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TEACHING APPROACHES IN SECONDARY OF SOCIAL STUDIES > Learning Domains > Flashcards

Learning Domains Flashcards

1
Q

Contribution of objectives to the learning continuum in Social Studies

A
  1. Clarity of learning goals
  2. Progression of Skills and Knowledge
  3. Alignment with Curriculum and Instruction
  4. Assessment and Evaluation
  5. Differentiation and Personalization
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2
Q

It provide students with a clear purpose to focus their learning efforts, direct the choice of instructional materials and guide different assessment strategies.

A

Objectives

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3
Q

Includes those objectives which deals with the recall or recognition of knowledge and the development of intellectual abilities and skills.

A

Cognitive domain

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4
Q

The recall of specific items

A

Knowledge

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5
Q

Can recall, but can do a little more (paraphrase, define)

A

Comprehension

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6
Q

Can take information of an abstract nature and use it in concrete situations.

A

Application

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7
Q

Can break down a communication into its constituent parts, revealing the relationships among them.

A

Analysis

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8
Q

Can pull together many disorganized elements or parts so as to form a whole.

A

Synthesis

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9
Q

Know
Define
Memorize
Repeat
Record
List
Recall
Name
Relate
Review

A

Knowledge (verbs)

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10
Q

Restate
Discuss
Describe
Recognize
Explain
Identify
Locate
Report
Operate

A

Comprehension (verbs)

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11
Q

Translate
Interpret
Apply
Employ
Use
Demonstrate
Dramatize
Practice

A

Application (verbs)

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12
Q

Distinguish
Analyze
Differentiate
Appraise
Calculate

A

Analysis (verbs)

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13
Q

Compose
Plan
Propose
Design
Formulate
Arrange
Assess

A

Synthesis (verbs)

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14
Q

Students will be able to define and differentiate between various literary genres, including poetry, drama, and prose.

A

Knowledge

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15
Q

Given a passage from a scientific article, students will demonstrate comprehension by explaining the main ideas and supporting details in their own words.

A

Comprehension

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16
Q

Using historical maps and primary sources, students will use their understanding of geographical factors to explain the expansion of empires during the Age of Exploration.

A

Application

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17
Q

Students will distinguish the themes, symbolism, and character development in a selected novel, providing evidence from the text to support their interpretations.

A

Analysis

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18
Q

Given a set of raw data, students will formulate their findings into a comprehensive research report, identifying patterns, trends, and conclusions.

A

Synthesis

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19
Q

It involves our feelings, emotions, and attitudes.

A

Affective domain

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20
Q

It includes the manner we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and attitudes.

A

Affective domain

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21
Q

Involves passively paying attention, and being aware of the existence of certain ideas, material or phenomena.

A

Receiving

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22
Q

Actively participating in the learning process. You are not only aware of the stimulus, but reacting to it in some way.

A

Responding (stimulus)

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23
Q

Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding.

A

Responding (learning outcomes)

24
Q

Ability to see value or worth of something and express it.

A

Valuing (worth)

25
Q

It ranges from simple acceptance to the more complex state of commitment.

A

Valuing (simple to complex)

26
Q

Putting together different values, information and ideas then relating them to already held beliefs, to create your own unique value system.

A

Organizing (putting together)

27
Q

This emphasis is on comparing, relating, and synthesizing values.

A

Organizing

28
Q

Acting consistently in accordance with the values you have internalize

A

Characterizing (internalize)

29
Q

Has a value system that control behavior.

A

Characterizing (value system)

30
Q

Instructional objectives are concerned with the student’s general patterns of adjustment.

A

Characterizing (instructional objectives)

31
Q

Observe
Be conscious
Realize
Be sensitive
Attend
Listen
Discriminate
Be alert
Prefer assume
Cooperate
Contribute
Volunteer

A

Receiving (verbs)

32
Q

Willing
Comply
Obey
Look
Engege
Display
Practice
Respond
Prefer
Accept
Devote
Is loyal to
Exhibit
Consider
Participate
Extend
Enrich
Explore

A

Responding (verbs)

33
Q

Continuing desire
Grow
Feel
Participate
Assume responsibly
Enable
Initiate
Examine

A

Valuing (verbs)

34
Q

Crystalize
Form judgment
Relate
Weigh
Is realistic
Judge
Regulate

A

Organizing (verbs)

35
Q

Ready
Revise
Change
View
Approach
Plan
Arrive
Relay
Examine
Judge
Is consistent

A

Characterizing (verbs)

36
Q

Students will demonstrate openness and attentiveness to diverse perspectives during class discussions on cultural diversity.

A

Receiving

37
Q

Given a scenario depicting a moral dilemma, students will express their personal opinions and emotions while respecting the viewpoints of their peers.

A

Responding

38
Q

Through exposure to works of art from various cultures, students will develop an appreciation for cultural diversity and express empathy towards individuals from different backgrounds.

A

Valuing

39
Q

Students will prioritize environmental sustainability by participating in community clean-up efforts and advocating for eco-friendly practices within their school.

A

Organizing

40
Q

By the end of the semester, students will internalize the value of integrity and demonstrate honesty and ethical behavior in academic and personal contexts.

A

Characterizing

41
Q

These type of objectives are concerned with the physically encoding of information. With movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts.

A

Psychomotor objectives

42
Q

Repeating a simple action that has been demonstrated.

A

Imitation

43
Q

Practice of an action that has been imitated but only learned partially.

A

Manipulation

44
Q

Quick, smooth execution of an action that has been practiced.

A

Precision

45
Q

Execution of an action not only with precision, but also with modifications appropriate to new circumstances.

A

Articulation

46
Q

Incorporation of an action into the motor repertoire, along with experimentation with new motor actions.

A

Naturalization

47
Q

copy, follow, mimic, repeat, replicate, reproduce, trace

A

Imitation (verbs)

48
Q

act, build, execute, perform

A

Manipulation (verbs)

49
Q

calibrate, demonstrate, master, perfectionism

A

Precision (verbs)

50
Q

adapt, constructs, combine, creates, customize, modifies, formulate

A

Articulation

51
Q

create, design, develop, invent, manage, naturally.

A

Naturalization (verbs)

52
Q

Students will accurately replicate the proper technique for a forward pass in football after observing and imitating the coach’s demonstration.

A

Imitation

53
Q

Given a set of basic carpentry tools and materials, students will demonstrate proficiency in constructing a simple wooden birdhouse according to provided specifications.

A

Manipulation

54
Q

Students will refine their fine motor skills by accurately assembling electronic circuit components and soldering them together following detailed diagrams and instructions.

A

Precision

55
Q

Through vocal exercises and practice sessions, students will improve their articulation and pronunciation of foreign language sounds, focusing on difficult phonemes such as those in Mandarin Chinese.

A

Articulation

56
Q

Students will develop hand-eye coordination and balance through rhythmic gymnastics routines, mastering sequences of movements involving apparatuses such as ribbons and hoops.

A

Naturalization

TEACHING APPROACHES IN SECONDARY OF SOCIAL STUDIES (2 decks)

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