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MLS 052: POT > Selection and Organization of Content (Session 7) > Flashcards

Selection and Organization of Content (Session 7) Flashcards

1
Q

True or False
One guiding principle related to subject matter content is to observe the following qualities in the selection and organization of content.

A

TRUE

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2
Q

Teaching the content according to national standards

A

VALIDITY

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3
Q

In order to realize the goals and objectives of the course as laid down in the basic education curriculum

A

VALIDITY

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4
Q

Should respond to the needs and ineterests of the learnrers

A

SIGNIFICANCE

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5
Q

Hence, meaningful and significant

A

SIGNIFICANCE

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6
Q

Includes not only facts but also concepts and values

A

BALANCE

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7
Q

No topic must be extensively discussed at the expense of other topics

A

BALANCE

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8
Q

Fully covers the essentials

A

SELF-SUFFICIENT

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9
Q

TRUE or FALSE

Balance fully covers the essentials

A

False

SELF-SUFFICIENT fully covers the essentials.

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10
Q

Teachers considers the interest of the learners, their developmental stages and cultural and ethnic background.

A

INTEREST

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11
Q

TRUE or FALSE

Teachers should not consider the interest of the learners

A

FALSE

Teachers considers

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12
Q

The contents is not meant only to be memorized for test and grade purposes

A

UTILITY

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13
Q

TRUE or FALSE

The contents is not meant only to be memorized for test and grade purposes

A

TRUE

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14
Q

What is learned has a function even after the examinations over.

A

UTILITY

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15
Q

In the sense that the essential content can be covered in the amount of time available for instruction.

A

FEASIBILITY

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16
Q

One guiding principle related to subject matter content is to observe the following qualities in the selection and organization of content.

A

GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT

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17
Q

At the base of the structure of cognitive subject matter content is facts

A

GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT

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18
Q

At the base of the structure of cognitive subject matter content is

A

FACTS

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19
Q

Here are a few ways cited by cognitive psychologists
Providing opportunities for experimentation
Presenting the ideas of others
Emphasizing conceptual understanding

A

OMROD, 2000

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20
Q

TRUE or FALSE

Providing opportunities for academics

A

FALSE

Providing opportunities for experimentation

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21
Q

TRUE or FALSE

Working out a process of conceptual understanding means teaching and learning beyond facts.

A

TRUE

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22
Q

An integration of cognitive, skill and affective elements

A

SUBJECT MATTER CONTENT

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23
Q

An integration of facts, concepts, principles, hypotheses, theories and laws, thinking skills, manipulative skills, values and attitudes.

A

SUBJECT MATTER CONTENT

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24
Q

TRUE or FALSE

A subject matter content includes cognitive, skill and affective components.

A

TRUE

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25
Q

Concerned w/facts, concepts, principles, hypotheses, theories and laws.

A

COGNITIVE (OMROD, 2000)

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26
Q

An idea or action that can be verified.

A

FACT

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27
Q

A categorization of events, places, people, and ideas.

A

CONCEPT

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28
Q

The relationship(s) between and among facts and concepts.

A

PRINCIPLE

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29
Q

Educated guesses about relationships (principles).

A

HYPOTHESES

30
Q

A set of facts, concepts and principles that describe possible underlying unobservable mechanisms that regulate human learning, development and behavior.

A

THEORIES

31
Q

Firmly established, thoroughly tested principle or theory.

A

LAWS

32
Q

Refers to thinking skills and manipulative skills

A

SKILLS

33
Q

Begin with naïve manipulation and ends up in expect and precise manipulation

A

MANIPULATION SKILLS

34
Q

Beyond recall and comprehension.

A

THINKING SKILLS

35
Q

Concerned with application of what was learned, evaluation, critical and creative thinking and synthesis.

A

THINKING SKILLS

36
Q

A thought process or method used to generate creative ideas by exploring many possible solutions

A

DIVERGENT THINKING

37
Q

The ability to generate many ideas

A

FLUENT THINKING

38
Q

The ability to shift thinking or attention in response to a switch in rules, or to new situations.

A

FLEXIBLE THINKING

39
Q

Is that mental process in an individual or a group of individuals that produces innovation and invention.

