Lesson planning

Question 1

ability to visualize future classroom events.

Answer 1

Visualizing

Question 2

provides type of roadmap / guided assist in

creating a flow of events that has a starting and end point.

Answer 2

Guidance

Question 3

time and events

Answer 3

managing

Question 4

on the how’s and what’s of teaching

based on the following considerations:

Answer 4

Decision making

Question 5

What are the lesson planning sequence

Answer 5

• Assessing the Learners Needs
• Stating the school goals: learning outcomes, course
outcomes, institutional outcomes
• Mapping the plan
• Giving Instruction
• Evaluating

Question 6

Who proposed a series of events that are
associated with and address the mental conditions of
learning in 1965

Answer 6

Robert Gagne

Question 7

Can help build framework to prepare and deliver
instructional content while considering conditions for
learning

Answer 7

Gagne’s Nine Events of Instruction

Question 8

Ensure that students are ready to learn and participate
in activities by presenting a stimulus to capture their
attention

Answer 8

Gain attention

Question 9

Inform the objecitves/outcomes to help students

understand what they are expected to learn and do.

Answer 9

Inform Learner of Objectives

Question 10

Helps students make sense of new information by
relating it to something they already know or have
experienced.

Answer 10

Prior Learning

Question 11

Use strategies to present and cue lesson content to

provide more effective instruction.

Answer 11

Present Content

Question 12

Involves presenting multiple versions of the same
content, use a variety of media to engage students,
incorporate active learning strategies, and provide
access to content so students can use it after classes.

Answer 12

Present Content

Question 13

Advise students of strategies to aid them in learning

content and of resources available.

Answer 13

Provide Guidance

Question 14

By providing instructional support as needed,
scaffolding, model-varied learning strategies
(mnemonics, concept mapping, role playing,
visualizing), using examples and non-examples, provide
case studies, visual images, analogies and metaphors,
use of familiar content to help students connect with
new concepts

Answer 14

Provide guidance

Question 15

Students apply what they have learned to reinforce the
new skills and knowledge and to confirm understanding
of concepts

Answer 15

Practice / Elicit Performance

Question 16

Allows learners to identify gaps in understanding before

it is too late.

Answer 16

Provide Feedback

Question 17

Facilitate student activities like asking deep learning
questions, collaboration with peers, facilitate practical
laboratory exercises and provide formative assessment
opportunities, design quizzes and tests

Answer 17

Practice / Elicit Performance

Question 18

Test whether the expected learning outcomes have

been achieved

Answer 18

• Assess Performance

Question 19

Help learners retain more information by providing them
opportunities to connect concepts to potential real
world application.

Answer 19

Enhance Retention and Transfer to the Job

Question 20

determines whether learning outcomes are met

and achieved.

Answer 20

Evaluation

Question 20

determines whether learning outcomes are met

and achieved.

Answer 20

Evaluation

Question 21

Outline of teacher activities, usually done by master teachers

Answer 21

Brief Lesson plan

Question 22

All activities and questions are listed by neophite teachers.

Answer 22

Semi detailed

Question 23

All activities, questions and expected answers are included, done by pre-service teachers.

Answer 23

Detailed

Question 24

Statements that tell students what they will be able to do at the end of a period of time.

Answer 24

Learning Outcomes

Question 25

Statements that tell students what they will be able to do at the end of a period of time.

Answer 25

Learning Outcomes

Question 26

State in clear terms what it is that your students should be | able to do

Answer 26

Learning Outcomes

Question 27

use verbs that go beyond knowledge and comprehension – higher level words – use HOTS

Answer 27

Cognitive outcomes:

Question 28

Start with an action verb.

Answer 28

Learning Outcomes

Question 29

Expressed as intentions on the part of the lecturer

Answer 29

Objectives

Question 30

Ambiguous statement of what the learner is expected to achieve and how they can achieve it.

Answer 30

Outcomes

Question 31

knowing what, or knowing | about – the “content” of knowledge

Answer 31

Declarative knowledge:

Question 32

knowing how to do things

Answer 32

Procedural knowledge:

Question 33

knowing when to do things | values learned

Answer 33

Conditional knowledge:

Question 34

knowing when to do things | values learned

Answer 34

Conditional knowledge:

Question 35

Knowing how to employ the first three types of knowledge to solve problems and function as an effective professional

Answer 35

Functional knowledge

Question 36

Below 4 learning outcomes:

Answer 36

general or vague

Question 37

More than 6:

Answer 37

statements lose sight of the big picture

Question 38

Defined with power verbs that can be used in lesson planning, rubric making to doing curriculum planning and more.

