Prof. Ed. Flashcards
1
Q
NCBTS
A
National Competency Based Teacher Standards
2
Q
What CHED memorandum order?
A
CHED Memorandum Order No. 52, s. 2007
3
Q
What DepEd order?
A
DepEd Order No. 32, s. 2009
4
Q
What are the 7 Domains of NCBTS?
A
Domain 1: Social Regard for Learning
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing, and Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and Professional Development
5
Q
Acts as positive role model for students.
*action, communication, interaction
*involves the teacher
A
Domain 1: Social Regard for Learning
6
Q
Promotes FAIRNESS
Physical environment that is SAFE and CONDUCIVE to learning
*conduciveness (physical, social, psychological)
*equitable (based on the needs of the students)
A
Domain 2: Learning Environment
7
Q
Familiar with learner’s background knowledge and experiences
Holistic development
*involves students
*the effect you have in them
A
Domain 3: Diversity of Learners
8
Q
*demonstrates mastery of the subject
*communicates clear learning goals
*makes good use of allotted instructional time (minimized discipline time)
*teaching methods, learning activities, and instructional materials
*VARIETY OF STRATEGIES
A
Domain 4: Curriculum
9
Q
The heart of NCBTS
Standards/criteria (teacher’s credential)
A
Competency
10
Q
*Communicates promptly and clearly to learners, parents, and superiors about the progress of learners.
*appropriate assessment strategies
*Monitors regularly and provides feedback on learners’ understanding of content
A
Domain 5: Planning, Assessing, and Reporting
11
Q
Establishes learning environments that respond to the aspirations of the community.
A
Domain 6: Community Linkages
12
Q
*Takes pride in the nobility of teaching as a profession
*professional links with colleagues
*extent of the attainment of learning goals
*Dignity and honor
A
Domain 7: Personal Growth and Professional Development
13
Q
PPST
A
Philippine Professional Standards for Teachers
14
Q
PPST DepEd order
A
DepEd Order No. 42, s. 2017
15
Q
APO
*Under Domain 7: Personal Growth and Professional Development
A
Accredited, Professional, Organization
16
Q
PAFTE
*Under Domain 7: Personal Growth and Professional Development
A
Philippine Association for Teachers and Educators
17
Q
K to 12 reform
A
R.A. 10533
18
Q
PQF
A
Philippine Qualifications Framework
19
Q
AQRF
A
ASEAN Qualifications Reference Framework
20
Q
7 Domains of PPST
A
Domain 1: Content Knowledge, and Pedagogy
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum and Planning
Domain 5: Assessment and Reporting
Domain 6: Community Linkages and Professional Engagement
Domain 7: Personal Growth and Professional Development
21
Q
Reading and writing
A
Literacy
22
Q
Shapes and numbers
A
Numeracy
23
Q
Content knowledge and its application within and across curriculum areas
A
Domain 1: Content Knowledge, and Pedagogy
24
Q
Research-based knowledge and principles of teaching and learning
A
Domain 1: Content Knowledge, and Pedagogy
25
Positive use of ICT
Domain 1: Content Knowledge, and Pedagogy
26
Strategies for promoting literacy and numeracy
Domain 1: Content Knowledge, and Pedagogy
27
Strategies for developing critical and creative thinking, as well as other HIGHER ORDER THINKING SKILLS.
Domain 1: Content Knowledge, and Pedagogy
28
Mother tongue, Filipino, and English in teaching and learning.
