(Midterms) Teaching Strategies and Methods Flashcards
(158 cards)
1
Q
giving off process
A
teaching
2
Q
involving the learner more than the teacher
A
teaching
3
Q
interaction between teacher and students
A
teaching
4
Q
an act to promote student learning
A
adjustive act
5
Q
human activity
A
teaching
6
Q
a process of concretizing and actualizing the fundamental principles of other related disciplines
A
inquirung proces
7
Q
T or F: teaching is a complex process
A
true
8
Q
a science and an art
A
teaching
9
Q
set of correlative assumptions about teaching
A
approach
10
Q
T or F: approach is axiomatic
A
true
11
Q
axiomatic means
A
self-evident; manifested
12
Q
quality of a generally accepted principle/rule used as a basis of the whole process
A
approach
13
Q
overall plan for the orderly presentation of lesson
A
method
14
Q
implementation of lesson
A
technique
15
Q
immediate applicability in the classroom
A
technique
16
Q
T or F: all of teachers have the same method
A
false; lahat iba iba
17
Q
set of principles, belief or ideas about the nature of learning
A
teaching approach
18
Q
long-term plan of action designed to achieve a certain goal
A
teaching strategy
19
Q
systematic way of doing something
A
teaching method
20
Q
orderly logical system
A
teaching method
21
Q
this is procedural
A
teaching method
22
Q
sell-defined procedure used to accomplish a specific activity/task
A
teaching technique
23
Q
authority figure in a classroom
A
teachers
24
Q
viewed as “empty vessels”
A
students
25
receive knowledge from teachers
students
26
viewed as 2 separate entities
teaching and assessment
27
measured through objective scored tests and assessments
student learning
28
play an equally active role in learning process
teachers and students
29
role of teachers
-coach and facilitate students
- measure student learning
30
approach where the teacher is the only reliable source of information
teacher-centered approach
31
the learner is also an important resource in this approach because they know something and is capable of sharing
learner-centered approach
32
approach where subject matter mains primacy over that of the learner
subject-matter-centered approach
33
approach where the teacher's voice is the one only heard
teacher dominated approach
34
approach where the teacher is the sole dispenser of information
teacher dominated approach
35
method where teaching uses technology equipment such as powerpoints
high-tech teacher-centered
36
method where students uses different applications/media in learning
high-tech student-centered
37
method where teacher uses blackboard/whiteboard w/o visual presentations in teaching
low-tech teacher-centered
38
method where students use pen and paper to write facts and informations in notebook while reading several textbooks
low-tech student-centered
39
where the teacher are the primary authority figure
teacher-centered
40
while the teacher is the main authority, both learners and teachers play an active role in the process
student-centered
41
uses different technology to aid learning process
high-tech
42
more traditional way of learning involving physical interaction of teacher and learner
low-tech
43
process of giving info. generating understanding and creating interest
lecture method
44
lecture method is based on what philosophy
idealism
45
T or F: lecture method is one of the oldest method of learning
true
46
method where it explanation of the topic to the students
lecture method
47
what is the emphasis of lecture method
presentation of context
48
philosophical approach where the central point is that ideas are the only true reality
idealism
49
focus on the conscious reasoning in the mind
idealism
50
philosophical approach that emphasizes the search for truth, beauty and justice
idealism
51
teacher presents the content in a comprehensive manner
