BIC Block 1 Day 3

What primary learning style tends to learn by looking, seeing, viewing, and watching?

What primary learning style tends to learn by listening, hearing, and speaking?

What primary learning style tends to learn by experiencing, moving, and doing?

This learner learns by experiencing, moving, and doing.

This person thinks in pictures and images.

Their speech contains words like I can see or picture this.

Written information has little meaning to them until they hear it.

Learns best through lectures, discussions, and brainstorming.

Instructor should use role plays and simulations to reach this learner.

They interpret speech by listening to voice tone, pitch and rate.

Has difficulty sitting still for long periods of time.

Instructor should use pictures and videos to reach this learner.

This learner is usually quite restless and has difficulty paying attention.

What is defined as three to twenty students sharing a common learning objective and occupying a space limited enough in size for direct verbal communication among them?

In a small learning group, what are the two major elements?

In a small learning group, what element deals with the subject matter or the task on which the group is working?

In a small learning group, what element deals with what is happening among the members of the group while working on that task?

When do most students tend to perform better on many cognitive and skill-oriented tasks in addition to learning faster?

When can students gain a clearer understanding of the material and enjoy interacting with others in social, recreational, and educational groups?

Which two ways are classroom norms apparent?

What must students conform to if they are to learn efficiently in groups?

What is the ability of a group to stick together and is essential in small group instruction?

What small learning group influence states students pay more attention to problems and get more involved in the subject matter if the group is important to them?

What small learning group influence states cohesive learning groups are more productive?

What small learning group influence is encouraged among the students and between the students and instructor?

What three steps are for improving cohesiveness in small learning groups?

When helping students reach a consensus, when does the instructor make sure the group's activity is understandable, orderly, and focused on one issue at a time?

When helping students reach a consensus, what does the instructor use to stimulate and facilitate the discussion?

When helping students reach a consensus, when does the instructor encourage all students to express their views and to provide information and evidence to support their views?

When helping students reach a consensus, instructors should help students remain open to new ideas?

What common role for group members proposes new ideas, new goals, and possible solutions?

What common role for group members offers facts and information, personal experiences, and evidence useful for the group?

What common role for group members develops, describes, and shows relationship among facts, ideas, and suggestions?

What common group maintenance role agrees, praises, and shows warmth and solidarity to others?

What common group maintenance role mediates differences between others, finds common ground, reconciles disagreements, and suggests compromises?

What common group maintenance role jokes, points out humor in situations, and puts others at ease by reducing formality and status differences?

What nonproductive role talks too much and hinders participation of others?

How do you deal with monopolizers?

What nonproductive role take issue with what the instructor and other students say?

How do you deal with arguers?

What nonproductive role show a reluctance to participate verbally in class discussions?

How do you deal with non-participants?

What nonproductive role doesn't take things seriously and as a result distracts others and hinders learning?

How do you deal with clowns?

What nonproductive group is a lack of enthusiasm demonstrated by low response rates, yawning, or quietness?

How do you deal with an apathetic group?

What nonproductive group is prone to arguing, sarcasm, and personal antagonism toward other students and the instructor?

How do you deal with a hostile group?

What nonproductive group involves students asking questions excessively and complain their time is wasted?

How do you deal with a confused group?

What classification of needs model suggests needs must be satisfied sequentially?

Who must understand the direct relationship between student needs and the roles students play in the group to be better equipped to adjust their teaching behavior within the group and find the most appropriate role for themselves in the learning group?

Offers facts and information.

Remain open to different views.

Shows warmth and solidarity to others.

Mediates differences between others, finds common ground, and suggests compromises.

Proposes new goals.

Puts others at ease by reducing formality and status differences.

Develops, describes, and shows relationship among facts.

Certain behaviors either recur often or are avoided.

Improves morale, productivity, and communications.

What level is the goal for our students to recall specific information?

When should students be able to understand the subject to the point of explanation?

A good question will immediately command your students' attention.

What is one of the most important purposes of questioning?

What will proper planning and phrasing of questions do for your students?

Why should you plan a leadoff question to make students aware of each point of the lesson and use follow-up questions to keep the discussion alive?

Why may you want to prompt students by asking for an explanation or an expansion of their answer?

Why does the proper use of questions give you a chance to see how effective your teaching has been?

What instructor initiated question asks questions without expecting an answer?

What instructor initiated question is a question directed to the entire group and is one to which you expect an answer?

What instructor initiated question is useful for getting students involved, develops the subject, obtains participation, seeks an opinion, draws out support, and evaluates the effectiveness of your instruction?

What student initiated question occurs when a student asks the instructor a question that the instructor returns to the student who asked it, to stimulate thinking and discussion?

What student initiated question is when a student asks a question, but rather than the instructor answering, the instructor directs the question to another student?

What type of do-nothing questions require only a simple, categorical answer, such as yes or no, and does not promote discussion?

What type of do-nothing questions are unclear or vague?

What type of do-nothing questions are actually several questions asked together as double or triple barreled questions?

What type of do-nothing questions attempt to trick or trap students?

Why should you allow time for students to answer and not answer your own question?

When should you encourage participation, be tactful, and be accepting of student responses?

This type of question is asked to the entire group and an answer is expected.

An unclear or indefinite question.

A question requiring only “Yes” or “No” for an answer.

What type of question is addressed to a particular student?

What type of question is used to get attention and maintain interest, but does not require an answer?

A student asks the instructor a question and the instructor directs it to another student for the answer. This type of question is called a...

When the instructor asks a question, pauses, and then calls on a particular student by name for an answer, this question is categorized as a(n)...

When the instructor returns a question to the same student who asked it, the question is called a...

What type of question may reflect the bias of the instructor?

"What are the purposes of feedback, and how and why do you give feedback?" This type of question is categorized as a(n)...

What provides situations where the skill or material to be learned is in some way presented to or demonstrated for the learner?

What is defined as the use of specified and approved training tools (physical exercise/tasks or training aids) to reinforce attention-to-detail, motivate students, and/or build teamwork to accomplish a specific goal or training objective to promote student success?

What training may include approved physical exercises of a short duration intended to remedy minor discrepancies immediately along with being conducted in a social environment free of cruel, abusive, humiliating, or oppressive activity?

What is the USAFSAM Form 03?

What training does not push individual students beyond their limits without an opportunity to recover?

What lecture is primarily used for presenting information to large groups of more than 100 and is virtually a one-way flow from the instructor to the audience?

What lecture has a two-way flow of communication increasing active student participation where learning is best achieved if students participate actively in a positive, relaxed atmosphere?

What are the advantages of lectures?

What are the disadvantages of lectures?

What step of preparing the lecture do you need to determine your current audience "composition"?

What step of preparing the lecture do you personalize the lesson plan so you can say in your words what the writer has already organized and to develop the topic by reading the material which has been presented to you?

What step of preparing the lecture do you clarify and illustrate ideas that are hard to describe with words alone and employ this method to help keep students interested by enhancing any presentation, especially a lecture?

What step of preparing the lecture do you use this at the beginning of a lecture to place the instructor in direct communication with the students, bring back the attention of the students especially during the middle of the lecture, and help emphasize an important point?

What step of preparing the lecture do you use this to bridge the gap between one thought and another?

What step of preparing the lecture do you use this to recap the information covered up to a certain point (interim) and attempt to place in the students' minds a final reminder of the covered information (final)?

What step of preparing the lecture do you plan them ahead of time because they're one method to get students involved in a lecture?

What is the poorest method of delivering lectures and should be used sparingly or not at all in a classroom?

What method of presentation allows for planning the exact words and phrases to use?

What method of presentation requires an individual to speak on the spur of the moment without preparation time?

What method of presentation is the technique effective speakers use most widely and produces the most fruitful results when it is based upon full preparation and adequate practice?

What is the most effective way to learn mental and physical skills?

What are the four phases in the body of a demonstration-performance lesson?

What type of discussion is an instructor-controlled group process in which students share information and experiences to achieve a learning objective?

What type of discussion does the instructor carefully plan the lesson to reach desired learning outcomes?

What method is a superior method for teaching more complex cognitive and affective objectives?

What group size is where guided discussion is the most frequently used?

For guided discussion, what should instructors keep in mind regarding their relationship?

What is your next planning consideration if you decide to use a guided discussion?

During a guided discussion, what should keep the discussion on track and productive?

During a guided discussion, what are the steps under the development?