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PRINCIPLES AND STRATEGIES OF TEACHING IN MLS > 13 - OTHER TEACHING STRATEGIES > Flashcards

13 - OTHER TEACHING STRATEGIES Flashcards

1
Q
  • Is a type of discussion where two or more speakers talk for 10-20 minutes, and develop individual approaches or solutions to a present aspect of a policy, process, or program
  • An instructional technique that is used to achieve higher cognitive and affective objectives
  • Is a teaching technique that serves as an excellent, crystallizing their opinion and preparing them for arriving at a decision regarding a particular issue or a topic.
A

Symposium

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2
Q

Objectives of Symposium

A
  1. To identify and understand various aspects of the theme and problem
  2. To develop the ability to come to a decision and provide judgment regarding a problem
  3. To develop values and feelings regarding a problem
  4. To enable the listeners to form policies regarding a theme problem
  5. To boost students’ abilities to speak in the group
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3
Q

Limitations of Symposium

A
  1. The chairmen have no control over the speakers as they are free to prepare the theme for discussion. They can present any aspect of the theme or problem
  2. There is a probability of repetition of the content because of every speaker’s theme. The different aspects of a theme are presented simultaneously. Therefore, the listeners are not able to understand the theme correctly
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4
Q

Guidelines of Symposium

A
  1. All members of the performing group can sit in a straight line behind a table or in adjoining chairs with the chairmen in the middle or to one side of the speakers
  2. The chairmen of the symposium introduce the topic and suggest something of its performance
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5
Q

Advantages of Symposium

A
  1. Well suited to a large group or classes
  2. Helps to discuss broad topics at organization meetings
  3. Gives deeper insight into the topic
  4. Directs the students for continuous, independent study
  5. Used in political meetings
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6
Q

Disadvantages of Symposium

A
  1. Inadequate opportunity for all students to participate actively
  2. Speech is limited to 15-20 minutes
  3. Limited audience participation
  4. Questions and answers are limited to 3-4 minutes
  5. Possibility of overlapping of subjects
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7
Q
  • Is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment.
  • Role-play is a very flexible teaching approach because it requires no special tools, technology or environments
  • Ex. Students could work through a roleplay exercise just as effectively in a lecture hall as in a seminar room (However, technology can provide significant advantages, and even new possibilities, for using the approach as a learning activity)
A

Role Playing

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8
Q

Characteristics of Role-Playing

A
  1. Role-playing methods can bring about quite a change in the traditional application of teaching methods to produce varied results in class activities
  2. In the role-play method, the students participate in the learning in the classroom with sincerity and spontaneity and actively
  3. The role-playing method can make fictional subjects and past events appear real to the students
  4. When applying this role-playing method in-class lessons, the stage, costumes, scenery, etc. are rarely used
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9
Q

Advantages of Role-Playing

A
  1. Prepares for Real Life
  2. Identifies Current Skill Level
  3. Social Activity
  4. Develops Cooperation Skills
  5. Improves Communication Skills
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10
Q

Disadvantages of Role-Playing

A
  1. Discomfort
  2. Intimidation
  3. Lack of Seriousness
  4. Overwhelming
  5. Anxiety
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11
Q
  • Involves the critical analysis and evaluation of scholarly journals, articles, or research papers
  • This brings discourse in a classroom, heightening the use of critical skills in students
  • Example: Having a case study on pathology in the subject anatomy and physiology.
A

Journal Critiquing

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12
Q

Goal of Journal Critiquing

A

to promote evidence-based decision making

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13
Q

Basic Information in any Type of Journal

A
  • Name(s) of the author(s);
  • Title of the article;
  • Title of the journal, column number, date, month, and page numbers;
  • Statement of the problem or issue discussed; and
  • The author’s purpose, approach or methods, hypothesis, and major conclusions
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14
Q

How to Critique a Journal Article

A
  1. Read the article to get an overview
  2. Read it again critically with questions in mind
  3. Answer the guide questions below by writing notes in a notebook or on the article itself.
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15
Q
  • Integration of game elements, such as competition, rewards, challenges, and interactive gameplay, into educational activities and curriculum to enhance the learning experience
A

Gamification

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16
Q

Goal of Gamification

A

to make learning more engaging, motivating, and effective by borrowing principles from game design and applying them to educational contexts

