5 Flashcards by KRISTINE ELAINE BALDOZ

Also behavioral objectives or learning objectives that are basically statements which clearly describe an
anticipated learning outcome

Instructional Objectives

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This is specific, measurable, short-
term, observable student
behavior. They indicate the
desirable knowledge, skills or
attitudes to be gained.

Instructional Objectives

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This is the
focal point of a lesson plan. It is the
foundation upon which you can
build lessons and assessments and
instruction that you can prove to
meet your overall course or lesson
goals.

Instructional Objectives

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This does not
describe what the instructor will be
doing, but instead the skills,
knowledge and attitudes that the
instructor will be attempting to
produce in learners

Instructional Objectives

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Main Purpose of
Instructional Objectives

To provide direction for the instructional
process by clearly stating the intended
learning outcomes.

To convey instructional intent to
learners, parents and educational
organizations

To provide a basis for evaluating learners
by describing the performance to be
measured.

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He was an American educational
psychologist who made
significant contributions to the
classification of educational
objectives and the theory of
mastery learning.

Benjamin Bloom

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He developed a
“taxonomy of educational
objectives” which classified
the different learning
objectives and skills that
educators set for students.

Benjamin Bloom

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Refers to the recall and
recognition of knowledge and
development of intellectual
abilities and skills

Cognitive Domain

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Verbs of Remembering

Know
Define
Memorize
Repeat
Record
List
Recall
Name
Relate
Review

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Verbs for Comprehension

Restate
Discuss
Describe
Recognize
Explain
Identify
Locate
Report
Operate

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Verbs for Applying

Translate
Interpret
Apply
Employ
Use
Demonstrate
Dramatize
Practice

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Verbs for Analyzing

Distinguish
Analyze
Differentiate
Appraise
Calculate

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Verbs for Evaluating

Choose
Critique
Evaluate
Judge
Rate
Validate
Estimate
Measure

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Verbs for Creating

Compose
Plan
Design
Formulate
Arrange
Assess

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Students will be able to define various literary genres,
including poetry, drama, and prose.

Remembering

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Comprehension

Given a passage from a scientific article, students will
demonstrate comprehension by explaining the main ideas and supporting
details in their own words.

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Using historical maps and primary sources, students will use
their understanding of geographical factors to explain the expansion of
empires during the Age of Exploration.

Application

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Students will distinguish the themes, symbolism, and character development in a selected novel, providing evidence from the text to
support their interpretations.

Analyzing

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Given a set of criteria, students will be able to critically evaluate
the effectiveness of using game-based approach in teaching social studies.

Evaluating

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Given a set of raw data, students will formulate their findings into
a comprehensive research report, identifying patterns, trends, and
conclusions.

Creating

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It includes the manner we deal
things emotionally such as feelings,
values, appreciation, enthusiasm,
motivations and attitudes.

Affective Domain

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Students will demonstrate openness and attentiveness to diverse perspectives during class discussions on multicultural literacy.

Receiving

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Given a scenario depicting a moral dilemma, students express
their personal opinions and emotions while respecting the viewpoints of
their peers.

Responding

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Through exposure to works of art from various cultures, students
will develop appreciation for cultural diversity and express empathy towards individuals from different background.

Valuing

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Students will prioritize environmental sustainability by participating in community clean-up efforts and advocating for eco-friendly practices in their school.

Organizing

By the end of semester, students will internalize the value of integrity and demonstrate honesty and ethical behavior in academic and personal contexts.

Characterizing

These types of objectives are concerned with the physically encoding of information and/or with activities where gross and fine muscles are used for expressing or interpreting information or concepts

Psychomotor Domain

Students will accurately replicate the proper technique for a bounce pass after observing and imitating the coach's demonstration.

Imitation

Given a set of basic carpentry tools and materials, students will demonstrate proficiency in constructing a simple wooden birdhouse according to provided specifications.

Manipulation

Students will refine their fine motor skills by accurately assembling electronic circuit components and soldering them together following detailed diagrams and instructions.

Precision

Through vocal exercises and practice sessions, students will improve articulation and pronunciation of foreign language sounds, focusing on difficult phonemes such as those in Mandarin Chinese.

