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COLLEGE(2) SEMIS > DEAN NAMAN AY > Flashcards

DEAN NAMAN AY Flashcards

BAKA DI KO NA ITO ITULOY POTA DAMI E

1
Q

a technique resorted to by a teacher in recognition of individual differences among students

A

independent study

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2
Q

provide a unique learning experience not normally achieve through class directed methodologies

A

independent study

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3
Q

the activity is undertaken independently with minimum guidance of a teacher

A

independent study

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4
Q

the studet select the materials and tools tobe used

A

independent study

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5
Q

enebales the student to undertake an in-depth investigation of a topic of interest

A

independent study

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6
Q

npromotes the development of self teaching skills and study habits`

A

independent study

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7
Q

learnig is individualized and personalized

A

independent study

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8
Q

strong motivation serves as a driving force to conitnue the study to completion

A

independent study

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9
Q

the student assumes enormous responsibility, conscious that the task is his alone

A

independent study

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10
Q

the succesfuk xompletion of the study will sure boost the feeling of confidence, satisfaction and pride in ones achievement

A

independent study

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11
Q

the ability of the student to work independently must be considered. The bright ones: difficult, simpler for othera

A

independent study

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12
Q

guarantees constructive and producive activites related to the unit being undertaken

A

preparing projects and collections

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13
Q

could be in a form of a finished product for demonstrating how a principles, usally in sciences, and work,

A

project

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14
Q

organized way of present a variety of objects, organism or materials which are classified in common characteristics

A

collection

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15
Q

can be considered as project if arrange in a mannfer t highlight the meaning of variation in objects or organism in a classified presentation

A

collection

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16
Q

develops a students manipulative skill, measurement ability, and keen aesthetic sense.

A

preparing projects and collections

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17
Q

bring out creativity and resourcefulness in designing and choosing appropriate materials to be used for a neat and orderly presentation of the finished product

A

preparing projects and collections

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18
Q

evaluation of piece of word could add grade in the subject for those student who does not excel orally

A

preparing projects and collections

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19
Q

can be a source of pride, joy and satisfaction. could motivate them to continue collecting or producing mechanical devices through the years

A

preparing projects and collections

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20
Q

they gather things in sufficient number and learn to identify and classify them according tto a set of criteria

A

preparing projects and collections

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21
Q

afer presentation, they are motivated to take good are and keep them in echibit shelves of the school

A

preparing projects and collections

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22
Q

it can be used over and over again in teaching about relevant contents

A

preparing projects and collections

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23
Q

the students’ initiative , industry and sense of responsibility are developed

A

preparing projects and collections

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24
Q

the student will need background information to prepare needed tools and materials

A

preparing projects and collections

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25
Q

the principle that will be illustrated must be clearly understood to prevent the trials and error and wrong choice of materials

A

preparing projects and collections

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26
Q

encourage the students to use lovally available materials instead of expensive ones

A

preparing projects and collections

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27
Q

it must have a wide variety of form and are abundant in the locality

A

preparing projects and collections

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28
Q

it should be done after every big unit rather than once at the end of the year

A

preparing projects and collections

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29
Q

training and learning from these activities could lead them to embark worthwhile hobbies

A

preparing projects and collections

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30
Q

emphasize the value of orderliness, neatness and accuracy in presenting

A

preparing projects and collections

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31
Q

weather instrument, improvised anemometer, thermometer, ….

A

preparing projects and collections

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32
Q

scaled model of solar system

A

preparing projects and collections

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33
Q

drama scenes

A

preparing projects and collections

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34
Q

model town planning

A

preparing projects and collections

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35
Q

mounted insects, butterflies, dragon flies….

A

preparing projects and collections

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36
Q

plants, toys, paintings, miniatures, trophies, awards

A

preparing projects and collections

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37
Q

aims to assist students in finding solution or answer to a problem or attaining a learning objective through self discovery

A

discovery approach

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38
Q

follows a step-by-step procedure to arrive into conclusion, interpretation and own meaning

A

discovery approach

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39
Q

termed as guided discovery

A

discovery approach

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40
Q

the student gain first hand experience

A

discovery approach

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41
Q

the student use all senses in making observations keen and reliable

A

discovery approach

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42
Q

since it is planned, learning becomes permanent

A

discovery approach

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43
Q

develops critical thinking. The skill in employing the steps of the sceintific method is developed

A

discovery approach

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44
Q

the joy and pride in doing this is worth all the time and effort spent

A

discovery approach

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45
Q

it can lead to full blown research later

A

discovery approach

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46
Q

the teachers stay nondirective, ths developing independence and personal excitement as well

A

discovery approach

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47
Q

lack of needed tools may hamper the scientific procedure

A

discovery approach

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48
Q

less capable ones may not be successful

A

discovery approach

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49
Q

it may lead to trial and error unless properly guided

A

discovery approach

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50
Q

make sure that all the materials and tool that will be needed are available

A

discovery approach

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51
Q

caution must be taken in classifying the data into relevant or not so the conclusion will be reliable

A

discovery approach

52
Q

it is i the analysis of data where guidance is needed

A

discovery approach

53
Q

this metthod is recommend for those who exhibit scientific attitudes and systematic work habits

A

discovery approach

54
Q

employ this method for those who possess the necessary skills and are observed to be persistent in completing what they started

A

discovery approach

55
Q

exploration aboyt natre

A

discovery approach

56
Q

learn the effect of the weather element on the growth the plants

A

discovery approach

57
Q

why the rainbows are formed

A

discovery approach

58
Q

process of constructing meaning influenced by past experience and understading

A

constructivist approach

59
Q

viewed as social process in which learners construct meaning through the interaction of prior knowledge

