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Prof. Ed. Flashcards

1
Q

NCBTS

A

National Competency Based Teacher Standards

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2
Q

What CHED memorandum order?

A

CHED Memorandum Order No. 52, s. 2007

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3
Q

What DepEd order?

A

DepEd Order No. 32, s. 2009

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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

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5
Q

Acts as positive role model for students.
*action, communication, interaction
*involves the teacher

A

Domain 1: Social Regard for Learning

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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

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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

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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

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9
Q

The heart of NCBTS
Standards/criteria (teacher’s credential)

A

Competency

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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

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11
Q

Establishes learning environments that respond to the aspirations of the community.

A

Domain 6: Community Linkages

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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

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13
Q

PPST

A

Philippine Professional Standards for Teachers

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14
Q

PPST DepEd order

A

DepEd Order No. 42, s. 2017

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15
Q

APO
*Under Domain 7: Personal Growth and Professional Development

A

Accredited, Professional, Organization

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16
Q

PAFTE
*Under Domain 7: Personal Growth and Professional Development

A

Philippine Association for Teachers and Educators

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17
Q

K to 12 reform

A

R.A. 10533

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18
Q

PQF

A

Philippine Qualifications Framework

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19
Q

AQRF

A

ASEAN Qualifications Reference Framework

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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

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21
Q

Reading and writing

A

Literacy

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22
Q

Shapes and numbers

A

Numeracy

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23
Q

Content knowledge and its application within and across curriculum areas

A

Domain 1: Content Knowledge, and Pedagogy

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24
Q

Research-based knowledge and principles of teaching and learning

A

Domain 1: Content Knowledge, and Pedagogy

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25
Q

Positive use of ICT

A

Domain 1: Content Knowledge, and Pedagogy

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26
Q

Strategies for promoting literacy and numeracy

A

Domain 1: Content Knowledge, and Pedagogy

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27
Q

Strategies for developing critical and creative thinking, as well as other HIGHER ORDER THINKING SKILLS.

A

Domain 1: Content Knowledge, and Pedagogy

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28
Q

Mother tongue, Filipino, and English in teaching and learning.

A

Domain 1: Content Knowledge, and Pedagogy

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29
Q

Classroom COMMUNICATION STRATEGIES (verbal and non-verbal)

A

Domain 1: Content Knowledge, and Pedagogy

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30
Q

MTB-MLE

A

Mother Tongue – Based Multilingual Education

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31
Q

Learner safety and security

A

Domain 2: Learning Environment

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32
Q

Fair learning environment

A

Domain 2: Learning Environment

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33
Q

Management of classroom structure and activities

A

Domain 2: Learning Environment

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34
Q

Support for learner participation

A

Domain 2: Learning Environment

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35
Q

Promotion of purposive learning

A

Domain 2: Learning Environment

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36
Q

Management of learner behavior

A

Domain 2: Learning Environment

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37
Q

Learners’ gender, needs, strengths, interests, and experiences

A

Domain 3: Diversity of Learners

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38
Q

Learners’ linguistic, cultural, socio-economic, and religious backgrounds

A

Domain 3: Diversity of Learners

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39
Q

Learners with disabilities, giftedness, and talents

A

Domain 3: Diversity of Learners

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40
Q

Learners in difficult circumstances

A

Domain 3: Diversity of Learners

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41
Q

Learners from indigenous groups

A

Domain 3: Diversity of Learners

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42
Q

EFA

A

Education for all

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43
Q

mainclude sa regular class

A

mainstreaming

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44
Q

Planning and management of teaching and learning process

A

Domain 4: Curriculum and Planning

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45
Q

Learning outcomes (objectives - teacher magbuhat) aligned with LEARNING COMPETENCIES (DepEd magbuhat)

A

Domain 4: Curriculum and Planning

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46
Q

Relevance and responsiveness of learning programs (student-centered)

A

Domain 4: Curriculum and Planning

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47
Q

Professional collaboration to enrich teaching practice (team teaching)

