Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

PROFED > METHODS AND STRATEGIES, CURR DEV > Flashcards

METHODS AND STRATEGIES, CURR DEV Flashcards

(110 cards)

Start Studying
1
Q

S
M
A
R
T

A

SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT AND RESULT-ORIENTED
TIME-BOUNDED AND TERMINAL

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

BLOOM’S EARLIER TAXONOMY

A

KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION

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

BLOOM’S REVISED TAXONOMY

A

REMEMBERING - MEMORIZE
UNDERSTANDING - MEANING
APPLYING - TRANSFER OF LEARNING
ANALYZING - BREAK DOWN
EVALUATING - JUDGMENT
CREATING - NEW

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

BLOOM’S REVISED TAXONOMY KNOWLEDGE DIMENSION

A
  • FACTUAL - BASIC ELEMENTS
  • CONCEPTUAL - INTERRELATIONSHIP OF BASIC ELEMENTS
  • PROCEDURAL - HOW TO DO SOMETHING
  • METACOGNITIVE - P.M.E.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

KENDALL AND MARZANO’S 3 DOMAINS OF KNOWLEDGE

A
  • DECLARATIVE (INFORMATION) - TEACHER TEACH FACTS
  • PROCEDURAL (MENTAL PROCEDURES) - TEACHER SHOWS HOW TO DO IT
  • MOTOR SKILLS (PSYCHOMOTOR/PHYSICAL PROCEDURES) - STUDENTS APPLY WHAT HE LEARNED
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

KENDALL AND MARZANO’S 6 LEVELS OF KNOWLEDGE

A
  1. RETRIEVAL (COGNITIVE)
  2. COMPREHENSION (COGNITIVE)
  3. ANALYSIS (COGNITIVE)
  4. KNOWLEDGE UTILIZATION (COGNITIVE) - APPLYING PLUS CREATING
  5. METACOGNITIVE SYSTEM - P.M.E.
  6. SELF-SYSTEM - IMPORTANCE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

DAVID KRATHWOHL’S AFFECTIVE DOMAIN

A
  1. RECEIVING - PASSIVE, WILLINGNESS TO ATTEND TO A STIMULI
  2. RESPONDING - ACTIVE PARTICIPATION
  3. VALUING - COMMITMENT
  4. ORGANIZATION - INTEGRATE NEW VALUE TO HIS GENERAL SET OF VALUES
  5. CHARACTERIZATION - ACTS CONSISTENTLY
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

A
  1. REFLEX MOVEMENTS - INVOLUNTARY, NO CONTROL
  2. BASIC FUNDAMENTAL MOVEMENTS - YOU HAVE CONTROL
  3. PERCEPTUAL ABILITIES - MOVEMENT PLUS SENSES
  4. PHYSICAL ACTIVITIES - REQUIRES STRENUOUS EFFORT
  5. SKILLED MOVEMENT - TRAINING
  6. NON-DISCURSIVE COMMUNICATION - NONVERBAL
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR

A
  1. IMITATION - ENTRY LEVEL, HAS SUPPORT
  2. MANIPULATION - INDEPENDENT
  3. PRECISION - HIGHEST LEVEL, ACCURATELY
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

AUTOMATICITY

A

PERFORM WITH UNCONSCIOUS EFFORT

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

OBJECTIVES VS GOALS

A

OBJECTIVES - SPECIFIC, MEASURABLE
GOALS - GENERAL, VAGUE

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

MAGER’S 3 COMPONENTS OF EFFECTIVE OBJECTIVES

A
  1. PERFORMANCE - VERBS
  2. CONDITION
  3. CRITERION OF SUCCESS - STANDARDS
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

QUALITIES IN SELECTION AND ORGANIZATION OF CONTENT

A
  1. VALIDITY - YOU TEACH WHAT YOU ARE SUPPOSED TO TEACH
  2. SIGNIFICANCE - NEEDS OF LEARNERS
  3. BALANCE - C.P.A
  4. SELF-SUFFICIENCY - QUALITY OVER QUANTITY
  5. INTEREST - DEVELOPMENT STAGES AND BACKGROUND
  6. UTILITY - USEFULNESS
  7. FEASIBILITY - SCHEDULE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

FACTS VS CONCEPTS VS PRINCIPLES VS HYPOTHESES VS THEORIES VS LAWS

A

FACTS - VERIFIABLE IDEA
CONCEPT - CATEGORIZATION OF FACTS
PRINCIPLE - RELATIONSHIP OF FACTS AND CONCEPTS
HYPOTHESES - EDUCATED GUESS
THEORIES - CAN EXPLAIN BUT CANNOT BE GENERALIZED
LAWS - TRUE TO ALL

