Action verbs kko (2)
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This document lists and categorizes action verbs used to describe different types of learning objectives. It divides verbs into cognitive, affective, and psychomotor domains. For cognitive objectives, it provides examples for knowledge, comprehension, application, analysis, synthesis, and evaluation levels. Affective objectives focus on attitudes, values, and beliefs. Psychomotor objectives involve physical skills and are divided into imitation, manipulation, precision, articulation, and naturalization levels. The document serves as a reference for choosing appropriate verbs to write measurable learning objectives.
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Bloom's Taxonomy
This document outlines the seven levels of the psychomotor domain in Bloom's Taxonomy: 1) Perception involves sensory awareness and cue selection, 2) Set refers to mental, physical and emotional readiness, 3) Guided Response focuses on imitation and practice, 4) Mechanism involves basic proficiency through habitual responses, 5) Complex Overt Response demonstrates expert, coordinated performance without hesitation, 6) Adaptation allows for modification of skills to new situations, and 7) Origination creates new movement patterns or solutions to problems using highly developed skills. Examples and key action verbs are provided for each level to illustrate psychomotor skills ranging from manual tasks to complex operations.
Three domain
The document summarizes three domains of learning: cognitive, psychomotor, and affective. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain involves reflex movements, basic movements, perception abilities, physical abilities, skill-related movements, and communication without thinking. The affective domain involves receiving phenomena, responding to phenomena, valuing, organizing values, and characterizing by value set.
Pengalaman pembelajaran
1. The document discusses various instructional design models including Hunter's Lesson Cycle Design Model (1976), Gagne's Instructional Events Model (1988), and Rosenshine & Stevens Instructional Functions Model (1986).
2. It also discusses Bloom's taxonomy of learning objectives and different levels of cognitive, affective, and psychomotor domains.
3. The levels of Bloom's cognitive domain from lowest to highest are: remembering, understanding, applying, analyzing, evaluating, and creating. Different cognitive processes are expected at each higher level.
Kognitif behavioral
This document discusses cognitive behavioral counseling and provides an overview of its history, concepts, goals, focus areas, and principles. Cognitive behavioral counseling was developed in the 1960s and aims to help clients change dysfunctional thoughts and behaviors. It focuses on identifying and modifying cognitive distortions and irrational beliefs. Behavioral strategies discussed include applied behavioral analysis, functional analysis of behaviors, and establishing behavior change goals.
Bahagian B7 Classifying Page 18 21
This document discusses four devices (P, Q, R, S) that use the principle of levers. It asks the reader to:
1) State one characteristic of each device based on the position of the fulcrum, load, and effort.
2) Classify the devices into two groups based on their common characteristics.
It also discusses food samples (J, K, L, M) tested with Benedict's solution, and asks the reader to:
3) State observations of each sample and infer whether glucose is present.
4) Classify the samples into two groups based on their common characteristics.
Definisi kognitif
Taksonomi Bloom membagi tujuan pendidikan menjadi tiga ranah utama yaitu kognitif, afektif, dan psikomotorik. Ranah kognitif meliputi kemampuan berpikir, ranah afektif meliputi sikap dan emosi, sedangkan ranah psikomotorik meliputi keterampilan motorik. Masing-masing ranah tersebut terbagi lagi menjadi beberapa tingkatan sesuai dengan tingkat kesulitan belajarnya. Konsep ini bertujuan
Materi Bimbingan Konseling Karir1 kelas XII SMA
Dokumen tersebut membahas tentang pilihan program studi dan perguruan tinggi untuk jenjang pendidikan sarjana. Mencakup standar kompetensi lulusan dan indikator yang harus dicapai, serta penjelasan singkat mengenai beberapa program studi di bidang ilmu pengetahuan alam dan teknologi beserta prospek karirnya. [/ringkasan]
PSIKOLOGI KAUNSELING teori tingkah laku kognitif dalam kaunseling
Therapy is seen as an educational process where clients learn to identify and dispute their irrational beliefs, replace ineffective thinking with rational cognitions, and stop absolutistic thinking and blaming. The main goals are helping clients achieve unconditional self-acceptance and acceptance of others. Therapists play an active role by encouraging clients to discover their irrational beliefs, modeling rational thinking, and using techniques like cognitive restructuring to change dysfunctional emotions and behaviors.
