Professional Documents
Culture Documents
Foundations
o f Education
Prepared by:
Prof. Maville Alastre-Dizon
Competencies:
I. HISTORICAL FOUNDATIONS
weapons)
Methods: Elementary - memorization, imitation
Secondary - literary exercises, intensive drill'on speech,
grammar
proponents: Romans
2. MODERN CONCEPTIONS OF EDUCATION
2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism
Aim: To secure rich and full life for each individual through contacts
with the ancient
Contents: Gramma’, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino da Fettre
2.2. Northern dr Social Humanism
Aim: For social reform
Contents: Classical and biblical literature (Religious)
Methods: Individualized instruction, repetition and mastery, motivation,
use of praise and rewards
Proponent: Desiderius Erasmus
2.3. Reformation
Aim: Religious mora»sm
Content Physical education, Character education. Math, History,
Science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther
2.4. Counter-Reformation
Aim: To develop an unquestioning obedience to the authority of the
church
Content 4R’s (religion included)
Methods:
» adapting the losson to the abilities, needs,.and interests
ofchildren
* reviewing the previous lessons
♦ repetition for mastery
1. MAJOR PHILOSOPHICALTHOUGHTS
1.1. Idealism ' - '■ fi'x C O -
♦ adheres to the view that nothing exists except in the
mind of man, the mind of God, or in a super or su-
pra-natural realm
♦ idealists believe that Ideas and knowledge are enduing
and can change fives
Aims:
♦ to develop the individual spiritually, mentally, morally
' (mind, soul and spirit) __________
Prof. Mavilie Alastrc-Dizon
Fo u nd atio ns o f E d u c atio n
PN U L E T Reviewer 9
Foundations o fE d u c a t io n
The Learner: • •
♦ learn from experiences through interaction to the. en
vironment
The Teacher:
♦ capture the child's interest and build on the natural mo
tivation
♦ use varying teaching methods to accommodate each
individual learning style
♦ helper, guide, and arranger of experiences
Proponent John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS
2.1. Perennialism -tii^ L c £■
♦ Knowledge that has endured through time and space
should constitute the foundation of education
♦ Perennjalists believe that when students are immersed
in the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true
intellectuals.
Aim: To develop power of thought
Proponent: Robert Hutchins
TheTeacher:
♦ Interprets and tells eternal truth
♦ spends more time teaching about concepts and explaining
how these concepts are meaningful to students
The Learner:
Passive recipients _ . v
2.2. EBMfltfafem - • •
♦ Teaching the tjasic7essentta) knowledge and skills
Aim: To promote the intellectual growth of the learners.
Proponent: William Bagley -
The Learner: * .
♦ receives instruction in skills such as writing, reading,
measur&nent/arithmetic (3Rs)
•The Teacher: . •
♦ focuses heavily on achievement test scores as a means
of evaluatingprogress.
2.3. Progressivism
♦ Education is always in the process of development
♦ Focused on the whole child aod the cultivation of indi
viduality
♦ Centered on the experiences, interests, and abilities of
students
♦ ProgressMsts strive to make schooling both interesting
and useful.
Aim: To provide the pupil the necessary skills to be able to interact
with his ever changing environment
Proponents: John Dewey.Johann Pestalozzi
The learner:
♦ Learns through experiences, by doing
The Teacher:
♦ plans lessons that arouse curiosity and encourage the
students to develop a higher level of knowledge
2.4. Existentialism
♦ Man shapes his being as he lives.
♦ Knowledge Is subjective to the person's decision, and
varies from one person to another.
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre
The Teacher:
♦ Assists students in their personal journey
♦ Aids children in knowing themselves
The Learner:
♦ Determines own rule
2.5. Social Reconstructionism
♦ Emphasizes the addressing of social questions and a
quest to create a better society
i . ... * .......... ■ » '" " 1
Prof.MavilleAlastre-Dir.on
Fo u n d atio n s ofEcJucacion
PNU L E T Review er 11
F o u n d a tio n s o f Education
Buddhism in Education:.
♦ 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
P ro fe ssio n a l E d u c atio n
T
3.6. Islam
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.
*
PH U L E T Reviewer 13
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
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
Agents of Socialization:
a) Family - smallest social institution whose members are united by
blood, marriage or adoption, constituting a household and having a
common culture. .
b) School / Education - established by society for the basic encultur- -
ation of the group; an agency which makes student learns how to
value oneself and eventually others; an agency organized by society
for the basic function of teaching and learning.
c) Church
d) Mess media
PNU L E T Reviewer 15
F o u n d atio n s o f E d u c atio n
M u m lm
■ science that studies the origin and development of man, his work and
achievements which includes the study of physical, intellectual, moral,
social and cultural development of man, including his customs, mores,
folkways and beliefs
Culture
• The shared products of human learning, the set of learned behaviors, be
liefs, attitudes, values, and ideals that are characteristics of a particular
society or population
.■ The complex whole which includes knowledge, beliefs, arts, laws, morals,
customs and other capabilities and habits acquired by man as a member
of society
A
16 PNIJ LET Reyiewer
P ro fessio n al Ed ucatio n
Characteristics.of Culture:
CULTURE is
• Transferable • Dynamic ■ Learned
■ Continuous • Shared • Universal
■ Symbolic ■ Adaptive ■ Borrowed
Elements of Culture
• Language - an abstract system of word meanings and symbols for aU as
pects of culture; the foundation of culture; verbal and nonverbal
• Norms - are established standards of behavior maintained by a society; it
must be shared and understood
• Sanctions-penalties or rewards for conduct concerning social norms
a) positive sanctions- pay, promotion, medals, word of gratitude
b) negative- fines, Imprisonment, threats, stares, ostracism
• Values - are collective conceptions of what is considered good, desirable and
proper or bad, undesirable and Improper in a particular culture.
Change
• An enduring force in history; is inevitable, takes place from time to time
• The adjustment of persons or group to achieve relative harmony
Forms of Change:
a) Cultural change - refers to aUalteration affecting new bait or trait
complexes to change the culture’s content and structures
b) Technologicalchange - revision that occur in man's application of
his technical knowledge and skills as he adopts himself to environ
ment
Examples offechnotogical changes in education: . .
♦ Introduction of new methods of learning
♦ Vocational education, computer education, and practical
arts in the curriculum .
♦ Inclusion of information and communication technology
in the curriculum •
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.
■ 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
D ire c tio n 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.
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. •
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
4. In order to make Roman education truly utilitarian, how should the day-to-day
lessons be taught?
A. Taught in the students' native dialect
B. Taught interestingly through the play way method
C. Related and linked to the events happening in everyday life
D. Practiced at home under the guidanceof their respective parents
The correct answer is C. Utilitarian education focuses on the usefulness of the |
lessons to the daily life of the students. Options A, B, and D do not adhere to |
utilitarian education. I
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 •
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? -
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
20 PN U L E T Reviewer
P ro fe ssio n a l E d u catio n
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.
( d) Pass the student Why suffer the threat?
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
C. Promote obedience to the laws of the state
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
24. Which of the following is the focus of the Japanese education in the Philippines?
A. DenwratJc (deals and nationalism
B. Love and service to one’s country
C. Religion and love for Asian brothers
<5? Vocational and health education
25. According to reconstructionism, the goal of education is to bring about a new
social order. Which practice best manifests this view?
A. The class conducts scientific experiments to discover or verify concepts.
B. The class discusses role models and their impact on society.
C. The class is allowed to engage in divergent thinking.
Q . The class undertakes well-planned projects inthe community.
D ire ction s: Enhance your test taking skis by answering the items below. Write only
the tetter of the best answer.
1. Teacher D, aValues. Education teacher emphasizes ethics in almost all her lessons.
Which of the following emphasizes the same?
A. Liberal Education C. Religious Training
8. Moral Education D. Social Education
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.
PN U L E T Revietwer 21
Fo u n d atio n s o f Ed ucation.
17. Homeroom advisers always emphasize the Importance of cleanliness of the body.
Children are taught how to wash their hands before and after eating. What Is this
practice called? ..
A Folkway C. Monas
B. Laws D. Social norm
18. Which curricular move served to strengthen spiritual and ethical values?
A Integration of creative thinking in all subject
( if Introduction of Values Education as a separate subject area
C. Reducing the number of subject areas into skills subject
Re-Introducing Science as a subject in Grade 1
19/The greatest happiness lies in the contemplative use of mind”, said Plato. Which
of the following activities adheres to this?
A Cooperative learning ^ C. Rote playing
J ? Introspection D. Social Interaction
20. Your teacher is of the opinion that the world and everything In it are ever changing
and so teaches you the skill to cope with the changes. Which in his governing
philosophy? ~ .
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 .
23. A teacher who subscribes to the pragmatic philosophy of education believes that
experience should follow teaming in her teaching. Which of the following does she
do to support her belief?
A. Encouraging learners to memorize factual knowtedge
B. Equipping learners with the'baslc abilities and skills
d? Providing learners opportunities to apply theories and principles
D. RequMng learners futlmasteiy of the lesson
24. Which philosophy influenced the cultivation of reflective & meditative skits in
teaching?
A. Confucianism C. Taoism
B. Existentialism Zen Buddhism
25. Which of the following situation manifests a balance between teachers responsi
bility and accountability?
A. She entertains her students with personal stories until the end of the period.
B. She spends most of the time on the latest gossips in showbiz.
C. Sheteaches as much as she could for duration of the period.
D. She teaches as well as entertains tire students with her personal stories.
PNU L E T Reviewer 23
C h ild a n d A d o lesce n t D evelopm ent
Child
and Adolescent
Development
Prepared by:
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn
Competency:
PNU L E T Reviewer
P ro fe s sio n a l E d u catio n
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
> Theory ’ . .
• ideas based on observations and other Kinds of evidences which are orga
nized in a systematic manner
■ Used to exjpiain and predict the behaviors and development of children and
> EthologicalTheory s€ - ^
• Views development In terms of evolutionary concepts ^ v H v v r-e *.
> Attachment
■ Refers to the emotional bond to another person
• 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)
2. Provides the young child with security as base from which to explore
the world
3.. Helps the child regulate his/her emotions
• John Bowly focused on how attachment difficulties were transmitted from
one generation to the next . _
> Psychosexual Theory — mu r o > r '^ ' -
• Sigmund Freud’s theory of personality development that focuses on the
{ changing seat of sensual pleasure of ttie individual
Psychosocial Theory — E r ik t r i
- Erik Erlkson's theory of personality which focuses on the individual's inter-
actions with the society.
1 ’> Ecological Theory
• Eric Brofenbrenner's theory of development in which the process is a joint
function of the person and all levels of the environment
> Sociohistoric-Cognitive/ Linguistic Theory _ W fs
. ■ Lev Semanovich Vygotsky's belief that the child is socially dependentat the
beginning of his cognitive life
• Development is concerned as dependent on social interaction
ENVIRONMENT SYSTEM
0?a
THEORIES
B l« c 4 V r> !
1. Freud’s Psychosexual Development Theory
Impersonal relationships
Intimate relationship with Ayoidanctfof relation
another person ship, career or lifestyle
Commitment to work commitments
Msung’ 18-25 Intimacyvs.
and.relationships 'Failure to establish close
Adulthood y/o Isolation
“Center to intimacy is the and intimate relationship
ability to share witfi and results to a feeling of
care for others. Isolation
Self-Indulgence, self-
25-65 Generatfvity vs. Creativity, productivity,
Adulthood concern, lack of interests
y/o Stagnation concern for others
and commitments
Acceptance of worth
65- y/o to Integrity vs. and uniqueness of one's Sense of loss, contempt
Maturity
death Despair own life for others
.......... Acceptance of death
DEVELO PM EN TAL
DEVELOPM ENTAL TASK
STAGE
• Eat solid foods
• Walk
• Talk
• Control elimination of wastes
Infancy vs. Early • Relate emotionally to others
Childhood ■ Distinguish right from wrong through development of con
science
• Learn sex differences and sexual modesty
• Achieve personal Independence
■ Form sim D le concents of social and physical reality
Stage 4: Coordina
Differentiates goals and goal-directed activi
tion of secondary 8-12 months
ties
schemata
Stage 5: Tertiary Experiments with methods to reach goals
12-18m ontfis
circular reaction • Develops rituals that become sianificant
Uses mental imagery to understand the envi
Stage 6: Invention
18-24m onlhs ronment
of new means
Uses fantasy
fcoinSi'n Emerging ability to think
*Children use symbolism (images and
B. Preoperational 2 -7 years
language) to represent and understand
various aspects of environment
Pre-conceptual • Thinking tends to be egocentric
2 -4 years
staae Exhibits use of symbolism
Unable to break down a whole into separate
Intuitive stage 4 -7 years parts
Able to classify obiects accordina to one trait
Learns to reason about events between
here-and-now
*Can understand the basic properties of
C. Concrete and relations among objects arid events In
7-11 years
Operations
the everyday world
*Able to solve concrete (hands-on) prob
lem in logical fashion
__--L e a ’c^oi Able to see relationships and to reason in
the abstract
D. Formal Opera
11 + years *Becomes more scientific in thinking
tions •Capable of systematic, deductive rea
.. .: ,.v - - ■ soning
Transition 1: From
Recognizes connections to others
Selfishness to Re
Makes responsible choices in terms of self and others
sponsibility
Puts needs of others ahead of own
11. Goodness and Fe8ls responsible for others'
Self-sacrifice Is independent
May use quilt to manipulate others when attempting to help
Decision based on intentions are) consequences, nrt on others’
Transition 2: From
responses.
Goodness to Truth
Considers needs of self and others -
Wants to help others while being responsible to self
Sees self and others as morally equal
Assumes responsMes for own decisions
II. Morality of Basic tenet to hurt no one Including self
Nonviolence Conflict between selfishness and selflessness
Self-judgment is not dependent on others' perceptions but
rather on consequence and intentions of actions.
• 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.
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. . .
• 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. •
• 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.
• 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
■ 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
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
Analysis: '
Option A: This is the best answer because it refers to the progressive Increase and
continuous advancement of the child from birth to maturity
Option 8: is not a correct answer because it (toes not refer to any iocrement or
increase in human beings •
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
5. Teacher Jesus in now 69 years old has been observing changes In himself such as
the aging process. Which term refers to the development change in the individual?
A._ Development C. Learning
B.' Growth ' D. Maturation
Analysis:
Option A: Not a best option because this pertains to the continuous qualities that
occurred in our advancement from birth to maturity
Option B: Is not a correct answer because this refers primarily to the physical changes
such as increase In height weight and size
Option C: An Incorrect option because learning refers to the change In behavior as a
result of some form of experience
Option D: This Is the best option because maturation refers to the state of the body
and its readiness for behavior.
6. Manuel, a five-year old boy can hold his pen and write his name with his right
hand. Which term describes Manuel's action/behavior?
A. Development Learning
B. Growth D. Maturation
7. Which of the following theory can help Miss Samson determine the readiness of
her learners by administering a readiness test?
A. Conditioning Theories (£? Maturation Theory
<&> Cognitive Development Theory D. Ethological Theory
8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend
of him says that certain behavior among infants. Who presented that notion that
certain behavior like thumb-sucking is normal behavior?
