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Maam Gem Flashcards

1
Q

Learning is an activity where an individual gain knowledge, behavior, values, skill, and their preferences though studying and practicing, being taught or experiencing something that involves an individual’s feelings and senses that may result in

A

Permanent Change

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2
Q

According to researchers, learning can be meant as:

A

Learning is an active process

Learning builds on previous knowledge

leaning occurs in a complex social environment

Learning is situated in an authentic context

Leaning requires motivation and cognitive engagement

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3
Q

explore the world around them and experience interaction with phenomena.

A

Learning is an active process

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4
Q

Previous knowledge enables young learners to enrich, build on, and change prevailing understanding where “one’s knowledge base is scaffold that supports the construction of all future learning,’

A

Learning builds on previous knowledge

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5
Q

This provide learners with the opportunity to engage with specific ideas and concepts on need to know or want to know basis

A

Learning is situated in an authentic context

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6
Q

Children should not be given limitations in the recognition of the things that happen around them.

It is essential for them to perceive learning as a social activity involving the things they use, the people they engage with, the cultural context that they are in, and the language they use.

A

Learning occurs in a complex social environment

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7
Q

Motivation will help children to sustain learning particularly on complex ideas because it may require mental effort and persistence in order for learning to take place which eventually change behavior and can help to optimize knowledge.

A

Learning requires motivation and cognitive engagement

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8
Q

There are different learning theories that have been developed by educational psychologist based on three main paradigms.

What are these?

A

Behaviorism,
Cognitivism,
Constructivism.

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9
Q

behavior is shaped by the forces in the environment

Such desired behavior can be learned if children are motivated and will require and remember responses that leads to satisfying after-effects.

A

Behaviorism

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10
Q

believe that through having interaction with people, events, and objects that surround them and making reflection and evaluation regarding interaction, a learner actively constructs his or her own understanding of the world. More so, previous experience of the learners determine what can be learned and makes learning process balance assimilation and accommodation which is called equilibration that leads to an organized structure of learning.

A

cognitivism and contructivism

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11
Q

It is important for an individual to acquire knowledge and learn from what he or she had experienced. This will allow an individual to adapt with his or her environment.

That is why it is necessary for education to see learning in _____ and consider the four significant learning theories which are cognitivism, behaviorism, constructivism, and connectivism.

A

wide lenses

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12
Q

theory that focuses on how people perceive and remember information which is vital in order to solve problems and engage in learning.

understanding of how human mind work while learning process occurs

A

cognitivism

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13
Q

The learning theory that explains how internet technologies have created new opportunities for people to acquire learning and share information in any part of the world is called

This theory began in recent years and particular significant to digital society. Such technologies involve web browsers, social network, email, video sharing platforms, and any other platforms that allows the user to learn and share information with others

A

Connectivism

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14
Q

Learning based on observation and scientific study on how learning occurs to an individual

This theory claims that people construct their own understanding and knowledge though evaluating their own experiences.

active criars of their own knowledge

A

contructivism

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15
Q

Learning based on observation and scientific study on how learning occurs to an individual

This theory claims that people construct their own understanding and knowledge though evaluating their own experiences.

A

contructivism

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16
Q

learning is a response to external stimuli and an individual learn form doing actions with corresponding positive reinforcement.

The brain is being trained by reinforcement to have the desire in doing the action again. On the other hand, negative reinforcement makes an individual stop or even avoid something unpleasant.

they are classical conditional and operant conditioning

A

Behaviorism

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17
Q

instructional technology is the systematic application of science to practical problems

A

From the point of view of the traditionalist,

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18
Q

defines it as the application of knowledge so it can be built from one generation to the next.

A

Contemporary view

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19
Q

relative to implication for integration but in a systematic way of utilizing technology with inclusion of tools, processes, application, skills and organization.

A

instructional education

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20
Q

Here are some of the definition of instructional technology:

A

brings out and assesses teaching and learning in a systematic way

network of technology and devices

principles and theories of psychological learning to

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21
Q

deals with instructional delivery that promotes effective learning environments to learners

A

instructional technology

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22
Q

the tool

A

instructional technology

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23
Q

procedure on how to use the tool.

A

educational technology

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24
Q

deals with integration of technology in the instruction

gives description to the technologies that allow access to information

includes acquiring handling keeping and spreading of information in all of its forms

A

instructional technology

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25
Q

utilize for the advancement of teaching and learning processes

assess design implements and evaluate instructional materials based on the research dealing with instruction learning behavioral and cognitive psychology

also being carried out in solving instructional and performance difficulties through the application of theory technologies and psychology

it is a method being used to accomplish educational goals

A

educational technology

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26
Q

aims to foster creative and effective learning engagement and experiences among learners in consideration of individuals differences.

