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PSTM 221 > M1. Planning & Conducting Classes > Flashcards

M1. Planning & Conducting Classes Flashcards

1
Q

6 planning sequence…

FSO CDE

A

Formulate Objective
Select Content
Organize Content
Choose Teaching Method
Design Assignments
Evaluation Methods

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2
Q

outcomes?

A

Formulate Objective

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3
Q

relevancy?

A

Select Content

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4
Q

organized?

A

Organize Content

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5
Q

structuring?

A

Design Assignments

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6
Q

contract between teachers and learners

A

Course outline/ Course guide/ Learning plan/ Syllabus

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7
Q

course outline includes (8):

NOLT TMTN

A

✓ Name of the course
✓ One-paragraph course description
✓ List of course objectives
✓ Topic outline
✓ The teaching methods to be used
✓ Methods of evaluation
✓ Textbooks and other readings
✓ Name of the instructor

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8
Q

its VALUE…

  • Guide the selection and handling of course material
  • Help determine whether people in the class have learned what the teacher have tried to teach
  • essential from the learner’s perspective
A

Objectives/
Formulating Objectives

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9
Q

characteristics of objectives.

A

SMART goals:

Specific
Measurable
AttaAttainable
Result-Oriented & Relevant
Time-Bound & Terminal

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10
Q
  • what is expected?
  • why is it important?
  • who is involved?
  • where is it going to happen?
  • which attributes are important?
A

SPECIFIC

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11
Q

emphasizes STANDARD CRITERIA for measuring progress.

A

MEASURABLE

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12
Q

points out realistic goals.

A

ATTAINABLE

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13
Q

stresses importance of CHOOSING goals.

RELEVANT GOALS are?

A

RESULT-ORIENTED & RELEVANT

PURPOSIVE DRIVEN

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14
Q

stresses importance of FORMULATING goals.

within the time-frame/ target date.

A

TIME-BOUND & TERMNAL

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15
Q

Objective is incomplete unless it contains?

A
  1. intended learner
  2. behavior to be performed
  3. condition to be performed
  4. expected degree of attainment of specific standards
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16
Q
  • he’s the one who developed the taxonomy of objectives/ bloom’s taxonomy
  • recommend specific verbs to use when writing learning objectives
A

BENJAMIN BLOOM

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17
Q

three domains of learning according to the taxonomy of objectives:

A
  1. cognitive domain
  2. psychomotor/ skills domain
  3. affective domain
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18
Q
  • deal with recall
  • recognition of knowledge
  • development of intellectual abilities and skills
A

COGNITIVE DOMAIN

19
Q
  • mental processes
  • memorization
  • ability to think
  • analyze
  • solve problems
A

COGNITIVE DOMAIN

20
Q

Bloom’s Taxonomy

from bottom to top yung paglista ko. KC ApAn SE

A

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

21
Q
  • terminology
  • conventions
  • trends
  • sequences
  • classifications
  • categories
  • criteria
  • methodologies
  • principles
  • theories
  • structures
A

knowledge

  • define
  • delineate
  • describe
  • identify
  • list name
  • state
22
Q
  • translation
  • interpretation
  • extrapolation

extrapolation: action of estimating or concluding something by assuming

A

comprehension

  • classify
  • discuss
  • estimate
  • explain
  • rephrase
  • summarize
23
Q

use of abstractions

A

application

  • adjust
  • apply
  • compute
  • demonstrate
  • generate
  • prove
24
Q

breaking a whole into parts.

A

analysis

  • analyze
  • compare
  • contrast
  • critic
  • defend
  • differentiate
25
- **putting parts** together **in a new form**. - unique communication - operation - set of abstract relations
synthesis ## Footnote - integrate - create - develop - propose - suggest - write
26
- judging internal evidence - logical consistency
evaluation ## Footnote - assess - choose - conclude - defend - evaluate - judge
27
Anderson's Taxonomy?
Remembering Understanding Applying Analyzing Evaluating Creating
28
**recall** or **remember** the information?
remembering ## Footnote - define - duplicate - memorize - recall - repeat - reproduce - state
29
**explain** ideas or concepts
understanding ## Footnote - classify - describe - discuss - explain - identify - locate - recognize - report - select - translate - paraphrase
30
use the information in a **new way**
applying ## Footnote - choose - demonstrate - dramatize - employ - illustrate - interpret - operate - schedule - sketch - solve - use - write
31
**distinguish** between different parts
analyzing ## Footnote - appraise - compare - contrast - criticize - differentiate - discriminate - distinguish - examine - experiment - question - test
32
**justify** a stand or decision
evaluating ## Footnote - argue - defend - judge - select - support - value - evaluate
33
create new product or point of view.
creating ## Footnote - assemble - construct - create - design - develop - formulate - write
34
- physical and kinesthetic skills - progressive **levels of behaviors** from **observation to mastery**
PSYCHOMOTOR / SKILLS DOMAIN ## Footnote - arrange - assemble - calibrate - combine - copy - correct - create - execute - handle - manipulate - operate - organize - position - produce - remove - revise - solve
35
- **development of attributes** - genuine interest - desirable attitudes - values - commitment
AFFECTIVE DOMAIN ## Footnote - accept - agree - choose - comply - commit - defend - explain - influence - integrate - recommend - resolve - volunteer
36
- **general guidelines** - **prescribed** by the curriculum of the school or institution ## Footnote - time - kind of background - textbook - depth of content
Selecting Content
37
- class content is organized - **make difference** between session - **structure and organization** for learning ## Footnote 1. Lectures 2. Discussions 3. Role-playing 4. Computer applications 5. Problem-based learning 6. Educational strategies
Organizing Content
38
- one of the **most complex parts** - receive **least attention** - assume that the way they were taught is the best way to do it ## Footnote - depends on the objectives and type of learning - dictates methodology - compatibility of the teacher/learner and teaching methods - availability of resources
Choosing Teaching Methods
39
- **challenging work** - to see whether students can think **analytically** - test students’ **ability to use resources** - let them **investigate** ## Footnote - Reading assignments - Short essay/case study - Research - Personal interview - Short term paper
Designing Assignments
40
stable and uniform source of information
Choosing a Textbook
41
Conducting Class?
1. First class session 2. Subsequent classes
42
- sets the tone - introducing yourself - welcome the class - little humor - communicate expectations - general classroom rules - communicate enthusiasm for the subject, significance, & personal application
FIRST CLASS SESSION
43
- gaining and controlling the attention - impression of control - close proximity - assess the learners - follow the planning sequences - continue to refine approach to teaching
SUBSEQUENT CLASSES

PSTM 221 (7 decks)

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