BIC Block 1 Day 3

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  1. What primary learning style tends to learn by looking, seeing, viewing, and watching?
    Visual learner
  2. What primary learning style tends to learn by listening, hearing, and speaking?
    Auditory learner
  3. What primary learning style tends to learn by experiencing, moving, and doing?
    Kinesthetic learner
  4. This learner learns by experiencing, moving, and doing.
  5. This person thinks in pictures and images.
  6. Their speech contains words like I can see or picture this.
  7. Written information has little meaning to them until they hear it.
  8. Learns best through lectures, discussions, and brainstorming.
  9. Instructor should use role plays and simulations to reach this learner.
  10. They interpret speech by listening to voice tone, pitch and rate.
  11. Has difficulty sitting still for long periods of time.
  12. Instructor should use pictures and videos to reach this learner.
  13. This learner is usually quite restless and has difficulty paying attention.
  14. 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?
    Small learning group
  15. In a small learning group, what are the two major elements?
    Content vs. Process
  16. In a small learning group, what element deals with the subject matter or the task on which the group is working?
  17. In a small learning group, what element deals with what is happening among the members of the group while working on that task?
  18. When do most students tend to perform better on many cognitive and skill-oriented tasks in addition to learning faster?
    Small learning groups
  19. When can students gain a clearer understanding of the material and enjoy interacting with others in social, recreational, and educational groups?
    Small learning groups
  20. Which two ways are classroom norms apparent?
    • 1. Certain behaviors either recur or are avoided
    • 2. Punishments or sanctions are taken against persons who deviate from the norm
  21. What must students conform to if they are to learn efficiently in groups?
    Productive norms
  22. What is the ability of a group to stick together and is essential in small group instruction?
  23. 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?
    Higher morale
  24. What small learning group influence states cohesive learning groups are more productive?
    Greater Productivity
  25. What small learning group influence is encouraged among the students and between the students and instructor?
    More communication
  26. What three steps are for improving cohesiveness in small learning groups?
    • - set obtainable objectives
    • - reward the group
    • - build a group tradition
  27. 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?
    Clarify the discussion
  28. When helping students reach a consensus, what does the instructor use to stimulate and facilitate the discussion?
    Use process statements
  29. 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?
    Seek different views
  30. When helping students reach a consensus, instructors should help students remain open to new ideas?
    Remain open to different views
  31. What common role for group members proposes new ideas, new goals, and possible solutions?
  32. What common role for group members offers facts and information, personal experiences, and evidence useful for the group?
    Information Giver
  33. What common role for group members develops, describes, and shows relationship among facts, ideas, and suggestions?
  34. What common group maintenance role agrees, praises, and shows warmth and solidarity to others?
  35. What common group maintenance role mediates differences between others, finds common ground, reconciles disagreements, and suggests compromises?
  36. What common group maintenance role jokes, points out humor in situations, and puts others at ease by reducing formality and status differences?
    Tension Reliever
  37. What nonproductive role talks too much and hinders participation of others?
  38. How do you deal with monopolizers?
    • - do not embarass them
    • - politely turn the conversation to another student by asking the student a question
    • - encourage them only when their comments are productive
    • - politely interrupt and move to another student or different topic
  39. What nonproductive role take issue with what the instructor and other students say?
  40. How do you deal with arguers?
    • - do not close your mind to some possibly good ideas just because of the student's opinionated manner
    • - talk to arguers outside of class
    • - remain calm and above all do not let the group become antagonistic
  41. What nonproductive role show a reluctance to participate verbally in class discussions?
  42. How do you deal with non-participants?
    • - try to establish a rapport
    • - discover their interests
    • - ask open-ended questions
    • - give them positive reinforcement when they participate
  43. What nonproductive role doesn't take things seriously and as a result distracts others and hinders learning?
  44. How do you deal with clowns?
    - encourage them when tensions mount
  45. What nonproductive group is a lack of enthusiasm demonstrated by low response rates, yawning, or quietness?
  46. How do you deal with an apathetic group?
    • - show as much enthusiasm as possible
    • - make time for small talk and humor
  47. What nonproductive group is prone to arguing, sarcasm, and personal antagonism toward other students and the instructor?
  48. How do you deal with a hostile group?
    • - bring the situation out in the open and discuss it, if necessary
    • - support students in productive roles
    • - remind the students of their objectives
  49. What nonproductive group involves students asking questions excessively and complain their time is wasted?
  50. How do you deal with a confused group?
    • - listen to what the students have to say
    • - take the time to be especially understanding
    • - proved needed direction
  51. What classification of needs model suggests needs must be satisfied sequentially?
    Maslow's Hierarchy of Needs
  52. 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?
