Curriculum Planing II Partial

The dimensions of comprehension are: Content/knowledge, ways of communication, methods, and purposes. Participatory action research, dialogue, metacognition, learning communities, and simulations. Creativity, critical thinking, ethics, and technology. None of the above.

Complexity is: The process of having original ideas that have value. The ability to think clearly and rationally about what to do or what to believe. Technology is about taking action to meet a human need rather than merely understanding. None of the above.

Metacognition is: Awareness and understanding of one's thought processes. Thinking about thinking. Processes used to plan, monitor, and evaluate learning. All of the above.

It explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. Behaviourism. Constructivism. Connectivism. Cognitivism.

The more tired the mind becomes, the less creative the mind becomes. True. False.

The Teaching for Understanding Model was developed by: The School of Frankfurt. The Zero Project. The Classics. None of them.

The dimension of knowledge is about: The variety of forms of communication. Facts, ideas, concepts and relationships. Someone who demonstrates, develops, and knows what he/she knows. Assessing the level of reflection and personal connections.

The dimension of purposes is about: The variety of forms of communication. Facts, ideas, concepts and relationships. Someone who demonstrates, develops, and knows what he/she knows. Assessing the level of reflection and personal connections.

The dimension of communication is about: The variety of forms of communication. Facts, ideas, concepts and relationships. Someone who demonstrates, develops, and knows what he/she knows. Assessing the level of reflection and personal connections.

The dimension of method is about: The variety of forms of communication. Facts, ideas, concepts and relationships. Someone who demonstrates, develops and knows what he/she knows. Assessing the level of reflection and personal connections.

Teaching for Understanding emphasizes learning that: prioritizes memorization of content. focuses only on skill performance. prepares students for future learning. limits transfer of knowledge.

According to the Understanding of Comprehension framework, knowledge alone: guarantees understanding. ensures correct application. does not guarantee understanding. replaces reflective thinking.

Which statement BEST reflects the role of the four dimensions of comprehension?. They define a single teaching method. They apply only to inquiry-based lessons. They guide lesson planning regardless of methodology. They replace curricular objectives.

Ways of communication in the comprehension framework include: only spoken language. symbolic systems such as diagrams, images, metaphors, and language. factual recall strategies. assessment tools only.

The method dimension focuses primarily on: what students know. why students value knowledge. how students construct and validate knowledge. how students communicate ideas.

The purposes dimension is MOST closely related to: memorization of facts. personal meaning and reflection. procedural accuracy. assessment scores.

Creativity, according to the CCET framework, is defined as: producing correct answers quickly. following established procedures. generating original ideas that have value. applying technology effectively.

Critical thinking within CCET emphasizes the ability to: recall information accurately. think clearly and rationally about what to believe or do. apply technological tools. generate artistic products.

Ethics in the CCET framework refers to: technological innovation. scientific reasoning. moral principles guiding behavior. creative production.

A lesson aligned with the Understanding of Comprehension framework should: focus on content coverage only. emphasize assessment outcomes. integrate all four dimensions of comprehension. prioritize one instructional method.