ANDRES SORIANO COLLEGES OF BISLIG

Mangagoy, Bislig City

MODULE 2 – SEMINAR 3
(PROF-ED)
Principles and Strategies of Teaching

Part I
Competencies:
1. Employ activities, teaching methods, instructional materials and technology,
classroom management techniques appropriate for chosen subject areas
2. Apply appropriate principles in the preparation and utilization of the conventional and
non-conventional technology tools as well as traditional and alternative teaching
strategies
Introduction:
This Module discuss on the why’s and how’s in learning as well as the principles and application
of learning and motivation in all lessons.

PRE-TEST
Directions: Read and analyze each item and select the correct option that answers each
question.
1. To ensure that the lesson will go on smoothly, Teacher A listed down the steps she will
undertake together with those of her students’. this practice relates to
a. Teaching style b. Teaching method c. Teaching strategy d. Teaching
technique
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 b. Laboratory c. Lecture d. Demonstration
3. Teacher C gives the class specific topic as 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
4. Pictures, model and the like arouse students’ interest on the day’s topic. In what part of
the lesson should the given materials be presented?
a. Initiating activities c. evaluating activities
b. Culminating activities d. Developmental activities
5. In Bloom’s taxonomy of educational objectives, the domains are stated from lowest to
highest level. Which of the following objectives belongs to the lowest level?
a. To identify the characters in the story.
b. To differentiate active from passive voice.
c. To give the available resources that could be recycled to useful things.
d. To explain the procedure in changing improper fraction to mixed number.
6. The class of IV – Kalikasan is tasked to analyze the present population of the different
cities and municipalities of the National Capital Region for the last five years. How
can they best present their analysis?
 a. By means of a table c. By means of a graph
b. By looking for a pattern d. By guessing and checking
7. There are several reasons why problem-solving is taught in Math. Which is the LEAST
important?
a. It is the main goal for the study of Math.
b. It provides the content in which concepts and skills are learned and applied.
c. It provides an opportunity to develop critical and analytical thinking.
d. It provides pupils an opportunity to relate Math with the real world.
8. Teacher D teaches in a remote high school where newspapers are delivered irregularly.
Knowing the importance of keeping the students aware of current affairs, what is
probably the best way to keep the students updated?
a. Gather back issues of newspapers and let pupils compile them.
b. Urge the pupils to listen to stories circulating in the community.
c. Encourage the pupils to listen to daily broadcast from a transistor radio.
d. The teacher should try all available means to get the newspaper delivered to the
school.
9. Devices can make a lecture more understandable and meaningful. What is the most
important thing a teacher should consider in the selection and utilization of
instructional materials?
a. Objectives of the lesson c. Attractiveness of instructional
materials
b. Availability of instructional materials d. Degree of interest on the part of the
students
10. Teacher E asks student A to identify and analyze events, ideas or objects in order to
state their similarities and differences. In which part of the lesson does said activity
take place?
a. Preparation b. Generalization c. Application d. Comparison and Abstraction
11. Which part of the lesson is involved in the giving of situation or activities based on the
concepts learned?
a. Preparation b. Generalization c. Application d. Comparison and
Abstraction
12. Teacher F wants the class to find out the effect of heat on matter. Which method will
help him accomplish his objective?
a. Project method b. Laboratory method c. Problem method d. Expository
method
13. In Math, Teacher G presents various examples of plane figures to her class.
Afterwards, she asks the students to give the definition of each. What method did she
use?
a. Inductive b. Laboratory c. Deductive d. Expository
14. Teacher Tinikling to I-Maliksi become possible through the use of
a. Inductive method. c. Demonstration method
b. Expository method d. Laboratory method
15. What is the implication of using a method that focuses on the why rather than the how?
a. There is best method.
b. A typical one will be good for any subject.
c. These methods should be standardized for different subjects.
d. Teaching methods should favor inquiry and problem solving.
16. When using problem solving method, the teacher can
a. set up the problem c. propose ways of obtaining the needed data
b. test the conclusion 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 some activities.
d. There are varied procedures and activities undertaken by the pupils.
18. Learners 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.
b. Their actions are dominated by their feelings.
c. It helps them develop an adequate knowledge of good actions.
d. 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 learner can identify the attribute of the concept.
b. The learner can summarize the ideas shared about the concept.
c. The learner can distinguish examples from non-examples.
d. The learner 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. peer learning b. independent learning c. partner learning d. cooperative learning
21. Which part of the lesson does the learner give a synthesis of the learned?
a. Motivation b. Application c. Evaluation d. Generalization
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 taxonomy 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. 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.
d. All teachers regardless of their experience should have daily lesson plan.
24. In Music, Teacher wants to teach the class how to play the piano in the Key of C.
which of the following should be his objective?
a. To play the piano in the key of C chords
b. To improve playing the piano in the key of C
c. To interpret properly the chords of Key of C in the piano
d. 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. c. The material must stimulate
and maintain students’ interest
b. It must be suited to the lesson objective. d. It must be updated and relevant to
Filipino setting

