Professional Documents
Culture Documents
PNU Prof Ed Foundation
PNU Prof Ed Foundation
Foundations
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o f Education
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Prepared by:
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Prof. Maville Alastre-Dizon
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FO
Competencies:
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social-psychological factors
that affect the role of the
• school as an agent of change. •.
Prof, M aville.Alastre-Dixon
F o u n d atio n s o f Ed ucatioo
t&BSBSBBS
I. HISTORICAL FOUNDATIONS
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1. EARLY CONCEPTIONS OF EDUCATION
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1.1. EduntlorifffGdnfom i^/FM m f^Educaaon
Aims: To survfve and to conform to the tribe to which they belong
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Contents: Practical and Theoretical Education
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Methods: Tell me and show me, trial and error, enculturation,
indoctrination
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Proponents: Primitives
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1.2. Education for the Preservation of Social Stablflty/Oriental Education
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Aims: To Impress traditional Ideas and customs In order to maintain
: and perpetuate the long established social ortier
Contents: Moral and Theoretical Training
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llniM»«i4> Imllwrtiiit
Memoos: ionmnnn nil i »i
tnwHuon, mofnoftzsuon
Proponents: Orientals (Chinese, Indians, Egyptians)
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personality
Spartan: To develop a good soldier in each citizen
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weapons)
Methods: Elementary - memorization, imitation
Secondary - literary exercises, intensive drill'on speech,
grammar
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proponents: Romans
2. MODERN CONCEPTIONS OF EDUCATION
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2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism
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Aim: To secure rich and full life for each individual through contacts
with the ancient
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Contents: Gramma’, Literature and Mathematics
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Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino da Fettre
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2.2. Northern dr Social HumanismFO
Aim: For social reform
Contents: Classical and biblical literature (Religious)
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2.3. Reformation
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church
Content 4R’s (religion included)
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Methods:
» adapting the losson to the abilities, needs,.and interests
ofchildren
* reviewing the previous lessons
♦ repetition for mastery
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intellectual capacities
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To form character (mental, physical and moral)
Contents: Classical Languages and Math; Physical (vigor of the body)
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mental (mental power) and moral (good conduct)
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Methods: Formal- sensation, memory and reasoning, Drill method
Proponent John Locke
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2.6. Rationalism
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Aim: To enable man to think for themselves
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Contents: philosophical/scientific knowledge, ethics and morality
Methods: critical analysis, application of reason
2.7. Education in Harmony with Nature / Naturalistic Conception of Edu
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cation
Aims: To develop the individual in accordance with the laws of
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man
Contents: Holistic education (physical, moral, intellectual)
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Methods: Practical
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Aim: To mate education a science
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Content Science.
Methods: Experimental, problem-solving, scientific method and
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research.
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2.11. Education as Social Reconstruction / Social Experimentalism
Aim: Prepare for a progressive rebuilding of the social order
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Content Social Studies;
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Intellectual - critical examination of the social conditions and
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social problems
Civic - intelligent participation and cooperation in civic affairs
Vocational - social relationships ofone’s Job
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(community life)
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1. MAJOR PHILOSOPHICALTHOUGHTS
1.1. Idealism ' - '■ fi'x C O -
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The Learner:
♦ imitates the teacher who. is an exemplar of an Ideal
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person
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♦ tries to do the very best he can and strive toward per
fection
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The Teacher:
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♦ excellent example/ role model for the student - intellec
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tually and morally
♦ exercise great creative skill In providing opportunities for
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the learners' minds to discover, analyze, synthesize and
create applications of krwwtedge to life and behavior
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The School:
♦ train future leaders
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intellectual approach*.
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1.2. Realism -
♦' Stresses that the world is made up of real, substantial
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Foundations o fE d u c a t io n
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knowledge of the realities of life
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♦ requires the learner to recall, explain, and compare
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facts; to interpret relationships, and to infer new mean
ings
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♦ rewards the success of each learner and reinforces
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what has been learned
♦ utilizes learner's interest by relating the lessons to the
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learner's experiences, and by making the subject matter
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as concrete as possible
The Learner:
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The School:
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♦ transmits knowledge
♦ classrooms are highly ordered and disciplined
Proponents:Aristotle,Harbart,Comen/us . •. -L .
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1.3. Pragmatism/ExperimentaHsm *
♦ Pragmatists believe that the curriculum should reflect
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The Learner: • •
♦ learn from experiences through interaction to the. en
vironment
The Teacher:
♦ capture the child's interest and build on the natural mo
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tivation
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♦ use varying teaching methods to accommodate each
individual learning style
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♦ helper, guide, and arranger of experiences
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Proponent John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS
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2.1. Perennialism -tii^ L c £■
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♦ Knowledge that has endured through time and space
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should constitute the foundation of education
♦ Perennjalists believe that when students are immersed
in the study of profound and enduring ideas, they will
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2.2. EBMfltfafem - • •
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•The Teacher: . •
♦ focuses heavily on achievement test scores as a means
of evaluatingprogress.
2.3. Progressivism
♦ Education is always in the process of development
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♦ Focused on the whole child aod the cultivation of indi
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viduality
♦ Centered on the experiences, interests, and abilities of
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students
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♦ ProgressMsts strive to make schooling both interesting
and useful.
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Aim: To provide the pupil the necessary skills to be able to interact
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with his ever changing environment
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Proponents: John Dewey.Johann Pestalozzi
The learner:
♦ Learns through experiences, by doing
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The Teacher:
♦ plans lessons that arouse curiosity and encourage the
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2.4. Existentialism
♦ Man shapes his being as he lives.
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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
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Aim: Education for change and social reform
Proponent: George Counts
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The Learner:
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♦ takes social action on real problems such as violence,
hunger, international terrorism, Inflation, discrimination
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and inequality, and environmental problems
The Teacher:
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* Uses community-based learning and brings the world
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into the classroom FO
}. EASTERN PHILOSOPHIES
3.1. Hinduism
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through YOGA
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Hinduism in Education:
♦ The teacher shows the way and imparts knowledge by
his own example, responsible for the students' spiritual
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welfare.
♦ The students aim to remember everything by heart and
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3.2. Buddhism
♦ Believes in the FOUR NOBLETRUTHS
♦ Believes In the LAW Of KARMA
Proponent; Siddharta Gautama
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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
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• 3.3. Confucianism
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Teaches moral He through devotion to the family, loyalty to Vie elders,
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love of learning, brothertwod, civil service, and universal kwe and justice.
Stresses the FIVECARDINALVIRTUES (benevolence, righteousness, pro
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priety! wisdom and sincerity).
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Proponent Confucius
Confucianism in Education:
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♦ CM service exams
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♦ Religious rituals in the schools
3.4. Taoism
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Proponent: Lau-Tzu
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Taoism in Education:
♦ Taoist ethics emphasize compassion, moderation and
humility.
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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. .
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P ro fe ssio n a l E d u c atio n
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3.6. Islam
Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and
• pilgrimage).
Proponent: Muhammad / Mohammed
Islam in Education:
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♦ Useful knowledge is necessary for the benefit of the self
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. and of humanity.
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♦ A truly Islamic government is required to provide all
means to promote adequate education for its citizens,
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to the best of Its ability.
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III. PHILIPPINE EDUCATIONAL SYSTEM FO
Education during the Pre-Soanish Period
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a inadequate.
Education during the Amartean Period .
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♦- to devetopmoral character, personal discipline, ciyk
' conscience, and vocational efficiency
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♦ to teach the duties of citizenship
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♦ to continue the promotion of democratic ideals and wa;
of life.
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Content- Character education and citizenship training.
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♦ Education under the Commonwealth helps prepare fo
the coming independence of a new Filipino nation.
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Education Purina the Japanese Era (1943-45)
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Alms:
To strive for the diffusion of the Japanese language in the Philippine:
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health/vocational education
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a) Increased in time allotment
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b) YDTand CAT introduced as new courses
c) Elective offerings as part of the curriculum
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♦ Made education relevant to the needs of the changing
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world
♦ Bilingual Education Policy - use of English and Filipino
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as media of instruction in specific learning areas
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Aims of education in the Philippines based on the 1973 Constitution:
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♦ Foster love of country;
■ teach the duties of citizenship; and
♦ develop moral character, self-discipline, and scientific,
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are:
- Emphasis on mastery learning; Focused on fewer
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learning areas
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*
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fo u n d a tio n s o f E d u c a tio n
- Student-centered
- Cognitive-affective manipulative based curriculum
- Values education offered asseparate subject area
- Emphasis on Science and Technology
- Bilingual policy
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- Entyhasls on Critical linking
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♦ The Congressional Commission on Education (EDCOM),
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In Its report In 1991, recommended the following:
a) trifocalizatfon of DECSInto the Department of
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Education (DepEd), Technical Education and Skills
DevelopmentAuthority (TESDA), and Commission
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on Higher Education (CHED);
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b) establishment ofTeacher Education Council and
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Centers of Excellence;
c) professlonaBzation of teachers; and
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work for:
- school head empowerment by strengthening their
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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
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and Grade 12/Yfear 6 by SY 2017-2018;
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* the phased implementation of the new curriculum will
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be finished by the SY 2017-2018
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IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS
OF EDUCATION
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Sociology
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• The science of man and society
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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- -
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ation of the group; an agency which makes student learns how to
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value oneself and eventually others; an agency organized by society
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for the basic function of teaching and learning.
c) Church
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d) Mess media
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Institutional Group Agencies for Education
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Three (3) very important groups that serve as agencies for learning:
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1. Family
• smallest social institution
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- the passing on of group's custom, beliefs and tra
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ditions from one generation to the next generation
b) Acculturation
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- teaming other culture; the passing of customs, be-
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liefs and tradition through interaction/reading/inter
marriages, etc.