Articulation

Student will develop hand-eye coordination and balance through ryhtmic gymnastics routines, mastering sequences of movements involving apparatuses such as ribbons and hoops.

Naturalization

Imitation

Copy Follow Mimic Repeat Replicate Reproduce Trace

Manipulation

Act Build Execute Perform

Precision

Calibrate Demonstrate Master Perfectionism

Articulation

Adapt Comstructs Combine Creates Customize Modifies Formulate

Naturalization

Create Design Develop Invent Manage Naturally

Serve as a guide for students Serves as a basis for the selection of instructional media and procedures Serves as a guide for choosing content and designing appropriate teaching methods Determine the appropriate ways to evaluate the learning Control the behavior of the learners and the teachers

It is a goal or intended learning outcome stated in general enough terms.

General Instructional Objectives

Two types of Instructional Objectives

General Instructional Objectives Specific Learning Objectives

A goal or aim serving as a guide for a teaching unit, directed toward the eventual achievement of a general objective.

Specific Learning Objectives

a well-written objective should meet the following criteria:

(1) describe a learning outcome; (2) be student oriented; and (3) be observable (or describe an observable product)

To be useful for instructions, objectives must meet the following criteria:

(1) be sequentially appropriate; (2) be attainable within a reasonable amount of time; and (3) be developmentally appropriate

says exactly what the learner will be able to do

Specific

can be observed by the end of the training session

Measurable

for the participants within a scheduled time and specified conditions

Attainable

to the needs of the participant and the organization.

Relevant

achievable by the end of the training session.

Time-framed

Writing S.M.A.R.T Objectives

start with the phrase “By the end of this session the participants will be able to.....” (often abbreviated BTEOTSTPWBAT) add an observable action verb avoid difficult to define verbs specify criteria concerning expected standard of performance

Words/ verbs that should be avoided

Recognize Comprehend Believe Enjoyment Conceptualize Perceive Understand Feel

In order for an object to give maximum structure to instruction,

it should be free of vague or ambiguous words to make the intended outcome concise and explicit (DavenPort University, 2023).

Does the statement clearly define who the learner is? Example: After completing the tutorial, ITMA students will be able to list the three domains of learning.

Audience

Does the statement clearly define what the learner will be doing after completing the learning sequence? Example: Given a map of United States, students will label the state capitals with 100% accuracy.

Behavior

Does the statement clearly describe which the learner is expected to perform? Example: Given speed and distance, the student will calculate the time needed to reach UK correctly.

Condition

Does the statement set the degree or standard of acceptable performance? Example: The students will solve 10 algebraic equations in 10 minutes without a calculator.

Degree

By the end of the lesson, students will compare and contrast two different cultures using a Venn diagram, listing at least three similarities and three differences. ABCD objectives

Audience: students Behavior: Will compare and contrast two different cultures Condition: Using a Venn diagram provided in class Degree: Including at least three similarities and three differences

It is process of selecting a central topic or concept Broad and specific

Choosing Themes

Considerations for choosing themes

Curriculum alignment Students interest and needs Teacher Expertise and Resources Community Connection Integration Potential Relevance and Engagement Assessment and Evaluation

When Choosing a Theme, Ask:

How are my themes relevant to my students’ lives and perspectives? Does this theme lend itself to essential questions that challenge my students intellectually while remaining high interest? How can I connect new information to prior knowledge while taking into account students’ individual cultural schemas? How can I incorporate technology, various media, and multimodal instruction?

a set of principles, beliefs, or ideas about the nature of learning, which is translated into the classroom.

Teaching approach

According to the British Council Teaching English, it is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and how it can be learned.

Teaching approach

The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach.

Teacher-Centered Approach

A teaching style where the teacher controls the majority of the classroom time and interactions.

Teacher-Dominated Approach

The teacher deposits knowledge into the “empty” minds of students for students to commit to memory.

Banking Approach

It is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.

Learner-Centered Approach

Deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning.

Inclusive Approach

have more student talk and less teacher talk.

Interactive Approach

Students are expected to construct knowledge and meaning out of what is taught by connecting them to prior experience.

Constructivist Approach

It will welcome group work, teamwork, partnerships, and group discussion.

