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79 Cards in this Set
- Front
- Back
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I. Mutliple choice 1. The simplest way to maintain information in short-term memory is to repeat the information in a process called a. chunking b. rehearsal c. revision d. recall |
b. rehearsal |
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I. Multiple choice 2. The knowledge about specific events or personal experiences is a. declarative b.procedural c.assertive d.interrogatory |
a. declarative |
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I. Mutliple choice 3. What is an important aspect of memory? a. Encoding b. Retrieval c. Storage d. All of the above |
d. All of the above |
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I. Mutliple choice 4. _______ theory suggests that information contained within a script, or typical pattern of events, is easier to understand and encode. a.Network b. Schema c.Dual-coding |
b. Schema |
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I.Multiplechoice 5. Long-term memory a. is where information is stored for later retrieval b. is the input from the environment c. processes information |
a. is where information is stored for later retrieval |
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I. Multiplechoice 6. The sensory register a.processes information b.is the input from environment c. is where information is encoded for future retrieval |
b.is the input from environment |
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I. Mutliple choice 7. Short-term memory a. processes information b. Is the input from the environment c. is where information is stored for later retrieval |
a. processes information |
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I. Mutliple choice 8. What does the abbreviation LTM stand for? A. Large-trained memory B. Long-term memory C. Little-term memory D. Long-time memory |
B. Long-term memory |
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I. Mutliple choice 9.In Step 1 (Gagne's 9 events of instruction), the teacher is to ... A. ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. B. inform students of the objectives or outcomes to help them understand what they are to learn during the course. C. help students make sense of new information by relating it to something they have already known or something they have already experienced. D. use strategies to present lesson to provide more effective, efficient instruction. Organize, sequence and chunk content in a meaningful way.
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A. ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. |
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I. Mutliple choice 10. In Step 2 (Gagne's 9 events of instruction), the teacher is to ... A. ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. B. inform students of the objectives or outcomes to help them understand what they are to learn during the course. C. help students make sense of new information by relating it to something they have already known or something they have already experienced. D.use strategies to present lesson to provide more effective, efficient instruction. Organize, sequence and chunk content in a meaningful way. |
B. inform students of the objectives or outcomes to help them understand what they are to learn during the course. |
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I. Mutliple choice 11. In Step 3 (Gagne's 9 events of instruction), the teacher is to ... A. ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. B. inform students of the objectives or outcomes to help them understand what they are to learn during the course. C. help students make sense of new information by relating it to something they have already known or something they have already experienced. D.use strategies to present lesson to provide more effective, efficient instruction. Organize, sequence and chunk content in a meaningful way. |
C. help students make sense of new information by relating it to something they have already known or something they have already experienced. |
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I. Mutliple choice 12. In Step 4 (Gagne's 9 events of instruction), the teacher is to ... A. ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. B. inform students of the objectives or outcomes to help them understand what they are to learn during the course. C. help students make sense of new information by relating it to something they have already known or something they have already experienced. D. use strategies to present lesson to provide more effective, efficient instruction. Organize, sequence and chunk content in a meaningful way. |
D. use strategies to present lesson to provide more effective, efficient instruction. Organize, sequence and chunk content in a meaningful way. |
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I. Mutliple choice 13. In Step 5 (Gagne's 9 events of instruction), the teacher is to ... A. advise students of strategies to aid them in learning content. B. activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. C. provide immediate feedback of students’ performance to assess and facilitate learning. D. test to determine the expected learning outcomes have been achieved. |
