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TOPNOTCHER > Methods and Strategies (Day 25) > Flashcards

Methods and Strategies (Day 25) Flashcards

1
Q

Guiding principle in determining and formulating learning objectives

A
  1. set objectives, set expectations
  2. 2 or 3 domains
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2
Q

Objective must be SMART

A

Specific
Measurable
Attainable
Relevant/ Result Oriented
Time bounded/Terminal

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3
Q

Boom’s taxonomy of educational objective by

A

Benjamin Bloom

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4
Q

Boom’s taxonomy of educational objective by Benjamin Bloom;

KCAASE, Noun

A

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

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5
Q

Boom’s taxonomy of educational objective by Benjamin Bloom;

KCAASE, Noun

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

A

Old Taxonomy

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6
Q

Boom’s taxonomy of educational objective by Benjamin Bloom;

RUAAEC, Verb

A

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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7
Q

Boom’s taxonomy of educational objective by Benjamin Bloom;

RUAAEC, Verb

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

A

Revised Taxonomy

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8
Q

Boom’s taxonomy of educational objective by Benjamin Bloom;

verb, order levels of thinking, simplest to the most complex RUAAEC

A

Revised Taxonomy

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9
Q

The cognitive dimension;

retrieving relevant knowledge

recall
recognize
define
identify

A

Remembering/recalling

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10
Q

The cognitive dimension;

determining the meaning, interpret

explain
paraphrase

A

Understanding

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11
Q

recall
recognize
define
identify

A

Remembering/recalling

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12
Q

explain
paraphrase

A

Understanding

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13
Q

The cognitive dimension;

carrying out procedure

use
employ
apply

A

Applying

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14
Q

use
employ
apply

A

Applying

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15
Q

The cognitive dimension;

breaking materials into its constitution parts

breakdown
categorize
group

A

Analyzing

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16
Q

breakdown
categorize
group

A

Analyzing

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17
Q

The cognitive dimension;

making judgements

check
critique
rate
judge

A

Evaluating

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18
Q

check
critique
rate
judge

A

Evaluating

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19
Q

The cognitive dimension;

putting things together in a new form

construct
combine
compose
formulate

A

Creating

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20
Q

construct
combine
compose
formulate

A

Creating

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21
Q

The knowledge that teachers aim to teach, topic to be learn

A

The knowledge dimension

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22
Q

The knowledge dimension;

idea
specific data
terminology
specific details
elements

A

Factual

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23
Q

The knowledge dimension;

classification
categories

A

Comceptual

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24
Q

The knowledge dimension;

step by step
skills
technique
methods
procedure

A

Conceptual

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25
Q

The knowledge dimension;

thinking about thinking
strategies
cognitive task

A

Metacognitive task

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26
Q

Objective:

To recall the capital of each region in the country

where is the cognitive dimension?

A

To recall

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27
Q

Objective:

To recall the capital of each region in the country

where is the knowledge dimension/topic?

A

the capital of each region in the country

28
Q

John Kendall and Robert Marzano’s 3 domain of knowledge;

IMP

A

Information knowledge/cognitive knowledge

Mental Procedure

Psychomotor

29
Q

John Kendall and Robert Marzano’s 3 domain of knowledge;

facts, concepts, generalization, principles, and law

A

Information knowledge(Declarative knowledge/Cognitive knowledge)

30
Q

John Kendall and Robert Marzano’s 3 domain of knowledge;

more on the mind

A

Mental procedure (Procedural knowledge)

31
Q

John Kendall and Robert Marzano’s 3 domain of knowledge;

more on the action

A

Psychomotor /physical procedure (motor skills)

32
Q

3 Domains are processed in 6 different level

6 levels of knowledge (Kendall & Marzano)

  1. retrieval (cognitive system)
  2. comprehension (cognitive system
  3. analysis (cognitive system)
  4. knowledge utilization (cognitive system)
  5. metacognitive system
  6. self-system
A
  1. retrieval (cognitive system)
  2. comprehension (cognitive system
  3. analysis (cognitive system)
  4. knowledge utilization (cognitive system)
  5. metacognitive system
  6. self-system
33
Q

3 Domains are processed in 6 different level

6 levels of knowledge (Kendall & Marzano)

thinking about thinking, learning how to learn, monitoring your own progress

A

Metacognitive system

34
Q

3 Domains are processed in 6 different level

6 levels of knowledge (Kendall & Marzano)

knowing the importance of something

A

Sel-system

35
Q

David Krathwol’s Affective Domain;

Lowes to Highest

RResVOC

A
  1. receiving
  2. responding
  3. valuing
  4. organization
  5. characterization
36
Q

David Krathwol’s Affective Domain;

willingness to attend to particular,stimuli

A

Receiving

37
Q

David Krathwol’s Affective Domain;

active participation

A

Responding

38
Q

David Krathwol’s Affective Domain;

definite involvement or commitment

A

Valuing

39
Q

David Krathwol’s Affective Domain;

integrated a new value into his general set of values

A

Organization

40
Q

David Krathwol’s Affective Domain;

acts consistently

A

Characterization

41
Q

Anita Harrow’s Psychomotor Domain;

Lowest to Highest

RBPPSK

A
  1. reflex movement
  2. basic fundamental movement
  3. perceptual abilities
  4. physical abilities
  5. skilled movements
  6. non-discursive communication
42
Q

Anita Harrow’s Psychomotor Domain;

involuntarily in response to some stimuli, automatic action

A

reflex movements

43
Q

Anita Harrow’s Psychomotor Domain;

combination of reflex movements, voluntary, you can control this movement

A

Basic fundamental movement

44
Q

Anita Harrow’s Psychomotor Domain;

stimulus received through senses into appropriate desired movements

A

Perceptual abilities

45
Q

Anita Harrow’s Psychomotor Domain;

strenuous effort for long period of times, endurance, strength, flexibility, speed

A

Physical abilities

46
Q

Anita Harrow’s Psychomotor Domain;

more complex movements requiring a certain degree of efficiency

A

skilled movements

47
Q

Anita Harrow’s Psychomotor Domain;

communicated through movements, body posture, gestures

A

Non-discursive communication

48
Q

David Moore’s 3 level of learning psychomotor domain;

Lowest to highest

IMP

A
  1. Imitation
  2. Manipulation
  3. Precision-highest level
49
Q

David Moore’s 3 level of learning psychomotor domain;

entry level, instructional support from the teacher

A

Imitation

50
Q

David Moore’s 3 level of learning psychomotor domain;

students perform skills independently

A

Manipulation

51
Q

David Moore’s 3 level of learning psychomotor domain;

students can perform the skill accurately, efficiency, and effortlessly a

A

Precision-highest level

52
Q

Precision Highest level;

ability to perform a skill with unconscious effort

A

Automaticity

53
Q

Mager’s 3 Main components of an effective objectives;

PCA

A
  1. Performance
  2. Condition
  3. Acceptable performance/criterion of success
54
Q

Mager’s 3 Main components of an effective objectives;

what the students should be able to do, VERB

A

Performance

55
Q

Mager’s 3 Main components of an effective objectives;

The conditions under which the performance will occur, FIRST PART

A

Condition

56
Q

Mager’s 3 Main components of an effective objectives;

Performance will be judged, LAST PART OF THE STATEMENT

A

Acceptable performance/criterion of success

57
Q

Example of Mager’s Effect objectives

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

Where is the Performance?

A

In an hour given a light microscope

58
Q

Example of Mager’s Effect objectives

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

Where is the condition?

A

the student, is able to FOCUS

59
Q

Example of Mager’s Effect objectives

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

Where is the acceptable performance/criterion of success?

A

the microscope under the l.p.o and h.p.o

60
Q

Select & Organization of content

we are not entirely free in the selection of our content

A

Before:

Philippine Elementary Learning Competencies (PELSs)

Philippines Secondary Learning Competencies (PSLCs)

New:
Matatag Curriculum Guide

61
Q

Qualities to observe in selecting the content;

Teaching the content that we ought to teach

A

Validity

62
Q

Qualities to observe in selecting the content;

New knowledge, updated

A

Significance

63
Q

Qualities to observe in selecting the content;

2 or 3 domain is present

A

Balance

64
Q

Qualities to observe in selecting the content;

cover the essential of the lesson

A

Sel-sufficiency

65
Q

Qualities to observe in selecting the content;

interest of the learners

A

Interest

66
Q

Qualities to observe in selecting the content;

usefulness/application

A

Utility

67
Q

Qualities to observe in selecting the content;

amount of time

A

Feasibility

TOPNOTCHER (48 decks)

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