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78 Cards in this Set
- Front
- Back
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The L1 is used for expression and the teacher facilitates the development of the L2 to enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the learning of the L2 by supporting the L2 development for communication.
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Scaffolding |
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Reading in the L2 is only introduced after basic L1 reading fluency and L2 oral proficiency are developed. Comprehension in reading the L2 occurs after the development of that spoken L2. Once sufficient oral and written proficiency in the L2 are developed, a gradual transition to using the L2 as medium of instruction can progress without the L1 support. |
Strong bridge |
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MTBMLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2, L3) of the classroom using sound educational principles for building fluency and confidence in using the other languages for lifelong learning. |
Strong bridge |
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In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to be used alone.
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Scaffolding |
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As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates critical thinking through talking about ideas in the familiar language. When teaching only in the L2, critical thinking is postponed until L2 is sufficiently developed to support such analysis.
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Cognitive development and Higher Order Thinking Skills (HOTS) |
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Using the learners' mother tongue provides a strong foundation by developing cognitive skills and comprehension of the academic content from day one.
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Cognitive development and Higher Order Thinking Skills (HOTS) |
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Engaging learners in a discussion of what is already familiar to them using the home language and culture enables better learning of the curriculum through integration and application of that knowledge into current knowledge schemes. |
Prior knowledge |
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Comprehension in reading other languages only occurs after oral proficiency has developed such that vocabulary of the written L2 text is already part of the learners spoken vocabulary. |
Literacy |
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We only learn to read once. Learning to read in the L1 develops skills that transfer to reading any other languages.
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Literacy |
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MTBMLE provides:? |
LiteracyPrior knowledgeCognitive development and Higher Order Thinking Skills (HOTS)Strong bridgeScaffoldingEeaching for meaning and accuracyConfidence building and proficiency development for two or more languages along the following macro-skills ( listening, speaking, reading, writing, and viewing ) for both meaning and accuracy. |
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the two-track method be used, that is the ______ it focuses on accuracy and the ______ to focus on meaning.
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Answer 1: Primer track Answer 2: Story track
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Mothed Tongue-Based Multilingual Education is the government's banner program for education as a salient part of the implementation of the K to 12 Basic Education Program.Its significance is underscored by the passing of Republic Act 10523, otherwise known as? |
Enhanced Basic Education Act of 2013 |
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Is the government's banner program for education as a salient part of the implementation of the K to 12 Basic Education Program. |
Mother Tongue-Based Multilingual Education |
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Is the government's banner program for education as a salient part of the implementation of the K to 12 Basic Education Program. |
Mother Tongue-Based Multilingual Education |
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In region it _____ still is the dominant native language being spoken by the majority followed by Ibanag which is known to be the:? |
Answer 1:ILOCANOAnswer 2: Lingua Franca of Cagayan Valley |
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It can focus on the individual learners, the learning community (class workshop, or other organized group of learners), the institution or the educational system as a whole (also known as GRANULARITY) |
Assessment |
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What are the purposes of formative Assessment?
To provide
To Identify
To provide
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Purpose of formative assessment: 1. To provide feedback immediately to both student and teacher regarding the success and failure of learning. 2. To identify the learning errors that is need of correction 3. To provide information to the teacher for modifying instruction and used for improving learning and instruction
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What are the purposes of Summative Assessment? 1- To determine 2- To certify 3- To provide 4- To determine |
Purpose of summative assessment: 1. To determine the extent to which the instructional objectives have been met; 2. To certify student mastery of the intended outcome and used for assigning grades; 3. To provide information for judging appropriateness of the instructional objectives 4. To determine the effectiveness of instruction
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K-12 curriculum has six (6) salient features:
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1. Strengthening Early Childhood Education (Universal Kindergarten). 2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement). 3. Ensuring Integrated and Seamless Learning (Spiral Progression);. 4. Gearing Up for the Future (Senior High School). 5. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, Let Century Skills). 6. Highlight, Building Proficiency through Language (Mother Tongue-BasedMultilingual Education).
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Testing. . .
Test- a method of measuring person's ability, knowledge or performance in a given domain.(M.M.I.P.G) |
Method Measure Individual ability, knowledge Performance Given domain |
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In region 10 _____ still is the dominant native language being spoken by the majority followed by Ibanag which is known to be the:?
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Answer 1:ILOCANO
Answer 2: Lingua Franca of Cagayan Valley
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What are the purposes of diagnostic assessment??
To determine
To Identify
To Determine |
1. To determine the level of competence of the students 2. To identify the students who have already knowledge about the lesson; 3. To determine the causes of learning problems and formulate a plane forremedial action.
