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stuff ni jas > 638 second shifting > Flashcards

638 second shifting Flashcards

1
Q

Outcome based education means clearly focusing and
organizing everything in an educational system around what?

A

what is essential for all students to be able to do
successfully at the end of their learning experiences

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2
Q

OBE is a process that involves what?

A

the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of higher order learning and mastery rather than accumulation of course credits

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3
Q

What are outcomes?

A

clear learning results that we want students to
demonstrate at the end
sets of learning competencies that enable learners to
perform complex tasks/functions/roles

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4
Q

What is the OBE philosophy?

A

All learners can learn and succeed; success breeds
success and “teaching institutions control the conditions
of success.

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5
Q

OBE pyramid?

A

Paradigm
Purpose
Premises
Principles
Practices

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6
Q

What is paradigm?

A

WHAT and WHETHER students learn
successfully is more important than
WHEN and HOW they learn something.

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7
Q

What are the purposes of OBE?

A

Ensuring that all students are equipped
with the knowledge, competence, and
qualities needed to be successful after
they exit the educational system.

Structuring and operating schools so
that those outcomes can be achieved
and maximized for all students.

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8
Q

What are the premises of OBE?

A

All students can learn and succeed,
but not on the same day in the same
way.

Successful learning promotes even
more successful learning.

Schools control the conditions that
directly affect successful school
learning.

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9
Q

Principles of OBE?

A

Clarity of focus on: culminating exit outcomes of
significance

Expanded opportunity: support for learning success

High expectations: for all to succeed

Design down: from culminating outcomes

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10
Q

Focus on what learners will be able to do successfully

A

Clarity of Focus

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11
Q

Do not learn the same thing in the same way at the same time

A

Expanded Opportunity

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12
Q

Establish high challenging performance standards

A

High Expectations

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13
Q

Begin curriculum design with a clear definition of
the significant learning that learners are to achieve by the end of their formal education

A

Design Down

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14
Q

What composes practices?

A
  1. Define outcomes
    2.Design the curriculum
    3.Deliver instruction
    4.Document results
    5.Determine advancement
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15
Q

For the HEIs, OBE means?

A

describing the attributes of their ideal graduates based on their visions and missions as part of their institutional goals or outcomes, and using these as bases for developing specific program outcomes

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16
Q

Program outcomes are the _________that all learners are expected to demonstrate. Institutional or program outcomes may also emphasize _________.

A

sets of competencies, lifelong learning.

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17
Q

What are learning outcomes?

A

Outcomes that are expected from a certain course that are assessed and evaluated through various measurement tools

Sets of competencies, expressing what the student will know, understand or be able to do

Statements that describe significant and essential
learning that learners have achieved, and can reliably
demonstrate

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18
Q

What is a teaching strategy?

A

a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies

are the overall plan for a teaching learning experience that involves the use of one or several methods of instruction to achieve learning outcomes

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19
Q

Instructional strategies can?

A

motivate students and help them focus attention

organize information for understanding and
remembering

monitor and assess learning

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20
Q

Five Categories of Instructional Strategies?

A

Direct Instruction
Indirect Instruction
Interactive Instruction
Experiential Learning
Independent Study

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21
Q

highly teacher directed
most commonly used
effective for providing information or developing step by step skills
deductive

A

Direct Instruction

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22
Q

What is under Direct Instruction?

A

lecture

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23
Q

Purposes of Lecture?

A

Develop the act of listening
Effective way of presenting new topic
Develop creative thinking and reasoning
Stimulates learner’s interest
Supplement of the textbook, discussion, and student report
Integrate and synthesize a vast body of knowledge

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24
Q

Advantages of Lecture?

A

Economical
Current information
Active listening and note-taking skills
Inspires learners
Summary/ synthesis of information

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25
Q

Disadvantages of lecture?

A

Passive listeners
Relies on listening skills
Attention span
Do not learn at the same pace
Focuses on teaching of facts

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26
Q

2 Types of Lecture?

A

Formal, Informal

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27
Q

Parts of a Lecture?

A

Intro, Body, Conclu

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28
Q

Establish a relationship with the audience.

A

Intro

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29
Q

Encourage questions from students.

A

Conclu

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30
Q

Relate content to previous and subsequent topics.

A

Conclu

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31
Q

educator can enhance the effectiveness of the presentation by combining it with other instructional methods

A

Body

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32
Q

careful preparation is needed

A

Body

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33
Q

Repeat and emphasize main points.

A

Conclu

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34
Q

The lecturer needs to make a connection with the overall subject and the topic being presented as well as explicate its relationship to previous topics covered and both prior lectures and those that will follow

A

Intro

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35
Q

learner driven
includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses
takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems

A

Indirect instruction

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36
Q

What forms of learning are under indirect instruction?

