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PROFED > METHODS AND STRATEGIES day 4-5 > Flashcards

METHODS AND STRATEGIES day 4-5 Flashcards

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1
Q

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

A

S
M
A
R
T

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2
Q

KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION

A

BLOOM’S EARLIER TAXONOMY

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3
Q

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

A

BLOOM’S REVISED TAXONOMY

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4
Q
  • FACTUAL - BASIC ELEMENTS
  • CONCEPTUAL - INTERRELATIONSHIP OF BASIC ELEMENTS
  • PROCEDURAL - HOW TO DO SOMETHING
  • METACOGNITIVE - P.M.E.
A

BLOOM’S REVISED TAXONOMY KNOWLEDGE DIMENSION

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5
Q
  • DECLARATIVE (INFORMATION) - TEACHER TEACH FACTS
  • PROCEDURAL (MENTAL PROCEDURES) - TEACHER SHOWS HOW TO DO IT
  • MOTOR SKILLS (PSYCHOMOTOR/PHYSICAL PROCEDURES) - STUDENTS APPLY WHAT HE LEARNED
A

KENDALL AND MARZANO’S 3 DOMAINS OF KNOWLEDGE

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6
Q
  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
A

KENDALL AND MARZANO’S 6 LEVELS OF KNOWLEDGE

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7
Q
  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
A

DAVID KRATHWOHL’S AFFECTIVE DOMAIN

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8
Q
  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
A

ANITA HARROW’S PSYCHOMOTOR DOMAIN

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9
Q
  1. IMITATION - ENTRY LEVEL, HAS SUPPORT
  2. MANIPULATION - INDEPENDENT
  3. PRECISION - HIGHEST LEVEL, ACCURATELY
A

MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR

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10
Q

AUTOMATICITY

A

PERFORM WITH UNCONSCIOUS EFFORT

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11
Q

OBJECTIVES - SPECIFIC, MEASURABLE
GOALS - GENERAL, VAGUE

A

OBJECTIVES VS GOALS

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12
Q
  1. PERFORMANCE - VERBS
  2. CONDITION
  3. CRITERION OF SUCCESS - STANDARDS
A

MAGER’S 3 COMPONENTS OF EFFECTIVE OBJECTIVES

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13
Q
  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
A

QUALITIES IN SELECTION AND ORGANIZATION OF CONTENT

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14
Q

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

A

FACTS VS CONCEPTS VS PRINCIPLES VS HYPOTHESES VS THEORIES VS LAWS

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15
Q

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

A

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

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16
Q

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

A

DEDUCTIVE VS INDUCTIVE

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17
Q

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

A

FLUENT VS FLEXIBLE VS ORIGINAL VS ELABORATIVE THINKING

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18
Q

ALGORITHM - STEP BY STEP INSTRUCTION
HEURISTICS - GENERAL PROBLEM SOLVING

A

ALGORITHM VS HEURISTICS

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19
Q

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

A

APPROACH VS METHODS VS TECHNIQUE VS STRATEGY

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20
Q

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

A

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

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21
Q

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

A

INTRADISCIPLINARY VS INTERDISCIPLINARY VS TRANSDISCIPLINARY

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22
Q

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

A

DIRECT INSTRUCTION VS DEDUCTIVE METHOD VS DEMONSTRATION

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23
Q
  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
A

6 COMPONENTS OF DIRECT INSTRUCTION

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24
Q

DIVERGENT - OPEN-ENDED
CONVERGENT - CLOSE-ENDED

A

DIVERGENT VS CONVERGENT

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25
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
INQUIRY VS PROBLEM SOLVING VS PROJECT VS COOPERATIVE VS PEER TUTORING VS PARTNER LEARNING
26
TRADITIONAL - DOCUMENT-BASED, ORDINARY, LIMITED PROGRESSIVE - EXPERIENCES, ENRICHED, BROAD
TRADITIONAL VS PROGRESSIVE
27
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
7 TYPES OF CURRICULA
28
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
ROLES OF CURRICULARIST
29
LEARNER SUPPORT MATERIALS TIME SUBJECT CONTENT DESIRED OUTCOMES
5 FACTORS TO CONSIDER IN CURRICULUM PLANNING
30
HUTCHINS - PERMANENT STUDIES, 3RS (BASIC ED), LIBERAL EDUCATION (COLLEGE) -BESTOR - INTELLECTUAL LEARNING, (MATH, SCIENCE, HISTORY, FOREIGN LANGUAGE) -SCHWAB - DISCIPLINE -PHENIX - VARIOUS KNOWLEDGE
HUTCHINS VS BESTOR VS SCHWAB VS PHENIX
31
DEWEY - LEARNING BY DOING CASWELL AND CAMPBELL - GUIDANCE SMITH, STANLEY, AND SHORE - LOGICAL SEQUENCING MARSH AND WILLIS - NO RANDOM LEARNING
DEWEY VS CASWELL AND CAMPBELL VS SMITH, STANLEY, AND SHORE VS MARSH AND WILLIS
32
KNOWLEDGE - INFORMATION, PRINCIPLES PROCESS - METHODOLOGY, ACTIVITIES PRODUCT - LEARNING OUTCOMES
3 APPROACHES OF CURRICULUM
33
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
PRINCIPLES OF CURRICULUM CONTENT - BASICS
34
PLANNING - VMGO, THINK, MOST IMPORTANT/CRUCIAL DESIGNING - CREATE IMPLEMENTING - ACTION EVALUATING - DETERMINE IF OUTCOMES WERE ACHIEVED
4 PHASES OF CURRICULUM DEVELOPMENT - PDIE
35
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
TYLER VS TABA VS SAYLOR AND ALEXANDER
36
Social roles, social functions Extracurricular activities
Hollis Caswell
36
Documents Lesson plans Syllabus
Written curriculum
36
Teacher is crucial Grassroots, bottom up Diverse needs
Hilda Taba
36
Create a change Unique, original Creativity and innovations
Teacher as innovator
36
Schools and society Learning by doing
John Dewey
36
Implementer Gives life to curriculum
Implementer
36
Generalists not specialists Admin is crucial
Ralph Tyler
36
Master of content Seminar, workshops
Teacher as knower
36
Open-mindedness Adapt to change
Teacher as initiator
36
Measured by tools in assessment
Learned curriculum
36
Homeschooling Future Shock
Alvin Toffler
36
Learning materials
Supported curriculum
37
Small group Purposeful activities Project method - collaboration of teachers and students
William Kilpatrick
37
Social studies, social awareness Whole child
Harold Rugg
37
Student autonomy Student body
John Goodlad
37
Evaluated after taught
Assessment curriculum
37
Multiple perspectives
William Pinar
37
Takes record Research publications Curriculum guide, syllabus
Teacher as Writer
37
Objectives and activities should match
Werret Charters
37
Dialogue Conscientization Questioning and problem posing approach
Paolo Freire
37
Unwritten curriculum Culture
Hidden/implicit curriculum
37
Group activity Cooperative endeavor
Peter Oliva
38
Government and non-government agencies
Recommended curriculum
39
Franklin Bobbit Started curriculum development Curriculum prepares for adult life
Franklin Bobbit
40
Make yearly, monthly, daily plan
Teacher as planner
41
Learner Supporting materials Time Subject matter Desired outcomes
Factors to consider in curriculum planning
42
Permanent studies 3Rs and liberal education
Robert Hutchins
43
Intellectual training
Arthur Bestor
44
Discipline Segregate into disciplines
Joseph Schwab
45
Focus on various knowledge/disciplines
Phenix
46
Dewey Learning by doing
Dewey
47
Guidance of teachers
Caswell and Campbell
48
Sequence of potential experiences Logical sequencing
Smith, Stanley, and Shore
49
No random learning Planned and enacted by teacher
Marsh and Willish
50
Information
Curriculum as knowledge
51
Methodology
Curriculum as process
52
Learning outcomes
Curriculum as product
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
Influenced by societal development and technology
Curriculum change is inevitable
56
Timeless Ex. Political climate
Curriculum is product of time
57
Old and new curriculum co-exist and overlap
Curriculum can exists concurrently with newer curriculum
58
Teachers as prime movers of curriculum
Curriculum depends on the implementer (people)
59
P.T.A. Stakeholders
Curriculum change is cooperative
60
No random curriculum
Curriculum development is a decision-making process
61
Curriculum never ends Update curriculum whenever necessary
Curriculum development is an ongoing process
62
Knowledge - process - product
Curriculum development is a comprehensive process
63
SMART
Curriculum development is systematic
64
No back to zero
Curriculum development starts from where the curriculum is
65
Work together Best for heterogeneous (smart, average, struggling)
Cooperative learning
66
Homogeneous All are smart, fast learners
Independent learning
67
Perform against each other Survivors
Competitive activities
68
Direct instruction Traditional, teacher-centered Begins with objectives Success rate: 80 percent of students
Barak Rosenshine model
69
Guided Instruction Starts with review, ends with independent practice Success rate: performance based on independent practice
Madeline Hunter model
70
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
Block and Anderson model
71
Systematic instruction Starts with review Review-lecture-quiz-assignment Assignments/homeworks Success rate: weekly reviews
Good and Brophy model
72
Criteria for selecting learning method ASEE
Adequacy - facilities Suitability - appropriate to students’ level of learning Efficiency - appropriate to topic Economy - cost
73
Teachers more than 2 years - NOT required detailed lesson plan Teachers less than 2 years - required a Daily Lesson Plan
DO 70, s. 2012
74
Subject centered model Subject vs discipline vs correlation vs broadfield design
Subject - syllabus Discipline - prospectus Correlation - interdisciplinary Broad field - intradisciplinary
75
Learner centered model Child centered vs experience centered vs humanistic
Child centered - needs and interest Experience centered - relatable Humanistic - holistic ex. PerDev
76
Problem centered Life situation vs core problem
Life situation - immediate problems Core problem - not direct, general problems
77
Curriculum guide Ensures alignment Address gaps/repetitions
Curriculum mapping
78
Check quality Internationally comparable curriculum
Curriculum quality audit
79
Legal basis for PPST
DO no. 42, s. 2017
80
Legal basis for BSED SOCSTUD
CMO 75, s. 2017
81
Father of social psychology Force field theory
Kurt Lewin
82
Curr change Literally change Complete overhaul
substitution
83
Curr change Minor changes
alteration
84
Curr change Major changes
restructuring
85
Curr change Happen within a short time During covid
perturbation
86
Curr change Emphasize VMGO
value orientation
87
Prime movers of curriculum
Teachers

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