(Midterms) Course Syllabus Flashcards
(143 cards)
1
Q
label” or “table of contents”
A
Syllabus
2
Q
an outline of a course of study
A
Syllabus
3
Q
Function of syllabus
A
- helps learners gauge what is to be learned and what is to be expected
- a contract (student and teacher)
4
Q
Main purpose of syllabus
A
Communicate to students
5
Q
What to be expected in a syllabus
A
- course policies
- rules and regulations
- required textbooks
- schedule of assignment
6
Q
An aademic document
A
Course syllabus
7
Q
Communicates information about a specific course
A
Course syllabus
8
Q
Course information is composed of what
A
- title
- credit hours prerequisites
- permission of instructor
- location of the room
- days and hours
9
Q
Instructor information consists of what
A
- full name
- title
- office location
- office phone number
- office hours
10
Q
General content
A
Course description
11
Q
students are expected to demonstrate at the end of the course
A
Course outcomes
12
Q
Course calendar consists of:
A
- Daily or weekly schedule of topics
- dates for exams
- other means of assessment
13
Q
Learning resources consists of what
A
- textbook
- references (bibliography)
- electronic references
14
Q
involves planning and conducting the lesson plan within weeks every semester
A
Planning
15
Q
Steps in planning
A
1.Formulate Learning Outcomes
2. Select and organize content
3. Choose the teaching methods
4. Design assignments
5. Evaluate learning
16
Q
level of competency expected of a student after a lecture
A
Learning outcomes
17
Q
essential for all learners to know, value, and able to do to achieve desired level of competence
A
Outcome-baser education
18
Q
In outcome based learning shifts the paradigm from where to where
A
Teacher centered to student centered
19
Q
use verbs that are active and describe behavior that is observable and measurable.
A
Learning outcomes
20
Q
Heirarchy of OBE
A
- program outcome
- course outcome
- learning outcome
21
Q
set of competencies that all learners are expected to demonstrate after graduation
A
Program outcome
22
Q
expected to demonstrate at the end of the course
A
Course Outcome
23
Q
what the students learn in specific courses
A
Program outcome
24
Q
results from a specific lesson
A
Learning outcomes
25
building blocks toward course outcomes
Learning outcomes
26
information stores throughout learning
knowledge
27
abilities that could be demonstrated after the course
skills
28
evaluate cognitions about things and activites
attitudes
29
elements of learning outcome
- intended learner
- behavior to be performed
- conditions under which it is to be performed
- expected degree of attainment of specific standards
30
minimum acceptable level/degree of performance
expected degree of attainment of specific standards
31
circumstance which performance must be demonstrated
conditions under which it is to be performed
32
specific activity that the learner must do after course completion
behavior to be performed
33
example of intended learners in medlabsci
- student
- intern
- MT
- patient
34
contains specific objectives of lesson
lesson intended learning outcomes (lilo)
35
states what a learner should be able to do after lesson completion
lesson intended learning outcomes (lilo)
36
stated using active verb to enable self-assessment of learners
lesson intended learning outcomes (lilo)
37
guide for both teachers and learners in lesson content
lesson intended learning outcomes (lilo)
38
lesson intended learning outcomes (lilo) should have a signle sentence of how many words
25 words or less
39
SMART meaning
- specific
- measurable
- attainable/achievable
- realistic
- time-bound
40
expresses exactly what the learner is going to perform
specific
41
identify deliverables
measurable
42
focused on the evidence a student will produce
measurable
43
ensure that the outcome is doable
attainable/achievable
44
ensure that resources are present to attain outcomes successfully
realistic
45
setting a target completion date
time-bound
46
3 domains of learning
- cognitive
- affective
- psychomotor
47
knowledge and mental skills
cognitive
48
emotional areas or attitude
affective
49
manual or physical skills
psychomotor
50
you can choose how many observable verb/behavior in a statement of outcome
one
51
the sequence outcomes are:
- complexity
- domain
- topic/content
52
sequence outcomes from lowest to highest level
complexity
53
sequence outcomes that includes cognitive, affective and psychomotor
domain
54