A. Sigmund Freud C. John Bowlly
B. Erick Erickson. Urte Bronfrenbenner
9. A newborn intent move his whole body at one time, instead of moving a part of it
Which of the following principles is illustrated by this behavior?
A. Development proceeds from specific to general.
B. Development proceeds from general to specific. •
C. Development follows an orderly pattern.
D. Development follows a general pattern. . __________ '__
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
" C h ild an d A dolescen t D evelo p m en t
10. Train up a child In the way he should be; when he grows up*, he win not depart
from it”. Which principle supports this?
A, Development Is determined by the heredity.
• Devetopment Is detemined by Ihe environment
C. Eartydevelopmsnt Is mae critical than the late development
D. Early development is less critical than. late development
11. Which stage of the psychosexual theory does young boys experience rivalry wilh
their father for their mother’s attention and affection?
A. Oral C. Phallic
B. Anal 0. Latency
12. .Angela focuses her attention on the school work and vigorous play that consume
most of her physical energy. Which stage of psychosexual theory Illustrates her
behavior?
A. Oral C. Phallic.
B. Anal D. Latency
13. Which of the following Is likely to be developed If infants are shown genuine af-
fectlon?
Trust C. Initiative.
B. Autonomy 6. Industry
14. Christian develops an Integral and coherent sense of self. Heseeks answers to the
question. "Who am IT Wilchof the following is Christian likely to develop?
A. Initiative C. Intimacy
B. Identity and Role confusion D. Autonomy
15. Ms. Cruz uses images and language to represent and understand her various
lessons to preschool learners. What stage In the cognitive theoiy of development
explains this?
A. Sensorimotor C. Concrete operation
B. Preoperatlonal D. Formal Operation
16. Connie develops concepts necessary for everyday living, builds healthy attitudes
towards oneself, and achieve personal independence. These are among the attri
butes of anincflvfduai in what particular stage? .
'A . Infancy and early childhood C. Adolescence
0 . Middle childhood D. Earfy adulthood
PNU LET Reviewer 35
C h ild an d A d o le s c e n t D evelo pm en t
17. Some-children are more active than ottlers, as everyone knows- extremely high
levels of activity or hyperactivity are considered problematic. How may a teacher
heft) a child who is hyperactive?'
A. Make him the leader of the class. -
B. Transfer him to another class.
C. Give him challenging activities that are appropriate to his ability level and
interests.
D. AHow him to spend longer at the playground u ni he gets tired.
18. Marivic gets jealous whenever she sees her father showing love and affection to
her mother. Which of the following is she showing according to Freud?
A. Complex C. Electra Complex
8. Phallic (Ip)' Oedipus complex
19. In Piaget’s Theory of Cognitive Development, which of the following statements
would illustrate Edward who is 11 years old?
A. Able to see relationships and to reason In the abstract.
B. Unable to breakdown a whole into separate parts.
C. Differentiates goals and goal-directed activities.
D. Experiments with methods to reach goals.
20. Violeta goes with her mother in school. She enjoys the workplace of her mother.
Which of the following ecological theories is illustrated by the situation?
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.
P ro fe s sio n a l E d u c a tio n
22. Anna believes that authority is respected. She is now In what particular level in the
• jnpral development theory of.Lawrence Kohlbera?
iS ? Social contract Interpersonal concordance
B. Law and order orientation -y fo Universal ethics orientation
23. What level has a four year old learner like Mafyann reached when she acquired
new skills such as putting the same shapes and the same colors together? •
Development .C. Zone of Proximal Development
Maturation D. Learning
24. Which of the following principles can be the basis of the growing realization of the
significance of the early childhood education?
A. Hie young children are capable of doing many things at an early stage.
H & . The child should be seen and should learn.
The first five years of life are the formative years of the child.
D. Early childhood experiences can be interesting and challenging.
25. Which of the following learner's characteristics will affect most of the learners
learning in tfie academic areas?
A. His affective characteristics
ffy\ U|- ---- til--- nhnmtilnrlnlirin
(p. \ his cognitive cnaractsnsocs
^ His psychon^ characteristics
D. His sodo-emotional characteristics
D irections: Enhance your test taking skills by answering the Items betow. Write only
the letter of the best answer.
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
■- B. Autonomy vs. Shame and Doubt D. Trust vs. Mistrust
7. Alyssa is eight years old, and although she understands some logical principles;
she still has troubles in understanding hypothetical concepts. According to Piaget,
Alyssa belongs to what particular stage of cognitive development?
A. Sensorimotor C. Concrete operational
B. Preoperational D. Formal operational
8. Which of the following provides the best broad description of the relationship
between heredity and environment in determining height?
Heredity is the primary influence, with environment affecting development
only in severe situ ate .
B. Heredity and environment contribute equally to development.
C. Environment is the major influence on physical characteristics.
D. Heredity directs the individual's potential and environment determines
whether and to what degree the individual reaches that potential.
9. What is the correct sequence of prenatal stages of development?
A. Embryo, germinal, fetus C. Germinal, embryo, fetus
B. Germinal, fetus, embryo . D. Embryo, fetus, germinal
10. When a baby realized that a rubber duck which has fallen out of the tub must
be somewhere on the floor, he is likely to achieved what aspect of cognitive
development?
Object permanence C. Mental combinations
a Deferred imitation . D. Goal-directed behaviour
11. Which of the following will be Freud's description of the child's behaviour if he has
a biting, sarcastic manner?
A. Anally expulsive
B.. Anally retentive
C. Fixated in the oral stage
D. Experiencing the crisis of trust vs. mistrust
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
12. Whaj; is Freud's idea about a young boy's guilt feelings brought about by jealousy
of his father’s relationship with his mother?
A. Electra complex C. Phallic complex
B. Oedipus complex 0. Penis envy complex
13. When a little girl who says she wants her mother to go on vacation so that she
can marry her father, Freud believes that he is voicing a fantasy consistent with?'
A. Oedipus complex C. Theory of the mind
B. Electra complex D: Crisis of initiative vs. Guilt
14. Which of the following can best describe the preschooler's readiness to leam new
flasks and play activities?
(ft) Emerging competency and self-awareness
B. Theory of the Mind
C. Relationship with parents
D. Growing identification with others
. 15. Erikson noted that when the preschoolers eagerly begin- many new activities but
are vulnerable to criticism and feelings of failure, they are experiencing what par
ticular crisis?
A. Identity vs. role confusion C. Basic trust vs. mistrust
B. Initiative vs. Guilt 0. Efficacy vs. helplessness
16. What stage of Piaget's Cognitive Development does a person belong to when he
can understand specific logical ideas and apply them to concrete problems?
A. Preoperational thought (Q Concrete operational thought
B. Operational thought D. Formal operational thought
17. What is the best explanation of Piaget's concrete operational thought to describe
the school-age child's mental ability?
A. Achild can reason logically about things and events he or she perceives.
B. A child’s ability to think about how he thinks
(Cl Can understand that certain characteristics of an object remain -the same
when other characteristics are changed
D. Can understand that moral principles may supersede the standards of .
society.
18. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral
reasoning at which Kohlberg's stage? . • -
A. Pre-conventional C. Post-conventional
B; Conventional • . 0 . noneof the above
19. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is
^at which level of moral reasoning? •
( \ ) Pre-conventional Stage One C. Conventional
’"Tf. Pre-conventional Stage Two D. Post-conventional
20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers.
Her teacher wants to help Joy increase her self-esteem and social acceptance.
What can Joy's teacher suggest to her parents?
A. Transfer her to a different school
B. Help their daughter improve her motor skills
C. Help their daughter learn to accept more responsibility for her academic
failures
D. Help their daughter improve her skills in relating to peers
21. What is the most accurate definition of the puberty stage?
A. Rapid physical growth that occurs during adolescence
■B. Stage when sexual maturation is attained
rfD Rapid physical growth and sexual maturation that ends childhood
H i Stage when adolescents establish identities separate from their parents
22. fifteen year old Marie is preoccupied with her 'disgusting appearance* and seems
depressed most of the time. What is the best thing her parents can do to help her
get through this difficult time?
. A- Ignore her self-preoccupation because their attention would only reinforce it
B. Encourage to “shape up" and not give in to self-pity
C. Kid her about her appearance in the hope that she will see how silly she Is
acting.
( j j ) Offer practical advice, such as clothing suggestions, to improve her body
image.
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
Principles
and Theories
o f Learning
and Motivation
Prepared by:
P ro f. M ari villa Lydia B . A ggarao and D r. B e ttin a Phiiom ena M . Sed illa
• Competencies:
I. 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
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.
Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how
learning takes place
Principles of Learning
• Learning by doing Is more effective than just sitting and listening
• Concepts should be presented in varied or different ways
A. Behavioral/Learning Theory
- It operates on a principle of "Stimulus-Response"
’ - Prefers to concentrate on actfSTBl uUsavaWH behavior
Forgetting
The inability to recall (something previously known) to the mind
Causes of Forgetting
a) Retrieval Failure- forgetting is due to inability to recall the
information.
b) Decay Theory - Information stored In LTM gradually fades
when it is not used.
c) 3. Interference Theory-forgetting in LTM is due to the
Influence of other learning
Hierarchy of Learning
1. Signal Learning - responding to a signal, response Is conditioned
2. Stimulus-response Learning - voluntary responses are learned. .
3. Chaining/Motor - two or more separate motor/verbal responses,may
be combined or chained to develop a more complex response
4. Verbal Association - verbal connections are used to create asso
ciations.
5. Discrimination Learning - learner selects or distinguishes a response
which applies to stimuli.
6. Concept Learning - gives common response to an entire class of
stimuli
7. Principle Learning (Rule Learning) - involves combining and relating
concepts
8. Problem Solving-considered the most complex condition that leads
to the discovery of higher order rules
44 PNU L E T Reiflewer
Professional E d u catio n
1. Gain Attention . •
2. Inform Learner of Objective
. 3. Recall Prior Knowledge
. « 4. Present Material • '
5. Provide Guided Learning
6. Elicit Performance
7. Provide Feedback
8. AssessPerformance
9. Enhance Retention and Transfer
46 jPNU L E T Reviewer
Professional E d u catio n
Types of Learners
II. MOTIVATION • •
Motivation ^
- An internal state or condition (sometimes described as a need, desire or want) that
serves to activate or energize behavior and give it direction.
Principles of Motivation
• The environment can be used to focus the student's attention on what
needs to be learned.
• incentives motivate learning
• Internal motivation is longer lasting and more self - cHrecWvethan Is exter
nal motivation, which must be repeatedly reinforced by praise or concrete
rewards.
• Uaming is most effective when an individual is ready to learn, that is when
one want to know something.'
■ Motivation Is enhanced'by the way in which the instructional material is
organized. '
Theories of Motivation
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
48 PNU L E T Reviewer
P ro fessio n al E d u catio n
- f* f io :<2 0
D irections: 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 theory operates on the “stimulus-response principle, which means all be
haviors are caused by external stimuli?
A. Contextual theory C. Cognitive theory
0 Behaviorist theory D. Constructivist theory
Analysis
Option A - it explains that learning is greatly affected by the kind of environment
an individual lives in.
Option B - is the correct option. It tells about how behaviors are required and de
veloped through external stimuli.
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
3. Miss Calma is an excellent Physical Education teacher. She started teaching volley
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?
A. Law of disuse C. Law of exercise
B. Law of effect Law of readiness
Analysis
Option A - connections are weakened when practice is discontinued
Option B - this law states,that connections are strengthened when it has a satis
fying effect
Option C- connections are strengthened or weakened depending on the number of
times it occurs and In proportion to the average vigor and duration of the connection
Option D - the lawthat states Biat students will learn when they are ready to do so
4. Teacher Jay, a physical educationteacher, demonstrates the new skill to be
learned so that his students can watch him and later reproduce me skin. What
learning theory is associated wiffiTfie SMBOn? — —
. fQ Dual-Coding Learning Theory C. Schema Learning Theory
B. Information Processing D, Social Learning^
Analysis
Option A - it mentions about mental Images and verbal descriptions as tools for
retaining information . . .
Option B —it explains that ar>individual teams when the human mind takes in Infor
mation, perform operation in it and retrieve when needed
Option C - it discusses how prior knowledge helps the learner understand new
information in the learning process
......... ......................« mm — ... ...............................
Option D - is the correct answer. It tells about how people team through observa- .
flan, imitation and modeling
. 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or
on a leash. What feature of classical conditioning is exhibited?
(S i Discrimination C. Generalization
K Extinction D. Practice
Analysis
Option A - is the correct answer. Responding differently to similar stimuli
Option B - process where the conditioned response Is lost
Option C- responding the same way to a similar stimuli
Option D - this is not a feature of classical conditioning
6. A Music teacher is careful in planning activities for each lesson. He praises liberally
and rewards correct answers. What view of taming is exhibited?
A. classical conditioning /Cy* operant conditioning
8. meaningful learning social learning
7. Which of the theories of learning presents or states that learning skills are hierar
chically arranged?
Cumulative Learning C. Social Cognitive Learning
B. Meaningful Learning 0. Theory of Instruction
8. Which of the following best describes what meaningful learning is?
A. When what is to be learned is new and easy for the students
8. Materials presented are difficult and challenging to the students
C. When the materials to be learned is related to what students already know
0 Students find the lessons easy and relevant, to what was assigned to them
9. Manessa easily remember dates and events in history, What component of LTM
does Vanessa have? jg g U ^
A. Creative th in k io g - r ^ ^ J f t ) Reflective thinking
B. Critical thinking v0; Logical thinking '
• ’ EM-
PNU L E T Reviewer 49
* P rin cip le s 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
rt 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? •
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'
behavior?
Classical conditioning JL Social learning
w Operant conditidning D. Information Processing
21. What should the teacher do to help students learn psychomotor 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
C. Teacher encourages the learner to practice, in order to maintain his/her sharp-
^ ness of the movements.
(D /A ll of the above
22. The teacher presented a new lesson where in the students were asked to work
on a new project which was somewhat complicated. The students showed interest
while working on the project. What principle applies to the situation?
A. Effort was put forth when tasks are challenging
Lessons should be presented in varied and different ways
Meaningful materials are readily learned than nonsense materials
D. Teachers shouldprovide opportunities for meaningful and appropriate practice
23. Maturation should precede certain types of learning. How is this applied in the
classroom?
(fih concepts should be taught from simple to complex
Consider the age level of students in teaching certain concepts
C. Follow the Interest of students in assigning tasks
D. Give the same task to aHstudents in a particular grade d
24. Luz easily learns a lesson when she is working w it laboratory equipment but
hardly remembers a lesson the teacher lectured on. What type of learner is Luz?
A. Auditory Learner Tactile Learner
B. Kinesthetic Learner ID. Visual Learner
25. Which ofthe following statements about motivation is false?
n u External motivation is longer lasting and more self-directive than internal mo
tivation
B. Internal motivation is fueled by one's goals or ambitions
C. Motivation is enhanced by the way in which the instructional material is or-
___ t_—^ *
gantzed
D. Motivation to perform is affected by expectancy'and value
D irections: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer. .
PNU L E T Reviewer 51
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
the teacher initially models the behavior?
A. reproduce and match n p imitate and practice
j3. pay attention u. shows satisfaction .
