Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Midterm Examination > SEE 19 > Flashcards

SEE 19 Flashcards

1
Q

These are books and other written works which have artistic or creative merit or lasting value.

A

Literatures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

This defined literature as pieces of writing that are valued as works of art especially novels, plays and poems in contrast to technical writings such as books, newspapers and magazines.

A

Oxford Advanced Learner’s Dictionary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the purpose of literature?

A

A means of exploring what is to be human and it helps us to understand people, societies, events, and culture.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Two Divisions of Literature

A

Prose and Poetry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Refers to written or spoken language without metrical structure.

A

Prose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

A literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through language chosen and arranged for its meaning, sound and rhythm.

A

Poetry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Why is Literature important?

A
  1. it improves reading skills
  2. It provides a rich content for new vocabulary and language structures.
  3. It includes the “four language skills”
  4. helps with writing skills and promotes oral work
  5. promotes cultural and intercultural awareness
  6. it connects individuals with larger truths and ideas in a society.
  7. it teaches the universal human experience.
  8. it opens up a world of inspiration and creativity, while also developing skills that are essential for today’s global environment.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the factors affecting interests in literature?

A
  1. Contemporary
  2. Ability to relate to students
  3. Literary merit
  4. Choice vs. requirement
  5. Teacher preference
  6. Administration, parents and community students
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

six powerful strategies to choose books and reading materials

A
  1. Find out what students enjoy reading
  2. Give them time to explore the books in the library or in the classroom
  3. Explore the interest of your students
  4. Find a book series to follow
  5. Understand the reading level and ability of your students
  6. Ask helpful questions on how to choose books to read.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Models of Teaching Literature

A
  1. Language Model
  2. Cultural Model
  3. Personal Growth Model
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

A model that is a source of facts or information and is teacher-centered

A

Cultural Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

A model where teacher transmits knowledge and information to students.

A

Cultural Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

A model that is focused on the “text as a product” to gain information.

A

Cultural Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

A model where there is an integration “between language and literature”; “Learner centered” and “activity-based”

A

Language Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Model that focuses on how the language is used; reading between the lines

A

Language Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Students improve language proficiency by using“ literature as a resource” in learning the language

A

Language Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

A model where students make connections to their personal lives through the themes and issues; More “student centered”

A

Personal Growth Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

A model where students grow in language, emotions and character.

A

Personal Growth Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

A model of literature that is a rich avenue of information.

A

Cultural Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Six Approaches to Teaching Literature

A
  1. Language-Based Approach
  2. Paraphrastic Approach
  3. Information-Based Approach
  4. Personal Response Approach
  5. Moral-Philosophical Approach
  6. Stylistic Approach
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

An approach that seeks the fusion between language and literature.

A

Language-Based Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

This approach will elicit response, motivate, and encourage students to read to connect on the text and their personal experiences.

A

Language-Based Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

An approach that is used to paraphrase or reword the story in plain language or translating it into other language.

A

Paraphrastic Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

An approach that is a “source of information”.

A

Information-Based Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

An approach that examines the “history and characteristics of literary movements” based on “the cultural, social, political, and historical background of the text”.

A

Information-Based Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

This is the product that we get from literature through the teaching of “morality”.

A

moral values

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Approach that uses “linguistic analysis and literary critics” to understand and appreciate the “literary text”.

A

Stylistic approaches

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Two objectives of Stylistic Approach

A
  1. look beyond the surface meaning of the text
  2. expands the knowledge and awareness of the language
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Benjamin Bloom created this in the 1950s to categorize the levels of reasoning skills.

A

Bloom’s Taxonomy for Questioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Most elementary of intellectual skills.

A

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Verbs used in Comprehension Taxonomy

A

∙ tell ∙ describe ∙ make a list ∙ identify ∙ reproduce ∙ repeat ∙ memorize ∙ recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Represents skills to establish relationships

A

Interpretation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Verbs for Interpretation Taxonomy

A

∙ show the relationship ∙ characterize ∙ associate, ∙ compare ∙ distinguish, ∙ categorize ∙ classify ∙ differentiate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Represents those skills whose function facilitates transfer of experience already acquired to new situations

A

Application

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Verbs in Application Taxonomy

A

∙ apply ∙ demonstrate ∙ dramatize ∙ illustrate ∙ interpret ∙ employ ∙ practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Represents a more complex level of judging or valuing a point of view

A

Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Verbs for Analysis Taxonomy

A

∙ analyze, ∙ discover, ∙ determine ∙ observe ∙ examine ∙ investigate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Represents the ability to create “new” and personal forms of expression and reasoning. Originality and creativity are a part of synthesis.

A

Synthesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Verbs for Synthesis Taxonomy

A

∙ synthesize ∙ imagine ∙ conceive, ∙ ideate ∙ conclude, summarize ∙ create ∙ invent ∙ construct ∙ theorize

40
Q

Represents the highest level of skill; student uses methods, materials, ideas, values, and techniques for learning how to learn. He draws conclusions based on the ability to utilize all these skills.

A

Evaluation

41
Q

Verbs for Evaluation Taxonomy

A

∙ calculate ∙ estimate, ∙ consult ∙ judge ∙ criticize ∙ measure ∙ decide accept/reject, ∙ discuss ∙ value

42
Q

Bloom’s Taxonomy

A

Comprehension, Interpretation, Application, Analysis, Synthesis, and Evaluation

43
Q

Aschner’s and Gallagher’s Questioning Classification System

A

Cognitive, Convergent, Divergent, and Evaluative Questions

44
Q

Memory questions that elicit recall of facts or yes-no answers.

A

Cognitive Questions

45
Q

Verbs for Cognitive Questions

A

∙ recall ∙ identify ∙ give yes or no ∙ respond ∙ name ∙ designate ∙ define and variations on these

46
Q

They help students to interpret, analyze and integrate ideas.

A

Convergent Questions

47
Q

Verbs for Convergent Question

A

∙ explain ∙ express in another mode ∙ state relationships ∙ compare and contrast ∙ solve a problem

48
Q

They develop creative ideas and elicit imperfected thoughts

A

Divergent Questions

49
Q

Verbs for Divergent Questions

A

∙ infer ∙ reconstruct ∙ predict ∙ hypothesize ∙ solve a problem ∙ invent ∙ design and variations of these

50
Q

They develop judgment of good, bad, right and wrong, and help establish standards.

A

Evaluative Questions

51
Q

Verbs for Evaluative Questions

A

∙ judge ∙ value ∙ defend ∙ justify

52
Q

Four Categories of Questions according to Theodore Parsons and Fannie Shaftel

A

Rhetorical, Information Recall Questions, Leading Questions, and Probing Questions

53
Q

Questions to which teacher supplies answer, teacher does not expect answer, and restructure, redirect, refocus lessons.

A

Rhetorical

54
Q

Questions for facts heard in Who, what, when, where, how much etc./class

A

Information recall questions

55
Q

Questions looking for “right answers”; Questions looking for “right answers”, or; lead to approach to getting answer

A

Leading questions

56
Q

Open ended questions which broaden field of enquiry

A

Probing Questions

57
Q

Level that uses words like tell, list, label, name, etc.

A

knowledge level

58
Q

Level that has students not only recalling facts but also understanding the information.

A

comprehension level

59
Q

Level where students have to actually apply, or use, the knowledge they have learned.

A

Application questions/Level

60
Q

Level where students will be required to go beyond knowledge and application.

A

analysis level

61
Q

Level where facts are used to create new theories and make predictions

A

synthesis level

62
Q

The highest level is where information is assessed for its value or the bias behind it.

