F o u n d atio n s o f Ed ucatioo
P ro fe ssio n al E d u catio n
Foundations
o f Education
Prepared by:
Prof. Maville Alastre-Dizon
Competencies:
1. Interpret educational problems
in the light of philosophical and
legal foundations of education.
2. Analyze historical, economic,
socio-cultural, geographical,
environmental, political and
social-psychological factors
that affect the role of the
• school as an agent of change. •.
___ ;___ «_________________ ______*
Prof, M aville.Alastre-Dixon
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PART I - CONTENT UPDATE
I. HISTORICAL FOUNDATIONS
1. EARLY CONCEPTIONS OF EDUCATION
1.1. EduntlorifffGdnfom i^/FM m f^Educaaon
Aims: To survfve and to conform to the tribe to which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error, enculturation,
indoctrination
Proponents: Primitives
1.2. Education for the Preservation of Social Stablflty/Oriental Education
Aims: To Impress traditional Ideas and customs In order to maintain
: and perpetuate the long established social ortier
Contents: Moral and Theoretical Training
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Memoos: ionmnnn nil i »i
tnwHuon, mofnoftzsuon
Proponents: Orientals (Chinese, Indians, Egyptians)
1.3. Education for the Developn^ of Individuality/Greek Education
Aims: To promote Individual success and welfare through the
harmonious development of the various aspects of human
personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual
excellence needed for public usefulness
Contents: Spartan- Military and physical training
Athenians- Liberal education
Methods: AlhMiian> Prlndple of
Spartan- Competition and rivalry
Proponents: Greeks
1.4. Education for Utilitarianism/Roman Education .
Aim: To educate the Roman youth for realizing national ideals
Content Physical training (martial arts, use ofWar
PHD LET Reviewer
 P ro fe ssio n a l E d u c a tio n
Fo u n d atio n s o f E d u catio n

♦ memorization with understanding

weapons)
♦ use of textbooks
Methods: Elementary - memorization, imitation
Proponents: Christian Brothers, Jansenists, Jesuits
Secondary - literary exercises, intensive drill'on speech,
2.5. Education as Training of the Mind / Formal Discipline
grammar
Aims: Totrain the mind through rigorous exercises in order to develop
proponents: Romans
intellectual capacities
2. MODERN CONCEPTIONS OF EDUCATION
To form character (mental, physical and moral)
2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism
Contents: Classical Languages and Math; Physical (vigor of the body)
Aim: To secure rich and full life for each individual through contacts
mental (mental power) and moral (good conduct)
with the ancient
Methods: Formal- sensation, memory and reasoning, Drill method
Contents: Gramma’, Literature and Mathematics
Proponent John Locke
Methods: Text study, written themes, self-activity and self-expression
2.6. Rationalism
Proponent: Vittorino da Fettre
Aim: To enable man to think for themselves
2.2. Northern dr Social Humanism
Contents: philosophical/scientific knowledge, ethics and morality
Aim: For social reform
Methods: critical analysis, application of reason
Contents: Classical and biblical literature (Religious)
2.7. Education in Harmony with Nature / Naturalistic Conception of Edu­
Methods: Individualized instruction, repetition and mastery, motivation,
cation
use of praise and rewards
Aims: To develop the individual in accordance with the laws of
Proponent: Desiderius Erasmus
human development and to preserve the natural goodness of
2.3. Reformation
man
Aim: Religious mora»sm
Contents: Holistic education (physical, moral, intellectual)
Content Physical education, Character education. Math, History,
Proponent: Jean Jacques Rousseau
Science
2.8. Education for Patriotic Citizenship / Nationalistic Conception
Methods: Memorization, religious indoctrination
Proponent: Martin Luther Aim: To develop military preparedness and aggressiveness for the
2.4. Counter-Reformation preservation and glorification of the State
Content Social Studies
Aim: To develop an unquestioning obedience to the authority of the
Methods: Practical
church
2.9. Education as Psychological Development
Content 4R’s (religion included)
Methods: Aim: To direct and control growth and development through appro­
» adapting the losson to the abilities, needs,.and interests priateeducatignat procedures
ofchildren JOHANNHEINRICHPESTALOZZI-Social regeneration of humanity
* reviewing the previous lessons FRIEDRICHFROEBEL - Development of the child
JONATHANHERBART- Moral development
♦ repetition for mastery

PNU LET Reviewer Prof. Maville Alisrre-Diy.on

 Fo u nd atio ns o f E d u c atio n
P ro fe ssio n al E d u catio n

♦ to discover and develop each Indvidual's abilities and

EQWARDLEE THORNDIKE- realize the fullest satisfaction,of human
full moral excellence in order to better serve society
wants
Methods: Critical discussions, lecture, Socratic method, introspec­
•Contents: Math, science, language, arts, history, literature
tion, imitating models, reflection/reflective thinking,
Methods: Principles and Laws of Learning
Content: Literature, History, Philosophy, and Religion
2.10. Education as a Scientifically Determined Process
The Learner:
Aim: To mate education a science
♦ imitates the teacher who. is an exemplar of an Ideal
Content Science.
person
Methods: Experimental, problem-solving, scientific method and
♦ tries to do the very best he can and strive toward per­
research.
fection
2.11. Education as Social Reconstruction / Social Experimentalism
The Teacher:
Aim: Prepare for a progressive rebuilding of the social order
♦ excellent example/ role model for the student - intellec­
Content Social Studies;
tually and morally
Intellectual - critical examination of the social conditions and
♦ exercise great creative skill In providing opportunities for
social problems
the learners' minds to discover, analyze, synthesize and
Civic - intelligent participation and cooperation in civic affairs
create applications of krwwtedge to life and behavior
Vocational - social relationships ofone’s Job
♦ questioner- encourages students to think and ask more
Methods: Guidance (including social guidance), intelligent and co­
questions and develop logical thinking
operative participation; Field Trips, Directed Classroom Study
The School:
(community life)
♦ train future leaders
♦ develop morality and to distinguish right from wrong
♦ maintain and transmit values
II. PHILOSOPHICAL FOUNDATIONS ♦ place emphasis on developing the mind, personal disci­
pline, and character development
1. MAJOR PHILOSOPHICALTHOUGHTS Proponent Piato - "In order to know something, we need-to
1.1. Idealism ' - '■ fi'x C O - withdraw from the use of our senses and reiy on a purely
♦ adheres to the view that nothing exists except in the intellectual approach*.
mind of man, the mind of God, or in a super or su- 1.2. Realism -
pra-natural realm ♦' Stresses that the world is made up of real, substantial
♦ idealists believe that Ideas and knowledge are enduing and material entities ,
and can change fives ♦ Knowledge is derived from sense experience.
Aims: Aim: To provide students with essential knowledge to survive the
♦ to develop the individual spiritually, mentally, morally . natural world
' (mind, soul and spirit) __________
Prof. Mavilie Alastrc-Dizon
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 P ro fe ssio n a l E d ucatio n
Foundations o fE d u c a t io n

Methods: lectures, demonstrations, and sensory experiences, The Learner: • •

Inductive logic ♦ learn from experiences through interaction to the. en­
Content: Science and Mathematics vironment
The Teacher: The Teacher:
♦ a guide,' a demonstrator, who has full mastery of Ihe ♦ capture the child's interest and build on the natural mo­
knowledge of the realities of life tivation
♦ requires the learner to recall, explain, and compare ♦ use varying teaching methods to accommodate each
facts; to interpret relationships, and to infer new mean­ individual learning style
ings ♦ helper, guide, and arranger of experiences
♦ rewards the success of each learner and reinforces Proponent John Dewey
what has been learned 2. MODERN PHILOSOPHICAL THOUGHTS
♦ utilizes learner's interest by relating the lessons to the 2.1. Perennialism -tii^ L c £■
learner's experiences, and by making the subject matter ♦ Knowledge that has endured through time and space
as concrete as possible should constitute the foundation of education
The Learner: ♦ Perennjalists believe that when students are immersed
♦ sense mechanism, a functioning organism which, in the study of profound and enduring ideas, they will
through sensory experience, can perceive the natural appreciate learning for its own sake and become true
order of the wortd. intellectuals.
♦ can team only when he follows the laws of learning Aim: To develop power of thought
The School: Proponent: Robert Hutchins
♦ transmits knowledge TheTeacher:
♦ classrooms are highly ordered and disciplined ♦ Interprets and tells eternal truth
Proponents:Aristotle,Harbart,Comen/us . •. -L . ♦ spends more time teaching about concepts and explaining
1.3. Pragmatism/ExperimentaHsm * how these concepts are meaningful to students
♦ Pragmatists believe that the curriculum should reflect The Learner:
the society, emphasizing the needs and interests of the Passive recipients _ . v
•children. : 2.2. EBMfltfafem - • •
Aim: To teach students how to think so that he can adjust to the ♦ Teaching the tjasic7essentta) knowledge and skills
demands of an ever changing world Aim: To promote the intellectual growth of the learners.
Content: Practical and utilitarian subjects Proponent: William Bagley -
Methods: Project method, free and open discussion, individual • The Learner: * .
problem-solving research ♦ receives instruction in skills such as writing, reading,
measur&nent/arithmetic (3Rs)

’10 PNU LET Reviewer Prof. M iville Alaj.rre-Dfcr.on

 P ro fessio n al Education
Fo u n d atio n s ofEcJucacion

•The Teacher: . • * Social reconstructionists believe that systems must be

♦ focuses heavily on achievement test scores as a means ’ changed to overcome oppression and improve human
of evaluatingprogress. conditions.
2.3. Progressivism * Curriculum focuses on students' experiences
♦ Education is always in the process of development Aim: Education for change and social reform
♦ Focused on the whole child aod the cultivation of indi­
Proponent: George Counts
viduality The Learner:
♦ Centered on the experiences, interests, and abilities of ♦ takes social action on real problems such as violence,
students hunger, international terrorism, Inflation, discrimination
♦ ProgressMsts strive to make schooling both interesting and inequality, and environmental problems
and useful. The Teacher:
Aim: To provide the pupil the necessary skills to be able to interact * Uses community-based learning and brings the world
with his ever changing environment into the classroom
Proponents: John Dewey.Johann Pestalozzi }. EASTERN PHILOSOPHIES
The learner: 3.1. Hinduism
♦ Learns through experiences, by doing * Emphasizes a commitment to an ideal way of life char­
The Teacher: acterized by honesty, courage, service, feitft, self-coo-
♦ plans lessons that arouse curiosity and encourage the troi, purity and non-violence which can be achieved
students to develop a higher level of knowledge through YOGA
2.4. Existentialism Proponent: Mahatma Gandhi
♦ Man shapes his being as he lives. Hinduism in Education:
♦ Knowledge Is subjective to the person's decision, and ♦ The teacher shows the way and imparts knowledge by
varies from one person to another. his own example, responsible for the students' spiritual
Aim: To train the individual for significant and meaningful existence welfare.
Proponent: Jean Paul Sartre ♦ The students aim to remember everything by heart and
The Teacher: gain mastery of every subject learned.
♦ Assists students in their personal journey * Teaching methods are oral and memory intensive, dis­
♦ Aids children in knowing themselves cussion and debates
The Learner: 3.2. Buddhism
♦ Determines own rule ♦ Believes in the FOUR NOBLETRUTHS
2.5. Social Reconstructionism ♦ Believes In the LAW Of KARMA
♦ Emphasizes the addressing of social questions and a Proponent; Siddharta Gautama
quest to create a better society
i . ... * .......... ■ » '" " 1
Prof.MavilleAlastre-Dir.on PNU L E T Review er 11
F o u n d a tio n s o f Education P ro fe ssio n a l E d u c atio n
T

Buddhism in Education:. 3.6. Islam

♦ Education Is rooted on faith
♦ Continuing educational astern- to receive additional
teaching and learn from each other during class dis­
cussions
• 3.3. Confucianism
Teaches moral He through devotion to the family, loyalty to Vie elders,
love of learning, brothertwod, civil service, and universal kwe and justice.
Stresses the FIVECARDINALVIRTUES (benevolence, righteousness, pro­
priety! wisdom and sincerity).
Proponent Confucius
Confucianism in Education:
♦ CM service exams
♦ Religious rituals in the schools
3.4. Taoism
TAO: a way of life, a philosophy advocating simplicity, frugality, and
the Joys of being close to nature and being in harmony with
the whole universe
Strongly believes in WUWEI (Let things come naturally.)
Proponent: Lau-Tzu
Taoism in Education:
♦ Taoist ethics emphasize compassion, moderation and
humility.
♦ Physical exercises involve slow arid controlled body
movements to achieve mental stillness.
3.5. Zen Buddhism (Japanese version)
♦ Belieyes in the THIRD EYE(to see things which are invis­
ible,to the naked eyes and to get attuned to the things
around us).
♦ Encourages meditation (mind-awakening).
♦ Teaches that the entire universe Is one’s mind, and if _
one cannot realize enlightenment in one's own mind
now, one cannot ever achieve enlightenment. .
12 PNU L E T Reviewer
Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and
• pilgrimage).
Proponent: Muhammad / Mohammed
Islam in Education:
♦ Useful knowledge is necessary for the benefit of the self
. and of humanity.
♦ A truly Islamic government is required to provide all
means to promote adequate education for its citizens,
to the best of Its ability.
III. PHILIPPINE EDUCATIONAL SYSTEM
Education during the Pre-Soanish Period
Aims: For Survival, Conformity, and Enculturation
Contents: Informal Education, Religion-oriented
Methods: tell me and shew me, observation, trial and error
Education during the Spanish Period
Aim: Topropagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
*■ The vernacular was used as the medium of instruction
in the parochial schools.
♦ The religious orders introduced the parochial school.
* Education Is suppressed, exclusive (for the elite), and
a inadequate.
Education during the Amartean Period .
Aim: To teach democracy as a way of life
Methods: Socialized recltatton.Student's participation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hy­
giene and sanitation, gardening, domestic science, American
. ' ■ History, and Philippine history * .
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Prof, Mavitle AlastroDi/.on

P ro fessio n al E d ucatio n
♦ Fprmal Education was established.
♦ Education during the Commonwealth Period (1935
1942)
Aims: (as provided for in the 1935 Constitution)
♦- to devetopmoral character, personal discipline, ciyk
' conscience, and vocational efficiency
♦ to teach the duties of citizenship
♦ to continue the promotion of democratic ideals and wa;
of life.
Content- Character education and citizenship training.
♦ Education under the Commonwealth helps prepare fo
the coming independence of a new Filipino nation.
Education Purina the Japanese Era (1943-45)
Alms:
To strive for the diffusion of the Japanese language in the Philippine:
and to terminate the use of the English language in schools
To stress the dignity erf manual labor
Contents: Vocational, Technical, Agriculture, Values rooted on love
for labor, physical education and singing Japanese songs,
health/vocational education
Education Purina the Republic (1943-1972)
Alms:
♦ Full realization of the democratic ideals and way of life
♦ Promotion of equal educational opportunities for all
Contents:
♦ Social orientation as manifested by the conservation ol
the Filipino heritage
♦ fra/ning for occupation
♦ promotion of democratic nation building
. ♦ a new thrust on community development
Education Purina the New Society M972-19861
Aim: For national development
Prof. Maville Alastrt-Dizon
F o u n d atio n s o f Education
♦ Curricular changes in Elementary Education
a) focused on the 3fis
b) integration of values in all learning areas
c) emphasis on mastery learning
. ♦ Curricular changes in Seawdary Education
a) Increased in time allotment
b) YDTand CAT introduced as new courses
c) Elective offerings as part of the curriculum
♦ Made education relevant to the needs of the changing
world
♦ Bilingual Education Policy - use of English and Filipino
as media of instruction in specific learning areas
Aims of education in the Philippines based on the 1973 Constitution:
♦ Foster love of country;
■ teach the duties of citizenship; and
♦ develop moral character, self-discipline, and scientific,
technological and vocational efficiency
Education Purina 1986-2000
Aim: To promote national development and values education
♦ The national government appropriates the highest bud­
getary allocation to education
♦ Promotion and improvement of the public school teach­
ers
♦ Implementation of NESC-addressed to civic, intellectu­
al, and character development of the child. Its features
are:
- Emphasis on mastery learning; Focused on fewer
learning areas
- Focused on the development of the 3Rs
- Emphasis on the developrnent of intellectual skills
which are as important as work skills
- Multi-disciplinary treatment of curriculum content .
*
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 fo u n d a tio n s o f E d u c a tio n
- Student-centered
- Cognitive-affective manipulative based curriculum
- Values education offered asseparate subject area
- Emphasis on Science and Technology
- Bilingual policy
- Entyhasls on Critical linking
♦ The Congressional Commission on Education (EDCOM),
In Its report In 1991, recommended the following:
a) trifocalizatfon of DECSInto the Department of
Education (DepEd), Technical Education and Skills
DevelopmentAuthority (TESDA), and Commission
on Higher Education (CHED);
b) establishment ofTeacher Education Council and
Centers of Excellence;
c) professlonaBzation of teachers; and
cQ Technical-Vocational Education retorn.
Education Purina the 21stCenturv
Aim: To provide the school age population and young adults with
skills, knowledge and values to become caring, self-reliant,
productive and patriotic citizens.
♦ RepublicAct 9155 (Governance of Basic Education Act),
was passed transforming ihe name of the Department
of Education, Culture and Sports (DECS) to the Depart­
ment of Education (DepEd) and redefining the role of
field offices (regional offices, division offices, district
offices and schools). The act provides the overall frame­
work for:
- school head empowerment by strengthening their
leadership roles
* school-based management within the context of
trahsparency and local Accountability.
The KM2 program • ‘
♦ implementation started on SY 2012-2013
C F M p w irI FT BnvlflW fir
P ro fe s sio n a l E d ucatio n
* kindergarten is now a part of the compulsory education
system
* a new curriculum for Grade 1 and Grade 7 pupils and
students, respectively was introduced
bySY 2016-2017, Grade 11/Year 5 w ill be introduced,
and Grade 12/Yfear 6 by SY 2017-2018;
* the phased implementation of the new curriculum will
be finished by the SY 2017-2018
IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS
OF EDUCATION
Sociology
• The science of man and society
• Study of patterns of human behavior
• Study of groups and societies and how they affect the people
Society - a group of organized individuals who think of themselves
as a distinct group, and who live together sharing the same
culture occupying the same territory, who interrelates and
Interacts with one another, recruits itsmembers by inter group
sexual reproduction and has a shared comprehensive culture,
with common shared attitudes, sentiments, aspirations and
goals
Socialization
♦ A process of adapting or conforming to the common
needs and interests qf a social group
» A process whereby People ieam the attitudes, values
and actions appropriate to Individuals as members of
a particular society, where a member of a group learns
• and internalizes the norms and standards of the other
member ameng whom she/he lives
Prof. Mavilie Alasrre-Di/.on
 P ro fessio n al E d ucatio n Fo u nd atio ns o f E d u catio n

Agents of Socialization: • The school prepares the IndWdua) to become worthy members
a) Family - smallest social institution whose members are united by of the society by making them aware of their responsibilities.
blood, marriage or adoption, constituting a household and having a 2) The school as an agent of cultural transmission
common culture. . • Culture can be transferred through:
b) School / Education - established by society for the basic encultur- - a) Enailturatkm
ation of the group; an agency which makes student learns how to - the passing on of group's custom, beliefs and tra­
value oneself and eventually others; an agency organized by society ditions from one generation to the next generation
for the basic function of teaching and learning. b) Acculturation
c) Church - teaming other culture; the passing of customs, be-
d) Mess media liefs and tradition through interaction/reading/inter
marriages, etc.
» Values and attitudes formation are easily transmitted through
Institutional Group Agencies for Education
lessons provided by the teachers.
Three (3) very important groups that serve as agencies for learning:
» Culture can be transmitted through field trips, experiential learn­
1. Family
ing, experimentation, group dynamics, cooperative learning,
• smallest social institution
peer learning, rote playing and dramatization.
Educative Functions of the Family (Home)
*» Knowledge about the latest development in science and tech­
• Health Education -proper food to eat, proper hygiene
nology, and about the nations and people of the world can be
• Ethics, Morality, Religion - spiritual, moral, and desirable social values
acquired through different learning activities.
- Socialization - rotes and status in society
3) The school as an agent of cultural change
• Psychomotor and manipulative skills-how to walk, dance and to use prop­
■» Cultural changes are best discussed in the school.
erly kitchen tools, utensils, etc.
4) The school as agent of modernization
• Recreational skills
• Educational systems are focused on future needs of the stu­
• Academic-reading, writing, arithmetic
dents.
2. School
■* Changes which are mostly attempts to modernization are being.
• an Institution, center of learning, established by society in which the accu­
discussed in the school.
mulated experiences of the past generations are passed on to the incoming
» The elements of cultural change which lead to modernization:
generation by means of systematized programs of instructions.
- Development of oral and written communication and
Roles of the School:
other modern means of communication
1) The school as an agent of socialization
- Improvement of science and technology in all fields
» Children learn how to get along with other students in the school.
5) Other functions of the schools:
m Social ethics are taught in the schools.
«* Serves as a multi-purpose institution
■» The student government trains the students to become good
» Provides .training of the mind, teaches the basics
leaders and followers.

Prof. M avillc Alasrrc-Dixon

PNU L E T Reviewer 15
 F o u n d atio n s o f E d u c atio n P ro fe ssio n al Ed ucatio n

» Develops problem solvingand critical thinking Characteristics.of Culture:

» Promotes social integration, enculturation and cultural perception CULTURE is
» Accelerates adjustment of society • Transferable • Dynamic ■ Learned
3. Church ■ Continuous • Shared • Universal
• a lifetime school of teaming ■ Symbolic ■ Adaptive ■ Borrowed
Education from the Church (through the bible):
* History Elements of Culture
Ex: Persia (now Iran), Mesopotamia (now Iraq) • Language - an abstract system of word meanings and symbols for aU as­
Prophecies pects of culture; the foundation of culture; verbal and nonverbal
Ex: Earthquake, Famine, Calamities • Norms - are established standards of behavior maintained by a society; it
s Divine Values must be shared and understood
Ex: Love, Hope, Faith, Wisdom • Sanctions-penalties or rewards for conduct concerning social norms
Sociology of Education a) positive sanctions- pay, promotion, medals, word of gratitude
- provides a study of the relationships between society and the educational b) negative- fines, Imprisonment, threats, stares, ostracism
processes which contribute to the analysis aid solution to problems con­ • Values - are collective conceptions of what is considered good, desirable and
fronting the educational system. proper or bad, undesirable and Improper in a particular culture.

Change
M u m lm
■ science that studies the origin and development of man, his work and • An enduring force in history; is inevitable, takes place from time to time
achievements which includes the study of physical, intellectual, moral, • The adjustment of persons or group to achieve relative harmony
social and cultural development of man, including his customs, mores,
folkways and beliefs Forms of Change:
a) Cultural change - refers to aUalteration affecting new bait or trait
Culture complexes to change the culture’s content and structures
• The shared products of human learning, the set of learned behaviors, be­ b) Technologicalchange - revision that occur in man's application of
liefs, attitudes, values, and ideals that are characteristics of a particular his technical knowledge and skills as he adopts himself to environ­
ment
society or population
.■ The complex whole which includes knowledge, beliefs, arts, laws, morals, Examples offechnotogical changes in education: . .
customs and other capabilities and habits acquired by man as a member ♦ Introduction of new methods of learning
of society ♦ Vocational education, computer education, and practical
arts in the curriculum .
♦ Inclusion of information and communication technology
in the curriculum •
A
16 PNIJ LET Reyiewer Prof, Maville Ala.srrc-Qi7.0n
 Professional Education
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c) Social change - refers to the variation or modifications in the
patterns of social organization, of such groups within a society or of
the entire society
Exampleof social changes in education:
* Revival of nationalism themes in literature, music and
arts,ete. •
Anthrooolooical-Sociolooical Implications to Education:
• The curricular program of all learning institutions should be examined by
the Commission on Higher Education (O fD ) and the Department of Edu­
cation (DepEd) so that those w ill be responsive to the needs of the society.
• Parents should be involved In the school projects and activities, and in en-
culturatlon and socialization processes.
SOCIAL CONCEPTS:
1. Values
■ generally considered as something - a principle, quality, actor entity - that
is intrinsically desirable
2. Justice
■ giving others what is due to them; rendering to every man that exact mea­
sures of his due without regard to his personal worth or merit
3. Freedom, Rights arid Responsibility
■ Freedom is not absolute, it is not doing something without restrictions or
. reservations or interference and influence of others.
• Right means what is just, reasonable, equitable, what ought to be, what is
justifiable, something that is owed or due to others.
■ Rights and responsibility come in pairs. If one waits more'rights and free­
dom, s/he shall also have to. accept more responsibility. A right is abused
when it Interferes with the rights of others
■ The reciprocation of rights and duties is the true foundation of social order.
• Duties - refer to those tha't are due justice, to another individual or collec­
tive persons and to God.
Prof. Mavilie Alasvrc-Dixon
F o u n d atio n s o f E d u catio n
■ Authority- refers to the right given to give commands, enforce Jaws, take
action, make decisions, and exact obedience, determine or judge .
• Accountability - means to be answerable for; emphasizes liability for some­
thing of value either contractually or-because of one's position of authority
• Responsibility - refers to trustwerthy performance of fixed duties and con­
sequent awareness of the penally for falure to do so.
4. Ethics/Moral law
. Ethics Is based on one's station in life: to each station corresponds a certain
behavior according to which a person must five.
THEORIES OF ETHICS:
1) Coosequentiaflsm - claims that the morality of an action is deter­
mined by its consequences
a) Hedonism - views that only pleasure is good as an end;
pleasure is the highest good
b) Utilitarianism - believes that the greatest happiness of the
greatest number is the test of right or wrong
c) Self-reallzationism - holds that the ultimate end ids the full
development or perfection of the self
4) Non-consequentialism - claims that the morality of an action de­
pends on its intrinsic nature or on its motives'
5) Divine Command Theory - claims that the morality of an act de­
pends on whether it is in accordance with the will of God
6) Categorical Imperative Theory - holds that fa one's action to be
morally right, s/he must be willing to have everyone act In the same
way
7) Egoism - claims that an action is right only if It is in the interest of
the agent
8) Situation Ethics - claims that the morality of an action depends on
the situation and not on the application of the law
9) Intuitionism-claims that one's knowledge of right and wrong is im­
mediate and self-evident
PN U L E T Reviewer 17
F o u n d atio n s o f E d u catio n
P ro fe ssio n a l E d u catio n

10) Emotive Theory -* claims that moral judgmente do not'state anything

that is capable of being true or false but merely express emotions like PART II - ANALYZING TEST ITEMS
\[p
oaths or exclamations
11) Ethical R e la tn ^ -holds the view that there is no one correct moral
D ire c tio n s: Read and analyze each Item and select the correct option that answers
code for all times and peoples, that each group has its own morality
each question. Analyze the items using the first 5 items as your sample. Write only the
relative to its wants
letter of your choice in your answer sheet.
e-
1. The Department of Education gives greater emphasis on the development of basic
skils. What is the philosophical basis for this?
Essentiallsm C, Perennialism
a. Existentialism 0. Pragmatism
The correct answer Is A-Essentialism which focuses on basic skills and knowledge.
Option B-Existentialism focuses on self/individual. Option C-PerenrMsm focuses
on unchanging truth. Option D-Pragmatlsm emphasizes the needs and interests of
the children. •

2. Teacher M views his students as unique, free-choosing and responsible individuals.

AH classroom activities revolve around the said premise. What theory underlies
this?
A-Essentialism C. ProgressMsm
^B/Existentialism D. Realism
The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option
| A-Essentiallsm focuses on basic skills and knowledge. Option C-Progressivism
focuses on the whole child and the cultivation of individuality. Option D-Realism
emphasizes that knowledge is derived from sense experience.

3. Religious rituals in the classroom and in the school programs prove the deep
natural religiosity of (he Filipinos. Which philosophy has greatly contrfouted Id this
tradition?
k Buddhism , C. Hinduism
( g ) Confucianism D. Islam

18 PNU LET Reviewer

Prof. MaviUe Alastre-Oizon
 P ro fe ssio n al E d u catio n . - Foundations o f E d u catio n

The correct answer is B-Confucianism which advocates the religious rituals in 8. Giving education the highest budgetafy allocation, the Philippine government
the schools. Option A-Buddhism influences the idea on continuing educational recognizes the possible contribution of its future citizens to the national de­
system. Option C-Hinduism emphasizes a commitment to an Meal way of life. velopment goals of the Philippine society. Which stressed tfiis gofil of education
Option D-lslam advocates that useful knowledge is necessary for the benefit of the for social transformation?
self and of humanity. A. Athenian education C. Greek education
‘ 8. Followers of Christ. D. Roman education
4. In order to make Roman education truly utilitarian, how should the day-to-day 9; The progressivists emphasized the individuality of the child. What Is the concern
lessons be taught? of the reconstructionists? .
A. Taught in the students' native dialect A. Experiential learning (_Qy Social problem
B. Taught interestingly through the play way method B. Socialization 0. Values Education
C. Related and linked to the events happening in everyday life 10. One of the following quotations does not conform to the Christian doctrine of Edu­
D. Practiced at home under the guidanceof their respective parents cation for Humanitarianism.Which one is it?
A. Do unto others as you would like others do unto you.
The correct answer is C. Utilitarian education focuses on the usefulness of the |
B. Love thy neighbor as thyself.
lessons to the daily life of the students. Options A, B, and D do not adhere to |
(fTp>Not on bread atone is man to live but on every utterance that comes from the
utilitarian education. I
mouth of God.
5. Which influenced the military training requirements among students in the 0. Whatever good things we do to our poor, helpless brothers, we do it for God.
secondary and tertiary levels? 11. Scouting and Citizen's ArmyTraining (CAT) give training in character-building, citi­
Chinese C. Orientals zenship training, etc. which leads to the creation of a new social order and a new
(O G ree ks D. Romans society eventually. What philosophy supports this?
A. Existentialism C. Progressivism
The correct answer is D-Greeks. They focus on military training. Option A-Chinese
B. Perennialism . D. Social reconstructionisni
focuses on the preservation of culture. Option C-Otlentals focus on preservation of
social stability. Option D-Romans focus on the usefulness of the individuals. 12. Teacher V demonstrated the technique on how to group students according to
their needs and interests and how to use self-paced instructional materials. Which
6. Which philosophy has the educational objective to indoctrinate Filipinos to accept phlosophy is manifested in this activity?
the teachings of the Catholic church which i ...................iGod? A. Essentiallsm C. Realism
A. Realism B. Progressivism 0. Social Reconstructionisin
B. Pragmatism D. Existentialism 13. Teacher. G, a Christian Living teacher, puts so much significance on values
7. Virtue as one component in the teaching of Rizal as a course focuses on the development and cSsapline. What could be her educational philosophy?
teaching of good and beauty consistent with the good and beauty in God. What A. Idealism C. Progressivism
philosophy supports this? • B. Pragmatism D?. Readism'
A: Existentialism C. Progressivism
B. Idealism D. Social Reconstructionism
ProlVMaville A lastre-D iion PNU LET Reviewer 19
F o u n d a tio n s o f Ed ucation ' P ro fe ssio n a l E d u catio n

14. Which one does NOTillustrate the principle that rights and duties are correlative?
A .. The right of an unmarried Qregnant teacher to abort her baby in relation to
' . her duty to protect hername and her job as a teacher.
B. The right of a state to compel students to military service is reciprocated by
the duty of the state,to protect them.
C. The right to a living wage involves fte duty ofthe school administrators
to give the salary agreed upon and the duty of the teachers to give a fair
amount of woric • ( d) Pass the student Why suffer the threat?
0. The right to life of chidren and to be given respect of such right.
15. Why should a teacher take the obligation upon himself to study and understand the
custom and traditions of the community where he worths?
A. To change the culture of the community.
(B ) To have a sympathetic attitude for the people of the community.
C. To identify the weaknesses of the culture of the community.
D. To please the people of the community.
16. A teacher who is a recognized expert in carpentry works, taught his students how
to prepare and construct good and aesthetic furniture from local resources. What
cultural transmission process is this? - C. Promote obedience to the laws of the state
Acculturation C. Indoctrination
Enculturation 0. Observation
17. Every first day of the school year, Miss Bautista prepared activities which will make
her Grade IHchildren sing, play, learn and introduce themselves to the class. What
process did the teacher emphasize?
A. Acculturation C. Indoctrination
B. Enculturation D. Socialization
18. Which program in the educational system seems to be aligned to the Christian
humanitarian principle respect for the human personality?
A. The alternative learning system defivery
B. The functionaf literacy program for the out-of-school youth and adults
C. The promotion of the basic human rights of the Filipino •
D.‘ The study ot the Phiiipptne Constitution
19. With a death threatover his head, Teacher Myra is directed to pass an undeserving
student. If she is a hedonist, which of the following yvili she do?
A. Don’t pass him, live by her principle of Justice. She wiH get reward, if not in
this life, in.the next.
B. Don’t pass him. She surely will not like someone to give you a death threat in
order to pass.
C. Pass the student. That will be of use to her, the student, and his parents.
20. Which philosophy approves of a teacher who lectures most of the time and
requires his students to memorize the rules of grammar?
A. Existentialism C. Pragmatism
( if ) Idealism D .. Realism
21. In a study conducted, the pupils were asked which nationality they would prefer if
given a choice. Majority of the pupils wanted to beAmericans. In this case, in v^iich
obligation relative to the state are schools seemed to be failing?
A. Instill allegiance to the constitutional authorities
B. Promote national pride
D. Respect for all duly constituted authorities
22. Which subject in the elementary and Ifcewise in the secondary schools are similar
to the goal of Rome to train the students for citizenship?
A. Communication Arts C. Science
B; MAPE/PEHMS ( 6 } THE/TLE
23. Which of the following school practices Is NOTbased on Social Reconstructionism?
A. Establishment of SOF
B. Exemption of Scouts from CAT
C. Promoting culture and arts in schools
D. Promoting project WOW

20 PN U L E T Reviewer Prof. Maville Alasrrc-Dizon

 P ro fessio n al E d u catio n Foundations o f Ed ucation
m m m m m m m a m M m s K B s m m ts s B ie s B S s s s i

24. Which of the following is the focus of the Japanese education in the Philippines? PART III - ENHANCING TEST TAKING SKILLS i(o
A. DenwratJc (deals and nationalism
B. Love and service to one’s country
C. Religion and love for Asian brothers D ire ction s: Enhance your test taking skis by answering the items below. Write only
<5? Vocational and health education the tetter of the best answer.
25. According to reconstructionism, the goal of education is to bring about a new
social order. Which practice best manifests this view? 1. Teacher D, aValues. Education teacher emphasizes ethics in almost all her lessons.
A. The class conducts scientific experiments to discover or verify concepts. Which of the following emphasizes the same?
B. The class discusses role models and their impact on society. A. Liberal Education C. Religious Training
C. The class is allowed to engage in divergent thinking. 8. Moral Education D. Social Education
Q . The class undertakes well-planned projects inthe community. 2. Which reform In the Philippine Educational System advocates the use of English
and Filipino as media of instruction in specific learning areas?
A. Alternative Learning C. K-12 Program
B. Bilingual Education D. Multilingual Education
3. Activities planned by school clubs/organizations show school-community connec­
tion geared towards society's needs. What philosophy is related to this?
A. Existentialism C. Realism
B. ProgressMsm d P Social reconstructionism
4. What philosophy is related to the practice of schools acting as laboratory for teaching
reforms and experimentation?
A. Essentlalism (J p Progressivism
B. Existentialism [). Social reconstructionism
5. Which of the following situations presents a value conflict?
A. The teacher and his students have class standing as their priorities.
B. The teacher and the administrator follow a set of criteria in giving grades.
C. The teacher has students whose parents want their children to obtain higher
grades than what they are capable of getting. .
0.- The teacher sets high expectations for her intelligent students such as
getting higher grades.

Prof. Maville Aiaitre-Dirtm PN U L E T Revietwer 21

 Fo u n d atio n s o f Ed ucation. P ro fessio n al E d ucatio n

6. Which situation shows that a sense of nationhood is exemplified? 11. Which of the following is the chief aim of Spanish education?
A. The class conducted a deb&e using Filipino as medium. A. Conformity and militarism
8. The class is required to watch the TV sitcom of Oprah to improve their ’ B. Perpetuation of culture
English communication skills. C. Propagation of the Catholic religion
C. The class opted to make a choral rendition of the theme song of a foreign D. Utilitarianism and conformity
movie. 12. Which of the foflowing is the aim of our education during the Commonwealth period?
D. WhenTeacher Eva asked her Grade II students in what country they wish to A. Designed after Japanese education
five, most of them chose United States. (a) Patterned after the American curriculum
7. A teacher who believes in the progressfvist theory of education would embrace cer­ (T Predominantly religious
tain reforms on methodology. Which reform would be consistent with ftis theory? 0. Purely natkmafetic and democratic
A Active participation of the learners 13. Which of the following: is NOT a reason why the basic education curriculum has
B. Formal instructional pattern tm i restructured?
C. Strict external discipline (^AA To become globally competitive during this industriafage
D. Teacher domination of class activities BT To be relevant and responsive to a rapidly changing work)
8. What philosophy of education advocates that the curriculum should only include C. To empower the Filipino learners for self-development throughout their life
. universal and unchanging truths? • D. To help raise the achievement level of students
A. Essentialism C. Perennialism 14. Which philosophy of education influence the singing of the National anthem in
B. Idealism D. Pragmatism schools?
9. Which of the following is NOT a function of the school? A. Nationalism C. Pragmatism
A. Changing cultural practices 6. Naturalism 0. Socialism
B. Development of attitudes and skills 15. Whoamong the following believes that teaming requires disciplined attention, regular
C. Reproduction of species homework, and respect for legitimate authority?
D. Socialization among children A. Essendalist C. Realist
10. Which move liberalized access to education during the Spanish period? B. Progressivist D. Reconstructionist
A. The education of illiterate parents 16. Which of the following is the main function of the philosophy of education?
E \ The establishment of at least one primary school for boys and girts in each A. Reconsider existing educational goals in the lightof society's needs
municipality B. Provide the academic background prerequisite to learning
,C. The hiring of tribal tutors to teach children C. Define the goals & set the direction for which education is to strive
D. The.provision of vocational training for school age children D.. Aid the learner to build his own personal philosophy

22 PNU LET Reviewer Prof. MaviUe Altttre-Oiion

 P ro fe s sio n a l E d u c a tio n F o u n d atio n s o f Education

17. Homeroom advisers always emphasize the Importance of cleanliness of the body. 23. A teacher who subscribes to the pragmatic philosophy of education believes that
Children are taught how to wash their hands before and after eating. What Is this experience should follow teaming in her teaching. Which of the following does she
practice called? .. do to support her belief?
A Folkway C. Monas A. Encouraging learners to memorize factual knowtedge
B. Laws D. Social norm B. Equipping learners with the'baslc abilities and skills
18. Which curricular move served to strengthen spiritual and ethical values? d? Providing learners opportunities to apply theories and principles
A Integration of creative thinking in all subject D. RequMng learners futlmasteiy of the lesson
( if Introduction of Values Education as a separate subject area 24. Which philosophy influenced the cultivation of reflective & meditative skits in
C. Reducing the number of subject areas into skills subject teaching?
Re-Introducing Science as a subject in Grade 1 A. Confucianism C. Taoism
19/The greatest happiness lies in the contemplative use of mind”, said Plato. Which B. Existentialism Zen Buddhism
of the following activities adheres to this? 25. Which of the following situation manifests a balance between teachers responsi­
A Cooperative learning ^ C. Rote playing bility and accountability?
J ? Introspection D. Social Interaction A. She entertains her students with personal stories until the end of the period.
20. Your teacher is of the opinion that the world and everything In it are ever changing B. She spends most of the time on the latest gossips in showbiz.
and so teaches you the skill to cope with the changes. Which in his governing C. Sheteaches as much as she could for duration of the period.
philosophy? ~ . D. She teaches as well as entertains tire students with her personal stories.
jJ Experimentalism C. Idealism
( f t Existentialism D. Realism
21/Teacher Mica says: “If it is billiard that brings students out of the classroom, let us
bring it into the classroom. Perhaps, I can use it to teach Math.’ Towhich philosophy
does Teacher Mica adhere?
A Essentfalism. C. Progressivism
B. Idealism D. Reconstructionism
22. Which of the following should be done to build a sense of pride among Filipino
youth?
A Replace the study of folklores and myths with technical subjects
B. Re-study our history and stress onour achievements as people
C. Re-study our history from the perspective of our cotontzers
D. Set aside the study of local history .

Prof. Maville Alastre-Dizon PNU L E T Reviewer 23


C h ild a n d A d o lescen t D evelopm ent
Child
and Adolescent
Development
Prepared by:
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn
Competency:
Interpret theories and findings
related to child and adolescent
development along the biological,
linguistic, cognitive, social and
psychological dimensions
PNU L E T Reviewer
P ro fe s sio n a l E d u catio n
PART I - CONTENT UPDATE
A. Basic Concepts
> Growth
' •
•
•
Pertains to the physicalchange and increase in size
Can be measured quantitatively
Indicators of growth are height weight, bone size and dentition
• The growth rate is rapid during the
a. Prenatal
b. Neonatal
c. Infancy
d. Adolescence
• Slows during childhood
• Minimal during adulthood
> Development
• Involves Increase In the complexity of function and skill progression
• The capacity and skill of a person to adapt to the environment
• Pertains to the behavioral aspect of growth
> Maturation
• Consists of changes that occur relatively independent of the environment
• Usually considered to be genetically programmed-the result of heredity
> ZPD
• Zone of proximal development wherein the child acquires new skills and
information with the help or assistance of an adult or an adult peer
> Heredity
• The process of transmitting biological traits from parents to offspring
through genes, the basic units,of heredity
> Environment
• Refers to the surrounding condition that influences growth and develop-.
ment
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
 C h ild an d A d o lescen t D evelo p m e n t
P ro fessio n al Education

ENVIRONMENT SYSTEM
> Theory ’ . .
• ideas based on observations and other Kinds of evidences which are orga­ The Microsystem- the setting In which the Individual lives
nized in a systematic manner The Mesosystem- relations between the Microsystems or connections between contexts
■ Used to exjpiain and predict the behaviors and development of children and Exosystem-when experiences in another social setting In whteji the individual
not have an active rote influences what s/he experiences in an immediate context
> EthologicalTheory s€ - ^ -The Macrosystem- involves the culture in which individuals live
• Views development In terms of evolutionary concepts ^ v H v v r-e *. • Culture refers to the behavior patterns, beliefs and ail other products of a
> Attachment group of people that are passed on from generation to generation.
■ Refers to the emotional bond to another person -The Chronosystem- the patterning of environmental events and transitions over one's
• Lasting psychological connectedness between human beings ' . —
• An innate human survfvai mechanism
• A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker) 0?a
THEORIES
2. Provides the young child with security as base from which to explore B l« c 4 V r> !
the world 1. Freud’s Psychosexual Development Theory
3.. Helps the child regulate his/her emotions
• John Bowly focused on how attachment difficulties were transmitted from
STAGE AGE CHARACTERISTICS
one generation to the next . _
> Psychosexual Theory — mu r o > r '^ ' - y » 'i ” "o v J Center of pleasure: mouth (major source of gratifica­
tions and exploration)
• Sigmund Freud’s theory of personality development that focuses on the Oral Birth to 136 y/o
Primary need: security
{ changing seat of sensual pleasure of ttie individual
Major conflict: weanino
Psychosocial Theory — E r ik t r i
- Erik Erlkson's theory of personality which focuses on the individual's inter- v 1 ■■ -I Source of pleasure: anus and bladder {sensual satisfac­
Anal 1)4to3y/o v tion and self-control)
actions with the society.
Major conflict: toilet training
1 ’> Ecological Theory Center of pleasure: child’s genital (masturbation)
• Eric Brofenbrenner's theory of development in which the process is a joint Phallic 4to6y/o
Maior conflict: Oedpus and Electra Complex
function of the person and all levels of the environment
Energy directed to physical and intellectual activities
> Sociohistoric-Cognitive/ Linguistic Theory _ W fs
Latency 6 y/o to puberty Sexual Impulses repressed
. ■ Lev Semanovich Vygotsky's belief that the child is socially dependentat the
Relationship between peas of same sex
beginning of his cognitive life
• Development is concerned as dependent on social interaction i\'. - Energy directed towards full sexual maturity and func­
Genital Puberty onwards tion and development of skills to cope with the. envi­
ronment
PNU LET Reviewer
Dr. Ciinchica O. Manuel and Prof. Sheila Marie B. Adona
 P ro fe ssio n a l E d u catio n
C h iJd an d A d o lesccn t D evelo pm ent

Impersonal relationships
2. Erikson’s Stages of Psychosocial Development Theory Intimate relationship with Ayoidanctfof relation­
another person ship, career or lifestyle
I STAGE AGE CENTRAL TASK (+) RESOLUTION H RESOLUTION Commitment to work commitments
Birth-18 Mfs&ust, withdrawal, Msung’ 18-25 Intimacyvs.
Infancy Trustvs. Mistrust Learn to bust others and.relationships 'Failure to establish close
months estrangement Adulthood y/o Isolation
“Center to intimacy is the and intimate relationship
Self control w/o loss of ability to share witfi and results to a feeling of
Autonomyvs. GomptAira, s k restraint •
Early 1>4to 3 self-esteem care for others. Isolation
Shame and or compliance
Childhood .y/o Abity to cooperate and
Doubt WHuhtss and defiance
express oneself Self-Indulgence, self-
Lackof self-confidence 25-65 Generatfvity vs. Creativity, productivity,
Learnsto become Adulthood concern, lack of interests
Pessimism, fear of y/o Stagnation concern for others
Late assertive and commitments
3 to 5 y/o Initiative vs. Guilt wrongdoing Acceptance of worth
Childhood AbWyto evaluate one's
Over-control and over-re­ 65- y/o to Integrity vs. and uniqueness of one's Sense of loss, contempt
own behavior Maturity
striction death Despair own life for others
Learns to create, develop .......... Acceptance of death
and manipulate Lossof hope, sense of
Developssense of com­ beingmedocre
petence and persever­ Withdrawal from school 3. Havlghurst’s Developmental Stage and Tasks
School 6 to 12 Industry vs. ance *Parents, teachers andpeers
Age y/o Inferiority who support, reward Thom who Ignore, rebuff,
DEVELO PM EN TAL
and praise children are deride ttieir effort are DEVELOPM ENTAL TASK
encouraging and helping strengthening feelings of STAGE
children develop their inferiority • Eat solid foods
sense of Industry • Walk
Coherent sense of self • Talk
FeeJngsof confusion, in- • Control elimination of wastes
Plansto actualize one's
dedsiveness and possfcle Infancy vs. Early • Relate emotionally to others
abilities
antl-sodai behavior
^Seeking to find an iden­ Childhood ■ Distinguish right from wrong through development of con­
Adoles­ 12-20 Identity vs. Role "Whenthe adolescents
tity, adoiesoents try on fail to developa sense of science
cence y/o Confusion manynew roles. If they
identify, he/she experi­ • Learn sex differences and sexual modesty
experience continuity In
encesroie confusion or a • Achieve personal Independence
their perception of self,
"negative Identity". ■ Form sim D le concents of social and physical reality
identity develops.

Or. ConcRita O. Manuel and Prof. Sheila Marie B.Xdona

26 PNII LET Reviewer
 Professional Education C h ild a n d A d o lcscciw D evelopm ent
............... ................. >
• Learn physical skills required for games • Adjust to physiological changes and alterations in health
• Build healthy attitudes towards oneself status
• Learn to socialte wtthpeers • Adjust to retirement and altered income
• Learn appropriate masculine or femln/ne.roie Later Maturity • Adjust to-death of spouse
Middle OiMhood • Gain basic reading, writing and mathematical skills • Develop affiliation with one's age group
• Develop concepts necessary for everyday living • Meet civic and social responsibilities
• Formulate a conscience based on a value system ■ Establish satisfactory living arraraements
• Achieve personal independence
• Develop attitudes toward social arouos and institutions 4. Sullivan’s Interpersonal Model of Personality Development
1 1A '^ • Establish more mature relationships with same-age indi­
A* viduals of both sexes DESCRIPTIO N
1 STAGE AGE
• Achieve a masculine or feminine social role Infant learns to rely on caregivers to meet needs
• Accept own body Infancy Birth toteyrs
/ Sdesbes.
■ Establish emotional independence from parents Child begins toJeattL and.to detayjmmediate
Adolescence Childhood 1 fcto6yrs
• Achieve assurance or economic independence gratification of needs & desires
• Prepare for an occupation Juvenile 6 to 9 yrs Child forms fuifillina deer relationship.
■ Prepare for marriage and building of family Preadolescence 9to 12 yrs Child relates successfully tosame-sexpeers.
• Acquire skills necessary to fu lfill civic responsibilities Adolescent learns to be jgdependent & forms
• Develop a set of values that guides behavior Early Adolescence 12 to 14 yrs
relationships with members of the opposite sex.
■ Select a partner Person establishes an Intimate, long lasting rela-
• Learn to live with a partner Late Adolescence 14 to 21 yrs
•lionstiia with someone of the .oDbosftesex*
• Starta family
Early Adulthood • Manage a home 5. Piaget’s Phases of Cognitive Development
• Establish self in a career/occupation
■ Assume civic responsibilities
' PHASE AGE DESCRIPTIO N
• Become part of a social group
Sensory organs & muscles become more
Fulfill civic and social responsibilities. A ?^fteerim otor Birth,to 2 years
functional
Maintain an economic standard of living
Stage 1: Use of
Assist adolescent children to become responsible, happy Birth to 1 month Movements are ijrfrnarily reflexive r
Middle Adulthood adults reflexes
• Stage 2: Primary Perceptions center around one’s body. Objects
•Relate one's partner 1 - 4 months
circular reaction ' are perceived as extension of the self.
Adjust to physiological changes
Stage 3: Secondary Becomes, aware of external environment
1 Adjust to aging parents * 4 -8 months
circular reaction Initiates acts to change the movement.
Dr. Conchica O. Manuel and Prof. Sheila Marie B; Adona PN U L E T Reviewer 27
 C h ild an d .A d o iescc n t D evelo p m en t P ro fessio n al E d ucatio n

Stage 4: Coordina­ 6. Kohlberg’s Stages o f M oral Development

Differentiates goals and goal-directed activi­
tion of secondary 8-12 months
ties I LEVEL AMD STAGE DESCRIPTION
schemata
Experiments with methods to reach goals Level 1: Pre-Conventional Authority figures are obeyed.
Stage 5: Tertiary
12-18m ontfis (Birth to 9 years) Misbehavior is viewed in terms of damage dona
circular reaction • Develops rituals that become sianificant
Uses mental imagery to understand the envi­ Stage 1: Punishment and A dead is perceived as ‘wrong" if one is punished;
Stage 6: Invention Obedience Orientation the activity is right If one is not punished.
18-24m onlhs ronment
of new means -Right* is defined'as that which is acceptable to
Uses fantasy Stage 2: Instrumental-Rela-
Emerging ability to think and approved by the self.
fcoinSi'n . tfvist Orientation
*Children use symbolism (images and When actions satisfy one's needs, they are' right
B. Preoperational 2 -7 years Cordial Interpersonal relationships an
language) to represent and understand Level il: Conventional
various aspects of environment maintained.
Pre-conceptual • Thinking tends to be egocentric (9-13 years) Approval of others is sought through one’s acfion
2 -4 years Stage 3: Interpersonal Authority is respected.
staae Exhibits use of symbolism
Unable to break down a whole into separate Concordance
Intuitive stage 4 -7 years parts Individual feels "duty bound" to maintain socil
Stage 4: Law and Order
Able to classify obiects accordina to one trait order.
Orientation
Learns to reason about events between Behavior is ■’right'' when it conforms to the rules.
here-and-now Level lit Post - Conventional Individual understands the morality of haviq
*Can understand the basic properties of (13+years) democratically established laws.
C. Concrete and relations among objects arid events In Stage 5: Social Contract It is “wrong" to violate others' rights.
7-11 years
Operations Orientation
the everyday world
*Able to solve concrete (hands-on) prob­ The person understands the principles of huma
Stage 6: Universal Ethics
lem in logical fashion rights and personal conscience. The persa
Orientation
__--L e a ’c^oi Able to see relationships and to reason in believes that trust is a basis for relationship. I
the abstract
D. Formal Opera­
11 + years *Becomes more scientific in thinking
tions 7. Gllllgan’s Theory of Moral Development
•Capable of systematic, deductive rea­
.. .: ,.v - - ■ soning LEVEL A N D STAGE DESCRIPTION
L Orientation of indi­ Concentrates on what Is best for self -
vidual Survival Tran­ Selfish
sition Dependent on others

28 PNU LET Reviewer Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adnix "
 C h ild an d A d o lcsc cn t D evelopm ent .
P ro fe ssio n al E d ucatio n

Transition 1: From Stage 3: Synthetic- Questions values and religious beliefs in an'
Recognizes connections to others Adolescent
Selfishness to Re­ Conventional Faith attempt to form own identity
Makes responsible choices in terms of self and others Late Ado­
sponsibility Stage4:lndMdua- Assumes responsibility for own attitudes and
lescent and
Puts needs of others ahead of own tive-Reflective Faith beliefs
11. Goodness and Fe8ls responsible for others' Young Adult
Self-sacrifice Stage 5: Conjunctive Integrates others perspectives about faith
Is independent Adult
Faith into own definition of truth
May use quilt to manipulate others when attempting to help
Stage 6:Universalizing
Decision based on intentions are) consequences, nrt on others’ Adult Makes concept ofT
Transition 2: From Faith
responses.
Goodness to Truth
Considers needs of self and others -
Wants to help others while being responsible to self Principles of Growth and Development
Sees self and others as morally equal
Assumes responsMes for own decisions 1. Nature aid Nurture
II. Morality of Basic tenet to hurt no one Including self ■ Development is Influenced by both heredltyfnature) and environment
Nonviolence Conflict between selfishness and selflessness (nurture).
Self-judgment is not dependent on others' perceptions but • The nature (heredity) is responsible for many of our physical characteristics
rather on consequence and intentions of actions. such as hair, and eye color, facial features and to some extent the height
and weight
• Many of our characteristics can be influenced by environment (nurture).
8. Fowler's Stages of Faith 2. Growth and development is a continuous process.
■ As a child develops, he or she adds to the skill already acquired and the
STAGE AGE DESCRIPTION new skills become the basis for further achievement and mastery of skills.
Trust hope and love compete w iti environ­ • Most children follow a similar pattern.
Pre-Stage: Undifferen­
Infant mental inconsistencies or threats abandon­ • Also, one stage of development lays the foundation for the next stage of
tiated Faith
ment development
Imitates parental behaviors and attitudes 3. Development proceeds from the head downward.
Stage 1: Intuitive-Pro­ Toddler-Pre- about religion and spirituality • This is called the cephalocaudal principle.
jective Faith schooier Has no real understanding of spiritual • This principle describes the directions of growth and development.
concepts • According to this principle, the child.gains control of the head first, then the
Accepts existence of a deity arms and then the legs.
I
Religious and moral beliefs are symbolized 4. Development proceeds from the center of the body outward. . .
Stage 2: Mythi­ School-Aged
bystorles ■. ' ■ This is the principle of proximodistal development that also describes the*
cal-Literal Faith Child •
Appreciate others',viewports • direction of development.
Accepts concepts of reciprocal fairness •
Dr. Conchira O. Manuel and Prof, Sheila Marie B. Adona
PNU LET Reviewer 29
C h ild an d A d o le sce n t D evelopm ent
• This means that the spinal cord develops before outer parts of the body.
The child's arms develop before’ the hands and the hands and feet develop
• before the fingers and Joes..
5. Development depends on maturation and learning.
• Maturation refers to the sequential characteristics of biological growth and
development.
. ■ The biological changes occur in sequential order and give children new.
abilities, Changes in the brain and nervous system account largely for
maturation.
6. Development proceeds from the simple (concrete) to the more complex.
• Children use their cognitive and language skills to reason and solve prob­
lems. For example, learning relationships between things (how things are
similar) or classification, is an Important ability in cognitive development.
7. Growth and development proceed from general to specific.
■ In motor development, the infant will be able to grasp an object with whole
hand before using only the thumb and forefinger.
■ The Infant's first motor movements are very generalized, undirected and
reflexive, waving arms or kicking before being airte to reach or creep toward
an object
• Growth occurs from large muscle movements to more refined movements
to more refined (smaller) muscle movements.
8. There are indMdual rates of growth and development
• Each child Is different and the rates at which individual children grow Is
different. Although the patterns and sequences for growth and development
are usually the same for an children, the ra te at which Individual chHdren
reach developmental stages will be different.
30 PNU LET Reviewer
P ro fe s sio n a l E d u catio n
S tages o f Hum an D evelopm ent: These pertain to the number of period in a
man's life cycle. Although the focus of discussion is on individuals of school age, a
brief description of those in other stages of development is ateo given.
1.‘ Prenatal Stage (confceptien-blrth)
The prenatal period In many aspects is considered as one of the most- if not the most
important period ofallfnthe fife span of a person. This person begins at conception and
ends at birth and approximately 270 to 280 days in length or nine calendar months.
Prenatal period is divided into three majorphases.
a. Germinal Stage (fertilfeation to 2 weeks)
• This is also known asthe period of the zygote.
• Zygote refers to thenewly formed ceB after the union of the egg ceil and the
sperm cell, a process which is also known as fertilization.
• (M dMtion begins in a lime no longer than 36 hours after fertilization,
• Subsequently, for 3 to 4 days the zygote from the oviduct travels down to
the faHopian tube and then tothe uterus where the Implantation begins.
b. Embryonic Period (2 weeks to 2 months or 8 weeks)
• Also known as the period of the embryo
• The cell known as zygote before is now known as embryo.
• By the 14“ day after fertilization, the blastocyst is already implanted in the
uterus.
• The umbilical cord attaches the placenta functionally to the mother
■ The foundations for the eyes, ears, nose, mouth extremities (upper and
lower) and the digestive sy^Bm have been laid on the 8* week
• The 1 H inches long embryo, weighing one-tenth to one-fifteenth ofan
ounce, develops at the end of the first month
• This period is considered as the most critical period for the reason thathe
embiyo is most vulnerable to damage and defect
• During the first trimester (3 months of pregnancy) almost ail birth defects
. occur and chances are, the defects will be permanent
Dr. Cbnchica O. Manuel and K o f. Sheila Marie B. Ada*
 __________■ m ' . __________________ “ C h ild an d A d o le s c e n t D ev elo p m e n t
P ro fessio n al E d u catio n

c. Fetal Period (8 weeks to birth) 3. Babyhood Stage (2* week to second year of life)
■ Also called as the period of the fetus Compared to infancy, babyhood stage is characterized by decreasing dependency for
• The embryo before is now known as fetus In this stage the reason that this is the time when babies achieve enough body control to become
The fetal stage begins with the formation of the first bone cells. independent.
• Various organs grow functionally and take the appearance of the human • Developmental tasks Include: learning to walk, learning to take solid foods,
having organs of elimination under partial control, achieving reasonable
body.
psychological stability especially in hunger rhythm and sleep, relating emo­
• The fetus can now kick and can manipulate its extremities (upper and tower)
tionally to parents and siblings, and learning the foundations of speech
and can open Its mouth, frown, and turn its head, as welt as take a few
'breaths' by the end of the third month. • Babyhood skills fall under two categories: hand skills and leg skills.
■ Crying, cooing, babbling, gesturing and emotional expressions are exam­
• By the end of the fifth month, the fetus Is one foot long and weighs a pound.
ples of prespeech forms of communication.
• At the end of the sixth month, the fetus'eyelids can be opened; it develops
• Common emotional patterns involve anger, fear, curiosity, joy and affection.
grasps and more than enough taste buds.
• The fetus weighs two pounds and its all organ systems have become func­ ■ Babies are also capable of establishing or forming friendships.
• Considered non-moral due to their lack of a scale of values and conscience
tional at the end of the seventh month.
and they demonstrate obedience to rules without question
• During the eighth and ninth month, the fetus becomes round and heavy and
is able to lift its head.
4. Early Childhood Stage (two to six years of life)
Names given to describe the stage are: problem or troublesome age, toy age, preschool
2. Infancy Stage (birth-two weeks of life)
age, pre-gang age, exploratory and the questioning age
Infancy is the transition period intervening between birth and two weeks of life and
■ Developmental tasks Include: controlof elimination, self-feeding, self-dress­
identified as the shortest of ail developmental period.
ing and doing some things without much help, development of motor skills
■ The word "infant" suggests extreme helplessness.
that allow him to explore and do things to satisfy his curiosity and acquisi-
• Subdivisions of Infancy include the a) period of the partunate or from the
flon of adequate vocabulary to communicate his thoughts and feelings with
time the fetal body has emerged from the mother's body and lasts until the
. those around him
umbilical cord has been cut and tied; and the b) period of the neonate or
■ Intellectual development as described by Piaget encompass the two sub­
from the cutting and tying of the umbilical cord to the end of the second
periods: (a) the precooceptual period (2-4 years) and includes egocentrism,
week of the postnatal life
.■ Newboms up to two days are typically unattractive and are extremely feeble - animism and transductive reasoning; and (b) intuitive period (4-6 years)
and includes inattention to transformations, centratlon and Irreversibility.
due to regular muscular restraints.
• Early chSdhood is also characterized by heightened emotionality.
• Most often, he is asleep, drowsy, cries, and gets excited easily.
• The presence of the significant others or the primary group is also given im­
• The neonate is sensitive to brightness a§ Indicated by his papillary response
portance because they serve as models for the child who usually identifies
• to'change in illumination, his visual images are likely to be bluiTed because
. wi9) them and patterns his behaviour after them.
of failure of the lens to focus on the otyect.
• The preschool child should be given as much as physical experience as
-■ The roots of language’are crying, cooing and babbling.

