Professional Documents
Culture Documents
Perrenialism
o Education are changeless- Humanistic
o Educate the rational person
o Back to basics
o Cultural literacy
o Great work of civilization
o Develops the ability to think deeply
o Student – centered
Progressivism
o Always in the process of development
o Teaching using real life situation
o Relevant curriculum, humanistic education, radical school
reform
o Growth
o Learning by doing
Idealism
o Unified reality with God
o Morally and mentally upright
o Mind
o Anything what is in your mind (absolute value) Proponent: Plato
Realism
o Based on natural law
o Lecture method and memorization
o Logical and abstract thinking
o Objects exist independently of the mind
Proponent: Aristotle
Pragmatism
o Always changing
o Interaction of individual with environment
o Essence of idea comes from the consequence of it’s
practice/test
o Practical / Beneficial
16. John learns well through active interplay with others. His
learning increases when engaged in activities that has meaning in
him. Which philosophy can describe this?
A. Progressivism C. Realism
B. Idealism D. Empiricism
17. Your teacher is of the opinion that the world and everything in
it are ever changing and so teaches you the skill to cope with the
changes. Which in his governing philosophy?
A. Experimentalism C. Idealism
B. Existentialism D. Realism
21. A curriculum should only include those that have survived the
test of time and combine the symbols of literature, history, and
mathematics. Thus, curriculum like this contains values that are
constant and universal. What philosophy describes this kind of
curriculum?
A. Idealism C. Humanism
B. Perennialism D. Essentialism
27. Teacher X rates the art work of her students not just on the
merit of its appeal to the senses but also considers its uniqueness
and the responsibility that every student has given in
accomplishing the task. This practice shows how Teacher X
upholds this kind of philosophy:
A. Realism C. Idealism
B. Reconstructivism D. Existentialism
CURRICULUM DEVELOPMENT
1. Which is NOT a provision for the development of each learner in
a good curriculum?
a. Extensive arrangements are made for the educational
diagnosis of individual learners.
b. Self-directed, independent study is encouraged wherever
possible and advisable.
c. Self-motivation and self-evaluation are stimulated and
emphasized throughout the learning opportunities of the school.
d. The program provides a wide range of opportunities for
individuals with same abilities, needs, and interests.
Analysis: Option D is CORRECT. Notice the word NOT in the
question above. This entails that the answer to the question is a
provision or activity which does not promote the development of
each learner. While option D mentions of a program which
provides a wide range of opportunities for individuals, it only
focuses on individuals with the same level of abilities, needs and
interest. It fails to consider individual differences.
Option A is INCORRECT. The provision of extensive educational
diagnosis of learners will really help address the specific needs of
children.
Options B and C are INCORRECT. Self-directed, independent study
and self-motivation and evaluation highlight the ability of children
to construct and direct their own learning. These enable them to
develop their potential to the fullest.
2. Teacher Lily would like to take a part in developing a subject-
centered curriculum because she believes that all subjects in this
type of curriculum are geared towards the holistic development of
the learner. Is her belief about the subject-centered curriculum
true?
a. Yes, because the subject-centered curriculum focuses on the
learners needs, interests and abilities.
b. No, because it is the experience-centered curriculum
emphasizes the teaching of facts and knowledge for future use.
c. Yes, because the subject-centered curriculum involves
cooperative control.
d. No, because it is the experience centered not the subject-
centered curriculum that emphasizes integration of habits and
skills in learning the knowledge component of a subject area.
Analysis: Option D is CORRECT. The belief of Teacher Lily about
the subject-centered curriculum is not acceptable. Holistic
development covers physical, socio-emotional, mental and moral
development of the learners. This is possible under an
experience-centered curriculum.
Option B is INCORRECT. While it agrees to the premise that
Teacher Lily’s conception about the subject-centered curriculum is
not true, this option could not be accepted because it presents
conflicting information. It is subject-centered curriculum, not
experience-centered curriculum, which emphasizes the teaching
of facts and knowledge.
Option A and C are INCORRECT. The consideration of learners’
needs, interests, and abilities including cooperative practices in
the classroom are some of the important traits of experience-
centered curriculum.
3. In the elementary level, English literature and Social studies
relate well. While history is being studied, different literary pieces
during the historical period is being studied as well. What
curriculum design is shown here?
a. Separate subject design
b. Discipline design
c. Correlation design
d. Broad field design
Analysis: Option C is CORRECT. Subjects are related to one
another but each subject maintains its identity. In the question
above, English literature and social studies correlate well. The
literary pieces being studied in English literature reflect the
culture, social activities even the problems and issues in each
historical period.
Options A and B are INCORRECT. Both separate subject design
and discipline design are compartmentalized. They stressed so
much on cluster of topic, content and academic disciplines.
