38 Questions
Match the type of evaluation with its objective:
Context evaluation = To define the context Input evaluation = Identify and assess system capabilities Process evaluation = Identify/predict defects in design or implementation Not mentioned = Decide on setting
Match the approach to curriculum evaluation with its method:
Context evaluation = System analysis, survey, document review, hearing, interview, tests, etc. Input evaluation = Resources analysis, feasibility analysis, literature research, exemplary programme visits and pilot projects Process evaluation = Experiential and conceptual analysis, theory, authoritative opinion Not mentioned = Alternative strategies, Implementation design, Budget
Match the stage of curriculum evaluation with its activity:
Needs assessment = Assess needs, diagnose problem Context evaluation = Define the context Planning = Decide on setting, goals and objectives Implementation = Structuring activities
Match the type of evaluation with its purpose:
Context evaluation = To define the context Process evaluation = Identify/predict defects in design or implementation Input evaluation = To provide rationales for determining objectives Outcome evaluation = To judge outcomes
Match the approach to curriculum evaluation with its relation:
Context evaluation = Relation to decision-making Input evaluation = Relation to system capabilities Process evaluation = Relation to implementation Outcome evaluation = Relation to judging outcomes
Match the following quotes with their authors:
Lewis Carroll = Alice's Adventures in Wonderland Unknown = Instructional design: planning teaching
Match the type of evaluation with its method of analysis:
Input evaluation = Resources analysis, feasibility analysis, literature research Process evaluation = Experiential and conceptual analysis, theory, authoritative opinion Context evaluation = System analysis, survey, document review, hearing, interview, tests Outcome evaluation = Not mentioned
Match the following teaching strategies with their goals:
Planning = Define the final outcome of the teaching process Reciprocal teaching = Enable learning that suits the needs of the learners Instructional design = Arrange content for effective knowledge transfer Teaching and learning activities = Provide assistance in the process of understanding
Match the following educational concepts with their descriptions:
Instructional design = Planning teaching and learning activities Reciprocal teaching = Dialogue between learners and teachers Teaching and learning activities = Preparation for instruction Planning = Identifying current learner understanding
Match the following educational goals with their methods:
Defining final outcomes = Setting objectives Enabling learner-centric learning = Reciprocal teaching Arranging content effectively = Instructional design Assisting learner understanding = Teaching and learning activities
Match the following teaching components with their purposes:
Instructional design = Planning teaching and learning Assessment = Evaluating learner understanding Choice of teaching method = Selecting an instructional strategy Set outcomes = Defining teaching objectives
Match the following educational processes with their stages:
Preparation = Teaching and learning activities Instructional design = Arranging content effectively Reciprocal teaching = Creating a dialogue between learners and teachers Assessment = Evaluating learner understanding
Match the following teaching strategies with their benefits:
Reciprocal teaching = Enables dialogue between learners and teachers Instructional design = Enhances knowledge transfer Teaching and learning activities = Provides assistance in understanding Planning = Identifies current learner understanding
Match the following educational components with their roles:
Teaching and learning activities = Enabling learner-centric learning Instructional design = Planning teaching and learning Assessment = Evaluating learner understanding Reciprocal teaching = Creating a dialogue between learners and teachers
Match the following Mobile Learning concepts with their descriptions:
Flipped classroom = Learning that uses a combination of media formats
Situated microlearning = Learning that occurs in the environment where it will be applied
Just-in-time learning = Learning that occurs at the exact moment it is needed
Multimedia learning = Classroom where students view videos at home and practice in class
Match the following Mobile Learning benefits with their advantages:
Anytime, anywhere learning = Learning that can occur at any time and location Situated learning = Learning that is more effective for behavior change Microlearning = Learning that is broken down into shorter units Video-based learning = Learning that is more accessible to teachers and trainers
Match the following technologies with their uses in Mobile Learning:
Mobile devices = Devices used for situated, just-in-time microlearning Video recorders = Devices used to create video content for microteaching Portable projectors = Devices used to display video content in the classroom Feature phones = Devices used to transfer video and audio clips
Match the following instructional methods with their descriptions:
Microteaching = Teaching in short, focused units Flipped classroom = Classroom where students learn at home and practice in class Peer learning = Learning that occurs between students Video-based instruction = Instruction that uses video content
Match the following educational concepts with their benefits:
Situated learning = Learning that is more effective for behavior change Microlearning = Learning that is broken down into shorter units Video-based learning = Learning that is more accessible to teachers and trainers Flipped classroom = Classroom that allows for more practice and active engagement
Match the following authors with their findings:
Pouezevara = Flipped classrooms are effective for practice and engagement
Match the following educational approaches with their characteristics:
Flipped classroom = Students learn at home and practice in class Microlearning = Learning in short, focused units Situated learning = Learning that occurs in the environment where it will be applied Multimedia learning = Learning that uses a combination of media formats
Match the following technologies with their uses in education:
Mobile devices = Delivering daily messages about health and lifestyle Video recorders = Creating video content for microteaching Portable projectors = Displaying video content in the classroom Feature phones = Transferring video and audio clips
Match the teacher's role in guiding the learner's construction of meaning with the correct action:
Guide the construction of meanings = Provide emotional support Tune in to the learner's present ability = Simplify the task/activity Highlight crucial features = Act as an external source of information Interpret the level of knowledge = Fill in missing pieces of information
Match the challenges faced by the teacher in applying scaffolding in the classroom with the correct example:
Language problems = Socio-economic problems Attitudes = Low levels of motivation Lack of existing knowledge = Contextual influences All of the above = None of the above
Match the teacher's awareness of learners with the correct statement:
Coming to class with different ideas = Having the same level of knowledge Having limited experience = Having the same socio-economic background Having the same attitude = Having the same language proficiency None of the above = All of the above
Match the influence on interpretation of content and construction of meaning with the correct factor:
Environmental structures = Social structures Language problems = Socio-economic problems Lack of existing knowledge = Attitudes Motivation = Contextual influences
Match the teacher's role in supporting the learner with the correct action:
Providing emotional support = Providing peer support Simplifying the task/activity = Acting as an external source of information Highlighting crucial features = Filling in missing pieces of information Tuning in to the learner's present ability = Interpreting the level of knowledge
Match the teacher's role in guiding the learner's construction of new knowledge with the correct action:
Providing emotional support = Providing peer support Simplifying the task/activity = Acting as an external source of information Highlighting crucial features = Filling in missing pieces of information Tuning in to the learner's present ability = Interpreting the level of knowledge
Match the purpose of the teacher's role in guiding the learner's construction of meaning with the correct goal:
To enable the learner to proceed = To provide emotional support To clarify some steps in the task = To simplify the task/activity To highlight crucial features = To act as an external source of information To provide peer support = To interpret the level of knowledge
Match the importance of the teacher's role in guiding the learner's construction of meaning with the correct reason:
Because the learner may attach a different meaning = Because the learner has the same knowledge Because the learner has limited experience = Because the learner has the same attitude Because the teacher is the only source of information = Because the teacher is not aware of the learner's knowledge Because the teacher has to guide the construction of meanings = Because the teacher does not need to guide the construction of meanings
Match the educator's conduct with its corresponding aspect:
Acknowledges cooperation with colleagues = Conduct: The Educator and the Profession Refrains from illegal activities = Conduct: The Educator and the Employer Recognises the employer as a partner in education = Conduct: The Educator and the Employer Keeps abreast of educational trends = Conduct: The Educator and the Profession
Match the educator's responsibility with its corresponding aspect:
Refrains from discussing confidential matters = Conduct: The Educator and the Employer Promotes ongoing development of teaching = Conduct: The Educator and the Profession Refrains from contravention of statutes and regulations = Conduct: The Educator and the Profession Supports new members of the teaching profession = Conduct: The Educator and the Profession
Match the educator's conduct with its corresponding aspect:
Refrains from indulging in intoxicating substances = Conduct: The Educator and the Profession Behaves to enhance dignity and status of the teaching profession = Conduct: The Educator and the Profession Recognises the employer's authority = Conduct: The Educator and the Employer Refrains from carrying dangerous weapons = Conduct: The Educator and the Profession
Match the educator's obligation with its corresponding aspect:
Has a professional obligation towards new members = Conduct: The Educator and the Profession Serves the employer to the best of his/her ability = Conduct: The Educator and the Employer Promotes the ongoing development of teaching = Conduct: The Educator and the Profession Refrains from contravention of statutes and regulations = Conduct: The Educator and the Profession