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What are the 6 purposes of Evaluation? |
To maintain standard To select students To motivate learning To guide learning To furnish instruction To appraise educational instrumentalities |
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MTBMLE provides:?
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Literacy
Prior knowledge
Cognitive development and Higher Order Thinking Skills (HOTS)
Strong bridge
Scaffolding
Teaching for meaning and accuracy
Confidence building and proficiency development for two or more languages along the following macro-skills ( listening, speaking, reading, writing, and viewing ) for both meaning and accuracy. |
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The knowledge, skills, attitudes, and values gained through the mother tongue better support learning of other languages and learning through other languages later. |
Cognitive development and Higher Order Thinking Skills (HOTS) |
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It is education, formal or non formal, in which the learner's mothertongue and additional languages are used in the classroom. |
MTBMLE |
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Mother Tongue-Based Multilingual Education is the government's banner program for education as a salient part of the implementation of the K to 12 Basic Education Program.Its significance is underscored by the passing of Republic Act 10523, otherwise known as?
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Enhanced Basic Education Act of 2013 |
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DepEd instituted MTB-MLE through Department Order 94, having the following major languages as medium of instruction in 2012-2013:?
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Tagalog; Kapampangan; Pangasinense; Iloko; Bikolano; Cebuano; Hiligaynon; Waray; Tausug; Maguinadanaoan; Maranao; Chabacano, Ivatan; Sambal; Akianon; Kinaray-a, Yakan, Sinurigaonon |
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It is the primary goal of MTB-MLE, it is meant to address illiteracy of Filipinos and language plays a significant factor. |
First-language-first |
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The introduction of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Kindergarten, Grade 1, 2 and 3 made a change in the Basic Education Curriculum, in support with the goal: |
"Every child-A-Reader and A-Writer." |
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The introduction of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Kindergarten, Grade 1, 2 and 3 made a change in the Basic Education Curriculum, in support with the goal: |
"Every child-A-Reader and A-Writer." |
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It is the expression of ideas by means of speech sounds commbined into words. |
Language |
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Means one's native language, the language learned by children and passed from one generation to the next. |
Mother tongue |
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The inclusion of different types of people in a group. |
Diversity |
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It measures the knowledge, skills, and attitude of the learners in the long run. Hence, it gives an insight into the students performance as well as the effectiveness of a teacher's instructions. |
Summative Assessment |
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This method uses tests, assignments, and projects for specific grading and ranking of students. |
Summative Assessment |
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This type of assessment aims to assess the learning levels at the end of an instructional period. It attempts to measure the effectiveness of learning, the student's proficiency, and their success. |
Summative Assessment |
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It is a type of assessment usually given at the end of a course or unit. |
Summative Assessment |
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It is a type of assessment usually given at the end of a course or unit. |
Summative Assessment |
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Enumerate the Formative Assessment Cycle by (Cauley and McMillan.
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Student motivation Ongoing student engagement, work, and achievement Ongoing formative assessment Ongoing feedback Refined alignment of teaching and study activities.
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It acts as a form of continuous learning, covering small content areas while also monitoring the learning process. However, such types of evaluations do not assign ranks and grades. assign ranks and grades.
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Formative Assessment |
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They are particularly designed for practice. Its most important function is to monitor learning and provide feedback to modify instructions.
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Formative Assessment |
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These are the in-process assessments that support learning. A teacher administers ________ _______multiple times during a unit, lesson, or course. |
Formative Assessment |
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It is a type of assessment used to monitor the learning progress of the students during or after instruction.
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Formative Assessment |
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What are the purposes of Diagnostic assessment? 1. To Determine 2. To identify 3. To Determine
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The purpose of diagnostic assessment: 1. To determine the level of competence of the students.
2. To identify the students who have already knowledge about the lesson;
3. To determine the causes of learning problems and formulate a plane for remedial action.
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It happen before the beginning of a lesson, unit, course, or any academic program. They are useful for collecting information about the strengths, weakenesess, skills, and knowledge the learners. Instructions are designed thereafter as per learner's requirements. |
Diagnostic Assessment |
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It happen before the beginning of a lesson, unit, course, or any academic program. They are useful for collecting information about the strengths, weakenesess, skills, and knowledge the learners. Instructions are designed thereafter as per learner's requirements.
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Diagnostic Assessment |
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It is a type of assessment given before Instruction. It aims to identify the strengths and weaknesses of the student regarding the topics to be discussed.
