Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
58 Cards in this Set
- Front
- Back
|
Explain and Clarify Collaborative learning |
We Gain certain kinds of knowledge through communication with peers |
|
|
List the factors that influence a teacher's choice of instructional strategy |
The teacher The objective The students The environment |
|
|
The teacher in instructional strategy |
Personality and Expertise of the teacher |
|
|
The objective in instructional strategy |
What you want your students to gain from the lesson |
|
|
The student's in instructional strategy |
Consider factors such as age, intelligence, motivation level, and previous learning |
|
|
The environment in instructional strategy |
Consider the location where the learning takes place and factors such as time class size and furniture arrangement |
|
|
What are the steps in the problem solving method |
Identify the problem Analyze the problem Set up standards for possible solutions Suggest possible solutions Choose the best solution |
|
|
Describe Roles |
Formal or informal Person's position in a group Formal are assigned (President, Secretary) |
|
|
What are fisher's four phases of group development |
Orientation Conflict Emergence Reinforcement |
|
|
What is orientation phase |
primarily concerned with social interaction |
|
|
What is the conflict phase |
filled with dispute |
|
|
What is emergence phase |
characterized by cooperation |
|
|
What is the reinforcement phase |
group is unified in its opinions |
|
|
What are four elements necessary for effective collaborative learning |
Positive Independence Face-to-Face interaction Individual Responsibility Appropriate interpersonal skills |
|
|
Give examples of Task Roles |
Initiator Information Seeker Opinion Seeker Clarifier Cooridnator Secretary Director Devil's Advocate |
|
|
Advantages of the lecture method |
Presents a human model Inexpensive because of teacher student ratio Flexible and can be adapted to a group of students and subject matter Can cover vast amounts of info Proides for reinforcement |
|
|
Disadvantage of the lecture method |
Student teacher interaction is limited Students become easily confused Difficult to probe deeply in the matter Difficult to pay attention to Difficult to gear towards all types of audience members |
|
|
Lecturing is appropriate when |
The purpose is to disseminate information The information is not available elsewhere the information must be organized and presented in a particular way It is necessary to arouse interest in a subject you are introducing an area of content |
|
|
Lecturing is inappropriate when |
The purpose involves forms of learning besides acquiring information Objective involves higher cognitive levels such as analysis, synthesis, and evaluation Learning involves changing attitudes, values, beliefs and behavior Information needs to be remembered for a long time Information is available, abstract, or detailed |
|
|
Four Elements of the introduction to the lecture |
Gain Student Attention Set the Scene State the instructional objective Preview the Lecture |
|
|
Four Elements of the introduction to the lecture |
Grab student's attention Use a Joke, Series of Questions, Quote Must grab attention and relate to topic |
|
|
Set the scene |
Provide Framework for the lecture Review material from last time and this time Audience needs to know what you're speaking about |
|
|
State the Instructional objective |
Objectives may be local, state, or national standards It is important to state ojectives so students can self assess They will know what questions to ask There is no standard of understanding on the subject |
|
|
Preview the information you will be covering |
What are your main points What order will you be covering them Helps them understand Easy to catch up if they get lost |
|
|
Five elements of effective delivery |
Think about what you're saying Communicate Support your ideas with your body, face, and voice Adapt to your students practice your delivery |
|
|
Communication Apprehension |
Fear of communicating or anticipating communication Dr. James McCroskey (Father) |
|
|
When should A teacher choose the discussion method |
Use the resources of members of the group To get students to apply principles of what is being taught To get feedback on how well the teaching objectives are being reached To help student's learn the logic of other's positions To increase student's awareness |
|
|
Advantages of Discussion |
Two heads are better than one Provides students practice in expressing themselves clearly Helps students defend their views Exposes to variety of ideas, and beliefs |
|
|
Disadvantages of Discussio |
It takes considerable time Requires that teachers and students possess discussion skills |
|
|
What are characteristics of the discussion method |
Experiential learning Emphasis on Students Focus on Critical thinking Use of questions Reaction to Student responses |
|
|
Experimental learning |
students are actively involve in the learning process |
|
|
Emphasis on Students |
Students are the focus, it is their experiences that serve the discussion |
|
|
Focus on Critical thinking |
Students must be competent thinkers |
|
|
Use of questions |
Carefully prepared seqenced question to organize |
|
|
Reaction to student responses |
will either stifle or enhance discussion process |
|
|
Six steps in Blooms Taxonomy |
Knowledge Comprehension application analysis synthesis evaluation |
|
|
Knowledge |
Remember |
|
|
comprehension |
understand |
|
|
applicatio |
solve the problem |
|
|
analysis |
logical order |
|
|
synthesis |
create |
|
|
evaluation |
judge |
|
|
Knowledge question |
what is communication apprehension |
|
|
comprehension Question |
what are two similarities between lecture and discussion |
|
|
application Question |
A democrat and a republican are discussing foreign policy. where in Berlo's model of communication would you predict their communication will break down |
|
|
Analysis Question |
what are the advantages and disadvantages of discussion and small groups? how are they similar? How are they different? |
|
|
Synthesis Question |
Draw a diagram of bloom's taxonomy of Educational objectives |
|
|
Evaluation Question |
Which method of classroom presentation do you find most beneficial? why? |
|
|
Explain "wait" time with regard to discussion questions and answers |
After asking a question give time for student's to think and prepare an answer and react positively to responses |
|
|
Students with communication apprehension |
Do not assume leadership Do not volunteer to participate in Q&A sessions Have low self esteem are more likely to drop out Generally avoid classroom discussions |
|
|
How can we help communication apprehension |
Reinforcement Vary the task assignments Provide a friendly classroom climate Consider cultural backgrounds |
|
|
Definition of small group |
Persons who communicate with one another often over a span of time and who are few enough that each person is able to communicate face-to-face |
|
|
Explain and clarify collaborative learning |
We gain certain kind of knowledge best through a process of communication with our peers |
|
|
Four elements necessary for effective collaborative learning |
Positive interdependence Face-to-face interaction individual responsibility appropriate interpersonal skill |
|
|
What are the steps in the problem soving method |
identify the problem analyze the problem set up standards for possible solutions suggest possible solutions choose the best solution |
|
|
Examples of Task roles |
Initiator-contributor
information seeker opinion seeker clarifier-elaborator cooridinator Secretary-recorder director Devil's advocate |
|
|
Examples of maintenance roles |
supporter Harmonizer Gatekeeper Feeling Expresser |
|
|
Disruptive roles |
Stagehog isolate clown blocker fighter zealot cynic |
