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5 Flashcards

1
Q

Also behavioral objectives or learning objectives that are basically statements which clearly describe an
anticipated learning outcome

A

Instructional Objectives

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2
Q

This is specific, measurable, short-
term, observable student
behavior. They indicate the
desirable knowledge, skills or
attitudes to be gained.

A

Instructional Objectives

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3
Q

This is the
focal point of a lesson plan. It is the
foundation upon which you can
build lessons and assessments and
instruction that you can prove to
meet your overall course or lesson
goals.

A

Instructional Objectives

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4
Q

This does not
describe what the instructor will be
doing, but instead the skills,
knowledge and attitudes that the
instructor will be attempting to
produce in learners

A

Instructional Objectives

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5
Q

Main Purpose of
Instructional Objectives

A

To provide direction for the instructional
process by clearly stating the intended
learning outcomes.

To convey instructional intent to
learners, parents and educational
organizations

To provide a basis for evaluating learners
by describing the performance to be
measured.

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6
Q

He was an American educational
psychologist who made
significant contributions to the
classification of educational
objectives and the theory of
mastery learning.

A

Benjamin Bloom

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7
Q

He developed a
“taxonomy of educational
objectives” which classified
the different learning
objectives and skills that
educators set for students.

A

Benjamin Bloom

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8
Q

Refers to the recall and
recognition of knowledge and
development of intellectual
abilities and skills

A

Cognitive Domain

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9
Q

Verbs of Remembering

A

Know
Define
Memorize
Repeat
Record
List
Recall
Name
Relate
Review

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10
Q

Verbs for Comprehension

A

Restate
Discuss
Describe
Recognize
Explain
Identify
Locate
Report
Operate

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11
Q

Verbs for Applying

A

Translate
Interpret
Apply
Employ
Use
Demonstrate
Dramatize
Practice

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12
Q

Verbs for Analyzing

A

Distinguish
Analyze
Differentiate
Appraise
Calculate

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13
Q

Verbs for Evaluating

A

Choose
Critique
Evaluate
Judge
Rate
Validate
Estimate
Measure

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14
Q

Verbs for Creating

A

Compose
Plan
Design
Formulate
Arrange
Assess

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15
Q

Students will be able to define various literary genres,
including poetry, drama, and prose.

A

Remembering

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16
Q

Comprehension

A

Given a passage from a scientific article, students will
demonstrate comprehension by explaining the main ideas and supporting
details in their own words.

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17
Q

Using historical maps and primary sources, students will use
their understanding of geographical factors to explain the expansion of
empires during the Age of Exploration.

A

Application

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18
Q

Students will distinguish the themes, symbolism, and character development in a selected novel, providing evidence from the text to
support their interpretations.

A

Analyzing

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19
Q

Given a set of criteria, students will be able to critically evaluate
the effectiveness of using game-based approach in teaching social studies.

A

Evaluating

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20
Q

Given a set of raw data, students will formulate their findings into
a comprehensive research report, identifying patterns, trends, and
conclusions.

A

Creating

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21
Q

It includes the manner we deal
things emotionally such as feelings,
values, appreciation, enthusiasm,
motivations and attitudes.

A

Affective Domain

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22
Q

Students will demonstrate openness and attentiveness to diverse perspectives during class discussions on multicultural literacy.

A

Receiving

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23
Q

Given a scenario depicting a moral dilemma, students express
their personal opinions and emotions while respecting the viewpoints of
their peers.

A

Responding

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24
Q

Through exposure to works of art from various cultures, students
will develop appreciation for cultural diversity and express empathy towards individuals from different background.

A

Valuing

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25
Q

Students will prioritize environmental
sustainability by participating in community clean-up efforts
and advocating for eco-friendly practices in their school.

A

Organizing

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26
Q

By the end of semester, students will
internalize the value of integrity and demonstrate honesty and
ethical behavior in academic and personal contexts.

A

Characterizing

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27
Q

These types of objectives are
concerned with the physically encoding of information and/or with
activities where gross and fine muscles
are used for expressing or interpreting
information or concepts

A

Psychomotor Domain

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28
Q

Students will accurately replicate the proper technique for a
bounce pass after observing and imitating the coach’s demonstration.

A

Imitation

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29
Q

Given a set of basic carpentry tools and materials, students will demonstrate proficiency in constructing a simple wooden birdhouse
according to provided specifications.

A

Manipulation

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30
Q

Students will refine their fine motor skills by accurately
assembling electronic circuit components and soldering them together
following detailed diagrams and instructions.

A

Precision

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31
Q

Through vocal exercises and practice sessions,
students will improve articulation and pronunciation of foreign
language sounds, focusing on difficult phonemes such as those in
Mandarin Chinese.

A

Articulation

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32
Q

Student will develop hand-eye coordination and
balance through ryhtmic gymnastics routines, mastering
sequences of movements involving apparatuses such as ribbons
and hoops.

