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PSTM > (Midterms) Course Syllabus > Flashcards

(Midterms) Course Syllabus Flashcards

1
Q

label” or “table of contents”

A

Syllabus

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2
Q

an outline of a course of study

A

Syllabus

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3
Q

Function of syllabus

A
  • helps learners gauge what is to be learned and what is to be expected
  • a contract (student and teacher)
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4
Q

Main purpose of syllabus

A

Communicate to students

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5
Q

What to be expected in a syllabus

A
  • course policies
  • rules and regulations
  • required textbooks
  • schedule of assignment
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6
Q

An aademic document

A

Course syllabus

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7
Q

Communicates information about a specific course

A

Course syllabus

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8
Q

Course information is composed of what

A
  • title
  • credit hours prerequisites
  • permission of instructor
  • location of the room
  • days and hours
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9
Q

Instructor information consists of what

A
  • full name
  • title
  • office location
  • office phone number
  • office hours
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10
Q

General content

A

Course description

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11
Q

students are expected to demonstrate at the end of the course

A

Course outcomes

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12
Q

Course calendar consists of:

A
  • Daily or weekly schedule of topics
  • dates for exams
  • other means of assessment
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13
Q

Learning resources consists of what

A
  • textbook
  • references (bibliography)
  • electronic references
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14
Q

involves planning and conducting the lesson plan within weeks every semester

A

Planning

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15
Q

Steps in planning

A

1.Formulate Learning Outcomes
2. Select and organize content
3. Choose the teaching methods
4. Design assignments
5. Evaluate learning

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16
Q

level of competency expected of a student after a lecture

A

Learning outcomes

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17
Q

essential for all learners to know, value, and able to do to achieve desired level of competence

A

Outcome-baser education

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18
Q

In outcome based learning shifts the paradigm from where to where

A

Teacher centered to student centered

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19
Q

use verbs that are active and describe behavior that is observable and measurable.

A

Learning outcomes

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20
Q

Heirarchy of OBE

A
  • program outcome
  • course outcome
  • learning outcome
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21
Q

set of competencies that all learners are expected to demonstrate after graduation

A

Program outcome

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22
Q

expected to demonstrate at the end of the course

A

Course Outcome

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23
Q

what the students learn in specific courses

A

Program outcome

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24
Q

results from a specific lesson

A

Learning outcomes

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25
Q

building blocks toward course outcomes

A

Learning outcomes

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26
Q

information stores throughout learning

A

knowledge

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27
Q

abilities that could be demonstrated after the course

A

skills

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28
Q

evaluate cognitions about things and activites

A

attitudes

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29
Q

elements of learning outcome

A
  • intended learner
  • behavior to be performed
  • conditions under which it is to be performed
  • expected degree of attainment of specific standards
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30
Q

minimum acceptable level/degree of performance

A

expected degree of attainment of specific standards

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31
Q

circumstance which performance must be demonstrated

A

conditions under which it is to be performed

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32
Q

specific activity that the learner must do after course completion

A

behavior to be performed

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33
Q

example of intended learners in medlabsci

A
  • student
  • intern
  • MT
  • patient
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34
Q

contains specific objectives of lesson

A

lesson intended learning outcomes (lilo)

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35
Q

states what a learner should be able to do after lesson completion

A

lesson intended learning outcomes (lilo)

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36
Q

stated using active verb to enable self-assessment of learners

A

lesson intended learning outcomes (lilo)

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37
Q

guide for both teachers and learners in lesson content

A

lesson intended learning outcomes (lilo)

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38
Q

lesson intended learning outcomes (lilo) should have a signle sentence of how many words

A

25 words or less

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39
Q

SMART meaning

A
  • specific
  • measurable
  • attainable/achievable
  • realistic
  • time-bound
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40
Q

expresses exactly what the learner is going to perform

A

specific

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41
Q

identify deliverables

A

measurable

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42
Q

focused on the evidence a student will produce

A

measurable

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43
Q

ensure that the outcome is doable

A

attainable/achievable

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44
Q

ensure that resources are present to attain outcomes successfully

A

realistic

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45
Q

setting a target completion date

A

time-bound

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46
Q

3 domains of learning

A
  • cognitive
  • affective
  • psychomotor
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47
Q

knowledge and mental skills

A

cognitive

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48
Q

emotional areas or attitude

A

affective

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49
Q

manual or physical skills

A

psychomotor

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50
Q

you can choose how many observable verb/behavior in a statement of outcome

A

one

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51
Q

the sequence outcomes are:

A
  • complexity
  • domain
  • topic/content
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52
Q

sequence outcomes from lowest to highest level

A

complexity

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53
Q

sequence outcomes that includes cognitive, affective and psychomotor

A

domain

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54
Q

sequence outcomes that includes the sequence of learning experience

A

topic/content

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55
Q

state outcomes must come from whose point of view

A

learner

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56
Q

T or F: content, methodologies and assessment doesn’e need to be aligned with learning outcomes

A

false, need aligned

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57
Q

who proposed bloom’s taxonomy

A

Benjamin Bloom

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58
Q

when was bloom’s taxonomy proposed

A

1956

59
Q

classification of the different objective and skills

A

bloom’s taxonomy

60
Q

terminology of the level of bloom’s taxonomy in learning

A
  1. remembering
  2. understanding
  3. applying
  4. applying
  5. evaluating
  6. creating
61
Q

T or F: bloom’s taxonomy is hierarchical

A

true

62
Q

a powerful tool to develop learning objectives

A

bloom’s taxonomy

63
Q

help identify which action verbs aligned with each level in bloom’s taxonomy

A

verb tables

64
Q

do not use know or knowledgable

A

recommended verbs

65
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy:
retrieving knowledge from long-term memory

A

cognitive - remember

66
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: exhibiting memory of preciously learned material by recalling

A

cognitive - remember

67
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: constructing meaning from instructional messages

A

cognitive - knowledge

68
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: demonstrating understanding of facts and ideas

A

cognitive - knowledge

69
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: carrying a procedure in a given situation

A

cognitive - apply

70
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: solving problems in new situations by applying required knowledge/facts

A

cognitive - apply

71
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: breaking a whole material into constituent parts

A

cognitive - analyze

72
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: determining the connection of each part to each one

A

cognitive - analyze

73
Q

state if cognitive, psychomotor or affective and identify the level based on its bloom’s taxonomy: making judgements based on criteria and standards

A

cognitive - evaluate

74
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: putting elements together to form a functional whole

A

cognitive - create

75
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: recognizing elements into a new pattern/structure

A

cognitive - create

76
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: senses cues help motor activity

A

pyschomotor - perceive

77
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: mentally/emotionally/physically ready to act

A

psychomotor - set

78
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: imitating and practicing of skill

A

psychomotor - respond as guided

79
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: performing with increased efficiency, confidence and proficiency

A

psychomotor - act

80
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: performing automatically

A

respond overly

81
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: adapting a skill set to solve a problem

A

psychomotor - adapt

82
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: creating new pattern for a specific situation

A

psychomotor - organize

83
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: selectively responding to a stimuli

A

affective - receive

84
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: responding to a stimuli

A

affective - respond

85
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: attaching value to worth to something

A

affective - value

86
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: conceptualizing value and resolves conflict between 2 values

A

affective - organize

87
Q

state if cognitive, psychomotor or affective and identify the level based on bloom’s taxonomy: integrating the value into a value system that controls behavior

A

affective - internalize characterize

88
Q

6 levels of cognitive/knowledge in bloom’s taxonomy

A
  • remember
  • understand
  • apply
  • analyze
  • evaluate
  • create
89
Q

6 levels of psychomotor/skills in bloom’s taxonomy

A
  • perceive
  • set
  • respond ass guided
  • act
  • respond overly
  • adapt
  • organize
90
Q

6 levels of affective in bloom’s taxonomy

A
  • receive
  • respond
  • value
  • organize
  • internalize characterize
91
Q

sample verbs of remember (cognitive)

A
  • define
  • describe
  • label list
  • match recall
  • recognize
  • state
92
Q

sample verbs of understand (cognitive)

A
  • classify
  • compare
  • discuss
  • exemplify
  • explain
  • identify
  • illustrate
  • infer
  • interpret
  • predict
  • report
  • review
  • summarize
  • translate
93
Q

sample verbs of apply (COGNITIVE)

A
  • apply
  • change
  • choose
  • demonstrate
  • execute
  • implement
  • prepare
  • solve
  • use
94
Q

sample verbs of analyze (cognitive)

A
  • Analyze
  • Attribute
  • Debate
  • Differentiate
  • Distinguish
  • Examine
  • Organize
  • Research
94
Q

sample verbs of create (cognitive)

A
  • Compose
  • construct
  • Create
  • Design
  • Develop
  • Formulate
  • Generate
  • Invent
  • Make
    -organize
  • Plan
  • Produce
  • propose
95
Q

sample verbs of evaluate (cognitive)

A
  • Appraise
  • Check
  • Critique
  • Judge
96
Q

sample verbs of perceive (psychomotor)

A
  • Detect
  • Differentiate
  • Distinguish
  • Identify
  • Recognize
  • Describe
97
Q

sample verbs of set (psychomotor)

A

Assume
Display
Perform
Position
Proceed
Show

98
Q

sample verbs of respond as guided (psychomotor)

A

Copy
Duplicate
Imitate
Operate
Practice
Repeat
Reproduce

99
Q

sample verbs of act (psychomotor)

A

Assemble
Calibrate
Complete with confidence
Conduct
Construct Demonstrate
Fix
Execute
Improve
Produce

100
Q

sample verbs of respond overly (psychomotor)

A

Appraise
Check
Critique
Judge

101
Q

sample verbs of adapt (psychomotor)

A

Adapt
Alter
Change
Rearrange
Reorganize
Revises

102
Q

sample verbs of organize (psychomotor)

A
  • Arrange
  • Build
  • Compose
  • Construct
  • Create
  • Design
  • Originate
  • Make
103
Q

sample verbs of receive (affective)

A

Acknowledge
Choose
Demonstrate awareness and tolerance
Locate Select

104
Q

sample verbs of respond (affective)

A

Answer
Communicate
Comply
Contribute
Cooperate
Discuss
Participate willingly Volunteer

105
Q

sample verbs of value (affective)

A

Adopt
Assume responsibility Behave according
Choose
Commit
Express
Initiate
Justify
Propose
Show concern
Use resources to

106
Q

sample verbs of organize (affective)

A

Adapt
Adjust
Arrange
Balance
Classify
Conceptualize
Formulate
Organize
Prepare
Rank
Theorize

107
Q

sample verbs of internalize characterize (affective)

A

Act upon
Advocate
Defend
Exemplify
Influence
Perform
Practice
Serve
Support

108
Q

how topic will be taught and assignments be made

A

selecting and organizing content

109
Q

T or F: topic to be discussed are prescribed by curriculum of school

A

true

110
Q

factors to guide selection of content

A
  • time devoted
  • background of students
  • textbook
111
Q

one of the pitfalls in content selection

A

cramming too much in one session

112
Q

T or F: plan and don’t rehearse orally

A

false; rehearse orally

113
Q

T or F: finish the less time the first time in practicing orally

A

true

114
Q

one of the most complex part of teaching

A

focusing on what the student must develop

115
Q

assume the way they taught is the best way

A

educators

116
Q

traditional method includes what

A
  • lecturing
  • discussion
  • questioning
  • interactive lecture
117
Q

activity-based method includes:

A
  • cooperative learning
  • simulations
  • problem-solving
118
Q

computer method includes:

A
  • computer-managed instructions
  • internet
  • virtual reality
119
Q

5 teaching methods/strategies

A
  • traditional
  • activity-based
  • computer
  • distance
  • psychomotor
120
Q

position paper consists of how many pages

A

10-15

121
Q

T or F: assignments must be challenging

A

true

122
Q

4 types of evaluation

A
  • pre-test
  • pre-requisite test
  • formative test
  • post-test
123
Q

test that determines previous knowledge

A

pre-test

124
Q

test that determines readiness

A

pre-requisite

125
Q

determines student’s weaknesses/difficulties

A

formative test

126
Q

certify student’s performance

A

post-test

127
Q

2 types of assessment

A
  • formative
  • summative
128
Q

measures what a student learned so far; student comprehension

A

formative

129
Q

measuring the student comprehension at the end of the overall topic

A

summative

130
Q

assessment method in knowledeg

A
  • written exam
  • oral exam
131
Q

assessment method of skills

A

practical exam

132
Q

assessment method of attitude

A
  • direct measure
  • indirect measure
133
Q

tools used in knowledge assessment

A
  • objective questions
  • essay
134
Q

tools used in skill assessment

A
  • objective test
  • checklist
  • rating score
  • participation chart
135
Q

tools used in attitude assessment

A
  • questionnaire
  • interview
  • behavioral rating scale
136
Q

provides a stable and uniform source

A

textbook

137
Q

how does teachers expect students to use textbooks

A

extensively

138
Q

T or F: teachers may choose the textbook

A

true

139
Q

who else can choose the textbook that can be used

A

textbook committee

140
Q

students preference in a textbook writing quality

A
  • examples given
  • easy to read
  • well organized
  • intro to chapters
  • keywords in boldface
  • summaries per chapter
  • study questions
  • includes charts, tables and pictures
141
Q

T or F: chosen textbook can be more than 5 years from current year

A

false; bawal mag exceed 5 years

142
Q

T or F: new editions mut be used as much as possible

A

true

PSTM (4 decks)

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