7. What is the correct sequence of information processing?
(fT/Sensory register-STM-LTM
a STM-sensory register- LTM
C. Sensory register-LTM-STM
D. LTM-sensory register-STM
8. What should be the hierarchy of the types of learning according to the cumulative
learning theory?
1. problem solving learning
2. rule learning
3. discrimination learning
4. concept learning
A. 2-1-3-4 C. 2-3-4-1 d
(g ) 2-1-4-3 _D. 2-4-3-1
9. Which is essential in meaningful reception learning?
Concepts are presented to learner and received by them,
a Concepts are discovered by the learner
jC, Concepts are related to one another.
D. Concepts are solicited from the learners.
10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to
Study Spanish and immediately recognizes many similarities between the Spanish
and Filipino languages and uses this information to acquire the new language
iter. What kind of transfer was Grace able to use?
■ Lateral transfer ^ Specific transfer
General transfer D. Vertical transfer
11. Cristina is almost asleep when she felt the need to go to the bathroom. She fried
to sleep it off but after a while she was forced to stand up and go to the bathroom. ’
What theory of motivation explains Cristina's behaviour?
Attribution Theory . C. .Expectancies and Values theory
Drive Theory D. Solomon's Opponent Theory
PNO L E T Reviewer . .* •
P ro fessio n al Education
12. Marko excels in adding numbers. He learnetf this skill in his Math class. He is now
able to apply this skill in his Music class.,Whayype of transfer was used?
A. Lateral transfer " (CJ Specific transfer
B. General transfer D. 'Vertical transfer
13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of
. reinforcement is used by Mr. Lotenzo?.
Fixed interval ,C. Variable interval
1Fixed ratio D. Variable ratio
14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers
in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining
information is referred to?
w Chunking C. Rehearsing
B. Interfering D. Remembering
15. Rob regularly practice playing the guitar so he can finish Book I. His mother
f
mised to buy him a nintendo vyhen he finishes Book I. How is Rob motivated?
Extrinslcally C. with Self-Determination
f
nce is dominant in Lara
Bodily kinesthetic C. Musical
Intrapersonal D. Spatial
17. According to Bronfenbrenner, what system contains structures that has direct con
tact with the child?
A. Chronosystem C. - Mesosystem
B. Exosystem /(^/Microsystem
18. Some learners like to find specific and concrete answers. What kind of learners
are they?
A. Accommodate (C J Convergers
B. Assimilators V- Divergers
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
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
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
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
Principles
and Strategies
o f Teaching
Prepared by:
Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan
Competencies:
I. LEARNING TO TEACH
PNU L E T Reviewer 55
P rin c ip les a n d S tra te g ie s o f T eac h in g . .
'■^nerating
• Planning
• Producing
i f ,
b. jpcttngjo in event through participation
c. - e va liltii^^fe fs iB the form of acceptance, pref:
'MmcoimiMnMnf
v3*068 in:r^ttontofe^O lher
l^ecordancewith the accepted value
SHrfipson
learners aretDina^er
of sensoiy stimulus
/knows
PNU L E T Reviewer 59
Prin cip les an d Stra teg ies 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
■ A daily plan
' Setsforth the proposed program or instructional activities foreach day-
■ Is the Instructor’s road map of what students need to leam and how it will
be done effective during the class time
Components
PNU L E T Reviewer 61
P rin cip le s and Stra te g ies o f T eaching
V. CLASSROOM MANAGEMENT
• • *
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).
62 PNU L E T Reviewer
P ro fe ssio n a l E d ucatio n
B. Management Routine
Routine is simply a set of procedure tor handling both daily occurrences and
minor interruptions of instructions
1) ADVANTAGES
a) Students will have more opportunity to learn and achieve
more.
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 (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
D irections: 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 . 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 C. Teaching strategy
B. Teaching method D. Teaching technique
I
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
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 .
PNU LET Reviewer M f K t
P r in c ip le ^ ln d S tr s ^
6. The class of IV - KaHkasan is tasked to analyze the present population of the dif
ferent cities and municipalities of the National Capital Region for the last fiveyears.
How can they best present their analysis?
A. By means of a tableC. By means of a graph
B. By looking for a patternD. 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.
0. It provides pupils an opportunity to relate Math with the real world.
8. Teacher D teaches in a remote high school where newspapers are deRvered irreg
ularly. 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 listento 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. '
64 [PNO L E T R eview er ‘
■P ro fessio n al Education
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
B. Availability of instructional materials .
. C. Attractiveness of instructional materials
D. Degree of interest on the partof 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 C. Application
B. Generalization D. Comparison & abstraction
11. Which part of the lesson is involved in the giving of situation or activities based on
the concepts teamed?
A. Preparation C. Application
B. Generalization D. Comparison & 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 C. Problem method
Laboratory method 0. Expository method
13jn Math, Teacher Gpresents various examplesof plane figures to her class.Afterwards,
she asks the students to give the defWtion of each. VVhat method did she use?
A. Inductive C. Deductive
B. Laboratory D. Expository
14. Teaching Tinikilng to l-Mallksi becomes possible through the use of
A. Inductive method C. Demonstration method
B. Expository method D. Laboratory rneflwd
15. What is the implication of using a method that focuses on the vdiy rather than
the how?
A. There is best method.
B. A typical one wiH be good for any subject.
C. These methods should be standardized for different subjects..
D. Teaching methbds should favor inquiry and problem solving. ______
Dr. Ma. Corazon B. Sigua andlProf. Celia M. flanan
P ro fessio n al Education
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. .
D irections: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
1. Student A wishes to write a lesson plan. Which question should s/he asks herself/
himself first?
A. What materials will I need?
B. How will I get things started?
C. What do I want to accomplish?
D. What exercises will I give my students?
2. Which of the following characterizes best an effective classroom manager? One
who is friendly yet • ■
A rigid C. business-like
6. demanding D. buddy-buddy
3. Which of the classroom activities below is effective?
_A_ The concept learned is applicable to daily life.
B. The technfyues and approaches used are varied.
C. The variety of instructional materials used Is evident.
D. The laughter and er^oyment of students are contagious.
4. When is praise effective? When it
A ;. describes students present accomplishments
B. shows spontaneity, variety and other signs of credibility
C. focuses students attention on their own task relevant behavior
0. provides information to students about their competence and the value of
their accomplishments .
5. .Which of the following is a divergent questiqri?
A. How is water purified? .
B. What are the parts of a sentence?
C. What is the most populated country in Asia?
0. What is the formula in getting the weight of an object?
Curriculum
. 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
of"Study; syllabi, resource uriits and other document that deal with content
' of schooling.
A. Psychological Foundation
Psychology is a unifying element of the learning process. It forms the basis for
the methods, materials and activities for learning and subsequently serves as
basis for many curriculum decisions.
. • educators have been trained in cognitive approaches aril they have better
• understanding of them
Phenomenology and Curriculum .
■ phenomenologists view the indMdual in relation to the field of which he or
sheoperates .
• different things to different people .
• phenomenologists attempt to rescue learning theory from the narrow.and
rigid behaviorists and from overstress on cognitive processes
• 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.
Traditional Progressive
Focus 1 - Intellectual Development
- certain subjects train the mind
- liberal arts and science build intel development
lectual power - liberal arts, sciences and practical
- ready made experiences by written arts develop the whole individual
and spoken words - acting, acquiring meaning and
- education conceived as instruction problem-solving .
- education conceive as creative
self-learning
Philosophy Curriculum
• upholds goodness and (ruths
Idealism
• religious and values oriented
• concerned with world of ideas and things fixed within
established subject matter
Realism • theory and principles before application
• includes only the essential
■ emphasized reality of things
C. Socio-Cultural •
Curriculum discussion should consider the social setting especially the re
lationship between the schools and society and its influence on curriculum
decisions. Social astuteness is essential for curriculum planners and de
velopers today. Curriculum decision takes place in a complex social setting
through demands that are imposed by society and that filter down to schools
Societal Changes
a. science and technology
b. Improved communication '
c. change family roles
d. population explosions
a social mobility
f. value crisis
g. subject matter related ta events
h. facilities/materials product of technology
j. active participation of stakeholders
j. accountability
D. Historical Foundations
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.
Limitations
- 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
address those community and societal needs that are cpentjy unmet The
major concern Is with genuine life problems, and the need to adjust or-cater to
the concerns and situation of learners
C urriculum Approaches
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.
Organization
of content
PNU L F t
i
ms
Curri'culuai D ev e lo p m e n t
• 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
V. CURRICULUM PROCESS
A. Curriculum Planning
1. Determinants for Curriculum Planning
the consumer of education
ty to progress economically must progress
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
PNU L E T Reviewer m
C u rricu lu m D evelo pm ent
[PNU L E T Reviewer
P ro fessio n al E d u c atio n
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 •
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)
E. Curriculum Improvement
- 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 - '
3) Arrange for variety of activities *
4) Bulk! evaluation procedure
PNU L E T Reviewer 77
C u rricu lu m .D e v elo p m e n t
F. Curriculum Change-
- 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.
78 PttU L E T Reviewer
P r o fe s sio n a l E d u catio n
ALIGNM ENT TR IA N G LE
Curricuhimlilangle
Tasted Curriculum - provides valuable feedback about each student’s under-
' 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.
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
| relate well. The literary pieces being studied in English literature reflect the culture,
social activities even the problems and issues in each historical period.
Options A and B are INCORRECT. Both separate subject design and discipline
design are compartmentalized. They stress so much on cluster of topic, content and
academic disciplines. .
Option D is INCORRECT. Like correlation design, .broadfiejd design was made to
prevent compartmentalization of subjects. However, unite correlation design, broad
field considers wider integration of subjects that are fused into one subject. Thus,
| the identity of each subject combined is lost.
K l f PNU L E T Review er
P r o fe s s io n a l E d u c a tio n
Analysis; .
Option B Is CORRECT. Broadfield design was made to prevent the compartmen-
talization of subjects and integrate the contents that are related to each other. Thus
geography, civics and culture, and history are fused into one subject-called social
studies. Eventually, the identity of each subject is lost. Broad field draws around
themes and integration.
Option A is INCORRECT. Correlated design relates the content of two subjects in
order to reduce fragmentation. However, the identity of each subject is maintained.
This is not the case in the question above.
Option C is INCORRECT. Separate subjects design is highly compartmentalized
and fragmented.
Option D is INCORRECT. Core design revolves around general education and the
problems are based on common human activities.
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
consider?
A. Broadfield C. Cere
B. Correlated D. Separate Subject
7. Which design is easy to deliver because complementary books and materials are
commercially available?
A. Experience centered design C. Process design
B. Problem design D. Subject centered design
8. What refers to the matching between the curriculum and the test to be used to
assess the learners?
-A. Alignment . C. Articulation
B. Auditing D. Delivery
9. Ms. Mateo, a History teacher considers the element of time in arranging the con-,
tent of her lessons in World History. What way of establishing sequence is given
■ emphasis by Ms. Mateo? . .
A. Simple to complex C. Concrete to abstract
B. Part to whole 0. Chronological .
10. Mr. Rivera, a new teacher believes that education is a process of development and
is life Itself; therefore, experience related to the child’s need and interest should
be given primary consideration. What educational philosophy is being exhibited by
Mr. Rivera?
A; Idealism C. ProgressMsm
B. Reconstructionism D. Realism
1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a
member of the school board has one ofthe following primary roles. Which one
is this? .
A. Support and participate in parent-school organization activities.
0 Authorize school expenditures for curriculum development, implementation
and evaluation.
a Enact legislations to effect curriculum improvement.
W&Recommend changes In curriculum.
12*!me schools in the 1“ District plan to adopt the reading program used in the 3"*
District What level of curriculum improvement is used?
A. Variation C. Substitution
B. Value orientation D. Restructuring
13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the
curriculum content, it is better that throughout the high school years, economic
geography concepts be used to recur and be repeated with depth for effective
learning. What criterion in content selection is shown here?
A. Validity C. Significance •
( f ) Continuity D. Leamabillty
14. ine Filipino learners envisioned by the Department of Education in the light of the
K-12 Curriculum Is
A. Technologically literate or toQtsticaHy developed Filipino
B J Functionallyliterate or logtsflcaHy developed Filipino
.C. Scientifically Advanced and Values Oriented Filipino
‘ D. National Oriented and internationally Competitive Filipinos . •
15. Teacher Dominguito believes that a new respect for the child is fundamental In cur-
' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl
of the child - the center of the educative process. To which approach in curriculum
does Teacher Dominguito adhere?
Learner-centered C. Problem-centered
Subject-centered D. Pragmatic
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
Captain in the school to solicit inputs for a new curriculum in Social Science which
highlights indigenous knowledge In the community. What is shown in this situa
tion?
A. Community members as supporters of curriculum
0 } Community members as curriculum resources
C. Community members as managers of curriculum
0. Community members as beneficiaries of curriculum
17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu
dents and not on the anticipated needs and interests. What type of curriculum does
teacher Bert adheres?
A. Subject-centered C. Bqaerience-centered
B. Learner-centered D? Culture-based
18. What type of curriculum divides the school day into different periods such as lan
guage arts, social studies, science and health, arithmetic, etc.?
A. Correlated C. Integrated
8 . Broad fields D. Separate Suttfect
19. Which curriculum design element is taking place when Eduardo, a 4* year student
can connect the lessons he learned in a subject area to a related content in an
other subject area?
A. Artculation . C. Continuity ’
B. Balance • D. Integration
PNU L E T Reviewer 81
C u r r ic u lu m D e v e lo p m e n t
20. The following curricular changes took place in what particular period? Restore
Grade VII, double'-single session was abolished and more textbooks were written
by Filipino authors.
A. American Period - C. Japanese Occupation
B. Philippine Republic D. New Society
21. This concept includes the sub-processes of curriculum planning, organization, im
plementation and evaluation. Which concept is this?
A. Curriculumdevelopment C. Curriculum management
IS. Curriculum assessment D. Curriculum and instruction
22. If curriculum is the *means", what Is the "end'? •
A. Strategies C. Technique
B. Instruction D. Approaches
23. The curriculum used during this period in Philippine history terminated the use of
English as a medium of instruction. What period was this?
A. American C. Commonwealth
B. Spanish D. Japanese
24. Which of the following statements about the concept of curriculum is NOT quite
acceptable?
A. It refers to all Ihe experiences that both the school and the teacher provide
the students with.
B. It is the set of acquired knowledge, habits, and skills.
C. It consists of everything that goes within the school.
DL It Is a planned action for instruction.
25. What process is being undertaken by curriculum developers when they enrich, or
modify certain aspects of a particular program without changing Its fundamental
conceptions? ,
A. Curriculum improvementC. Curriculum, design
B. Curriculum changeD. Curriculum implementation
82 IPNU L E T Reviewer
P r o fe s s io n a l E d u c a t io n
D irections: Enhance your test taking skftls by answering the items below. Write only
the letter of the best answer.
1. What design element establishes the vertical linkage from level to level to avoid
glaring gaps and wasteful overlaps?
^ Articulation C. Scope
B. Balance D. Sequence
2. What refers to the authenticity of the content selected by the curriculum developer?
A. Feasibility C. Significance
B. Leamability. 0. Validity
3. What do we cal the allocation of content to a definite grade capable of learning?
A. Time allotment C. Grade level
B. Grade placement D. Maturity level
4. 'Which pattern of experience centered curriculum centers around the normal
activities of children and Is based on each child's needs, Interests and potentials?
