chapter 3 mteduc Flashcards by Carmina Mislang

things you need to plan

Objective
Subject to teach
device
Tools
Measurement and evaluation

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– the process of deciding what and how your students should learn

Planning

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Component or factor to consider in planning

How much lecturing, questioning, discussing and testing are you going to do?

(style of teaching)

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Component or factor to consider in planning

How much material will you cover for a specific topic? *

scope

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Component or factor to consider in planning

How in-depth is the instruction? *

decision on the content of instruction

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characteristics of the learner (4)

intelligence, achievement, personality, peer-group influence

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type of knowledge needed in planning

characteristics of the learner

knowledge of the learner

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characteristics of the learner will tell you the ff (3)

special learning needs
readiness to learn
what level to begin

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type of knowledge needed in planning

Ability in Selecting, sequencing, allocate time for instruction

knowledge of the subject matter

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type of knowledge needed in planning

Sources of the teacher: books, instructional materials, curriculum guide

knowledge of the subject matter

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type of knowledge needed in planning

Reflections, observation, data collection are required in preparing a lesson

knowledge of the teaching method

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type of knowledge needed in planning

Teacher’s awareness of different teaching strategies that can be implemented

knowledge of the teaching method

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help plan and organize instruction

- set clear course and level of performance of teacher and student

Objectives

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Practical Purposes of Objectives

To tie general aims and goals to specific classroom strategies
To express teaching strategies in a format that allows teacher to measure students’ performance-(behavioral objective)

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Objectives must cover

three domains of learning:

- cognitive
- Affective
- Psychomotor

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proponents of the cognitive domain (5)

Bloom
Englehart
Hill
Furst
Krathwohl

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occupies the highest level in cognitive domain; the least common objective

evaluation

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occupies the lowest level in cognitive domain; the most common objective

knowledge

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area of cognitive domain

objectives require students to remember or recall information such as facts, terminology and rules

Knowledge

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area of cognitive domain

objectives require some degree of understanding.

Comprehension

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area of cognitive domain

Students translate; restate what has been read; see connection; draw conclusion

Comprehension

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area of cognitive domain
objectives require the student to use previously acquired information in a setting other than the one in which it was learned.

Application –

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area of cognitive domain
objectives differ from comprehension objectives in that it requires the presentation of a problem in a different and often applied context

Application

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area of cognitive domain
objective requires the student to identify logical errors or to differentiate among facts, opinions, assumptions, hypotheses, conclusion.
student draw relationships among ideas and to compare and contrast

Analysis

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area of cognitive domain | objective requires the student to produce something unique or original.

Synthesis -

area of cognitive domain | Student (unfamiliar problem) combine parts to form a unique or novel solution

Synthesis -

area of cognitive domain objective requires the student to form judgments and make decisions about the value of methods, ideas, people or products that have a specific purpose.

Evaluation

area of cognitive domain | Student is expected to state the bases for their judgments

Evaluation

affective domain is made by

krathwohl, bloom, masia

type of domain more involvement, commitment, and self reliance ; opposed to dictates of outside sources

affective

type of domain | development of one's own values

affective/attitudinal

type of affective domain | requires the student to be aware of or to passively attend to certain phenomena and stimuli.

Receiving

type of affective domain | requires the student to comply with given expectations by attending or reacting to certain stimuli.

Responding

type of affective domain | Student is expected simply to listen or be attentive

Receiving

type of affective domain | Students are expected to obey or participate willingly when asked or directed to do something.

Responding

type of affective domain requires the student to display behavior consistent with single belief or attitude in situations where he is neither forced nor asked to comply.

Valuing

type of affective domain | Students are expected to demonstrate a preference or display a high degree of certainty and conviction

Valuing

type of affective domain – require commitment to a set of values 1. forming a reason why one values certain thing and not the other 2. making appropriate choices between things that are and are not valued

organization

type of affective domain Students are expected to organize their likes and preference into a value system and then decide which one will be dominant

organization

type of affective domain | – require that all behavior displayed by the student be consistent with his values.

Characterization

type of affective domain The student not only has acquired behaviors at all previous levels but also has integrated his values into a system representing a complete philosophy in life (exhibit respect for dignity of human beings in all situations)

Characterization

psychomotor domain is devised by

Harrow

domain which involves neuromuscular skills (various degrees of physical dexterity )

psychomotor

type of psychomotor domain | requires the student to be exposed to an observable action and then overtly imitate it.

Imitation

type of psychomotor domain | Student is expected to observe and be able to repeat the action

Imitation

type of psychomotor domain requires the student to perform selected actions from written or verbal directions without the aid of a visual model or direct observation.

Manipulation

type of psychomotor domain | Student is expected to complete the actions from reading or listening to instructions

Manipulation

type of psychomotor domain | - requires the student to perform an action independent of either a visual model or a written set of directions.

Precision

type of psychomotor domain | Students are expected to reproduce the action with control and to reduce error to a minimum

Articulation

type of psychomotor domain – requires the student to display coordination of a series of related acts by performing the acts accurately, with control as well as with speed and timing

Articulation

type of psychomotor domain | – requires high level of proficiency in the skill or performance being taught.

Naturalization

type of psychomotor domain | Student is expected to repeat the behavior naturally and effortlessly time and again

Naturalization

components of the lesson plan (4)

objectives subject matter procedure assignment

classification of lesson plan (3)

detailed semi-detailed brief

classification of lesson plan - teacher writes all the questions to be asked - questions & answers

Detailed

classification of lesson plan - does not contain the expected answers - most commonly used

2. semi-detailed

classification of lesson plan - very short - only few guide questions - no expected written answer - long years of teaching

3. Brief

Condensed outline or the main points of study (college)

course syllabus

Tabular or brief statement of the main points of a discourse

course syllabus

another name for course syllabus

term lesson plan

Guide for teacher in teaching/for students in learning

course syllabus

parts of syllabus (8)

``` Course number and title Brief description of the course w/c serves as introduction Objectives Course outline Teaching strategies Time allotment Evaluation procedures References ```

parts of syllabus | For easy reference

COURSE CODE and title

part of syllabus Must mention major topics or units Subtopics to be taken * Gives the scope of the course

Brief Description of the Course

``` part of syllabus General and specific General - states in general the body of knowledge, values, attitudes and skills the learner needs to attain w/in the sem Specific - grouped into: 3 domains ```

objectives

part of syllabus All major topics/ subtopics Units/ subunits It must not follow the outline of the book chapter by chapter

content outline

part of syllabus List of teaching methods, strategies Must be suitable to the course

Teaching Strategies

part of syllabus Required number of weeks and time allotted for the course Dependent on the number of units

Time Allotment

part of syllabus Method to evaluate student performance Requirements the students must fulfill: research, written or practical exam Scoring of performance; computation; transmutation

Evaluation Techniques

part of syllabus List of books, journals to be consulted to facilitate learning

References

Detailed syllabi Semi-detailed syllabi Brief syllabi

types of syllabi

type of syllabus - whole course is divided into major units or topics/ subtopics - following subunit is brief explanation of major unit/topic - with guide questions - with references

1. Detailed

type of syllabus | - same as detailed syllabus minus explanation, guide questions, references

2. Semi-detailed

type of syllabus - major units or topics are subdivided - no explanations, guide questions, no specific reference - references are all listed at the end of the syllabus

3. Brief

chapter 3 mteduc Flashcards

(74 cards)