I. LEARNING TO TEACH
Learning to teach is a life-long process. To become an expert teacher is a complex, multi-
faceted process that continuous throughout the individual’s professional lifetime. It will
require several different kinds of knowledge-through knowledge of subject matter,
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 by an instructor of the
teaching-learning situations
B. Content Knowledge –
understanding of content + ability to
translate into meaningful form
students
C. Pedagogical knowledge – research
based connection between teaching
and learning
D. Strategies – research

II. FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE TEACHING

A. Lesson Clarity
 Teachers make their points understandable and explain concepts
clearly so their students can follow in a logical step by step order.
 Teachers’ oral delivery is clear, audible and free from distracting
mannerisms.
B. Instructional Variety
 Refers to the variability or flexibility of delivery during the
presentation of the lesson.
 Includes the use of learning materials, equipment, displays and space
in the classroom.
 Involve asking questions and discrimination of different question
formats.
C. Teacher Task Orientation
 Refers to how much classroom time the teacher devotes to the tasks of
teaching academic subjects
 Takes place in a classroom where teacher-students interaction focusses
more on intellectual content that allows students and opportunity to
learn and have higher rates of achievement
 Makes classroom instruction parallel to the instruction goals and
curriculum that guide the construction of assessment of student
progress.
D. Engagement in the Learning Process
  Refers to the amount of time students devote to learning an academic
subject
 Is also considered as the amount sent by the students in actively
learning the material a.k.a the engagement rate (the percentage of time
devoted to learning when the student is actually on task, engaged with
instructional materials and benefiting from the activities being
presented)
E. Student Success Rate
 Refers to the rate at which students understand and correctly complete
exercises and activities
 Consists of teacher’s task orientation and students engagement as they
are closely related to students success rate
 Involves organization and planning of instruction that yields moderate-
to-high success rate but then challenges the learner to go beyond the
information given
III. PRINCIPLES OF GOOD/ SUCCESSFUL TEACHING
1. According to John Dewey
Teaching is considered good when:
 the child is made the center of the educative process;
 it is well-planned;
 the learner is made conscious of the goals or aims to be
accomplished;
 it provides learning experiences;
 there is provision to meet individuals differences;
 it utilizes that past experiences of the leaner;
 the learner is stimulated to think and reason;
 it is governed by democratic principles
 the methods used is supplemented by another method and
instructional devices;
 evaluation is made an integral part of the teaching process; and
 drill or review s made an integral part of teaching and learning.
2. According to James Mursell
a. Principle of Context – setting and use of appropriate materials
Level I – Textbook only
Level II – Textbook together with supplemental materials
Level III – on-academic and current materials
Level IV – Multi-sensory aids
Leve V – Demonstration and presentation by experts
Level VI – Field experiences
b. Principle of Focus – subject matter/lesson
Level I – Page assignment
Level II – Announced topic together with page or chapter
references
Level III – broad concepts
Level IV – specific concepts, problems, skills acquisition
c. Principle of Socialization –social setting in the classroom
Level I – Submission
Level II – Contribution
Level III – Cooperation
d. Principle of individualization – learner’s purpose, aptitudes,
abilities and experimental procedures
Level I – Uniform tasks
Level II – Homogeneous grouping
 Level III – contract plan
Level IV – Individual instruction
Level V – Large units with option related activity
Level VI – Individual undertakings
e. Principle of Sequence –order/arrangement of learning tasks
Level I – Logical succession of blocks of content
Level II – Connecting learning/lesson/course through
introductions, reviews
Level III – Building learner’s readiness
Level IV – Multi-sensory aids
Level V – Building from the emerging meanings
f. Principle of Evaluation –appraisal
Level I – Through testing
Level II –Related to objectives and processes
Level III –Total learning process and results

