TRADITIONAL TEACHING STRATEGIES

Question 1

EXAMPLE OF PROBING QUESTIONS

Help a responder who is unsure of an answer or gives an incorrect answer

Answer 1

PROMPTING PROBES

Question 2

LEVELS of QUESTIONING.

▪ Ask the learner to generate new ideas, draw implications, or formulate a new perspective on a topic.
▪ There is no single correct answer.
▪ Requires a higher level of cognitive activity.

Answer 2

DIVERGENT

Question 3

LECTURING places learners in a ______ role

Answer 3

PASSIVE

Question 4

TYPES of QUESTIONS

▪ Questions for which you expect no answer at the time.
▪ Used to stimulate thinking and guide learners into asking their own questions as they study a topic.

Answer 4

RHETORICAL QUESTIONS

Question 5

TYPES of QUESTIONS

▪ Demands a simple recall answer.
▪ Used to assess learner’s understanding or simply find out if they are paying attention.

Answer 5

FACTUAL QUESTIONS

Question 6

TRUE or FALSE

The lecture is valuable where knowledge is advancing rapidly and up-to-date textbooks are not available

Answer 6

TRUE

Question 7

QUESTIONING places learner’s in an ______ ______.

Answer 7

active role

Question 8

Help learner’s grasp information or concepts quickly

Answer 8

QUESTIONING

Question 9

Stimulate students’ interest in a subject

Answer 9

LECTURING

Question 10

EXAMPLE OF AUDIOVISUALS

▪ Can be used to communicate facts, figures and concepts.
▪ Time saving
▪ If given before the class, learners can review them in preparation for the class discussion.
▪ It ensures that all learners have access to the same information and can review that information whenever necessary.

Answer 10

HANDOUTS

Question 11

TRUE or FALSE.

LECTURING is conducive to meet student’s individual learning needs

Answer 11

FALSE

“LECTURING is NOT CONDUCIVE to meet student’s individual learning needs”

Question 12

LEVEL OF BLOOM’S TAXONOMY

Involves breaking the whole into
parts and showing relationships

Answer 12

ANALYSIS

Question 13

EXAMPLE OF PROBING QUESTIONS

To elicit a variety of responses from the group of learners.

Answer 13

REDIRECTION PROBES

Question 14

TRUE or FALSE

Attitudes can be changed through discussion

Answer 14

TRUE

Question 15

TRUE or FALSE

limited attention span is an example of DISADVANTAGES of LECTURING

Answer 15

TRUE

Question 16

LEVEL OF BLOOM’S TAXONOMY

Includes understanding and
interpretation of information

Answer 16

COMPREHENSION

Question 17

TYPE OF DISCUSSION.

Take place spontaneously at any point during the class including at the end of the lecture

Answer 17

INFORMAL DISCUSSION

Question 18

TYPES OF LECTURE.

The teacher is an orator and the only speaker

Answer 18

TRADITIONAL ORAL-ESSAY

Question 19

TYPES of QUESTIONS

Used to promote discussion

Answer 19

DISCUSSION-STIMULATING QUESTIONS

Question 20

EXAMPLE OF PROBING QUESTIONS

Ask learners to justify their responses

Answer 20

JUSTIFICATION PROBES

Question 21

LEVELS of QUESTIONING

▪ Require more than recall
▪ The learner have to comprehend or think critically about the information.

Answer 21

HIGH-ORDER QUESTIONS

Question 22

TYPES of QUESTIONS

Encompasses all questions that requires learners to construct an answer

Answer 22

OPEN-ENDED QUESTIONS

Question 23

LEVEL OF BLOOM’S TAXONOMY

Requires combining elements into
a new structure

Answer 23

SYNTHESIS

Question 24

EXAMPLE OF PROBING QUESTIONS

Used when learner’s responses are unclear.

Answer 24

CLARIFICATION PROBES

Question 25

TRUE or FALSE. DISCUSSION give learners an opportunity to apply principles, concepts, and theories; and transfer the learning to new and different situations

Answer 25

TRUE

Question 26

TYPES of QUESTIONS To further explain an answer or dig deeper into subject.

Answer 26

PROBING QUESTIONS

Question 27

TYPE OF DISCUSSION. Topic is announced in advance and the class is asked to prepare, to take part in the discussion

Answer 27

FORMAL DISCUSSION

Question 28

TYPE OF LECTURE. Use of media such as films, slides or web-based images along with traditional lecture

Answer 28

MEDIATED LECTURE

Question 29

what are the two types of discussion?

