Academic Instructor Course Flashcards
1
Q
Least effective method of learning
A
Verbal learning
2
Q
Most effective method of learning
A
Action learning
3
Q
It is the way in which an instructor anticipates and responds to a variety of students’ needs in the classroom.
A
Differentiated instructions
4
Q
These are kinds of instructional ways or activities used to guide in the facilitation of learning.
A
Instructional methods
5
Q
Teachers differentiate by modifying:
- ____________________ (what is being taught)
- ____________________ (how it is taught)
- ____________________ (how students demonstrate their learning)
A
- CONTENT (what is being taught)
- PROCESS (how it is taught)
- PRODUCT (how students demonstrate their learning)
6
Q
Factors to consider in choosing an instructional method
- 6.
A
SLOTTS
- Subject matter
- Learners
- Objectives
- Time allotment
- Teacher/Lecturer
- School equipment and facilities
7
Q
Principles for determining instructional methods
- 4.
A
ILIC
- Instructor/teacher centered
- Learner-centered
- Interactive/Participative
- Content-focused
8
Q
Presentational methods
- 4.
A
LDSD
- Lecture method
- Discussion method
- Study assignment method
- Demonstration method
9
Q
Three Domains of Learning
A
- Cognitive
- Affective
- Psychomotor
9
Q
Domain of learning that involves knowledge and the development of intellectual skills
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Cognitive
10
Q
Domain of learning that includes the manner in which we deal with feelings, emotions, and attitudes
A
Affective
11
Q
Domain of learning that includes physical movement,coordination, and use of motor skills areas
A
Psychomotor
12
Q
Any person,material, event that establishes conditions which enables the learner to acquire knowledge, skills and attitudes
A
Media
13
Q
It carries messages with an instructional purpose.
It encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement and instructional objectives.
A
Instructional Media
14
Q
A software application or web-based technology used to plan, implement, and assess a specific learning process.
Also called “Course Management System”, “Pedagogical Platform”, “E-Learning Platform”
A
Learning Management System
15
Q
Is online or distance education that happens real time
A
Synchronous learning
16
Q
Generally applied to the practice of using both online and in-person learning experiences when teaching students.
Also called “hybrid learning” and “mixed-mode learning”
A
Blended Learning
17
Q
Instructional method wherein the teacher casts himself/herself in the role of being a master of the subject matter.
A
Instructor/Teacher Centered
18
Q
Instructional method wherein the teacher/instructor is both a teacher and a learner at the same time.
A
Learner-Centered
19
Q
Instructional method wherein both the teacher and the learners have to fit into the content that is taught. This means that the information and skills to be taught are regarded as very important
A
Content-Focused
20
Q
Instructional method that borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content or teacher.
A
Interactive/Participative
21
Q
A formal or semi-formal discourse in which the instructor present a series of events, facts, or principles, explores a problem or explains relationships; it is the most common method in teaching; it delivers a lot of information in a short amount of time
A
Lecture Method
22
Q
A method where the instructors assigns readings, books, periodicals, projects or research paper; it is being used to prepare for a lecture demonstration of discussion;
A
Study Assignment Method
23
Q
A method where the instructor is actually performing an operation or doing a job. It shows the student what to do and how to do it.
A
Demonstration Method
24
A discussion that involves two-way communication where the teacher and students participate in the discussion; it emphasizes main teaching points; it is being used to determine how well student understands concepts and principles.
Discussion Method
25
_______ are how teachers categorize student response.
Bins
26
This practice makes it more likely that all students will feel included in classroom conversations.
Bounce questions throughout the classroom
27
Advantages of Instructional Media
1.
2.
1. Provides a concrete and direct learning experience
| 2. Captures the attention and sustains the concentration of learners
28
Disadavantages of Instructional Media
1.
2.
3.
1. Training
2. Quality
3. Cost
29
Types of Instructional Media
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1. Television
2. Radio
3. Newspaper
4. Magazines & Comics
5. Advertisements
6. Music
7. Film
8. Computer Games
30
A distance education that occurs through online channels without real-time interaction
Asynchronous Learning
31
Selection of Instructional Media
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SECTIONS
1. Students
2. Ease of use
3. Cost/time
4. Teaching: media characteristics + instructional strategies
5. Interaction
6. Organizational issues
7. Networking
8. Security and privacy
32
Types of student interaction
1.
2.
3.
1. Learner-Materials
2. Learner-Teacher
3. Learner-Learners
33
Media Interaction Characteristics
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3.
1. Inherent
2. Designed
3. Learner-generated
34
Needs Assessment should focus on
1.
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3.
1. Content
2. Context
3. Learner relationships
35
It states what the learner will be able to do upon completion of a learning activity.
> should identify learning outcomes
> needs to state what the learner is to perform
> should be consistent with the course goal
Learning Objective
36
Is a statement in specific and measurable terms that describes what the learners will be able to do as a result of engaging in a learning activity.
Provides direction for a lesson
Terminal Learning Objective
37
Supporting objectives for Terminal Learning Objectives and created by analyzing TLO
Specifies a detailed sequence of participant activities
Enabling Learning Objective
38
Created in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts.