A

ORIGINAL THINKING

40
Q

Extending your thinking about the idea or concept in order to process it more deeply to boost learning and memory

A

ELABORATIVE THINKING

41
Q

Narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem

A

CONVERGENT THINKING

42
Q

The process of finding a solution to difficult or complex issues.

A

PROBLEM SOLVING

43
Q

A substitutional mental process in which implicit comparisons are made between qualities of objects which are usually considered in separate classifications.

A

METAPHORIC THINKING

44
Q

The objective analysis and evaluation of an issue in order to form a judgment.

A

CRITICAL THINKING

45
Q

Involves “producing something that is both original and worthwhile”

A

CREATIVE THINKING

46
Q

Who stated the “producing something that is both original and worthwhile” ?

A

STERNBERG, 2003

47
Q

TRUE or False

It is doubly difficult when the problem is ill-defined.

A

TRUE

48
Q

TRUE or False

It is not difficult when the problem is ill-defined.

A

FALSE

49
Q

TRUE or False

When it is ill-defined, the first thing to teach is to better define the problem.

A

TRUE

50
Q

TRUE or False

When it is ill-defined, the first thing to teach is to averagely define the problem.

A

False

When it is ill-defined, the first thing to teach is to BETTER define the problem.

51
Q

When it is ill-defined, the first thing to teach is to better define the problem. Here are the few techniques (_______, 2000)

A

OMROD

52
Q

When it is ill-defined, the first thing to teach is to better define the problem. Here are the few techniques (_______, 2000):
Break large problems into well-defined ones
Distinguish information needed
______________________

A

Identify the techniques to find needed information

53
Q

When it is ill-defined, the first thing to teach is to better define the problem. Here are the few techniques (_______, 2000):
Break large problems into well-defined ones
____________________
Identify the techniques to find needed information

A

Distinguish information needed

54
Q

When it is ill-defined, the first thing to teach is to better define the problem. Here are the few techniques (_______, 2000):
____________________
Distinguish information needed
Identify the techniques to find needed information

A

Break large problems into well-defined ones

55
Q

TRUE or FALSE

Problems can be solved by using algorithm or a heuristic strategy.

A

TRUE

56
Q

Follows a specific, step-by-step instructions

A

ALGORITHM

57
Q

Used when there is no algorithm for problem solving; a general problem solving strategy.

A

HEURISTIC

58
Q

TRUE or FALSE

Problems can NOT be solved by using algorithm or a heuristic strategy.

A

FALSE

59
Q

TRUE or FALSE

HEURISTIC Follows a specific, step-by-step instructions

A

FALSE

ALGORITHM

60
Q

TRUE or FALSE

ALGORITHM used when there is no algorithm for problem solving; a general problem solving strategy.

A

FALSE

61
Q

TRUE or FALSE

Heuristic is used when there is no algorithm for problem solving; a general problem solving strategy.

A

TRUE

62
Q

TRUE or FALSE

Algorithm follows a specific, step-by-step instructions

A

TRUE

63
Q

TRUE or FALSE

Values are the apex of the triangle.

A

TRUE

64
Q

It is because it is in the teaching of values that the teaching of facts, skills and concepts become connected to the life of the students, thus acquiring meaning.

A

ATTITUDES AND VALUES

65
Q

How can we teach values?

A

BY DEUTERO-LEARNING

66
Q

A student learns by being exposed to the situation, by acquainting himself with a setting by following a models, pursuing inspirations and copying behavior.

A

DEUTERO-LEARNING

67
Q

TRUE or FALSE

A Teacher’s critical role as a model in and outside the classroom cannot be overemphasized.

A

TRUE

68
Q

TRUE or FALSE

A Teacher’s critical role as a model in and outside the classroom can be overemphasized.

A

FALSE

CANNOT

69
Q

TRUE or FALSE
A Teacher’s critical role as a model in and outside the classroom cannot be overemphasized.

Positively reinforcing behavior
By teaching the cognitive component of values in the classroom

A

TRUE

70
Q

A Teacher’s critical role as a model in and outside the classroom cannot be overemphasized.

____________________
By teaching the cognitive component of values in the classroom

A

Positively reinforcing behavior

MLS 052: POT (2 decks)

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