Fichas
POT review
Fichas del conjunto (44)
- 1Role PlayingSpontaneous acting out of problems or situations
- 2Case Study Techniqueinvolves extensive analysis and interpretation of a case to demonstrate a
learning outcome - 3Buzz SessionIdeas shared by group members are recorded
Agreed suggestions is presented for a general discussion followed by an open
forum - 4SeminarA deliberative body looking for solutions to the problem from evidence based
on readings, experiences, and inputs of participants - 5Instructional Aids to Teachingbasically used as
sensory objects and images to promote meaningful communication between
the teacher and the student. - 6teacher should know and understand certain facts about these materials1. The educational values derived from their use
2. Guidelines in the use of these aids
3. Various kinds and uses of audiovisual aids
4. Various sources of audio visual aids
TGVV - 7Educational Values of Audiovisual Aids1. To help clarify important concepts about the lesson
2. To increase and sustain students’ interest
3. To give students opportunity to share experiences for new learning
4. To help make learning more permanent
HIGH - 8Basic Guidelines in using AV-aids1. Proper selection of the material
2. Preparing the class for AV-experience
3. Guiding the students through AV- experience
4. Follow-up of AV experience after its completion
PPGF - 9Kinds of Instructional AidsPrinted Materials
Audio Aids
Visual Aids
Graphic Materials
Exhibits
Objects
Audiovisual Aids
Community resources
Computer technology
PAVGEOACC - 10Teacher’s responsibility to determine which among the instructional materials aresuited for every lesson
- 11The visible manifestation of teaching learning situation that helps students in learning and clarifying abstract concepts and ideasRecitation
- 12Purposes of recitation1. To develop wholesome attitudes
2. Encourage democratic processes
3. Provide problem-solving activities for reflective thinking and critical
evaluation
4. Encourage freedom of expression and respect for opinions
DEPE - 13an important part of teachinglearning process because it enables teachers and students to establish what is already known geared towards developing new ideasProper questioning
- 14provides structure to examine ideas and informationProper questioning
- 15Purposes of questions1. To develop interest and motivate students
2. Evaluate students’ preparation
3. To develop critical thinking skills
4. To review and summarize previous lessons
5. To assess achievement of objectives
DEDRA - 16Characteristics of a Good Questiona. Simple and clear
b. Definite
c. Challenging - 17Simple and clearstudent can easily understand and comprehend;
- 18Definitepermits direct answer
- 19Challengingquestion may be simple but it has to provoke critical and
creative thinking - 20Levels of questionsa. Convergent and Divergent questions
b. Mental Operation questions - 21allows only one or fewer right answers what , whoconvergent questions
- 22requires more correct answers. With this type, critical thinking is provoked why, howdivergent questions
- 23four category system that combines cognitive and memory categoriesMental operation questions
- 24tests the student recall or recognition of information learned by rote (memorization)Factual questions
- 25requires the student to integrate or analyze the given information that will result to one single answerEmpirical questions-
- 26student thinks creatively and imaginatively and produces a unique idea or responseProductive questions
- 27student makes judgements or expresses valuesEvaluative questions
- 28As an effective teacheryou must ask the right types of questions based on the
discussions of the lesson. Your intended purpose should match the questions - 29It may be factual, empirical, productive, and evaluativeFocusing Questions
- 30will determine the basic knowledge of students at the beginningFocusing Questions
- 31Use clues to help students answer a question or correct initially inaccurate responsesPrompting Questions
- 32Aims at correcting, improving, and expanding a students’ initial response Students are encouraged to think thorouProbing Questions
- 33process of making a judgment about the student performance while measurement provides the data for making that judgmentEvaluation
- 34Steps of evaluation Processa. Preparation
b.Information Collecting
c. Making Judgment
d. Decision making - 35Determine the kind of information needed and how and when to collect.Preparation
- 36Select techniques for gathering a variety of information as accurately as possibleInformation Collecting
- 37Compare information against selected criteria to make judgment.Making judgment
- 38Reach conclusion based on formed judgmentDecision making
- 39Evaluation Typesa.Pretest evaluations
b.Formative Evaluation
c.Posttest evaluation - 40Administered before instruction to assess students’ prior knowledge of a particular topicPretest evaluations
- 41Carried out during instruction to provide feedback on students’ progress and learningFormative Evaluation
- 42Final phase in the evaluation program and aimed at determining student achievement for grading purposesPosttest evaluation (summative
- 43Evaluative Instrumentsa.Teacher-Made Tests
b.Alternate-Choice Questions Guidelines
c.Multiple Choice Items Guidelines
d.Matching Items Guidelines
e.Completing Items Guidelines
f.Essay Guidelines - 44Excellent way of evaluating students to find out whether concepts from the preceding lesson were understood; encourages students to keep up with their learning and to show their strengths and weaknesses.quizzes