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Bloom's Taxonomy
This document outlines the seven levels of the psychomotor domain in Bloom's Taxonomy: 1) Perception involves sensory awareness and cue selection, 2) Set refers to mental, physical and emotional readiness, 3) Guided Response focuses on imitation and practice, 4) Mechanism involves basic proficiency through habitual responses, 5) Complex Overt Response demonstrates expert, coordinated performance without hesitation, 6) Adaptation allows for modification of skills to new situations, and 7) Origination creates new movement patterns or solutions to problems using highly developed skills. Examples and key action verbs are provided for each level to illustrate psychomotor skills ranging from manual tasks to complex operations.
Three domain
The document summarizes three domains of learning: cognitive, psychomotor, and affective. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain involves reflex movements, basic movements, perception abilities, physical abilities, skill-related movements, and communication without thinking. The affective domain involves receiving phenomena, responding to phenomena, valuing, organizing values, and characterizing by value set.
Pengalaman pembelajaran
1. The document discusses various instructional design models including Hunter's Lesson Cycle Design Model (1976), Gagne's Instructional Events Model (1988), and Rosenshine & Stevens Instructional Functions Model (1986).
2. It also discusses Bloom's taxonomy of learning objectives and different levels of cognitive, affective, and psychomotor domains.
3. The levels of Bloom's cognitive domain from lowest to highest are: remembering, understanding, applying, analyzing, evaluating, and creating. Different cognitive processes are expected at each higher level.
Kognitif behavioral
This document discusses cognitive behavioral counseling and provides an overview of its history, concepts, goals, focus areas, and principles. Cognitive behavioral counseling was developed in the 1960s and aims to help clients change dysfunctional thoughts and behaviors. It focuses on identifying and modifying cognitive distortions and irrational beliefs. Behavioral strategies discussed include applied behavioral analysis, functional analysis of behaviors, and establishing behavior change goals.
Bahagian B7 Classifying Page 18 21
This document discusses four devices (P, Q, R, S) that use the principle of levers. It asks the reader to:
1) State one characteristic of each device based on the position of the fulcrum, load, and effort.
2) Classify the devices into two groups based on their common characteristics.
It also discusses food samples (J, K, L, M) tested with Benedict's solution, and asks the reader to:
3) State observations of each sample and infer whether glucose is present.
4) Classify the samples into two groups based on their common characteristics.
Definisi kognitif
Taksonomi Bloom membagi tujuan pendidikan menjadi tiga ranah utama yaitu kognitif, afektif, dan psikomotorik. Ranah kognitif meliputi kemampuan berpikir, ranah afektif meliputi sikap dan emosi, sedangkan ranah psikomotorik meliputi keterampilan motorik. Masing-masing ranah tersebut terbagi lagi menjadi beberapa tingkatan sesuai dengan tingkat kesulitan belajarnya. Konsep ini bertujuan
Materi Bimbingan Konseling Karir1 kelas XII SMA
Dokumen tersebut membahas tentang pilihan program studi dan perguruan tinggi untuk jenjang pendidikan sarjana. Mencakup standar kompetensi lulusan dan indikator yang harus dicapai, serta penjelasan singkat mengenai beberapa program studi di bidang ilmu pengetahuan alam dan teknologi beserta prospek karirnya. [/ringkasan]
PSIKOLOGI KAUNSELING teori tingkah laku kognitif dalam kaunseling
Therapy is seen as an educational process where clients learn to identify and dispute their irrational beliefs, replace ineffective thinking with rational cognitions, and stop absolutistic thinking and blaming. The main goals are helping clients achieve unconditional self-acceptance and acceptance of others. Therapists play an active role by encouraging clients to discover their irrational beliefs, modeling rational thinking, and using techniques like cognitive restructuring to change dysfunctional emotions and behaviors.
