MOD 6

Question 1

types of inductive teaching methods

Answer 1

-Conjuctive
-Disjunctive
-Relational

Question 2

-Presenting Goals and –Establishing Set
-Concept Identification
-Testing Attainment of the Concept
-Analysis of Thinking Strategies

Answer 2

Phases of Concept Attainment (Bruner, 1956)

Question 3

-Establishing Set
-Concept formation
-Interpretation of Data
-Application of Principles

Answer 3

Phases of Inductive Teaching (Hilda Taba)

Question 4

-Non-algorithmic
-Complex
-Multiple solutions
-Involves uncertainty
-Self regulation of the thinking process

Answer 4

Characteristics of Higher Order Thinking Skills

Question 5

-Observation
-Focusing on the question
-Distinguish fact from opinion
-Distinguish relevant from irrelevant information
-Judging credibility of sources
-Recognize contradictions
-Making inferences
-Drawing conclusions

Answer 5

Skills Necessary to Enhance Critical Thinking:

Question 6

the basic building blocks for thinking

Answer 6

concept

Question 7

has a constant rule structures

Answer 7

Conjunctive

Question 8

contains alternative sets of attributes

Answer 8

Disjunctive Concept

Question 9

rule structure depends on its relationship
to other concepts

Answer 9

relational

Question 10

categorize in Knowledge,
Comprehension and Application Level and considered as
learning skills

Answer 10

Lower order learning

Question 11

classified under analysis, synthesis
and evaluation levels and oftentimes called thinking skills

Answer 11

Higher Order Learning

Question 12

Thinking is called by several names

Answer 12

problem solving,
reasoning, higher order thinking, critical thinking, cognitive
strategy, metacognition or thinking about thinking and study

Question 13

Higher order thinking has the following characteristics

Answer 13

-Is non-algorithmic
 Tends to be complex
 Multiple Solutions
 Involves Uncertainty
 Self-regulation of the thinking process

Question 14

An inductive approach to teaching concepts which
students derive the meaning and attributes of a concept from the example and non-examples given
by the teacher
Developed by Jerome Bruner in 1956 but
popularized by Joyce and Weil

Answer 14

CONCEPT ATTAINMENT

Question 15

PHASES OF CONCEPT ATTAINMENT

Answer 15

1.Presenting Goals and Establishing Set
2.Concept Identification
3.Testing Attainment of the Concept
4.Analysis of Thinking Strategies

Question 16

Created by Hilda taba
Teach students how to process information with
accuracy and effectiveness
Developed by Jerome Bruner in 1956 but
popularized by Joyce and Weil

Answer 16

INDUCTIVE TEACHING

Question 17

1.Establishing Set
2. Concept formation
3. Interpretation of Data
4. Application of Principles

Answer 17

PHASES OF INDUCTIVE TEACHING

Question 18

SKILLS NECESSARY TO ENHANCE CRITICAL
THINKING

Answer 18

 Observation
 Focusing on the question
 Distinguish fact from
opinion
 Distinguish relevant from
irrelevant information
 Judging credibility of
sources
 Recognize contradictions
 Making inferences
 Drawing conclusions

Question 19

path of action is not fully specified in
advance

Answer 19

Non- Algorithmic

Question 20

Total of thinking is not clear from
a single vantage point

Answer 20

Tends to be complex

Question 21

Several ways to solve a
problem

Answer 21

Involves multiple solutions

Question 22

Teacher explains the objective of lesson and
prepares student for learning.

Answer 22

PRESENTING GOALS AND ESTABLISHING
SET

Question 23

Students are
given examples and label YES or NO. Followed by
guessing or hypothesizing the concept. When
identified the concept, attempts to define concept in
their own words

Answer 23

CONCEPT INDENTIFICATION

Question 24

Students test out concept to see how well they have
understood. Additional examples given by teacher
and label or categorize YES or NO. If they did
correctly, teacher confirms correctness of hypothesis.
The students can finally make their own examples or
non examples of the concept

Answer 24

TESTING ATTAINMENT OF THE CONCEPT

Question 25

his
phase of teaching, student discuss the thinking
processes which led them to their conclusions.
Students are asked to describe the ideas they
considered in identifying and confirming the concept

Answer 25

ANALYSIS OF THINKING STRATEGIES:

Question 26

a complex set of thinking skills and
processes that lead to fair and useful judgment.(
Lipman)

Answer 26

Critical thinking