IV. MANAGING INSTRUCTION

A. Determining Instructional Objectives
are specific statements of intermediate learning outcomes necessary for
acquiring a terminal performance (specific describing what the learner is to do
at the end of instruction)
 Taxonomy of Objectives
1) Cognitive Domain- Benjamin Bloom
- describe the knowledge that learners are to acquire
Original Revised Taxonomy
Like the original taxonomy, the revision is
hierarchical in the sense that six major
categories of the cognitive process
dimension are believed to differ in their
complexity.
a. Knowledge –recalling previously a. Remember – Retrieving
learned material relevant knowledge from long-
b. Comprehension –restating term memory
previously learned material into  Recognizing
one’s own words  Recalling
c. Application –using the knowledge b. Understand – Determining the
into a new situation or problem meaning of instructional
d. Analysis –breaking the knowledge messages, including oral,
into parts and making relationships written, and graphic
among ideas communication.
e. Synthesis –producing wholes from  Interpreting
the parts or producing a new whole  Exemplifying
f. Evaluation –judging the value of  Classifying
knowledge or the material learned  Summarizing
 Inferring
 Comparing
 Explaining
c. Apply – Carrying out or using a
procedure in a given situation.
 Executing
 Implementing
d. Analyze – Breaking material
into its constitution parts and
 detecting how the parts relate to
one another and to an overall
structure or purpose.
 Differentiating
 Organizing
 Attributing
e. Evaluate – Making judgments
based on criteria and standards.
 Checking
 Critiquing
f. Create – Putting elements
together to form a coherent
whole or make an original
product.
 Generalizing
 Planning
 Producing


2) Affective Domain –David Krathwohl

-describe the attitudes, feelings and dispositions that learners are
expected to develop.
a. Receiving –willingness to be aware and pay attention to
stimulus or phenomenon.
b. Responding –reaching to an event through participation
c. Valuing –evaluating beliefs in the form of acceptance,
preference, commitment
d. Organization –organizing the values in relation to each other
e. Characterization –acts in accordance with the accepted value
and becomes a part of the personality
3) Psychomotor Domain –Elizabeth Simpson
-relate to the manipulative and motor skills that learners are to
master.
a. Perception –awareness of sensory stimulus
b. Set –relates cues/knows
c. Guided Responses –performs as demonstrated
d. Mechanism –performs simple acts well
e. Complex Overt Response –skillful performance of complex acts
f. Adaptation –modifies acts for special problems
g. Organization –creates new movement patterns/shows creativity
B. Determining Methods
1) Factors to Consider in Choosing a Method
a. Objectives
b. Subject matter
c. Learners
d. Educational technology
e. Teacher
f. School environment
g. Safety measures
2) Principles for Determining Method
The method must:
 utilize the theory of self-activity
 utilize the laws of learning
  aid the learner in defining his own purposes by setting the situation for the
emergence of desirable purpose.
 start from what is known already to the students.
 be based on the accepted, well-integrated educational theory and practice
which is designed to unify the work of teaching and learning.
 provide the learners with numerous and diverse learning experiences or
activities
 challenge and encourage the learner to further activities which involve the
process of differentiation and integration.
 provide opportunity for the learner to ask and answer questions.
 by supplemented by other methods.
3) Types of teaching approaches/methods/strategies
Direct/Teacher-centered approach –is teacher-centered/controlled;
teachers transmit information directly to the learner
a) Deductive Method – The deductive method begins with a rule or
generalization that is applied to specific cases or examples. It aims to test the
rule or solve the given problem. It is the opposite of inductive method.
b) Demonstration or Showing method –“Learning by observation &
imitation.” In this method, the teacher (or a select group of pupils) performs
the activity. The demonstration may be live, filmed or electronically
presented. The class learns through observation and/or practice with real
equipment and simulators.
c) Lecture method –Lecture is a teaching procedure for clarifying or
explaining a major idea cast in the form of question or problem (Bossing).
This is very effective when the lecturer has the information or materials
which pupils do not have; thus, imparts information and develops critical
thinking, largely by the use of the verbal message, with minimal class
participation. This is also considered as the most authoritative method of
teaching.

