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
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
3
Q
Instructional strategies can:
A
❑motivate students and help them focus attention
❑organize information for understanding and remembering
❑monitor and assess learning
4
Q
Five Categories of Instructional Strategies
A
- Direct Instruction
- Indirect Instruction
- Interactive Instruction
- Experiential Learning
- Independent Study
5
Q
highly teacher-directed
Five Categories of Instructional Strategies
A
Direct Instruction
6
Q
most commonly used
Five Categories of Instructional Strategies
A
Direct Instruction
7
Q
effective for providing information or developing step-by-step skills deductive
Five Categories of Instructional Strategies
A
Direct Instruction
8
Q
includes methods such as:
Lecture
Five Categories of Instructional Strategies
A
Direct Instruction
9
Q
includes methods such as:
didactic questioning
Five Categories of Instructional Strategies
A
Direct Instruction
10
Q
includes methods such as:
explicit teaching
Five Categories of Instructional Strategies
A
Direct Instruction
11
Q
includes methods such as:
practice and drill
Five Categories of Instructional Strategies
A
Direct Instruction
12
Q
includes methods such as:
demonstrations
Five Categories of Instructional Strategies
A
Direct Instruction
13
Q
learner-driven
Five Categories of Instructional Strategies
A
Indirect Instruction
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
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
16
Q
includes methods such as:
problem-solving
Five Categories of Instructional Strategies
A
Indirect Instruction
17
Q
includes methods such as:
case studies
Five Categories of Instructional Strategies
A
Indirect Instruction
18
Q
includes methods such as:
close activities
Five Categories of Instructional Strategies
A
Indirect Instruction
19
Q
includes methods such as:
reading for meaning
Five Categories of Instructional Strategies
A
Indirect Instruction
20
Q
includes methods such as:
reflective discussion
Five Categories of Instructional Strategies
A
Indirect Instruction
21
Q
includes methods such as:
concept mapping
Five Categories of Instructional Strategies
A
Indirect Instruction
22
Q
relies heavily on discussion and sharing
Five Categories of Instructional Strategies
A
Interactive Instruction
23
Q
helps develop social skills and the ability to organize thoughts and develop rational arguments
Five Categories of Instructional Strategies
A
Interactive Instruction
24
Q
requires observation, listening, interpersonal and intervention skills
Five Categories of Instructional Strategies
A
Interactive Instruction
25
# includes methods such as:
debates
| Five Categories of Instructional Strategies
Interactive Instruction
26
# includes methods such as:
role-playing
| Five Categories of Instructional Strategies
Interactive Instruction
27
# includes methods such as:
simulations
| Five Categories of Instructional Strategies
Interactive Instruction
28
# includes methods such as:
peer learning
| Five Categories of Instructional Strategies
Interactive Instruction
28
# includes methods such as:
brainstorming
| Five Categories of Instructional Strategies
Interactive Instruction
29
# includes methods such as:
discussion
| Five Categories of Instructional Strategies
Interactive Instruction
30
# includes methods such as:
cooperative learning
| Five Categories of Instructional Strategies
Interactive Instruction
31
learner-focused and activity-oriented
| Five Categories of Instructional Strategies
Experiential Learning
32
requires learners to reflect about the experience and ways to apply it to other contexts
| Five Categories of Instructional Strategies
Experiential Learning
33
emphasizes the learning process
| Five Categories of Instructional Strategies
Experiential Learning
34
Five phases of Experiential Learning
| Five Categories of Instructional Strategies
1. experiencing
2. sharing or publishing
3. analyzing or processing
4. inferring or generalizing
5. applying
35
learners studying on their own under the guidance or supervision of an
instructor
| Five Categories of Instructional Strategies
Independent Study
36
learning in peer partnership or as part of a small group
| Five Categories of Instructional Strategies
Independent Study
37
students need to acquire life-long learning capability
| Five Categories of Instructional Strategies
Independent Study
38
# includes methods such as:
essay research and writing
| Five Categories of Instructional Strategies
Independent Study
39
# includes methods such as:
computer-assisted instruction
| Five Categories of Instructional Strategies
Independent Study
40
# includes methods such as:
journals
| Five Categories of Instructional Strategies
Independent Study
41
# includes methods such as:
packaged learning materials
| Five Categories of Instructional Strategies
Independent Study
42
a highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction
| Direct Instruction
Lecture
43
the oldest and most often used
approaches to teaching
| Direct Instruction
Lecture
44
Purposes of Lecture:
| Direct Instruction
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
45
Advantages of Lecture Method
| Direct Instruction
1. Economical
2. Current information
3. Summary or synthesis of information
4. Active listening and note-taking skills
5. Inspires learners
46
Disadvantages of Lecture Method
| Direct Instruction
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
47
Types of Lecture
| Direct Instruction
* FORMAL METHOD
* INFORMAL METHOD
48
Guiding Principles in Giving Effective Lecture
| Direct Instruction
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
49
Parts of a Lecture:
| Direct Instruction
❑Introduction
❑The Body of the Lecture
❑Conclusion
50
# Parts of a Lecture
Establish a relationship with the audience.
