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ECED 280- Chapter 5., Exams of Nursing

ECED 280- Chapter 5 ECED 280- Chapter 5

Typology: Exams

2023/2024

Available from 09/04/2024

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ECED 280- Chapter 5
define goal -
general expressions of our values that give us a sense of direction
goals:
-written _______ enough to be acceptable to a ________ number of individuals -
-broad, large (teachers, administrators, parents, and US tax payers)
goals are important because they ________ our _______ and give learners, their
parents, and the community the ________ you are teaching the _______ you have
planned, which then __________ them to become actively ___________ in the learning
process. -
Goals are important because they EXPRESS our VALUES and give learners,
their parents, and the community the REASONS you are teaching the LESSONS you
have planned, which then MOTIVATES them to become actively ENGAGED in the
learning process.
define standards -
derived from goals to more specifically identify what must be accomplished and
who must do what in order to meet the goals
standards:
-derived from ______
-express goals from whos point of view?
-identify....
-can ______ & _______ teachers, students, and schools to become actively engaged in
and committed to meeting the _____ -
-goals
-teachers, students, or schools pov
-identify what teachers must teach, and what students must learn, and schools must do
-energize & motivate, goals
___________ & ________ can answer the question "Why am i teaching this?" -
standards & goals
goals and standards:
- provide little direction in determining what ______ to use in the classroom to achieve
them or in determining when or if they are met -
-strategies
objectives:
-convey.... (3) -
-specific behaviors, conditions, and proficiency level
Tyler's Goals Development Approach:
-tyler observed that teachers were more concerned with..... than with....
-as society becomes more complex....
-educators must make informed choices about.... -
-teachers=more concerned with the content of instruction (what to teach), than
with what the student should be able to do with that content
-there are more things for people to learn.
-which goals are worth teaching
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ECED 280- Chapter 5

define goal - ✔general expressions of our values that give us a sense of direction goals: -written _______ enough to be acceptable to a ________ number of individuals - ✔-broad, large (teachers, administrators, parents, and US tax payers) goals are important because they ________ our _______ and give learners, their parents, and the community the ________ you are teaching the _______ you have planned, which then __________ them to become actively ___________ in the learning process. - ✔Goals are important because they EXPRESS our VALUES and give learners, their parents, and the community the REASONS you are teaching the LESSONS you have planned, which then MOTIVATES them to become actively ENGAGED in the learning process. define standards - ✔derived from goals to more specifically identify what must be accomplished and who must do what in order to meet the goals standards: -derived from ______ -express goals from whos point of view? -identify.... -can ______ & _______ teachers, students, and schools to become actively engaged in and committed to meeting the _____ - ✔-goals -teachers, students, or schools pov -identify what teachers must teach, and what students must learn, and schools must do -energize & motivate, goals ___________ & ________ can answer the question "Why am i teaching this?" - ✔standards & goals goals and standards:

  • provide little direction in determining what ______ to use in the classroom to achieve them or in determining when or if they are met - ✔-strategies objectives: -convey.... (3) - ✔-specific behaviors, conditions, and proficiency level Tyler's Goals Development Approach: -tyler observed that teachers were more concerned with..... than with.... -as society becomes more complex.... -educators must make informed choices about.... - ✔-teachers=more concerned with the content of instruction (what to teach), than with what the student should be able to do with that content -there are more things for people to learn. -which goals are worth teaching

one outcome from the development of standards has been the awareness that __________ at all levels of schooling has been focused on ____________, ________, and ________ _________. Because of this a new THINKING CURRICULUM was developed. - ✔instruction memorization, drill, and workbook exercises new thinking curriculum: -focuses on teaching learners how to.... -adequately measure what skills? -extends to the quality of ______ and teacher _____________, such as ___________ testing and new requirements for teacher _________ - ✔-think critically, reason, and problem solve in authentic, real-world contexts -complex cognitive skills -teaching, education, such as competency testing and rew requirements for teacher certification Praxis II series test: -taken after..... -test questions cover... - ✔-completion of bachelor degree in elementary/middle school education -material a teacher needs to know, principles/processes of teaching, basic understanding of curriculum planning, design and assessment, and real-world examples to reverse the role in teaching the students how to think, reports have suggested that schools should require students to study both the _____ and more _______ content areas. -this would require complex thinking skills in authentic _________ _______ context, ___________, higher _________ and _________ standards, and ________ of what students can actually do with the learned information. - ✔-core and more advanced content areas -require complex thinking skills in authentic PROBLEM-SOLVING contexts, HOMEWORK, higher ASSESSMENT and GRADING standards, and ASSESSMENT of what students can actually do with the learned information. mastering thinking skills-such as problem solving. decision making, and making value judgements- was considered important because.... - ✔these skills are required in the advanced grades, in the world of work, and to gain admittance to advanced education and training opportunities. common core state standards: -represent.... -these standards set what types of goals for student performance? -these goals ^^^ are based on.... - ✔-expectations for student knowledge and skills for grades K-12. -skill and thinking goals -evidence about what is required for success in school and beyond. 5 criteria used in developing the Common Core Standards: - ✔1. rigorous