Blooms taxonomy
Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
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This presentation discusses the revised taxonomy of objectives of Benjamin Bloom by Anderson and Krathwol
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This document provides lists of action verbs to use when developing learning objectives at different levels. It outlines verbs for cognitive, psychomotor, and affective learning objectives. For cognitive objectives, it separates verbs into categories for knowledge, comprehension, application, analysis, and synthesis/evaluation. Examples of verbs for knowledge objectives include define, identify, and recall. For comprehension, verbs include classify, compare, and summarize. Application verbs include apply, calculate, and demonstrate. Analysis verbs involve analyzing, breaking down, and relating. Synthesis/evaluation verbs include arranging, assessing, and reorganizing. It also lists motor skill verbs for psychomotor objectives and verbs for different affective learning levels like receiving, responding, valuing, organizing
Teaching learning process
The document discusses teaching and learning objectives according to Bloom's Taxonomy. It outlines the three domains of Bloom's Taxonomy: Cognitive, Affective, and Psychomotor. For each domain, it lists the categories and provides action verbs examples to describe the categories. It also discusses the characteristics of effective behavioral objectives and their purpose and functions. Finally, it notes that Bloom's Taxonomy was later revised by Lorin Anderson in 2001 to update the Cognitive Domain categories and terminology.
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The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
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The document outlines Bloom's Taxonomy, categorizing educational objectives into six levels of cognitive complexity - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It then defines behavioral objectives for writing measurable learning outcomes, specifying that objectives should include the student behavior, conditions of performance, and performance criteria.
Instructional objectives
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
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assessment of student learning
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Auxillary words _ final.pptx
This document lists main and auxiliary action verbs associated with the six cognitive process domains in Revised Bloom's Taxonomy (RBT): 1) Remember, 2) Understand, 3) Apply, 4) Analyze, 5) Evaluate, and 6) Create. For each domain, main verbs convey the core cognitive process, while auxiliary verbs provide examples of other words that could be used to express that process. The verbs are grouped by their relevance to remembering facts, comprehending meanings, applying concepts, breaking down information, making judgments, and generating new ideas, respectively.
Bloom
The document summarizes Bloom's taxonomy of educational objectives, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within each domain are subcategories moving from lower to higher order thinking skills. The cognitive domain moves from remembering to understanding to applying to analyzing to evaluating to creating. The affective domain moves from receiving phenomena to responding to phenomena to valuing to organization to characterization. The psychomotor domain moves from perception to set to guided response to mechanism to complex overt response to adaptation to origination. Keywords are provided to describe the skills within each subcategory.
Bloom (with background)
The document summarizes Bloom's taxonomy, which categorizes educational objectives into three domains: Cognitive, Affective, and Psychomotor.
Within the Cognitive domain are six categories related to mental skills and knowledge - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
The Affective domain involves growth in feelings and attitudes. Its categories include Receiving Phenomena, Responding to Phenomena, Valuing, Organization, and Internalizing Values.
The Psychomotor domain deals with manual and physical skills. Its categories range from Perception to Origination.
Determining and formulating goals (1)
The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
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1. The document outlines learning outcomes for a time management training program. The outcomes include being able to identify effective time management strategies, extrapolate strategies to fit personal habits and needs, and apply and analyze new strategies.
2. Students will also be able to integrate effective strategies into daily life and determine which strategies work best in different contexts.
3. Instructors will assess learning through surveys, intentional interactions with students, and focus groups to evaluate the effectiveness of the program.
Domains of Learning.drjma
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
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The document discusses writing behavioral objectives for training programs. It states that objectives should define the desired behavior, conditions under which the behavior will be performed, and performance standards. Objectives follow the format of stating who will do how much of what by when. An example objective is provided for a course where learners will be able to design a program plan using an interactive model of program planning. Bloom's Taxonomy for levels of cognitive processing is also summarized, listing common verbs for knowledge, comprehension, application, analysis, synthesis, and evaluation levels.
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FIELD STUDY 2 MODULE 1 EPISODE 4.docx
There are three key points summarized:
1) Bloom's taxonomy outlines six levels of cognitive learning - remembering, understanding, applying, analyzing, evaluating, and creating. Certain verbs are appropriate for assessing each level.
2) Kendall and Manzano's new taxonomy has three domains - information, mental procedures, and psychomotor procedures - that are processed through six levels including retrieval, comprehension, analysis, knowledge utilization, metacognitive systems, and self-systems.
3) Both taxonomies aim to classify learning objectives and assessment according to increasing complexity, though Kendall and Manzano's model divides domains and levels more distinctly.
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Type 0 uses a present tense if clause and present tense main clause to express general truths. Type 1 uses a present tense if clause and future tense main clause to express probable future situations. Type 2 uses a past tense if clause and "would + infinitive" main clause to express unlikely past situations. Type 3 uses a past perfect tense if clause and "would have + past participle" main clause to express impossible past situations. The document concludes by summarizing the four types of if clauses.
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Similar to Action verbs kko (2)
Blooms taxonomy
Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
Revised Bloom's Taxonomy of Objectives by Anderson and Krathwol
This presentation discusses the revised taxonomy of objectives of Benjamin Bloom by Anderson and Krathwol
Action Verbs for Developing Objectives in Projects / Research
This document provides lists of action verbs to use when developing learning objectives at different levels. It outlines verbs for cognitive, psychomotor, and affective learning objectives. For cognitive objectives, it separates verbs into categories for knowledge, comprehension, application, analysis, and synthesis/evaluation. Examples of verbs for knowledge objectives include define, identify, and recall. For comprehension, verbs include classify, compare, and summarize. Application verbs include apply, calculate, and demonstrate. Analysis verbs involve analyzing, breaking down, and relating. Synthesis/evaluation verbs include arranging, assessing, and reorganizing. It also lists motor skill verbs for psychomotor objectives and verbs for different affective learning levels like receiving, responding, valuing, organizing
Teaching learning process
The document discusses teaching and learning objectives according to Bloom's Taxonomy. It outlines the three domains of Bloom's Taxonomy: Cognitive, Affective, and Psychomotor. For each domain, it lists the categories and provides action verbs examples to describe the categories. It also discusses the characteristics of effective behavioral objectives and their purpose and functions. Finally, it notes that Bloom's Taxonomy was later revised by Lorin Anderson in 2001 to update the Cognitive Domain categories and terminology.
The Three Domains of Educational Activities
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Texonomical levels of cognitive domain
Educational Objectives
The document outlines Bloom's Taxonomy, categorizing educational objectives into six levels of cognitive complexity - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It then defines behavioral objectives for writing measurable learning outcomes, specifying that objectives should include the student behavior, conditions of performance, and performance criteria.
Instructional objectives
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
Appropriateness and alignment to learning outcomes(2).pptx
The document discusses principles of assessment and different methods of assessing student learning. It describes five standards for quality assessment according to Chappuis, Chappuis & Stiggins: clear purpose, clear learning targets, sound design, effective communication of results, and student involvement. The document then focuses on the standards of learning outcomes and assessment alignment. It defines learning outcomes and lists types of learning domains. Finally, it describes various assessment methods including selected response questions, constructed response, teacher observation, and student self-assessment.
assessment of student learning
This document discusses types of learning targets and taxonomies for defining learning outcomes. It summarizes Marzano and Kendall's five types of learning targets as knowledge and understanding, deep understanding and reasoning, skills, products, and affective targets. It also discusses Bloom's Taxonomy for cognitive, affective, and psychomotor domains. Finally, it provides examples of specific learning targets for subjects like reading, math, and testing principles.
Bloom's taxonomy of learning domains
The document summarizes Benjamin Bloom's Taxonomy of Learning Domains, which identifies three main domains of educational activities: Cognitive (mental skills/knowledge), Affective (growth in feelings/attitudes), and Psychomotor (manual/physical skills). It provides details on the hierarchical subdivisions within each domain, ranging from basic/simple behaviors and skills to more complex ones. The cognitive domain includes categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving phenomena, responding, valuing, organization, and internalizing values. The psychomotor domain includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
Auxillary words _ final.pptx
This document lists main and auxiliary action verbs associated with the six cognitive process domains in Revised Bloom's Taxonomy (RBT): 1) Remember, 2) Understand, 3) Apply, 4) Analyze, 5) Evaluate, and 6) Create. For each domain, main verbs convey the core cognitive process, while auxiliary verbs provide examples of other words that could be used to express that process. The verbs are grouped by their relevance to remembering facts, comprehending meanings, applying concepts, breaking down information, making judgments, and generating new ideas, respectively.
Bloom
The document summarizes Bloom's taxonomy of educational objectives, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within each domain are subcategories moving from lower to higher order thinking skills. The cognitive domain moves from remembering to understanding to applying to analyzing to evaluating to creating. The affective domain moves from receiving phenomena to responding to phenomena to valuing to organization to characterization. The psychomotor domain moves from perception to set to guided response to mechanism to complex overt response to adaptation to origination. Keywords are provided to describe the skills within each subcategory.
Bloom (with background)
The document summarizes Bloom's taxonomy, which categorizes educational objectives into three domains: Cognitive, Affective, and Psychomotor.
Within the Cognitive domain are six categories related to mental skills and knowledge - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
The Affective domain involves growth in feelings and attitudes. Its categories include Receiving Phenomena, Responding to Phenomena, Valuing, Organization, and Internalizing Values.
The Psychomotor domain deals with manual and physical skills. Its categories range from Perception to Origination.
Determining and formulating goals (1)
The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
Learning Outcomes 201
1. The document outlines learning outcomes for a time management training program. The outcomes include being able to identify effective time management strategies, extrapolate strategies to fit personal habits and needs, and apply and analyze new strategies.
2. Students will also be able to integrate effective strategies into daily life and determine which strategies work best in different contexts.
3. Instructors will assess learning through surveys, intentional interactions with students, and focus groups to evaluate the effectiveness of the program.
Domains of Learning.drjma
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
Writing behavioral objectives for class 4
The document discusses writing behavioral objectives for training programs. It states that objectives should define the desired behavior, conditions under which the behavior will be performed, and performance standards. Objectives follow the format of stating who will do how much of what by when. An example objective is provided for a course where learners will be able to design a program plan using an interactive model of program planning. Bloom's Taxonomy for levels of cognitive processing is also summarized, listing common verbs for knowledge, comprehension, application, analysis, synthesis, and evaluation levels.
Iplan dlp stem_gc11_mp-ia-b-1_chemistry_day1
The document outlines the detailed lesson plan format for a Chemistry lesson for 11th grade students. The lesson plan focuses on teaching students about the particle nature of matter through activities that explore physical and chemical properties, the phases of matter, and intensive and extensive properties. The plan provides learning objectives, activities, analysis, and assessment to help students understand that substances are made up of smaller particles and how the arrangement of these particles affects properties.
FIELD STUDY 2 MODULE 1 EPISODE 4.docx
There are three key points summarized:
1) Bloom's taxonomy outlines six levels of cognitive learning - remembering, understanding, applying, analyzing, evaluating, and creating. Certain verbs are appropriate for assessing each level.
2) Kendall and Manzano's new taxonomy has three domains - information, mental procedures, and psychomotor procedures - that are processed through six levels including retrieval, comprehension, analysis, knowledge utilization, metacognitive systems, and self-systems.
3) Both taxonomies aim to classify learning objectives and assessment according to increasing complexity, though Kendall and Manzano's model divides domains and levels more distinctly.
