FIELD STUDY 2 (Experiencing the Teaching – Learning
Learning is the discovery of the personal
Process)
1. Teacher Rose believes that students need not know
the intended learning outcome of her lesson. She
proceeds to her learning activities at once without
letting them know what they are supposed to learn
for the day. Which principle of learning does
Teacher Rose negate?
A. Effective learning begins with setting clear
expectations and learning outcomes.
B. Learning is an active process
C. Learning is the discovery of the personal
meaning of ideas
D. Learning is a cooperative and collaborative
process.
2. Teacher Emma notice that in group work, students
just leave the work to the leader and so vowed
never to give group work again. Against which
principle of learning is Teacher Emma’s decision?
A. Learning is an active process
B. Learning is the discovery of the personal
meaning of ideas
C. Learning is a cooperative and collaborative
process.
D. Effective learning begins with setting clear
expectations and learning outcomes.
3. In her desire to finish the content of the course
syllabus, Teacher Love just lectures while students
listen. Which principle of learning does Teacher
Love violate?
A. Learning is the discovery of the personal
meaning of ideas.
B. Learning is a cooperative and a
collaborative process
C. Effective learning begins with setting clear
expectations and learning outcomes
D. Learning is an active process
4. Teacher Arielle asks her students to see the
connection of their new lesson to their own
personal experiences and the same with the class.
Teacher believes in which principle of learning?
A. Learning is a cooperative and a
collaborative process
B. Effective learning begins with setting clear
expectations and learning outcomes
C. Learning is an active process
D. Learning is the discovery of the personal
meaning of ideas.
5. Teacher Lil avoids drills out of content. She gives
rea-word Math problems for students to drill on.
Teacher Lil is very much convinced of which
principle of learning?
A. Learning is an active process
B.
meaning of ideas
C. Learning is a cooperative and collaborative
process.
D. Effective learning begins with setting clear
expectations and learning outcomes.
6. For meaningful teaching and learning, it is best to
connect the lesson to the life of students by
integrating a relevant value in the lesson. Which
principle is applied?
A. Lesson objectives/intended learning
outcomes must integrate 2 or 3 domains
cognitive, skill and affective or cognitive and
affective or skill and affective.
B. Began with the end in mind
C. Share lesson objectives/intended learning
outcomes with students.
D. Write SMART lesson objectives/intended
learning outcomes.
7. Teacher Paz shared this lesson objective/learning
outcome with her students: “before the period
ends, all of you must be able to identify the topic
sentence and supporting sentences of a given
paragraph” teacher Paz drilled them on subject-
verb agreement to ensure that they can write a
good paragraph then gave a ten-sentence
paragraph for the students t determine subject-verb
agreement before the class period ended.
Did the teacher Paz use the lesson object/learning
outcome as guide in the development of her
lesson?
A. Yes
B. No
C. A little, because subject-verb agreement is
a must in paragraph writing
D. Very much, because she made use of ten-
sentence paragraph for the end-of-the-
period quiz.
8. Here is a lesson objective: “at the end of the lesson,
the students must be able to develop a positive
attitude towards work.” Is this a SMART objective?
A. Partly it is in the affective domain
B. Very much, it is specific
C. Not at all, develop is a non-behavioral term
D. Yes, if the word “develop” is replaced with
“crate”
Teacher Mila taught the parts of a microscope,
demonstrated how to focus it under the low power
objective, then asked 3 students to try to focus it with
her guidance as the class looked on. She asked the class
if the 3 students did focus the microscope correctly and
ended her lesson citing the “don’ts” and explaining the
“why’s” behind the “don’ts” in focusing the microscope.
Before she did all these, she asked the class if it is not 14. Which part of teacher Mila’s lesson is in the
important for them to learn how to focus the affective domain?
microscope. A. Asking the students if learning to focus the
9. Bared on Kendall’s and Marzano’s new taxonomy, microscope is important
in which domains was Teacher Milla’s Lesson? B. The “don’ts” in focusing the microscope
I. Information (Declarative knowledge) C. Teacher Mila demonstrating to the class
II. Mental procedures (Procedural knowledge) first how to focus the microscope before
III. Psychomotor procedures (Physical Skills) asking the 3 to focus the same in order to
A. I and II avoid accident
B. II only D. Explaining the why behind the “don’ts” in
C. II and III microscope focusing
D. I, II, and III 15. Teacher Ruben wanted his students to rate their
10. Which part of Teacher Mila’s lesson consists of own work using the scoring rubric which he
mental procedure (procedural knowledge). explained to the class before the students began
I. Asking the class if the 3 students focused with their task. Based on revised Bloom’s taxonomy,
the microscope correctly in which level of cognitive processing are the
II. Explaining the “why’s” behind the “don’ts” students?
III. Focusing the microscope A. Evaluating
A. I only B. Synthesizing
B. I, II and III C. Applying
C. II only D. Analyzing
D. I and II 16. You are required to formulate your own philosophy
11. Based on Bloom’s taxonomy, which part of Teacher of education in the course, the teaching profession.
Mila’s lesson is in the psychomotor domain? Based on Bloom’s revised taxonomy, in which level
A. The 3 pupils focusing the microscope of cognitive processing are you?
B. The pupils listening to the “don’ts” in A. Analyzing
focusing the microscope B. Creating
C. Asking the class if it is important to learn C. Applying
how to focus the microscope D. Evaluating
D. Explain the “why’s” behind the don’ts 17. Teacher Danny requires his class to conduct
12. If Teacher Mila’s lesson objective / intended research, write a research report and defend the
learning outcome is “to focus the microscope same before a panel of experts. In which level/s
correctly”, could she have just shown the class how processing will the students be engaged?
to do it without explaining the parts of the I. Retrieval
microscope and their corresponding functions? II. Comprehension
A. No III. Analysis
B. Yes, 21st Century students learn skill very IV. Knowledge utilization
fast A. I, II, III, and IV
C. Yes, but risky B. III and IV
D. No, it is basic for students to know the C. II, III, and IV
function of each part. This guides the D. I, III, and IV
students on how to focus the microscope 18.
13. If explaining and demonstrating are necessary for
teacher Mila to realize her lesson objective /
intended learning outcomes, what does this imply
on lesson planning and development for whole and
meaningful learning.
A. Integrate the domains of learning activities
B. You make lesson focus only information
C. Plan a lesson that is exclusively for skill or
for information
D. Always touch the affective domain of
learning