PLANNING AND CONDUCTING CLASSES (WEEK 7)

Question 1

THE PLANNING SEQUENCE

Answer 1

▪Formulate Objective
▪Select and organize content
▪Choose teaching methods
▪Design assignments
▪Evaluation methods

Question 2

A contract between teachers and learners

Answer 2

DEVELOPING A COURSE OUTLINE/SYLLABUS

Question 3

▪ Name of the course
▪ Name of the instructor
▪ One-paragraph course description
▪ List of course objectives
▪ Topical outline
▪ The teaching methods to be used
▪ Textbooks and other readings
▪ Methods of evaluation

Answer 3

DEVELOPING A COURSE OUTLINE/SYLLABUS (inclusion)

Question 4

▪To guide your selection and handling of course
materials.
▪To determine if students have learned what you have
tried to teach.
▪Objectives are essential from the learner’s perspective.

Answer 4

The Value of Objective

Question 5

• developed by bloom
• is about using technology and digital tools to facilitate learning
• devised by Andrew Churches

Answer 5

Taxonomy of Objectives

Question 6

What is the meaning of LOTS?

Answer 6

LOWER-ORDER THINKING SKILLS

Question 7

What is the meaning of HOTS?

Answer 7

HIGHER-ORDER THINKING SKILSL

Question 8

order of verbs from LOTS to HOTS

Answer 8

REMEMBERING, UNDERSTUNDING, APPLYING ANALYZING, EVALUATING, CREATING

Question 9

when memory is used to produce definitions, facts, or lists, or to recite or retrieve information

Answer 9

REMEMBERING

Question 10

about constructing meaning from different types of function, be they written or graphic

Answer 10

UNDERSTANDING

Question 11

situations when the learned material is used in products such as diagrams, models, interviews, simulations, and presentation

Answer 11

APPLYING

Question 12

about breaking materials into parts, and then determining how the parts interlace to each other or to an overall structure or purpose

Answer 12

ANALYZING

Question 13

making judgments based on criteria and standards through checking and critiquing

Answer 13

EVALUATING

Question 14

putting elements together to form a functional whole, and reorganizing elements into a new structure or pattern by planning and producing

Answer 14

CREATING

Question 15

three learning domains

Answer 15

COGNITIVE, PSYCHOMOTOR, AFFECTING,

Question 16

knowing

Answer 16

COGNITIVE

Question 17

doing

Answer 17

PSYCHOMOTOR

Question 17

feeling, valuing

Answer 17

AFFECTING

Question 18

Objective is incomplete unless it contains:
- the intended learner
- the behavior to be performed
- the conditions to which it is to be performed
- and the expected degree of attainment of
specific standards.

Answer 18

Wording of Objectives

Question 19

Define, delineate, Describe, identify, list, name, state

Answer 19

Knowledge

Question 20

Classify, discuss, estimate, explain, rephrase, summarize

Answer 20

Comprehension

Question 21

Adjust, apply, compute, demonstrate, generate, prove

Answer 21

Application

Question 21

Analyze, compare, contrast, critic, defend, differentiate

Answer 21

Analysis

Question 22

Create, develop, propose, suggest, write

Answer 22

Synthesis

Question 23

Assess, choose, conclude, defend, evaluate, judge

Answer 23

Evaluation

Question 24

Accept, agree, choose, comply, commit, defend, explain, influence, integrate, recommend, resolve, volunteer

Answer 24

Cognitive Domain

Question 25

Arrange, assemble, calibrate, combine, copy, correct, create, execute, handle, manipulate, operate, organize, position, produce, remove revise, solve

Answer 25

Psychomotor Domain

Question 26

▪The general guidelines for course content are usually prescribed by the curriculum of the school or institution for which the educator works. ▪How much time you can devote to the topic. ▪The kind of background the students have. ▪If a textbook has already been selected for the course, its depth of content can give you some hints as to what you need to include.

Answer 26

SELECTING CONTENT

Question 27

Factors Affecting Choice of Method: ✓ Selection of method depends on the objectives and type of learning you are trying to achieve. ✓Course content also dictates methodology to some extent. ✓Compatibility between teachers and teaching methods; compatibility between learners and teaching methods are important. ✓Availability of resources determine which strategies to be used.

Answer 27

SELECTING TEACHING METHODS

Question 27

▪If you want to see whether students can think analytically- assign a short essay ▪If you want to test students’ ability to use resources to answer specific questions- Ask them the questions, let them investigate the answers, and have them write up the answers. ▪There are countless types assignments available that would help achieve objectives and not involve a lot of busywork and repetition.

Answer 27

PLANNING ASSIGNMENTS

Question 27

▪The way you approach the 1st session often sets the tone for the whole course. ▪Begin by introducing yourself. ▪Welcome the class, read names, the early and late hour; a little humor is helpful on the first day. ▪Communicate expectations for the course. ▪Cover general classroom rules. ▪Communicate enthusiasm for the subject, significance and personal application of the subject to students.

Answer 27

FIRST CLASS (CONDUCTING THECLASS)

Question 27

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 and the like ▪ Examine some chapters ▪ Examine the book’s appearance ▪ The way in which the book will be used. ▪ Cost of textbooks.

Answer 27

CHOOSING A TEXTBOOK

Question 27

▪Share the class objectives with the group. ▪Use heading and subheadings during the lectures ▪Discussions, role playing, computer applications, and problem-based learning as well as other teaching strategies also require structure and organization for learning to proceed smoothly.

Answer 27

ORGANIZING CONTENT

Question 27

▪Begin by gaining and controlling the attention of the learners. ▪Establish an impression of control. ▪Close proximity may help establish presence and authority. ▪Assess the learners: pre-tests, short questionnaires or asking questions in the class. ▪Follow the planning sequences and continue to refine approach to teaching.

Answer 27

SUBSEQUENT CLASS (CONDUCTING THE CLASS)