A

Instructional technology

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27
Q

Material and all physical means that might be utilized in the implementation of instruction and facilitate the achievement of learners towards the attainment of learning objectives is called

A

instructional media

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28
Q

refers to all the materials that aid the lecturer and the learners which do not only include electronic communication media also devices and the materials used in the teaching and learning process.

A

instructional media

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29
Q

it is now being recognized that learning is a

A

continuous process

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30
Q

different from formal learning, where an individual learns from mentoring, training, teaching, or any planned activities

A

experiential learning

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31
Q

in the Accelerated Learning Handbook, there are four phases of learning. These are preparation, presentation, practice, and performance.
according to

A

david Meier

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32
Q

defined as planning. At this stage, the teacher plans and prepares all the necessary activities which may help to arouse and sustain the interest of the learners throughout the learning process.

initial stage

A

preparation

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33
Q

This stage requires comprehensive and complete step-by-step procedure and visualization of how the learning will be implemented in a way that learning objective will be attained.

A

preparation

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34
Q

This stage encompasses the encounter of the learners with the new materials in ways they find them interesting, enjoyable, relevant, multisensory, and appealing to all learners regardless of their differences. At this stage, learners are giving opportunities to get involved in establishing and adapting their own learning content.

A

presentation

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35
Q

A learner does not absorb knowledge. It is something that a learner creates which requires time for INTEGRATION

A

practice

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36
Q

involves attention, rehearsal, and repetition which might lead in the development of a more complex knowledge and skills. Though intelligence and motivation affect performance, practice is necessary if not sufficient for acquiring expertise (

A

practice

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37
Q

Learners must be given a chance to immediately apply what they have learned to the real world, otherwise only 5% of learning will retain. An immediate application of what has been learned and with proper coaching and support, learning retains 90% to the learners.

A

performance

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38
Q

plays a vital role in the learning process. lt is important to evaluate the performance of the learner as to evaluate the teacher’s performance as well.

a way of assessing the learners if they have grasped the concepts. Evaluation helps teachers and learners to improve teaching and learning processes. It helps in the formulation of judgements, educational status, and even the achievements of the learners.

A

evaluation

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39
Q

eaching have been the most convenient way being used by seasoned teachers. This kind of method, which involves the use of teacher-made materials, flash cards, pictures, charts, and other essential instructional materials, have been proven to be effective tools in the execution of the teaching and learning process.

A

traditional method

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40
Q

it also creates a “gap” between the generation of teachers and the

A

digital learners

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41
Q

is part of progress. One way of teachers being innovative is to bring technology inside the classroom.

A

innovation

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42
Q

using technology in education will allow them to focus more on other aspects of learning and may help in developing

A

higher-order thinking skills

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43
Q

Here are some ways that technology could improve learning:

A

create different instruction
use links
make follow up activities

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44
Q

From the learner’s perspective, there are many benefits in using technology in education. Some of which are the following:

A

Active
Learning becomes easier
Learn at their own pace
Hands-on in performing their academic tasks
Strengthens the relationship between teachers and learners
Engage with exciting new features and apps

45
Q

is a concept aimed for educational reform using Bloom’s taxonomy

applies with the learning of complex skills which involve analytical judgement and problem-solving.

A

Higher-order thinking skills (HOTS)

46
Q

is the ability to remember or recall previous learning, facts, terms, and basic answers.

A

Remembering

47
Q

is a way where learners apply their knowledge by employing strategies and techniques.

A

applying

48
Q

is a phase where learners make judgements on information and seek validation of the idea.

A

evaluating

49
Q

is the level where the learners break information into bits and pieces by determining the cause or effect of a particular variable and finding pieces of evidence to justify their claims

A

analysis

50
Q

deals with the understanding of facts or ideas in the form of comparing, organizing, and interpreting information that people learned

A

understanding

51
Q

is the last level where learners combine information that they have in order to create a new pattern or new solutions.

A

creating

52
Q

what are the last three levels where learners can benefit from because it fosters critical thinking and problem-solving abilities.

A

analyzing,
evaluating,
and creating

53
Q

are mental processes that enable an individual to solve problems, make decisions, ask questions, create plans, judge ideas, organize facts, and construct objects.

A

thinking skills

54
Q

a critical skill that the learners need to develop so they will be equipped before pursuing their endeavors into the real world. Technology as a tool that can contribute to enhance the development of higher-order thinking skills.

A

Higher-order thinking skills

55
Q

Requiring the learners to make reflections from certain selections or articles forces them to examine and organize their thoughts. Keeping those reflections or journals relating to classroom experience in an online word processor is a way of recording their ideas and can be used as future reference with regard to evaluation of their progress and see how learners improved in the target skills.