A. Child centered C. Social function
B. Activity 0. Specific competencies
5. Which curriculum development phase focuses on the change which will take place
in certain aspects of the curriculum without changing the fundamental conceptions?
A. Curriculumplanning C. Curriculum improvement
B. Curriculumdesign D. Curriculum evaluation
6. Which is not a component of curriculum designing?
A. Objective . C. Learning experiences
B. Leamtng content D. Diagnosis of needs
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
. 13. To build a sense of pride among Filipino.youth, which should be done in the cur
riculum?
A. Re-study our history and stress on our achievements as a people.
B. Re-study our history from the perspective of our colonizer.
C. Replace the study of folklore and mythswith technical subjects.
D. Set aside the study of local tiistory.
14. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
A. Recommended Curriculum Taught Curriculum
B. Written Curriculum D. Supported Curriculum
15. Which statement about the subject-centered cuiriculum is NOT true?
,J k. There is a high level of cooperative interaction.
H . It covers much content in a short period of time.
C. The teacher has full control of the classroom activities.
D. The main task is mastery of learning.
16. Schools divide the school hours to different subjects such as reading, grammar,
literature, math, science, history and geography. What curriculum design is
referred here? ____
A. Problem-Centered C. Subject-Centered
B. Learner-Centered 0. Culture-Based
17. Which is NOT a description of the learner-centered curriculum?
A. Emphasis is on the total growth and development of the learners
B. Controlled and cooperatively directed by learners, teachers and parents
C. Education is a means to develop socially creative individual
0: Emphasis upon facts and knowledge for future use
18. The K-12 curriculum is otherwise caSed as
A. 2002 Basic Education Curriculum
B. Revitalized Basic Education Curriculum
C. Enhanced Basic Education Curriculum
• 0. Extended Basic Education Curriculum
PNU L E T Reviewer 8 ;
C u r ric u iu n i D e v e lo p m e n t
19. What refers to an individual or group of individuals who have a direct and indirect
influence in curriculum development? ' • ' .
A. Stockholders C. Promoters
B. Stakeholders D. ^corporators
20. What' refers to the appropriateness of the content In the light of the particular
students who are to experience the curriculum?
A. Significance C. Interest
B. Validity Leamability
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
P r o fe s s io n a l E d u c a t io n
P repared b y:
Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez
j Competencies:
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;
b) word and sound-letter cues should be the primary tool that readers
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;
d) instruction should focus principally on the teaching of letters;
letter-sound relationships, and words;
e) accuracy in recognizing words is significant; and
0 it is important for readers to have the knowledge of discrete sub-
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.
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P r o fe s s io n a l E d u c a tio n
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.
A
Schematic Cues
Graphophonic Cues
Semantic Cues
Syntactic Cues
• Start with whole text Grounding instruction in whole texts provides the
basis for meaningful literacy activities. Examples include the shared reading
of poems or stories using big books or charts. An active demonstration of
the teacher's own composing and spelling processes s extremely powerful,
as he or she models at the chalkboard, thinking aloud about what word will
come next or how a word is spelled.
• Focus on knowledge about the parts o f language that may be useful
for reading and writing. Responding to all texts only at the holistic level
is not enough. Instruction should 'include a planned, systematic effort to
highlight specific textual features and literary devices as a variety of mate
rials are read, mitten, and discussed over time. Highlighting specific textual
features helps children form generalizations about language that they.can
apply to their own independent-efforts to-read and write. *
• Return to whole texts for application and practice.- Planned opportu
nities to apply what has'been learned about the parts of language allow
students to move, from simply knowing about a, generalization to using
PNU L E T Reviewer 89
D evelopm ental R e a d in g
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 ;
texts
■ show students the way writers organize printed texts to help them ‘read the j
blueprints" more accurately
f •*
Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez
Professional E d u c atio n
• 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 '
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— — I ■ I I
• 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.
PNU LET-fleviewer 91
D ev elo 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.
SCIENCE MATH
Topic: Equations and Inequalities
Clink Clunk Clink Clunk
Concentrated saturated solving equations polynomials
Matter diluted operations function notation
colloid
• Assessment
After covering the material, discuss the Clink-Clunk list again to
see if all the ’ Clunk* items can be moved to "Clink.'Those terms
In the “Clunk’ column that are clearly understood can be moved
to the “Clink’ column and any terms remaining in the “Clunk"
column should be explained further.
2) Circle-Seat-Center
This strategy allows students to work in small peer groups and
go over all the information he teacher would like to cover. The
strategy is an excellent way to reinforce information in a vari
ety of ways: The Circle group focuses on verbal learning, the
Seat group focuses on visual learning, aid the Center group fo
cuses on tactile learning. This also allows students who learn
through different modalities the opportunity to learn through
their strength.
» Procedure -
First, instruct students to read the text. Following this, divide the
classinto three groups based on instructional needs. Give each
group an assignment: Circle, Seat, or Center. The Circle group
covers information in the text with your assistance. The Seat
group members work individually or withfn-their group to go. over
the text information using worksheets and study sheets. The
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,
Topic: Fall of Rome students rotate to another group.
Circle: Discuss text, including reasons
for the fall of Rome. LANGUAGE ARTS
Seat: Respond to questions and do Topic: Parts of Speech
worksheets. Circle: Discussion and clarify the
Center: Create a timeline of the Roman topic for students.
Empire. Seat: Students work identifyfng the
parts of speech using
SCIENCE worksheets or sWBs sheets.
Topic: Matter in Solution Center: Students create cards to be
Circle: Discuss the types of solutions. used in a game.
Seat: Complete worksheets or respond
to questions at end of section.
Center: Create charts to classify types of
solutions.
» Assessment
Use teacher observation of information covered during discus
sion, correct answers on worftsheets, and evaluate of informa
tion covered in projects to determine students' level of compre
hension.
, PNU L E T Reviewer * 3
D e v e lo p m e n ta l R e a d in g
3) Jigsaw •
Jigsaw allows students to work with their peers and to learn
information from one another. This strategy allows for all mem-
bers of the class to receive information about an entire section In
a text. It is a collaborative strategy that ensures the participation
of all students. .
» Procedure
First, group three to six students in teams. Give each team
member a topic on which to become an ’ expert" The teams
then split up and find (he students from the other teams who
are working on their topic, After working in the topic groups,
students return to their
SOCIAL STUDIES
teams and present the
information they gained.
When studying the five themes of
geography, assign each member of
LANGUAGE ARTS a team one of the topics: location,
place, human-environment
When reviewing a specific story, interaction, movement and regions.
assign team members with a
component such as character, plot,
MATH
setting, problem, or resolution.
Use as review. After studying
SCIENCE fractions, dMde into groups and
assign each member atopic such
Gave each member of a group a topic as adcSng, subtracting, dividing, and
such as adds, bases, and salts. multiplying.
Assessment
Determine students' level of comprehension by the correct num
ber of responses In a quiz or through discussion of information
presented by each team.
IP N U L E T Reviewer
P ro fe ssio n a l E d u catio n
4) Partner Prediction .
■ This strategy gives students the opportunity to work.with-their
peers and make predictions about as story or section. Because
students are sharing their ideas with a partner, more students
will be able to discuss prediction and they will not feel
self-conscious about •speaking in front of the entire class. If a
student is having difficulties with prediction, partner him or her
with someone who is able to dd it, and he or she will have the
opportunity'to see how the process is done.
» Procedure
First, identify places in the text to stop and predict what might
happen next. Then read the title and first portion aloud and. ask
what students think the story will be about Students should be
seated next to partners so they can share their ideas with each
other. This process is repeated throughout the reading. When
the end of the selection is near, stop and ask how students think
itw ill end.
SCIENCE
topic: Plants
Students discuss what they know. Beading covers types
of trees and flowers. Students discuss how to te8 the ‘
difference and ttMch ones they have seen, and they '
discuss what else might be covered in the text
Assessment
Through teacher observation and discussion/determine accuracy
of student predictions. Monitor the involvement of individual,
. students during the paired retelling. Discussion can be used to
determine students' level of comprehension by assessing their
responses after reading. Encourage responses from students
who appear off task. Students should correctly respond to 80%
of the questions during a discussion. Change partners to increase
accuracy if necessary.
5) Reciprocal Teaching
This strategy allows students to begin to work together and to
‘ teach" each other as they take over the discussion.
m Procedure
Begin by dividing the class into small groups. Each group should
then read and discuss a short section from the text After all the
groups have completed this, bring the entire class together and
discuss the information that was covered. Start by leading the
discussion, then gradually decrease your input and allow student
Input to increase. Encourage the participation of all students.
S C IE N C E _____________________
Goover types of matter, or ask, What is an ecoiystefn?
■ » Assessment
Use discussion, quizzes, and observation to determine if materi
al is understood. Observation should Include monitoring the in
volvement of Individual students and their responses. Discussion
can be used to determine students' levels of comprehension by
assessing their responses after reading. Encourage responses
from students who appear off task. Students should correctly
respond to 80% of the question during a discussion or given on
a quiz. Encourage students to assist one another.
6) Think-Pair-Share/Think-Pair-Square
This Is a partner or group activity that allows students to work
together to check for comprehension.
• Procedure
After reading a story or section of text, students should think of
things they already know, decide what the reading reminds them
of,.and determine what might happen next Students then ‘Pair
and Share* (two students) or ‘ Pair and Square' (four students)
and discuss the things they have thought about.
» 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
responses from students who appear off task. Students should
' correctly respond to 80% of the questions during a discussion or
given on a quiz or test.
|P N U L E T Reviewer
P r o fe s s io n a l E d u c a t io n
D irections: 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 yourcholce in your answer sheet
. 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.
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 -
( 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
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
nipulation in the dassroom'so that they learn easily and recall input effortlessly.
What is the grade level of Ms. Torres’ class?
C. Intermediate
D. High School
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. .
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D ev e lo p m e n ta l R e a d in g
|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
16. Which of thg following reading skills or strategies utilizes a bottom-up procedure
in dealing with unfamiliar words? • •
C. Predicting outcomes
D. iking contextual dues
1; -ead the WORD,-he/she must learn to read the WORLD first.
What does this imply? •
A. Students or readers must know the names of the letter first before they w i
know what the word means.
B. Readers must know the sounds of the letters first before they will know what
the word means.
( y Words are only representations of the concepts that the child or reader
knows before encountering the print.
D. The text supples the readers with the necessary knowledge they need to
make sense of the print.
18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informa-
tional text taken from a science textbook. Which of the tosowing ooes me teacher
want to develop in the reader?
A. Print skill Formal schemata
B. Content schemata • D. Vocabulary knowledge
19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un
derstand a given expository texl Which of the following organizational structures
might be the one used in the exposition of the text's information?
A. Cause and effect Enumeration-description
B. Comparison and contrast Sequential or chronological
20. Which of the following Is theBESI reason gresston is a good metacognitive
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.
21. Edward is reading a book and he neec$ to know the meaning of the word ‘ obliter
ate.* However, the passage doesrot give enough clues for him to figure out what
the word means. He decided to use his pocket dictionary so he would know what
the word means. Which of the following strategies should he use so that he would
•know the meaning of the unfamiliar vyord?.
* Seaming Close reading
B. Skimming U vD. Careful slow reading
22. Ms. Sigua entered the classroom and posted images that she has taken from the
story she is about to tell the students. Before she started telling the story to the
class, she grouped the students and asked them to make a story out of the pic
tures posted on the board. Which of the following approaches reflects the practice
of the teacher?
A. Explicit Phonics C. Embedded Phonics
B. Basal Approach $ Language Experience Approach
23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat,
fat, rat, pat, and bat What approach Is descrbed in this situation?
A. Whole-language approach
B. Language experience approach
C. Literature-based approach
Phonics approach
24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W
columns. Which of the following reasons DOES NOTjustify such activity?
A. Setting a purpose for reading
B. Activating prior knowledge
(W Confirming, revising or rejecting an earlier assumption about a topic
D. Sharing assumptions related to the topic of the text to be read
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
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
. 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
13. Reading In the content area aims to help students make sense of the text and
negotiate meaning as readers actively interact with the text. Which of the following
activities will best achieve tflis goal?
A. Have the reading of toe text be done at home.
B. Make them reed silently.
Allow students to ask questions. .
Practice oral reading for fluency.
14. A student asked the teacher to ten him the meaning of the word "disestablishmen-
tarianism", which is found in the text that the student read. Instead of explicitly
stating the meaning of the word, the teacher asked the student to segment the
word and look for its base word, prefix, and suffixes so that they may construct the
meaning of the word through these word parts. Which of the following vocabulary
strategy did the teacher use to help Vie students arrive at the meaning of the
unfamiliar word?
A- Semantic feature analysis (q Structural analysis
B. Semantic mapping D. Context dues
15. Ronald is about to buy a book. After taking a book from 8% display shelf, he
looked at the title, opened it and looked at the table of contents, then the summary
found at the back cover. He realized that what he took from the shelf is not what
he needs. Which of the following strategies do you think did Ronald do to decide
why he does not need It?
A. Seaming C. Close reading
Skimming D. Carey slow reading
16. WNch of the following words BESTlends itself to the teaching of structural analysis
as a strategy to unlock the meaning of an unfamiliar word?
A. Special Happiness
B. Preschool m S Undesirable
17. Belinda is having a difficulty comprehending me novel, "Ftorante at Laura,’ be
cause Iheauftor's narration seems to.be afferent than the actual r^srTifRwwits
that have happened In the story. Which strategy should the teacher, model to Be
linda so.she would be abte to understand the text?
MaWog a Venn diagram C. Rereading the text
Constructing a timeline * D. listing the events
t M f PNU LET Reviewer *
P r o fe s sio n a l E d u catio n
f
Writing a summary of the story read
Writing a letter to a character In the story
Listing down the events that happenedin the story
0. Answering comprehension questions about the story
22. Which of the following activities js NOT appropriate In helping readers develop
organizational comprehension.of expositoiy texts?
A. Outlining
B. Creating and using graphic organizers
(6 } Unlocking vocabulary words through context
' a Identifying the topic, main idea, and supporting details
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
Educational
Prepared by:
Prof. Marilou M. Ubina and Prof. John P. Natividad
Competency:
Educational Technofogy
Development
Evaluation Utilization
Management
Project Management
Resources Management
Management of Delivery Systems
* Diffusion of Innovation
on? which teachers and trainers can use to design fcnd-develop the most appro
priate learning environment. This was constructed by Robert Heinich, Michael
Mdenda of Indiana University and James 0. Russell of Perdue University.
Analyze. Learners .
gtate Objectives
§ elect Media and Materials
ytflize Media and Materials
1. Human Factors
1.1. Learner factors - refers to Ieamer differences that can influence media
■ choice. *
a) Individual differences
Research suggests that learners differ in:
■ - their preference for learning: by observing (visual learners)
listening (aural learners) • ’
Technology Integration • . -
' • 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
into Teaching and Learnin g, "
1. ADDIE Model
Analysis ~ d fc & - J7 U
During analysis, the designer identifies the learning problem, the goals and
objectives, the audience's needs, existing knowledge! and any other relevant
characteristics. Analysis also considers the learning environment, any con
straints, the delivery options, and the timeline for the project.
Design
It is systematic process of specifying learning objectives. Detailed storyboards
and prototypes are often made, the look and feel, graphic design, user-interface
and content are determined here.
Development
The actual creation (production) of the content and learning materials based on
the Design phase.
Implementation
During implementation, the plan is put into action and a procedure for training
the learner and teacher Is developed. Materials are delivered or distributed to
the student group. After delivery, the effectiveness of the training materials is
evaluated.
£ valuation
This phase consists of (1j formative and (2) summative evaluation. Formative
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,
uncovering any obstacle, barriers or unexpected opportunities that may have
emerged, and identifying mid-project adjustments and corrections which can
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 •
effectiveness and satisfy the instructional objectives.
' 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.
PNU LET Reviewer 105
P ro fessio n al Education
Selection
I Types U tiliza tio n
Advantages L im ita tio n s
• Printed ■ Readbg levelo f learn • Direct student
materials are readBy ers. ManyStudents reeding with
avaDabfeIn arangeof are nonreaders or. objectives and/or
topics andformats. proof readers. questions.
■ fltaa&b. Pitted materi ■ Memorization. Some • Emphasize the
1. Text/Print als maybe used in any critics saytextbooks useofvtsuals
Hnli/nrl--- J---------- 1
(I.e.. books, rqumu environm ent promote memorization with text-based
perlodcals, Theyare portable. rather than higher materials.
modules,etc) ■ ftawmfcatText
1___1 it-l-IJ— -I.UI-
KWH uHfMf)Q 8KBIS. • Checkthe
canbe used again ■ Passive. Others teacher’s guide for
andagain by many contend that text addtknalmaterials
students. promotes solitary andactivities.
I ----- «--- ..H ill. IL 1
learning ratner tnan • Supplementtext
cooperative group rtth other media.
processes.
• ReaSstic format. ' • S1&. Some visuals are • Usesimple mate
Visuals provide a simply too small to rials’that everyone
2. SUIT. representation of vertjal use with a large group can see.
Visuals t^rinrirtf
ffnormaoon. r and enlarging can be ■ ’
. expensive.
• Don’t overcrowd.
• 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.
• Use symbols and Icons as Identifying markers.
• Use color/audio/music to stimulate but not to overpower, the senses.
■ Produce the materials with technical excellence - good quality, good audio,
clear, etc. * # •
PNU L E T Reviewer U S D
Educational T ec h n o lo g y 1 & 2
For technology to have the desired impact on improved teaching and learning, several
conditions must be in place:
Shared vision for technology integration -This requires coordinated school and
district planning with teachers and other personnel at ali levels, budget
ing yearly amounts for technology purchases with incremental funding,
emphasizing teacher training, matching technology to curriculum needs,. .
and keeping current and building in flexibility.
Scle:; ion
Types Utilization
Advantages Lim itations
• Better learning and • Equipment • Use a display
retention requirement technology that is
nffmuiuuuHa
• Effectiveness across • Startup costs . appropriate forflie
(CD ROM,
learning domains • Complexity and number of students.
Videodiscs,
• Realism lack of standard • Install and test all
etc),Com-
r Address different ization software in advance
puterand
learning styles and • Compatibility of the presentation.
internet
differences • Limited intelli • Run the software
. • Interactivity gence and skills from the hard
Prof. Marilou M. Ubiiiaand Prof. John P. Nacividad
Professional Education
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.
Internet - consists of thousands of connected computer netwod<s around the world that
connect millions of computers. The Internet is also referred to as the "Net", the "Infor
mation Superhighway,’ and'Cyberspace’ .
There at least three major reasons why Internet can be effectively used by
teachers and students. These categories of use are communication, information
retrieval or direct instruction and general sources
* «•
Popular way for teaching students how
Scavenger Hunts to find and use information resources
available on the internet,
inquiry-oriented activities in which some
or'all of the information used by learners
is drawn from the Web. This approach
was developed by Bemie Dodge and Tom
WebQuests
March at San Diego University, and it has
become one of the most
2. Information
popular ways of using the Web in
Retrieval/
Education.
Direct instruc-
Provide educational software, commercial
on instructional “demos" which you can take to your
software school’s computer laboratory
Instructional
software sites
(driil and practice Find software which is designed to teach
sites, tutorials some contentor topic and not just to give
sites, simulaticin information.
sites, storybooks
and soon.)
Locate lesson plans and other teaching
Teacher Sites
ideas.
3. General r .
Increase awareness and access to muse-
Sources Museums and
umcoiiections and to see exhibits online
virtual sites
without actually being physically there.
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 -
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
P ro fessio n al E d u catio n
In evaluating Instructional resources, several questions you should ask yourself are Im
portant regardless of the type of resource you are considering:
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do'the materials teach and/or reinforce teaming effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed equip
ment, etc.)?
D irections: Read and analyze edfch 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 of the following statements has a very limited definition of educational tech-
- nology?
A. It is a profession composed of various job categories.
B. It refers to the computers used for teaching and learning.
C. It indudes audiovisual materials, interactive multimedia and self-instrucHonal
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.
8. Which is the best reason why teachers state the objectives before"using instruc
tional media?
A. To secure available materials.
B. To prepare the materials beforehand.
C. To determine which media to ifce best.
D. To be able to practice how to operate the equipment
9. Which of the following should Mr. Rivera primarily consider in determining his
teaching- learning objectives' and use of instructional media?
A. The assessment tool to be used
B. The learning activities
C. The learner
D. The teacher
10. Which of the following technologies provide iconic experiences to students/chil
dren?
A. . Video and books C. Radio and recordings
B. Pictures and videos D. Modules and periodicals
11. Which of these technologies used in the classroom are arranged from the most
symbolic to muttfeensory?
A. Real objects, print, audio-visual materials, and visual materials
B. Visual materials, audio visual materials, print and computers
C. Visual materials, print, audio-visual materials and realia
D. Print, audio, visual materials, computers and realia
12. Which of the following is inappropriate in using printed visuals such as diarts,
graphs, and drawings?
A. Provide written or verbal cues to highlight important aspects of visuals.
B. Present the instructional materials simultaneously,
d Use materials fta t everyone <ari see.
0. Make the presentation suspehsefui.
1 S. SUsan wants to learn more English. SpBcrfically, she wants to improve her listening
skills. She has a CD player, a tape recorder and has internet access. As an English
teacher, what do you suggest?
I. • CDs with English listening drills
• II. Tapes with English listening drills
III. Internet websites such-as Go4English, English Language Listening
Lab, or Randall's listening Lab
A. I and 11 I or III
B. II and III (p . I, II and IH
14. Which of the following statements is incorrect about the contributions of technology
to student teaming?
A. The quality of learning can be improved.
B. The delivery of instruction can be more interesting.
C. The method of teaching and learning becomes more interactive.
D. The role of the teacher can be changed Into knowledge dispenser.
15. Mr. Tamate. an ICT teacher takes into account technology standards to address
the needs of the students and help than adapt with the changing society and
technology. Which of the following standards is an exception?
A. Creativity and innovation
B. Research and Information literacy
C.- Model dlgltal-age work and leaning
' D .; Technology operations and concepts
Vinluan, a computer teacher demonstrates understanding of local and global
issues and exhibits ethical and legal use of information and communications tech
nology tools. Which is true about her?
A. She models digital-age work and teaming.
JB, She facilitates and inspiresstudent teaming and creativity.
/ C. > She promotes and models digital citizenship and responsibility.
‘E>. She designs and develops digital -age learning experiences and assess
ments.
1'7. With the fast-paced evolution of technologies nowadays, why are teachers en
couraged to shift gradually from a teacher-centered instruction to a learner-cen
tered instruction?
I. A (earner-centered instruction focuses on transformation of facts.
II. Students wori< on tasks determined and controlled by the teacher.
III. Students could collaborate and work on authentic tasks in a iearn-
er-centered instruction.
. I V . A learner-centered instruction supports inquiry approach and
authentic assessment,
A. II and IV only d. 1, III and IV only
B. l.H andlV only DT 11.Ill and IV only
18. Ms. Hernandez employs student -centered instruction as the learners create their
digital portfolios jn her computer class, What could be developed among them
throughthis approach?
A. Repetition and active learning
B. Mastery of skills & information delivery
C. Information processing and passive learning
D. Construction of knowledge and information exchange
19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
following should he avoid?
A. Consider technical quality.
B. Apply different computer effects per slide.
' C. Present information through graphic organizers.
D. Use contesting colors for text and background.
20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of
the following is the most effectiye way of doing it?
A. Let the pupils surf a friendly letter from the Internet. ■
B. Have the pupils write a friendly letter and send it through an email.
Cl Have the pupils fomarti a downloaded friendly letter to others via email.
. D. le t the pupils write a friendly letter using word processing and have it
" critiqued try their
.21-. Which of the following computer-based instructional materials can be used to learn
new concepts? •
A. Games C. . Simulation
B. Tutorial- ‘ ‘ D. Drill and practice
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 ?
A. Situating tool C.- Productivity tool
B. Infonnative tool ■ D. Communicative tool
2 3 . Prof. Debs Santos is thinking of an online teaming approach by which content
provides links to information at other locations and serves as a focal point for a
distance education experience. Which of the-following should she use?
A. Teleconferencing C. Web-based instruction
B. Self-paced program D. Computer-aided instruction
2 4 . Which is NOT a basic consideration in selecting and evaluating the content of an
educational technology tool?
A. Does it match the content?
B. Can It be easily dismantled?
C. Will it motivate and maintain interest?
D a Is there evidence of its effectiveness?
25. Your father wanted to finish his long dreamed course but he wanted to do it at
• home during his free time. Would you recommend an online learning?
A. Yes, because online learning is the "in” thing.
B. No, because online learning inhibits student-teacher interaction.
C. No, because hiring a helper would enable him to attend regularly in his class.
D. Yes, because he could learn at his own pace using a wide spectrum of
technologies.
Directions: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an ele
mentary school where there are enough resources for instruction. She wanted to
start preparing her instructional materials. Which is the most systematic process
in doing this?
A. Design - utilization - evaluation - development
B. Design - development - utilization - evaluation
C. Development - design - utilization - evaluation
D. Development - utilization - evaluation - design •
2. Which is the most important reason why teachers need to preview their instruc
tional materials that will be used in the class?
A To gain confidence in using them
B. To encourage viewers to be more focused
C. To avoid potential problems that might occur while materials are in use
D. To ensure appropriateness of the materials with the objectives and target
audience
3. After Ms. Rivas planned her lesson in English, she found out that the materials at
hand do not match her objectives. Which is the best thing that she can do?
A. Modify the available materials.
B. Teach the lesson the following day.
JX Change the objectives to match'with the available materials.
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
5. With the increasing use.of edocatiflnal technology inside the classroom, what role
tefixpected of the teacher?
'^ .fa c ilita to r C. knowledge giver
Researcher D. Source of information
6. It is impractical to bring real objects to the classroom so Aaron constructed a
three-dimensional visual instead.Which of the followhg did he construct?
A. Chart ' ■ C.; Model
B. Cartoon "O'. Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have
understood from what they have read. Which of the following non-projected
visuals are you referring to?
.AT -Graphic organizer C. Model
iT Print materials D; Reaiia
8. There are several reasons why teachers are reluctant in using electronic media in
Hie teaching-learning process. Which is the most common reason?
A! The limited exposure of teachers to new equipment
S. Their incompatibility to diverse needs of the learners
C. The difficulty in integrating technology in the curriculum
D. The excessive availability of local technology in the community
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
Filipino. In which activity in the teaching-learning process is It very effective?
In developing listening skills . C. in composing poems .
B. in teaching creative writing ' 0. In building concepts
10. Plants, pebbles, and blocks are just some of the effective instructional materials
readily found in the environment if they are utilized properly. Which of the following
is lNCORRECT about their classroom use?
'K. \Pass a single object around the class.
B. ’Familiarize yourself with the object or model before its actual utilization.
C. Use-tbe objects as springboard in encouraging students' active participation.
D. Make sure that the reaiia and model are large enough to be seen by the
whole class, •
11. Prof. Ruiz uses projected visuals such as Digital Liquid. Prqector (DIP) in presenting
her lesson. What could be her main reason for'using it?
.A ^ T h e projected materials are readily available.
V They are more abstract than any other visuals.
C. Most projected visuals can be obtained at no cost.
D. She can easily prepare her own transparencies in advance.
12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year
High School class. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
A. When it promotes mastery of the lesson
B. When it makes viewing more interesting
C. When it helps attain the objectives of the lesson
D. When it induces alienation on the part of (he learners
13. Your principal purchased new computer units for your Learning Resource Center.
Which of the following should be your last consideration in using the technology?
A. Computers can be used for entertainment.
3 . Computers can be used for research activity.
C. Computers can be used for interactive presentation.
D. Computers can be used to reinforce discussion of difficult concepts in class.
14. Computers can be classified according to the roles they play namely communica
tive tool, informative tool, and constructive tool. What is the other role of computes
not mentioned in this item?
Instructional tool C. Utility tool
$5.. Starting tool D. Application tool
15. Which of the following categories of CAl will you use in your class if your objective
is to increase proficiency in a newly learned skill or refresh an existing one?
A. Tutorial t . b ill and practice
Bk Simulation Cr Instructional game
16. Which of the following is an ineffective use of Presentation software?
A. Darken the roan. C. Read directly from the slides.
B. Use appropriate pacing. D. Allow interaction with the learner.
5. With tbe increasing use of educational technology inside the classroom, what role
E xp ected of the teacher?
% .facifitator C. Knowledge giver
B .' Researcher D. Source of information
6. It IS impractical to tiring real objects to the classroom so'Aaron constructed a
three-dimensional visual, instead.Which of the following did he construct?
A. Chart . c. v Model
B. Cartoon 'D . Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have
understood from what they have read! Which of the following non-projected
visuals are you referring to?
Graphic organizer C. Model
B.’ Print materials D. Realia
8. There are several reasons why teachers are reluctant in using electronic media 1ft
the teaching-leaming process. Which is the most common reason?
A: The limited exposure of teachers to new equipment
3 Their incompatibility to diverse needs of the learners
C. The difficulty in integrating technology in the curriculum
0. The excessive avaSabSityof local technology in the community
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
Filipino, in which activity in the teaching-leaming process is it very effective?
In developing listening skills C. In composing poems
B. In teaching creative writing D. In building concepts
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
Is INCORRECT about their classroom use?
. A:\Pass a single object around the class. ' ’ .
'B. -'Familiarize yourself with the object or model before its actual utilization.
C. Use the objects as springboard in encouraging students’ active participation.
0. Make sure that the realia and model are. large enough to be seen by the
whole class. .
11 .-Prof: Ruiz uses projected visuals such as Digital Liquid Projector (DIP) in presenting
her lesson. What couW be her main reason for using it?
A i-T h e projected materials are readily available.
.§ . / They are more abstract than any other visuals,
u Most projected visuals can be obtained at no cost.
D. She can easily prepare her own transparencies in advance.
12. Ms. Samonte used a film clip in teaching Social Studies conceptsto her First Year
High School cfeiss. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
A. When it promotes mastery of the lesson
B. When it makes viewing more interesting
C. When it helps attain the objectives of the lesson
D. When it induces alienation on the part of the learners
13. Your principal purchased new computer units for your Learning Resource Center.
Which of the following should be your last consideration in using the technology?
