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FINAL REVIEW > PROF ED DRILLS > Flashcards

PROF ED DRILLS Flashcards

1
Q

What is known as learning a new word by studying its roots and affixes?

A

MORPHOLOGY

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2
Q

According to Nagel’s Acronym PPPF, what is important to follow Up in the proper use of Instructional materials?

A

LESSON OBJECTIVE

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3
Q

In Grace Goddell’s Reading Skill ladder, which step should come last, and only when needed _____?

A

USING THE DICTIONARY

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4
Q

What is aroused among viewing learners by dramatic educational films in what is known as “cliff hangers”,

A

EXPECTANCY

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5
Q

In the 5’S Formula to create a conducive learning environment, which S stands for Cleanliness of work place?

A

SHINE OR SHINING

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6
Q

In a problem-based learning Group, who take notes, join discussion and review materials?

A

TEAM MEMBERS

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7
Q

What correlation is determined when there are three raters of an essay test?

A

INTER-RATER

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8
Q

Which of the following are alternatives assessments?

A

PORTFOLIO,EXHIBITS,JOURNAL

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9
Q

What is the active learning strategy useful in sharing ideas about controversial topics (divorce, abortion, etc.)?

A

FISHBOWL

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10
Q

What kind of plan can be developed by keeping track of assessment results from one periodic rating to the next?

A

SCHOOL IMPROVEMENT PLAN

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11
Q

The development of skills and knowledge needed to function in this world e.g. formal acquisition of literacy, numeracy, critical thinking and general knowledge.

A

Learning to Know

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12
Q

The acquisition of applied skills linked to professional success.

A

Learning to DO

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13
Q

The development of social skills and values such as respect and concern for others, and the appreciation of cultural diversity.

A

Learning to Live Together

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14
Q

The learning that contributes to a person’s mind, body, and spirit. Skills include creativity and personal discovery, acquired through reading, the Internet, and activities such as sports and arts.

A

Learning to BE

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15
Q

When individuals and groups gain knowledge, develop skills, and acquire new values as a result of learning, they are equipped with tools and mindsets for creating lasting change in organizations, communities, and societies.

A

Learning to Transform Oneself and Society

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16
Q

The teacher is the sole athourity in her subject area or field of specialization.

Excellence in education ,back to basics and cultural literacy

A

ESSENTIALISM

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17
Q

Teachers help students think with reason based on socratic methods of oral exposition or recitation ,explicit or deliberate teaching of traditional values

• Use of great books and return to liberal arts

A

PERENNIALISM

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18
Q

• Subjects are interdisciplinary,integrative and interactive
• Curriculum is focused on students interest,human problems and affairs
• School reforms ,relevant and contextualized curriculum,humanistic education

A

PROGRESSIVSM

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19
Q

Teacher act as agents of change and reform in various educational projects including research

• Equality of educational opportunities in education,access to global education

A

RECONSTRUCTIONISM

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20
Q

CURRICULUM

a. It is based on students needs and interest
b. It is always related to instruction
c. Subject matter is organized in terms of
knowledge ,skills and values
d.the process emphazise problem solving
e. Curriculum aims to educate generalist and
not specialist

A

C. Subject matter is organized in terms of
knowledge ,skills and values

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21
Q

Learning should be organized so that students can experience success in the process of mastering the subject matter..

A

BEHAVIORIST PSYCHOLOGY

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22
Q

•Curriculum is concerned with the process not the products
•personal needs not subject matter
•psychological meanings and environmental situations

A

HUMANISTIC PSYCHOLOGY

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23
Q

Society as ever dynamic,is a source of very fast changes which are difficult to cope with.

A

SOCIAL FOUNDATION OF CURRICULUM

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24
Q

Helps in answering what school are for ,what subject are important, how students should learn,and what materials and methods should be used.