A

constructivist approach

60
Q

reconstruct concepts as they interact daily with the environment

A

constructivist approach

61
Q

anchored on the assumption that the absorption or assimilation of knowledge is somewhat personal and therefore no two learners can build up the same meaning out of one situation

A

constructivist approach

62
Q

knowledge is a result of the learners own construction of reality

A

constructivist approach

63
Q

invovles a continious creating of rules to explain an observation

A

constructivist approach

64
Q

it is not cosidered as merely transmitif knowledge and information to students but rather providing student with relvant experience to construct their own meaning

A

constructivist approach

65
Q

the acts is facilitator providing opportunitites for a stimulating dialogues that could evolve and be construted

A

constructivist approach

66
Q

her repertoire of instructional materials include learning activities and events rather than ficed documents that almost always are learned unquestioned and simply recalled

A

constructivist approach

67
Q

the eacher ceases the be the traditional, sole source of authority in the calassroom

A

constructivist approach

68
Q

teachers guide learners thorugh skillful questioning and approriate cognition processing

A

constructivist approach

69
Q

teachers’ lesson are activity oriented in order for them to experience or gain perssonal knowledge torugh active involvement

A

constructivist approach

70
Q

participation with understanding enable them “to live through” a learning episode, thus discovering information by themselves

A

constructivist approach

71
Q

in introducing a lesson always find connection with previous one

A

constructivist approach

72
Q

what suits a constructivist

A

inquiry teaching

73
Q

both student and teacher engage in open discussion and dialogue

A

constructivist approach

74
Q

reflection is important activy

A

constructivist approach

75
Q

plan learning activities that will develop critical thinking skills, creativity and innovativeness such as performing own experiments and in-depth investigations.

A

constructivist approach

76
Q

self discovered information create more meaningful concepts

A

constructivist approach

77
Q

monitoring od the progress may take the form of short but regular reporting or conferences with the student

A

independent study

78
Q

teacher acts a s facilitator and should refrain from dictating when and how to process with the activity

A

independent study

79
Q

define the objectives clearly thedirection and limits of the study to be undertaken, including hoe the stufy will be evaluated

A

independent study

80
Q

the availability of the materials should be determined vefore employing the stratefy

A

independent study

81
Q

planning must be done carefully, allowing flexibility in time and material substitution

A

independent study

82
Q

data and obsevation must be recorded accurately and orderly for ease in analysis and interpretations

A

independent study

83
Q

dependng on the result, the entrie study could be presented to the class to form oral, or written reports

A

independent study

84
Q

writign on the sport essay

A

independent study

85
Q

visiting zoo

A

independent study

86
Q

a daily redocrd , cronology, or rgister of evets.

A

journal

87
Q

they are able to gauge their own strengths and weakness

A

writing journal

88
Q

this should served as an unadulterated feedback

A

writing journal

89
Q

they should learn to express their own feelings and reactions in most sincere way

A

writing journal

90
Q

the students can monitor their own progress eventually reinforcing good study

A

writing journal

91
Q

expression of their self actualization

A

writing journal

92
Q

if read together both the student and teacher should look like a writing in dialouge

A

writing journal

93
Q

it should serve as a bridge between teacher and students. what they cannot express orally, they can put it in writing

A

writing journal

94
Q

students attitude and values could be inferred accurately

A

writing journal

95
Q

experience is the best teacher

A

Experiential Learning

96
Q

foundation of new ideas and behavior

A

Experiential Learning

97
Q

students are able to create new ideas and meaning

A

Experiential Learning

98
Q

acquiring knowledge trhough direct observation

A

Experiential Learning

99
Q

experience through interactions and promote learning situtation

A

Experiential Learning

100
Q

experience are further examined and evaluated to formulate new insights

A

Experiential Learning

101
Q

require careful observation

A

special reports

102
Q

topic is preparation of data and information gatheres

A

special report

103
Q

EMPLOYED AS SPECIAL TASK IN CONNECTION WITH LESSON

A

student research

104
Q

this method has a fixed step by step procedure

A

problem solving

105
Q

uses a scientific method

A

student research

106
Q

oresent a systematic and scientific way of finding answers or solutions

A

problem solving

107
Q

purposely incorporate the act of writing as part of instruction process

A

creative writng

108
Q

allow the student to express theor wn understanding and interpreation

A

crative writing

109
Q

during or after the class the class enable the student to write what tey learned

A

wiritng journals or narratives

110
Q

FORMED OR JOTTED DOWN SOON BEFORE THEY ARE FORGOTTEN

A

PERSONAL IDEAS

111
Q

major points read insires a clear understanding of the whole text

A

brief summary

112
Q

allows the student to generate ideas immediately as a response to the topic

A

breif summary

113
Q

also termed as brainstorming

A

free writing

114
Q

include question they would like to to be answered during discussion

A

written dialogue

115
Q

form of term paper required after discussion

A

full blown paper

116
Q

encourage free expression of ideas

A

brainstorming

117
Q

develops analytical mind that is capable of putting ideas together

A

writing term paper

118
Q

who made the multiple intelligence theory

A

Howard Gardner

119
Q

children enjoys learning in

A

small group

120
Q

workd well with groups or teams wherein members work toegether to achieve a desired goal

A

cooperative learning approach

121
Q

promotes developmwnt skills in DEMOCRATIV precedures

A

cooperative learning approach

122
Q

2 important components of cooperative leanigna pproac

A

cooperative incentive and task structure

123
Q

where two or more indv are interdependent for the award they will share if they succeed

A

cooperative incentive strcture

124
Q

where 2 or more idv ar ealowed, enrouraged, or required to work together on some part

A

cooperative task structure

125
Q
A

COLLEGE(2) SEMIS (12 decks)

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