A. advise students of strategies to aid them in learning content.
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I. Mutliple choice 14. In Step 6 (Gagne's 9 events of instruction), the teacher is to ... A. advise students of strategies to aid them in learning content. B.activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. C.provide immediate feedback of students’ performance to assess and facilitate learning. D. test to determine the expected learning outcomes have been achieved. |
B.activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. |
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I. Mutliple choice 15.In Step 7 (Gagne's 9 events of instruction), the teacher is to ... A. advise students of strategies to aid them in learning content. B. activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. C. provide immediate feedback of students’ performance to assess and facilitate learning. D. test to determine the expected learning outcomes have been achieved. |
C. provide immediate feedback of students’ performance to assess and facilitate learning. |
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I. Mutliple choice 16. In Step 8 (Gagne's 9 events of instruction), the teacher is to ... A.advise students of strategies to aid them in learning content. B.activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. C.provide immediate feedback of students’ performance to assess and facilitate learning. D.test to determine the expected learning outcomes have been achieved. |
D.test to determine the expected learning outcomes have been achieved. |
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I. Mutliple choice 17. What was event one of Gagne's 9 events of instruction? A.Gain Attention B.Inform Learners of Objectives C.Stimulate Recall of Prior Learning D.Present the Content |
A.Gain Attention |
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I. Mutliple choice 18. How many events are in Gagne's events of instruction? A.7 B.8 C.9 D.10 |
C.9 |
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I. Mutliple choice 19. Enhancing retention and transfer A. Generalization B. Retrieval C. Responding D. Reinforcement |
A. Generalization |
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I. Mutliple choice 20. Executing performances involving the use of muscles... A. Intellectual skills B. Motor skills C.Verbal information D. Attitudes |
B. Motor skills |
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I. Mutliple choice 21. In Bloom's revised taxonomy remembering, understanding and applying are... A. higher-order thinking skills B.lower-order thinking skills |
B.lower-order thinking skills |
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I. Mutliple choice 22. In Bloom's revised taxonomy, analyzing, evaluating and creating are... A. higher-order thinking skills B. lower-order thinking skills |
A. higher-order thinking skills |
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I. Mutliple choice 23. Different verbs are used for different taxonomic levels. Which level corresponds to the verb describe? A.Remember B.Evaluate C.Apply D.Understand |
A.Remember |
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I. Mutliple choice 24. Different verbs are used for different taxonomic levels. Which level corresponds to the verb summarize? A. Understand B.Create C.Apply D.Analyze |
A. Understand
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I. Mutliple choice 25. Different verbs are used for different taxonomic levels. Which level corresponds to the verb critique or criticize? A.Remember B.Analyze C.Evaluate D.Create |
C.Evaluate |
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I. Mutliple choice 26.Different verbs are used for different taxonomic levels. Which level corresponds to the verb design? A.Apply B.Analyze C.Evaluate D.Create |
D.Create |
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I. Mutliple choice 27. Different verbs are used for different taxonomic levels. Which level corresponds to the verb calculate? A.Remember B.Understand C.Apply D.Create |
C.Apply |
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I. Mutliple choice 28. What is the highest level of blooms taxonomy? A.Creating B.Applying C.Understanding D.Remembering |
A.Creating |
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I. Mutliple choice 29.What is the lowest level of the revised taxonomy? A.Understanding B.Knowledge C.Remembering D.Applying |
C.Remembering |
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I. Mutliple choice 30. Find, define, name recall, are the action verbs of ______. A.Remembering B.Understanding C.Analyzing D.Creating |
A.Remembering |
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I. Mutliple choice 31. includes the hierarchical or ordered levels of thinking. A. Cognitive dimension B. Knowledge dimension |
A. Cognitive dimension |
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I. Mutliple choice 32. includes four knowledge categories: factual, conceptual, procedural and metacognitive. A. Cognitive dimension B. Knowledge dimension |
B. Knowledge dimension |
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I. Mutliple choice 33. What is Bloom's taxonomy for? A.Classifying verbs and restricting learning activities to decide how to teach B.Classifying learning objectives in terms of their level of intellectual difficulty C.Classifying purposes of verbs to decide on teaching activities |
B.Classifying learning objectives in terms of their level of intellectual difficulty |
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I. Mutliple choice 34.Which of the following descriptions works best for the taxonomic level of EVALUATE? A.Break information down into parts and explore relationships B.Critically examine information and make judgements C.Use information to make something new |
B.Critically examine information and make judgements |
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I. Mutliple choice 35.Which of the following descriptions works best for the taxonomic level of ANALYZE? A.Break information down into parts and explore relationships B.Critically examine information and make judgements C.Use information to make something new |
A.Break information down into parts and explore relationships |
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I. Mutliple choice 36.The three main elements of a lesson plan are: A.objectives, assessment, methodology and strategies B.objectives, activities, and assessment C.activities, materials, and assessment |
A.objectives, assessment, methodology and strategies
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I. Mutliple choice 37. A lesson plan is A.the instructor's road map of what students need to learn and how it will be done effectively during the class time. B.a sheet of paper given by a teacher to students that lists tasks for the students to accomplish. |
A.the instructor's road map of what students need to learn and how it will be done effectively during the class time. |
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I. Mutliple choice 38.A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A.Yes B.No |
A.Yes |
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I. Mutliple choice 39.A lesson plan includes activities before, during, and after the class. Which activity should be done before the class? A.Identify the learning objectives B.Share the lesson plan with students C.Reflect on what worked well or didn't work well and why |