Domain 1: Content Knowledge, and Pedagogy
29
Classroom COMMUNICATION STRATEGIES (verbal and non-verbal)
Domain 1: Content Knowledge, and Pedagogy
30
MTB-MLE
Mother Tongue – Based Multilingual Education
31
Learner safety and security
Domain 2: Learning Environment
32
Fair learning environment
Domain 2: Learning Environment
33
Management of classroom structure and activities
Domain 2: Learning Environment
34
Support for learner participation
Domain 2: Learning Environment
35
Promotion of purposive learning
Domain 2: Learning Environment
36
Management of learner behavior
Domain 2: Learning Environment
37
Learners' gender, needs, strengths, interests, and experiences
Domain 3: Diversity of Learners
38
Learners' linguistic, cultural, socio-economic, and religious backgrounds
Domain 3: Diversity of Learners
39
Learners with disabilities, giftedness, and talents
Domain 3: Diversity of Learners
40
Learners in difficult circumstances
Domain 3: Diversity of Learners
41
Learners from indigenous groups
Domain 3: Diversity of Learners
42
EFA
Education for all
43
mainclude sa regular class
mainstreaming
44
Planning and management of teaching and learning process
Domain 4: Curriculum and Planning
45
Learning outcomes (objectives - teacher magbuhat) aligned with LEARNING COMPETENCIES (DepEd magbuhat)
Domain 4: Curriculum and Planning
46
Relevance and responsiveness of learning programs (student-centered)
Domain 4: Curriculum and Planning
47
Professional collaboration to enrich teaching practice (team teaching)
Domain 4: Curriculum and Planning
48
Teaching and learning resources including ICT (Educational Technology)
Domain 4: Curriculum and Planning
49
Design, selection, organization, and utilization of ASSESSMENT STRATEGIES
Domain 5: Assessment and Reporting
50
Monitoring and evaluation of LEARNER PROGRESS AND ACHIEVEMENT
Domain 5: Assessment and Reporting
51
FEEDBACK TO IMPROVE LEARNING
Domain 5: Assessment and Reporting
52
COMMUNICATION OF LEARNER NEEDS, PROGRESS, AND ACHIEVEMENT TO KEY STAKEHOLDERS
Domain 5: Assessment and Reporting
53
Who are the stakeholders?
Learners, parents, and superiors
54
USE OF ASSESSMENT DATA TO ENHANCE TEACHING AND LEARNING PRACTICES AND PROGRAMS
Domain 5: Assessment and Reporting
55
*evidence-based
Domain 5: Assessment and Reporting
56
Establishment of LEARNING ENVIRONMENTS THAT ARE RESPONSIVE TO COMMUNITY CONTEXTS
Domain 6: Community Linkages and Professional Engagement
57
ENGAGEMENT OF PARENTS AND THE WIDER SCHOOL COMMUNITY in the educative process
Domain 6: Community Linkages and Professional Engagement
58
PROFESSIONAL ETHICS
*code of ethics
Domain 6: Community Linkages and Professional Engagement
59
SCHOOL POLICIES AND PROCEDURES
Domain 6: Community Linkages and Professional Engagement
60
PHILOSOPHY OF TEACHING
Domain 7: Personal Growth and Professional Development
61
DIGNITY OF TEACHING as a profession
Domain 7: Personal Growth and Professional Development
62
PROFESSIONAL LINKS with colleagues
Domain 7: Personal Growth and Professional Development
63
PROFESSIONAL REFLECTION and learning to improve practice
Domain 7: Personal Growth and Professional Development
64
PROFESSIONAL DEVELOPMENT GOALS
Domain 7: Personal Growth and Professional Development
65
When a teacher makes his students feel that HE KNOWS WHAT HE IS TALKING ABOUT
*true and correct ka saimong ginaingon
*convincing ka
*BELIEVABILITY
Expert power
66
Giving students a SENSE OF BELONGING AND ACCEPTANCE
*affective
*emotional side
Referent power
67
Persons IN AUTHORITY
*"Loco Parentis" - instead of a parent
Legitimate power
68
have GAINED THE QUALIFICATIONS recognized FOR ENTRY into the teaching profession
Career Stage 1 or Beginning Teachers
69
They have a STRONG UNDERSTANDING of the subjects/areas in which they are trained in terms of content, knowledge, and pedagogy.
*theory based
*1-2 years
Career Stage 1 or Beginning Teachers
70
They possess the REQUISITE KNOWLEDGE, SKILLS, and VALUES that support the teaching and learning process.
*seek professional advice from your superiors
Career Stage 1 or Beginning Teachers
71
They manage learning programs and have STRATEGIES THAT PROMOTE LEARNING based on the learning needs of their students.
Career Stage 1 or Beginning Teachers
72
They SEEK ADVICE from experienced colleagues to consolidate their teaching practice.