Option D is INCORRECT. Like correlation design, broad field design
was made to prevent compartmentalization of subjects. However,
unlike correlation design, broad field considers wider integration
of subjects that are fused into one subject. Thus, the identity of
each subject combined is lost.
4. This phase of curriculum development involves decisions,
among other things, on grade placement and sequencing of
content. Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum organization
d. Curriculum implementation
Analysis: Option C is CORRECT. Decisions on sequencing of
content and grade placement are done on the level of the
curriculum organization/design. In this level, the curriculum
developer determines the scope and sequence of content in each
subject based on the design of the curriculum.
Option A, C, and D are INCORRECT. Panning involves among
others, diagnosis of needs and social demands which will make up
the goals/objectives of the curriculum. This is done at the initial
phase of curriculum development process. Implementation is
more concern on the actual delivery of the curriculum in the
schools/classrooms. This process is conducted after the content,
grade placement, etc. had been finalized. Evaluation is the
terminal part of the curriculum development process where the
efficiency, effectiveness, and impact of the curriculum are
measured.
5. One example of this design of subject-centered curriculum is
that which shows social studies being combined with geography,
civics and culture, and history to comprise one subject area.
Which design is this?
a. Correlated
b. Broadfields
c. Separate subject
d. Core
Analysis: Option B is CORRECT. Broadfield design was made to
prevent the compartmentalization of subjects and integrate the
contents that are related to each other. Thus, geography, civics
and culture, and history are fused into one subject called social
studies. Eventually, the identity of each subject is lost. Broad field
draws around themes and integration.
Option A is INCORRECT. Correlated design relates the content of
two subjects in order to reduce fragmentation. However, the
identity of each subject is maintained. This is not the case in the
question above.
Option C is INCORRECT. Separate subjects design is highly
compartmentalized and fragmented.
Option D is INCORRECT. Core design revolves around general
education and the problems are based on common human
activities.
PROFESSIONAL EDUCATION
1. Mr. Santos noticed that one of his pupils isolate himself from
the class. He doesn’t want to participate in any of the class
activities. The child has problems on______________.
a. Compromise
b. Cooperation
c. Accommodation
d. Socializations
d
2. On the 1st day of class, Ms. Feliciano engaged her students in
the “KNOW YOUR CLASSMATE” activity. This supports man as
_______________.
a. A whole person
b. Social being
c. Complex being
d. Rational being
b
3. The Grade VI advisers started the Clean and Green Project in
their classes. When the other teachers learn about it, they
together with their classes volunteered to help. This proves man
as a ______________.
a. Whole being
b. Social being
c. Physical being
d. Healthy being
b
4. Mrs. De Dios taught in an exclusive school in Manila for 2years.
The following year she decided to transfer to a public school I her
province. She noticed a great difference not only in instructions
but also in the availability of instructional tools to be used. The
difference is due to___________.
a. Cultural lag
b. Cultural shock
c. Cultural diffusion
d. Cultural relativism
a
B
7. Mr. Castro tries to inject Filipino values to his pupils who seem
to have lost it form some other values brought about by the
present generation. The difference in values is called
a. Cultural gap
b. Cultural lag
c. Cultural shock
d. Cultural conflict
A
8. Mr.s Pablo explained that everybody in class is special and that
nobody should suffer from the comparison. What is appropriate to
one might be inappropriate to another. This is explained by the
concept of cultural _________.
a. Conflict
b. Diversity
c. Borrowing
d. Relativism
D
B
10. Ms. Teodoro does not practice corporal punishment through
other do. To her, there are still ways of disciplining a child which
others disagree. Is an example of cultural_____________.
a. Gap
b. Shock
c. Relativism
d. Diversity
C
11. Mrs. Simeon demonstrated the steps in crocheting. She
believes that through observation and imitation, her pupils would
finally get it. The characteristics of culture shown
is_______________.
a. Learned
b. Adaptive
c. Gratifying
d. TransmitteD
A
13. Mr. Morales is telling his students that it’s not right to have an
affair with anyone in the family. This is an example of__________.
a. Fads
b. Laws
c. Mores
d. Folkways
C
C
16. Mr. corpuz is teaching his students in the time prescribed
guided by a syllabus together with appropriate teaching methods
and techniques. The type of teaching employed is ___________.
a. Formal
b. Informal
c. Indirect
d. None of the above
A
17. David wants to be a doctor so he enrolled at UST. UST on the
other hand provides him programs and activities for the
realization of his dream. The function of education un the given
situation is to _____________.