Bloom’s Taxonomy of Learning
39
Domain of Bloom’s Taxonomy
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1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
40
ABC Method of Learning
Audience
Behavior
Condition
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What is the acronym SMART?
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Specific
Measurable
Achievable
Realistic
Time-Bound
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42
It is what moves us to act.
It endows the person with the drive and direction needed to engage with the environment in an adaptive, open-ended, and problem-solving sort of way.
The process that initiates, guides, and maintains goal-oriented behaviors.
Motivation
43
2 Major Types of Motivation
1. Intrinsic
| 2. Extrinsic
44
Internal drives that inspire people to behave in certain ways.
Keeping with our ideal self.
Intrinsic Motivation
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Is a drive to behave in certain ways based on external sources and it results in external rewards.
Leading us to conform with the standards of others.
Extrinsic Motivation
46
This theory supports the positive human tendency to move towards growth.
Self-Determination Theory
47
Human’s 3 Basic Needs
1. Competence
2. Autonomy
3. Relatedness
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The need to be effective in dealing with environment
Competence
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The need to control the course of their lives
Autonomy
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The need to have a close, affectionate relationship with others
Relatedness (also called Connection)
51
Programs that can boost students’ self-determination
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1. Self-Awareness
2. Decision-making
3. Goal-setting
4. Goal attainment
5. Communication and relationship skills
6. Ability to celebrate success and learn from mistakes
7. Reflection on experiences
52
Is the use of specific/systematic procedures to obtain information and convert that information to numbers or scores.
Use of instrument or technique to gather data in order to find out what skills and how much of these skills the student possess.
A method used to measure the level of achievement or performance.
Measurement
53
The gathering and integration of related data for the purpose of making evaluation that is accomplished through a variety of tools, for the purpose of assessing diverse functions such as cognitive abilities, personality characteristics, and motivations among others, in support of interventions.
The process of gathering, describing, or quantifying information about performance.
A way of analyzing results to determine whether the learning objectives are achieved.
Assessment
54
Is the process used to judge information sources. That process may focus on test data as well as observations and other sources of information.
Is making judgment based on assessment results whether to revise the lesson or develop a new one.
Evaluation
55
It is an instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a careful manner.
Intends to measure abilities and knowledge.
Test
56
True or false.
Tests only measure a sample behavior and are not perfect measures of a behavior or characteristics.
True
57
A specific stimulus to which a person responds overtly.
Item
58
Pertains to the form, plan, structure, arrangement, and layout of test items as well as to related considerations such as time limits.
Also used to refer to the form in which a test is administered; computerized, pencil-and-paper, or some other form.
Format
59
People involved in creating and developing method of assessment.
Test Developer
60
Refers to the wide array of professionals who relay on psychological assessment and tools for various purposes.
Test User
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Refers to the person whom the assessment tools were administered to.
Test Taker
62
Uses of Tests
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1. Test data are used in the placement and selection of individuals – industry, education.
2. Tests can help predict behavior or performance (success in training/ educational programs or actual job experiences.)
3. Tests can serve descriptive and diagnostic purposes.
4. Test data can give systematic information thus provide a picture of growth.
63
Purpose of Testing
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4.
1. To identify what students have learned
2. To identify student strengths and weaknesses
3. To provide a method for awards and recognition
4. To provide a way to measure a teacher’s effectiveness
64
Types of Test Format
1.
2.
1. Essay Tests - open ended answers
| 2. Objective Tests - specified answers
65
What to look for in Test?
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4.
FACS
1. Format
2. Administration Procedure
3. Content
4. Scoring and Interpretation Procedures
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Characteristics of a Good Test
1.
2.
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4.
1. Reliability
2. Validity
3. Administrability
4. Scoreability
67
Refers to the consistency of scores obtained by the same person when re-examined with the same test on different occasions, or with different sets of equivalent items, or under other variable examining condition.
It is a prerequisite for validity, meaning a measurement cannot be valid unless it is reliable.
Reliability
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Types of Reliability
1.
2.
1. Test-retest
| 2. Equivalent Forms
69
It is established by comparing the scores obtained from two successive measurements of the same individuals and calculating a correlation between the two sets of scores.
Test-Retest Reliability
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Limitations of Test-Retest Reliability
1.
2.
1. Carryover Effect
| 2. Practice Effect
71
Occurs when the first testing session influences the results of the second session and this can affect the test-retest reliability of a psychological measure.
Carryover Effect
72
A type of carryover effect wherein the scores on the second test administration are higher than they were on the first.
Practice Effect
73
Two tests that are identical in every way except for the actual items included.
Equivalent-Forms /Parallel Forms Reliability
74
Sources of Measurement Error
1.
2.
3.
1. Item Selection
2. Test Administration
3. Test Scoring
75
It refers to the degree to which the measurement procedure measures the variable that it claims to measure (accuracy).
It is not necessary for a measurement to be valid for it to be considered reliable.
Validity
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Types of Validity
1.
2.
1. Content Validity
| 2. Face Validity
77
It is concerned with the extent to which the test is representative of a defined body of content consisting of topics and processes.