A. Computers can be used for entertainment.
8 . Computers can be used for research activity.
C. Computers can be used for interactive presentation.
D. Computers can be used to reinforce discussion of difficult concepts in class.
14; Computers can be classified according to the roles they play namely communica^
tive tool, informative tool, and constructive tool. What is the other role of computers
not mentioned In this item?
£ Instructional tool C. Utility tool
5 . Situating tool D. Application tool
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?
A. Tutorial . it. jferill and practice
B. Simulation IT Instructional game
16. Which of the following is an ineffective use of Presentation software?
A. Darken the room. , . C.' Read directly from the slides. .
B. Use appropriate pacing. _ D. Allow interaction witti the (earner.
122 P N U L f T Reviewer
P ro fe ssio n a l Ed ucatio n
23. Which instructional tool application will you introduce to your glass if your objective
is to help them find and use information resources available in the internet?
A.. Webquests Scavenger Hunt
B. Hybrid course D. Distance education
24. ' In the delivery of distance education; what-computer application is used to orga
nize instructions and track students records and progress?
A. Computer-baBe<tMulflmedia
8. Computer-assisted Instruction
C. Computer-mediated Education
f o /) Computer-managed Instruction
25. Mien is distance education as effective as the traditional instruction?
A . When the method, technologies and assessment used are appropriate to the
required competencies.
B. When the course requires more face-to-face communication between the
students and teachers.
C. When students depend more on their online mentor.
D. When there is'student-to-student interaction.
:-------------.....«.----- -------------
Prof. M arilou M . L'bin.i anti Prof. John P. Natividad
P ro fessio n al E d ucatio n
Assessment
and Evaluation
o f Learning 1
Prepared by:
Dr. Marilyn Ubina-Baiagtas and Prof. Antonio G. Dacanay
j Competency:
BASIC CONCEPTS
Learning Targets
(MeMilan, 2007; Stlgglns, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledgeto reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affective/Disposition Student attainment of affective states such as attitudes,
values, interests and self-eflicacy.
r -------—-------- ----- ----------- — —-------
i Principle 2: Appropriateness of Methods i
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products . 1 1 . 5 2 4 4
Affect 1 2 4 4 4 5
Modes of Assessment
PNU L E T Reviewer w m
A ssessm en t an d Evalu ation o f L earn in g 1
i Principle 4: Validity i
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.
Reliability - it refers to the consistency of scores obtained by the same person when
retested using the sameor equivalent Instrument.
^Principle 6 : Fairness J
When assessing learning, the information obtained should be worth the resources and
time required to obtain it. The factors to consider are as follows:
• Teacher Familiarity with the Method. The teacher should know the
strengths and weaknesses of the method and how to use It.
• Time Required. Time Includes construction and use of the instrument and
the interpretation of results. Other things being equal, It Is desirable to
use the shortest assessment time possible that provides valid and reliable
results.
• Complexity of the Administration. Directions and procedures for admin
istrations are dear and that little time and effort is needed.
• Ease of Scoring. Use scoring procedures appropriate to a method and
purpose. The easier the procedure, the more reliable the assessment Is.
■ Ease of Interpretation. Interpretation is easier If there Is a plan on how to
use the results prior to assessment.
• Cost Other things being equal, the less expense used to gather infor
mation, the tetter.
i Principle ft Continuity ~~ ~ - - - - -j
L — - —— — -------'------------------- — — — — — — — — — — — — — — — — — J
• Assessment takes place in all phases of instruction. It could be done before, during
aid after instruction.
i Principle 9: Authenticity ]
'PERFORMANCE-BASED ASSESSMENT
3. Develop a scdring rubric reflecting the criteria, levels of performance and the scores,
• *
PNU L E T Reviewer 129
Assessm ent a n d E valu ation o f L ea rn in g 1
. PORTFOLIOASSESSMENT
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
their learning styles and multiple intelligences.
S t e p s i o P o r t f o l i o ^
p u fu * * -
• 11 y y * A bJ» u W
rf t J f M
D r. M arilyn Lrh;na-6a!agta5 and Prof. Antonio G . Dacanay
P ro fessio n al E d ucatio n
Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale
and checklist.
TYPES OF RUBICS*
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.
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.
3.- If I have to use the most authentic method of assessment, which of these proce
dures should I consider?
A. Traditional Test C. Written Test
s'B. Pefformance-based Assessment > D. Objective Assessment
The correct answer is B because among the four methods presented, it Is only
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.
Options A, C, and D are all pen-and-paper tests which usually require low level
thinking skills only. In real life, what these exams capture could be easily forgotten
after the exam because they are usually just memorized without applications in
real life.
4. After doing the exercise on verbs, Ms. Boritlo gave a short quiz to find out how well
the students have understood the lesson. What type of assessment was done?
A. Summative Assessment C. Diagnostic Assessment
ig .; D. Placement Assessment
The correct answer is B, formative assessment, since the purpose of the assess
ment is to find out what the students have understood from the exercises about
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
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
.assessment, is rpore.on determining the area or group a learner is most fit in order
to receive ah appropriate instruction.
6. You are assessing FOR learning. Which of these will you likely do?
A. Giving grades to students
’ B. Reporting to parents the performance of their child.
C. Recommending new policies in grading students.
Ass^sing the strengths an# weaknesses of students. *
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?
0 How to give immediate feedback to student's strengths and weaknesses
b. How to determine the area of interest of learners
_Cj. Hwtoc^student'sacliievem ent
D. Ho^to desftn Induction '
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
sure this ability. What principle of assessment did you consider in this situation?
a
(tu Assesimenf should have a positive consequence on student's learning
V.Assessment should be reliable.
D. Assessment should be fair.
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 >
11. Mr. eidto wants to test students’ knowledge of the differ* nt places in the Philip-
pines, meir capnai ana rneir products and so he gave his s udents an essay test. If
j were the teacher, will you do the same?
No, the giyinQ pt iiri otsfective rrK>re apfropriate than the use of essay.,
8 .^suchi^tior^essinebtisjnappropriatebecauseessayis difficult.
C, Yes, essay test could measure more than what other tests could measure.
D. Ybs, essay test is the best in measuring any type of knowledge.
12. What type of validity does the Pre-board. Examination possess if its results can
explain how the students will likely perform in their licensure examination?
A. conopent C: construd
^ pwdjefly*. * . ■ D. content
13. Ms! AMz wants to determine if the students’ scores In their Final Test is reliable.
However, she has only one set of test and her students are already on vacation.
B Wiat test of reUabiifty can she
Equivalent Forms
est-Retest with Equivalent Forms
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
using also a set of guide questions.
14. Whose practice is acceptable based on the principles of assessment?
t
TeacherA
Teacher B
C. Both Teacher A and B
D. Neither TeacherA nor Teacher B
15Jfl/hieh is true about the given case?
(fh ) Objective A matched with performance-based assessment while B can be
assessed using the traditional pen-and-paper objective test.
B. Objective A matched with traditional assessment while B can be assessed
using a performance-based method.
C. Berth objective A and B matched with performance-based assessment.
D. Both objective A and B matched with traditional assessment.
16. In the context of the Theory of Multipie Intelligence, which is a weakness of the
paper-penc# test?
(P ) It puts non-linguistically intelligent at a disadvantage.
E It Is not easy to administer.
C. ftutfflzessomuchtime. - ■
0. It lacks reliability.
- -
Dr. Marilyn Ubiiu-Balagtas and Prof. Antonio G. Dacanay
P ro fe ssio n a l E d u c atio n
17. Mr. Umayam is doing a performance-based assessment for the -day’s lesson.
Which of the following will most likely happen?
A. Students ar.e evaluated (n one sitting.
6 ^)Students do an actual demonstration of their skill.
CT Students are evaluated in the most objective manner.
D. Students are evaluated based on varied evidences of learning.
18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of
some laboratory equipment and measurement tools and the students ability to
follow the specified procedures. What mode of assessment should Miss del Rosario
r
l, II, and lUonly C. I, II, IV only
;u, HI, and fV only D. I, II, III, and IV
a teacher has setobjectives in ail domains or learning targets and which could
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-________
Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay
A ssessm en t a n d E valu atio n o f L e a rn in g 1
22. Mrs. Catalan allowed the students to develop their own portfolio In their own style
as long as they show all the non-negotiable evidences of learning. What principle
in portfolio assessment explains-this practice?
A. Content Principle • jj^ ) | t ^ ?rihciple s
B. Learning Principle Dr iPircxJocf Pffnc^Jle
23. How should the following steps in portfolio assessment be arranged logically?
I. Set.taqjets
II. Select evidences
III. Collect evidences
IV. Rate Collection
V. Reflect on Evidences
A. I, H, 111,1V, V C. I, II, III, V, IV
0 I,111,II, V, IV D. I, III, V, II, IV
247wiich could be seenin a rubric?
I. Objectivein a high-level of cognitive behavior
H. Multiple criteria in assessing teaming
III. Quantitative desertions of the quality of work
IV. Qualitative descriptions of the quality of work.
A. 1, and II only JL I, II, and III
^ 8 . j t l|l,ffl«i»dnly ■'/> I, II, III, and
25. The pupils are to be judged individually on their mastery of the singing of the
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
teacher has only one period to spend in evaluating her 20 pupils?
f
Analytic C. Bther holistic or analytic
Holistic D. Both holistic and
Direction: Enhance your test taking skills by answering the items below. Write only
tie letter of the best answer.
1. Mrs. Pua Is judging the worth of the project of the students In her Science class
based on a set of criteria. What process describes what she is doing?
A. Testing • . f ^ f ^ jn ^
B. Measuring D. Assessing
2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex
plains the difference?
( f ) Measurements
^ 8 giving meanir
B Measurement is the process of gathering data wtiiieevaluation is the process
of quaiittfymy the data gathered.
C. Measurement is the process of quantifying data while evaluation is the
process of organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is the
pre-requisite of testing.
3. Ms. Rfcafort uses alternative methods of assessment Which of the following will
she NOT likely use?
A iW lecii^ Journo VVriting
C.
D. Developing Portfolios
Oral Presen
|P N U LET Reviewer
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
' 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?
QC/The practice is acceptable because the students behaved well when they
were given a test
B. The pracfice Is not acceptable because It violates the principle of reliability.
£ p r^ c ^ : a^ptabte.te
D. The practice is acceptable since the test results are graded. 1
6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do?
4. Placement Assessment
B7 Diagnostic Assessment / ^ ^ iM ^ t iv e i^
7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out
who among them can already read The result was used to determine their sec-
tions. What kind of test was given to them?
A. Diagnostic C
B. Formative a Summative"
8 . The grade six pupils were given a dbgriosicjest in addition and subtraction of
whole numbers to find out If they can proceed to the next unit. However, the results
of the test were very low. What shocM the teacher do?
A. Proceed to the next lesson to be able to finish all the topics in the course.
B. Construct another test parallel to the given test to determine the consistency
the scores.
^wAcount the frequency of errors to find out the lessons that the majority of
students need to raleam.
D. Recoiri the scores then inform fa parents about the very poor performance
of their chVd ln mathematics.
# 9 . Mrs. Nogueras Is doing an assessment OF learning. At what stage of instruction
should she do it?
A. before instruction C. prior to Instruction
|^ ,e ft^ |is tn p b n | * _D, during the iristnjctional process
*10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils.
Before she finalized the test, she examined carefully If the test items were con-
A * C. predictive validity
BT owiaBent validity - ■ D. construct validity
11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English.
Which of the following activities will fielp achieve her purpose?
B A.
13. If Mr. Paraiso vyill have to make a scoring rubric for the student's output, what for
mat is better to construct Considering that the teacher has limited time to evaluate
theirwork?
Analytic Rubric C. Either A or B
^ ^ ’ f+itolfcsrttcfftitwig; D. Neither A nor B
sctM pnnclpal has 3 teacher applicants all of whom graduated from the
same institution and are all licensed teachers. She only needs to hire one. What
should she do to choose the best teacher from the three?
I. Give them a placement test.
II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
IV. Study their portfolios to examine the qualifies of the students' outputs
when they were in College.
A. I and II. ( lS la n d ll.IV .
ft II and M. ■ W - ll/^ a id W ' ?
15. What should be done first when planning lor a performance-based assessment?
D^grmine Jthe "table..of spedflcations1'of the tasks.
B Set the criteria in scoring the task.
D. Prepare a scoring rubric.
16. To maximize the amount of time spent for performance-based assessment, which
jn e should be done?
n tij Plan a iask that can be used for Instruction and assessment at the same
Jtfme. .
B. Assess one objective for one performance task..
C. Set objectives only for cognitive domains.
D. Limit the task to one'ijieeting only.
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.
D £> 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
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.
Assessment
and Evaluation
of Learning 2
Prepared by:
Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay
Competencies:
WHAT 18 A TEST?
PN U L E T Reviewer 139
■ Assessment a n d Evalu atio n o f L earn in g 2
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-
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. '
■ 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. '
• 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. • . •
• •
Assessment of Affective and Other Won - Cognitive Learning Outcomes
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
142 PN U L E T Reviewer
Professional Education
*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
Specific Suggestions
Major Characteristics
. 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.
B. Rectangular Distribution
i
0>
*D
c
a>
3
cr
a;
Test Scores
C. U-Shaped Curve
A. Unimodal Distribution
B. Bimodal Distribution
C. Multimodal Distribution
0 TttSwrn so
148 IP N U L E T Reviewer
P ro fessio n al E d ucatio n
Descriptive Statistics
Descriptive Statistics - the first step In data analysis is to describe or summarize the
data using descriptive statistics
GIVING GRADES
Grades are symbols that representa value judgment concerning the relative quality of
a student's achievement during specified period of instruction.
.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.
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.
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.
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
Ms cssmcnt and Evalua tio n o f L e a rn in g 2
.I What is fhe performance of a student in the National Achievement Test (NAT) if-he
obtained/got,a stanine score of 5?
A. Between average and above average
B; Between average and below average ■
C; Belowaverage
0. Average ___________ '__________. .
I He correct answer is D, stanine 4, 5, 6 reflect average performance, while
I sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above
I aitrage performance. There is no such thing as between average and above aver-
| age a between average and below average in stanine scores. So options A, B, and
I Cre all wrong.
The correct option Is Option A, standard deviation is the counterpart of the mean.
However, Option B, Just like the mean Is a measure of central tendency. C range is a
measure of variability and the counter part of mode, and option 0, variance is simply
standard deviation squared.
20. Goring performed better than 65% of the total number of examinees in the district
achievement test. What is his percentile rank?
P35 ?• P66
P05 P75
)ich is a guidance function of a test?
' Identifying pupils who need corrective teaching
Predicting success In future academic and vocational education
Assigning marks for courses taken
Grouping pupiis for instruction within a class
22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his
pupils got very high scores in the test. What measure of central tendency should
he use to describe their average performance the subject?
.• A. Mean Mode
J . Median '“ (I. Range
23. Which o# the following indicates how compressed or expanded the disiribuSon
of scores is?
A. Measures of position C. Measures of correlation
B. Measures of central tendency Measures of variability
24. TTie proportion passing the upper and lower group is .80 ami .35, nespectivjy.
What is the index of difficulty?