A

Problem Solving
Case Studies
Reflection Discussion
Concept Mapping

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37
Q

to challenge students’ thinking by inviting them to interpret, infer, summarize, form conclusions and evaluate selections
to extend personal responses by considering the views of others

A

Purposes of Reflection Discussion

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38
Q

concepts are represented in a hierarchical manner; the most general are positioned in the ______part of the map, while the specific concepts, less general ones are positioned in the ______part of themap.

A

superior, lower

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39
Q

establishes a bridge between how people learn knowledge and sensible learning

A

Concept Mapping

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40
Q

relies heavily on discussion and sharing and helps develop social skills and the ability to organize thoughts and develop rational arguments

A

Interactive Instruction

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41
Q

free flow of ideas
generate as many ideas as possible within the specified time frame given in the classroom

A

Brainstorming

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42
Q

provide very powerful learning experiences for
students by immersing them in simulated real world
situations in which students act out a particular
role/character in a safe environment

A

Role Playing

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43
Q

develop critical thinking and public speaking
skills

A

Debate

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44
Q

articulate and defend positions, consider different points of view, and enlist and evaluate evidence

A

Discussion

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45
Q

teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject

A

Cooperative Learning

46
Q

allow covering the discussion about different aspects referred to the same study themes

A

Buzz Group

47
Q

student centered strategy builds comprehension of complex texts/ideas while developing group discussion skills

A

Fish Bowl

48
Q

a way for students to teach each other important concepts and information, begin by working alone; next they collaborate with a partner

A

Snowball Technique

49
Q

allow more active student participation that fosters both activation of prior knowledge, which ultimately assists in collecting and joining all the previously known facts, problem solving, and decision making together

A

Syndicate

50
Q

learner focused and activity oriented
requires learners to reflect about the experience and ways to apply it to other contexts
emphasizes the learning process

A

Experential Learning

51
Q

Phases of Experiential Learning

A
  1. experiencing
  2. sharing or publishing
  3. analyzing or processing
  4. inferring or generalizing
  5. applying
52
Q

Form of Learning under Experiential Learning?

A

Simulation
Games

53
Q

instructional scenarios where the learner is placed in a “world” defined by the teacher
experience the reality of the scenario and gather meaning from it

A

Simulation

54
Q

Forms of learning under Interactive Learning?

A

Snowball Technique
Buzz Group
Fishbowl Technique
Brainstorming
Debate
Syndicate
Discussion
Cooperative Learning
Role Playing

55
Q

“games have a special role in building students’ ______ and “they can reduce the gap between quicker and slower learners”

A

self confidence

56
Q

learners studying on their own under the guidance or supervision of an instructor, fosters the development of individual student initiative, self reliance and self improvement

A

Independent study

57
Q

students need to acquire __________ in Independent Study

A

life long learning capability

58
Q

attain abilities in dealing with uncertainty, independence, teamwork and organisational skills

A

Research

59
Q

It is series of prepared talks given by few experts (2 to 5 ) on many aspects of a topic or a problem under a chair person.

A

Symposium

60
Q

Careful presentation of facts with organised thoughts and ideas by a qualified person

A

Lecture

61
Q

A group of four or more persons sit with a moderator in front of an audience; they hold orderly and logical conversation on an assigned topic.

A

Panel

62
Q

involves a group of person or a team in the instructional process

A

Team Teaching

63
Q

the effective implementation of educational technology to accomplish intended learning outcomes

A

Technology Integration

64
Q

_______ is any tool, piece of equipment, or device electronic or mechanical that can be used to help students accomplish specified learning goals

A

Educational Technology

65
Q

Frameworks for Technology Integration?

A

Substitution
Augmentation
Modification
Redefinition

66
Q

What is TPACK?

A

Technological Pedagogical Content Knowledge

67
Q

utilizing electronic technologies to access educational curriculum outside of a traditional classroom

A

e-Learning

68
Q

Types of e-Learning?

A

interactive
synchronous
asynchronous

69
Q

It can lead to _______ and ______ on the subject since it uses other elements like video, audio, quizzes, interaction, etc to reinforce the activities

A

increase retention and stronger grasp

70
Q

It is _______ sections that are not clear to the learners

A

accessible to revisit or review

71
Q

real time learning, interact at the same time from different locations

A

synchronous learning

72
Q

sharing of information outside the constraints of time
pause and resume kind of learning

A

asynchronous learning

73
Q

Importance of e-Learning in Today’s Education

A

Provides high retention power
Availability of a vast information pool
Provides a digital learning environment

74
Q

an approach to learning that combines face to face and online learning experiences

A

Blended learning

75
Q

a teaching method that uses active learning techniques to engage students rather than traditional lectures alone

A

Flipped Classroom

76
Q

These techniques enable students to __________ in ways that help sharpen their skills in analyzing, synthesizing and evaluating class content.