A

PHILOSOPHICAL AND PSYCHOLOGICAL
FOUNDATION OF CURRICULUM

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25
Q

Shows different changes in the purposes ,principles and content of the curriculum.

A

HISTORICAL FOUNDATIONS OF CURRICULUM

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26
Q

• Complements and cooperates with other programs of the community
• Provides for the logical sequence of subject matter
• Continuosly involving
• Complex of detail

A

GOOD CURRICULUM

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27
Q

Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that appear in school,district or division documents

A

WRITTEN CURRICULUM

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28
Q

Proposed by schoolars and professional organization

A

RECOMMENDED CURRICULUM

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29
Q

Unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes.

A

HIDDEN CURRICULUM

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30
Q

Teachers implement or deliver in the classrooms or schools.

A

TAUGHT CURRICULUM

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31
Q

Implement or component of the curriculum provides the bases for the selection of content and learning experience which also set the criteria against which learning outcomes will be evaluated.

A

OBJECTIVES

32
Q

What instructional strategies resources and activities will be employed?

A

LEARNING EXPERIENCE

33
Q

What subject matter is to be included?

A

CONTENT

34
Q

What methods and instruments will be used to asses the results of curriculum?

A

EVALUATION APPROACHES

35
Q

A learner will value the content or subject matter if it is meaningful to him/her.

A

INTEREST

36
Q

When content or subject matter will contribute the basic ideas,concepts,principles and generalization to achieve the overall aim of the curriculum then it is significant.

A

SIGNIFICANCE

37
Q

Subject matter is the curriculum should be within the range of the experience of the learners.

A

LEARNABILITY

38
Q

Usefulness of the content or subject matter may be relative to the learner who is going to use it.

A

UTILITY

39
Q

• Frequently and commonly used in daily life
•Suited to the maturity levels and abilities of students
•Valuable in meeting the needs and the competences of a future career

A

LEARNING CONTENT OF A CURRICULUM

40
Q

Elements or components of the curriculum includes instructional strategies and methods that put in action the goals and use the contents in order to produce the outcome.

A

LEARNING EXPERIENCES

41
Q

They provide the bases for the selection of learning content and learning experiences.

They also set the criteria against which learning outcomes will be evaluated.

A

AIMS,GOAL and OBJECTIVES

42
Q

• It is the compendium of facts ,concepts,generalization,principles and theories.
• It is individuals personal and social world and how he or she defines reality

A

SUBJECT MATTER/CONTENT

43
Q

Refer to the formal determination of the quality,effectiveness or value of the program,process and product of the curriculum.

A

EVALUATION APPROACHES

44
Q

In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the content and all materials needed in the curriculum.

A

INPUT

45
Q

Referes to the environment of the curriculum or the real situation where the curriculum is operating.

A

CONTEXT

46
Q

Refers to the ways and means of how the curriculum has been implemented.

A

PROCESS

47
Q

Indicates if the curriculum accomplishes its goal.

A

PRODUCT

48
Q

Grassroots approach-teachers who teach or implement the curriculum should participate in developing it.

A

HILDA TABA

49
Q

•Purpose of the school
•Educational experience related to the purpose
•Organization of the experience
•Evaluatiom of the experience

A

RALPH TYLERS MODEL of CURRICULUM

50
Q

•The needs of the learners
•The achievable goals and objectives to meet the needs
•The selection of the content to be taught
•The motivation to carry out the goals
•The strategies most fit to carry out the goals
•The evaluation process to measure learning outcomes

A

PLANNING PHASE in curriculum development

51
Q

Requires the teacher to implement what has been planned.

A

IMPLEMENTATION PHASE in curriculum develoment

52
Q

A match of the objectives with the learning outcomes will be made.

A

EVALUATION PHASE in curriculum development

53
Q

•Design model in developing curriculuk is attributed to Dewey,Rouseau,Pestallozi and Froebel
•Curriculum is ancored on the needs and interest of child

A

CHILD CENTERED DESIGN

54
Q

•Abraham Mashlow and Carl Rogers
•who said the development of the self is the ultimate objective of learning

A

HUMANISTIC DESIGN

55
Q

Experiences of the learners become the starting point of the curriculum.