Indirect/Learner-centered approach –is learner-controlled; students search

for information
 Concept development method –Subject matter is taught to enable pupils to develop
concepts. (A concept is an idea or representation of the common element or attribute by
which groups or classes may be distinguished. It is also a general idea or understanding,
especially one derived from specific instances or occurrences). This method involves the
essential components of higher-order thinking skills like listing, grouping, labeling,
regrouping, and synthesizing.
b) Discovery method- This method refers to an inductive method in guiding learners to
discuss and organize ideas and processes by themselves. They will undergo the process of
observation, comparison and abstraction, generalization and application. It means keeping
them use ideas already acquired as a means of discovering new ideas.
c) Inductive method- This would help pupils discover important rules or truth for
themselves through careful observations of specific cases or examples leading to
generalizations. It is the opposite of deductive method.
d) Laboratory method- This method is effectively used in Science and other related
subjects. Apparatus and materials are used to discover or verify facts and to study
scientific relationship. Activities range from observation to investigation/experimentation,
which in turn provide learners with first and experience.
e) Problem-solving method- This is an application of John Dewey’s reflective thinking
theory. This makes use of a problem as a nucleus which will make pupils work toward its
solution. Essentials to this are statements of the problem & hypothesis and evaluation &
verification of solution/result.
f) Project method- This method is characterized by learners planning, directing and
executing activities which are purposeful, natural, lifelike and significant. Projects may be
 classified as physical or material projects, learning projects and intellectual or problem
projects.

-Other Models /Teaching Strategies

a) Brainstorming- is a process for generating creative ideas and solutions through
intensive and freewheeling group discussion. It consists of individual or more in which a
deliberate attempt is made to think creatively about all possible approaches and solutions
to a given problem.
b) Constructivist Teaching- believes that learning occurs as learners are actively involved
in a process of meaning and knowledge construction rather than passively receiving
information. Learning becomes possible when tasks are authentic, set in a meaningful
context, and related to the real world. At the end, critical thinkers, motivated and
independent learners are created.
c) Cooperative learning-It is a successful teaching strategy in which small teams, each
with students of different levels of ability, use a variety of learning activities to improve
their understanding of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating an atmosphere
of achievement.
d) Distance Learning- or distance education is a mode of delivering education and
teaching, often on an individual basis, to students who are not physically present in a
traditional setting such as a classroom. It provides “access to learning when the source of
information and the learners are separated by time and distance, or both.”