lecture
52
method that delivers info in a short amount of time
lecture method
53
method where teachers expect to elicit students' participation
lecture
54
conveys info that is difficult to present in another way
lecture method
55
most common method of teaching
lecture
56
works as a sole resource in classroom
teacher
57
example of lecture method's approach
- teacher controlled
- information-centered
58
purpose of lecture method
- To introduce learners to new topics
- To stimulate students’ interest in a subject
- To synthesize knowledge from other various sources
- To clarify difficult concepts
59
most common purpose of lecture
- convey info
- stimulate motivation and interest
60
types of lecture
- oral essay
- participatory lecture
- lec w/ incomplete handouts
- feedback lec
- mediated lec
61
traditional lecture
oral essay
62
overused type of lecture
oral essay
63
lecture where the teacher is the only speaker
oral essay
64
lecture that starts with brainstorming
participatory lecture
65
Resembles traditional oral essay but with handouts (blank spaces)
lecture w/ incomplete handouts
66
Mini-lectures interspaced with 10-min SGD
feedback lecture
67
lecture that uses media
mediated lecture
68
3 parts of lecture
1. intro to the lecture
2. body of the lecture
3. conclusion
69
T or F: Lectures are effective, but not more
effective than other methods in transmitting simple information
true
70
T or F: The lecture method may not match students' expectations of student and teacher roles
false; it may match
71
T or F: lecture reached the big audience
true
72
T or F: lecture uses facts and ideas from book
true
73
T or F: teachers are not role models
false; role models sila
74
T or F: lecture can improve listening skills
true
75
6 steps in organizing lecture
1. planning
2. anticipate length of time
3. think of the ability level of the students
4. write a written outline
5. use organizers
6. summarizing structures and keypoints
76
4 forms of written outline
- hierarchical/classical
- problem-solving
- comparative structure
- thesis format
77
written outline where information grouped, divided, and subdivided
hierarchical/classical
78
written outline where a problem is presented, then various hypothesis and solutions are developed
problem-solving
79
written outline where two or more distinct concepts are differentiated
comparative structure
80
written outline where the lecturer takes a stand on a particular topic, then justify it using logic/evidence
thesis format
81
characteristics of a disorganized lecture
- not sequentially/logically arranged
- desired learning outcomes are not stated
- single idea is repeated multiple times
- does not use advance organizers
- there are awkward shifts
- ending the lecture w/o summarization
82
8 things in delivering a lecture to maximize effectiveness
1. Controlling anxiety
2. Spontaneity
3. Voice quality
4. Body Language
5. Speed of delivery
6. Getting off on the right foot
7. Expounding during the
lecture
8. Enabling recall of information
83
3 most common form of lecture
- illustrated lecture
- briefing type of lecture
- formal lecture
84
form of lecture where the speaker relies on visual aids
illustrated lecture
85
form of lecture where the speaker presents the information without any elaborate material
briefing type of lecture
86
form of lecture where the purpose is to inform/entertai/etc
formal speech
87
a variety of forums for open-ended, collaborative exchange of ideas
discussion method
88
discuss is derived to which latin word
discutere
89
the latin word of discuss means what
to shake or to strike
90
An activity of sitting and talking about a specific subject.
discussion
91
means by which people share experiences, ideas, and attitudes.
discussion
92
enables us to engage in an orderly verbal interchange and express thoughts on a subject.
