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Block 1 - Communications > Academic Instructor Course > Flashcards

Academic Instructor Course Flashcards

1
Q

Least effective method of learning

A

Verbal learning

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2
Q

Most effective method of learning

A

Action learning

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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

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4
Q

These are kinds of instructional ways or activities used to guide in the facilitation of learning.

A

Instructional methods

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5
Q

Teachers differentiate by modifying:

  1. ____________________ (what is being taught)
  2. ____________________ (how it is taught)
  3. ____________________ (how students demonstrate their learning)
A
  1. CONTENT (what is being taught)
  2. PROCESS (how it is taught)
  3. PRODUCT (how students demonstrate their learning)
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6
Q

Factors to consider in choosing an instructional method

  5. 6.
A

SLOTTS

  1. Subject matter
  2. Learners
  3. Objectives
  4. Time allotment
  5. Teacher/Lecturer
  6. School equipment and facilities
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7
Q

Principles for determining instructional methods

  3. 4.
A

ILIC

  1. Instructor/teacher centered
  2. Learner-centered
  3. Interactive/Participative
  4. Content-focused
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8
Q

Presentational methods

  3. 4.
A

LDSD

  1. Lecture method
  2. Discussion method
  3. Study assignment method
  4. Demonstration method
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9
Q

Three Domains of Learning

A
  1. Cognitive
  2. Affective
  3. Psychomotor
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9
Q

Domain of learning that involves knowledge and the development of intellectual skills

A

Cognitive

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10
Q

Domain of learning that includes the manner in which we deal with feelings, emotions, and attitudes

A

Affective

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11
Q

Domain of learning that includes physical movement,coordination, and use of motor skills areas

A

Psychomotor

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12
Q

Any person,material, event that establishes conditions which enables the learner to acquire knowledge, skills and attitudes

A

Media

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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

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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

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15
Q

Is online or distance education that happens real time

A

Synchronous learning

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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

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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

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18
Q

Instructional method wherein the teacher/instructor is both a teacher and a learner at the same time.

A

Learner-Centered

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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

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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

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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

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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

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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

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24
Q

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.

A

Discussion Method

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25
Q

_______ are how teachers categorize student response.

A

Bins

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26
Q

This practice makes it more likely that all students will feel included in classroom conversations.

A

Bounce questions throughout the classroom

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27
Q

Advantages of Instructional Media

1.
2.

A
  1. Provides a concrete and direct learning experience

2. Captures the attention and sustains the concentration of learners

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28
Q

Disadavantages of Instructional Media

1.
2.
3.

A
  1. Training
  2. Quality
  3. Cost
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29
Q

Types of Instructional Media

1.
2.
3.
4.
5.
6.
7.
8.
A
  1. Television
  2. Radio
  3. Newspaper
  4. Magazines & Comics
  5. Advertisements
  6. Music
  7. Film
  8. Computer Games
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30
Q

A distance education that occurs through online channels without real-time interaction

A

Asynchronous Learning

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31
Q

Selection of Instructional Media

1. 
2.
3.
4.
5.
6.
7.
8.
A

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
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32
Q

Types of student interaction

1.
2.
3.

A
  1. Learner-Materials
  2. Learner-Teacher
  3. Learner-Learners
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33
Q

Media Interaction Characteristics

1.
2.
3.

A
  1. Inherent
  2. Designed
  3. Learner-generated
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34
Q

Needs Assessment should focus on

  2. 3.
A
  1. Content
  2. Context
  3. Learner relationships
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35
Q

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

A

Learning Objective

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36
Q

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

A

Terminal Learning Objective

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37
Q

Supporting objectives for Terminal Learning Objectives and created by analyzing TLO

Specifies a detailed sequence of participant activities

A

Enabling Learning Objective

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38
Q

Created in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts.

A

Bloom’s Taxonomy of Learning

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39
Q

Domain of Bloom’s Taxonomy

1.
2.
3.
4.
5.
6.
A
  1. Remembering
  2. Understanding
  3. Applying
  4. Analyzing
  5. Evaluating
  6. Creating
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40
Q

ABC Method of Learning

A

Audience
Behavior
Condition

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41
Q

What is the acronym SMART?

A 
Specific
Measurable
Achievable
Realistic
Time-Bound
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42
Q

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.

A

Motivation

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43
Q

2 Major Types of Motivation

A
  1. Intrinsic

2. Extrinsic

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44
Q

Internal drives that inspire people to behave in certain ways.

Keeping with our ideal self.

A

Intrinsic Motivation

45
Q

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.

A

Extrinsic Motivation

46
Q

This theory supports the positive human tendency to move towards growth.

A

Self-Determination Theory

47
Q

Human’s 3 Basic Needs

A
  1. Competence
  2. Autonomy
  3. Relatedness
48
Q

The need to be effective in dealing with environment

A

Competence

49
Q

The need to control the course of their lives

A

Autonomy

50
Q

The need to have a close, affectionate relationship with others

A

Relatedness (also called Connection)

51
Q

Programs that can boost students’ self-determination

1.
2.
3.
4.
5.
6.
7.
A
  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
Q

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.

A

Measurement

53
Q

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.

A

Assessment

54
Q

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.

A

Evaluation

55
Q

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.

A

Test

56
Q

True or false.

Tests only measure a sample behavior and are not perfect measures of a behavior or characteristics.

A

True

57
Q

A specific stimulus to which a person responds overtly.

A

Item

58
Q

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.

A

Format

59
Q

People involved in creating and developing method of assessment.