A

read, write, discuss or solve problems

77
Q

FOUR PILLARS OF THE FLIPPED CLASSROOM METHOD

A

Flexible Learning Environment
Learning Culture
Intentional Content
Professional Educator

78
Q

The Role of the Teacher in a Flipped Classroom?

A

guides the students in hands on, enrichment, and reinforcement activities
a tutor by helping students when they have problems and giving them individualized attention

79
Q

What is m-Learning?

A

using mobile technology
when the learners use technological devices on their educational process

80
Q

helps students gain in depth knowledge, develop critical thinking, actively involved students in their studies

A

Video Presentation

81
Q

Benefits of Using Video in the classroom
(TO STUDENTS)?

A

Higher sensory experience
view the videos anywhere and at their convenience Increases knowledge
Increase digital literacy and communication
Increases student engagement

82
Q

Benefits of Using Video in the classroom
(TO TEACHERS)?

A

Assist with mastery learning
Fosters learning activities
Create a flipped classroom or blended learning environment
Remote learning opportunities to students
Track student engagement and attendance while viewing

83
Q

Three Types of Video Teaching

A

Live lecture capture
Screen cast
Web lecture

84
Q

webcasting
classroom presentation
classroom recording
processing and editing
hosting
distribution and playback

A

Live lecture capture

85
Q

“a digital movie in which the setting is partly or wholly a computer screen, and in which audio narration describes the on screen action”

A

Screencasts

86
Q

capture computer screen output with concurrent audio commentary
was originally used for software tutorials and demonstrations

A

Screencasts

87
Q

multimedia presentations that combine video of the lecturer, audio, lecture slides, and a table of contents’

A

Web lectures

88
Q

formal gathering in an academic setting and covers a single topic or subject

A

Symposium

89
Q

Characteristics of a symposium:

A

wide knowledge of the topic
feeling of collaboration and adaptation
different views on the subject
synthesis and evaluation is achieved

90
Q

bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate

A

seminar

91
Q

Types of Lesson Plan?

A

Brief
Semi-detailed
Detailed

92
Q

Components of a Lesson Plan?

A

Learning Outcomes
Content
Learning Activities
Evaluation (Formative and Summative Assessments)
Resources and Materials

93
Q

Difference of Objective vs Outcomes?

A

Objectives statements can vary in form and nature they can range from general objectives, to more specific ‘learning’ objectives

An outcome statement clarifies intention . It is squarely focused on the learner and is performance oriented

94
Q

The value of effective learning outcomes statements?

A

Content of teaching
Teaching strategies applied
learning activities/tasks and course evaluation

95
Q

For students, the set of learning outcomes provides them with?

A

a solid framework to guide them
point of articulation with graduate attributes

96
Q

From this, effective learning outcomes statements should?

A

identify important learning requirements
use clear language
link to graduate attributes
be achievable and assessable

97
Q

4 Kinds of Knowledge?

A

Declarative - know what or about the content
Procedural - know how to use the content
Conditional - know when to use the content
Functional - master the other 3 to become a professional and to solve problems, making things developmental

98
Q

Characteristics of a Good Lesson Plan?

A

SMART

99
Q

Teaching is most effective when?

A

the physical, virtual, and cultural spaces of the classroom are conducive to both personal and social learning

100
Q

Managing the learning environment means to take steps to?

A

maximize attention
reduce distraction
Encourage participation
Be as productive as possible

101
Q

TRUE OR FALSE:

The classroom can be crowded, complex but not chaotic

A

False, can be chaotic

102
Q

TRUE OR FALSE

There is privacy in the classroom, and events are often predictable

A

False, there is little privacy and most events are unpredictable

103
Q

Class Rules should be?

A

Reasonable and necessary
Clear and comprehensible
Consistent with learning goals
Consistent with school rules

104
Q

What is the Action Zone?

A

Learners in this area are more prone to interact with the teacher, ask questions, and initiate discussion

105
Q

TRUE OR FALSE

Learning is one-dimensional and not a shared responsibility

A

False, it is multidimensional and a shared responsibility

106
Q

Non verbal cues
Move closer to students
Direct and assertive
Give student a choice

A

Minor interventions

107
Q

Withhold privileges
Isolate, remove students
Impose penalty

A

Moderate interventions

108
Q

TRUE OR FALSE

Making eye contact is a way to manage disruptive behavior

A

TRUE

109
Q

TRUE OR FALSE

The teacher can use humor and supply ground rules as a means of managing disruptive behavior

A

TRUE

110
Q

TRUE OR FALSE

Continuing the discussion while the latecomer/ noisy student/s is/are settled in is an effective way of managing disruptive behavior

A

FALSE, need to stop talking mid sentence and look in a non aggressive way

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