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» Values and attitudes formation are easily transmitted through
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lessons provided by the teachers.
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» Culture can be transmitted through field trips, experiential learn
ing, experimentation, group dynamics, cooperative learning,
peer learning, rote playing and dramatization.
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dents.
■* Changes which are mostly attempts to modernization are being.
discussed in the school.
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F o u n d atio n s o f E d u c atio n
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Education from the Church (through the bible):
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* History
Ex: Persia (now Iran), Mesopotamia (now Iraq)
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Prophecies
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Ex: Earthquake, Famine, Calamities
s Divine Values
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Ex: Love, Hope, Faith, Wisdom
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Sociology of Education FO
- provides a study of the relationships between society and the educational
processes which contribute to the analysis aid solution to problems con
fronting the educational system.
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■ science that studies the origin and development of man, his work and
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Culture
• The shared products of human learning, the set of learned behaviors, be
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society or population
.■ The complex whole which includes knowledge, beliefs, arts, laws, morals,
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P ro fessio n al Ed ucatio n
Characteristics.of Culture:
CULTURE is
• Transferable • Dynamic ■ Learned
■ Continuous • Shared • Universal
■ Symbolic ■ Adaptive ■ Borrowed
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Elements of Culture
• Language - an abstract system of word meanings and symbols for aU as
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pects of culture; the foundation of culture; verbal and nonverbal
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• Norms - are established standards of behavior maintained by a society; it
must be shared and understood
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• Sanctions-penalties or rewards for conduct concerning social norms
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a) positive sanctions- pay, promotion, medals, word of gratitude
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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.
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Change
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Forms of Change:
a) Cultural change - refers to aUalteration affecting new bait or trait
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ment
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arts,ete. •
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Anthrooolooical-Sociolooical Implications to Education:
• The curricular program of all learning institutions should be examined by
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the Commission on Higher Education (O fD ) and the Department of Edu
cation (DepEd) so that those w ill be responsive to the needs of the society.
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• Parents should be involved In the school projects and activities, and in en-
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culturatlon and socialization processes.
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SOCIAL CONCEPTS:
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1. Values
■ generally considered as something - a principle, quality, actor entity - that
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is intrinsically desirable
2. Justice
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■ giving others what is due to them; rendering to every man that exact mea
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■ 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
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■ 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
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sequent awareness of the penally for falure to do so.
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4. Ethics/Moral law
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. Ethics Is based on one's station in life: to each station corresponds a certain
behavior according to which a person must five.
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THEORIES OF ETHICS:
1) Coosequentiaflsm - claims that the morality of an action is deter
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mined by its consequences
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a) Hedonism - views that only pleasure is good as an end;
pleasure is the highest good
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way
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F o u n d atio n s o f E d u catio n
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relative to its wants
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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
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letter of your choice in your answer sheet.
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1. The Department of Education gives greater emphasis on the development of basic
skils. What is the philosophical basis for this?
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Essentiallsm C, Perennialism
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a. Existentialism 0. Pragmatism
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The correct answer Is A-Essentialism which focuses on basic skills and knowledge.
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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. •
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AH classroom activities revolve around the said premise. What theory underlies
this?
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A-Essentialism C. ProgressMsm
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^B/Existentialism D. Realism
The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option
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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
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tradition?
k Buddhism , C. Hinduism
( g ) Confucianism D. Islam
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4. In order to make Roman education truly utilitarian, how should the day-to-day
lessons be taught?
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A. Taught in the students' native dialect
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B. Taught interestingly through the play way method
C. Related and linked to the events happening in everyday life
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D. Practiced at home under the guidanceof their respective parents
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The correct answer is C. Utilitarian education focuses on the usefulness of the |
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lessons to the daily life of the students. Options A, B, and D do not adhere to |
utilitarian education. I
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Chinese C. Orientals
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(O G ree ks D. Romans
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The correct answer is D-Greeks. They focus on military training. Option A-Chinese
focuses on the preservation of culture. Option C-Otlentals focus on preservation of
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A. Realism
B. Pragmatism D. Existentialism
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‘ 8. Followers of Christ. D. Roman education
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9; The progressivists emphasized the individuality of the child. What Is the concern
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of the reconstructionists? .
A. Experiential learning (_Qy Social problem
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B. Socialization 0. Values Education
10. One of the following quotations does not conform to the Christian doctrine of Edu
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cation for Humanitarianism.Which one is it?
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A. Do unto others as you would like others do unto you.
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B. Love thy neighbor as thyself.
(fTp>Not on bread atone is man to live but on every utterance that comes from the
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mouth of God.
0. Whatever good things we do to our poor, helpless brothers, we do it for God.
11. Scouting and Citizen's ArmyTraining (CAT) give training in character-building, citi
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zenship training, etc. which leads to the creation of a new social order and a new
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A. Existentialism C. Progressivism
B. Perennialism . D. Social reconstructionisni
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A. Essentiallsm C. Realism
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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.
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C. The right to a living wage involves fte duty ofthe school administrators
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to give the salary agreed upon and the duty of the teachers to give a fair
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amount of woric •
0. The right to life of chidren and to be given respect of such right.
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15. Why should a teacher take the obligation upon himself to study and understand the
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custom and traditions of the community where he worths?
A. To change the culture of the community.
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(B ) To have a sympathetic attitude for the people of the community.
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C. To identify the weaknesses of the culture of the community.
D. To please the people of the community.
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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? -
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Acculturation C. Indoctrination
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Enculturation 0. Observation
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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
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18. Which program in the educational system seems to be aligned to the Christian
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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
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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
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order to pass.
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C. Pass the student. That will be of use to her, the student, and his parents.
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( d) Pass the student Why suffer the threat?
20. Which philosophy approves of a teacher who lectures most of the time and
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requires his students to memorize the rules of grammar?
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A. Existentialism C. Pragmatism
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( if ) Idealism D .. Realism
21. In a study conducted, the pupils were asked which nationality they would prefer if
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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?
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22. Which subject in the elementary and Ifcewise in the secondary schools are similar
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B; MAPE/PEHMS ( 6 } THE/TLE
23. Which of the following school practices Is NOTbased on Social Reconstructionism?
A. Establishment of SOF
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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
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<5? Vocational and health education
25. According to reconstructionism, the goal of education is to bring about a new
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social order. Which practice best manifests this view?
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A. The class conducts scientific experiments to discover or verify concepts.
B. The class discusses role models and their impact on society.
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C. The class is allowed to engage in divergent thinking.
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Q . The class undertakes well-planned projects inthe community.
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FO
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D ire ction s: Enhance your test taking skis by answering the items below. Write only
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the tetter of the best answer.
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1. Teacher D, aValues. Education teacher emphasizes ethics in almost all her lessons.
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Which of the following emphasizes the same?
A. Liberal Education C. Religious Training
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8. Moral Education D. Social Education
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2. Which reform In the Philippine Educational System advocates the use of English
and Filipino as media of instruction in specific learning areas?
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A. Alternative Learning FO C. K-12 Program
B. Bilingual Education D. Multilingual Education
3. Activities planned by school clubs/organizations show school-community connec
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A. Essentlalism (J p Progressivism
B. Existentialism [). Social reconstructionism
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C. The teacher has students whose parents want their children to obtain higher
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Fo u n d atio n s o f Ed ucation.
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movie.
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D. WhenTeacher Eva asked her Grade II students in what country they wish to
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five, most of them chose United States.
7. A teacher who believes in the progressfvist theory of education would embrace cer
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tain reforms on methodology. Which reform would be consistent with ftis theory?
A Active participation of the learners
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B. Formal instructional pattern
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C. Strict external discipline FO
D. Teacher domination of class activities
8. What philosophy of education advocates that the curriculum should only include
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B. Idealism D. Pragmatism
9. Which of the following is NOT a function of the school?
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E \ The establishment of at least one primary school for boys and girts in each
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municipality
,C. The hiring of tribal tutors to teach children
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12. Which of the foflowing is the aim of our education during the Commonwealth period?
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A. Designed after Japanese education
(a)
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Patterned after the American curriculum
(T Predominantly religious
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0. Purely natkmafetic and democratic
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13. Which of the following: is NOT a reason why the basic education curriculum has
tm i restructured?
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(^AA To become globally competitive during this industriafage
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BT To be relevant and responsive to a rapidly changing work)
C. To empower the Filipino learners for self-development throughout their life
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A. Nationalism C. Pragmatism
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6. Naturalism 0. Socialism
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15. Whoamong the following believes that teaming requires disciplined attention, regular
homework, and respect for legitimate authority?
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A. Essendalist C. Realist
B. Progressivist D. Reconstructionist
16. Which of the following is the main function of the philosophy of education?
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C. Define the goals & set the direction for which education is to strive
D.. Aid the learner to build his own personal philosophy
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
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18. Which curricular move served to strengthen spiritual and ethical values?
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A Integration of creative thinking in all subject
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( if Introduction of Values Education as a separate subject area
C. Reducing the number of subject areas into skills subject
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Re-Introducing Science as a subject in Grade 1
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19/The greatest happiness lies in the contemplative use of mind”, said Plato. Which
of the following activities adheres to this?
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A Cooperative learning ^ FO 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
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and so teaches you the skill to cope with the changes. Which in his governing
philosophy? ~ .
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jJ Experimentalism C. Idealism
( f t Existentialism D. Realism
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21/Teacher Mica says: “If it is billiard that brings students out of the classroom, let us
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bring it into the classroom. Perhaps, I can use it to teach Math.’ Towhich philosophy
does Teacher Mica adhere?
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A Essentfalism. C. Progressivism
B. Idealism D. Reconstructionism
22. Which of the following should be done to build a sense of pride among Filipino
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youth?
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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
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d? Providing learners opportunities to apply theories and principles
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D. RequMng learners futlmasteiy of the lesson
24. Which philosophy influenced the cultivation of reflective & meditative skits in
.C
teaching?
M
A. Confucianism C. Taoism
B. Existentialism Zen Buddhism
U
25. Which of the following situation manifests a balance between teachers responsi
R
bility and accountability? FO
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.
KS
D. She teaches as well as entertains tire students with her personal stories.
O
O
FB
PD
T
SI
VI
PNU L E T Reviewer 23
C h ild a n d A d o lesce n t D evelopm ent
Child
M
and Adolescent
O
.C
M
Development
U
R
FO
Prepared by:
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn
KS
O
Competency:
O
FB
psychological dimensions
VI
PNU L E T Reviewer
P ro fe s sio n a l E d u catio n
A. Basic Concepts
M
> Growth
O
' • Pertains to the physicalchange and increase in size
• Can be measured quantitatively
.C
• Indicators of growth are height weight, bone size and dentition
M
• The growth rate is rapid during the
a. Prenatal
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b. Neonatal
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c. Infancy FO
d. Adolescence
• Slows during childhood
• Minimal during adulthood
KS
> Development
• Involves Increase In the complexity of function and skill progression
O
> 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
T
> Heredity
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> 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
M
> EthologicalTheory s€ - ^
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• Views development In terms of evolutionary concepts ^ v H v v r-e *.
.C
> Attachment
■ Refers to the emotional bond to another person
M
• Lasting psychological connectedness between human beings ' . —
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• An innate human survfvai mechanism
R
• A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker)
FO
2. Provides the young child with security as base from which to explore
the world
KS
. ■ 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
M
not have an active rote influences what s/he experiences in an immediate context
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-The Macrosystem- involves the culture in which individuals live
• Culture refers to the behavior patterns, beliefs and ail other products of a
.C
group of people that are passed on from generation to generation.
M
-The Chronosystem- the patterning of environmental events and transitions over one's
U
R
FO 0?a
THEORIES
B l« c 4 V r> !
1. Freud’s Psychosexual Development Theory
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Phallic 4to6y/o
Maior conflict: Oedpus and Electra Complex
SI
M
Self control w/o loss of
Autonomyvs. GomptAira, s k restraint •
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Early 1>4to 3 self-esteem
Shame and or compliance
Childhood .y/o Abity to cooperate and
.C
Doubt WHuhtss and defiance
express oneself
Lackof self-confidence
M
Learnsto become
Pessimism, fear of
Late assertive
U
3 to 5 y/o Initiative vs. Guilt wrongdoing
Childhood AbWyto evaluate one's
Over-control and over-re
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own behavior
FO striction
Learns to create, develop
and manipulate Lossof hope, sense of
Developssense of com beingmedocre
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Age y/o Inferiority who support, reward Thom who Ignore, rebuff,
and praise children are deride ttieir effort are
O
encesroie confusion or a
their perception of self,
"negative Identity".
identity develops.
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
M
ability to share witfi and results to a feeling of
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care for others. Isolation
.C
Self-Indulgence, self-
25-65 Generatfvity vs. Creativity, productivity,
Adulthood concern, lack of interests
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y/o Stagnation concern for others
and commitments
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Acceptance of worth
65- y/o to Integrity vs. and uniqueness of one's Sense of loss, contempt
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Maturity
death Despair own life
FO for others
.......... Acceptance of death
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DEVELO PM EN TAL
DEVELOPM ENTAL TASK
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STAGE
• Eat solid foods
FB
• Walk
• Talk
PD
science
SI
M
• Develop concepts necessary for everyday living
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• Formulate a conscience based on a value system
.C
• Achieve personal independence
• Develop attitudes toward social arouos and institutions
M
1 1A '^ • Establish more mature relationships with same-age indi
A* viduals of both sexes
U
• Achieve a masculine or feminine social role
R
• Accept own bodyFO
/
■ Establish emotional independence from parents
Adolescence
• Achieve assurance or economic independence
KS
■ Select a partner
FB
M
• Develop affiliation with one's age group
• Meet civic and social responsibilities
O
■ Establish satisfactory living arraraements
.C
4. Sullivan’s Interpersonal Model of Personality Development
M
U
1 STAGE AGE DESCRIPTIO N
Infant learns to rely on caregivers to meet needs
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Infancy Birth toteyrs
Sdesbes.
FO
Child begins toJeattL and.to detayjmmediate
Childhood 1 fcto6yrs
gratification of needs & desires
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functional
Stage 1: Use of
VI
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
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Uses mental imagery to understand the envi
Stage 6: Invention
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18-24m onlhs ronment
of new means
.C
Uses fantasy
fcoinSi'n Emerging ability to think
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*Children use symbolism (images and
B. Preoperational 2 -7 years
language) to represent and understand
U
various aspects of environment
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Pre-conceptual • Thinking tends to be egocentric
2 -4 years FO
staae Exhibits use of symbolism
Unable to break down a whole into separate
4 -7 years
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here-and-now
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7-11 years
Operations
the everyday world
*Able to solve concrete (hands-on) prob
PD
D. Formal Opera
11 + years *Becomes more scientific in thinking
SI
.. .: ,.v - - ■ soning
M
Stage 1: Punishment and A dead is perceived as ‘wrong" if one is punished;
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Obedience Orientation the activity is right If one is not punished.
-Right* is defined'as that which is acceptable to
.C
Stage 2: Instrumental-Rela-
and approved by the self.
. tfvist Orientation
M
When actions satisfy one's needs, they are' right
Cordial Interpersonal relationships an
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Level il: Conventional
maintained.
R
(9-13 years) Approval of others is sought through one’s acfion
Stage 3: Interpersonal
FO
Authority is respected.
Concordance
Individual feels "duty bound" to maintain socil
KS
Orientation
The person understands the principles of huma
Stage 6: Universal Ethics
PD
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
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Fe8ls responsible for others'
Self-sacrifice Is independent
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May use quilt to manipulate others when attempting to help
.C
Decision based on intentions are) consequences, nrt on others’
Transition 2: From
responses.
Goodness to Truth
M
Considers needs of self and others -
U
Wants to help others while being responsible to self
Sees self and others as morally equal
R
Assumes responsMes for own decisions
FO
II. Morality of Basic tenet to hurt no one Including self
Nonviolence Conflict between selfishness and selflessness
KS
M
Stage 5: Conjunctive Integrates others perspectives about faith
Adult
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Faith into own definition of truth
Stage 6:Universalizing
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Adult Makes concept ofT
Faith
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Principles of Growth and Development
U
R
1. Nature aid Nurture FO
■ Development is Influenced by both heredltyfnature) and environment
(nurture).
• The nature (heredity) is responsible for many of our physical characteristics
KS
such as hair, and eye color, facial features and to some extent the height
and weight
O
new skills become the basis for further achievement and mastery of skills.
• Most children follow a similar pattern.
PD
• Also, one stage of development lays the foundation for the next stage of
development
3. Development proceeds from the head downward.
T
• According to this principle, the child.gains control of the head first, then the
arms and then the legs.
4. Development proceeds from the center of the body outward. . .
■ This is the principle of proximodistal development that also describes the*
• direction of development.
• 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
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development.
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. ■ The biological changes occur in sequential order and give children new.
abilities, Changes in the brain and nervous system account largely for
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maturation.
M
6. Development proceeds from the simple (concrete) to the more complex.
• Children use their cognitive and language skills to reason and solve prob
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lems. For example, learning relationships between things (how things are
R
similar) or classification, is an Important ability in cognitive development.
FO
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.