A. .38 • @ .40 C. .58 D. 1.02
25. Mr, Gringo tried to correlate the scores of his pupils in the Social Studies test vti
their grades in the same subject last 3rd quarter. What test validity is he trytg
to establish?
A. Content validity 'Q j Concurffent validity
B. Construct validity D. Criterion-related validity
to
- F '.
D irections: Enhance your test taking skills by answering me items below. Write only
the letter of the best answer.
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.
It moderately difficulty. D. It is difficult.
2. Two sections have the same mean but the standard deviation of section 2 is higher
than section 1. Which of the two sections is more homogeneous?
A, Section 1 C. BothAandB
(Bt) Section 2 D. None from the above
3. Miss Corteza administered a test to her class and the result is positively skewed.
What kind of test do you think Miss Corteza gave to her pupils?
/^ P o s tte s t C. Mastery Test
( j y Pretest D. Criterion-referencedTest
4. In his second item analysis, Mr. Gonzales found out that more from Ihe lower
group got the test item 15 correctly. What does this mean?
The item has become more valid
B.TTte Item has become more reliable.
The item has a positive discriminating power.
D. The item has a negative discriminating power.
5. is 25th percentile as median is to what percentile?
WU 40th percentile _C. 50*1percentile
o. 60*1percentile D. 7&b percentile
6. Which is implied by a positively skewed scores distribution?
A. The mean, the median, and the mode are equal.
EL Most of the scores are high.
w !) Most of the scores are low. .
o. The mode Is high.
10 .
equal (mans, unequal standard deviations
13.
unequal means, equal standard deviations
equal means, unequal standard deviations
C. equal means, equal standard deviations
11_ unequal means, unequal standard deviations
14. In conducting a parent - teacher conference, which of the following is NOTtrue?
A Be friendly and Informal C. Be willing to accept suggestions
Be a kn ow -it all person D. Be careful In giving advice
15. In a frequency distribution, what is the midpoint of the class Interval whose lower
and. upper limits are 99.5 and 109.5? & < r\
A. 107.0 B. 105.0 " fc /^ 0 4 .5 D. 102.5
16. In a frequency distribution, what is the intervSTsize of the class whose lower and
upper limits are 9.5 ajjd 19.5?
A. 11.0 10.0 C. 9.0 D. 5.0
17. Given a mean of 55~aml a standard deviation of 8, what two scores indude one
standard deviation below and above the meatf
A. 46and63 B. 47and64 ( d ) 47and63 D. 46 and 6
18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds
to two standard deviation above the mean?
A. 70 J3. 71 C. 72 W 73
19. What principle of test qonstruction is violated when one places very difficult items
at the beginning; thus creating frustration among students particularly those of
average ability and below average?
All the items of particular type should be placed together in the test
The items should be phrased so that the content rattier than the form of the
statements will determine the answer. .
C. All items should be approximately 50 percent dfficutty.
0. The items of any particular type should be arranged in an ascending order
■ " v of difficulty.
20. Mrs. Del Salvatier would likq to find out how well her students know each other,
what assessment Instrument would best suit her objective?
A. Self-report Instrument Guess-who technique
B. Sociometric technique /u /A I I of ttie above •
Dr. M arilyn U bitia- Balagtas and Prof. Antonio G . Dacanay
A ssessm en t an d Evaluation o f Learning 2
21. Mr. Lapromeso asked his pupils to indicate on a piece of paper I k names of
their classmates whom they would like to be with for some groupacfiiity, what
assessment technique did Mr. Lapromeso uge?
A. Self-report technique ~ ( 3 Sociometric tecMque
B. Guess-who technique D. Anecdotal technique
22. Which of the following assessment procedures/tools is useful in assessing social
relation skills?
A. Anecdotal record T^P eer appraisal
B. Attitude scale QT^Anyof foeatw*
23. If the proportion passing for the upper and lower group is .90 and 30 respecfcve-
ly, what is the discrimination Index?
A. .40 B. .50 C 7 a ).6 0 ft .TO
24y.W(iich Is an example of affective learning oJrane?
, Interpret stimuli from various modalities to provide data neededin noting
adjustments to the environment
B. Judge problem and issues in terms of situations involved thanin ions of
fixed dogmatic thinking
C. Appreciate the quality and worth of the story read
0. None of the above
25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of
her test. She found out that four of the items of the test obtained fe Mowing
difficulty and discrimination indices and as follows:
Which of the above items should she discard In her item pool?
Item 1 • C/ Item 3
Item 2 J L Item 4
Teaching
Profession
P repared b y:
D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan
Competencies:
I. BASIC CONCEPTS
Relevant laws
Teaching )
••
II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE
PHILIPPINES • '
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 •
» Assists pupils/students to find solutions to his/her own problems
8. As h
" » 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
PNU L E T Reviewer
Teaching Profession
*
160 !PNU LET .Reviewer '
P ro fessio n al Evocation
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. • '
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 ) '
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.
' ■ 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-
Department Orders/Memoranda/Circulars
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
after three years to teachers with at least an efficiency rating of satisfactory.
5. Which of the following is NOT recognized by The Magna Carta for Public School
Teachers?
A. Quality education depends primarily on the quality of socio-economic status
of teachers.
6 . Advancement in education depends on the teachers' qualifications and
ability.
C. Education is an essential factor in the economic growth of the nation.
D. Education is development and vice-versa._________ ____
Analysis:
Option 0 Is the correct answer because it was never mentioned/stated in Magna
Carta for Public School Teachers Declaration of Policy.
6. What appointment can be given to TeacherA who possesses the minimum qualifi
cations but lacks the appropriate civil service eligibility?
A. Contractual basis Provisional
B. Permanent u. Substitute
7. Which of the following rights is intended for parents under Education Act of 1982?
A. The right to academic freedom
B. The right to privacy of communication
0 “ The right to seek redress of grievance
a The right,to h i access to the evidence of the case
8 . What can help achieve relevant quality education? .
A. strong curriculum C. school-community relations
(ff) competent instruction D. competent administrator
9. Which of the following provisions under the Magna Carta for Public School
Teachers will most likely Rfomote teachers' welfare and defend their interests?
A be promoted In tank and salary
B. regulate their social involvement
C. undergo and participate in professional development
£05) establish, join, and.maintain professional & self-regulating organizations
‘ 10Twiat does "teachers are persons in authority’ imply?
A. Teachers cannot be charged.
No person can assault a teacher.
C. Teachers have immunity from arrest
D. Decisions made by teachers are deemed right.
11. Who among the following characterizes a professional teacher?
A. An education graduate who received honors
8 . A teacher who has taught for at least six years
C. A teacher who has attended national seminars on teaching
CD> A teacher who qualifies for a permanent position under R. A. 4670
12. Who are covered by R. A. 4670?
A Teachers in all levels
B. Teachers in all public elementary schools
OTeachers in both public and private schools
(^/Teachers in public elementary end secondary schools
13. Teacher 8 has been in active service for 10 years when he decided to pursue
higher studies. Under R. A. 4670, what-kind of leave of absence can s/he avail of?
A Indefinite leave @ study leave
8 . scholarship leave D. vacation leave
14. When can teachers be required to workon assignment not related to their duties?
A When wi probation
B. When found inefficient
15. Teacher Chas beenteaching for 7 straight years and therefore qualifies for a study
leave with pay for one year. Should she pursue it, how much pay is she entitled
to receive?
A 50% of monthly salary C. 70% of monthly salary-
/1§/ 60% of monthly salary-© ^ D. 100% monthly salary-
16. which of the following laws strengthens teacher education in the Philippines
through the establishment of centers of excellence?
A. R. A 7722 C. R. A. 7796
R .A 7784 D. R.A7834
17. What does free public secondary education under the law mean?
A Right of every student to enter public secondary schools
B. Free from being screened to enter public secondary schools
Free from payment of school fees identifies and authorized by law
Free from payment of tuition and other fees for students enrolled in pubic
secondary schools
18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher
F in a hazardous area; and Teacher G in a place where standard of living is high.
Who is entitled to a hardship allowance?
A. Teacher0 (E ) TeacherF
B. Teacher E D. Teacher G
19. Teacher H contracted an illness that required rest for more than one year. Which
leave should she apply for?
A. sick leave C. vacation leave
B. personal leave (2p indefinite leave
20. A school personnel can avail of free legal service under certain circumstances.
Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said
service?. - "■ -
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..
25. Which of the following could be the reason for the teacher's suspension from the
practice of the teaching profession?'
Immoral, unprofessional or dishonorable conduct
Observing proper procedures in obtaining a certificate of registration
C .' Faithfulness to the code of ethical and professional standards for professional
1. Ms. Sanchez, a BSE graduate, has ma passed the LET yet On what capaeity.can
she be hired? '
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. .
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. .
D. Yes, when hold together with parents and students.
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.
12. Teacher.T receives a love letter from one'of her third year high school student in
English. Whgt should Mr. Martin do? .
A... Read her letter to the
B. le t the student express her feelings through letters.
C. Return-the letter to the student and tell her not to do it again.
D. Surrender the letter to tie parent of the student.
13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed
to recognize. What should the principal do? ' •
A. Subject Mr. Nico to a disciplinary measure.
B. Just keep quiet about the behavior of Mr. Nico.
C. Call Mr. Nico to the office and clarify things out with him.
D. Send Mr. Nico a memo requiring him to explain his behavior.
14. Which of the following manifests "Commitment to democracy" as explained in
R.A.6713?
A. Maintaining the principle of accountability.
6 . Committing to democratic values and ways of life.
0 , Manifesting by deeds the supremacy of civilian authority over the military.
D. All of the above.
15. Teacher U was ordered by her principal to come to school on four consecutive
Saturdays for the training of the students' ecfitorial staff of their school paper. Is
this allowed Mnder RA 4670?
A Yes, providedthe teacher is compensated.
B. No, because it's not within the regular functions of the classroom teacher.
£. Yes, because it’s part of the teacher’s other duties.
0. No, because it's not dearly indicated In the law.
16. Dr. Velasco, a schools’ division superintendent acted on the complaint filed by a
group of parents against the alleged misconduct of a particular teacher. She issued
a memorandum requiring her to lake a leave of absence for a week while the com
plaint Is being heard yet Was the action of thei superintendent legal?
A. Yes,-because she is the superintendent
B r, No, because the compIsM has not been heard yet
C. Yes.the superintendent has disciplinary authority over teachers.
. D. No, the superintendent has no disciplinary authority over teachers.
17. A school’s academic coordinator has been found to have engaged in gambling
. which has caused him to be absent most of the time. Can his certificate of regis
tration as a teacher be revoked?
• A. No, unless he's proven guilty.
B. No, because he's protected by his rights as a teacher.
G. Yes, because he's Incompetent.
0. Yes, because habitual gambling is a dishonorabte conduct and is against the
practice of teaching. '
18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher fcyi'Pd by the
Civil Service Commissioner and the then DECS, whHe Mr. Crnz is a registered
professional. Who is allowed to practice the teaching profession in the Philippines?
A. Mr. Santos, because of his CSCeligibility certificate.
B. Mr. Crnz, because their credentials are both recognized by law.
C. Both of them, because their credentials are both recognized by iaw.
; D. Neither of the two because they did not take and pass the LET.
19: What is R. A. 6713 also called?
A. Ethical Standards for public Employees
B. Code of Ethical Standards for Government Officials and Employees
C. -*Code of Conduct and Ethical Standards for Public Officials and Employees
t>. Code of Ethical Standards and Conduct for Government Officials &
Employees
20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should
she focus her attention more?
A. General education
a Specialization
C. Professional education
D. General education & professional education
21. What norm of conduct is manifested by being loyal to the republic and to the
Filipino people? .
A. -Professionalism . c. Responsiveness to the public
B. Nationalism & patriotism D. Honesty
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
\ _<
Social Dimensions
in Education/
Developments
in Education
Prepared by:
P ro f. A rth u r S. A b u le n 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)
F ram To
1. Leamer-cartwedandlearning-oriented curriculum j
Change in Hie rote of the teacher .
► to fadtator and motivator of learning
as sole purveyor of knowledge .
to more open and multiple
From rigid selection of students «| ► standards taking into account the
based on single and fixed criteria ' learner's multiple intelligences,
aptitudes, and interests.
to more flexible teaching styles
_ that respect the uniqueness of the
From prescribed pedagogy ^
learner's intelligences, motivations,
needs, and situations.
2. Contextuafeedleaming •
to contextualized thanes generated
^ from he global realities and the
Prerorganbed subject matter h|
culture which Is relevant, meaning
ful and useful to the learner
a n d ^ M M e d u c a ln J ^
B. Characteristics (^Education
tor the 21st Century
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
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, education that is ‘ directed to the full development of the human personal
beliefs and-values underlying our democratic political community and con ity and to the strengthening of respect for human rights and fundamental
stitutional order - draws its content chiefly from four disciplines: political freedoms*. It promotes ‘understanding, tolerance and friendship among all
science, jurisprudence, history, and economics. nations, racial or religious- groups’ and furthers 'the activities of the United
Civic Education - learning for effective participation in democratic and de Nations for the maintenance of peace.” (Article 26," Universal Declaration of
velopment processes at both local and national levels. It is an important Human Rights)
means for capacity development on the societal level by empowering peo Peace education is an integral part of the work of the United Nations. Through
ple with civic knowledge, skills and dispositions for effective civic engage a humanizing processof teaching and learning, peace educators facilitate hu
ment man development They strive to counteract the dehumanization of poverty,
Environmental Education - rethinks human-earth relationships, fosters a prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi
vision of education for sustainable development, promotes care for the en nating the possibility of global extinction through nuclear war, peace
vironment and builds a global culture of ecological responsibility. education currently addresses the broader objective of
Gender Studies - promotes gender equality and harnessing the rale of building' a culture of peace. In this global effort, pro-
women In development Peace X Sressive educators worldwide are teaching the
Future Studies -anticipates the fulure and cope with its challenges values, standards and principles articulated
and Imagines possible and probable futures. Students are en- X Personal: assault, rape, in fundamental UN instruments such as
couraged to -envision a preferred future that will help shape / brutality, terrorism, murder, the UN Charter, Human Rights docu
their present action. / ethnic cleansing, ments, the Convention on flie Elimi
nation of All forms of Discrimination
Against Women (CEDAW), the Con
III. PEACE AND HUMAN RIGHTS EDUCATION vention on the Rights of the'Child
(CRQ, the Vtorld Declaration on
1. Peace Education Education (or AH, and many others.
A. Origin of Peace Education □ The core relationship between
D In 1945, the United Nations was established to "save suc violence and peace:
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 Source:UnitedNations CyberSchoolBus
and ‘to promote social progressand better standards of life hi larger free
dom... '.(Preamble to the UN Charter) •
IPNl) LET Reviewer P ro f. A rthur S . Abulencia and Prof. Rita Bum anglag-Ruscoe
Professional Education
.............................. . i ' = a ;.a r ,= ,g.,= .................... ....