A.Identify the learning objectives |
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I. Mutliple choice 40.In teaching a lesson, which activity should be done first? A.Gain Attention B.Inform Learner of Objectives C.Present Content D.Practice E.Assess Performance |
A.Gain Attention |
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I. Mutliple choice 41.In teaching a lesson, which activity should be done last? A.Gain Attention B.Inform Learner of Objectives C.Present Content D.Practice E.Assess performance |
E.Assess performance |
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I. Mutliple choice 42. Done by the teacher A. Weekly planning B. Daily planning C.Unit planning D. Term planning |
B. Daily planning |
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I. Mutliple choice 43. A general game plan of what you wanted to cover for that subject on that particular day. A. Semi detailed lesson plan B. Detailed lesson plan |
A. Semi detailed lesson plan |
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I. Mutliple choice 44. It provides mastery of what you teach, and give the teacher the confidence when teaching. A. Seme detailed lesson plan B. Detailed lesson plan |
B. Detailed lesson plan |
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I. Mutliple choice 45. It drives the whole lesson, it is the reason the lesson exist. A. Subject matter B.Assignment C. Objectives D. Evaluation |
C. Objectives |
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II. Identification 46. Developing smoothness of action, precision and timing. |
MOTOR SKILLS |
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II. Identification 47. Capabilities that influence an individual's choice about the kinds of action to take |
ATTITUDES |
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II. Identification 48.the capability to declare or state previously learned material. |
VERBAL INFORMATION |
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II. Identification 49. Employing personal ways to guide learning, thinking, acting, and feeling. Organizing thoughts. |
COGNITIVE STRATEGIES |
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II. Identification 50. Discrimination, concrete concepts, defined concepts, rules, higher-order rules. |
INTELLECTUAL SKILLS |
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II. Identification 51.is a schema that includes a series of predictable events about a specific activity |
SCRIPT |
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II. Identification 52. an idea or visual image of a "typical example" |
PROTOTYPES |
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II. Identification 53. is an organized body of knowledge about something |
SCHEMA |
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II. Identification 54. This refers to factual knowledge. |
DECLARATIVE |
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II. Identification 55. It is called working memory because it is where new information is temporarily placed while it is mentally processed. |
SHORT TERM MEMORY |
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II. Identification 56.Enhancing retention and transfer |
GENERALIZATION |
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II. Identification 57. the process of relating and anchoring new material to relevant established entities in cognitive structure (see meaningful learning) |
SUBSUMPTION |
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II. Identification 58. Major instructional tool proposed by Ausubel. Where you will find it easier to connect new information with what you already know and see how concepts in a certain topic are related |
ADVANCE ORGANIZER |
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II. Identification 59. Is a critical part of the teaching ang learning process. |
LESSON PLANNING |
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II. Identification 60. It includes questions, exercises and a set of practice specified by the teacher. |
ASSIGNMENT |
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II. Identification 61. Providing learning guidance |
SEMANTIC ENCODING |
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II. Identification 62. This includes knowledge on how to do things. |
PROCEDURAL |
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II. Identification 63. This is about “knowing when and why” to apply declarative or procedural strategies. |
CONDITIONAL |
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II. Identification 64. Is the inability to retrieve or access information when needed. |
FORGETTING |
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II. Identification 65. These are memory techniques that learners may employ to help them retain and retrieved information more effectively. |
MNEMONIC AIDS |
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II. Identification 66. Is to screen incoming stimuli and process only those stimuli that are most relevant at the present time. |
SENSORY REGISTER |
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II. Identification 67. This includes memories of life events, like your elementary school graduation. |
EPISODIC |
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II. Identification 68. This involves whether the knowledge is useful in many tasks, or only in one |
GENERAL VS. SPECIFIC |
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II. Identification 69. It is one of the most significant cognitive theories in the last century and it has strong implications on the teaching-learning process. |
INFORMATION PROCESSING |
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II. Identification 70. Gaining attention |
RECEPTION |
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III. Enumeration 71. 5 CATEGORIES OF LEARNING |
Verbal information, Intellectual skills, Cognitive stratigies, Attitudes, Motor Skills. |
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III. Enumeration. 72. Types of Knowledge |
General/specific Declarative Procedural Episodic Conditional |
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III. Enumeration. 73. 3 PRIMARY STAGES IN IPT |
ENCODING, STORAGE, RETRIEVAL |
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III. Enumeration. 74. 3 MAIN STAGES IN THE MEMORY PROCESS |
SENSORY REGISTER, SHORT TERM MEMORY, LONG TERM MEMORY. |
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III. Enumeration. 75. Two Dimension of the Revised Taxonomy |
Cognitive Dimension and Knowledge Dimension. |
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III. Enumeration. 76. Enumerate the revised bloom's taxonomy from highest to lowest order thinking. |
Creating, evaluating, analyzing, applying, understanding, remebering. |
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III. Enumeration. 77. Parts of lesson plan |
Objectives, subject matter, procedure, evaluation, assignment. |
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III. Enumeration. 78. 3 LEARNING DOMAINS |
COGNITIVE DOMAIN, AFFECTIVE DOMAIN, PSYCHOMOTOR DOMAIN. |
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IV. ESSAY 79-80. What is the importance of Informations processing theory as a student? |
THANKYOU!!! |
