ANJO M.

MAPAGDALITA II-7 PROF ED 4

A. Acts, discriminates, displays, influences, listens, modifies, performs, practices,
proposes, qualifies, questions, revises, serves, solves, verifies.
B. Intended Learning Outcomes (ILOs) are statements about what a student will
achieve upon successful completion of a unit of study. ILOs establish a
foundation upon which the rest of the unit is built: assessment tasks are
designed to measure student achievement of ILOs; learning activities are
designed to teach students what they need so they can complete the
assessment tasks and demonstrate achievement of the ILOs; and content and
materials are chosen to support student participation in, and completion of,
learning activities that will help them to achieve the ILOs. Learning outcomes
describe what a learner is expected to know, understand and be able to
demonstrate after completion of a process of learning (Vlasceanu, Grunberg
& Parlea, 2007). Learning outcomes identify for students (and for the unit
coordinator and other teaching staff) the minimum requirements to award a
unit. That is, ILOs describe the specific intellectual and practical skills
students require to be awarded a pass for the unit. Students who achieve an
HD for the unit, therefore, demonstrate attainment above these minimum
requirements. This website provides a suggested step-by-step process for
writing and refining the ILOs for your unit, as well as a more detailed overview
of the role, functions, and components of well-written learning outcomes. You
may also find chapter 7 of Biggs & Tang (2011), "Designing intended learning
outcomes", a useful read as it provides a detailed discussion of the principles
involved in the design of intended learning outcomes.
C. Auditory learners absorb information best by listening. They will likely do well
in a classroom where the teacher verbally explains information and
encourages class discussion.
Visual learners take in information through seeing it. They will respond to
practical demonstrations and videos. They absorb information better from
looking at illustrations and presentations than participating in discussions.
Kinaesthetic learners do best when they can perform the task. They will learn
best from activities such as field trips and practical, hands-on training. In
class, they may need regular breaks and benefit from opportunities to move
around. Teachers who get to know the learning styles of their students can
tailor their teaching approach accordingly. Where there’s a mismatch between
the learning styles of students and the approach of the teacher, this can lead
to student frustration, boredom and discouragement. Great teachers work
around this issue by using what’s called a ‘diversified approach’. In this
approach, teachers use various teaching styles, depending on the content
students are learning and the diversity of student needs. For example, a
teacher might combine a lecture with a group task and an internet-based
homework assignment. develop and apply those skills demonstrated. They
teach by ‘showing’ and encouraging students to work through similar
problems or activities.
D. a theory suggesting that people retain information better when they encounter
it multiple times and in different ways.
- Reading Text: You’re only able to retain 10% of what you read.
- Hearing Instructions: You’re only able to retain 20% of what you hear.
- Seeing Images: You’re only able to retain 30% of what you see.
- Watching a video: You’ll be able to retain 30% of the information received.