Career Stage 1 or Beginning Teachers
73
are PROFESSIONALLY INDEPENDENT in the application skills vital to the teaching and learning process
*developed your own strategy
*focused teaching programs - grassroot approach (ma-apply na nimo with experience)
Career Stage 2 or Proficient Teachers
74
They PROVIDE FOCUSED TEACHING PROGRAMS THAT MEET CURRICULUM AND ASSESSMENT REQUIREMENTS.
Career Stage 2 or Proficient Teachers
75
They display skills in PLANNING, IMPLEMENTING, and MANAGING LEARNING PROGRAMS.
Career Stage 2 or Proficient Teachers
76
They actively engage in COLLABORATIVE LEARNING with the professional community and other stakeholders for mutual growth and advancement.
Career Stage 2 or Proficient Teachers
77
They are REFLECTIVE PRACTITIONERS who continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.
Career Stage 2 or Proficient Teachers
78
consistently display a HIGH LEVEL OF PERFORMANCE IN THEIR TEACHING PRACTICE
*hawd naka pirminte
Career Stage 3 or Highly Proficient Teachers
79
They manifest an IN-DEPTH AND SOPHISTICATED UNDERSTANDING of the teaching and learning process.
*deep understanding
Career Stage 3 or Highly Proficient Teachers
80
They have high education-focused situation cognition, are MORE ADEPT IN PROBLEM SOLVING AND OPTIMIZE OPPORTUNITIES GAINED FROM EXPERIENCE.
Career Stage 3 or Highly Proficient Teachers
81
Teachers WORK COLLABORATIVELY WITH COLLEAGUES and provide them support and mentoring to enhance their learning and practice.
Career Stage 3 or Highly Proficient Teachers
82
They continually seek to DEVELOP THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE by reflecting on their own needs and those of their colleagues and students.
Career Stage 3 or Highly Proficient Teachers
83
embody the HIGHEST STANDARD FOR TEACHING grounded in global best practices
Career Stage 4 or Distinguished Teachers
84
exhibit exceptional capacity to improve their own teaching practice and that of others.
*expert
Career Stage 4 or Distinguished Teachers
85
recognized as LEADERS IN EDUCATION, contributors to the profession and initiators of collaborations and partnerships.
*influencer (naa theory, book, or framework na gibuhat)
Career Stage 4 or Distinguished Teachers
86
create LIFELONG IMPACT IN THE LIVES OF COLLEAGUES, students, and others.
Career Stage 4 or Distinguished Teachers
87
CONSISTENTLY SEEK PROFESSIONAL ADVANCEMENT and relevance in pursuit of teaching quality and excellence.
Career Stage 4 or Distinguished Teachers
88
exhibit COMMITMENT TO INSPIRE THE EDUCATION COMMUNITY and stakeholders for the improvement of education provision in the Philippines.
Career Stage 4 or Distinguished Teachers
89
preferred way an individual processes information
Learning style
90
Sensory Preferences
1. Visual Learners
2 types
1.1 Visual-Iconic
1.2 Visual Symbolic
2. Auditory Learners
2 types
2.1 Listeners
2.2 Talkers
3. Tactile Learners
91
uses sense of sight in processing learning
Visual Learners
92
These learners must see their teacher's actions and facial expressions to fully understand the content of a lesson.
Visual Learners
93
They tend to prefer sitting in front so no one would block their view.
Visual Learners
94
They may think in pictures and learn best from visual aids including: diagrams, illustrated textbooks, overhead transparencies, videos, flip charts, and handouts.
Visual Learners
95
During a lecture or classroom discussion, visual learners prefer to take detailed notes to absorb information.
Visual Learners
96
more interested in VISUAL IMAGERY such as film, graphic displays, or pictures in order to solidify learning
Visual-Iconic
97
usually have good "picture memory" a.k.a. iconic memory and attend to pictorial detail
Visual-Iconic
98
They would like to READ A MAP better than to read a book.
Visual-Iconic
99
Feel comfortable with ABSTRACT SYMBOLISM such as MATHEMATICAL FORMULA or the written word
Visual Symbolic
100
Prefer to read a book than a map
Visual Symbolic
101
Read about things than hear about them
Visual Symbolic
102
Tend to be good abstract thinkers who do not require practical means for learning
Visual Symbolic
103
uses sense of hearing in processing learning
Auditory Learners
104
Learn best through verbal lectures, discussions, talking things through, listening to what others have to say
Auditory Learners
105
Interpret the underlying meanings of speech through listening to the tone of voice, speed, and other nuances
Auditory Learners
106
written information may have little meaning until it is heard
Auditory Learners
107
often benefit from reading text aloud and using a tape recorder
Auditory Learners
108
They REMEMBER THINGS SAID TO THEM and make information their own.
