UNIT 3 TEACHING STRATEGY - TYPES OF LEARNING Flashcards
generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies
Teaching strategy
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
Teaching strategy is also known as
Instructional Strategies
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
these strategies become learning strategies when
students independently select the appropriate ones and use them effectively to accomplish tasks or meet the goals
five (5) categories of teaching strategies
Direct Instruction,
Indirect Instruction,
Interactive Instruction, Experiential Learning, Independent Study
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
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
Learning strategies / Instructional strategies can:
motivate students and help them focus attention
organize information for understanding and remembering
monitor and assess learning
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,
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,
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,
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,
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,
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,
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,
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,
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,
Advantages of Direct instruction
Economical Current information Summary or synthesis of information Active listening and note taking skills Inspires learners
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
2 type of Direct instruction
Formal and Informal method
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
interaction between professor and students is limited most of the time
A. Formal Direct instruction
B. Informal Direct Instruction
A. Formal Direct instruction
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
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
