Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

LET REVIEW > METHODS AND STRAT DAY4 > Flashcards

METHODS AND STRAT DAY4 Flashcards

1
Q

SMART means

A

Specific
Measurable
Attainable
Relevant/Result Oriented
Time-bounded/Terminal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

who is the individual behind the OLD TAXONOMY (1 DIMENSION)

A

BLOOM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

old taxonomy by bloom

A

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

revised taxonomy COGNITIVE DIMENSION

A

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

revised taxonomy KNOWLEDGE DIMENSION

A

FACTUAL
CONCEPTUAL
PROCEDURAL
METACOGNITIVE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

cognitive dimension

retrieving relevant knowledge from long-term memory

A

remembering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

cognitive dimension

determining the meaning of instructional messages

A

understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

cognitive dimension

carrying out or using a procedure in a given situation

A

applying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

cognitive dimension

breaking materials into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose

A

analyzing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

cognitive dimension

making judgement based on criteria and standards

A

evaluating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

cognitive dimension

putting things together

A

creating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

cognitive dimension

recall, recognize, define, identify

A

remembering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

cognitive dimension

interpret, explain, paraphrase

A

understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

cognitive dimension

use, employ, apply

A

applying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

cognitive dimension

breakdown, categorize, group

A

analyzing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

cognitive dimension

check, critique, rate, judge

A

evaluating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

cognitive dimension

construct, combine, compose, formulate

A

creating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

knowledge dimension

ideas, specific data or information

knowledge of: TERMINOLOGY, SPECIFIC DETAILS, ELEMENTS

A

FACTUAL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

knowledge dimension

group of facts

knowledge of: CLASSIFICATIONS, CATEGORIES

A

CONCEPTUAL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

knowledge dimension

how things work, step-by-step actions, methods of inquiry

knowledge of: SKILLS, TECHNIQUES, METHODS, PROCEDURES

A

PROCEDURAL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

knowledge dimension

knowledge of cognition in general, awareness of knowledge of one’s own cognition, THINKING ABOUT THINKING

knowledge of: STRATEGIES, COGNITIVE TASKS, SELF-KNOWLEDGE

A

METACOGNITIVE KNOWLEDGE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

A
  1. INFORMATION
  2. MENTAL PROCEDURES
  3. PSYCHOMOTOR/PHYSICAL PROCEDURES
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

Facts, concepts, generalizations, principles, and laws

A

INFORMATION (DECLARATIVE KNOWLEDGE)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

Example: Conducting proofs and figuring the length of the side of a right triangle

