EDUC 95

Question 1

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

Answer 1

reading readiness

Question 2

explained how a child acquires knowledge of written and printed symbols

Answer 2

theories on readiness by charles fries

Question 3

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

Answer 3

stage 1 - the transfer stage

Question 4

the child’s reading becomes fluent and automatic

Answer 4

stage 2 - the productive stage

Question 5

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

Answer 5

stage 3 - the virve

Question 6

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

Answer 6

reading readiness

Question 7

based sa experiences ng mga bata based sa lifestyle nila

Answer 7

emergent literacy

Question 8

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

Answer 8

visual discrimination

Question 9

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

Answer 9

auditory discrimination

Question 10

recognizing and naming letters

Answer 10

letter name knowledge

Question 11

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

Answer 11

letter sound knowledge

Question 12

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

Answer 12

multicultural literacy

Question 13

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

Answer 13

multicultural literacy

Question 14

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

Answer 14

global literacy

Question 15

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

Answer 15

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

Question 16

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

Answer 16

interconnecting multicultural and global literacy

Question 17

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

Answer 17

global competence

Question 18

the need for global competence

Answer 18

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

Question 19

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

Answer 19

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

Question 20

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

Answer 20

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

Question 21

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

Answer 21

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

Question 22

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

Answer 22

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

Question 23

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

Answer 23

dimension 4 - take actionfor collective well being and sustainable development

Question 24

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

Answer 24

perspective-taking

Question 25

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

Answer 25

adaptability

Question 26

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

Answer 26

valuing human dignity and diversity

Question 27

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

Answer 27

integrating global and intercultural issues in the curriculum

Question 28

imlrove reasoning and collaborative skills

Answer 28

group based

Question 29

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

Answer 29

class discussion

Question 30

help students develop multiple global skills through real world experience

Answer 30

service learning

Question 31

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

Answer 31

experiential interaction

Question 32

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

Answer 32

semantic mapping

Question 33

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

Answer 33

dimensional approach

Question 34

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

Answer 34

dimensional ordinary approach

Question 35

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

Answer 35

dimensional intensive approach

Question 36

literal understanding

Answer 36

first dimension

Question 37

interpretation

Answer 37

second dimension

Question 38

critical evaluation

Answer 38

third dimension

Question 39

application/integration

Answer 39

fourth dimension

Question 40

4 components of the semantic web

Answer 40

core question web strands strand supports strand ties

Question 41

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

Answer 41

core question

Question 42

the answers which pupils give to the core question

Answer 42

web strands

Question 43

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

Answer 43

strand supports

Question 44

relationships that strands have for each other

Answer 44

strand ties

Question 45

a teaching strategy to develop the pupils’ reading comprehension

Answer 45

Gradual Psychological Unfolding Approach or GPU

Question 46

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

Answer 46

Gradual Psychological Unfolding Approach

Question 47

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

Answer 47

Language Experience Approach (LEA)

Question 48

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

Answer 48

Dialogical-Thinking Reasing Lesson (D-TRL)

Question 49

basic elementa of D-TRL

Answer 49

reading phase discussion phase drawing conclusions

Question 50

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

Answer 50

fan technique

Question 51

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

Answer 51

Phono-Visual-RAP

Question 52

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

Answer 52

21st century skills

Question 53

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

Answer 53

21st century standards

Question 54

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

Answer 54

assessment of 21st century skills

Question 55

important components of any teacher preparation program

Answer 55

instructional models

Question 56

a key component of any systematic reform initiative

Answer 56

learning environments

Question 57

new literacies

Answer 57

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

Question 58

leads students towards meaningful learning by integrating primary knowledge

Answer 58

situated practice

Question 59

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

Answer 59

overt instruction

Question 60

teaches students how to question diberse perceptions for better learning experiences

Answer 60

critical framing

Question 61

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

Answer 61

transformed action

Question 62

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

Answer 62

multidisciplinary approach

Question 63

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

Answer 63

interdisciplinary approach

Question 64

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

Answer 64

transdisciplinary integration

Question 65

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

Answer 65

transformed action