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Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 5-A Primer on Six Key Teaching Strategies > Flashcards

Chapter 5-A Primer on Six Key Teaching Strategies Flashcards

1
Q

What are 3 key teaching strategies?

A
  1. Lecturing
  2. Discussion
  3. Questioning
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2
Q

What are 3 other key teaching strategies?

A
  1. Small Groups
  2. Reading and Writing
  3. Improvisation
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3
Q

What are the values of a good lecture?

A

It can:

  1. Increase understanding
  2. Instigate curiosity
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4
Q

What are 3 reasons for not lecturing exclusively/

A
  1. There is less retention from lectures than discussions and more active means of learning.
  2. They are inferior to reading in terms of retention.
  3. They can be “deadly.” (Dull)
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5
Q

How long can students generally maintain focus in a lecture?

A

10 minutes

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6
Q

What are the conditions for effective lecturing?

A
  1. It should be an intentionally chosen because it best achieves the learning goals.
  2. it should not be chosen by default.
  3. It should not repeat the readings.
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7
Q

If lecture is the method of choice, what are 3 advantages of learning?

A
  1. motivation (learners inspired by engaging intructor
  2. relevance (provide up-to-date info)
  3. Can stimulate critical thinking
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8
Q

If lecture is the method of choice, what are 2 other advantages of learning?

A
  1. integration (bring together material from multiple sources)
  2. Can observe models of thinking in action
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9
Q

If lecture is the method of choice, what are 2 final advantages of learning?

A
  1. common frame of reference to all students

7. efficiency-content can be covered in a short period of time.

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10
Q

Why do lectures often fail?

A

They are poorly organized, indifferently delivered, and seemingly irrelevant to student interests.

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11
Q

What are 4 guidelines for lecture?

A
  1. Decide on the purpose of a lecture.
  2. Prepare well.
  3. Keep it simple.
  4. Start with a question, problem or a case.
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12
Q

What are 4 additional guidelines for lecture?

A
  1. In the introduction, give an overview of the topic and the learning goals.
  2. Provide a logical and hierarchical organization of concepts .
  3. Connect the content to previous and subsequent topics.
  4. Use examples
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13
Q

What are 3 additional guidelines for lecture?

A
  1. Exhibit enthusiasm
  2. Vary nonverbals (eye contacts, move around, gestures)
  3. Keep an appropriate pace.
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14
Q

What are 3 final guidelines for lecture?

A
  1. Vary the presentation. (Use humor. Pause at key points)
  2. Use audiovisual media.
  3. Combine lecture with other methods.
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15
Q

Discussion serves at least five purposes:

A
  1. Building community
  2. enhancing relativism
  3. offering clarification
  4. generating activity
  5. increasing affect.
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16
Q

What did Belenky et al. (1986) call a discussion-oriented classroom?

A

A “connected classroom,” creating a community of learners

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17
Q

How does discussion promote relativism?

A

Students

  1. See Knowledge emerging from hypothesizing
  2. Weigh evidence
  3. considering alternate perspectives
  4. reach tentative conclusions as peers puzzle a problem.
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18
Q

How else does discussion benefit learning?

A
  1. allows learners to share their confusion
  2. Can receive immediate feedback
  3. Promotes active learning, encourages deep processing
  4. Affectively engaging
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19
Q

What must happen before the discussion?

A

Instructors must prepare-formulate and plan overall questions.

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20
Q

What are 3 ways of initiating discussion?

A
  1. Revealing the goals of the discussion
  2. using an opening question
  3. providing a common experience
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21
Q

What is important during a Discussion

A
  1. Encourage student-to-student talk.

2. Instructor takes on facilitator role (does not dominate the discussion)

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22
Q

What are options for encouraging continued student involvement in the discussion?

A
  1. nonverbal acknowledgment
  2. silence
  3. asking for others’ responses
  4. paraphrasing the comment
  5. asking a question of the speaker
  6. posing a question to other class members
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23
Q

How can you mitigate the effect of 80% of instructor prompts are responded to by 20% of the students?

A
  1. norm setting
  2. wait time
  3. private writing time
  4. circular seating
  5. name cards
  6. inviting all students to comment
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24
Q

What is the recommended minimum time for allowing students to formulate their ideas?.

A

10 seconds

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25
Q

What are the results of expanded wait times?

A
  1. increased length of student responses
  2. more evidence offered in student responses
  3. increased participation by reportedly less “able” students
26
Q

What is the typical instructor wait time and what does this do?

A

1 second

  1. increases passivity in students
  2. decreases confidence in their intellectual abilities
27
Q

What is another strategy for encouraging student discussion?

A

Raise a question and then give students 30 seconds to write down their thoughts.

28
Q

What is another activity that can engage more students in discussions?

A

Ask each student, in turn, to respond to a prompt on a relatively safe question.

29
Q

What should the instructor do after the discussion?

A
  1. Summarize the key issues
  2. Connect points
  3. make a generalization about what has been discussed
30
Q

What was Socrates’ fundamental method of teaching?

A

Questioning

31
Q

What types of questions are most asked by faculty?

A

Lower-order questions

Over 96% are asking about facts

32
Q

What is a value of using questions in teaching?

