Module 12 & 13

Front 1

MODULE 12 I. TRUE OR FALSE

1. Subsumption is a process by which new materials related to relevant ideas in the existing cognitive structure.

Back 1

TRUE

Front 2

MODULE 12 I. TRUE OR FALSE

2. The important factor influencing learning is the quantity, charity, and organization of the learners present knowledge.

Back 2

FALSE

Front 3

MODULE 12 I. TRUE OR FALSE

3. Meaningful learning takes place when an idea to be learned is related in some sensible way to ideas that the learner already possesses.

Back 3

TRUE

Front 4

MODULE 12 I. TRUE OR FALSE

4. Advance organizer allows pupils to already have a bird's view or to see the "big picture" of the topic to be learned even before going to the details.

Back 4

FALSE

Front 5

MODULE 12 I. TRUE OR FALSE

5. The way to strengthen the students cognitive structure is by using advance organizers.

Back 5

TRUE

Front 6

MODULE 12 I. TRUE OR FALSE

6. Ausabel stressed that advance organizers are the same with overviews and summaries which simply emphasize key ideas presented at the same level of abstraction.

Back 6

FALSE

Front 7

MODULE 12 I. TRUE OR FALSE

7. Knowledge consist of facts, concepts, propositions, theories, and raw perceptual data that the learners has available to him or her at any point in time. This compromises his mental structure.

Back 7

FALSE

Front 8

MODULE 12 I. TRUE OR FALSE

8. Ausubel proposed the use of advance organizers as a tool for learning.

Back 8

TRUE

Front 9

MODULE 12 I. TRUE OR FALSE

9. Jerome Bruner thought that the primary way of learning was subsumption.

Back 9

FALSE

Front 10

MODULE 12 I. TRUE OR FALSE

10. Advance organizer can readily see how the concepts in a certain topic are related to each other.

Back 10

TRUE

Front 11

MODULE 12

II. IDENTIFICATION

1. It describes the new content.

Back 11

Expository

Front 12

MODULE 12

II. IDENTIFICATION

2. It is done by looking over the new material to gain a basic overview.

Back 12

Skimming

Front 13

MODULE 12

II. IDENTIFICATION

3. It presents the new information in form of a story to students.

Back 13

Narrative

Front 14

MODULE 12

II. IDENTIFICATION

4. Act as a subsuming bridge between new learning material and existing related ideas.

Back 14

Organizers

Front 15

MODULE 12

II. IDENTIFICATION

5. Visual to set up or outline the new information. This may include pictographs, descriptive patterns, concept patterns, concept maps.

Back 15

Graphic organizer

Front 16

MODULE 12

II. IDENTIFICATION

6. The most general ideas of the subject should be present first and then progressively differentiated in terms of detail and specificity.

Back 16

Progressive differentiation

Front 17

MODULE 12II. IDENTIFICATION

7. Describes the situation in which the new information you learn is an example of a concept that you have already learned.

Back 17

Derivate Subsumption

Front 18

MODULE 12II. IDENTIFICATION

8. This is more "valuable" learning, since it enriches the higher-level concept.

Back 18

Correlative Subsumption

Front 19

MODULE 12II. IDENTIFICATION

9. You are already familiar with the things but did not know the concept itself until it was taught.

Back 19

Superordinate Subsumption

Front 20

MODULE 12II. IDENTIFICATION

10. Newly acquired knowledge combines with prior knowledge to enriches the understanding of both concepts.

Back 20

Combinatorial Learning

Front 21

MODULE 12 III. ENUMERATION

A. Meaningful Reception of Information.

1.

Back 21

Learner's Cognitive Structure

Front 22

MODULE 12 III. ENUMERATION

A. Meaningful Reception of Information.

2.

Back 22

Use of Advance Graphic Organizer

Front 23

MODULE 12 III. ENUMERATION

A. Meaningful Reception of Information.

3.

Back 23

Subsumption

Front 24

MODULE 12 III. ENUMERATION

B. 4 Processes for meaningful learning

1.

Back 24

Derivate Subsumption

Front 25

MODULE 12 III. ENUMERATION

B. 4 Processes for meaningful learning

2.

Back 25

Correlative Subsumption

Front 26

MODULE 12 III. ENUMERATION

B. 4 Processes for meaningful learning

3.

Back 26

Superordinate Subsumption

Front 27

MODULE 12 III. ENUMERATION

B. 4 Processes for meaningful learning

4.

Back 27

Combinatorial Learning

Front 28

MODULE 12 III. ENUMERATION

C. Advance Organizer

1.

Back 28

Expository

Front 29

MODULE 12 III. ENUMERATION

C. Advance Organizer

2.

Back 29

Narrative

Front 30

MODULE 12 III. ENUMERATION

C. Advance Organizer

3.

Back 30

Skimming

Front 31

MODULE 12 III. ENUMERATION

C. Advance Organizer

4.

