Lesson 4 : Teaching and Learning Process

Question 1

Secrets of Goal Setting

Answer 1

1. Write clear and measurable goals.​
2. Create a specific action plan for each goal.
3. Read your goals daily and visualize yourself accomplishing them.
4. Reflect on your progress to see if you are on target.​
5. Revise your action plans if needed.​
6. Celebrate your accomplishments.

Question 2

“Begin with end in mind”

Answer 2

• beginning a lesson with a clearly defined lesson objectives​
• gives direction​
• not losing sight of what we intend to teach​
• no amount of far-fetched question or comment from students, no amount of unnecessary interruption or disruption can derail our intended lesson for the day.​
• the lesson comes more focused​
• not wasting nor killing the time for, it is sure what to teach, how to teach, what materials to use.​

Question 3

What are the Guiding Principles in Determining and Formulating Learning Objectives:

Answer 3

1. “Begin with end in mind”
   ​ 2. Lesson objectives must be in the two or three domains-knowledge (cognitive), skill (psychomotor) and values (affective).​
2. Work on significant and relevant lesson objectives​
3. Lesson Objectives must be aligned with the aims of education
4. Aim at the development of critical and creative thinking​
5. For accountability of learning, lesson objectives must be SMART

Question 4

may be _______________ - if it is meant primarily for knowledge acquisition​

Answer 4

dominantly cognitive

Question 5

dominantly _____________- if it is intended for the acquisition and honing of skills​

Answer 5

psychomotor

Question 6

____________ - if it is mainly focused on attitude and value formation.​

Answer 6

affective

Question 7

Objectives become students’ lesson objectives, and students will be ____________.​

Answer 7

self-propelled

Question 8

This is embodied in the Philippine Constitution and other laws and in the vision-mission statements of the educational institution of which you are a part.​

Answer 8

Lesson Objectives must be aligned with the aims of education

Question 9

To contribute to the development of citizens who are critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions high-level, divergent or open-ended questions.​

Answer 9

Aim at the development of critical and creative thinking​

Question 10

What does S.M.A.R.T stand for

Answer 10

Specific, Measurable, Attainable, Result-oriented and Relevant, Time-bound and Terminal

Question 11

Blooms Taxonomy from bottom to top

Answer 11

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Question 12

Give the Associated Action Verb of the ff Learning Level

REMEMBERING can the student recall or remember the information?

Answer 12

define, duplicate, list, memorize, recall, repeat, reproduce, state

Question 13

Give the Associated Action Verb of the ff Learning Level

UNDERSTANDING can the student explain ideas or concepts

Answer 13

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Question 14

Give the Associated Action Verb of the ff Learning Level

APPLYING can the student use the information in a new way

Answer 14

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Question 15

Give the Associated Action Verb of the ff Learning Level

ANALYZING can the student distinguish between the different parts?

Answer 15

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Question 16

Give the Associated Action Verb of the ff Learning Level

EVALUATING can the student justify a stand or decision?

Answer 16

appraise, argue, defend, judge, select, support, value, evaluate

Question 17

Give the Associated Action Verb of the ff Learning Level

CREATING can the student create new product or point of view?

Answer 17

assemble, construct, create, design, develop, formulate, write

Question 18

​Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Answer 18

​1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Question 19

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Recall or recognition of terms, ideas, procedure, theories, etc.

Answer 19

Knowledge

Question 20

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Demonstrates a readiness to take action to perform the task or objective

Answer 20

Set

Question 21

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Knows steps required to complete the task or objective

Answer 21

Guided Response

Question 22

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Performs task or objective in a somewhat confident, proficient, and habitual manner

Answer 22

Mechanism

Question 23

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Performs task or objective in a confident, proficient, and habitual manner

Answer 23

Complex Overt Response

Question 24

Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

Performs task or objective as above, but can also modify actions to account for new or problematic situations

Answer 24

Adaptation

Question 25

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Creates new tasks or objectives incorporating learned ones

Answer 25

Organization

Question 26

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals

Answer 26

​​1. Perception 2. Set 3. Guided Response 4. Mechanism 5. Complex Overt Response 6. Adaptation 7 .Organization

Question 27

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Uses sensory cues to guide actions

Answer 27

Perception

Question 28

Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Demonstrates a readiness to take action to perform the task or objective

Answer 28

Set

Question 29

Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Knows steps required to complete the task or objective

Answer 29

Guided Response

Question 30

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Performs task or objective in a somewhat confident, proficient, and habitual manner

Answer 30

Mechanism

Question 31

​Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Performs task or objective in a confident, proficient, and habitual manner

Answer 31

Complex Overt Response

Question 32

Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals Performs task or objective as above, but can also modify actions to account for new or problematic situations

Answer 32

Adaptation

Question 33

a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom.