Match the educator's role with its corresponding aspect:
Partners with the employer in education = Conduct: The Educator and the Employer Supports the development of new educators = Conduct: The Educator and the Profession Enhances the dignity and status of the teaching profession = Conduct: The Educator and the Profession Refrains from illegal activities = Conduct: The Educator and the Employer
Match the educator's responsibility with its corresponding aspect:
Refrains from contravention of statutes and regulations = Conduct: The Educator and the Profession Recognises the employer's authority = Conduct: The Educator and the Employer Supports the development of new educators = Conduct: The Educator and the Profession Keeps abreast of educational trends = Conduct: The Educator and the Profession
Match the educator's conduct with its corresponding aspect:
Refrains from discussing confidential matters = Conduct: The Educator and the Employer Refrains from indulging in intoxicating substances = Conduct: The Educator and the Profession Recognises the employer as a partner in education = Conduct: The Educator and the Employer Promotes the ongoing development of teaching = Conduct: The Educator and the Profession
Match the educator's obligation with its corresponding aspect:
Has a professional obligation towards new members = Conduct: The Educator and the Profession Refrains from carrying dangerous weapons = Conduct: The Educator and the Profession Supports the development of new educators = Conduct: The Educator and the Profession Serves the employer to the best of his/her ability = Conduct: The Educator and the Employer
Study Notes
Importance of Planning in Teaching
- Planning is essential for teaching and learning as it provides a pathway to achieving a set objective, goal, or outcome.
- It involves arranging content in a manner that facilitates effective knowledge transfer.
- Planning should identify the current level of learner understanding, define the final outcome, and provide assistance in the process of understanding.
Instructional Design: Planning Teaching
- Set outcomes/objectives
- Choice of teaching method/strategy
- Instructional design
- Assessment criteria
- Teaching of content
Reciprocal Teaching
- Creates a dialogue between learners and teachers
- Teacher guides the construction of meanings as learners may attach different meanings to the message
- Quality of "talk" between teacher and learner is crucial
- Teacher should "tune in" to the learner's present ability or understanding
- Simplify tasks/activities by providing different steps to follow
- Highlight crucial features of the task/activity
- Act as an external source of information providing additional and valuable information
- Fill in missing pieces of information to clarify steps in the task
- Provide emotional support/verbal or non-verbal reinforcement
- Allow peer support
- Interpret the level of knowledge and react accordingly to provide suitable support
Influences on the Teacher's Interpretation of Curriculum
- Environmental and social structures influence the interpretation of content and construction of meaning
- Language problems, socio-economic problems, attitudes, low levels of motivation, and lack of existing knowledge are challenges in applying scaffolding effectively
M-Learning and Microlearning
- M-learning enables "anytime, anywhere" learning, and situates it within the environment where learning will be applied later
- Mobile devices enable situated, just-in-time microlearning
- Examples include mobile "coaching" services that deliver daily messages about health and lifestyle to subscribers
Multimedia for Teaching and Learning
- Multimedia learning is not a new concept and applies to mobile learning as well
- The use of video for microteaching and broad instructional delivery has been common practice for many years
- Short video and audio clips can be transferred via mobile data networks or manually between feature phones
Approaches to Curriculum Evaluation
- Context evaluation: defines the context, identifies population, assesses needs, diagnoses problems, and provides basis for judging outcomes
- Input evaluation: identifies and assesses system capabilities, provides alternative strategies, and determines budget
- Process evaluation: identifies and predicts defects in design or implementation, and records and judges procedural activities
Conduct: The Educator and the Profession
- An educator acknowledges that exercising professional duties occurs within a context requiring cooperation with colleagues
- An educator behaves in a way that enhances the dignity and status of the teaching profession and keeps abreast of educational trends and developments
- An educator promotes the ongoing development of teaching as a profession and accepts a professional obligation towards the education and induction of new members
Conduct: The Educator and His/Her Employer
- An educator recognizes the employer as a partner in education and acknowledges certain responsibilities and authorities vested in the employer through legislation
- An educator serves the employer to the best of their ability and refrains from discussing confidential and official matters with unauthorized persons
This quiz focuses on the importance of planning in teaching and learning, highlighting the need to arrange content for effective knowledge transfer. It explores the role of planning in achieving set objectives and creating an effective teaching-learning situation.
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