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Diagnostic Assessment |
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It is concerned with the entry performance of students. Its purpose is to determine the prerequisite skills, degree of mastery of the course objectives and the best mode of learning.
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Placement Assessment |
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What are the types of assessment? |
Placement Assessment Diagnostic Assessment Formative Assessment Summative Assessment |
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The performance of other examinees are irrelevant. A student's score is usually expressed as a percentage and student achievement is reported for individual skills, the purpose is to determine whether each student has achieved specific skills or concepts. And to find out how much students know before Instruction begins after it has finished. Other terms of it are? OR, DR, CR, UR. |
Criterion-referenced test |
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It is a test designed to measure the performance of students with respect to some particular criterion or standard. Each individual is compared with a pre- determined set of standard for acceptable achievement.
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Criterion-referenced test |
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It is a test designed to measure the performance of a student compared with other students.
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Norm-referenced test |
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What are the two types of measurement? |
Norm-referenced test
Criterion-referenced test |
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It refers to the administration, scoring and interpretation of instrument (procedure) designed to elicit information about Performance in a simple particular area of behavior.
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Testing |
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It is a method used to measure the level of achievement or performance of the learners.
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Testing |
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It is a formal and systematic instrument, usually paper and pencil procedure designed to assess the quality, ability, skill, or knowledge of the student by giving a set of question in uniform manner. |
Test |
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It is an instrument or systematic procedures designed measure the quality, ability, skills, or knowledge of students by giving a set of questions in a uniform manner. |
Test |
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Assessment vs Evaluation |
Assessment: a. Assessment is a process of Collecting, reviewing, and Using data for improvement. b. Assessment pays attention to teaching and learning. c. Assessment is done at the beginning of the inquiry. d. It is diagnostic. e. It is Formative
EVALUATION: a. Evaluation is described as an act of passing judgment based on evidence. b. The evaluation focuses on the outcome. c. Evaluation Is usually done at the end. d.It is judgmental e.It is Summative
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Assessment?(4): I.I.I.P
Both?(3): R.U.A
Evaluation(4): P.I.I.S |
Assessments: Is ongoing Is positive Is individualized Provides feedback
Both: Require criteria Use measures Are evidence driven
Evaluation: provides closure Is judgemental Is applied against standard Shows shortfalls
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It is the process of gathering and interpreting evidence regarding the problems and progress of individuals in achieving desirable educational goals. |
Evaluation |
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Refers to the process of judging the quality of what is good and what is desirable. |
Evaluation |
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It refers to the process of examining the performance of student. |
Evaluation |
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Afl has been described as? |
"A means of assessing students achievement" |
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The term 'Assessment for learning was first coined by? |
Professor David Coleman |
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It is an ongoing process aimed at understanding and improving student learning multiple methods criteria and standard evidence students know, can do and understand. |
Assessment |
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It is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience: the process culminates when Assessment results are used to improve subsequent learning. (Huba and Freed, 2000). |
Assessment |
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It is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and belief. |
Assessment |
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It involves range of techniques and methods used by educators to evaluate the effectiveness of their teaching strategies, gauge students' understanding of subject matter, and provide insight into their overall academic development.
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Assessment |
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It occurs when a mark or grade is assigned after a quiz, a presentation or a completd task. |
Evaluation |
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Involves review of evidence of learning such as journal entries, written work portfolios, skill demonstrations, and performance in learning activities, test result and rubrics ratings, which cover a period of time and should reveal the progress of students in competencies.
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Assessment |
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Refers to the systematic process of gathering, interpreting, and analyzing information about students' knowledge, skills, abilities, and knowledge in order to make informed educational decisions. |
Assessment in education |
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Refers to the systematic process of gathering, interpreting, and analyzing information about students' knowledge, skills, abilities, and knowledge in order to make informed educational decisions. |
Assessment in education |
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Decoding text requires accuracy, while comprehending texts requires decoding skills within a meaningful context. |
Teaching for meaning and accuracy |
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The L1 is used for expression and the teacher facilitates the development of the L2 to enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the learning of the L2 by supporting the L2 development for communication. |
Scaffolding |
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Both meaning and accuracy are important, but in classrooms that teach only L2 , there is often primary focus on accuracy until the L2 is sufficiently learned. This delays actual meaningful learning until the L2 can support that learning. |
Teaching for meaning and accuracy |
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The achievement of students is reported for broad skill areas, although some _________ do report student achievement for individual. The purpose is to rank each student with respect to the achievement of others in broad areas of knowledge and discriminate high and low achivers. |
Norm-reference test |
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It determines whether or not the student has met the lesson instructional objectives |
Evaluation |
