The teachers and The Curriculum (Day 15) Flashcards
1
Q
organization of curriculum components, lesson plan, syllabus, unit plan, course design
A
Curriculum design
2
Q
minuscule curriculum
A
lesson plan
3
Q
SMARTS
A
specific
measurable
attainable/achievable
result-oriented/relevance/realistic
time bounded/terminal
4
Q
SMART
not abbreviation
A
behavioral components/objectives
5
Q
relevant to the outcomes or objectives
A
content/ subject matter
6
Q
the activities where the learners derive experiences
A
teaching and learning methods
7
Q
work together to know the importance of teamwork
A
cooperative learning activities
8
Q
develop personal responsibility, self reliance
A
independent learning activities/individualism
9
Q
competition in a healthy manner, survivors in a very competitive world
A
competitive activities
10
Q
where the content has been taken, maybe at books, module or any publication
A
references
11
Q
learning is effective when student receives feedback/verbal or no verbal
A
assessment/evaluation
12
Q
actual learning space or classrooms (light, ventilation, space)
A
adequacy
13
Q
chronological and development ages of learners (student’s capacity)
A
suitability
14
Q
operational, instructional effectiveness (teacher’s capacity
A
efficiency
15
Q
cost effectiveness/ budget
A
economy
16
Q
direct instruction
A
Barak Rosenshine
17
Q
- state learning objectives
2.Review - present new materials
- explain
- practice
- guide
- check for understanding
- provide feedback/acceptance feedback or corrective feedback
- review
- test
A
Barak Rosenshine
18
Q
Barak Rosenshine
A
- state learning objectives
2.Review - present new materials
- explain
- practice
- guide
- check for understanding
- provide feedback/acceptance feedback or corrective feedback
- review
- test
19
Q
80% or more success rate
A
Barak Rosenshine
20
Q
- state learning objectives
2.Review - present new materials
- explain
- practice
- guide
- check for understanding
- provide feedback/acceptance feedback or corrective feedback
- review
- test
method
A
Direct instruction
21
Q
Guided Instruction
A
Madeline Hunter
22
Q
- review
- anticipation set (motivation)
- stating of objectives
- input (lesson)
- modelling (demo)
- check for understanding, ICQs instruction checking question
- guided practice
- independent practice
A
Madeline Hunter
23
Q
- review
- anticipation set (motivation)
- stating of objectives
- input (lesson)
- modelling (demo)
- check for understanding, ICQs instruction checking question
- guided practice
- independent practice
method
A
guided instruction
24
Q
Guided instruction
A
- review
- anticipation set (motivation)
- stating of objectives
- input (lesson)
- modelling (demo)
- check for understanding, ICQs instruction checking question
- guided practice
- independent practice
25
Mastery learning
JHBlock & Lorin Anderson
26
1. clarity
2. inform
3. pre test
4. group (mastery group & non-mastery group)
5. enrichment and corrective drill
6.monitor
7. post test (non mastery group)
8. assessment performance 75%
9. reteach
Mastery learning
27
mastery learning
1. clarity
2. inform
3. pre test
4. group (mastery group & non-mastery group)
5. enrichment and corrective drill
6.monitor
7. post test (non mastery group)
8. assessment performance 75%
9. reteach
28
pre test 80% mastery group
post test at least 75%
mastery learning
29
systematic instruction
Thomas Good
Jere Brophy
30
1. review
2. development
3. assess comprehension(ask question)
4. seatwork
5. accountability
6. homework (regularly)
7.special review (weekly)
systematic instruction
31
systematic instruction
1. review
2. development
3. assess comprehension(ask question)
4. seatwork
5. accountability
6. homework (regularly)
7.special review (weekly)
32
Japan, korea, china
Systematic instruction
33
public and secondary public schools will not be required to prepare a detailed lesson plan ( at least 2 years of teaching experiences)
DEPED order No. 70s.2012
34
oldest, most traditional, use in basic education, learning is sometimes compartmentalized (no applicable to other subjects)
subject design
35
use in higher education, knowledge and methods which scholars use to study a specific content of their fields
discipline design
36
links separate subject design in order to reduce fragmentation
correlation design
37
prevent compartmentalization, integrate contents that are related to each other
Broadfield (fused disciplined)
38
needs and interest of the child
child centered design
39
experiences the starting point of the curriculum, student needs and interest can't be re-planned
experience centered design
40
development of self, wholistic development
humanistic design
41
student's existing concern
life situation design
42
common problem, problem since then
core problem design
43
use in basic education, designing, refining, upgrading, reviewing the curriculum, curriculum map
curriculum mapping
44
benefits of curriculum mapping
address the gaps, repetition, ensures alignment
45
use in higher education, mapping the curricula or syllabus against established standards
Curriculum quality audit
46
benefits or curriculum quality audit
address the gap, repetition, ensure alignment
47
PPST
Philippine professional standard for teacher
48
DPED order NO. 42S.2017
Philippine profesional standard for teacher
49
CMO No. 47
BEED
50
CMO. No. 75
BSED
51
CMO. No 76
BECEd
52
CMO NO. 77
BSNED
53
CMO No. 78
BTLED
54
CMO No. 79
BTVED
55
CMO. 80
BPED
56
CMO. No 81
BSESS
57
CMO. No 82
BCAED
58
CMO. No 83
ALS
59
father of psychology model is "force field theory'
Kurt Lewin
60
Government intervention (funds), social value (respect), technological changes knowledge explosion, administrative support
Driving force (+)
61
Driving force
GSTKA
Government intervention (funds), social value (respect), technological changes knowledge explosion, administrative support
62
Fear of the unknown, negative attitude to change, tradition, values, limited resources, obsolete equipment
negative force (-)
63
negative force (-)
FNTLO
Fear of the unknown, negative attitude to change, tradition, values, limited resources, obsolete equipment
64
equal amount of driving force and restraining force, state of balance
equilibrium
65
replace the present with a new one (overhaul)
sunstitution
66
introduce minor changes
Ex. changing instructional materials, methods of teaching
alteration
67
major modification
EX. BECK to RBECK to K to 12
Restructuring
68
short time, sudden change
Ex. time schedule
pertubation
69
vision, mission of the school, happen to new teachers
value orientation
70
curricularist, prime mover
teacher
71
core of the curriculum, prime benificiary
learner
72
curriculum manager
school leader/administrarors
73
significant school partners
parents
74
curriculum resource and learning environment
community
75
government agencies and non government agencies
other stakeholders
76
overall aspect of the curriculum, big curriculum program
curriculum program evaluation
77
separate evaluation
a. achieved learning outcome
b. curriculum process
c. instructional materials
curriculum program component evaluation
78
strength and weaknesses
need assessment
79
can produce or is producing the desired result
monitoring
80
the result have equaled or exceed the standards
technical assessment
81
provides information for policy recommendation
decision making