e) Dale’s Cone of Experience - a pictorial device that presents bands of experience arranged
according to degree of abstraction.
f) Field trip- It occurs outside the classroom and offers an opportunity for students to get
exposure to “real’’ people and events and the opportunity to make connections with others.
g) Metacognitive Teaching- "Thinking about thinking.”Teachers guide learners to become more
strategic thinkers by helping them understand the way they are processing information. It can be
done using any of the following processes: advance organization, organizational planning,
directed attention, selective attention, self-monitoring, self-evaluation, auditory representation.
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 pictures, to visualize accurately and
abstractly
♦Bodily-Kinesthetic - ability to control one’s body movements and to handle objects
skillfully
 ♦ Interpersonal ~ capacity to detect and respond appropriately 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 topic with or without active participation by the audience. The panel is usually seated at
a table in full view of the audience.
j) Peer Tutoring - the assignment of students to help one another on a one-on-one basis or in
small groups in a
variety of situations. k) Problem-based Learning- challenges students to learn 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 and as a source for
planning and action.
m) Role playing- It involves a spontaneous portrayal (acting out) of a situation, condition, or
circumstance that is similar to real-life) 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 movable furniture. It can provide
interesting challenges, permit students to progress at their own pace, provide a psychologically
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 Socrates. The teacher does not give information
directly but
instead asks students series of questions. Its goal is to help student’s process information and
engage in deeper
understanding of topics. It can be used at any grade level and with all subject areas, and lessons
can be adapted to fit a changing society
q) Symposium- Is a formal activity where two to five person stalk on or discuss a topic,
especially an academic topic or social problem before an audience.
C. Determining Learning Activities
■ Are activities engaged in by the learner for the purpose of acquiring certain 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 other 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 setoff 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 Learning 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 contribute to their overall development and
upbringing.
1) Types of instructional materials
a) Concrete objects- 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), an audiovisual materials (motion pictures, film clips,
filmstrips, slide sequences, transparencies, records and tape recordings, and radio and television
broadcasts).
c) Descriptions of such objects and phenomena - includes scientific, scholarly, reference, and
methodological teaching aids, as well as textbooks, books of problems and exercises, books for
recording scientific observations, laboratory manuals, manuals for production training, and
programmed textbooks
2) Principles in the Selection and Utilization of Instructional Media
a) Motivation
b) Individual differences
c) Learning objectives
d) Organization of content
e) Preparation for learning
f) Participation
g) Feedback
h) Reinforcement
i) Practice
j) Repetition
k) Application
E. Determining Evaluation Instrument
« Any of the means by which one obtains information on the progress of the
learner and the effectiveness of instruction
V. LESSON PLAN
■ A daily plan
■ Sets forth the proposed program or instructional activities for each day
■ Is the instructor’s road map of what students need to learn and how it will be done effectively
during the class time

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 in research and are applicable in the classroom. They
are distinct from each other yet share common features. All are based on a mixture of
psychology, classroom experience and common sense. All blend elements of prevention
with techniques for intervention (Ornstein, 1990).
A Approaches to Classroom Management
1) Assertive Approach
  Based on Lee and Marlene 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 consequences clearly
 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
andan effective learning environment.
2.) Business- Academic Approach
 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 workofJamesWatsonandthemorerecent
work of B.F. Skinner
 It involves a variety of techniques and method ranging from simple
B. Management Routine
Routine is simply a set of procedure for handling both daily occurrences and minor
interruptions of instructions
1) ADVANTAGES
a) Students will have more opportunity to learn and achievemore.
b) Teachers can devote more time for quality instruction.
2) EXAMPLE
a) Checking of attendance
b) Distribution of Materials
c) Submission of test papers
d) Coming in and going out of the classroom
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 (Ornstein
1990).
1) Mandated time- the number of days and hours in the school calendar 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 subjects and skills
4) Academic-engaged time-the time the students spend in performing academic work

POST-TEST
Directions: Read and analyze each item and select the correct option that answers each
question.
1. Student A wishes to write a lesson plan. Which question should s/he asks
herself/himself first?
a. What materials will I need? c. What do I want to accomplish?
b. How will I get things started? d. What exercises will I give my
students?
2. Which f the following characterizes best an effective classroom manager? One who is
friendly yet
a. rigid b. demanding c. business-like d. buddy-
buddy
3. Which of the classroom activities below is effective?
 a. The concept learned is applicable to daily life. c. The variety of instructional
materials is evident.
b. The techniques and approaches used are varied. d. The laughter and enjoyment of
students are contagious
4. When is praise effective? When it
a. describes students present accomplishments
b. shows spontaneity, variety and others signs of credibility
c. focuses students attention on their own task relevant behavior
d. provides information to students about their competence and the value of their
accomplishments
5. Which of the following is a divergent question?
a. How is water purified? c. What is the populated country in Asia?
b. What are the parts of a sentence? d. What is the formula in getting the weight of
an object?
6. Which of the following reading skill belongs to higher level?
a. drawing conclusion b. stating the main idea c. following directions d.
noting specific details
7. Which of the following question is notified as low level?
a. What is Science?
b. How is city differentiated from a province?
c. If given the chance to become a government official, what reforms will you
advocate? Why?
d. Who among the Filipino heroes and heroines do you like best? Explain
8. Why does the teacher have to plan the day’s activity?
a. This is expected by pupils. c. The ability of the teacher is tested.
b. This is required of a teacher. d. The accomplishment of the objectives is
dependent of the plan.
9. Which of the following should the teacher use to start the class discussion?
a. Narrow question b. Convergent question c. Memory question d.
Divergent question
10. What of the following characterizes best a well-managed class? When learners
a . Are controlled by the teacher
b. Blindly obey teachers’ instruction
c. pursue their task without inhibition
d. are arranged in an activity that leads them t realize the set goal
11. Which of the following belongs to a lower-order thinking skills?
a. Teaching for meaning c. Asking convergent question
b. Encouraging creativity d. Making the students aware of their mental process
12. When should Teacher M undertake the task of setting up routine activities?
a. Every homeroom period c. Every day at the start of the session
b. On the very first day of school d. As soon as the students have adjusted their schedule
13. Which of the following makes a conducive environment?
a. Excessive praise c. Long assignments
b. Individual competition d. Cooperative learning
14. Which of the following helps develop critical thinking?
a. asking low-level questions
b. blind obedience to authority
c. asking convergent question
d. willingness to suspend judgments until sufficient evidence is presented
15. Teacher N wants to develop the comprehensions of his pupils. how should his
questioning proceed?
1. Literal II. Interpretation III. Critical IV. Integration
a. I, II, III, IV b. I, III, II, IV c. I, II, IV, III d. IV, III, II, I
16. Which of the following counters the teacher’s role as facilitator of learning?
 a. Does more talk than learners
b. Does less talk compared to learners d.
c. Makes use of interactive teaching strategies
d. Caters to multiple intelligence in the classroom
17. Which of the following practices violates the guidelines in asking questions?
a. avoid cognitive memory questions
b. call on pupils before asking the questions
c. using probing questions to follow up in complete answers
d. sequence questions so that higher level questions build on the answers to lower level
questions
18. Which of the following shows cooperation?
a. doing all the work alone
b. letting others copy from you
c. collaborating with others in the group
d. allowing others to dominate in the decision-making
19. Which of the following violates good discipline?
a. practice b. attention c. modeling d. punishment
20. Asking a series of questions to a student’s is a violation of which technique in
questioning?
a. wait time b. prompting question c. redirection d. probing questions
21. Which of the following should Teacher O practice more if he wants to give his
students the opportunity to think critically?
a. provide questions with clues
b. give question that require analysis
c. give questions that deviate from the main topic
d. allow the children to ask questions during class discussions
22. Which guideline in asking question must Teacher P use to develop reflective thought
and critical thinking among her learners?
a. probing b. prompting c. wait time d. redirection
23. Which of the following practices is an effective way to start a lesson?
a. checking the attendance c. evaluating the work done the previous day
b. scolding someone who was late d. reminding the pupils of standards of lesson
24. Which of the following routines to start a class?
a. ringing the bell c. making the children line up
b. greeting each other d. asking the children to clean the room
25. What is the most effective way to distribute papers/materials in class?
a. give pupils papers one by one. c. ask a leader pupil to distribute the papers.
b. let pupils come to the teacher one by one. d. instruct pupils to “get one and pass”.