KS
■ The Infant's first motor movements are very generalized, undirected and
reflexive, waving arms or kicking before being airte to reach or creep toward
O
an object
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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.
T
SI
VI
M
important period ofallfnthe fife span of a person. This person begins at conception and
ends at birth and approximately 270 to 280 days in length or nine calendar months.
O
.C
Prenatal period is divided into three majorphases.
a. Germinal Stage (fertilfeation to 2 weeks)
M
• This is also known asthe period of the zygote.
U
• Zygote refers to thenewly formed ceB after the union of the egg ceil and the
R
sperm cell, a process which is also known as fertilization.
FO
• (M dMtion begins in a lime no longer than 36 hours after fertilization,
• Subsequently, for 3 to 4 days the zygote from the oviduct travels down to
the faHopian tube and then tothe uterus where the Implantation begins.
KS
uterus.
FB
lower) and the digestive sy^Bm have been laid on the 8* week
• The 1 H inches long embryo, weighing one-tenth to one-fifteenth ofan
ounce, develops at the end of the first month
T
• This period is considered as the most critical period for the reason thathe
SI
M
body.
O
• The fetus can now kick and can manipulate its extremities (upper and tower)
.C
and can open Its mouth, frown, and turn its head, as welt as take a few
'breaths' by the end of the third month.
M
• By the end of the fifth month, the fetus Is one foot long and weighs a pound.
U
• At the end of the sixth month, the fetus'eyelids can be opened; it develops
grasps and more than enough taste buds.
R
• The fetus weighs two pounds and its all organ systems have become func
FO
tional at the end of the seventh month.
• During the eighth and ninth month, the fetus becomes round and heavy and
KS
Infancy is the transition period intervening between birth and two weeks of life and
O
umbilical cord has been cut and tied; and the b) period of the neonate or
from the cutting and tying of the umbilical cord to the end of the second
T
M
having organs of elimination under partial control, achieving reasonable
O
psychological stability especially in hunger rhythm and sleep, relating emo
tionally to parents and siblings, and learning the foundations of speech
.C
• Babyhood skills fall under two categories: hand skills and leg skills.
M
■ Crying, cooing, babbling, gesturing and emotional expressions are exam
ples of prespeech forms of communication.
U
• Common emotional patterns involve anger, fear, curiosity, joy and affection.
R
■ Babies are also capable of establishing or forming friendships.
FO
• Considered non-moral due to their lack of a scale of values and conscience
and they demonstrate obedience to rules without question
KS
that allow him to explore and do things to satisfy his curiosity and acquisi-
flon of adequate vocabulary to communicate his thoughts and feelings with
PD
- animism and transductive reasoning; and (b) intuitive period (4-6 years)
SI
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
M
interfere with the acquisition of the new ones. •
O
• Because speech development advances rapidly this time, as seen in the
.C
Improvement in comprehension as well as in the different speech skills,
talking to young children w ill leave a strong impact.
M
• The concept of morality emerge as a result of interactions with adults and
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peers.
• Other common interests include interest in religion, in the human body, in
R
self, in sex and in clothes. FO
5. Late Childhood Stage (six to ten or twelve years of life)
KS
Late childhood is the period for learning the basic skills in life.
• It coincides with the child's elementary school years, entering Grade 1 atsix
years and graduating at age 12.
O
• Names used to describe the stage are: troublesome age, sloppy age, quar
O
and organized games; teaming to get along with age-mates and members
of his family and community; learning fundamental skills in reading, writing
SI
M
the child the values of respect for others and set themselves as examples
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or models.
• Most children develop moral codes influenced by moral standards of the
.C
groups with which they are identified, and a conscience which guides their
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behaviour in a place of the external controls needed when they were younger.
• It is also necessary for parents and teachers to understand the child's think
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ing and to facilitate his intellectual growth and development
R
• Healthy relationships with himself and others could be brought about by the
FO
child's understanding of his emotions and his ability to express his emo
tions, as well.
KS
Derived from the Latin word pubertas which means age of manhood
O
• The word growth spurt refers to the rapid acceleration in height and weight
that marta the beginning of adolescence.
FB
. • Manifested in both internal and external changes in Ihe body with both the
SI
• Primary sex characteristics .include the menarcfie for the girls or the first
menstrual flov/and the nocturnal emissions for the boys. '
• Secondary sex characteristics on the other, hand include the physical fea
tures which distinguish males from females and may be Ihe source of ap
peal among the members of the opposite sex.
• 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
M
characteristics become wet developed and the sex organs begin to func
tion in a mature manner.
O
• The onset of puberty has an important implication in the personality de
.C
velopment of the Individual.
• A critical period for the development of positive attitudes towards one's
M
body and oneself in general
U
7. Adolescence Stage (thirteen or fourteen to eighteen years of life)
R
Adolescence is the age when the Individual becomes integrated into society of adults;
FO
the age when the child no longer feels that he Is below the level of his elders but.equal,
at feast in rights.
KS
years, and late adolescence covers the period then u n i eighteen, the age
O
of legal maturity.
FB
tance.
• Relationships between adolescents and members of their families tend to
deteriorate in early adolescence though these relationships often improve
as adolescence grows te dose, especially among adolescent girls and their
family members
■ 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
M
O
.C
I. Adulthood Stage (twenty to sixty-five years of life)
■ The need for love and intimacy are met in adult life, becomes more fulfilling
M
in marriage, with the involvement of commitment
U
• The need for generality ®through achievement
• Bum out and alienation become a problem with work.
R
• Moral development possesses responsibility for the welfare of others.
FO
■ Changes In the primary senses and the organ reserve decline upon growing
older.
KS
• Menopause for women and climacteric for men signify the decline of sex
and reproduction.
O
■ Composed of individuals at and over the age of 65, most of whom have
FB
• While there is a gradual decline of cognition in older life, older people see
art and nature in a deeper, more appreciative way.
T
M
letter of your choice in your answer sheet. •
O
.C
1. Dr. Escoto, the schoolphysician conducted a physical examination in Ms. Manuel’s
class. What concept best describes the quantitative increase observed by Dr. Es
M
coto among the learners in terms of height and weight?
A. Development C. Learning
U
6. Growth D. Maturation
R
Analysis:
FO
Option A Is not the correct answer because development refers to the systematic
and orderly changes in organisms' experiences
KS
Option B: The best answer because ft refers to the quantitative changes or the
observable changes in humans
O
teaching differentsubjects.
D. An elementary grader has learned to play piano.
VI
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
M
3. Which statements below best describesdevelopment? .
O
A. A high school student’s height increased from 5'2" to 5'4"
.C
B. A high school student's change in weight from 110 lbs. to 125 lbs
C. A student had learned to operate the computer.
M
D . Aa sajoenrs --«-------- a* jor
--I--*»—enlargement fcXWIma
nips____
U
Analysis:
R
Options A and B: Both options cannot be considered because these refer to the
FO
quantitative and continuous changes from birth to maturity
Option C: is the correct answer because development is the process in the life of a
human being by which the individual's potentialities unfold and appear .
KS
4. What concept can best describes Francisco's ability to walk without a support at
O
age of 12 months because of the “internal ripening'' that occurred in his muscles,
FB
B. Growth D. Maturation____________________
Analysis:
Option A: This is refers to the qualitative increase in human functioning through the
T
lifespan
SI
Option B: is not a correct answer because it refers to the easilymeasurable and some
times obvious features of human beings
VI
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
M
Analysis:
O
Option A: Not a best option because this pertains to the continuous qualities that
occurred in our advancement from birth to maturity
.C
Option B: Is not a correct answer because this refers primarily to the physical changes
M
such as increase In height weight and size
Option C: An Incorrect option because learning refers to the change In behavior as a
U
result of some form of experience
R
Option D: This Is the best option because maturation refers to the state of the body
FO
and its readiness for behavior.
6. Manuel, a five-year old boy can hold his pen and write his name with his right
KS
B. Growth D. Maturation
7. Which of the following theory can help Miss Samson determine the readiness of
O
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?
T
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
M
D. Early development is less critical than. late development
O
11. Which stage of the psychosexual theory does young boys experience rivalry wilh
their father for their mother’s attention and affection?
.C
A. Oral C. Phallic
M
B. Anal 0. Latency
12. .Angela focuses her attention on the school work and vigorous play that consume
U
most of her physical energy. Which stage of psychosexual theory Illustrates her
R
behavior? FO
A. Oral C. Phallic.
B. Anal D. Latency
13. Which of the following Is likely to be developed If infants are shown genuine af-
KS
fectlon?
Trust C. Initiative.
O
B. Autonomy 6. Industry
O
14. Christian develops an Integral and coherent sense of self. Heseeks answers to the
FB
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
T
explains this?
A. Sensorimotor C. Concrete operation
SI
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.
M
C. Give him challenging activities that are appropriate to his ability level and
O
interests.
D. AHow him to spend longer at the playground u ni he gets tired.
.C
18. Marivic gets jealous whenever she sees her father showing love and affection to
M
her mother. Which of the following is she showing according to Freud?