A

Evaluation level

63
Q

6 Methods of Classroom Questioning

A

A. Teaching Questions
B. Questions of Memory
C. Questions that deal with the unexpected or the unfamiliar
D. Motivating and interest-arousing questions
E. Questions on Concept formation
F. Reciprocal Questioning

64
Q

What are those under Teaching Questions?

A

Rhetorical, Information-Recall, Leading, Probing Questions, and Open Ended Questions

65
Q

A teaching question where the answers are supplied or no answer expected.

A

Rhetorical

66
Q

A teaching question that calls for facts, or who, what, etc.

A

Information-recall

67
Q

A teaching question that is looking for right answer, containing right answer.

A

Leading

68
Q

A teaching questions that is open ended to expand field of enquiry.

A

Probing questions

69
Q

A method of classroom questions where it recalls or recognize information.

A

Questions of Memory

70
Q

What are those under Questions of Memory?

A

Translation, Interpretation, Application, Analysis, Synthesis, and Evaluation

71
Q

A question of memory that is referred to as “jumping” questions.

A

Translation

72
Q

A question of memory that refers to the relations, values, skills.

A

Interpretation

73
Q

A question of memory that solves a problem in light of fact.

A

Application

74
Q

A question of memory that makes a judgment, right or wrong, according to standards

A

Evaluation

75
Q

What are those under the Questions on Concept Formation?

A

Interpretation and Application

76
Q

This ease the assessment of students’ progress.

A

Rubrics

77
Q

Here, the teacher can collect direct evidence of the students’ learning through “performance-based” assessment like term papers; it uses general descriptors.

A

Value rubrics

78
Q

This provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals.

A

Evaluation

79
Q

two categories of literature test

A
  1. Literary Information Tests
  2. Literary Interpretation Tests
80
Q

The category of lit. test that measures the knowledge.

A

Literary information

81
Q

What is the scope of literary information test?

A

Literary Terms, Literary Concepts, Figures of Speech, Elements of each literary genre, Kinds of short story/novels, Rhetorical Devices

82
Q

The category of lit. test that emphasizes explanation.

A

Literary Interpretation

83
Q

What is the scope of Literary Interpretation?

A

Interpreting Symbols, Characters, POV, Theme, Setting, Conflict, Tone and, Style

84
Q

Guidelines in selecting test for lit. test

A
  1. The text may either be seen or unseen.
  2. The text may either be full-length or extracts.
  3. The text should exemplify examples of genre
  4. The chosen text should be representative of the chosen themes, topics, and issues.
  5. The text should match the cognitive level of the students.
  6. The text should be long enough to generate meaningful activity, but short enough to be practical for a timed activity.
85
Q

steps in writing a literature test

A
  1. Identifying the Context
  2. Writing the Test
  3. Planning the overall shape of the test
  4. Selecting Texts
  5. Grouping Skills
  6. Matching tests to tasks
  7. Writing test items
  8. Clarifying Marking Criteria
86
Q

Three Sample Literature Test Items

A
  1. Testing knowledge of literary terms
  2. Testing skills in literary interpretation
  3. Types of Tests
87
Q

What are the types of tests?

A

Multiple Choice, Comprehension or Gap Filling, Matching Type, Question and Answer, True or False, Essay Type

88
Q

This gives a question and a number of options from which the examinee has to choose the correct/best answer.

A

Multiple Choice

89
Q

What are those under Multiple Choice Tests?

A

Incomplete Statement, Complete Statement, and Question

90
Q

The student has to complete a sentence by filling a gap or adding something.

A

Comprehension or gap filling

91
Q

The student is faced with two groups of words, phrases or sentences. Each item has to be linked to a different item in the second.

A

Matching Type

92
Q

This asks a question to be answered by giving short or long answers.

A

Question and answer

93
Q

Asks to answer true or false to a given statement.

A

True or False

94
Q

Asks to answer a question during detailed proofs and explanation.

A

Essay Type

95
Q

\It is used to test the ability of the student to express his/her thought.

A

Essay Type

Midterm Examination (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions