lesson planning

Question 1

defined as visualizing, guidance, managing, and decision making

Answer 1

lesson planning

Question 2

Ability to visualize the future classroom events

Answer 2

visualizing

Question 3

Provides the type of roadmap or guide that assists in creating a flow of events that has a starting and endpoint

Answer 3

guidance

Question 4

Way of managing time and events

Answer 4

managing

Question 5

Allows one to make decisions, about the how’s and what’s of teaching

Answer 5

decision-making

Question 6

primary considerations of lesson planning

Answer 6

The student’s prior learning experiences
The content derived from curriculum guides, textbooks, and teacher-developed materials
The context and conditions on which the instruction will take place

Question 7

functions of lesson planning

Answer 7

to give an overview of instruction
To facilitate good management of instruction
To make learning purposeful
To link instructional events with community resources
To provide for sequencing and pacing
To economize time
To provide for sequencing and pacing
To economize time
To provide for a variety of instructional activities
To make learner’s success more measurable
to create the opportunity for a higher-level questioning
To assist in ordering supplies
To guide substitute teachers
To provide opportunities for an individual student or a group of students to benefit maximally from participation in selected learning activities
To link curriculum to teaching and learning
To provide teachers an opportunity to rehearse mentally and on paper what will take place when they teach

Question 8

learn planning sequence

Answer 8

assessing the learners’ needs
stating the school goals
mapping the plan
giving instructions
evaluating

Question 9

phases of lesson planning

Answer 9

preplanning
active preplanning
ongoing planning
post planning

Question 10

Activity: mental planning

Answer 10

preplanning

Question 11

Gives purpose for learning

Answer 11

preplanning

Question 12

Provides overview

Answer 12

preplanning

Question 13

Economizes time

Answer 13

preplanning

Question 14

Reduced duplication

Answer 14

preplanning

Question 15

Ties to community events

Answer 15

preplanning

Question 16

Activity: written plan

Answer 16

active preplanning

Question 17

Facilitates managements and instruction

Answer 17

active preplanning

Question 18

Limits impact of instruction

Answer 18

active preplanning

Question 19

Provides sequencing and pacing

Answer 19

active preplanning

Question 20

Builds teaching repertoire

Answer 20

active preplanning

Question 21

Activity: evaluate plan

Answer 21

post planning

Question 22

Measures students success

Answer 22

post planning

Question 23

Guides substitute

Answer 23

post planning

Question 24

Provides documentation

Answer 24

post planning

Question 25

Signals time to order supplies

Answer 25

post planning

Question 26

gagne's nine events of instruction

Answer 26

Gain attention Inform learner of objectives Prior learning Present content Provide guidance Practice Provide feedback Assess performance Enhance retention and transfer to the job

Question 27

writing a lesson plan

Answer 27

Place the materials needed by the teacher to fulfill all activities mentioned and achieve learning outcomes.

Question 28

characteristics of a good lesson plan

Answer 28

Specific Measurable Attainable Realistic Time bound

Question 29

Learning outcomes are focused not only on the learning of __ and __ but also on __ and __

Answer 29

knowledge, skills, right values, attitudes

Question 30

components of a lesson plan

Answer 30

learning outcomes content sample learning activities sample evaluation (fa/sa) resources & materials

Question 31

Outcomes that should be attained at the end of instruction

Answer 31

learning outcomes

Question 32

types of lesson plan

Answer 32

brief semi-detailed detailed

Question 33

Statements that tell students what they will be able to do at the end of a period of time.

