UNIT 4

Question 1

Gradually transferring responsibility to the learner through guided support.

Answer 1

Scaffolding

Question 2

Example: Demonstrate specimen collection techniques, then supervise students as they perform them independently.

Answer 2

Scaffolding

Question 3

verbalizing thought processes during problem-solving to model analytical reasoning

Answer 3

Think-Aloud Protocol

Question 4

Example: While interpreting blood test results. a teacher narrates each step in decision-making

Answer 4

Think-Aloud Protocol

Question 5

Allowing sufficient time for students to think and respond.

Answer 5

Wait Time

Question 6

Example: After asking a clinical question. pause to let students formulate thoughtful answers

Answer 6

Wait Time

Question 7

Breaking down complex content into manageable seaments

Answer 7

Chunking

Question 8

Example: Teaching hematology in stages: red cells, white cells, then platelets

Answer 8

Chunking

Question 9

Enhances memory and recall of information.

Answer 9

Use of Mnemonics and Acronyms

Question 10

Example: Using “COLORS to remember the order of draw in phlebotomy.

Answer 10

Use of Mnemonics and Acronyms

Question 11

Engages learners with digital platforms and realistic scenarios

Answer 11

Interactive Media and Simulations

Question 12

Example: Virtual labs for identifying pathogens or running ELISA tests.

Answer 12

Interactive Media and Simulations

Question 13

Brings spiritual and practical relevance to content.

Answer 13

Real-life Scenarios and Object Lessons

Question 14

Example: Illustrating purity in lab techniques with the biblical metaphor of cleansing (Psalm 51:10).

Answer 14

Real-Life Scenarios and Object Lessons

Question 15

Test memory (e a. “What are the components of CBC?”)

Answer 15

Recall Questions

Question 16

Assess Understanding (eg Why do we perform differential WBC count?)

Answer 16

Comprehension Questions

Question 17

Encourage practical use (e.g.. “When should you use a tourniquet in venipuncture?

Answer 17

Application Questions

Question 18

Probe deeper thought (e a. “What would happen if the centrifuge speed is too low?)

Answer 18

Analysis Questions

Question 19

Require combining ideas (e.g., “How would you design a lab protocol for a new test?”)

Answer 19

Synthesis Questions

Question 20

Promote judgment ( e.g., which technique is best for minimizing cross-contamination and why?”)

Answer 20

Evaluation Questions

Question 21

Strategies for Effective Questioning

Answer 21

Pose open-ended questions
Avoid yes/no formats
Use follow-ups to deepen responses
Encourage peer-to-peer questioning
Include spiritual and ethical angles in reflective questions

Question 22

The Value of Obiectives:

Answer 22

Guide the selection and handling of course materials
Help determine whether people in the class have learned what the teacher has tried to teach
Obiectives are essential from the learner’s perspective. The need to know more about a course than they can get from a course description or a list of course content.)

Question 23

SMART definition

Answer 23

Specific
Measurable
Attainable
Relevant
Time bound

Question 24

you must tell exactly what is expected, why is it important who is Involved, where is it going to happen, and which attributes are important

Answer 24

Specific

Question 25

Emphasizes the need for concrete standard criteria for measuring progress toward the attainment of the goal

Answer 25

Measurable

Question 26

Points out the importance of goals that are realistic.

Answer 26

Attainable

Question 27

Stresses the imporance of choosing goals that matter felevant goals are purpose-driven

Answer 27

Result oriented and relevant

Question 28

Emphasizes the importance of formulating goals within a time frame, giving them a target date

Answer 28

Time-bound and Terminal

Question 29

Bloom’s Taxonomy pyramid from TOP to BOTTOM

Answer 29

Evaluation Synthesis Analysis Application Comprehension Knowledge

Question 30

Who developed Taxonomy of Objectives?

Answer 30

Benjamin Bloom

Question 31

Recommend specific verbs to use when writing learning objectives so that the obiectives can be measured

Answer 31

Taxonomy of Objectives

Question 32

Knowledge of terminology and conventions, trends and sequences, classifications and categories, criteria and methodologies, principles, theories, and structures

Answer 32

Knowledge

Question 33

Relates to translation, interpretation, and extrapolation

Answer 33

Comprehension

Question 34

Use of abstractions in particular situation

Answer 34

Application

Question 35

Relates to breaking a whole into parts

Answer 35

Analysis

Question 36

Putting parts together in a new form such as a unique communication, a plan of operation, and a set of abstract relations

Answer 36

Synthesis

Question 37

Judging in terms of internal evidence or logical consistency with facts developed elsewhere

Answer 37

Evaluation

Question 38

Anderson’s Taxonomy pyramid from TOP to BOTTOM

Answer 38

Creating Evaluating Analysing Applying Understanding Remembering

Question 39

Define, duplicate, memorize, recall, repeat, reproduce, state “Can the student recall or remember the information?”

Answer 39

Remembering

Question 40

Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase “Can the student explain ideas or concepts?”

Answer 40

Understanding

Question 41

Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write “Can the students use the information in a new way?”

Answer 41

Applying

Question 42

Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test “Can the student distinguish between different parts?”

Answer 42

Analysing

Question 43

Argue, defend, judge, select, support, value, evaluate “Can the student justify a stand or decision?”

Answer 43

Evaluating

Question 44

Assemble, construct, create, design, develop, formulate, write “Can the student create new product or point of view?”

Answer 44

Creating

Question 45

This ensures structured learning. It defines objectives, content flow, strategies, and assessments aligned to course outcomes

Answer 45

Lesson planning

Question 46

Key Components of a Lesson Plan

Answer 46

1. General and Specific Objectives 2. Subject Matter 3. Materials and Resources Instructional Procedures o introduction • Development • Apolication • Evaluation 5. Assignment and Closure

Question 47

Sample Lesson Topic: Interpretation of CBC Results •_____: Analyze and interpret various CBC results in relation to hematologic disorders. _____: Direct instruction + cooperative learning _____: Lab results, charts, projector _____: Case-based quiz and discussior

Answer 47

Objective Strategy Materials Assessment

Question 48

A ____ integrates classroom knowledge with community service. It fosters civic engagement, faith in action, and applied competence

Answer 48

Service Learning Plan

Question 49

Example SLP Topic: Community Blood Typing and Health Education Campaign _____: Teach the community about the importance of knowing their blood type •Reinforce students skills in blood typing and communication Activities: Free blood typing stations • Health brochures with Scripture-based messages on the value of life ____: Local church, Red Cross, student council

Answer 49

Objectives Activities Partners

Question 50

Faith and Attitude Integration _____ teaching effectiveness and resilience. "I can do ALL things through Christ Who gives me strength." -what verse "Nothing is impossible. The word itself says 'I'm possible!" - who said this In our calling as educators, we reflect Christs commitment to serve, teach, and uplift

Answer 50

Developing a positive, God-centered mindset enhances Philippians 4:13 Audrey Hepburn