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Flashcards in chapter 3 mteduc Deck (74)
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1

things you need to plan

Objective
Subject to teach
device
Tools
Measurement and evaluation

2

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

Planning

3

Component or factor to consider in planning
How much lecturing, questioning, discussing and testing are you going to do?

(style of teaching)

4

Component or factor to consider in planning
How much material will you cover for a specific topic? *

scope

5

Component or factor to consider in planning
How in-depth is the instruction? *

decision on the content of instruction

6

characteristics of the learner (4)

intelligence, achievement, personality, peer-group influence

7

type of knowledge needed in planning
characteristics of the learner

knowledge of the learner

8

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

special learning needs
readiness to learn
what level to begin

9

type of knowledge needed in planning
Ability in Selecting, sequencing, allocate time for instruction

knowledge of the subject matter

10

type of knowledge needed in planning
Sources of the teacher: books, instructional materials, curriculum guide

knowledge of the subject matter

11

type of knowledge needed in planning
Reflections, observation, data collection are required in preparing a lesson

knowledge of the teaching method

12

type of knowledge needed in planning
Teacher’s awareness of different teaching strategies that can be implemented

knowledge of the teaching method

13

- help plan and organize instruction
- set clear course and level of performance of teacher and student

Objectives

14

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)

15

Objectives must cover

three domains of learning:

- cognitive
- Affective
- Psychomotor

16

proponents of the cognitive domain (5)

Bloom
Englehart
Hill
Furst
Krathwohl

17

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

evaluation

18

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

knowledge

19

area of cognitive domain
objectives require students to remember or recall information such as facts, terminology and rules

Knowledge

20

area of cognitive domain
objectives require some degree of understanding.

Comprehension

21

area of cognitive domain
Students translate; restate what has been read; see connection; draw conclusion

Comprehension

22

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 –

23

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

24

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

25

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

Synthesis -

26

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

Synthesis -

27

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

28

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

Evaluation

29

affective domain is made by

krathwohl, bloom, masia

30

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

affective

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