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Botany > chapter 3 mteduc > Flashcards

chapter 3 mteduc Flashcards

1
Q

things you need to plan

A 
Objective
Subject to teach
device
Tools
Measurement and evaluation
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2
Q

– the process of deciding what and how your students should learn

A

Planning

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3
Q

Component or factor to consider in planning

How much lecturing, questioning, discussing and testing are you going to do?

A

(style of teaching)

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4
Q

Component or factor to consider in planning

How much material will you cover for a specific topic? *

A

scope

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5
Q

Component or factor to consider in planning

How in-depth is the instruction? *

A

decision on the content of instruction

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6
Q

characteristics of the learner (4)

A

intelligence, achievement, personality, peer-group influence

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7
Q

type of knowledge needed in planning

characteristics of the learner

A

knowledge of the learner

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8
Q

characteristics of the learner will tell you the ff (3)

A

special learning needs
readiness to learn
what level to begin

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9
Q

type of knowledge needed in planning

Ability in Selecting, sequencing, allocate time for instruction

A

knowledge of the subject matter

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10
Q

type of knowledge needed in planning

Sources of the teacher: books, instructional materials, curriculum guide

A

knowledge of the subject matter

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11
Q

type of knowledge needed in planning

Reflections, observation, data collection are required in preparing a lesson

A

knowledge of the teaching method

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12
Q

type of knowledge needed in planning

Teacher’s awareness of different teaching strategies that can be implemented

A

knowledge of the teaching method

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13
Q
  • help plan and organize instruction

- set clear course and level of performance of teacher and student

A

Objectives

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14
Q

Practical Purposes of Objectives

A

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)

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15
Q

Objectives must cover

A

three domains of learning:

- cognitive
- Affective
- Psychomotor
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16
Q

proponents of the cognitive domain (5)

A 
Bloom
Englehart
Hill
Furst
Krathwohl
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17
Q

occupies the highest level in cognitive domain; the least common objective

A

evaluation

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18
Q

occupies the lowest level in cognitive domain; the most common objective

A

knowledge

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19
Q

area of cognitive domain

objectives require students to remember or recall information such as facts, terminology and rules

A

Knowledge

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20
Q

area of cognitive domain

objectives require some degree of understanding.

A

Comprehension

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21
Q

area of cognitive domain

Students translate; restate what has been read; see connection; draw conclusion

A

Comprehension

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22
Q

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.

A

Application –

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23
Q

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

A

Application

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24
Q

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

A

Analysis

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25
Q

area of cognitive domain

objective requires the student to produce something unique or original.

A

Synthesis -

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26
Q

area of cognitive domain

Student (unfamiliar problem) combine parts to form a unique or novel solution

A

Synthesis -

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27
Q

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.

A

Evaluation

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28
Q

area of cognitive domain

Student is expected to state the bases for their judgments

A

Evaluation

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29
Q

affective domain is made by

A

krathwohl, bloom, masia

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30
Q

type of domain
more involvement, commitment, and self reliance ;
opposed to dictates of outside sources

A

affective

31
Q

type of domain

development of one’s own values

A

affective/attitudinal

32
Q

type of affective domain

requires the student to be aware of or to passively attend to certain phenomena and stimuli.

A

Receiving

33
Q

type of affective domain

requires the student to comply with given expectations by attending or reacting to certain stimuli.

A

Responding

34
Q

type of affective domain

Student is expected simply to listen or be attentive

A

Receiving

35
Q

type of affective domain

Students are expected to obey or participate willingly when asked or directed to do something.

A

Responding

36
Q

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.

A

Valuing

37
Q

type of affective domain

Students are expected to demonstrate a preference or display a high degree of certainty and conviction

A

Valuing

38
Q

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

A

organization

39
Q

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

A

organization

40
Q

type of affective domain

– require that all behavior displayed by the student be consistent with his values.

A

Characterization

41
Q

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)

A

Characterization

42
Q

psychomotor domain is devised by

A

Harrow

43
Q

domain which involves neuromuscular skills (various degrees of physical dexterity )

A

psychomotor

44
Q

type of psychomotor domain

requires the student to be exposed to an observable action and then overtly imitate it.

A

Imitation

45
Q

type of psychomotor domain

Student is expected to observe and be able to repeat the action

A

Imitation

46
Q

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.

A

Manipulation

47
Q

type of psychomotor domain

Student is expected to complete the actions from reading or listening to instructions

A

Manipulation

48
Q

type of psychomotor domain

- requires the student to perform an action independent of either a visual model or a written set of directions.

A

Precision

49
Q

type of psychomotor domain

Students are expected to reproduce the action with control and to reduce error to a minimum

A

Articulation

50
Q

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

A

Articulation

51
Q

type of psychomotor domain

– requires high level of proficiency in the skill or performance being taught.

A

Naturalization

52
Q

type of psychomotor domain

Student is expected to repeat the behavior naturally and effortlessly time and again

A

Naturalization

53
Q

components of the lesson plan (4)

A

objectives
subject matter
procedure
assignment

54
Q

classification of lesson plan (3)

A

detailed
semi-detailed
brief

55
Q

classification of lesson plan

- teacher writes all the questions to be asked
- questions & answers
A

Detailed

56
Q

classification of lesson plan

- does not contain the expected answers
- most commonly used
A
  1. semi-detailed
57
Q

classification of lesson plan

- very short
- only few guide questions
- no expected written answer
- long years of teaching
A
  1. Brief
58
Q

Condensed outline or the main points of study (college)

A

course syllabus

59
Q

Tabular or brief statement of the main points of a discourse

A

course syllabus

60
Q

another name for course syllabus

A

term lesson plan

61
Q

Guide for teacher in teaching/for students in learning

A

course syllabus

62
Q

parts of syllabus (8)

A 
Course number and title
Brief description of the course w/c serves as introduction
Objectives
Course outline
Teaching strategies
Time allotment
Evaluation procedures
References
63
Q

parts of syllabus

For easy reference

A

COURSE CODE and title

64
Q

part of syllabus
Must mention major topics or units
Subtopics to be taken
* Gives the scope of the course

A

Brief Description of the Course

65
Q 
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
A

objectives

66
Q

part of syllabus
All major topics/ subtopics
Units/ subunits
It must not follow the outline of the book chapter by chapter

A

content outline

67
Q

part of syllabus
List of teaching methods, strategies
Must be suitable to the course

A

Teaching Strategies

68
Q

part of syllabus
Required number of weeks and time allotted for the course
Dependent on the number of units

A

Time Allotment

69
Q

part of syllabus
Method to evaluate student performance
Requirements the students must fulfill: research, written or practical exam
Scoring of performance; computation; transmutation

A

Evaluation Techniques

70
Q

part of syllabus
List of books, journals to be consulted
to facilitate learning

A

References

71
Q

Detailed syllabi
Semi-detailed syllabi
Brief syllabi

A

types of syllabi

72
Q

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
A
  1. Detailed
73
Q

type of syllabus

- same as detailed syllabus minus explanation, guide questions, references

A
  1. Semi-detailed
74
Q

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
A
  1. Brief

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