Or. Conchita O . Manuel and Prof. Sheila Marie B. Adoiia

f>NU L E T Reviewer 31
 C h ild an d A d o lesccn t D ev elo p m e n t
possible and play activities to learn by doing and to develop his intellectual
capacity. . . . of increased teaming opportunities,
• This stage is also regarded as the teachable moment for acquiring skills
because children enjoy the repetition essential to learning skills; they are
adventuresome and like to try new things and have already learned skills to
interfere with the acquisition of the new ones. • the child the values of respect for others and set themselves as examples
• Because speech development advances rapidly this time, as seen in the
Improvement in comprehension as well as in the different speech skills,
talking to young children w ill leave a strong impact.
• The concept of morality emerge as a result of interactions with adults and
peers.
• Other common interests include interest in religion, in the human body, in
self, in sex and in clothes.
5. Late Childhood Stage (six to ten or twelve years of life)
Late childhood is the period for learning the basic skills in life.
• It coincides with the child's elementary school years, entering Grade 1 atsix
years and graduating at age 12.
• Names used to describe the stage are: troublesome age, sloppy age, quar­
relsome age, elementary school age, critical period in the achievement
drive, gang age and age of conformity.
• Physical growth is at slow and relatively even rate because of the influence
of health, nutrition, immunization, sex and intelligence.
• Children in this stage win recognition by being able to do things.
• Developmental tasks include: learning physical skills necessary for group
and organized games; teaming to get along with age-mates and members
of his family and community; learning fundamental skills in reading, writing
and numeracy; develop appropriate masculine or feminine social roles; de-
* velop healthy self-concept and conscience; achieve personal independence
by being able to perform life skills; learn to perform the different roles ex­
pected of him and think rationally to adjust to situations; make decisions
and solve problems.
■ There is a rapid increase in understanding and in the’ accuracy of concepts
32 iPNU LET Reviewer
P ro fe ssio n a l E d u catio n
during this stage as a result of increased intelligence and partly as arSsult
. j
• . The child’s social development is enhanced by his interaction with his peers
in work or in play.
■ In resolving moral conflicts, it is necessary for the significant others to teach
or models.
• Most children develop moral codes influenced by moral standards of the
groups with which they are identified, and a conscience which guides their
behaviour in a place of the external controls needed when they were younger.
• It is also necessary for parents and teachers to understand the child's think­
ing and to facilitate his intellectual growth and development
• Healthy relationships with himself and others could be brought about by the
child's understanding of his emotions and his ability to express his emo­
tions, as well.
6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen
yean of life)
Derived from the Latin word pubertas which means age of manhood
• The word growth spurt refers to the rapid acceleration in height and weight
that marta the beginning of adolescence.
■ Considered as unique and distinctive period and characterized by certain
developmental changes that occur at no other time in the life span
• An overlapping period because it encompasses the closing years of child­
hood and the beginning years of adolescence
• A relatively short period, lasting from two to four years or less
. • Manifested in both internal and external changes in Ihe body with both the
primary and secondarysex characteristics
• Primary sex characteristics .include the menarcfie for the girls or the first
menstrual flov/and the nocturnal emissions for the boys. '
• Secondary sex characteristics on the other, hand include the physical fea­
tures which distinguish males from females and may be Ihe source of ap­
peal among the members of the opposite sex.
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
 P r o fc ss io iia lju liic a tio n
• Puberty is the divided into three stages: (a) prepubescent - secondary sex
-characteristics begin their development but their reproductive organs are
not yet fully developed, (b) pubescent - characterized by menarche for girls
and nocturnal emissions in boys, (c) post pubescent - secondary sex
characteristics become wet developed and the sex organs begin to func­
tion in a mature manner.
• The onset of puberty has an important implication in the personality de­
velopment of the Individual.
• A critical period for the development of positive attitudes towards one's
body and oneself in general
7. Adolescence Stage (thirteen or fourteen to eighteen years of life)
Adolescence is the age when the Individual becomes integrated into society of adults;
the age when the child no longer feels that he Is below the level of his elders but.equal,
at feast in rights.
• Came from the Latin wordaob/escere meaning to grow or to grow to ma­
turity ■
• Early adolescence extends roughly from thirteen to sixteen or seventeen
years, and late adolescence covers the period then u n i eighteen, the age
of legal maturity.
• The developmental tasks of adolescence are focused on the developing
independence in preparation for adulthood and in establishing a sense of
identity.
• Adolescence is a period of heightened emotionality, a time of "storm and
stress”.
• The important social changes in adolescence include increased peer-group
.influence, more mature patterns of social behaviour, new social groupings
and new values in the selection of friends and leaders and social accep­
tance.
• Relationships between adolescents and members of their families tend to
deteriorate in early adolescence though these relationships often improve
as adolescence grows te dose, especially among adolescent girls and their
family members
l.)r. CunchiraO. M anud anil Prof. Sheila Marie B. Adona
C h ild an d A d o lesccnt D evelopm ent
■ Peer groups becomes the general source of behaviour; desire for greater '
independence shown.
• Great concern about jvhat others think of them
• Have increased ability to engage in mental manipulations and test hy­
potheses; Blinking becomes more abstract, liberal and knowledge
I. Adulthood Stage (twenty to sixty-five years of life)
■ The need for love and intimacy are met in adult life, becomes more fulfilling
in marriage, with the involvement of commitment
• The need for generality ®through achievement
• Bum out and alienation become a problem with work.
• Moral development possesses responsibility for the welfare of others.
■ Changes In the primary senses and the organ reserve decline upon growing
older.
• Menopause for women and climacteric for men signify the decline of sex
and reproduction.
. Old Age (sixty-five years of life)
■ Composed of individuals at and over the age of 65, most of whom have
retired from work
■ Most individuals in this late years begin to show slow, physical, intellectual
and social activities.
• While there is a gradual decline of cognition in older life, older people see
art and nature in a deeper, more appreciative way.
■ Symptoms of senility which Include severe memory loss, rambling conver­
sation, disorientation, and personality change occurs because of dementia,
a pathological loss of intellectual functioning.
• In late adulthood, affiliation needs are more important than achievement
needs.
PNU LET Reviewer 33
 C h ild a n d A d o lc» cen t D evelopm ent
PART II - ANALYZING TEST ITEMS !i - increase in human beings •
D ire ctio n s: Read and analyze each item and select the correct option that answers
each question; Analyze the Hems using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet. •
1. Dr. Escoto, the schoolphysician conducted a physical examination in Ms. Manuel’s
class. What concept best describes the quantitative increase observed by Dr. Es­
coto among the learners in terms of height and weight?
A. Development C. Learning
6. Growth D. Maturation
Analysis:
Option A Is not the correct answer because development refers to the systematic
and orderly changes in organisms' experiences
Option B: The best answer because ft refers to the quantitative changes or the
observable changes in humans
Option C: Anincorrect answer because it refers to the portion of development that
is the result of experience and the interaction with the environment
Option D: Not the correctanswerbecause maturation refers to the unfolding of traits
potentially present in the hdMduai because of heredity
2. Which situation best illustrates the conceptof growth?
A. A kinder pupil gains 2 pounds within two months.
B. A high school student gels a score of 85 in a mental ability test
C. An education student has gained knowledge,on approaches and strategies in
teaching differentsubjects.
D. An elementary grader has learned to play piano.
Analysis: ' Optiori C: An Incorrect option becaUse it raters to the acquisition of knowledge, emo­
Option A: This is the best answer because it refers to the progressive Increase and
continuous advancement of the child from birth to maturity
34 PNU LET Reviewer
P ro fe ssio n a l E d u c atio n
Option 8: is not a correct answer because it (toes not refer to any iocrement or
Option C: An incorrect option because it refers to the development of learning as a
result of experience
Option D: Cannot be considered because this refers to a skill
3. Which statements below best describesdevelopment? .
A. A high school student’s height increased from 5'2" to 5'4"
B. A high school student's change in weight from 110 lbs. to 125 lbs
C. A student had learned to operate the computer.
D . Aa sajoenrs --«-------- a* jor
--I--*»—enlargement fcXWIma
nips____
Analysis:
Options A and B: Both options cannot be considered because these refer to the
quantitative and continuous changes from birth to maturity
Option C: is the correct answer because development is the process in the life of a
human being by which the individual's potentialities unfold and appear .
Option D: Cannot be considered as the correct answer because it refers to the
Increment of the bodily parts_________ ___________________________
4. What concept can best describes Francisco's ability to walk without a support at
age of 12 months because of the “internal ripening'' that occurred in his muscles,
bones and nervous system development?
A. Development C. Learning
B. Growth D. Maturation____________________
Analysis:
Option A: This is refers to the qualitative increase in human functioning through the
lifespan
Option B: is not a correct answer because it refers to the easilymeasurable and some­
times obvious features of human beings
tions, values and skMs -
Option D: This is the best answer because it refers to the state of the body and its
readiness for the behavior
"Or. Conchica O. Manuel and Prof. Sheila Marie B. Adona
 " C h ild an d A dolescen t D evelo p m en t
P ro fessio n al E d u catio n

10. Train up a child In the way he should be; when he grows up*, he win not depart
5. Teacher Jesus in now 69 years old has been observing changes In himself such as
from it”. Which principle supports this?
the aging process. Which term refers to the development change in the individual?
A, Development Is determined by the heredity.
A._ Development C. Learning
• Devetopment Is detemined by Ihe environment
B.' Growth ' D. Maturation
C. Eartydevelopmsnt Is mae critical than the late development
Analysis: D. Early development is less critical than. late development
Option A: Not a best option because this pertains to the continuous qualities that 11. Which stage of the psychosexual theory does young boys experience rivalry wilh
occurred in our advancement from birth to maturity their father for their mother’s attention and affection?
Option B: Is not a correct answer because this refers primarily to the physical changes A. Oral C. Phallic
such as increase In height weight and size B. Anal 0. Latency
Option C: An Incorrect option because learning refers to the change In behavior as a 12. .Angela focuses her attention on the school work and vigorous play that consume
result of some form of experience most of her physical energy. Which stage of psychosexual theory Illustrates her
Option D: This Is the best option because maturation refers to the state of the body behavior?
and its readiness for behavior. A. Oral C. Phallic.
B. Anal D. Latency
6. Manuel, a five-year old boy can hold his pen and write his name with his right
13. Which of the following Is likely to be developed If infants are shown genuine af-
hand. Which term describes Manuel's action/behavior?
fectlon?
A. Development Learning
Trust C. Initiative.
B. Growth D. Maturation
B. Autonomy 6. Industry
7. Which of the following theory can help Miss Samson determine the readiness of
14. Christian develops an Integral and coherent sense of self. Heseeks answers to the
her learners by administering a readiness test?
question. "Who am IT Wilchof the following is Christian likely to develop?
A. Conditioning Theories (£? Maturation Theory A. Initiative C. Intimacy
<&> Cognitive Development Theory D. Ethological Theory B. Identity and Role confusion D. Autonomy
8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend
15. Ms. Cruz uses images and language to represent and understand her various
of him says that certain behavior among infants. Who presented that notion that
lessons to preschool learners. What stage In the cognitive theoiy of development
certain behavior like thumb-sucking is normal behavior?
explains this?
A. Sigmund Freud C. John Bowlly A. Sensorimotor C. Concrete operation
B. Erick Erickson. Urte Bronfrenbenner B. Preoperatlonal D. Formal Operation
9. A newborn intent move his whole body at one time, instead of moving a part of it
16. Connie develops concepts necessary for everyday living, builds healthy attitudes
Which of the following principles is illustrated by this behavior? towards oneself, and achieve personal independence. These are among the attri­
A. Development proceeds from specific to general.
butes of anincflvfduai in what particular stage? .
B. Development proceeds from general to specific. •
'A . Infancy and early childhood C. Adolescence
C. Development follows an orderly pattern.
0 . Middle childhood D. Earfy adulthood
D. Development follows a general pattern. . __________ '__
PNU LET Reviewer 35
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
C h ild an d A d o le s c e n t D evelo pm en t P ro fe s sio n a l E d u c a tio n

17. Some-children are more active than ottlers, as everyone knows- extremely high 22. Anna believes that authority is respected. She is now In what particular level in the
levels of activity or hyperactivity are considered problematic. How may a teacher • jnpral development theory of.Lawrence Kohlbera?
heft) a child who is hyperactive?' iS ? Social contract Interpersonal concordance
A. Make him the leader of the class. - B. Law and order orientation -y fo Universal ethics orientation
B. Transfer him to another class. 23. What level has a four year old learner like Mafyann reached when she acquired
C. Give him challenging activities that are appropriate to his ability level and new skills such as putting the same shapes and the same colors together? •
interests. Development .C. Zone of Proximal Development
D. AHow him to spend longer at the playground u ni he gets tired. Maturation D. Learning
18. Marivic gets jealous whenever she sees her father showing love and affection to 24. Which of the following principles can be the basis of the growing realization of the
her mother. Which of the following is she showing according to Freud? significance of the early childhood education?
A. Complex C. Electra Complex A. Hie young children are capable of doing many things at an early stage.
8. Phallic (Ip)' Oedipus complex H & . The child should be seen and should learn.
19. In Piaget’s Theory of Cognitive Development, which of the following statements The first five years of life are the formative years of the child.
would illustrate Edward who is 11 years old? D. Early childhood experiences can be interesting and challenging.
A. Able to see relationships and to reason In the abstract. 25. Which of the following learner's characteristics will affect most of the learners
B. Unable to breakdown a whole into separate parts. learning in tfie academic areas?
C. Differentiates goals and goal-directed activities. A. His affective characteristics
D. Experiments with methods to reach goals.
ffy\ U|- ---- til--- nhnmtilnrlnlirin
(p. \ his cognitive cnaractsnsocs
20. Violeta goes with her mother in school. She enjoys the workplace of her mother. ^ His psychon^ characteristics
Which of the following ecological theories is illustrated by the situation? D. His sodo-emotional characteristics
A. Microsysytem C. Exosystem
B. Mesosystem D. Macrosystem
21. Danilo, a student in the secondary level tends to spend more time withhis friends
than his family, thus,his behaviour is greatly affected by them. In which stage in
teftPsychosocial Stages of Development does Danilo belong?
jtotonomous vs Shame and Doubt
NJf^dentity vs Role Confusion
C. Intimacy vs Isolation
( v ) Initiative vs Guilt

|P N U L E T Reviewer. Dr. Conchita O. Manuefand Prof. Sheila Marie B. Adona

 Professional Ed ucation C h ild an d A d o le s c e n t d e v e lo p m e n t

PART III - ENHANCING TEST TAKING SKILLS 6. In Erikson's theory, what is the unresolved crisis of an adult who has difficulty
establishing a secure, mutual relationship with a life partner?
A. Initiative vs. Guilt' C. Intimacy vs. Isolation
D irections: Enhance your test taking skills by answering the Items betow. Write only ■- B. Autonomy vs. Shame and Doubt D. Trust vs. Mistrust
the letter of the best answer. 7. Alyssa is eight years old, and although she understands some logical principles;
she still has troubles in understanding hypothetical concepts. According to Piaget,
1. Which of the following is true about human development? Alyssa belongs to what particular stage of cognitive development?
A. Human development considers both maturation and learning. A. Sensorimotor C. Concrete operational
B. Development refers to the progressive series of changes of an orderly coherent B. Preoperational D. Formal operational
type toward tie goal of maturity. 8. Which of the following provides the best broad description of the relationship
C. Development is the gradual and orderly unfolding of the characteristics of the between heredity and environment in determining height?
individuals as they go through the successive stages of growth. Heredity is the primary influence, with environment affecting development
D. Alloftheabove. only in severe situ ate .
2. What do you call the quantitative increase in terms of height and weight as ob­ B. Heredity and environment contribute equally to development.
served by the school physician during the physical examination of the students? C. Environment is the major influence on physical characteristics.
A. Development C. Learning D. Heredity directs the individual's potential and environment determines
B. Growth ' D. Maturation whether and to what degree the individual reaches that potential.
3. Mrs. Alvarez conducts research on the psychosocial domain of development. In 9. What is the correct sequence of prenatal stages of development?
what particular area of the child's development is Mrs. Alvarez most likely to be A. Embryo, germinal, fetus C. Germinal, embryo, fetus
interested with? B. Germinal, fetus, embryo . D. Embryo, fetus, germinal
A. Perceptual abilities ( c / Emotions 10. When a baby realized that a rubber duck which has fallen out of the tub must
B. Brain-wave patterns D. Use of language be somewhere on the floor, he is likely to achieved what aspect of cognitive
4. Which of the following is the correct order of psychosexual stages proposed by development?
Sigmund Freud? Object permanence C. Mental combinations
A. Oral stage, anal stage, phallic stage, latency stage, genital stage a Deferred imitation . D. Goal-directed behaviour
B. Anal stage, oral stage, phallic stage, latency stage, genital stage 11. Which of the following will be Freud's description of the child's behaviour if he has
C. Oral stage, anal stage, genital stage, latency stage, phallic stage a biting, sarcastic manner?
. D. Anal stage oral stage, genital stage, latency stage, phallic stage A. Anally expulsive
5. What is the best description of Erikson's psychosocial theory of human development? - B.. Anally retentive
( f t j Eight crises all people are thought to face C. Fixated in the oral stage
b. Four psychosocial stages in thefetency period D. Experiencing the crisis of trust vs. mistrust
6. The same number of stages as Freud's, byt with different names
D. A stage theory that is not psychoanalytic
Or. Conchira O. Manuel and Prof. Sheila Marie B. Adona PN U L E T Reviewer 37
 C h ild aod A d o lescen t D e v e lo p m e n t P ro fe s sio n a l Education

12. Whaj; is Freud's idea about a young boy's guilt feelings brought about by jealousy 18. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral
of his father’s relationship with his mother? reasoning at which Kohlberg's stage? . • -
A. Electra complex C. Phallic complex A. Pre-conventional C. Post-conventional
B. Oedipus complex 0. Penis envy complex B; Conventional • . 0 . noneof the above
13. When a little girl who says she wants her mother to go on vacation so that she 19. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is
can marry her father, Freud believes that he is voicing a fantasy consistent with?' ^at which level of moral reasoning? •
A. Oedipus complex C. Theory of the mind ( \ ) Pre-conventional Stage One C. Conventional
B. Electra complex D: Crisis of initiative vs. Guilt ’"Tf. Pre-conventional Stage Two D. Post-conventional
14. Which of the following can best describe the preschooler's readiness to leam new 20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers.
flasks and play activities? Her teacher wants to help Joy increase her self-esteem and social acceptance.
(ft) Emerging competency and self-awareness What can Joy's teacher suggest to her parents?
B. Theory of the Mind A. Transfer her to a different school
C. Relationship with parents B. Help their daughter improve her motor skills
D. Growing identification with others C. Help their daughter learn to accept more responsibility for her academic
. 15. Erikson noted that when the preschoolers eagerly begin- many new activities but failures
are vulnerable to criticism and feelings of failure, they are experiencing what par­ D. Help their daughter improve her skills in relating to peers
ticular crisis? 21. What is the most accurate definition of the puberty stage?
A. Identity vs. role confusion C. Basic trust vs. mistrust A. Rapid physical growth that occurs during adolescence
B. Initiative vs. Guilt 0. Efficacy vs. helplessness ■B. Stage when sexual maturation is attained
16. What stage of Piaget's Cognitive Development does a person belong to when he rfD Rapid physical growth and sexual maturation that ends childhood
can understand specific logical ideas and apply them to concrete problems? H i Stage when adolescents establish identities separate from their parents
A. Preoperational thought (Q Concrete operational thought 22. fifteen year old Marie is preoccupied with her 'disgusting appearance* and seems
B. Operational thought D. Formal operational thought depressed most of the time. What is the best thing her parents can do to help her
get through this difficult time?
17. What is the best explanation of Piaget's concrete operational thought to describe
. A- Ignore her self-preoccupation because their attention would only reinforce it
the school-age child's mental ability?
B. Encourage to “shape up" and not give in to self-pity
A. Achild can reason logically about things and events he or she perceives.
B. A child’s ability to think about how he thinks C. Kid her about her appearance in the hope that she will see how silly she Is
(Cl Can understand that certain characteristics of an object remain -the same acting.
when other characteristics are changed ( j j ) Offer practical advice, such as clothing suggestions, to improve her body
D. Can understand that moral principles may supersede the standards of . image.
society.

38 PNU LET Reviewer Dr. Ccmchita O. Manucl’and I’ rof. Sheila Marie B. Adona
 P ro fessio n al E d u c a tio n

23. What can be the best comparison of the behaviour of a 17-year- old girl to that o f.
. her 13-year-old brother?
A. She is more likely critical about herself.
B. She tends to be more pgocentric.
C. She had less confidence in her abilities.
(0 ^ She is more capable of reasoning hypothetically.
24. According to Erikson, what is the primary task of adolescent?
A. To establish trust
<3^ To search for his identity
C. To be more intimate with others
0. To establish Integrity
25. What is the main source of emotional support for most young people who are
establishing independence from their parents?
A. Older adolescents of the opposite sex
B. Older sibling
C. Teachers .
D. Peer groups

Dr. Conchira O. Manuel and Prof. Sheila Marie B. Adona

P r in c ip le s and T h e o ries o f L earn in g an d M o tiv a tio n ___________ ________
P ro fessio n al E d u c a tio n

Principles PART I - CONTENT UPDATE

and Theories I. LEARNING

o f Learning Learning
- involves the acquisition of new elements of knowledge, skills, beliefs and specific
behavior, may mean one or more of all these things:
- the act of gaining knowledge (to learn something), the knowledge gained by virtue

and Motivation of that act (that which is known) the process of gaining knowledge (teaming how).
Banner and Cannon, 1997
- It is an ongoing process of continued adaptation to our environment, assimilation of
new information and accommodation of new Input to fit prior knowledge.
Prepared by:
P ro f. M ari villa Lydia B . A ggarao and D r. B e ttin a Phiiom ena M . Sed illa Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how
learning takes place
• Competencies:
Principles of Learning
• 1. Analyze the cognitive, metacognitive, • Learning by doing Is more effective than just sitting and listening
• Concepts should be presented in varied or different ways
| motivational ami socio-cultural factors
i that affect teanUng • Effort is put forth when tasks are challenging .
• The principle of reatflness is related to the learners' stage of development

; 2. Organize the learning environment A. Behavioral/Learning Theory

i - that promotes farness regardless of - It operates on a principle of "Stimulus-Response"
I culture, famify background and gender, ’ - Prefers to concentrate on actfSTBl uUsavaWH behavior
; responsive to learner’s needs and 1) Ivan Petrovich Pavlov's Classical Conditioning
. :• difficulties » Classical means "in the established manner"
» Individual learns when a previously neutral stimulus Is repeatedly
40 PNU L E T Reviewer '
Prof. Marlvilla Lydia B. Agf^arao and Dr. -Betrim Pliilomena M. Sediila
 P ro fessio n al Ed ucation
’ paired with an unconditioned stimulus until a neutral stimulus
evokes a conditioned response. ' _
■» Unconditioned stimulus-automatically produces an emotional
or physiological response. . » Operant Conditioning - using pleasant or unpleasant conse­
» Unconditioned response-natural occurring emotional or phys­
iological response.
■* Neutral stimuli - stimuli that does not elicit a response.
» Conditioned stimulus - evokes an emotional or physiological
response after being conditioned.
» Conditioned response - learned response to a previously neu-
tral-condition.
Prof. Manvill.i Lydia B. Aggarao. and Dr. Benina Philomcna M. Sedilla
P rin c ip les and T h eo ries o f L e a rn in g an d M o tiv atio n *
Features of Classical Conditioning
1: Stimulus - Generalization - responding the same way to a similar stimuli.
2. Discrimination - responding differently to similar but not Identical stimuli.
3. Extinction - a process by which a conditioned response is lost________ •
2) Edward Lee Thorndike's Connectionism
• Connectionism means learning by selecting and connecting
Connectionism - puts more emphasis on the organism not limiting
himself to the association between the stimulus and the response .
Thorndike Theory of Learning
1. Law of Readiness - this law states that an individual Will team when
she is ready to do so.
2. Law of Exercise -this law states that a connection is strengthened or
weakened depaidbtg on the number of times it occws and in propor­
tion to the werage vigor and duration of the connection..
a. Law of use - connections between stimulus and response are
strengthened as they are used.
b. Law of disuse - connections between a stimulus and response
are weakened when practice is discontinued.
3. Law of Effect - this law states that a connection Is strengthened if it
produces a satisfying effect
3) Burrhus Frederic Skinner's Operant Conditioning and Reinforcement
quences to control the occurrence of behavior.
Reinforcers - any consequence that strengthen a behavior
♦ Primary reinforcer-related to basic needs.
♦ Secondary reinforcer - value of something is acquired
when associated with primaryteinforcer. • *
.. ♦ Positive reinforcer - consequence given to strengthen
a behavior
PNU L E T Reviewer 41
P rin c ip le s a n d T h e o rie s o f L e arn in g and M otivatio n P ro fe ssio n a l E d u catio n

♦ Negative reinforcer - release from.an unpleasant ' c )' Motor Reproduction Process - after observation', physical
situation to strengthen behavior. skids and coordination are needed for reproduction of the
Reinforcemfent -satisfying consequence behavior learned.
♦ Verbal d) Motivational Process - although observer acquires and
♦ Physical retains ability to perform the modeled behavior, there will be
♦ Non-verbal no overt performance unless conditions are.favorable
♦ Activity
♦ Token B. Cognitive Theories and Metacognition
♦ Consumable - Main focus is on memory (the storage and retrieval of information)
Formula for reinforcement: - Prefer to concentrate on analyzing cognitive processes
a) Prompt - Believe in the non-observable behavior
b) Response
c) Reinforcement 1) David Ausubel's Meaningful Reception Theory
■* Meaningful learning occurs when new experiences are related to
4) Albert Bandura's Social / Observational Learning Theory what a learner already knows.
■> Known for his “Bobo doir experiment May occur through:
» People team through observation, simulation, modeling which ♦ reception
means watching (observing), another called a model and later ♦ rote learning
imitating the model's behavior. ♦ discovery teaming
• Concentrates on the power of example
TWO DIMENSIONS OF LEARNING PROCESSES:
Models are classified as:
Ti-" first (ill! i i t ) T no SO! find dimension rrln trs to
Real life - exemplified by teachers, parents and significant others
fiii: o !;■/ -.vl,K n t'lf li.w r'in
Symbolic - presented through oral/written symbols
If"'.'! •n '.v ir■')' n mon r r o
Representational - presented through audio-visual measures r io i.N i-'e ' ! hS

4 Phases of Observational Learning 1. Meaningful Reception 1. Meaningful Discovery

a) Attention - mere exposure does not ensure acquisition of Learning Learning
behavior. Observer must attend to recognize the distinctive 2. Rote Reception Learning 2. Rote Discovery Learning
features of the niodel’s response. - .
b) Retention - reproduction of the desired behavior implies
that student symbolically retains that observed behavior

42 PNU LET Reviewer . Prof. Marivilla fcydia B. Aggarao and Dr. BectinaPhilomenaM. SediIJa
Professional Education
.................... ....... ' .......... " I
2) Jerome Bruner's Discovery Learning Theory or Inquiry Method/
Theory of Instruction
» Posits that learning is more meaningful to learners when they
have the opportunity to discover on their own the relationships
among the concepts or to actively search for a solution to a
problem
• An approach to instruction through which students interact
with their environment by exploring and manipulating objects,
wrestling with questions and controversies or performing exper­
iments. The idea Is that students are more likely to remember
concepts they discover on their own.
» Calls his view of learning "instwimntal conceptualism"
P rin c ip le s an d T h e o rie s o f L e a r n in g an d M o tiv atio n
b) Short Term Memory (STM) -the information store that
retains the information as we consciously work on it.
Ex. telephone number
c) Long Term Memory (LTM) - information store that is
permanent
- Minutes to lifetime
- Information on The LTM, If not rehearsed, can be for­
gotten through
- Trace decay structure of LTM > episodic, semantic
Forgetting
The inability to recall (something previously known) to the mind

3) Wolfgang Kohler's Insight Leaning/Problem - Solving Theory Causes of Forgetting

Insight - the capacity to discern the true nature of situation a) Retrieval Failure- forgetting is due to inability to recall the
-imaginative power to see into andunderstand immediately information.
» Gaining insight is a gradual process of exploring, analyzing, and b) Decay Theory - Information stored In LTM gradually fades
structuring perception until a solution is arrived at when it is not used.
c) 3. Interference Theory-forgetting in LTM is due to the
4) Richard Atkinson's and Richard Shlffrin's Information Processing Influence of other learning
Theory
The Individual learns when the human mind takes In Information (en­ Retention - the ability to recall or recognize what has been teamed
coding), performs operation in it, stores the information (storage), and or experienced.
retrieves it when needed (relileval) Interference - the act or an instance of hindering, obstructing or
Memory - the ability to store information so that it can be used at a impeding.
latertime.
Teaching for Transfer (Gagne) • • ■•
STAGES OF HUMAN MEMORY Transfer - when something previous learned influences the new
a) Sensory Memory-information stores that hold an exact material.
copy of stimuli for a very short period of time.
' Ex! color, shape, blowing of fiom .

Prof.Marivilla Lydia B. Aggarao and Or. Benina Philoiuena M. Sedilla P*JU LfcL rflk-tew er
 P rinciples an d T h e o r ie s o f L e a rn in g an d M otivatio n Professional E d u catio n
*""".* ... ........................... .......... ' ' » .................. —
TRANSFER OF LEARNING Wine Events of Instructions
Types: .
a) Lateral transfer -occurs when the Individual is aj)le to 1. Gain Attention . •
perform a new task about the same level, (e.g, solving word 2. Inform Learner of Objective
problems given In text and iater solving a similar problem . 3. Recall Prior Knowledge
on the board) • . * . « 4. Present Material • '
b) Vertical transfer - occurs when Ihe individual.Is able to 5. Provide Guided Learning
learn more advanced/complex skills (e.g. being able to add 6. Elicit Performance
and multiply; being able to read and write) 7. Provide Feedback
c) Specific Transfer - when a specific skill, fact or rule is 8. AssessPerformance
appted to a similar situation.
9. Enhance Retention and Transfer
d) General Transfer - applying principles previously leaned to
dissimilar situations.
6) Howard Gardner's Multiple Intelligences
Intelligence - refers to general mental ability of a person
5) Robert Gagne's Cumulative Learning - any task or skill can be bro­
- capacity to resolve problems or to fashion
ken down to simpler skills which can still be further broken down to - products that are valued in a more cultural setting
move simple tasks or skills.
Achievements - refers to the previous learning of a person in a
Hierarchy of Learning certain subject area.
Multiple Intelligence - capacity of a person to possess and adapt■
1. Signal Learning - responding to a signal, response Is conditioned
two or more intelligences.
2. Stimulus-response Learning - voluntary responses are learned. .
3. Chaining/Motor - two or more separate motor/verbal responses,may­ Examples
Intelligence Competence
be combined or chained to develop a more complex response
- Ability to learn language Writers,
4. Verbal Association - verbal connections are used to create asso­
1. Linguistic-sensitivity to spo­ - Capacity to use poets,
ciations.
ken and written language language to accomplish lawyers,
5. Discrimination Learning - learner selects or distinguishes a response
certain goals speakers
which applies to stimuli.
2. Logical/mathematical- ana­
6. Concept Learning - gives common response to an entire class of - Ability to detect patters, Scientists,
lyzes problems logically, carry out
stimuli reason deductively and mathema­
mathematical operations, and
7. Principle Learning (Rule Learning) - involves combining and relating think logically. ticians
investigate issues scientifically.
concepts
8. Problem Solving-considered the most complex condition that leads
to the discovery of higher order rules

44 PNU L E T Reiflewer Prof. Marivilla Lydia B. Aggarao and Dr. Betti ru Philomcha M. Sedilla
P ro fe ssio n al E d u catio n P rin c ip les an d T h e o rie s o f L e a r n in g an d M o tiv atio n

3. Musical-skill in the perfor­ - Capacity to recognize and • 8) Urie Brofenbrenner's Ecological Systems Theory/Environmental
Musicians,
mance, composition and appre­ compose musical pitches, • Contexts
composers
ciation of musical patterns. tones and rhythms. * - Learning is greatly affected by the kind <Sfenvironment we are in.
4. Bodily kinesthetic - using - Ability to use mental - Learners are understood within the context of their environment.
Athletes, ' These environmental context are Interrelated.
one’s whole body or body parts abilities to coordinate
dancers
to solve and convey ideas. bodily movements.
5. Spatial - recognize and use. Envtronmental Contexts: Malor Levels
patters of wide space and more 1. Microsystem - Innermost level -contains the structure that has direct
confined areas. contact with child
Educators, 2. Mesosystem - connections between the structures of the child's
- Capacity to understand sales microsystem
6. Interpersonal-working effec­ the intentions, moti­ people, 3. Exosystem - 3rd level- social system which indirectly affects the
tively with others vations and desires of religious child
other people. counselors, 4. Macrosystem - outermost level in which all other symtems are
politicians embedded such as values, customs, laws, beliefs and resources da
- Capacity to understand culture/society
7. Intrapersonal - working effec­ oneself, appreciate 5. Chronosystem - this system includes changes or consistencies inj
tively with oneself one's feelings, fears and person's lifespan.
motivations
- AUlity to recognize, Nature If the relationships in the immediate microsystem break down, the did
8. Naturalist-appreciation of the categorize and grow lover, will not have the tools to explore other parts of his environment resutig
environment/nature. upon certain features of environ­ to behavioral deficiencies.
the environment mentalist Learning tends to regress / stow down when the environment oftie .
child is'm turmoil
7) Kurt Lewin's Field Theory
» view - focused on the psychological field of life space of an 9) Lev Vygotsky’s Social Constructivism
Individual. - It emphasizes how meaning and understanding grow out of sofej
■» Life space concept - draw accurate conclusions tiy observ­ encounters.
ing both overt and covert behavior
' •* An individual must see things from the subject's point of - Zone of Proximal Development (ZPD) - gap between actual and
view at a given moment potential development
♦ • Actual development-what childrencan do on their an
♦ Potential development -w hat children can do with l>

Prof. MarivilU Lydia B. Aggarao and Dr. Bettina Philomena M. Sedilla PNU LET Reviewer m
 Professional E d u catio n
P rin c ip les a n d T h e o rie s o f L e a rn in g an d M otivatio n

Types of Learners
Scaffolding - competent assistance or support through mediation
- of the environment {significant others) in which cognitive,
I Types of Learners/ Educational Im plications/
socio-emotional and behavioral development can occur. Learning Preferences
I P erceptual Channel

Davitl Kolb’s Learning Styles ’ 1. Auditory teamens - prefer to - Lecturing is the teaching approach
team by listening/auditory per­ that works best for them.
Learning Styles - are tools utilized by learners to cope and adjust to ceptual channel. - Songs/poems are useful and effec­
the learning environment tive learning tools.
1. Visual learners - prefer print - Reading/responding to visual cues,
I Learning Stylus Educational Im plications such as the chalkboard or transpar­
materials/visual perceptual
1. Convergers-rely on abstract conceptualiz­ channel encies
ing and experimenting Teacher should provide - Textbooks and pictures are useful
• they like to find specific, concrete an­ learning tasks that have and effective learning tools..
swers and move quickly to solution specific answers like num­
3. Tactile learners - like to ma­ - Hands-on or laboratory methods of
• unemotional, since they prefer to deal bers and figures/units.
nipulate objects/tactile percep­ teaming are most appropriate for
with things rather than with people.
tual channel learners.
2. Assimilators - rely most on abstract concep­ Teacher should provide
- Tracing diagrams- or using texture
tualizing and reflective observation learning tasks that call for
examples.
• interested in theoretical concerns than integration of materials/
in applications. ' situational activities 4. Kinesthetic or whole body - Simulations, exploratory activities
3. Divergers - rely on concrete experience and Teacher should provide learners - like to learn through and problem-solving approach of
active participation group activities since experiential activities/kines­ teaching. Pacing or dancing white
• generate ideas and enjoy working with learners enjoy working in thetic perceptual channel. teaming new material.
people. groups.
4. Accommodators- rely on concrete experience
Teacher should provide
and active experimentation
teaming tasks that call for
■ risk - taking, action oriented, adoptable
hands-on approach.
In new situations.

Prof. Marivilla Lydia B. Aggaraoand Dr. Becrina Philomena M. Sedilla

46 jPNU L E T Reviewer
P ro fe ssio n al E d u catio n P rin c ip le s an d T h e o r ie s o f L c a rn in g a r id M otivatio n

II. MOTIVATION • • Theories of Motivation

Motivation ^ 1. Drive Theory (Clark Hull)

- An internal state or condition (sometimes described as a need, desire or want) that ■ Drive is a condition of amusaLfloiension that motivates behavior
serves to activate or energize behavior and give it direction. ■ Drives most typically have been considered to involve physiological survival
needs; hunger, thirst, sleep, pain, sex.
Two Kinds of Motivation: • A drive results from the activation of a need
1. Extrinsic Motivation ■ Need - a physiological deficiency that creates condition of disequilibrium
- when students work hard to win their parents' favour, gain teachers' in the body ~
praise or earn high grades; their reasons for work and study lie primarily 2. Self-Efficacy (Albert Bandura)
outside themselves. Self - efficacy - it is the belief that one has capabilities to execute the courses
- is fuelled by the anticipation and expectation of some kind of payoff from of actions required to manage prospective situations. Unlike efficacy, which
an external source is the power to produce an effect (in essence competence) self - efficacy
2. Intrinsic Motivation is the belief (whether or not accurate) that one has Ihe power to produce
- when students study because they enjoy the subject and desire to learn’ that effect
it, irrespective of the praise won or grades earned; the reasons for learn­ Self - efficacy relates to a person's perception of his/her ability to reach a
ing reside primarily inside themselves goal while, self - esteem relates to a person’s sense of self - worth.
- Fuelled by one's own goal or ambitions 3. Self - Determination (E. Deci)
Self - determination - comes from the sense of autonomy that a person has
Principles of Motivation when it comes to things that he does and the choices he makes.
• The environment can be used to focus the student's attention on what ♦ Tasks for a long period of time
needs to be learned. ♦ To think meaningfully and creatively about those tasks
• incentives motivate learning ♦ To experience pleasure in ones activities
• Internal motivation is longer lasting and more self - cHrecWvethan Is exter­ ♦ To achieve at higher level
nal motivation, which must be repeatedly reinforced by praise or concrete ♦ We have the capacity to take risks or challenges that
rewards. can enrich our lives and develop ourselves more
• Uaming is most effective when an individual is ready to learn, that is when 4. Expectancies and Values (Atkinson)
one want to know something.' • Motivation to perform-is affected by two variables
■ Motivation Is enhanced'by the way in which the instructional material is • Expectancy - people must believe than they can accomplish a
organized. ' task, that Is, they should lave expectancy about what ttwy wart
toachieve.
• V&lue - they should place an importance or value in what they
are doing. .

Prof. Marivilla Lydia B;'Aggarao and Dr. Benina Philomena M. Sedilla PNU L E T Reviewer 47
 P rin cip les and. T h e o rie s o f L e a rn in g an d -M o tivation P ro fessio n al E d u catio n

5. Attribution Theory (B. Weiner)

- f* f io :<2 0
* People’s various explanations for successes and failures - their beliefs
about what causes attributions.
• Dimensions underlying people’s attribution. People can explain events in D irections: Read and analyze each item and select the correct option that answers
many different ways. F5r example, a tennis player may attribute his/her each question. Analyze the items using the first 5 items as your sample. Write only the
wins and successes In matches to things like - luck, health, effort, mood, letter of your choice in your answer sheet.
strengths and weaknesses of his/her opponents, climate, his/her fans etc.
1. Which theory operates on the “stimulus-response principle, which means all be­
TECHNIQUES IN MOTIVATING LEARNERS - haviors are caused by external stimuli?
A. Contextual theory C. Cognitive theory
Challenge them - offer student’s opportunities to undertake real challenges. 0 Behaviorist theory D. Constructivist theory
Encourage them to take intellectual risks.
Build on strengths first - Opportunity to use their talents to achieve success. Analysis
Offer choices - offering choices develop ownership. When child makes deci­ Option A - it explains that learning is greatly affected by the kind of environment
sions he/she is more likely to accept ownership and control of the results. an individual lives in.
Provide a secure environment which permits children to fail without penalty. Option B - is the correct option. It tells about how behaviors are required and de­
Learning how to deal with failure is critical for developing motivation and suc­ veloped through external stimuli.
cessful learning. Option C- it tells about psychological factors that influence the behavior of people
Option D - learners build or construct their own knowledge

2. Ms. Erika in her Biology class accompanies her discussion with Interesting visual
aids. She stoongly believes that students team better when lessons are presented
with images, real or Imagined aside from mere lecture method. Which learning
theory does she upholds?
Dual-Coding Theory
ET Information Processing Approach
C. Meaningful Reception Learning Theory
D. Social Cognitive Theory

Analysis
Option A - is the correct option since the teacher uses both mental images and
verbal representations as tools in affecting learning

48 PNU L E T Reviewer I’ rof. Marivilla Lydia B. Aggarao and Dr. Betrina Philomena M. Sedilla
 P ro fe s sio n a l E d u catio n P rin c ip le s an d T h e o r ie s o f L e a r n in g an d M o tiv atio n

Option B - it tells about gaining Insight in understanding information Option D - is the correct answer. It tells about how people team through observa- .
Option C- it talks about relatedness between previeusly known information to new flan, imitation and modeling
information tom make learning more meamngful
it tells about gaining insight in understanding information . 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or
Option 0 - it explains that students learn by what they see on a leash. What feature of classical conditioning is exhibited?
(S i Discrimination C. Generalization
3. Miss Calma is an excellent Physical Education teacher. She started teaching volley­ K Extinction D. Practice
ball to her grade 2 class. Despite aHher efforts her class (toes not seem to learn
how to play the game. What law of learning was disregarded? Analysis
Option A - is the correct answer. Responding differently to similar stimuli
A. Law of disuse C. Law of exercise
Option B - process where the conditioned response Is lost
B. Law of effect Law of readiness
Option C- responding the same way to a similar stimuli
Analysis Option D - this is not a feature of classical conditioning
Option A - connections are weakened when practice is discontinued
Option B - this law states,that connections are strengthened when it has a satis­ 6. A Music teacher is careful in planning activities for each lesson. He praises liberally
fying effect and rewards correct answers. What view of taming is exhibited?
Option C- connections are strengthened or weakened depending on the number of A. classical conditioning /Cy* operant conditioning
times it occurs and In proportion to the average vigor and duration of the connection 8. meaningful learning social learning
Option D - the lawthat states Biat students will learn when they are ready to do so 7. Which of the theories of learning presents or states that learning skills are hierar­
chically arranged?
4. Teacher Jay, a physical educationteacher, demonstrates the new skill to be Cumulative Learning C. Social Cognitive Learning
learned so that his students can watch him and later reproduce me skin. What B. Meaningful Learning 0. Theory of Instruction
learning theory is associated wiffiTfie SMBOn? — — 8. Which of the following best describes what meaningful learning is?
. fQ Dual-Coding Learning Theory C. Schema Learning Theory A. When what is to be learned is new and easy for the students
B. Information Processing D, Social Learning^ 8. Materials presented are difficult and challenging to the students
C. When the materials to be learned is related to what students already know
Analysis 0 Students find the lessons easy and relevant, to what was assigned to them
Option A - it mentions about mental Images and verbal descriptions as tools for
9. Manessa easily remember dates and events in history, What component of LTM
retaining information . . .
does Vanessa have? jg g U ^
Option B —it explains that ar>individual teams when the human mind takes in Infor­
A. Creative th in k io g - r ^ ^ J f t ) Reflective thinking
mation, perform operation in it and retrieve when needed
B. Critical thinking v0; Logical thinking '
Option C - it discusses how prior knowledge helps the learner understand new
information in the learning process • ’ EM-
......... ......................« mm — ... ...............................

Prof. M arivillj Lydia B.Aggarao and. Or. Bectina Philoruena M. Scdiila PNU L E T Reviewer 49
* P rin cip les a n d T h e o rie s o f L earn in g-an d M o tiv atio n
10. An Earth Science teacher has Just completed a unit on the sun. As she organizes
her next unit on other stars, she uses the sun as a frame of reference. What view
of learning was used? -
A. Discovery learning _ ing
B. Information teaming
11. Which is an application of cognitive approac
A Explain the reasons for studying the topic
^ Create a supportive classroom climate for students
C. Provide clear and prompt feectoack on assignments
0. Begin lessons with challenging questions and conflicting events
12. The first people power was held in February 25,1986. What kind of knowledge
ispresented?
C. domain-specific knowledge
D. procedural knowledge
13 _____ s were not able to team the concepls that she presented
yesterday so she taught the same concepts again but this time using a different
teaching method. What principle of teaming was applied?
( a) Concepts should be presented in varied and different ways
B. Effort was put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting and listening
D. Learning is aided by formulating and asking questions
14. Alvin Is a transferee and feels uneasy with his new school. His teacher is very
accommodating, warm and caring. Alvin felt comfortable with the teacher's display
of genuine warmth. The teacher is consistent in his manner and AMn begaff to
r's warmth. Which theory is being illustrated?
Classical conditioning
D. Observational learning
15. After Just being introduced to another guest in the party, Tom cannot remember
the name of the-guest he was introduced to. in what memory stage was the infor­
mation stored in? • behavior?
ft episodic memory sensory memory
t. semantic memory D. Working memoiy
50 PNU L E T Reviewer
P ro fessio n al Education
16. Vygotsky claimed that social interaction Is important for teaming. What does this
imply?
Aq Children are independent'problem solvers
& Children learn from adults arid other children
C. Children learn well by passive presentation of information
0. Children In the crib has no learning yet since they are not capable of interaction
17. How would you help a student who is intelligent but is underachieving in class?
A. Provide challenging activities which he / she can accomplish
B. Recognize his talents by asking him/her to help other students with their
^ .w o r k
"(g j) Identify the immediate causes of difficulties that cause his/her being an un­
derachiever.
0. Allow him/her to work with the slow learner group to cope with the academic
needs of the lesson.
18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized
and clean. She puts up interesting and colorful visuals on the bulletin boards. What
principle of motivation was applied?
A. Incentives motivate learning
B. Internal motivation Is longer lasting and more self-directive than is external
motivation
C. Motivation is enhanced by the way in which instructional material is organized
0 The environment can be used to focus the student's attention on what needs
to be learned.
19. For eveiy correct answer the teacher would give a star to her students. What
schedule of reinforcement was used?
$ fixed interval G. variable Interval
8^ fixed ratio ■0. variable ratio
20. Marga, a six year oid, always asks her playmates to sit in front of her small black­
board aqd she plays teacher. Her mother is a teacher. What theory explains Margas'
Classical conditioning JL Social learning
w Operant conditidning D. Information Processing
Prof. MariWlla Lydia B. Aggarao and Dr. Bectina Philonwna M . .Sedilla
 P ro fessio n al Education P rin c ip le s an d T h e o rie s o f L e a r n in g an d M otivatio n

21. What should the teacher do to help students learn psychomotor skills? PART 111- ENHANCING TEST TAKING SKILLS
A. Teacher uses verbal explanation and description erf the movements in addition
to live demonstration of the movements
B. Teacher provides feedback to the learner about his/her progress D irections: Enhance your test taking skills by answering the items below. Write only
C. Teacher encourages the learner to practice, in order to maintain his/her sharp- the letter of the best answer. .
^ ness of the movements.
(D /A ll of the above 1. Based on Bandura's theory, which conditions must be present for a student to
22. The teacher presented a new lesson where in the students were asked to work leam from a model?
on a new project which was somewhat complicated. The students showed interest I. attention II. ■retention 111. motor reproduction IV. motivation
while working on the project. What principle applies to the situation? A. I and II
A. Effort was put forth when tasks are challenging I, II and III
Lessons should be presented in varied and different ways I, II, III, and IV
Meaningful materials are readily learned than nonsense materials III and IV
D. Teachers shouldprovide opportunities for meaningful and appropriate practice 2. Which of the following principles of learning applies to considering student's age in
23. Maturation should precede certain types of learning. How is this applied in the anting certain content and cognitive processes?
classroom? Principle of readness
(fih concepts should be taught from simple to complex Principle of teaming by doing
Consider the age level of students in teaching certain concepts C. Principle of presenting challenging tasks
C. Follow the Interest of students in assigning tasks 0. Principle of teaming aided by formulating and asking questions
D. Give the same task to aHstudents in a particular grade d 3. in classical conditioning, which are paired together in order to elicit the desired
24. Luz easily learns a lesson when she is working w it laboratory equipment but response?
hardly remembers a lesson the teacher lectured on. What type of learner is Luz? L UCSandNS UCSandCS
A. Auditory Learner Tactile Learner B. CSandNS T). UCHandNS
B. Kinesthetic Learner ID. Visual Learner 4. According to Thorndikewhat law states that the strength of a connection is
25. Which ofthe following statements about motivation is false? influenced by the consequences of the response?
n u External motivation is longer lasting and more self-directive than internal mo­ A. Law of disuse Law of exercise
tivation B. Law of effect D. Law of readiness
B. Internal motivation is fueled by one's goals or ambitions 5. A burglary occurred in Jason's neighborhood. Since then, Jason is very careful
C. Motivation is enhanced by the way in which the instructional material is or- of locking their doors and closing windows. What theory best explains Jason’s
___ t_—^ *
gantzed behavior? - . -
D. Motivation to perform is affected by expectancy'and value A. Observational learning X . Self-regulated learning
B. Imitation learning ( & ) Vicarious learning

.Prof. Mirrrilla Lydia B. Aggarao and Or. Betcina Philomeoa M. Sedilla PNU L E T Reviewer 51
 P ro fessio n al Education
P rin c ip le s aiid T h e o rie s o f L earn in g and M otivatio n

6. In observation and imitation learning, what should Be the learner’s response when 12. Marko excels in adding numbers. He learnetf this skill in his Math class. He is now
the teacher initially models the behavior? able to apply this skill in his Music class.,Whayype of transfer was used?
A. reproduce and match n p imitate and practice A. Lateral transfer " (CJ Specific transfer
j3. pay attention u. shows satisfaction . B. General transfer D. 'Vertical transfer
7. What is the correct sequence of information processing? 13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of
(fT/Sensory register-STM-LTM . reinforcement is used by Mr. Lotenzo?.
a STM-sensory register- LTM Fixed interval ,C. Variable interval
C. Sensory register-LTM-STM 1Fixed ratio D. Variable ratio
D. LTM-sensory register-STM 14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers
8. What should be the hierarchy of the types of learning according to the cumulative in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining
learning theory? information is referred to?
1. problem solving learning w Chunking C. Rehearsing
2. rule learning B. Interfering D. Remembering
3. discrimination learning 15. Rob regularly practice playing the guitar so he can finish Book I. His mother

f
4. concept learning mised to buy him a nintendo vyhen he finishes Book I. How is Rob motivated?
A. 2-1-3-4 C. 2-3-4-1 Extrinslcally C. with Self-Determination
(g ) 2-1-4-3 _D. 2-4-3-1
Intrisically D. with Self-Efficacy
9. Which is essential in meaningful reception learning?
.16. Lara excels in dancing and in certain sports. According to Gardner what intelli-
Concepts are presented to learner and received by them,

f
nce is dominant in Lara
a Concepts are discovered by the learner
Bodily kinesthetic C. Musical
jC, Concepts are related to one another.
D. Concepts are solicited from the learners.
Intrapersonal D. Spatial
10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to
17. According to Bronfenbrenner, what system contains structures that has direct con­
Study Spanish and immediately recognizes many similarities between the Spanish tact with the child?
and Filipino languages and uses this information to acquire the new language
A. Chronosystem C. - Mesosystem
iter. What kind of transfer was Grace able to use?
B. Exosystem /(^/Microsystem
■ Lateral transfer ^ Specific transfer
18. Some learners like to find specific and concrete answers. What kind of learners
General transfer D. Vertical transfer
are they?
11. Cristina is almost asleep when she felt the need to go to the bathroom. She fried A. Accommodate (C J Convergers
to sleep it off but after a while she was forced to stand up and go to the bathroom. ’ B. Assimilators V- Divergers
What theory of motivation explains Cristina's behaviour?
Attribution Theory . C. .Expectancies and Values theory
Drive Theory D. Solomon's Opponent Theory
P ro i. M arivilla (.ydia B. /Vj'garao and D r. B cciin a P h iro m cn a M . S e d illa
PNO L E T Reviewer . .* •
 P rin cip le s an d T h e o r ie s o t'L c a rn in g anil M otivation
P ro fessio n al E d ucatio n

19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to
her pupils while practicing a sewing skid. What is the value of giving verbal guidance
in improving pupils learning behavkx?
A. It promotes the growth of interest in the new learning tasks
jj, It serves as informational feedback
C. It facilitates perfection of skills
{0 ) It directs pupils' attention to more adequate and better techniques
20.Why should learning be aided by formulating and asking questions?
A. students will have a grade In recitation
24. Why should teachers provide positive feedback and realistic praise?
Q y to motivate the students to study
6. so the students will know what to do
C. to be liked and loved by the students
D. so the students will praise him/her
25. Which statement does not refer to cognitive theories?
. A. prefer to concentrate on analyzing cognitive process
B. conclusions are based on observation of external manifestations of teaming
£. study of tfie structures and components of information processing
believe in npn-observable behavior

f
students will develop their self-confidence
the teacher will know who among the students can communicate very well
p. the teacher will not always do the talking but the students will be given a
chance to do the same thing.
21. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of
honesty, agreed that no cabinets and book cases would be locked throughout the
day. Which principle in affective learning Is being implemented?
A. provide exemplary models
fc ) provide for appropriate practice
C. provide for pleasant emotional experience
D. provide for independent attitude cultivation
22. Instead of asking her students to write about their reaction to a story, the teacher
asked her students to interpret the story in dance form. What principle of learning
jsconsidered?
Concepts should be presented in varied and different ways
}£ Effort if put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting and listening
0. Learning is aided by formulating and asking questions
23. In performing the njnuet, first raise your heel, second make three steps forward,
• third step makeja point. IMiat kind of knowledge was exhibited?
A. conditional knowledge ' C. dontain-specific knowledge ■
B. declarative knowledge (5 ) procedural knowledge

Pro£ MariviiU Lydia B. Aggarao and Dr. Betting PhiJomena M. Sedilla PNU LET Reviewer 53
- Principles and Strategies o f T eac h in g P ro fessio n al Education

Principles
PART ! - CONTENT UPDATE

I. LEARNING TO TEACH

and Strategies Learning to teach Is a life-long process. To become an expert teacher is a complex,.

f||H | guyilQ WffiVIVI

.It
[matter,
iw •*' i miw—

o f Teaching
knowledge about schools and classrooms within them and knowledge of students and
an understanding of how teachers can help in this process (Kauchack 1993).