| Direct Instruction
Introduction
51
# Parts of a Lecture
Provide a brief general overview of the lecture’s content
| Direct Instruction
Introduction
52
# Parts of a Lecture
Plan an introduction to catch the listener’s interest
| Direct Instruction
Introduction
53
# Parts of a Lecture
The lecturer needs to make a connection with the overall subject and the topic being
presented
| Direct Instruction
Introduction
54
# 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
Introduction
55
# Parts of a Lecture
involves the actual delivery of the content related to the topic being addressed
| Direct Instruction
The Body of the Lecture
56
# Parts of a Lecture
careful preparation is needed
| Direct Instruction
The Body of the Lecture
57
# Parts of a Lecture
allows some flexibility in the lecture to answer questions and remarks from the student
| Direct Instruction
The Body of the Lecture
58
# Parts of a Lecture
Check student comprehension throughout the lesson by asking students to answer specific questions
| Direct Instruction
The Body of the Lecture
58
# Parts of a Lecture
Check student comprehension throughout the lesson by asking students if there is any clarification on the discussion.
| Direct Instruction
The Body of the Lecture
59
# Parts of a Lecture
Repeat and emphasize main points
| Direct Instruction
Conclusion
60
# Parts of a Lecture
Relate content to previous and subsequent topics
| Direct Instruction
Conclusion
60
# Parts of a Lecture
Encourage questions from students.
| Direct Instruction
Conclusion
61
Said that using problem solving as a technique to help students learn
| Indirect Instruction
Killen, 2009
61
Killen (2009, pg. 242) suggests that ___________ can engage and motivate students to develop deeper understanding through applying ideas to real-world situations
| Indirect Instruction
problem solving
61
Its Limitations are lack of interest if problems aren’t relevant, problems are required to be well structured for specific learning outcome
| Indirect Instruction
Problem-solving
62
promotes the development of analytical skills
| Indirect Instruction
Case-studies
62
Advantages of Problem-solving
| Indirect Instruction
✓ develop critical thinking skills
✓ actively engages learners
✓ helps teachers to gain a better understanding of the abilities of the students
63
facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning
| Indirect Instruction
Case-studies
64
moving beyond recall of knowledge to analysis, evaluation, and application
| Indirect Instruction
Case-studies
65
facilitate interdisciplinary learning
| Indirect Instruction
Case-studies
66
can be used to highlight connections between specific
academic topics and real-world societal issues and applications
| Indirect Instruction
Case-studies
67
increase student motivation to participate in class activities, which promotes learning and
increases performance on assessments
| Indirect Instruction
Case-studies
68
to use questions to stimulate reflection and extend comprehension
| Indirect Instruction
Reflective Discussion
69
to challenge students' thinking by inviting them to interpret, infer, summarize, form conclusions and evaluate selections
| Indirect Instruction
Reflective Discussion
70
to extend personal responses by considering the views of others
| Indirect Instruction
Reflective Discussion
70
to share personal thoughts, feelings and images evoked
by literature selections, films, illustrations and experiences
| Indirect Instruction
Reflective Discussion
71
encourage students to think and talk about what they have
observed, heard or read
| Indirect Instruction
Reflective Discussion
72
teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret
| Indirect Instruction
Reflective Discussion
73
questions posed should encourage students to relate story content to life experiences
| Indirect Instruction
Reflective Discussion
74
establishes a bridge between how people learn knowledge and sensible learning
| Indirect Instruction
Concept Mapping
74
useful in enhancing meaningful learning and students’ conceptual understanding
| Indirect Instruction
Concept Mapping
75
represented in a hierarchical manner
| Indirect Instruction
Concept Mapping
76
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
Concept Mapping
77
serves as a template for designing a sound learning
| Indirect Instruction
Concept Mapping
78