sequence outcomes that includes the sequence of learning experience
topic/content
55
state outcomes must come from whose point of view
learner
56
T or F: content, methodologies and assessment doesn'e need to be aligned with learning outcomes
false, need aligned
57
who proposed bloom's taxonomy
Benjamin Bloom
58
when was bloom's taxonomy proposed
1956
59
classification of the different objective and skills
bloom's taxonomy
60
terminology of the level of bloom's taxonomy in learning
1. remembering
2. understanding
3. applying
4. applying
5. evaluating
6. creating
61
T or F: bloom's taxonomy is hierarchical
true
62
a powerful tool to develop learning objectives
bloom's taxonomy
63
help identify which action verbs aligned with each level in bloom's taxonomy
verb tables
64
do not use know or knowledgable
recommended verbs
65
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy:
retrieving knowledge from long-term memory
cognitive - remember
66
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: exhibiting memory of preciously learned material by recalling
cognitive - remember
67
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: constructing meaning from instructional messages
cognitive - knowledge
68
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: demonstrating understanding of facts and ideas
cognitive - knowledge
69
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: carrying a procedure in a given situation
cognitive - apply
70
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: solving problems in new situations by applying required knowledge/facts
cognitive - apply
71
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: breaking a whole material into constituent parts
cognitive - analyze
72
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: determining the connection of each part to each one
cognitive - analyze
73
state if cognitive, psychomotor or affective and identify the level based on its bloom's taxonomy: making judgements based on criteria and standards
cognitive - evaluate
74
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: putting elements together to form a functional whole
cognitive - create
75
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: recognizing elements into a new pattern/structure
cognitive - create
76
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: senses cues help motor activity
pyschomotor - perceive
77
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: mentally/emotionally/physically ready to act
psychomotor - set
78
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: imitating and practicing of skill
psychomotor - respond as guided
79
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: performing with increased efficiency, confidence and proficiency
psychomotor - act
80
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: performing automatically
respond overly
81
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: adapting a skill set to solve a problem
psychomotor - adapt
82
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: creating new pattern for a specific situation
psychomotor - organize
83
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: selectively responding to a stimuli
affective - receive
84
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: responding to a stimuli
affective - respond
85
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: attaching value to worth to something
affective - value
86
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: conceptualizing value and resolves conflict between 2 values
affective - organize
87
state if cognitive, psychomotor or affective and identify the level based on bloom's taxonomy: integrating the value into a value system that controls behavior
affective - internalize characterize
88
6 levels of cognitive/knowledge in bloom's taxonomy
- remember
- understand
- apply
- analyze
- evaluate
- create
89
6 levels of psychomotor/skills in bloom's taxonomy
- perceive
- set
- respond ass guided
- act
- respond overly
- adapt
- organize
90
6 levels of affective in bloom's taxonomy
- receive
- respond
- value
- organize
- internalize characterize
91
sample verbs of remember (cognitive)
- define
- describe
- label list
- match recall
- recognize
- state
92
sample verbs of understand (cognitive)
- classify
- compare
- discuss
- exemplify
- explain
- identify
- illustrate
- infer
- interpret
- predict
- report
- review
- summarize
- translate
93
sample verbs of apply (COGNITIVE)
- apply
- change
- choose