A. Teaching - refers to the management

Prepared by:
Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan
_____ B. Content knowledge - understanding
Content Pedagogical of content + ability to translate, into
Competencies: knowledge knowledge meantogful form for students

based connections between teaching

1. Employ activities, teaching methods, and learning
instructional materials & technology, D. Strategies - research-based plans
for action
classroom management techniques
appropriate for chosen subject areas II.FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING
2. Apply appropriate principles in the pyO/1r s tf
A Lesson Clarity/-
preparation and utilization of the • Teachers make their points
oints understandable and explexplain concepts clearly so
conventional and non-conventional their students can follow in a logical step by step order.
technology tools as well as traditional • Teachers oral delivery is clear, audible and free from distracting mannerisms.
B. Instructional Variety .
.and alternative teaching strategies ■ Refers to the variability or flexibility of delivery during the presentation of
•the lesson ________ ________
PNU L E T Reviewer Dr. Mil. Corazon B. Sigua and Prof. C elia M . Hunan
P ro fessio n al E d u catio n ' P rin c ip le s an d S tra te g ic s o f T each in g

• Includes the use of teaming materials, equipment, displays and .space in ■ the learner is made conscious of the goals or aims to be accomplished; •
the classroom • ■ it provides learning experiences;
• Involves asking questions and discrimination of different question formats • there is provision to meet individual differences;
C. Teacher Task Orientation ~ tfrc b w jp (fjfis m J ■ it utilizes the past experiences of the learner;
■ Refers to how much classroom time theneacher devotes to the tasks of • the learner is stimulated to think and reason;
■ it is governed by democratic principles;
teaching academic subjects ' a n c w d 0&
■ Takes place in a classroom where teacher-students interaction focuses • the method used is supplemented by another method and instructional
more on intellectual content that allows students an opportunity to learn devices;
and have higher rates of achievement • evaluation is made an integral part of the teaching process; and
■ Makes classroom instruction parallel to the instructional goals and curricu­ • drill or review is made an integral part of teaching and learning.
2. According to James Mursell
lum that guide the construction of assessment of student progress
D. Engagement in the Learning Process Teaching becomes a success when it fakes into consideration the following:
• Refers to the amount of time students devote to learning an.academic sub­ a. Principle of Context-setting and use of appropriate materials
ject ; : Level I-Textbookonly.
■ Is also considered as the amount of time spent tv the students in actively . Level II - Textbook together with supplemental materials
teaming the material a.k.a. the engagement rate (the percentage of time Level III - Non-academic and current materials
devoted to learning when the student is actually on task, engaged with Level IV- Mirti-sensory aids
instructional materials and benefiting from the activities being presented). Level V - Demonstration and presentation by experts
E. Student Success Rate ~ tfy d t/® ' Level VI - Field experiences
■ Refers to the rate at which students understand and correctly complete b. Principle of Focus -subject matter/lesson
Level I - Page assignment
exercises and activities
• Consists of teacher's task orientation and student engagement as they are Level II - Announced topic together with page or chapter references
closely related to student success rate • Level III-Broadconcepts
• Involves organization and planning of instruction that yields moder­ Level IV- Specific concepts, problem, skills acquisition .
ate-to-hlgh success rates but then challenges the learner to go beyond the c. Principle of Socialization - social setting in the classroom
information given Level I-Submission
Level II-Contribution
Level Id - Cooperation and collaboration
d. Principle of Individualization -learner's purposes, aptitudes, abilities and
experimental procedures
1. According to John Dewey Level I - Uniform tasks"
Teaching is considered good when: • • Level II - Homogeneous grouping
■ the child isTnade the center of the educative process; Level'll! - Contract ptyi
■ it is well-planned; ' ____ ‘ ________ .•
Dr. Ma. Corazoo B. Sigu&and Prof. CcJta M. I la nan PNU L E T Reviewer 55
 Professional E d u catio n
P rin c ip les a n d S tra te g ie s o f T eac h in g . .
b. Cton^h8t$or^- restating b. Understand'* Determining the mealing.
Level IV- Individual Instruction • •• previous^teamed material .of ins^etiooaLrriessages/lr^loding oral,
Level V - Large units with optional related activity written;-^i%)hlccommunicafion. i
Level VI-Individual undertakings • ' c. Application!- using the ■ Interpreting
e. Principle of Sequence - order/arrangement of learning tasks knowledge Jqto a rjew situ- * Exemplifying
Level I ~ logical successl6n of blocks erf content - . attoriorproblwt- > • Classifying
L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews d. AnatyS&jr breaking the • Summarizing
Level III - Building learner’s readiness knoyise^'into.pafis and ‘ ■ Inferring
Level IV - Building from emerging meanings mak^sffilMoti^iipamong ■ Comparing
f. Principle of Evaluation-appraisal ideasr * •Explaining
Level I -Through testing e. Synftesi? r producing c. Apply -JCanying out or using a procedure
. Level II- Related to objectives and processes wtioies from the parts or ' insgim:s$jefk)n,y
Level III ~ Total learning process and results producing a r ^ whote j ■ Executing
f. Evaiuatioi-judging the ■ Implementing
value pf toorted^iofflie^ d. Analyzes Breaking material into ils constitu-
III. MANAGING INSTRUCTION material learnt . * entfHflsjfxJ.detecting howthepartsrelate
ta 0(9an#er and to an overall structure
A. Deteirnining ln ^ rtio h s j Objectives - orpurpoise.
are specific statements of intermediatej ^ r i ^ oirtcomes necessary for ac- ■ Differentiating
• • Organizing
is to do atihe end of ins^ucQon), ■ Attributing
• Taxonomy of dbjectives , a Evaluate - Making^udgmentstased on
1) Cognitive &orfta1n-4erf|amin Bloom- crrterla and^tgndards
- describe the knowledge that learners are to acquire; ; ■ Oiecking
■ Critiquing
Oriqinat Revised Taxonomy 1 f. Create* Puffing elements together to
Uke the original taxonomy, the revision is hierar­ : form w&hflrMt whote*br make an original:
chical in the sense that the six major categories of
the cognitive process dimension are believed to '■^nerating
differ in their complexity. • Planning
• Producing
a. Knowledge 4 recalling
previously leanrted material from tong-term memory.
■ Recognizing
Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan
ffiH P N U LET Reviewer
Prof'cssional E d u catio n P rin c ip le s an d S tra te g ie s o f T each in g

2) Affective D pifi^rtfD avld^tfw oW ♦ aid .the learner in defining his own purposes by setting
- describe thef.$itu<Ji learners are the situation for the emergence of a desirable purpose.
♦ start from what is known already to the students. *
♦ be based on the accepted, welt-integrated educational
i f , theory •and practice which is designed;to unify the work
b. jpcttngjo in event through participation of teaching and teaming.
c. - e va liltii^^fe fs iB the form of acceptance, pref: ♦ provide the learners with numerous and diverse learning
'MmcoimiMnMnf experiences or activities.
v3*068 in:r^ttontofe^O lher ♦ challenge and encourage the learner to further activities
l^ecordancewith the accepted value which involve the process of differentiation and integra­
tion.
SHrfipson ♦ provide opportunity for the learner to ask and answer
learners aretDina^er questions.
of sensoiy stimulus ♦ be supplemented by other methods.
/knows 3) Types of teaching approaches/methods/strategies
» Direct/ /Teacher-centered approach - is teaser-centered/
controlled; teachers transmit Information directly to the learner
a) Deductive method- This method begins with a lute or
i - modfles lets for special problems generalization that is applied to specific cases or examples.
^creates new movement patterns /showscreativtty It aims to test the rule or solve the given problem, ft is the
opposite of inductive method.
B.
1) Factors to Consider in Choosing a Method b) Demonstration or Showing method- “Learning by obser­
a. Objectives vation & imitation.* in this method, the teacher (or a select
b. Subject matter group of pupils) performs the activity. The demonstration
c. Learners may be live, filmed or electronically presented. The class
d. Educational technology learns through observation and/or practice with real equip­
e. Teacher ment and simulators.
f. School environment c) Lecture method- Lecture is a teaching procedure for dari-
g. Safety measures ‘fyfrig or explaining a major Idea cast in the form of question
2) Principles for Determining Method or problem (Bossing). This is'very effective when the lecturer
The method must: • has the lnformadon or materials which pupils do not have;
♦ utilize the theory of self-activity. thus, imparts information and develops critfcal thinking,
♦ utilize the laws of teaming.. largely by the use of the verbal message, with minimal class

Dr. Ma. Corazon B. Sigua and Prof. Celia M, Ilsuian PNU LET Reviewer 57
 P ro fe ssio n al E d u catio n
P r in c ip le and Stra tegic? o f T each in g

• 1) 1Project method- This method is characterized by learners

participation. This is also considered as the most authorita­
tive method of teaching: planning, directing and executing activities which are
purposeful, natural, lifelike and significant. Projects may be
. » Indirect/Leamer-centered approach - is ieamer-controtfed;
classified as physical material projects, learning projects
students search for information
a) Concept deveiopment method- Subject matter is taught to and intellectual or problem projects.
enabtepuplls to develop concepts. (A concept is an idea oc » OtherModels /Teaching Strategies
a) Brainstorming- is a process forgenerating creative ideas
representation of the common element or attribute by which
and solutions through Intensive and freewheeling group
groups or classes may be distinguished. It is also a general
idea or understanding, especially one derived from specific discussion. It consists of individuaTor more in which a delib­
erate attempt Is made to think creatively about all possible
instances or occurrences) This method irwotves the essen­
approaches and solutions to a given problem.
tial components of higher-order thinking skills like listing,
b) Constructivist Teaching- believes that learning occurs as
grouping, labeling, regrouping, and synthesizing.
learners are actively involved in a process (rf meaning and
b) Discovery mettjod-thte meftod refers to aninductive
knowledge construction rattier than passively receiving
method in guiding learners to discuss and organize ideas
information. Learning becomes possible when tasks are
and processes by themselves. They wilt undergo the pro­
authentic, set in a meaningful context and related to the
cess of observation, comparison and abstraction, general­
real world. At the end, critical thinkers, motivated and
ization and application. It means keeping them use ideas
independent learners are created.
already acquired as a means of discovering new ideas.
c) Cooperative teaming - It is a successful teaching strategy
c) Inductive method- This would help pupils discover import­
in which small teams, each with students of different levels
ant rules or truth tor themselves through careful observa­
of ability, use a variety of learning activities to improve their
tions of specific cases or examples leading to generaliza-
understanding of a subject. Each member of a team is
tions. lt Is the opposite of deductive method.
responsible not only for learning what is taught but also tor
d) Laboratory method- This method is effectively used In
helping teammates learn, thus creating an atmosphere of
Science and other related subjects. Apparatus and materials
achievement
are used to discover or verify facts and to study scientific
d) Distance Learning^ or distance education is a mode of
' relationship. Activities range from observation to investiga­
delivering education and teaching, often on an individual
tion/experimentation, which in turn provide learners with
basis, to students who are not physical present in a
firsthand experience,
traditional setting such as a classroom. It provides “access
. e) Problem-solving method- This is an application of John
Dewey's reflective thinking theory. This makes use of a to learning when the source of information and the learners
• are separated by time and distance, or both."
problem as a nucfeus which will make pupils work toward
its solution. Essentials to tills are statements of the problem
• & hypothesis and evaluation & verification of solutten/result.
Dr. Ma. Curazon-fl. £igtui ami Prof. Celia M. Hand!)
PNU LET Review er
P ro fe ssio n a l Education
e) Dale's Cone of Experience - a pictorial device that presents
bands of experience afranged according to degree of
abstraction. .
f) Held trip- It occurs outside the classroom and offers an
opportunity for students to get exposure to 'real" people and
events and tt» opportunity to make connections with ofoers.
g) MetawgnitlveTeaching- Thinking* about thinking."
Teachers guide ieSmers to become more strategic thinkers
by helping them understand the. way ttiey are processing
hfprmafai. It can be done using any of the foflowlng
' processes: advance organization, organizational planning,.
directed attention, selective attention, self-monitoring,
self-evaluation, auditory representation.
Dr. Ma. Corazon B. Sigua and Prof- Celia M. Itanan
Principles and Strategics o f Teaching
■■■_ .T|-----r._l,.|.-iww— .Ml .1
h) Multiple Intelligences (Ml) - Developed by Howard Gardner,
Ml. believe that children's thinking and learning skills vary
widely from child to child. It aims to develop learners who -
are analytic, interactive & introspective. Listed below are the
nine intelligences human beings are said to possess:
-♦ Verbal-Linguistic - well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of
words
♦ Mathematical-Logical - ability .to think conceptually and
abstractly, and capacity to discern logical or numerical
patterns
♦ Musical - ability to produce and appreciate rhythm,
pitch and timber
♦ Visual-Spatial - capacity to think in images and pic­
tures, to visualize accurately and abstractly
♦ Bodily-Kinesthetic - ability to control one's body move­
ments and to handle objects skillfully
♦ Interpersonal - capacity to detect and respond appro­
priately to the moods, motivations and desires of others.
♦ Intrapersonal - capacity to be self-aware-and in tune
with inner feelings, values, beliefs and thinking processes
♦ Naturalist - ability to recognize and categorize plants,
animals and other objects in nature
«• Existential - sensitivity and capacity to tackle deep
questions about human existence, such as the meaning
of life, why do we die, and how did we get here,
i ) . Panel- This consists of a group of three to six persons
■ having a purposeful conversation on. an assigned topicwith
or wHhput active partfcijjation by ttte audience. The panel is
usually seated at a table in fuD view of toe audience.
•j) Peer Tutoring - the assignment of students to help one
another on a one-on-one basis or In snail groups in a
variety of situations.'
PNU L E T Reviewer 59
Prin cip les an d Stra tegies o f T each in g .
.• *
k) Problem-based Learning- challenges students to leam
through engagement In a real problem. Learning takes •
- place within the contexts of authentic tasks, issues, and
problems-'-that are aligned with real-world concerns.
I) Reflective Teaching - is a response to past experience and.
involves conscious recall and examination of the experience
as a basis for evaluation and decision-making ami as a
source for planning and action,
m) Role playing- It involves a spontaneous portrayal (acting
put) of a situation, condition, or circumstance that is similar
to real-life.
n) Simulation- is an enactment of a make believe episode as
much like the real thing as possible,
o) Small-Group Instruction- Works best in rooms with mov­
able furniture. It can provide interesting challenges, permit
students to progress at their own pace, provide a psycho­
logically safe situation in which to master the material, and
encourage them to contribute to class activities. Grouping
may be done using ability, interest, skill, viewpoint activity .
or project, integration and arbitrary,
p) Socratic method- question and answer used by Socra­
tes. The teacher does not give information directly but
instead asks students series of questions. Its goal is to
hefc students process information and engage In deeper
understanding of topics. It can be used at any grade level
and with ail subject areas, and lessons can be adapted to fit
a changing society
q) Symposium- Is a formal activity where two to five persons
talk on or discuss a .topic, especially an academlctopic or
social problem before an audience.
PN U LET Review er
. . Professional E d u catio n
C. Determining Learning Activities' *
. 1 Are activities engaged in by the learner for the purpose pf acquiring cer­
tain skills, concepts, or knowledge with or without teacher's guidance. It
provides opportunities for students to model ways of thinking and learning,
practice skills and processes, extend knowledge, learn from a wide range
of sources (including othsr students), gain feedback on progress, engage
deeply in the subject matter, and participate actively in the learning process.
1) Principles in Selecting Learning Activities
a) Learners must profit from the experience.
b) Learning activities must provide for the attainment of a set
of objectives.
c) Learning activities must be authentic and contextualized to
meet the needs and interests of the learners.
d) Learning activities must challenge the learners to ask
. questions.
e) Learning activities must provide opportunities for content
mastery as well as broad and deep study.
2) Criteria in Selecting Leaning Activities
a) Appropriateness
b) Feasibility
c) Variety
d) Optimal value
D. Determining Instructional Materials
• Consist of educational resources used to improve students' knowledge,
abilities, and skills, to monitor their assimilation of information, and to con­
tribute to their overall development and upbringing.
1) Types of Instructional materials
„ a) Concreteobjects - Includes objects from nature
b) Representations of concrete objects and phenomena -
Includes three-dimensional materials (castings, globes, and
experimental models), two-dimensional materials (charts,
pictures, photographs, maps, diagrams, and drawings), and
Dr. Ma. Corazon B. Sigua and Prof. Celia M. llanan
 P rin cip les an d S tra teg ie s o f'T e a c lu n j1,
P ro fe ssio n a l Ed ucatio n

Components
audiovisual materials (motion pictures, film clips, filmstrips,
slide sequences, transparencies, records and tape record­ 1 Hunter Gagne Slavin , Good&Brophy
ings, and radio and television broadcasts). 1. Review 1. State learning 1. Review
c) Descriptions of such objects and phenomena - includes objectives.
scientific, scholarly, reference, and methodological teaching
2. Anticipatory 1. Gain attention 2. Review
aids, as well as textbooks, books of problems and exercises,
set prerequisites
books for recording scientific observations, laboratory
3. Objective 2. Inform ieamer
manuals, manuals for production training, and programmed
of objective
textbooks
3. Recall prior
2) Principles in the Selection and Utilization of Instructional Media
knowledge
a) Motivation
b) Individual differences 4.- Input 4. Present the 3. Present new 2. Development
c) Learning objectives , stimulus material
d) Organization of content . material
e) Preparation for learning 5. Modeling 5. Provide learn­ 4. Conduct 3. Assess
f) Participation ing guidance learning
g) Feedback probes
h) Reinforcement 6. Check for 6. Elicit perfor­
i) Practice understanding mance
j) Repetition 7. Guided prac­ 7. Provide
ty Application tice feedback
E. Determining Evaluation instrument 8. Independent 5. Provide 4. Seatwork
■ Any of the means by which one obtains information on the progress of the practice independent
learner and the effectiveness of instruction practice
8. Assess 6. Assess S. Accountability
performance performance
IV. LESSON PLAN • & provide .
feedback
■ A daily plan 9. Ensure reten; 7. Provide prac- 6.* Homework
' Setsforth the proposed program or instructional activities foreach day- tion & transfer #ce&review
■ Is the Instructor’s road map of what students need to leam and how it will * * 7. Special.
be done effective during the class time • reviews

Dr. Ma. Cohoon 8. Sigui and Prof?Celia M. Uanan

PNU L E T Reviewer 61

P rin cip les and Stra teg ies o f T eaching
V. CLASSROOM MANAGEMENT
• • * ••
Classroom management is an integral part of teaching and techniques of managing
students must be delivered skillfully by the teacher;The teacher's personality, philosophy
and teaching style will directly affect his or her managerial and disciplinary approach.
Following are approaches grounded m research and are applicable in the classroom.
They are distinct from each other yetshare common features. All are based on a mixture
of psychology, classroom experience and common sense. All blend elements of preven­
tion with techniques for intervention (Omstein, 1990).
A. Approaches to Classroom Management
1) Assertive Approach
» Based on Lee and Martens Canter's model of discipline in which
teachers insist on responsible behavior by their students
• Expects teachers to specify rules of behavior and consequences
for disobeying them and to communicate these rules and con­
sequences dearly
» Assumes that classroom management liberate students because
it allows them to develop their best traits, skills and abilities, and
provides them with psychological security in the classroom and
an effective learning environment
2) Business-AcademicApproach
• Developed by Evertson and Emmer, emphasizes the organization
and management of students as they engage In academic work
• Involves a high degree of'time on task* and'academic engaged
time* for students. The idea is that when students are working
on their tasks there is little opportunity for discipline problems
to arise.
3) Behavioral Modification Approach
■» Rooted in the classic work of James Watson and the more recent
work of B.F. Skinner
» It involves a variety of techniques’ and method ranging from simple
62 PNU L E T Reviewer
P ro fe ssio n a l E d ucatio n
fewards to slaborate reinforcement training.
Assumes that behavior Is shaped by the environment and pay
little attention to the causes of problems
4) Group Managerial Approach
m Based on Jacob Kounin's research
- » Emphasizes the importance of responding immediately to group
' students behavior that might be inappropriate or undesirable In
order to prevent problems rather than having to deal with them '
after they emerge
«* If the misbehavior is not noticed, is ignored, or is allowed tc
continue for too long, It may create a ‘ ripple effect*
5) Group Guidance Approach
» Based on the works of Fritz Redl
m Focuses on manipulating the surface behavior of the students
on a group basis
■» Discipline and olassroom control are produced through group
atmosphere and enhanced group support
6) Acceptance Approach
m Rooted in humanistic psychology
» Mahtains that every person has a prime need of acceptance
• Also based on the democratic model of teaching in which the
teacher provides leadership by establishing roles and conse­
quences but at the same time allows students to participate in
decisions and to make choices
7) Success Approach
•» Rooted In humanistic psychology and democratic model of
leaching
» . Deals with general psychological and social conditions. Teacher
should not excuse bad behavior on the part of the student They
need to change whatever negative classroom condition exists
and improve conditions that will lead to student success.
Or. Ma. Corazon R. S igua and Prof. Celia M. Ilanan
P ro fe ssio n a l E d u catio n P r in c ip le s a n d S tra te g ic s o f T e a c h in g

B. Management Routine PART II - ANALYZING TEST ITEMS

Routine is simply a set of procedure tor handling both daily occurrences and
minor interruptions of instructions
1) ADVANTAGES D irections: Read and analyze each item and select the correct option that answers
a) Students will have more opportunity to learn and achieve each question. Analyze the items using the first 5 items as your sample. Write only the
more. letter of your choice in your answer sheet.
b) Teachers can devote more time for quality instruction.
2) EXAMPLE . 1 . To ensure that the lesson will go on smoothly, Teacher A listed down the steps she
a) Checking of attendance will undertake together with those of her students'. This practice relates to
b) Distribution of Materials A. Teaching style C. Teaching strategy
c) Submission of test papers B. Teaching method D. Teaching technique
d) Coming in and going out of the classroom

I
e) Payment of fees
C. Management of Time
The quantity and quality of academic instructional and engaged time affect
student performance. Time in school can be divided into 4 categories relating to
academic work (Omstein 1990).
1) Mandated time - the number of days and hours in the school calen­
dar specified by the state and school laws.
2) Allocated time - the portion of time in school allocated to different
subjects and other activities in academic and non-academic areas
3) Academic Instructional time - the time the-teacher actually spends
in class giving instruction through various means In particular sub­
jects and skills
4) Academic-engaged time - the time the students spend in performing
academic work
Hie correct option is B because teaching method consists of steps which are logi- |
cally arranged aimed at achieving the specific aims of instruction. I
2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day.
However, the chemicals are insufficient. What method may then be used?
A. Project C. Lecture
B. Laboratory D. Demonstration
The correct option Is D because the insufficiency of chemicals to use dictates that
the teacher performs the experiment while the rest of the class observes.
3. Teacher C gives the class specific topicas assignment which they have to research
and pass the following day. However, the students could not find any information
about it. What method should Teacher C use to teach the assignment?
A. Project method C Lecture method
B. Discovery approach D. Demonstration method

_
The correct option is C because lecture method is effective when the lecturer or
teacher has the information or materials which students do not have.

4.. Pictures, models and the Hke arouse students' interest on the day's topic. In what
part of the lesson should the given materials be presented?
A. Initiating activities C. Evaluation activities
B. Culminating activities D. -Developmental activities .
Or. Ma. Corazon B. Sigua and Prof. C flia M. Il.in.-in PNU LET Reviewer M f K t
 ■P ro fessio n al Education
P r in c ip le ^ ln d S tr s ^
9.. Devices can make a lecture more understandable and meaningful. What is the
The correct option is A because instructional materials like picture Is used to most important thing a teacher should consider In the selection and utilization of
motivate the students. This takes place at the start of the lesson, i.e., during the • instructional materials?
Initiating activities. A. Objectives of the lesson
B. Availability of instructional materials .
• 5. In Bloom's taxonomy of educational objectives, the.domains are stated from lowest . C. Attractiveness of instructional materials
to highest level. Which of ttie following objectives belongs to the lowest level?' D. Degree of interest on the partof the students
A. To identify the characters in the story. 10. Teacher E asks student A to identify and analyze events, ideas or objects in order
B. To differentiate active from passive voice. to state their similarities and differences. In which part of the lesson does said
C. To give the available resources that could be recycled to useful things. activity take place?
D. To explain the procedure in changing improper fraction to mixed number. A. Preparation C. Application
The correct option is A because identifying the characters in the story requires B. Generalization D. Comparison & abstraction
simple recall of information from the text read; a characteristic of information in 11. Which part of the lesson is involved in the giving of situation or activities based on
the knowledge level which is the lowest level in Bloom's taxonomy. the concepts teamed?
A. Preparation C. Application
6. The class of IV - KaHkasan is tasked to analyze the present population of the dif­ B. Generalization D. Comparison & abstraction
ferent cities and municipalities of the National Capital Region for the last fiveyears. 12. Teacher F wants the class to find out the effect of heat on matter. Which method
How can they best present their analysis? will help him accomplish his objective?
A. By means of a tableC. By means of a graph ' A. Project method C. Problem method
B. By looking for a patternD. By guessing and checking Laboratory method 0. Expository method
7. There are several reasons why problem-solving is taught in Math. Which is the 13jn Math, Teacher Gpresents various examplesof plane figures to her class.Afterwards,
LEAST Important? she asks the students to give the defWtion of each. VVhat method did she use?
A. It is the main goal for the study of Math. A. Inductive C. Deductive
B. It provides the content in which concepts and skills are learned and applied. B. Laboratory D. Expository
C. It provides an opportunity to develop critical and analytical thinking. 14. Teaching Tinikilng to l-Mallksi becomes possible through the use of
0. It provides pupils an opportunity to relate Math with the real world. A. Inductive method C. Demonstration method
8. Teacher D teaches in a remote high school where newspapers are deRvered irreg­ B. Expository method D. Laboratory rneflwd
ularly. Knowing the importance of keeping the students aware of current affairs, 15. What is the implication of using a method that focuses on the vdiy rather than
what is probably the best way to keep the students updated? the how?
A. Gather back Issues of newspapers and let pupils compile them. A. There is best method.
B. Urge the pupils to listento stories circulating In the community. B. A typical one wiH be good for any subject.
C. Encourage the pupils to listen to daily broadcast from a transistor radio. C. These methods should be standardized for different subjects..
D. The teacher should try-all available means to get the newspaper delivered to D. Teaching methbds should favor inquiry and problem solving. ______
the school. '
Dr. Ma. Corazon B. Sigua andlProf. Celia M. flanan
64 [PNO L E T R eview er ‘
P ro fessio n al Education
16 . When using problem solving method, the teacher can
A. set up the problem
B. test the conclusion
C. propose ways of obtaining the needed data
D. help the learners define what is It to be solved
17. Which of the following characterizes a well-motivated lesson? ..
A. The class is quiet.
B. The children have something to do.
C. The teacher can leave the pupils to attend to some activities.
D. There are varied procedures and activities undertaken by the pupils.
1Steamers must be developed not only In the cognitive, psychomotor but also in the
affective aspect. Why is development of the latter also important? .
A. it helps them develop a sound value system.
J B. Their actions are dominated by their feelings.
C. It helps them develop an adequate knowledge of good actions.
0. Awareness of the consequences of their action is sharpened.
19. Which of the following attributes characterizes a learner who is yet to develop the
concept?
A.‘ The Ieamer can identify the attributes of the concept.
B. The Ieamer can summarize the ideas shared about the concept.
C. The Ieamer can distinguish examples from non-examples.
D. The Ieamer gets a failing grade in the test given after the concept has been
discussed.
20. The strategy of teaching which makes use of the old concept of “each-one-teach-
one' of the sixty's Is similar to
A. peerleaming C. partner teaming
B. independent teaming D. cooperative learning
21. Which part of the lesson does the learnerglvea synthesis of the things learned?
A. Motivation E&luation
B. Application D. Generalization
Dr. Mb. Corazoti B. Si»;u.i aiiii Prof. CeJia JVf»JUnah
P rin c ip le s am i S i r a r e lic s o f Teaching
22. Educational objectives are arranged from simple to complex. Why is this?
A. Each level is built upon and assumes acquisition of skills from the previous
level.
B. Objectives are broad and value-laden statements that lead to the philosophy
of education.
C. Be idealistic and ambitious to begin with grandiose scheme for using taxon­
omy in all levels.
D. These are guidelines to be taught and learned where teachers and students
evaluate learning.
23. Which of the following is NOT true?
A. Lesson plan should be in constant state of revision.
B.. A good daily lesson plan ensures a better discussion.
C. Students should never see a teacher using a lesson plan.
0. AHteachers regardless of their experience should have daily lesson plan.
■24. in Music, Teacher I wants to teach the class how to play the piano in the Key ol C.
Which of the following should be his objective?
A. To play the piano in the key of Cchords
B. To improve playing the piano in the key of C
C. To interpret property the chords of Key of C in the piano
0. To exhibit excellent playing of piano in the key of C
25. When using instructional material, what should the teacher primarily consider?
A. The material must be new and skillfully made.
B. It must be suited to the lesson objective.
C. The material must stimulate and maintain students' interest.
D. It must be updated aid relevant to Filipino setting. .
PNU LET Reviewer 65
 P ro fe s sio n a l E d u catio n
P rin cip le s an d S tra teg ies o f T each in g
T
6. Whichof the following reading’skill'belongs to a higher level?
PART III - ENHANCING TEST TAKING SKILLS A. drawing conclusion C. following directions
B. stating the main idea ' D. noting specific details
D irections: Enhance your test taking skills by answering the items below. Write only 7. Which of the following questions is classified as low level?
the letter of the best answer. • A. What is Science?
B. How is city differentiated from a province?
1. Student A wishes to write a lesson plan. Which question should s/he asks herself/ C. If given the chance to become a government official, what reform/s will you
himself first? advocate? Why?
A. What materials will I need? D. Who among the Filipino heroes and heroines do you like best? Explain.
B. How will I get things started? 8. Why does the teacher have to plan the day's activities?
C. What do I want to accomplish? A. This is expected by pupils.
D. What exercises will I give my students? B. This is required of a teacher.
2. Which of the following characterizes best an effective classroom manager? One C. The ability of the teacher is
who is friendly yet • ■ D. The accompfehment of the objectives Is dependent on the plan.
A rigid C. business-like 9. Which of the following should the teacher use to start the class discussion?
6. demanding D. buddy-buddy A. Narrow question C. Memory question
3. Which of the classroom activities below is effective? B. Convergent question 0. Divergent question-
10. What of the following characterizes best a well-managed class? When learners
_A_ The concept learned is applicable to daily life.
B. The technfyues and approaches used are varied. A. are controlled by the teacher
C. The variety of instructional materials used Is evident. B. blindly obey teachers'instructions
D. The laughter and er^oyment of students are contagious. C. pursue their task without inhibition
4. When is praise effective? When it D. are engaged in an activity that leads them to realize the set goal
11. Which of the following belongs to a Iower-order thinking skills?
A ;. describes students present accomplishments
A. Teaching for meaning
B. shows spontaneity, variety and other signs of credibility
B. Encouraging creativity
C. focuses students attention on their own task relevant behavior
0. provides information to students about their competence and the value of C. AsWng convergent questions
£ . Making the students aware of their mental processes
their accomplishments .
5. .Which of the following is a divergent questiqri? 12. When should Teacher Mundertake the task of setting up routine activities?
A. How is water purified? . A. Every homeroom period •
_B. On the very flrstday of school
B. What are the parts of a sentence?
C. What is the most populated country in Asia? C. -Every day at the start of the session
0. What is the formula in getting the weight of an object? D. As soon as the students have adjusted to their schedule •

PNU LET Reviewer Dr. Ma. Corazon B. Sigua andProf. Celia M. jflanan
 P ro fessio n al E d u catio n P rin cip le s an d Stra tegies o f T eaching

13. Which of the following marks a conducive environment? 20. Asking a series of questions to a student is a violatidh of which technique in ques­
. A.Excessivepraise C. Long assignments tioning?
B.Individual competition D. Cooperative learning k _ Wait time C. Redirection
• 14. Which of the following helps develop critical thinking? B. Prompting questions D. Probing questions
A. 'Asking low-level questions • • ■ 21. Which of the following should Teacher 0 practice more if he wants tp give his
B. Blind obedience to authority students the opportunity to think critically?
C. Asking convergent questions A. Provide questions witfi dues
D. Willingness to suspend judgment until sufficient evidence is presented J j, Give questions that require analysis
15. Teacher N wants to develop the comprehension skills of his pupils. How should his C. Give questions that deviate from the main topic
questioning proceed? D. AKow the children to ask questions during class discussion
I. literal II. Interpretation IH. Critical IV. Integration 22. Which guideline In asking questions must Teacher P use to develop reflective
thought and critical thinking among her learners?
A I, II, ill, IV C. I, II, IV, III.
. B. I. Ill, II, IV D. IV, III, 11,1 A. Probing C. Wait time
16. Which of the following counters the teacher's role as facilitator of learning? ET Prompting D. Redirection
A^ Does more talk than learners 23. Whfch of the following practices Is an effective way to start a lesson?
IT Does less talk compared to learners ' A. Checking the attendance
C. Makes use of interactive teaching strategies B. Scolding someone who was iate
0. Caters to multiple intelligences in the classroom C. Evaluating the work done the previous day
17. Which of the following practices violates the guidelines in asking questions? D. Reminding the pupils of standards of listening
A. Avoid cognitive memory questions 24. Which of the following routines is the best way to start a class?
B. Call on pupils before asking the questions A. Ringing the be!
C. Use probing questions to follow up incomplete answers . B. Greeting each other
D. Sequence questions so that higher level questions build on the answers to C. Making the children line up
tower level questions D. Asking the children to clean the room
18. Which of the following shows cooperation? 25. What Is the most effective way to distribute papers/materials in class?
A. Doing all the work alone A. Give pupils papers one by one.
0. Let pupils come to the teacher one by one.
B. Letting others copy from you -
C. Collaborating with others the group C. Ask a leader pupil todistribute the papers.
0. Allowing others to dominate in the decision-making . D. Instruct pupils to “Get one and pass'.
19. Which of the following violates good discipline?
A. Practice C. Modeling
• B. Attention . D. Punishment

Dr. Ma. Cora/.on B. Sigua and Prof". Celia M. Hanan

PNU L E T Reviewer W ffi
C u rricu lu m D evelo p m en t P ro fessio n al E d u catio n

PART I - CONTENT UPDATE

C urriculum : C oncepts, Nature and Purposes

Curriculum 1. FUNDAMENTAL CONCEPTS IN CURRICULUM

•
.
Curriculum as a cumulative tradition of organized knowledge
■ Curriculum as an experience .'
• Curriculum as an instructional plan
• Curriculum as an instructional outcome

. Prepared by:
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
Competencies:
1. Apply approaches to
curriculum development
2. Align curriculum
components to instruction
and assessment
3. Distinguish the roles of
stakeholders in the delivery
of the curriculum
Levels of Curriculum
• societal level of curriculum - the farthest from the learners since this is
where the public stakeholders (politicians, special interest groups, admin­
istrators, professional specialists) participate in Identifying the goals, the
topics to be studied, time to be spent in teaching/learning, and materials
to aid instruction:
• institutional level of curriculum - refers to the curriculum derived from the
societal level, with modification by local educators or lay people; often or­
ganized according to subjects and includes topics ami themes to be stud­
ied; may also include standards, philosophies, lesson plans, and teaching
guides.
• instructional level of curriculum - refers to how teachers use the curriculum
developed in the societal level and modified in the institutional level, or what
authorities have determined; involves the teachers' Instructional strategies,
styles and materials used.
• experiential level of curriculum - the curriculum perceived and experiencari
byeachstudentandmay, therefore, vary among learners because of Indi­
vidual differences. * •
■ Includes both curriculum processes (procedures in creating, using and
evaluating the curricula) and curriculum product or projects, resulting from
curriculum development processes; includes curriculum guides, courses

68 P.NU LET Reviewer Or. Ma. Corazon B. Sigua and Prof. Bert J. Tujft
 Pro fessio n al E d u catio n
C u rricu lu m D evelopm ent

of"Study; syllabi, resource uriits and other document that deal with content
. • educators have been trained in cognitive approaches aril they have better
' of schooling.
• understanding of them
Phenomenology and Curriculum .
II. FOUNDATIONS OF CURRICULUM ■ phenomenologists view the indMdual in relation to the field of which he or
sheoperates .
A. Psychological Foundation • different things to different people .
Psychology is a unifying element of the learning process. It forms the basis for • phenomenologists attempt to rescue learning theory from the narrow.and
the methods, materials and activities for learning and subsequently serves as rigid behaviorists and from overstress on cognitive processes
basis for many curriculum decisions. • the raw data of personal experiences are vital to understanding learning

B. Philosophical Foundation
Philosophy is an important foundations of curriculum because philosophy advo­
cated or reflected by a particular school and its officials influences its goals or
aims and content as well as the organization of its curricutum.

1. Edward Thorndike 1. Jean Piaget 1. Abraham Maslow

2. Ivan Pavlov 2. John Dewey 2. Carl Rogers
3. Burrhus Frederic 3. Jerome Bruner 3. Louis Raths
Skinner

Behaviorism and Curriculum

• curriculum should be organized so students experience success in mastering
the subject matter Traditional Progressive
■ highly prescriptive and diagnostic in approach Focus 1 - Intellectual Development
• rely on step-by-step procedure, structured methods of learning - certain subjects train the mind
' • for students who have difficulty learning, curriculum and instruction can - liberal arts and science build intel­ development
be broken down into small units with appropriate sequencing of taste aid lectual power - liberal arts, sciences and practical
reinforcement of desired behavior - ready made experiences by written arts develop the whole individual
Cognition and Curriculum and spoken words - acting, acquiring meaning and
• the cognitive approach constitutes a logical method for organizing and in- • - education conceived as instruction problem-solving .
terpreting learning ' - education conceive as creative
• the approach is rooted in the’tradition of subject matter . self-learning
* • %
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
PNU LET RevleVver 69
C u rricu lu m D ev e lo p m e n t
P ro fe ssio n a l E d u catio n

Focus 2 - Functioning Citizen • emphasis on how to think rather than what to think
- intellectual development makes for - development of godd morals and
• emphasis on development of insights, understanding and
good citizenship useful skills
skills acquired in creative, reflective, critical thinking
- knowledge and discipline prepare . - direct experience in democratic living
Pragmatism • child-centered
• utilitarian, subject matter taught naturally
Focus 3 - learners as Individuals In our society • subject matter for stimulating exploration and practical
- follow traditional modes of learning - develop own learning modes within action
with prepared curriculum a flexible curriculum • main concern is to free the child to do his own thing
- homogenous grouping and special - segregation of learner as undemo­ • frees learners to choose what to learn and believe
grouping cratic Existentialism
• no course guides and content outlines
- educated rigorously to accept roles - educated to non conformity, indi­ ■ learners sets own identities and standards
in society viduality, creativeness • fixed, because the ‘ends' of education are absolute and
Focus 4 - Learners as actual/potential workers universal
- vocational education follows liberal - vocational and liberal education • liberal arts and science drawn from human wisdom and
arts hand h hand Perennialism classical sources
Focus 5 - Characteristics of curriculum • taught subject in customary, separate form rather than
- fixed, absolute - relative combined
- subject matter as important and - subject as important for immediate • eliminate “extras" and "frills* (music)
taught fa future use use ■ essential skis (3Rs) (English, Science, History, Math &
Essentiallsm Foreign Language)
• educate the competent person
■ based on students Interest
Philosophy Curriculum
Progressivism ■ involves the application of human problems & affairs
• upholds goodness and (ruths • Interdisciplinary subiect matter, activities and projects
Idealism
• religious and values oriented * put curriculum as a means In remaking society and rebuild­
• concerned with world of ideas and things fixed within ing culture
established subject matter Reconstructionism ■ curriculum should be a catalyst of change
Realism • theory and principles before application • aims to lead pupils to rational discussions and contract
• includes only the essential analysis of Issues .
■ emphasized reality of things

70 PMU LET Reviewer

Dr. Ma. Corazon B'. Sigua and Prof. Bert J. Tugi
 P ro fe s sio n a l E d u catio n C u rricu lu m D evelo pm en t

C. Socio-Cultural • Differences in Educationduring the Various Historical Eras

Curriculum discussion should consider the social setting especially the re­
lationship between the schools and society and its influence on curriculum I Period Goal Focus Method Course o f General
decisions. Social astuteness is essential for curriculum planners and de­ Study Characteristics
velopers today. Curriculum decision takes place in a complex social setting Pre-His- Integration Customs Oral Immer­ None. Not formal; community-
through demands that are imposed by society and that filter down to schools panic of individuals and tradi­ sion based; noeducational
Era Mo the tribe tions svstem
Spanish Spread of Religion Catechetical Not Nograde level; church-
Influence of Society and Culture based; no educational
Era Christianity instruction; prescribed;
a. inhibit change through traditions use of flexible; not system
b. rate and direction of change corporal centralized
c. correspond to societal changes punishment
d. apply pressure through societal demands rote memori­
zation
Ameri­ Spread of Academic Democratic; Prescribed; Formal; structured; exis­
Societal Changes tence of aneducational
can Era democracy English Englishas uniform;
a. science and technology Language mediumof centralized system
b. Improved communication ' and Litera­ Instruction
c. change family roles i ture
d. population explosions Japa­ Spread of the Principles Rote memo­ Preserved; Propaganda tool;
a social mobility nese Era tew Asian of the New rization; use uniform; repressive!? anti-Ameri­
f. value crisis Ordeir Order of threat and centralized can and anti-British; mi-
punishment tary-backed existence of
g. subject matter related ta events
aneducational system
h. facilities/materials product of technology
j. active participation of stakeholders Adapted bom Curriculum Development. Philippine Setting, A. Bago 2001 p79
j. accountability

D. Historical Foundations III. TYPES AND PATTERNS OF CURRICULUM

The historical foundation of curriculum reflects the educational focus preva­
lent during a particular period or event in Philippine history. This focus could
be made basis or model for curriculum development of recent years
A. Sublect-Centered Curriculum
The subject centered curriculum designs are the most popular and widely
used curriculum designs. Knowledge and content are integral parts of the
curriculum. Teacher has full control of tfie curriculum.

Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga PNU LET Reviewer 71
C u rric u lu m D e v e lo p m e n t
1. Separate Subject Design . Limitations
Strengths
- the oldest and best known curriculum design-
- based on the concept of knowledge
- is organized by tbe disciplines on scholarly fields of specialized Inquiry
- emphasis on verbal activity, the teacher having the active role
- easy to deliver because complementary materials are readily available
- corresponds to textbook treatment and how teachers are trained as sub­
ject specialists
Limitations
- Isolates and compartmentalizes knowledge
- overemphasis on subject matter resulted in a curriculum that is too tech­
nical and toe specialized
- Inappropriate for a large number of students
- stresses content and neglect students reeds, interests and experiences
- teachers tends to foster passivity for learning among the students
2. Correlated Design
Strengths
- an attempt to eliminate the isolation and compartmentalization of sub­
jects without radically overhauling the subject design curriculum
- disciplines linked while keeping identities of each
Limitations
- will require the teachers to plan their lessons cooperatively
- most class schedules do not allow sufficient block of time for students to
meaningfully study correlated subjects,
3. Broadfield Design /
Strengths t address those community and societal needs that are cpentjy unmet The
• serves a response to society's demand for integration of knowledge a itf
more comprehensive models of knowledge
- dissolves the boundaries in ways that make the information meaningful
for the students
- knowledge will no longer be fragmented or linear but multidisciplinary
and multidimensional
72 PNU LET Reviewer
P ro fe s sio n a l E d u catio n
- the issue of breadth versus depth
4. Process Design
Strengths
- the numerous curricula for teaching critical thinking exemplify this pro­
cedural design
- learning how to learn design
B. Learner-Centered Design
The students are the center or focus of the program. These designs are found
more frequently at the elementary school level where teachers tend to stress
. the development of the whole child.
1. Child-CenteredDesign
- students are actively involved in their environment
- ‘custom made’ on students lives, needs and interests
- children would attain self-realization through social participation
- emphasis on the child displaced the emphasis on subject-matter
2. Experienced-Centered Design
- curriculum cannot be pre-planned, that everything had to be done “on
the spot’
- heavy emphasis on learners interests and felt needs
- curriculum would be ever changing in addressing the needs of students
C. Problem-Centered Designs
Problem centered designs are organized to reinforce cultural traditions and also
major concern Is with genuine life problems, and the need to adjust or-cater to
the concerns and situation of learners
1. Life Situation Design .
Strengths • '
- focus on the^roblem solving procedures-for learning
Dr. M a. Corazon B . Sigua and Prof. B ert J . Tuga
 P ro fe ssio n a l E d u catio n C u rric u lu m D evelopm ent

content is organized in ways to allow students to clearly view problem
areas
- utilizes past and current experiences of learners as a means of making
' them analyze the basic areas of living
- lining of subject matter to real situations increased the relevance of the
curriculum
Limitations
- ability to determine the scope and sequence of the essential areas of
living
- tends to indoctrinate youth into the existing condition
- many teachers are not comfortable with it because it departs from cur­
ricular tradition maintained by colleges and universities
2. Core Design
- sometimes called “social function"
- aims at creating a universal sense of inquiry, discuss and understanding
among learners of different background
- centers on general education and is based on problems arising out of
common human activities
- variations of core design
a) subject matter core would be classified as subject centered design
b) areas of living core rooted in the progressive education tradition
- it unifies content, present subject matter relevant to the learners and
encourages active processing of information
A. Technical-Scientific Approach
It reflects the traditional view on-education and formal methods of schooling.
The technical-scientific approach views curriculum development as something
similar to engineering and architecture which use instruments.and empirical
methods in preparing blueprints.
1. Behavioral-Rational Approach
- oldest and still the most preferred aooroach
- it is a means -end approach which is logical and prescriptive
Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler's
Rationale.
Four Fundamental Principles
1. What educational purpose should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these .
purposes? •
3. How can these education experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
Flowchart of Taba's (1962) Seven Stages
of Curriculum D evelopm ent

C urriculum Approaches Organization

of content
Several curriculum approaches reflect the developers’ view of reality, phi-
losdphy, history, psychology, social issues and the domain of knowledge among others. .
An approach expresses a viewpoint about the development and design of curriculums. . Determination Organization A Selection
It can be viewed from a technical and non technical or scientific and non-scientific per­
spective Pago, 2001). •
CURRICULUM 4 " of what and
how to evaluate
4 -
of learning
experiences
4r of'learning
experience*

Dr. Ma. Corazun B. Sigua ind Prof. Bert J. Tuga

PNU L F t
i
ms
Curri'culuai D ev elo p m e n t
2: Systems - Managerial Approach
- considers the interconnected elements of inputs/throughputs (process)
and output that comprise the educational system
- emphasizes th§ managerial/ leadership and supervisory aspects Of cur­
riculum especially in the implementation and organization process
- a cyclic process ;
3. Intellectual-Academic Approach
- emphasizes the importance of theories and principles in curriculum plan­
ning , - , *
- Because of the cognitive demands of the approach, it overwhelms many
beginning students who usually lack sufficient philosophical and theoret­
ical insights on the subject.
A. Mon- Technical/ Non - Scientific Approach
1. Humanistic -Aesthetic Approach ■
- promotes the liberation of learners from authoritarian teachers
- encourages group learning activities which promote cooperation rather
than Individual competition
- emphasis on how to team, not on what to learn
2. Reconceptuallst Approach
- reflects the existentialist orientation
- purpose of education Is to emancipate society from traditional, outmoded
orders through Individual free choice
- emphasize learning experiences that develop.personal self-expression
.3. RepOnstructfonisnr .
- considers the school as an agent of change, an institution of social re­
form
- emphasizes cultural pluralism, internationalism and pluralism which are
beyond individual concerns,
P ro fessio n al E d u catio n
IV. ROLE OF STAKEHOLDERS IN CURRICULUM DEVELOPMENT
• Include individuals or groups who directly or indirectly influence and make important
contributions to the curriculum
• May be categorized as communitv-frasfld twhose influence on the curriculum is at
societal or institutional Idvels) or school-based (whose contributions to the curricu­
lum are either oh ttie institutional level; Ihistnx^cmal level, or experiential level)
A School-based
> Learners
- the stakeholders of the curriculum, whose needs and abilities are the
basis of curriculum content solution and whose achievement level mea­
sures the effectiveness of the curriculum
> Teachers
- establish direction and Implementation of a particular program
- select content to be given emphasis
- assist/ contribute in the preparation of the scope and sequence of the
program
- attend to the pedagogical concerns such that they modify the curriculum
to suit the needs of the teamens help in evaluating the effectiveness of
the curriculum
> School administrators
- supervise curriculum implementations.
- select, recruit and hire qualified teachers
- admltstudents
- take charge jp the procurement of school equipment and instructional
materials needed for the effective delivery of instruction
a Communltv-based
> Parents
.
- support and participate in parent-school organizations where prjprities
for the cunicuiunf are set
> Publishers . ,
■ - 'provide/ develop instructional materials based on the prescribedcurriculum
Dr. M a. C orazon B. Sigua and Prof. Bert J. Tuga
P ro fessio n al E d ucatio n C u rric u lu m D evelo pm ent

> Law makers/government officials e) fend of Knowledge - huingn knowledge that has been jfcrafnul#
- authorize school budget ^ • 6 Jd and organfced tor universal useand should be taken Into aefcouot
- enact legislation to effect curriculum change or improvement in shaping the goals.
- issue guidelines in designing and implementing curriculum Levels of Goals
> Community-at-large a) Institutional Goals
- often dictates the purpose, goals and content of school curricula b) School Level or Department Goals
-.recommend directions and Ranges in the curriculum c) Program or Curricular Goals
d) Classroom or Institutional Level
V. CURRICULUM PROCESS
B. CurrtcuiumOeslgnlng (Curriculum Organization)
A. Curriculum Planning C^rffeuliiw desfgn is concerned with the nature and arrangement of the %
b^fcBm ciilar parts. (Also called components or elements).
1. Determinants for Curriculum Planning
the consumer of education
ty to progress economically must progress The Components of Design

c) ^Krtov^edgij - set up an environment which will challenge all stu-

Bwts to master knowledge
2. Needs Assessment
m ib ^ s m ie n t Is completed to Identify the strengths and weaknessesof
tfid s tln g cunlculumsttuatlons and tcfcprovlde dfrections fortheirlrryrove-
^ l | ^ l t is a ^steniatic exploration of the way thfrigTarelind the way they

3. Jprmutertlnfl Sods
Go^s are Statement^ of endpoints or outcomes of educatfon - statement of
purposes. By analyzing school goals, we can determine the scopeoffts entire

Adapted from Exploring the Curriculum

H.H. Wes 1942p2

defined as desirable by a given •

shape tbe goals of educatfon in that society

Dr. Ma. Corazon B . Sigua anil Prof. Bert J. Tuga PNU L E T Reviewer m

C u rricu lu m D evelo pm ent
1. Sources of Design '•
a) Science - The scientific method provides meaninglor the curricu­
lum design.
b) Society-School should draw its ideas for the curriculum from the
analysiyof the social situation.
c) Eternal and Divine Sources - Designers should simply draw on the
pad for guidance as to what Is appropriate content
d) Knowledge-’What knowledge Is of most worth?"
ej Learner - Curriculum should be derived from what we know about
the learners, how he a she teams, forms attitudes, generates inter­
ests and develops values
2. Dimensions of Curriculum Designs (BASICS)
Basics - equitable distribution of content, time, experiences and
other elements of design
Articulation - interrelatedness of various aspects of the curriculum
(vertical and horizontal)
Scope - the breaths and depths of the curriculum
Integrations - refers to the linking of all types of knowledge and
experiences contained within the curriculum plan
Continuity - vertical repetition and recurring of the content
Sequence- provide continuous and cumulative teaming
Principles for Sequence
a) simple to complex
b) prerequisite learning ' content, maturation, mental age, experiential background
cj whole to part • 5. Time Allotment
d) chronological
3. Selection of the Curricular Elements .
1) Selection of Objectives
- should describe behavior
- stated analytically and specifically
[PNU L E T Reviewer
P ro fessio n al E d u c atio n
- developmental rather than terminal •
- SMART
- considers the 3 objective domains
2) Selection of Content
- -criteria for selecting content^
a ). V alidity-if It is authentic
b) Significance/ relevance - consistent with social realities,
e) Balance of breadths and depths - coverage
d) Leamability - adjustable to learner's a S ility 'T v ^ T
e) Appropriateness-parallel with ieamer needs and interest
f) Utility-useful on the performance of life activities
3) Selection of Learning Experiences
- criteria for selecting experiences
a) Appropriateness - should be appropriate and suitable
to the content, activities and level of development of the
learners
b) Variety - should include minds on, hands on, and authentic
learning experiences
c) Optimal value- should encourage the learners to continue
teaming on their own
d) Feasibility- in terms of human, physical and financial
resources
4. Grade Placement
- Involves allocation of content to definite grade capable of learning
- Considers such factors as: child's ability, difficulty of item, Importance of
•
- Refets to specification of definitetime for subject/course; amount of time
given to a subject
- Considers such factors as: importance of subject; child’s ability; grade
level average number of days/hours
Dr. M a. Corazcm B . Sigua and Prof. B ert J . Tuga
 C u rric u lu m D e v elo p m e n t
P ro fe s sio n a l E d u catio n

C. Curriculum Implementation '
Implementation is an interaction between those who have created the pro;
gramme and those who are charged to deliver it. According to Ornstein and
Hunkins (1998), implementation:
■ requires educators to shift from the current programme which they are
familiar with to the new or modified programme.
• Involves changes in the knowledge, actions and attitudes of people
• can be seen as a process of professional development and growth involv­
ing ongoing Interactions, feedback and assistance.
• is a process of clarification whereby Individuals and groups come to un­
derstand and practice a change in attitudes and behaviors; often involving
using new resources.
• involves change which requires effortand will produce a certain amount of
anxiety m i to minimize these, it is useful to organize implementation into
manageable events and.to set achievable goals.
• requires a supportive atmosphere in which there is trust and open commu­
nication between administrators, teachers educators, and where risk-taking
E. Curriculum Improvement
Is encouraged.
D. Curriculum Evaluation
• The process of delineating, obtaining and providing useful Information for
judging decision alternatives
• involves value judgment about the curriculum
• 'Did we do what we wanted to do?'
Types of Evaluation
1. According to approach .
Humanistic vs Scientific
2.* According to scope
Evaluation of-Learning vs Program Evaluation
3. According to tWng • 3) Arrange for variety of activities
Formattve vs Summative
Why Evaluate •
1) Meet demands that current educational reforms have made
2) Provide directions, security, and feedbacks to all concerned
3) Determine appropriate and available resources, activities, content,
method or whether curriculum has coherence, balance, articula­
tion, scope, integration, continuity and sequence in order to meet
curriculum goals/ objectives
What areas in curriculum are qualified for evaluation?
1} mission statement (philosophy)
2) sequence (order)
3) continuity (without disruptions)
4) scope (depth/ variety of content)
5) articulation (how parts fit)
6) balance (quantitative and qualitative aspects of content)
7) coherence (relationships among different components)
- Enriching, modifying certain aspects without changing fundamental con­
ceptions/elements/ structure
Levels of Operations for Improvement
1) Substitution - substituting a new book for the current series
2) Alternation - adding to instructional time
3) Variations-transferring a successful program
4) Restructuring-organizing teams for teacher and specialists
5) Value orientation change - shifting from routine instruction to com­
puter assisted instruction
Actions that Facilitate Curriculum Improvement
1) ‘ Change climate and woridng condition to encourage improvement
2) Maintain appropriate tempo - '
*
4) Bulk! evaluation procedure

Or. M a. Coraxon B . Sigut ind Prof. Bert J . Tuga PNU L E T Reviewer 77

 C u rricu lu m .D ev elo p m en t P r o fe s sio n a l E d u catio n

F. Curriculum Change- ALIGNM ENT TR IA N G LE

- Refers to the basic alteration in the structure and design of learning ex­
periences based on conceptions which may be at the school, district or
national le\fei
- To make different by shifting to new goals and means
Principles that Guide Change Process
1) People improve when they detect the desire of the stimulator to im­
prove himself.
2) Direction of improvement should be determined cooperatively.
3) People must identify and examine each others centrally held values.
4) People Improve through experience.
5) Divide time between contact individual and with group.
6) People's resistance to efforts of others constitutes major individual
differences.
7) Create a dimats of freedom.
8) Keep channels of communication open.
9) Use power with great care.
10) Operate on a limited number of fronts at a given time. Curricuhimlilangle
Tasted Curriculum - provides valuable feedback about each student’s under-
VII. CURRICULUM ALIGNMENT

Curriculum Alignment - alignment between curriculum and one or more of
the following elements, state standards, standardized test/state test, curriculum
embedded tests, student's assignments, lesson plans, textbooks and instruction
• Vertical Alignment - planning curriculum across the grade levels from
kindergarten through high school, building upon insbuction based upon
standards
• Horizontal Alignment - alignment of the curriculum being taught by
teachers in common grade level
Written Curriculum - specifies what Is to be taught ?nd is produced by the
state, the school system, the school and the classroom teacher
Taught Curriculum - what the teacher actually teach in tffe classroom .
Benefits of Curriculum Alignment
1) Improves students test scores by making sure the Information a
teacher teaches in her classroom lines up with the Information cov­
ered on standardized test
2) Teachers can coflaborate together more effectively of they all have the '
same basic goal for their classrooms.
3) Helps a school or Individual teacher prove the students are learning
material that lines up with state standards.
4) Students can travel from school to school and still have the same
basic instruction. •
5) Ensures an increased In the students academic performance.

78 PttU L E T Reviewer Or. Ma. Corazon B . Sigua and Prof. B ert J . Tuga.
 P r o fe s s io n a l E d u c a t io n
PART II - ANALYZING TEST ITEMS
' D ire ction s: Read and analyze each item and select the correct option that answers
each question. Analyze the items using the first 5 Items as your sample. Write only the
letter of your choice in your answer sheet.
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 through­
out 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 learn­
ers will really help address the specific needs of children.
Options B and C are INCORRECT. Self-directed, independent study and self-mo­
tivation and evaluation highlight the ability of children to construct and direct, their
pwn learning. These enable them to develop their potentials to the fullest.
2. Teacher Lily would like to take part in developing a subject-centered curriculum
•because she believes that all subjects in this type of curricuiuifi are geared towards
the holistic development of the learner, is her belief about the subject-centered
curriculum true?
- - ■-- t ; --------------------------in -------------IT 1 — - ..........I- ■
Dr. Ma.*Cora7X>n B . Sigua and Prof. Bert J.T u g a
C u r r ic u lu m D e v e lo p m e n t
A. Yes, because the subject-centered curriculum focuses on the learners needs,
interests, and abilities. •
8 . No, because itjs the experience-centered curriculum that 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 and not the subject-centered
curriculum that emphasizes integration of habits and skills in teaming the
knowledge component of a subject areas.
Analysis:
Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric­
ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men­
tal and moral development of learners. This is possible under an experience-cen-
tered curriculum.
Option B is INCORRECT. While it agrees to the premise that Teacher Lily's con­
ception about the subject-centered curriculum is not true, this option could not be
accepted because It presents conflicting information. It is' subject-centered curric­
ulum, not experience-centered cunriculum, which emphasizes the teaching of bets
end knowledge.
Option A and C are INCORRECT. The consideration of learners' needs, interests,
and abilities including cooperative practices in the classroom are seme of the im­
portant traits of experience-centered curriculum.
3. In the elementary level, English literature and Social studies relate well. While his­
tory 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 C.
B. Correlation design -D.
Analysis:
Option C is CORRECT. Subjects are related to one another but individual subject,
maintains its identity. In the question above, English literature and-social studies cor-
■ *- -------------- *-------------- -------
*• P W L E T Reviewer 79
 C u r ric u lu m D e v e lo p m e n t P r o fe s s io n a l E d u c a tio n

| relate well. The literary pieces being studied in English literature reflect the culture, Analysis; .
social activities even the problems and issues in each historical period. Option B Is CORRECT. Broadfield design was made to prevent the compartmen-
Options A and B are INCORRECT. Both separate subject design and discipline talization of subjects and integrate the contents that are related to each other. Thus
design are compartmentalized. They stress so much on cluster of topic, content and geography, civics and culture, and history are fused into one subject-called social
academic disciplines. . studies. Eventually, the identity of each subject is lost. Broad field draws around
Option D is INCORRECT. Like correlation design, .broadfiejd design was made to themes and integration.
prevent compartmentalization of subjects. However, unite correlation design, broad Option A is INCORRECT. Correlated design relates the content of two subjects in
field considers wider integration of subjects that are fused into one subject. Thus, order to reduce fragmentation. However, the identity of each subject is maintained.
| the identity of each subject combined is lost. This is not the case in the question above.
Option C is INCORRECT. Separate subjects design is highly compartmentalized
4. This phase of curriculum development involves decisions, among other things, on and fragmented.
grade placement and sequencing of content. Which phase is this? Option D is INCORRECT. Core design revolves around general education and the
A. Curriculum planning C. Curriculum organization problems are based on common human activities.
B. Curriculum evaluation 0. Curriculum implementation
Analysis:
6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identi­
fying related concepts in Math. Whatpattern of organizing subjects did Ms. Ortiz
Option C Is CORRECT. Decisions on sequencing of content and grade placement
consider?
are done on the level of curriculum organization/design. In this level, the curriculum
developer determines the scope and sequence of content in each subject based on A. Broadfield C. Cere
the design of the curriculum. B. Correlated D. Separate Subject
Option A, C and D are INCORRECT. Planning involves, among others, diagnosis of 7. Which design is easy to deliver because complementary books and materials are
needs and social demands which will make up the goals/objectives of the curric­ commercially available?
ulum. This is done at the Initial phase of curriculum development process. Imple­ A. Experience centered design C. Process design
mentation is more concern on the actual delivery of the curriculum in the schools/ B. Problem design D. Subject centered design
classrooms. This process is conducted after the content, grade placement, etc. had 8. What refers to the matching between the curriculum and the test to be used to
been finalized. Evaluation is the terminal part of the curriculum development process assess the learners?
where the'efficiency, effectiveness, aria impact of the'curriculum are measured. -A. Alignment . C. Articulation
B. Auditing D. Delivery
5. One example of this design of subject-centered curriculum is that which shows 9. Ms. Mateo, a History teacher considers the element of time in arranging the con-,
social studies being combined with geography, civics and culture, and history to tent of her lessons in World History. What way of establishing sequence is given
■ comprise one subject area. Which design is this? ■ emphasis by Ms. Mateo? . .
A. Correlated C. Separate Subject A. Simple to complex C. Concrete to abstract
•B. Broadfletds ' D. Core B. Part to whole 0. Chronological .

