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Principles and Strategies of Teaching in Medical Technology > Module 8-9 > Flashcards

Module 8-9 Flashcards

1
Q

USING DIFFERENT KINDS OF
AUDIO- VISUAL MATERIALS

A

Using the Chalkboard
Visual Display Materials
Projected and Recorded Instructional Aids

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2
Q

Guidelines to be considered in reviewing printed materials:

A

Appropriateness of the material both in content and reading level
Cost of paperback books for the students to read primary sources
Assorted workbooks that emphasize thinking and problem-solving rather than rote memorization
Pamphlets, brochures and other duplicated materials that students can read for specific information and viewpoints about particular topics
Articles in newspapers, magazines and periodicals related to the subject students will be studying

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3
Q

AUDIO-VISUAL AIDS

A
  • Instructional devices which involves the use of sight and hearing
  • Help and make ideas a concept clear
  • Learning can be raised from verbalism to true understanding
  • Can also make learning interesting and vivid
  • Make learning effective
  • Valuable in promoting motivation and retention
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4
Q

USING THE CHALKBOARD

A

Following guidelines have to be considered:
* Start each class with a clean board. As an expression of courtesy, erase the board at
the end of discussion
* Use colored chalk to highlight essential points
* Print or write on the board neatly, clearly and in orderly manner
* Print instructions on the board
* Maintain personal supply of chalk and eraser
* Learn to write on the board without having entirely turn your back to students
* When a lot of materials have to be written on the board, do it before class and cover
it

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5
Q

VISUAL DISPLAY MATERIALS

A

Consider the following suggestions:
* Take time to plan the colors of the board and captions of materials
* Use imagination to make the board attractive
* Make bulletin board simple, emphasizing one main idea , concept, topic and theme
* Make bulletin board a medium for the enrichment or extension of learning

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6
Q

PROJECTED AND RECORDED
INSTRUCTIONAL AIDS

A
  • Those that require electricity to project images onto screens- Projected Instructional
    aids
  • Require sounds- recorded instructional aids
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7
Q

INSTRUCTIONAL TELEVISION

A
  • Large classes can be taught simultaneously by means of television
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8
Q

Teachers should go through standard routine

A
  • Planning
  • Selecting
  • Introducing
  • Guiding
  • Following up
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9
Q

PRINTED MATERIALS GUIDELINES

A
  • Appropriateness of the material both in content and reading level
  • Cost of paperback books for the students to read primary sources
  • Assorted workbooks that emphasize thinking and problem-solving rather than rote
    memorization
  • Pamphlets, brochures and other duplicated materials that students can read for
    specific information and viewpoints about particular topics
  • Articles in newspapers, magazines and periodicals related to the subject students will
    be studying
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10
Q

COMPUTER AND COMPUTER PROGRAMS
Valuable to teacher in the following ways:

A
  • Used as Computer Managed Instruction
  • Used as Computer Assisted Instruction
  • Used to teach students about computers and help them develop their skills
  • Used to teach about thinking and help students develop thinking skills
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11
Q

One of the richest resources

Can make learning exciting and forceful

A

COMMUNITY AS RESOURCE

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12
Q

Teacher needs to build their file of community resources that contains:

A
  • Possible field trip locations
  • Resource people who could serves as guest speakers or mentors
  • Community groups
  • Local businesses, industries and agencies
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13
Q

FIELD TRIP
Important areas to consider:

A
  • Details of preparation before the field trip
  • Planning the details of the actual field trip
  • Planning follow up activities for the field trip
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14
Q

Tests are designed to evaluate the skills of the learner

A

Placement Evaluation

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15
Q

Test released are on a progressive level
Easy > Hard

A

Placement Evaluation

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16
Q

Test released can consist of anything ranging from reading, writing, speaking, listening, group discussion, debate, or quiz

A

Placement Evaluation

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17
Q

Helps the evaluator to understand the capabilities of different learners in a particular group and place according to their capabilities

A

Placement Evaluation

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18
Q

Monitoring of learning progress during the instructions

A

Formative Evaluation

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19
Q

-continue video-

A
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20
Q

Approaches to Measurement, Assessment and Evaluation

A

Norm-referenced
Criterion-referenced

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21
Q

Types based on test constructor:

A

Standardized test
Unstandardized test

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22
Q

General Principles of Testing

A

Measures all learning outcomes
Cover all the learning tasks
Use appropriate test items
Make the test valid and reliable
Use test to improve learning

