TEACH MOD 5

Question 1

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

Answer 1

Objective

Question 2

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

Answer 2

Objective

Question 3

Objective is also termed as

Answer 3

educational or instructional objective

Question 4

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

Answer 4

Objective

Question 4

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

Answer 4

Benjamin Bloom (1982).

Question 5

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

Answer 5

KNOWLEDGE.

Question 5

The taxonomy is divided into three large domains

Answer 5

cognitive, affective and
psychomotor.

Question 6

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

Answer 6

KNOWLEDGE.

Question 7

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

Answer 7

COMPREHENSIVE.

Question 8

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

Answer 8

APPLICATION

Question 9

. 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.

Answer 9

ANALYSIS

Question 10

. 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.

Answer 10

ANALYSIS

Question 10

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

Answer 10

EVALUATION

Question 10

The student can apply the information in performing concrete
actions

Answer 10

APPLICATION

Question 11

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

Answer 11

application

Question 12

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.

Answer 12

SYNTHESIS

Question 13

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

Answer 13

RECEIVING.

Question 14

RECEIVING.

Answer 14

b. RESPONDING.

Question 15

The student displays definite involvement or commitment towards some
experience.

Answer 15

VALUING.

Question 16

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

Answer 16

REFLEX MOVEMENTS

Question 17

The student has integrated a new value into his general set of
values and can give it its proper place in a priority system

Answer 17

ORGANIZATION.

Question 18

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

Answer 18

PHYSICAL ABILITIES.

Question 18

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

Answer 18

b. BASIC FUNDAMENTAL MOVEMENTS

Question 19

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

Answer 19

SKILLED MOVEMENT.

Question 19

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

Answer 19

PERCEPTUAL ABILITIES.

Question 20

. Student has the ability to communicate through body movement.

Answer 20

NONDISCURSIVE COMMUNICATIONS

Question 21

Preparing Instructional Objectives recommend format (Robert

Answer 21

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

Question 22

Motivation stands for

Answer 22

“impulse”

Question 23

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

Answer 23

motivation

Question 24

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

Answer 24

INTRINSIC MOTIVATION

Question 24

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

Answer 24

INTRINSIC MOTIVATION

Question 25

By origin is an integral part of ones personality.

Answer 25

INTRINSIC MOTIVATION

Question 26

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

Answer 26

INTRINSIC MOTIVATION

Question 27

Desire to get high grades - To be the most popular - To be the torch bearer - Be declared the best athlete - Be a dean’s lister

Answer 27

INTRINSIC MOTIVATION

Question 28

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

Answer 28

2. EXTRINSIC MOTIVATION

Question 29

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.

Answer 29

2. EXTRINSIC MOTIVATION

Question 30

- 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.

Answer 30

Example of positive incentives are:

Question 31

The type of response desired

Answer 31

siliciting directing responding evaluating

Question 32

(asking for information)

Answer 32

Soliciting

Question 33

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

Answer 33

Directing

Question 34

(doing something called for)

Answer 34

Responding

Question 35

(agreeing or not, expressing satisfaction, assessing)

Answer 35

evaluating

Question 36

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

Answer 36

Low level questions.

Question 37

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

Answer 37

a. High level questions

Question 38

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

Answer 38

Empirical Questions.

Question 38

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

Answer 38

Analytic questions.

Question 39

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

Answer 39

Valuative Questions.

Question 40

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

Answer 40

 cognitive memory questions

Question 41

Elicit responses which involve the merging of diverse data.

Answer 41

convergent questions

Question 42

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

Answer 42

divergent questions

Question 43

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

Answer 43

evaluating questions

Question 44

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

Answer 44

Focusing questions

Question 45

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

Answer 45

Focusing questions

Question 45

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

Answer 45

L ifting Questions

Question 46

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

Answer 46

Liifting Questions

Question 47

Clarifying or elaborate upon the statements already make

Answer 47

Extending questions