K l f PNU L E T Review er Dr. Ma. Cmnz.un B. Sigua and Prof. B ert j . Tuga
P ro fe ssio n a l Education Curriculum Developmcni
v s a B S K s s s s a & a s te s s a s s jB s s s s s^ 8Ba* W Bga' - |IJ! ............ m .BaeagaggaaMaKBgBaggaagggate

10. Mr. Rivera, a new teacher believes that education is a process of development and 15. Teacher Dominguito believes that a new respect for the child is fundamental In cur-
is life Itself; therefore, experience related to the child’s need and interest should ' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl
be given primary consideration. What educational philosophy is being exhibited by of the child - the center of the educative process. To which approach in curriculum
Mr. Rivera? does Teacher Dominguito adhere?
A; Idealism C. ProgressMsm Learner-centered C. Problem-centered
B. Reconstructionism D. Realism Subject-centered D. Pragmatic
1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a 16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
member of the school board has one ofthe following primary roles. Which one Captain in the school to solicit inputs for a new curriculum in Social Science which
is this? . highlights indigenous knowledge In the community. What is shown in this situa­
A. Support and participate in parent-school organization activities. tion?
0 Authorize school expenditures for curriculum development, implementation A. Community members as supporters of curriculum
and evaluation. 0 } Community members as curriculum resources
a Enact legislations to effect curriculum improvement. C. Community members as managers of curriculum
W&Recommend changes In curriculum. 0. Community members as beneficiaries of curriculum
12*!me schools in the 1“ District plan to adopt the reading program used in the 3"* 17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu­
District What level of curriculum improvement is used? dents and not on the anticipated needs and interests. What type of curriculum does
A. Variation C. Substitution teacher Bert adheres?
B. Value orientation D. Restructuring A. Subject-centered C. Bqaerience-centered
13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the B. Learner-centered D? Culture-based
curriculum content, it is better that throughout the high school years, economic 18. What type of curriculum divides the school day into different periods such as lan­
geography concepts be used to recur and be repeated with depth for effective guage arts, social studies, science and health, arithmetic, etc.?
learning. What criterion in content selection is shown here? A. Correlated C. Integrated
A. Validity C. Significance • 8 . Broad fields D. Separate Suttfect
( f ) Continuity D. Leamabillty 19. Which curriculum design element is taking place when Eduardo, a 4* year student
14. ine Filipino learners envisioned by the Department of Education in the light of the can connect the lessons he learned in a subject area to a related content in an­
K-12 Curriculum Is other subject area?
A. Technologically literate or toQtsticaHy developed Filipino A. Artculation . C. Continuity ’
B J Functionallyliterate or logtsflcaHy developed Filipino B. Balance • D. Integration
.C. Scientifically Advanced and Values Oriented Filipino
‘ D. National Oriented and internationally Competitive Filipinos . •

Dr. Ma. Corazon B . Sigua and Prof. Bert J . Tuga PNU L E T Reviewer 81
 C u r r ic u lu m D e v e lo p m e n t P r o fe s s io n a l E d u c a t io n

20. The following curricular changes took place in what particular period? Restore PART III - ENHANCING TEST TAKING SKILLS
Grade VII, double'-single session was abolished and more textbooks were written
by Filipino authors.
A. American Period - C. Japanese Occupation D irections: Enhance your test taking skftls by answering the items below. Write only
B. Philippine Republic D. New Society the letter of the best answer.
21. This concept includes the sub-processes of curriculum planning, organization, im­
plementation and evaluation. Which concept is this? 1. What design element establishes the vertical linkage from level to level to avoid
A. Curriculumdevelopment C. Curriculum management glaring gaps and wasteful overlaps?
IS. Curriculum assessment D. Curriculum and instruction ^ Articulation C. Scope
22. If curriculum is the *means", what Is the "end'? • B. Balance D. Sequence
A. Strategies C. Technique 2. What refers to the authenticity of the content selected by the curriculum developer?
B. Instruction D. Approaches A. Feasibility C. Significance
23. The curriculum used during this period in Philippine history terminated the use of B. Leamability. 0. Validity
English as a medium of instruction. What period was this? 3. What do we cal the allocation of content to a definite grade capable of learning?
A. American C. Commonwealth A. Time allotment C. Grade level
B. Spanish D. Japanese B. Grade placement D. Maturity level
24. Which of the following statements about the concept of curriculum is NOT quite 4. 'Which pattern of experience centered curriculum centers around the normal
acceptable? activities of children and Is based on each child's needs, Interests and potentials?
A. It refers to all Ihe experiences that both the school and the teacher provide A. Child centered C. Social function
the students with. B. Activity 0. Specific competencies
B. It is the set of acquired knowledge, habits, and skills. 5. Which curriculum development phase focuses on the change which will take place
C. It consists of everything that goes within the school. in certain aspects of the curriculum without changing the fundamental conceptions?
DL It Is a planned action for instruction. A. Curriculumplanning C. Curriculum improvement
25. What process is being undertaken by curriculum developers when they enrich, or B. Curriculumdesign D. Curriculum evaluation
modify certain aspects of a particular program without changing Its fundamental 6. Which is not a component of curriculum designing?
conceptions? , A. Objective . C. Learning experiences
A. Curriculum improvementC. Curriculum, design B. Leamtng content D. Diagnosis of needs
B. Curriculum changeD. Curriculum implementation 7. Which type of curriculum design serves as a response to society's demand for in­
tegration of knowledge and enables the learner to see relationship among various
aspects? .
A. Broadfield C. Core
B. Correlated- . • .D. Separate subjects

82 IPNU L E T Reviewer Or. M a. Corazon B . Sigu a and Prof. B e n J . Tuga

 C t t r r ic u J a in D e v e lo p m e n t •
P r o f e s s i o n a l E d u c a tio n

. 13. To build a sense of pride among Filipino.youth, which should be done in the cur­
8. Who controls the subject centered curriculu'm? ‘ riculum?
A. Learner- C. Parent A. Re-study our history and stress on our achievements as a people.
B. Teacher D. eacher and parent B. Re-study our history from the perspective of our colonizer.
9. To provide for individual differences in the classroom, how is curriculum designed? C. Replace the study of folklore and mythswith technical subjects.
A. Minimum learning competencies are included D. Set aside the study of local tiistory.
B. Realistic and meaningful experiences are provided 14. What do you call the curriculum when the teacher puts into action all the different
C. Some degree of flexibility is provided planned activities in the classroom?
a Social skills are emphasized A. Recommended Curriculum Taught Curriculum
1 0. To ensure success in curriculum development, which of the following specific ac­ B. Written Curriculum D. Supported Curriculum
tions should a curriculum leader avoid?
15. Which statement about the subject-centered cuiriculum is NOT true?
A. Work with people not over them.
,J k. There is a high level of cooperative interaction.
B. Use your status frequently to establish discipline.
H . It covers much content in a short period of time.
~C. Keep channels of communication open.
C. The teacher has full control of the classroom activities.
D. Show that you too desire to improve.
D. The main task is mastery of learning.
11. Which of the following is a reason for the continuous appraisal of the existing
16. Schools divide the school hours to different subjects such as reading, grammar,
curriculum in all levels?
literature, math, science, history and geography. What curriculum design is
A. New national policies in government
referred here? ____
B. Changing needs and condition of society
A. Problem-Centered C. Subject-Centered
C. Economic status of the people
B. Learner-Centered 0. Culture-Based
D. Political trust of the country
12. Which of the following best defines curriculum development? 17. Which is NOT a description of the learner-centered curriculum?
A. Emphasis is on the total growth and development of the learners
A. Hie total mental phenomena directly received at any given time.
. B. The planning of learning opportunities intended to bring about certain desired B. Controlled and cooperatively directed by learners, teachers and parents
changes in pupils and the assessment erf the extent to which these changes C. Education is a means to develop socially creative individual
0: Emphasis upon facts and knowledge for future use
have taken place.
18. The K-12 curriculum is otherwise caSed as
C. A continuous cycle of activities in which all elements of curriculum are
A. 2002 Basic Education Curriculum
considered.
D. Education is aiding each child te be socially creative individuals. B. Revitalized Basic Education Curriculum
C. Enhanced Basic Education Curriculum
• 0. Extended Basic Education Curriculum

PNU L E T Reviewer 8 ;
Or. M a. Coraxon B . Sigua and Prof. B u t J.T u g a
 C u r ric u iu n i D e v e lo p m e n t P r o fe s s io n a l E d u c a t io n

19. What refers to an individual or group of individuals who have a direct and indirect 24. ‘Knowledge is true if it is workable." What philosophical foundation supports this
influence in curriculum development? ' • ' . statement? ’ ■
A. Stockholders C. Promoters A. idealism C. Pragmatism
B. Stakeholders D. ^corporators 6 . Realism . 0. Essendalism .
20. What' refers to the appropriateness of the content In the light of the particular 25. As a member of the curriculum committee; your chief concern is to give the child
students who are to experience the curriculum? freedom to choose what to leam and believe, as you allow them to set their own
A. Significance C. Interest identities and standards. What philosophy will you consider?
B. Validity Leamability A. Existentialism C. Idealsm
B. Realism D. Pragmatism
21. Which of the following statements is NOTacceptable?
A. Instruction is the actual engagement of learners in the planned learning
activities.
B. Curriculum determines what assessment should be done, and how to do it.
C. Instruction requires teachers to use a variety of action to accomplish a variety
. of functions.
j l Assessment establishes what is to be accomplished in teaching and learning.
22. Which characteristic of a good curriculum highSghts the psychological nature of
the learner?
A. Provisions are made for the smooth transition and continuing achievement
ofpupils.
B. Curriculum plans in areas which extend over several years are developed
vertically.
C. Classroom practices give attention to the maturity and learning problems of
each pupil.
0. Cooperative planning and teaching provide for exchange of information about
pupil's learning experiences.
23. Objectives must be evaluated in the light of practical considerations, including
teacher competence, availability of instructional materials, time allotment etc.
What characteristic of educational objective is defined by the aforementioned
statement?-
A. Comprehension C. Consistency- .
B. Attainability 0. feasibility'

84 PNU L E T Reviewer Dr. M a. C orazon B . Siguaand Prof..Bert J,.T u g a

P ro fessio n al E d u catio n D e v e lo p m e n t a l R e a d in g

. Theoretical Models in Reading

1. Bottom-up - depicts reading starting with the input of some graphic signals or
stimulus. The role of the reader is to get meaning romthe text based on the stim­
ulus or the words used. This is also called data-driven processing.

Dechant (1991), citing Gove (1983), claims that the adherents of the BOT-
TOM-UP MODEL of reading put forward the idea that:
a) it is imperative for readers to recognize every word in a selection so
that they can comprehend it;
P repared b y: b) word and sound-letter cues should be the primary tool that readers
Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez should use so that they can identify unrecognized words;
c) the mastery of a series of word-recognition sklls Is the primary
requirement for reading acquisition;
j Competencies: d) instruction should focus principally on the teaching of letters;
letter-sound relationships, and words;
e) accuracy in recognizing words is significant; and
i 1. Use activities that enhance 0 it is important for readers to have the knowledge of discrete sub-
; critical, creative, and
i metacognitive reading skills. 2. Top-down - oepicts reading beginning with tbe cognitrye processes occurring in
the reader's mind as he. or she. reads! The role of the reader is to give meaning
? 2. Analyze extrinsic and to the text based on the information already held within the reader?store of prior
| intrinsic factors that affect knowledge. This is also called concept-driven processing.

i ' reading performance Supporters of•theTOP-DOWN MODEL of reading, according to Decfiant (1991),
pot forward that:
a) even though readers do not recognize each word, they may be able
to comprehend a selection;

Prpf. Judy C . Bautista and Prof. M erry Ruth M . Gutierrez PNU LET Reviewer 85

D e v e lo p m e n ta l R e a d in g
A Reading teach er should be...
b) meaning and grammatical cues primarily.assist readers to identify
unrecognized words;
c) the mastery of a series of word-recognition skills takes a back seat
in comparison to the use of meaning activities;
d) . the reading of sentences, paragraphs, and whole selections should
be the principal focal point of instruction;
e) reading for meaning is the central objective of reading rather than
the mastery of letters, letter/sound relationships, and words; and
f) the iamount and kind of information obtained through reading is the
most important aspect of reading.
3. Interactive - depicts reading as the process of constructing meaning through
the dynamic interaction among the reader's existing knowledge, the information
suggested by the written language, and the context of the reading situation. . '
The third model of reading, which is the INTERACTIVE MODEL, neither accepts
nor rejects the pure and extreme betefs of the iwo earlier models. The advo­
cates of this model put forward the idea ttiat
a) readers process letters and words at the same time as they formu­
late hypotheses about the meaning of what is on the printed page
(Dechant, 1991); ^
b) meaning simultaneously comes from a combination of different
sources like logographic knowledge, graphemic knowledge, phono­
logical knowledge, orthographic knowledge, morphemic knowledge,
grapheme-phoneme correspondence, lexical knowledge, semantic
Knowledge, syntactic knowledge,'and schematic knowledge (De­
chant, 1991); and
c) Instruction should give a balanced emphasis to the teaching of
whole texts and phonics.
86 PNU L E T Review er
P r o fe s s io n a l E d u c a tio n
A. aware of one's thinking process
B. careful in examining one’s thinking process and the thinking process of
others
C. practicing one’s thinking abilities
When teachers do these, the learners are expected to benefit from them so that
they may also be developed to become critical, creative, and metacoanitive
readers.
The reading teacher should bear in mind that a CRITICAL reader:
> must carefully examine his/her thinking and the thinking of others, in order to
clarify and improve own understanding
> should examine and test suggested solutions to see whether they will wori<
> need to fest ideas'for flaws or defects and must not be inhibited by fear of
being aggressive and destructive, nor have fear of retaliation, and over-eval­
uation
> should engage in critical thinking activities such as thinking actively, carefully
exploring situations with questions, thinking for oneseif, viewing situations
firom different perspectives, and dtecussing ideas in organized ways
Critical thinkers are -
• Skeptical (Just because it's in print doesn't mean it is right)
■ Fact-oriented (Give me the facts and convince me that they are the relevant
ones)
■' Analytic (How has the worktjeen organized? What strategies has the writer
used?)
* Open-minded ( Be prepared to listen to different points of view; do not be
restricted by personal biases)
’ • Questioning (What other conclusions could be supported by the evidence?)
■ Creative (What are some entirely different ways of looking at the. problem
orissue?) * •
Prof. Ju d y C . Bautista and Prof. M erry Ruth M . Gutierrez
P r o fe s s io n a l E d u c a tio n D e v e lo p m e n t a l R e a d in g

• Willing to take a stand (Is the argument convincing? What is my position Dechant (1991) claims that a reading teacher has to have a comprehensive
on the issue?) view that •
• Show the ability to separate fact from opinion; recognize propaganda That includes the
Reading is
techniques, compare-different sources of information; recognize important .. .enabled by the factors and skills...
a... task of..-.
missing information; draw inferences that are not explicitly stated, and iden­ • letter recognition • in visual processes, eye-movement skills,
tify the author's background and purpose aid word recog­ visual perception, left-to-right progression,
SENSORY nition and kinesthetic perception.
The reading teachershould take into consideration that a CREATIVE reader: PROCESS • the association
> uses his/her cognitive processes to develop ideas that are unique, useful,. of 90und with the • of hearing and auditory perception
and worthy of further elaboration symbol...
> discovers a new or improved solution to a problem, or a set of new ideas • such as, one's world experience, concepts
> organizes ideas In different ways, and makes unusual comparisons and conceptual systems, culture, fund of
PERCEPTUAL- • the association
> is not inhibited by conformity, censorship, rigid education, and desire to find linguistic experience, topical knowledge, and
COGNITIVE of meaning with
an answer quickly vocabulary and word meaning; and
PROCESS printed symbols
• the within-text context, and the wHhinf-mind
The reading teacher should also remember that a METACOGNIT1VE reader - context
> is aware of one's mental processes such that one can monitor, regulate, and ■ in listening and speaking proficiency, and
• having the facility
directthem to a desired end ■ in understanding the phonological, syntactic,
In language
> has the ability to think about and control own learning . and semantic systems
> practices self-regulation and monitoring comprehension by answering the • the communica­ ■ such as, commonality of experience and
LANGUAGE-
tion of meaning similarity of personal schema;
following questions: COMMUNICA­ from writer to • familiarity with writer's mode of expression;
1) Are there any words I don't understand? TIVE PROCESS reader and the and
2) Is there any information that doesn't agree, with what I already know?
apprehension of • adequacy of cues in the text to assist the
3) Are there any ideas that do not fit together because I can't tell who or
the meaning by reader in matching personal schemata with
what is being talked about? the reader text schemata.
4) Are there any ideas that do not fit together because I can't tell how • the registration of • selective attention;
the ideas are related? the visual features • rehearsal;
• 5) Are there any ideas that don't fit together because I think the ideas MEMORY of the word irr • chunking;
are contradictory? • PROCESS the.sensory store • organization;
6) - Is there any information missing or not dearly explained? and In long-term •. semantic decoding; and
memory • retrieval

M ajor comprehension strategies

Prof. Judy C . Bamista'and Prof. Merry Ruth M . G utierrez PNU L E T Reviewer 87
 • D e v e lo p m e n ta l R e a d in g P ro fe ssio n a l E d u catio n

■"The preparational strategies • . > have poorly developed concept of causation . •

1 ) previewing > like the elements of rhyme; repetition, and. alliteration
2 ) -activating prior knowledge Stage 2.-Early Reading (Kindergarten and First Grade)
3), setting purpose and goals- > manipulate objects and ideas mentally
.4) predicting . ; . > can reason logically
•. The organizational strategies " > have difficulty compreliending underlying principles
1 ) comprehending the main idea ■ > have evolving grasp of the alphabetic principle
2 ) determining important details Stage Three. Growing Independence (Grades Two and Three)
3) organizing details > develop evolving fluency
4) sequencing > extensive reading of both fiction and nonfiction
5) following directions > become more appreciative of stories involving the lives of others
6) summarizing > judge their reading affectively and personally rather than by' using standards
• The elaboration strategies > may have difficulty explaining why they like a selection
1 ) making inferences Stage Four. Reading to Leam (Grades Four through Six)
2 ) imaging > wide application of word-attack and comprehension skills
3) generating questions > much greater emphasis is placed on grasping informational text
4) evaluating (critical reading) > vocabulary and conceptual load increase significantly
■ The metacognitive strategies > words in listening vocabulary increase
1 ) regulating Step 5. Abstract Reading (Grades Seven and Up)
2 ) checking > can construct multiple hypotheses
3) repairing > become more elaborate in evaluation of readings and reflect an evolving
> set of standards forjudging
Stages of Reading Development
Stage One. Emergent Literacy (Birth to Five Years) A reading teacher has to be familiar with
> learn primarily through direct sensory contact and physical manipulation
> perception based conclusions' > Factors that Help Emergent Literacy Learners' Reading Development
> experience difficulty putting experiences into words • • Background of experiences-exposure to various experiences, opportu­
> rapid language growth nities (oral expression, listening, writing) and materials
> explore writing in the form of scrftables, letter-like forms, or invented spelling • Language facility - opportunities for oral expression (conversation, dis­
> egocentric cussion, oral reports, storytelling, drama, etc.), listening, writing.
> love being read to and cannot hear their favorite tales often enough

8 8 |PNU LET Reviewer Prof.’ju d y C . Baurisra and Prof. M erry Ruth M . Gutierrez
P ro fe ssio n a l E d u c atio n D e v e lo p m e n ta l R e a d in g

• Interest in reading-oral reading, free silent reading, recreational reading, 2. When is the right time to teach beginning reading?
close reading/study of literature, book clubs, paperbacks, magazines, and - A child is never totally ready or unready to read.
newspapers, poetry reading, poetry etc.. - When learners have achieved unity of their capabilities, abilities
• Social and emotional development- Individual and group communica­ with their interests (Hfttteman, 1978).
tion and participation; structured ei$eriehces so the child feels accepted 3. Appropriate approach in teaching beginning reading
and secure and develops desirable attitudes toward himself and others
(Language is a prime catalyst in social and emotional development). > “Balanced Reading Instruction in Practice"
• Physical development - Other thangood general health, vision and hear­
ing acuity are most important Auditory discrimination of speech sounds FOUR CUING SYSTEMS IN READING
suggests ideas like rhyming words and initial sounds in words. The child’s
need to make fine visual discrimination is obvious, suggesting early ac­
tivities with forms and shapes, and letter recognition, words beginning or
ending alike, etc.
■ Intelligence - data attest to the importance of mental age, but do not es­
A
Schematic Cues
Graphophonic Cues

Semantic Cues
tablish a particular point on the mental age, continuum as the point below
which children will not achieve success in reading. Pre-reading activities, Syntactic Cues
socioeconomic factors, teachers, methods, and materials must be consid­
ered in each individual situation. • Start with whole text Grounding instruction in whole texts provides the
basis for meaningful literacy activities. Examples include the shared reading
> Beginning Reading of poems or stories using big books or charts. An active demonstration of
1. Who are beginning readers? the teacher's own composing and spelling processes s extremely powerful,
- Kinder to grade 1 (Gunning, 2003) as he or she models at the chalkboard, thinking aloud about what word will
- Anyone who have not been taught the conventional reading (Sav­ come next or how a word is spelled.
age,.1994) • Focus on knowledge about the parts o f language that may be useful
- A person learning to read in the second language (Folse, 1996) for reading and writing. Responding to all texts only at the holistic level
What are their characteristics? is not enough. Instruction should 'include a planned, systematic effort to
- problem solvers highlight specific textual features and literary devices as a variety of mate­
- needing plenty of opportunities for choice rials are read, mitten, and discussed over time. Highlighting specific textual
- motivated through novelty - ■ • features helps children form generalizations about language that they.can
- retaining information better if given a chance to master a few things- apply to their own independent-efforts to-read and write. *
well ^ • Return to whole texts for application and practice.- Planned opportu­
- needing TIME for learning' nities to apply what has'been learned about the parts of language allow
- bringing more thjn an empty shell to school _ students to move, from simply knowing about a, generalization to using
Prof.-Judy C . Bautista and Prof. M erry Rath M. G u rierr« PNU L E T Reviewer 89
 D evelopm ental R e a d in g
that knowledge in a purposeful'way. This also acknowledges the"fact that
isolated language elements behave differently depending on. context. For
. example, the letter s behaves differently when paired with t as oppos&l to
.h. Words such as lead or wind not only mean different things in different
contexts, they may be pronounced differently. Effective teginning readers
use word meaning and sentence structure, along withsound-ietter relation­
ships, to approach unknown words.
> The Four-Pronged Approach ( a literature-based integrated approach to
teaching beginning reading) ' texts
1) The goal of this approach is the development of:
s a genuine love (or, habit and enjoyment of reading
s critical thinking skills, starting with noting the important details
of a selection, making interpretations, making judgments and
valuing.
s oral language and using the grammatical structures correctly.
* decoding and encoding skills
2) Characteristics:
■» ft is literature-based - uses a story or a poem (aside from a
springboard for the other skills) for developing genuine love for
reading.
» It integrates literature and skills
■» It Is a balanced approach - uses whole language approach and
explicit instruction
» tt is made up of four components:
D Genuine Love for Reading (GLR)
O Critical Thinking (CT)
D Grammar and Oral Language Development (GOLD): has the
following parts:
• Presentation lesson or introduction - uses the story
as a springboard
♦ Teacher Modeling or Direct Instruction '
f •*
90 PNU L E T Review er
• P ro fessio n al Education
♦ Guided Practice j
♦ Individual Practice . ?
» Transfer Stage (TS) .1
• •I
- > How can teachers heipimprove comprehension? j
• assess prior knowledge and help them.relate -it to new ideas in the texts |
• teach words in the texts that label schemata important to the writer's mes- s
sage i
• help students sharpen cognitive skills they may need to comprehend the ;
■ show students the way writers organize printed texts to help them ‘read the j
blueprints" more accurately
> WHATARE EFFECTIVE COMPREHENSION STRATEGIES?
• Before Reading - activities that can activate students' prior knowledge,. ^ 1
while extending, refining, and sometimes building the schemata
1) Overview- a strategy in which teachers tell students about the selec-
’ tion or assignment prior,to reading, serves to activate'relevant sche- !
mata that students hold in long-term memory aid often enrich and
refine those schemata. Advance organizers and structured overviews
are examples of this strategy.
2) Vocabulary Preview- a strategy (hat starts from identifying and se­
lecting words that may cause problemsrtfi«iproceeds to explaining
iri advance these unfamiliar words to students. Teaching problem
words provides ‘ anchors for new information“, provides opportunities
to relate unfamiliar concepts to familiar ones, and is one aspect of
. developing the general background knowledge necessary for com-
. prehension.
3) Structural Organizer- a strategy that teaches students to focus at-,
tention on Hie ways passages are organized. Before students read 1
an assignment, teachers should point out the basic rhetorical frame-
Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez
 Professional E d u c atio n
works underlying the discourse (enumeration, time order, cause-ef-
fect, problem-solution, comparison-contrast), call attention to specific
.plans of paragraph organization, signal words, main idea sentences,
headings, and subtitles. '
4) Student-Centered Study Strategies - PQRST, Triple S’Technlque,
0K5R, PQ4R, S4R, P05R are some strategies that provide for pre­
viewing, student-centered questions, and establishment of purpose,,
as well as during- aid post-reading activities.
5) Teacher-Directed Lesson Frameworks- Directed Reading Activity
(ORA), Directed Reading-Thinking Activity (DRTA), Guided Reading
Procedure, Reciprocal Questioning (ReQuest) are examples of strate­
gies that give teachers a plan on which they can build lessons while
some give students strategies for approaching the texts.
• While or During Reading • activities that can guide reader-text interac­
tions, while reading Is taking place
♦ Question Answering
♦ Inserted Questions
♦ Immediate Oral Feedback
♦ Time Lines and Charts
♦ Listing main Ideas
♦ Outlining
♦ Paraphrasing
♦ Summarizing
• After or Post Reading- activities that help students remember new ideas
and information, while providing teachers with feedback on how well texts
•- . lave been understood
1) Follow-up pre- and durlng-reading activities ' "What do you think this section will be about? Why?*
2) Have students tafl< about what they read.
3) Have students write about what they read
4) Have students make up tests on their reading ..
5) Encourage students to respond to reading *creativelyl‘
I. II . » ! I il l I ■ ... .................... 1 I ■ MU.' — I ' I........ ■ ■ ■ I—
Prof. Judy C. Bautista and Prof. Merry Rath M. Gutierrez
D evelo pm en tal R ead in g
• Teaching Guidelines ■ * -.
1) Show students what to do'before they begin to read in order to im­
prove their comprehension. *
. 2) Plan activities to promote active involvement with texts while students
read.
3) Help students sharpen, develop and remember their interpretations of
a text with appropriate after-reading activities. ' ,
4) Take steps to help students internalize Instructional strategies so that
they become for them learning strategies.
• Steps in Applying Selected Strategies
A. Vocabulaiy Previews
1) Check the assignment and list words that may be important for stu­
dents to understand.
2) Arrange these in a schema that shows the interrelationships particular
to the learning tasks.
3) Add to this seherna words students probably already understand in
order to highlight relationships between the new and the known.
4) Double-check the overview to make sure that major ideas are dearly
shown and In a way that students will understand.
5) Share the structured overviewwiti students, teffing them whywordswere
placed where they were and asking them to contribute other words.
6} As students read, have them relate other new words and Information
to the graphic overview.
B. Directed Reading-Thinkfrtg Acttvfty (DRTA)
1) The teacher has students survey an assignment using Sties, headings,
and pictures Tifget a general idea of what the author is discussing.
The teacher regularly asks,
2) The students read up to a point predetermined by the teacher. '
3) The teacher asks similar questions but posed to reflect the reading;
that is, ’ What was it about? Were you correct? Why did you predict
. incorrectly?' *
— I ■ I I
PNU LET-fleviewer 91
D ev e lo p m e n ta l R e a d in g
. 4) The group then reads on to the next stopping point, once again read­
ing to find answers to their questions.
5) The process continues until the completion of the assignment.
C. Guided Reading Procedure
1) Prepare students by explaining important concept, building appro­
priate background knowledge, and providing directions for the actual
reading. •
2) Students read, trying to remember all they can.
3) • Students him their books over on their desks and repeat all they can
remember while the teacher records this on the board.
4) The teacher calls attention to information not remembered and
suggests that students reread to discover more.
5) Students reread.
6) Their new recollections are now recorded on the board but now in
outline form.
7) The teacher asks more questions to help students recall more from
their riding and tries to synthesize the new information with the
Information obtained by the first reading.
8) Immediate feedback is given to students through a quiz.
0. Request
1) teacher and students read together a section of the text, usually the
first sentence.
2) The teacher closes the book and invites questions from the group.
3) Nextthe students dose their books, and the teacher asks them ques­
tions about what they have read.
4) When the teacher believes that students understand that much of the
text, toe next section is read and steps 1 and 2 are repeated.
5) Once students become familiar with ReQuest and with the text, the
teacher Incaporates predictions (as In DRTA).
6) The group rereads the re n tin g sections.
7} The teacher checks out the predictions: ‘Were your guesses right?
Where do you think you went wrong?’
92 PMU L E T Reviewer
P ro fe s sio n a l E d u c a tio n i.
E. Encouraging Students to Talk About What They Read
1) Have students pretend to be television reporters who. must sum up •
a “stay' in two minutes. After allowing few minutes for preparation, !
they can have individuals tell the central idea to the group.
2) Students can be encouraged to explain what an in-class reading was ■
all about to another student absent the day it was read.
3) Teachers can ask, ‘What do you think are the (four) main ‘important
Ideas of this text?"
4) Students can be asked to use the “5W’s plus H" model for some
selections.
> • OHier Strategies in Reading in the Content Areas
1) Clink and Clunk
• Click and Clunk Is an excellent means to assess what Informa­
tion the students have learned and what Information needs to be
covered in more depth. This strategy helps students recognize
the information they do not understand, and assists them in get­
ting the Information they need. It motivates students as they
attempt to increase the information they understand fdinks^
and decrease what they do not understand (’clunks').
» Procedure
Have students create two columns on their paper and label them
‘ Clink- and "Clunk.' Next have the students read a passage,
then Itet wrfiat they really understand (Clink) and what they do not
understand (Clunty As a group, discuss the ‘ Clunks’ and try to
clarify the information. This can be done through direct teacher
Instruction or ty allowing students who understand the issue to
explain it to the class.
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gucicrrei
 P ro fe ssio n a l Education D ev e lo p m e n ta l R e a d in g

LANGUAGE ARTS SOCIAL STUDIES » Procedure -

Topic: Parts of Speech Topic: Roman Republic First, instruct students to read the text. Following this, divide the
classinto three groups based on instructional needs. Give each
Clink Clunk Oink • Clunk group an assignment: Circle, Seat, or Center. The Circle group
nouns adverbs dictator plebeian covers information in the text with your assistance. The Seat
verbs republic patrician group members work individually or withfn-their group to go. over
adjectives interjections. veto consul the text information using worksheets and study sheets. The
pronouns why it collapsed why a republic was formed Center groups works on projects, individually or In the group,
related to the information covered in the
SOCIAL STUDIES text. After a designated amount of time,
SCIENCE MATH Topic: Fall of Rome
Topic: Equations and Inequalities students rotate to another group.
Circle: Discuss text, including reasons
Clink Clunk Clink Clunk for the fall of Rome. LANGUAGE ARTS
Concentrated saturated solving equations polynomials Seat: Respond to questions and do Topic: Parts of Speech
Matter diluted operations function notation worksheets. Circle: Discussion and clarify the
colloid Center: Create a timeline of the Roman topic for students.
Empire. Seat: Students work identifyfng the
• Assessment parts of speech using
After covering the material, discuss the Clink-Clunk list again to SCIENCE worksheets or sWBs sheets.
see if all the ’ Clunk* items can be moved to "Clink.'Those terms Topic: Matter in Solution Center: Students create cards to be
In the “Clunk’ column that are clearly understood can be moved Circle: Discuss the types of solutions. used in a game.
to the “Clink’ column and any terms remaining in the “Clunk" Seat: Complete worksheets or respond
column should be explained further. to questions at end of section.
Center: Create charts to classify types of
2) Circle-Seat-Center solutions.
This strategy allows students to work in small peer groups and
go over all the information he teacher would like to cover. The » Assessment
strategy is an excellent way to reinforce information in a vari­ Use teacher observation of information covered during discus­
ety of ways: The Circle group focuses on verbal learning, the sion, correct answers on worftsheets, and evaluate of informa­
Seat group focuses on visual learning, aid the Center group fo­ tion covered in projects to determine students' level of compre­
cuses on tactile learning. This also allows students who learn hension.
through different modalities the opportunity to learn through
their strength.

Prof. Judy C. fl.iutisca and Prof. Merry Rath M. Gutierrez , PNU L E T Reviewer * 3
D e v e lo p m e n ta l R e a d in g
P ro fe ssio n a l E d u catio n

3) Jigsaw • 4) Partner Prediction .

Jigsaw allows students to work with their peers and to learn ■ This strategy gives students the opportunity to work.with-their
information from one another. This strategy allows for all mem- peers and make predictions about as story or section. Because
bers of the class to receive information about an entire section In students are sharing their ideas with a partner, more students
a text. It is a collaborative strategy that ensures the participation will be able to discuss prediction and they will not feel
of all students. . self-conscious about •speaking in front of the entire class. If a
» Procedure student is having difficulties with prediction, partner him or her
First, group three to six students in teams. Give each team with someone who is able to dd it, and he or she will have the
member a topic on which to become an ’ expert" The teams
opportunity'to see how the process is done.
then split up and find (he students from the other teams who » Procedure
are working on their topic, After working in the topic groups, First, identify places in the text to stop and predict what might
students return to their happen next. Then read the title and first portion aloud and. ask
SOCIAL STUDIES
teams and present the what students think the story will be about Students should be
information they gained.
When studying the five themes of seated next to partners so they can share their ideas with each
geography, assign each member of other. This process is repeated throughout the reading. When
LANGUAGE ARTS a team one of the topics: location, the end of the selection is near, stop and ask how students think
place, human-environment itw ill end.
When reviewing a specific story, interaction, movement and regions.
assign team members with a
LANGUAGE ARTS SOCIAL STUDIES
component such as character, plot,
MATH Topic: “Cats on the Run" Topic: “Cats on the ftun”
setting, problem, or resolution.
Students dtecuss what this story may Students discuss what this story may
Use as review. After studying be about As reading begins, students be about As reading begins, students
SCIENCE fractions, dMde into groups and discuss what might happen in the efceuss what might happen in the
assign each member atopic such story. story. .
Gave each member of a group a topic as adcSng, subtracting, dividing, and
such as adds, bases, and salts. multiplying.
SCIENCE
topic: Plants
Assessment
Students discuss what they know. Beading covers types
Determine students' level of comprehension by the correct num­
of trees and flowers. Students discuss how to te8 the ‘
ber of responses In a quiz or through discussion of information
difference and ttMch ones they have seen, and they '
presented by each team.
discuss what else might be covered in the text

IP N U L E T Reviewer
Prof. Judy C. Biurisra and Pro/. Merry Ruth M. Gutierrez
 D evelo p m e n tal R e a d in g
P ro fessio n al E d u catio n

■ » Assessment
Assessment
Through teacher observation and discussion/determine accuracy Use discussion, quizzes, and observation to determine if materi­
al is understood. Observation should Include monitoring the in­
of student predictions. Monitor the involvement of individual,
volvement of Individual students and their responses. Discussion
. students during the paired retelling. Discussion can be used to
can be used to determine students' levels of comprehension by
determine students' level of comprehension by assessing their
assessing their responses after reading. Encourage responses
responses after reading. Encourage responses from students
from students who appear off task. Students should correctly
who appear off task. Students should correctly respond to 80%
respond to 80% of the question during a discussion or given on
of the questions during a discussion. Change partners to increase
a quiz. Encourage students to assist one another.
accuracy if necessary.
6) Think-Pair-Share/Think-Pair-Square
5) Reciprocal Teaching
This Is a partner or group activity that allows students to work
This strategy allows students to begin to work together and to
together to check for comprehension.
‘ teach" each other as they take over the discussion.
• Procedure
m Procedure
After reading a story or section of text, students should think of
Begin by dividing the class into small groups. Each group should
things they already know, decide what the reading reminds them
then read and discuss a short section from the text After all the
of,.and determine what might happen next Students then ‘Pair
groups have completed this, bring the entire class together and
and Share* (two students) or ‘ Pair and Square' (four students)
discuss the information that was covered. Start by leading the
and discuss the things they have thought about.
discussion, then gradually decrease your input and allow student
Input to increase. Encourage the participation of all students.
LANGUAGEARTS SOCIAL STUDIES
After covering a short story or After covering SouthAmerica, discuss
LANGUAGE ARTS SOCIAL STUDIES
selection, dscuss character, plot, people, culture, religion, land, climate,
Topfc: Short Section of a Story Topic: Earth’s Human Geography
motivation, setting, and resolutioh. and resources.
AskHie following questions; Why did Ask fte following questions Were
tie main character react as he or die do people Sve?Why do they migrate?
did?What is&ie importance of the Whatproblems wfll the growing sciacE MATH ________
se&ing h tffe story? population cause? • - Aftercovering animal habitats, discuss After readng a word problem
what animals need to sutvive and how
diferent animals adapt. what information is given, and vtfiat
mathematical function or formula is
S C IE N C E _____________________
needed to solve the problem.
Goover types of matter, or ask, What is an ecoiystefn?

Prof. Jfudy C . Bautista and Prof. M e rry Ruth M. Gutierrez

PNU LET Reviewer 95
D e v elo p m e n ta l R e a d in g
P r o fe s s io n a l E d u c a t io n

» Assessment
Use discussion, quizzes, or tests during or following the activity.
Discussion can be used to determine students' level of compre­
hension by assessing their responses after reading. Encourage
D irections: Read and analyze each item and select the correct option that answers
responses from students who appear off task. Students should
each question. Analyze the Hems using the first 5 items as your sample. Write only the
' correctly respond to 80% of the questions during a discussion or
letter of yourcholce in your answer sheet
given on a quiz or test.

. 1. Mrs. Manuel believes in the power of environmental print to develop the pupils’'
sight word recognition, print orientation, and even comprehension in a meaningful
way. Which of the following materials is NOT an example of environmental print?
A. Old boxes of powdered milk
B. Chocolate bar wrappers
This question is ail about the development of children's literacy through exposure to
authentic print, which is referred here as environmental print. ChoiceA, B, and C, are
all examples of authentic materials because they are made not for instructional pur­
poses but for real-life purposes. Since the question demands to Identify the non-ex-
ampie of environmental print it clearly Implies that choice D is the correct answer.

2. Ms. Custodio teaches preschool. She is preparing to employ a shared book expe­
rience activity for her kindergarteners. Which of the following materials should Ms.
Custodio probably need?
A. Flashcards C. Basal texts
Big books 0. Word lists

This question demands for the materials that the teacher should be using in a shared
book experience activity. Choice A and choice D should be eliminated because the
materials are dearly non-examples of books. Leaving B and C as the remaining
options, one has to eliminate choice C because learners are assumed to have the
same basal tads or textbooks- Choice B is the correct answer because big books '
are appropriate for sharing through read-atoud—something which characterizes a
shared book experience activity.

|P N U L E T Reviewer
Prof. Judy C. Bautista and Prof. Merry Ruth M”. Gutierrez
 P ro fe ssio n a l E d u catio n
3. Ms. Adona asks her pupil to point to the first word that should be read In the big
book. Then, she asks the pupil to point to the last word to be read. Which of the
following assessment measures does Ms. Adona employ in this situation?
A. Assessment of Reading Comprehension
Ji. Assessment of Spelling Ability - nipulation in the dassroom'so that they learn easily and recall input effortlessly.
( c \ Concepts about Print Test
IT Vocabulary Test
This question asks for the assessment measure that the teacher clearly employs to
her student. Choice A should be eliminated since reading comprehension measures
the ability to answer questions through the information gleaned from the premises of
the text with interaction to the existing schema of the reader. Choice B should also be
eliminated because the assessment measure described does not state that the read­
er was made to spell words. Choice 0 should also be eliminated because the Ieamer
was not made to define, or at least tell the meaning of the words that were pointed.
Choice C is the correct answer because Concepts of Print Test measures the knowl­
edge of readers about reading directionality, upper- and lower-case letters, first and
last words in sentences or paragraphs, and other conventions of printed texts,
4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words
and words into sentences. She uses flashcards so the pupils can sound out
syllables and words correctly. What reading model is reflected in Ms. Padilla's
instruction? .
® ) Bottom-Up model C. Interactive model
B. Top-Down model D. Schema model
This question shows the theoretical bases of Ms. Padilla's reading instructional prac­
tices for teaching beginning reading. Choice B,.which is the top-down model,
is obviously not the answer because the practice using this model starts with the
teaching of whole texts rather than building on isolated parts. Choices C and
0, recognize the teaching practice of Ms. Padilla, however, the emphasis of these
models focus on the use of relevant prior experiences, which are considered whole.
Therefore, since the practice of Ms. Padilla isolates the teaching of beginning reading
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez
D e v e lo p m e n ta l R e a d in g
by having the smallest element of language and building itjnto bigger segments, the
answer must be choice A.
5. Ms. Torres believes ttiat her pupils need direct sensory contact and physical ma­
3
What is the grade level of Ms. Torres’ class?
C. Intermediate
D. High School
This is a.question on stages of reading development. Choices C and Dare obviously
not the correct answers because students in the intermediate and high school levels
generally use abstract thinking. Choice'B may be taught through concrete experi­
ences. Nevertheless, primary students already begin to grasp the alphabetic principle
so that they could start learning the abstract symbols of the graphemes and the
phonemes. The pupils under Ms.' Tomes' class obviously need concrete experiences
through direct sensory contact sothat later on, they will use these experiences to
recognize the formal aspects of thelanguage. Therefore, the correct answer is
choiceA.
6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the
language block. He provides varied reading experiences that involve children sitting
quietly, silently reading library books or making a book based on their own experi­
ences. What theoretical model erf reading does Mr. Morauda show?
A. 8ottom-Up model C. Interactive model
© Top-Down model D. Schema model
7. One Grade 3 teacher of English to multilingual learners has just finished reading a
story aloud to he class. Which of the following is the best post - reading activity
. for the learners?
A. ' Provide students with a guide for reader-text interactions.
EL Have students write about itfrat they have read.
(5? Give them comprehension questions.
0. Let them rest for a while. .
PNU L E T Reviewer 97
D ev e lo p m e n ta l R e a d in g
8. Mr. German is a teacher handling English for a culturally-diverse class. He would
regularly read aloud to his pupils, would provide time for free silent reading, recre-
'ational reading*and .would lend them magazines and newspapers. What factor in
reading does Mr. German want to cultivate among his pupils?
A. Emotional/social development
B. Physical development
Interestin reading'
Intelligence
9. Mr. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for
beginning reading instruction. What must he observe before he begins his lessons?
The pupils are emotionally prepared for social interaction and competition.
I The pupils have achieved unity their capabilities with their interests.
The learners can respond to simple questions and instructions.
D. The learners show desire to team in class.
10. Teacher Millicent knows well that the text or the print material is one factor that
affects reading. So she tries to match the text with the ease or difficulty of stu­
dents’ comprehension based on the style of writing. What text factor does Teacher
Millicent consider In the choice of reading materials for her class?
A. Organization (£} Readability
B. Format lT Content
11. Ms. MdraHos teaches her grade 6 class how to write a summary of an expository
text. In her discussion, she explains what it is, models it through think aloud, and
Informs her pupils when and how this skill learned in the classroom can be used
even during their own free silent reading. She provides them with guided and inde­
pendent practice before she conducts an evaluation. What approach to teaching is
reflected in Ms. Morales’ practice?
Indirect Instruction C. Intrinsic Instruction
(£ )l E xiM Instruction 0. Independent Instruction
|P N U LET Reviewer
P ro fe ssio n a l E d u catio n
12. ReQuest is a strategy used to develop learners' ability in asking significant ques­
tions. llte teacher needs to model questioning skills and let the pupils practic§ 4%
same until the learners are ready to use the skill automaticalMWhat is the best
reason for teaching the learners this skill? I
k S Learners become purposive when they set their own questions while reading,
f r Teachers become confused by the questions asked by the teamens.
C. Teachers find time to review the questions of the learners.
0. Learners feel important when they make questions.
13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's
vocabulary development program. After going through all the books used by his
fourth grade pupils, he Is still in the dark as to what words need to be included in
his list Which of the following criteria should NOT be the basis of Mr. Gutierrez
for word selection?^
(£ ) High frequency w ordsv'"^ C. High utility words
B. Content area words D. Difficult words
14. Mr. Malaya is teaching a 3* year high school class in world history. The students
need note taking, outlining, and study skills. If he wants to help the students team
itese strategies, which of the following skills should he model to them first?
VO Getting main idea
B. Sequencing events
C. Reciprocal teaching
D. Rhetorical patterns of expository texts
15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
A. A reader could read a text when he/she uses his prior knowledge to make
sense of the text
B. A reader could read a text when he/she selects only the meaningful seg­
ments In the text
C. A reader could read a text when he/she relates the text to other texts prevl-
• ouslyread. . .
( p \ A reader could read a text when he/she can translate the visual symbols to
. —' their aural equivalent
Prof. Judy C. Bautista and P.rof. Merry Ruth M. Gutierrez
P r o fe s s io n a l E d u c a tio n . D evelopm ental- R e a d in g

16. Which of thg following reading skills or strategies utilizes a bottom-up procedure 21. Edward is reading a book and he neec$ to know the meaning of the word ‘ obliter­
in dealing with unfamiliar words? • • ate.* However, the passage doesrot give enough clues for him to figure out what
C. Predicting outcomes the word means. He decided to use his pocket dictionary so he would know what
D. iking contextual dues the word means. Which of the following strategies should he use so that he would
1; -ead the WORD,-he/she must learn to read the WORLD first. •know the meaning of the unfamiliar vyord?.
What does this imply? • * Seaming Close reading
A. Students or readers must know the names of the letter first before they w i B. Skimming U vD. Careful slow reading
know what the word means. 22. Ms. Sigua entered the classroom and posted images that she has taken from the
B. Readers must know the sounds of the letters first before they will know what story she is about to tell the students. Before she started telling the story to the
the word means. class, she grouped the students and asked them to make a story out of the pic­
( y Words are only representations of the concepts that the child or reader tures posted on the board. Which of the following approaches reflects the practice
knows before encountering the print. of the teacher?
D. The text supples the readers with the necessary knowledge they need to A. Explicit Phonics C. Embedded Phonics
make sense of the print. B. Basal Approach $ Language Experience Approach
18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informa- 23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat,
tional text taken from a science textbook. Which of the tosowing ooes me teacher fat, rat, pat, and bat What approach Is descrbed in this situation?
want to develop in the reader? A. Whole-language approach
A. Print skill Formal schemata B. Language experience approach
B. Content schemata • D. Vocabulary knowledge C. Literature-based approach
19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un­ Phonics approach
derstand a given expository texl Which of the following organizational structures 24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W
might be the one used in the exposition of the text's information? columns. Which of the following reasons DOES NOTjustify such activity?
A. Cause and effect Enumeration-description A. Setting a purpose for reading
B. Comparison and contrast Sequential or chronological B. Activating prior knowledge
20. Which of the following Is theBESI reason gresston is a good metacognitive (W Confirming, revising or rejecting an earlier assumption about a topic
D. Sharing assumptions related to the topic of the text to be read
reading technique?^
A. Headers useTfto search for keywords in a text.
B. Readers use it to read a passage all over again. ■
& Readers use it to highlight important lines In the text for retrieval purposes.
$ Readers use it to monitor comprehension when the text seems not to make
sense.

Prof. Judy C. Bautista and Prof. Merry Rath M. Gurierrex PNU L E T Reviewer 99
D e v e lo p m e n ta l R e a d in g
25. Mr. Lilang wants to develop creative thinkinnJn his students even before he asks
his students to silently read the short story for the day's reading lesson. Which of
the following activities should he provide the students so he could achieve his aim?
Unlocking of'vocabulary words by finding their meaning in the dictionary
■Asking the students to write story impressions out of the posted pictures of
scenes taken from Ihe story to be read
C. Pronouncing five unfamiliar vocabulary words that will be encountered in the
story
D. Asking the students to list down certain experiences they had, which may be
related to the main character in the story to be read
/
IPNU L E T Reviewer
P ro fe ssio n a l Education
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering the Items below. Write only
the letter of the best answer. .
1. Which of the following results of an IRI graded reading passages is used to predict
a learner's functional reading level?
A. Scores in a series of spelling tests
B. Number of words correctly pronounced per minute
Percentage of oral reading miscues and sight word recognition scores
Percentage of oral reading miscues and percentage of correct answers to
comprehension questions.
Mrs. Sabate handles fourth grade English and is currently teaching simile and
metaphor using short stories ter children. Which of the following lessons does she
want the students to better understand?
Author's use of figurative language
Author's point of view
C. Use of text structure
D. Tone and mood
3. Mr. Salvador notices that his student, Robert, cannot decode sight words that are
supposed to be easy for students of his age. Which of the following activities, then,
should Mr. Salvador provide for Robert?
A. Constructing mental maps and graphic organizers
B. Answering comprehension questions using OAR
P Phonemic awareness activities
Dl Spelling drills and games
4.
be ready for abstract reading. Wiat does this imply?
A. Learners on this stage are able to grasp Informational texts.
Learners on this level can construct multiple hypotheses.
<1 Readers on this stage can manipulate objects andideas mentally.
D. Readers on this level judge affectively and personally than by using standanj.
■ .......... i » ........................... .................. ’ ‘i n * i. ......................... .....................
Prof. Judy C. Bautista and Prof. M»rry Ruth M. Gutierrez

professional Education
5. Al the three reading theories recognize the role of the reader and the text In the
comprehension process. However, only the interactive model accounts for the role
• of the reading situation in the meaning-making process. What factor does the
interactive model consider in the reading process?
- A.- Outcome (§} Context
B. Task D. Purpose
' 6. The four-Pronged Approach upholds the holistic and balanced instruction in begin­
ning reading. Which of the following principles characterizes Ihe mostimportant
characteristic of this approach?
A. The inclusion of critical thinking skills after reading
The development of genuine love for reading
C. The integration of whole language, literature, and explicit instruction
D. The heavy emphasis on grammar and oral language development
7. The reader's prior knowledge plays a vital role In negotiating meaning and trans­
action with the text To enhance the schemata of the learners, Teacher Arabella
exposes her grade 2 pupils to the pragmatic ‘fff? n* in their day to day
life experiences so that they develop1rich vocabulary. What belief does the teacher
f iifestjn this situation? . n fv J L n A M ;
Wort meanings aid textual understanding f
Word pronunciation builds comprehension.
C. Word knowledge is learned best In isolation.
D. Word familiarity is gained In the classroom.
8. in one Grade 6 reading class in public school, Teacher Samantha conducts a regular
10 mimjte silent reading of an expository text in. Science. What is the best silent
reading activity that Teacher Samantha can give her students?
.A. Invite resource person to discuss the content of the material.
($ Prepare reacfing road maps to guide reader-text interactions.
C. Instruct them to write reflection journals on thei’r notebook.
D. Check understanding by asking post-reading questions.
Prof. JudyC. Bautista and I’ rof. Merry Ruth M. G utierrez
D e v e lo p m e n ta l R e a d in g
. 9. • Mr. Siruet is a Science Teacher in llocos. He strongly believes that devoting 1(M 5
minutes for real-time reading in the classroom aid guiding the pupils' interaction
with Science materials before-or after doing an activity is better than just assigning
them to read at home and make sense of the text on their own. What could be the
best explanation for Mr. Siruet's reading practice?
A. Science is.one subject that calls for inquiry and discovery.
B. Science class does not require actual reading time In class.
J1 Time can be spent in more meaningful hands-on activities
UX Experience with print enriches vocabulary and understanding of Science
concepts.
10.Teacher Jeremiah Is planning an integration lesson using Social Studies text for his
Grade 5 English class. Which of the following is the best thing to do to activate his
pupils' background knowledge?
A. Ask several critical questions.
B. Make the pupils prepare an outline.
C. Unlock difficult words by using the dictionary
($ ) Present advance organizer of the topic.
11/Ms. Yelena handles Grade 4 classes In Makabayan. Before conducting any discussion,
she makes sure that her pupils have read the text by allotting 7-10 minutes of
silent reading In the classroom. Which of the following should NOT be done by Ms.
Yelena durlng the silent reading activity?
A. Insert questions in selected parts of the text as guide.
B. Make students fil in the blanks of the structured overview.
C. Let students ffll in the L column of the KWL chart.
Leave students to do what they want in reading silently by themselves.
12. te a post-reading activity in any content-area reading class, which of the following
should be avoided by tie teacher?
A. Have studeife talk about what they read
C. Have students prepare make up test on their reading.
0. Go back to the Anticipation Guide for some correction.
PNU LET Reviewer n a i
D ev e lo p m e n ta l R e a d in g P r o fe s sio n a l E d u catio n

13. Reading In the content area aims to help students make sense of the text and 18.'Which of the following activities BEST develops creative reading?
negotiate meaning as readers actively interact with the text. Which of the following ' k Sounding out wnfe while reading
activities will best achieve tflis goal? © Giving an alternative ending for a story read
A. Have the reading of toe text be done at home. C. Looking at the author's biography
B. Make them reed silently. D. Rejecting the premises of the author (
Allow students to ask questions. . 19. Which of the following activities should be the last option for a metacognitive
Practice oral reading for fluency. reader if he does not make sense,of the expository text he is reading?
14. A student asked the teacher to ten him the meaning of the word "disestablishmen- Sounding out each word while reading the text
tarianism", which is found in the text that the student read. Instead of explicitly Br Questioning a detail that seems confusing
stating the meaning of the word, the teacher asked the student to segment the C. Rereading a part that suggest multiple meanings
word and look for its base word, prefix, and suffixes so that they may construct the 0. Constructing a graphic organizer for the text
meaning of the word through these word parts. Which of the following vocabulary 20. Mr. Javier has just ended the silent reading activity he provided for his students
strategy did the teacher use to help Vie students arrive at the meaning of the and he deems it necessary to discuss the story. If he wants to model critical reading
unfamiliar word? to his students, which question should he likely ask himself?
A- Semantic feature analysis (q Structural analysis A. Who are the characters in the story?
B. Semantic mapping D. Context dues Why did the main character end up not to be successful?
15. Ronald is about to buy a book. After taking a book from 8% display shelf, he Would it be unfair to dose a fairy tale with a sad ending after the princess
looked at the title, opened it and looked at the table of contents, then the summary meets the prince? Why?
found at the back cover. He realized that what he took from the shelf is not what If I were to write another,beginning of this selection, how would I start this
he needs. Which of the following strategies do you think did Ronald do to decide story?
why he does not need It? 21; Mrs. Corazon wants her students to. respond creatively, to the story they have just
A. Seaming C. Close reading read in class. Which of the following activities should be provided for the students
Skimming D. Carey slow reading so that she could achieve her aim?

f
16. WNch of the following words BESTlends itself to the teaching of structural analysis Writing a summary of the story read
as a strategy to unlock the meaning of an unfamiliar word? Writing a letter to a character In the story
Listing down the events that happenedin the story
A. Special Happiness
B. Preschool m S Undesirable 0. Answering comprehension questions about the story
17. Belinda is having a difficulty comprehending me novel, "Ftorante at Laura,’ be­ 22. Which of the following activities js NOT appropriate In helping readers develop
organizational comprehension.of expositoiy texts?
cause Iheauftor's narration seems to.be afferent than the actual r^srTifRwwits
A. Outlining
that have happened In the story. Which strategy should the teacher, model to Be­
linda so.she would be abte to understand the text? B. Creating and using graphic organizers
(6 } Unlocking vocabulary words through context
MaWog a Venn diagram C. Rereading the text
Constructing a timeline * D. listing the events ' a Identifying the topic, main idea, and supporting details

t M f PNU LET Reviewer * Prof. Judy C. Bautista and Prof. Merry Rurh M. Gutierrez
 P ro fessio n al Education

23. When Brylte read the sentence, .“The. bankruptcy made a run on the ban£“ he
thought that bankruptcy literally ran on the bank. What explains this phenomenon?
A. The reader lacks auditory perception.
B. .The reader lacks sight word recognition.
L The reader has inadequate proficiency In listening and speaking,
p ) There is a mismatch between the reader and.writer's field of experiences.
24. Ms. Jazmln prepared controversial statements, which are taken from the social
studies text that she is about to teach to her students. After this, when she met
her class, she made them agree or disagree to the statements and made them
ejqalain their reasons before they finaHyread the text. What does the teacher clearly
demonstrate In this situation?
A. Reading through elaboration strategies
jk Reading through organizational strategies
(p I Reading through preparational strategies
D. Reading through metacognftlve strategies
25. Mr. Manantan's assessment of his students dearly reveals that they lack proficiency
in identifying the structure of cSfferent types of expositor texts and they have a
difficulty plotting the details of these texts when asked to convert the Ideas into

C. The use of preparational strategies 0 u

D. The use of metacognldw strategies

Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez

 Educational T e c h n o lo g y 1 & 2 P ro fe ssio n a l Education

PART I - CONTENT UPDATE

Educational Technofogy

a field dedicated to the theory and practice of design, development, utilization,

Educational management and evaluation of process and resources for learning {Association (or
Educational Communicationsand Technology.

