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PSTM > PLANNING AND CONDUCTING CLASSES > Flashcards

PLANNING AND CONDUCTING CLASSES Flashcards

1
Q

The Planning Sequence: (FSOCDE)

A 
Formulate objective
Select content
Organize content
Choose teaching methods 
Design assignments
Evaluation methods
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2
Q

A contract bet teachers and learners

Document that pertains the brief summary of topics covered in a particular course/ subject

A

Course Outline/ Learning Plan/ Syllabus/ Course Guide

Useful for the teacher and students, and both can benefit from this document

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3
Q

Tedious and detailed document made by the teacher in order to achieve desired attributes or learning for learners in preparation of their career

A

Course Outline/ Learning Plan/ Syllabus/ Course Guide
(Not only provides the topics, but provides the materials needed, that will engage the teacher and learner, contains the expected goals, and consist the timeline/ schedule or timeframe)

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4
Q

ODD MAN OUT:

Course Outline/ Learning Plan/ Syllabus/ Course Guide includes:

Name/ description of the course
One-paragraph course description
List of course objectives
Autobiography of Instructor
Topical outline
Course schedule 
Course code
A

Autobiography of Instructor

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5
Q

ODD MAN OUT:

Course Outline/ Learning Plan/ Syllabus/ Course Guide includes:

Learner's identification details
The teaching methods to be used
Methods of evaluation
Textbooks and other readings
Name of the instructor
Learning outcome
Assessments tasks and grading 
Responsibilities as a student
A

Learner’s identification details

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6
Q

what is aimed for, goals, things want to attain when an action/ effort is done
Kind of objectives each course has will guide the educators in selection and handling

A

Objective
(When formulating it is necessary to consider the behavior, skills, anticipated action of students
Will reveals the expected outcomes
This what makes the objectives measurable and operational)

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7
Q

The Planning Sequence:
At the end of a course, this is where you can tell whether the student has achieved or accomplished the learning plan
When learning outcome/ objective is achieved, that is only when you can say that a student has learned something

A

Formulating Objective

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8
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Objectives...
  1. Can be a guide for the selection and handling of course materials appropriate for learning activities, teaching methodologies, and type of learners.
  2. Help determine whether people in the class have learned what the teacher has tried to teach.
A

C

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9
Q

A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true

  1. Objectives are essential from the learner’s perspective.
  2. They do not need to know more about a course than they can get from a course description or a list of course content.
A

A

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10
Q

Characteristics of Objectives:

You must tell exactly what is expected, why it is important, who is involved, where it is going to happen, which attributes are important, what needs to happen, and when it needs to be completed

A

Specific

(Made up of desired result in a detailed focus and well defined manner, need to be considered to be able to come up with a specific objective
Cannot be vague due to desired outcomes)

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11
Q

Characteristics of Objectives:

Emphasizes the need for concrete standard criteria for measuring progress toward the attainment of the goal.
Enable to know when objective is successfully achieved, if not it will be hard to know if desired objective is achieved or not

A

Measurable
(Achievement must be translatable or quantifiable using a percentage, frequency, rate, or number
Data incorporated in doing the objectives are those that can be statistically transcribed/ translated)

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12
Q

Characteristics of Objectives:

Questions: How will i know that the changes has occurred, can this measurements be obtained

A

Measurable
(Resources needs to be filtered, categorized, or sorted out whether tangible or intangible
Needed physical resources should be seen (tangible) to achieve the outcomes)

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13
Q

Characteristics of Objectives:

Points out the importance of goals that are realistic.
Tangible and intangible resources are needed or accounted
People involved possess the intangible qualities or resources

A

Attainable, achievable, agreed
Majorly relies to whom it is assigned or are designated to do it (willing and voluntary)
Able to achieve and have the capability to achieve the desired objective/ expected outcomes

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14
Q

Characteristics of Objectives:

Questions: who will carry out the actions required, are they capable, are the resources available or obtained, who will bear responsibility for what

