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health education > TEACHING STRATEGIES > Flashcards

TEACHING STRATEGIES Flashcards

1
Q
  • It is an overall plan for a teaching – learning experience
  • It involves the use of one or several methods of instruction to achieve the desired learning outcomes.
A

instructional method / strategy

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2
Q

Factors to consider when choosing teaching methods:

A
  1. Audience Characteristics
  2. Educator’s expertise
  3. Objectives of learning
  4. Potential for achieving learning outcomes
  5. Cost effectiveness
  6. Instructional setting
  7. Evolving technology
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3
Q

3 traditional teaching strategies

A

lecture, group discussion, one to one questioning

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4
Q
  • a highly structured method to verbally transmit information directly to groups of learners for the purpose of instruction.
  • should not be employed to give the learners the same information that they could read independently at another time and place.
A

Lecture method

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5
Q

Presenting info to an audience consist of: (3)

A

 Clarification of facts
 Explanation of Principles
 Explanation of Relationships

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6
Q

Uses of lecture method:

A
  1. Transmit information
  2. Promote thinking
  3. Arouse interest, stir emotion
  4. Develop attitudes and values
  5. Provide opportunity for interaction with a role-model
  6. Train students to listen
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7
Q

Goal of lecturing:

A

Communication

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8
Q

Techniques in lecturing:

A
  1. Rapport
  2. Voice
  3. Gestures/body language
  4. Eye Contact
  5. Spontaneity
  6. Lecture outline
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9
Q

Advantages of lecture method:

A

1.Time-saving
2.Control of the topic
3.Repetition
4.Economical
5.Flexible group size

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10
Q

Disadvantages of lecture method:

A

1.One-way communication
2.Boredom
3.Short attention span and lower retention rate
4.Poor feedback
5.Requires skills

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11
Q

Parts of lecture method:

A

Introduction, body, conclusion

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12
Q
  • topic is announced in advance and the class is asked to prepare to take part in the discussion
  • learners exchange information, feelings and opinions with one another and with the teacher.
A

Group discussion

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13
Q

Advantages of group discussion:

A

▪ Enhances learning in both affective and cognitive
domains
▪ Both learner-centered and subject-centered
▪ Stimulates learners to think
▪ Encourages exchange of experiences
▪ Provides opportunities for sharing of ideas

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14
Q

Disadvantages of discussion:

A

▪ One or more members may dominate the discussion
▪ Easy to digress from the topic
▪ Less involvement for shy learners
▪ Requires skills to redirect learners
▪ Time consuming

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15
Q
  • involves delivering information to meet the needs of individual learners
  • moves learners from repeating the information that was shared to applying what they have just learned
A

Questioning

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16
Q

Functions of questioning: (2)

A

assess baseline of knowledge, review content

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17
Q

Types of questions:

A
  1. Factual
  2. Probing
  3. Multiple Choice
  4. Open-ended
  5. Discussion stimulating
  6. Questions that can guide problem solving
  7. Rhetorical
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18
Q

Advantages of quetsioning:

A

▪Pace and content of teaching can be tailored
▪Ideal as an intervention for initial assessment and ongoing evaluation
▪Good for teaching behaviors in all domains
▪ Suitable for teaching the disabled, low literate or educationally disadvantaged
▪Provides opportunity for immediate feedback between the teacher and the learner

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19
Q

Limitations of questioning:

A

▪The learner is isolated
▪Deprives learners of the opportunity to identify with others
▪Puts learner on the spot
▪May be interpreted by the learner as a technique to test their knowledge and skills
▪Learner may feel overwhelmed and anxious

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20
Q

What are the 5 non traditional teaching strategies?

A

Small group learning, simulation, problem based learning, self-learning modules, audiovisuals

21
Q

Components of small group learning: (2)

A

active participation, interaction

22
Q

A sub-group of 2-6 members discuss an issue or a problem for a short period of time

A

buzz groups

23
Q

Intensive discussion in which spontaneous suggestions are received uncritically

A

brainstorming

24
Q

Discussion in which the topic is controlled by the students

A

group discussion

25
Q

Discussion in which the topic and direction are given by the tutor but the content and organization are determined by the students

A

group tutorial

26
Q

Students are given certain roles which they act out

A

roleplay

27
Q

Advantages of small group learning:

A
  1. Critical thinking
  2. Communication skills
  3. Ability to perform as team members and leaders
28
Q

Characteristic of a Good Group:

A
  1. Mutual understanding among members
  2. Open communication
  3. Individual responsibility
  4. Cooperation
  5. Decision-making
  6. Quick resolution of conflicts
29
Q

Roles of Teacher in Small Group Learning:

A
  1. Teacher
  2. Synthesizer
  3. Facilitator
  4. Mediator
30
Q

is an artificial or hypothetical experience that engages the learner in an activity that reflects real life conditions without the risk-taking consequences of an actual situation

A

Simulations

31
Q

types of simulations: (4)

A

written, clinical, model, computer

32
Q

use case studies about real/fictitious situations

A

written simulation

33
Q

can be set up to replicate complex care situations

A

clinical simulation

34
Q

used in learning laboratories to mimic situations

A

computer simulation

35
Q

Advantages of Simulation:

A

▪ Excellent for psychomotor skill development
▪ Enhances higher level problem-solving and interactive abilities
▪ Provides for active learner involvement in a real-life situation
▪ Guarantees a safe, non-threatening environment

36
Q

Limitations of Simulation:

A

▪ Expensive
▪ Very intensive labor
▪ Not readily available

37
Q
  • Learning is centered around the problems
  • Learners are presented with scenarios or problems, generate learning issues related to what they need to learn in order to understand the problem
A

Problem-based learning

38
Q
  • Used to provide or design instructional activities that guide the learner in independently achieving the objectives in learning
  • Usually focuses on one topic
A

Self-learning modules

39
Q

Goal of self-learning modules:

A

Master the information and apply it to practice

40
Q

Advantages of self-learning modules:

A
  1. Allows for self-pacing
  2. Stimulates for active learning
  3. Provides opportunity to review and reflect on information
  4. Frequent feedback is built in
  5. Indicates mastery of material accomplished in a particular time frame
41
Q

Limitations of self-learning modules:

A
  1. Limited to low literacy skills
  2. Not appropriate to learners with visual and hearing disabilities
  3. Requires high levels of motivation
  4. Not good for learners who tend to procrastinate
  5. May induce boredom
42
Q
  • Support and enrich the educational process by stimulating the senses of hearing and seeing
  • Increase retention of information by combining what learners hear and see
A

Audiovisuals

43
Q

a set of drawings or pictures which can be used in several ways.

A

picture series

44
Q

a series of pictures bound together in a particular order; usually tells a story or show steps in a process.

A

flipbook

45
Q

medium on which illustrations or words can be written or drawn in chalk.

A

chalkboard

46
Q

permits flexibility, since the teacher can draw or write on the board in addition to positioning prepared materials

A

magnetic chalkboards

47
Q

Board in which to attach or draw visuals. Pictures can be fastened

A

display boards

48
Q

made of materials that holds pins, thumbtacks, staples

A

bulleting boards

49
Q

a board made of flannel, felt or rough cloth with pieces of materials cut into shapes of objects. The latter will stick to the board

A

flannel board

health education (4 decks)

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