Development

Instructional System Print Technologies

Design (ISO) Audio Technologies
Instructional Still Visuals .
Prepared by: Audio - visual Technologies
Prof. Marilou M. Ubina and Prof. John P. Natividad Learner ICTs
Characteristic Electronic Technologies

Competency:
Evaluation Utilization

Choose appropriate principles Problem analysis Media Utilization

Measurement Implementation
in the preparation and Formative Evaluation Institutionalization
utilization of the conventional Summatfve Evaluation

and non-conventional Management

technology tools as well as
Project Management
traditional and alternative Resources Management
teaching strategies . ■ • Management of Delivery Systems
* Diffusion of Innovation

104 PNU L E T Reviewer Prof. Marilou M. Uhiiia and Prof. John P. Natividad
 Ed ucational T ech n o lo gy 1 & 2 Professional Education
.......................I Ml. I I

on? which teachers and trainers can use to design fcnd-develop the most appro­ Split-Attentton . Words should be presented as auditory narration rattier than as
priate learning environment. This was constructed by Robert Heinich, Michael Principle visual on-screen text, .
Mdenda of Indiana University and James 0. Russell of Perdue University. Audio-visual aid must be useful to a particular teacher as s/he
worthsfor a particular group of learners.They must helpthe teach­
Usefulness/Utility
er to deliver the subject matter in a better way as well as helping
Analyze. Learners .
the learners to learn the subject matter.
gtate Objectives Communication
They must relay information clearly and effectively.
§ elect Media and Materials Effectiveness
They should catch the interest of the users, stimulate curiosity or
ytflize Media and Materials Interest satisfy the need to know and encourage creativity and imaginative
response among users.
The cost per student of media presentation diminishes as the
Evaluate and Revise Cost Effectiveness
number of students using it increases.
Presentation They must be presented at the right time and at the right way.
They must be handy for the teachers and students to handlethem
Principles In the Selection. Development, and Utilization Portability (Handy)
wed.
of Educational Technologies
Correct facts or information must be in the materials for a better
Correctness.
learning process.
Principle Description/M eaning They must be simple but inspiring for the learners and should not
I They must be focused on helping learners to motivate them in the Simplicity
Purpose confuse them. TTtey must be simple but show creativity.
j teaming process._______________________ • The purpose of evaluating the technology is needed for further
Assessment
[They should be appropriate to the level intended in terms of: revisions and improvements.
Appropriateness
j 1. vocabulary level 3. methods of development
i 2. difficulty of concepts 4. Interest FACTORS AFFECTING THE SELECTION OF EDUCATIONAL TECHNOLOGIES
i They must contain purposive activities.
Meaningfulness 1. Human Factors
j They must contribute to the growth & development of learners.
iThey should encompass allround development of varying group 1.1. Learner factors - refers to Ieamer differences that can influence media
; of learners. • ■ choice. *
--------- iThey must be responsive to the needs and demands of the a) Individual differences
responsiveness Research suggests that learners differ in:
Authenticity j They must present accurate up to date dependable information. ■ - their preference for learning: by observing (visual learners) or
Spatial Contiguity i Corresponding words and pictures must be presented near rather listening (aural learners) • ’
I than far from each other.
IPNU LET'Revlewer Prof. Marilou M. Ukina and Prof . John P. Naiividad
 Professional E d u catio n E d u catio n al T ech n o lo gy 1 & 2

Technology Integration • . - The five phases of ADDfE are as follows: * ., • /7r@-eL

' • It is the process of determining where and how technology fits into teaching and
learning. Roblyer (1997) cited in W ilia m s, M ichael D. (2000). Integrating Technology Analysis ~ d fc & - J7 U
into Teaching and Learnin g, " During analysis, the designer identifies the learning problem, the goals and
objectives, the audience's needs, existing knowledge! and any other relevant
Five Domains of Educational Technology characteristics. Analysis also considers the learning environment, any con­
straints, the delivery options, and the timeline for the project.
DOMAINS DESCRIPTION Design
Design It is the planning phase of educational technology. It is systematic process of specifying learning objectives. Detailed storyboards
Development It is the process of producing learning materials from a detailed plan and prototypes are often made, the look and feel, graphic design, user-interface
(design). and content are determined here.
It is the actual use of knowledge and the skills and usually includes the Development
Utilization practical application of information or procedures on a regular basis. It The actual creation (production) of the content and learning materials based on
is the action phase. the Design phase.
It is a dynamic process which allows people to obtain and judge the Implementation
Evaluation worth of data about how students learn specific content information During implementation, the plan is put into action and a procedure for training
under varying instructional condition. the learner and teacher Is developed. Materials are delivered or distributed to
It is the linchpin which binds all the domains of educational technology the student group. After delivery, the effectiveness of the training materials is
Management
together. evaluated.
£ valuation
This phase consists of (1j formative and (2) summative evaluation. Formative
DESIGN, DEVELOPMENT AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES evaluation involves gathering information during the early stages of the design
process with the focus on M in g out whether efforts are relating as planned,
Instructional Design Models uncovering any obstacle, barriers or unexpected opportunities that may have
emerged, and identifying mid-project adjustments and corrections which can
1. ADDIE Model help insure the success of the project. Summative evaluation is the process of
. collecting data following implementation of the project in order to determine its •
The'AODIE-model is a systematic instructional design model consisting of five effectiveness and satisfy the instructional objectives.
(toes: (i) Analysis, (2) Design, (3) Development (4) Implementation, and
(5) Evaluation. 2. The ASSURE Model

' The ASSURE model is an Instructional Systems Design (ISO) process that was
modified to be used by teachers In the regular classroom. The ISP process is.
Prof. Mariiou M. Ubina and Prof. John P. Nacividad PNU LET Reviewer 105
 P ro fessio n al Education E d u c a tio n a l T e c h n o lo g y 1 & 2

- their perception of a given message: a factor's/ past experience, • Inspires students and teachers by making learning exciting and interesting
and often a cultural difference exists • Fosters the development of leadership abilities and teamwork
- their understanding of the conventions used by various media: lan­ • Supports hew Instructional approaches: cooperative learning, inquiry approach,
guage & technical drawings used • problem-based leaning, project-based learning and multiple intelligences
b) Attention span u • Provides unique opportunities for students to practice, demonstrate and critique
Factorsthat affect howlong a learner can attend to one type of task are communication skills
’ age, interests learners'motivation • Supplies information through multisensory delivery channels, allowing students with
c) Number of Learners various learning styles to assimlate and apply knowledge
Select media that are well suited to the group size you have or, if this • Expands classroom "waits’ and links students and teachers in national and interna­
is difficult, modify the group or structure to media you have. tional exchanges
d) Physical disabilities of learners (poor vision, hearing, dyslexia, color
blindness, etc). INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES
1.2. Teacher factors - refer to those factors that affect the success of media
implementation. Selection
I Types U tiliza tio n
2. Instructional Method Advantages L im ita tio n s

The method of instruction dictates or limits our choice of presentation media. Is • Printed ■ Readbg levelo f learn­ • Direct student
it self- regulated learning method or lecture/expository? materials are readBy ers. ManyStudents reeding with
3. Practical Constraints avaDabfeIn arangeof are nonreaders or. objectives and/or
topics andformats. proof readers. questions.
Administrative and economic constraints both limit the choice of methods and ■ fltaa&b. Pitted materi­ ■ Memorization. Some • Emphasize the
media 1. Text/Print als maybe used in any critics saytextbooks useofvtsuals
1) Objectives 3) Time Hnli/nrl--- J---------- 1
(I.e.. books, rqumu environm ent promote memorization with text-based
2) Availability 4) Resources perlodcals, They are portable. rather than higher materials.
modules,etc) ■ ftawmfcatText
1KWH
___1 it-l-IJ— -I.UI-
uHfMf)Q 8KBIS. • Checkthe
canbe used again ■ Passive. Others teacher’s guide for
Contributions of Educational Technology to Education andagain by many contend that text addtknalmaterials
• increases students’ motivation, self-esteem, self-confidence and academic achievement students. promotes solitary andactivities.
I ----- «--- ..H ill. IL 1
• SuppSes stimulating environments that encourage student involvement in the learning learning ratner tnan • Supplementtext
process cooperative group rtth other media.
• Promotes higher -level thinking'skills and student-centered ’instruction processes.
• Offers students diversity, self-paced learning, and opportunities for individual growth • ReaSstic format. ' • S1&. Some visuals are • Usesimple mate­
and self expression Visuals provide a simply too small to rials’that everyone
2. SUIT. representation of vertjal use with a large group can see.
■ Provides stujlents with unique opportunities to apply skiffs and talents and to interact Visuals t^rinrirtf r
ffnormaoon. and enlarging can be ■ ’
witt) others in non-threatening environments
. expensive.
■ Ganges teacher's gnd student's. role into positive directions
Prot MariJou M. Ubifia and'Prof. John P. Nacividad PNU L E T Reviewer 107
 Ed ucational T ec h n o lo g y 1 & 2
• Readily available and • Tmdkmn^onat.
inexpensive. Visuals
arp readily available
2.1. in books, magazines,
newspaper,catalogs,
PrintedVisuals
and calendars. ■ Lack of motion. Visors • Useonevisual at
(i.e. Pictures,
graphic orga­
nizers, etc.)'
■ Multipurpose. Bothstu- • Commmpboe.In­
dents andteachers can
use display boards for
a variety of purposes.
• Colorful. Displayboards
2.2. provide color and add
Displayed interest to classrooms • Notportable. MoA
Visuals or hallways.
(!.e. chalk­ • Participation. Students
board, bulletin can benefit from
board, etc.) designing and using
display,boards
2.3. ■ Instructorcontrol. ■ Instnictor depen-
Projected The presenter can
Visuals manipulateprojected
(I.e. Overhead materials on the OHP
projector/ byapplying different
ovemaad techniques (e.g. silhou­
franspa-ren- ette & overlay), pointing
desLCO/ to Important items,
DLP, opaque covering part
projector.etc.)
108 PNU L E T Reviewer
P ro fessio n al E d u catio n
■ Provide written '* of the message and is designed forlarge- '• Useappropriate
or verbal cues revealing information group presentation. pacing.
Visualslack the ‘
three-dknenskxia^. to highlight progressively. * Prepamtion required. •/Direct students'
of the realobjector importantaspects ■ Versatility. Printed materials and attention to the
scene. of visuals. • The overtead projector other non-transpar­ important parts of
•
can beused in normal ent Items, such as theOHT.
are static and cannot a time except for room lighting. magazine Mustratfcns, • Summarize
show motion. 'comparison. • Opaque projector cannotbe projected frequently.
• Holdvisuals allows instantaneous . immediately but must
steady. projection of 2 or 3-di- first be madeinto
mensional objects. transparencies.
• Checkthe visiM-
• Less abstract and more • Storage. Largeobjects ■ Familiarize
structors often neglect Ryof the board yourself with the
concrete. Real objects can posespecial
to give display boards from several problems. Caring for
and modelsprovide object and model.
the attention and re­ positions around . living materialssuch
hands-on learning • Makesure objects
spect they deserveas the room. experiences and . as plants and animals are large enough
Instructional devices. • Decide in advance
emphasize real-world can take a lot of lime. to be seen.
howyoufrian to applications. • Possible damage. • Indicate actual
display boards are not use theboard. • ReadilyAvailable. Materials areoften size, shape, and
movable. • Print using
Materials are readily complexand fragile. color of objects
upper-and lower­ 3. Real Objects available in the environ- Parts maybe lost or represented by
case,not al caps broken.
and Models - ment, aroundschool, models.
in script.
and in the home. • Avoid passing
■ Faceyouraud- • A ttract students' single object
enceidonottakto
attention. Students arounddass.lt
theboardw»i your can be distracting
respondpositively to
backtotheclass.
both real objects and and students may
■ Focustheimage their models. play with it while
d o it. Theoverhead so it fife the you are trying to
projectorcannot be screen. moveon in the
programmedto display • Turn off lights lesson.
information byItself. wer the screen if
Studentand teacher Fixed Sequence. • Make surethat aU
The overhead system possible.
preparation. Students Audiotapes % the students involved
does not lend itself • Standfacing your
4. Audio and teachers can sequenceof a presen­ can hear and that
Independent study.The class.
Technologies record their own tapes tation, eyen though it other students
projection system easily and economical­ Is possibleto rewind or aren't distracted.' |
ly; they erase and advance the tape to
&
Prof. Marilou M. Ubin.i a/ul Prcif. Joh n P. Natividad
 P ro fe ssio n al Education
reusathemwhen
materials become
outdated or nolonger
useful.
• Moststu­
dents andteachershave Information at the
been using audiocas­
sette recorders.
4.1. • Verbal Message.
Audio cassette Students who cannot
tapes/record- read can learn from
ere/players audio media.
• Stim ulating. M bo
media can provide a
stimulating alternative to
readingand flstenlng to
the teacher.
■ Locating selections.
Studentsand teachers
can quickly locate
selection of CDsand
can programmachines
4.2. to play any desired
CO sequence.
• Resistance to damage.
Stains can bewashed
off andordhary
scratchesdo not affect
playback.
5. Audio-Visuals AfeJfcn. MovingImage • Fixedpace. Videotape • Checklighting,
MotionPic­ can effectively represent
tures Meda procedures In which
(Television, motion Is essential.
Video& Film) Reat-Ue. Video allows
Prof, MariJou M. Ubina and Prof. John P. Narividad
E d u c a tio n a l T e c h n o lo g y 1 & 2
adesired portion. * •learjers to observe videos well In seeand hear the
phenomena that might advanceof their presentation.
be dangerous to view ■intended use.- ■ Getstudents
directly. • Misinterpretation. mentally prepared
• Pacing. Presenting • Usea handout ■ Repetition. Videoatows Documentaries and by briefly re­
or worksheetto* repeated\tewfng of dramatizations often viewing previous
appropriate pace,can maximize learning a performancefor present complex related study and
be difficult for stu­ from audiomedia. emulation. cr sophisticated treat­ evoking questions
dents with a rangeof • Usea follow-up ments an issue. abouttoday's
skills andbackground activity after each topic.
experiences. audio lesson. • Ust onthe
• Accidentalerasure. chaHioaid the
Just asaudiotapes main points to
can bequicldy be covered In the
and easily erased presentation.
w4wnnolonger ■ Supportthe
needed,theycanbe ■ presentation with
accidentallyerased meaningful fbl-
whenthey should be Jow-upactivities.
saved. ■ OetirNohredin
■ LMtedreconSng the program.
capability. Students
andteacherscannot
produce their own Ten Commandments in Creating Learning/Presentation Materials
CDsascheaplyand
easilyasthey canin • Don’t overcrowd.
cassettes. • Be consistent in format, layout and conventions.
• Use appropriate typefaces and point uses.
• Use bold and italics for emphasis, but don’t overuse them.
• Use titles, headings, and subheadings to clarify and guide. .
• Use numbers to direct through sequences. '
• Use graphics and Illustrations to reinforce ideas.
programs run at a seating and • Use symbols and Icons as Identifying markers.
ftodpace. volume control • Use color/audio/music to stimulate but not to overpower, the senses.
Scheduling. TeaChers- to be sure that ■ Produce the materials with technical excellence - good quality, good audio,
normallymustorder everyone can clear, etc. * # •
PNU L E T Reviewer U S D
 Educational T ec h n o lo g y 1 & 2 P ro fessio n al E d u catio n

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE) Standards and curriculum support’-Technology and content- area standards
NATIONAL EDUCATIONALTECHNOLOGY STANDARDS FOR ADMINISTRATORS, are designed to support each other. . .
TEACHERSAND STUDENTS * • Requiredpolicies - Policies are in place to ensure legal/ethical use, safe, Internet
use, and equity.
| No. Administrators Teachers Students Access to hardware, software and other resources -There is adequate funding,
Leadership and ' Engage in Professional Technology Operations and purchasing procedures are organized and effective, and procedures are in
1 place to set up and maintain technology resources.
Vision Growth and Leadership Concepts
Facilitate and Inspire Trained personnel - Staff development that includes hands-on, integration
Learning and emphasis, training over time; modeling, mentoring and coaching; and post
II Student Learning and Creativity and Innovation
Teaching training-access to technology resources.
Creativity
Productivity and Model Digital-Age Work Technicalassistance - Continuing support for diagnostic and maintenance
Communication and
III Professional problems for teachers' .and students’ computers.
and Learning Collaboration
Practice . Appropriate teaching and assessment approaches - Teaching strategies that
are matched to needs and assessment strategies that are matched to the
Support,
Research and Information type of learning being measured.
iv Management and
Fluency
Operations
Design and Develop Critical Thinking, Problem
Assessment and INTEGRATION OF INFORMATIONAND COMMUNICATIONS TECHNOLOGIES (ICTS)
V Digital-Age Learning Expe­ Solving, and Decision
Evaluation INTO TEACHINGAND LEARNING
riences and Assessments Making
Promote and Model Digital
Social, Legal Integration of Computers to Support Teaching and Learning
VI Citizenship and Respon­ Digital Citizenship
and Ethical Issues
sibility
Scle:; ion
Types Utilization
Essential Conditions for Technology Integration in the Classroom Advantages Lim itations
• Better learning and • Equipment • Use a display
For technology to have the desired impact on improved teaching and learning, several retention requirement technology that is
nffmuiuuuHa
conditions must be in place: • Effectiveness across • Startup costs . appropriate forflie
(CD ROM,
learning domains • Complexity and number of students.
Videodiscs,
Shared vision for technology integration -This requires coordinated school and • Realism lack of standard­ • Install and test all
etc),Com-
district planning with teachers and other personnel at ali levels, budget­ r Address different ization software in advance
puterand
ing yearly amounts for technology purchases with incremental funding, learning styles and • Compatibility of the presentation.
internet
emphasizing teacher training, matching technology to curriculum needs,. . differences • Limited intelli­ • Run the software
and keeping current and building in flexibility. . • Interactivity gence and skills from the hard

110 PNU LET Reviewer Prof. Marilou M. Ubiiiaand Prof. John P. Nacividad
 E d u c a t io n a l T e c h n o lo g y I Sc 1
Professional Education

Categories of Computer-Assisted Instruction (CAll.Jhelr (Jses and Features

• Motivation • • drive so that the
• • Individualization computer program I Categories Use/Purpose Features
■ Consistency will respond more • Memorize and recall informa- • Interactivity
•' Learner control quickly. tion • Immediate feedback
■ High speed person­ * Introduce your Drill and Practice ■ Increase proficiency in a newly • Infinite practice
alized responses to • presentation. ■ Variable level of difficulty
learned skill or refresh an ex-
learner actions Encourage student istingone. ■ Motivation
• Exchange of participation • Embedded question
information and through question­ ■ Assume the primary instruc­ ■ Branching
collaboration ing and having Tutorial
tional role of teacher or tutor. ■ Dynamic presentation
1 Realism through ' students decide on ■ Recordkeeping
color, music and next steps. • Control of multiple variables
animated graphics ■ Direct students' on­ • Represent or model a real
- Dynamic presentation
line explorations of Simulation system, situation, or phenom­
• Time control
meticulous aspects enon.
• Effects of chance
of the curriculum. ■ Motivation.
• Use appropriate Instructional
• Add an element of fun in CAI. • Game structure
pacing. Game • Sensory appeal
• Promote students' higher-or- ■ Focus on specific problems
Instructional Rotes of Computer der thinking skills, such as types
Problem Solving
logic, reasoning, pattern rec­ • Quantity
1. Role of Computer as a Teacher ognition, and strategies. • Variety
Computer is used to present Instructions directly to students. Such use is
usually termed Computer-Assisted Instruction (CAI). Computer-based in­ 2. RoJes of Computer as a Tool
struction (CBI), computer- assisted learning (CAL). CAI is also termed as 2.1. Informative Tools are applications which provide vast amounts of infor­
instructional software. mation in various formats (e.g., text, sound graphics or video, Multimedia
encyclopedia^.
2.2. Communicative Tools are systems which enable easy communication be­
tween the teacher and the students or among students beyond physical
barrier of the classroom, (e.g., email, electronic bulletin boards, chat, tele-
conferencing and electronic whiteboards.) . •

PNU L E T Reviewer- 111

Prof. Marik>u M . UbjAa and P ro f. Jo h n P. N icividad
 • • P r o fe s s io n a l E d u c a t io n ’
E d u c a tio n a l T e c h n o lo g y J & 2

' Image processing tools • Used to illustrate documents, web pages

‘ Two categories of Communicative Tools
2.21. Synchronous (ag., chat or videoconferencing) enables real
time (that is, simultaneous).communication.
2.2.2. Asynchronous (e.g, email and electronic bulletin boards),
on the other hand, are messaging systems in which the -
exchange of information between people is not 'live*, but is
somehow delayed.
2.3. Productivity/Constructive Tools are general-purpose tools that can be
used for manipulating information, constructing one's own knowledge or
visualizing one's understanding. Common examples of productivity tools are
shown below.
Video development / Create * deo tom ents
tools
2.4. Situating Tools are systems whicPi situate users in an environment where
they may 'experience' the context and happenings, (e.g., Simulations, Vir­
tual Reality). A flight simulation program is an example of a situating Tool
because it places the user in a simulated flying environment.
INTEGRATION OFTHE INTERNET AND DISTANCE EDUCATION
TOSUPPORTTEACHING AND LEARNING

Internet - consists of thousands of connected computer netwod<s around the world that
■ prepare letters, memos, reports, flyers, rubrics, lesson
connect millions of computers. The Internet is also referred to as the "Net", the "Infor­
plans, forms, newsletters sheets, posters, study guides,
mation Superhighway,’ and'Cyberspace’ .
Word processing class notes
• help students prepare stories, essays, group reports
Common Uses of Internet
• use In language exercises (writing and outlining skills)
• create class lectures support that features text, audio There at least three major reasons why Internet can be effectively used by
Presentation software and visual elements with special effects teachers and students. These categories of use are communication, information
• create student worksheets to accompany class lectures retrieval or direct instruction and general sources
■ provide students with method for tracking and analyzing
Spreadsheets data and creating charts for it
Categories of Use Example__________Classroom Applications
■ demonstrate what-If analyses visually
Support asynchronous communication of
• organize and provide easy access to lists of academic
Individual learners; exchange ideas; and
resources
Databases 1. Communication . to team from each other in two or more
• provide support for students tracking data
• Inter- locations using emails
• prepare teacher resource inventories, personalized letters,
personal Allow synchronouscommunication of two
Desktop publishing
■ create newsletter, brochure, flyers, posters, books . exchanges . Instant Messaging users on the Internet by typing messages
software
(IM) . back and forth to one another In real
• create test item banks,
Test generator/test time. ■
• generate various versions of tests
item banks
• administer test online
Prof. M arilou M. U bina and Prof. John P. Nacividad
112 PNU LET Reviewer
 P ro fe ssio n al Education E d u c a t io n a l T e c h n o l o g y 1 & 2

* «•
Allow synchronous communication of Popular way for teaching students how
Chat • two or many people on the Internet at the Scavenger Hunts to find and use information resources
same time'. available on the internet,
Using Bits activity structure, two or more inquiry-oriented activities in which some
classrooms (located anywhere in the or'all of the information used by learners
world) can study a common topic togeth­ is drawn from the Web. This approach
Global classroom was developed by Bemie Dodge and Tom
er, sharing what they are learning about WebQuests
the topic during a previously specified March at San Diego University, and it has
time period. become one of the most
2. Information
Email, newsgroups, and electronic popular ways of using the Web in
Retrieval/
Electronic appear- boards can also ‘host* special guests Education.
Direct instruc-
ances (e.g. authors, musicians, etc.) with whom Provide educational software, commercial
students can correspond, on instructional “demos" which you can take to your
internet-connected subject matter , software school’s computer laboratory
specialists from universities, government, Instructional
Electronic men­ business or other schools can serve as software sites
toring electronic mentors to students wanting (driil and practice Find software which is designed to teach
to explore specific topics of study in mi sites, tutorials some contentor topic and not just to give
interactive format on an on-going basis sites, simulaticin information.
Information sites, storybooks
exchanges and soon.)
(favorite quotes, Provide thematically-related information Locate lesson plans and other teaching
Teacher Sites
student-written exchange of students’ andteacherV ideas.
Infor­ 3. General r .
book reviews, collections around the globe Increase awareness and access to muse-
mation Sources Museums and
school safety umcoiiections and to see exhibits online
collection virtual sites
rules, etc.) without actually being physically there.
elaborate to electronically publish a
Electronic pub- ‘
common document (e.g. newsletter, Distance Education
lishing
electronic journal, etc.)
Information . In this type of online activity, students Distance education refers to an organized instructional program in which teacher
Problem and learners are. physically separated. Distance education Is also referred to as
searches (e.g. are provided with clues and must use
solving e-leaming, online education and webor computer-based training; this learning
puzzle, game, reference, sources (either electronic or
projects metfxJd is distinctively intended to be done remotely (not in a classroom) via
treasure hunt, etc.) paper-basedTto solve problems
Prof. M arilou M . U bin a and Prof. John P. Nacividad PNU L E T Reviewer 113
 P ro fessio n al E d u catio n
E d u c a tio n al T e c h n o lo g y 1 2 _______ I ................... .................................................. .... ................. ......... i

Varieties of Computer applications for distance education are: . ..

/ virtual means, (http://wmt.ehow.com/facts_4870122_defmitionrdstance-e6u- _
cation.html)
■ Synchronous distance education refers to situations where teacher and
students meet a t the same time but in different places, as in live video
broadcast or an audio teleconference. .
■ Asynchronous distance education refers to circumstances where both time
and place are different.
■ Hybrid Courses are courses that combine the elements of face-to-face
teaching and leaning with elements of distance education.
Some of the Most Important Benefits of Internet and Other Distance Resources
• Easy and rapid communication
• Access to expert resources and information not locally available
• Access to up-to-date information
• Easy sharing of information and products
• Support for a cooperative group work
Support for teaming information and visual literacy -
How is Distance Education delivered?
A wide range of technological options are available to the distance educator.
They fall into four major categories:
Category Description
Instructional audio tools include the interactive technologies of telephone,
Voice audioconferencing, and short-wave radio. Passive (i.e., one-way) audio
tools include tapes and radio.
Instructional video tools include stiH images such as slides, pre-produced
moving images (e.g., film, videotape), and real-time moving images com­
Video
bined with audioconferencing (one-way or two-way video with two-way
audio).
The term ‘date" is used to describe the broad category of instructional com­
D3ta
puter tools which are used to send and receive information electronically.
114 PNU L E T Reviewer
' . Computer-assisted instruction (CAI) - uses the computer as a
- self-contained teaching-machine to present individual lessons.
Computer-managed instruction (CMI) - uses the computer to
organize instruction and track student records and progress. The
instruction itself need not be delivered via a computer, although
CAI is often combined with CMI.
Computer-mediated education (CME) - describes computer
applications that facilitate the delivery of instruction. Examples
include electronic mail, fax, real-time computer conferencing, and
World-Wide Web applications.
Computer-based multimedia (CBM) - HyperCard, hypermedia,
and a still-developing generation of powerful, sophisticated, and
flexible computing tools have gained the attention of distance ed­
ucators in recent years. The goal of computer-based multimedia
Is to Integrate various voice, video, and computer technologies
into a single, easily accessible delivery system.
It is a foundational element of distance education programs and the basis
from vyhich all other delivery systems have evolved. Various print formats
Print
are available including: modules, textbooks, workbooks, study guide,
course syllabi, and case studies.
DISTANCE EDUCATION TECHNOLOGIES
FORMATS OF PRINT-BASED DISTANCE EDUCATION TECHNOLOGIES
Format Description
As in traditionally delivered courses, textbooks are the basis and pri­
Textbooks
mary source of contentfor the majority of distance-delivered courses
Typically, distance educators use study.guides to reinforce points
made during class and through the use of other delivery systems.
Study guides
They will often include exercises, related readings and additional
resources available to the student.
Prof. Marilou M, Uhina and Prof. John P. Naiividad
 E d u catio n a l T e c h n o lo g y ! & 2
P ro fessio n al E d u catio n

In two-way interactive video, Students at two different schools

In a distance education, context workbooks are often used to provide also called video conferencing, working on the same science
course content in an interactive manner. A typical forrtiat might con­ both sending and receiving project make live presentations to
tain an overview, the content to.be covered, one or more exercises Two-way video
sites are equipped with cam­ each other about thfeir research
or case studies to elaborate the points being made, and a quiz or test eras, microphones, and video findings. -
Workbooks
(with answer key) for self-assessment, in addition, there is typically monitors.
some
form of feedback, remediafion, branching, loop to recycle, through
COMPinER-BASH) DISTANCE EDUCATION TECHNOLOGIES
the Instructions, as needed.
A comprehensive and well-planned course syllabus is the founda­ I Technology Description Examples
tion of many distance-delivered courses. It provides course goals and CD-ROMs or DVD-ROMs Self-study courses in discipline
objectives, performance expectations, descriptions of assignments, CD-ROMs
can be mailed to learners for such as foreign language and
Course syllabus related readings (often by session), grading criteria, and a day-by- and DVD-
correspondence study on home business education.
day overview of the material to be covered. The syllabus must be ROMs
computers.
as complete as possible in order to guide the students through the
E-mail supports asynchro­ Electronic communication between
course in the absence of daily contact with the instructor.
nous personal communication an instructor and studentsor
If written imaginatively, case studies are an extremely effective in­ E-mail between teacher and learners, instructor and parents
structional tool. In fact, case studies are often designed around the between teacher and parents, or Class "discussion* via an email list
limitations of print and intended to spark the students' imaginations among individual learners.
Case studies as they place themselves in the particular case under consideration. Computer conferencing systems, Online class discussion, forums,
Many case studies present a content-based scenario. They raise also known as discussion or debates
Questions, pose alternative solutions, and then branch students to
Computer- forums or bulletin boards, Sharing student works, such as
. different sections of the text.
conferencing permit two or more individuals papers or projects, to permit peer
to engage In an asynchronous review and critique.
VIDEO- BASED DISTANCE EDUCATION TECHNOLOGIES text-based dialogue.
* Synchronous a- real-time in­ «. Live student interaction with an
Technology D escription Examples • •
teraction in which individuals expert
Broadcast video, like radio, is Educational programming on the
interact by typing message • Collaboration between students
a synchronous technology that public television Chat or
back and forth to one another. from different schools about a
One-way. video involves transmission of both instructional courses offered via Instant
• Chat room interactions re­ - mutual project
audio and video information to local cable companies Messaging
semble group conversations ■' Online ‘ office hours" when, dis-
a mass audience. I ■ * ■
and become popular places -tant student can contact their
for electronic socializing. instructor

Prof. Marilou M. O'biriii and Prof.John P. Nacividad

PNU L E T Reviewer 115
 P ro fessio n al Education
Ed ucatio n al T ech n o lo gy 1 & 2

• Instant messaging is similar Site facilitator acts as a bridge between the students and the
.*
to chat but normally involves instructor. To be effective, a facilitator must understand the
only one to one communica- students being served and the instructor's expectations. Most
• ton. Facilitators importantly, the facilitator must be willing to follow tie direc­
tive established by the teacher. At a minimum, she/he sets up
Web-based instruction also ■ Complete courses on almost any
equipment, collects assignments, proctors tests, and acts as
known as oniine-leaming, can topic
the instructor's on'-sife eyes and ears. •
Web-based present content, provide links to - Online supplements to tradition­
instruction information at other locations, These individuals are the silent heroes of the distance edu­
al face-to-face courses.
and serve as a focal point for cation enterprise and ensure that the myriad details required
distance education experience. for program success are dealt with effectively. Most success­
.
ful distance education programs consolidate support service
Support Staff
functions to include student registration, materials duplication
KEY PLAYERS IN DISTANCE EDUCATION
and distribution, securing of copyright clearances, facilities
scheduling, processing grade reports, managing technical
Key Players Description
resources, etc.
Meeting the instructional needs of students is the cornerstone
Effective distance education administrators are more than idea
of every effective distance education program, and the test by
people. They are consensus builders, decision makers, and
which all efforts in the field are judged.
referees. They work closely with technical and support service
The success of any distance education effort rests squarely on personnel, ensuring that technological resources are effec­
the shoulders of the faculty. Administrators
tively deployed to further the Institution's academic mission.
Special challenges confront those teaching at a distance. For Most importantly, they maintain an academic focus, realizing
example, the instructor must: that meeting the instructional needs of distant students is their
• Develop an understanding of the characteristics ultimate responsibility.
and needs of distant students with little first-hand
experience and limited, If any, face-to-face contact.
■ Adapt teaching styles taking into consideration the Considerations and Decisions to Select the Best Delivery System
needs aid expectations of multiple, often diverse, • Consider the goal, learner characteristics, the learning and performance contexts,
audiences. objectives, and assessment requirements.
■ Develop a working understanding of delivery tech­ • Reviewthe instructional analysis and identify logical grouping of objectives that win be
nology, while remaining focused on their teaching taught it appropriate sequences.
role. ■ Plan the learning components that will be used in the instructions.
• Function effectively as a skilled facilitator as well as • Choose the most effective student groupings for learning.
content provider._______________________ • Specify effective media and materials that are within the range of cost, convenience,'
and practicality for the learning context. ________
Prof. Mariloli M. Ubiiia and Prof.John P. Natividad
I PNU LET Reviewer
 , E d u c a tio n a l T echno lo gy J & 2
Professional E d u catio n . *
— _ - - - _
o

EVALUATING INSTRUCTIONAL RESOURCES ' PART II - ANALYZING TEST ITEMS

In evaluating Instructional resources, several questions you should ask yourself are Im­
D irections: Read and analyze edfch item and select the correct option that answers
portant regardless of the type of resource you are considering:
each question. Analyze the items using the first 5 items as your sample. Write only the
1. Does the content match the curriculum?
letter of your choice in your answer sheet.
2. Is the content accurate, up to date, and appropriate for the students?
3. Do'the materials teach and/or reinforce teaming effectively?
1. Which of the following statements has a very limited definition of educational tech-
4. Do these resources enhance instruction?
- nology?
5. Is the resource easy for the teacher and students to use?
A. It is a profession composed of various job categories.
6. Are the materials of high quality technically?
B. It refers to the computers used for teaching and learning.
7. Is the use of this resource practical for my teaching setting (cost, needed equip­
C. It indudes audiovisual materials, interactive multimedia and self-instrucHonal
ment, etc.)?
materials.
0. It is the development, application, and evaluation of systems, techniques and
aids to improve human teaming.
Answer:B
The answer is letter B because it is confined to computers only. OptionsA, C, & 0 on
the other hand are more encompassing and they describe the different dimensions
of educational technology.

2. Which of the following statements is correct, about the domains of educational

technology?
A. Design is the production stage while development is the planning stage,
B. Both the design and development are the planning stage.
C. Evaluation is synonymous with implementation.
D. Utilization Is the actkxi-phase.______________ _______________ -
Answer: D
The answer is letter D because It refers to the actual use of an educational technol­
ogy. Letter A is incorrect because the words design and development were inter­
changed. Letter B, Is also incorrect because it is only the word, 'design” which refers'
to planning stage*. Letter C is incorrect because evaluation is not synonymoos tfith
implementation.

Prof. Marilou M. Ubinaand Prof. John P. N'atiridad

PNU L E T Reviewer 117
 Educations] T ech n o lo gy 1 S i 2 P ro fessio n al Ed ucation

3. Us. Gomez is planning to integrate technology in her Mathematics class. Which'of 8. Which is the best reason why teachers state the objectives before"using instruc­
the following would be the logical steps in doing this? tional media?
I. Set tfte objectives A. To secure available materials.
II. Analyze the learners B. To prepare the materials beforehand.
III. Utilize the materials with showmanship ■ C. To determine which media to ifce best.
IV. Evaluate the performance of the students D. To be able to practice how to operate the equipment
A. I- M -IV C. l-ll-IV-lii 9. Which of the following should Mr. Rivera primarily consider in determining his
B. II-I-IIWV D. II-1-IV-III teaching- learning objectives' and use of instructional media?
4. Which of the. following is a limitation of models and real objects in teaching and A. The assessment tool to be used
learning? B. The learning activities
A. They pose problems on storage. C. The learner
. B. They make learning more concrete. D. The teacher
C. They provide hands-on teaming experiences. 10. Which of the following technologies provide iconic experiences to students/chil­
0 . They are readily available in the environment, around school, and in the dren?
home. A. . Video and books C. Radio and recordings
5 . Which group of technologies has the highest degree of concreteness? B. Pictures and videos D. Modules and periodicals
A. realia are) computer 11. Which of these technologies used in the classroom are arranged from the most
B. video, picture, and television symbolic to muttfeensory?
• C. digital video, Rim, versatile compact disc A. Real objects, print, audio-visual materials, and visual materials
D. book, imaginative literature, programmed instruction B. Visual materials, audio visual materials, print and computers
6. Mrs. Del Prado placed text together with the relevant graphics on the same page C. Visual materials, print, audio-visual materials and realia
in her multimedia presentation. Which principle did she apply? D. Print, audio, visual materials, computers and realia
A. Split attention C. Cost effectiveness 12. Which of the following is inappropriate in using printed visuals such as diarts,
j}.. Spatial contiguity D. Communication effectiveness graphs, and drawings?
7. Mrs. Olivarez presented real samples of rocks in her General Science class. What A. Provide written or verbal cues to highlight important aspects of visuals.
(principle did she apply? B. Present the instructional materials simultaneously,
A. Appropriateness C. Responsiveness d Use materials fta t everyone <ari see.
B. Authenticity ‘ D. Simplicity 0. Make the presentation suspehsefui.

118 PNU L E T Reviewer P rof. Marilou M . Ubirin and Prof. John P. Nacividad
 P r o fe s s io n a l E d u c a tio n E d u c a tio n a l T e c h n o lo g y 1 (J; 2

1 S. SUsan wants to learn more English. SpBcrfically, she wants to improve her listening 1'7. With the fast-paced evolution of technologies nowadays, why are teachers en­
skills. She has a CD player, a tape recorder and has internet access. As an English couraged to shift gradually from a teacher-centered instruction to a learner-cen­
teacher, what do you suggest? tered instruction?
I. • CDs with English listening drills I. A (earner-centered instruction focuses on transformation of facts.
• II. Tapes with English listening drills II. Students wori< on tasks determined and controlled by the teacher.
III. Internet websites such-as Go4English, English Language Listening III. Students could collaborate and work on authentic tasks in a iearn-
Lab, or Randall's listening Lab er-centered instruction.
A. I and 11 I or III . I V . A learner-centered instruction supports inquiry approach and
B. II and III (p . I, II and IH authentic assessment,
14. Which of the following statements is incorrect about the contributions of technology A. II and IV only d. 1, III and IV only
to student teaming? B. l.H andlV only DT 11.Ill and IV only
A. The quality of learning can be improved. 18. Ms. Hernandez employs student -centered instruction as the learners create their
B. The delivery of instruction can be more interesting. digital portfolios jn her computer class, What could be developed among them
C. The method of teaching and learning becomes more interactive. throughthis approach?
D. The role of the teacher can be changed Into knowledge dispenser. A. Repetition and active learning
15. Mr. Tamate. an ICT teacher takes into account technology standards to address B. Mastery of skills & information delivery
the needs of the students and help than adapt with the changing society and C. Information processing and passive learning
technology. Which of the following standards is an exception? D. Construction of knowledge and information exchange
A. Creativity and innovation 19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
B. Research and Information literacy following should he avoid?
C.- Model dlgltal-age work and leaning A. Consider technical quality.
' D .; Technology operations and concepts B. Apply different computer effects per slide.
Vinluan, a computer teacher demonstrates understanding of local and global ' C. Present information through graphic organizers.
issues and exhibits ethical and legal use of information and communications tech­ D. Use contesting colors for text and background.
nology tools. Which is true about her? 20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of
A. She models digital-age work and teaming. the following is the most effectiye way of doing it?
JB, She facilitates and inspiresstudent teaming and creativity. A. Let the pupils surf a friendly letter from the Internet. ■
/ C. > She promotes and models digital citizenship and responsibility. B. Have the pupils write a friendly letter and send it through an email.
‘E>. She designs and develops digital -age learning experiences and assess­ Cl Have the pupils fomarti a downloaded friendly letter to others via email.
ments. . D. le t the pupils write a friendly letter using word processing and have it
" critiqued try their

Prof. Marilou M . U binuand Prof. John P. Nariridad PNU L E T Review er 119

 Profcssioiiifl E d ucatio n
E d u c a tio n a l T ech n o lo gy > & 2

.21-. Which of the following computer-based instructional materials can be used to learn PART III - ENHANCING TEST TAKING SKILLS
new concepts? •
A. Games C. . Simulation
B. Tutorial- ‘ ‘ D. Drill and practice
Directions: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
2 2 . Prof. Deia Cruz would like to create a presentation material for her lesson on the
types of Computer-assisted lnstruction:To make her presentation effective, which ?
1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an ele­
A. Situating tool C.- Productivity tool
mentary school where there are enough resources for instruction. She wanted to
B. Infonnative tool ■ D. Communicative tool
start preparing her instructional materials. Which is the most systematic process
2 3 . Prof. Debs Santos is thinking of an online teaming approach by which content
in doing this?
provides links to information at other locations and serves as a focal point for a
A. Design - utilization - evaluation - development
distance education experience. Which of the-following should she use?
B. Design - development - utilization - evaluation
A. Teleconferencing C. Web-based instruction
C. Development - design - utilization - evaluation
B. Self-paced program D. Computer-aided instruction
D. Development - utilization - evaluation - design •
2 4 . Which is NOT a basic consideration in selecting and evaluating the content of an
2. Which is the most important reason why teachers need to preview their instruc­
educational technology tool?
tional materials that will be used in the class?
A. Does it match the content?
A To gain confidence in using them
B. Can It be easily dismantled?
B. To encourage viewers to be more focused
C. Will it motivate and maintain interest?
C. To avoid potential problems that might occur while materials are in use
D a Is there evidence of its effectiveness?
D. To ensure appropriateness of the materials with the objectives and target
25. Your father wanted to finish his long dreamed course but he wanted to do it at
audience
• home during his free time. Would you recommend an online learning?
3. After Ms. Rivas planned her lesson in English, she found out that the materials at
A. Yes, because online learning is the "in” thing.
hand do not match her objectives. Which is the best thing that she can do?
B. No, because online learning inhibits student-teacher interaction.
A. Modify the available materials.
C. No, because hiring a helper would enable him to attend regularly in his class.
B. Teach the lesson the following day.
D. Yes, because he could learn at his own pace using a wide spectrum of
JX Change the objectives to match'with the available materials.
technologies.
Dvi Carryout the lesson as planned and use the materials at hand.
4. Prof. Balagtas used worksheets, manipulatives, and models in teaching math to
help her students understand the lesson and love the subject. What did she bear
in mind when she used these materials?
A. Appropriateness C. Breadth
B. Balance t>. Variety

Prof. Marilou M. Ubin.i ami Prof. John P. K niividad

120 PNU LET Reviewer
 P ro fessio n al E d u catio n E d u catio n al T e c h n o lo g y ] & 1

5. With the increasing use.of edocatiflnal technology inside the classroom, what role 11. Prof. Ruiz uses projected visuals such as Digital Liquid. Prqector (DIP) in presenting
tefixpected of the teacher? her lesson. What could be her main reason for'using it?
'^ .fa c ilita to r C. knowledge giver .A ^ T h e projected materials are readily available.
Researcher D. Source of information V They are more abstract than any other visuals.
6. It is impractical to bring real objects to the classroom so Aaron constructed a C. Most projected visuals can be obtained at no cost.
three-dimensional visual instead.Which of the followhg did he construct? D. She can easily prepare her own transparencies in advance.
A. Chart ' ■ C.; Model 12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year
B. Cartoon "O'. Graphic organizer High School class. However, she found out that it was ineffectively used in the
7. You asked your students to show a two-dimensional illustration of what they have classroom. When is technology considered INEFFECTIVE?
understood from what they have read. Which of the following non-projected A. When it promotes mastery of the lesson
visuals are you referring to? B. When it makes viewing more interesting
.AT -Graphic organizer C. Model C. When it helps attain the objectives of the lesson
iT Print materials D; Reaiia D. When it induces alienation on the part of (he learners
8. There are several reasons why teachers are reluctant in using electronic media in 13. Your principal purchased new computer units for your Learning Resource Center.
Hie teaching-learning process. Which is the most common reason? Which of the following should be your last consideration in using the technology?
A! The limited exposure of teachers to new equipment A. Computers can be used for entertainment.
S. Their incompatibility to diverse needs of the learners 3 . Computers can be used for research activity.
C. The difficulty in integrating technology in the curriculum C. Computers can be used for interactive presentation.
D. The excessive availability of local technology in the community D. Computers can be used to reinforce discussion of difficult concepts in class.
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in 14. Computers can be classified according to the roles they play namely communica­
Filipino. In which activity in the teaching-learning process is It very effective? tive tool, informative tool, and constructive tool. What is the other role of computes
In developing listening skills . C. in composing poems . not mentioned in this item?
B. in teaching creative writing ' 0. In building concepts Instructional tool C. Utility tool
10. Plants, pebbles, and blocks are just some of the effective instructional materials $5.. Starting tool D. Application tool
readily found in the environment if they are utilized properly. Which of the following 15. Which of the following categories of CAl will you use in your class if your objective
is lNCORRECT about their classroom use? is to increase proficiency in a newly learned skill or refresh an existing one?
'K. \Pass a single object around the class. A. Tutorial t . b ill and practice
B. ’Familiarize yourself with the object or model before its actual utilization. Bk Simulation Cr Instructional game
C. Use-tbe objects as springboard in encouraging students' active participation. 16. Which of the following is an ineffective use of Presentation software?
D. Make sure that the reaiia and model are large enough to be seen by the A. Darken the roan. C. Read directly from the slides.
whole class, • B. Use appropriate pacing. D. Allow interaction with the learner.

Prof. M arilou M . Ubinu and Prof. Joh n P. Nacindad PNU L E T Reviewer 121
 • P ro fessio n al E d u catio n E d u c a t io n a l T e c h n o lo g y 1 8c 2

5. With tbe increasing use of educational technology inside the classroom, what role 11 .-Prof: Ruiz uses projected visuals such as Digital Liquid Projector (DIP) in presenting
E xp ected of the teacher? her lesson. What couW be her main reason for using it?
% .facifitator C. Knowledge giver A i-T h e projected materials are readily available.
B .' Researcher D. Source of information .§ . / They are more abstract than any other visuals,
6. It IS impractical to tiring real objects to the classroom so'Aaron constructed a u Most projected visuals can be obtained at no cost.
three-dimensional visual, instead.Which of the following did he construct? D. She can easily prepare her own transparencies in advance.
A. Chart . c. v Model 12. Ms. Samonte used a film clip in teaching Social Studies conceptsto her First Year
B. Cartoon 'D . Graphic organizer High School cfeiss. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
7. You asked your students to show a two-dimensional illustration of what they have
A. When it promotes mastery of the lesson
understood from what they have read! Which of the following non-projected
B. When it makes viewing more interesting
visuals are you referring to?
C. When it helps attain the objectives of the lesson
Graphic organizer C. Model
D. When it induces alienation on the part of the learners
B.’ Print materials D. Realia
13. Your principal purchased new computer units for your Learning Resource Center.
8. There are several reasons why teachers are reluctant in using electronic media 1ft
Which of the following should be your last consideration in using the technology?
the teaching-leaming process. Which is the most common reason?
A. Computers can be used for entertainment.
A: The limited exposure of teachers to new equipment
8 . Computers can be used for research activity.
3 Their incompatibility to diverse needs of the learners
C. Computers can be used for interactive presentation.
C. The difficulty in integrating technology in the curriculum
D. Computers can be used to reinforce discussion of difficult concepts in class.
0. The excessive avaSabSityof local technology in the community
14; Computers can be classified according to the roles they play namely communica^
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
tive tool, informative tool, and constructive tool. What is the other role of computers
Filipino, in which activity in the teaching-leaming process is it very effective?
not mentioned In this item?
In developing listening skills C. In composing poems
£ Instructional tool C. Utility tool
B. In teaching creative writing D. In building concepts
5 . Situating tool D. Application tool
10. Plants, pebbles,-and bloctcs are just some of the effective instructional materials
readily found in the environment if they are utilized properly. Which of the following 15. Which of the following categories of GAI will you use in your class if your objective
' is to increase proficiency in a newly learned skijl or refresh an existing one?
Is INCORRECT about their classroom use?
. A:\Pass a single object around the class. ' ’ . A. Tutorial . it. jferill and practice
'B. -'Familiarize yourself with the object or model before its actual utilization. B. Simulation IT Instructional game
C. Use the objects as springboard in encouraging students’ active participation. 16. Which of the following is an ineffective use of Presentation software?
0. Make sure that the realia and model are. large enough to be seen by the A. Darken the room. , . C.' Read directly from the slides. .
whole class. . B. Use appropriate pacing. _ D. Allow interaction witti the (earner.

PNU LET Reviewer 1 2 1

Prof. Marilou M. UbiAa and P rof. John P. h'arividad
 E d u c a tio n a l T ech n o lo gy ] & 2 P ro fe ssio n a l Ed ucatio n

17. Which of the Mowing is NOT an example of a communicative tool? 23. Which instructional tool application will you introduce to your glass if your objective
• A. Chat *. C. Teleconferencing • is to help them find and use information resources available in the internet?
-B- Electronic mail D. Multimedia encyclopedia A.. Webquests Scavenger Hunt
18. Why is one-way cfelivefy of information a misuse of communication tools? B. Hybrid course D. Distance education
A . Because the teacher expects the student to study more 24. ' In the delivery of distance education; what-computer application is used to orga­
B. Because it requires activities that focus on thinking than responding . nize instructions and track students records and progress?
C. Because It enables the usersto focus more on higher level cognitive activi­ A. Computer-baBe<tMulflmedia
ties • ’ 8. Computer-assisted Instruction
D. Because this kind of practice lessens interaction capabilities of communica­ C. Computer-mediated Education
tion tools f o /) Computer-managed Instruction
19. Internet consists of thousands of connected computer networks around the world. 25. Mien is distance education as effective as the traditional instruction?
Which term does NOT refer to Internet? A . When the method, technologies and assessment used are appropriate to the
A. NET C. “Cyberspace" required competencies.
£ . On-line D. 'Information Superhighway" B. When the course requires more face-to-face communication between the
20. Which technology tool can Prof. Soriano use to communicate asynchronous^ with students and teachers.
her students? C. When students depend more on their online mentor.
A. Chatandblog D. When there is'student-to-student interaction.
B. Chat and instant messaging
C .. Blog and video conferencing
0 . Electronic bulletin board and email
21. In your computer subject, you allow your class to chat as part of your' motivation
before discussing to them the roles of computer as a tool. How is chat used in this
context?
A. Informative tool C. Communicative tool
B. Application tool 0 . Situating tool
21 Which statement is INCORRECT about computer conferencing?
A- It refers to live student interaction with an expert.
8 . It is also known as discussion forum or bulletin board.
C: It also refers to online class discussions, forums or debates.
D. It permits two or more individuals to engage in asynchronous text-based
dialogue.

:-------------.....«.----- -------------
122 P N U L f T Reviewer Prof. M arilou M . L'bin.i anti Prof. John P. Natividad
 P ro fessio n al E d ucatio n
A ssassn icn t a n d E v alu atio n ® f L earn in g 1

| PART 1 CONTENT UPDATE

Assessment BASIC CONCEPTS

Test . ■ An Instrument designed to measure any characteristic,

and Evaluation
quality, ability, knowledge or skill. It comprised of Items
in the area it is designed to measure.
Measurement A process of quantifying the degree to which some­
one/something possesses a given trait. Le., quality,

o f Learning 1 Assessment
characteristic, or feature.
A process of gathering and organizing quantitative or
qualitative data into an interpretable form to have a
basis for judgmoit or decision-making,
Prepared by: ■ it is a prerequisite to evaluation. It provides the infor­
Dr. Marilyn Ubina-Baiagtas and Prof. Antonio G. Dacanay mation which enables evaluation to take place.
Evaluation A process of systematic interDretatkxv analysis, ap­
praisal or judgment of Die worth of organized data as
j Competency: basis for decision-making. It Involves judgment about
the desirability of changes in students.
Traditional Assessment • It refers to the use of pen-and-paper objective test.
i Apply principles in constructing Alternative Assessment • It refers to the use of methods other than pen-and?
j and interpreting alternative/ paper objective test which includes performance tests,
projects, portfolios, journals, and the likes.
; authentic forms of high quality
Authentic Assessment '■ It refers to the use of an assessment method that
: assessment simulate true-to-life situations. This codti be objec­
tive tests that reflect real-life situations or alternative
methods that are parallel to what we experience ii) real
life.

Dr. Marilyn Ubina-Balagta* and Prof. Anronio G. Dacanay

PNU L E T Reviewer 123
A sse» '- .ji t E iia E v alu atio n o f L e a rn in g 1
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning - this Includes three types of assessment done be-
. fore and during instruction. These are placement, formative and diagnostic,
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have basis in planning
for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into
the learning situation and use this as a starting point, for instruction.
• The results of this assessment place students in specific learning groups to
facilitate teaching and learning.
t b. Formative - done during instruction
• This assessment is where teachers continuously monitor the students' level
of attainment of the learning objectives (Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to
the students for them to know their strengths and weaknesses and the
progress of their learning.
c. Diagnostic - done during instruction
• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do
not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this is done after instruction. This is usually referred
to as the summative assessment.
• it is usedto certify what students know and can do and the level of their
proficiency or competency.
• Its results reveal whether or not instructions havesuccessfully achieved,the
curriculum outcomes.
• The information from assessment of learning is usually expressed as marks
or letter grades. . .
■ The results of which are communicated to the students, parents, and other
stakeholders for decision making. .
. It is also a nnwfirfi il factor that m ilrl naup. thp w av fn r erii rational r e fo r m
124 PNU LET Reviewer
P ro fe ssio n al E d ucatio n
.......... " 1,,F■1 1 i
3. Assessment AS learning - this is done for teachers to understand and perform
well their role of assessing FOR and OF learning. It requires teachers to undergo
training on how to assess learning and be equipped with the following competen­
cies needed in performing their work as assessors. _ ’
Standards for Teacher Competence In Educational Assessment of Students
(Developed by the American Federatio n^ Teachers National, Council on Measurement In Educa­
tion, National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate for
instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for
instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of
both externally-produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions
about individual students, planning teaching, developing curriculum, and school
improvement
5. Teachers should be skilled in developing valid pupil grading procedures which use
pupil assessments.
6. Teachers should be skilled in communicating assessment results to students,
parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappro­
priate assessment methods and uses of assessment information.
Dr. iVfariiyn Ubina-Balagtas and Prof. Antonio G. Dacanay
 P ro fessio n al E d u catio n Assessm en t an d E valu atio n o f L e arn in g 1

PRINCIPLES O f HIGH QUALITY CLASSROOM ASSESSMENT Learning Targets and their Appropriate Assessment Methods

i Principle 1: Clarity and Appropriateness of Learning Targets Targets Assessment Methods

Obj’elac Ess:,y Pfc’lMnwnct; Oral a u c ­ Oti-.srva-

• Learning targets should be clearly stated, specific, and center on what is Base;) tio n ing titm R e p irt
■ -----------
truly important. Knowledge 5 4 3 4 3 2

Reasoning 2 5 4 4 2 2
Learning Targets Skills 1 3 5 2 5 3
(MeMilan, 2007; Stlgglns, 2007)
Products . 1 1 . 5 2 4 4
Knowledge Student mastery of substantive subject matter
Affect 1 2 4 4 4 5
Reasoning Student ability to use knowledgeto reason and solve problems
Note: Higher numbers indicate better matches lt.g. 5 =N gl!, l = tow)
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products Modes of Assessment

Affective/Disposition Student attainment of affective states such as attitudes, I Mode D escription Examples Advantages Disadvantages
values, interests and self-eflicacy.
Traditional The paper-and ■ Stan­ • Scoring is ■ Preparation
r -------—-------- ----- ----------- — —------- pen- test used dardized objective of the instru­
i Principle 2: Appropriateness of Methods i in assessing and • Administration ment is time
knowledge teacher is easy because consuming
• Learning targets are measured by appropriate assessment methods. and thinking - made students can ■ Prone to
Assessment Methods skills tests take the test at guesshgand
! the same time cheating
Objei.iti'e tssav Pirrionnatice 0. c 'i L..-. 0t«. ■! „ Perfor­ A mode of « Practical ■ Preparation of ■ Scoring
Supply Sfl 'cHm
mance assessment .Test the instrument tends to be
• Stan , •M u tt* * • Restricted •Presentations • Oral •Ild M M l •AttkKte that requires • Oral and is relatively easy ■subjective
Answer Chow •P ip a s • B am ta- •Formal •Survey
• Response • Projects •Sodometrfc
actual demon­ , Aural Test ' • Measures be­ without
Sons
• Comple­ • Matching • Extended •Mhtmcs • Gonfmnces • Devices stration of skills * Projects, havior that can­ rubrics
tion Test T»e ♦ Dsmonstra- • W entaw • Question­ or creation of . etc not be deceived « Administra­
’ Response ttyns naires
products of as the? are tion is time
• True/ • EritfbMons , • • Inventories
learning • demonstrated . consuming
• False "Pofttoks .
* and observed

Dr. Marilyn Ubiha-Hal.igrus and Prof. Anconio G. Dacanay PNU L E T Reviewer w m

 A ssessm en t an d Evalu ation o f L earn in g 1 ' Professional Ed ucation

Portfolio A process of ■ Working * Measures ■ Develop­ revealed by the measuring instrument is correlated with the scores obtained in
gathering mul­ Portfolios students growth ment is’time another external predictor or measure. It has two purposes: concurrent and pre­
tiple indicators • Show and develop­ consuming. dictive. ■;
of student Portfolios' ment * Rating a. Concurrent validity - describes the present status of the individual by cor­
progress' ■ Docu­ • Intelligence-fair tends to be relating the sets of scores obtained from two measures given at a close in­
to support mentary subjective terval
course goals Portfolios without b .. Predictive validity - describes the future performance of an individual by
in dynamic, rubrics correlating the sets of scores obtained from two measures given at a longer
ongoing and time interval.
collaborative . 4. Construct Validity - Is established statistically by comparing psychological traits
process. or factors that theoretically influence scores in a test.
a. Convergent Validity-is established if the instrument defines another similar
—---- ------ _- -- - - - - ------------ trait other than what it is intended to measure.
i. Principle 3: Balance I E.g. Critical Thinking Test may be correlated with Creative Thinking Test.
b. Divergent Validity - is established if an instrument can describe only the
• A balanced assessment sets targets in all domains of learning (cognitive, affective, intended trait and not the other traits.
and psyebomotof) or domains of Intelligence (verbal-linguistic, logical-mathematical, E.g. Critical Thinking Test may not be correlated with Reading Comprehen­
bodily-kinesthetic, visual-spatial, musical-rhythmic, Intrapersenal-soclal, intraper- sion Test
sonal-lntrospection, physical world-natural, existential-spiritual).
• A balanced assessment makes use of both traditional and alternative assessments.
i Principle 5: Reliability >

i Principle 4: Validity i Reliability - it refers to the consistency of scores obtained by the same person when
retested using the sameor equivalent Instrument.
Validity - is the degree to which the assessment instrument measures what it intends
to measure. It is also refers to the usefulness of the instrument for a given purpose. It
is the most important criterion of a good assessment instrument. Type of Reliability S tatistical
Method Procedure
Measure Measure
* t UuXk I n*»-*-« —— ■«-«'-««» -
ways tfi csiaoftwiHis raiany Test-Retost Measure of Give a test twice to Pearson r
1. Face Validity - is done by examining the physical appearance of the instrument to Stability the same learners
make it readable and understandable. with any time interval
2. Content Validity - Is done through a careful andcritical examination of the objec­ • between tests from
tives*of assessment to reflect the curricular objectives. several minutes to
3 . Criterion-related Validity - is established statistically such that a set of scores. • several years. •

126 PNU L E T Review er Dr. Marilyn Ubina-Bilagtas and Prof. Antonio G. Dacanay
 P ro fessio n al Ed ucation A ssessm en t a n d E valu ation o f L e a rn in g 1
r — _ — . ______ — — — — __ — — — — — — — —. — — — — — —
Equivalent Forms Measure of ' Give parallel forms Pearson r Principle 7: Practicality and Efficiency i
Equivalence of tests with close
time Interval between When assessing learning, the information obtained should be worth the resources and
forms. time required to obtain it. The factors to consider are as follows:
Test-retestwith . Measure of Stabili­ Give parallel forms of Pearsortr
• Teacher Familiarity with the Method. The teacher should know the
EquivaJent Forms ty and Equivalence tests wltfv Increased
strengths and weaknesses of the method and how to use It.
time Interval between
• Time Required. Time Includes construction and use of the instrument and
forms.
the interpretation of results. Other things being equal, It Is desirable to
Split Half Measure of Internal Give a test once to . Pearson r& use the shortest assessment time possible that provides valid and reliable
Consistency obtain Scores for Spearman results.
equivalent halves of Brown Formula • Complexity of the Administration. Directions and procedures for admin­
the test e.g. odd- and istrations are dear and that little time and effort is needed.
even-numbered Items. • Ease of Scoring. Use scoring procedures appropriate to a method and
Kuder-Rictiar^n Measure of Internal Give the test once Kuder-Richard- purpose. The easier the procedure, the more reliable the assessment Is.
Consistency then correlate the pro­ son Formula 20 ■ Ease of Interpretation. Interpretation is easier If there Is a plan on how to
portion/percentage of and 21 use the results prior to assessment.
the students passing • Cost Other things being equal, the less expense used to gather infor­
and not passing a mation, the tetter.
given Item. i Principle ft Continuity ~~ ~ - - - - -j
L — - —— — -------'------------------- — — — — — — — — — — — — — — — — — J

• Assessment takes place in all phases of instruction. It could be done before, during
^Principle 6 : Fairness J aid after instruction.

Activities Occurring Prior to Instruction

A fair assessment provides all students with an equal opportunity to demonstrate
• Understanding students' cultural backgrounds, interest?, skills, and abilities
achievement The key to fairness are as follows:
• •* • as they apply across * range of learning domains and/or subject areas
• Understanding students' motivations and their interests in specific class
• Students have knowledge of learning targets and assessment.
content
• Students are given equal opportunity to leam.
• Clarifying and articulating the performance outcomes expected erf pupils
• Students possess the pre-requisite knowledge and skills.
• Planning instruction for individuals or groups of students
• * Students are tree from teacher stereotypes. .
• Students are free from biased assessment tasks and procedures.

Or. Marilyn Ubina-Balagraa and Prof. Anronio G. Dacanay PNU L E T Reviewer 127
 P ro fe s sio n a l Education

A.ctivtties Occurring During Instrtjction Criteria of Authentic Achievement (Burke, 1999)

1. Disciplined Inquiry - requires in-depth understanding of the problem and a move
■ Monitoring pupil progress toward instructional goals
beyond knowledge produced by others to a formulation of new ideas.
■ Identifying gains and difficulties pupils are experiencing in learning and
2. Integration of Knowledoe -considers things as a whole rather than fragments
performing
• Adjustipg instruction ofknfiwledge •
3. Value Bevond Evaluation - what students do have some value beyond the class­
■ Giving contingent, specific; and credible praise and feedback
room
• Motivating students to team
.r — — — — — — — — ------ — — — — — — — —
• Nidging ttie extent of puj^f attainment of instructional outcomes
i Principled 0: Communication i
L. ——— —^ — — ———— — —
Activities Occurring After the Appropriate Instructional Segment
(ig . lesson, class, semester, grade) ■ Assessment targets and standards should be communicated.
• Describing the extent to which each student has attained both short- and • Assessment results should be communicated to important users.
long-term instructional goals • Assessment results should be communicated to students through direct
• Communicating strengths'and weaknesses based on assessment results to interaction or regular ongoing feedback on their progress.
students, and parents or guardians r ———————————————————— n
• Recording and reporting assessment results for school-level analysis, ^Principle 11: Positive Consequences j
evaluation, and decision-making
• Analyzing assessment information gathered before and during instruction ■ Assessment should have a positive consequence to students; that is, it
to understand each students' progress to date and to Inform future instruc­ should motivate them to team.
tional planning • Assessment should have a positive consequence to teachers; that is, it
• Evaluating the effectiveness of instruction should help them improve the effectiveness of their instruction
• Evaluating the effectiveness of the curriculum and materials in use
i Principle 12: Ethics 1
i Principle 9: Authenticity ]
• Teachers should free the students from harmful consequences of misuse or
Features of Authentic Assessment 0ur*e, 1999) overuse of various assessment procedures such as embarrassing students
and violating students' right to confidentiality.
» Meaningful performance task
.* Teachers should be guided by laws and policies that affect their classroom
» Clear standards and public criteria
» Quality products,and performance
Administrators and teachers*should understand that it is inappropriate to
» Positive Interaction between the assessee and assessor
use standardized student achievement to measure teaching effectiveness.
» Emphasis on meta-cognition and seif-ervaluation
» Learning that transfers # . '

Dr. Marilyn Ubina-Balagtas and Prof. Antonio G. Dacanay

128 PNU LET Reviewer
 P ro fessio n al E d ucatio n
A ssessm en t a n d E v alu atio n o f L earn in g 1

'PERFORMANCE-BASED ASSESSMENT
examiner to demonstrate mastery of the skijls ‘ .
Formats: s&uctured (interview questions are set at once) and unstructured
Performance-Based Assessment is a process of gathering information about stu­
(interview questions depend on the flow of conversation)
dent's learning through actual demonstration of essential and observable skills and
4. Product-based- examinees create,a work sample or a product utilizing the skills/
creation of products that are grounded in real world contexts and constraints. It is an
abilities
assessment that is open to many possible answers and judged using multiple criteria or
Formats: restricted (products of the same objective are the same for all stu­
standards of excellence that are pre-speclfied and public.
dents) and extended (students vary in their products for the same objective)
5. Portfolio-based - collections of works that are systematically gathered to serve
Reasons for Using Performance-Based Assessment
many purposes
• Dissatisfaction of the limited information obtained from selected-response
test.
■ Influence of cognitive psychology, which demands not only for the learning
How to Assess a Performance
of declarative but also for procedural knowledge.
1. Identity the competency that has to be demonstrated by the students with or
• Negative impact of conventional tests e.g., high-stake assessment,
without a product
teaching for the test
2. Describe the task to be performed by the students either individually or as a group,
■ It isappropriate in experiential, discovery-based, Integrated, and problem-based
the resources needed, time allotment and other requirements to be able to assess
teaming approaches.
the focused competency.
Types of Performance-based Task
7 Criteria in Selecting a Good Performance Assessment Task (Burke, 1999)
1. Demonstration-type- this is a task that requires no product
• Generalizabflity - the likelihood that the students’ performance on the task
Examples: constructing a building, cooking demonstrations, entertaining
will generalize the comparable tasks.
tourists, teamwork, presentations
• Authenticity-The task is similar to what the students might encounter in the
2. Creation-type -th is is a task fliat requires tangible products
real world as. opposed to encountering only in the school.
Examples: project plan, research paper, project flyers
• Multiple Fod - The task measures multiple instructional outcomes.
■ Teachability - The task allows one to master the skill that one should be
Methods of Performance-based Assessment
proficient in.
1. Written-open ended - a written prompt is provided
• Feasibility - The task Is realistically implementable in relation to its cost,
Formats: Essays, open-ended test
space, time, and equipment requirements.
2. Behavior-based - utilizes direct observations of behaviors in situations or
• Scorability-The task can be reliably and accurately evaluated.
simulated contexts
. • Fairness-The task is fair to all the students regardless of their social status
Formats: structured (a .specific focus of observation is set at once) and
•or gender.
unstructured (anything observed is recorded or analyzed)
3. Interview-based - examinees respond in one-to-one conference setting with the
3. Develop a scdring rubric reflecting the criteria, levels of performance and the scores,
Dr. Marilyn Ubina-B.ilagus and Prof. Anronio G. Dacanay • *
PNU L E T Reviewer 129
 Assessm ent a n d E valu ation o f L ea rn in g 1

. PORTFOLIOASSESSMENT ”” " 7 ^ & ■

Types of Portfolios ' & & & **< * & A e -k w ”? fa t
Portfolio Assessment is also an alternative to pen-and-paper objective test (t is a pur­ Portfolios could come in three typesrw6rk% show, of-wcumentary.' /
poseful, ongoing, dynamic, and collaborative process of gathering multiple indicators of 1. The working portfolio is a collection of a student's day-to-day works which reflect
the learner's growth and development. Portfolio assessment is also perfoimtfice-based his/her learning. . ■ . -
but more authentic than any performance-based task. 2. The show portfolio is a collection of a student's best worl®.
3. -The documentary portfolio Is a combination of a worMng and a show portfolio.
Reasons for Using Portfolio Assessment
Burke (1999) actually recognizes portfolio as another type of assessment and is consid­ S t e p s i o P o r t f o l i o ^
ered authentic because of the following reasons:
■ It tests what is really happening in the classroom. p u fu * * -
• It offers multiple indicators of students'progress.
• It gives the students the responsibility of their own learning.
• It offers opportunities for students to document reflections of their learning.
• It demonstrates what the students know in ways that encompass their per­
sonal learning styles and multiple intelligences.
• It offers teachers new rote in the assessment process.
• ( alows -teachers to reflect on the effectiveness of their instruction.
• It provides teachers freedom of gaining insights into the student's develop­
ment or achievement over a period of time.