a. Transmit the cultural heritage
b. Train the individual for the social role he has chosen
c. Serve as source of social and cultural innovation
d. All of the above
B
18. Literature and arts taught in school and which center on
Filipino value, customs and traditions give the impress that
_____________.
a. School provides a sense of continuity an experience of our
culture
b. School prepares each individual to fill his place in a fixed
society
c. School provides training for everyday vocations.
d. School trains leader in the classical learning
A
20. Mrs. Alcantara announced that the search is going on for the
most outstanding student in class. Everybody is excited. They
were all challenged to give their best. The social process involved
is ________.
a. Competition
b. Acculturation
c. Assimilation
d. Accommodation
A
21. Mr. David gave his students work to do. To facilitate the task,
he asked them to group themselves. What social process is
needed to realize their goal?
a. Cooperation
b. Accommodation
c. Assimilation
d. Acculturation
A
23. There are warring groups in your class. What will you do to
prevent i\untoward thing to happening?
a. Set rules
b. Settle differences
c. Talk to the group
d. Give each group different activities to work on.
B
27. Children are taught to make friends not enemies. What does it
imply?
a. People need people
b. People are treasures
c. People need more friends than enemies
d. World is a better place to live in when you have friends
A
28. Whenever Anne is asked to act out a role she likes best, she
would choose to portray the role of any of her family members.
This implies how Anne is greatly influenced by her family as a
________.
a. Primary group
b. Peer group
c. Reference group
d. Secondary group
A
29. Dino is a consistent honor student until he became too-
involved in the activities of his new-found friends. He seems to
change a lot. This change can be attributed to his _____________.
a. Peer group
b. Primary group
c. Reference group
d. Secondary group
A
34. Tutorial links and individual to the world. So, instead of going
to the library and read to get the need information, one has to be
press a button from the computer ad there the information is on
your screen. What characteristic of culture is this?
a. Culture is learned
b. Culture is adaptive
c. Culture is gratifying
d. Culture is transmitted
B
36. Mothers teach their daughters that the way to a man’s heart
is through his stomach. Hence, tey teach their daughters all the
delicious recipes they know, what kind of Culture is involved?
a. Culture is learned
b. Culture is adaptive
c. Culture is gratifying
d. Culture is transmitted
D
43. Larry observed that his parents strictly follow 9-day novena
before Christmas. This was also the practice of his great-
grandmother. What social norm is illustrated in the practice?
a. Laws
b. Mores
c. Fashion
d. Folkways
D
46. Roy has cousins in Japan: When they decide to come over,
they stayed at Roy’s house. Through constant interaction with
them. Roy unconsciously learns the Nippongo. This is the result of
__________.
a. Direction instruction
b. Formal instruction
c. Informal instruction
d. Both formal and informal instructions
C
68. Ito ay isang mungkahi para sa paraang ito. May mga larawan
sa pisara sa klase ni Gng. Francia. Bawat larawan ay kaugnay ng
isa sa mga saknong sa tula. Papipiliin niiya ang bata ng larawang
naiibigan niya at ipabasa ang kaugnay na saknong.
a. Unang Pagbasa
b. Ikalawang Pagbasa
c. Ikatlong Pagbasa
d. Ikaapat na Pagbasa
79. Susubok ang mga mag-aaral ni Gng. Del Prado na gamitin ang
istraktura na may patnubay o huwaran sa isang dayalog,
pagkukuwento o paglalarawan
a. Pagdulog gramatikal
b. Pagdulog Sitwasyonal
c. Pagdulog Nosyunal
d. Pagdulog Komunikatibo
A
85. Ipinabasa ng guro kay Noel ang tulang Bayan Ko. Alam niyang
may kakayahan ito sa ganitong Gawain. Habang ginagawa ito ni
Noel, nakikinig naman ang mga mag-aral.
a. Unang Pagbasa
b. Ikalawang Pagbasa
c. Ikatlong Pagbasa
d. Pang-apat na Pagbasa
A
21. Thomasites
- DISAMBARKED FROM CSI CALLED THOMAS
22. Erickson said that child aged 3-5 is most likely
- ECO-CENTRIC
23. Child always fight his classmate very short attention span
- ADHD
24. Adopted to provide universal access to basic learning to
eradicate illiteracy
- EFA
25. Free public education Article XIV Sec. 2
- THESE LEVELS PROVIDE THE FOUNDATION FOR LIFE FUNCTIONS
AND ROLE
26. Philippine Education during revolution period
– ESLISHMENT NATIONHOOD
27. Shy
- INTROVERT
28. METACOGNITIVE
- thinking about their thinking
29. Jean Jacques Rousseau
- DEALING WITH MISBEHAVIOR STUDENTS
30. Jean Jacques Rousseau- said that
-EVERYONE IS ESSENTIALLY GOOD