Modules 10,11,14 &15

Front 1

A. Information Processing

Back 1

A cognitive theoretical framework that focuses on how knowledge enters and is stored and retrieved from our memory.

A. Information Processing

B. Encoding

C. Storage

Front 2

B. Encoding

Back 2

Information is sensed, perceived and attended to.

A. Information Processing

B. Encoding

C. Storage

Front 3

C. Retrieval

Back 3

Taking information out of the storage.

A. Encoding

B. Storage

C. Retrieval

Front 4

B. Storage

Back 4

Retaining information over time.

A. Encoding

B. Storage

C. Retrieval

Front 5

C. Procedural

Back 5

This includes knowledge on how to do things.

A. Declarative

B. Conditional

C. Procedural

Front 6

B. Conditional

Back 6

This is about "knowing when and why" to apply declarative or procedural strategies.

A. Declarative

B. Conditional

C. Procedural

Front 7

A. Declarative

Back 7

This refers to factual knowledge.

A. Declarative

B. Conditional

C. Procedural

Front 8

B. Short Term Memory

Back 8

It is called working memory.

A. Sensory Register

B. Short Term Memory

C. Long Term Memory

Front 9

A. Sensory Register

Back 9

Is to screen incoming stimuli and process only those stimuli that are most relevant at the present time.

A. Sensory Register

B. Short Term Memory

C. Long Term Memory

Front 10

C. Long Term Memory

Back 10

It holds the stored information until needed again.

A. Sensory Register

B. Short Term Memory

C. Long Term Memory

Front 11

B. Decay

Back 11

Information is not attended to and eventually "fades" away.

A. Interference

B. Decay

C. Rehearsal

Front 12

A. Interference

Back 12

New or old information "blocks" access to the information in question.

A. Interference

B. Decay

C. Rehearsal

Front 13

A. Retroactive

Back 13

Occurs when you forget a previously learnt task due to the learning of a new task.

A. Retroactive

B. Decay

C. Proactive

Front 14

C. Proactive

Back 14

Occurs when you cannot learn a new tasks because of an old task that had been learn.

A. Retroactive

B. Decay

C. Proactive

Front 15

C. Visual Imagery

Back 15

This means forming a "picture" of the information.

A. Generalization

B. Part Learning

C. Visual Imagery

Front 16

Giving Feedback

Back 16

Teacher gives immediate feedback to learners after eliciting response.

Front 17

Assessing Performance

Back 17

Teacher checks work.

Front 18

Gaining Attention

Back 18

Asks learners questions about using PowerPoint.

Front 19

Attitudes

Back 19

Assure student identification with an admired human model.

Front 20

Cognitive Strategies

Back 20

Provide a variety of occasions for practice using strategy.

Front 21

Benjamin Bloom

Back 21

Develop the most prominent methods for categorizing differences in thinking skills.

Front 22

Taxonomy

Back 22

A hierarchical model that describes classification and sequencing procedures.

Front 23

Knowledge

Back 23

Includes memorizing or recalling factual information.

Front 24

Application

Back 24

Using the concepts and principles in real life situation.

Front 25

Comprehension

Back 25

Understanding concepts, rules and principles.

Front 26

Synthesis

Back 26

Students put together elements of what had been learned in a new way.

Front 27

Evaluation

Back 27

Highest level of cognition.

Front 28

Analysis

Back 28

Requires higher level thinking skills such as finding underlying structures, separating the whole into its components, identifying motives and recognizing hidden meanings.

Front 29

Create

Back 29

Produce new or original work.

Front 30

Remember

Back 30

Recall facts and basic concepts.

Front 31

Analyze

Back 31

Draw connections among ideas.

Front 32

Evaluate

Back 32

Justify a stand or decision.

Front 33

Apply

Back 33

Use information in new situations.

Front 34

Understand

Back 34

Explain ideas or concepts.

Front 35

Cognitive Dimension

Back 35

Includes hierarchical or ordered levels of thinking.

Front 36

Knowledge Dimension

Back 36

The knowledge ranges from concrete (factual) to abstract (metacognitive).

Front 37

Revised Taxonomy

Back 37

One of many tools that faculty can use to create effective and meaningful instruction.

Front 38

Lorin Anderson

Back 38

A former student of Bloom.

Front 39

David Krathwohl

Back 39

Cognitive psychologist updated the taxonomy.

Front 40

1965

Back 40

What year was Cognitive Domain was published?

Front 41

General

Back 41

Skill in identifying facts from opinion.

Front 42

Episodic

Back 42

Your first high school reunion.

Front 43

General

Back 43

English language.

Front 44

Declarative

Back 44

How to drive a car on a two-lane road.

Front 45

Conditional

Back 45

When to and why use painkillers.

Front 46

Declarative

Back 46

The years the Philippines was colonized.

Front 47

Declarative

Back 47

How to write an essay.

Front 48

Conditional

Back 48

When to and why use shampoo.