Answer 38

Bloom’s Taxonomy

Question 39

Defined with power verbs that can be used in lesson planning, rubric making to doing curriculum planning and more.

Answer 39

Bloom’s Taxonomy

Question 40

Catch attention of the students

Answer 40

Motivational Activity

Question 41

an activity that will enable the students to automatize a response to a pre-requisite skill of the new lesson

Answer 41

Drill:

Question 42

ignited by an outward force like awards (money, materials, scholarships) and inspiration from loved ones

Answer 42

Extrinsic:

Question 43

sustaining self-interest to learn, maintaining | self-curiosity and involvement in the work

Answer 43

Intrinsic:

Question 44

Plan your content or topic: think of the type of students, goals for the course, current session, type of material to be presented, type of media to be used

Answer 44

Organizing the Content

Question 45

``` ____________at the beginning of each class sessions – help students identify the most important points and follow the lecture more effectively ```

Answer 45

Provide outline

Question 46

Organize your presentation in a form of a __________

Answer 46

story board

Question 47

is the pause after the instructor either asks a question or | asks for questions

Answer 47

Wait-time

Question 48

The typical attention span of a student is _________ . Every ________ change your teaching methods or activities.

Answer 48

15-20 | minutes

Question 49

Use the visuals to _________ your presentation, not as a | substitute for a verbal presentation.

Answer 49

enhance

Question 50

Find out all you can about the room in which you will | be presenting.

Answer 50

Verbal and Non-Verbal Communication

Question 51

Check for availability to materials like chalkboard, | whiteboard, and technology (multimedia).

Answer 51

Find out all you can about the room in which you will | be presenting.

Question 52

Preparation is essential because all excellent | teachers are well-prepared.

Answer 52

Prepare

Question 53

Move around the classroom to interact / engage with | the students.

Answer 53

Use the classroom as a stage.

Question 54

Leave all problems behind and aim for teaching for | the betterment of the students.

Answer 54

Prepare

Question 55

Leave all problems behind and aim for teaching for | the betterment of the students.

Answer 55

Prepare

Question 56

Speak slightly louder than you do in a normal | conversation.

Answer 56

Speak loudly and clearly

Question 57

Do not speak in monotone.

Answer 57

Modulate the tone, pitch, and speed of your speech

Question 58

be careful not to develop distracting habits | like pacing, repeatedly adjusting your hair or glasses.

Answer 58

Use gestures and facial expressions to help you | explain, emphasize, and communicate the material.

Question 59

Decide how you want to be perceived and what | mannerisms you want to have.

Answer 59

Develop a teaching persona

Question 60

Point out the fascinating aspects of what students | are learning.

Answer 60

Show passion and enthusiasm for the topic

Question 61

Make eye contact with your students and not with | the wall or chalkboard.

Answer 61

Interact with and pay attention to your audience

Question 62

Fill one board at a time, starting at the top of each | board and writing down.

Answer 62

Using the Chalkboard

Question 63

Select a font size that is large enough to be seen at | the back of the room

Answer 63

(24 pt.)

Question 64

Too many ______ are distracting and causing | students to miss on important points.

Answer 64

colors

Question 65

Use ______ quotes, not ____ extracts, from documents.

Answer 65

short long

Question 66

Limit the number of ideas on each visual.

Answer 66

Ideally 4-6 bullets

Question 67

__________ stand out but hard to focus on.

Answer 67

Red or orange

Question 68

________ are easier to focus on but do | not grab the person’s attention.

Answer 68

Green, blue, and brown

Question 69

Use horizontal (landscape) layout, not vertical (portrait).

Question 70

An activity done outside the classroom / at home

Answer 70

Assignment

Question 71

The activity should help attain the day’s lesson | objective.

Answer 71

Assignemnt

Question 72

Determines whether the learning outcomes are met and | achieved

Answer 72

Assessment

Question 73

Place the materials needed by the teacher to fulfill all | activities mentioned and achieve learning outcomes.

Answer 73

Learning Resources