A. Complex C. Electra Complex
U
8. Phallic (Ip)' Oedipus complex
R
19. In Piaget’s Theory of Cognitive Development, which of the following statements
FO
would illustrate Edward who is 11 years old?
A. Able to see relationships and to reason In the abstract.
KS
20. Violeta goes with her mother in school. She enjoys the workplace of her mother.
O
A. Microsysytem C. Exosystem
B. Mesosystem D. Macrosystem
PD
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?
T
( 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
M
new skills such as putting the same shapes and the same colors together? •
O
Development .C. Zone of Proximal Development
.C
Maturation D. Learning
24. Which of the following principles can be the basis of the growing realization of the
M
significance of the early childhood education?
A. Hie young children are capable of doing many things at an early stage.
U
H & . The child should be seen and should learn.
R
The first five years of life are the formative years of the child.
FO
D. Early childhood experiences can be interesting and challenging.
25. Which of the following learner's characteristics will affect most of the learners
KS
D irections: Enhance your test taking skills by answering the Items betow. Write only
M
the letter of the best answer.
O
1. Which of the following is true about human development?
.C
A. Human development considers both maturation and learning.
B. Development refers to the progressive series of changes of an orderly coherent
M
type toward tie goal of maturity.
U
C. Development is the gradual and orderly unfolding of the characteristics of the
individuals as they go through the successive stages of growth.
R
D. Alloftheabove. FO
2. What do you call the quantitative increase in terms of height and weight as ob
served by the school physician during the physical examination of the students?
KS
A. Development C. Learning
B. Growth ' D. Maturation
O
interested with?
FB
B. Anal stage, oral stage, phallic stage, latency stage, genital stage
SI
C. Oral stage, anal stage, genital stage, latency stage, phallic stage
. D. Anal stage oral stage, genital stage, latency stage, phallic stage
VI
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
M
7. Alyssa is eight years old, and although she understands some logical principles;
she still has troubles in understanding hypothetical concepts. According to Piaget,
O
Alyssa belongs to what particular stage of cognitive development?
.C
A. Sensorimotor C. Concrete operational
B. Preoperational D. Formal operational
M
8. Which of the following provides the best broad description of the relationship
U
between heredity and environment in determining height?
Heredity is the primary influence, with environment affecting development
R
only in severe situ ate . FO
B. Heredity and environment contribute equally to development.
C. Environment is the major influence on physical characteristics.
KS
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
PD
development?
Object permanence C. Mental combinations
a Deferred imitation . D. Goal-directed behaviour
T
11. Which of the following will be Freud's description of the child's behaviour if he has
SI
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
M
can marry her father, Freud believes that he is voicing a fantasy consistent with?'
O
A. Oedipus complex C. Theory of the mind
.C
B. Electra complex D: Crisis of initiative vs. Guilt
14. Which of the following can best describe the preschooler's readiness to leam new
M
flasks and play activities?
(ft) Emerging competency and self-awareness
U
B. Theory of the Mind
R
C. Relationship with parents FO
D. Growing identification with others
. 15. Erikson noted that when the preschoolers eagerly begin- many new activities but
KS
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
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16. What stage of Piaget's Cognitive Development does a person belong to when he
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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
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17. What is the best explanation of Piaget's concrete operational thought to describe
the school-age child's mental ability?
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A. Achild can reason logically about things and events he or she perceives.
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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
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^at which level of moral reasoning? •
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( \ ) Pre-conventional Stage One C. Conventional
’"Tf. Pre-conventional Stage Two D. Post-conventional
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20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers.
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Her teacher wants to help Joy increase her self-esteem and social acceptance.
What can Joy's teacher suggest to her parents?
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A. Transfer her to a different school
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B. Help their daughter improve her motor skills
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C. Help their daughter learn to accept more responsibility for her academic
failures
D. Help their daughter improve her skills in relating to peers
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rfD Rapid physical growth and sexual maturation that ends childhood
H i Stage when adolescents establish identities separate from their parents
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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
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C. Kid her about her appearance in the hope that she will see how silly she Is
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acting.
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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.
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C. She had less confidence in her abilities.
(0 ^ She is more capable of reasoning hypothetically.
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24. According to Erikson, what is the primary task of adolescent?
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A. To establish trust
<3^ To search for his identity
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C. To be more intimate with others
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0. To establish Integrity
25. What is the main source of emotional support for most young people who are
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establishing independence from their parents?
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A. Older adolescents of the opposite sex
B. Older sibling
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C. Teachers .
D. Peer groups
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Principles
and Theories
M
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o f Learning
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and Motivation
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R
FO
Prepared by:
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P ro f. M ari villa Lydia B . A ggarao and D r. B e ttin a Phiiom ena M . Sed illa
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• Competencies:
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I. LEARNING
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Learning
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- involves the acquisition of new elements of knowledge, skills, beliefs and specific
behavior, may mean one or more of all these things:
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- the act of gaining knowledge (to learn something), the knowledge gained by virtue
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of that act (that which is known) the process of gaining knowledge (teaming how).
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Banner and Cannon, 1997
- It is an ongoing process of continued adaptation to our environment, assimilation of
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new information and accommodation of new Input to fit prior knowledge.
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Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how
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Principles of Learning
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A. Behavioral/Learning Theory
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O
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FO
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O
O
FB
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iological response.
■* Neutral stimuli - stimuli that does not elicit a response.
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2) Edward Lee Thorndike's Connectionism
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• Connectionism means learning by selecting and connecting
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Connectionism - puts more emphasis on the organism not limiting
himself to the association between the stimulus and the response .
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Thorndike Theory of Learning
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1. Law of Readiness - this law states that an individual Will team when
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she is ready to do so. FO
2. Law of Exercise -this law states that a connection is strengthened or
weakened depaidbtg on the number of times it occws and in propor
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M
♦ Non-verbal
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♦ Activity
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♦ Token
♦ Consumable
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Formula for reinforcement:
a) Prompt
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b) Response
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c) Reinforcement
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4) Albert Bandura's Social / Observational Learning Theory
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M
retains ability to perform the modeled behavior, there will be
no overt performance unless conditions are.favorable
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B. Cognitive Theories and Metacognition
- Main focus is on memory (the storage and retrieval of information)
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- Prefer to concentrate on analyzing cognitive processes
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- Believe in the non-observable behavior
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1) David Ausubel's Meaningful Reception Theory
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■* Meaningful learning occurs when new experiences are related to
what a learner already knows.
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♦ discovery teaming
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Learning Learning
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problem
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• An approach to instruction through which students interact
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with their environment by exploring and manipulating objects,
wrestling with questions and controversies or performing exper
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iments. The idea Is that students are more likely to remember
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concepts they discover on their own.
» Calls his view of learning "instwimntal conceptualism"
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FO
3) Wolfgang Kohler's Insight Leaning/Problem - Solving Theory
Insight - the capacity to discern the true nature of situation
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Theory
The Individual learns when the human mind takes In Information (en
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latertime.
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permanent
- Minutes to lifetime
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- Information on The LTM, If not rehearsed, can be for
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gotten through
- Trace decay structure of LTM > episodic, semantic
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Forgetting
The inability to recall (something previously known) to the mind
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Causes of Forgetting
FO
a) Retrieval Failure- forgetting is due to inability to recall the
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information.
b) Decay Theory - Information stored In LTM gradually fades
when it is not used.
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or experienced.
Interference - the act or an instance of hindering, obstructing or
impeding.
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material.
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on the board) • . *
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b) Vertical transfer - occurs when Ihe individual.Is able to
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learn more advanced/complex skills (e.g. being able to add
and multiply; being able to read and write)
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c) Specific Transfer - when a specific skill, fact or rule is
appted to a similar situation.
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d) General Transfer - applying principles previously leaned to
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dissimilar situations. FO
5) Robert Gagne's Cumulative Learning - any task or skill can be bro
ken down to simpler skills which can still be further broken down to
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Hierarchy of Learning
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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
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. 3. Recall Prior Knowledge
. « 4. Present Material • '
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5. Provide Guided Learning
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6. Elicit Performance
7. Provide Feedback
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8. AssessPerformance
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9. Enhance Retention and Transfer
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6) Howard Gardner's Multiple Intelligences
FO
Intelligence - refers to general mental ability of a person
- capacity to resolve problems or to fashion
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2. Logical/mathematical- ana
- Ability to detect patters, Scientists,
lyzes problems logically, carry out
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dancers
to solve and convey ideas. bodily movements.
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5. Spatial - recognize and use.
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patters of wide space and more
confined areas.
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Educators,
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- Capacity to understand sales
6. Interpersonal-working effec the intentions, moti people,
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tively with others FO vations and desires of religious
other people. counselors,
politicians
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- Capacity to understand
7. Intrapersonal - working effec oneself, appreciate
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Individual.
■» Life space concept - draw accurate conclusions tiy observ
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Envtronmental Contexts: Malor Levels
1. Microsystem - Innermost level -contains the structure that has direct
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contact with child
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2. Mesosystem - connections between the structures of the child's
microsystem
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3. Exosystem - 3rd level- social system which indirectly affects the
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child FO
4. Macrosystem - outermost level in which all other symtems are
embedded such as values, customs, laws, beliefs and resources da
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culture/society
5. Chronosystem - this system includes changes or consistencies inj
person's lifespan.