A

EXPERIENCE CENTERED DESIGN

56
Q

Draws on social problems ,needs,interest and abilities of the learners.

A

PROBLEM CENTERED DESIGN

57
Q

School principal is the curriculum leader and at the same time instructional leader.

A

MANAGERIAL APPROACH

58
Q

Influenced by system theory,where the parts of total school district or school are determined in terms of how they related to each other.

A

SYSTEM APPROACH

59
Q

Change of behavior indicates the measure of the accomplishment

A

BEHAVIORAL APPROACH

60
Q

•Consider the whole child
•believes that in a curriculum the total developmemt of the individual is the prime consideration
•The learner is the center of the curriculum

A

HUMANISTIC APPROACH

61
Q

The organizational chart of the school shows the line staff relationships of personnel and how decision are made.

A

SYSTEMS APPROACH

62
Q

To give information as to whether the three phases were appropriately done and gave good results.

A

PROCESS OF FEEDBACK AND REFLECTION

63
Q

•Upgrading the quality of teaching and learning in school

•Increasing the capability of the teacher to effectively inculcate learning and for students to gain mastery of lessons and courses

•Broadening the delivery of education outside school through non traditional approaches to normal and informal learning such as open universities and lifelong learning to adult learners

A

EDUCATIONAL TECHNOLOGY’S ROLE

64
Q

Teacher gathers information about his students know and can do.

A

CURRICULUM ASSESSMENT

65
Q

A process of gathering empirical data to support wheter tje material or the curriculum is useful,relevant,reliable and valid.

A

PILOT TESTING

66
Q

A periodic assessment and adjusment during the try out period.

A

MONITORING

67
Q

•Systematic process of judging the value effectiveness and adequacy of a curriculum

•process of obtaining informationfor judging the worth of educational program,product ,procedure ,educational objectives or the potential utility orlf alternative approaches design to attain specified objects

A

CURRICULUM EVALUATION

68
Q

The process of selecting organizing executing and evaluating the learning experience on the basis of the needs abilities and interest of the learners and on the basis of the nature of the society or community for the possibilities of improving the teaching learning situation.

A

CURRICULUM DEVELOPMENT

69
Q

The process of selecting organizing executing and evaluating the learning experience on the basis of the needs abilities and interest of the learners and on the basis of the nature of the society or community for the possibilities of improving the teaching learning situation.

A

CURRICULUM DESIGN

70
Q

👉Content/Performance standard
👉Essential understanding
👉Objevtives-KSA
👉Essential Question

A

BACKWARD DESIGN (UbD-Based curriculum)
💚Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES

71
Q

👉Assessment-Product
👉Performance
👉Assessment criteria/tools
👉Six facets of understanding
👇
Explain
Interpret
Apply
Perspective
Empathy
Self knowledge

A

Stage 2:DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT

72
Q

👉Explore
👉Firm up
👉Deepen
👉Transfer

A

Stage 3:LEARNING PLAN/INSTRUCTION

73
Q

👉1. Universal Kindergarten
👉2. Contextualization and Enhancement
👉3. Spiral Progression
👉4. Mother Tounge-Based Multilingual Education
👉5. Senior High School
👉6. College and Livelihood readiness,21st Century Skills

A

K-12 CURRICULUM

74
Q

President Aquinos 10 ways to fix Phil education refers to the use of mother tounge as a medium of instruction from pre-school to grade 3.

A

MEDIUM OF INSTRUCTION
RATIONALIZED

75
Q

By the end of SY 2015-2016 every child passing preschool must be reader by grade 1.

A

EVERY CHILD A READER BY GRADE 1

FINAL REVIEW (7 decks)

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