Listeners
109
They even carry on mental conversations and figure out how to extend what they learned by REVIEWING IN THEIR HEADS WHAT THEY HEARD OTHERS SAY.
Listeners
110
Prefer to talk and discuss
Talkers
111
Find themselves talking to those around them
Talkers
112
In a class setting, when the instructor is not asking questions, auditory-verbal processors (talkers) tend to whisper comments to themselves.
Talkers
113
learns through touch
*hands-on learners
*learn by doing
*ganahan physical actiivites
*prefer to touch, move, build, or draw what they learn
Tactile Learners
114
Global-Analytic Continuum
ANALYTIC (left)
GLOBAL (right)
115
Tend toward the linear, step-by-step processing of learning
*organized manner
*detail oriented
Analytic (left)
116
Tend to see finite elements of patterns rather than the whole
Analytic (left)
117
They are the "tree seers".
Analytic (left)
118
More comfortable in a world of details and hierarchies of information
Analytic (left)
119
Lean toward non-linear thought
*creative individuals
Global (right)
120
Tend to see the WHOLE PATTERN rather than the particle elements
*visionaries
Global (right)
121
They are the "forest seekers" who give attention only to the overall structure and sometimes ignore details
*see the entire picture
Global (right)
122
*word smart
*enjoys reading, writing, and discussing
Verbal-Linguistic Skills
123
*numbers or logic smart (concept of time)
Logical-Mathematical Skills
124
*body smart (manipulate what is to be learned)
Bodily-Kinesthetic Skills
125
*body smart (manipulate what is to be learned)
Bodily-Kinesthetic Skills
126
*picture smart
*good when it comes to visual design
*photography, painting, drawing
*thinks in picture, graphic organizer
Visual-Spatial Skills
127
*people smart (effective interaction with others)
*group work and team work
Interpersonal Abilities
128
*self-smart (self-regulation, good at handling themselves, work independently)
Intrapersonal Abilities
129
*interest to a variety of sounds
Musical Abilities
130
*nature smart (love for nature, adventure, field trips)
Naturalistic Abilities
131
*spirit smart (who am I?, knowing what their purpose in life is, they always ask why)
Existential Intelligence (Existentialist)
132
is a teaching theory based on the premise that INSTRUCTIONAL APPROACHES SHOULD VARY and be adapted in relation to individual and diverse students in classrooms
Differentiated Instruction (DI)
133
basis on how our students learn
Principles of Learning
134
Principles of Learning
1. Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
2. Learning is the DISCOVERY OF THE PERSONAL MEANING AND RELEVANCE OF IDEAS.
3. Learning (behavioral change) is a CONSEQUENCE OF EXPERIENCE.
4. Learning is a COOPERATIVE AND COLLABORATIVE PROCESS.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. One of the RICHEST RESOURCE FOR LEARNING is the LEARNER HIMSELF.
8. The process of learning is EMOTIONAL AS WELL AS INTELLECTUAL.
9. The process of problem solving and learning is HIGHLY UNIQUE AND INDIVIDUAL.
135
Also known as learning is an active process
1. Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
136
*learning by doing
*bida and students
*active learner ang students
*passive learners (nakikinig lang sa sasabihin mo)
*constant lecture (sage on the stage - dispenser of knowledge)
*guide on the side (facilitator of learning)
1. Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
137
*relatable to our students
*related to their life, experiences, and the real world application
2. Learning is the DISCOVERY OF THE PERSONAL MEANING AND RELEVANCE OF IDEAS.
138
*experience is the best teacher
*simulation and authentic learning
3. Learning (behavioral change) is a CONSEQUENCE OF EXPERIENCE.
139
*group work dealing with different behaviors
4. Learning is a COOPERATIVE AND COLLABORATIVE PROCESS.
140
*gradual
*pace
*not something you can do overnight
*patient (wait for the students
5. Learning is an evolutionary process.
141
*sometimes there is a need to be hurt in order to learn
6. Learning is sometimes a painful process.
142
*"tap"
*you need to discover the potential of your students (tap their potential)
7. One of the RICHEST RESOURCE FOR LEARNING is the LEARNER HIMSELF.
143
*affective
*CPA (cognitive, psychomotor, affective)
*dapat hindi mawala ang value/s or attitude towards learning
*minimum of two ang malagay but dapat hindi mawala ang affective
*maximum of three
8. The process of learning is EMOTIONAL AS WELL AS INTELLECTUAL.
144
*multiple strategies that will cater to learning styles and multiple intelligences
9. The process of problem solving and learning is HIGHLY UNIQUE AND INDIVIDUAL.
145
*learning is strengthened when accompanied by a pleasant or satisfying feeling
*if the feeling is good, you go back
Law of Effect
146
*things most often repeated are best remembered
*repitition
Law of Exercise
147
*things most often repeated are best remembered
*repitition
Law of Exercise
148
*individuals learn best when they are physically, mentally, and emotionally ready to learn, and they don't learn well if they see no reason for learning
*PREPARED, READY, MOTIVATED
Law of Readiness
149
*things learned first create a strong impression
*what is taught first must be right
Law of Primacy
150
Things most recently learned are best remembered
Law of Recency
151
The more intense the material taught, the more it is likely learned
Law of Intensity
152
Things freely learned are best learned
Law of Freedom
153
Taxonomy of objectives
SMART
154
SMART
S - Specific
M - Measurable
A - Attainable
R - Relevant/Result Oriented
T - Time-Bounded/Terminal
155
*klaro
*bawal broad/general
Specific
156
*behavioral terms (dapat mameasure)
*to identify, explain, enumerate, solve (bawal non-behavioral terms)
Measurable
157
*feasible (kaya buhaton)
Attainable
158
*connected (aligned lahat)
Relevant/Result Oriented
159
*dapat naay deadline
Time-bounded/Terminal
160
Bloom's Taxonomy
KCAASE
Knowledge
Comprehension
Application
Analyzation
Synthesis
Evaluation
161
Bloom's Taxonomy under LOTS
Knowledge, Comprehension, Application
162
Bloom's Taxonomy under HOTS
Analyzation, Synthesis, Evaluation
163
Revised Bloom's Taxonomy
RUApAnEC
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
164
Revised Bloom's Taxonomy under LOTS
Remembering, Understanding, Applying
165
Revised Bloom's Taxonomy under HOTS
Analyzing, Evaluating, Creating
166
*the focus of the Revised Bloom's Taxonomy
cognitive
167
The students can RECALL, DEFINE, RECOGNIZE, or IDENTIFY specific information during instruction.
*MEMORIZATION
Remembering
168
The student can demonstrate understanding of information by translating it into a different form or by recognizing it in a translated form
Understanding
169
*to transform
translation
170
4 objectives of understanding
1. translation
2. interpretation
3. extrapolation
4. paraphrase
171
*to interpret
*to explain
*to express (explaining what the learner understood)
interpretation
172
*to estimate
*to infer
*to predict (PREDICT IN THE SAME PATTERN)
extrapolation
173
*to state in one's own words
paraphrase
174
The student can apply the information in performing concrete actions. These actions may involve FIGURING, WRITING, READING, HANDLING EQUIPMENT, IMPLEMENTING, CARRYING OUT, EXECUTING, USING, etc.
Applying
175
*from theory to practice
Applying
176
*predicting in a NEW PATTERN
Applying
177
*to apply, to generalize, to use, to employ
Applying
178
*breakdown
*FROM WHOLE TO PARTS
Analyzing
179
*classify, segregate/discriminate, categorize
Analyzing
180
*classify, segregate/discriminate, categorize
Analyzing
181
Comparing, organizing, deconstructing, interrogating, finding
Example: Deduce facts from a hypothesis
Analyzing
182
*Judge
*CRITICAL THINKING
*rate
*checking, hypothesizing, experimenting, critiquing, judging
Evaluating
183
Student can apply a standard in making a judgment on the worth of something - an essay, an action, or a design.