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will not have the tools to explore other parts of his environment resutig
to behavioral deficiencies.
Learning tends to regress / stow down when the environment oftie .
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encounters.
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Davitl Kolb’s Learning Styles ’
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Learning Styles - are tools utilized by learners to cope and adjust to
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the learning environment
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I Learning Stylus Educational Im plications
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1. Convergers-rely on abstract conceptualiz
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ing and experimenting Teacher should provide
• they like to find specific, concrete an
FO learning tasks that have
swers and move quickly to solution specific answers like num
• unemotional, since they prefer to deal bers and figures/units.
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46 jPNU L E T Reviewer
Professional E d u catio n
Types of Learners
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1. Auditory teamens - prefer to - Lecturing is the teaching approach
team by listening/auditory per that works best for them.
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ceptual channel. - Songs/poems are useful and effec
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tive learning tools.
- Reading/responding to visual cues,
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1. Visual learners - prefer print
materials/visual perceptual such as the chalkboard or transpar
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channel encies
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- Textbooks and pictures are useful
FOand effective learning tools..
3. Tactile learners - like to ma - Hands-on or laboratory methods of
teaming are most appropriate for
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examples.
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II. MOTIVATION • •
Motivation ^
- An internal state or condition (sometimes described as a need, desire or want) that
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serves to activate or energize behavior and give it direction.
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Two Kinds of Motivation:
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1. Extrinsic Motivation
- when students work hard to win their parents' favour, gain teachers'
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praise or earn high grades; their reasons for work and study lie primarily
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outside themselves.
- is fuelled by the anticipation and expectation of some kind of payoff from
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an external source FO
2. Intrinsic Motivation
- when students study because they enjoy the subject and desire to learn’
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it, irrespective of the praise won or grades earned; the reasons for learn
ing reside primarily inside themselves
- Fuelled by one's own goal or ambitions
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Principles of Motivation
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rewards.
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Theories of Motivation
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■ Drives most typically have been considered to involve physiological survival
needs; hunger, thirst, sleep, pain, sex.
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• A drive results from the activation of a need
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■ Need - a physiological deficiency that creates condition of disequilibrium
in the body ~
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2. Self-Efficacy (Albert Bandura)
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Self - efficacy - it is the belief that one has capabilities to execute the courses
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of actions required to manage prospective situations. Unlike efficacy, which
is the power to produce an effect (in essence competence) self - efficacy
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is the belief (whether or not accurate) that one has Ihe power to produce
that effect
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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
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wins and successes In matches to things like - luck, health, effort, mood,
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strengths and weaknesses of his/her opponents, climate, his/her fans etc.
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TECHNIQUES IN MOTIVATING LEARNERS -
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Challenge them - offer student’s opportunities to undertake real challenges.
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Encourage them to take intellectual risks.
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Build on strengths first - Opportunity to use their talents to achieve success.
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Offer choices - offering choices develop ownership. When child makes deci
sions he/she is more likely to accept ownership and control of the results.
Provide a secure environment which permits children to fail without penalty.
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Learning how to deal with failure is critical for developing motivation and suc
cessful learning.
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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
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letter of your choice in your answer sheet.
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1. Which theory operates on the “stimulus-response principle, which means all be
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haviors are caused by external stimuli?
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A. Contextual theory C. Cognitive theory
0 Behaviorist theory D. Constructivist theory
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Analysis FO
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
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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
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with images, real or Imagined aside from mere lecture method. Which learning
theory does she upholds?
Dual-Coding Theory
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Analysis
Option A - is the correct option since the teacher uses both mental images and
verbal representations as tools in affecting learning
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O
3. Miss Calma is an excellent Physical Education teacher. She started teaching volley
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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?
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A. Law of disuse C. Law of exercise
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B. Law of effect Law of readiness
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Analysis
FO
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
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Option D - the lawthat states Biat students will learn when they are ready to do so
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learned so that his students can watch him and later reproduce me skin. What
learning theory is associated wiffiTfie SMBOn? — —
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Analysis
Option A - it mentions about mental Images and verbal descriptions as tools for
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retaining information . . .
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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
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on a leash. What feature of classical conditioning is exhibited?
(S i Discrimination C. Generalization
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K Extinction D. Practice
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Analysis
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Option A - is the correct answer. Responding differently to similar stimuli
Option B - process where the conditioned response Is lost
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Option C- responding the same way to a similar stimuli
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Option D - this is not a feature of classical conditioning
FO
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?
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7. Which of the theories of learning presents or states that learning skills are hierar
chically arranged?
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0 Students find the lessons easy and relevant, to what was assigned to them
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9. Manessa easily remember dates and events in history, What component of LTM
does Vanessa have? jg g U ^
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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
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11. Which is an application of cognitive approac
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A Explain the reasons for studying the topic
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^ Create a supportive classroom climate for students
C. Provide clear and prompt feectoack on assignments
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0. Begin lessons with challenging questions and conflicting events
12. The first people power was held in February 25,1986. What kind of knowledge
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ispresented?
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FO C. domain-specific knowledge
D. procedural knowledge
13 _____ s were not able to team the concepls that she presented
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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
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of genuine warmth. The teacher is consistent in his manner and AMn begaff to
r's warmth. Which theory is being illustrated?
T
Classical conditioning
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D. Observational learning
15. After Just being introduced to another guest in the party, Tom cannot remember
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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
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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
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17. How would you help a student who is intelligent but is underachieving in class?
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A. Provide challenging activities which he / she can accomplish
B. Recognize his talents by asking him/her to help other students with their
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^ .w o r k
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"(g j) Identify the immediate causes of difficulties that cause his/her being an un
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derachiever.
0. Allow him/her to work with the slow learner group to cope with the academic
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needs of the lesson.
18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized
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and clean. She puts up interesting and colorful visuals on the bulletin boards. What
principle of motivation was applied?
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motivation
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to be learned.
19. For eveiy correct answer the teacher would give a star to her students. What
schedule of reinforcement was used?
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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
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C. Teacher encourages the learner to practice, in order to maintain his/her sharp-
^ ness of the movements.
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(D /A ll of the above
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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
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while working on the project. What principle applies to the situation?
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A. Effort was put forth when tasks are challenging
Lessons should be presented in varied and different ways
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Meaningful materials are readily learned than nonsense materials
FO
D. Teachers shouldprovide opportunities for meaningful and appropriate practice
23. Maturation should precede certain types of learning. How is this applied in the
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classroom?
(fih concepts should be taught from simple to complex
Consider the age level of students in teaching certain concepts
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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?
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n u External motivation is longer lasting and more self-directive than internal mo
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tivation
B. Internal motivation is fueled by one's goals or ambitions
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D irections: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer. .
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O
1. Based on Bandura's theory, which conditions must be present for a student to
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leam from a model?
I. attention II. ■retention 111. motor reproduction IV. motivation
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A. I and II
I, II and III
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I, II, III, and IV
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III and IV FO
2. Which of the following principles of learning applies to considering student's age in
anting certain content and cognitive processes?
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Principle of readness
Principle of teaming by doing
C. Principle of presenting challenging tasks
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3. in classical conditioning, which are paired together in order to elicit the desired
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response?
L UCSandNS UCSandCS
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of locking their doors and closing windows. What theory best explains Jason’s
behavior? - . -
A. Observational learning X . Self-regulated learning
B. Imitation learning ( & ) Vicarious learning
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 .
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7. What is the correct sequence of information processing?
(fT/Sensory register-STM-LTM
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a STM-sensory register- LTM
.C
C. Sensory register-LTM-STM
D. LTM-sensory register-STM
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8. What should be the hierarchy of the types of learning according to the cumulative
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learning theory?
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1. problem solving learning
2. rule learning FO
3. discrimination learning
4. concept learning
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A. 2-1-3-4 C. 2-3-4-1
(g ) 2-1-4-3 _D. 2-4-3-1
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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
T
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
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. reinforcement is used by Mr. Lotenzo?.
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Fixed interval ,C. Variable interval
.C
1Fixed ratio D. Variable ratio
14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers
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in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining
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information is referred to?
w Chunking C. Rehearsing
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B. Interfering FO 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?
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.16. Lara excels in dancing and in certain sports. According to Gardner what intelli-
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f
nce is dominant in Lara
FB
Intrapersonal D. Spatial
PD
17. According to Bronfenbrenner, what system contains structures that has direct con
tact with the child?
T
A. Chronosystem C. - Mesosystem
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B. Exosystem /(^/Microsystem
18. Some learners like to find specific and concrete answers. What kind of learners
VI
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
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jj, It serves as informational feedback
C. It facilitates perfection of skills
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{0 ) It directs pupils' attention to more adequate and better techniques
.C
20.Why should learning be aided by formulating and asking questions?
A. students will have a grade In recitation
M
f
students will develop their self-confidence
U
the teacher will know who among the students can communicate very well
R
p. the teacher will not always do the talking but the students will be given a
chance to do the same thing. FO
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
KS
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
PD
jsconsidered?
Concepts should be presented in varied and different ways
}£ Effort if put forth when tasks are challenging
T
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
M
D. so the students will praise him/her
25. Which statement does not refer to cognitive theories?
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. A. prefer to concentrate on analyzing cognitive process
.C
B. conclusions are based on observation of external manifestations of teaming
£. study of tfie structures and components of information processing
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believe in npn-observable behavior
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R
FO
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O
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FB
PD
T
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VI
Principles
and Strategies
M
O
.C
o f Teaching
M
U
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Prepared by:
FO
Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan
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Competencies:
O
I. LEARNING TO TEACH
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Learning to teach Is a life-long process. To become an expert teacher is a complex,.
O
.It
iw[matter,
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f||H | guyilQ WffiVIVI •*' i miw—
knowledge about schools and classrooms within them and knowledge of students and
M
an understanding of how teachers can help in this process (Kauchack 1993).
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A. Teaching - refers to the management
R
FO
_____ B. Content knowledge - understanding
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and learning
FB
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■ Refers to how much classroom time theneacher devotes to the tasks of
teaching academic subjects ' a n c w d 0&
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■ Takes place in a classroom where teacher-students interaction focuses
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more on intellectual content that allows students an opportunity to learn
and have higher rates of achievement
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■ Makes classroom instruction parallel to the instructional goals and curricu
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lum that guide the construction of assessment of student progress
D. Engagement in the Learning Process
R
• Refers to the amount of time students devote to learning an.academic sub
FO
ject ; :
■ Is also considered as the amount of time spent tv the students in actively
KS
teaming the material a.k.a. the engagement rate (the percentage of time
devoted to learning when the student is actually on task, engaged with
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information given
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■ it is governed by democratic principles;
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• the method used is supplemented by another method and instructional
devices;
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• evaluation is made an integral part of the teaching process; and
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• drill or review is made an integral part of teaching and learning.
2. According to James Mursell
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Teaching becomes a success when it fakes into consideration the following:
R
a. Principle of Context-setting and use of appropriate materials
FO
Level I-Textbookonly.
. Level II - Textbook together with supplemental materials
Level III - Non-academic and current materials
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Level II-Contribution
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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 . .
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Level I ~ logical successl6n of blocks erf content -
L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews
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Level III - Building learner’s readiness
.C
Level IV - Building from emerging meanings
f. Principle of Evaluation-appraisal
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Level I -Through testing
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. Level II- Related to objectives and processes
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Level III ~ Total learning process and results
FO
III. MANAGING INSTRUCTION
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• Taxonomy of dbjectives ,
1) Cognitive &orfta1n-4erf|amin Bloom-
PD
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. attoriorproblwt- > • Classifying
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d. AnatyS&jr breaking the • Summarizing
knoyise^'into.pafis and ‘ ■ Inferring
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mak^sffilMoti^iipamong ■ Comparing
ideasr * •Explaining
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e. Synftesi? r producing c. Apply -JCanying out or using a procedure
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wtioies from the parts or ' insgim:s$jefk)n,y
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producing a r ^ whote j ■ Executing
f. Evaiuatioi-judging the
FO ■ Implementing
value pf toorted^iofflie^ d. Analyzes Breaking material into ils constitu-
material learnt . * entfHflsjfxJ.detecting howthepartsrelate
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■ Differentiating
• • Organizing
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■ Attributing
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a Evaluate - Making^udgmentstased on
crrterla and^tgndards
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■ Oiecking
■ Critiquing
f. Create* Puffing elements together to
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'■^nerating
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• Planning
• Producing
i f ,
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b. jpcttngjo in event through participation
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c. - e va liltii^^fe fs iB the form of acceptance, pref:
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'MmcoimiMnMnf
v3*068 in:r^ttontofe^O lher
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l^ecordancewith the accepted value
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SHrfipson
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FO learners aretDina^er
of sensoiy stimulus
/knows
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B.
1) Factors to Consider in Choosing a Method
a. Objectives
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b. Subject matter
c. Learners
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d. Educational technology
e. Teacher
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f. School environment
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g. Safety measures
2) Principles for Determining Method
The method must: •
♦ utilize the theory of self-activity.
♦ utilize the laws of teaming..
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of teaching and teaming.
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♦ provide the learners with numerous and diverse learning
experiences or activities.
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♦ challenge and encourage the learner to further activities
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which involve the process of differentiation and integra
tion.
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♦ provide opportunity for the learner to ask and answer
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questions. FO
♦ be supplemented by other methods.
3) Types of teaching approaches/methods/strategies
» Direct/ /Teacher-centered approach - is teaser-centered/
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enabtepuplls to develop concepts. (A concept is an idea oc
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representation of the common element or attribute by which
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groups or classes may be distinguished. It is also a general
idea or understanding, especially one derived from specific
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instances or occurrences) This method irwotves the essen
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tial components of higher-order thinking skills like listing,
grouping, labeling, regrouping, and synthesizing.
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b) Discovery mettjod-thte meftod refers to aninductive
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method in guiding learners to discuss and organize ideas
and processes by themselves. They wilt undergo the pro
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» OtherModels /Teaching Strategies
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a) Brainstorming- is a process forgenerating creative ideas
and solutions through Intensive and freewheeling group
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discussion. It consists of individuaTor more in which a delib
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erate attempt Is made to think creatively about all possible
approaches and solutions to a given problem.
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b) Constructivist Teaching- believes that learning occurs as
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learners are actively involved in a process (rf meaning and
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knowledge construction rattier than passively receiving
information. Learning becomes possible when tasks are
authentic, set in a meaningful context and related to the
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M
O
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M
U
R
FO
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O
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abstraction. .
f) Held trip- It occurs outside the classroom and offers an
opportunity for students to get exposure to 'real" people and
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nine intelligences human beings are said to possess:
-♦ Verbal-Linguistic - well-developed verbal skills and
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sensitivity to the sounds, meanings and rhythms of
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words
♦ Mathematical-Logical - ability .to think conceptually and
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abstractly, and capacity to discern logical or numerical
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patterns
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♦ Musical - ability to produce and appreciate rhythm,
pitch and timber FO
♦ Visual-Spatial - capacity to think in images and pic
tures, to visualize accurately and abstractly
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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.
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involves conscious recall and examination of the experience
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as a basis for evaluation and decision-making ami as a
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source for planning and action,
m) Role playing- It involves a spontaneous portrayal (acting
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put) of a situation, condition, or circumstance that is similar
to real-life.
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n) Simulation- is an enactment of a make believe episode as
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much like the real thing as possible,
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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
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a changing society
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PN U LET Review er
. . Professional E d u catio n
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of sources (including othsr students), gain feedback on progress, engage
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deeply in the subject matter, and participate actively in the learning process.
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1) Principles in Selecting Learning Activities
a) Learners must profit from the experience.
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b) Learning activities must provide for the attainment of a set
of objectives.
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c) Learning activities must be authentic and contextualized to
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meet the needs and interests of the learners.
FO
d) Learning activities must challenge the learners to ask
. questions.
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a) Appropriateness
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b) Feasibility
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c) Variety
d) Optimal value
D. Determining Instructional Materials
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aids, as well as textbooks, books of problems and exercises,
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books for recording scientific observations, laboratory
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manuals, manuals for production training, and programmed
textbooks
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2) Principles in the Selection and Utilization of Instructional Media
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a) Motivation
b) Individual differences
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c) Learning objectives
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d) Organization of content
e) Preparation for learning
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f) Participation
g) Feedback
h) Reinforcement
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i) Practice
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j) Repetition
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ty Application
E. Determining Evaluation instrument
■ Any of the means by which one obtains information on the progress of the
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■ 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
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2. Anticipatory 1. Gain attention 2. Review
set prerequisites
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3. Objective 2. Inform ieamer
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of objective
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3. Recall prior
knowledge
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4.- Input 4. Present the 3. Present new 2. Development
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, stimulus FO material
. material
5. Modeling 5. Provide learn 4. Conduct 3. Assess
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understanding mance
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tice feedback
8. Independent 5. Provide 4. Seatwork
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practice independent
practice
8. Assess 6. Assess S. Accountability
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performance performance
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• & provide .
feedback
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PNU L E T Reviewer 61
P rin cip le s and Stra te g ies o f T eaching
V. CLASSROOM MANAGEMENT
• • *
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and teaching style will directly affect his or her managerial and disciplinary approach.
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Following are approaches grounded m research and are applicable in the classroom.
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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
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tion with techniques for intervention (Omstein, 1990).
U
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A. Approaches to Classroom Management
1) Assertive Approach
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» Based on Lee and Martens Canter's model of discipline in which
teachers insist on responsible behavior by their students
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sequences dearly
» Assumes that classroom management liberate students because
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it allows them to develop their best traits, skills and abilities, and
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2) Business-AcademicApproach
• Developed by Evertson and Emmer, emphasizes the organization
and management of students as they engage In academic work
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time* for students. The idea is that when students are working
on their tasks there is little opportunity for discipline problems
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to arise.
