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PSTM 221 > M1. Planning & Conducting Classes > Flashcards

M1. Planning & Conducting Classes Flashcards

1
Q

6 planning sequence…

FSO CDE

A

Formulate Objective
Select Content
Organize Content
Choose Teaching Method
Design Assignments
Evaluation Methods

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2
Q

outcomes?

A

Formulate Objective

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3
Q

relevancy?

A

Select Content

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4
Q

organized?

A

Organize Content

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5
Q

structuring?

A

Design Assignments

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6
Q

contract between teachers and learners

A

Course outline/ Course guide/ Learning plan/ Syllabus

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7
Q

course outline includes (8):

NOLT TMTN

A

✓ Name of the course
✓ One-paragraph course description
✓ List of course objectives
✓ Topic outline
✓ The teaching methods to be used
✓ Methods of evaluation
✓ Textbooks and other readings
✓ Name of the instructor

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8
Q

its VALUE…

  • Guide the selection and handling of course material
  • Help determine whether people in the class have learned what the teacher have tried to teach
  • essential from the learner’s perspective
A

Objectives/
Formulating Objectives

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9
Q

characteristics of objectives.

A

SMART goals:

Specific
Measurable
AttaAttainable
Result-Oriented & Relevant
Time-Bound & Terminal

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10
Q
  • what is expected?
  • why is it important?
  • who is involved?
  • where is it going to happen?
  • which attributes are important?
A

SPECIFIC

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11
Q

emphasizes STANDARD CRITERIA for measuring progress.

A

MEASURABLE

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12
Q

points out realistic goals.

A

ATTAINABLE

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13
Q

stresses importance of CHOOSING goals.

RELEVANT GOALS are?

A

RESULT-ORIENTED & RELEVANT

PURPOSIVE DRIVEN

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14
Q

stresses importance of FORMULATING goals.

within the time-frame/ target date.

A

TIME-BOUND & TERMNAL

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15
Q

Objective is incomplete unless it contains?

A
  1. intended learner
  2. behavior to be performed
  3. condition to be performed
  4. expected degree of attainment of specific standards
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16
Q
  • he’s the one who developed the taxonomy of objectives/ bloom’s taxonomy
  • recommend specific verbs to use when writing learning objectives
A

BENJAMIN BLOOM

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17
Q

three domains of learning according to the taxonomy of objectives:

A
  1. cognitive domain
  2. psychomotor/ skills domain
  3. affective domain
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18
Q
  • deal with recall
  • recognition of knowledge
  • development of intellectual abilities and skills
A

COGNITIVE DOMAIN

19
Q
  • mental processes
  • memorization
  • ability to think
  • analyze
  • solve problems
A

COGNITIVE DOMAIN

20
Q

Bloom’s Taxonomy

from bottom to top yung paglista ko. KC ApAn SE

A

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

21
Q
  • terminology
  • conventions
  • trends
  • sequences
  • classifications
  • categories
  • criteria
  • methodologies
  • principles
  • theories
  • structures
A

knowledge

  • define
  • delineate
  • describe
  • identify
  • list name
  • state
22
Q
  • translation
  • interpretation
  • extrapolation

extrapolation: action of estimating or concluding something by assuming

A

comprehension

  • classify
  • discuss
  • estimate
  • explain
  • rephrase
  • summarize
23
Q

use of abstractions

A

application

  • adjust
  • apply
  • compute
  • demonstrate
  • generate
  • prove
24
Q

breaking a whole into parts.

A

analysis

  • analyze
  • compare
  • contrast
  • critic
  • defend
  • differentiate
25
Q
  • putting parts together in a new form.
  • unique communication
  • operation
  • set of abstract relations
A

synthesis

  • integrate
  • create
  • develop
  • propose
  • suggest
  • write
26
Q
  • judging internal evidence
  • logical consistency
A

evaluation

  • assess
  • choose
  • conclude
  • defend
  • evaluate
  • judge
27
Q

Anderson’s Taxonomy?

A

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

28
Q

recall or remember the information?

A

remembering

  • define
  • duplicate
  • memorize
  • recall
  • repeat
  • reproduce
  • state
29
Q

explain ideas or concepts

A

understanding

  • classify
  • describe
  • discuss
  • explain
  • identify
  • locate
  • recognize
  • report
  • select
  • translate
  • paraphrase
30
Q

use the information in a new way

A

applying

  • choose
  • demonstrate
  • dramatize
  • employ
  • illustrate
  • interpret
  • operate
  • schedule
  • sketch
  • solve
  • use
  • write
31
Q

distinguish between different parts

A

analyzing

  • appraise
  • compare
  • contrast
  • criticize
  • differentiate
  • discriminate
  • distinguish
  • examine
  • experiment
  • question
  • test
32
Q

justify a stand or decision

A

evaluating

  • argue
  • defend
  • judge
  • select
  • support
  • value
  • evaluate
33
Q

create new product or point of view.

A

creating

  • assemble
  • construct
  • create
  • design
  • develop
  • formulate
  • write
34
Q
  • physical and kinesthetic skills
  • progressive levels of behaviors from observation to mastery
A

PSYCHOMOTOR / SKILLS DOMAIN

  • arrange
  • assemble
  • calibrate
  • combine
  • copy
  • correct
  • create
  • execute
  • handle
  • manipulate
  • operate
  • organize
  • position
  • produce
  • remove
  • revise
  • solve
35
Q
  • development of attributes
  • genuine interest
  • desirable attitudes
  • values
  • commitment
A

AFFECTIVE DOMAIN

  • accept
  • agree
  • choose
  • comply
  • commit
  • defend
  • explain
  • influence
  • integrate
  • recommend
  • resolve
  • volunteer
36
Q
  • general guidelines
  • prescribed by the curriculum of the school or institution

  • time
  • kind of background
  • textbook
  • depth of content
A

Selecting Content

37
Q
  • class content is organized
  • make difference between session
  • structure and organization for learning

  1. Lectures
  2. Discussions
  3. Role-playing
  4. Computer applications
  5. Problem-based learning
  6. Educational strategies
A

Organizing Content

38
Q
  • one of the most complex parts
  • receive least attention
  • assume that the way they were taught is the best way to do it

  • depends on the objectives and type of learning
  • dictates methodology
  • compatibility of the teacher/learner and teaching methods
  • availability of resources
A

Choosing Teaching Methods

39
Q
  • challenging work
  • to see whether students can think analytically
  • test students’ ability to use resources
  • let them investigate

  • Reading assignments
  • Short essay/case study
  • Research
  • Personal interview
  • Short term paper
A

Designing Assignments

40
Q

stable and uniform source of information

A

Choosing a Textbook

41
Q

Conducting Class?

A
  1. First class session
  2. Subsequent classes
42
Q
  • sets the tone
  • introducing yourself
  • welcome the class
  • little humor
  • communicate expectations
  • general classroom rules
  • communicate enthusiasm for the subject, significance, & personal application
A

FIRST CLASS SESSION

43
Q
  • gaining and controlling the attention
  • impression of control
  • close proximity
  • assess the learners
  • follow the planning sequences
  • continue to refine approach to teaching
A

SUBSEQUENT CLASSES

PSTM 221 (7 decks)

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