  1. clear and specific
  2. teachable and learnable

-conditional statements within a behavioral objective can be __________ or


-choose conditions that are..... - ✔-assume different conditions -tests -singular or multiple -realistic (authentic, real life circumstances) stating criterion levels: -specify the level of ___________ required to meet the _________ -reveals the ___________ necessary for the behavior to be observed -define criterion level -criterion levels should be taken as _____________ ________ -they should indicate the approx. _________ ____ ________ needed to perform the behavior in another setting, grade, or real world. -should be __________ periodically - ✔-performance, objective -procedures -the degree of performance desired or the level of proficiency that will satisfy you that the objective has been met. -educated guesses -degree of proficiency -adjusted criterion levels: -typically set to establish a ____________ ______ _______ -always consider criterion levels to be ________ and ___________ on your evaluation of how well students can use the behavior at times beyond the classroom examples of criterion levels - ✔-benchmark for testing -adjustable and dependent ex. # of items correct on a test, completion with a certain degree of accuracy, completion within a prescribed time limit define expressive objective - ✔objective that allows for a variety of correct responses or for studetns to express themselves in a variety of wats for which there is no single correct answer -keep objectives ________ - ✔-simple cognitive domain: -define -list the 6 levels from least complex/authentic to most complex/authentic - ✔-development of intellectual abilities and skills

  1. knowledge (least) 2.comprehension
  2. application
  3. analysis
  4. synthesis
  5. evaluation

cognitive domain: -declarative knowledge -procedural knowledge -metacognitive knowledge - ✔-aka factual, contains facts, concepts, rules and generalizations to a specific area or topic. ex parts of a shoe -knowledge of how to do things. (action sequences or procedures) ex. how to tie a shoe

  • thinking about your thinking to become aware of your own level of understanding. ex. becoming aware, monitoring effectiveness, making a commitment cognitive domain: -performance assessments -direct assessment -indirect assessment -authentic tests - ✔-measure a skill or behavior directly -directly doing something (doing an experiment) -list the steps of conducting an experiment, write bout the differences between 2 things -ask learners to display their skills and behaviors in ways they will be displayed outside the classroom authentic tests: -directly measure.... - ✔-the skills and behaviors teachers care about authentic behaviors: -define - ✔-higher level cognitive, affective, and psychomotor skills cognitive objectives-knowledge: -require students to _______ or ________ information -ex. of action verbs - ✔-remember or recall (facts, strategies, rules) -define, recall, identify, select, label cognitive objectives-comprehension: -require some degree of _________ -ex. of action verbs - ✔-understanding -convert, explain, infer, estimate, predict cognitive objectives- application: -require the student to use previously _______ ________ in a setting other than the one in which it was ___________ -ex. of action verbs - ✔-acquired information, learned -change, modify, solve, demonstrate cognitive objectives-analysis: -require the student to identify ______ _______ or to __________ among facts, opinions, assumptions, hypothesis, and conclusions -studetns are expected to recognize _________ among ideas and to ________ &

✔-student to display behavior consistent with a single belief or attitude in situations where he or she is neither forced nor asked to comply. -Students are expected to demonstrate a preference or display a high degree of certainty and conviction ex. The student will express an opinion about disarmament when national events raise the issue affective objective-organization: -require a commitment to a set of _______ - ✔-values -ex. The student will be able to compare alternative modes of public transportation and decide which ones are compatible with his or her beliefs. affective objective-characterization: -require all behavior displayed by the student will be ________ with their _________ -student has __________ their values into a system representing a __________ - ✔-consistent with their values -intregrated, philosophy -ex. The student will exhibit a helping and caring attitude toward students with disabilities by assisting them both in and out of the classroom psychomotor domain: -5 levels -as behaviors move from least to most complex/authentic, behavior changes from _______ to _______ motor skills - ✔1. imitation (least)

  1. manipulation
  2. precision
  3. articulation
  4. naturalization (most) -gross to fine motor skills PM objective- imitation: -learner is to be exposed to an _________ action and then ________ it -lacks _______________ -students are expected to _______ and be able to _______ the action - ✔-observable, imitates -coordination -observe, repeat -ex. After being shown a freehand drawing of a triangle, the student will be able to reproduce the drawing. PM objective- manipulation: -require the student to perform selected actions from _________ or ________ directions ________ the aid of a visual model or direct observation, -students are expected ti complete the action from ______ or ________ to instructions - ✔-written, verbal, without -reading or listening -With the instructions on the handout in front of you, practice focusing your microscope until you can see the outline of the specimen. PM objective- precision:

-require student to perform an action ________ of either a _________ model or written


-studetns are expected to ________ the action with ________ and to reduce _______ to a minimum - ✔-independent, visual, directions -reproduce, control, errors -ex. The student will be able to balance a light pen sufficiently to place it against the computer screen to identify misspelled words PM objective- articulation:

  • require student to display _________ of a series of related acts by establishing the appropriate _________ and performing the acts __________, with ________, speed, and _________ - ✔-coordination, sequence, accurately, control, timing -ex. Students will be able to write all the letters of the alphabet, displaying the appropriate proportion between uppercase and lowercase, in ten minutes. PM objective- naturalization: -behavior is performed with the least expenditure of _____ and becomes _______, _______, and ________ -students are expected to repeat the behavior __________ and __________ - ✔-energy, routine, automatic, and spontaneous -naturally and effortlessly -ex. At the end of the semester, students will be able to routinely write all the letters of the alphabet and all the numbers up to 100 each time requested. rigor and relevance framework: -purpose is to... -its a commitment to move from the ________ to the _________ ________ within the cognitive, affective, and psychomotor domains -5E learning cycle= -rigor refers to.... - ✔-remind you of the continuum of thinking represented within each cognitive, affective, and psychomotor domains -lower to the higher levels =Engagement, Exploration, Explanation, Elaboration, Evaluation -content that requires learners to think deeply, interpret material, and synthesize materials to come up with creative solutions and ideas