chapter 3 mteduc Flashcards
things you need to plan
Objective Subject to teach device Tools Measurement and evaluation
– the process of deciding what and how your students should learn
Planning
Component or factor to consider in planning
How much lecturing, questioning, discussing and testing are you going to do?
(style of teaching)
Component or factor to consider in planning
How much material will you cover for a specific topic? *
scope
Component or factor to consider in planning
How in-depth is the instruction? *
decision on the content of instruction
characteristics of the learner (4)
intelligence, achievement, personality, peer-group influence
type of knowledge needed in planning
characteristics of the learner
knowledge of the learner
characteristics of the learner will tell you the ff (3)
special learning needs
readiness to learn
what level to begin
type of knowledge needed in planning
Ability in Selecting, sequencing, allocate time for instruction
knowledge of the subject matter
type of knowledge needed in planning
Sources of the teacher: books, instructional materials, curriculum guide
knowledge of the subject matter
type of knowledge needed in planning
Reflections, observation, data collection are required in preparing a lesson
knowledge of the teaching method
type of knowledge needed in planning
Teacher’s awareness of different teaching strategies that can be implemented
knowledge of the teaching method
- help plan and organize instruction
- set clear course and level of performance of teacher and student
Objectives
Practical Purposes of Objectives
To tie general aims and goals to specific classroom strategies
To express teaching strategies in a format that allows teacher to measure students’ performance-(behavioral objective)
Objectives must cover
three domains of learning:
- cognitive - Affective - Psychomotor
proponents of the cognitive domain (5)
Bloom Englehart Hill Furst Krathwohl
occupies the highest level in cognitive domain; the least common objective
evaluation
occupies the lowest level in cognitive domain; the most common objective
knowledge
area of cognitive domain
objectives require students to remember or recall information such as facts, terminology and rules
Knowledge
area of cognitive domain
objectives require some degree of understanding.
Comprehension
area of cognitive domain
Students translate; restate what has been read; see connection; draw conclusion
Comprehension
area of cognitive domain
objectives require the student to use previously acquired information in a setting other than the one in which it was learned.
Application –
area of cognitive domain
objectives differ from comprehension objectives in that it requires the presentation of a problem in a different and often applied context
Application
area of cognitive domain
objective requires the student to identify logical errors or to differentiate among facts, opinions, assumptions, hypotheses, conclusion.
student draw relationships among ideas and to compare and contrast
Analysis
area of cognitive domain
objective requires the student to produce something unique or original.
Synthesis -
area of cognitive domain
Student (unfamiliar problem) combine parts to form a unique or novel solution
Synthesis -
area of cognitive domain
objective requires the student to form judgments and make decisions about the value of methods, ideas, people or products that have a specific purpose.
Evaluation
area of cognitive domain
Student is expected to state the bases for their judgments
Evaluation
affective domain is made by
krathwohl, bloom, masia
type of domain
more involvement, commitment, and self reliance ;
opposed to dictates of outside sources
affective
type of domain
development of one’s own values
affective/attitudinal
type of affective domain
requires the student to be aware of or to passively attend to certain phenomena and stimuli.
Receiving
type of affective domain
requires the student to comply with given expectations by attending or reacting to certain stimuli.
Responding
type of affective domain
Student is expected simply to listen or be attentive
Receiving
type of affective domain
Students are expected to obey or participate willingly when asked or directed to do something.
Responding
type of affective domain
requires the student to display behavior consistent with single belief or attitude in situations where he is neither forced nor asked to comply.
Valuing
type of affective domain
Students are expected to demonstrate a preference or display a high degree of certainty and conviction
Valuing
type of affective domain
– require commitment to a set of values
1. forming a reason why one values certain thing and not the other
2. making appropriate choices between things that are and are not valued
organization
type of affective domain
Students are expected to organize their likes and preference into a value system and then decide which one will be dominant
organization
type of affective domain
– require that all behavior displayed by the student be consistent with his values.
Characterization
type of affective domain
The student not only has acquired behaviors at all previous levels but also has integrated his values into a system representing a complete philosophy in life (exhibit respect for dignity of human beings in all situations)
Characterization
psychomotor domain is devised by
Harrow
domain which involves neuromuscular skills (various degrees of physical dexterity )
psychomotor
type of psychomotor domain
requires the student to be exposed to an observable action and then overtly imitate it.
Imitation
type of psychomotor domain
Student is expected to observe and be able to repeat the action
Imitation
type of psychomotor domain
requires the student to perform selected actions from written or verbal directions without the aid of a visual model or direct observation.
Manipulation
type of psychomotor domain
Student is expected to complete the actions from reading or listening to instructions
Manipulation
type of psychomotor domain
- requires the student to perform an action independent of either a visual model or a written set of directions.
Precision
type of psychomotor domain
Students are expected to reproduce the action with control and to reduce error to a minimum
Articulation
type of psychomotor domain
– requires the student to display coordination of a series of related acts by performing the acts accurately, with control as well as with speed and timing
Articulation
type of psychomotor domain
– requires high level of proficiency in the skill or performance being taught.
Naturalization
type of psychomotor domain
Student is expected to repeat the behavior naturally and effortlessly time and again
Naturalization
components of the lesson plan (4)
objectives
subject matter
procedure
assignment
classification of lesson plan (3)
detailed
semi-detailed
brief
classification of lesson plan
- teacher writes all the questions to be asked - questions & answers
Detailed
classification of lesson plan
- does not contain the expected answers - most commonly used
- semi-detailed
classification of lesson plan
- very short - only few guide questions - no expected written answer - long years of teaching
- Brief
Condensed outline or the main points of study (college)
course syllabus
Tabular or brief statement of the main points of a discourse
course syllabus
another name for course syllabus
term lesson plan
Guide for teacher in teaching/for students in learning
course syllabus
parts of syllabus (8)
Course number and title Brief description of the course w/c serves as introduction Objectives Course outline Teaching strategies Time allotment Evaluation procedures References
parts of syllabus
For easy reference
COURSE CODE and title
part of syllabus
Must mention major topics or units
Subtopics to be taken
* Gives the scope of the course
Brief Description of the Course
part of syllabus General and specific General - states in general the body of knowledge, values, attitudes and skills the learner needs to attain w/in the sem Specific - grouped into: 3 domains
objectives
part of syllabus
All major topics/ subtopics
Units/ subunits
It must not follow the outline of the book chapter by chapter
content outline
part of syllabus
List of teaching methods, strategies
Must be suitable to the course
Teaching Strategies
part of syllabus
Required number of weeks and time allotted for the course
Dependent on the number of units
Time Allotment
part of syllabus
Method to evaluate student performance
Requirements the students must fulfill: research, written or practical exam
Scoring of performance; computation; transmutation
Evaluation Techniques
part of syllabus
List of books, journals to be consulted
to facilitate learning
References
Detailed syllabi
Semi-detailed syllabi
Brief syllabi
types of syllabi
type of syllabus
- whole course is divided into major units or topics/ subtopics - following subunit is brief explanation of major unit/topic - with guide questions - with references
- Detailed
type of syllabus
- same as detailed syllabus minus explanation, guide questions, references
- Semi-detailed
type of syllabus
- major units or topics are subdivided - no explanations, guide questions, no specific reference - references are all listed at the end of the syllabus
- Brief