A

Attainable, achievable, agreed
Depends of its agreed feasibility, there are necessary resources that are available or similar results have been obtained already by others in similar and related circumstances that can be applied to the present objectives being formulated
Techniques and methods of others can be adopted if effective on the objective at hand

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15
Q

once discussed the importance of objective and importance of role
Act of being agreeable from this responsible individuals, can make room for them to be more committed, devoted, dedicated in assisting and accomplishing the desired objectives
Assure responsible person that there are resources available

A

Agreement

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16
Q

Characteristics of Objectives:

Stresses the importance of choosing goals that matter. Relevant goals are purpose- driven.

A

Result-oriented, Relevant & Realistic

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17
Q

a good grip on reality of a situation, own understanding of what and cannot be done, practical, achievable idea, something that resembles the actual truth about life
Have clear understanding on how to achieve the objective

A

Realistic

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18
Q

no circumstances or no factors which would make the achievement of the objective impossible or unlikely
Any potential obstacles or constrains have to be taken into account

A

Result-oriented

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19
Q

suggest that objective set are appropriate to individual or team
Individual job rules fits them and functions well to the benefit of the overall organizational level
This job or function must support or aligned w/ the overall values, purpose, strategy, and long-term objectives of an entire organization

A

Relevant

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20
Q

Characteristics of Objectives:
Emphasizes the importance of formulating goals within a time frame, giving them a target date.
In formulating objectives, timeframes should be set or scheduled

A

Timely, Time-bound & Terminal

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21
Q

contributes to the measurability of the objectives

A good practice to identify the milestone or key steps to keep the progress, time management

A

Timeframe

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22
Q

develops necessary urgency, focuses the mind of those accountable for the commitment, and helps avoid procrastination

A

Deadline

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23
Q

Characteristics of Objectives:
Actual checking if methodologies and techniques used and applied are effective and efficient or not
Happens when actual measurement has been already transcribed, translated or analyzed

A

Evaluation/ Evaluated

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24
Q

Characteristics of Objectives:
Conclude the effectiveness of the objective/ measurement
Ways on how to further improve the tools used in order to achieve the objectives

A

Reviewed & Rewarded

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25
Q

driving force would be retained, to further achieved something out of the objective that has been initially set and applied

A

Rewarded

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26
Q

Characteristics of Objectives: (SMARTER)

A 
Specific
Measurable
Attainable, Achievable, Agreed
Result-oriented, Relevant, Realistic
Timely, Time-bound
Evaluation/Evaluated
Reviewed & Rewarded
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27
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Importance of SMART Objectives
  1. Quite easy to find out at the end of the lesson if the teacher attained his/her objective or not, easier to know when expected outcomes has been met or not
  2. Easier to the teacher’s part to formulate a test that is valid to measure the attainment of the lesson objective, assessments are easier to make
A

C

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28
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Importance of SMART Objectives
  1. The lesson becomes less focused because the teacher has a concrete picture of the behavior that the students should be able to demonstrate if the teacher realized his/her lesson objective.
  2. Topics and lessons are less focused, teacher would be able to see and gauge if the students are able to understand the lesson or not
A

D

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29
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Importance of SMART Objectives
  1. Decrease the teacher’s accountability for the learning of the students.
  2. It departs from the unsound practice of teaching that is so spread out, that in the end, the teacher finds himself unclear on what test he is going to give to assess learning.
A

B

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30
Q

Developed by Benjamin Bloom in 1956. Educational psychologist and worked as an Asst. Director for the University of Chicago’s Board of Examinations

A

Bloom’s Taxonomy of Objectives

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31
Q

hierarchical model (bottom to top) that categorizes learning objectives into varying levels of complexity; basic knowledge and comprehension up to advance evaluation and creation by recommending specific verbs to use when writing learning objectives, so that objectives can be measured

