement and inexpensive ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

E. Cooperative Learning

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 idea about the topic in a specific period of time allow covering the discussion about different aspects referred to the same study themes maximizing the possibilities of the members of the group ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

F. Buzz Group

Strategy for organizing medium to large group discussions ``` students are separated into an inner and outer circle inner circle (this strategy pertains to this circle), students have a discussion students in the outer circle listen to the discussion and take notes ``` ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

G. Fishbowl

student centered strategy builds comprehension of complex text/ideas while developing group discussion skills ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

G. Fishbowl

students practice responding to multiple viewpoints observations from the students of the other circle provide insights on what makes the small discussions effective way to engage students in a range of abilities and multiple setting ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

G. Fishbowl

A way for students to teach each other important concepts and information begin by working alone next; they collaborate with a partner partners form groups of four; groups of four join together to form groups of eight continues until the entire class is working together as one large group ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

snowball technique

Take on more responsibility, self-motivated and essentially adopt a more independent attitude to their learning Teacher gives each an assignment and each member may divide the readings and are free to discuss among their peers and their interaction allows more student participation allow more active student participation that fosters both activation of prior knowledge, which ultimately assist in collecting and joining all the previously known facts, problem solving, and decision making together ``` A. Brainstorming B. Debate C. Role play D. Discussion E. Cooperative Learning F. Buzz Group G. Fishbowl H. Snowball technique I. Syndicate ```

I. Syndicate

Learner focused and activity oriented ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

D. Experiential Learning,

requires learners to reflect about the experience and ways to apply it to other contexts emphasizes the learning process ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

D. Experiential Learning,

experiencing: activity that occurs sharing or publishing: reactions and observations analyzing or processing: patterns and dynamics are determined inferring or generalizing: principles are derived applying: plans are made to use learnings in reused situations ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

D. Experiential Learning, `

form of experiential learning, it is a strategy that fits well with the principle of student-centered learning and the structure of learning and teaching are instructional scenarios where the learner is placed in a world defined by the teacher they represent a reality in which students interact the teacher controls the parameter of this world to achieve desired instructional result A. Role play B. Simulation C. Games

B. Simulation

experience the reality of the scenario and gather meaning from it Situation feel real thus translates into engaging interactions by learners promote the use of critical and evaluate thinking, encourage students to contemplate the implications of a scenario. A. Role play B. Simulation C. Games

B. Simulation

have a special role in building students’ self-confidence” and “they can reduce the gap between quicker and slower learners A. Role play B. Simulation C. Games

C. Games

They offer a unique structure to complement yung mga traditional teaching strategies. (teaching with energy, spark, innovative thinking, and provide diversity in teaching methods) It encourages creative behavior and divergent thought and excellent ice breakers A. Role play B. Simulation C. Games

C. Games

Pedagogical device A. Role play B. Simulation C. Games

C. Games

learners studying on their own under the guidance or supervision of an instructor ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

E. Independent Study

fosters the development of individual student initiative, self- reliance and self-improvement ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

E. Independent Study

learning in peer partnership or as part of a small group example: essay research and writing, computer-assisted instruction, journals and packaged learning materials ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

E. Independent Study

will enable individuals to respond to the changing demands of their family and society ``` A. Direct Instruction, B. Indirect Instruction, C. Interactive Instruction, D. Experiential Learning, E. Independent Study ```

E. Independent Study

this form of teaching and learning focuses on the joint appreciation of new knowledge by lecturers and students students carry this out in their courses independently and with an open outcome attain abilities in dealing with uncertainty, independence, teamwork and organisational skills

REsearch

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

Small group learning