  53. Offers facts and information.
    Information giver
  54. Remain open to different views.
  55. Shows warmth and solidarity to others.
  56. Mediates differences between others, finds common ground, and suggests compromises.
  57. Proposes new goals.
    Idea initiator
  58. Puts others at ease by reducing formality and status differences.
    Tension reliever
  59. Develops, describes, and shows relationship among facts.
  60. Certain behaviors either recur often or are avoided.
  61. Improves morale, productivity, and communications.
  62. What level is the goal for our students to recall specific information?
    Knowledge level
  63. When should students be able to understand the subject to the point of explanation?
    Knowledge level
  64. A good question will immediately command your students' attention.
    Gain student's attention
  65. What is one of the most important purposes of questioning?
    Develop subject
  66. What will proper planning and phrasing of questions do for your students?
    Stimulate and guide thinking
  67. 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?
    Obtain student participation
  68. Why may you want to prompt students by asking for an explanation or an expansion of their answer?
    Seek clarification and support
  69. Why does the proper use of questions give you a chance to see how effective your teaching has been?
    Evaluate effectiveness of instruction
  70. What instructor initiated question asks questions without expecting an answer?
  71. What instructor initiated question is a question directed to the entire group and is one to which you expect an answer?
  72. 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?
  73. 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?
  74. 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?
  75. What type of do-nothing questions require only a simple, categorical answer, such as yes or no, and does not promote discussion?
  76. What type of do-nothing questions are unclear or vague?
  77. What type of do-nothing questions are actually several questions asked together as double or triple barreled questions?
  78. What type of do-nothing questions attempt to trick or trap students?
  79. Why should you allow time for students to answer and not answer your own question?
    Avoid stifling the discussion
  80. When should you encourage participation, be tactful, and be accepting of student responses?
    Show concern for individual differences
  81. This type of question is asked to the entire group and an answer is expected.
  82. An unclear or indefinite question.
  83. A question requiring only “Yes” or “No” for an answer.
  84. What type of question is addressed to a particular student?
  85. What type of question is used to get attention and maintain interest, but does not require an answer?
  86. 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...
  87. 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)...
  88. When the instructor returns a question to the same student who asked it, the question is called a...
  89. What type of question may reflect the bias of the instructor?
  90. "What are the purposes of feedback, and how and why do you give feedback?" This type of question is categorized as a(n)...
  91. What provides situations where the skill or material to be learned is in some way presented to or demonstrated for the learner?
    Instructional methods
  92. 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?
    Motivational training
  93. 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?
    Motivational training
  94. What is the USAFSAM Form 03?
    Student Record of Academic/Nonacademic Counseling and Comments
  95. What training does not push individual students beyond their limits without an opportunity to recover?
    Motivational training
  96. 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?
    Formal lecture
  97. 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?
    Informal lecture
  98. What are the advantages of lectures?
    • - time efficient
    • - provides common understanding
    • - address large groups at once
    • - supplement other teaching methods
  99. What are the disadvantages of lectures?
    • - inadequate to teach skills
    • - limits evaluation of student progress
    • - limits students participation
    • - difficult to keep students' interests
  100. What step of preparing the lecture do you need to determine your current audience "composition"?
    Know your audience
  101. 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?
    Develop the lesson plan
  102. 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?
    Use audio visual support
  103. 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?
    Use appropriate humor
  104. What step of preparing the lecture do you use this to bridge the gap between one thought and another?
    Use transitions
  105. 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)?
    Use summaries
  106. 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?
    Use effective questions
  107. What is the poorest method of delivering lectures and should be used sparingly or not at all in a classroom?
  108. What method of presentation allows for planning the exact words and phrases to use?
    Manuscript reading
  109. What method of presentation requires an individual to speak on the spur of the moment without preparation time?
  110. 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?
  111. What is the most effective way to learn mental and physical skills?
    Practice them
  112. What are the four phases in the body of a demonstration-performance lesson?
    • - explanation phase (presentation)
    • - demonstration phase (presentation)
    • - performance-supervision phase (application)
    • - evaluation phase
  113. What type of discussion is an instructor-controlled group process in which students share information and experiences to achieve a learning objective?
    Guided discussion
  114. What type of discussion does the instructor carefully plan the lesson to reach desired learning outcomes?
    Guided discussion
  115. What method is a superior method for teaching more complex cognitive and affective objectives?
    Discussion method
  116. What group size is where guided discussion is the most frequently used?
    2 to 20
  117. For guided discussion, what should instructors keep in mind regarding their relationship?
    Group size and time
  118. What is your next planning consideration if you decide to use a guided discussion?
    Establishing a common base for the discussion-prerequisite knowledge
  119. During a guided discussion, what should keep the discussion on track and productive?
    Use of a problem
  120. During a guided discussion, what are the steps under the development?
    • - Leadoff Questions (LOQ)
    • - Follow-up Questions (FUQ)
    • - Anticipated Responses (AR)
    • - Transitions
    • - Planned Summaries
    • - Conclusion
Card Set:
BIC Block 1 Day 3
2017-03-12 16:42:28

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