A

Domain 4: Curriculum and Planning

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48
Q

Teaching and learning resources including ICT (Educational Technology)

A

Domain 4: Curriculum and Planning

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49
Q

Design, selection, organization, and utilization of ASSESSMENT STRATEGIES

A

Domain 5: Assessment and Reporting

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50
Q

Monitoring and evaluation of LEARNER PROGRESS AND ACHIEVEMENT

A

Domain 5: Assessment and Reporting

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51
Q

FEEDBACK TO IMPROVE LEARNING

A

Domain 5: Assessment and Reporting

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52
Q

COMMUNICATION OF LEARNER NEEDS, PROGRESS, AND ACHIEVEMENT TO KEY STAKEHOLDERS

A

Domain 5: Assessment and Reporting

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53
Q

Who are the stakeholders?

A

Learners, parents, and superiors

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54
Q

USE OF ASSESSMENT DATA TO ENHANCE TEACHING AND LEARNING PRACTICES AND PROGRAMS

A

Domain 5: Assessment and Reporting

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55
Q

*evidence-based

A

Domain 5: Assessment and Reporting

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56
Q

Establishment of LEARNING ENVIRONMENTS THAT ARE RESPONSIVE TO COMMUNITY CONTEXTS

A

Domain 6: Community Linkages and Professional Engagement

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57
Q

ENGAGEMENT OF PARENTS AND THE WIDER SCHOOL COMMUNITY in the educative process

A

Domain 6: Community Linkages and Professional Engagement

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58
Q

PROFESSIONAL ETHICS
*code of ethics

A

Domain 6: Community Linkages and Professional Engagement

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59
Q

SCHOOL POLICIES AND PROCEDURES

A

Domain 6: Community Linkages and Professional Engagement

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60
Q

PHILOSOPHY OF TEACHING

A

Domain 7: Personal Growth and Professional Development

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61
Q

DIGNITY OF TEACHING as a profession

A

Domain 7: Personal Growth and Professional Development

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62
Q

PROFESSIONAL LINKS with colleagues

A

Domain 7: Personal Growth and Professional Development

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63
Q

PROFESSIONAL REFLECTION and learning to improve practice

A

Domain 7: Personal Growth and Professional Development

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64
Q

PROFESSIONAL DEVELOPMENT GOALS

A

Domain 7: Personal Growth and Professional Development

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65
Q

When a teacher makes his students feel that HE KNOWS WHAT HE IS TALKING ABOUT
*true and correct ka saimong ginaingon
*convincing ka
*BELIEVABILITY

A

Expert power

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66
Q

Giving students a SENSE OF BELONGING AND ACCEPTANCE
*affective
*emotional side

A

Referent power

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67
Q

Persons IN AUTHORITY
*“Loco Parentis” - instead of a parent

A

Legitimate power

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68
Q

have GAINED THE QUALIFICATIONS recognized FOR ENTRY into the teaching profession

A

Career Stage 1 or Beginning Teachers

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69
Q

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

A

Career Stage 1 or Beginning Teachers

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70
Q

They possess the REQUISITE KNOWLEDGE, SKILLS, and VALUES that support the teaching and learning process.
*seek professional advice from your superiors

A

Career Stage 1 or Beginning Teachers

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71
Q

They manage learning programs and have STRATEGIES THAT PROMOTE LEARNING based on the learning needs of their students.

A

Career Stage 1 or Beginning Teachers

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72
Q

They SEEK ADVICE from experienced colleagues to consolidate their teaching practice.

A

Career Stage 1 or Beginning Teachers

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73
Q

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)

A

Career Stage 2 or Proficient Teachers

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74
Q

They PROVIDE FOCUSED TEACHING PROGRAMS THAT MEET CURRICULUM AND ASSESSMENT REQUIREMENTS.

A

Career Stage 2 or Proficient Teachers

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75
Q

They display skills in PLANNING, IMPLEMENTING, and MANAGING LEARNING PROGRAMS.