Evaluating
184
Judging in terms of internal evidence or logical consistency
Evaluating
185
Justifying a decision or course of action
Evaluating
186
*CREATIVE THINKING
*PARTS INTO WHOLE
*original
*create a product, innovating, making something new
Creating
187
Putting parts together in a new form
Creating
188
The student can bring information from various sources to CREATE A PRODUCT uniquely his or her own.
Creating
189
Generating new ideas, products, or ways of viewing things
Creating
190
Example: To produce an original piece of art
Creating
191
Example: Designing, constructing, planning, producing, inventing, formulating
Creating
192
Example: Predict the probable effect of a change in temperature on a chemical
Applying
193
Example: Recognize fallacies in an argument
Evaluating
194
Bloom's 3 Domains of Knowledge
CPA
Cognitive
Psychomotor
Affective
195
Cognitive is about?
Knowledge
196
Skills is about?
Psychomotor
197
Values and attitudes is about?
Affective
198
What will the students know?
Cognitive
199
What will the students be able to do?
Psychomotor
200
What will the students value or care about?
Affective
201
Kendall and Marzano's (2007) Three Domains of Knowledge
IMP
1. Information (Declarative Knowledge)
2. Mental Procedure (Procedural Knowledge)
3. Psychomotor/Physical Procedure (Motor Skills)
202
*the WHAT
Example: facts, concepts, generalizations, principles, and laws
1. Information (Declarative Knowledge)
203
*HOW
*Steps
Example: Writing a term paper, reading map, algorithms like computing long division
2. Mental Procedure (Procedural Knowledge)
204
*DOING
Specific example: CONSTRUCTING a right triangle with a compass and a ruler. PLAYING basketball, BUILDING furniture
3. Psychomotor/Physical Procedure (Motor Skills)
205
6 levels of knowledge (Kendall and Marzano, 2007)
1. Retrieval (Cognitive System)
2. Comprehension (Cognitive System)
3. Analysis (Cognitive System)
4. Knowledge Utilization (Cognitive System)
5. Metacognitive System
6. Self-System
206
*Remembering
*retrieve all the information that you know
Retrieval
207
*Filtering (filter the most important - what to comprehend and what not to comprehend)
Comprehension
208
*whole to pieces
*error analysis (why there is an error)
Analysis
209
*applying + creating
*develop, innovate, create, apply
Knowledge Utilization
210
*PME
Planning
Monitoring
Evaluation
Metacognitive System
211
*IMPORTANCE and MOTIVATION (emotional response)
Self-System
212
David Krathwol's Affective Domain
RRVOC
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization
213
The student shows WILLINGNESS to attend to particular classroom stimuli or phenomenon in the environment
Example: to LISTEN ATTENTIVELY to group discussion
Receiving
214
The student is required ACTIVE PARTICIPATION based on the stimuli.
Example: to contribute to group discussion by ASKING QUESTIONS
Responding
215
The student displays DEFINITE INVOLVEMENT OR COMMITMENT toward some experience.
Example: to argue over an issue involving health care
*to support, to debate
Valuing
216
The student has INTEGRATED A NEW VALUE INTO HIS GENERAL SET OF VALUES and can give it its proper place in a priority system.
Examples are: to discuss, to theorize, to formulate, to balance, to examine.
Example: To organize a meeting concerning a neighborhood's housing integration.
Organization
217
The student ACTS CONSISTENTLY according to the value and is firmly committed to the experience.
Example: To display a professional commitment to ethical practice on a daily basis.
Characterization
218
Anita Harrow's Psychomotor Domain
1. Reflex movements
2. Basic fundamental movement
3. Perceptual abilities
4. Physical abilities
5. Skilled movements
6. Non-discursive communication
219
*how do we develop our actions
*INVOLUNTARY (nagamove unconsciously)
-Student's actions can occur involuntarily in response to some stimuli
-Examples include: flexion, extension, stretch, postural adjustments
Reflex movements
220
*reflex movements + reflex movements
*conscious effort
-Students have innate movement pattern formed from a combination of reflex movements.
-Examples are: walking, running, pushing, twisting, gripping, grasping, manipulating
Basic fundamental movement
221
*movement + senses
-Students can translate stimulus received through the senses into appropriate desired movements.
-Examples include: coordinated movements such as WRITING, jumping rope, punting, or catching
Perceptual abilities
