Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

2nd sem (2nd year) > EDUC 95 > Flashcards

EDUC 95 Flashcards

1
Q

starts at home, the period when the child is getting ready to read and becomes more organized under the guidance of his teachers in school

A

reading readiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

explained how a child acquires knowledge of written and printed symbols

A

theories on readiness by charles fries

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

learning to read period and children learns a new set of signals

A

stage 1 - the transfer stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

the child’s reading becomes fluent and automatic

A

stage 2 - the productive stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

the vivid imaginative realization of vicarious experiences and occurs when reading is used in acquiring and developing of experience

A

stage 3 - the virve

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

based sa skills na dapat matutunan or dapat maituro sa mga bata

A

reading readiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

based sa experiences ng mga bata based sa lifestyle nila

A

emergent literacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

the ability to differentiate differences in size, shape and color and when the children can discriminate shapes, size and colors they are ready to read

A

visual discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

ability to differentiate differences in sounds that they hear or may hear in their surroundings

A

auditory discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

recognizing and naming letters

A

letter name knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

demonstrated when a child can look at a letter in print and tell you the sound it represents

A

letter sound knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

cosists of the skills and ability to identify the creators of knowledge and their interests and to use knowledge to guide action that will create a humane and just world

A

multicultural literacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

should help students to develop the 21st century skills and attitudes that are needed to become active citizens who will work toward achieving social justice within communities

A

multicultural literacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

aims to address issues of hlobalization, racism, diversity, and social justice and aims to empower students with knowledge and take action to make a positive impact in the world and their local community

A

global literacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

4 characteristics that a global citizen should possess according to Ontario Ministry of Education

A

respect for humans regardless of race and gender
respect for diversity and various perspectives
promote sustainable patterns of living
appreciate the natural world and demonstrate respect on the rights of all living things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

every classroom contains students of different races yet they all share on commonality, their educational opportunity

A

interconnecting multicultural and global literacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

refers to skills, values, and behaviors that prepare young people to thrive in a diverse, interconnected, and rapidly changing world

A

global competence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the need for global competence

A

to live harmoniously in multicultural communities
to thrive in a changing labor market
to use media platforms effectively and responsibly
to support the sustainable development goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

globally competent people practices effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about a global issue

A

dimension 1 - examine issues of local, global, and cultural significance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

willing and capable of considering other people’s perspectives and behaviors from multiple viewpoints to examine their own assumptions

A

dimension 2 - understand and appreciate the perspectives and world views of others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

describes what globally competent individuals can do when they interact with people from different cultures

A

dimension 3 - engage in open, appropriate and effective interactions across cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

focuses on young people’s role as active and responsible members of aociety and refers yo individuals’ readiness to respond to a given local, global oe intercultural issue or situation

A

dimension 4 - take action for collective well being and sustainable development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

focuses on young people’s role as active and responsible members of society and refers to individuals readiness to respond to a given local, global or intercultural issue or situation

A

dimension 4 - take actionfor collective well being and sustainable development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

the cognitive and social skillls of understanding how other people think and feel

A

perspective-taking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

ability to adapt systems thinking and behaviors to the prevailing cultural environment or to situations and contextsthat can present new demands & challenges

A

adaptability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

process information about other cultures and divide how to engage with others and the world

A

valuing human dignity and diversity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

people learn better and become more engaged when they get connected with the context and when they see its relevance to their lives and their immediate environment

A

integrating global and intercultural issues in the curriculum

28
Q

imlrove reasoning and collaborative skills

A

group based

29
Q

interactive approach that encourages proactive listening and responding to ideas expressed by peers

A

class discussion

30
Q

help students develop multiple global skills through real world experience

A

service learning

31
Q

the teacher can initiate the “experience things” activities to promote vocabulary and concept development through this interaction

A

experiential interaction

32
Q

diagrams that help children see how words are related to one another

A

semantic mapping

33
Q

based on the principle that learning is best when it proceeds from the easiest to the most difficult

A

dimensional approach

34
Q

this level of questions start from the simplest to the most complex and suited for fast learners

A

dimensional ordinary approach

35
Q

best suited for slow learners the difference lies in the choices of answers which are provided to aid the slow learners

A

dimensional intensive approach

36
Q

literal understanding

A

first dimension

37
Q

interpretation

A

second dimension

38
Q

critical evaluation

A

third dimension

39
Q

application/integration

A

fourth dimension

40
Q

4 components of the semantic web

A

core question
web strands
strand supports
strand ties

41
Q

focus of the web and the purpose of the inquiry and it is chosen by the teacher

A

core question

42
Q

the answers which pupils give to the core question

A

web strands

43
Q

facts, inferences, and generalizations that pupils take from the story to give clarity and validity to the strands

A

strand supports

44
Q

relationships that strands have for each other

A

strand ties

45
Q

a teaching strategy to develop the pupils’ reading comprehension

A

Gradual Psychological Unfolding Approach or GPU

46
Q

this was developed and experimented by manhit at the UPD, she believed that the pupils should be given the opportunity to savor the joy and thrill of a story by unfolding it to them bit by bit or gradually

A

Gradual Psychological Unfolding Approach

47
Q

uses language experience charts, which are composed orally by the children and recorded by the teacher on a piece of chart paper

A

Language Experience Approach (LEA)

48
Q

the goal of this is to engage pupils in reasonable reflective thinking in order to decide what they believe about a story-specific issue

A

Dialogical-Thinking Reasing Lesson (D-TRL)

49
Q

basic elementa of D-TRL

A

reading phase
discussion phase
drawing conclusions

50
Q

first introduced by swaby in 1984 and an outgrowth of semantic webbing procedure and enables the pupils to see the weh of events of the story as they grow out of the center of the fan to form the strands

A

fan technique

51
Q

this method in teaching beginning reading haa three stages (1) hear, see, say stage; (2) sound blending stage; (3) meaning stage and focuses on the basic sounds as represented by the letters of the alphabet rather than merely letter naming, syllable reading or word calling right at the start of teaching

A

Phono-Visual-RAP

52
Q

students should develop and demonstrate life and work skills needed in becoming productive members of society

A

21st century skills

53
Q

engage student with the real world data, tools and experts they will encounter in college, on the job and in life; students learn best when actively engaged in solving meaningful problems

A

21st century standards

54
Q

requires a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills

A

assessment of 21st century skills

55
Q

important components of any teacher preparation program

A

instructional models

56
Q

a key component of any systematic reform initiative

A

learning environments

57
Q

new literacies

A

multicultural literacy
social literacy
media literacy
financial literacy
digital literacy
social literacy
creative literacy

58
Q

leads students towards meaningful learning by integrating primary knowledge

A

situated practice

59
Q

guides students to the systematic practice of learning process with tools and techniques

A

overt instruction

60
Q

teaches students how to question diberse perceptions for better learning experiences

A

critical framing

61
Q

teaches students to apply the lessons they learn to solve real-life problems

A

transformed action

62
Q

this approach focuses primarily on sudden disciplines and teachers who employ this approach, may create standards from the disciplines within a theme

A

multidisciplinary approach

63
Q

in this approach, teacher organize and capsulize the curriculum around common learning across disciplines to emphasize this skills and concepts

A

interdisciplinary approach

64
Q

in this approach, teachers design a curriculum within the students needs and concerns

A

transdisciplinary integration

65
Q

teaches students to apply the lessons they learn to solve real life problems

A

transformed action

2nd sem (2nd year) (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions