Presentation_guide Philosopy Teaching 10052013

Features of classroom discourse

RESPONSIBILITY (DUTIES) of a Teacher1Philosophy in Education for Thinking5/11/13anyone?Che Lily binti Haji Ahmad (G1021240)Advisor : Dr Suhailah HussienPhilosophy in Education for Thinking

ContentsIntroductionObjectiveConcernsScope to testTypes of questionsExampleConclusionReferencePhilosophy in Education for Thinking3

5/11/13Objective of AssessmentPhilosophy in Education for Thinking4Assessment of Learning (Summative Assessments) are given at a point in time to measure and monitor student learning. provide the feedback to educators, students, parents, and community members used to make adjustments in instructional programs, report student progress, identify and place students, and grade students.5/11/13Objective of AssessmentAssessment for Learning (Formative Assessment) a process used by teachers and students as part of instruction provides feedback:to adjust ongoing teaching and learning to improve students achievement of core content. practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals.Philosophy in Education for Thinking55/11/13Concerns6Philosophy in Education for Thinking5/11/136Scope to test7

Philosophy in Education for Thinking5/11/13Objectives of preparing for exams7Bloomss Taxanomy & example of questions8RememberingUnderstandingKey Words: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet.Key Words: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.Examples: Recite a policy. Quote prices from memory to a customer. Name the safety rules.Philosophy in Education for Thinking5/11/13Bloomss Taxanomy & example of questions9Key Words: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.AnalyzingApplyingKey Words: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning.Gathers information from a department and selects the required tasks for training.Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.Philosophy in Education for Thinking5/11/13Bloomss Taxanomy & example of questions10EvaluatingCreatingExamples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.Key Words: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.Key Words: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.Philosophy in Education for Thinking5/11/13Types of Questions11Philosophy in Education for Thinking5/11/1311Types of questions12Philosophy in Education for Thinking5/11/13The utility and effectiveness of true-false items in higher education has been highly debated, thus instructors should careful examine the advantages and disadvantages of true-false assessments in relation to their specific learning objectives.12Lets try out..

Philosophy in Education for Thinking135/11/13Sample questionsCognitiveExampleKnowledge: What type of clock is it.Comprehension: Describe what is happening to the clock.Application: Interpret what is meant by being sickAnalysis: Why is the clock the main reference by athe communitySynthesis: What is the moral value that we can extract from the story Evaluation: Evaluate the importance of time in relation to the responsibility of an individual to himself and community.14Philosophy in Education for Thinking5/11/13ConclusionPlanning of lessons can ensure students are adequately and properly assessed Begin with the end in mind (Steven Coveys 7 Habits Of Highly Effective People)The work goes onPhilosophy in Education for Thinking15

5/11/13The teachers job does not ends with teachingWhat we teach with earnest, insya Allah will be reflected in some if not all of the students

15ReferenceRetrieved May 9, 2013 from the World Wide Web: http://www.his.com/~pshapiro/sick.clock.htmlRetrieved May 9, 2013 from the World Wide Web: www.madonna.edu/pdf/admissions/bloomcog.pdfRetrieved May 10, 2013 from the World Wide Web: wwild.coe.uga.edu/pptgames/resources/bloom_questions.pdfRetrieved May 10, 2013 from the World Wide Web: www. unc.eduRetrieved May 10, 2013 from the World Wide Web: www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128207Philosophy in Education for Thinking165/11/13The teachers job does not ends with teachingWhat we teach with earnest, insya Allah will be reflected in some if not all of the students

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