Answer 29

- FORMAL DISCUSSION - INFORMAL DISCUSSION

Question 30

LEVEL OF BLOOM'S TAXONOMY Involves recall of memorized data

Answer 30

KNOWLEDGE

Question 31

Integrate and synthesize a large body of knowledge from several fields or sources

Answer 31

LECTURING

Question 32

TYPES OF LECTURE Students feel some ownership of the topic and are able to attach new information to the existing mental schema

Answer 32

PARTICIPATORY LECTURE

Question 33

LEVEL OF BLOOM'S TAXONOMY Requires using information in new situations

Answer 33

APPLICATION

Question 34

TYPES of QUESTIONS To guide learners through problem-solving thinking.

Answer 34

QUESTIONS THAT GUIDE PROBLEM-SOLVING

Question 35

LEVELS of QUESTIONING. ▪ Require the learner to recall or integrate information they have learned. ▪ Requires fairly low-level cognitive activity. ▪ Have specific, usually short, and expected answers.

Answer 35

CONVERGENT

Question 36

TRUE or FALSE LECTURING inspires people

Answer 36

TRUE

Question 37

EXAMPLE OF PROBING QUESTIONS Ask learners to elaborate on a response

Answer 37

EXTENSION PROBES

Question 38

LEVELS of QUESTIONING. Require the learner to recall information they have read or memorized

Answer 38

LOW-ORDER QUESTIONS

Question 39

TYPES of QUESTIONS ▪ Can be oral as well as written ▪ Test recall and can be used to begin a discussion

Answer 39

MULTIPLE CHOICE QUESTIONS

Question 40

TRUE or FALSE. LECTURING is economical

Answer 40

TRUE

Question 41

TRUE or FALSE. DISCUSSION don't take a lot of time

Answer 41

FALSE "Take a lot of time"

Question 42

Efficient means of introducing learners to new topics

Answer 42

LECTURING

Question 43

TYPES OF LECTURE. Enhance learning and memory recall

Answer 43

FEEDBACK LECTURE

Question 44

EXAMPLE OF AUDIOVISUALS ▪ Allow spontaneity in the classroom. ▪ New ideas can be jotted down as they are mentioned. ▪ Information or points can be illustrated. ▪ Useful for working out mathematical problems, spelling new words, outlining material to be covered in class. ▪ It should be clean, placed where the entire class could see. "Write only on the upper two-thirds of the board". ▪ Not advisable for a very large group.

Answer 44

CHALKBOARDS / WHITEBOARDS

Question 45

TYPES OF LECTURE Hand-outs containing the lecture outline in some detail with blank spaces for learners to fill in information

Answer 45

LECTURE WITH UNCOMPLETED HAND-OUTS

Question 46

LEVEL OF BLOOM'S TAXONOMY Includes assessing a situation based on criteria

Answer 46

EVALUATION

Question 47

LECTURING helps students develop their ______ abilities

Answer 47

LISTENING

Question 48

TYPES OF LECTURES. Consist of mini lectures interspeed with 10-minute small group discussions, structured around questions related to the lecture content

Answer 48

FEEDBACK LECTURE

Question 49

TYPES OF LECTURES. Begins with learner’s brainstorming ideas on a topic based on what they have read in preparation

Answer 49

PARTICIPATORY LECTURE

Question 50

To assess learner's comprehension

Answer 50

QUESTIONING

Question 51

EXAMPLE OF AUDIOVISUALS ▪ To show pictures or project diagrams, charts, and word concepts. ▪ Effective promoters of discussion ▪ Help make abstractions concrete ▪ Lend realism to an academic discussion ▪ Easy to update and reorganize to fit changing class needs.

Answer 51

SLIDES

Question 52

Greatly enhance teaching and can add interest and stimulation to the classroom

Answer 52

AUDIOVISUALS

Question 53

EXAMPLE OF AUDIOVISUALS ▪ Motion enhances realism of the situation and often increases interest. ▪ Maintain consistency and quality for teaching each learner. ▪ Can replay and freeze frames according to the needs. ▪ Learners can become passive recipients of information

Answer 53

VIDEOTAPES

Question 54

EXAMPLE OF AUDIOVISUALS ▪ Sheets of acetate placed on an overhead projector that enlarges and projects the image onto a screen. ▪ Easy to make, use, store, and transport ▪ Can be prepared beforehand to save class time. ▪ Diagrams and drawings can be drawn or copied onto transparencies. ▪ Concepts can be illustrated and lectures can be outlined. ▪ Charts and graphs can be presented.

Answer 54

OVERHEAD TRANSPARENCIES