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🖤 MT638 > lesson planning > Flashcards

lesson planning Flashcards

1
Q

defined as visualizing, guidance, managing, and decision making

A

lesson planning

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2
Q

Ability to visualize the future classroom events

A

visualizing

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3
Q

Provides the type of roadmap or guide that assists in creating a flow of events that has a starting and endpoint

A

guidance

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4
Q

Way of managing time and events

A

managing

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5
Q

Allows one to make decisions, about the how’s and what’s of teaching

A

decision-making

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6
Q

primary considerations of lesson planning

A

The student’s prior learning experiences
The content derived from curriculum guides, textbooks, and teacher-developed materials
The context and conditions on which the instruction will take place

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7
Q

functions of lesson planning

A

to give an overview of instruction
To facilitate good management of instruction
To make learning purposeful
To link instructional events with community resources
To provide for sequencing and pacing
To economize time
To provide for sequencing and pacing
To economize time
To provide for a variety of instructional activities
To make learner’s success more measurable
to create the opportunity for a higher-level questioning
To assist in ordering supplies
To guide substitute teachers
To provide opportunities for an individual student or a group of students to benefit maximally from participation in selected learning activities
To link curriculum to teaching and learning
To provide teachers an opportunity to rehearse mentally and on paper what will take place when they teach

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8
Q

learn planning sequence

A

assessing the learners’ needs
stating the school goals
mapping the plan
giving instructions
evaluating

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9
Q

phases of lesson planning

A

preplanning
active preplanning
ongoing planning
post planning

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10
Q

Activity: mental planning

A

preplanning

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11
Q

Gives purpose for learning

A

preplanning

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12
Q

Provides overview

A

preplanning

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13
Q

Economizes time

A

preplanning

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14
Q

Reduced duplication

A

preplanning

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15
Q

Ties to community events

A

preplanning

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16
Q

Activity: written plan

A

active preplanning

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17
Q

Facilitates managements and instruction

A

active preplanning

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18
Q

Limits impact of instruction

A

active preplanning

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19
Q

Provides sequencing and pacing

A

active preplanning

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20
Q

Builds teaching repertoire

A

active preplanning

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21
Q

Activity: evaluate plan

A

post planning

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22
Q

Measures students success

A

post planning

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23
Q

Guides substitute

A

post planning

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24
Q

Provides documentation

A

post planning

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25
Q

Signals time to order supplies

A

post planning

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26
Q

gagne’s nine events of instruction

A

Gain attention
Inform learner of objectives
Prior learning
Present content
Provide guidance
Practice
Provide feedback
Assess performance
Enhance retention and transfer to the job

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27
Q

writing a lesson plan

A

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

28
Q

characteristics of a good lesson plan

A

Specific
Measurable
Attainable
Realistic
Time bound

29
Q

Learning outcomes are focused not only on the learning of __ and __ but also on __ and __

A

knowledge, skills, right values, attitudes

30
Q

components of a lesson plan

A

learning outcomes
content
sample learning activities
sample evaluation (fa/sa)
resources & materials

31
Q

Outcomes that should be attained at the end of instruction

A

learning outcomes

32
Q

types of lesson plan

A

brief
semi-detailed
detailed

33
Q

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

A

learning outcomes

34
Q

Measurable and quite often observable

A

learning outcomes

35
Q
A
36
Q

t/f
lesson plan sharpens the focus on student learning

A

t

37
Q

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

A

learning outcomes

38
Q

student-centered

A

learning outcomes

39
Q

A stated expectation of what someone would have learning, while outcomes are what learners are expected to know and be able to do

A

learning outcome

40
Q

Statements can vary in form and nature; can range from general curriculum objectives into more specific learning objectives and to even more specific behavioral objectives

A

objectives

41
Q

May be expressed as intentions on the part of the lecturer

A

objectives

42
Q

Statement that has the most power in informing teaching and learning; clarifies intention

A

outcomes

43
Q

Squarely focused on the learner and is performance-oriented, beginning with an action verb signaling the desired level of performance

A

outcomes

44
Q

Unambiguous statement of what the learner is expected to achieve ad how he/she is expected to demonstrate that achievement

A

outcomes

45
Q

An effective set of __ statements informs and guides both the teachers and the students

A

learning outcomes

46
Q

t/f
effective learning outcomes should identify important learning requirements such as the content of learning – the range and type of knowledge, skills, and values required

A

t

47
Q

effective learning outcomes should

A

Identify important learning requirements such as the content of learning – the range and type of knowledge, skills, and values required
Use clear language, understandable by students and other potential clients
Link to the generic and/or course graduate attributes
Be achievable and assessable, and relate to explicit statements of achievement such as level of understanding required
Identify the content of unit topic according to type of knowledge.

48
Q

four different kinds of knowledge (biggs, 1999)

A

declarative
procedural
conditional
functioning

49
Q

Knowing what / knowing about; content

A

declarative knowledge

50
Q

Knowing how to do things

A

procedural

51
Q

Knowing when to do things

A

conditional

52
Q

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

A

functioning

53
Q

key points in writing learning outcomes statements

A

Consider the student’s perspective
Start your learning outcome with an action verb
Try to keep to one discrete learning outcome per statement, unless closely related
Focus only on what’s important; avoid the trivial
Should be general enough to capture important learning, but clear and specific enough to be measurable or assessable

54
Q

constructing learning outcomes

A

Use a single, clear action verb for each learning outcome
Do not use vague terms
Write in short sentences to maintain clarity
Should relate to program learning outcomes
Should be observable and measurable
Clear link between learning outcomes and assessment
Can reasonable be accomplished

55
Q

Nonetheless as a reference for a single semester class, approximately __ statements in the unit outline may be appropriate

A

4-6

56
Q

lesson structure

A

motivation
presentation

57
Q

motivation

A

Motivational activity
Catch attention of the students
Setting the tone for the class
Activities to arouse motivation of the learners

58
Q

presentation

A

Presentation of overview
Topic presentation
Generalization
Organizing the content

59
Q

effective presentation

A

Keep the number of slides to a minimum
Use slides to enhance and illustrate the presentation
Avoid using complex background
Do not use complex graph
Choose appropriate text font and text size
Try to avoid lectures which use only slides with bullet points
Consider the use of animations
Import and use digitized images, sound or video material within the presentation
Use active buttons feature or use of hyperlink function
Choose appropriate graphics to complement your lecture notes

60
Q

t/f
we may use visual aids even unnecessary

A

f (should serve as clear and important purpose)

61
Q

Use the __ to enhance your presentation, not as a substitute for a verbal presentation.

A

visual aids

62
Q

to strengthen your presentation skills, focus on improving your skills in these 3 areas:

A

verbal & nonverbal communication
effective use of the chalkboard and visual aids
effective design and meaningful organization of content

63
Q

Real life situation or within the experience of the learners are incorporated

A

teaching-learning activities

64
Q

basis for learning activities

A

learning outcomes
maximize opportunities to achieve multiple goals
student motication
principles of learning facilities, equipment, resources

65
Q

An activity done outside the classroom / at home to:

A

assignment

66
Q

The activity should help attain the day’s lesson objective. It should be interesting and differentiated (with provision for remedial, reinforcement and enrichment activities

A

assignment

67
Q

Determines whether the learning outcomes are met and achieved

A

assessment

🖤 MT638 (6 decks)

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