A

Bloom’s Taxonomy
(Higher levels of the pyramid are depended on having achieved the skills of the lower levels
Hierarchical model in relation on how learning objectives are being categorized)

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32
Q

Recommend specific verbs to use when writing learning objectives so that the objectives can be measured.
Used to classify diff objectives and skills that educators set or created for their students

A

Taxonomy of Objectives

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33
Q

3 Domains of Learning: CAP

A

Cognitive Learning
Affective Learning
Psychomotor Learning

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34
Q

A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true

  1. Under each domain, learning can take place at a number of level, ranging from simple to complex, one after the other
  2. Only after a student masters one level of learning goals, that is the time when they can move on a next level
A

C

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35
Q

3 Domains of Learning:
thinking and intellect
These are objectives that deal with recall or recognition of knowledge and the development of intellectual abilities and skills

A

Cognitive Domain

Learning in this aspect refers to the mental processes: memorization and ability to think, analyze, and solve problems

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36
Q

3 Domains of Learning:
Way how brain is used, how we utilize our intellect, how we apply on learning
Original version of taxonomy, most common and imp hierarchy of learning objectives
Learning objectives particularly students are based here

A

Cognitive Domain
Focuses on acquisition and application of knowledge
Widely used in educational setting

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37
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning): KCAASE

A 
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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38
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning):
Recall of information, discovery, observation, listing, locating, naming
Foundation of pyramid, most intuitive block, pre-conditioned for all the future levels

A

Knowledge
(Knowledge of terminology and conventions, trends and sequences, classifications and categories, criteria and methodologies, principles, theories, and structures
Verbs: Define, delineate, describe, identify, list, name, state)

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39
Q

4 Types/ Dimensions of Knowledge/ Learning:

general knowledge of terminology and specific videos

A

Factual

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40
Q

4 Types/ Dimensions of Knowledge/ Learning:

describes knowledge of categories, principles, theories, and structures

A

Conceptual

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41
Q

4 Types/ Dimensions of Knowledge/ Learning:

encompasses all forms of knowledge related to specific skills, algorithms, techniques, and methods

A

Procedural

42
Q

4 Types/ Dimensions of Knowledge/ Learning:
defines knowledge related to thinking, about cognitive tasks and self-knowledge
How we think about ourselves

A

Meta-cognitive

43
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning):

Understanding, translating, summarizing, demonstrating, discussing, making sense

A

Comprehension
(Relates to translation, interpretation, and extrapolation
Making sense out of info, dig in deeper
Verbs: Classify, discuss, estimate, explain, rephrase, summarize, define)

44
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning):

Using and applying knowledge, using problem solving methods, manipulating, designing, experimenting

A

Application
(Use of abstractions in particular situations
Using and applying knowledge in new and similar form
Verbs: Adjust, apply, compute, demonstrate, generate, prove, examples)

45
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning):
Identifying and analyzing patterns, organization of ideas, recognizing trends
Relates to breaking a whole into parts, compare and contrast things

A

Analysis
(Taking knowledge apart and exploring relationship by breaking a whole into parts
Compare, contrast, and differentiate of things
Verbs: Analyze, compare, contrast, critic, defend, differentiate)

46
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning):
Using old concepts to create new ideas, design and invention, composing, imagining, inferring, modifying, predicting, combining

A

Synthesis
(Putting parts together in a new form such as a unique communication, a plan of operation, and a set of abstract relations
Using info to create something new
Verbs: Create, develop, propose, suggest, write)

47
Q

Level’s in Bloom’s Taxonomy (Cognitive Learning):
Assessing theories, comparison of ideas, evaluating outcomes, solving, judging, recommending, rating
Judging in terms of internal evidence or logical consistency with facts developed elsewhere (previous tier should be achieved)

A

Evaluation
(Examining relevant and available information
Which learning is
Verbs: Assess, choose, conclude, defend, evaluate, judge, justify)