A

MENTAL PROCEDURES (PROCEDURAL KNOWLEDGE)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Kendall and Marzano's THREE DOMAINS OF KNOWLEDGE Example: CONSTRUCTING a right triangle with a compass and a ruler
Psychomotor/Physical Procedures
26
6 Levels of knowledge by KENDALL AND MARZANO
1. Retrieval 2, Comprehension 3. Analysis 4. Knowledge Utilization 5. Metacognitive System 6. Self-system
27
6 Levels of knowledge by KENDALL AND MARZANO it means knowing the importance of something
SELF-SYSTEM
28
what is the focus domain of DAVID KRATHWOL
AFFECTIVE DOMAIN
29
DAVID KRATHWOL'S AFFECTIVE DOMAIN
RECEIVING RESPONDING VALUING ORGANIZATION CHARACTERIZATION
30
DAVID KRATHWOL'S AFFECTIVE DOMAIN the student shows WILLINGNESS TO ATTEND TO PARTICULAR CLASSROOM STIMULI
RECEIVING
31
DAVID KRATHWOL'S AFFECTIVE DOMAIN The student required ACTIVE PARTICIPATION based on the stimuli
RESPONDING
32
DAVID KRATHWOL'S AFFECTIVE DOMAIN The student displays definite involvement or commitment toward some experience
VALUING
33
DAVID KRATHWOL'S AFFECTIVE DOMAIN The student has INTEGRATED A NEW VALUE into his general set of values and can give it its proper place in a priority system
ORGANIZATION
34
DAVID KRATHWOL'S AFFECTIVE DOMAIN The student ACTS CONSISTENTLY according to the value and is firmly committed to the experience
CHARACTERIZATION
35
DAVID KRATHWOL'S AFFECTIVE DOMAIN The student watches a video about climate change and environmental problems on YouTube
Receiving
36
DAVID KRATHWOL'S AFFECTIVE DOMAIN the student surfs the internet and reads books to answer questions regarding climate change and environmental problems
Responding
37
DAVID KRATHWOL'S AFFECTIVE DOMAIN the student is committed to address climate change by voluntarily attending seminars
valuing
38
DAVID KRATHWOL'S AFFECTIVE DOMAIN the student arranges a union in the school aiming to help the environment and provide awareness on climate change
organization
39
DAVID KRATHWOL'S AFFECTIVE DOMAIN the student is consistent and firm with his value applying what he teaches in the union in his DAY-TO-DAY LIFE
Characterization
40
ANITA HARROW'S PSYCHOMOTOR DOMAIN students' actions can occur involuntarily in response to some stimuli example: FLEXION, EXTENSION, STRETCH, POSTURAL ADJUSTMENTS
REFLEX MOVEMENTS
41
ANITA HARROW'S PSYCHOMOTOR DOMAIN students have innate movement pattern formed from a COMBINATION OF REFLEX MOVEMENTS Example: WALKING, RUNNING, PUSHING, TWISTING, GRASPING
BASIC FUNDAMENTAL MOVEMENT
42
ANITA HARROW'S PSYCHOMOTOR DOMAIN Students can translate stimulus received through the senses into appropriate desired movements Example: coordinated movement such as JUMPING ROPE
PERCEPTUAL ABILITIES
43
ANITA HARROW'S PSYCHOMOTOR DOMAIN Students have developed basic movements that are essential to the development of more highly skilled movements Example: ENDURANCE, STRENGTH, FLEXIBILITY, SPEED
PHYSICAL ACTIVITIES
44
ANITA HARROW'S PSYCHOMOTOR DOMAIN Students have developed MORE COMPLEX MOVEMENTS requiring a CERTAIN DEGREE OF EFFICIENCY Example: ALL SKILLED ACTIVITIES OBVIOUS IN SPORTS, RECREATION, DANCE
SKILLED MOVEMENTS
45
ANITA HARROW'S PSYCHOMOTOR DOMAIN Students have the ability to COMMUNICATE THROUGH BODY MOVEMENTS Example: BODY POSTURES, GESTURES, AND FACIAL EXPRESSIONS efficiently executed in skilled dance movement and choreographics
NON-DISCURSIVE COMMUNICATION
46
ANITA HARROW'S PSYCHOMOTOR DOMAIN LOWEST LEVEL
REFLEX MOVEMENT
47
ANITA HARROW'S PSYCHOMOTOR DOMAIN HIGHEST LEVEL
NON-DISCURSIVE COMMUNICATION
48
DAVID KRATHWOL'S AFFECTIVE DOMAIN LOWEST LEVEL
RECEIVING
49
DAVID KRATHWOL'S AFFECTIVE DOMAIN HIGHEST LEVEL
CHARACTERIZATION
50
ANITA HARROW'S PSYCHOMOTOR DOMAIN
1. REFLEX MOVEMENTS 2. BASIC FUNDAMENTAL MOVEMENTS 3. PERCETUAL ABILITIES 4. PHYSICAL ACTIVITIES 5. SKILLED MOVEMENTS 6. NON-DISCURSIVE COMMUNICATION
51
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN
IMITATION MANIPULATION PRECISION
52
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN ENTRY LEVEL
IMITATION
53
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN HIGHEST LEVEL
PRECISION
54
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN A student can carry out the rudiments of the skills with INSTRUCTIONAL SUPPORT FROM THE TEACHER
IMITATION
55
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN\ Students perform skills INDEPENDENTLY
MANIPULATION
56
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN Students can perform the skill ACCURATELY, EFFICIENTLY, AND EFFORTLESSLY
PRECISION
57
DAVID MOORE'S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN ability to perform a skill with UNCONSCIOUS EFFORT which then frees the student to concentrate on other activities
AUTOMATICITY
58
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES
1. PERFORMANCE 2. CONDITION 3. CRITERION OF SUCCESS/ACCEPTABLE PERFORMANCE
59
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES What the students should be ABLE TO DO (VERB)
PERFORMANCE
60
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES The conditions under which the performance will occur (first part)
CONDITION
61
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES The CRITERIA by which the performance will be judged
CRITERION OF SUCCESS/ACCEPTABLE PERFORMACE
62
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES Example In an hour and given a light microscope, the student is able to focus the microscope under the l.p.o. and the h.p.o what is the performance?
focus
63
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES Example In an hour and given a light microscope, the student is able to focus the microscope under the l.p.o. and the h.p.o what is the criterion of success?
under the LPO and the HPO
64
ROBERT MAGER'S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES Example In an hour and given a light microscope, the student is able to focus the microscope under the l.p.o. and the h.p.o what is the condition?
In an hour and given a light microscope
65
this is where STANDARDS AND COMPETENCIES are laid down. This means that WE ARE NOT ENTIRELY FREE IN THE SELECTION OF OUR CONTENT
Philippine Elementary Learning Competencies Philippine Secondary Learning Competencies
66
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT means teaching the content that we ought to teach according to the national standards in the Basic Education Curriculum
VALIDITY
67
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT the content we teach should respond to the needs and interest of the learners (INFORMATION EXPLOSION)
SIGNIFICANCE
68
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT content includes not only facts but also skills and values
BALANCE
69
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT content should cover the essentials of the lesson and NOT A MILE-WIDE AND AN INCH-DEEP
SELF-SUFFICIENCY
70
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT the teacher considers the interest of the learners, their developmental stages
INTEREST
71
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT refers to the USEFULNESS/APPLICATION of the content to the life of the learner after it has been learned by the learner
UTILITY
72
QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT the content can be covered in the amount of time available for instruction
FEASIBILITY

LET REVIEW (36 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions