SEYS 350 midterm exam with complete solutions 2024_2025
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Course
SEYS 350
Institution
SEYS 350
bloom's taxonomy
describes six
categories of cognitions ranging from lower to
higher order thinking; knowledge, comprehension, application, analysis, synthesis, evaluation
simpson's taxonomy
for
Psychomotor Skills; perception, set (Mental, physical, and emotional dispositions that make
...
SEYS 350 midterm exam with complete
solutions 2024/2025
bloom's taxonomy - ANSWER- describes six
categories of cognitions ranging from lower to
higher order thinking; knowledge, comprehension, application, analysis,
synthesis, evaluation
simpson's taxonomy - ANSWER- for
Psychomotor Skills; perception, set (Mental, physical, and emotional dispositions
that make
one respond in a certain way to a situation), guided response, mechanism,
Complex Overt Response, adaptation ,origination
learning objectives - ANSWER- statements of what the
student should be able to accomplish at the end of the
learning activity
mager writing objective - ANSWER- Best for factual knowledge/simple skills.
description of what the student should be able to do after instruction, conditions
under which the behavior is to be observed, and what constitutes an acceptable
level of success. Given a age-appropriate sized basketball, student will
successfully make 4 of 10 free
throws.
gronlund writing objective - ANSWER- Best for complex and advanced types of
outcomes. Write a general objective that describe types of behaviors students
should exhibit
to demonstrate what they have learned and For each general objective, list up to
5 specific learning outcomes that provide a
representative sample of what students should be able to do when they have
achieved the general objective.
• General objective: Students will understand and execute a proper tennis serve.
, • Specific objectives. Student will be able to....
• properly grip tennis racket
• describe and demonstrate the proper body position and arm movements without
a ball.
• execute a proper ball toss
• evaluate a peer's serve in terms of body position, body movement and ball toss.
metacognition - ANSWER- awareness of and knowledge about one's own
thinking
motivation - ANSWER- Willingness to engage our cognitive and metacognitive
skills and
apply them to learning
self regulated learning - ANSWER- The conscious and purposeful use of
one's cognitive skills, feelings, and actions to maximize the learning of
knowledge and skills for a given task or set of conditions.
cycle of self directed learning - ANSWER- assess the task, evaluate strengths and
weaknesses, plan, apply strategies/monitor performance, reflect and adjust if
needed. All centered around the student's beliefs about intelligence and learning.
casual attributions - ANSWER- The explanation people offer about the cause of a
behavior or outcome.
Ability (e.g., I'm smart; I'm bad at math)
Effort (e.g., I worked hard; I goofed off)
Task (e.g., teacher is easy grader; test was unfair)
Luck (e.g., I got lucky; I caught a bad break)
SMART model - ANSWER- Specific
Measurable
Attainable (moderately challenging)
Recorded
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