48
Q

bottom to top arranged

Uses verbs, it affects the way we demonstrate this abilities on how we perform things

A

Anderson’s Taxonomy

49
Q

Anderson’s Taxonomy: RUAAEC

A 
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
50
Q

Anderson’s Taxonomy:
Can the student recall or remember the information?
Lowest part
Retrieving, recalling, recognizing knowledge from memory

A

Remembering
(Memory is used produce definitions, facts, list, recite, retrieve materials
Verbs: Define, duplicate, memorize, recall, repeat, reproduce, state)

51
Q

Anderson’s Taxonomy:
Can the student explain ideas or concepts?
Construct meaning from different factions

A

Understanding
(Construct meaning from diff factions: written, graphic messages, activities, interpreting, exemplifying, inferring, comparing, classifying, summarizing, explaining
Verbs: Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase)

52
Q

Anderson’s Taxonomy:
Can the student use the information in a new way?
Using a procedure thru executing or implementing

A

Applying
(Situation where learned material is used: models, presentations, interview, simulation
Verbs: Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write)

53
Q

Anderson’s Taxonomy:
Can the student distinguish between different parts?
Breaking material or concepts into parts, determining how parts are related to one another or to an overall structure or purpose

A

Analyzing
(Mental function: differentiating, organizing, and attributing
Able to distinguish bet components or parts
When analyzing the student can illustrate the mental function by creating spreadsheets, surveys, charts, diagrams, or graphic representations
Verbs: Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)

54
Q

Anderson’s Taxonomy:
Can the student justify a stand or decision?
Making judgment based on criteria or standards thru checking and critiquing

A

Evaluating
(Critiques, recommendations, or reports are some of the products that can be created to demonstrate the processes of evaluation
Necessary part of the precursors behavior above it
Verbs: Argue, defend, judge, select, support, value, evaluate)

55
Q

Anderson’s Taxonomy:
Can the student create a new product or point of view?
Highest form of learning
Requires learners to put elements or parts together in a new way in order to form a coherent or functional hold

A

Creating
(Organizing new elements into a new pattern or structure thru generating, planning, or producing
Most difficult mental function to achieve
Verbs: Assemble, construct, create, design, develop, formulate, write)

56
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Differences bet Bloom’s and Anderson’s Taxonomy
  1. Bloom’s uses verbs
  2. Anderson’s uses nouns
A

D

57
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Differences bet Bloom’s and Anderson’s Taxonomy
  1. Anderson’s introduces the idea of creativity
  2. are minor shuffling for taxonomic levels , both are interwoven to each other and sometimes presented as the same
A

C

58
Q

3 Domains of Learning:
2nd domain of Bloom’s Taxonomy
Those that deal with the development of attributes like genuine interest, desirable attitudes, values, and commitment as expected learning outcomes.
Concerned w/ feelings and emotions

A 
Affective Domain
(Focuses on how we handle things related to emotions (intangible resources)
Because of this, intangible resources/ characteristics becomes measurable 
Verbs: Accept, agree, choose, comply, commit, defend, explain, influence, integrate, recommend, resolve, volunteer)
59
Q

Level’s in Bloom’s Taxonomy (Affective Learning): RRVOC

A 
Receiving
Responding
Valuing
Organizing
Characterizing
60
Q 
Levels in Bloom's Taxonomy (Affective Learning):
basic awareness (listening)
A

Receiving

61
Q

Level’s in Bloom’s Taxonomy (Affective Learning):

active participation and reacting to stimuli w/ a focus on responding (participating)

A

Responding

62
Q

Level’s in Bloom’s Taxonomy (Affective Learning):
value associated w/ a particular object or piece of info ranging from basic acceptance to complex commitment, related to prior knowledge and experience (valuing diversity, being sensitive to other people’s background and beliefs)

A

Valuing

63
Q

Level’s in Bloom’s Taxonomy (Affective Learning):
sorting values into priorities and creating a unique value system w/ an emphasis on comparing and relating previously identified values (accepting professional ethical standards)