A

Naturalization

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33
Q

Imitation

A

Copy
Follow
Mimic
Repeat
Replicate
Reproduce
Trace

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34
Q

Manipulation

A

Act
Build
Execute
Perform

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35
Q

Precision

A

Calibrate
Demonstrate
Master
Perfectionism

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36
Q

Articulation

A

Adapt
Comstructs
Combine
Creates
Customize
Modifies
Formulate

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37
Q

Naturalization

A

Create
Design
Develop
Invent
Manage
Naturally

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38
Q
A

Serve as a guide for students

Serves as a basis for the selection of instructional media and procedures

Serves as a guide for choosing content and
designing appropriate teaching methods

Determine the appropriate ways to evaluate the learning

Control the behavior of the learners and
the teachers

39
Q

It is a goal or intended learning outcome stated in general enough
terms.

A

General Instructional Objectives

40
Q

Two types of
Instructional
Objectives

A

General Instructional Objectives

Specific Learning Objectives

41
Q

A goal or aim serving as a guide
for a teaching unit, directed
toward the eventual
achievement of a general
objective.

A

Specific Learning Objectives

42
Q

a well-written objective should meet the
following criteria:

A

(1) describe a learning outcome;
(2) be student oriented; and
(3) be observable (or describe an observable product)

43
Q

To be useful for instructions, objectives
must meet the following criteria:

A

(1) be sequentially appropriate;
(2) be attainable within a reasonable amount of time; and
(3) be developmentally appropriate

44
Q

says exactly what the learner
will be able to do

A

Specific

45
Q

can be observed by the end
of the training session

A

Measurable

46
Q

for the participants within a scheduled time and specified conditions

A

Attainable

47
Q

to the needs of the participant
and the organization.

A

Relevant

48
Q

achievable by the end of
the training session.

A

Time-framed

49
Q

Writing S.M.A.R.T
Objectives

A

start with the phrase “By the end of this
session the participants will be able to…..”
(often abbreviated BTEOTSTPWBAT)

add an observable action verb

avoid difficult to define verbs

specify criteria concerning expected standard of performance

50
Q

Words/ verbs that should be
avoided

A

Recognize
Comprehend
Believe
Enjoyment
Conceptualize
Perceive
Understand
Feel

51
Q

In order for an object to give maximum structure to
instruction,

A

it should be free of vague or ambiguous
words to make the intended outcome concise and explicit (DavenPort University, 2023).

52
Q

Does the statement clearly define who the
learner is?

Example: After completing the tutorial, ITMA students will be able to list the three domains of learning.

A

Audience

53
Q

Does the statement clearly define what the
learner will be doing after completing the
learning sequence?

Example: Given a map of United States, students will label the state capitals
with 100% accuracy.

A

Behavior

54
Q

Does the statement clearly describe which the learner is expected to
perform?

Example: Given speed and distance, the student will calculate the time needed to reach UK correctly.

A

Condition

55
Q

Does the statement set the degree or standard of acceptable performance?

Example: The students will solve 10
algebraic equations in 10 minutes
without a calculator.

A

Degree

56
Q

By the end of the lesson, students will compare
and contrast two different cultures using a
Venn diagram, listing at least three similarities
and three differences.

ABCD objectives

A

Audience: students

Behavior: Will compare and contrast two
different cultures

Condition: Using a Venn diagram provided in
class

Degree: Including at least three similarities and
three differences

57
Q

It is process of
selecting a
central topic or concept

Broad and
specific

A

Choosing Themes

58
Q

Considerations for choosing themes

A

Curriculum
alignment

Students
interest and
needs

Teacher
Expertise and
Resources

Community
Connection

Integration
Potential

Relevance and
Engagement

Assessment
and
Evaluation

59
Q

When Choosing a Theme, Ask:

A

How are my themes relevant to my students’ lives and perspectives?

Does this theme lend itself to essential questions that challenge
my students intellectually while
remaining high interest?

How can I connect new
information to prior knowledge
while taking into account students’
individual cultural schemas?

How can I incorporate technology, various media, and multimodal instruction?

60
Q

a set of principles,
beliefs, or ideas about the nature of learning,
which is translated into the classroom.

A

Teaching approach

61
Q

According to the British Council Teaching
English, it is a way of looking at
teaching and learning. Underlying any
language teaching approach is a theoretical view of
what language is, and how it can be learned.

A

Teaching approach

62
Q

The teacher is perceived to be the only
reliable source of information in contrast
to the learner-centered approach.

A

Teacher-Centered Approach

63
Q

A teaching style where the teacher controls the majority of the classroom
time and interactions.

A

Teacher-Dominated Approach

64
Q

The teacher deposits knowledge into the “empty” minds of students for students to commit to memory.

A

Banking Approach

65
Q

It is premised on the belief that the
learner is also an important resource
because he/she too knows something
and is therefore capable of sharing
something.

A

Learner-Centered Approach

66
Q

Deliberately cultivating a learning
environment where all students are
treated equitably, have equal access
to learning, and feel valued and
supported in their learning.

A

Inclusive Approach

67
Q

have
more student talk and less teacher
talk.

A

Interactive Approach

68
Q

Students are expected to construct
knowledge and meaning out of what
is taught by connecting them to prior
experience.