A

Career Stage 2 or Proficient Teachers

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76
Q

They actively engage in COLLABORATIVE LEARNING with the professional community and other stakeholders for mutual growth and advancement.

A

Career Stage 2 or Proficient Teachers

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77
Q

They are REFLECTIVE PRACTITIONERS who continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.

A

Career Stage 2 or Proficient Teachers

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78
Q

consistently display a HIGH LEVEL OF PERFORMANCE IN THEIR TEACHING PRACTICE
*hawd naka pirminte

A

Career Stage 3 or Highly Proficient Teachers

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79
Q

They manifest an IN-DEPTH AND SOPHISTICATED UNDERSTANDING of the teaching and learning process.
*deep understanding

A

Career Stage 3 or Highly Proficient Teachers

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80
Q

They have high education-focused situation cognition, are MORE ADEPT IN PROBLEM SOLVING AND OPTIMIZE OPPORTUNITIES GAINED FROM EXPERIENCE.

A

Career Stage 3 or Highly Proficient Teachers

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81
Q

Teachers WORK COLLABORATIVELY WITH COLLEAGUES and provide them support and mentoring to enhance their learning and practice.

A

Career Stage 3 or Highly Proficient Teachers

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82
Q

They continually seek to DEVELOP THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE by reflecting on their own needs and those of their colleagues and students.

A

Career Stage 3 or Highly Proficient Teachers

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83
Q

embody the HIGHEST STANDARD FOR TEACHING grounded in global best practices

A

Career Stage 4 or Distinguished Teachers

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84
Q

exhibit exceptional capacity to improve their own teaching practice and that of others.
*expert

A

Career Stage 4 or Distinguished Teachers

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85
Q

recognized as LEADERS IN EDUCATION, contributors to the profession and initiators of collaborations and partnerships.
*influencer (naa theory, book, or framework na gibuhat)

A

Career Stage 4 or Distinguished Teachers

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86
Q

create LIFELONG IMPACT IN THE LIVES OF COLLEAGUES, students, and others.

A

Career Stage 4 or Distinguished Teachers

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87
Q

CONSISTENTLY SEEK PROFESSIONAL ADVANCEMENT and relevance in pursuit of teaching quality and excellence.

A

Career Stage 4 or Distinguished Teachers

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88
Q

exhibit COMMITMENT TO INSPIRE THE EDUCATION COMMUNITY and stakeholders for the improvement of education provision in the Philippines.

A

Career Stage 4 or Distinguished Teachers

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89
Q

preferred way an individual processes information

A

Learning style

90
Q

Sensory Preferences

A
  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
Q

uses sense of sight in processing learning

A

Visual Learners

92
Q

These learners must see their teacher’s actions and facial expressions to fully understand the content of a lesson.

A

Visual Learners

93
Q

They tend to prefer sitting in front so no one would block their view.

A

Visual Learners

94
Q

They may think in pictures and learn best from visual aids including: diagrams, illustrated textbooks, overhead transparencies, videos, flip charts, and handouts.

A

Visual Learners

95
Q

During a lecture or classroom discussion, visual learners prefer to take detailed notes to absorb information.

A

Visual Learners

96
Q

more interested in VISUAL IMAGERY such as film, graphic displays, or pictures in order to solidify learning

A

Visual-Iconic

97
Q

usually have good “picture memory” a.k.a. iconic memory and attend to pictorial detail

A

Visual-Iconic

98
Q

They would like to READ A MAP better than to read a book.

A

Visual-Iconic

99
Q

Feel comfortable with ABSTRACT SYMBOLISM such as MATHEMATICAL FORMULA or the written word

A

Visual Symbolic

100
Q

Prefer to read a book than a map

A

Visual Symbolic

101
Q

Read about things than hear about them

A

Visual Symbolic

102
Q

Tend to be good abstract thinkers who do not require practical means for learning

A

Visual Symbolic

103
Q

uses sense of hearing in processing learning

A

Auditory Learners

104
Q

Learn best through verbal lectures, discussions, talking things through, listening to what others have to say

A

Auditory Learners

105
Q

Interpret the underlying meanings of speech through listening to the tone of voice, speed, and other nuances

A

Auditory Learners

106
Q

written information may have little meaning until it is heard

A

Auditory Learners

107
Q

often benefit from reading text aloud and using a tape recorder

A

Auditory Learners

108
Q

They REMEMBER THINGS SAID TO THEM and make information their own.

A

Listeners

109
Q

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.

A

Listeners

110
Q

Prefer to talk and discuss

A

Talkers

111
Q

Find themselves talking to those around them

A

Talkers

112
Q

In a class setting, when the instructor is not asking questions, auditory-verbal processors (talkers) tend to whisper comments to themselves.

A

Talkers

113
Q

learns through touch
*hands-on learners
*learn by doing
*ganahan physical actiivites
*prefer to touch, move, build, or draw what they learn

A

Tactile Learners

114
Q

Global-Analytic Continuum

A

ANALYTIC (left)
GLOBAL (right)

115
Q

Tend toward the linear, step-by-step processing of learning
*organized manner
*detail oriented

A

Analytic (left)

116
Q

Tend to see finite elements of patterns rather than the whole

A

Analytic (left)

117
Q

They are the “tree seers”.

A

Analytic (left)

118
Q

More comfortable in a world of details and hierarchies of information

A

Analytic (left)

119
Q

Lean toward non-linear thought
*creative individuals

A

Global (right)

120
Q

Tend to see the WHOLE PATTERN rather than the particle elements
*visionaries

A

Global (right)

121
Q

They are the “forest seekers” who give attention only to the overall structure and sometimes ignore details
*see the entire picture

A

Global (right)

122
Q

*word smart
*enjoys reading, writing, and discussing

A

Verbal-Linguistic Skills

123
Q

*numbers or logic smart (concept of time)

A

Logical-Mathematical Skills

124
Q

*body smart (manipulate what is to be learned)

A

Bodily-Kinesthetic Skills

125
Q

*body smart (manipulate what is to be learned)

A

Bodily-Kinesthetic Skills

126
Q

*picture smart
*good when it comes to visual design
*photography, painting, drawing
*thinks in picture, graphic organizer

A

Visual-Spatial Skills

127
Q

*people smart (effective interaction with others)
*group work and team work

A

Interpersonal Abilities

128
Q

*self-smart (self-regulation, good at handling themselves, work independently)

A

Intrapersonal Abilities

129
Q

*interest to a variety of sounds

A

Musical Abilities

130
Q

*nature smart (love for nature, adventure, field trips)

A

Naturalistic Abilities

131
Q

*spirit smart (who am I?, knowing what their purpose in life is, they always ask why)

A

Existential Intelligence (Existentialist)

132
Q

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

A

Differentiated Instruction (DI)

133
Q

basis on how our students learn

A

Principles of Learning

134
Q

Principles of Learning

A
  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
Q

Also known as learning is an active process

A
  1. Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
136
Q

*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)

A
  1. Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
137
Q

*relatable to our students
*related to their life, experiences, and the real world application

A
  1. Learning is the DISCOVERY OF THE PERSONAL MEANING AND RELEVANCE OF IDEAS.
138
Q

*experience is the best teacher
*simulation and authentic learning

A
  1. Learning (behavioral change) is a CONSEQUENCE OF EXPERIENCE.
139
Q

*group work dealing with different behaviors

A
  1. Learning is a COOPERATIVE AND COLLABORATIVE PROCESS.
140
Q

*gradual
*pace
*not something you can do overnight
*patient (wait for the students

A
  1. Learning is an evolutionary process.
141
Q

*sometimes there is a need to be hurt in order to learn

A
  1. Learning is sometimes a painful process.
142
Q

*“tap”
*you need to discover the potential of your students (tap their potential)

