Flashcards in chapter 3 mteduc Deck (74)
Loading flashcards...
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