- demonstrate
- execute
- implement
- prepare
- solve
- use
94
sample verbs of analyze (cognitive)
- Analyze
- Attribute
- Debate
- Differentiate
- Distinguish
- Examine
- Organize
- Research
94
sample verbs of create (cognitive)
- Compose
- construct
- Create
- Design
- Develop
- Formulate
- Generate
- Invent
- Make
-organize
- Plan
- Produce
- propose
95
sample verbs of evaluate (cognitive)
- Appraise
- Check
- Critique
- Judge
96
sample verbs of perceive (psychomotor)
- Detect
- Differentiate
- Distinguish
- Identify
- Recognize
- Describe
97
sample verbs of set (psychomotor)
Assume
Display
Perform
Position
Proceed
Show
98
sample verbs of respond as guided (psychomotor)
Copy
Duplicate
Imitate
Operate
Practice
Repeat
Reproduce
99
sample verbs of act (psychomotor)
Assemble
Calibrate
Complete with confidence
Conduct
Construct Demonstrate
Fix
Execute
Improve
Produce
100
sample verbs of respond overly (psychomotor)
Appraise
Check
Critique
Judge
101
sample verbs of adapt (psychomotor)
Adapt
Alter
Change
Rearrange
Reorganize
Revises
102
sample verbs of organize (psychomotor)
- Arrange
- Build
- Compose
- Construct
- Create
- Design
- Originate
- Make
103
sample verbs of receive (affective)
Acknowledge
Choose
Demonstrate awareness and tolerance
Locate Select
104
sample verbs of respond (affective)
Answer
Communicate
Comply
Contribute
Cooperate
Discuss
Participate willingly Volunteer
105
sample verbs of value (affective)
Adopt
Assume responsibility Behave according
Choose
Commit
Express
Initiate
Justify
Propose
Show concern
Use resources to
106
sample verbs of organize (affective)
Adapt
Adjust
Arrange
Balance
Classify
Conceptualize
Formulate
Organize
Prepare
Rank
Theorize
107
sample verbs of internalize characterize (affective)
Act upon
Advocate
Defend
Exemplify
Influence
Perform
Practice
Serve
Support
108
how topic will be taught and assignments be made
selecting and organizing content
109
T or F: topic to be discussed are prescribed by curriculum of school
true
110
factors to guide selection of content
- time devoted
- background of students
- textbook
111
one of the pitfalls in content selection
cramming too much in one session
112
T or F: plan and don't rehearse orally
false; rehearse orally
113
T or F: finish the less time the first time in practicing orally
true
114
one of the most complex part of teaching
focusing on what the student must develop
115
assume the way they taught is the best way
educators
116
traditional method includes what
- lecturing
- discussion
- questioning
- interactive lecture
117
activity-based method includes:
- cooperative learning
- simulations
- problem-solving
118
computer method includes:
- computer-managed instructions
- internet
- virtual reality
119
5 teaching methods/strategies
- traditional
- activity-based
- computer
- distance
- psychomotor
120
position paper consists of how many pages
10-15
121
T or F: assignments must be challenging
true
122
4 types of evaluation
- pre-test
- pre-requisite test
- formative test
- post-test
123
test that determines previous knowledge
pre-test
124
test that determines readiness
pre-requisite
125
determines student's weaknesses/difficulties
formative test
126
certify student's performance
post-test
127
2 types of assessment
- formative
- summative
128
measures what a student learned so far; student comprehension
formative
129
measuring the student comprehension at the end of the overall topic
summative
130
assessment method in knowledeg
- written exam
- oral exam
131
assessment method of skills
practical exam
132
assessment method of attitude
- direct measure
- indirect measure
133
tools used in knowledge assessment
- objective questions
- essay
134
tools used in skill assessment
- objective test
- checklist
- rating score
- participation chart
135
tools used in attitude assessment
- questionnaire
- interview
- behavioral rating scale
136
provides a stable and uniform source
textbook
137
how does teachers expect students to use textbooks
extensively
138
T or F: teachers may choose the textbook
true
139
who else can choose the textbook that can be used
textbook committee
140
students preference in a textbook writing quality
- examples given
- easy to read
- well organized
- intro to chapters
- keywords in boldface
- summaries per chapter
- study questions
- includes charts, tables and pictures
141
T or F: chosen textbook can be more than 5 years from current year
false; bawal mag exceed 5 years
142
T or F: new editions mut be used as much as possible
true
