Bloom’s taxonomy is a framework used in education to categorize and describe different levels of cognitive development or thinking skills. It was developed by Benjamin Bloom and his colleagues in 1956 and later revised in 2001. The taxonomy consists of six levels, each building upon the previous one, with the higher levels representing more complex
Entry Behavior: Entry behavior refers to the foundational knowledge, maturity, readiness, and existing abilities of students before they begin learning a new topic. Teachers should base their lessons on students’ previous knowledge, which may come from past lessons or informal experiences like TV, newspapers, or social activities. This assumption of prior knowledge helps introduce
Teaching is the process of imparting knowledge, skills, and information to others, typically in an organized and structured manner. It involves the interaction between a teacher or instructor and learners with the goal of facilitating learning and understanding. Five principles underlying teaching are: Clarity of Objectives: Effective teaching begins with clear and well-defined learning objectives.
Outline the THREE domains of learning outcome, give TWO verbs used in stating them. The classification of learning outcome is as follows; A. Cognitive domain B. Affective domain C. Psychomotor domain The verbs that can be used to state them include; discuss, distinguish, explain express, demonstrate, interpret, modify, experiment, explain etc. A. Cognitive
Motivation for Teaching and Learning: Behavioral objectives provide a clear purpose for the lesson, making it more meaningful for both teachers and students. Knowing what specific behaviors or tasks students should achieve motivates teachers to deliver effective instruction. It also helps students understand the relevance of the lesson to real-life situations, increasing their engagement and
“Behavioral objectives” refer to specific, observable, and measurable tasks or behaviors that a teacher sets as goals for students to achieve immediately after a lesson. These objectives are designed to provide clear evidence that learning has occurred. They focus on what students should be able to do or demonstrate as a result of the lesson,
Three important reasons for maintaining school records, with a special focus on students’ attendance registers and punishment log books: A. Students’ attendance registers are essential for assessing the regularity of students attending school. This helps identify patterns of absenteeism or tardiness, allowing schools to take appropriate measures to improve attendance. B. Students’ attendance registers provide
Frequently used school records, known as statutory records, are mandatory by law. Examples include: 1. Admission, Progress, and Withdrawal registers 2. Class Attendance Registers 3. Diaries and Work Books 4. Copies of Education Law Rarely used records, called non-statutory records, aren’t obligatory. Examples are: 1. Cash book 2. Stock book 3. Punishment book 4. School
School records are essential documents maintained by educational institutions to ensure the effective and organized administration of the school. These records serve various purposes, including tracking student information, monitoring attendance, and adhering to educational policies. Here are some examples of school records: Admission Register: This record contains information about each student admitted to the school.
Deprivation punishment can indeed be used by teachers to establish good classroom control. Here’s how a teacher can apply deprivation punishment effectively: Loss of Marks: When students misbehave or violate class rules, the teacher may deduct marks from their scores. This serves as a direct consequence for their actions and encourages them to behave appropriately.