Content Validity
78
Is the simplest and least scientific form of validity and it is demonstrated when the face value or superficial appearance of a measurement measures what it is supposed to measure.
Face Validity
79
Steps in Test Construction
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1. Pre-Survey
2. Making of Table of Specifications (TOS)
3. Consultation with Experts
4. Item Writing
5. Consultation with Experts
6. First Try-Out
7. Item Analysis
8. Second Try-Out
9. Assemble and Finalize the Test
80
Also known as test blueprint, identifies the objectives and skills that are to be tested and the relative weight on the test given to each.
Table of Specifications (TOS)
81
Used to determine the language suitability of the items and ease in following directions from the point of view of the examinees.
First Try-Out
82
This process checks whether each item is “differentiating”.
It can be used as an objective check to determine whether the students in a class react differentially.
Item Analysis
83
It is defined by the number of people who get a particular item correct.
The higher the proportion of people who get the item correct, the easier the item.
Item-Difficulty Index (p)
84
It determines whether the people who have done well on particular test items have also done well on the whole test.
An item can have a positive or negative discriminating power. The higher the (d) value, the better the test item.
Item-Discriminability Index (d)
85
When should a test item be rejected? Retained? Modified or revised?
▪ A test item can be retained if it’s level of difficulty is optimum and discriminating power is fair to very good.
▪ It has to be rejected if it is either easy/very easy or difficult/very difficult and its discriminating power is poor, negative, or zero.
▪ An item can be modified if its difficulty level is optimum and its discriminating power is negative.
86
Used to test the validity and reliability of the test items made.
Second Try-Out
87
True or false.
Self-developed tests should be pre-tested before use to determine the validity, reliability and feasibility.
True
88
Gathering information about student’s learning through actual demonstration of essential and observable skills
Performance-Based Assessment
89
Emphasis of performance assessment
> should assess higher level cognitive skills rather than narrow and lower level discreet skills
> direct measures of skills of interest
90
Assessment Method
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OTAT
1. Observation
2. Talking to learners
3. Analyses of learners products
4. Tests
91
Unpacking or extending the learning competencies showing the KNOWLEDGE and SKILLS that needs to be demonstrated.
Assessment Criteria
92
2 Types of Assessments
1. Formative
| 2. Summative
93
It measures student comprehension in the process of learning a skill or acquiring new knowledge.
It is a continuous and several assessment done during the instructional process for the purpose of improving teaching or learning.
Formative Assessment
94
It measures student comprehension at the end of a lesson or unit.
It is used to assess student learning and the effectiveness of an instructional method or program after a period of instruction.
Summative Assessment
95
Activity for Formative Assessment:
Graphics for organizing and representing knowledge of students.
Concept Map
96
Activity for Formative Assessment:
Extended pieces of writing designed to tell a story, present information, or give an opinion
Essays
97
Activity for Formative Assessment:
One on one conversation with another person and asking questions to gather information, opinion, and stories.
Interview
98
Activity for Formative Assessment:
Sustained exploration of an unfamiliar situation and is open ended.
Investigations
99
Activity for Formative Assessment:
Diaries where learners keep a record of important events , experiences, observations, or thoughts and ideas while in class.
Journals
100
Activity for Formative Assessment:
Process of viewing and studying visual media such as movies, documentaries and movie clips as related to the lesson.
Viewing Analysis
101
Activity for Formative Assessment:
>Learners solve a practical problem.
>Opportunity for learners to demonstrate creativity, resourcefulness, and apply knowledge and skills.
Projects
102
Activity for Formative Assessment:
Speaking and acting activity where the learners pretend to be something or someone to simulate an event.
Role Playing
103
Activity for Formative Assessment:
Gathering and analyzing data that is collecting using different data collection methods.
Surveys
104
Activity for Formative Assessment:
Learners think of a response to a question individually first. They form pairs to discuss their answers. Then together they agree on the ideas they will share in class.
Think-Pair-Share
105
Sets targets in all domains of learning (cognitive, affective, and psychomotor) or domains of intelligence (verbal-linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, musical- rhythmic, intrapersonal-social, intrapersonal- introspection, physical world-natural, existential-spiritual).
It makes us of both traditional and alternative assessments.
Balanced Assessment System
106
* Descriptive scoring grids used for assessing and scoring student performance
* A scoring guide that uses criteria to differentiate between level of student proficiency
Rubrics
107
Are symbols used to convey the overall performance or achievement of a student which is used for summative assessment of students.
Grades
108
Objective Test
1.
2.
1. Supply Type - answers are not provided
| 2. Selection Type - answers are provided
109
Supply Type (Objective Test)
1.
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4.
1. Definition
2. Identification
3. Fill in the blanks
4. Enumeration
110
Selection Type (Objective Test)
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1. Alternative (True or false)
2. Matching Type
3. Multiple Choice
111
Activities for Formative Assessment
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PRIICES JTV
1. Projects
2. Role Playing
3. Interview
4. Investigations
5. Concept Map
6. Essays
7. Surveys
8. Journals
9. Think-Pair-Share
10. Viewing Analysis
