Training Mode Module 3

1. Learning mode 1 ‘Transfer’ is about…

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Question 1 of 25

2. Learning mode 2 ‘Tutor’ is about knowing-how, procedural knowledge and practicing. A tutor presents a predetermined problem and the students try to select the an appropriate method and use it to solve the problem.

Is this statement true or false?
 
 
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Question 2 of 25

3. Learning mode 3 ‘Coaching’ is about…

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Question 3 of 25

4. Learning mode 3 is referring to a constructivist point of view on learning. Learning is perceived as an active process in which people construct their knowledge by relating it to their previous experiences in complex and real situations in life.

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Question 4 of 25

5. Which statements about Anderson& Krathwohl’s taxonomy are true?

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Question 5 of 25

6. Anderson& Krathwohl’s taxonomy of educational objectives…

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Андерсон и Krathwohl таксономии образовательных целей …
Есть несколько правильных ответов. Отметьте правильные!
 
 
 
 
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Question 6 of 25

7. Select examples for appriopriate learning outcomes!

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Question 7 of 25

8. Taxonomy-AKWriting learning outcomes with the help of Anderson’s and Krathwohl’s taxonomy.

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Question 8 of 25

9. Read through the following learning outcome. Is it written in an appropriate way?

‘Students will experience Russian cuisine and are able to compose a four-course meal.’

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Question 9 of 25

10. Choosing assessment methods. Which statements are correct?  There are several right answers.
 
 
 
 
 
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Question 10 of 25

11.  

Taxonomy-AK

Where would you put the following learning outcome in the taxonomy-table?

‘Students are able to generate a hypothesis within a field of research.’

[Use a letter for the knowledge type followed by a number for the cognitive process: Example A1]

I would put the above learning outcome into the field of the Anderson& Krathwohl taxonomy.

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Question 11 of 25

12.  

Taxonomy-AK

Where would you put the following learning outcome in the taxonomy-table?

‘Students are able to judge learning outcomes.’

[Use a letter for the knowledge type followed by a number for the cognitive process: Example A1]

I would put the above learning outcome into the field of the Anderson/Krathwohl taxonomy.

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Question 12 of 25

13.  

Taxonomy-AK

Where would you put the following learning outcome in the taxonomy-table?

‘Students are able to use a teaching method in class.’

[Use a letter for the knowledge type followed by a number for the cognitive process: Example A1]

I would put the above learning outcome into the field of the Anderson/Krathwohl taxonomy.

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Question 13 of 25

14.  

Taxonomy-AK

Where would you put the following learning outcome in the taxonomy-table?

‘Students are able to list different teaching methods.’

[Use a letter for the knowledge type followed by a number for the cognitive process: Example A1]

I would put the above learning outcome into the field of the Anderson/Krathwohl taxonomy.

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Question 14 of 25

15. Learning outcomes are promoting transparency. Students know what to expect and what to gain from following a particular course or lecture.

Is this statement true or false?
 
 
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Question 15 of 25

16. The learning outcome approach is about focussing on what the students are expected to be able to do at the end of the module or program.

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Question 16 of 25

17. The learning outcome approach is about focussing on the teacher’s input and about assessment in terms of how well the students absorbed the material taught.

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Question 17 of 25

18. Put the cognitive process dimension according to Anderson& Krathwohl (2001) into the right order and start with the verb ‘remember’!
  • Применять
  • Понимать
  • Оценивать
  • Запоминать
  • Создавать
  • Анализировать
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Question 18 of 25

19. How do you write appropriate learning outcomes? There are several right answers. Tick off the right ones!
 
 
 
 
 
 
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Question 19 of 25

20. Write down all the different six infinitive verbs of the Anderson& Krathwohl taxonomy (order is not important):

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Question 20 of 25

21. Align the verbs to the right level of the Anderson& Krathwohl taxonomy!
Запоминать
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

Понимать
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

Применять
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

Анализировать
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

Оценивать
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

Создавать
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

Не применимо, нет подходящего глагола
перечислять

Unselect

объяснять

Unselect

судить

Unselect

развивать

Unselect

разделять

Unselect

использовать

Unselect

Обладать опытом в

Unselect

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Question 21 of 25

22. Taxonomy-AK

Which is the appropriate field in the taxonomy for following learning outcome?

‘Students are able to apply the concept of learning outcomes to their curricula.’

[Use a letter for the knowledge type followed by a number for the cognitive process: Example A1]

I would put the above learning outcome into the field of the Anderson/Krathwohl taxonomy.

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Question 22 of 25

23. How can you use learning outcomes within your educational design? Pick the right order!  
  • – Выбор методов преподавания которые с большей вероятностью могут гарантировать достижение результатов обучения.
  • – Четкое определение результатов обучения.
  • – Оценка результатов обучения и проверка, с целью оценить, насколько хорошо они совпадают с тем, что было запланировано.
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Question 23 of 25

24. Learning outcomes can help teachers to select the appropriate teaching strategy matched to the intended learning outcome, e.g. lecture, seminar, group work, tutorial, discussion, peer group presentation or laboratory class.

Is this statement true or false?
 
 
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Question 24 of 25

25. Learning outcomes support the shift from a student-centred to a teacher-centred approach in education.

Is this statement true or false?
 
 
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Question 25 of 25


 

Author: Isabell Grundschober

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