Front 49

Specific

Back 49

Nativization and defossilization of ESL adults.

Front 50

Episodic

Back 50

Your first face to face class at CPU.

Front 51

Psychomotor

Back 51

Simpson

Front 52

Affective

Back 52

Krathwohl

Front 53

Cognitive

Back 53

Anderson

Front 54

Psychomotor

Back 54

Harrow

Front 55

Cognitive

Back 55

Kendall and Marzano

Front 56

Storing

Back 56

You apply drills.

Front 57

Encoding

Back 57

You try understand the text.

Front 58

Storing

Back 58

You make your piggyback song.

Front 59

Short Term Memory

Back 59

It is tapped when cramming for a test.

Front 60

Sensory Memory

Back 60

It involves becoming aware of an item.

Front 61

True

Back 61

Gaining attention is equivalent to motivation in the traditional lesson plan.

Front 62

False

Back 62

When we inform students of the objectives, we read to them what we wrote in our lesson plan without having to paraphrase.

Front 63

False

Back 63

The nine instructional events ends with "Assessing Performance"

Front 64

True

Back 64

Problem solving is the capacity to apply all the rules one learned in order to find solutions.

Front 65

False

Back 65

Rule learning is distinguishing objects based on traits.

Front 66

False

Back 66

The highest stage in Gagne's hierarchy of learning is stimulus.

Front 67

True

Back 67

Different instruction is required for different outcomes.

Front 68

True

Back 68

Verbal information, intellectual skills, cognitive strategies, motor skills and attitudes are five categories of learning.

Front 69

False

Back 69

The five categories of learning are under the cognitive domain.

Front 70

False

Back 70

Discrimination means judging the value of learning.

Front 71

Visualizing

Back 71

Lesson planning is a way of _________ a lesson before it is taught.

Front 72

Scrivener

Back 72

According to ________ (2005), planning a lesson entails "prediction, anticipation, sequencing and simplifying."

Front 73

Lesson plan

Back 73

_______ is a way of planning instruction.

Front 74

Learning

Back 74

The objective of lesson planning is _____.

Front 75

Semi-detailed

Back 75

A _______ lesson plan is less intricate than the detailed lesson plan.

Front 76

Specific topic

Back 76

Subject matter or _____ includes sources of information, e g., textbooks and library references.

Front 77

Procedure

Back 77

The ______ is the body of your lesson plan, the ways in which you'll share information with students and the methods you'll use to help them assume a measure of mastery of that material.

Front 78

Detailed lesson plan

Back 78

In ____, the expected routines, lesson proper, activities are presented.

Front 79

Assignment

Back 79

______ includes questions, exercises, and/or a set of practice specified by the teacher.

Front 80

Evaluation

Back 80

_____ can take the form of formative test consisting of a 10-item multiple choice questions after the day's lesson to determine the mastery of learning, e.g., 95% of the class got 100% correct answers.

Front 81

Do's

Back 81

Be specific

Front 82

Do's

Back 82

Anticipate problems

Front 83

Do's

Back 83

Decide timing

Front 84

Dont's

Back 84

Avoid to many details

Front 85

Do's

Back 85

Have materials ready

Front 86

Articulation

Back 86

Combine, Integrate related skills

Front 87

Manipulation

Back 87

Follow instructions

Front 88

Naturalization

Back 88

Automate, become expert

Front 89

Value

Back 89

Understand and act

Front 90

Imitation

Back 90

Copy

Front 91

*Detailed Lesson Plan

*Semi-Detailed Lesson Plan

Back 91

A Lesson Plan can be:

Front 92

*Objectives

*Subject Matter

*Procedure

*Evaluation

*Assignment

Back 92

Parts of Lesson Plan:

Front 93

*Knowledge

*Comprehension

*Application

*Analysis

*Synthesis

*Evaluation

Back 93

Bloom's Taxonomy of Educational Objectives:

Front 94

*Cognitive Dimension

*Knowledge Dimension

Back 94

Two Dimensions of the Revised Taxonomy:

Front 95

*General/Specific

*Declarative

*Procedural

*Episodic

*Conditional

Back 95

Types of Knowledge:

Front 96

*Verbal Information

*Intellectual Skills

*Cognitive Strategies

*Attitudes

*Motor Skills

Back 96

Five Categories of Learning:

Front 97

*Gaining Attention

*Informing learners of the objective

*Stimulating recall prior learning

*Presenting the stimulus

*Providing learning guidance

*Eliciting performance

*Providing feedback

*Assessing performance

*Enhancing retention and transfer

Back 97

Nine Instructional Events Cognitive Process:

Front 98

*Encoding

*Storage

*Retrieval

Back 98

Three Primary Stages in IPT:

Front 99

*Sensory Register

*Short Term Memory

*Long Term Memory

Back 99

Three Main Stages in the Memory Process:

Front 100

*Decay

*Interference

Back 100

Two Main Ways in which Forgetting Likely Occurs: