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PLANNING & CONDUCTING CLASSES Flashcards

1
Q

What are the 6 Steps of Planning Sequence? (Chronological order)

A
  1. Formulate objective
  2. Select a content
  3. Organize content
  4. Choose teaching methods
  5. Design assignments
  6. Evaluation methods
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2
Q

A contract between teachers and learners?

A

COURSE OUTLINE/LEARNING
PLAN/SYLLABUS/COURSE GUIDE

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3
Q

Acts as a guide the selection and handling of course materials.

A

Formulating Objectives

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4
Q

The characteristics of objectives should be ____________?

A

SMART

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5
Q

Objectives must tell what is expected, why is it important, who is involved, where is
it going to happen, and which attributes are important.

A

Specific
(SMART Objectives)

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6
Q

Emphasizes the need for concrete standard criteria for measuring progress in attaining goal.

A

Measurable
(SMART Objectives)

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7
Q

Points out the importance of goals that are realistic.

A

Attainable
(SMART Objectives)

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8
Q

Stresses the importance of choosing goals that matter.

A

Relevant
(SMART Objectives)

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9
Q

Relevant goals/ objectives are _______________.

A

purpose-driven

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10
Q

Emphasizes the importance of formulating goals within a time frame, giving them a
target date.

A

Time-bound & Terminal

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11
Q

TRUE OR FALSE:
Quite easy to find out at the end of the lesson if the teacher
attained his/her objective or not.

A

True

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12
Q

TRUE OR FALSE:
Harder for the teacher’s part to formulate a test that is valid to
measure the attainment of the lesson objective.

A

False

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13
Q

TRUE OR FALSE:
The lesson becomes more focused for the teacher has a
concrete picture of the behavior that the students should able
to demonstrate if the teacher realized his/her lesson
organization.

A

False

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14
Q

TRUE OR FALSE:
Increase the teacher’s skills for the learning of the students.

A

False
Increase the teacher’s accountability for the learning of the students.

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15
Q

TRUE OR FLASE:
It departs from the unsound practice of teaching that is so
spread out, that in the end, the teacher find himself unclear
on what test he is going to give to assess learning.

A

True

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16
Q

It recommend specific verbs to use when writing
learning objectives so that the objectives can be
measured.

A

Taxonomy of Objectives

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17
Q

Taxonomy covers three domains of learning which are?

A
  1. Cognitive
  2. Psychomotor
  3. Affective
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18
Q

Objectives that deal with recall or
recognition of knowledge.

A

Cognitive domain

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19
Q

Learning in this aspect refers to the mental processes like memorization and ability to
think, analyze, and solve problems

A

Cognitive domain

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20
Q

Who developed Taxonomy Objectives?

A

Benjamin Bloom

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21
Q

Bloom’s Taxonomy Hierarchy in Learning

A

Bottom to Top:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation-highest

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22
Q

Relates to translation, interpretation, and extrapolation

A

Comprehension

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23
Q

1st thing students learn to do is simply memorization, terminology, classifications, categories, and methodologies.