a scaffold to help organize knowledge and provide a structure
| Indirect Instruction
Concept Mapping
78
small group activity
| Interactive Instruction
Brainstorming
79
generate as many ideas as possible within the specified time
frame given in the classroom
| Interactive Instruction
Brainstorming
79
free flow of ideas
| Interactive Instruction
Brainstorming
80
effective and engaging way for students to
analyze different concepts
| Interactive Instruction
Debate
80
develop critical thinking and public speaking
skills
| Interactive Instruction
Debate
81
greater participation in class
| Interactive Instruction
Debate
82
for discussing controversial issues in a
structured environment
| Interactive Instruction
Debate
82
students take on assigned roles and act out those roles through a scripted play
| Interactive Instruction
Role-Play
83
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
Role-Play
84
provide very powerful learning experiences for
students
| Interactive Instruction
Role-Play
85
by immersing them in simulated real world situations in which students act out a particular
role/character in a safe environment
| Interactive Instruction
Role-Play
85
student motivation, fostering intellectual agility, and encouraging democratic habits
| Interactive Instruction
Discussion
86
articulate and defend positions
| Interactive Instruction
Discussion
87
consider different points of view
| Interactive Instruction
Discussion
88
enlist and evaluate evidence
| Interactive Instruction
Discussion
89
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
Cooperative Learning
90
create an atmosphere of achievement
| Interactive Instruction
Cooperative Learning
90
Outcomes of Cooperative Learning:
| Interactive Instruction
✓improved academic achievement
✓improved behavior and attendance
✓increased self-confidence and motivation
✓increased liking of school and classmates
91
formation of small discussion groups with the objective of developing a specific task (idea generation, problem solving
and so on)
| Interactive Instruction
Buzz Group
92
facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time
| Interactive Instruction
Buzz Group
92
allow covering the discussion about different aspects referred to the same study themes
| Interactive Instruction
Buzz Group
93
strategy for organizing medium- to large-group discussions
| Interactive Instruction
Fish Bowl
94
students are separated into an inner and outer circle
| Interactive Instruction
Fish Bowl
95
inner circle or fishbowl, students have a discussion
| Interactive Instruction
Fish Bowl
95
students in the outer circle listen to the discussion and take notes
| Interactive Instruction
Fish Bowl
96
student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills
| Interactive Instruction
Fish Bowl
97
a way for students to teach each other important concepts and information
| Interactive Instruction
Snowball Technique
97
partners form groups of four; groups of four join together to form groups of eight
| Interactive Instruction
Snowball Technique
97
begin by working alone; next they collaborate with a partner
| Interactive Instruction
Snowball Technique
98
dividing a class into small groups (syndicates) of four to eight students
| Interactive Instruction
Syndicate
98
continues until the entire class is
working together as one large group
| Interactive Instruction
Snowball Technique
98
self-motivated and essentially adopt a more independent attitude to their learning
| Interactive Instruction
Syndicate
99
Syndicate allows more active student participation that fosters both activation of prior knowledge, which ultimately assists in:
| Interactive Instruction
✓collecting and joining all the previously known facts
✓problem solving, and
✓decision making together
100
are instructional scenarios where the learner is placed in a
"world" defined by the teacher
| Experiential Learning
Simulations
100
experience the reality of the scenario and gather meaning from it
| Experiential Learning
Simulations
100
promote the use of critical and evaluative thinking
| Experiential Learning
Simulations
101
leads to more engaging interaction by learners
| Experiential Learning
Simulations
101
have a special role in
building students’ self‐confidence” and “they can reduce the gap between quicker and slower learners” (Fuscard, 2001)
| Experiential Learning
Games
102
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