A

Constructivist Approach

69
Q

It will welcome group work, teamwork,
partnerships, and group discussion.

A

Collaborative Approach

70
Q

Focuses on the needs of the individual
student. Teaching is specific and
targets one need at a time.

A

Individualistic Approach

71
Q

Gains primacy over that of the learner

A

Subject Matter Centered Approach

72
Q

are essential tools of
learning. These are visual
representation of knowledge
that are conceptualized,
developed, and utilized to
ensure effective instruction.

A

GRAPHIC ORGANIZERS

73
Q

PURPOSES OF GRAPHIC
ORGANIZERS

A

Visualize information

Identify relationship and differentiation of concepts, ideas
and information.

Promote critical thinking

74
Q

__________ are
clear, concise, and visually
appealing tools that help to organize
and represent information in a
meaningful way. They should be
easy to understand and use, and
they should support the learning
objectives of the lesson.

A

Effective graphic organizers

75
Q

_________ are
disorganized, confusing, or do not
effectively represent the
information. They may be too complex, too simple, or not visually
appealing.

A

Ineffective graphic organizers

76
Q

HOW TO DESIGN/CREATE
A GRAPHIC ORGANIZERS

A
  1. Define the purpose
  2. Choose the appropriate type of
    graphic organizers
  3. Gather information
    4.Think of a central idea
    5.Create a layout
    6.Add elements
    7.Review and Revise
77
Q

It is an umbrella term for
the competencies necessary to effectively absorb, comprehend, process, and retain information within a learning context.

A

Study skills

78
Q

Four Key Points about Study
Skills

A
  1. You will develop your own personal approach to study
    and learning in a way that meets your own individual
    needs.
  2. Study Skills are not specific- they are generic and can be
    used when studying any area.

3.You need to practice and develop your study skills.

  1. Study Skills is not just for students. Study Skills are
    transferable- you will take them with you beyond your
    education into new contexts.
79
Q

It is often overlooked,
but it can facilitate
accessing information.

A

Speaking

80
Q

an excellent approach to
studying for tests since it can be done
quickly, it clearly shows which areas you
should focus your further revision on, and
it stores crucial information in your short-
term memory so that you can transfer it
to your long-term memory.

A

BLURTING METHOD

81
Q

A study method that employs
memorable phrases, acronyms,
or visualizations to associate
and recall complex information.

A

MNEMONIC TECHNIQUE

82
Q

a time management
method designed to make
you more productive and
focused.

A

POMODORO TECHNIQUE

83
Q

The technique involves
breaking down a concept
into simple components
and then explaining it in
your own words as if you
were teaching it to
someone else.

A

The Feynman
Technique

84
Q

This are integrated today in all learning areas in the
elementary and secondary schools

A

Values

85
Q

This are the
standards or criteria that we use in making judgments
about whether something is positive or negative, good
or bad, pleasing or displeasing.

A

Values

86
Q

_____ in all subject areas is a
vital component of learning. We define
learning as a behavioral change of a
person by acquiring new knowledge that
we may encounter in our daily life.

A

Values integration

87
Q

What is the importance of value integration in our education?

A

The integration of values in our education teaches
deep understanding of different cultures of the people
and foster respect and appreciation. The main key to
achieve harmonious relationship between individuals
despite of differences. Education is considered as a
major vehicle for inculcating values among learners is a process of transmission of values, which help them
to lead a good life in accordance with societal aims. Therefore value form an integral part of the school
curriculum.

88
Q

It Is a process of collecting, receiving,
and using data for the purpose of
improvement in the learning process

A

ASSESSMENT

89
Q

PURPOSE/ IMPORTANCE OF ASSESSMENT IN SOCIAL STUDIES

A

• To give learners feedback and setting standards for
them to strive towards so that better learning outcomes could be achieved.

•Determining the effectiveness of the learning
process

•To help teachers in evaluating their teaching
methods to meet expected learning objectives.

90
Q

It Is a systematically organized
process of collecting data to support
any judgment on the extent to which
goals of social studies teaching and
learning have been achieved.

A

Evaluation

91
Q

PURPOSE/IMPORTANCE OF EVALUATION IN SOCIAL
STUDIES

A

• Carry out evaluation activities and
determine to what extent the objectives with
which Social Studies is taught are being
achieved.

• To judge the level of performance of each
student in Social Studies.

• To develop each students to to the fullest
extent of her/his potential

92
Q

According to the Council of Chief State School Officers
(CCSSQ) defines ________ as a process
used during instruction to elicit evidence of learning to
improve student understanding

A

Formative assessment

93
Q

The primary purpose is to inform teachers about how
their students are progressing,where gaps exist in
student’s learning, and how their instruction needs to be
adjusted to improve student learning, possibly by slowing
down the pace, repeating instruction, or even challenging
some students with new and potentially more difficult
tasks ( Dr. Julie Miles)

A

Formative assessment

94
Q

refers to the evaluation of
student’s learning outcomes at
the end of a course to determine
their ability to progress to the next
level or course.

A

Summative assessment

INTEG (6 decks)

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