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PSTMT > Unit 3.2 Teaching Strategies > Flashcards

Unit 3.2 Teaching Strategies Flashcards

1
Q

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
(Rothwell & Kazanas, 2008).

A

Teaching Strategy

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2
Q

a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies (Stone & Morris, cited in Issac, 20

A

Teaching Strategy

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3
Q

Instructional strategies can:

A

❑motivate students and help them focus attention
❑organize information for understanding and remembering
❑monitor and assess learning

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4
Q

Five Categories of Instructional Strategies

A
  1. Direct Instruction
  2. Indirect Instruction
  3. Interactive Instruction
  4. Experiential Learning
  5. Independent Study
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5
Q

highly teacher-directed

Five Categories of Instructional Strategies

A

Direct Instruction

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6
Q

most commonly used

Five Categories of Instructional Strategies

A

Direct Instruction

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7
Q

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

Five Categories of Instructional Strategies

A

Direct Instruction

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8
Q

includes methods such as:

Lecture

Five Categories of Instructional Strategies

A

Direct Instruction

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9
Q

includes methods such as:

didactic questioning

Five Categories of Instructional Strategies

A

Direct Instruction

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10
Q

includes methods such as:

explicit teaching

Five Categories of Instructional Strategies

A

Direct Instruction

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11
Q

includes methods such as:

practice and drill

Five Categories of Instructional Strategies

A

Direct Instruction

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12
Q

includes methods such as:

demonstrations

Five Categories of Instructional Strategies

A

Direct Instruction

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13
Q

learner-driven

Five Categories of Instructional Strategies

A

Indirect Instruction

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14
Q

includes a high level of learner involvement in observing,
investigating, drawing inferences or forming hypotheses

Five Categories of Instructional Strategies

A

Indirect Instruction

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15
Q

takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems

Five Categories of Instructional Strategies

A

Indirect Instruction

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16
Q

includes methods such as:

problem-solving

Five Categories of Instructional Strategies

A

Indirect Instruction

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17
Q

includes methods such as:

case studies

Five Categories of Instructional Strategies

A

Indirect Instruction

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18
Q

includes methods such as:

close activities

Five Categories of Instructional Strategies

A

Indirect Instruction

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19
Q

includes methods such as:

reading for meaning

Five Categories of Instructional Strategies

A

Indirect Instruction

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20
Q

includes methods such as:

reflective discussion

Five Categories of Instructional Strategies

A

Indirect Instruction

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21
Q

includes methods such as:

concept mapping

Five Categories of Instructional Strategies

A

Indirect Instruction

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22
Q

relies heavily on discussion and sharing

Five Categories of Instructional Strategies

A

Interactive Instruction

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23
Q

helps develop social skills and the ability to organize thoughts and develop rational arguments

Five Categories of Instructional Strategies

A

Interactive Instruction

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24
Q

requires observation, listening, interpersonal and intervention skills

Five Categories of Instructional Strategies

A

Interactive Instruction

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25
Q

includes methods such as:

debates

Five Categories of Instructional Strategies

A

Interactive Instruction

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26
Q

includes methods such as:

role-playing

Five Categories of Instructional Strategies

A

Interactive Instruction

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27
Q

includes methods such as:

simulations

Five Categories of Instructional Strategies

A

Interactive Instruction

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28
Q

includes methods such as:

peer learning

Five Categories of Instructional Strategies

A

Interactive Instruction

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28
Q

includes methods such as:

brainstorming

Five Categories of Instructional Strategies

A

Interactive Instruction

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29
Q

includes methods such as:

discussion

Five Categories of Instructional Strategies

A

Interactive Instruction

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30
Q

includes methods such as:

cooperative learning

Five Categories of Instructional Strategies

A

Interactive Instruction

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31
Q

learner-focused and activity-oriented

Five Categories of Instructional Strategies

A

Experiential Learning

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32
Q

requires learners to reflect about the experience and ways to apply it to other contexts

Five Categories of Instructional Strategies

A

Experiential Learning

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33
Q

emphasizes the learning process

Five Categories of Instructional Strategies

A

Experiential Learning

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34
Q

Five phases of Experiential Learning

Five Categories of Instructional Strategies

A
  1. experiencing
  2. sharing or publishing
  3. analyzing or processing
  4. inferring or generalizing
  5. applying
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35
Q

learners studying on their own under the guidance or supervision of an
instructor

Five Categories of Instructional Strategies

A

Independent Study

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36
Q

learning in peer partnership or as part of a small group

Five Categories of Instructional Strategies

A

Independent Study

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37
Q

students need to acquire life-long learning capability

Five Categories of Instructional Strategies

A

Independent Study

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38
Q

includes methods such as:

essay research and writing

Five Categories of Instructional Strategies

A

Independent Study

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39
Q

includes methods such as:

computer-assisted instruction

Five Categories of Instructional Strategies

A

Independent Study

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40
Q

includes methods such as:

journals

Five Categories of Instructional Strategies

A

Independent Study

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41
Q

includes methods such as:

packaged learning materials

Five Categories of Instructional Strategies

A

Independent Study

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42
Q

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

Direct Instruction

A

Lecture

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43
Q

the oldest and most often used
approaches to teaching

Direct Instruction

A

Lecture

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44
Q

Purposes of Lecture:

Direct Instruction

A
  1. Develop the act of listening
  2. Effective way of presenting new topic
  3. Develop creative thinking and reasoning
  4. Stimulates learner’s interest
  5. Serve as a supplement of the textbook, classroom discussion, and student report
  6. Helps to integrate and synthesize a vast body of knowledge
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45
Q

Advantages of Lecture Method

Direct Instruction

A
  1. Economical
  2. Current information
  3. Summary or synthesis of information
  4. Active listening and note-taking skills
  5. Inspires learners
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46
Q

Disadvantages of Lecture Method

Direct Instruction

A
  1. Passive learner
  2. Attention levels of students
  3. Students do not learn at the same pace
  4. Learning by listening
  5. Focuses on teaching of facts
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47
Q

Types of Lecture

Direct Instruction

A
  • FORMAL METHOD
  • INFORMAL METHOD
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48
Q

Guiding Principles in Giving Effective Lecture

Direct Instruction

A
  1. carefully planned
  2. with proper motivation
  3. outline of the materials should be provided
  4. logical presentation should be used (for narration and description)
  5. simple language
  6. with instructional devices or AVs
  7. Provides synopsis
  8. Students’ feedback
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49
Q

Parts of a Lecture:

Direct Instruction

A

❑Introduction
❑The Body of the Lecture
❑Conclusion

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50
Q

Parts of a Lecture

Establish a relationship with the audience.

Direct Instruction

A

Introduction

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51
Q

Parts of a Lecture

Provide a brief general overview of the lecture’s content

Direct Instruction

A

Introduction

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52
Q

Parts of a Lecture

Plan an introduction to catch the listener’s interest

Direct Instruction

A

Introduction

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53
Q

Parts of a Lecture

The lecturer needs to make a connection with the overall subject and the topic being
presented

Direct Instruction

A

Introduction

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54
Q

Parts of a Lecture

The lecturer needs toexplicate (change word) its relationship to previous topics covered and both prior lectures and those that will follow

Direct Instruction

A

Introduction

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55
Q

Parts of a Lecture

involves the actual delivery of the content related to the topic being addressed

Direct Instruction

A

The Body of the Lecture

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56
Q

Parts of a Lecture

careful preparation is needed

Direct Instruction

A

The Body of the Lecture

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57
Q

Parts of a Lecture

allows some flexibility in the lecture to answer questions and remarks from the student

Direct Instruction

A

The Body of the Lecture

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58
Q

Parts of a Lecture

Check student comprehension throughout the lesson by asking students to answer specific questions

Direct Instruction

A

The Body of the Lecture

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58
Q

Parts of a Lecture

Check student comprehension throughout the lesson by asking students if there is any clarification on the discussion.

Direct Instruction

A

The Body of the Lecture

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59
Q

Parts of a Lecture

Repeat and emphasize main points

Direct Instruction

A

Conclusion

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60
Q

Parts of a Lecture

Relate content to previous and subsequent topics

Direct Instruction

A

Conclusion

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60
Q

Parts of a Lecture

Encourage questions from students.

Direct Instruction

A

Conclusion

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61
Q

Said that using problem solving as a technique to help students learn

Indirect Instruction

A

Killen, 2009

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61
Q

Killen (2009, pg. 242) suggests that ___________ can engage and motivate students to develop deeper understanding through applying ideas to real-world situations

Indirect Instruction

A

problem solving

61
Q

Its Limitations are lack of interest if problems aren’t relevant, problems are required to be well structured for specific learning outcome

Indirect Instruction

A

Problem-solving

62
Q

promotes the development of analytical skills

Indirect Instruction

A

Case-studies

62
Q

Advantages of Problem-solving

Indirect Instruction

A

✓ develop critical thinking skills
✓ actively engages learners
✓ helps teachers to gain a better understanding of the abilities of the students

63
Q

facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning

Indirect Instruction

A

Case-studies

64
Q

moving beyond recall of knowledge to analysis, evaluation, and application

Indirect Instruction

A

Case-studies

65
Q

facilitate interdisciplinary learning

Indirect Instruction

A

Case-studies

66
Q

can be used to highlight connections between specific
academic topics and real-world societal issues and applications

Indirect Instruction

A

Case-studies

67
Q

increase student motivation to participate in class activities, which promotes learning and
increases performance on assessments

Indirect Instruction

A

Case-studies

68
Q

to use questions to stimulate reflection and extend comprehension

Indirect Instruction

A

Reflective Discussion

69
Q

to challenge students’ thinking by inviting them to interpret, infer, summarize, form conclusions and evaluate selections

Indirect Instruction

A

Reflective Discussion

70
Q

to extend personal responses by considering the views of others

Indirect Instruction

A

Reflective Discussion

70
Q

to share personal thoughts, feelings and images evoked
by literature selections, films, illustrations and experiences

Indirect Instruction

A

Reflective Discussion

71
Q

encourage students to think and talk about what they have
observed, heard or read

Indirect Instruction

A

Reflective Discussion

72
Q

teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret

Indirect Instruction

A

Reflective Discussion

73
Q

questions posed should encourage students to relate story content to life experiences

Indirect Instruction

A

Reflective Discussion

74
Q

establishes a bridge between how people learn knowledge and sensible learning

Indirect Instruction

A

Concept Mapping

74
Q

useful in enhancing meaningful learning and students’ conceptual understanding

Indirect Instruction

A

Concept Mapping

75
Q

represented in a hierarchical manner

Indirect Instruction

A

Concept Mapping

76
Q

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

Indirect Instruction

A

Concept Mapping

77
Q

serves as a template for designing a sound learning

Indirect Instruction

A

Concept Mapping

78
Q

a scaffold to help organize knowledge and provide a structure

Indirect Instruction

A

Concept Mapping

78
Q

small group activity

Interactive Instruction

A

Brainstorming

79
Q

generate as many ideas as possible within the specified time
frame given in the classroom

Interactive Instruction

A

Brainstorming

79
Q

free flow of ideas

Interactive Instruction

A

Brainstorming

80
Q

effective and engaging way for students to
analyze different concepts

Interactive Instruction

80
Q

develop critical thinking and public speaking
skills

Interactive Instruction

81
Q

greater participation in class

Interactive Instruction

82
Q

for discussing controversial issues in a
structured environment

Interactive Instruction

82
Q

students take on assigned roles and act out those roles through a scripted play

Interactive Instruction

83
Q

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

Interactive Instruction

84
Q

provide very powerful learning experiences for
students

Interactive Instruction

85
Q

by immersing them in simulated real world situations in which students act out a particular
role/character in a safe environment

Interactive Instruction

85
Q

student motivation, fostering intellectual agility, and encouraging democratic habits

Interactive Instruction

A

Discussion

86
Q

articulate and defend positions

Interactive Instruction

A

Discussion

87
Q

consider different points of view

Interactive Instruction

A

Discussion

88
Q

enlist and evaluate evidence

Interactive Instruction

A

Discussion

89
Q

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

Interactive Instruction

A

Cooperative Learning

90
Q

create an atmosphere of achievement

Interactive Instruction

A

Cooperative Learning

90
Q

Outcomes of Cooperative Learning:

Interactive Instruction

A

✓improved academic achievement
✓improved behavior and attendance
✓increased self-confidence and motivation
✓increased liking of school and classmates

91
Q

formation of small discussion groups with the objective of developing a specific task (idea generation, problem solving
and so on)

Interactive Instruction

A

Buzz Group

92
Q

facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time

Interactive Instruction

A

Buzz Group

92
Q

allow covering the discussion about different aspects referred to the same study themes

Interactive Instruction

A

Buzz Group

93
Q

strategy for organizing medium- to large-group discussions

Interactive Instruction

94
Q

students are separated into an inner and outer circle

Interactive Instruction

95
Q

inner circle or fishbowl, students have a discussion

Interactive Instruction

95
Q

students in the outer circle listen to the discussion and take notes

Interactive Instruction

96
Q

student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills

Interactive Instruction

97
Q

a way for students to teach each other important concepts and information

Interactive Instruction

A

Snowball Technique

97
Q

partners form groups of four; groups of four join together to form groups of eight

Interactive Instruction

A

Snowball Technique

97
Q

begin by working alone; next they collaborate with a partner

Interactive Instruction

A

Snowball Technique

98
Q

dividing a class into small groups (syndicates) of four to eight students

Interactive Instruction

98
Q

continues until the entire class is
working together as one large group

Interactive Instruction

A

Snowball Technique

98
Q

self-motivated and essentially adopt a more independent attitude to their learning

Interactive Instruction

99
Q

Syndicate allows more active student participation that fosters both activation of prior knowledge, which ultimately assists in:

Interactive Instruction

A

✓collecting and joining all the previously known facts
✓problem solving, and
✓decision making together

100
Q

are instructional scenarios where the learner is placed in a
“world” defined by the teacher

Experiential Learning

A

Simulations

100
Q

experience the reality of the scenario and gather meaning from it

Experiential Learning

A

Simulations

100
Q

promote the use of critical and evaluative thinking

Experiential Learning

A

Simulations

101
Q

leads to more engaging interaction by learners

Experiential Learning

A

Simulations

101
Q

have a special role in
building students’ self‐confidence” and “they can reduce the gap between quicker and slower learners” (Fuscard, 2001)

Experiential Learning

102
Q

helps to internalize and practice research conducts and methods, and skills such as formulating a precise question, and processing and monitoring a research process

Independent Study

103
Q

attain abilities in dealing with uncertainty, independence, teamwork and organizational skills

Independent Study

104
Q

joint acquisition of new knowledge by
lecturers and students

Independent Study

104
Q

process of learning that takes place when students work together in groups of 8 – 10
( Crosby, J. 1996; Zubair, A. 2006)

A

Small group learning

105
Q

Basic steps in the development of effective small group teaching sessions:

A
  1. Established departmental planning committee
  2. Specified the learning outcomes.
  3. Preparing students to work in a small group
  4. Provide a pleasant environment
  5. Monitoring group activity
  6. Evaluate the activity by summarizing the main points
105
Q

Teaching and Learning Small Groups:

A

❑Brainstorming
❑Buzz group
❑Fish Bowl
❑Snowball Technique
❑Syndicate
❑Problem Solving

106
Q

SKILLS FOR EFFECTIVE SMALL
GROUP TEACHING

A

✓ Questioning
✓ Listening
✓ Responding

107
Q

Monitoring group activity:

effective small group teachingsessions

Basic steps in the development of effective small group teaching session

A
  1. Equal distribution of task
  2. Anyone dominating in the group
  3. Anyone undermining the group members
  4. Who holds the power
  5. Who resolves the conflict if they arise
108
Q