Answer 33

Teaching Approach

Question 34

the systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.

Answer 34

Teaching Method

Question 35

these are steps we follow when we teach. It is the teacher's style or tricks to accomplish an immediate objective.

Answer 35

Teaching Techniques

Question 36

are methods of approaching a problem or task, modes of operation for achieving a particular end or planned design for controlling and manipulating certain information.

Answer 36

Teaching Strategies

Question 37

Teaching Approaches

Answer 37

Teacher-Centered Learner-Centered Subject-Mattered Center Teacher Dominated Interactive “Banking” Approach Constructivist Disciplinal Integrated Collaborative Indirect, Guided

Question 38

The teacher is perceived to be the only reliable source of information

Answer 38

Teacher-Centered Approach

Question 39

In which it is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.

Answer 39

Learner-Centered Approach

Question 40

Subject matter gains primacy over that of the learner.

Answer 40

Subject-Matter Centered Approach

Question 41

In this approach, only the teacher's voice is heard. He/she is the sole dispenser of information.

Answer 41

Teacher Dominated Approach

Question 42

The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.

Answer 42

Constructivist Approach

Question 43

An interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other students.

Answer 43

Interactive Approach

Question 44

The teacher deposits knowledge into the "empty" minds of students for students to commit to memory.

Answer 44

Banking Approach

Question 45

It makes the teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary) or connects his/her lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary.

Answer 45

Integrated Approach

Question 46

It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

Answer 46

Disciplinal Approach

Question 47

It will welcome group work, teamwork, partnerships, and group discussion.

Answer 47

Collaborative Approach

Question 48

It wants the individual students to work by themselves.

Answer 48

Individualistic Approach

Question 49

The teacher directly tells or shows or demonstrates what is to be taught.

Answer 49

Direct Teaching Approach

Question 50

The teacher guides the learner to discover things for himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.

Answer 50

Indirect, Guided Approach

Question 51

Approaches vary in the degree of ________ and ______, _____, _____ in the teaching-learning process.

Answer 51

teacher and learner engagement, focus, number of learners involved

Question 52

Breaking down learning from general to specific

Answer 52

Deductive Methods

Question 53

Process of arriving a generalization

Answer 53

Inductive Method

Question 54

Teacher-centered (teacher provides information, facts, rules, action sequences)

Answer 54

Direct Teaching Method

Question 55

Student-centered (student is an interactive participant)

Answer 55

Indirect Teaching Method

Question 56

lecture Method

Answer 56

Outlining technique Component technique Sequential technique Relevance technique Transitional technique

Question 57

Discussion Method

Answer 57

Small group discussion technique Socialized classroom technique Direct instruction technique Panel discussion technique Recitation technique Interview technique

Question 58

Reporting Method

Answer 58

Unit or Morrisonian technique Individual or group reporting technique Reading or story telling technique Schematic technique Symposium technique

Question 59

Investigatory Method

Answer 59

Laboratory technique Problem-solving technique Research technique Field study technique Experimenting technique

Question 60

Activity Method

Answer 60

Project technique Field trip technique Dramatization technique Role playing technique Brain storming technique Debate technique

Question 61

Self-Pacing Method

Answer 61

Programmed instruction Mastery learning Modular learning technique

Question 62

Demonstration Method

Answer 62

Teacher-directed technique Student-directed technique Resource speaker technique

Question 63

Integrated Method

Answer 63

Lecture-discussion Lecture-demonstration Film-showing discussion

Question 64

Traditional Method

Answer 64

Textbook learning Role-learning technique Directed technique

Question 65

Researchers found out that the most effective approaches-resulting in ____ and ____ retention rates are learning by doing _____ and ______

Answer 65

75% 90% (inquiry method) and learning by teaching others.

Question 66

Guiding Principles in the Selection and Use of Teaching Strategies

Answer 66

1. Learning is an active process 2. The more senses that are involved in learning, the more and the better the learning. 3. Emotion has the power to increase retention and learning. 4. Learning is meaningful when it is connected to student's everyday life. 5. Good teaching goes beyond recall of information