A

Reflection and discussion prompts encourage learners to consider multiple viewpoints

56
Q

There are some learners who can easily grasp on higher-order thinking skills but are not capable of organizing their thoughts. Checking their work in a printed form would be essential in developing mind maps or any other types of diagrams to see how their thoughts flow into one another. Using graphs to map their thoughts provides learners with clear relationships between ideas and will allow them to connect the concepts that you are teaching them

A

Help them to organize their thoughts in mind maps

57
Q

Learners need to develop their critical thinking as well as their speaking skills. Teachers may provide learners the tools they need so they can create their own podcast on a given topic. Also, freedom in selecting the manner on how they would like to present the materials can be set as an agreement provided that they have to do all of the needed research on their own. This will require them to learn a large volume of information, put it into writing, and record the finished product.

A

Develop your own podcast.

58
Q

This kind of activities will allow learners to communicate with their peers, answer questions that require them to display both lower-level and higher-level critical thinking skills, and will help them analyze the content of the course. Provision of clear guidelines enables learners to foster engagement to develop critical thinking skills during the discussion or forums

A

Discussion Forum

59
Q

provide opportunities for the learners to communicate, solve problems, listen to different perspectives, and collaborate in analyzing and synthesizing course content. Through grouping learners into small groups, it would be easy to design an online presentation about their readings. Teachers may encourage learners to comment on the strength and weaknesses of the argument and post the links for their reactions to the presentation

A

Small Group Activities

60
Q

Using multimedia to present information is one way of engaging in digital storytelling. This can include (1) stories that are personal narrations, (2) stories that document events, and (3) stories that aim to instruct or inform. Such digital storytelling allows learners to evaluate, reflect, and analyze the content. Evaluation or comment from digital storytelling can be presented through a slide presentation.

A

Digital Storytelling Activities

61
Q

Giving peer review activities allow the learners to display communication skills through giving feedback on each other’s work and enable them to expose to alternative perspectives. This provides opportunities for learners to question what they are reading. Online peer-review activities protect the learners’ concealment and make them more likely to be honest in their feedback toward other learners’ various thinking styles without informing their names. Teachers may provide rubrics that will serve as their guide in evaluating their peers’ work

A

Peer-Review Activities

62
Q

developed by Heinrich and Molenda in 1999. It is a well-known instructional design guide using constructivist perspective which integrates multimedia and technology to enhance the learning environment

A

ASSURE model

63
Q

acronym of ASSURE

A

Analyze leaner characteristics
State objectives
Select, Modify, or Design Materials
Utilize Materials
Require leaner response
Evaluation

64
Q

aims to guide teachers in developing lesson plans with the integration of technology and media

A

ASSURE model

65
Q

the ASSURE model is used from?

A

constructivism perspective

66
Q

The first step in this process requires the teacher to analyze the characteristics of the learners. Focusing on the attributes of the learner can be associated with the desired learning outcomes.

A

Analyze Learners

67
Q

After knowing the learning objectives, it is important to pick instructional strategies, technology, and media that will bring about the result that the teacher wants, though learning becomes more exciting when there is more class participation.

A

selection of media

68
Q

This step deals with making plans on how the teacher will utilize the technology, media, and materials that have been selected with all the instructional steps.

A

Utilize Methods, Media, and Materials

69
Q

Stating the objectives and standard for the learning module should be done after the analysis of the learner’s characteristics.

A

Statement of Objectives

70
Q

t requires to have a plan on how to keep the learners engaged in the material that you are teaching and the need to be met both for class and individual level. The teacher must require the learners to participate in class discussion and to allow other strategies to emerge as the discussion is on going.

A

Require Learning Performance

71
Q

The final stage allows the teacher to evaluate the impact of the teaching-learning process to the learners. This also includes evaluation on the learning objectives, strategies and technology, media and materials used by the teacher, and the weaknesses and strengths of the presentation.

A

Evaluate and Revise

72
Q

in order to be an effective teacher, he/she must be able to?

A

select and prepare methods

use a variety of instructional media and materials

73
Q

selection and preparation of methods, media, and materials can?

A

enhance the quality of their lessons

74
Q

the selection process has three steps

A

choosing the suitable method for the given leaning tasks

selecting a media format that is appropriate for carrying out the method

deciding modifying or deciding a particular material within that media format

75
Q

a physical form in which a message is incorporated and displayed

A

media format

76
Q

the most important in balancing simplicity and comprehensiveness in any media format that the teacher decided to employ

A

objectives

77
Q

obtaining appropriate materials constitute

A
  1. choosing the available materials
  2. altering existing materials
  3. creating new materials
78
Q

when the materials are not capable of meeting the objectives
the final alternative is?