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23
Q

Attributes of a Good Test

A

Validity
Reliability
Objectivity
Scorability
Administrability

24
Q

Assessment-information gathered and synthesized by the teachers about their students and their classrooms who said this and what year

A

(Arends, 1994)

25
Q

Types of Classroom Assessment

A

Official assessment
Sizing up assessment
Instructional assessment

26
Q

Methods for Collecting Assessment Data

A

Paper and Pencil Technique
Observation

27
Q

Types of Evaluation

A

Placement
Diagnostic
Formative
Summative

28
Q

Sources of Evaluation Information

A

Cumulative records
Personal contact
Analysis
Open ended themes and diaries
Conferences
Testing

29
Q

Purpose of Measurement, Assessment and Evaluation

A

Improve student learning
Identification of student’s strengths and weaknesses
Assessment of the effectiveness of a particular teaching strategy
Appraisal of the effectiveness of the curriculum
Assessment and improvement of teaching effectiveness
Communication with and involvement of parents in their children’s learning

30
Q

Steps in Test Construction

A

Identify learning outcomes
List the topics to be covered
Prepare the test blueprint (Table of Specifications)
Select appropriate types of test
Write the test items
Sequencing the items
Writing the directions or instructions
Preparation of the answer sheet and scoring key

31
Q

Performance
of a student in a test is compared with the
performance of the other students.

A

NORM-REFERENCED EVALUATION

32
Q

Performance of a student is compared against
predetermined or agreed upon standard.

A

CRITERION-REFERENCED EVALUATION

33
Q

Bodjie’s
percentile rank in the math achievement test is 88.

A

NORM-REFERENCED EVALUATION

34
Q

Sid can
construct a pie graph with 75% accuracy.

A

CRITERION-REFERENCED EVALUATION

35
Q

A test prepared by an
expert or specialist. Administered to students with
same directions and time limits

A

STANDARDIZED TEST

36
Q

Test prepared by
teachers for use in the classroom with no established
norms for scoring and interpretation of results.

A

UNSTANDARDIZED TEST

37
Q

Teacher writes
should be congruent with all the learning objectives
focused in class.

A

Measure all instructional objectives

38
Q

A test focused to represent all
targeted learning outcomes.

A

Cover all learning task

39
Q

Test items utilized by teacher
have to be in consonance with the learning objectives to
be measured.

A

Use appropriate test items

40
Q

See to it that the test
constructed measures what it purports to measure.

A

Make test valid and reliable

41
Q

Results of the
examination administered to students can serve as
springboards for the teachers to reteach concepts
and skills that the former have not mastered.

A

Use test to improve learning

42
Q

It is the degree to which a test measures what
it seeks to measure.

A

Validity

43
Q

A valid test is always a reliable test.
Accuracy which test consistently measures that which
it does measure.

A

Reliability

44
Q

Personal biases or subjective judgment of
the test scorer is eliminated in checking the
students’ responses

A

Objectivity

45
Q

Easy to score or check as answer key and
answer sheet is provided.

A

Scorability

46
Q

Easy to administer as clear and
simple instructions are provided to students,
proctoers, and scorers

A

Administrability

47
Q

Teachers to carry out by
giving students grade at the end of each marking
period.

A

OFFICIAL ASSESSMENT

48
Q

Formal test, term paper, report quizzes.
All cognitive

A

OFFICIAL ASSESSMENT

49
Q

information gathered to
provide a personality profile of the student

A

SIZING UP ASSESSMENT

50
Q

Utilize in planning
instructional delivery and monitoring the progress of
teaching and learning.

A

INSTRUCTIONAL ASSESSMENT

51
Q

Teaching strategy or
instructional materials.

A

INSTRUCTIONAL ASSESSMENT

52
Q

Test
taken by students, maps drawn, written
reports, assignments and practice exercise.

A

PAPER AND PENCIL TECHNIQUE

53
Q

Involves by watching the
student’s performance in laboratory, speaking,
reading or participation in group activity.

A

OBSERVATION

54
Q

To assess prior knowledge
of students of a particular topic or lesson to anticipate
potential learning problem.

A

DIAGNOSTIC EVALUATION

55
Q

Usually administered
during the instructional process to provide feedback to
students and teachers on how well the former are
learning the lesson taught.

A

FORMATIVE EVALUATION

56
Q

To determine student
achievement for grading purposes. Express through test
scores and effectiveness of teacher and curriculum.

A

SUMMATIVE EVALUATION

57
Q
A

Principles and Strategies of Teaching in Medical Technology (5 decks)

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