discussion
93
discussion involves what type of communication between participants
two-way
94
T or F: discussion is a more active learning experience than lecture
true
95
T or F: discussion ensures max participation
true
96
T or F: in discussion, the teacher divides the class different groups to discuss by themselves
true
97
T or F: in discussion, relevant topic must be the only one considered
true
98
in a panel discussion method, it includes how many qualified persons
4-8
99
type of discussion where topic is announced beforehand
formal discussion
100
type of discussion that takes place without notice
informal discussion
101
type of discussion that involves students brainstorming solutions to own problems
planned
102
type of discussion that starts from a student's question
spontaneous
103
common type of discussion
- committee/conference meeting
- panel discussion
- symposium and lecture forum
104
T or F: discussion helps students process information rather than receiving only
true
105
used in areas in which students already have some knowledge or experience
discussion method
106
T or F: discussion may be used to develop the main points to be covered in a lesson
true
107
T or F: in a discussion method, students can get ideas from their experience to contribute in the discussion
true
108
features of discussion method
- experiential learning
- emphasis on students
- focus on critical thinking
109
benefits of discussion method
- Increase student learning
- Motivate students
- Support teachers in assessing student thinking
- Shift the authority from teacher to community
110
abilities that can be developed in discussion method
- Thinking and communicating powers
- Leadership quality
- Expression ability
- Problem solving ability
- Creativity
- Motivation and confidence
111
T or F: discussion is not time consuming
false
112
T or F: discussion is adaptable to all teaching-learning situation
false
113
T or F: discussion is effective in large groups
false
114
crucial discussion skills
- Reasoning
- Speaking
- Time Management
- Presentation
-Paraphrasing/summarizing
- Creativity
- Listening
- Proactive
115
T or F: in discussion, planning must be careful
true
116
appropriate physical space in a discussion
u-shape seating
circle seating
117
rules to follow in dicussion
1. Formulate clear expectations
2. Establish ground rules
3. Ensure proper distance
4. Plan how to start the discussion
5. Facilitate, don’t discuss
6. Encourage participation of quiet or shy members
7. Don’t let a single person monopolize the discussion
8. mDirect the discussion among group members
9. Prevent the discussion from getting off-course
10. Clarify when participants get confused
11. Allow some silence
12. Summarize when needed
118
method that assess learner comprehension
questioning method
119
Promotes logical reasoning and critical thinking
questioning method
120
Socratic method of teaching–ask a series of questions
questioning method
121
Is disciplined questioning that can be used to pursue thought in many directions and for many purposes
socratic question
122
is at the heart of critical
thinking
socratic questioning
123
6 types of socratic questioning
- Questions for clarification
- Questions that probe assumptions
- Questions that probe reasons and evidence
- Questions about viewpoints and perspectives
- Questions that probe implications and consequences
- Questions about the question
124
level of questioning where the learner recalls or integrates information
convergent
125
level of questioning that have specific, usually short, and expected answers
convergent
126
level of questioning where the learner creates new ideas, draws inferences or a new perspective
divergent
127
order of questions where the learner recalls information
lower-order
128
order of questions where the learner comprehends or thinks critically
higher-order
129
type of question where it requires simple recall answer
factual
130
type of question where the learner further explains an answer
probing
131
type of question that uses oral mcq
multiple-choice
132
type of question where learners construct an answer
open-ended
133
type of question where it promotes further discussion
discussion-stimulating
134
type of question where questions are phrased and sequences carefully to guide problem solving thinking
questions that guide problem solving
135
type of question where there are no immediate answers expected
rhetorical
136
type of question where that stimulates thinking
rhetorical
137
type of thinking where students simply recall information
factual
138
type of thinking where students integrate info
empirical
139
type of thinking where students thick creatively to produce unique ideas
productive
140
type of thinking where students make judgements
evaluative
141
T or F: questioning can be used in any teaching situation
true
142
T or F: questioning develop expression of students
true
143
T or F: questioning includes all learnings
true
144
how long is the silence tolerated in questioning
3-5 secs
145
technique used in questioning
"beam, focus, build" technique
146
T or F: you can humiliate learners, especially in front of their friends
false; wag
147
A blend of lecture, discussion, questioning, and audiovisuals
interactive lecture
148
in interactive lecture the lass may be divided into groups/sections, changing activities every?
15-20 mins
149
if done correctly, is the best representation of active learning
interactive lecture
150
T or F: interactive learning is different from the formal lecture
true
151
interactive learning is not longer than?
20-25 mins
152
involves the participants in discussions as much as possible.
interactive learning
153
more likely to assume responsibilities for their own learning
interactive learning
154
interactive learning consists of how many person per group
4-6
155
T or F: interactive lecture has. atime limit
true
156
T or F: interactive learning improves participation
true
157
T or F: interactive learning produces more contribution per member
true
158
key points to deliver effective interactive lecture
- Two-way communication
- Use of visual aids
- making eye contact
- Use of examples
- Use of participants experiences
- Use of slow pace
- Summarization
