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FTCE ELA 6-12 Stack7
Teaching strategies1
| Question | Answer |
|---|---|
| Small groups | promotes collaboration and gets students involved at a personal level. |
| Mini lesson | short lesson with narrow focus that provides instruction or skill or concept that students will then relate to a large lesson that will follow |
| Pre-established criteria | pre-established performance expectations and continuous feedback are used by both the student and instructor to improve learning helps with performance based assessment |
| Lecture | An important way to communicate info. Disadvantage is that it minimizes feedback from students. Advantage when it’s used with other strategies. |
| Case method | Instructional strategy that engages students in active discussion about issues and problems in practical application. |
| Discussion | Can be used in large and small groups. |
| Active listening | Fully concentrating on what is being said rather than just passively 'hearing' the message of the speaker. Active listening involves listening with all senses. |
| Active student response | Measure of engagement of learner in tasks and activities |
| Cooperative learning | Strategy that encourages small groups of students to work together for the achievement of a common goal. Stimulates student/teacher discussions and encourages electronic exchanges. Helps address social needs of the students. |
| Graphic organizer | Visual and spatial organization of info to help students understand presented concepts |
| Integrating technology | Incorporating internet, laptops, tablets, etc. into the curriculum; benefits teachers and students; engages students, creates active learners; encourages individual learning and growth. Facilitates peer collaboration. Prepares students for the real world. |
| Distance learning | Through tv, internet, or correspondence courses. Any form of teaching and learning where the student and teacher are not in the same place. |
| Teacher centered | teacher is perceived to be the only source of info. |
| Learner centered | learner is also an important resource and capable of sharing. |
| Subject matter centered | the subject matter gains primacy over learner. |
| Teacher dominated | Only teachers voice is heard. |
| Teaming | Best for constructing and enacting cross curricular units into all aspects of the curriculum. |
| · Interdisciplinary approach | Used to teach unit across different disciplines; Ex. 7th grade LA, science & social studies teachers work together to form an interdisciplinary unit on rivers. |
| Interactive approach | More student talk and less teacher talk. Students can interact with other students and the teacher. |
| Constructivist approach | Students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience |
| Banking approach | teacher deposits knowledge into the “empty” minds of student for students to commit to memory |
| Integrated approach | connects lesson of same subject (intradis) or other lessons with other subject (interdis/ multidisc); guest speakers for collaboration, partner with faculty from other departments, use pedogogies that encourages interdisciplinary teaching. MAKING CONNECTI |
| Disciplinal approach | Limits teacher to discussing lessons within the boundary of his/her subject. |
| Collaborative approach | Welcomes group work, teamwork, partnerships and group discussion |
| Individualistic | individual students to work by themselves |
| Direct teaching | teacher directly tells or shows or demonstrates what is to be taught. Explicit instruction. |
| Indirect/guided instruction | teacher guides learner to discover things for himself/herself. Teacher facilitates the learning process by allowing the learner to be engaged in learning process with his/her guidance. Best for: inquiry based and problem solving. |
| Research based | teaching and learning are anchored on research findings |
| Whole child | learning process takes into account the academic, emotional, creative, psychological, spiritual and developmental needs of the learners |
| Metacognitive | Brings the learner to the process of thinking about thinking. |
| Problem based | Teaching-learning process focused on problems. Time spent on analyzing and solving problems. |
| Peer tutoring | Teacher guided, non disabled student helps in areas of study |
| Differentiated instruction | addressing varying abilities, strengths, etc by imposing choice of learning activity, task suit learning style, student groupings, authentic lesson & problem based activities |
| Transfer of Stimulus control | Prompts are removed once target behavior is occuring in the presence of stimulus. A behavioral treatment technique. Provide instruction prompts to aid in correct responses. |
| Concept generalization | Tendency to respond in the same way to different but similar stimuli. For example, a dog conditioned to salivate to a tone of a particular pitch and loudness will also salivate with considerable regularity in response to tones of higher and lower pitch. |
| Multiple intelligence strategies 9 | linguistic, logic-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, existential |
| Modification | changing content, material or delivery of instruction |
| Modeling | Method that helps make connections between material to be learned and process to learn it by acting out sequences while students observe and imitate the task |
Created by:
angiescuz
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