EDU301 Midterm Mega File Set 2

Edu 301 Mid term mega file

Mid Term Paper Total Time 60 Mints Total Questions 17 Total MCQS 10 Long and Short Questions 7

Q1. Art of developing logical plan for instructional activities is called?

“Sequencing”

Q2. Methods are also identified in... ?

Q3. Good Textbooks provide sequence?

“Structured”

Q4. Knowledge has forms?

“Two”

Q5. Knowledge is something that is learnt by reflecting, acting on something is called? “Subjective”

Q6. A child knows about own cognitation is called?

“Metacognitative knowledge”

Q7. Memorized things in?

“Facts”

Q8. Give a theory of multiple intelligence?

“Howard Gardner”

Q11. What is inductive reasoning?

Modes Of presentation

Deductive Reasoning: General to Specific Inductive Reason: Specific to General

Deductive Reason: In deductive reasoning, we start with a general statement and then go to the specific statement. For example, All humans are mortal. This is deductive reason. All men are mortal, then we say Umar is also mortal because he is a Man, this is deductive reasoning that we started from a generic statement first and then went to specific.

In Inductive reasoning , it starts from specific first and then goes to general. For example, Ahmed is a Man and he is mortal, this is inductive. Now we say that there is another Man Ali and so we can say that All Men are mortal. Then we talk about women that Ayesha is mortal and she is a Woman, there is another Woman IQra and she is also mortal, so we can say that All men and women are mortal and All human beings are mortal. This is inductive reasoning where we first told our students from specifiv statement; Ahmed is mortal , and we go to general statement; All Humans are mortal.

Here are two columns to identify the difference between two modes of presentation:

Definition of Noun Brainstorming on names Characteristics of Noun Examples of names Examples of noun Characteristics of names Place in hierarchy Definition of noun

Children can learn noun by both the methods step by step in the abouve column. But the difference between the above two columns is in the right column, deductive reasoning is mentioned i.e. teacher has told the definition of noun and they are providing the characteristics and examples and placing in hierarchy. This type is sequence is called deductive mode.

While in the second column, it is inductive method i.e. teacher have used brainstorming on names first, then they will write all the names students tell. Students may tell the names of birds, animals or places. After that, teacher will ask the student commonalities i.e. what name of birds, animal, place he characterizes it. Then he will say we have learnt by telling the names iscalled Noun. So Noun is the name of person, place or thing.

Q12. What is important model for curriculum planning?

Answer: Curriculum Alignment

Purpose Of curriculum

Tyler’s model for Curriculum

Important model for Curriculum Planning

First, we are going to have a look on Foundations of Curriculum.

There are four steps in Tyler’s model for curriculum

Q1. What is the purpose of education?

Q2. What educational experiences should attain the purpose?

Q3. How the experiences be affectively organized?

Q4. How we determine that the purposes are met?

Whenever we are going to write performance objectives, they need to be aligned with the curriculum. If your purpose of education is that the student should be an empowered citizens, then in the entire objective, affective domain will be important. You will include something from affective domain to your lesson. So we need to align performance objectives with the curriculum i.e. curriculum of the year, short term goals and then to the boarder goals i.e. school goals

It is important for the boarder curriculum to identify the educational experiences. Similarly it is also important that what educational objectives should be attained at the end of the lesson. Relative educational experiences need to be provided.

When we are planning a lesson and we have performance objectives already mentioned, then we have to provide those educational experiences that can fulfil the ultimate goal. We need to provide the student with experience. For example, if you want your student to have the experience of recording in a lawn. Firstly you ask them to go to the lawn and observe first, you cannot give them the experience directly. You will organize the experience in such a way that you will first ask them to observe and then record.

There is assessment in the fourth question, that is, have you attained the goal or not? Whenever you want to assess, that must be against performance objective. In performance objective, all three elements must be present and you should assess your students according to those three elements.

Q13. What is the important thing that we use in Tyrol’s model and in Bloom’s Taxonomy?

Lesson planning may be based on different models. Tyler’s model is a very famous for curriculum development. As we know that lesson plan, is a short term planning. Tt is a part of curriculum planning, so it can be based on tyler’s model.

Tyler’s rationale;

1. What is the purpose of education.(defining objectives)
2. What educational experiences should attain the purpose
3. How educational experiences be affectively organized
4. How we determine that the purposes are met

If we plan a lesson according to Tyler’s rationale then the important thing in it would be;

You actually identify objectives first then you plan activities for attaining them. Plan materials and resources and go further to the criteria on which objectives need to be evaluated. Interestingly criteria remain the same. If we are going to evaluate objectives then naturally objectives are evaluated against objectives. Objectives actually provide you the criteria to evaluate the lesson

Bloom’s Taxonomy: in Bloom’s taxonomy, there are 6 levels. If you are planning your lesson with these six levels, then definitely they will be helpful in identifying your objectives. The important part in Tyler’s model and bloom’s taxonomy is that you get to know the ultimate behavior of students. At the end of the lesson you observe the students are able to show particular behavior or not? In both the models, you identify objectives first and then plan activities, and eventually you asses them on objectives.