TYPES OF QUESTIONS ACCORDING TO BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES

1. KNOWLEDGE recognize or recall information remember facts, observation and definitions

learned.

- Recall who?
-Define what? -recognize- where? -Remember when?

2. COMPREHENSION- Describe Compact Contrast Replace . put your own words , explain the
main idea.

3. APPLICATION is?

Apply Classify Use Employ Solve . written example how many? Which? What

4. ANALYSIS- Identify motives reasons, causes consider analysis in order to reach conclusion,
inference or generalization.

5. SYNTHESIS make prediction solve problems predict produce write design develop synthesize
conduct. How can we improve? What would happen if? Can you decide? How can we solve?

6. EVALUATION-

Judge Argue Decide Evaluate Assess . Give your opinion which is better picture?

Do you agree would it be better?

CLASSROOM TEACHER AND DEVELOPMENTAL GUIDANCE COMPLETE ACCEPTANCE OF THE PUPIL/STUDENT A FEELING THAT THEY BELONG TO THE GROUP A MUTUAL TRUST AND RESPECT A SAFER ENVIRONMENT FOR THE CHILD TO LOOK AT INNER NEEDS AN OPPORTUNITY TO EXPRESS SOME OF THESE NEEDS HAVE SELF-EVALUATION IN CONTRAST TO EVALUATION BY OTHERS A CLIMATE MARKED BY IDENTIFICATION, RECOGNITION, ACCEPTANCE AND VALUING OF INDIVIDUAL DIFFERENCES. AN EMPHASIS PLACED ON GROWTH FROM DEPENDENCE TO INTERDEPENDENCE.

GUINDANCE TASKS OF CLASSROOM TEACHERS ORIENT STUDENTS TO A NEW SUBJECT TO BE TAKEN/STUDIED CONSTRUCT, ADMINISTER, SCORE AND INTERPRET ACHIEVEMENT TEST IN SUBJECT MATTER AREAS. PARTICIPATE IN SELECTION , ADMINISTRATION AND INTERPRETATION OF STANDARDIZED TEST. TRAIN STUDENTS IN THE STUDY METHODS EFFECTIVELY. GUIDE STUDENTS IN THE PROPER USE OF THE SCHOOL FACILITIES LIKE THE LIBRARY REFER STUDENTS WHO HAVE SPECIAL LEARNING DIFFICULTIES. INFORM STUDENTS IN GROUP DISCUSSION OR INDIVIDUAL CONFERENCES ABOUT EDUCATIONAL OR VOCATIONAL OPPORTUNITIES. REFER STUDENTS WHO NEED COUNSELING SERVICES THAT TEACHERS THEMSELVES CANNOT RENDER. HOLD HOMEROOM GUIDANCE SESSION 40 MINUTES A WEEK.

UNIT PLLAN A unit plan in a blueprint to clarify what content will be taught and by what learning experiences during a specific period of time. UNIT PLAN COMPONENT A. OBJECTIVES B. CONTENT C. SKILLS D. LEARNING ACTIVITIES E. RESOURCES AND MATERIALS F. EVALUATION PROCEDURE DAILY LESSON PLAN Steps: Most teacher planning is devoted to daily lesson plans. Ralph tyler suggested the series of four sequential steps. 1. Specific objectives 2.Select learning activities 3. organize the learning activities 4. specify evaluation 5.Follow the format of lesson planning

A basic Lesson plan model

A lesson plan needs to be specific enough to provide structure to the lesson but general enough to provide flexibility when the situation warrants. Jacobson et al 1993, Orlich, et al 1999 suggested this lesson plan model. Elements of basic lesson plan UNIT TITLE INSTRUCTIONAL GOAL PERFORMANCE OBJECTIVE RATIONALE CONTENT INSTRUCTIONAL PROCEDURES MATERIALS AND AIDS

Another lesson plan model Heading A. Detailed/Semi-Detailed Lesson plan in subject 1. Specific Objectives a. cognitive b. psychomotor c. affective II. Subject matter III. Materials to be use IV. Procedure/ Strategy A. Preparatory activity 1. presentation 2. motivation 3. Specific instruction B. Developmental activity 1. Activity 2. Discussion 3. Generalization 4. Application C. Conclusion Activity 1. Evaluation 2. Agreement IN DETAILED LESSON PLAN THE TEACHERS ACTIVITY AS WELL AS THE LEARNERS RESPONCES ARE ANTICIPATED WHILE SEMI-DETAILED LESSON PLAN ONLY THE TEACHERS ACTIVITY IS WRITTEN.