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PSTM > PLANNING & CONDUCTING CLASSES > Flashcards

PLANNING & CONDUCTING CLASSES Flashcards

1
Q

What are the 6 Steps of Planning Sequence? (Chronological order)

A
  1. Formulate objective
  2. Select a content
  3. Organize content
  4. Choose teaching methods
  5. Design assignments
  6. Evaluation methods
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2
Q

A contract between teachers and learners?

A

COURSE OUTLINE/LEARNING
PLAN/SYLLABUS/COURSE GUIDE

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3
Q

Acts as a guide the selection and handling of course materials.

A

Formulating Objectives

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4
Q

The characteristics of objectives should be ____________?

A

SMART

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5
Q

Objectives must tell what is expected, why is it important, who is involved, where is
it going to happen, and which attributes are important.

A

Specific
(SMART Objectives)

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6
Q

Emphasizes the need for concrete standard criteria for measuring progress in attaining goal.

A

Measurable
(SMART Objectives)

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7
Q

Points out the importance of goals that are realistic.

A

Attainable
(SMART Objectives)

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8
Q

Stresses the importance of choosing goals that matter.

A

Relevant
(SMART Objectives)

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9
Q

Relevant goals/ objectives are _______________.

A

purpose-driven

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10
Q

Emphasizes the importance of formulating goals within a time frame, giving them a
target date.

A

Time-bound & Terminal

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11
Q

TRUE OR FALSE:
Quite easy to find out at the end of the lesson if the teacher
attained his/her objective or not.

A

True

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12
Q

TRUE OR FALSE:
Harder for the teacher’s part to formulate a test that is valid to
measure the attainment of the lesson objective.

A

False

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13
Q

TRUE OR FALSE:
The lesson becomes more focused for the teacher has a
concrete picture of the behavior that the students should able
to demonstrate if the teacher realized his/her lesson
organization.

A

False

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14
Q

TRUE OR FALSE:
Increase the teacher’s skills for the learning of the students.

A

False
Increase the teacher’s accountability for the learning of the students.

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15
Q

TRUE OR FLASE:
It departs from the unsound practice of teaching that is so
spread out, that in the end, the teacher find himself unclear
on what test he is going to give to assess learning.

A

True

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16
Q

It recommend specific verbs to use when writing
learning objectives so that the objectives can be
measured.

A

Taxonomy of Objectives

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17
Q

Taxonomy covers three domains of learning which are?

A
  1. Cognitive
  2. Psychomotor
  3. Affective
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18
Q

Objectives that deal with recall or
recognition of knowledge.

A

Cognitive domain

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19
Q

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

A

Cognitive domain

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20
Q

Who developed Taxonomy Objectives?

A

Benjamin Bloom

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21
Q

Bloom’s Taxonomy Hierarchy in Learning

A

Bottom to Top:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation-highest

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22
Q

Relates to translation, interpretation, and extrapolation

A

Comprehension

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23
Q

1st thing students learn to do is simply memorization, terminology, classifications, categories, and methodologies.

A

Knowledge

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24
Q

Use of abstractions in particular situations

A

Application

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25
Q

Relates to breaking a whole into parts

A

Analysis

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26
Q

Putting parts together in a new form such as unique communication, plan of operation, set of abstract relations.

A

Synthesis

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27
Q

highest form of learning

A

Evaluation

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28
Q

Judging in terms of internal evidence or logical consistency with facts developed
elsewhere

A

Evaluation

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29
Q

delineate

A

Knowledge

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30
Q

list

A

Knowledge

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31
Q

state

A

Knowledge

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32
Q

Classify

A

Comprehension

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33
Q

Summarize

A

Comprehension

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34
Q

Estimate

A

Comprehension

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35
Q

TRUE OR FALSE:
All this verbs are for Application-
Adjust, apply, compute, demonstrate, generate, prove

A

True

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36
Q

TRUE OR FALSE:
All this verbs are for Application-
Adjust, apply, compute, demonstrate, generate, discuss

A

False
discuss- Comprehension

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37
Q

TRUE OR FALSE:
All this verbs are for Analysis
Analyze, compare, contrast, generate, defend, differentiate

A

False
Generate-Application

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38
Q

suggest & write

A

Synthesis

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39
Q

TRUE OR FALSE:
These verbs are for Evaluation:
Assess, choose, conclude, defend, evaluate, judge

A

True

40
Q

The developer of Anderson’s Taxonomy

A

Lorin Anderson

41
Q

Anderson’s Taxonomy Hierarchy in Learning, sequence?

A

Bottom to top:
Remembering -lowest
Understanding
Applying
Analyzing
Evaluating
Creating -highest

42
Q

Can the student recall or remember the
information?

A

Remembering

43
Q

Can the student explain ideas or
concepts?

A

Understanding

44
Q

Can the student use the information in a new way?

A

Applying

45
Q

Can the student distinguish between different parts?

A

Analysing

46
Q

Can the student justify a stand or
decision?