Principles Underlying Portfolio Assessment

there are three underlying principles of portfolio assessment content, learning, and
equity principles.

1 . Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to become
active and thoughtful learners.
3. JEquity principle explains that portfolios should allow students to demonstrate • 11 y y * A bJ» u W
their learning styles and multiple intelligences.
rf t J f M
130 I PNU LET Reviewer D r. M arilyn Lrh;na-6a!agta5 and Prof. Antonio G . Dacanay
 A ssessm en t and E v alu atio n o f L e a rn in g 1
P ro fessio n al E d ucatio n

TYPES OF RUBICS*
DEVELOPING RUBRICS ' * •
I Type D escription Advantages Disadvantages
Rubric is a measuring instrument used in rating performance-based tasks, It is the “key
Holistic It describes the • It allows fast assess­ • It does not clearly.
to corrections'' for assessment tasks designed to measure the attainment of leaning
Rubric overall quality of ment. describe the degree
competencies that require demonstration of skits or creation of products of learning.
•a performance or • It provides one score of the criterion
It offers a set of guidelines or descriptions in scoring different levels of performance
product, in this ru­ to describe the overall satisfied nor by the
or qualities of products of learning. It can be used in scoring both the process and the
bric, there is only performance or performance or
products of learning.
one rating given quality of work. product.
to the entire work • It can indicate the ■ ft does not permit
Similarity of Rubric with Other Scoring Instruments
or performance . general strengths and differential weighting
weaknesses of the of the qualities of a
Rubric is a modified checklist and rating scale. product or a perfor­
work or performance.
1. Checklist
mance.
• presents the observed characteristics of a desirable performance or product
• the rater checks the trait/s that has/have been observed in one’s perfor­ Analytic It describes • It clearly describes . • It is more time
mance or product. Rubric the quality of a whether the degree consuming to use.
2. Rating Scale performance or of the criterion used • It is more difficult to
• measures the extent or degree to which a trait has been satisfied by one's product in terms in performance or construct
work or performance of the identified product has been
• offers an overall description of the different levels of quality of a work or a dimensions and/or satisfied or not.
performance criteria for which • It permits differential
• uses 3 to more levels to describe the work or performance although the they are rated weighting of tfie
most common rating scales have 4 or 5 performance levels. independently qualities of a product
to give a better or a performance.
Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale picture of the • It helps raters pin­
and checklist. quality of work or point specific areas
performance. of strengths and
weaknesses.
Ana-Ho­ It combines the • It allows assessment • It is .more complex
listic key features of multiple tasks using that may require
Rubic of holistic and . appropriate formats. more sheets and
analytic rubic. time for scoring.

PNU LET R eview er j

Dr. Marilyn Ubina-Balagcas and Prof. Anrohio G. Dacanay
 A ssessm en t an d Evalu ation o f L earn in g 1
Important Elements of a Rubric
Whether the format is holistic, analytic, or a combination the following information
should be made available In a rubric.
■ Competency to be tested - This should be a behavior that requires either a
demonstration or creation of products of learning.
■ Performance Task—TTie task should be authentic, feasible, and has multiple
■fed.
* Evaluative Criteria and their Indicators - These should be made clear us­
ing observable traits.
* Performance Levels- These levels could vary in number from 3 or more
* Qualitative and Quantitative descriptions of each performance level -
These descriptions should be observable and measurable.
Guidelines Wien Developing Rubrics
» Identify the important and observable features or criteria of an excellent
performance or quality product
» Clarify the meaning of each trait or criterion and the performance levels.
» Describe the gradations of quality product or excellent performance.
» Aim for an even number of levels to avoid the central tendency source of
error.
» Keep the number of criteria reasonable enough to be observed or judged.
» Arrange the criteria in order in which they will likely to be observed.
» Determine the weight /points ofeach criterion and the whole work or per­
formance in the final grade.
» Put the descriptions of a criterion or a performance level on the same page.
» Highlight the distinguishing traits of eaoh performance level.
» Check if the rubric encompasses all possible traits of a work.
» Check again If the objectives of assessment were captured in the rubric.
132 PNU LET R eview er
P ro fe ssio n a l Ed ucation
PART II - ANALYZING TEST ITEMS
Directions: Read and analyze each item and select the best option that will
adequately dhswer each question. Analyze the Items using the first 5 items as your
sample. Write only the letter of your choice on your answer sheet.
1. Who among the teachers described below is doing assessment?
A. Mrs. Bautista who is administering a test to her students.
B. Mr. Ferrer who. is counting the scores obtained by the students in his test.
C.
all ;
Prof. Cuevas who Is planning for a remedial instruction after knowing that
students perform poorly in her test
The correct answer is C because assessment is represented by the grade, which
is the result of the collection of data that could be used for. easy judging of stu­
dent’s performance. Option A refers to testing, which is one of the techniques when
assessing learning. Option B refers to measurement because it refers to the quan­
tification of data which is like computing the scores obtained in a test. Option 0
refers to evaluation because it involves judgment (i.e. students perform poorly) and
decision making (i.e. planning for remedial instruction).
2. Mr. Fernandez is judging the accuracy of Ihese statements- Which statements will
he consider as correct?
I. Test is a tool to measure a trait
II. Measurement is the process ofquallfying a given trait
ill. Assessment is the gathering of quantitative and qualitative data.
IV. 'Evaluation is the analysis of quantitative and qualitative data for
decision making.
A. I and II only C. .1, B, arel
B., Ill and IV only O’ l,il,and lV i.
' Dc. Marilyn Ubifia-Balagtas and Prof. Antonio G. Dacanay
 Professional Education - A ssessm en t an d E v a lu a tio n o f L earn in g 1

The correct answer is D because the first, third and foi/rthareTOTTecfstaternents. 5. Who among the teachers below performed a diagnostic assessment?
The first describes correctly a test. This is also true to the third statement which A. Ms. *Santos who asked questions when the discussion was going on to know
correctly describes assessment. The last sentence is also a correct description who among her students understood what she was trying to emphasize. '
of evaluation. Among the four, it is only the second statement, which is wrong B. Mr. Coiubong who gave a short quiz after discussing thoroughly the lesson tc
because measurement is not the process of qualifying but rather quantifying data. - determine the programs of learning.
, C-, Ms.,Ventura: the^ecilifiessops which
3.- If I have to use the most authentic method of assessment, which of these proce­ ^%tydertts failed tb ■.:■■■ ?
dures should I consider? D. Mrs. Lopezwho administered a readiness test to the incoming grade one pupils.
A. Traditional Test C. Written Test
s'B. Pefformance-based Assessment > D. Objective Assessment The correct answer is C, diagnostic assessment, since the purpose of the assessment
is to find out what the students failed to understand that wouid require remedial instruc­
The correct answer is B because among the four methods presented, it Is only tion. OptionsA and Bare formative assessment while D Is placement assessment
performance-based assessment that requires actual demonstratfonof skills or cre­
ation of products of learning, which simulate what we really need to do in real life.
6. You are assessing FOR learning. Which of these will you likely do?
A. Giving grades to students
Options A, C, and D are all pen-and-paper tests which usually require low level
’ B. Reporting to parents the performance of their child.
thinking skills only. In real life, what these exams capture could be easily forgotten
C. Recommending new policies in grading students.
after the exam because they are usually just memorized without applications in
Ass^sing the strengths an# weaknesses of students. *
real life.
7. NuS. Saplan is planning to do an assessment OF learning. Which of these should
she include in her plan considering her purpose for assessment?
4. After doing the exercise on verbs, Ms. Boritlo gave a short quiz to find out how well 0 How to give immediate feedback to student's strengths and weaknesses
the students have understood the lesson. What type of assessment was done? b. How to determine the area of interest of learners
A. Summative Assessment C. Diagnostic Assessment _Cj. Hwtoc^student'sacliievem ent
ig .; D. Placement Assessment D. Ho^to desftn Induction '
The correct answer is B, formative assessment, since the purpose of the assess­
8 . You targeted that after instruction, your students should be able to show their abil­
ity to solve probtems with speed and accuracy. You then designed a tool to mea­
ment is to find out what the students have understood from the exercises about
sure this ability. What principle of assessment did you consider in this situation?
the lesson presented in the form of a quiz. The result erf formative assessment
gives immediate feedback about the students' learning for the day. Option A, sum-
rnative test, covers a broad range of lessons usually In the form of Final Test or
(tu Assesimenf should have a positive consequence on student's learning
Achievement Test. Option C, diagnostic test, aims to determine recurring problems
that should bfe an input to remedial or any follow up lesson. Option D, placement
V.Assessment should be reliable.
D. Assessment should be fair.
.assessment, is rpore.on determining the area or group a learner is most fit in order
to receive ah appropriate instruction.

Dr. Marilyn Ubina-Batagtas and Prof. Antonio 6 . Dacanav PNU L E T Reviewer 133

Assessm en t an d E valu atio n o f-L carning 1
9. Ms. Ortega tasked her students to show how- to play basketball. What learning
A. Knowledge Skills *
B. Reasoning /'D . Producfe
10. Mr. Ravelas made an essay test for the objective “Identify the planets lathe solar
system". Was the assessment method used the most appropriate for the given
objective? Why?
A. Yes, because essay test is easier to construct than objective test.
B. Yes, because essay test can measure any type of objective.
C. No. he should have.conducted oral questioning.
0 NO ha *h«,W hauo toct > using also a set of guide questions.
11. Mr. eidto wants to test students’ knowledge of the differ* nt places in the Philip-
P ro fe ssio n a l Education
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• •
Refer to thi»cas§ In answering items 14-15
Twoteacher? of the samegrade level haveset the following objectives for the day's lesson:
. At the end of the period, the students should be able to: -
A. construct bar graph; and
B. interpret bar graphs; '
To assess the attainment of the objectives, Teacher A required the students to construct
a bar graph for the given set of data then she asked them to interpret this using a set of
questions as guide. Teacher B presented a bar graph then asked them to interpret this
14. Whose practice is acceptable based on the principles of assessment?

t
TeacherA
pines, meir capnai ana rneir products and so he gave his s udents an essay test. If
Teacher B
j were the teacher, will you do the same?
No, the giyinQ pt iiri otsfective rrK>re apfropriate than the use of essay., C. Both Teacher A and B
8 .^suchi^tior^essinebtisjnappropriatebecauseessayis difficult. D. Neither TeacherA nor Teacher B
C, Yes, essay test could measure more than what other tests could measure. 15Jfl/hieh is true about the given case?
D. Ybs, essay test is the best in measuring any type of knowledge. (fh ) Objective A matched with performance-based assessment while B can be
12. What type of validity does the Pre-board. Examination possess if its results can assessed using the traditional pen-and-paper objective test.
explain how the students will likely perform in their licensure examination? B. Objective A matched with traditional assessment while B can be assessed
using a performance-based method.
A. conopent C: construd C. Berth objective A and B matched with performance-based assessment.
^ pwdjefly*. * . ■ D. content D. Both objective A and B matched with traditional assessment.
13. Ms! AMz wants to determine if the students’ scores In their Final Test is reliable. 16. In the context of the Theory of Multipie Intelligence, which is a weakness of the
However, she has only one set of test and her students are already on vacation. paper-penc# test?
Wiat test of reUabiifty can she (P ) It puts non-linguistically intelligent at a disadvantage.
E It Is not easy to administer.
C. ftutfflzessomuchtime. - ■
Equivalent Forms 0. It lacks reliability.
est-Retest with Equivalent Forms

- -
Dr. Marilyn Ubiiu-Balagtas and Prof. Antonio G. Dacanay
134 PNU L E T Reviewer
 P ro fe ssio n a l E d u c atio n A ssessm en t a n d E valu atio n o f L e a rn in g 1

17. Mr. Umayam is doing a performance-based assessment for the -day’s lesson. 22. Mrs. Catalan allowed the students to develop their own portfolio In their own style
Which of the following will most likely happen? as long as they show all the non-negotiable evidences of learning. What principle
A. Students ar.e evaluated (n one sitting. in portfolio assessment explains-this practice?
6 ^)Students do an actual demonstration of their skill. A. Content Principle • jj^ ) | t ^ ?rihciple s
CT Students are evaluated in the most objective manner. B. Learning Principle Dr iPircxJocf Pffnc^Jle
D. Students are evaluated based on varied evidences of learning. 23. How should the following steps in portfolio assessment be arranged logically?
18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of I. Set.taqjets
some laboratory equipment and measurement tools and the students ability to II. Select evidences
follow the specified procedures. What mode of assessment should Miss del Rosario III. Collect evidences
IV. Rate Collection
A. Portfolio Assessment ^ Traditional Assessment V. Reflect on Evidences
B. Journal Assessment Perfprrnarice^BasedAssessment A. I, H, 111,1V, V C. I, II, III, V, IV
19. Mrs. Hilario presented the lesson on baking through a group activity so that the 0 I,111,II, V, IV D. I, III, V, II, IV
students will not just learn how to .bake but also develop their interpersonal M s . 247wiich could be seenin a rubric?
How should this lesson be assessed? ' I. Objectivein a high-level of cognitive behavior
I. She should give the students an essay test explaining how they baked H. Multiple criteria in assessing teaming
the cake. III. Quantitative desertions of the quality of work
II. The students should be graded on the quality of their baked cake ' IV. Qualitative descriptions of the quality of work.
using a rubric. A. 1, and II only JL I, II, and III
III. The students in a group should rate the members based on their ^ 8 . j t l|l,ffl«i»dnly ■'/> I, II, III, and
ability to cooperate in their group activity. 25. The pupils are to be judged individually on their mastery of the singing of the
IV. She should observe how the pupils perform their task. national anthem and so their teacher let them sing Individually. What should the
teacher use in rating the performance of the pupils considering the fact that the

r
l, II, and lUonly C. I, II, IV only
;u, HI, and fV only D. I, II, III, and IV teacher has only one period to spend in evaluating her 20 pupils?

f
Analytic C. Bther holistic or analytic
a teacher has setobjectives in ail domains or learning targets and which could Holistic D. Both holistic and
be assessed using a single performance task, what criterion in selecting a task
should she consider? . .
nM GeneraHzability ' O f MtilSpiefocl : j
K Fairness 0. Teachability
21. Which term refers to the collection of students' products and accomplishments in
a given period for evaluationpurposes?
Diaiy • C. Anecdotal record
jflflfb ljp * ■ D. -Observationreport-________ PNU L E T Reviewer 135
Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay
A sJcssnicpt and E v alu atio n o f L e a rn in g 1 P ro fessio n al E d u catio n

5. The students of Mrs. Valino are very .noisy. To keep them busy, they were given
PART III - ENHANCING TEST TAKING SKILLS
' any test available in the classroom and then the results were graded as a way to
mnish them. Which statement best explains if the practice is acceptable or not?
Direction: Enhance your test taking skills by answering the items below. Write only QC/The practice is acceptable because the students behaved well when they
tie letter of the best answer. were given a test
B. The pracfice Is not acceptable because It violates the principle of reliability.
1. Mrs. Pua Is judging the worth of the project of the students In her Science class £ p r^ c ^ : a^ptabte.te
based on a set of criteria. What process describes what she is doing? D. The practice is acceptable since the test results are graded. 1
A. Testing • . f ^ f ^ jn ^ 6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do?
B. Measuring D. Assessing 4. Placement Assessment
2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex­ B7 Diagnostic Assessment / ^ ^ i M ^ t iv e i^
plains the difference? 7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out
( f ) Measurements who among them can already read The result was used to determine their sec-
^ 8 giving meanir tions. What kind of test was given to them?
B Measurement is the process of gathering data wtiiieevaluation is the process A. Diagnostic
of quaiittfymy the data gathered. B. Formative a Summative"
C. Measurement is the process of quantifying data while evaluation is the 8 . The grade six pupils were given a dbgriosicjest in addition and subtraction of
process of organizing data. whole numbers to find out If they can proceed to the next unit. However, the results
D. Measurement is a pre-requisite of assessment while evaluation is the of the test were very low. What shocM the teacher do?
pre-requisite of testing. A. Proceed to the next lesson to be able to finish all the topics in the course.
3. Ms. Rfcafort uses alternative methods of assessment Which of the following will B. Construct another test parallel to the given test to determine the consistency
she NOT likely use? the scores.
C. Oral Presentation ^wAcount the frequency of errors to find out the lessons that the majority of
iW lecii^ Journo VVriting D. Developing Portfolios students need to raleam.
s. Camba aims to measure a product of lemming. Which of these objectives will D. Recoiri the scores then inform fa parents about the very poor performance
she most likefy set tor her insbrubtBrli? - . of their chVd ln mathematics.
A. Show positive attitude towards learning common nouns # 9 . Mrs. Nogueras Is doing an assessment OF learning. At what stage of instruction
B. Identify common nouns in a reading selection should she do it?
using (^m onhbuiW ; A. before instruction C. prior to Instruction
TTTW Yfiam nw noun in a sentence • |^ ,e ft^ |is tn p b n | * _D, during the iristnjctional process

|P N U LET Reviewer Dr. Marilyn Ubifia-Bala gras and Prof. Antonio G. Dacanay
 Assessm ent a n d E v alu atio n o f L earn in g 1
P ro fe ssio n al Ed ucation

13. If Mr. Paraiso vyill have to make a scoring rubric for the student's output, what for­
*10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils.
mat is better to construct Considering that the teacher has limited time to evaluate
Before she finalized the test, she examined carefully If the test items were con-
theirwork?
Analytic Rubric C. Either A or B
^ ^ ’ f+itolfcsrttcfftitwig; D. Neither A nor B
* C. predictive validity
sctM pnnclpal has 3 teacher applicants all of whom graduated from the
BT owiaBent validity - ■ D. construct validity
same institution and are all licensed teachers. She only needs to hire one. What
11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English. should she do to choose the best teacher from the three?
Which of the following activities will fielp achieve her purpose?
I. Give them a placement test.
A. II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
; C. Administers single test but to tfo different groups of students. IV. Study their portfolios to examine the qualifies of the students' outputs
/^Adm inister two different tests but to the same group of students. when they were in College.
A. I and II. ( lS la n d ll.IV .
Refer to the situation below in answering items 12 and 13.
ft II and M. ■ W - ll/^ a id W ' ?
A teacher set the following objectives for the day's lesson: 15. What should be done first when planning lor a performance-based assessment?
At the end of the period, the students should be able to: D^grmine Jthe "table..of spedflcations1'of the tasks.
A. Identify the parts of a friendly letter;
B. construct a friendly letter using the MSWord; and Set the criteria in scoring the task.
C. stow interest towards the day's lesson D. Prepare a scoring rubric.
To assess the attainment of the objectives, Ms. Cidro required the students to con­ 16. To maximize the amount of time spent for performance-based assessment, which
struct a friendly letter and have it encoded at their Computer Laboratory using the MS jn e should be done?
Word. The letter should inform one’s friend about what one has learned In the day's n tij Plan a iask that can be used for Instruction and assessment at the same
lesson and how one felt about it. Jtfme. .
B. Assess one objective for one performance task..
12. Which is NOT true about the given case? C. Set objectives only for cognitive domains.
A. Ms. Cidro practices a balanced assessment D. Limit the task to one'ijieeting only.
B. Ms, Cidro's assessment method is performance-based.
Ms. Cidro needs a rubric In scoring the work of the students.
(p.JM s. Cidro's assessment targets are all in the cognitive domain.

Dr.'Marilyn Ubina-Balagtas and Prof: Antonio G. Dacanay

PNU LET Reviewer 137

Assessm ent an d E v alu atio n o f L ea rn in g 1
17. Who among the teachers below gave the most authentic-assessment task for the
objective “Solve word problems involvir® the four basic operations?
A. Mis. Juliano who presented a word probleminvolving the four fundamental
operations and then asked the pupils to solve it.
B. Mrs. Mandia who asked her pupils to construct a word problem for a given
nuftber sentence that involves four fundamental operations and then asked
them to solve the word problem they constructed.
C. Mis. Malang who asked her pupils to construct any word problem that
involves the four fundamental operations and then asked them to show how
to solve it.
Mrs. Pontipedra who asked her pupils to construct any word problem that
involves the four fundamental operations then formed them by twos so that
each pair exchanged problems and helped solve each other's problem.
18. Which is WRONG to assume about traditional assessment?
A. It can assess individuals objectively.
EL It can assess individuals at the same time.
(B It is easier to administer than performance test
r jL Itcan assess fairly all the domains of intelltgence of an individual.
19. which statement about fjerforjnar^e-basKi assessment is FALSE?
|t erftph^sizes merely process
B. It also stresses doing, not only knowing.
C. It accentuates on process as well as product
/( d) Essay tests are an example of performance-based assessments.
20 /Tjnder which assumption is portfolio assessment based? .
3Sj) Portfolio assessment is a dynamic assessment.
Assessment should stress the reproduction (rfkrowledge.
C. An individual learner is adequately characterized by a test score.
£> An
21: Whlch is a gciod portfolib evidence of a student's acquired knowledge and writing
skll,s?
A Project Reflective Journal -
B. Test Results viJ? Critiqued Outfits
138 PNU L E T Reviewer
P ro fess ion ai Education
22. When planning for portfolio assessment, which should you do first?
/V O setB ie tanjets-fprportWioas^ment. ^
N rExhibitdnefow oitf M l tie proud of isle’s collection.
C. Select evidences that could be captured in one's portfolio.
D. Reflect on one's collection and identify strengths and weakness.
23.'Which kind of rubric is BEST to use in rating students’ projects done for several
*
J
; Analytic v C. Either holistic or analytic
> Holistic D. Both holistic and analytic
24. Which Is NOTTRUE of an analytic rubric?
k It Is time consuming.
It is . e ^ ^ f ^ ^ s M ji^ t iie hpiistiq: njbric■
t T It gives' one's level of performance per criterion.
D. It allows one to pinpoint the strengths and weaknesses of one's work.
25. Ms. Bacani prepared a rubric with 5 levels of performance described as 5- excel­
lent, 4-very satisfactory, 3-satisfactory, 2-needs improvement 1- poor. After using
this rubric with these descriptions, she found out that most of her students had a
rating of 3. Even those who are evidently poor in their performance had a rating of
satisfactory. Could there be a possible error in the use of the rubric?
A. Viw, the teacher could have CQf(Wt|^, the flirKri^lty ^rgr.
3L. Yes, the ieachef Could have committed the central'tendency source of errpr.
- 0 No, Itls jiB t common to see more of the students having a grade of 3 in a
5-point scale.
D. No, such result is acceptable as long as it has a positive consequence to the
students.
Dr. Marilyn l/bma-Balagcas and Prof. Anconio G. Dacanay
 P ro fessio n al Education A ssessm en t a n d E v alu atio n o f L e arn in g 2

Assessment PART I - CONTENT UPDATE

WHAT 18 A TEST?

and Evaluation • It is anrinstrument or systematic procedure which typically consists of a set of ques­
tions for measuring a sample ofbehavlor.
• It is a special form of assessment made under contrived circumstances especially

of Learning 2 so that it may be administered

• it is a systematic form of assessment that answers the question, "How well does
the individual perform - either in comparison with others or in comparison with a
domain of performance task.
• An Instrument designed to measure any quality, ability, skill or knowledge.
Prepared by:
Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay
PURPOSES I USES OF TESTS

Competencies: s Instructional Uses of Tests

• grouping learners for instruction within a class
• identifying learners who need corrective and enrichment experiences
1. Apply principles in constructing and • measuring class progress fa any given period
interpreting traditional forms of assess­ • assigning grades/marks
ment. • guiding activities for specific learners (the slow, average, fast)
V Guidance Uses of Tests
2. Utilize processed data and results in • . assisting learners to set educational and vocational goals
reporting and interpreting learners' • improving teacher, counselor and parents' understanding of children with
performance to improve teaching and problems
'* • preparing Information/data to guide conferences with parents about their
learning. children
3. Demonstrate skills in the use of tech­ ■ determining Interests in types of occupations not previously considered tr
niques and tools in assessing affective known by the students
’ • predicting success in future educational or vocational endeavor
learning.

Or. Marilyn Ubma-Balagcas and Prof. Anronio G. Dacanay PN U L E T Reviewer 139


■ Assessment a n d Evalu atio n o f L earn in g 2
• v'Administrative Uses of Tests •
• determining emphasis to be given to the different learning areas in the
curriculum ' .
• measuring the school progress from year to year -
. • determining how well students'are attaining worthwhile educational goals
■ determining appropriateness of the school curriculum for students of dif­
ferent levels of ability
• developing adequate basis for pupil promotion or retention
Classification of Tests According Format
I.
Standardized Tests - tests that have been carefully constructed by experts in the
light of accepted objectives.-
1. Ability Tests-combine verbal and numerical ability, reasoning and computations.
Ex.: OLSAT- Otis Lennon Standardized Ability Test
2. Aptitude Tests - measure potential In a specific field or area; predict the
degree to which an individual will succeed in any given area such art, music,
mechanical task or academic studies.
Ex.: OAT- Differential Aptitude Test
II. Teacher-Made Tests - constructed by classroom teacher which measure and
appraise student progress in terms of specific classroom/instructional objectives.
1 . Objective Type-answers are in the form of a single word or phrase or symbol
a Limited Response Type - requires tie student to select ttie answer from
a given number of alternatives or choices.
I. Multiple Choice Test - consists of a stem each of which presents
three to five alternatives or options in w h ic h only one is correct or
definitely better than the Q ther. The correct option choiceor alternative
• in each iterfi is merely called answer and the rest of the alternatives
are called distractprs or decoys or foils,
ii. True - False or Alternative Response - consists of declarative -
statements that one has to respond or mark true 6 r; false; right or
wrong, correct or incorrect, yes or no, fact or opinion, agree or dis­
agree and the. like. It is a test made up of items w h ic h allow dfchoto-
140 PMU L E T Reviewer
P ro fessio n al Education
tnous responses.
iii. Matching Type - consists of two parallel columns with each word,
' ' number, or symbol in one column being matched to a word sentence,
or phrase in the other column. The items in Column I or A for which a
match is sought are called premises, and the items in Column II or.B
from which the selection is made are called responses,
b. Free Response type or Supply Test- requires the student to supply or
give the correct answer.
i. Short Answer - uses a direct question that can be answered by a
word, phrase, number, or symbol.
ii. Completion Test-consists of an incomplete statement that can also
be answered by a word, phrase, number, or symbol
2. Essay lype- Essay questions provide freedom of response that is needed to
adequately assess students' ability to formulate, organize, integrate and evaluate
ideasand information or apply knowledge and skills.
a. Restricted Essay-lim its both the content and the response. Content is
usually restricted by the scope of the topic to be discussed.
b. Extended Essay - allows the students to select any factual information v
hat they think is pertinent to organize their answers in accordance with *
their best judgment and to integrate and evaluate ideas which they think
appropriate. '
Other Classification of Tests
■ Psychologlcat Tests - aim to measure students' intangible aspects of
behavior, i.e. intelligence, attitudes, interests and aptitude.
. > Educational Tests - aim to measure the results/effects of instruction.
• Survey Tests - measure general level of student's achievement ova- a
broad range of learning outcomes and tend to emphasize norm - referenced
interpretation
• Mastery Tests-measure the degree of mastery ol a limited set of specific-,
learning outcomes and typically use criterion referenced interpretations.
D r. Marilyn Uhifu-Baiagt.is and Prof. Antonio G. Dacanay
 P ro fessio n al E d u catio n
■ Verbal Tests -one in which words are very necessary and the examinee
should be equipped with vocabulary in attaching meaning to or responding
to test items. ' Affective and Other Non-Cognitlve Learning Outcomes
• Non -Verbal Tesls1- one in n$ich words are not that important, student
responds to test items in the form of drawings, pictures or designs.
■ Standardized Tests - constructed by a professional item writer, cover a
large domain of learning tasks with just few items measuring each spe­
cific task. Typically items are of average difficulty and omits very easy and
very difficult items, emphasize discrimination among individuals in terms
of relative level of learning.
Teacher-Made-Tests - constructed by a classroom teacher, give focus
on a limited domain of learning tasks with relatively large number of items
measuring each specific task. Matches item difficulty to learning tasks,
without alternating item difficulty or omitting easy or. difficult items, em­
phasize description of what learning tasks students cari and cannot do/
perform.
■ Individual Tests - administered on a one - to - one basis using careful
oral questioning.
■ Group Test - administered to group of individuals, questions are typically
answered using paper and pencil technique.
Objective Tests - one in which equally competent examinees will get the
( same scores, e.g. multiple - choice test
• Subjective Tests - one in which the scores can be Influenced by the
opinion/judgment of the rater,_e.g. essay test
• Power Tests - designed to measure level of performance under sufficient
time conditions, consist of items arranged in order of increasing difficulty.
• Speed Teste - designed to measure the number of items an individual
can complete in a give time, consists of items approximately of the same
level-of difficulty. • . •
Dr. Marilyn Ubina-Balagcai and Prof. Antonio G. Dacanay
Assessm ent and E v alu atio n o f L e arn in g 2
• •
Assessment of Affective and Other Won - Cognitive Learning Outcomes
Requiring Assessment Procedure Beyond Paper-and-Pencii Test
Affective/rJon-cognitive
Sample Behavior
Learning Outcom e
Concern for the welfare of others, sensitivity to social
Social Attitudes
issues, desire to work toward social improvement
Open-mindedness, risk taking aid responsibility, resource­
Scientific Attitude
fulness, persistence, humility, curiosity
Expressed as self-perception as a learner in particular
Academic seif-concept
subjects (e.g. math, science, history, etc.)
Expressed feelings toward various educational, mechani­
Interests
cal, aesthetic, social, recreational, vocational activities
Feelings of satisfaction and enjoyment expressed toward
Appreciations
nature, music, art, literature, vocational activities
Relationship to peers, reaction to praise and criticism,
Adjustments
emotional, social stability, acceptability
Affective Assessment Procedures/Tools
» Observational Techniques - used In assessing affective ami other non-cognitive
learning outcomes and aspects of development of students.
■ Anecdotal Records - method of recording factual description of students'
behavior.
• .• '«
Effective use of Anecdotal Records
1. Determine in advance what to observe, but be alert for unusual behavior.
2. Analyze observational records for possible sources of bias.
. 3. • Observe and record enough.of the situation to make the behavior meaningful. ■
4. Wake a record of the incident right after observation, as much as possible.
1 PNW L E T Reviewer 141
 A ssessm en t an d E valu ation o f L earn in g 2
5. Limit each anecdote to a brief description of a single incident.
6. Keep the factual description of the incident and your interpretation of it, sep­
arate.
7. Record both positive and negative behavioral incidents.
8 . Collect a number of anecdotes on a student before drawing inferences con­
cerning typical behavior.
9. Obtain practice in writing anecdotal records.
■ Peer appraisal - is especially useful in assessing personality characteristics,
social relations skills, and other forms of typical behavior. Peer - appraisal
methods include the guess - who technique and the sodometric technique.
Guess* Who Technique - method, used to obtain,peer judgment or peer
ratings requiring students to name their classmates who best fit each of a
series of behavior description, the number of nominations students receive
on each characteristic indicates their reputation in the peer group.
Sodometric Technique - also calls for nominations, but students indicate
their choice of companions’for some group situation or activity, the number
of choices students receives serves as an Indication of their total social
acceptance.
• Self •' repent techniques - used to obtain information that is inaccessible
by other means, including reports on the students’ attitudes, interests, and
personal feelings.
• Attitude scales - used to determine what a student believes, perceives.or
feels: Attitudes can be measured toward self, others, and a variety of other
activities, Institutions, or situations.
Types: . a. Nonprojective Tests
" I. Rating Scale - measures attitudes toward others or asks an.
individual to rate another individual on a number of behavioral
dimensions on a continuum from gbod to bador excellent to poor;
or on a number of items by selecting the most appropriate response
category along 3 or 5 point scale (e.g., 5-exeellent, 4-above average,
3-average, 2-beiow average, 1-poor)
II. Semantic Differential Scale - asks an individual to give a quantita-
142 PN U L E T Reviewer
Professional Education
tive rating to the subject of the attitude scale'on a number of bipolar
adjectives such as good-bad, friendly-unfriendly etc.
III. Llkert Scale - an assessment instrument which asks an individual
to respond to a series pf statements by indicating whether she/he
strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or
strongly disagrees (SO) witti each statement Each response is asso­
ciated with a point value, and an individual's score is determined by
summing up the point values for each positive statements: SA - 5, A
- 4, U- 3, D - 2, SD - 1 . for negative statements, the point values
would be reversed, that is, SA -1 , A - 2, and so on.
» Personality assessments - refer to procedures forassessing emotional adjust­
ment Interpersonal relations, motivation, interests, feelings aid attitudes toward
self, others, and a variety of other activities, institutions, and situations.
• Interests are preferences for particular activities.
Example of statement on questionnaire: I would rather gook ten write a
letter.
■ Values concern preferences for “life goals* and "yvays of life’ , in contrast to
Interests, which concern preference for particular activities.
Example: I consider it more important to have people respect me than to
admire me.
• Attitude concerns feelings about particular social objects - physical objects,
types of people, particular persons, social institutions, government policies,
and others.
Example: I enjoy solving math problem,
S Personality Inventories
• Personality Inventories present lists of questions or statements describ­
ing behaviors characteristic erf certain personality traits, and the indi­
vidual Is asked to indicate (yes, no, undecided) whether the statement
describes her qr him. .
' • I t may be specific and measure only one trait, such as introversion
extroversion, or may be general and measure’s number of traits.
Dr. Marilyn Ubina-Balagtas and Prof. Anconio G. Dacanay
 P r o fe s s io n a l E d u c a tio n A ssessm en t a n d E valu atio n o f L ea rn in g 2 .

✓ Creativity Tests Projective Tests •

■ Projective tests were developed in an attempt to eliminate some.of the.
characteristics that are related to creative behavior. major problems inherent in the use of self - report measures, such
One such trait is referred to as divergent thinking. Unlike convergent as the tendency of some respondents to give ‘socially acceptable* fe-
thinkers who tend to took for the right answer, divergent thinkers tend sponses.-
to seek alternatives. . • The purposes of such tests are usually not obvious to respondents; the
✓ Interest Inventories individual is typically asked to respond to ambiguous items.
An interest Inventory asks an individual to indicate personal like, such • The most commonly used projective technique is the method of asso­
as kinds of activities he or she likes to engage in. ciation. This technique asks the respondent to react to a stimulus such
as a picture, inkblot, or word.
_______ :______________ , • Checklist -an assessment instru­
STAGES IN THE DEVELOPMENT & VALIDATION OF AN ASSESSMENT INSTRUMENT ment that calls for a simple yes-no
judgment It is basically a method
of recording whether a character­
istic is present or absent or wheth­
er an action was or was not taken
i.e. checklist of student's daily
activities

*Note: Hemswith difficulty index within .26 to .75andwith discrimination index from .20 andabove are to be retained. Items with difficultyindex*within .25 to .75
tu t with (Sscrimination indexof .19 and belowor with discrimination index of .-20and abovebut with difficulty index not within .26 to .75 shouldbe revised, items
with difficulty index not within .26 to ,7Sand with discrimination index of .19 and below should be rejected/discarded.

Dr. Marilyn Ubina-Balagras and Prof. Anronio G. Dacanav PNU LET Reviewer
 A s s e s s m e n t aud Evaluation of L earn in g 2 P ro fe ssio n a l E d ucatio n
General Suggestions for Writing Assessment Tasks and Test items
1. Use assessment specifications as a guide to item/task writing.
2 . Construct more items/tasks than needed.
3 . W rite the items/tasks-ahead of the testing date.
4 . W rite each test item/task at an appropriate reading level and difficulty.
5 . W rite each test item/task in a way that it does not provide help in answering other
test items or tasks.
6. W rite each test item/task so that the task to be performed is clearly defined and it
calls forth the performance described in the intended learning outcome
7. W rite a test item/task whose answer is one that would be agreed upon by the
experts.
6. Whenever a test is revised, recheck its relevance.
Specific Suggestions
A. Supply Type of Test
1. Word the item/s so that the required answer is both brief and specific.
2. Do not take statements directly from textbooks
3. A direct question is generally more desirable than an incomplete statement.
4. If the item is to be expressed in numerical units, indicate the type of answer
wanted.
5. Blanks for answers should be equal in length and as much as possible in
column to the right of the question.
6. When completion items are to be used, do not include too many blanks.
B. Selective Type oTTests
1 . Alternative - Response .
a Avoid broad, trivial statements and use of negative words especially dou­
ble negatives. •
b. Avoid long and complex sentences, . i. The relative length of the alternatives/options should not provide a clue
c. Avoid multiple facts or including two ideas in one statement, unless cause
- effect relationship is being measured.
144 PNU L E T Reviewer
d. If opinion is used, attribute'it to’some source unless the ability to identify
opinion is being specifically measured.
e. Use proportional number of true statements and false statements.
f. ' True statements and false statements should be approximately equal in
' length.
2. Matching Type
a. Use only homogeneous, material in a single matching exercise.
b. Include an unequal number of responses and premises and instruct the
pupil that responses may be used once, more than once, or not at all.
c. Keep the list of items to be matched brief, and place the shorter responses
at the right.
d. Arrange the list of responses in logical order.
e. Indicate In the directions the basis for matching the responses and premises,
. f. Place all the items for one matching exercise on the same page.
g. Limit a matching exercise to not more than 10 to 15 items.
3. Multiple Choice
a. The stem of the item should be meaningful by itself and should present a
definite problem.
b. The item stem should include as much of the item as possible and should
be free of irrelevant material.
c. Use a negatively stated stem only when significant learning outcomes
require it and stress/highlight the negative words for emphasis..
d. All the alternatives should be grammatically consistent with the stem of
the item.
e. An item should only contain one correct or clearly best answer.
f. Items used to measure understanding should contain some novelty, but
not too much.
g. All distracters should be plausible/attractive.
h. Verbal associations between the stem and the correct answer should be
avoided. ,• .*
‘ .to the answer. .
Dr. Marilyn Ubiria-Bniagcas and P rof. A nton io G . Dacana
 Profcssioriiil Education
j. The alternatives should be arranged logically.
. k. The correct answer should appear in each of the alternative positions and
approximately equal number of times but in random order.
I. Use of special alternatives such as “none of the above" of “all of the above-’
should be done sparingly:
m. Always have the stem and alternatives on the same page.
n. Do not use multiple choice items when other types are more appropriate.
4. Essay Type of Test
a. Restrict the use of essay questions to those learning outcomes that cannot
be satisfactorily measured by objective items.
b. Construct questions that will call forth the skills specified in the learning
standards.
c. Phrase each question so that the student’s task is clearly defined or in­
dicated
d. Avoid the use of optional questions.
e. Indicate the approximate time limit or the number of points for each ques­
tion.
f. Prepare an outline of the expected answer in advance or scoring rubric.
Qualities/Characteristics Desired in an Assessment Instrument
Major Characteristics
a. Validity - the degree to which a test measures what it is Supposed or intends -
to measureJt is the usefulness of the test for a given purpose, it is the most
important quality/characteristic desired in an assessment instrument.
b. Reliability - refers to the consistency of measurement; i.e., how consistent
test scores or other assessment results are from one measurement to ah-
other. It the most important characteristic of an assessment .instsument next
to validity.1 ■ • - achievement should minimize the effects of speed on student performance.
■ H E H aB n aM M B M H M n B S B aaB aaaw saR n M H M M B M an ai
Dr. Marilyn Ubiria-Balagtas and Prof". A nton io 0 . Dacanay
A ssessm en t and E v alu atio n o f L e a rn in g 2
. Minor Characteristics
c. Administrability - The test should be easy to administer such that the di­
rections should clearly indicate how a Student should respond to the test/
task items and how much time should be spent for each test item or for this
whole test.
d. Scorability - Tfie test should be easy to score such that directions for scor­
ing are clear, point/s for each correct answer(s) is/are specified.
e. Interpretability - Test scores can easily be interpreted and described in
terms of the specific tasks that a student can perform or his/her relative
position in a clearly defined group.
f. Economy - The test should save time and effort spent for its administration
. and that answer sheets must be provided so it can be given from time to time.
Factors Influencing the Validity of an Assessment Instrument
1. Unclear directions. Directions that do not clearly indicate how to respond to
. the tasks and how to record the responses tends to reduce validity.
2. Reading vocabulary and sentence structure are too difficult Vocabulary
aid sentence structure that are too complicated for the students would result
in the assessment of reading comprehension; thus, altering the meaning of
assessment result.
3. Ambiguity. Ambiguous statements in assessment tasks contribute to misin­
terpretations and confusion. Ambiguity sometimes confuses the better stu­
dents more that it does the poor students.
4. Inadequate time limits. Time limits that do not provide students with enough
time to consider the tasks and provide thoughtful responses can reduce the va­
lidity of interpretation of results. Rather than measuring what a student knows
or. able to do in a topic given adequate time, the assessment may become a
measure of the speed with which the student can respond. For some contents
(e.g., a typing test), speed may be important. However, most assessments of
PNU L E T Reviewer 145
 A ssessm en t and Evaluation o f L e a rn in g 2 P r o fe s s io n a l E d u c a tio n

5. • Overemphasis of easy - to assess aspects of domain at the expense of test scores than a group with homogeneous ability.
important, but hard - to assess aspects (construct underrepresentation). 3. Item difficulty. In general, tests composed of items of moderate or average
It is easy to develop test questions that assess factual knowledge or recall and difficulty (.30 to .70) will have more influence on reliability than those com­
• generally harder to develop ones that tap conceptual understanding or higher posed primarily of easy or very difficult items.. . .
• - order thinking processes such as the evaluation of competing positions or 4. Item discrimination. In general, tests composed of more discriminating items
arguments. Hence, it is important to guard against undenrepresentation of will have greater reliability than those composed of less discriminating items.
tasks getting at the important, but more difficult to assess aspects of achieve- 5. Time limits. Adding a time factor may improve reliability for lower - level
ment. cognitive test items. Since all students do not function at the same pace, a
6. Test items inappropriate for the outcomes being measured. Attempting time factor adds another criterion to the test that causes discrimination, thus
to measure understanding, thinking skills, and other complex types of achieve­ improving reliability. Teachers should not, however, arbitrarily impose a time
ment wth test forms that are appropriate only for measuring factual knowl­ limit. For higher - level cognitive test Items, the imposition of a time limit may
edge wli invalidate the results. defeat the intended purpose of the items.
7. Poorly constructed test items. Test items that unintentionally provide clues
to the answer tend to measure the students’ alertness in detecting clues as levels or Scales of Measurement
well as mastery of skills or knowledge the test is intended to measure.
8. Test too short If a test is too short to provide a representative sample of the
performance we are interested in, its validity will suffer accordingly. 1 Level/Scale C h ara cteris tics Exam ple
9. Improper arrangement of items. Test items are typically arranged in order Merely aims to Identify or Number reflected at the back shirt
of difficulty, »fith the easiest items first. Placing difficult items first in the test 1. Nominal
label a class of variable of athletes
may cause students to spend too much time on these and prevent them from Numbers are used to ex­
Oliver ranked t" In his class while
reaching items they could easily answer. Improper arrangement may also . 2. Ordinal press ranks or to denote
Donnaranked 2*
influence validity by having a detrimental effect on student motivation. position in the ordering.
10. identifiable pattern of answer. Placing correct answers in some systematic hahrenheit and Centigrade mea­
pattern (e.g., T, T, F, F, or B, B, B, C, C, C, D, 0, D) enables students to guess the Assumes equal intervals or sures of temperature.
answers to some items more easily, and this lowers validity. distance between any two 'Zero point (toes not mean an ab­
3. Interval
points starting at an arbi­ solute absence of warmth or cold
trary zero. . or zero in the test does not mean
- Improving Test Reliability
complete absence of learning.
Has all the characteristics
Several test characteristics affect reliability. They include the following: Height, weight
of the Interval scale except
1. Test length. In general, a longer test is more reliable than a shorter one be­ 4. Ratio *a zero weight means no weight
that it has an absolute zero
cause. longer tests sample the instructional objectives more adequately. at all
point
2. Spread of scores. The type of students taking the test can influence reliability.
A group’of students with heterogeneous ability will produce a larger spread of

146 PNU L E T Reviewer Dr. Marilyn Ubina-BaJagrasand Prof. Aruunio G. Dacanay

 P r o fe s s io n a l E d u c a tio n A ssessm en t a n d E v alu atio n o f L earn in g 2

Shapes, Distributions and Dispersion of Data • 2. Skewed Distributions of Test Scores

1. Symmetrically Shaped Test Score Distributions A. Positively Skewed Distribution

A. Normal Distribution or Bell Shaped Curve

Numbci ol studem
|.) < Seor» — ... ■ ■■ ■
— ► {*)

B. Negatively Skewed Distribution

B. Rectangular Distribution
i

Mumb«, of Sludwts
0>
*D
c
a>
3
cr
a;
|-| 4---------- 5cor»* > |t|
Test Scores
3. Unimodal, Bimodal, and Multimodal Distributions of Test Scores
C. U-Shaped Curve
A. Unimodal Distribution

Df. Marilyn Ubmn-Balagcas and Prof. Anronio G. Dacanay PNU L E T Reviewer 147
 P ro fessio n al E d ucatio n
A s s e s s m e n t and E v alu atio n o f Learning 2

C. Wide, Short Distribution: Heterogeneous Performance

B. Bimodal Distribution

C. Multimodal Distribution
Descriptive Statistics

Descriptive Statistics - the first step In data analysis is to describe or summarize the
data using descriptive statistics

1 D e sc rip tiv e S ta tistics When to use and C h aracteristics

4. Width and Location of Score Distributions 1. Measures of Central Tendency

A. Narrow, Tail Distribution: Homogeneous, Low Performance - numerical values which describe the average or typical performance of a given
group in terms of certain attributes.
- basis in determining whether the group is performing better or poorer than the other
groups
Arithmetic average, used when the distribution is nor­
a. Mean
mal/symmetrical or beH-shaped. Most reliable/stable
Point in a distribution above and below which are 50%
of the scores/cases;
b. Median
Midpoint' of a distribution; Used when the distribufion
B. Narrow, Tali Distribution: Homogeneous, High Performan
Is skewed
Most frequent/common score in a distribution; Oppo­
site of the mean, unreliable/unstable; Used as a quick
c. Mode
description In terms' of average/typical performance of
the group. . •

0 TttSwrn so
Dr. Marilyn Ubifia-Balagtas and Prof. Anconio G. Dacanay
148 IP N U L E T Reviewer
 P ro fe ssio n al Educatio/i
II. Measures of Variability-
t indicate or describe how spread the scores are. The larger the measure of variabil­
ity the more spread the scores are and the group is said to be heterogeneous; the
smaller the measure of variability the less spread the scores are and the group is said
to be homogeneous. '
The difference between the highest and lowest score;
Counterpart of the mode it is also unreliable/unstable;
a Range
Used as a quick, rough estimate of measure of vari-
abllity.
The counterpart erf the mean, used also when the dis­
b. Standard Deviation tribution is normal or symmetrical; Reliable/stable and
so widely used
Defined as one - half ofthe difference between quartile
3 (75* percentile) and quartile 1 (25% percentile) in a
c. Quartile Deviation or
distribution;
Seml-inter quartile Range
Counterpart of the median; Used also when the distri­
bution is skewed. ’
HI. Measures of Relationship
- describe the degree of relationship or correlation between two variables (academic
achievement and motivation). It is expressed in terms of correlation coefficient from
-1 to 0 to 1.
Most appropriate measure of correlation when sets of
data are of Interval or ratio type; Most stable measure
a. Pearson r of correlation;
Used when the relationship between the two variables
is a linear one
Most appropriate measure of correlation when variables
b. Spearman-rank-ofder
are expressed as ranks Instead of scores or when the
Conrelation or Spearman
data represent an ordinal scale; Spearman Rho is also
Rho
interpreted In the same way as Pearson r
IV. Measure of Relative Position . Linear Standard Scores
- indicate where a Score is in relation to all othier scores in thedistribution; they make
it possible to compare the performance of ao individual in two or moredifferent tests.
Or. Marilyn Ubina-Balageas and Prof. Antonio G . Dacanay
A ssessm en t an d E v a lu a tio n o f L e a rn in g 2
Indicates the percentage of scores that fall below a
given score; Appropriate for data representing ordinal
a. Percentile Ranks scale, although frequently computed for interval data.
Thus, the median of a set of scores corresponds to the
50* Dercentlle.
A measure of relative position which Is appropriate
when the data represent an Interval or ratio scale; A
z score expresses how far a score is from the mean
b. Standard Scores in terms of standard deviation units; Allows all scores
from different tests to be compared; In cases of neg­
ative values transform z scores to T scores ( multiply z
score bv 10 plus 50)
Standard scores that tell the location of a raw score in a
specific segment in a normal distribution which is divid­
ed into 9 segments, numbered from a low of 1 through
c. Stanlne Scores
a high of 9
Scores falling within the boundaries of these segments
are assigned one of these 9 numbers (standard nine)
Tells the location of a score in a normal distribution having
d.T-SCores
a mean of 50 and a standard deviation of 10.
Interpreting Te«t Scores
Type of Score Interpretation
Reflect the-percentage of students in the norm group
Percentiles
surpassed at each raw score in the distribution
' Number of standard deviation units a score is above
(z-scores) (or below) the mean uf a given distribution.
PNU L E T Reviewer 149
 A s s e ss m e n t and Evaluation o f L e a rn in g 2
Location of a score in a specific segment of a nor­
mal distribution of scores.
Stanines 1, 2, and 3 reflect below average perfor­
Stanines mance.
Stanines 4,5, and 6 reflect avera'ge performance.
Stanines 7,8, and 9 reflect above average perfor­
mance.
Normalized Standard Score
(T-score or Location of score in a normal distribution having a
normalized 50 ± 10 system) mean of 50 and a standard deviation of to.
GIVING GRADES
Grades are symbols that representa value judgment concerning the relative quality of
a student's achievement during specified period of instruction.
Grades are important to:
■ inform students and other audiences about student's level of achievement
• evaluate the success of an instructional program
■ provide students access to certain educational or vocational opportunities
• reward students who excel
Absolute Standards Grading or Task - Referenced Grading - Grades are assigned
by comparing a student's performanpe to a defined set of standards to be achieved,
targets to be learned, or knowledge to be acquired Students who complete the tasks,
achieve the standards completely, or learn the targets are given the better grades,
regardless of how weil other students perform or whether they have worked up to their
poteofial. ■ - # •
Relative Standards Grating or Group - Referenced Grading - Grades are assigned
on the basis of student's.performance compared with others in class. Students'per-
forming better than most classmates receive higher grades.
150 PNU .LET Reviewer
P ro fessio n al Ed ucation
Student Progress Reporting Methods
Name Type of code used
Letter grades A, B, C, etc., also'+ ” and *-* may be added.
Number or percentage
Integers (5 ,4 ,3 ,...) or percentages {99,98,...)
grade
Two-category grade Pass - fail, satisfactory - unsatisfactory, credit - entry
Checklist and rating Checks ( V ) next to objectives mastered or numerical ratings
scales of the degree of mastery
None, may refer to one or more of the above but usually
Narrative Report
does not refer to grades
Guiding Principles for Effective Grading
1. Discuss your grading procedures to students at the very start of instruction.
2. Make clear to students that their grade will be purely based on achievement.
3. Explain how other elements like effort or personal-social behaviors will be
reported.
4. Relate the grading procedures to the intended learning outcomes or goal/
objectives.
5. Get hold of valid evidences like test results, reports presentation, projects and
otherassessments, as bases for computation and assigning grades.
6. Take precautions to prevent cheating on test and other assessment measures.
7. Return all tests and other assessment results, as soon as possible. . .
8. Assign weight to flie various types of achievement included in the grade.
9. Tardiness, weak effort, or misbehavior should not be charged against achieve­
ment grade of student.
10. Be judicious/falr and avoid bias but when in doubt (in case of borderline student) ’
review the evidence. If still in doubt, assign the higher grade..
11. Grades are black and white, as a rule, do not change grades.
12. Keep pupils ’informed of their class standing or performance.
Dc. M arilyn U biru -B alagtas and Prof. Antonio G. Dacanay
 Pro fessio n al Education
CONDUCTING PARENT - TEACHER CONFERENCES
.The following points provide helpful reminders when preparing for and conducting
parent-teacherconferences.
1. Make plans for the conference. Set the goals and objectives of the conference
ahead of time.
2. Begin the conference in a positive manner. Starting the conference by making
a positive statement about the student sets the tone for the meeting.
3. Present the student's strong points before describing the areas needing
Improvement. It is helpful to present examples of the student’s work when
discussing Ihe student's performance.
4. Encourage parents to participate and share information. Although as a
teacher you are in fcharge of the conference, you must be willing to listen to
parents and share information rather than "talk at” them.
5. Plan a course of action cooperatively. The discussion should lead to what
steps can be taken by the teacher and the parent to help the student.
6. End the conference with a positive comment At the end of the conference,
thank the- parents for coming and say something positive about the student, like
‘Erfc has a good sense of humor and I enjoy having him In class."
7. Use good human relation skills during the conference. Some of these skills
can be summarized by following the do’s and don’ts.
Dr. Marilyn Ubiha-Balagtas and Prof. A nronio G . D acanay
A ssessm en t a n d E v alu atio n o f L earn in g 2
D irections: Read and analyze each item and select the correct optionthat answers
each question. Analy2e the Items using the first 5 items as your sample.Writeonly the
letter of your choice in your answer sheet.
1. In a positively skewed distribution, the following statements are true EXCEPT'
A. Median is higher than the Mode.
6. Mean is higher than the Median.
C. Mean is lower than the Mode.
D. Mean is not lower than the Mode.
The correct answer Is C since what is asked is not true about positively skewed
distribution. Option A Is true about positively skewed distribution, that is median
is greater than the mode. Option 8 is also true, mean is greater than the median.
Option D is also true, that mean is greater than the mode.
2. Which of the following questions indicate a norm - referenced interpretation?
A. How does the pupils' test performance in our school compare with that of
other schools?
B. How does a pupil's test performance in reading and mathematics compare?
C. What type or remedial work will be most helpful for a slow - learning pupil?
D. Which pupils have achieved mastery of computational skiHs?
The correct answer is A because the performance of the pupils in the test is
compared with othef schools. Option 8 is wrong because what is being compared
. is the pupil's performance In reading and math. Option C is wrong there is no men­
tion of one's performance compared with others. Option D is also wrong because
what is implied is the pupils' achievement or mastery in relation to the domain of
performance task. ■ •
PNU L E T Reviewer m a
 P ro fe ssio n a l Ed ucation
Ms cssmcnt and Evalua tio n o f L e a rn in g 2

6. In a normal distribution, which of the foltowing is true?

.I What is fhe performance of a student in the National Achievement Test (NAT) if-he
• -A. median= mode * mean C. median * mode * mean '
obtained/got,a stanine score of 5?
B. median * mode = mean - if f f l mean - median = mode
A. Between average and above average
7. Which of the following situations may lowenfie validity of a test?
B; Between average and below average ■
A. Mrs. Josea increases the number of items measuring each specific skill
C; Belowaverage
from three to five.
0. Average ___________ '__________. .
B. Mr. Santosa simplifies the language in the directions for the test.
I He correct answer is D, stanine 4, 5, 6 reflect average performance, while fc ) Miss Lopeza removes the items in the achievement test that everyone
I sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above would be able to answer correctly.
I aitrage performance. There is no such thing as between average and above aver- J). None of the above. .
| age a between average and below average in stanine scores. So options A, B, and .8. In a negatively skewed distributionwhich of the following statements is true?
I Cre all wrong. A Mode is lower than the mean. C. Median is higher than mode.
wS Mean is lower than the mode. D. Mode is lower than the median.
4. Based on the figure, which is true about the distribution? 9. m a negatively skewed distributionthefollowing statements are true EXCEPT
A. Mean = 55, median = 48, mode = 34 A. Mean is'not higher than the median.
B. Mode =46, median = 40, mean = 37 y B. Median is lower than the mode.
C. mean = 63 median = 63 mode = 63 £ . Mean Is lower man the mode,
0. The (fetribution is mesokurtic. — ____ n j/ Mode is less than the median.
10. Miss Cortez administered a test to her class and the result Is positively skewed.
Thecorrect .answer.is option C because the figure is an illustration of a normal What kind of test do you think Miss Cortez gave to her pupils?
disWbution (bell - shaped). Option A describes a positively skewed distribution. Posttest C. Mastery Test
Opfon B illustrates a negatively skewed distribution and option D is wrong because Pretest 0. Crtterton-referenced Test
tfie ijgure is bell-shaped or a normal distribution. 11. The result of the test given by.teacher A showed a negatively skewed distribution.
What kind of test did teacher A give?
5. I quartile deviation is to median, what is to mean?
A. The test is difficult It is moderately difficult
A. standard deviation C. range
B. His not too easy nor too difficult sQ f It is easy
B. mode D. variance '
12. When the distribution is skewed to the right, what kind of test was administered?
The correct option Is Option A, standard deviation is the counterpart of the mean. A. Difficult • Avefege/moderately difficult
However, Option B, Just like the mean Is a measure of central tendency. C range is a B. Easy DCPartly easy - partly difficult
measure of variability and the counter part of mode, and option 0, variance is simply
standard deviation squared.

Dr. Marilyn Ubina-fialngtis and Prof. Antonio G. Dacanay

152 PNU LET Reviewer
 P ro fessio n al E d ucatio n A ssessm en t a n d Evsrluacion o f L e a rn in g 2

13. In a negatively skewed distribution, what kii eacher B have? 20. Goring performed better than 65% of the total number of examinees in the district
A. Very good achievement test. What is his percentile rank?
B. Very poor
P35 ?• P66
14. In a positively skewed distribution the students are
P05 P75
A. Very good ‘ C. Average • )ich is a guidance function of a test?
( f) Very poor D. Normally distributed ' Identifying pupils who need corrective teaching
15. In a positively skewed distribution, which of toe following statements is true? Predicting success In future academic and vocational education
A. Mode = 67 while Median = 54 Mean = 73 while Mode = 49 Assigning marks for courses taken
B. Median = 53 while Mean = 41 jf . Median = 34 while Mode = 42 Grouping pupiis for instruction within a class
16. Which statements represent criterion - referenced interpretation? 22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his
A. Lucresia did better in solving the linear equation than 80% of representative pupils got very high scores in the test. What measure of central tendency should
Algebra students. he use to describe their average performance the subject?
B. Lucresia's score indicates that she is able to solve about two thirds of all .• A. Mean Mode
one - variable linear equations of such complexity. J . Median '“ (I. Range
C. Students who have reached Lucresia's level on linear equations usually 23. Which o# the following indicates how compressed or expanded the disiribuSon
succeed In the subsequent unit on simultaneous equations with special help of scores is?
or extra time; i.e., Lucresia is ready to move ahead. A. Measures of position C. Measures of correlation
7 H All of the above. B. Measures of central tendency Measures of variability
17/wnard obtained a 97 percentile rank in an aptitude test. This means 24. TTie proportion passing the upper and lower group is .80 ami .35, nespectivjy.
1 $ He answered 97% of the items correctly. What is the index of difficulty?
B. He belongs to the 97% of the group who took the test. A. .38 • @ .40 C. .58 D. 1.02
C. 79% of the examinees did better than her on the test. 25. Mr, Gringo tried to correlate the scores of his pupils in the Social Studies test vti
0. He surpassed 97% of those who took the test. their grades in the same subject last 3rd quarter. What test validity is he trytg
18. Which set of scores has the least variability? to establish?
Set 1 0, 5, 10, 15. 20 A. Content validity 'Q j Concurffent validity
Set 2 25, 35, 45, 55 B. Construct validity D. Criterion-related validity
Set 3 0, 2, 8, 15, 26
to
Set4 505, 501, 503.
© S e t1 B. Set2 C. Set3 D. Set 4
19. Standard deviation is to variability as mode to______
- F '.
A. Correlation Cental tendency
B. Discrimination . M3. Level of difficulty

Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay PNU L E T Reviewer 153
A ssessm en t an d E valu atio n o f L e a rn in g 2 * P ro fe s sio n a l E d u catio n

7. In a normal distribution curve, what does a T score of 60 mean?

PART III - ENHANCING TEST TAKING SKILLS
A. Two SDs below the mean G. One SOM ow the mean
8. Two SDs above the mean One SD above the mean
D irections: Enhance your test taking skills by answering me items below. Write only
©
the letter of the best answer. For items 8 to 13; what does each figure/disiribution on the right indicate?

1. If a test item has a difficulty index of 0.06, how would you describe the test item?
It is very easy. It is very difficult. mean > median > mode
It moderately difficulty. D. It is difficult. mean< mode> median
2. Two sections have the same mean but the standard deviation of section 2 is higher mean >mode < median
than section 1. Which of the two sections is more homogeneous? mean < median cmode
A, Section 1 C. BothAandB 9.
(Bt) Section 2 D. None from the above / aJ mode < mean < median
3. Miss Corteza administered a test to her class and the result is positively skewed. *-ft mode > mean >median
What kind of test do you think Miss Corteza gave to her pupils? C. median < mode > mean
/^ P o s tte s t C. Mastery Test D. none of the above
( j y Pretest D. Criterion-referencedTest
4. In his second item analysis, Mr. Gonzales found out that more from Ihe lower 10 .
group got the test item 15 correctly. What does this mean? equal (mans, unequal standard deviations
The item has become more valid
B.TTte Item has become more reliable.
The item has a positive discriminating power.
$ equal means, equal standard deviations
unequal means, equal standard deviations
D. unequal means unequal standard deviations
D. The item has a negative discriminating power. 11-
5. is 25th percentile as median is to what percentile? A. unequal means, equal standard deviations
WU 40th percentile _C. 50*1percentile ’’T L unequal means, equal standard deviations
o. 60*1percentile D. 7&b percentile /D equal means, equal standard deviations _
6. Which is implied by a positively skewed scores distribution? tI equal means, unequal standard deviations
A. The mean, the median, and the mode are equal. 12.
EL Most of the scores are high. A. unequal variability, equal means, different shapes
w !) Most of the scores are low. . B. unequal means, equal variability, different 3hapes _
o. The mode Is high. & equal variability, equal means, different shapes
D. unequal variability, unequalmeans, different shapes

154 IPNU L E T Reviewer Dr. Marilyn Ubifia-Baiagtas and Prof. Anconio G. Dacanay
 P ro fe s sio n a l E d u c a tio n A ssessm en t an d Evaluation o f Learning 2

13. 21. Mr. Lapromeso asked his pupils to indicate on a piece of paper I k names of
unequal means, equal standard deviations their classmates whom they would like to be with for some groupacfiiity, what
equal means, unequal standard deviations assessment technique did Mr. Lapromeso uge?
C. equal means, equal standard deviations A. Self-report technique ~ ( 3 Sociometric tecMque
11_ unequal means, unequal standard deviations B. Guess-who technique D. Anecdotal technique
14. In conducting a parent - teacher conference, which of the following is NOTtrue? 22. Which of the following assessment procedures/tools is useful in assessing social
A Be friendly and Informal C. Be willing to accept suggestions relation skills?
Be a kn ow -it all person D. Be careful In giving advice A. Anecdotal record T^P eer appraisal
15. In a frequency distribution, what is the midpoint of the class Interval whose lower B. Attitude scale QT^Anyof foeatw*
and. upper limits are 99.5 and 109.5? & < r\ 23. If the proportion passing for the upper and lower group is .90 and 30 respecfcve-
A. 107.0 B. 105.0 " fc /^ 0 4 .5 D. 102.5 ly, what is the discrimination Index?
16. In a frequency distribution, what is the intervSTsize of the class whose lower and A. .40 B. .50 7 a ).6 0 ft .TO
upper limits are 9.5 ajjd 19.5? 24y.W(iich Is an example of affective learning oJrane?
A. 11.0 10.0 C. 9.0 D. 5.0 , Interpret stimuli from various modalities to provide data neededin noting
17. Given a mean of 55~aml a standard deviation of 8, what two scores indude one adjustments to the environment
standard deviation below and above the meatf B. Judge problem and issues in terms of situations involved thanin ions of
A. 46and63 B. 47and64 ( d ) 47and63 D. 46 and 64 fixed dogmatic thinking
18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds C. Appreciate the quality and worth of the story read
to two standard deviation above the mean? 0. None of the above
A. 70 J3. 71 C. 72 W 73 25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of
19. What principle of test qonstruction is violated when one places very difficult items her test. She found out that four of the items of the test obtained fe Mowing
at the beginning; thus creating frustration among students particularly those of difficulty and discrimination indices and as follows:
average ability and below average?
Item Number Difficulty Index DIscrmaHcBlula
All the items of particular type should be placed together in the test
1 .58 M
The items should be phrased so that the content rattier than the form of the
statements will determine the answer. . 2 .92 M
C. All items should be approximately 50 percent dfficutty. 3 .09 .32
0. The items of any particular type should be arranged in an ascending order 4 .93 .15
■ " v of difficulty.
20. Mrs. Del Salvatier would likq to find out how well her students know each other, Which of the above items should she discard In her item pool?
what assessment Instrument would best suit her objective? Item 1 • C/ Item 3
A. Self-report Instrument Guess-who technique Item 2 J L Item 4
B. Sociometric technique /u /A I I of ttie above •
Dr. M arilyn U bitia- Balagtas and Prof. Antonio G . Dacanay PNU L E T Reviewer 155
 Teachipg P ro fessio n
Teaching
Profession
P repared b y:
D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan
Competencies:
■ Determine ways and means to ensure the high stan­
dards of personal and professional development
• Determine the roles of the teachers as active members
of the community and as global citizens responsible for
the outcomes of their actions and for developing other
citizens
• Apply the four pillars of learning in responding to the
aspirations of the community: learning to know, learning
to do, learning to live together, and teaming to be
■ Apply ethical standards on situations involving teacher’s
• relationships with various groups of people. '
• Reflect on professional teacher's accountability to the
learners’ performance and achievement and to the
teacher’s total involvement in the teaching profession.
156 PNU L E T Reviewer
Professional Education
I. BASIC CONCEPTS
Relevant laws
Teaching )
Relevant Laws: refers to legal acts, decrees, ordinances, ordere, memoranda,
circulars and the like that were approved by proper authorities and have
become legal bases In the conduct of educational prooess, in general, and
of teaching, in particular, In the Philippine setfing. -
Teaching: refers to the profession concerned with classroom nstrudion at
the elementary and secondary levels in accordance w ii the curriculum
prescribed by the Department of Education w M cr obpart-time or full­
time basis in public or private schools (R. A. 7836 :fWSpptoe Teachers'
Professionalization Act of 1994)
Teachers: refers to all persons engaged in teaching atftedementary and sec­
ondary levels, whether on full-time or part-time tais.Jndudmg industrial
arts or vocational teachers aid all other peraons performing supervisory
and/or administrative functions in aH schools In theaforesaid levels and
qualified to practice teaching under this Act (R A 7836 FWppineTeachers
ProfessionalizationAct of 1994)
Dr. Danilo K . Villena and h a C C d i M. Uatua
 Professional Education T e a c h in g P r o fe s s io n

••
II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE m Makes information and events
PHILIPPINES • ' » Makes information readily learnable
» Facilitates the comprehension of information and events
A. Decree Professionalizing Teaching (P.D. 1006): Providing for the Profes­ » Interprets information to learners
sionalization of Teachers, Regulating their Practice in the Philippines - m Communicates information in a manner that pupils/students
and for other Purposes. . comprehend
Some of the provisions are as folows: 3. ASa Knower 4
• Teachers have significant and imperative role in building a strong nation, » Knows much about the general fields of knowledge
more specifically in developing proper and desirable attitudes among the Masters thoroughly, the subject matter of his/her field of spe­
citizenry whom they have direct and continuing interaction cialization
• Incentive and motivation that may increase teachers' morale must be pro­ » Brings learners to the world of ideas
vided them. » Provides accurate information to pupils/students
• Like all other professions, teaching also requires a number of years of high­ » Answers readily pupils/students'questions
er education studies. 4. sAsa Pl(w^r ^ Ideas*
B. Philippine Teachers Professionalization Act of 1994 (R. A. 7836): An Act » Carries stiKfents to new insights and knowledge
Strengthening the Regulation and Supervision of the Practice of Teaching • leads children to wide ranging and unlimited inquiry
in the Philippines and Prescribing a Licensure Examination for Teachers » Develops new ideas and practices to meet the needs and demands
and Otter Purposes: ofthe.time
It was promulgated for: 5.' ^ a Q e c fs ^ M ^ :;
• the promotion, development and professionalization of teachers and the ■» Deckles on what objectives should be established
teaching profession Decides on the type of instructional program that could best
• supervision and regulation of the licensure examination. achieve the objectives
■* Decides on what body of information should be conveyed
» Decides on the most effective methods, techniques, approaches
III. VARIED ROLES OF TEACHERS and materials that will facilitate the attainment of the objectives.
■» Decides on the most appropriate grouping that would best ben­
t . i|f^ l|re c to n > f | ;| efit the learner. -
Plan£ and otgahizes learning activities ■ 6 .' As a Judge ^Achievement
m Leads pupils/students through the learning episodes lD^n%s' fs Worth achtevirYg
» Controls the whole learning situations . • Defines ability levels of pupils/students
» Appraises the effectiveness of the learning situations Evaluates pupils/students/levels of achievement
. 2. | As-an Information Processor » Determines who will be promoted or retained
■* » Aralyzeff iriformatiai and events * ’

Dr, D anilo K . Villena and’Prof. C elia M. Italian PNU L E T Reviewer 157

 T each in g P ro fessio n
7. As aGounselor
Establishes effective relationship with'the individual pupil/stu­
dent • ■ _ .
■* Collects pertinent information about each pupil/student
• Receives confidences
» Guides pupil/student in understanding himself
» .Gives advices • • The right of all citizens to quality education at all levels
» Assists pupils/students to find solutions to his/her own problems
8. As h • Free public education in the elementary and secondary levels
" » Develops a functional moral and ethical code
» Creates acceptable moral atmosphere
.» Establishes norms for behavior within and outside the classroom
9. As a Model fof the Youth |
m Exemplifies the scholarship and ideals valued by society
• Demonstrates acceptable sets of values
10. Asa Personal Culture *
' ^-Po&esses a broad general cultural education
» Is well-informed of current developments in various fields of
science
•» Appreciates arts and literature
• Demonstrates adequate skills in the use of language
1 1 . A? aiGom eiiflittyiin#
» Participates actively in ttie life of the community
• Interprets the school program to the public
» Brings parents to participate in school activities
Utilizes the resources of the community to develop significant
(matter
Articulates social, political, and economic traditions
Develops cultural values
Transmits culture
Enriches cultural growth pf pupils/students
158 PNU LET Reviewer
P ro fe ssio n a l E d u c a tio n
IV. RELEVANT LAWS ' . •
A. Article XIV, 1987 Philippine Constitution ( Education, Science & Technology,
Arts, Culture & Sports) - This is the very fundamental legal basis of
education in the Philippines. It stipulates the following:
■ Provision for complete, adequate and integrated system of education
• Availability of scholarship grants, loan programs, subsidies and other incen­
tives for deserving students in the public and private schools
■ Provision for non-formal, informal and indigenous teaming systems
- Inclusion of the study of Constitution in the curriculum
• Education to put emphasis on the inculcation of nationalism & patriotism
as wet as other values deemed important in developing better person and
responsible dtlzen
• Supervision and regulation of all educational institutions by the state
• Sole ownership of educational institutions by at least 60% of the capital
from Filipino citizen
■ Tax exemptions for. non-stock and non-profit educational Institutions
• Enjoyment of academic freedom (teachers, students, Institutions) in all
institutions of higher learning
• State's protection for academic, non-academic and non-teaching personnel
• Highest budgetary allocation for education
• Filipino as the national language; Filipino and English as official languages
for use In communication and instruction
• Creation of National Language Commission
• Promotion of science and technology
• Preservation and anijchment of Filipino culture .
• Promotion of physical education and other related programs
,* < ~ \/O c T E c H TKt FO c A l - t e ^ - D 4
v e p b t> - c .r te r >
Dr. Danilo JC. Villciu and Prof. Celia M. Ilanan
 ^ P ro fe ssio n a l E d u c a tio n
B. Education Act of 1982 (Batas Pambansa 232, September 11,1982); An
Act Providing For The Establishment And Maintenance Of An Integrated
System Of Education: Declares/defines/describes among all. others the
following:
> Aims of Philippine Educational System: (Section 4)
1) Provide for a broad general education that will assist each individual
in the peculiar ecology of his own society to: a) attain his potentiate
as a human’being; b) enhance the range and quality of individual and
group participation in the basic functions of society: and, c) acquire
the essential educational foundation of his development into a pro­
ductive and versatile citizen;
2) Train the nation’s manpower in the middle-level skills for national de- .
velopment
3) Devfelop the profession that will provide leadership for the nation in
the advancement of knowledge for improving the quality of human
life; and
4) Respond effectively to changing needs and conditions of the nation
through a system of educational planning and evaluation.
> "Educational Community"refers to those persons or groups of persons as
such or associated in institutions involved in organized teaching and learning
systems (Definition and Coverage, Section 6). The members or elements are:
1) "Parents" or guardians or the head of the institution or foster home
which has custody of the pupil or student
2) “Students" are ftose enrolled in and who regularly attend educa­
tional institution of secondary or higher level of a person engaged
in formal study. "Pupils'’ are those who regularly attend a school of
elementary level under tbe supervision and tutelage of a teacher.
3) /:%n5onne/,'or aHpersons working for an educaScnal bislHution,
which includes Bie fotowing:
a) "Teaching or academic staff’’ or all persons engaged In
actuaheaching and/or research assignments, either on
full-time-or part-time basisjn all .levels of the educational
' system.
Dr. DaniJo K. ViMcna and Prof. Celia M, Ilanan
T each in g Profession
■ b) “School administrators" or ail persons occupying policy
implementing positions having to do with the functions of
the schools in all levels.
c) "Academic'non-teaching personnel" or those persons
’ holding some academic qualifications and performing
academic functions directly supportive of teaching, such as
registrars, librarians, research assistants, research aides,
and similar staff. .
d) “Non-academic personnel” or all other school personnel
not falling under the definition and coverage of teaching
and academic staff, school administrators and academic
non-teaching personnel.
4) "Schools’ or institutions recognized by the State which undertake
educational operations.
> Rights of Parents (Section 8)
1) Organize by themselves and/or with teachers
2) Access to any official record directly relating to their children
> Rights of Students (Section 9)
1) Receive relevant quality education
2) Freely choose their field of study and continue their course therein
3} School guidance and counseling
4) Access to his own records
5) Issuance of needed school records/documents within 30 days from
request
6) Publish a student newspaper and similar publications
7) Free expression .of opinions and suggestions; to effective channels of
communication
8} Form, establish, join and participate in organizations and societies
recognized by the school
9) Be free from involuntary contributions
> Rights ofSchool Personnel (Section 1Q)
1) free expression of opinion and suggestions; to effeetive channels of.
communication •
PNU L E T Reviewer
 P ro fessio n al Evocation
Teaching Profession

> Teachers’ Obligations (Section 16) .

' 2) Be provided with free legal service . 1) f erform their duties in accordance with the overall goals and objec­
3) Establish, join and maintain labor organizations and/or professional '
tives of the schools
and’ self-regulating organizations 2) Accountable for the efficient and effective attainment ef learning
4) Be free from involuntary contributions .
objectives
> Special Rights and/or Privileges of Teaching or Academic Staff
- 3) Render regular reports and monitoring ofieach of ffie students' academic
(Section 11) • .
performance
1) Be free from compulsory assignment not related to their duties as
4) Attend to their professional advancement and growth and maintain
defined by law
their professionalism at all times
2) Intellectual property
5) Exercise.objectivity and fairness in dealing with students' scholastic
3) Be accorded due respect and protection as persons in authority
marfcs and grades
4) Choose alternative career lines for purposes of career development
6) Actively participate in the total development of. the school and
> Special Rights of School Administrators (Section 12)
community
1) Sufficient administrative discretion for efficient and effective perfor­
> School Administrators' Obligations (Section 17)
mance of functions
1) Perform their duties according to the overall goals and objectwes of
. 2) Accorded due respect and protection as persons In authority
the school
> Rights of Schools (Section 13)
2) Efficiently and effectively manage and administer the school
1) Provide for proper governance of the school 3) Develop and maintain a healthy school and conducive school envi­
2) Forinstitutions of higher learning, the right to determine on academic ronment
grounds who shall be admitted to study, who may teach, and what 4) Assume and maintain professionalism in the conduct of their woric
shall be subjects of the study and research
5) Render adequate reports on the performance of school personnel
> Duties of Parents (Section 14)
6) Observe due process and fairness in disciplining teachers and o8»r
1) Help carry out the educational objectives of schools
personnel
2) Enable their children to obtain, as much as possible, complete
7) Maintain adequate records and submit reports as required byproper
education authority.
3) Cooperate with the school in the implementation of curricular and > Obligations of Academic Non-Teaching Personnel (Section 18)
co-currfcular programs
. 1) Improve themselves professionally
> Duties and Responsibilities of Students (Section 14)
2) Assume and promote a healthy and conducive-learning and service
1) Develop to the fullest his potentialities for service .
environment
2$ Uphold the academic integrity of the school
> “Fonnal Education” refers to the hierarchically structured and chronotogicaBy
3) Promote and maintain the peace and tranquility of the school ■ graded learning organized and provided by the formal school system andfor
4). Participate actively In the total development of the community which certification Is required in order for the learner to progress through the
5) Exercise his rights responsibly

* Dr. Danilo K . Villena and Prof. Celia'M . Hasan

160 !PNU LET .Reviewer '
 P r o fe s s io n a l E d u c a t io n
grades or move to higher levels (Definition, Section 20); the main instrument
for the achievement of the country's educational goals and objectives (Dec­
laration of Policy, Section 19). The levels of formal education are: •
1) Elementary Education - the first stage of compulsory, formal educa-
tion primarily concerned with providing basic education and usually
corresponding to the first six or seven grades, including pre-school
programs (Definition, Section 20): Its objectives are to: (Section 21)
a) provide the knowledge and develop the skills, attitudes and
values essential to personal development
b) provide learning experiences that prepare them for con­
structive and effective involvement
c) promote and intensify the child's knowledge and identifica­
tion with and love for the nation and the people to which he
belongs; an.d
d) promote work experiences that prepare the children to
engage in honest and gainful work
2) Secondary Education - The state of formal education concerned
primarily with continuing basic education usually corresponding to
four years of high school (Definition, Section 20). Its objectives are
to; (Section 22)
a) continue to promote the objectives of elementary education -
b) equip the students with skills for productive endeavor or for
higher education
3) Tertiary Education - post secondary schooling leading to a degree
in a specific profession or discipline (Definition, Section 20). Its
objectives are to (Section 23):
a) provide a broad general education program
b) train the nation^ manpower in the skMsrequired for national
development
c) develop the professions for leadership of the nation
d) advance knowledge ttirough research work for improving
quality of human life. • '
Dr. Danilo K. Viflcna and Prof'. Celia M. Ilanan*
T each in g P ro fessio n
> Specialized Educational Services-These are services to meet the special
needs of certain clientele. It includes the following ( Section 24):
1) Work Education or Practical Arts - aims to develop the right
attitudes towards work; and technical-vocational education,
post-secondary but non-degree programs leading to one, two or
three year certification in preparation for middle-level occupations.
2) Special Education - the education of persons who are physically,
mentally, emotionally, socially or culturally different from the so-called
. "normal" individuals.
3) Non-formal Education -any organized school-based educational
activities undertaken by education department aimed at attaining
specific learning objectives for a particular clientele, especially the
illiterates and the out-of-school youth and adults. Its objectives are to:
' a) eradicate illiteracy and raise the level of functional literacy
of the population
b) provide unemployedand underemployed youth and adults
with appropriate vocational/technical skills for them to
become more productive and effective citizens: and
c) develop among the clientele proper values and attitudes for
personal, community and national development.
C. R. A. 4670 - MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (June 18,
. 1966) enacted to promote and improve the social and economic conditions of
public school teachers, their working and living conditions, their terms of employ­
ment and career prospects (Declaration of Policy, Section 1).
1) Recruitment and Qualification (Section 3)
«* DepEd to define dearly recruitment policy with respect to selec-.
tion and appointment of teachers
» Minimum educational qualifications for teacher-appiicants:
* Bachelor's Degree in Bementary Education for teachers
in the kindergarten and elementary grades;
♦ Bachelor's Degree in' Education or its equivalent with a
major or minor of_a Bachelor's degree in Arts er Science
PNU L E T Reviewer 161
 reaching Profession
with at least 18 units of Professional Education for
teachers of the secondaiy schools;
♦ Bachelor's degree In the field of specialization with at
least 18 professional units in Education for teachers of
. secondary vocational and two years technical courses;
. ♦ Master's degree with a specific area of specialization for
teachers of courses in the collegiate level.
» .The School Superintendent may appoint under temporary status,
. applicants who don't meet the minimum qualifications
2) Probationary Period (Section 4)
m No probationary period preceding regular appointment shall be
imposed if the teacher possesses the appropriate civil service
eligibility;
» A period of not less than one year from and after the date of
the appointee’s provisional appointment be given to an applicant
who meets the minimum educational qualifications but lacks the
appropriate civil service eligibility.
3) Tenure of Office (Section 5)
m Stability on employment assured of teachers with permanent
appointment
» Permanent appointment shall be extended to provisional teachers
after having rendered at least ten years of continuous, efficient
and faithful service In such position.
4) Consent for Transfer Transportation Expenses( Section 6)
• No teacher shall be transferred from one station to another with­
out the his/her consent, except for cause.
• The School Superintendent may effect the transfer of the teacher
when the exigencies of service so requires
• -The School Superintendent must previously notify the teacher
to be transferred and the reason or reasons for such transfer.
• The teacher subject for transfer may appeal to the Director of
Public Schools if he/she feels the reason/s is unjustifiable.
162 PNU LET Reviewer
P ro fessio n al E d u c a tio n
» No transfers whatsoever shall be made-three months before any
local or national election. ' •
. m The Government shall pay all the necessary transfer expenses of
the teacher and his/her family.
5) Safeguards In Disciplinary Procedures (Section 8)
'» Every teacher shall enjoy equitable safeguards at each stage of
any disciplinary procedure and shall have:
♦ The right to be Informed, in wrfttng, of the chargers;
♦ The right to full access to the evidence in the case;
♦ The right to defend himself by a representative of his
choice
♦ The right to appeal to clearly designated authorities
6) Administrative Charges (Section 9) Administrative charges against
a teacher shall be heard Initially by a Committee composed of the
t-ti____ i____
foifowfnQ.
• School Division Superintendent or his duly authorized represen­
tative win should have at least the rank of a division supervisor
as Chairman.
» Representative of the local, or in its absence, any existing pnovin-
cial or national teacher’s organization
*» A Division Supervisor
» Two members designated by the Director of Public Schools
♦ T?» Committee shall submit its findings and recommen­
dations to the Director of Public Schools within thirty
(30) days from the termination of the hearings.
♦ The members of the Committee shall be appointed by
Ihe Education Secretary if the School Superintendent is
the complainant or an interested party.
7) No discrimination whatsoever In the entrance to the teaching
profession, or during its exercise or in the termination of services,
based on other than professional consideration (Section 10).
Dr. Danilo K . Villena and Prof. Celia M. Ilanan
 P ro fessio n al Ed ucation
8) Married teachers, both of whom are'public school teachers may be
employed in the same locality (Section 11).
9) Academic Freedom shall be enjoyed by teachers in the discharge
of their professional duties, particularly, with regard to teaching
and classroom methods.(Sectfon 12)
. 10) Teaching Hours (Section 13)
• Teachers are. required to render not more than 6 hours of actual
" classroom teaching a day.
» In the exigencies of service, any teacher may be required to ren­
der more than six hours but not more than eight hours of actual
classroom teaching a day upon payment of additional compen­
sation at the same rate as his regular remuneration plus at least
25% of his basic pay
11) Additional Compensation (Section 14)
•» Additional compensation of at least 25% of the teacher's regular
remuneration must be paid to teachers who render co-cuiricular
and out of school activities outside of the teacher's six hours of
actual classroom teaching.
12) Salary Scales of teachers shall provide for a gradual progression
from a minimum to a maximum salary by means of regular incre­
ments, granted automatically after three years to teachers with at
least an efficiency rating of satisfactory, (Section 18)
13) Cost of living Allowance (COLA) (Section 18)
• Given to teachers to keep pace with the rise in the cost of living
m Shall automatically follow changes in a cost of living index
» Secretary of Education recommends to Congress at least annu­
ally, the appropriation of the cost-of-living allowances of public
school teachers.
14) Special HardshipAllowance equivalent to at least 25% of teacher's
monthly salary shall be given to teachers assigned In areas where
teachers are exposed to hardship such as difficulty in commuting to
the place of work or otter hazards peculiar to the place of employ- '
ment as determined by Education Secretary (Section 19).
*Dr. Danilo K. Vjllena and Prof. Celia M. Ilaiwn
le a c h in g Profession
15) No person shall make any deduction whatsoever from the salaries
of teachers except under specific authority of law authorizing such
deductions. (Section 21)
16) Compulsory medical examination shall be provided free of charge
for all teachers; medical treatment, if found necessary, shall also
be accorded free by the government entity paying the salary of file
teachers (Section 22)
17) Teachers shall also be protected against the consequences of
employment injuries in accordance with existing laws. (Section 23)
18) Study Leave (Section 24)
» Teachers are entitled to a study leave not exceeding one year
after seven years of service;
■* Teachers granted on study leave shall be entitled to at least 60%
of their monthly salary; — o l d *rocy>e< c * r tc *
m Noteacher shall be allowed to accumulate more than one year of
study leave, unless, s/he needs an additional semester to finish
his/her thesis for a graduate study in education or allied course;
. » No compensation shall be due to the teacher after the first year
of such study leave;
■» Study leave period shall be counted for seniority and pension
purposes.
» Teachers on study leave shaU be compensated provided he takes
the regular study load and passes at least 75% of his courses.
19) An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands along treatment that will
exceed one year at the least (Section 25)
20) Salary increase Upon Retirement. One range salary raise upon re­
tirement shad be the basis of the computation of the lump sum of the
retirement pay are) the monthly benefits thereafter. (Section 26)
21) Teachers shall be free to establish or join organizations of their,
choosing. (Section 27)
_ / o o y o ^JU a ) '
PNU LET Reviewer 163
 re ach in g Pro fessio n
22) National Teachers Organizations shall be consulted in the formu­
lation of national educational policies and professional standards,
and in the formulation of national policies governing the social se­
curity of the teachers (Section 29)
23) The Secretary of Education shall formulate and prepare the neces­
sary rules and regulations to implement the provisions of this Act
antf shall take effect thirty days after publication in a newspaper of
general circulation (Section 30).
24) The Secretary of Education shall submit td'Congress annually the
necessary budgetary estimates to implement the provisions of this
Act (Section 31).
25) Any person who shall willfully interfere with, restrain or coerce
any teacher in the exercise of the rights guaranteed by this Act,
or who shall in any other manner, commit any act to defeat any
of the provisions of this Act, shall upon conviction, be punished
by a fine of not less than one hundred pesos nor more than one
hundred thousand pesos, or by imprisonment, in the discretion of
the court (Section 32)
D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS
■ Adopted pursuant to the provisions .of paragraph (e), Article II, R. A. 7836,
otherwise fcnown as the Philippine Teachers Professionalization Act of
1994, and paragraph (a), section 6, P.D. No. 223, as amended.
• The Code spells out very dearly the ideals and standards of teacher's rela­
tionships with various education stakeholders:
1) The Teacher and the State (Article II)
» As a trustee of the cultural and educational heritage of the
nation, the teacher is duty bound to transmit to learners such
heritage and must exert the best effort possible to promote obe­
dience to the laws of the state; • 4) The Teacher aid the Teaching Community (Article V)r
» Help carry out the declared policies of the state;
» Demonstrate full commitment and devotion to duty;
164 IpHU LET Reviewer
P ro fe s sio n a l E d u catio n
» Refrain from engaging in the promotion of any political, religious
or otherpartisan interest;
’** Exercise tiis right of suffrage, and all other constitutional rights;
» Refrain from using his position or official authority to influence
or coerce the political actions or behaviors of other persons;
» Enjoy academic freedom and be responsible in taking the privi­
legedf expounding the product of his researchers and investiga­
tions in the interest of the nation.
2) The Teacher and the Community (Article III)
» Prcwide an environment conducive to learning and youth develop­
ment;
“ Prewideleadership and initiative for the betterment of the community;
♦ Refrain from engaging in all sorts of immoral activities;
» Study, understand and promote local customs and traditions;
» Keep the community informed about school's works, activities
and accomplishments;
■» Establish and maintain harmonious relationships with other pro­
fessionals, government officials and practically, all people.
• Attend freely one's church and worships as appropriate without
using his position-to influence others;
3) The Teacher aid the Profession (Article IV)
■» Manifest pride in the nobility of the teaching profession
» Always be at his/her best in the practice of the profession
■» Avoid making improper misrepresentations in the process of
seeking support for the school
» Engage actively and continuously in ones' professional grovyth
and advancement
• m Live up-to the nobility and integrity of the teaching profession.
• Beimbued with the spirit of professional loyalty, faithfulness and
oooperativeness with others in the teaching profession
Dr. D a n ilo K . V illen aan d P rof. C elia M. flanan
 P ro fessio n al E d u catio n
» Sincerely acknowledge/recognize assistance received from
colleagues .
» Organize and turn over records and other data to his/her successor
m Keep information confidential until after it has been formally
released
» Seek correctives, for unprofessional/unethical conduct of an
associate
» Submit to proper authorities any justifiable criticism against an
associate
• Apply for a vacant position for which s/he is qualified provided
that all qualified candidates are given opportunity to be consid­
ered.
5) The Teacher and the Higher Authorities in the Profession (Article VI)
• Support the legitimate poHcies of the school and the administration
regardless of personal feeling or private opinion.
» Make no any false and anonymous accusations or charges
against superiors.
» Observe proper protocol in transacting official business.
■» Consider the welfare and interest of the learners when seeking
redress against all forms of injustice and in raising grievances
to the administration.
m Recognize the principle that appointments, promotions aw)
transfers are made only on the basis of merit and are needed in
the interest of service.
» Live up to his contract, i.e. employment terms and conditions
6) The School Officials, Teachers, and Other Personnel (Article VII)
■» Show professional courtesy, helpfulness and sympathy towards
teachers and other personnel. • ’
» Ckxisiderpofcy formulation and change innovations as cooperative
responsibility.
» Attend to.the professional growth of teachers, i.e. promotion,
recognition, attendance to in-service trainings.
» Never dismiss or recommend for dismissals teacher or other
Dr. DaniJo K . Villena and Prof. C elia M . Marian
Teaching p ro fessio n
subordinates except for a just cause.
•» Ensure that public school teachers are employed in accordance
with pertinent civil service rules and private school teachers, in
accordance with the contracts.
7) The Teachers and the Learners (Article Vllf)
» Determine the academic marks and promotion of learners in
accordance with generally accepted procedures of measure­
ment and evaluation.
• Recognize that the first and foremost concern of the teachers is
the interest and welfare of the learners.
■* Make no prejudice or discrimination against any Ieamer.
» Avoid accepting favors and gifts from learners, their parents or
others in exchange for requested concessions.
» Refrain from accepting any remuneration from tutorials rendered
to their own students.
. » Evaluate the learner's work only on merit and quality of academic
performance.
• In a situation where mutual attraction and subsequent love
develop between teacher and Ieamer, the teacher shall exer­
cise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the Ieamer.
» Desist from inflicting any form of corpora) punishmenton offending
pupils/students; make no deductions from the learner's scholas­
tic grade as a punishment for student's offense
• Setend needed assistance to ensure maximum development of
learners and prevent or solve leader's problems and difficulties.
8) The Teachers and JheRarents( Article IX) •
» Establish and. maintain harmonious relationships with parents
and treat them with utmost respect.
» inform parents of the progress and all sorts of deficiencies of
their children.
.. » Be tactful in dealing, with parents regarding their children's
deficiencies. . •
PNU LET Reviewer 165

Teaching Profession
• » Seek parents cooperation for the proper guidance and improve­
ment of the learners.
•• ' » Discourage the parents from making ill remarks and unfounded
criticisms about the school as a whole.
m Hear parents complaints with sympatfiy.and understanding.
9) The Teacher and Business ( Article X)
» Engage in legitimate income generating activities.
m Maintain a good reputation with respect to financial matters.
» Settle promptly all debts and/or make satisfactory arrangement
on his private financial affairs.
** Avoid acting as agent of any business venture engaged in fur­
nishing textbooks and other school commodities, of which, he
can possibly exercise influence in their purchase or distribution.
10) The TeacherAs A Person (Article XI)
» Live with dignity at all times wherever he/she is.
» Race premium upon self-respect and self-discipline.
m Serve as a model worthy of emulation.
• Recognize GOD as Guide of his own destiny and of otiiers.
11) Disciplinary Action (Article XII )*
• » Revocation of the Certificate of Registration and License as a
Professional Teacher
m Suspension from the practice of teaching profession
m Reprimand or cancellation of temporary / special permit
• Sec. 23, Article III, R. A 7836 and Rule 31, Article VIII, Rules
and Regulations Implementing R. A 7836
E.PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R. A. 7836):
An Act to Strengthen the Regulation and Supervision of the Practice of
Teaching in the Philippines and Prescribing a Licensure Examination for
Teachers and ForOther Purposes
• A professional license signed by the Chairman of the Commission and
bearing fte registration number and date of issuance and the .month of.
expiry or renewabllity shall likewise be issued to every registrant; paid reg­
istration fee is good for three consecutive years ' .
* •
1 6 6 PNITLET Reviewer
P ro fe ssio n al Education
1) Examination, Registration and License Required j Article ill.
Section 13) *
■» All applicants for registration as professional teachers shall be
required to undergo a written examination.
» A valid certificate of registration and a valid professional license
from the Commission are required before any person Is allowed
to practice as a professional teacher in the Philippines.
2) Scope of Examination (Article III, Section 14)
The examination for teachers in the elementary level shall con­
sist of two (2) parts, namely: professional education and general
education.
» The examination for teachers in the secondary level shall con­
sist of three (3) parts, namely: professional education, general
education, and field of specialization.
3) Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching Profession, and Cancellation of Temporary
or Special Permit ( Article III, Section 23)
» Conviction of any criminal offense by a court of competent
jurisdiction
■» Immoral, unprofessional or dishonorable conduct
■» Declaration by a court of competent jurisdiction for being
mentally unsound or insane
■» Malpractice, gross incompetence, gross negligence or serious
ignorance of the practice of the teaching profession
■» The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or specialftBmporary
permit
» Chronic inebriety or habitual use of drugs
» Violation of any of the provisions of this Act, the rulea and regula­
tions and other policies of the Board and theCommlsston, and
the code of ethical and professional standards for professional
teachers .
Dr. D anila K . Villena and Prof. C elia M. Ilanan

P ro fessio n al E d u catio n
» Unjustified or willful failure to attend seminars, workshops, con­
ferences and the like or the continuing education program pre­
scribed by the Board and the Commission.
4) Registration and Exception ( Article III, Section 26) Upon approval
of the application and payment of the prescribed fees, the cer­
tificate of registration and professional license as a professional
teacher shall be issued without examination as required in this
Act to a qualified applicant, who at the time of the approval of this
Act is:
■» A holder of a certificate of eligibility as a a teacher issued by
the Civil Service Commission and the Department of Education,
Culture and Sports; or
m A registered professional teacher with the National Board for
Teachers under the Department of Education, Culture and Sports
pursuant to P. D. No. 1006; or
“ Not qualified under paragraphs one and two but with any of the
'following qualifications to wit;
♦ An elementary or secondary teacher for five (5) years
in good standing and a holder of Bachelor of Science In
Education or its equivalent; or
♦ An elementary or secondary teacher for three (3) years
in good standing and a holder of a master’s degree in
education or its equivalent
5) Inhibition Against the Practice of the Teaching Profession Article
IV, Section 27)
■» Except as otherwise allowed under this Act, no person shall
practice or offer to practice Ihe teaching profession in the Phil-
* ippines or be appointed as teacher to any position calling for a
teaching position without having previously obtained a valid cer-
tificate of registration and a valid license from, the Commission.
6) Penal Provisions (Article IV, Section 28)The following shpll be punish­
able by a fine of not less than FiveThousand Pesos (P5,000.00) nor •
more than Twenty thousand pesos ( P20,000.00) or imprisonment
Dr. Danilo K . Villena and Prof. C elia ,M. llanan
T e ac h in g P ro fe ssio n
of not less than six (6) months nor more than five (5) years, or both,
at the discretion of the court
a) Any person who practices the teaching profession in the
Philippines without being certified in accordance with the
provisions of this Act
b) Any person who represents or attempts to use as his own
certificate of registratian that of another;
c) Any person who gives any false, or fraudulent evidence of
any kind to the Board or any member thereof in obtaining a
certificate of registration as teacher;
d) Any pawn who impersonates any registrant of the same or
different name;
e) Any person who uses a revoked or suspended certificate of
registration;
0 Any person who/ in connection with his name, otherwise
assumes, uses or advertises any title or description tending
to convey or convey® the impression that he is a teacher
without holding a valid certificate; aid
g) Any person who violates or abets the violation of any of the
provisions of this Act.
F. AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED
SEVENTY-EIGHT HUNDRED AND THIRTY-SK (R. A. NO. 7836), OTHERWISE
KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF
1994" {R. A. 9293)
1} Section 2. Section 26 of the same Act is hereby amended to read
as follows: ' -
. "Sec 26. Registration and Exception. - No person 'shall engage in
teaching and/or act as a professional teacher as defined in this Act
whether in the preschool, elementary or secondary level, unless the
person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a validprofessional license or a holder of
a valid special/temporary permit.
PNO LET Reviewer 167
 T e a c h in g Pro fessio n
T ............................... I................. I -II
» Professional teachers, who have not practiced their profession
for the past five (5) years shall fake at least twelve (12) units of
education dourses, consisting of a least six (6) units of pedagogy
and six (6) units of context courses or the equivalent training
and'number of hours to be chosen from a list of courses to be
provided by the Board and the Department of Education, before
they can be allowed to practice their profession in the country.
m Those who have failed the licensure examination for professional
teachers, with a rating of not lower than five percentage points
from the passing general average rating, shall be eligible as pa-
ra-teachers upon issuance by the Board of a two-year special
permit, renewable for a non-extendible period of two (2) years
The para-teachers shall be assigned to areas where there is a
shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous
Region for Muslim Mindanao (ARMM) education department to
the Board for professional teachers end to (he Commission.
• A special permit may also be issued by the Board to a person
who has excelled and gained international recognition and is a
widely acknowledged expert in his or her respective field of spe­
cialization.’
2) Section 4. References to the term "Department of Education, Culture
and Sports”, in Section 4 (a) and Section 25, and the term "DECS”
in Section 20, of the same Act, are hereby amended to read as
'Department of Education" DepEd”, respectively.
G. CODE OF CONDUCTAND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND
EMPLOYER. A. 6713)
1) Definition of Terms ( Section )
a) Government - includes the national government, local
government, and all other instrumentalities, agencies,
or branches of the Republic of the Philippines including
government-owned and controlled corporations, and iheir
subsidiaries.,
1 6 8 PNU LET Reviewer
P ro fe ssio n a l E d u catio n
b) Public Officials - includes elective and appointive officials
and employees, permanent or temporary whether in the
career or non-career service, includingmilitaryand police
personnel.
c) Gift - refers to a thing or a right disposed of gratuitously,
or any act of liberality, in favor of another who accepts it,
and shall include a simulated sale or an ostensibly onerous
disposition thereof. It shall not include unsolicited gift or
nominal or Insignificant value not given in anticipation of, or
in exchange for, a favor from a public official or employee.
d) Receiving Gift - includes the act of accepting, directly, a
gift from a person other than a member of his family or
relative as defined in this Act.
e) Loan - covers both simple and commodatum as well as
guarantees, financing arrangement or accommodations
intended to insure the approval
f) Substantial Stockholder-means any person who owns
directly or indirectly,-shares qf stock sufficient to elect a
director or a corporation.
g) Family of Pubfc Officials or Employees - means that their
spouses and unmarried children under 18 years of age.
h) Person - includes a natural and juridical persons unless the
context indicates otherwise.
i) Conflict of Interest - arises when a public official or em­
ployee is a member of a board, an officer, or a substantial
stockholder of private corporation or owner or has a
substantial interest inthe business, and the interest of such
corporations or business, or his rights or duties therein, may
be opposed to or affected by the faithful performance of
official duty. .
j) Divestment—is the transfer of title or disposal of interest
in property byvoluntary, completely and actually depriving
or dispossessing oneself of his right or title to it in favor of
Dr. Danilo K . Villena and Prof. C elia M . Ilanan
 Professional -Education
a person or persons other than his spouse and relatives as
defined in the Act.
k) Relatives-refers to any and all persons related to the
public official or employee within the fourth civil degree of
consanguinity or affinity, including bilas, inso and balae.
2). Norms of Conduct of Public Officials and Employees ( Section 4)
a) Commitment to Public Interest - upholding the public
interest over and above personal interest
b) Professionalism - performing and discharging ones duties
with the highest degree of excellence, professionalism,
intelligence and skill
c) Justness and Sincerity - remaining true to the people at
all times; not discriminating against anyone; respecting
the rights of others; refraining from doing acts contrary to
law, good morals, good customs, public policy, public order,
public safety and public interest.
d) Political neutrality-providing service to everyone without
unfair discrimination or regardless of party affiliation or
preference.
e) Responsiveness to the public - extending prompt, cour­
teous, and adequate service to the public.
f) Nationalism and Patriotism - being loyal at all times to the
Republic and the RHpino people; promoting the use of locally
produced goods, resources and technology; maintaining
aind defending Philippine sovereignty
g) Commitment to democracy - committing to democratic
way of life and valups, maintaining the principle of public
accountability, and manifesting by deeds the supremacy of
civilian authorttyowr the military.
h) Simple living - leading modest lives appropriate to their
positions and income; not indulging In extravagant or osten­
tatious display of wealth in any form.
Dr. Danilo K . Villens and Prof. C elia M . Ilanan
T eaching Profession
■■ 3) Duties of public Officials and Employees (Section 5)
a). Act promptly on letters and requests within 15 working days
from receipt thereof.
b) Submit annual performance reports within 45 working days
from the end of the year.
c) Process documents and papers expeditiously with no more
than three (3) signatories
d) Act immediately on the public’s personal transactions
e) Make documents accessible to the public.
4) Prohibited Acts and Transactions (Section 7)
a) Financial and material interest in any transactions requiring
the approval of their office
b) Outside employment and other activities related thereto: •
owning, controlling managing or accepting employment
as officer, employee, consultant and the like; engaging in
the private practice of their profession; recommending any
person to any position fn a private enterprise.
c) Disclosure and/ or misuse of confidential Information •
d) Solicitation and acceptance of gifts
V. OTHER RELATED LAWS
• BA 9155 : (3overhahce of BasIc Education Act of 2001
• R A 6728: GovernmentAssistance to Students and Teachers of Private
Education
• R.A. 7722: An Act Creating the Commission on Higher Education
■ R. A 7784 : An Act Strengthening Teacher Education in the Phippines
by creating Centers of Excellence (COE); creating a Teacher Education
axincS for the appropriation of rational network wrfth elementary schools,
Isgh schools and/or part for laboratory purposes.
• RA.7796 :AnActCreating1heTechnical Education artdSkiteDevetopment
Authority (TESDA). • ' '
PNU L E T Reviewer 169
 Teaching Profession
' ■ Educational Assistance Act of 1976: Study Now Pay Later Plan -
■ P. D. 176: Ownership, Control andAdministration of Educational Institutions
■ Commonwealth Act 578: Confers the status of person in authority upon
teachers; principals and professors.
■ R.A. 6655 and DECS Order #44 s. 1988: AnAct Establishing and Providing
for A free Public Secondary Education and For Other Purposes; otherwise
known as “Free Public Secondary Act of 1988."
■ R.A. 4090: Provides for state scholarships in Science, Arts and Letters for
the Poor but Deserving Students. Creating a State Scholarship Council to
integrate, systematize, administer and Implement all program scholar­
ships aid appropriating funds thereof.
• R. A. 5447: Creation of a Special Education Fund Act enacted in 1968
(to be constituted from the proceeds of an additional real property tax
and certain portion of the taxes on Virginia type cigarettes and duties
imposed on imported tobacco leaf. Activities shall be limited to:
1) organization and extension of classes
2) construction and repair of school buildings (aiding provincial, municipal,
city and barrio schools)
3) acquisition of school sites
• R. A. 6139: regulated the sectarian schools/private schools in charging
higher tuition fees.
■ R. A 7687: an Act instituting / establishing scholarship program for
courses that wHl encourage the students to pursue careers in science
and technology. (Science and Technology Scholarship Act of 1994)
• R.A. 7743: Establishment of city and municipal libraries
• R. A. 8292: Higher Education Modernization Act of 1997; establish and
maintain and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society.
• R.A;6850:AnActToGrantCivilServiceBigibilityUnderCertainConditions
To Government EmployeesAppointed Under Provisional orTemporary-Sta-
tus Who Have Rendered a Total of Seven (7) Years of Efficient Service
• R. A. 8545: amending R. A. 6728” An Act Providing Government Assis­
tance to Students and Teachers of Private Education “; Expanded Govern-
170 PNU LET Reviewer
P ro fe ssio n a l Education
merit Assistance to Students and Teacters in Private Education Act
RA 8525 :i|998 Act Establishing "Adopt-A-School Programf allowing
private schools, companies to assist/support public schools in upgrading
and modernization of public schools particularly those in poverty-stricken
provinces.
R .A 8 4 # f: Prescribing the jCOde of the National flak'/tothem*:f | | f
Coat of Arms and Other Heraldic Items and Device^ of the Philippines
■ R A. T N g: An Act To Lengthen the ^chool Calendar |r p |^ jt y |^ p d
• R A, 8190$ An Act Granting Priority to Residents of the Barangay, Minici-
paBtyor City Where the School is Located in the Appointment or Assign­
ment of Classroom Public School Teachers.
■ R A 6972: amAct Establishing A Day Care Centerjin Every Barangay,
instituting Therein A Total Development and Protection of Children Pro­
gram, Appropriating Funds Therefor, and For Other Purposes
• An Act lntegrating Prug Preyen^fand Conti^ in the Inter­
mediate and Secondary Curricula As W lil As In The Non-formal, informal
and Indigenous Learning Systems and For Other Purposes Appropriating
Therefor. And For Other Purposes
■ R &774B ; An Act Providing For the Establishment of Congressional
City, and Municipal Libraries and Barangay Reading Centers Throughout
The Philippines.
El ft. 76774 Anti-Sexual Harassment Act of 1995
R.ft.-9163,: National Service Training Program (NSTP) of 2001
R. A. 6139: An Act To Regulate Tultion and Other School Fees of Private.
Educational Institutions
RA 10627: Anti-Bullying Act of 2013
RA 10533: Enhanced Basic Education Act of 2013
RA 9485: Anti-Red Tape Act of 2007
E.0.66: Prescribing Rule on the Cancellation or Suspension of Classes,
Work in Government Offices due to Typhoons, Flooding, Other Weather _
Disturbances and Calamities
Df. D anilo K . V illena and Prof. Celia M. Ilanan
 Teaching P ro fessio n *
Professional Education
■rUTT'-in ........ ■
ii
ii. muniiif'ii
n -I
, I J=
• ,ij ai a.iy.m.L. =ae.;ia.ma=u,m,. b u m .'J.

VI. FOUR PILLARS OF LEARNING

Department Orders/Memoranda/Circulars
1. Learning to Know - focuses on combining broad general Knowledge and basic
. • DECS Order #5, s. 1974: Bilingual Education Policy
education with the opportunity to work on a small number of subjects in the light
■ DECS Order # 52, s. 1987: mandates the use of (he regional languages as
of rapid changes brought about by scientific progress and newfonns of economic
auxiliary mediumof instruction .
and social activity.
• DepEd Order No. 4, s. 2002: Basic Education Curriculum;
• Learning how to learn and to discover, as to benefit from ongoing educa­
• DepEd Order No. 25 s. 2002, the 2002 Basic Education Curriculum shall be
tional opportunities continuously arising throughout life.
implemented in all public schools during year 2002-2003
. ■ Developing the faculties of memory,, imagination, reasoning, and problem
• CMO #30, s. 2004 - Revised Policies and Standards for Undergraduate solving
Teacher Education Curriculum
• Understanding about one's environment
■ DepEd Order No. 54, s. 2013: Guidelines on (he Implementation of School
• Communicating with others
Feeding Program
2. Learning to Do - emphasizes on the learning of skills necessary to practice a
■ DepEd Order No, 32, s. 2013: Reiterating DECS Order 53, s. 2001
profession or trade.
(Strengthening the Protection of Religious Rights of Students
• Applying In practice what has been learned
• DepEd Order No. 22, s. 2013: Revised Guidelines on the Transfer of
• Developing vocational/occupational and technical skills
Teachers from One Station to Another
• Developing social skills in building meaningful Interpersonal relatfohs
• DepEd Order No. 74, s. 2012: Guidelines on the Selection of Honor Pupils • Developing competence, social behavior, aptitude for team work
and Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum • Enhancing the abBlty to communicate and work with others
• DepEd Order No. 73, s. 2012: Guidelines on theAssessment and Rating of ■ Managing and resolving conflicts
Leamjng Outcomes Under the K to 12 Curriculum 3. Learning to Be - priorffees the development of the human potential to the fullest
• DepEd Order No. 16, s. 2012: Guidelines on the Implementation of the
• Tapping the talents hidden with each Individual
. Mother Tongue-Based Multilingual Education (MTB-MLE)
■ Develop personal commitment and responsibility for the common good
• DepEd Order No. 103, s. 2011: Creation of Indigenous Peoples Education
4. Learning to Live Together - emphasizes understanding of others, fteir history,
Office (IPsED)
traditions and cultures, and also, living and interacting peaceful together
• DepEd Order No. 83, s. 2011: Disaster Preparedness Measures for Schools
• Appreciating the diversity of the human race
• DepEd Order No. 52, s. 2011: Strengthening Environmental Education in
• Being recepflveteolherB and encounter others through diaiogueand debate'
Public and Private Schopls '
• Caring about others
■ DepEd Order No. 57, s. 2010: Implementation of the Basic Education
• Working toward common objectives in cooperative undertakings
MADRASAH Program for Muslim Out-of School Youth and Adults
• Managingand resolving•conflicts
• DepEd Order No. 24, s. 2010: Basic Education Research Fund
• DepEd Order No. 15, s. 2010: Empowering Schools to Allow Students with
Unpaid Fees to TakeTheir Final Exams
• DepEd Order No. 14, s. 2010: Guidelines on Official Travels Abroad •

Dr. D anilo K . V illena anil Prof. Celia M . Hanan

PNU LET Reviewer 171
 Professional E d ucatio n
T e a c h in g Profession

Analysis: ■ • '
Option C is the correct answer because Section 16 of the Magnp Cacta for Teachers
states that salary scales of teachers shall provide for a gradual progression from a
[ minimum to a maximum salary by means of regular-increments, granted automatically
1. Which of the following emphasizes the right of citizens to quality education?
after three years to teachers with at least an efficiency rating of satisfactory.
A. The basic education level G. The graduate level
B. Tertiary level D. All levels 5. Which of the following is NOT recognized by The Magna Carta for Public School
Analysis: Teachers?
Option D is the correct answer because the Constitution's concern for quality A. Quality education depends primarily on the quality of socio-economic status
' education covers all levels. of teachers.
6 . Advancement in education depends on the teachers' qualifications and
2. Which educational level/s provide/s for free and compulsory education as stipulated
ability.
in Article IV, Section 2 of the Philippine Constitution? C. Education is an essential factor in the economic growth of the nation.
A. Elementary level • C. Elementary & secondary levels D. Education is development and vice-versa._________ ____
B. Secondary level D. Tertiary level
Analysis:
Analysis:
Option 0 Is the correct answer because it was never mentioned/stated in Magna
Option A is the correct answer because elementary education is compulsory for
Carta for Public School Teachers Declaration of Policy.
all children of school age.
6. What appointment can be given to TeacherA who possesses the minimum qualifi­
3. VWt o among Die following is in the category of non-academic personnel as provided
cations but lacks the appropriate civil service eligibility?
for under EducationAct of 1982?
A. Contractual basis Provisional
A. Guidance counselors C. School nurse B. Permanent u. Substitute
B, School principal 0. School librarian
7. Which of the following rights is intended for parents under Education Act of 1982?
Analysis: A. The right to academic freedom
Option C is the correct answer because s/he does not fall under the definition B. The right to privacy of communication
and coverage of teaching and academic staff, school administrators and academic 0 “ The right to seek redress of grievance
non-teaching personnel. a The right,to h i access to the evidence of the case
8 . What can help achieve relevant quality education? .
4. How is gradual progression of teacher's salary from minimum to maximum done?
A. strong curriculum C. school-community relations
A. Regular increment every year
(ff) competent instruction D. competent administrator
B. Increment after ten years of service
C. Regular increment every 3 years
. D. increment after five years •

Dr. D anila K . Villcna .\nd Prof. Celia M. Ilanan

172 PNU LET Reviewer
 Pro fessio nal Ed ucatio n T e ac h in g P ro fessio n

9. Which of the following provisions under the Magna Carta for Public School 15. Teacher Chas beenteaching for 7 straight years and therefore qualifies for a study
Teachers will most likely Rfomote teachers' welfare and defend their interests? leave with pay for one year. Should she pursue it, how much pay is she entitled
A be promoted In tank and salary to receive?
B. regulate their social involvement A 50% of monthly salary C. 70% of monthly salary-
C. undergo and participate in professional development /1§/ 60% of monthly salary-© ^ D. 100% monthly salary-
£05) establish, join, and.maintain professional & self-regulating organizations 16. which of the following laws strengthens teacher education in the Philippines
‘ 10Twiat does "teachers are persons in authority’ imply? through the establishment of centers of excellence?
A. Teachers cannot be charged. A. R. A 7722 C. R. A. 7796
No person can assault a teacher. R .A 7784 D. R.A7834
C. Teachers have immunity from arrest 17. What does free public secondary education under the law mean?
D. Decisions made by teachers are deemed right. A Right of every student to enter public secondary schools
11. Who among the following characterizes a professional teacher? B. Free from being screened to enter public secondary schools
A. An education graduate who received honors Free from payment of school fees identifies and authorized by law
8 . A teacher who has taught for at least six years Free from payment of tuition and other fees for students enrolled in pubic
C. A teacher who has attended national seminars on teaching secondary schools
CD> A teacher who qualifies for a permanent position under R. A. 4670 18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher
12. Who are covered by R. A. 4670? F in a hazardous area; and Teacher G in a place where standard of living is high.
A Teachers in all levels Who is entitled to a hardship allowance?
B. Teachers in all public elementary schools A. Teacher0 (E ) TeacherF
OTeachers in both public and private schools B. Teacher E D. Teacher G
(^/Teachers in public elementary end secondary schools 19. Teacher H contracted an illness that required rest for more than one year. Which
13. Teacher 8 has been in active service for 10 years when he decided to pursue leave should she apply for?
higher studies. Under R. A. 4670, what-kind of leave of absence can s/he avail of? A. sick leave C. vacation leave
A Indefinite leave @ study leave B. personal leave (2p indefinite leave
8 . scholarship leave D. vacation leave 20. A school personnel can avail of free legal service under certain circumstances.
14. When can teachers be required to workon assignment not related to their duties? Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said
A When wi probation service?. - "■ -
B. When found inefficient A Yes, she should defend herself.
. B. No, if funds are not available.
C. No, it might bring some disagreements in school.
D. No, the case is not related to her professional duties..