Collaborative Approach

Focuses on the needs of the individual student. Teaching is specific and targets one need at a time.

Individualistic Approach

Gains primacy over that of the learner

Subject Matter Centered Approach

are essential tools of learning. These are visual representation of knowledge that are conceptualized, developed, and utilized to ensure effective instruction.

GRAPHIC ORGANIZERS

PURPOSES OF GRAPHIC ORGANIZERS

Visualize information Identify relationship and differentiation of concepts, ideas and information. Promote critical thinking

__________ are clear, concise, and visually appealing tools that help to organize and represent information in a meaningful way. They should be easy to understand and use, and they should support the learning objectives of the lesson.

Effective graphic organizers

_________ are disorganized, confusing, or do not effectively represent the information. They may be too complex, too simple, or not visually appealing.

Ineffective graphic organizers

HOW TO DESIGN/CREATE A GRAPHIC ORGANIZERS

1. Define the purpose 2. Choose the appropriate type of graphic organizers 3. Gather information 4.Think of a central idea 5.Create a layout 6.Add elements 7.Review and Revise

It is an umbrella term for the competencies necessary to effectively absorb, comprehend, process, and retain information within a learning context.

Study skills

Four Key Points about Study Skills

1. You will develop your own personal approach to study and learning in a way that meets your own individual needs. 2. Study Skills are not specific- they are generic and can be used when studying any area. 3.You need to practice and develop your study skills. 4. Study Skills is not just for students. Study Skills are transferable- you will take them with you beyond your education into new contexts.

It is often overlooked, but it can facilitate accessing information.

Speaking

an excellent approach to studying for tests since it can be done quickly, it clearly shows which areas you should focus your further revision on, and it stores crucial information in your short- term memory so that you can transfer it to your long-term memory.

BLURTING METHOD

A study method that employs memorable phrases, acronyms, or visualizations to associate and recall complex information.

MNEMONIC TECHNIQUE

a time management method designed to make you more productive and focused.

POMODORO TECHNIQUE

The technique involves breaking down a concept into simple components and then explaining it in your own words as if you were teaching it to someone else.

The Feynman Technique

This are integrated today in all learning areas in the elementary and secondary schools

Values

This are the standards or criteria that we use in making judgments about whether something is positive or negative, good or bad, pleasing or displeasing.

Values

_____ in all subject areas is a vital component of learning. We define learning as a behavioral change of a person by acquiring new knowledge that we may encounter in our daily life.

Values integration

What is the importance of value integration in our education?

The integration of values in our education teaches deep understanding of different cultures of the people and foster respect and appreciation. The main key to achieve harmonious relationship between individuals despite of differences. Education is considered as a major vehicle for inculcating values among learners is a process of transmission of values, which help them to lead a good life in accordance with societal aims. Therefore value form an integral part of the school curriculum.

It Is a process of collecting, receiving, and using data for the purpose of improvement in the learning process

ASSESSMENT

PURPOSE/ IMPORTANCE OF ASSESSMENT IN SOCIAL STUDIES

• To give learners feedback and setting standards for them to strive towards so that better learning outcomes could be achieved. •Determining the effectiveness of the learning process •To help teachers in evaluating their teaching methods to meet expected learning objectives.

It Is a systematically organized process of collecting data to support any judgment on the extent to which goals of social studies teaching and learning have been achieved.

Evaluation

PURPOSE/IMPORTANCE OF EVALUATION IN SOCIAL STUDIES

• Carry out evaluation activities and determine to what extent the objectives with which Social Studies is taught are being achieved. • To judge the level of performance of each student in Social Studies. • To develop each students to to the fullest extent of her/his potential

According to the Council of Chief State School Officers (CCSSQ) defines ________ as a process used during instruction to elicit evidence of learning to improve student understanding

Formative assessment

The primary purpose is to inform teachers about how their students are progressing,where gaps exist in student’s learning, and how their instruction needs to be adjusted to improve student learning, possibly by slowing down the pace, repeating instruction, or even challenging some students with new and potentially more difficult tasks ( Dr. Julie Miles)

Formative assessment

refers to the evaluation of student’s learning outcomes at the end of a course to determine their ability to progress to the next level or course.

Summative assessment

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