A

Organizing

64
Q

Level’s in Bloom’s Taxonomy (Affective Learning):
building abstract knowledge base on knowledge acquired from the 4 previous tier, values system is in full effect and controls the way you behave (displaying a professional commitment to ethical standards in the workplace)

A

Characterizing

65
Q

3 Domains of Learning:
3rd Domain of Bloom’s Taxonomy
Objectives that deal with physical and kinesthetic skills.
Characterized by progressive levels of behaviors from observation to mastery of a physical skills
Focuses on individuals’ physical movement, coordination, and anything related to motor skills

A

Psychomotor/ Skills Domain
(Mastery of specific skills are marked by speed, precision, and distance
Simple tasks to a more complex
Verbs: Arrange, assemble, calibrate, combine, copy, correct, create, execute, handle, manipulate, operate, organize, position, produce, remove revise, solve)

66
Q

lower to higher arranged. Published by Robert Armstrong (1st Model, 1970)

A

Psychomotor Domain

67
Q

Level’s in Bloom’s Taxonomy (Psychomotor Learning):

IMPAN

A 
Imitation
Manipulation
Precision
Articulation
Naturalization
68
Q

Level’s in Bloom’s Taxonomy (Psychomotor Learning):

students learn by watching and copying

A

Imitation

69
Q

Level’s in Bloom’s Taxonomy (Psychomotor Learning):

actions are performed through memorization or by following instructions

A

Manipulation

70
Q

Level’s in Armstrong’s Taxonomy (Psychomotor Learning):

performance becomes more expert and actions are more precise

A

Precision

71
Q

Level’s in Robert Armstrong’s Taxonomy (Psychomotor Learning):
several skills can be performed together in a harmonious way

A

Articulation

72
Q

Level’s in Bloom’s Taxonomy (Psychomotor Learning):
high level of performance achieved w/ actions becoming second nature
Things or skills comes out natural to the learner

A

Naturalization

73
Q

(2nd Model: 6 levels, 1972): bottom to top
Concerned w/ the development of physical fitness, dexterity, agility, body control, and varying degrees of coordination from reflexes to highly expressive movements

A 
Anita Harrow
Reflex Movements 
Fundamental Movements 
Perceptual Abilities 
Physical Abilities 
Skilled Movements 
Non-discursive communication
74
Q

(3rd Model, 1972): bottom to top

Observation to invention, 7 tiers but changed again

A 
Elizabeth Simpson
Perception
Set/Setting
Guided response
Mechanism
Complex overt response
Adaptation
Origination
75
Q

Levels in Elizabeth Simpson (3rd Model, 1972):

basic awareness

A

Perception

76
Q

Levels in Elizabeth Simpson (3rd Model, 1972):

readiness to act of learner (mental, physical, emotional mindset that makes you act the way you do)

A

Set/ Setting

77
Q

Levels in Elizabeth Simpson (3rd Model, 1972):

beginning stage of mastering a physical skill, requires trial and error

A

Guided response

78
Q

Levels in Elizabeth Simpson (3rd Model, 1972):
intermediate stage of mastering skills, involves converting learned responses to habitual reactions so that it can be performed w/ confidence and proficiency

A

Mechanism

79
Q

Levels in Elizabeth Simpson (3rd Model, 1972):

skillfully performing complex movements automatically and w/o hesitation

A

Complex overt response

80
Q

Levels in Elizabeth Simpson (3rd Model, 1972):

skills that are developed and can be modified depending to certain requirements

A

Adaptation

81
Q

Levels in Elizabeth Simpson (3rd Model, 1972):

ability to create new movements depending on the situation or problem, own technique

A

Origination

82
Q

ODD MAN OUT:
Wording of Objectives: Objective is incomplete unless it contains:

Intended learner
Behavior to be performed
Conditions to which it is to be performed
Expected degree of attainment of specific standards
Detailed time frame

