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COLLEGE(2) MIDTERMS > TEACH MOD 5 > Flashcards

TEACH MOD 5 Flashcards

1
Q

is a statement that indicates a purpose, aim or goal set for any undertaking.

A

Objective

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2
Q

In teaching, an _____ identifies the purpose of a teacher plans to pursue.

A

Objective

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3
Q

Objective is also termed as

A

educational or instructional objective

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4
Q

It provides guidance in organizing suitable learning situations and in choosing
appropriate assessment methods to find out if said objectives have been attained.

A

Objective

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4
Q

Taxonomy of Educational Objectives prepared by Benjamin Bloom (1982). The

A

Benjamin Bloom (1982).

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5
Q

The student can recall, define, recognize, or identify specific
information presented during instruction.

A

KNOWLEDGE.

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5
Q

The taxonomy is divided into three large domains

A

cognitive, affective and
psychomotor.

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6
Q

information presented during instruction. The information may be in the form of
a fact, a rule, a diagram, a sound and so on.

A

KNOWLEDGE.

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7
Q

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

A

COMPREHENSIVE.

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8
Q

the student can apply the information in performing concrete
actions. These actions may involve figuring, writing, reading, handling equipment,
etc.

A

APPLICATION

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9
Q

. The student can recognize the organization and structures of a body of
information, break information down into its constituents parts, and specify the
relationships between these parts.

A

ANALYSIS

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10
Q

. The student can recognize the organization and structures of a body of
information, break information down into its constituents parts, and specify the
relationships between these parts.

A

ANALYSIS

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10
Q

. The student can apply a standard in making judgement on the worth
of some

A

EVALUATION

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10
Q

The student can apply the information in performing concrete
actions

A

APPLICATION

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11
Q

These actions may involve figuring, writing, reading, handling equipment,
etc.

A

application

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12
Q

The student can bring to bear information from various sources to
create a product uniquely his or her own. The product can take a variety for forms
written, oral, practical, etc.

A

SYNTHESIS

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13
Q

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

A

RECEIVING.

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14
Q

RECEIVING.

A

b. RESPONDING.

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15
Q

The student displays definite involvement or commitment towards some
experience.

A

VALUING.

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16
Q

. Students action can occur involuntarily in response to some
stimuli.

A

REFLEX MOVEMENTS

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17
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

A

ORGANIZATION.

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18
Q

Student has developed basic movements that are essential to
the development of more highly skilled movements.

A

PHYSICAL ABILITIES.

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18
Q

. Student has innate movement pattern
formed from a combination of reflex movement.

A

b. BASIC FUNDAMENTAL MOVEMENTS

19
Q

Student has developed more complex movements requiring a
certain degree of efficiency.

A

SKILLED MOVEMENT.

19
Q

Student can translate stimulus received through the senses
into appropriate desired movement.

A

PERCEPTUAL ABILITIES.

20
Q

. Student has the ability to communicate
through body movement.

A

NONDISCURSIVE COMMUNICATIONS

21
Q

Preparing Instructional Objectives recommend format (Robert

A

1.
Student behavior
2.
Testing situation
3.
Performance Criteria

22
Q

Motivation stands for

A

“impulse”

23
Q

It is simply ones reason
or purpose for undertaking an activity. It could originate from the inner self or from
external forces.

A

motivation

24
Q

Internal motivation originates from student’s inner self. It can arise from his needs
at the time.

A

INTRINSIC MOTIVATION

24
Q

His attitude and values could likewise greatly determine the observable level of
motivation.

A

INTRINSIC MOTIVATION

25
Q

By origin is an integral part of ones personality.

A

INTRINSIC MOTIVATION

26
Q

The basic motivational pattern may not change much, especially if a teacher’s
association with the student is only for a short time.

A

INTRINSIC MOTIVATION

27
Q

To be the most popular
-
To be the torch bearer
-
Be declared the best athlete
-
Be a dean’s lister

A

INTRINSIC MOTIVATION

28
Q

Rewards, be it material or otherwise could serve as a good incentive.

A
  1. EXTRINSIC MOTIVATION
29
Q

External motivation generates from the learning environment. It includes some
forms of incentives intended to arouse and sustain interest in a learning activity. As
a result student may work harder or behave better.

A
  1. EXTRINSIC MOTIVATION
30
Q

-
a card praising a pupil for being well behaved
-
A toy car for doing his assignments for a week
-
A card with the highest average posted in the bulletin board
-
A literature book for the best in poetry
-
A simple trophy for the 1 st placer among the graduates.

A

Example of positive incentives are:

31
Q

The type of response desired

A

siliciting
directing
responding
evaluating

32
Q

(asking for information)

A

Soliciting

33
Q

(proposing course of action to take, guiding or redirecting thingking ,
suggesting alternative)

A

Directing

34
Q

(doing something called for)

A

Responding

35
Q

(agreeing or not, expressing satisfaction, assessing)

A

evaluating

36
Q

-
Require response of the simple recall or memory type of answers.

A

Low level questions.

37
Q

These questions call for analysis, synthesis, evaluation and problem solving ability.

A

a.
High level questions

38
Q

They are questions that elicit responses that are empirical statements. The response is obtained from
evidence gained through “sense experience”.

A

Empirical Questions.

38
Q

They are questions that ask for definition of terms, translation, or meanings of phrases or statements.

A

Analytic questions.

39
Q

It elicit responses that are value statement. Value statements “praise, blame, comment, criticize or
rate something.”

A

Valuative Questions.

40
Q

They are questions that elicit needing “cognitive memory” operations such as those
that are simple reproduction of facts or formula.

A


cognitive memory questions

41
Q

Elicit responses which involve the merging of diverse data.

A

convergent questions

42
Q

Elicit responses wherein the individual is free to generate independently his own
idea.

A

divergent questions

43
Q

Evaluate responses deals with “matter of judgement, value and choice and is
characterized by its judgmental quality.

A

evaluating questions

44
Q

Serves to introduce a topic and indicate the direction of the discussion.
foundation Questions

A

Focusing questions

45
Q

Elicit responses that will serve as the basis of a more complex questions or
discussion

A

Focusing questions

45
Q

They have the function of responses that promote the flow of the discussion.

A

L ifting Questions

46
Q

They elicit form the respondents a level of thought higher or more complex that
what has already been established.

A

Liifting Questions

47
Q

Clarifying or elaborate upon the statements already make

A

Extending questions

COLLEGE(2) MIDTERMS (7 decks)

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