The lecturer needs to make the lecture:

TEACHING AND LEARNING LARGE GROUPS

A

✓ Interesting
✓ Engaging
✓ Well organized
✓ Structured

109
Q

Lecturing in large group poses many challenges since it will be delivered to students with ________ learning skills and
understanding

TEACHING AND LEARNING LARGE GROUPS

110
Q

Key points that contribute to the improvement and success
of learning for both the teacher and the students:

TEACHING AND LEARNING LARGE GROUPS

A
  • Student Engagement
  • Managing Disruptive Behavior
111
Q

Teaching and Learning Large Group:

TEACHING AND LEARNING LARGE GROUPS

A

❑Lecture
❑Symposium
❑Panel
❑Team Teaching

112
Q

Careful presentation of facts with organised thoughts and ideas by a qualified person

TEACHING AND LEARNING LARGE GROUPS

113
Q

It is series of prepared talks given by few experts (2 to 5 ) on many aspects of
a topic or a problem under a chair-person.

TEACHING AND LEARNING LARGE GROUPS

114
Q

A group of four or more persons sit with a moderator in front of an audience; they
hold orderly and logical conversation on an assigned topic.

TEACHING AND LEARNING LARGE GROUPS

115
Q

involves a group of person or a team in the instructional process

TEACHING AND LEARNING LARGE GROUPS

A

Team Teaching

116
Q

preparing them for arriving at a
decision regarding a particular
issue or topic

TEACHING AND LEARNING LARGE GROUPS

116
Q

excellent method for informing, the audiences and crystallizing their opinion

TEACHING AND LEARNING LARGE GROUPS

116
Q

formal gathering in an academic setting

TEACHING AND LEARNING LARGE GROUPS

117
Q

covers a single topic or subject

TEACHING AND LEARNING LARGE GROUPS

118
Q

comprised of 4-6 participants with a suggested time of 20 minutes per speaker (15 minutes each for presenting, and Q & A)

TEACHING AND LEARNING LARGE GROUPS

119
Q

It gives wide
knowledge of the
topic

TEACHING AND LEARNING LARGE GROUPS

120
Q

It creates a feeling of
collaboration and
adaptation

TEACHING AND LEARNING LARGE GROUPS

121
Q

It provides different
views on the subject

TEACHING AND LEARNING LARGE GROUPS

122
Q

The objective of
synthesis and
evaluation is achieved
by this technique

TEACHING AND LEARNING LARGE GROUPS

123
Q

Gives the teacher a broad view of different aspects of the problem including current trends in teaching

TEACHING AND LEARNING LARGE GROUPS

124
Q

Provides listeners a chance to comprehend and decide on the
topic/problem

TEACHING AND LEARNING LARGE GROUPS

125
Q

Develops social values in the listeners

TEACHING AND LEARNING LARGE GROUPS

126
Q

Develops the power of evaluation and synthesis in the audience

TEACHING AND LEARNING LARGE GROUPS

127
Q

Helps to investigate a problem from several points of view

TEACHING AND LEARNING LARGE GROUPS

128
Q

The chairperson has no control over the speakers who get full-scale freedom to prepare the theme for discussion

TEACHING AND LEARNING LARGE GROUPS

129
Q

Probability of repetition because every speaker prepares them as a
whole

TEACHING AND LEARNING LARGE GROUPS

129
Q

Listeners may not be able to decipher the theme correctly

TEACHING AND LEARNING LARGE GROUPS

129
Q

Helps achieve the cognitive domain’s higher objectives but not affective domain

TEACHING AND LEARNING LARGE GROUPS

130
Q

a small group discussion that provides an opportunity for knowledge integration at high level

TEACHING AND LEARNING LARGE GROUPS

131
Q

Listeners are likely to remain passive

132
Q

advanced group technique which is usually used in higher education

TEACHING AND LEARNING LARGE GROUPS

132
Q

bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate

TEACHING AND LEARNING LARGE GROUPS

PSTMT (13 decks)

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