Back 31

Graphic Organizer

Front 32

MODULE 13 I. MULTIPLE CHOICE

1. It refers to relationships among factual elements and techniques.

A. Structure

B. Knowledge

C. Ideas

Back 32

A. Structure

Front 33

MODULE 13 I. MULTIPLE CHOICE

2. Bruner viewed this as a fundamental process in structuring knowledge.

A. Sequencing

B. Perception

C. Categorization

Back 33

C. Categorization

Front 34

MODULE 13 I. MULTIPLE CHOICE

3. Rewards and punishment that should be selected and paced appropriately.

A. Learning

B. Reinforcement

C. Cognitive Maps

Back 34

B. Reinforcement

Front 35

MODULE 13 I. MULTIPLE CHOICE

4. This required characteristic for inclusion of an object in a category.

A. Rules

B. Criterial Attributes

C. Category

Back 35

B. Criterial Attributes

Front 36

MODULE 13 I. MULTIPLE CHOICE

5. These are "rule" that specify four thing about objects.

A. Categories

B. Decision making

C. Inferences

Back 36

A. Categories

Front 37

MODULE 13 I. MULTIPLE CHOICE

6. Ways in which a body of knowledge can be structured so that it can be most readily gasped by the learner.

A. Structure of knowledge

B. Learning

C. Perception making

Back 37

A. Structure of knowledge

Front 38

MODULE 13 I. MULTIPLE CHOICE

7. Provides rules for combining categories.

A. Identity Categories

B. Equivalent Categories

C. System Categories

Back 38

B. Equivalent Categories

Front 39

MODULE 13 I. MULTIPLE CHOICE

8. It is serve to recognize sensory input.

A. Coding Systems

B. Sequencing

C. Structure

Back 39

A. Coding Systems

Front 40

MODULE 13 I. MULTIPLE CHOICE

9. It include objects based on their attributes or features.

A. Coding System

B. Equivalent Matching

C. Identity Categories

Back 40

C. Identity Categories

Front 41

MODULE 13 I. MULTIPLE CHOICE

10. It refers to obtaining knowledge for oneself.

A. Discovery learning

B. Structure knowledge

C. Categorization

Back 41

A. Discovery learning

Front 42

MODULE 13 II. MODIFIED TRUE OR FALSE

1. Bruner believed that perception, conceptualization, knowing, decision making, and making inference an involved categorization.

Back 42

Learning

Front 43

MODULE 13 II. MODIFIED TRUE OR FALSE

2. People interpret the world mostly in terms of similarities and differences.

Back 43

True

Front 44

MODULE 13 II. MODIFIED TRUE OR FALSE

3. Valuable contribution to how individual construct their own models or view on the world.

Back 44

True

Front 45

MODULE 13 II. MODIFIED TRUE OR FALSE

4. Jerome Bruner is the one of the last proponents of constructivism.

Back 45

First

Front 46

MODULE 13 II. MODIFIED TRUE OR FALSE

5. Knowledge is an identifiable entity with absolute truth value.

Back 46

True

Front 47

MODULE 13 II. MODIFIED TRUE OR FALSE

6. Facilitators can incorporate exact copies of teacher's understanding for their own use.

Back 47

Learners

Front 48

MODULE 13 II. MODIFIED TRUE OR FALSE

7. Presentation can be passed on to learners via symbols or transmission.

Back 48

Meaning

Front 49

MODULE 13 II. MODIFIED TRUE OR FALSE

8. Teachers must revisit the organization by teaching the same content in different ways depending on student's developmental level.

Back 49

Curriculum

Front 50

MODULE 13 II. MODIFIED TRUE OR FALSE

9. Spiral curriculum needs to be anchored on the learner's cognitive capabilities.

Back 50

True

Front 51

MODULE 13 II. MODIFIED TRUE OR FALSE

10. Symbolic Representation has developed the ability to think abstract terms.

Back 51

True

Front 52

MODULE 13 III. IDENTIFICATION

1. It is an epistemological belief about what "knowing" is and how one "cone to know."

Back 52

Constructivism

Front 53

MODULE 13 III. IDENTIFICATION

2. He quoted "learner are encouraged to discover facts and relationships for themselves."

Back 53

Jerome Bruner

Front 54

MODULE 13 III. IDENTIFICATION

3. It is explained as a connection between stimulus and the response.

Back 54

Learning

Front 55

MODULE 13 III. IDENTIFICATION

4. it connotes that teaching is dominated by the teachers and the learners are passive receivers of knowledge.

Back 55

Filling up the pail

Front 56

MODULE 13 III. IDENTIFICATION

5. It signifies that teaching involves giving opportunities for learners to explore and discover.

Back 56

Lighting the fire

Front 57

MODULE 13 III. IDENTIFICATION

6. A schema that includes a series of predictable events of a specific activity.

Back 57

Script

Front 58

MODULE 13 III. IDENTIFICATION

7. It is like a fire of information you hold in your mind.

Back 58

Schema

Front 59

MODULE 13 III. IDENTIFICATION

8. A way of grouping or categorizing objects or events in our mind.

Back 59

Concepts

Front 60

MODULE 13 III. IDENTIFICATION

9. Characteristic present in all instance.

Back 60

Defining Feature

Front 61

MODULE 13 III. IDENTIFICATION

10. Present in many positive instances but not essential for concept relationship.

Back 61

Correlation Features