A

Deepen student thinking and cognitive complexity.

33
Q

What are 6 levels of questions?

A
  1. Ask for information
  2. Inquire about comprehension
  3. Apply knowledge
  4. Ask for analysis
  5. Synthesis
  6. Evaluation
34
Q

Which types of questions are higher order and what is their effect?

A

Analysis, Synthesis, Evaluation

Their effect is divergent, more than one possible response and the responses commonly lead to discussion.

35
Q

What are other types of divergent questions?

A

Those that:

  1. Ask for opinion
  2. Valuing
  3. Response to a problem
  4. Connections
  5. Critique
36
Q

Describe lower order questions

A

They are convergent.

One correct answer

37
Q

What is another type of lower order question?

A

Personalized

Asking about one’s feelings about an event

38
Q

How are lower order questions useful?

A
  1. Allows involvement of all students

2. Learners experience them as easier and/or safer.

39
Q

What are Freiberg and Driscoll’s (2005) tips on asking questions (3)?

A
  1. Before the asking, write your questions down.
  2. During the asking, ask students to explain how they arrived at answers
  3. Have students write their responses to questions for a few seconds before responding.
40
Q

What are Freiberg and Driscoll’s (2005) other tips on asking questions (3)?

A
  1. To evaluate the effectiveness of students’ understanding, do not rely solely on asking, “Does everyone understand?”
  2. Watch your voice tone.
  3. In the case of deep reasoning questions, wait for responses by being silent.
41
Q

What are the limits of questions?

A
  1. generally are teacher-centered
  2. inhibit discussion
  3. Can exclude learners (if few respond)
  4. Doesn’t move students to self-authorized learning
42
Q

When students are invited to ask questions, what does this encourage?

A

Problem-finding (vs. problem solving), which can lead to higher levels of cognitive complexity

43
Q

What are 2 Benefits of Small-Group Discussions?

A

(1) Students hear multiple views

(2) students learn about group process, leadership, and communication,“meta”-goals

44
Q

What are 2 other Benefits of Small-Group Discussions?

A

(3) students achieve understandings that the instructor doesn’t have time for
(4) students recognize the power of peers’ ideas

45
Q

What are 3 other Benefits of Small-Group Discussions?

A

(5) reduce student isolation
(6) increase deep processing
(7) encourage all learners to take responsibility for participating

46
Q

For small group discussions, what can vary in formats?

A
  1. level of structure provided
  2. the timing of when they occur
  3. their duration
  4. their composition
47
Q

What levels of structure are there for small group discussions?

A
  1. low-structure level, instructors ask students to discuss central idea from the lesson
  2. more structured small-instructor provides series of questions to which students respond and/or presents a dilemma or case.
48
Q

What are ways to compose small groups?

A

Random
Self-selected
Arranged by common interests

49
Q

What is an advantage of random vs. self selected groups?

A

Enhances the possibility of ethnic, gender, and other diversity.

50
Q

When reading, learners engage what self-directed processing activities?

A
  1. pausing
  2. thinking
  3. recalling
  4. translating writer’s words into own words
  5. going back to a concept poorly understood
  6. creating personal examples.
51
Q

What is one classic formulation for studying?

A

PQ3R Method

Preview, Question, Read, Recite, Review.

52
Q

How can instructors promote reading?

A
  1. Make references to reading next class
  2. Small groups at beginning of class, recall major points from the reading
  3. Students write a minute paper at the start next class
  4. Electronic discussion board based on the reading by the morning before class
53
Q

What purposes does writing serve in learning?

A
  1. can communicate with others by writing
  2. Forces students to understand material well enough to articulate ideas.
  3. Makes students active in relation to the material
54
Q

What are three types of writing?

A

Low-, middle-, and high-stakes writing.

55
Q

How can instructors use low-stakes writing?

A
  1. By asking students to express their responses to a question.
  2. To engage all students and give them time to think before they respond
56
Q

Describe middle stakes writing.

A

Informal method for allowing students to reflect on ideas.

EX: reflection paper

57
Q

With whose work is improvisation consistent?

A

Bandura’s research indicating that performance accomplishments are superior in their learning power to modeling and verbal persuasion

58
Q

What are some improvisation activities?

A
  1. Role Play
  2. Simulations
  3. Drama experiences
59
Q

Five qualities that make improvisation a powerful learning tool:

A
  1. collaboration
  2. inductive learning
  3. activity
  4. access to primary brain processes
  5. dialogue
60
Q

What are 5 concerns instructors have about using improvisation?

A
  1. Unpredictability
  2. student discomfort
  3. planning
  4. class time limited
  5. lack of information on improvisation.
61
Q

What are 4 steps for planning improvisation?

A
  1. Have a warm-up/introduction.
  2. Plan the physical setting and materials.
  3. Pick participants.
  4. Prepare observers for their tasks.
62
Q

What are 4 other steps for planning improvisation?

A
  1. Enact the improvisation.
  2. Process the improvisation.
  3. Optional: Try the improvisation agaiN
  4. Discuss again.

Handbook of Counselor Preparation-Seminar in Counselor Ed (25 decks)

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