Research
103
attain abilities in dealing with uncertainty, independence, teamwork and organizational skills
| Independent Study
Research
104
joint acquisition of new knowledge by
lecturers and students
| Independent Study
Research
104
process of learning that takes place when students work together in groups of 8 – 10
( Crosby, J. 1996; Zubair, A. 2006)
Small group learning
105
Basic steps in the development of effective small group teaching sessions:
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
Teaching and Learning Small Groups:
❑Brainstorming
❑Buzz group
❑Fish Bowl
❑Snowball Technique
❑Syndicate
❑Problem Solving
106
SKILLS FOR EFFECTIVE SMALL
GROUP TEACHING
✓ Questioning
✓ Listening
✓ Responding
107
Monitoring group activity:
effective small group teachingsessions
| Basic steps in the development of effective small group teaching session
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
The lecturer needs to make the lecture:
| TEACHING AND LEARNING LARGE GROUPS
✓ Interesting
✓ Engaging
✓ Well organized
✓ Structured
109
Lecturing in large group poses many challenges since it will be delivered to students with ________ learning skills and
understanding
| TEACHING AND LEARNING LARGE GROUPS
different
110
Key points that contribute to the improvement and success
of learning for both the teacher and the students:
| TEACHING AND LEARNING LARGE GROUPS
* Student Engagement
* Managing Disruptive Behavior
111
Teaching and Learning Large Group:
| TEACHING AND LEARNING LARGE GROUPS
❑Lecture
❑Symposium
❑Panel
❑Team Teaching
112
Careful presentation of facts with organised thoughts and ideas by a qualified person
| TEACHING AND LEARNING LARGE GROUPS
Lecture
113
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
Symposium
114
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
Panel
115
involves a group of person or a team in the instructional process
| TEACHING AND LEARNING LARGE GROUPS
Team Teaching
116
preparing them for arriving at a
decision regarding a particular
issue or topic
| TEACHING AND LEARNING LARGE GROUPS
Symposium
116
excellent method for informing, the audiences and crystallizing their opinion
| TEACHING AND LEARNING LARGE GROUPS
Symposium
116
formal gathering in an academic setting
| TEACHING AND LEARNING LARGE GROUPS
Symposium
117
covers a single topic or subject
| TEACHING AND LEARNING LARGE GROUPS
Symposium
118
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
Symposium
119
It gives wide
knowledge of the
topic
| TEACHING AND LEARNING LARGE GROUPS
Symposium
120
It creates a feeling of
collaboration and
adaptation
| TEACHING AND LEARNING LARGE GROUPS
Symposium
121
It provides different
views on the subject
| TEACHING AND LEARNING LARGE GROUPS
Symposium
122
The objective of
synthesis and
evaluation is achieved
by this technique
| TEACHING AND LEARNING LARGE GROUPS
Symposium
123
Gives the teacher a broad view of different aspects of the problem including current trends in teaching
| TEACHING AND LEARNING LARGE GROUPS
Symposium
124
Provides listeners a chance to comprehend and decide on the
topic/problem
| TEACHING AND LEARNING LARGE GROUPS
Symposium
125
Develops social values in the listeners
| TEACHING AND LEARNING LARGE GROUPS
Symposium
126
Develops the power of evaluation and synthesis in the audience
| TEACHING AND LEARNING LARGE GROUPS
Symposium
127
Helps to investigate a problem from several points of view
| TEACHING AND LEARNING LARGE GROUPS
Symposium
128
The chairperson has no control over the speakers who get full-scale freedom to prepare the theme for discussion
| TEACHING AND LEARNING LARGE GROUPS
Symposium
129
Probability of repetition because every speaker prepares them as a
whole
| TEACHING AND LEARNING LARGE GROUPS
Symposium
129
Listeners may not be able to decipher the theme correctly
| TEACHING AND LEARNING LARGE GROUPS
Symposium
129
Helps achieve the cognitive domain's higher objectives but not affective domain
| TEACHING AND LEARNING LARGE GROUPS
Symposium
130
a small group discussion that provides an opportunity for knowledge integration at high level
| TEACHING AND LEARNING LARGE GROUPS
Seminar
131
Listeners are likely to remain passive
Symposium
132
advanced group technique which is usually used in higher education
| TEACHING AND LEARNING LARGE GROUPS
Seminar
132
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
Seminar
