MOD 6

Question 1

is described as :
contract
permanent record
road map
Communication devie
Learning aid

Answer 1

Course syllabus

Question 2

A document for teaching in that it serves to outline the basic element of the course

Answer 2

Course Syllabus

Question 3

Course syllabus components:

Answer 3

-name of the course
-name of the instructor
-one-paragraph course description
list of course objectives
-topic outline
-teaching methods to be used
textbooks and other readings
methods of evaluatiom

Question 4

learning outcomes for the degree itself

Answer 4

Program learning outcomes

Question 5

learning outcomes for the subject

Answer 5

Course learning outcomes

Question 6

the value of objective:

Answer 6

to guied slection and handling of course materials

to determine if students have learned what you have tried to teach

essential from the learner’s perspective

Question 7

SMART meaning:

Answer 7

Specific
Measurab;e
Achievable
Relevant
Time-boundd

Question 8

objectives that needs to be well-defined shouldd be clear to students and instructors

Answer 8

Specific

Question 9

Questions under Specific

Answer 9

What exactly will the studentss do?
What Actions to be done?
What is impact?

Who is responsible for action?
Who is intending to impact?

Question 10

objectives selecting what will be measured to show improvement, impact or success

Answer 10

Measurable

Question 11

Questions under measurable:

Answer 11

How much and in what direction will change occur?

What data will be used to prove the target is met?

Where will this data come from?

Is there a stand in or a proxy measure to use if thesse objectives can’t be directly measured?

Is there another measure that is more appropriate to use instead?

Question 12

objectives that should be within reach for your team and program, considering knowledge and time

Answer 12

Achievable

Question 13

Questions under Achievable

Answer 13

How can this objective be accomplished?

Given the current time and situation environment, can be this objective be achieved?

Should we scale it up or should we scale it down?

What resources will actually help us achieve this objectives?

what limitations or constraints stand in our way in achieving these objectives?

Question 14

objective should be aligned with our corresponding goal

Answer 14

Relevant

Question 15

considerations under relevant

Answer 15

consider if and how successfully completing an objective will be relevant to achieving the goal

consider if the objective relates to the larger program, plan, or organization’s mission vision and goal

stakeholder’s approval

Question 16

questions under relevant

Answer 16

will this objective lead to achieving the program’s goals?

does it seem worthwhile to measure objective?

does it seem reasonable to measure his objective?

Question 17

objectives that should be achievable within a specific time frame that isn’t too soon

Answer 17

Time-bound

Question 18

questions under time-bound:

Answer 18

when will this objective be achieved?

Is this time frame realistic?

should it be closer or farther away in the future?

Question 19

standard criteria in formulating objectives:

Answer 19

SMART

Question 20

Bloom’s taxonomy:

Answer 20

Cognitive (knowing)
Psychomotor (doing)
Affective (feeling, Valuing)

Question 21

An objective is incomplete unless it contains:

Answer 21

The intend learner
.
The behavior to be performed

The condditions to which it is to be performed and the expected degree of attainment of specific standards

Question 22

selecting content:

Answer 22

• general guidelines provided by the school or commision on higher educ
• how much time you can devote to the topic
• kind of background the students have
• textbook, as a guide

Question 23

Organizing content:

Answer 23

• share objectives
• use headings and subheadings (topic, subtopic etc)
• including teaching methods (discussion, role playing)

Question 24

(selecting teaching method) Factors affecting choice of method:

Answer 24

• selection of methods depends on the objectives and type of learning
• Course content dictates methodology to some extent
• compatibility between teachers,students and teaching methods
• availability of resources

Question 25

Textbook selection:

Answer 25

• provide a stable and uniform source of info for students to use
• quality of writing
• how the book was organized and the graphics included
• evaluate content scope and qualify credibility of authorship
• examine chapters
• examine book’s appearnce
• the way in which the book will be used
• cost of textbooks

Question 26

Planning activities:

Answer 26

• if you want to see whether students can think analytically
• if you want to test students’ ability to use resources to answer specific questions; ask them the questions and let them investigate
• There are countless types of assignments available that will help achieve objective

Question 27

Conducting classes (first class):

Answer 27

• 1st session sets the whole tone
• begin by introducing self ( as a manager and not BOSS)
• welcome the class
• communicate expectations
• cover general classroom rules
• communicate enthusiasm, significance and relevance

Question 28

Conducting classes (subsequent classes):

Answer 28

• gaining controlling the attention of learners
• Close proximity may help establish presence
• assess learners: pre-tests, short questionnaires
• follow planning sequences and continue refine approach