A
  1. One of the RICHEST RESOURCE FOR LEARNING is the LEARNER HIMSELF.
143
Q

*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

A
  1. The process of learning is EMOTIONAL AS WELL AS INTELLECTUAL.
144
Q

*multiple strategies that will cater to learning styles and multiple intelligences

A
  1. The process of problem solving and learning is HIGHLY UNIQUE AND INDIVIDUAL.
145
Q

*learning is strengthened when accompanied by a pleasant or satisfying feeling
*if the feeling is good, you go back

A

Law of Effect

146
Q

*things most often repeated are best remembered
*repitition

A

Law of Exercise

147
Q

*things most often repeated are best remembered
*repitition

A

Law of Exercise

148
Q

*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

A

Law of Readiness

149
Q

*things learned first create a strong impression
*what is taught first must be right

A

Law of Primacy

150
Q

Things most recently learned are best remembered

A

Law of Recency

151
Q

The more intense the material taught, the more it is likely learned

A

Law of Intensity

152
Q

Things freely learned are best learned

A

Law of Freedom

153
Q

Taxonomy of objectives

A

SMART

154
Q

SMART

A

S - Specific
M - Measurable
A - Attainable
R - Relevant/Result Oriented
T - Time-Bounded/Terminal

155
Q

*klaro
*bawal broad/general

A

Specific

156
Q

*behavioral terms (dapat mameasure)
*to identify, explain, enumerate, solve (bawal non-behavioral terms)

A

Measurable

157
Q

*feasible (kaya buhaton)

A

Attainable

158
Q

*connected (aligned lahat)

A

Relevant/Result Oriented

159
Q

*dapat naay deadline

A

Time-bounded/Terminal

160
Q

Bloom’s Taxonomy

A

KCAASE

Knowledge
Comprehension
Application
Analyzation
Synthesis
Evaluation

161
Q

Bloom’s Taxonomy under LOTS

A

Knowledge, Comprehension, Application

162
Q

Bloom’s Taxonomy under HOTS

A

Analyzation, Synthesis, Evaluation

163
Q

Revised Bloom’s Taxonomy

A

RUApAnEC

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

164
Q

Revised Bloom’s Taxonomy under LOTS

A

Remembering, Understanding, Applying

165
Q

Revised Bloom’s Taxonomy under HOTS

A

Analyzing, Evaluating, Creating

166
Q

*the focus of the Revised Bloom’s Taxonomy

A

cognitive

167
Q

The students can RECALL, DEFINE, RECOGNIZE, or IDENTIFY specific information during instruction.
*MEMORIZATION

A

Remembering

168
Q

The student can demonstrate understanding of information by translating it into a different form or by recognizing it in a translated form

A

Understanding

169
Q

*to transform

A

translation

170
Q

4 objectives of understanding

A
  1. translation
  2. interpretation
  3. extrapolation
  4. paraphrase
171
Q

*to interpret
*to explain
*to express (explaining what the learner understood)

A

interpretation

172
Q

*to estimate
*to infer
*to predict (PREDICT IN THE SAME PATTERN)

A

extrapolation

173
Q

*to state in one’s own words

A

paraphrase

174
Q

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.

A

Applying

175
Q

*from theory to practice

A

Applying

176
Q

*predicting in a NEW PATTERN

A

Applying

177
Q

*to apply, to generalize, to use, to employ

A

Applying

178
Q

*breakdown
*FROM WHOLE TO PARTS

A

Analyzing

179
Q

*classify, segregate/discriminate, categorize

A

Analyzing

180
Q

*classify, segregate/discriminate, categorize

A

Analyzing

181
Q

Comparing, organizing, deconstructing, interrogating, finding
Example: Deduce facts from a hypothesis

A

Analyzing

182
Q

*Judge
*CRITICAL THINKING
*rate
*checking, hypothesizing, experimenting, critiquing, judging

A

Evaluating

183
Q

Student can apply a standard in making a judgment on the worth of something - an essay, an action, or a design.