A

Test Developer

60
Q

Refers to the wide array of professionals who relay on psychological assessment and tools for various purposes.

A

Test User

61
Q

Refers to the person whom the assessment tools were administered to.

A

Test Taker

62
Q

Uses of Tests

1.
2.
3.
4.

A
  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
Q

Purpose of Testing

1.
2.
3.
4.

A
  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
Q

Types of Test Format

  1. 2.
A
  1. Essay Tests - open ended answers

2. Objective Tests - specified answers

65
Q

What to look for in Test?

1.
2.
3.
4.

A

FACS

  1. Format
  2. Administration Procedure
  3. Content
  4. Scoring and Interpretation Procedures
66
Q

Characteristics of a Good Test

1.
2.
3.
4.

A
  1. Reliability
  2. Validity
  3. Administrability
  4. Scoreability
67
Q

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.

A

Reliability

68
Q

Types of Reliability

1.
2.

A
  1. Test-retest

2. Equivalent Forms

69
Q

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.

A

Test-Retest Reliability

70
Q

Limitations of Test-Retest Reliability

1.
2.

A
  1. Carryover Effect

2. Practice Effect

71
Q

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.

A

Carryover Effect

72
Q

A type of carryover effect wherein the scores on the second test administration are higher than they were on the first.

A

Practice Effect

73
Q

Two tests that are identical in every way except for the actual items included.

A

Equivalent-Forms /Parallel Forms Reliability

74
Q

Sources of Measurement Error

1.
2.
3.

A
  1. Item Selection
  2. Test Administration
  3. Test Scoring
75
Q

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.

A

Validity

76
Q

Types of Validity

1.
2.

A
  1. Content Validity

2. Face Validity

77
Q

It is concerned with the extent to which the test is representative of a defined body of content consisting of topics and processes.

A

Content Validity

78
Q

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.

A

Face Validity

79
Q

Steps in Test Construction

1.
2.
3.
4.
5.
6.
7.
8.
9.
A
  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
Q

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.

A

Table of Specifications (TOS)

81
Q

Used to determine the language suitability of the items and ease in following directions from the point of view of the examinees.

A

First Try-Out

82
Q

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.

A

Item Analysis

83
Q

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.

A

Item-Difficulty Index (p)

84
Q

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.

A

Item-Discriminability Index (d)

85
Q

When should a test item be rejected? Retained? Modified or revised?

A

▪ 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
Q

Used to test the validity and reliability of the test items made.

A

Second Try-Out

87
Q

True or false.

Self-developed tests should be pre-tested before use to determine the validity, reliability and feasibility.

A

True

88
Q

Gathering information about student’s learning through actual demonstration of essential and observable skills

A

Performance-Based Assessment

89
Q

Emphasis of performance assessment

A

> should assess higher level cognitive skills rather than narrow and lower level discreet skills
direct measures of skills of interest

90
Q

Assessment Method

1.
2.
3.
4.

A

OTAT

  1. Observation
  2. Talking to learners
  3. Analyses of learners products
  4. Tests
91
Q

Unpacking or extending the learning competencies showing the KNOWLEDGE and SKILLS that needs to be demonstrated.

A

Assessment Criteria

92
Q

2 Types of Assessments

A
  1. Formative

2. Summative

93
Q

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.

A

Formative Assessment

94
Q

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.

A

Summative Assessment

95
Q

Activity for Formative Assessment:

Graphics for organizing and representing knowledge of students.

A

Concept Map

96
Q

Activity for Formative Assessment:

Extended pieces of writing designed to tell a story, present information, or give an opinion

A

Essays

97
Q

Activity for Formative Assessment:

One on one conversation with another person and asking questions to gather information, opinion, and stories.

A

Interview

98
Q

Activity for Formative Assessment:

Sustained exploration of an unfamiliar situation and is open ended.

A

Investigations

99
Q

Activity for Formative Assessment:

Diaries where learners keep a record of important events , experiences, observations, or thoughts and ideas while in class.

A

Journals

100
Q

Activity for Formative Assessment:

Process of viewing and studying visual media such as movies, documentaries and movie clips as related to the lesson.

A

Viewing Analysis

101
Q

Activity for Formative Assessment:

> Learners solve a practical problem.
Opportunity for learners to demonstrate creativity, resourcefulness, and apply knowledge and skills.

A

Projects

102
Q

Activity for Formative Assessment:

Speaking and acting activity where the learners pretend to be something or someone to simulate an event.

A

Role Playing

103
Q

Activity for Formative Assessment:

Gathering and analyzing data that is collecting using different data collection methods.

A

Surveys

104
Q

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.

A

Think-Pair-Share

105
Q

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.

A

Balanced Assessment System

106
Q
  • Descriptive scoring grids used for assessing and scoring student performance
  • A scoring guide that uses criteria to differentiate between level of student proficiency
A

Rubrics

107
Q

Are symbols used to convey the overall performance or achievement of a student which is used for summative assessment of students.

A

Grades

108
Q

Objective Test

1.
2.

A
  1. Supply Type - answers are not provided

2. Selection Type - answers are provided

109
Q

Supply Type (Objective Test)

1.
2.
3.
4.

A
  1. Definition
  2. Identification
  3. Fill in the blanks
  4. Enumeration
110
Q

Selection Type (Objective Test)

1.
2.
3.

A
  1. Alternative (True or false)
  2. Matching Type
  3. Multiple Choice
111
Q

Activities for Formative Assessment

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A

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

Block 1 - Communications (7 decks)

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