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LET REVIEW > METHODS AND STRAT DAY4 > Flashcards

METHODS AND STRAT DAY4 Flashcards

1
Q

SMART means

A

Specific
Measurable
Attainable
Relevant/Result Oriented
Time-bounded/Terminal

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2
Q

who is the individual behind the OLD TAXONOMY (1 DIMENSION)

A

BLOOM

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3
Q

old taxonomy by bloom

A

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

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4
Q

revised taxonomy COGNITIVE DIMENSION

A

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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5
Q

revised taxonomy KNOWLEDGE DIMENSION

A

FACTUAL
CONCEPTUAL
PROCEDURAL
METACOGNITIVE

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6
Q

cognitive dimension

retrieving relevant knowledge from long-term memory

A

remembering

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7
Q

cognitive dimension

determining the meaning of instructional messages

A

understanding

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8
Q

cognitive dimension

carrying out or using a procedure in a given situation

A

applying

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9
Q

cognitive dimension

breaking materials into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose

A

analyzing

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10
Q

cognitive dimension

making judgement based on criteria and standards

A

evaluating

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11
Q

cognitive dimension

putting things together

A

creating

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12
Q

cognitive dimension

recall, recognize, define, identify

A

remembering

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13
Q

cognitive dimension

interpret, explain, paraphrase

A

understanding

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14
Q

cognitive dimension

use, employ, apply

A

applying

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15
Q

cognitive dimension

breakdown, categorize, group

A

analyzing

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16
Q

cognitive dimension

check, critique, rate, judge

A

evaluating

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17
Q

cognitive dimension

construct, combine, compose, formulate

A

creating

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18
Q

knowledge dimension

ideas, specific data or information

knowledge of: TERMINOLOGY, SPECIFIC DETAILS, ELEMENTS

A

FACTUAL

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19
Q

knowledge dimension

group of facts

knowledge of: CLASSIFICATIONS, CATEGORIES

A

CONCEPTUAL

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20
Q

knowledge dimension

how things work, step-by-step actions, methods of inquiry

knowledge of: SKILLS, TECHNIQUES, METHODS, PROCEDURES

A

PROCEDURAL

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21
Q

knowledge dimension

knowledge of cognition in general, awareness of knowledge of one’s own cognition, THINKING ABOUT THINKING

knowledge of: STRATEGIES, COGNITIVE TASKS, SELF-KNOWLEDGE

A

METACOGNITIVE KNOWLEDGE

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22
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

A
  1. INFORMATION
  2. MENTAL PROCEDURES
  3. PSYCHOMOTOR/PHYSICAL PROCEDURES
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23
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

Facts, concepts, generalizations, principles, and laws

A

INFORMATION (DECLARATIVE KNOWLEDGE)

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24
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

Example: Conducting proofs and figuring the length of the side of a right triangle

A

MENTAL PROCEDURES (PROCEDURAL KNOWLEDGE)

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25
Q

Kendall and Marzano’s THREE DOMAINS OF KNOWLEDGE

Example: CONSTRUCTING a right triangle with a compass and a ruler

A

Psychomotor/Physical Procedures

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26
Q

6 Levels of knowledge by KENDALL AND MARZANO

A
  1. Retrieval
    2, Comprehension
  2. Analysis
  3. Knowledge Utilization
  4. Metacognitive System
  5. Self-system
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27
Q

6 Levels of knowledge by KENDALL AND MARZANO

it means knowing the importance of something

A

SELF-SYSTEM

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28
Q

what is the focus domain of DAVID KRATHWOL

A

AFFECTIVE DOMAIN

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29
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

A

RECEIVING
RESPONDING
VALUING
ORGANIZATION
CHARACTERIZATION

30
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

the student shows WILLINGNESS TO ATTEND TO PARTICULAR CLASSROOM STIMULI

31
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

The student required ACTIVE PARTICIPATION based on the stimuli

A

RESPONDING

32
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

The student displays definite involvement or commitment toward some experience

33
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

The student has INTEGRATED A NEW VALUE into his general set of values and can give it its proper place in a priority system

A

ORGANIZATION

34
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

The student ACTS CONSISTENTLY according to the value and is firmly committed to the experience

A

CHARACTERIZATION

35
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

The student watches a video about climate change and environmental problems on YouTube

36
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

the student surfs the internet and reads books to answer questions regarding climate change and environmental problems

A

Responding

37
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

the student is committed to address climate change by voluntarily attending seminars

38
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

the student arranges a union in the school aiming to help the environment and provide awareness on climate change

A

organization

39
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

the student is consistent and firm with his value applying what he teaches in the union in his DAY-TO-DAY LIFE

A

Characterization

40
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

students’ actions can occur involuntarily in response to some stimuli
example: FLEXION, EXTENSION, STRETCH, POSTURAL ADJUSTMENTS

A

REFLEX MOVEMENTS

41
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

students have innate movement pattern formed from a COMBINATION OF REFLEX MOVEMENTS
Example: WALKING, RUNNING, PUSHING, TWISTING, GRASPING

A

BASIC FUNDAMENTAL MOVEMENT

42
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

Students can translate stimulus received through the senses into appropriate desired movements
Example: coordinated movement such as JUMPING ROPE

A

PERCEPTUAL ABILITIES

43
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

Students have developed basic movements that are essential to the development of more highly skilled movements
Example: ENDURANCE, STRENGTH, FLEXIBILITY, SPEED

A

PHYSICAL ACTIVITIES

44
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

Students have developed MORE COMPLEX MOVEMENTS requiring a CERTAIN DEGREE OF EFFICIENCY
Example: ALL SKILLED ACTIVITIES OBVIOUS IN SPORTS, RECREATION, DANCE

A

SKILLED MOVEMENTS

45
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

Students have the ability to COMMUNICATE THROUGH BODY MOVEMENTS
Example: BODY POSTURES, GESTURES, AND FACIAL EXPRESSIONS efficiently executed in skilled dance movement and choreographics

A

NON-DISCURSIVE COMMUNICATION

46
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

LOWEST LEVEL

A

REFLEX MOVEMENT

47
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

HIGHEST LEVEL

A

NON-DISCURSIVE COMMUNICATION

48
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

LOWEST LEVEL

49
Q

DAVID KRATHWOL’S AFFECTIVE DOMAIN

HIGHEST LEVEL

A

CHARACTERIZATION

50
Q

ANITA HARROW’S PSYCHOMOTOR DOMAIN

A
  1. REFLEX MOVEMENTS
  2. BASIC FUNDAMENTAL MOVEMENTS
  3. PERCETUAL ABILITIES
  4. PHYSICAL ACTIVITIES
  5. SKILLED MOVEMENTS
  6. NON-DISCURSIVE COMMUNICATION
51
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN

A

IMITATION
MANIPULATION
PRECISION

52
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN

ENTRY LEVEL

53
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN

HIGHEST LEVEL

54
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN

A student can carry out the rudiments of the skills with INSTRUCTIONAL SUPPORT FROM THE TEACHER

55
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN\

Students perform skills INDEPENDENTLY

A

MANIPULATION

56
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN

Students can perform the skill ACCURATELY, EFFICIENTLY, AND EFFORTLESSLY

57
Q

DAVID MOORE’S 3 LEVELS OF LEARNING PSYCHOMOTOR DOMAIN

ability to perform a skill with UNCONSCIOUS EFFORT which then frees the student to concentrate on other activities

A

AUTOMATICITY

58
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

A
  1. PERFORMANCE
  2. CONDITION
  3. CRITERION OF SUCCESS/ACCEPTABLE PERFORMANCE
59
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

What the students should be ABLE TO DO (VERB)

A

PERFORMANCE

60
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

The conditions under which the performance will occur (first part)

61
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

The CRITERIA by which the performance will be judged

A

CRITERION OF SUCCESS/ACCEPTABLE PERFORMACE

62
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

Example
In an hour and given a light microscope, the student is able to focus the microscope under the l.p.o. and the h.p.o

what is the performance?

63
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

Example
In an hour and given a light microscope, the student is able to focus the microscope under the l.p.o. and the h.p.o

what is the criterion of success?

A

under the LPO and the HPO

64
Q

ROBERT MAGER’S 3 MAIN COMPONENTS OF AN EFFECTIVE OBJECTIVES

Example
In an hour and given a light microscope, the student is able to focus the microscope under the l.p.o. and the h.p.o

what is the condition?

A

In an hour and given a light microscope

65
Q

this is where STANDARDS AND COMPETENCIES are laid down. This means that WE ARE NOT ENTIRELY FREE IN THE SELECTION OF OUR CONTENT

A

Philippine Elementary Learning Competencies

Philippine Secondary Learning Competencies

66
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

means teaching the content that we ought to teach according to the national standards in the Basic Education Curriculum

67
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

the content we teach should respond to the needs and interest of the learners (INFORMATION EXPLOSION)

A

SIGNIFICANCE

68
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

content includes not only facts but also skills and values

69
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

content should cover the essentials of the lesson and NOT A MILE-WIDE AND AN INCH-DEEP

A

SELF-SUFFICIENCY

70
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

the teacher considers the interest of the learners, their developmental stages

71
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

refers to the USEFULNESS/APPLICATION of the content to the life of the learner after it has been learned by the learner

72
Q

QUALITIES IN THE SELECTION AND ORGANIZATION OF CONTENT

the content can be covered in the amount of time available for instruction

A

FEASIBILITY

LET REVIEW (36 decks)

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