17
Q

Strategies of Gamification

A
  1. In-Class Gamification Strategies
  2. Classroom Response Systems
18
Q

Creating Jeopardy-style games for review of chapters or in preparation for a shifting examination can provide interaction with others in a familiar game structure

A

In-Class Gamification Strategies

19
Q

It is a powerful way to gather responses from the entire class using a game-based student response system like Kahoot

A

Classroom Response Systems

20
Q

Key Roles in Gamification

A
  • Users/Participants
  • Challenges/tasks
  • Points
  • Levels
  • Badges
  • Ranking
21
Q

Popular format of video content with a duration of several seconds or minutes that shows the benefits of a product, service, or a new idea with the help of relevant images, concise text, and appropriate audio narration (Helen Colman, 2023)

A

Video Presentation

22
Q

Types of Video Presentation/Teaching

A
  1. Live-lecture Capture
  2. Screencasts
  3. Web Lectures
23
Q
  • aka E-Learning, video-based instruction, online classes, blended education, hybrid, courses, distance education, coursecasting, virtual classroom, virtual learning environments, academic capture
  • Are recordings that are taken during a class, and are then made available to students once class ends. Educators can capture live lectures with the click of a button, which is then made available
    to students on their personal devices. Lecture capturing promotes self-study where students can play back and interact with recorded lectures (Top Hat, n.d.)
  • Example: Ted talks
A

Live-lecture Capture

24
Q
  • An aka streaming desktop, video captures, online tutorials, screen captures
  • Is a digital video recording on the computer and usually includes audio narration
  • Example
  • Screencast-o-matic
  • Screencastcom
A

Screencasts

25
Q
  • Condensed and studio-recorded lectures made available via the web as multimedia presentations that combine video of the lecturer, audio, lecture slides, and a table of contents (Day, 2008, p.ii)
  • Two screens are used to execute this type of video teaching style: (1) a video of the professor & (2) materials used to disseminate information (PPT or Smartboard)
A

Web Lectures

26
Q

Advantages of Video Presentation

A
  1. Reduces travel cost
  2. Enhances teamwork and improves communication (anytime anywhere can have communication)
  3. More flexible
  4. Increased Productivity
27
Q

Disadvantages of Video Presentation

A
  1. Time-consuming
  2. Technical difficulties
  3. Lack of Technological Privilege - sufficient for teaching and learning
  4. Harder to focus
  5. Personal clarifications, questions, and opinions cannot be addressed
28
Q

A collection of imagery, data visualizations like pie charts and bar graphs, and minimal text that gives an easy-to-understand overview of a topic

A

Infographics

29
Q

Focus of Infographics

A

help people understand complex ideas or information (comfortable with visual learning)

30
Q

Steps in Creating an Infographic

A
  1. Outline the goals of the Infographic
  2. Collection Data
  3. Visualize the data in the Infographic
  4. Layout the elements of the Infographic Design
  5. . Add Style to Infographic Design
31
Q

Important Elements to Consider when creating an Infographic

A
  1. Lines
  2. Borders
  3. Shapes
  4. Color
  5. Scale
  6. Contrast
  7. Alignment
  8. Proximity
  9. Font style
  10. Images, Icons, & Illustrations
32
Q

Advantages of Infographics

A

To the Students
1. Customize learning style of students
2. Students can explain the content of the assigned topic in an orderly, visually clarifying manner, and avoid the voluminous text in bullet-point form
3. Information is easily analyzed and
remembered by the students

To the teachers
1. Learning outcomes can be presented in explanatory images instead of using bulletpoint form on a PPT
2. Perusing of activities or worksheets are effectively comprehended by the students since data in infographics are displayed concisely and directly to the point
3. A wide range of information can be compressed into a single infographic
4. The interplay of words, numbers, pictures, and graphics can be used to promote understanding of topics and issues

33
Q

Disadvantages of Infographics

A
  1. Limited in information
  2. Time consuming to prepare
  3. Unreadable & overwhelming
  4. Lack of reference
  5. May take up a lot of space
  6. Helpful to only certain people - Ex. visual learners
  7. Not effective for teaching psychomotor skills

PRINCIPLES AND STRATEGIES OF TEACHING IN MLS (16 decks)

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