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

MANIPULATIVE SKILLS VS THINKING SKILLS VS METAPHORIC THINKING VS CRITICAL THINKING VS CREATIVE THINKING

A

MANIPULATIVE - SKILL-ORIENTED
THINKING SKILLS
METAPHORIC - ANALOGY, FIGURE OF SPEECH
CRITICAL THINKING - EVALUATING/JUDGE
CREATIVE THINKING - PRODUCING NEW OUTPUT

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

DEDUCTIVE VS INDUCTIVE

A

DEDUCTIVE - GENERAL-SPECIFIC, LOTS
INDUCTIVE - SPECIFIC-GENERAL, HOTS

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

FLUENT VS FLEXIBLE VS ORIGINAL VS ELABORATIVE THINKING

A

FLUENT - LOTS OF IDEAS
FLEXIBLE - PERSPECTIVE/ANGLE
ORIGINAL - UNIQUE/NEW IDEA
ELABORATIVE - ADD MORE DETAILS

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

ALGORITHM VS HEURISTICS

A

ALGORITHM - STEP BY STEP INSTRUCTION
HEURISTICS - GENERAL PROBLEM SOLVING

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

APPROACH VS METHODS VS TECHNIQUE VS STRATEGY

A

APPROACH - BELIEFS
METHODS - PLAN
TECHNIQUE - SPECIFIC ACTIVITY
STRATEGY - LONG TERM PLAN

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

TEACHER-CENTERED VS SUBJECT-CENTERED VS BANKING VS REFLECTIVE VS METACOGNITIVE VS CONSTRUCTIVIST VS INTEGRATED

A

TEACHER-CENTERED - TEACHER
SUBJECT-CENTERED - SUBJECT MATTER
BANKING - TABULA RASA, SPOON FEEDING
REFLECTIVE - ANALYSIS OF PAST EXPERIENCES
METACOGNITIVE - THINKING ABOUT THINKING
CONSTRUCTIVIST - PRIOR KNOWLEDGE AND PRESENT LEARNING ACTIVITY
INTEGRATED - CONNECTIONS

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

INTRADISCIPLINARY VS INTERDISCIPLINARY VS TRANSDISCIPLINARY

A

INTRA - ONE, WITHIN
INTER - TWO OR MORE, ACROSS
TRANS - REAL-LIFE

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

DIRECT INSTRUCTION VS DEDUCTIVE METHOD VS DEMONSTRATION

A

DIRECT - LECTURE, EXPLAIN, ACQUIRE PROCEDURAL KNOWLEDGE
DEDUCTIVE - GENERAL TO SPECIFIC, RULE TO EXAMPLES
DEMONSTRATION - SHOW, USED WHEN MATERIALS ARE NOT ENOUGH

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

6 COMPONENTS OF DIRECT INSTRUCTION

A
  1. MODELING - TEACHERS TEACH STUDENTS
  2. GUIDED PRACTICE - COLLABORATION BETWEEN TEACHER AND STUDENTS
  3. CONSOLIDATION - TELL STUDENTS WHAT NEEDS TO BE FOCUSED
  4. INDEPENDENT PRACTICE - STUDENTS THEMSELVES
  5. APPLICATION - NEW PROBLEM/WAY
  6. REVIEW - CHECK FROM TIME TO TIME
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