Similar to Action verbs kko (2) (20)
Revised Bloom's Taxonomy of Objectives by Anderson and Krathwol
Revised Bloom's Taxonomy of Objectives by Anderson and Krathwol
Action Verbs for Developing Objectives in Projects / Research
Action Verbs for Developing Objectives in Projects / Research
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Appropriateness and alignment to learning outcomes(2).pptx
Appropriateness and alignment to learning outcomes(2).pptx
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Linguistics and language teaching
This document discusses the cognitive approach to language teaching. It explains that the cognitive approach uses cognitive learning theory and emphasizes understanding grammar rules before practicing speaking. Some key points made in the document include:
- The cognitive approach is influenced by transformational-generative grammar and stresses understanding rules first through deductive teaching before exercises.
- Language is viewed as rule-governed behavior under this approach rather than just habit formation.
- Teaching procedures under the cognitive approach include ensuring material is meaningful, explaining rules first before practice, and stimulating creative language use through tasks like sentence production.
Introduction to psycholinguistics
This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
Introduction to sociolinguistics
1) Sociolinguistics is the study of the relationship between language and society. It examines how social factors such as context, status, and function influence language variation and use.
2) People code switch and use different linguistic varieties depending on social context, including the participants, setting, topic, and function of the interaction. Formal contexts like religion or education use high varieties while informal settings use low varieties.
3) Languages shift when their speakers abandon them for a dominant language due to economic, social, or demographic factors. This can lead to language loss or even death when no one speaks it anymore.
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Action verbs kko (2)
- 1. ACTION VERBS KOGNITIF: (1) Knowledge : state, define, list, name, write, recall, repeat, recognize, label, reproduce, recite, outline, arrange, match, memorize, order, relate. (2) Comprehension : identify, justify, select, indicate, recognize, report, restate, review, sort, translate, illustrate, represent, formulate, explain, contrast, classify, interpret, paraphrase, summarize, describe, discuss, express. (3) Application: predict, demonstrate, instruct, compute, calculate, perform, prepare, practice, apply, choose, schedule, sketch, employ, use. (4) Analysis: analyze, differenced, separate, compare, contrast, solve, appraise, categorize, criticize, discriminate, distinguish, deduce. (5) Synthesis : combine, compose, construct, restate, argue, organize, relate, generalize, conclude, propose, plan, prepare, set up, synthesize, and design. (6) Evaluation : estimate, predict, score, judge, value, determine, support, defend, criticize, select. AFFEKTIF: Action verbs which are commonly used in formulating objectives of affective domain include cooperate, disagree, dispute, shows concern, like, dislike, show interest in, join, phrase, share, participate in, engage, consider, priorities, offer, care about, believe, affirm. PSIKOMOTORIK: Psychomotoric learning, according Scholl of Education in Mississippi University (2001: 1), is categorized into five skills: (1) Imitation, repeating action that has been demonstrated/explained and imitation can be in the form of trial and error action that can be responded accurately. (2) Manipulation, imitating skill which is full of self-confidence and proficiency. (3) Precision, gaining skill, proficiency, and accurate performance spending efficient energy. (4) Articulation, gaining developed skill that can be adapted to certain situation and condition.
- 2. (5) Naturalization, conducting experiments, creating new action, manipulating materials beyond comprehension, competence, and skill developed. The following are action verbs that can be used to state psychomotoric learning objectives: Imitation Manipulation Precision Articulation Naturalization Begin Acquire achieve Adapt Arrange Assemble Assemble accomplish Alter Combine Attempt Complete advance change Compose carry out Conduct automate Excel Construct Copy Do exceed rearrange Create calibrate Execute excel reorganize Design construct Improve master revise Refine dissect Maintain reach surpass Originate duplicate Make refine transcend Transcend Flow Manipulate succeed move Pace transcend practice Perform proceed Produce repeat Progress reproduce Use respond organize sketch start Try volunteer