A

alter or to even create a tailored material

79
Q

ready made and available and accessible from school

A

off the shelf

80
Q

According to Salomon people learn abstract and novel when they are represented in

A

both verbal and visual form

81
Q

you should —— before utilizing it

A

preview the media

82
Q

appropriate for the leaners and the learning objectives

prevent from presenting sensitive, violent or unsuitable pictures, video clips, and language that are included in the materials

A

preview the materials

83
Q

Whenever the learning is to take place, whether inside or outside the classroom, it should be prepared and be arranged

usually neglected or taken for granted

provision for portable seating, adequate ventilation, climate control, and suitable lighting

leaners can hear, see, and feel comfortable

A

prepare the environment

84
Q

allow learners to have an overview of the content of the lesson

providing a rationale stating the relevance of the topic being studied

creating a motivating statement that will enable them to understand the benefit of studying the lesson

giving cues to direct the attention to specific aspects of the lesson

A

ways to prepare the learners

85
Q

like an actor in order to control and direct the learners attention

A

showmanship

86
Q

like an actor in order to control and direct the learners attention

showmanship

A

provide learning experience

87
Q

gather all the materials and equipment

sequence the teacher will be using the media and materials

practice

A

prepare the materials

88
Q

what are the 5 in utilizing media and materials

A

preview the materials
prepare the materials
prepare the environment
prepare the learners
provide the learning experience

89
Q

what are the different forms of assessment?

A

pre-assessment / diagnostic assessment

formative assessment

summative assessment

confirmative assessment

norm-referred assessment

criterion-referenced assessment

ipsative assessment

90
Q

It is used in the first try of developing instruction. This aims to monitor learners learning to provide feedback and helps in determining the gaps in the instruction. Feedback will enable the instruction to identify what to focus on to enhance the instruction

A

Formative Assessment

91
Q

It is being administered before creating the instruction. It is important to know what kind of learner the teacher will be dealing with so that the kind of instruction to be created will be tailored according to their capabilities and learning styles based on the gathered data. The goal here is to determine the strengths and weaknesses of the learners.

A

Pre-Assessment or Diagnostic Assessment

92
Q

After which the instruction has been implemented in the classroom, it is still important to have an assessment. The aim of this assessment is to know if it is still a success after a year.

A

Confirmative Assessment

93
Q

This assessment is aimed at assessing the outcomes at the end of the teaching and learning process. The focus of this assessment is the effectiveness of learning, reactions on the instruction, and the benefits on a long-term basis. These long- term benefits can be determined through having follow-ups with the learners who attended the course or lesson. With this, the instructor will be able to know whether and how they used the learnt knowledge, skills, and attitude.

A

Summative Assessment

94
Q

It measures the performance of a learner against previous performance from that learner. Through this method, the instructor can enhance his or her ability in designing instructions.

A

Ipsative Assessment

95
Q

This is a measure used for learner’s performances against a fixed set of predetermined standards. It aims to check what learners are expected to learn and perform at the particular stage of their education. Criterion-referenced tests are used to assess a definite body of knowledge or set of skills and to evaluate the curriculum being taught in a course.

A

Criterion-Referenced Assessment

96
Q

This assessment aims to compare the learner’s performance against an average norm, such as comparing the average grade of the learners against the average grade of the whole school.

A

Norm-Referred Assessment

97
Q

it encourages the instructor to be a reflective practitioner (Schon 1983) and to actively reflect on what media and materials are needed to be an effective instructor.

A

Assessing media

98
Q

It helps instructors to examine whether the media will fit the prescribed course.

It allows instructors to determine the extent to which media will permit learners to achieve more learning objectives.

It aids instructors to identify whether the media to be used are suitable for a course or lesson.

It enables instructors to identify the famous and successful features of existing media that might help him or her and others to produce better materials.

It assists instructors to select appropriate media that better suit the needs of the learners and the needs of teaching.

It helps instructors to determine if the media to be used will foster desirable behavior and establish cultural identity among learners as prescribed by the curriculum.

A

Reasons why we need to assess the media

99
Q

Ensures the media matches the course requirements

A

Course fit

100
Q

Checks if the media is appropriate for the lesson

A

Suitability

101
Q

Identifies useful feature of existing media to improve materials

A

Successful features

102
Q

Determines if the media helps achieve learning goals

A

Learning objectives

103
Q

Ensures the media promotes positive behavior and culture identity as per the curriculum

A

Behavior and identity

104
Q

Helps juice media that meets learners and teaching needs

A

Appropriate selection

105
Q

Assassin teaching methods will give teachers???

A

Better feedback about how to improve the instructors methodology of teaching

106
Q

It is necessary for the instructor to evaluate the knowledge skills and attitudes that he or she wants to import to his or her learners are he or she develops the lesson The process of learning the instructor should take a while to check if the particular method in importing knowledge is effective in preparing??

A

In Preparing the teaching instruction

107
Q

are mental process that enable an individual to solve problems make decision

A

thinking skills

108
Q

help an individual not only to arrive at a certain decision but also be able to construct sound decision

A

critical thinking skills

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