A

Knowledge

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24
Q

Use of abstractions in particular situations

A

Application

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25
Relates to breaking a whole into parts
Analysis
26
Putting parts together in a new form such as unique communication, plan of operation, set of abstract relations.
Synthesis
27
highest form of learning
Evaluation
28
Judging in terms of internal evidence or logical consistency with facts developed elsewhere
Evaluation
29
delineate
Knowledge
30
list
Knowledge
31
state
Knowledge
32
Classify
Comprehension
33
Summarize
Comprehension
34
Estimate
Comprehension
35
TRUE OR FALSE: All this verbs are for Application- Adjust, apply, compute, demonstrate, generate, prove
True
36
TRUE OR FALSE: All this verbs are for Application- Adjust, apply, compute, demonstrate, generate, discuss
False discuss- Comprehension
37
TRUE OR FALSE: All this verbs are for Analysis Analyze, compare, contrast, generate, defend, differentiate
False Generate-Application
38
suggest & write
Synthesis
39
TRUE OR FALSE: These verbs are for Evaluation: Assess, choose, conclude, defend, evaluate, judge
True
40
The developer of Anderson's Taxonomy
Lorin Anderson
41
Anderson's Taxonomy Hierarchy in Learning, sequence?
Bottom to top: Remembering -lowest Understanding Applying Analyzing Evaluating Creating -highest
42
Can the student recall or remember the information?
Remembering
43
Can the student explain ideas or concepts?
Understanding
44
Can the student use the information in a new way?
Applying
45
Can the student distinguish between different parts?
Analysing
46
Can the student justify a stand or decision?
Evaluating
47
Can the student create new product or point of view?
Creating
48
Define. Duplicate. Memorize.
Remembering
49
translate
Understanding
50
Classify, describe, discuss
Understanding
51
Operate, schedule, sketch, solve, use, write.
Applying
52
Argue.
Evaluation
53
Defend
Analysis/Evaluation/Evaluating/Affective
54
Assemble
Creating
55
Formulate
Creating
56
Construct, create, design, develop
Creating
57
Objectives that deal with physical and kinesthetic skills
Psychomotor Skills/Domain
58
Progressive levels of behaviors from observation to mastery of a physical skills
Psychomotor Skills/Domain
59
Deal with the development of attributes like genuine interest, desirable attitudes, values, and commitment as expected learning outcomes
Affective Domain
60
arrange, assemble, calibrate, combine.
Psychomotor
61
Copy
Psychomotor
62
Correct, Create, Execute
Psychomotor
63
manipulate, operate, organize, position
Psychomotor
64
remove revise, solve
Psychomotor
65
accept
Affective
66
integrate, recommend, resolve, volunteer
Affective
67
influence
Affective
68
recommend
Affective
69
commit, defend, explain,
Affective
70
Objective is complete if it contains:
-intended learner - the behavior to be performed - the conditions it is performed - the expected degree of attainment of specific standards
71
TRUE OR FALSE: Factors of selecting content- How much time you can devote to the topic.
True
72
TRUE OR FALSE: Factors of selecting content- The kind of background the teachers have.
False The kind of background the students have.
73
TRUE OR FALSE: If textbook for the course has already been selected, its depth of content can give you some hints as to what you need to include. Advance reading.
True
74
The general guidelines for course content are usually prescribed by ________________________.
Curriculum of the school or Institution where educator works
75
Require structure and organization for learning to proceed smoothly.
Organizing Content
76
One of the most complex parts of teaching, yet it may receive least attention in instructional planning.
Choosing Teaching Method
77
TRUE OR FALSE: Factors Affecting Choice of Method: ✓ Selection of method depends on the teacher's mood.
False Selection of method depends on the objectives and type of learning you are trying to achieve
78
TRUE OR FALSE: Factors Affecting Choice of Method: ✓ Course content also dictates methodology to some extent.
True
79
TRUE OR FALSE: Factors Affecting Choice of Method: ✓ Compatibility between teachers and teaching methods are only important.
False
80
TRUE OR FALSE: Factors Affecting Choice of Method: ✓ Availability of reference materials determine which strategies to be used.
False
81
What assignment is assigned if you want to see whether students can think analytically?
Short essay
82
Assignment assigned if you want to test students’ ability to use resources to answer specific questions?
Ask them the questions, let them investigate the answers, and have them write up the answers.
83
Providing a stable and uniform source of information for students to use in their individual study.
Choosing a Textbook
84
Factors in choosing textbook: A. Quality of writing in the book B. Date of Publication C. Book organizations & graphics D. *Review questions of book E. Evaluate the content scope and quality, credibility of authorship, format, print quality F. Book's width or pages quantity G. Book’s appearance H. Cost of textbooks. I. The way the book will be used J. Examine some chapters
a, c, e, f, g, h, i, j
85
TRUE OR FALSE: – The way you approach the 1st session often sets the tone for 1st day.
False
86
1st Class Session or Subsequent Session – Welcome the class, read names, the early and late hour; a little humor is helpful on the first day.
1st Class Session
87
1st Class Session or Subsequent Session – Communicate expectations for the course.
1st Class Session
88
1st Class Session or Subsequent Session – Communicate enthusiasm for the subject, significance and personal application of the subject to students.
1st Class Session
89
1st Class Session or Subsequent Session – Cover general classroom rules.
1st Class Session
90
TRUE OR FALSE: Introducing yourself is done in subsequent sessions of the course.
False
91
1st Class Session or Subsequent Session – Begin by gaining and controlling the attention of the learners.
Subsequent Session
92
1st Class Session or Subsequent Session – Establish an impression of control.
Subsequent session
93
1st Class Session or Subsequent Session – Assess the learners: pre-tests, short questionnaires or asking questions in the class.
Subsequent session
94
1st Class Session or Subsequent Session – Follow the planning sequences and continue to refine approach to teaching
Subsequent session
95
TRUE OR FALSE: Close proximity may help establish presence and comfortability.
False

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