A

Evaluating

184
Q

Judging in terms of internal evidence or logical consistency

A

Evaluating

185
Q

Justifying a decision or course of action

A

Evaluating

186
Q

*CREATIVE THINKING
*PARTS INTO WHOLE
*original
*create a product, innovating, making something new

A

Creating

187
Q

Putting parts together in a new form

A

Creating

188
Q

The student can bring information from various sources to CREATE A PRODUCT uniquely his or her own.

A

Creating

189
Q

Generating new ideas, products, or ways of viewing things

A

Creating

190
Q

Example: To produce an original piece of art

A

Creating

191
Q

Example: Designing, constructing, planning, producing, inventing, formulating

A

Creating

192
Q

Example: Predict the probable effect of a change in temperature on a chemical

A

Applying

193
Q

Example: Recognize fallacies in an argument

A

Evaluating

194
Q

Bloom’s 3 Domains of Knowledge

A

CPA

Cognitive
Psychomotor
Affective

195
Q

Cognitive is about?

A

Knowledge

196
Q

Skills is about?

A

Psychomotor

197
Q

Values and attitudes is about?

A

Affective

198
Q

What will the students know?

A

Cognitive

199
Q

What will the students be able to do?

A

Psychomotor

200
Q

What will the students value or care about?

A

Affective

201
Q

Kendall and Marzano’s (2007) Three Domains of Knowledge

A

IMP

  1. Information (Declarative Knowledge)
  2. Mental Procedure (Procedural Knowledge)
  3. Psychomotor/Physical Procedure (Motor Skills)
202
Q

*the WHAT
Example: facts, concepts, generalizations, principles, and laws

A
  1. Information (Declarative Knowledge)
203
Q

*HOW
*Steps
Example: Writing a term paper, reading map, algorithms like computing long division

A
  1. Mental Procedure (Procedural Knowledge)
204
Q

*DOING
Specific example: CONSTRUCTING a right triangle with a compass and a ruler. PLAYING basketball, BUILDING furniture

A
  1. Psychomotor/Physical Procedure (Motor Skills)
205
Q

6 levels of knowledge (Kendall and Marzano, 2007)

A
  1. Retrieval (Cognitive System)
  2. Comprehension (Cognitive System)
  3. Analysis (Cognitive System)
  4. Knowledge Utilization (Cognitive System)
  5. Metacognitive System
  6. Self-System
206
Q

*Remembering
*retrieve all the information that you know

A

Retrieval

207
Q

*Filtering (filter the most important - what to comprehend and what not to comprehend)

A

Comprehension

208
Q

*whole to pieces
*error analysis (why there is an error)

A

Analysis

209
Q

*applying + creating
*develop, innovate, create, apply

A

Knowledge Utilization

210
Q

*PME
Planning
Monitoring
Evaluation

A

Metacognitive System

211
Q

*IMPORTANCE and MOTIVATION (emotional response)

A

Self-System

212
Q

David Krathwol’s Affective Domain

A

RRVOC

  1. Receiving
  2. Responding
  3. Valuing
  4. Organization
  5. Characterization
213
Q

The student shows WILLINGNESS to attend to particular classroom stimuli or phenomenon in the environment

Example: to LISTEN ATTENTIVELY to group discussion

A

Receiving

214
Q

The student is required ACTIVE PARTICIPATION based on the stimuli.

Example: to contribute to group discussion by ASKING QUESTIONS

A

Responding

215
Q

The student displays DEFINITE INVOLVEMENT OR COMMITMENT toward some experience.

Example: to argue over an issue involving health care

*to support, to debate

A

Valuing

216
Q

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.

A

Organization

217
Q

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.

A

Characterization

218
Q

Anita Harrow’s Psychomotor Domain

A
  1. Reflex movements
  2. Basic fundamental movement
  3. Perceptual abilities
  4. Physical abilities
  5. Skilled movements
  6. Non-discursive communication
219
Q

*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

A

Reflex movements

220
Q

*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

A

Basic fundamental movement

221
Q

*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

A

Perceptual abilities

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