Dr. D.miJo K . Villena and Prof. C *Iia M . Hanan . PNU L E T Reviewer 173
 T u r i n g Profession P ro fessio n al E d u catio n

2, Teacher J discusses conflicts between warring groups in Mindanao. Which pillar 25. Which of the following could be the reason for the teacher's suspension from the
should he stress more? • . ' • practice of the teaching profession?'
. A. Learning to be C. Learning to do Immoral, unprofessional or dishonorable conduct
B. Learning to live together0. Learning to know Observing proper procedures in obtaining a certificate of registration
2i Teacher K teaches in a public school in her locality. Due to teacher shortage, her C .' Faithfulness to the code of ethical and professional standards for professional
classroom teaching starts from 6am and ends at 3pm. Is the assignment given
her just? D. Willingness to attend seminars, workshops, conferences and the like or the
A Yes, the situation demands that she render longer teaching hours. continuing education program prescribed by the Board and the Commission.
B. Vfes, as long as she signs a conforme letter to that effect.
C. No, rendering longer teaching hours would make the1teacher tired and
exhausted.
^ No, Magna Carta for Public School Teachers states that In the exigencies of
service, any teacher may be required to render more than six hows and not
more than eight hours of actual ciassroom teaching a day. '
23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national
high school In her province. Since she has been rated outstanding in her perfor­
mance, can she be exempted from taking the LET?
A. Yes, that Is a privilege that must be given to teachers whose performance is
outstanding.
B. Yes, If approved by PRC.
r> N o, RA 7836 states that no person shall practice or offer to practice the
^teaching profession in the Philippines or be appointed as teacher to any
position caHng for a teaching position without having previously obtained a
valid certificate of registration and a valid license from the Commission.
0. No, professional license is required of all teachers regardless ofage aid
teaching performance.
24. Which of the following statements Is NOT true about the Code of Ethics for Pro­
fessional Teachers?
(A The Teacher must select which information to keep confidential
u. The Teacher must demonstrate full commitment and devotion to duty
C. The Teacher must'manifest pride in the nobility of the teaching profession
0. The Teacher must make no prejudice or discrimination against ahy ieamer

mm— — a— a— sEaBE»4.w.i<WigLSssga—agBWPsa",ig vi h igs

H E 'B PNU LET Reviewer ~ Dr. DaniJo K . Villena and Prof. C elia M. Ilanan
 P ro fessio n al E d u c a tio n
PART IK - ENHANCING TEST TAKING SKILLS
1. Ms. Sanchez, a BSE graduate, has ma passed the LET yet On what capaeity.can
she be hired? ' D. Yes, when hold together with parents and students.
A. Permanent status
B. Emergency status for one year
C. Provisional for not less six months
D. Provisional for not less than one year
2. Teacher M suffers from hypertension and experiences difficulty in speech. Which
would be affected if he continues teaching? -
A. Personality C> Effectiveness
B. Punctuality D. Devotion to duty
3. Teacher N wants to continue with her study leave for another six months after
completing a school year. Couid she be allowed?
A. Yes, if her grades are excellent.
B. Yes, but without compensation.
C. No, other teachers should have the chance.
D.. ;Noj study leave should not exceed one year,
4. Teacher 0 tutors her students, who have difficulty coping with Math, after class
hours. Is her act ethical?
A. Yes, provided she receives just compensation.
B. Yes, provided she does not require a fee from the parent
C. No, that Is unfair to other students.
D. No, she should be free after her official time.
5. Teacher P, the English coordinator, was assisted by-Teacher Q throughout the
celebration of English Week. What should Teacher.P do to acknowledge Teacher
Q's assistance?
A. Buy her a gift.
B. Keep quiet about the assistance received.
C. Mention formally to" the principal the assistance received.'
D. Make an announcement giving due recognition of the assistance received. .
Dr. 'Danilo K. Villena and Prof. C elia M . I liman
Teaching Profession
6. Is holding a rally to protest the delay of benefits due a person ethically acceptable?
A. Yes, when hold while on official time. .
B. Yes, when hold outside the official time.
C'. Yes, whan hold with approval of the principal. .
7. What should a teacher do when he/she falls in love with his/her student?
A. Court the student at home.
B. Propose and marry the student
J ^W a it tifl the student is no longer under his/her tutelage.
C D. >Act normally as if nothing happens and the student does not exist.
8. 'When a Principal starts to exercise his/her powers over making and promoting
students, is his/her action acceptable?
/C Yes, when the teacher cannot make decision on time.
8 . Yes, when there is abuse of judgment on the part of the teacher.
C. No, teachers are more knowledgeable of their student's performance.
D. No, grading and promoting students are exclusive functions of teachers.
9. Teacher R was asked by her principal to teach pre-school class in addition to tier
regular grade one class. What will be the basis for her additional compensation?
A. Her basic salary
B. Perfomance rating
C. Number of years of service
D./Her regular salary+ 25% of her basic pay
10. Which of the following shows responsiveness of public officials and employees?
A. Avoiding wastage in public funds
B. Formulating ryles and policies regarding work
A Providing public information of thefr policies and procedures
6 ) Encouraglng appreciation of government services
11.Teacher S, a Science teacher has been accused of sexual harassment by one of
her students. What should the school principal do?
A. Ask the teacher to surrender to the police. • '
B. Tell the teacher to stop reporting to school.
C. Advice the teacher to transfer to other school.
D. Create a committee to investigate the accusation.
PNU L E T Reviewer 175
T each in g P ro fessio n
P r o fe s sio n a l E d u catio n

12. Teacher.T receives a love letter from one'of her third year high school student in
17. A school’s academic coordinator has been found to have engaged in gambling
English. Whgt should Mr. Martin do? .
. which has caused him to be absent most of the time. Can his certificate of regis­
A... Read her letter to the tration as a teacher be revoked?
B. le t the student express her feelings through letters. • A. No, unless he's proven guilty.
C. Return-the letter to the student and tell her not to do it again. B. No, because he's protected by his rights as a teacher.
D. Surrender the letter to tie parent of the student. G. Yes, because he's Incompetent.
13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed
0. Yes, because habitual gambling is a dishonorabte conduct and is against the
to recognize. What should the principal do? ' • practice of teaching. '
A. Subject Mr. Nico to a disciplinary measure.
18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher fcyi'Pd by the
B. Just keep quiet about the behavior of Mr. Nico.
Civil Service Commissioner and the then DECS, whHe Mr. Crnz is a registered
C. Call Mr. Nico to the office and clarify things out with him.
professional. Who is allowed to practice the teaching profession in the Philippines?
D. Send Mr. Nico a memo requiring him to explain his behavior. A. Mr. Santos, because of his CSCeligibility certificate.
14. Which of the following manifests "Commitment to democracy" as explained in
B. Mr. Crnz, because their credentials are both recognized by law.
R.A.6713?
C. Both of them, because their credentials are both recognized by iaw.
A. Maintaining the principle of accountability.
; D. Neither of the two because they did not take and pass the LET.
6 . Committing to democratic values and ways of life. 19: What is R. A. 6713 also called?
0 , Manifesting by deeds the supremacy of civilian authority over the military.
A. Ethical Standards for public Employees
D. All of the above.
B. Code of Ethical Standards for Government Officials and Employees
15. Teacher U was ordered by her principal to come to school on four consecutive C. -*Code of Conduct and Ethical Standards for Public Officials and Employees
Saturdays for the training of the students' ecfitorial staff of their school paper. Is
t>. Code of Ethical Standards and Conduct for Government Officials &
this allowed Mnder RA 4670? Employees
A Yes, providedthe teacher is compensated.
20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should
B. No, because it's not within the regular functions of the classroom teacher. she focus her attention more?
£. Yes, because it’s part of the teacher’s other duties. A. General education
0. No, because it's not dearly indicated In the law. a Specialization
16. Dr. Velasco, a schools’ division superintendent acted on the complaint filed by a C. Professional education
group of parents against the alleged misconduct of a particular teacher. She issued D. General education & professional education
a memorandum requiring her to lake a leave of absence for a week while the com­
21. What norm of conduct is manifested by being loyal to the republic and to the
plaint Is being heard yet Was the action of thei superintendent legal? Filipino people? .
A. Yes,-because she is the superintendent
A. -Professionalism . c. Responsiveness to the public
B r, No, because the compIsM has not been heard yet B. Nationalism & patriotism D. Honesty
C. Yes.the superintendent has disciplinary authority over teachers.
. D. No, the superintendent has no disciplinary authority over teachers.

176 PNU LET Reviewer

. * Dr. Daniio K . V illem and Prof. C elia M . Ilanan
 P ro fe ssio n a l E d u catio n

22. Mr. Salazar, a school superintendent, filed his statement of'assets and liabilities
upon assuming to office. Under what ethical standard does this practice fall?
A. Divestment
B. Prohibited Acts and Transactions
,; C. Statement of Assets and Liabilities
ffc System of Incentives
23. Principal B acted on the letter of complaint received by his office 30 days after
saying he was preoccupied by more important things the past days, is his reason
acceptable?
A. Yes, because he has to prioritize things.
' B. No, RA 6713 states that public officials and employees must act promptly on
letters and requests within 15 working days from receipt thereof.
C. Yes, because the letter of complaint can wait & is of no urgency.
D. No, the reason is simply unacceptable.
24. Which of the following Is NOT in the norms of conduct under RA6713?
A. professionalism C, commitment to public interest
B. justness and sincerity D. responsiveness to the private
25. Which of the following is true about the teacher as a person under the Code of
Ethics for Professional Teachers?
A. Uve with dignity at all times wherever he/she is
' B. Serve as a model worthy of emulation
C. Place premium upon self-respect and self-discipline
•b. All of the above
\ _<

Dr. Danilo K» ViJIena and Prof. CcJia M . Ilanan

S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm en ts in Education
Social Dimensions
in Education/
Developments
in Education
Prepared by:
P ro f. A rth u r S. A b u len c ia and P rof. Rita Bum anglag-Ruscoc
Competencies:
1. Determine the roles of the teachers as active
members of the community and as global
citizens responsible for the outcomes of their
actions and for developing other citizens.
(Interculturai Communication, Gender and
Development, Globalization and Education)
2. Apply the Four Pillars of Learning/Education in
. understanding the relation between or among
the individual, school and society (Four.Pillars
o f Learning) ' ’
178 PNU LET Reviewer *
P r o fe s s io n a l E d u c a t io n
PART I - CONTENT UPDATE
I. GLOBAL AND NATIONAL CONTEXTS OF EDUCATION-
SOCKD-CULTURAL, POLITICAL, ECONOMIC
AND ENVIRONMENTAL
A Global Contexts of Education
1. Different Conceptions of Globalization
• Globalization as a process (or set of processes) which embodies a
' transformation in the'spSfial organization of social relations and trans­
actions, expressed in transcontinental or interregional flows and net­
works of activity, interaction and power (Held and McGrew, et al, 1999)
• Globalization are processes of change which underpin a transformation
in the organization of human affairs by linking together and expanding
human activity across regions and continents" (Held, McGrew, Gold-
blatt, Perraton, 1999:15).
• Globalization is evident In the following situations/conditions:
a) the evolution of global systems of communication and
transportation
b) the technological advancement of internet and telecommu­
nications
c) the Incorporation of local, regional, and national economies
into a worldwide global economy
d) an increase in Interaction between societies, resulting in
global culture, which exists along with an array of distinctive
local, national, and regional cultures;
e) the emergence of a world-wide international system that is
eroding the traditional boundaries between domestic and
international politics;
0 the increasing impact of human activity upon the planet's
ecosystem, and the increasing constraints on human activity _
Prof. ArthurS. Abultyicia and Prof. Rita Bumanglag-ituvcoc
P ro fessio n al Education
imposed by the limits of the system; and
g) an expanding global consciousness that enhances/expands
our awareness of being members of the global human
species, with the world as our community.
> impact of Globalization on Education
Economic Impact v •/ eco-pedagogy, or how education can contribute to sustainable
• Increasing commercialization/commodification and the corporate takeover
of education.
• Branding, globalization and learning to be consumers
■ Movement of higher education toward supporting the nations' wealth
(growth) asopposed to focusing on the liberal education of undergraduates.
■ Changing role of education in terms of preparing students for the world of
work
r' Pollticallm pactr
• The threat to the autonomy of national educational systems by globalization.
• Reduction of state and government support and subsidy tor education
• Increase and close partnership of higher education with industry and gov­
ernment-sponsored techno science initiatives
" De-localization and changing technologies and orientations in education.
• More protection and regulation of intellectual property rights
• Certain loss of nation-state sovereignty and weakening of the notion of the
"citizen" as a unified and unifying concept.
Socio-cufturatlmteact £
• Creation of "tensions* ( UNESCO- Learning the Treasure Within)
/ Between the individual and the universal
✓ Between the local and the global
.s Between tradition aid modernity
J Between the infinity of information and the limitation of human
capacity to assimilate knowledge
J Between short term and long term considerations
. • Between spiritual and material * -f
Prof. Archur S. Abultmcia and Prof. Rira fiumanglag-Ruscoe
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
• uriivery:iitkacy and universal access to education
. s educational quality as a key component of equity;
/ education as lifelong education
s education as a human right
v' education for peace, tolerance, and democracy
ecological development
s new technologies of information and communication
2. The Soeio-Cultural Context of Education ■*
' • In the 1960s, Marshall McLuhah popularized the term “global viltaje”
to describe the effect that the ability to connect and exchange ides
instantaneously would bring to the world.
• Cultural globalization is the rapid traversing of ideas, attitudes «d
values across national borders. This sharing of ideas generally lets
to an interconnectedness and Interaction between peoples of dwe^
cultures and ways of life.
• The Clash of Civilizations, a theory, proposed by Samuel P. Huntings,
that people's cultural and religious Identities will be the primary sou*
of conflict in the post-Cold War world and argued that conflict in %
future will be along cultural and religious lines.
• Changing Values and Morality
l. The Enyftpr^irven^l Context - Changing Environmental Landscapes
• 'R&oetee sfoftageis $ The European Commission has identified 1!
mineral raw materials, including several metals and metal group),
which have high supply risks and could face shortages resulting fron
limited production sources and high demand. Among the minerals a
the critical list are antimony, beryllium, cobalt, fluorspar, gallium, ger­
manium, graphite' indium, magnesium, niobium {also known as co-
lumbium}, platinum group metals (PGMs), rare earths, tantalum and.
tungsten. ■ ' ■ s •
.p&pjtal: and q&alityot |fe : the populations of most countries
PNU L E T Reviewer 179
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n P r o f e s s i o n a l E d u c a tio n

wifi age significantly overcoming years, demanding structural societal

Knowledge limited to the local ^
1 to the globalized knowledge, values,
responses, to adapt to changes such as a shrinking workforce ^ attitudes, and skills interfaced with
■ Changing Technology at an exponential rate scene
local wisdom •
• Mutton as a global issue
to more modem strategies of
4. The PoHtical-Economic Context of Education - Concern for Human Dignity
teaching and learning jvith the
and Human Development
From traditional pedagogies «| ► freedom to use mixed modes of
instruction and more interactive
technology
II. MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION
3. A holistic and integrated approach to education
A. Major Paradigm Shift in Education to the development of values and
attitudes, skills and competencies,
F ram To not through classroom instruction
From knowledge as the only • { ► alone but the entire school culture
1. Leamer-cartwedandlearning-oriented curriculum j
learning outcome sought and atmosphere; its vision and
Change in Hie rote of the teacher . mission, co-curricular activities,
► to fadtator and motivator of learning
as sole purveyor of knowledge . the human climate established by
to more open and multiple relationship existing therein
From rigid selection of students «| ► standards taking into account the to more attention being given to
based on single and fixed criteria ' learner's multiple intelligences, From knowledge-dominated , | ^ values education and emotional
aptitudes, and interests. curriculum learning. The heart of education
to more flexible teaching styles is the education of the heart.
_ that respect the uniqueness of the to more interdisciplinary and
From prescribed pedagogy ^ From rigid subject matter »
learner's intelligences, motivations, ► multi-disciplinary approaches to
needs, and situations. boundaries ^
problems and Issues.
2. Contextuafeedleaming • 4, Ufetong Education for All
to contextualized thanes generated
^ from he global realities and the
Prerorganbed subject matter h|
culture which Is relevant, meaning­ a n d ^ M M e d u c a ln J ^
ful and useful to the learner

aaMBwaaawe— em *m — i^— i w s » w » j ai^— a«wwiim'9h j — isfeaassaBBBBmaeaaasegacTM^ss *

18 0 PNU LET Reviewer Prof. A rth u r S . Abutcncia and Prof. Rita Buniangf.ig-Ruwioe
 P r o fe s s io n a l E d u c a tio n
B. Characteristics (^Education
tor the 21st Century
C. New Developments in Education: Trends and Directions
• Transformative Education - an educational process that brings about deep
and significant changes (for the better) in an individual and ultimately cul­
minates in similar changes at the societal level, principally brought about
through innovative and creative teaching and learning, curriculum reform
and appropriate policy at the school level
• Inclusive Education-education based on theright of all (earners to quality
education that meets basic learning needs and enriches lives. Focusing
particularly on vulnerable and marginalized groups, it seeks to develop the
full potential of every individual. The ultimate goal is to end all forms of
discrimination and foster social cohesion. (UNESCO)
An inclusive curriculum treats the knowledge and experience of women,
racial groups and ethnic groups as being just as valid and relevant as the
knowledge of dominant groups in mainstream academic discourse
• Alternative Education - non-traditional type of approach to education
based on the belief that there'are fnany varied pathways to become edu-
' ca'ted in many types of educational environments and sejtings, and utilizing
different, variety of structures.
Prof. Arthur S. Aiiutcnri* arid Prof. Rita Bumangfag-Ruscoe
Social D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
Alternative Education covers all educational activities that fall outside the
traditional school system (including special programs for school dropouts
and gifted students, home schooling).
Alternative Education describes different approaches to teaching and learn­
ing other than state-provided mairtsfream education, usually in the form of
public or private schools with a special often Innovative curriculum and a
flexible program of study which Is based to a large extent on the individual
student's interests and needs.
• Development Education - strives for quality of economic, social, andpo­
litical development in all countries; fairness in relationship between and
within countries; equitable and meaningful linkages between developed
and developing countries.
■ Global Education - involves learning about those problems and isaes
which cut across national boundaries and about the intercomectedms
of systems - cultural, ecological, economic, political, and technological.
• Peace Education is education which empowers people with the skit,
attitudes, and knowledge to:
s build, maintain, and restore relationships at all levels of hum>
interaction
s develop positive approaches towards dealing with conflicts-
from the personal to the international
✓ create safe environments, both physically and emotionally, thj
nurture each Individual
^ create a safe world based on justice and human rights
s build a sustainable environment and protect it from exploltatioi
and war. . -
■ Multicultural Education - emphasizes oneself and others through the ex­
ploration of concepts of cultural diversity, similarities, prejudices, and cut- ' -
tural understanding. Developing tolerance Is a key value in learning to live
together in harmony • •
■ Human Rights Education - promotes understanding of human, rights con­
cepts and values tti enable learners to comprehend and transform condi­
tions which give rise to human rights violations aid exalts dignity andworth
PNU L E T Reviewer 181
S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm ents in Ed u catio n P ro fe s sio n a l E d u c atio n

of the human person. * Peace education has developed as a means to achieve these goals. It is
* Civic/Citizenship Education - focuses on the study of the basic concepts,
beliefs and-values underlying our democratic political community and con­
stitutional order - draws its content chiefly from four disciplines: political
science, jurisprudence, history, and economics.
Civic Education - learning for effective participation in democratic and de­
velopment processes at both local and national levels. It is an important
means for capacity development on the societal level by empowering peo­
ple with civic knowledge, skills and dispositions for effective civic engage­
ment
Environmental Education - rethinks human-earth relationships, fosters a
vision of education for sustainable development, promotes care for the en­
vironment and builds a global culture of ecological responsibility.
Gender Studies - promotes gender equality and harnessing the rale of
women In development
Future Studies -anticipates the fulure and cope with its challenges
and Imagines possible and probable futures. Students are en- X Personal: assault, rape,
couraged to -envision a preferred future that will help shape / brutality, terrorism, murder,
their present action. / ethnic cleansing,
III. PEACE AND HUMAN RIGHTS EDUCATION
1. Peace Education
A. Origin of Peace Education
D In 1945, the United Nations was established to "save suc­
ceeding generations from the scourge o f w$r", "to reaffirm ■
faith In the.. .dignity and worth of the human person [and] in
the equal rights of men and women", 'to establish conditions
under which justice and respect for. the obligations arising from
treaties and other sources of international law can be maintained
and ‘to promote social progressand better standards of life hi larger free­
dom... '.(Preamble to the UN Charter) •
IPNl) LET Reviewer
education that is ‘ directed to the full development of the human personal­
ity and to the strengthening of respect for human rights and fundamental
freedoms*. It promotes ‘understanding, tolerance and friendship among all
nations, racial or religious- groups’ and furthers 'the activities of the United
Nations for the maintenance of peace.” (Article 26," Universal Declaration of
Human Rights)
Peace education is an integral part of the work of the United Nations. Through
a humanizing processof teaching and learning, peace educators facilitate hu­
man development They strive to counteract the dehumanization of poverty,
prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi­
nating the possibility of global extinction through nuclear war, peace
education currently addresses the broader objective of
building' a culture of peace. In this global effort, pro-
Peace X Sressive educators worldwide are teaching the
values, standards and principles articulated
in fundamental UN instruments such as
the UN Charter, Human Rights docu­
ments, the Convention on flie Elimi­
nation of All forms of Discrimination
Against Women (CEDAW), the Con­
vention on the Rights of the'Child
(CRQ, the Vtorld Declaration on
Education (or AH, and many others.
□ The core relationship between
violence and peace:
Source:UnitedNations CyberSchoolBus
P ro f. A rthur S . Abulencia and Prof. Rita Bum anglag-Ruscoe
Professional Education S o c ia l D im e n s io n s i n E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n
.............................. . i ' = a ;.a r ,= ,g.,= .................... ....

; • Patience
* Responsible citizenship
• Imagination
* Leadership, vision
KNOWLEDGE
■ Self awareness, recognition of prejudice
• Issues relating to:
Conflict and war .
Environment/ecology
Nuclear and other weapons
Justice and power
Theories of conflict analysis, prevention and resplufcn
Culture, race, gender, religion
Human rights, responsibilities
Globalization
Labor
Poverty and international economy
International law and Criminal court
United Nations and international systems, standafc
and instruments
Healthcare, AIDS
Drug trade
ATTITUDES
Ecological awareness
Self respect
Tolerance
SKLLS Respect for human digntty and difference
• Communication, active listening and reflection Intercultural Understanding
• Cooperation Gender sensitivity
• Empathy Caring and emphaty
. Critical thinking and problem solving Non-violence and reconciliation *
■ Artistic arid aesthetic • Social responsibility-
• - Mediation, negotiation and conflict resolution ' Solidarity, world mindedness
Prof. Arrhur S. Abulencia and. Prof. Rita Bumanglag-Ruscoc PNU L E T Reviewer i
 P r o f e s s i o n a l E d u c a t io n
S o c ia l D im e n s io n s in - E d u c a r io n / D evelo p m en ts in E d u c a t io n

* their citizens about the principles of the UDHR. Most of these countries have
2. Human'Bights Education
incorporated the principles of the UDHR into their constitutions. The UDHR
. A. Human Rights Defined •
specifies minimal conditions of a dignified life.”.
• Inherent entitlements which come to every person as a consequence of
• Article 26, paragraph t
being human
"Educationshallbedirectedto the full developmentofthe humanpersonallyand
• Human rights are universal, legal, guarantees protection of individuals and
to the strengthening ofrespedforhuman rights and fundamentalfreedoms'"
groups against actionsand omissions that interfere with fundamental free­
F. UDHR - Basic Principles
doms, entitlements and human dignity.
• Concept of human being and equality
B. Characteristics of Human Rights
- Every human being is bom free and equal in rights and dignity,
Human rights are:
and endowed with reason and conscience. And thus every human
■ Founded on respect for the dignity and worth of each person
being is expected to act toward other human beings in a spirit of
• Universal - applied equally and without discrimination to all people
brotherhood/sisterhood.
■ Inalienable - no one can have his or her human rights taken away other
- Non-discrimination
■ than in specific situations
- Race, color, sex, language, religion, political or other opinion, na­
• Indivisible, interrelated and interdependent - it is inappropriate to respect
tional or social origin, property, birth or ottier status, political status
selected human rights only.
of country or territory are not bases for exception in human rights.
C. Universal Declaration of Human Rights • Respectandobsftrt&fce-'
• A common standard of achievement for all peoples and all nations.
- Respect for ail human rights is expected from all human beings.
• Urges peoples and governments to educateALL peoples about their human
- Universal observance of human rights is achievable through pro­
rights and freedoms. •
gressive measures.
• Calls for securing universal and effective recognition and observance of
human rights through progressive national and international measures.
D. UNESCO Guidelines
in the context of the family, community and in some cases, groups.
"Human rights' and “fundamental freedoms" are those defined in the United
G. Different Kinds of Rights
Nations Charter, the Universal Dedarationof Human Rights and Ihe International
Covenants on Economic, Social and Cultural Rights and on Civil and Political
According to Nature
■ Civil Rfehfa ,
Rights.
Aip rights of individuals to be protected from,arbitrary interfprenc§tby
E. International Context Universal Declaration of Human Rights
government in their life, li)erty;and property. . :
The Universal Declaration of Human Rights (UDHR) was drafted by the UN
Commission on Human Rights chaired by, then first lady, Eleanor Roosevelt.
The UDHRwas adopted by the 56 member nations of the UN General Assembly
on December 10,1948'. ,
December 10th is celebrated around the world as International Human Rights
Day. The 192 member states in the U.N., upon membership, agreed to educate
• •

pN(J LET Reviewer Prof. Arthur S. Abulencia and Prof. Rica Bumangiag-Ru.vcoc
184
P r o fe s s io n a l E d u c a tio n
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s fn E d u c a t io n

* Ai-cordtno to Becfflilftt
6. Children's welfare . * Right of children
■ indHntfMftqli?
Are rights that may be etfercised by every individual such as those in 7. Women • Right to equality-
the UDHR 8. Rule of law and good ■ Right to administrative due process
• Colle<$v0'r1gl7t$ governance • Right to the rule of law
Are rights given to a;spp<$ed;;vulne£aWe grp$ may beexer­ ■ Rights of participation
cised .because one’s M ef^rship to' 'such community jsuch as right
to'cfevefopnyiit, Mnen's rights, children’s ^rights, Indigenous people's
righte. etc.
IV. GENDER EDUCATION

Are rights Relieved to be based on reason or given by Supreme Being A. Difference between Gender and Sex
• Legifffght^ ' Sex * actual Ijfeh^icaldlfferficesbefayeeir mate? and feijnales;.a distincfionbe-

According to implementation ? sexual differences between females and males include different chromo­
• immediate somes (genetic material), foe gB5( glands; hormones and sex organ.
Are those rights that States can readily implement because these are Gender - the different rote, psponsMifies andSxp&taVdasdl womena rt (m
depeedenton the S ^ ‘'p o ^ lilM « 0 r$ '® la n 3 iS ltfc i rigftts socially assigned label and personal definitiis
■ Progress(y8?lne(BroffhfeV as male or female including the corresponding socially defined rights >d
Aretfrose rights whose implementation is dependent on availabiiiiyof
the states’ resources and thus can only be enjoyed gradually • GendearJs a m a tiK .d fc ^ as to what is consider
H. Human Rights and Issues masculine and feminine
• Gender relations describe the.social meaning of female and male; ttv
what is considered appropriate and inappropriate behavior or actty
Issues Human rights
for men aid women.
1. Food and health • Rights to food, health, habitat and economic security • Gender roles which are learned, may change over time and vary vrid^
2. Land, language and ■ Rights of minorities and indigenous peoples ' . within and between cultures. *
culture • Right to ancestral land • The social meaning of being female or male is theresult of the hfet<n
of that society, influenced by the nature of economy that evolved ovt
3. Environment ■ Right to environmental protection
tim8, religious beliefs and political system.
4. Labor and the work­ • Right to work Patriarchv is.a set of beliefs and \9 luib which fay down-the Supposedly 'prop*
place • Rights of workers W tlonS' between mfemantfwoffien, between women and women, betwea _
5. Education ■ Right to education . . men and men. It Is a deeply entrenched and Integrated-system of (flak'
dominance and-that it has built itself into We structures of society and tft
Prof. Arthur S. Abulencia and Prof. Rira flumangiag-Ruscoe
PNU L E T Reviewer 1 8 5
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
consciousness of men and women. It is integrated in the'value system! world
view and socialization process, reproduced in the family, school and church
as well as in media and'political exercises.
^heir full human rights and commute to and benefit from economic; soeial,
c^l^fc|rfflrp<aitidaldevelopimept. parity and equity are the building blocks -
df eqiiali^ In education.
B. THE MULTIPLE DIMENSIONS OF GENDER EQUALITY IN EDUCATION
There are.four main dimensions of gender equality:
1) Equality of access means that girls and boys are offered equitable
opportunities to gain admission to formal, non-forma!, or alternative
approaches to basic education. Actual attendance, rattier than en­
rollment, is a better indicator of whether access has been achieved.
2) Equality in the learning process means that girls and boys receive eq-
uitable treatment and attention and have equal opportunities to leam.
This means that girls and boys are exposed to the same curricula,
although the courseworkmay be taught differently to accommodate
the different learning styles of girls and boys. Equality in the learning
process also means that ail learners should be exposed to teaching
’ methods and materials that are free of stereotypes and gender bias.
In addition, it means that boys and girls should have the freedom to
leam, explore, and develop skills in all academic and extracurricular
offerings.
3) Equality of educational outcomes means that girts and boys enjoy
equal opportunities to achieve and outcomes are based on tfieir in­
dividual talents and efforts. To ensure fair chances for achievement,
the length of school careers, academic qualifications, and diplomas
should not differ based on a person's sex. Mechanisms for evaluating
indiwjuarachievement should also be free of any gender bias.
4) Equality of external results occurs when the status of men and women,
their access to goods and resources, and their ability to contribute to,
participate In, and benefit from economic, social, cultural, and political
activities are equal. This implies that career opportunities, the* time
186 PNU L'ET Reviewer
P r o fe s s io n a l E d u c a t io n
needed to secure employment after leaving full-time education, and
the earnings of men and women with similar qualifications and
experience are equal.
• The four dimensions of gender equality are related, but that relationship is com­
plex and not necessarily linear. Parity in enrollment and greater gender equality
in schooling can, and often do, coexist with inequalities outside of education.
V. MULTICULTURAL EDUCATION
A. Multicultural education defined:
"Multicultural education is a field of study and an emerging discipline whose
major aim Is to create equal educational opportunities for students from diverse
racial, ethnic, social-class, and cultural groups. One of its important goals is
to help all students to acquire the knowledge, attitudes,- and skills needed to
function effectively in a pluralistic democratic society and to interact, negotiate,
m l communicate with peoples from diverse groups in order to create a civic
and moral community that works for the common good."
Mutticuituratism is a philosophy that recognizes ethnic diversitywithin a society
and that encourages others to be enlightened by worthwhile contributions to
society by those of diverse ethnic backgrounds. Liberal multicuituralism focuses
on cultural diversity, celebrating ethnic variety, and teaching tolerance. It as­
sumes the existence of pre-existing cultures, which reiate to, and interact with,
each other, but does not examine the hierarchies of power underpinning these
interactions. This approach has been criticized for ‘Disneyfying’, commodifying,
and depoliticizing difference (Mitchell, Antipode 25),
Critical mufficufturaiism sees multiculturalisip as concerning 'majorities'- as
much as 'minorities', and is concerned .with the institutions and practices
forming the whole society. It sees inequalities of power, and racism, as central,
emphasizes recognition and rights, and advocates the ‘multiculturalization' of
society (Jackson, Geography 87).
Schools are expected to serve the human needs of cultural socialization, trans­
mission, and self perpetuation, and teach academic skills. Every action that they
Prof. Arthur S. Abulcncisi and Prof. Rita Bumanglag-Ruscct:
 P ro fe ssio n a l Education
Social Dimensions in Educafion/ Developments in E d u catio n
take is, unavoidably,' culture_bound. Effective understanding of the educational
process in a pluralistic society requires that teaching and learning be viewed as A. Principles and Characteristics of the Four Pillars of Education
aspects of various cultural .milieus (Kimball, 1978).
B. Benefits of the global perspective of multicultural education:
IHEEQUB PIUARS OF EDUCATION
1). Multicultural education increases productivity because a variety of
mental resources are available for completing the same tasks and it
promotes cognitive and moral growth among all people. Learning to
Leariring’toDtfJ
2) Multicultural education increases creative problem-solving skills
through the different perspectives applied to same problems to reach
solutions. the mastering of • application of • the develop­
3) Multicultural education increases positive relationships through them^tejments wfiat learners ment of such
achievement of havej^med qualities as:
4) common goals, respect, appreciation, and commitment to equality prknon&h intp richness of lit j
among the intellectuals and students. practices-, ■ personality,
5) Multicultural education decreases stereotyping and prejudice through • Closed linked #sglifaiw : thecomptexitjj
direct contact and interaction among diverse Individuals. of his fornis
6) Multicultural education renews vitality of society through the richness * appreciation of expression
of the different cultures, of its members and fosters development of a education and of the diversity andhisvariou f
broader and more sophisticated view of the world. work skills offtehuman commitments
training. race as individual,
member
VI. THE FOUR PILLARS OF EDUCATION

*Education throughout life Is based upon the fourpillars ofeducatforf UNESCO Die Four Pillars of Education form the basis for the UNESCO report Learning: The Tra
sure Within published in 1966, The pillars form an integrated whole and cannot I)

If education is to succeed in Its tasks, curriculum as Its core should be

restructured or repacked around the four pillars of learning: teaming to
know, learning'to do, learning to live together, and learning to be. Four
'Pillars of Learning' for fte Reorientation and Reorganization of Curriculum: y. imag­
Reflections and Discussions Zhou Nan-Zhao' ' ination, reasoning, problem-solving, arid the ability to think in a ooherent
and critical way. It is 'a process of discovery', which taKfestime and invotes
going more deeply into the information/knowledge delivered through sub -
JectteacWng. . •
Prof. Arthur S. Abulencia and Prof) Rira Bumangiag-Ruscoe
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S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d ucatio n
Learning to kpow involves mastering the instrument of knowing and under­
standing: . dialogue
s to leam to learn and to discover • '
v' to understand about his/her environment
s to think in a coherent and critical way
s to acquire a knowledge of the scientific method and instruments
/ to develop a scientific spirit and an inquiring mind
s to acquire independence of judgment
• Learning to do - implies application of what learners have learned or
known into practices; It is closely linked to vocational-technical education
and work skills training. The function of learning is no longer limited to work
but responds to participation in development; a matter of social as well as
of occupational skills. .
It calls for new types of skills which is more behavioral than intellectual.
Learning to do thus implies a shift from skill to competence, or a mix of
higher-order skills specific to each individual. Thus 'learning to do' means,
among other things:
s ability to communicate effectively with others
s aptitude toward team work
s social skills in buildng meaningful interpersonal relations
✓ adaptability to change in the world of work and in social life
J competency in transforming knowledge into innovations and
job-creation
s readiness to take risks and resolve or manage conflicts.
• Learning to flve togettter - implies an education that emphasizes discovery
of others and experience of shared purposes throughout life. Specifically, it
implies the development of such qualities as:
s knowledge and understanding of self and others
s appreciation of the diversity of the human race and an aware­
ness of the similarities between, and the interdependence of all
humans
J empathy and cooperative social beljavior in caring and sharing
s respect of other people and their cultures and value systems
PNU LET Reviewer . .
P r o fe s s io n a l E d u c a tio n
y capability of encountering others, and resolving conflicts through
s competency in worlting towards common objectives.
• Learning to be - is based on the principle that ‘the aim of development is
the complete fulfillment of man, in all the richness of his personality, the
complexity or his forms of expression and his various commitments - as
individual, member of a family and of a community, citizen and producer,
inventor of techniques and creative dreamer’. 'Learning to be' may be
interpreted in one way as learning to be human, through acquisition of
knowledge, skills and values conducive to personalty development in its
intellectual, moral, cultural and physical dimensions. Its purpose includes:
' s to be human, for development of mind and body, intelligence,
sensitivity, aesthetic sense, personal responsibility and spiritual
values
. ✓ to develop the qualities of imagination and creativity
s the complete fulfillment of man, in all the richness of his per­
sonality
^ the full flowering of human potential, the tapping of the hidden
treasure within each individual
s a very individualized process and at the same time one of con­
structing social interactions.
B. The Four Pillars of Education and their Implications to Teaching -
Learning and the Curriculum
The four pillars of learning relate to all phases and areas of education. They
support and interpenetrate one another and should therefore be applied as ba­
sic principles, cross-cutting themes and generic competencies tor integration in
and across subject areas or learning domains.
Pillars of Learning for Reorienting Curriculum Objectives
1) Learning to be .
s reflects a shift from an instrumental view of education, as a
process one submits to achieve specific aims (e.g. economic
. productivity) to a humanistic view of education that emphasizes
ntiirrr—■rmr*~rn irir^ ^ «-»«».—-r — .. '
Prof. Arrhu&S. Abulcncia and Prof. Rica Bumangiag-Pvusco.-
 S o c ia l D im en sio n s in E d u c a t io n / D ev e lo p m e n ts in E d u catio n
P ro fessio n al E d ucatio n

/ School curriculum can no longer be purely academic and

the development of the complete person' (Delors, p.86).
college-bound; it has to impart .employable siHs, and positive
implies an education aimed at ail-rounded development and
attitudes toward work
full flowering of the human potential of individual learners. Thus
school curriculum should be more balanced, taking into account
not only the cognitive- intellectual dimension of personality but
its spiritual, moral, social skills and values aspects.
* Implies development of a curriculum which aims at cultivat­
ing qualities of imagination and creativity; acquiring universally
shared human values; developing aspects of a person's poten­
tial: memory, reasoning, aesthetic sense, physical capacity and
communication/social skills; developing critical thinking and ex­
ercising independent judgment; and developing personal com­
mitment and responsibility
2) Learning to Live Together
J stresses an important educational goal of contributing to so­
cial cohesion, inter -cultural and inter-national understanding,
peaceful Interchange, and harmony, it Implies a radically new
curriculum domain, in which relevant knowledge and a range
of skills and values should be taught and caught to resolve and
manage conflicts for peace in famiV, at school, in community
and in the world at large.
3) Learning to Leam
v' implies shift from 'schooling' to learning throughout life and
that school education is only part or a phase of the learning con-
tinuum; curriculum should therefore not attempt to 'teach' or
cram the young minds with discipline-based details, apart from
the fundamental knowledge, basic skills and universal values
which will prepare thd pupils for further learning.
4) Learning to do ‘
/ Emphasizes closer Mcage between education and the world
of work. One central function of education is to prepare young
learners to be successful workers and responsible citizens in
their adulthood..
• * ■

P r o f. Arthur S. Abulenda'and Prof. Rira Butnanglag-Ruscoe

PNU LET Reviewer 189
S o fiiS D im e n sio n s in E d u c a tio n / D e v e lo p m e n ts in 'E d u c a tio n
PART II - AN A LYZIN G TEST ITEM S
Directions: Read and analyze each item and select the correct option that answers
each question. Analyze the items using the first 5 items as your sample. Write only the
tetter your choice in your answer sheet..
1. Which of the following conditions manifests trend of globalization?
A. Establishment of stronger boundaries between and among nations.
B. Increased awareness on the importance of national cultures and traditions.
C. Less and less impact of human activity on the planet earth
D. The incorporation of local and national economies into a worldwide global
economy— - ..... —
'___________.
aattfB— a— a— —
j The correct answer is letter D. ASthe other options are the opposites of globalization
I which connote integration of systems and network iri one global structure.
2. According to the Delots Report, there are a number of main tensions central to the
problems of the twenty first century that we need to overcome. One of them is the
challenge to an individual how he or she can adapt to the changing world without
forgetting or turning his/her back from the past. What kind of tension or conflict is
manifested in this situation?
A. Tension between tradition and modernity
B. Tension between the global and the local
C. Tension between the universal and the Individual
D. Tension between long term and short term considerations
The correct answer is B. It is withtn this tension that the individual is challenged to j
balance his/her attempt to adapt to the changing world without compromising his own. ) •
3. Which of the following features represents the new paradigm shift in education?
• A. Traditional pedagogies
8 . Lifelong education for all ■
C. Rigid subject matter boundaries
D. Knowledge as the only learning outcome • :
190 PNU LET Reviewer
P ro fe s sio n a l E d u c a tio n
wi' - .1 II. ■■ 7 |» |
The correct answer Is 8 because all the other options (A, C, & D) are traditional
characteristics of education .Option B: Lifelong education for all is one of the key
features of 21st Century education.
4. What.Is the measure of relevance in education?
A. Democratization of access
B. Functionality and meaningfulness
C. Ability to sustain education through the future
D. Excellence and effectiveness
i^iiTiilrinrawrtan«BirCTffrfffr,*a^W8»a«MBaMBa^a8aesawaea88saaaaaBaaaBBaeaaBWBBBBwaq8aaaeBBagaBgaBa«»aBas
The correct answer is B. Relevance connotes ability to meet the expected roles
and functions..
5. What is the concern of Multicultural Education?
A. Anticipating the future and imagining possible and probable futures.
B. Gender equality and harnessing of the role of women in development.
C. Promoting care for the environment and building a global culture of ecological
responsibility.
D. The exploration of concepts of cultural diversity, similarities, and prejudices to
promote cultural understanding.
The correct answer Is Dbecause it specifically describes the tenets of Multi cultural I
Education. Option A is about global education; Option 8 involves Gender Education; I
Option C describes Environmental Education. I
6. Which erf the following may be considered an economic impact of globalization on
education?
(A/ Increasing comme/pialization of education and the corporate takeover of ed:
ucation
EL. Weakening of tfie notion of the "citizen” as a unified and unifying concept.
ujj?)-New technologies of information and communication creates new approaches
toleaming .
D. Reduction of state and government support and subsidy for education
Prof. ArthurS. Abulencia and Prof. Rita Buinangtag-ftuscoc
P r o fe s s io n a l E d u catio n - . S o c ia l D im e n sio n i-in E d u c a t io n / D evelo p m en ts in E d u c a t io n
'1.1 L-...IBI .11. — ' ^1!— — Tr , — -1U 1U __1_

/
7. Whigh of the following aptly describes Marshall McLuhans' concept of global village?
A. .The idea that because of rapid globalization and development in technology,
the world has become one global village where -Increased diversity and dif-
ference among people has become more pronounced than ever.
( k y Rapid integration of the planet .thnough media and technology where events
in one part of the work) could be experienced from other parts In real-time,
similar to what human experience was like when we lived In small villages.
C. Global Village is the kind of global world we are experiencing, characterized by
fundamentalism, apathy and conflict brought about by clashes of cultures.
0. People's cultural and religious, identities will be the primary source of conflict,
in the post-Cold War world as evidenced by the conflict between fundamentalist
Muslims and flie western world.
8 . When planning her lessons and units, Mrs. Jones is careful to include books and re­
sources from a variety of cultures and ethnic groups. What kind of education is this?
A. Multilingual education OM ulticultural education
B. Transformative education ’ D. Gender free education
9. Which of the following is NOTa characteristic of globalization?
A. Stretching of social, political and economic activities across political frontiers,
regions and continents.
B. The growing magnitude of interconnectedness and flows of trade, investment
and migration.
C. A speeding up of global interactions and processes through world-wide sys-
sO terns of transportation and communication.
/ jy The expansion of economic protectionism and isolation of poor countries.
. 10. Which of the following illustrates the.major paradigm shift in education in the 21st
century?
shift from rigid subject matter to a more Interdisciplinary and multidisciplinary
pedagogical approach. • .
B. Shift from values education and emotional learning to knowledge dominated
curriculum-
C. From contextualized themes generated from global and local realities to
pre-organized subject matter
D. From more flexible learning styles to a'prescribed pedagogy .
11. What educational approach perspective recognizes the knowledge and experience
of women, racial groups andethnic groups as being just, as valid and relevant as the
knowledge of dominant groups in mainstream academic discourse?
Transformative Education C. Inclusive Education
m y Multicultural Education D. Global Education
12 . flow does the notion of cultural relativity and variability affect the teaching-learning
processes in school?
A. .The students' varied cultural background will in no wayaffect the way hey will
leam the lessons in school.
B. The students can readily adjust to the way the teacher initiates feaming in
school because children are adaptable beings no matter what culture tie y
_ comefrom.
. (C ?) The child's cultural background influences the children's way of interjretring
and viewing the world; hence, teachers must consider the children's w o rld
view when teaching.
D. The teacher should be wary of differing cultural points of view and must make
sure that students will see things the same way.
13. Wt&h among the following Is the focus of Civic Education?
jffi^P rom ote understanding of human rights, concepts and values to erub/e
learners to comprehend and transform conditions which give rise to buna n
s- rights violations.
/jP Learning for effective participation in democratic and development p ro c e s s
at both local andnatfonal levels.' . .
C. Foster a vision of education for sustainable development and care for be
environment
D. Empower people with the skills, attitudes, and knowledge totuild a peacelui
world based bn justice and human rights.
14. Which of tbe following initiatives would"NOThelp a school address diversity?
Using ability grouping.
Using cooperative team»$. . . •
C. Working with neighborhood groups.
D. Using culturally relevant teaching methods / *

Prof. A rthur S . A bulencia ami Prof. Ri»a Bumanglag-Riucoe PNU L E T Reviewer 1 9 1

 P ro fe ssio n a l E d u c atio n
S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d ucatio n

15. If the teacher is emphasizing the development of the (earner’s competency to 20. UNICEF and UNESCO are two key UN agencies which are (Particularly active advo­
transform knowledge into innovations and job-creation, what pillar of education cates of education for peace. Which of the following is not supported by UNESCO.
does s/he is actually promoting? in promoting peace, in the sclwois?
C. Learning to Ijve Together A. Uphold children's basic rights as outlined in the Convention on the Rights of
D. Learning to Be the Child (CRQ
B. Develop a climate that models peaceful and respectful behavior among all
16 hi which emphasizes learning to be human, through acquisi­
members of the learning community
tion of knowledge, skills and values conducive to personality development?
. C. Demonstrate the principles of equality and non-discrimination in administra-
A. Learning to Know ' Learning to Live Together
_ tive policies
B. Learning to Do v ? Lear™n9 toBe vdN Enable the teachers to stress peace-making in Social Studies classroom only
17. A class is composed of students coming frtfrn several ethnic communities in­
when necessary
cluding Muslims and lumads. They seem to have difficulty understanding each
21. One way to advance peace education is through partnerships of various
others' behavior and points of view. What should the teacher do?
non-governmental organizations, education institutions, United Nations spe­
(R ) Introduce multlculturalism in the class and provide activities for practice.
cialized bodies which link ideals of peace with research and practice. One such
ET Threaten the students that if there are students who do not behave and
significant example is the Hague Agenda for Peace and Justice for.the 21st Centu­
tolerant of their classmates, s/he will be dropped from class.
ry. What is the aim of the Agenda's Global Campaign for Peace Education?
C. Inform students that they wid all be learning new ways of thinking and be­
A. Helps coordinate local initiatives and unite educators in the common practice
having in this class, so they might as well leave their cultural idiosyncrasies
^ of educating for a culture of peace.
. at home.
f BJ Supports the UN Decade for a Culture of Peace and Non-violence for the
0. Assign bright students to monitor and control behavior of poor students.
Children of the World and to introduce peace and human rights education
18. Which of the following qualities should be developed by. foe pillar, Learning to Live
into aHeducational institutions.
Together?
C. Brings together multiple traditions of pedagogy, theories of education, and
Strong appreciation of the diversity of the human race
international initiatives for the advancement of total human development and'
N r Readness to take risks and resolve or manage conflicts
care for the environment through teaming.
• C. Scientific spirit and an Inquiring mind
D. Serves to enhance learning across subjects like conflict resolution initiatives.
D. Complete fulfillment of humans, in all the richness of his/ her personality
19. Which of the foflowing statements about Gender is correct? •
A. Gender is biologically 3etermined.
§ Gender is socially and culturally constructed.
C. Gender roles are the same in all societies.
D. Gender is an ascribed status in society.

Prof. Archur S. Abulencta and Prof. Rita Bumjnglag-Ruscoe

PNU L E T Reviewer
 p ro fe ssio n al Education. S o c ia l D im e n sio n s in E d u c a tio n / D cvclo p m cn ts'in Educati<
• •
22. The impact of conflict on children whether as victims of war or child soldiers has 25. What is celebrated every December 10?
been brought to world attention through media, international organizations and eye Mother Language Day .
■witness accounts. What is best thing to do to help children affected by conflict? Human Bights Day
jO Employ education to regain parts of a lost childhood and to facilitate the ex- E.. Earth's Day
v ' periences that support healthy social, emotional and intellectual growth and D. International Day of Tolerance
development
B. Provide employment opportunity for them as well as their parents to attain
financial independence
C. Offer them to migrate in neighboring country as foreign refugees
0. Secure their safety by imposing strict curlew hours
23. The United Nations is committed to address climate through mitigation and adap­
tation.Which of the following the best way of addressing the issue?
A. Deepen strategic aid operational collaboration, with international and regional
organizations,, including international financial institutions and regional de­
velopment banks, and other stakeholders.
B. Developing a policy framework that identifies basic elements needed to
__ prevent human rights violations.
(Cy Facilitate and execute agreements on reducing emissions from deforestation
^ and forest degradation to protect forests and sustain the livelihoods of the
people who depend on them.
D. Enhancing collaboration among humanitarian organizations, particularly from
the global South, at the local, national and regional levels, to strengthen com­
munity resilience and emergency response, and establishing a monitoring
system to assess progress on the implementation of preparedness measures.
24. Why are educational environments very crucial to pease education?
A. The social, cultural, economic, arid political contexts in which educators work
shape the specific content and methods they choose for peace education.
• B. The variety of different'educational settings from liiral to urban, school-based
to community ami within formal curricula or non-formal popular education
projects are relevant to peace education.
C. Many teactiers infuse peace education into traditional academic subjects suoh
• as literature, mattr, science, history, language, civics, and the arts. .
([pA II of the above ■ , . •

Prof. Arthur^. Abul«ncia and Prof. Rira Bumanglag-Ruscoe PNU L E T Reviewer I

 S o c ia l D im e n s io n s in E d u c a tio n / D evelopm ents in E d u catio n “P r o fe s sio n a l E d u catio n

5. The rapid traversing of ideas, attitudes and values across national (jorders that
PART III - ENHANCING TEST TAKING SKILLS
generally leads to an interconnectedness and interaction between peoples of di­
verse cultures and ways of life. What is being referred to?
D irections: Enhance your test taking skills by answering the items below. Write only A. Cultural Globalization C. Multiculturalism
the I 8. Fundamentalism D. Clash of civilization
6 . Which is considered a political impact of globalization? ■
1. What kind of tension is referred to when people prefer to have quick answers and A. Changing rote of education in terms of preparirnj students for the world of work
ready solution to many problems even If it calls for a patient, concerted, negotiated 8 . The threat to the autonomy of national educational systems by globalization.
strategy of reform? . (C. Reforms in education as lifelong education
A. Tension between modernity and tradition D. Branding, globalization and learning to be consumers
6 . Tension between long term and short term considerations 7. What United Nation Decade are we celebrating for 2005-2014?
C. Tension between spiritual and material A. Educating for Culture of Peace
D. Tension between individual and the universal B. Educating for International Understanding
2. In what strands of the four pillars of education implies a shift from skijl to compe­ (C.' Educating for Sustainable Development
tence, or a mix of higher-order skills specific to each individual? D. Promoting the Rights of the Elderly
A. Learning to Know C. Learning to Live Together 8. With the growing competition brought about by globalization, what is preferred by
most employers in hiring their employees?
B. Learning to Do D. LeamingtoBe
3. Which of the following Is NOT true about the Four Pillars of Learning? A. flexible C. quick
A. The pillars of learning stress the goal of contributing to social cohesion, in­ B. selective D. none of the above
ter-cultural and inter-national understanding, peaceful interchange, and har­ 9. Which of the following characteristics does NOT describe contextualized learning
mony. as a major paradigm shift in education?
B. The Pillars of Learning imply a shift from 'schooling' to learning throughout A. From limited access to time-bound and space limited education, to borderless
life by'learning how to team" education, lifelong learning for all in a learning society.
C. The pillars of learning stress the importance of closer linkage between educa­ B. From traditional pedagogies to more modem strategies of teaching and
tion and the work) of work. learning.
D. The Pillars of Learning adheres to the instrumental and purely academic view C. From knowledge limited to the local scene to the globalized knowledge,'values,
•of education that focuses on the achievement ol specific aims of education attitudes, and skills interfaced with local wisdom,-
■ such as economic productivity. * D. Pre-organized subject matter to localized themes generated from the global
4. Which pillar of education of J: Delors (UNESCO) focuses on voc-tech relevant to realities and the culture relevant, meaningful and useful to the learner.
people-centered human development?
A. Learning to Know . C. Learning to Live Together
■ 8’ Learning to Do D, ^Learning to Be
s” 8 a a ^ a a ' ^ _ 1'1 ’ ...i - i ~ BB a r r jW T V j r:r s--;' n r ,— ............... -
P ro f. A rthur S. Aliuft'nci.i and Prof. Rica Uumanijiag-RusciiK’
S ^ f e l PNU LET Reviewer
 S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d u c a tio n
P ro fe ssio n a l E d ucatio n

10. What current trend in education focuses on the study of the basic concepts, be­ 15. Which of the following is N.0T a characteristic of Multicultural Education?
liefs and values underlying our democratic political community and constitutional A. Personally empowering C. Pedagogically humanistic
or.der? B. Socially transformative • ' ( E ‘ Culturally discriminating
A. Civic Education C. Peace Education 16. What is the character of education that manifests democratization of access and
inclusivity?
B. Development Education D. Multi-cuttural Education
1 1 . Which of the following is the first target of the Millennium DevelopmentGoalsA. Relevance C. Quality
(MDG's) formulated by member states of the UN in September 2000? B. Sustainability , Equity
A. Reduce child mortality 17. What is the kind of education that emphasizes human-earth relationships and
B. Eradicate extreme poverty and hunger fosters a vision of education for sustainable development to. build a global culture
C. Reduce death due to HIV/AIDS and malaria of ecotogical responsibility?
D. Achieve universal access to primary, education A. Human Rights Education C. Environmental Education
12. Which among the following statements about Human Rights Education (HRE) is B. Development Education T 3. Global Education
correct? 18. Which of the following is NOT a benefit of multicultural education?
A. HRE is more of the responsibilities of the state to implement human rights law A. .Multicultural education increases positive relationships through achievement
rather than the protection of the rights holders of common goals, respect, appreciation, and commitment to equality among
B. HRE should focus more on rights based on ‘ law in books,” rattier than on the teachers and students.
'law in real-life'. B . 1 Multicultural education decreases stereotyping and prejudice through direct
C: HRE needs to focus on the values, principles, and standards of human rights contact and interaction among diverse individuals.
and how they can be translated into day-to-day actions C. Multicultural education promotes independence of various eflinic groups in
D. Human Rights Standards vary from, society to society and HRE therefore development and supports fragmented view of the world.
should also vary in terms of approaches and methods D. Multicultural education renews vitality of society through the richness of the
13. What is the implication of globalization to the practice and experience of educa­ different cultures of its members and fosters development.
tion? 19. Which erf the following is N.OTone of the benefits of mass media?
A. Increase of state and government support and subsidy for education A. Mass media decreases prejudice and discrimination.
8 . Commodification and the corporate takeover of education B. Mass media enriches the educational programs.
C. Greater autonomy of national educational systems C. Mass media increases student's exposure to diversity.
■D. Delocalization of technologiesand orientations in education D. Mass media helps-provoke discussion of current issues.
14. Which of the following skills correspondsto the Four® Pillar'of Learning, “Learning • 20. Which among the following rights manifests rule of law and good governance?
to live together"? A. Right to education_ , C. Right of participation
A. Empathy and cooperative social behavior B. Right to environment protection ■’"D.' Right to work
B. Personal commitment-and sense of responsibility • 21.. Which amongihe following is NOTa core principle of human rights?.
C. Adaptability to c/iange in the world of work A. Human Dignity . ' g. Universality.
D. Reasoning and problem solving skills - B. Non-discrimination • '. D. lndependency

Prof. Arthur S. AbiiJencia and Prof. Rita Bunianglag-Riiscoe

■ ~ PHU L E T Beviewer g C E f
S o c ia l D im en sio n s in E d u c a t io n / D evelo p m en ts in E d u catio n

22. Hoyf are human rights principles reflected in the activities-of national and local
governments? •
A. Legislating laws to include human rights education in all levels of schooling-
B. Organizing local exhibit or event to highlight the children's talents and local
products
C. Asking the community leaders to volunteer in (he construction of a barangay
hall
D. Lobbying to the UN High Commission for Human Rights to allocate higher
budget for Philippines' Commission on Human Rights.
23. Which of the Mowing could be a reason to justify peace education as a series of
• “teaching encounters" or teaching-learning process?
A. Desire for peace
B. Nonviolent alternatives for managing conflict
C. Skills for critical analysis of structural arrangements that produce and legiti-
. mize Injustice and inequality
D. AHof the above
24. Which' of the following is accurate in regard to working with parents in diverse
classrooms?
A. The parent's culture is important, but should not influence their children's
' education.
B. Teachers should demonstrate their "expertise" to parents to show they know
best
C. teachers should strive to use a variety of ways to keep parents informed,
including parents who cannot speak English or Filipino.
D. The importance of the family's influence on children’s education has diminished
over the past few years.
25. Which of the following is NOT a guiding statement of peace education?
A. Peace education teaches stu<Jents what to think rather than howto think.
•6, Peace education emptoysholistic and participatory approach.
- C. Peace education aims not to reproduce but transform.
D. Peace education builds bridges of support among key participants.

196 [PMU L E T Reviewer

P ro fe ssio n a l E d u catio n A n sw er K e y

ANSW ER KEY

Foundations of Education Child and Adolescent Principles and Strategies

Principles and Theories of
Development of Teaching
Learning and Motivation

Part II Part III Part II Part III

Part II Part III Part II Part III
. 1. A 1. B 1. B 1. D
1, B 1. C
1. B 1. C
2. B 2. A. 2. e
2. B
2. A, 2. A 2. 0 2. C
3. B 3. D 3. C 3. C
3. D 3. A 3. C 3. A
A. C 4. C 4. 0 4. A
4. 0 4. B 4. A 4. D
5, 0 5. C 5. D 5. A
5. A 5. 0 5.. A 5. - A
6. C 6. A 6. A 6. C 6. 6. A
7. C 7. C 6. C 6. B C
7. B 7. A 7. A 7. A 7. A
8. A 8. A 7. A
8. 0 8. C 8. 0 8. C 8. D
9. C 9. B 9. C 8. C
9. C 9. C 9. C 9. A 9. D
10. B 10. B 10. A
10. C
11.C to. C 10. C 10 . D 10. D
1 1 .0 11.C 11.C 11. C 11. C 11. C
12. B 11. A
12.8 12.0 12. D
12 . B 12. B 12 . B 12. B
13. A 13.0 13. A 13. B
13. A 13. A 13. A 13. D
14. A T4. A 14. B 14. A
14. B 14. A 14. C 14. D
15. B 15. A 15. B 15. B
15. C 15. C 15. D 15. A
16. B 16. C 16. B 16. C
16. B 16. A 16. D 16. A
17. D 17.0 17. C 17. C
17. C 17.0 17.0 17. B
18. C 18.0 18. C ■ 18. B
18.0 18. C 18. A 18. C
19.0 19. B 19. A 19/C
. 19. B 19. B* 19. A 19. D
20. B 20. A 20 . C 20 . 0 20. A
20. C 2 a. B 20: D '
• 2 1.8 21. C ' 21. D 21. C
21. B 21 . C 21 . B
22 . B 22. A 22.0 2 1.0
22.0 22. A . 22. B 22. A , . 22. A . .
23. C 23. C 23. C £3.0
23. A 23.0 23. C 23. C
2 H.D 24.0 24. B. 24. B
24.0 24. B ■24..A 24.8. •
25. C . * 25.0
25. D • 25. B 25. B .... 25. 0-
25. A *

PNU LET Reviewer 197

A n sw er K ey
P r o fe s sio n a l E d u catio n

Curriculum Development Developmental Reading

Educational Technology . Assessment and Evaluation
1*2 of Learning 1

Part II ^ ■Part III Part II P art III

Part II • Part III . Part 11 Part III
1. D 1. A 1. D 1. D
2. A 1. B 1. B 1. C 1. C
2. 0 2, D 2. B
3. B 3. C 3. C 2. D Z D 2. 0 2. A
3. C 3. A
4. A 4. B 3. B 3. A 3. B
.4. C 4. A
5. C 4. A 4. D 4. B 4. C
5. B 5. C ' 5. A
6. B 5. C 5. C
6. B 6. 0 6. C 5. A 5. A
7. A 7. A 7. A 6. A 6. C 6. D 6. A
7. D 7. C 7. C
8. A 8. B 8. C 8. B 7. B 7. A
9. C 9. B 9. D 8. C 8. A 8. A 8. C
9. D 9. C 9. D
10. B 10. C 10. D 9. C 9. A
10. C 10 . 0 10. A
1 1 . 0. 11. B 11. D 10. B 10. A
11.0 11.A 11.B
12. B 12. A 12. B 11. D 11; A
12. C 12. B 12. D
13. B 13. A 13. D 13. C 12. B 12. D
14. A 14. C 13.0 13. A 13.-B 13. B
14. B 14. C
15. B 14. D 14. B 14. A 14. 0
15. A 15. A 1.5. D
16. D 15. C 15. C 15. A 15. B
16. B 16. C 16. B
17. B 16. C 16. C 16. A 16. A
17! C 17. D 17. C
18. B . 17. C 17.0 17. B 17.0
18. D 18. C 18. C
19. A 18.0 18.0 18.0 18.0
19.0 19. B 19. D
20. C 19. B 19, B 19. B 19. A
20 . B 20.0 20. D
20. D
21. A 21.. B 20 . D 20. D 20. C
21. A 21. D
21, B 21. B 21. C
22. D 22. C 21. B
22 . B 22. C
22. A . 22. C 22. A
23. D . 23. D 23.0 23. D .22. C
24. C 23. C 23..C 23. B 23. A
24. C 24. C 24. C
25. B 24. B 24..B 24. B . 24. B
25. A 25. A . . 25. B
25. D 25. A . 25. B 25. B

|PNU L E T Reviewer
P ro fe ssio n a l Education
X n sw cr K e y

Assessment and Evaluation Teaching Profession

of Learning 2 Social Dimensions in
Education/ Developments
in Education
Part II Part III Part II Part III
Part II Part III
1. C 1. C 1. D 1. D
2. A 2. C 2. C 1. D 1. B
2. A
3. B 3. C 3. B 2. B 2. B
3. D
4. D 4. C 4. B 3. B 3. D
4. C
5; C 5. D 5. D 4. B 4. B
5. A
6. D 6. C 6. C 6. B 5. D 5. A
7. D 7. C 7. C- 6. A 6. B
7. D
8. B 8. D 8. B 8. C 7. 8 7. C
9. D 9. D 9. 0 8. C 8. A
9. D
10. A 10. B 10. C 9. D 9. A
10. B
11.A 11.D 11. D tO. A 10. A
11.D
12. C 12 . D 12. C 11. C 11. B
12. A
13. D 13. C 13. C 12. C 12. C
13. A
14. B 14. D 14. D 13. B 13. B
14. B
15. C 15. D 15. A 14. A 14. A'
15. C
16. B 16. B 16.0 15. B 15. D
16. B
.17. C 17. D 17. 0 16.8 16. D
17. D
18. B 18. C 18. C 17. A 17. C
18.0
19. D 19. D 19. C 18. A 18. C
19. C
• 20. C . 20. D 20. D 19. B 19. A -
20. B
21. B 21. C • ' 21: B 21. B 20. D 20:C
22 . C 22. D 22. B 21. B -21.0
22. B
23. C 23. C 23. B 22. A 22. A
23. D
24. B . • 24. A 24. D 23; C ' •23.-D
24. C •
25. D 25. A 25. D 24. D 24. C .
. 25. C
25. B 25. A

PN U L E T Reviewer 199