ncma 211 (not complete)

• goal

  • final outcome
  • global and broad
  • long-term
  • achieved at the END of the teaching-learning process
• objective


  short-term
• education process


  used to identify the intended outcome of the education process
• instructional objectove


  describe the teaching activities, specific content areas and resources used to facilitate intruction
• S =

  specific
• m =

  measurable
• a =

  achievable
• r =

  relevant
• t =

  time-bound
• behavioral objective


  action oriented rather than teacher oriented
• cognitive

  • Dealing with intellectual abilities
  • Approximately 80% of educational objectives fall into this domain
• affective

  • most difficult domain to assess
  • feelings/emotions
• psychomotor


  used of tools or instrument

  "hands on"
• cognitive domain


  knowledge, apprehension, application, analysis, synthesis, and evaluation
• knowledge level

  ability of the learner to memorize, recall, define, recognize or identify specific information
• apprehension level

  • ability of the learner to demonstrate an understanding or appreciation of what is being communicated by translating it into a different form or recognizing it in a translated form.
  • defining it or summarizing it in his or her own words
• application level

  • ability of the learner to use ideas, principles, abstractions, or theories
  • figuring, writing, reading, or handling equipment
• analysis level

  • ability of the learner to recognize and structure information by breaking it down
• synthesis level


  ability of the learner put together parts and elements into a unified whole by creating a unique product
• evaluation level


  ability of the learner to judge the value of something
• affective domain


  receiving, responding, valuing, orgaizsation, and characterization
• receiving level

  • ability of the learner to show awareness of an idea or fact or a consciousness of a situation.
  • selectively attend to or focus on data or to receive a stimulus
• responding level


  respond to an experience
• valuing level

  • accept the worth of a theory, idea, or event
  • There is a definite willingness and desire to act.
• organization level


  ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values,
• characterization level


  integrate values into a total. philosophy or world view, showing firm commitment and consistency of responses
• psychomotor domain


  perception, set, guided, mechanism, complex overt response, adaption , origination.
• perception level


  ability of the client to show sensory awareness of objects or cues. This level involves reading directions
• set level


  readiness to take a particular kind of action
• guided response


  ability of the learner to exert effort via overt actions under the guidance of an instructor to imitate an observed behavior with conscious awareness of effort.
• mechanism level


  ability of the learner to repeatedly perform steps of a desired.skill with a certain degree of confidence
• complex overt response


  automatically perform a complex motor act with independence and a high degree of skill
• adaptation level


  modify or adapt a motor process to suit the individual or various situations,
• origination level 


  create new motor acts, such as novels.ways of manipulating objects or materials as a result of an understanding of a skilland developed ability to perform skills
• lecture

  • French word "lectura" means to read.
  • Latin word "legere" means to read.
• lecture


  teacher verbally transmits information directly to groups of learners for the purpose of instruction. It is one of the oldest and most often used methods
• group discussion


  learners get together to exchange information, feelings, and opinions with one another and with the educator
• cooperative learning

  • uses group activities
• collaborative learning


  unstructured where the students finds their own resources
• team based learning.


  structured evidence practice, innovative teaching strategy to engage students in active learning to enrich their experiences by working together to achieve one common objective