Methods and Strategies (Day 25) Flashcards by wella marish paragoso

Guiding principle in determining and formulating learning objectives

set objectives, set expectations
2 or 3 domains

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Objective must be SMART

Specific
Measurable
Attainable
Relevant/ Result Oriented
Time bounded/Terminal

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Boom’s taxonomy of educational objective by

Benjamin Bloom

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Boom’s taxonomy of educational objective by Benjamin Bloom;

KCAASE, Noun

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

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Boom’s taxonomy of educational objective by Benjamin Bloom;

KCAASE, Noun

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Old Taxonomy

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Boom’s taxonomy of educational objective by Benjamin Bloom;

RUAAEC, Verb

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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Boom’s taxonomy of educational objective by Benjamin Bloom;

RUAAEC, Verb

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Revised Taxonomy

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Boom’s taxonomy of educational objective by Benjamin Bloom;

verb, order levels of thinking, simplest to the most complex RUAAEC

Revised Taxonomy

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The cognitive dimension;

retrieving relevant knowledge

recall
recognize
define
identify

Remembering/recalling

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The cognitive dimension;

determining the meaning, interpret

explain
paraphrase

Understanding

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recall
recognize
define
identify

Remembering/recalling

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explain
paraphrase

Understanding

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The cognitive dimension;

carrying out procedure

use
employ
apply

Applying

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use
employ
apply

Applying

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The cognitive dimension;

breaking materials into its constitution parts

breakdown
categorize
group

Analyzing

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breakdown
categorize
group

Analyzing

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The cognitive dimension;

making judgements

check
critique
rate
judge

Evaluating

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check
critique
rate
judge

Evaluating

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The cognitive dimension;

putting things together in a new form

construct
combine
compose
formulate

Creating

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construct
combine
compose
formulate

Creating

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The knowledge that teachers aim to teach, topic to be learn

The knowledge dimension

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The knowledge dimension;

idea
specific data
terminology
specific details
elements

Factual

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The knowledge dimension;

classification
categories

Comceptual

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The knowledge dimension;

step by step
skills
technique
methods
procedure

Procedural Knowledge

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The knowledge dimension; thinking about thinking strategies cognitive task

Metacognitive task

Objective: To recall the capital of each region in the country where is the cognitive dimension?

To recall

Objective: To recall the capital of each region in the country where is the knowledge dimension/topic?

the capital of each region in the country

John Kendall and Robert Marzano's 3 domain of knowledge; IMP

Information knowledge/cognitive knowledge Mental Procedure Psychomotor

John Kendall and Robert Marzano's 3 domain of knowledge; facts, concepts, generalization, principles, and law

Information knowledge(Declarative knowledge/Cognitive knowledge)

John Kendall and Robert Marzano's 3 domain of knowledge; more on the mind

Mental procedure (Procedural knowledge)

John Kendall and Robert Marzano's 3 domain of knowledge; more on the action

Psychomotor /physical procedure (motor skills)

3 Domains are processed in 6 different level 6 levels of knowledge (Kendall & Marzano) 1. retrieval (cognitive system) 2. comprehension (cognitive system 3. analysis (cognitive system) 4. knowledge utilization (cognitive system) 5. metacognitive system 6. self-system

1. retrieval (cognitive system) 2. comprehension (cognitive system 3. analysis (cognitive system) 4. knowledge utilization (cognitive system) 5. metacognitive system 6. self-system

3 Domains are processed in 6 different level 6 levels of knowledge (Kendall & Marzano) thinking about thinking, learning how to learn, monitoring your own progress

Metacognitive system

3 Domains are processed in 6 different level 6 levels of knowledge (Kendall & Marzano) knowing the importance of something

Sel-system

David Krathwol's Affective Domain; Lowes to Highest RResVOC

1. receiving 2. responding 3. valuing 4. organization 5. characterization

David Krathwol's Affective Domain; willingness to attend to particular,stimuli

Receiving

David Krathwol's Affective Domain; active participation

Responding

David Krathwol's Affective Domain; definite involvement or commitment

Valuing

David Krathwol's Affective Domain; integrated a new value into his general set of values

Organization

David Krathwol's Affective Domain; acts consistently

Characterization

Anita Harrow's Psychomotor Domain; Lowest to Highest RBPPSK

1. reflex movement 2. basic fundamental movement 3. perceptual abilities 4. physical abilities 5. skilled movements 6. non-discursive communication

Anita Harrow's Psychomotor Domain; involuntarily in response to some stimuli, automatic action

reflex movements

Anita Harrow's Psychomotor Domain; combination of reflex movements, voluntary, you can control this movement

Basic fundamental movement

Anita Harrow's Psychomotor Domain; stimulus received through senses into appropriate desired movements

Perceptual abilities

Anita Harrow's Psychomotor Domain; strenuous effort for long period of times, endurance, strength, flexibility, speed

Physical abilities

Anita Harrow's Psychomotor Domain; more complex movements requiring a certain degree of efficiency

skilled movements

Anita Harrow's Psychomotor Domain; communicated through movements, body posture, gestures

Non-discursive communication

David Moore's 3 level of learning psychomotor domain; Lowest to highest IMP

1. Imitation 2. Manipulation 3. Precision-highest level

David Moore's 3 level of learning psychomotor domain; entry level, instructional support from the teacher

Imitation

David Moore's 3 level of learning psychomotor domain; students perform skills independently

Manipulation

David Moore's 3 level of learning psychomotor domain; students can perform the skill accurately, efficiency, and effortlessly a

Precision-highest level

Precision Highest level; ability to perform a skill with unconscious effort

Automaticity

Mager's 3 Main components of an effective objectives; PCA

1. Performance 2. Condition 3. Acceptable performance/criterion of success

Mager's 3 Main components of an effective objectives; what the students should be able to do, VERB

Performance

Mager's 3 Main components of an effective objectives; The conditions under which the performance will occur, FIRST PART

Condition

Mager's 3 Main components of an effective objectives; Performance will be judged, LAST PART OF THE STATEMENT

Acceptable performance/criterion of success

Example of Mager's Effect objectives In an hour given a light microscope, the student, is able to focus the microscope under the l.p.o and h.p.o Where is the Performance?

The student is able to focus

Example of Mager's Effect objectives In an hour given a light microscope, the student, is able to focus the microscope under the l.p.o and h.p.o Where is the condition?

In an hour given a light microscope

Example of Mager's Effect objectives In an hour given a light microscope, the student, is able to focus the microscope under the l.p.o and h.p.o Where is the acceptable performance/criterion of success?

the microscope under the l.p.o and h.p.o

Select & Organization of content we are not entirely free in the selection of our content

Before: Philippine Elementary Learning Competencies (PELSs) Philippines Secondary Learning Competencies (PSLCs) New: Matatag Curriculum Guide

Qualities to observe in selecting the content; Teaching the content that we ought to teach

Validity

Qualities to observe in selecting the content; New knowledge, updated

Significance

Qualities to observe in selecting the content; 2 or 3 domain is present

Balance

Qualities to observe in selecting the content; cover the essential of the lesson

Sel-sufficiency

Qualities to observe in selecting the content; interest of the learners

Interest

Qualities to observe in selecting the content; usefulness/application

Utility

Qualities to observe in selecting the content; amount of time

Feasibility