PLANNING & CONDUCTING CLASSES Flashcards
What are the 6 Steps of Planning Sequence? (Chronological order)
- Formulate objective
- Select a content
- Organize content
- Choose teaching methods
- Design assignments
- Evaluation methods
A contract between teachers and learners?
COURSE OUTLINE/LEARNING
PLAN/SYLLABUS/COURSE GUIDE
Acts as a guide the selection and handling of course materials.
Formulating Objectives
The characteristics of objectives should be ____________?
SMART
Objectives must tell what is expected, why is it important, who is involved, where is
it going to happen, and which attributes are important.
Specific
(SMART Objectives)
Emphasizes the need for concrete standard criteria for measuring progress in attaining goal.
Measurable
(SMART Objectives)
Points out the importance of goals that are realistic.
Attainable
(SMART Objectives)
Stresses the importance of choosing goals that matter.
Relevant
(SMART Objectives)
Relevant goals/ objectives are _______________.
purpose-driven
Emphasizes the importance of formulating goals within a time frame, giving them a
target date.
Time-bound & Terminal
TRUE OR FALSE:
Quite easy to find out at the end of the lesson if the teacher
attained his/her objective or not.
True
TRUE OR FALSE:
Harder for the teacher’s part to formulate a test that is valid to
measure the attainment of the lesson objective.
False
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.
False
TRUE OR FALSE:
Increase the teacher’s skills for the learning of the students.
False
Increase the teacher’s accountability for the learning of the students.
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.
True
It recommend specific verbs to use when writing
learning objectives so that the objectives can be
measured.
Taxonomy of Objectives
Taxonomy covers three domains of learning which are?
- Cognitive
- Psychomotor
- Affective
Objectives that deal with recall or
recognition of knowledge.
Cognitive domain
Learning in this aspect refers to the mental processes like memorization and ability to
think, analyze, and solve problems
Cognitive domain
Who developed Taxonomy Objectives?
Benjamin Bloom
Bloom’s Taxonomy Hierarchy in Learning
Bottom to Top:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation-highest
Relates to translation, interpretation, and extrapolation
Comprehension
1st thing students learn to do is simply memorization, terminology, classifications, categories, and methodologies.
Knowledge
Use of abstractions in particular situations
Application
Relates to breaking a whole into parts
Analysis
Putting parts together in a new form such as unique communication, plan of operation, set of abstract relations.
Synthesis
highest form of learning
Evaluation
Judging in terms of internal evidence or logical consistency with facts developed
elsewhere
Evaluation
delineate
Knowledge
list
Knowledge
state
Knowledge
Classify
Comprehension
Summarize
Comprehension
Estimate
Comprehension
TRUE OR FALSE:
All this verbs are for Application-
Adjust, apply, compute, demonstrate, generate, prove
True
TRUE OR FALSE:
All this verbs are for Application-
Adjust, apply, compute, demonstrate, generate, discuss
False
discuss- Comprehension
TRUE OR FALSE:
All this verbs are for Analysis
Analyze, compare, contrast, generate, defend, differentiate
False
Generate-Application
suggest & write
Synthesis
TRUE OR FALSE:
These verbs are for Evaluation:
Assess, choose, conclude, defend, evaluate, judge
True
The developer of Anderson’s Taxonomy
Lorin Anderson
Anderson’s Taxonomy Hierarchy in Learning, sequence?
Bottom to top:
Remembering -lowest
Understanding
Applying
Analyzing
Evaluating
Creating -highest
Can the student recall or remember the
information?
Remembering
Can the student explain ideas or
concepts?
Understanding
Can the student use the information in a new way?
Applying
Can the student distinguish between different parts?
Analysing
Can the student justify a stand or
decision?
Evaluating
Can the student create new product or point of view?
Creating
Define. Duplicate. Memorize.
Remembering
translate
Understanding
Classify, describe, discuss
Understanding
Operate, schedule, sketch, solve, use, write.
Applying
Argue.
Evaluation
Defend
Analysis/Evaluation/Evaluating/Affective
Assemble
Creating
Formulate
Creating
Construct, create, design, develop
Creating
Objectives that deal with physical and kinesthetic skills
Psychomotor Skills/Domain
Progressive levels of
behaviors from observation to mastery of a physical skills
Psychomotor Skills/Domain
Deal with the development of
attributes like genuine interest, desirable attitudes, values, and commitment as expected learning outcomes
Affective Domain
arrange, assemble, calibrate, combine.
Psychomotor
Copy
Psychomotor
Correct, Create, Execute
Psychomotor
manipulate, operate, organize, position
Psychomotor
remove revise, solve
Psychomotor
accept
Affective
integrate, recommend, resolve, volunteer
Affective
influence
Affective
recommend
Affective
commit, defend, explain,
Affective
Objective is complete if it contains:
-intended learner
- the behavior to be performed
- the conditions it is performed
- the expected degree of attainment of specific standards
TRUE OR FALSE:
Factors of selecting content-
How much time you can devote to the topic.
True
TRUE OR FALSE:
Factors of selecting content-
The kind of background the teachers have.
False
The kind of background the students have.
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.
True
The general guidelines for course content are usually
prescribed by ________________________.
Curriculum of the school or
Institution where educator works
Require structure and organization for learning to proceed
smoothly.
Organizing Content
One of the most complex parts of teaching, yet it
may receive least attention in instructional planning.
Choosing Teaching Method
TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Selection of method depends on the teacher’s mood.
False
Selection of method depends on the objectives and type of learning you are trying to achieve
TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Course content also dictates methodology to some
extent.
True
TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Compatibility between teachers and teaching
methods are only important.
False
TRUE OR FALSE:
Factors Affecting Choice of Method:
✓ Availability of reference materials determine which strategies to be used.
False
What assignment is assigned if you want to see whether students can think analytically?
Short essay
Assignment assigned 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.
Providing a stable and uniform source of information for
students to use in their individual study.
Choosing a Textbook
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, c, e, f, g, h, i, j
TRUE OR FALSE:
– The way you approach the 1st session often sets
the tone for 1st day.
False
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.
1st Class Session
1st Class Session or Subsequent Session
– Communicate expectations for the course.
1st Class Session
1st Class Session or Subsequent Session
– Communicate enthusiasm for the subject,
significance and personal application of the
subject to students.
1st Class Session
1st Class Session or Subsequent Session
– Cover general classroom rules.
1st Class Session
TRUE OR FALSE:
Introducing yourself is done in subsequent sessions of the course.
False
1st Class Session or Subsequent Session
– Begin by gaining and controlling the attention
of the learners.
Subsequent Session
1st Class Session or Subsequent Session
– Establish an impression of control.
Subsequent session
1st Class Session or Subsequent Session
– Assess the learners: pre-tests, short
questionnaires or asking questions in the
class.
Subsequent session
1st Class Session or Subsequent Session
– Follow the planning sequences and continue
to refine approach to teaching
Subsequent session
TRUE OR FALSE:
Close proximity may help establish presence
and comfortability.
False