SKLLS
• Communication, active listening and reflection
• Cooperation
• Empathy
. Critical thinking and problem solving
■ Artistic arid aesthetic •
• - Mediation, negotiation and conflict resolution '
Prof. Arrhur S. Abulencia and. Prof. Rita Bumanglag-Ruscoc
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
; • 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
Respect for human digntty and difference
Intercultural Understanding
Gender sensitivity
Caring and emphaty
Non-violence and reconciliation *
Social responsibility-
Solidarity, world mindedness
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 r io n / D evelo p m en ts in E d u c a t io n
2. Human'Bights Education
. A. Human Rights Defined •
• Inherent entitlements which come to every person as a consequence of
being human
• Human rights are universal, legal, guarantees protection of individuals and
groups against actionsand omissions that interfere with fundamental free
doms, entitlements and human dignity.
B. Characteristics of Human Rights
Human rights are:
■ Founded on respect for the dignity and worth of each person
• Universal - applied equally and without discrimination to all people
■ Inalienable - no one can have his or her human rights taken away other
■ than in specific situations
• Indivisible, interrelated and interdependent - it is inappropriate to respect
selected human rights only.
C. Universal Declaration of Human Rights
• A common standard of achievement for all peoples and all nations.
• Urges peoples and governments to educateALL peoples about their human
rights and freedoms. •
• Calls for securing universal and effective recognition and observance of
human rights through progressive national and international measures.
D. UNESCO Guidelines
"Human rights' and “fundamental freedoms" are those defined in the United
Nations Charter, the Universal Dedarationof Human Rights and Ihe International
Covenants on Economic, Social and Cultural Rights and on Civil and Political
Rights.
E. International Context Universal Declaration of Human Rights
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
• •
* their citizens about the principles of the UDHR. Most of these countries have
incorporated the principles of the UDHR into their constitutions. The UDHR
specifies minimal conditions of a dignified life.”.
• Article 26, paragraph t
"Educationshallbedirectedto the full developmentofthe humanpersonallyand
to the strengthening ofrespedforhuman rights and fundamentalfreedoms'"
F. UDHR - Basic Principles
• Concept of human being and equality
- Every human being is bom free and equal in rights and dignity,
and endowed with reason and conscience. And thus every human
being is expected to act toward other human beings in a spirit of
brotherhood/sisterhood.
- Non-discrimination
- Race, color, sex, language, religion, political or other opinion, na
tional or social origin, property, birth or ottier status, political status
of country or territory are not bases for exception in human rights.
• Respectandobsftrt&fce-'
- Respect for ail human rights is expected from all human beings.
- Universal observance of human rights is achievable through pro
gressive measures.
* Ai-cordtno to Becfflilftt
■ indHntfMftqli?
Are rights that may be etfercised by every individual such as those in
the UDHR
• Colle<$v0'r1gl7t$
Are rights given to a;spp<$ed;;vulne£aWe grp$ may beexer
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.
According to implementation ?
• immediate
Are those rights that States can readily implement because these are
depeedenton the S ^ ‘'p o ^ lilM « 0 r$ '® la n 3 iS ltfc i rigftts
■ Progress(y8?lne(BroffhfeV
Aretfrose rights whose implementation is dependent on availabiiiiyof
the states’ resources and thus can only be enjoyed gradually
H. Human Rights and Issues
1. Food and health • Rights to food, health, habitat and economic security
2. Land, language and ■ Rights of minorities and indigenous peoples '
culture • Right to ancestral land
3. Environment ■ Right to environmental protection
4. Labor and the work • Right to work
place • Rights of workers
5. Education ■ Right to education . .
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
^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
V. MULTICULTURAL EDUCATION
Learning to
Leariring’toDtfJ
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)
y. imag
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. . •
PNU L E T Reviewer I
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
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..
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.
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 / *
PNU L E T Reviewer 1 9 1
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
PNU L E T Reviewer
P ro fe ssio n a l E d u c atio n
20. UNICEF and UNESCO are two key UN agencies which are (Particularly active advo
cates of education for peace. Which of the following is not supported by UNESCO.
in promoting peace, in the sclwois?
A. Uphold children's basic rights as outlined in the Convention on the Rights of
the Child (CRQ
B. Develop a climate that models peaceful and respectful behavior among all
members of the learning community
. C. Demonstrate the principles of equality and non-discrimination in administra-
_ tive policies
vdN Enable the teachers to stress peace-making in Social Studies classroom only
when necessary
21. One way to advance peace education is through partnerships of various
non-governmental organizations, education institutions, United Nations spe
cialized bodies which link ideals of peace with research and practice. One such
significant example is the Hague Agenda for Peace and Justice for.the 21st Centu
ry. What is the aim of the Agenda's Global Campaign for Peace Education?
A. Helps coordinate local initiatives and unite educators in the common practice
^ of educating for a culture of peace.
f BJ Supports the UN Decade for a Culture of Peace and Non-violence for the
Children of the World and to introduce peace and human rights education
into aHeducational institutions.
C. Brings together multiple traditions of pedagogy, theories of education, and
international initiatives for the advancement of total human development and'
care for the environment through teaming.
D. Serves to enhance learning across subjects like conflict resolution initiatives.
• •
22. The impact of conflict on children whether as victims of war or child soldiers has
been brought to world attention through media, international organizations and eye
■witness accounts. What is best thing to do to help children affected by conflict?
jO Employ education to regain parts of a lost childhood and to facilitate the ex-
v ' periences that support healthy social, emotional and intellectual growth and
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 ■ , . •
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
D irections: Enhance your test taking skills by answering the items below. Write only
the I
1. What kind of tension is referred to when people prefer to have quick answers and
ready solution to many problems even If it calls for a patient, concerted, negotiated
strategy of reform? .
A. Tension between modernity and tradition
6 . Tension between long term and short term considerations
C. Tension between spiritual and material
D. Tension between individual and the universal
2. In what strands of the four pillars of education implies a shift from skijl to compe
tence, or a mix of higher-order skills specific to each individual?
A. Learning to Know C. Learning to Live Together
B. Learning to Do D. LeamingtoBe
3. Which of the following Is NOT true about the Four Pillars of Learning?
A. The pillars of learning stress the goal of contributing to social cohesion, in
ter-cultural and inter-national understanding, peaceful interchange, and har
mony.
B. The Pillars of Learning imply a shift from 'schooling' to learning throughout
life by'learning how to team"
C. The pillars of learning stress the importance of closer linkage between educa
tion and the work) of work.
D. The Pillars of Learning adheres to the instrumental and purely academic view
•of education that focuses on the achievement ol specific aims of education
■ such as economic productivity. *
4. Which pillar of education of J: Delors (UNESCO) focuses on voc-tech relevant to
people-centered human development?
A. Learning to Know . C. Learning to Live Together
■ 8’ Learning to Do D, ^Learning to Be
5. The rapid traversing of ideas, attitudes and values across national (jorders that
generally leads to an interconnectedness and interaction between peoples of di
verse cultures and ways of life. What is being referred to?
A. Cultural Globalization C. Multiculturalism
8. Fundamentalism D. Clash of civilization
6 . Which is considered a political impact of globalization? ■
A. Changing rote of education in terms of preparirnj students for the world of work
8 . The threat to the autonomy of national educational systems by globalization.
(C. Reforms in education as lifelong education
D. Branding, globalization and learning to be consumers
7. What United Nation Decade are we celebrating for 2005-2014?
A. Educating for Culture of Peace
B. Educating for International Understanding
(C.' Educating for Sustainable Development
D. Promoting the Rights of the Elderly
8. With the growing competition brought about by globalization, what is preferred by
most employers in hiring their employees?
A. flexible C. quick
B. selective D. none of the above
9. Which of the following characteristics does NOT describe contextualized learning
as a major paradigm shift in education?
A. From limited access to time-bound and space limited education, to borderless
education, lifelong learning for all in a learning society.
B. From traditional pedagogies to more modem strategies of teaching and
learning.
C. From knowledge limited to the local scene to the globalized knowledge,'values,
attitudes, and skills interfaced with local wisdom,-
D. Pre-organized subject matter to localized themes generated from the global
realities and the culture relevant, meaningful and useful to the learner.
10. What current trend in education focuses on the study of the basic concepts, be
liefs and values underlying our democratic political community and constitutional
or.der?
A. Civic Education C. Peace Education
B. Development Education D. Multi-cuttural Education
1 1 . Which of the following is the first target of the Millennium Develo
(MDG's) formulated by member states of the UN in September 2000?
A. Reduce child mortality
B. Eradicate extreme poverty and hunger
C. Reduce death due to HIV/AIDS and malaria
D. Achieve universal access to primary, education
12. Which among the following statements about Human Rights Education (HRE) is
correct?
A. HRE is more of the responsibilities of the state to implement human rights law
rather than the protection of the rights holders
B. HRE should focus more on rights based on ‘ law in books,” rattier than on
'law in real-life'.
C: HRE needs to focus on the values, principles, and standards of human rights
and how they can be translated into day-to-day actions
D. Human Rights Standards vary from, society to society and HRE therefore
should also vary in terms of approaches and methods
13. What is the implication of globalization to the practice and experience of educa
tion?
A. Increase of state and government support and subsidy for education
8 . Commodification and the corporate takeover of education
C. Greater autonomy of national educational systems
■D. Delocalization of technologiesand orientations in education
14. Which of the following skills correspondsto the Four® Pillar'of Learning, “Learning •
to live together"?
A. Empathy and cooperative social behavior
B. Personal commitment-and sense of responsibility •
C. Adaptability to c/iange in the world of work
D. Reasoning and problem solving skills -
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.
ANSW ER KEY
. 1. A 1. B 1. B 1. D
2. B 2. B 2. A. 2. e
3. B 3. D 3. C 3. C
A. C 4. C 4. 0 4. A
5, 0 5. C 5. D 5. A
6. C 6. A 6. A 6. C
7. B 7. A 7. C 7. C
8. 0 8. C 8. A 8. A
9. C 9. C 9. B 9. C
10. C 10. B 10. B 10. A
1 1 .0 11.C 11.C 11.C
12.8 12.0 12. D 12. B
13. A 13.0 13. A 13. B
14. A T4. A 14. B 14. A
15. B 15. A 15. B 15. B
16. B 16. C 16. B 16. C
17. D 17.0 17. C 17. C
18. C 18.0 18. C ■ 18. B
19.0 19. B 19. A 19/C
20. B 20. A 20 . C 20 . 0
• 2 1.8 21. C ' 21. D 21. C
22.0 22 . B 22. A 22.0
23. C 23. C 23. C £3.0
2 H.D 24.0 24. B. 24. B
25. C . * 25.0
25. D •
A n sw er K e y
1. B 1. C 1, B 1. C
2. A, 2. A 2. 0 2. C
3. D 3. A 3. C 3. A
4. 0 4. B 4. A 4. D
5. A 5. 0 5.. A 5. - A
6. C 6. B 6. C 6. A
7. A 7. A 7. A 7. A
8. C 8. 0 8. C 8. D
9. C 9. C 9. A 9. D
to. C 10. C 10 . D 10. D
11. A 11. C 11. C 11. C
12 . B 12. B 12 . B 12. B
13. A 13. A 13. A 13. D
14. B 14. A 14. C 14. D
15. C 15. C 15. D 15. A
16. B 16. A 16. D 16. A
17. C 17.0 17.0 17. B
18.0 18. C 18. A 18. C
. 19. B 19. B* 19. A 19. D
20. C 2 a. B 20: D 20. A '
2 1.0 21. B 21 . C 21 . B
22. A . 22. B 22. A , . 22. A . .
23. A 23.0 23. C 23. C
24.0 24. B ■24..A 24.8. •
25. A 25. B 25. B .... *
25. 0-
1. D 1. A 1. D 1. D
2. 0 2, D 2. B 2. A
3. C 3. B 3. C 3. C
.4. C 4. A 4. A 4. B
5. B 5. C ' 5. A 5. C
6. B 6. 0 6. C 6. B
7. D 7. A 7. A 7. A
8. A 8. B 8. C 8. B
9. D 9. C 9. B 9. D
10. B 10. C 10. D
10. C
11.0 1 1 . 0. 11. B 11. D
12. C 12. B 12. A 12. B
13. A 13. D 13. C
13. B
14. C 14. A 14. C
14. B
15. A 1.5. D 15. B
15. A
16. B 16. C 16. B 16. D
17. D 17. C 17. B
17! C
18. D 18. C 18. C 18. B .
19. B 19. D 19. A
19.0
20 . B 20.0 20. D 20. C
21. A 21.. B
21. A 21. D
22. D 22. C
22 . B 22. C
23. D . 23. D 23.0 23. D
24. C 24. C 24. C
24. C
25. A 25. A . . 25. B 25. B
|PNU L E T Reviewer
P r o fe s sio n a l E d u catio n
1. B 1. B 1. C 1. C
2. D Z D 2. 0 2. A
3. B 3. A 3. B 3. A
4. A 4. D 4. B 4. C
5. A 5. A 5. C 5. C
6. A 6. C 6. D 6. A
7. B 7. A 7. C 7. C
8. C 8. A 8. A 8. C
9. C 9. A 9. C 9. D
10. B 10. A 10 . 0 10. A
11. D 11; A 11.A 11.B
12. B 12. D 12. B 12. D
13.0 13. A 13.-B 13. B
14. D 14. B 14. A 14. 0
15. C 15. C 15. A 15. B
16. C 16. C 16. A 16. A
17. C 17.0 17. B 17.0
18.0 18.0 18.0 18.0
19. B 19, B 19. B 19. A
20 . D 20. D 20. C 20. D
21. B 21, B 21. B 21. C
.22. C 22. A . 22. C 22. A
23. C 23..C 23. B 23. A
24. B 24..B 24. B . 24. B
25. D 25. A . 25. B 25. B
P ro fe ssio n a l Education
1. C 1. C 1. D 1. D
2. A 2. A 2. C 2. C
3. D 3. B 3. C 3. B
4. C 4. D 4. C 4. B
5. A 5; C 5. D 5. D
6. D 6. C 6. C 6. B
7. D 7. D 7. C 7. C-
8. B 8. D 8. B 8. C
9. D 9. D 9. D 9. 0
10. B 10. A 10. B 10. C
11.D 11.A 11.D 11. D
12. A 12. C 12 . D 12. C
13. A 13. D 13. C 13. C
14. B 14. B 14. D 14. D
15. C 15. C 15. D 15. A
16. B 16. B 16. B 16.0
17. D .17. C 17. D 17. 0
18.0 18. B 18. C 18. C
19. C 19. D 19. D 19. C
20. B • 20. C . 20. D 20. D
21. B 21. C • ' 21: B 21. B
22. B 22 . C 22. D 22. B
23. C 23. C 23. B
23. D
24. C • 24. B . • 24. A 24. D
. 25. C 25. D 25. A 25. D
X n sw cr K e y
Social Dimensions in
Education/ Developments
in Education
Part II Part III
1. D 1. B
2. B 2. B
3. B 3. D
4. B 4. B
5. D 5. A
6. A 6. B
7. 8 7. C
8. C 8. A
9. D 9. A
tO. A 10. A
11. C 11. B
12. C 12. C
13. B 13. B
14. A 14. A'
15. B 15. D
16.8 16. D
17. A 17. C
18. A 18. C
19. B 19. A -
20. D 20:C
21. B -21.0
22. A 22. A
23; C ' •23.-D
24. D 24. C .
25. B 25. A
PN U L E T Reviewer 199