Answer 33

learning outcomes

Question 34

Measurable and quite often observable

Answer 34

learning outcomes

Question 36

t/f lesson plan sharpens the focus on student learning

Answer 36

t

Question 37

State in clear terms what it is that your students should be able to do

Answer 37

learning outcomes

Question 38

student-centered

Answer 38

learning outcomes

Question 39

A stated expectation of what someone would have learning, while outcomes are what learners are expected to know and be able to do

Answer 39

learning outcome

Question 40

Statements can vary in form and nature; can range from general curriculum objectives into more specific learning objectives and to even more specific behavioral objectives

Answer 40

objectives

Question 41

May be expressed as intentions on the part of the lecturer

Answer 41

objectives

Question 42

Statement that has the most power in informing teaching and learning; clarifies intention

Answer 42

outcomes

Question 43

Squarely focused on the learner and is performance-oriented, beginning with an action verb signaling the desired level of performance

Answer 43

outcomes

Question 44

Unambiguous statement of what the learner is expected to achieve ad how he/she is expected to demonstrate that achievement

Answer 44

outcomes

Question 45

An effective set of __ statements informs and guides both the teachers and the students

Answer 45

learning outcomes

Question 46

t/f effective learning outcomes should identify important learning requirements such as the content of learning – the range and type of knowledge, skills, and values required

Answer 46

t

Question 47

effective learning outcomes should

Answer 47

Identify important learning requirements such as the content of learning – the range and type of knowledge, skills, and values required Use clear language, understandable by students and other potential clients Link to the generic and/or course graduate attributes Be achievable and assessable, and relate to explicit statements of achievement such as level of understanding required Identify the content of unit topic according to type of knowledge.

Question 48

four different kinds of knowledge (biggs, 1999)

Answer 48

declarative procedural conditional functioning

Question 49

Knowing what / knowing about; content

Answer 49

declarative knowledge

Question 50

Knowing how to do things

Answer 50

procedural

Question 51

Knowing when to do things

Answer 51

conditional

Question 52

Knowing how to employ the first three to solve problems and function as an effective professional

Answer 52

functioning

Question 53

key points in writing learning outcomes statements

Answer 53

Consider the student’s perspective Start your learning outcome with an action verb Try to keep to one discrete learning outcome per statement, unless closely related Focus only on what’s important; avoid the trivial Should be general enough to capture important learning, but clear and specific enough to be measurable or assessable

Question 54

constructing learning outcomes

Answer 54

Use a single, clear action verb for each learning outcome Do not use vague terms Write in short sentences to maintain clarity Should relate to program learning outcomes Should be observable and measurable Clear link between learning outcomes and assessment Can reasonable be accomplished

Question 55

Nonetheless as a reference for a single semester class, approximately __ statements in the unit outline may be appropriate

Answer 55

4-6

Question 56

lesson structure

Answer 56

motivation presentation

Question 57

motivation

Answer 57

Motivational activity Catch attention of the students Setting the tone for the class Activities to arouse motivation of the learners

Question 58

presentation

Answer 58

Presentation of overview Topic presentation Generalization Organizing the content

Question 59

effective presentation

Answer 59

Keep the number of slides to a minimum Use slides to enhance and illustrate the presentation Avoid using complex background Do not use complex graph Choose appropriate text font and text size Try to avoid lectures which use only slides with bullet points Consider the use of animations Import and use digitized images, sound or video material within the presentation Use active buttons feature or use of hyperlink function Choose appropriate graphics to complement your lecture notes

Question 60

t/f we may use visual aids even unnecessary

Answer 60

f (should serve as clear and important purpose)

Question 61

Use the __ to enhance your presentation, not as a substitute for a verbal presentation.

Answer 61

visual aids

Question 62

to strengthen your presentation skills, focus on improving your skills in these 3 areas:

Answer 62

verbal & nonverbal communication effective use of the chalkboard and visual aids effective design and meaningful organization of content

Question 63

Real life situation or within the experience of the learners are incorporated

Answer 63

teaching-learning activities

Question 64

basis for learning activities

Answer 64

learning outcomes maximize opportunities to achieve multiple goals student motication principles of learning facilities, equipment, resources

Question 65

An activity done outside the classroom / at home to:

Answer 65

assignment

Question 66

The activity should help attain the day’s lesson objective. It should be interesting and differentiated (with provision for remedial, reinforcement and enrichment activities

Answer 66

assignment

Question 67

Determines whether the learning outcomes are met and achieved

Answer 67

assessment