chapter 3 mteduc Flashcards Preview

Botany > chapter 3 mteduc > Flashcards

Flashcards in chapter 3 mteduc Deck (74):
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

31

type of domain
development of one's own values

affective/attitudinal

32

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

Receiving

33

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

Responding

34

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

Receiving

35

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

Responding

36

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

37

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

Valuing

38

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

39

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

40

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

Characterization

41

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

42

psychomotor domain is devised by

Harrow

43

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

psychomotor

44

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

Imitation

45

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

Imitation

46

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

47

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

Manipulation

48

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

Precision

49

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

Articulation

50

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

51

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

Naturalization

52

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

Naturalization

53

components of the lesson plan (4)

objectives
subject matter
procedure
assignment

54

classification of lesson plan (3)

detailed
semi-detailed
brief

55

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


Detailed

56

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

2. semi-detailed

57

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

3. Brief

58

Condensed outline or the main points of study (college)

course syllabus

59

Tabular or brief statement of the main points of a discourse

course syllabus

60

another name for course syllabus

term lesson plan

61

Guide for teacher in teaching/for students in learning

course syllabus

62

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

63

parts of syllabus
For easy reference

COURSE CODE and title

64

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

Brief Description of the Course

65

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

66


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

content outline

67

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

Teaching Strategies

68

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

Time Allotment

69

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

70

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

References

71

Detailed syllabi
Semi-detailed syllabi
Brief syllabi

types of syllabi

72

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

73

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

2. Semi-detailed

74

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

Decks in Botany Class (324):