METHODS AND STRATEGIES day 4-5 Flashcards
(107 cards)
SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT AND RESULT-ORIENTED
TIME-BOUNDED AND TERMINAL
S
M
A
R
T
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
BLOOM’S EARLIER TAXONOMY
REMEMBERING - MEMORIZE
UNDERSTANDING - MEANING
APPLYING - TRANSFER OF LEARNING
ANALYZING - BREAK DOWN
EVALUATING - JUDGMENT
CREATING - NEW
BLOOM’S REVISED TAXONOMY
- FACTUAL - BASIC ELEMENTS
- CONCEPTUAL - INTERRELATIONSHIP OF BASIC ELEMENTS
- PROCEDURAL - HOW TO DO SOMETHING
- METACOGNITIVE - P.M.E.
BLOOM’S REVISED TAXONOMY KNOWLEDGE DIMENSION
- DECLARATIVE (INFORMATION) - TEACHER TEACH FACTS
- PROCEDURAL (MENTAL PROCEDURES) - TEACHER SHOWS HOW TO DO IT
- MOTOR SKILLS (PSYCHOMOTOR/PHYSICAL PROCEDURES) - STUDENTS APPLY WHAT HE LEARNED
KENDALL AND MARZANO’S 3 DOMAINS OF KNOWLEDGE
- RETRIEVAL (COGNITIVE)
- COMPREHENSION (COGNITIVE)
- ANALYSIS (COGNITIVE)
- KNOWLEDGE UTILIZATION (COGNITIVE) - APPLYING PLUS CREATING
- METACOGNITIVE SYSTEM - P.M.E.
- SELF-SYSTEM - IMPORTANCE
KENDALL AND MARZANO’S 6 LEVELS OF KNOWLEDGE
- RECEIVING - PASSIVE, WILLINGNESS TO ATTEND TO A STIMULI
- RESPONDING - ACTIVE PARTICIPATION
- VALUING - COMMITMENT
- ORGANIZATION - INTEGRATE NEW VALUE TO HIS GENERAL SET OF VALUES
- CHARACTERIZATION - ACTS CONSISTENTLY
DAVID KRATHWOHL’S AFFECTIVE DOMAIN
- REFLEX MOVEMENTS - INVOLUNTARY, NO CONTROL
- BASIC FUNDAMENTAL MOVEMENTS - YOU HAVE CONTROL
- PERCEPTUAL ABILITIES - MOVEMENT PLUS SENSES
- PHYSICAL ACTIVITIES - REQUIRES STRENUOUS EFFORT
- SKILLED MOVEMENT - TRAINING
- NON-DISCURSIVE COMMUNICATION - NONVERBAL
ANITA HARROW’S PSYCHOMOTOR DOMAIN
- IMITATION - ENTRY LEVEL, HAS SUPPORT
- MANIPULATION - INDEPENDENT
- PRECISION - HIGHEST LEVEL, ACCURATELY
MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR
AUTOMATICITY
PERFORM WITH UNCONSCIOUS EFFORT
OBJECTIVES - SPECIFIC, MEASURABLE
GOALS - GENERAL, VAGUE
OBJECTIVES VS GOALS
- PERFORMANCE - VERBS
- CONDITION
- CRITERION OF SUCCESS - STANDARDS
MAGER’S 3 COMPONENTS OF EFFECTIVE OBJECTIVES
- VALIDITY - YOU TEACH WHAT YOU ARE SUPPOSED TO TEACH
- SIGNIFICANCE - NEEDS OF LEARNERS
- BALANCE - C.P.A
- SELF-SUFFICIENCY - QUALITY OVER QUANTITY
- INTEREST - DEVELOPMENT STAGES AND BACKGROUND
- UTILITY - USEFULNESS
- FEASIBILITY - SCHEDULE
QUALITIES IN SELECTION AND ORGANIZATION OF CONTENT
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
FACTS VS CONCEPTS VS PRINCIPLES VS HYPOTHESES VS THEORIES VS LAWS
MANIPULATIVE - SKILL-ORIENTED
THINKING SKILLS
METAPHORIC - ANALOGY, FIGURE OF SPEECH
CRITICAL THINKING - EVALUATING/JUDGE
CREATIVE THINKING - PRODUCING NEW OUTPUT
MANIPULATIVE SKILLS VS THINKING SKILLS VS METAPHORIC THINKING VS CRITICAL THINKING VS CREATIVE THINKING
DEDUCTIVE - GENERAL-SPECIFIC, LOTS
INDUCTIVE - SPECIFIC-GENERAL, HOTS
DEDUCTIVE VS INDUCTIVE
FLUENT - LOTS OF IDEAS
FLEXIBLE - PERSPECTIVE/ANGLE
ORIGINAL - UNIQUE/NEW IDEA
ELABORATIVE - ADD MORE DETAILS
FLUENT VS FLEXIBLE VS ORIGINAL VS ELABORATIVE THINKING
ALGORITHM - STEP BY STEP INSTRUCTION
HEURISTICS - GENERAL PROBLEM SOLVING
ALGORITHM VS HEURISTICS
APPROACH - BELIEFS
METHODS - PLAN
TECHNIQUE - SPECIFIC ACTIVITY
STRATEGY - LONG TERM PLAN
APPROACH VS METHODS VS TECHNIQUE VS STRATEGY
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
TEACHER-CENTERED VS SUBJECT-CENTERED VS BANKING VS REFLECTIVE VS METACOGNITIVE VS CONSTRUCTIVIST VS INTEGRATED
INTRA - ONE, WITHIN
INTER - TWO OR MORE, ACROSS
TRANS - REAL-LIFE
INTRADISCIPLINARY VS INTERDISCIPLINARY VS TRANSDISCIPLINARY
DIRECT - LECTURE, EXPLAIN, ACQUIRE PROCEDURAL KNOWLEDGE
DEDUCTIVE - GENERAL TO SPECIFIC, RULE TO EXAMPLES
DEMONSTRATION - SHOW, USED WHEN MATERIALS ARE NOT ENOUGH
DIRECT INSTRUCTION VS DEDUCTIVE METHOD VS DEMONSTRATION
- MODELING - TEACHERS TEACH STUDENTS
- GUIDED PRACTICE - COLLABORATION BETWEEN TEACHER AND STUDENTS
- CONSOLIDATION - TELL STUDENTS WHAT NEEDS TO BE FOCUSED
- INDEPENDENT PRACTICE - STUDENTS THEMSELVES
- APPLICATION - NEW PROBLEM/WAY
- REVIEW - CHECK FROM TIME TO TIME
6 COMPONENTS OF DIRECT INSTRUCTION
DIVERGENT - OPEN-ENDED
CONVERGENT - CLOSE-ENDED
DIVERGENT VS CONVERGENT