A

Evaluating

47
Q

Can the student create new product or point of view?

A

Creating

48
Q

Define. Duplicate. Memorize.

A

Remembering

49
Q

translate

A

Understanding

50
Q

Classify, describe, discuss

A

Understanding

51
Q

Operate, schedule, sketch, solve, use, write.

A

Applying

52
Q

Argue.

A

Evaluation

53
Q

Defend

A

Analysis/Evaluation/Evaluating/Affective

54
Q

Assemble

A

Creating

55
Q

Formulate

A

Creating

56
Q

Construct, create, design, develop

A

Creating

57
Q

Objectives that deal with physical and kinesthetic skills

A

Psychomotor Skills/Domain

58
Q

Progressive levels of
behaviors from observation to mastery of a physical skills

A

Psychomotor Skills/Domain

59
Q

Deal with the development of
attributes like genuine interest, desirable attitudes, values, and commitment as expected learning outcomes

A

Affective Domain

60
Q

arrange, assemble, calibrate, combine.

A

Psychomotor

61
Q

Copy

A

Psychomotor

62
Q

Correct, Create, Execute

A

Psychomotor

63
Q

manipulate, operate, organize, position

A

Psychomotor

64
Q

remove revise, solve

A

Psychomotor

65
Q

accept

A

Affective

66
Q

integrate, recommend, resolve, volunteer

A

Affective

67
Q

influence

A

Affective

68
Q

recommend

A

Affective

69
Q

commit, defend, explain,

A

Affective

70
Q

Objective is complete if it contains:

A

-intended learner
- the behavior to be performed
- the conditions it is performed
- the expected degree of attainment of specific standards

71
Q

TRUE OR FALSE:
Factors of selecting content-
How much time you can devote to the topic.

A

True

72
Q

TRUE OR FALSE:
Factors of selecting content-
The kind of background the teachers have.

A

False
The kind of background the students have.

73
Q

TRUE OR FALSE:
If textbook for the course has already been selected, its depth of content can give you some hints
as to what you need to include. Advance reading.

A

True

74
Q

The general guidelines for course content are usually
prescribed by ________________________.

A

Curriculum of the school or
Institution where educator works

75
Q

Require structure and organization for learning to proceed
smoothly.

A

Organizing Content

76
Q

One of the most complex parts of teaching, yet it
may receive least attention in instructional planning.

A

Choosing Teaching Method

77
Q

TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Selection of method depends on the teacher’s mood.

A

False

Selection of method depends on the objectives and type of learning you are trying to achieve

78
Q

TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Course content also dictates methodology to some
extent.

A

True

79
Q

TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Compatibility between teachers and teaching
methods are only important.

A

False

80
Q

TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Availability of reference materials determine which strategies to be used.

A

False

81
Q

What assignment is assigned if you want to see whether students can think analytically?

A

Short essay

82
Q

Assignment assigned if you want to test students’ ability to use resources to answer specific questions?

A

Ask them the questions, let them investigate
the answers, and have them write up the answers.

83
Q

Providing a stable and uniform source of information for
students to use in their individual study.

A

Choosing a Textbook

84
Q

Factors in choosing textbook:
A. Quality of writing in the book
B. Date of Publication
C. Book organizations & graphics
D. *Review questions of book
E. Evaluate the content scope and quality, credibility of authorship, format, print quality
F. Book’s width or pages quantity
G. Book’s appearance
H. Cost of textbooks.
I. The way the book will be used
J. Examine some chapters

A

a, c, e, f, g, h, i, j

85
Q

TRUE OR FALSE:
– The way you approach the 1st session often sets
the tone for 1st day.

A

False

86
Q

1st Class Session or Subsequent Session
– Welcome the class, read names, the early and
late hour; a little humor is helpful on the first day.

A

1st Class Session

87
Q

1st Class Session or Subsequent Session
– Communicate expectations for the course.

A

1st Class Session

88
Q

1st Class Session or Subsequent Session
– Communicate enthusiasm for the subject,
significance and personal application of the
subject to students.

A

1st Class Session

89
Q

1st Class Session or Subsequent Session
– Cover general classroom rules.

A

1st Class Session

90
Q

TRUE OR FALSE:
Introducing yourself is done in subsequent sessions of the course.

A

False

91
Q

1st Class Session or Subsequent Session
– Begin by gaining and controlling the attention
of the learners.

A

Subsequent Session

92
Q

1st Class Session or Subsequent Session
– Establish an impression of control.

A

Subsequent session

93
Q

1st Class Session or Subsequent Session
– Assess the learners: pre-tests, short
questionnaires or asking questions in the
class.

A

Subsequent session

94
Q

1st Class Session or Subsequent Session
– Follow the planning sequences and continue
to refine approach to teaching

A

Subsequent session

95
Q

TRUE OR FALSE:
Close proximity may help establish presence
and comfortability.

A

False

PSTM (10 decks)

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