DIVERGENT VS CONVERGENT

A

DIVERGENT - OPEN-ENDED
CONVERGENT - CLOSE-ENDED

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
INQUIRY VS PROBLEM SOLVING VS PROJECT VS COOPERATIVE VS PEER TUTORING VS PARTNER LEARNING
INQUIRY - DISCOVERY, INVESTIGATE, SCIENTISTS PROBLEM SOLVING - SCIENTIFIC METHOD PROJECT - SELF-DIRECTED STUDY, PRESENT IN CONCRETE FORM COOPERATIVE - WORK IN GROUPS PEER TUTORING - OLDER, BRIGHTER TO TUTOR OTHERS PARTNER LEARNING - STUDY BUDDY
26
TRADITIONAL VS PROGRESSIVE
TRADITIONAL - DOCUMENT-BASED, ORDINARY, LIMITED PROGRESSIVE - EXPERIENCES, ENRICHED, BROAD
27
7 TYPES OF CURRICULA
1. RECOMMENDED - GOVERNMENT AGENCIES 2. WRITTEN - LESSON PLANS, SYLLABUS 3. TAUGHT - PUT LIFE TO WRITTEN CURRICULUM 4. SUPPORTED - SUPPORTING MATERIALS 5. ASSESSED - EVALUATED 6. LEARNED - OUTCOMES 7. HIDDEN - UNWRITTEN CURRICULUM
28
ROLES OF CURRICULARIST
INITIATOR - OPEN MINDEDNESS, ADAPT TO CHANGE INNOVATOR - CREATE A CHANGE, UNIQUE/ORIGINAL IMPLEMENTER - GIVE LIFE TO PLAN EVALUATOR - OUTCOMES HAVE BEEN ACHIEVED KNOWER - MASTER, POSTGRADUATE STUDIES, CPD WRITER - TAKE RECORD, RESEARCH, PUBLICATIONS PLANNER - MAKE YEARLY, MONTHLY, DAILY PLAN
29
5 FACTORS TO CONSIDER IN CURRICULUM PLANNING
LEARNER SUPPORT MATERIALS TIME SUBJECT CONTENT DESIRED OUTCOMES
30
HUTCHINS VS BESTOR VS SCHWAB VS PHENIX
-HUTCHINS - PERMANENT STUDIES, 3RS (BASIC ED), LIBERAL EDUCATION (COLLEGE) -BESTOR - INTELLECTUAL LEARNING, (MATH, SCIENCE, HISTORY, FOREIGN LANGUAGE) -SCHWAB - DISCIPLINE -PHENIX - VARIOUS KNOWLEDGE
31
DEWEY VS CASWELL AND CAMPBELL VS SMITH, STANLEY, AND SHORE VS MARSH AND WILLIS
DEWEY - LEARNING BY DOING CASWELL AND CAMPBELL - GUIDANCE SMITH, STANLEY, AND SHORE - LOGICAL SEQUENCING MARSH AND WILLIS - NO RANDOM LEARNING
32
3 APPROACHES OF CURRICULUM
KNOWLEDGE - INFORMATION, PRINCIPLES PROCESS - METHODOLOGY, ACTIVITIES PRODUCT - LEARNING OUTCOMES
33
PRINCIPLES OF CURRICULUM CONTENT - BASICS
BALANCE - EQUITABLE ASSIGNMENT ARTICULATION - VERTICAL (SPIRAL PROGRESSION) AND HORIZONTAL (PACING GUIDE) SEQUENCE - LOGICAL ARRANGEMENT, PRE-REQUISITE INTEGRATION - INTERCONNECTED CONTINUITY - SAME STRATEGY YET INCREASING COMPLEXITY, VERTICAL REPETITION SCOPE - COVERAGE
34
4 PHASES OF CURRICULUM DEVELOPMENT - PDIE
PLANNING - VMGO, THINK, MOST IMPORTANT/CRUCIAL DESIGNING - CREATE IMPLEMENTING - ACTION EVALUATING - DETERMINE IF OUTCOMES WERE ACHIEVED
35
TYLER VS TABA VS SAYLOR AND ALEXANDER
TYLER - TOP DOWN, "PLANNING PHASE", LINEAR MODEL TABA - BOTTOM UP, PRE-TEST, GRASSROOTS APPROACH, DIAGNOSIS OF LEARNERS NEEDS --> DETERMINATION OF WHAT TO EVALUATE SAYLOR AND ALEXANDER - CURRICULUM MODEL
36
Hollis Caswell
Social roles, social functions Extracurricular activities
36
Written curriculum
Documents Lesson plans Syllabus
36
Hilda Taba
Teacher is crucial Grassroots, bottom up Diverse needs
36
Teacher as innovator
Create a change Unique, original Creativity and innovations
36
John Dewey
Schools and society Learning by doing
36
Implementer
Gives life to curriculum
36
Ralph Tyler
Generalists not specialists Admin is crucial
36
Teacher as knower
Master of content Seminar, workshops
36
Teacher as initiator
Open-mindedness Adapt to change
36
Learned curriculum
Measured by tools in assessment
36
Alvin Toffler
Homeschooling Future Shock
36
Supported curriculum
Learning materials
37
William Kilpatrick
Small group Purposeful activities Project method - collaboration of teachers and students
37
Harold Rugg
Social studies, social awareness Whole child
37
John Goodlad
Student autonomy Student body
37
Assessment curriculum
Evaluated after taught
37
William Pinar
Multiple perspectives
37
Teacher as Writer
Takes record Research publications Curriculum guide, syllabus
37
Werret Charters
Objectives and activities should match
37
Paolo Freire
Dialogue Conscientization Questioning and problem posing approach
37
Hidden/implicit curriculum
Unwritten curriculum Culture
37
Peter Oliva
Group activity Cooperative endeavor
38
Recommended curriculum
Government and non-government agencies
39
Franklin Bobbit
Started curriculum development Curriculum prepares for adult life
40
Teacher as planner
Make yearly, monthly, daily plan
41
Factors to consider in curriculum planning
Learner Supporting materials Time Subject matter Desired outcomes
42
Robert Hutchins
Permanent studies 3Rs and liberal education
43
Arthur Bestor
Intellectual training
44
Joseph Schwab
Discipline Segregate into disciplines
45
Phenix
Focus on various knowledge/disciplines
46
Dewey
Learning by doing
47
Caswell and Campbell
Guidance of teachers
48
Smith, Stanley, and Shore
Sequence of potential experiences Logical sequencing
49
Marsh and Willish
No random learning Planned and enacted by teacher
50
Curriculum as knowledge
Information
51
Curriculum as process
Methodology
52
Curriculum as product
Learning outcomes
53
Principles of Curriculum Content BASICS
Balance - equitable assignment Articulation - vertical (spiral progress), horizontal (pacing guide) Sequence - logical arrangement, pre-requisite Integration - intra, inter, transdisciplinary Continuity - same strategy, increasing complexity Scope - coverage
54
4 phases of curriculum development PDIE
Planning - thinking, VMGO Designing - creating Implementing - action Evaluating - check if outcomes were achieved
55
Curriculum change is inevitable
Influenced by societal development and technology
56
Curriculum is product of time
Timeless Ex. Political climate
57
Curriculum can exists concurrently with newer curriculum
Old and new curriculum co-exist and overlap
58
Curriculum depends on the implementer (people)
Teachers as prime movers of curriculum
59
Curriculum change is cooperative
P.T.A. Stakeholders
60
Curriculum development is a decision-making process
No random curriculum
61
Curriculum development is an ongoing process
Curriculum never ends Update curriculum whenever necessary
62
Curriculum development is a comprehensive process
Knowledge - process - product
63
Curriculum development is systematic
SMART
64
Curriculum development strts from where the curriculum is
No back to zero
65
Cooperative learning
Work together Best for heterogeneous (smart, average, struggling)
66
Independent
67
Independent learning
Homogeneous All are smart, fast learners
68
Competitive activities
Perform against each other Survivors
69
Barak Rosenshine model
Direct instruction Traditional, teacher-centered Begins with objectives Success rate: 80 percent of students
70
Madeline Hunter model
Guided Instruction Starts with review, ends with independent practice Success rate: performance based on independent practice
71
Block and Anderson model
Mastery learning Starts with objectives Pre-test results (80% of scores) Mastery group: enrichment activity Non-mastery group: corrective drill Post-test results: 75% scores for non-mastery Reteach if not successful
72
Good and Brophy model
Systematic instruction Starts with review Review-lecture-quiz-assignment Assignments/homeworks Success rate: weekly reviews
73
Criteria for selecting learning method ASEE
Adequacy - facilities Suitability - appropriate to students’ level of learning Efficiency - appropriate to topic Economy - cost
74
DO 70, s. 2012
Teachers more than 2 years - NOT required detailed lesson plan Teachers less than 2 years - required a Daily Lesson Plan
75
Subject centered model Subject vs discipline vs correlation vs broadfield design
Subject - syllabus Discipline - prospectus Correlation - interdisciplinary Broad field - intradisciplinary
76
Learner centered model Child centered vs experience centered vs humanistic
Child centered - needs and interest Experience centered - relatable Humanistic - holistic ex. PerDev
77
78
Problem centered Life situation vs core problem
Life situation - immediate problems Core problem - not direct, general problems
79
Curriculum mapping
Curriculum guide Ensures alignment Address gaps/repetitions
80
Curriculum quality audit
Check quality Internationally comparabe curriculum
81
Legal basis for PPST
DO no. 42, s. 2017
82
Legal basis for BSED SOCSTUD
CMO 75, s. 2017
83
Kurt Lewin
Father of social psychology Force field theory
84
Curr change - substitution
Literally change Complete overhaul
85
Curr change - alteration
Minor changes
86
Curr change - restructuring
Major changes
87
Curr change - perturbation
Happen within a short time During covid
88
Curr change - value orientation
Emphasize VMGO
89
Prime movers of curriculum
Teachers
90
Core of curriculum
Learners

PROFED (7 decks)

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