A

Detailed time frame

83
Q

The Planning Sequence:

for the course syllabus
The general guidelines for course content are usually prescribed by the curriculum of the school or institution for which the educator works.
In every school or institution, the curriculum is unique

A

Selection of Content

84
Q

ODD MAN OUT:
Content of course syllabus will depend on:

  1. How much time you can devote to the topic.
  2. The kind of background the students have.
  3. Learning outcomes
  4. If a textbook/ reference has already been selected for the course, its depth of content can give you some hints as to what you need to include.
A
  1. Learning outcomes
85
Q

3 Primary Components of a Course Learning Plan/ Syllabus: LAI

A

Learning objectives
Assessments
Instructional strategies

86
Q

Organizing course content involves:

Course structure: choice of topics, organization, and sequencing of course content
Should always support the learning objectives for the course

A

Deciding on a course structure

87
Q

Organizing course content involves:

Teaching strategy: combining and sequencing a number of different instructional activities to help students accomplish the learning goals of the class 
To determine an effective teaching strategy, educators must think about what they want the students to be able to do when they leave the course
A

Selecting a teaching strategy to support learning goals

88
Q

Organizing course content involves:

Important to gauge the amount of time necessary for the activities that are in mind, both in and outside the class time
Once gauged, mapping the structure in the academic calendar is need
A

Creating a schedule

89
Q

The Planning Sequence:
One of the most complex parts of teaching, yet it may receive least attention in instructional planning
There are many factors to be considered in selecting a teaching method
Unless taught otherwise assume that the way they were taught is the best way to do it.

A

Choosing teaching methods

90
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Factors Affecting Choice of Method:
  1. Selection of methods depends on the objectives and type of learning you are trying to achieve.
  2. Course content also dictates methodology to some extent.
A

C

91
Q 
A. If only the 1st statement is true
B. If only the 2nd statement is true
C. If both statements are true
D. If neither of the statements is true
Factors Affecting Choice of Method:
  1. Compatibility between teachers and teaching methods; compatibility between learners and teaching methods are important.
  2. Availability of resources determine which strategies to be used.
A

C

92
Q

The Planning Sequence:

Reading assignments
Short essay/case study
Research
Personal interview 
Short term paper
A

Design assignments

93
Q

The Planning Sequence:
Careful assignment design clarifies the expectation of teachers have from their students
What the teacher want to see and achieve for their students

A

Design assignments

94
Q

Process that involves the following:
Up-to-date and affordable
Provide a stable and uniform source of information for students to use in their individual study.
Quality of writing in the book
How the book was organized and the graphics that were included.
Evaluate the content scope and quality, credibility of authorship, format, quality of print & the like
Examine some chapters
Examine the book’s appearance
The way in which the book will be used
Cost of textbooks

A

Choosing a Textbook

95
Q

Conducting the Class:
The way you approach the 1st session often sets the tone for the whole course.
Begin by introducing yourself and knowing the teachers.

A

First Class Session
Welcome the class, read names, the early and late hour; a little humor is helpful on the first day.
Communicate expectations for the course.

96
Q

Conducting the Class:

Important, where you set the teaching environment for the students, what they expect

A

First Class Session
Cover general classroom rules, orientation.
Communicate enthusiasm for the subject, significance and personal application of the subject to students.

97
Q

Conducting the Class:
Begin by gaining and controlling the attention of the learners.
Establish an impression of control.
Close proximity may help establish presence and authority.

A

Subsequent Classes

98
Q

Conducting the Class:
Assess the learners: pre-tests, short questionnaires or asking questions in the class.
Follow the planning sequences and continue to refine the approach to teaching.

A

Subsequent Classes

99
Q

Conducting the Class:

Connect what we have learned from previous to our present lesson

A

Subsequent Classes

100
Q

Conducting the Class:

Announcement or anticipation of schedules

A

Subsequent Classes

PSTM (14 decks)

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