3) Behavioral Modification Approach
■» Rooted in the classic work of James Watson and the more recent
work of B.F. Skinner
» It involves a variety of techniques’ and method ranging from simple
62 PNU L E T Reviewer
P ro fe ssio n a l E d ucatio n
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- » Emphasizes the importance of responding immediately to group
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' students behavior that might be inappropriate or undesirable In
order to prevent problems rather than having to deal with them '
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after they emerge
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«* If the misbehavior is not noticed, is ignored, or is allowed tc
continue for too long, It may create a ‘ ripple effect*
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5) Group Guidance Approach
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» Based on the works of Fritz Redl
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m Focuses on manipulating the surface behavior of the students
on a group basis
■» Discipline and olassroom control are produced through group
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leaching
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should not excuse bad behavior on the part of the student They
need to change whatever negative classroom condition exists
and improve conditions that will lead to student success.
B. Management Routine
Routine is simply a set of procedure tor handling both daily occurrences and
minor interruptions of instructions
1) ADVANTAGES
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a) Students will have more opportunity to learn and achieve
more.
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b) Teachers can devote more time for quality instruction.
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2) EXAMPLE
a) Checking of attendance
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b) Distribution of Materials
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c) Submission of test papers
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d) Coming in and going out of the classroom
e) Payment of fees FO
C. Management of Time
The quantity and quality of academic instructional and engaged time affect
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1) Mandated time - the number of days and hours in the school calen
dar specified by the state and school laws.
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academic work
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D irections: Read and analyze each item and select the correct option that answers
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each question. Analyze the items using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet.
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. 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
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A. Teaching style C. Teaching strategy
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B. Teaching method D. Teaching technique
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Hie correct option is B because teaching method consists of steps which are logi- |
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cally arranged aimed at achieving the specific aims of instruction. I
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B. Laboratory D. Demonstration
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The correct option Is D because the insufficiency of chemicals to use dictates that
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the teacher performs the experiment while the rest of the class observes.
3. Teacher C gives the class specific topicas assignment which they have to research
PD
and pass the following day. However, the students could not find any information
about it. What method should Teacher C use to teach the assignment?
A. Project method C Lecture method
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The correct option is C because lecture method is effective when the lecturer or
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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 ^
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• 5. In Bloom's taxonomy of educational objectives, the.domains are stated from lowes
to highest level. Which of ttie following objectives belongs to the lowest level?'
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A. To identify the characters in the story.
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B. To differentiate active from passive voice.
C. To give the available resources that could be recycled to useful things.
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D. To explain the procedure in changing improper fraction to mixed number.
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The correct option is A because identifying the characters in the story requires
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simple recall of information from the text read; a characteristic of information in
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the knowledge level which is the lowest level in Bloom's taxonomy.
6. The class of IV - KaHkasan is tasked to analyze the present population of the dif
KS
ferent cities and municipalities of the National Capital Region for the last fiveyears.
How can they best present their analysis?
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LEAST Important?
A. It is the main goal for the study of Math.
PD
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.
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8. Teacher D teaches in a remote high school where newspapers are deRvered irreg
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ularly. Knowing the importance of keeping the students aware of current affairs,
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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 .
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. C. Attractiveness of instructional materials
D. Degree of interest on the partof the students
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10. Teacher E asks student A to identify and analyze events, ideas or objects in order
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to state their similarities and differences. In which part of the lesson does said
activity take place?
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A. Preparation C. Application
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B. Generalization D. Comparison & abstraction
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11. Which part of the lesson is involved in the giving of situation or activities based on
the concepts teamed?
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A. Preparation C. Application
B. Generalization D. Comparison & abstraction
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12. Teacher F wants the class to find out the effect of heat on matter. Which method
will help him accomplish his objective?
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she asks the students to give the defWtion of each. VVhat method did she use?
A. Inductive C. Deductive
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B. Laboratory D. Expository
14. Teaching Tinikilng to l-Mallksi becomes possible through the use of
A. Inductive method C. Demonstration method
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15. What is the implication of using a method that focuses on the vdiy rather than
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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
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17. Which of the following characterizes a well-motivated lesson? ..
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A. The class is quiet.
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B. The children have something to do.
C. The teacher can leave the pupils to attend to some activities.
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D. There are varied procedures and activities undertaken by the pupils.
1Steamers must be developed not only In the cognitive, psychomotor but also in the
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affective aspect. Why is development of the latter also important? .
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A. it helps them develop a sound value system.
FO
J B. Their actions are dominated by their feelings.
C. It helps them develop an adequate knowledge of good actions.
0. Awareness of the consequences of their action is sharpened.
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19. Which of the following attributes characterizes a learner who is yet to develop the
concept?
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B. The Ieamer can summarize the ideas shared about the concept.
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20. The strategy of teaching which makes use of the old concept of “each-one-teach-
one' of the sixty's Is similar to
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A. Motivation E&luation
B. Application D. Generalization
22. Educational objectives are arranged from simple to complex. Why is this?
A. Each level is built upon and assumes acquisition of skills from the previous
level.
B. Objectives are broad and value-laden statements that lead to the philosophy
of education.
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C. Be idealistic and ambitious to begin with grandiose scheme for using taxon
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omy in all levels.
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D. These are guidelines to be taught and learned where teachers and students
evaluate learning.
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23. Which of the following is NOT true?
A. Lesson plan should be in constant state of revision.
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B.. A good daily lesson plan ensures a better discussion.
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C. Students should never see a teacher using a lesson plan.
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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?
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D irections: Enhance your test taking skills by answering the items below. Write only
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the letter of the best answer.
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1. Student A wishes to write a lesson plan. Which question should s/he asks herself/
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himself first?
A. What materials will I need?
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B. How will I get things started?
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C. What do I want to accomplish?
D. What exercises will I give my students?
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2. Which of the following characterizes best an effective classroom manager? One
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who is friendly yet • ■
A rigid C. business-like
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6. demanding D. buddy-buddy
3. Which of the classroom activities below is effective?
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their accomplishments .
5. .Which of the following is a divergent questiqri?
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B. How is city differentiated from a province?
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C. If given the chance to become a government official, what reform/s will you
advocate? Why?
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D. Who among the Filipino heroes and heroines do you like best? Explain.
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8. Why does the teacher have to plan the day's activities?
A. This is expected by pupils.
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B. This is required of a teacher.
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C. The ability of the teacher is FO
D. The accompfehment of the objectives Is dependent on the plan.
9. Which of the following should the teacher use to start the class discussion?
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12. When should Teacher Mundertake the task of setting up routine activities?
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A. 'Asking low-level questions • • ■
B. Blind obedience to authority
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C. Asking convergent questions
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D. Willingness to suspend judgment until sufficient evidence is presented
15. Teacher N wants to develop the comprehension skills of his pupils. How should his
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questioning proceed?
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I. literal II. Interpretation IH. Critical IV. Integration
A I, II, ill, IV C. I, II, IV, III.
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. B. I. Ill, II, IV FO D. IV, III, 11,1
16. Which of the following counters the teacher's role as facilitator of learning?
A^ Does more talk than learners
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students the opportunity to think critically?
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A. Provide questions witfi dues
J j, Give questions that require analysis
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C. Give questions that deviate from the main topic
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D. AKow the children to ask questions during class discussion
22. Which guideline In asking questions must Teacher P use to develop reflective
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thought and critical thinking among her learners?
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A. Probing FO C. Wait time
ET Prompting D. Redirection
23. Whfch of the following practices Is an effective way to start a lesson?
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24. Which of the following routines is the best way to start a class?
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Curriculum
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. Prepared by:
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Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
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Competencies:
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1. Apply approaches to
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curriculum development
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2. Align curriculum
components to instruction
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and assessment
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of the curriculum
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1. FUNDAMENTAL CONCEPTS IN CURRICULUM .
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• Curriculum as a cumulative tradition of organized knowledge
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■ Curriculum as an experience .'
• Curriculum as an instructional plan
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• Curriculum as an instructional outcome
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Levels of Curriculum
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• societal level of curriculum - the farthest from the learners since this is
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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
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to aid instruction:
• institutional level of curriculum - refers to the curriculum derived from the
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societal level, with modification by local educators or lay people; often or
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ied; may also include standards, philosophies, lesson plans, and teaching
guides.
• instructional level of curriculum - refers to how teachers use the curriculum
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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.
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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.
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A. Psychological Foundation
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Psychology is a unifying element of the learning process. It forms the basis for
.C
the methods, materials and activities for learning and subsequently serves as
basis for many curriculum decisions.
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U
R
FO
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Skinner
FB
' • for students who have difficulty learning, curriculum and instruction can
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be broken down into small units with appropriate sequencing of taste aid
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. • 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
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sheoperates .
• different things to different people .
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• phenomenologists attempt to rescue learning theory from the narrow.and
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rigid behaviorists and from overstress on cognitive processes
• the raw data of personal experiences are vital to understanding learning
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U
B. Philosophical Foundation
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Philosophy is an important foundations of curriculum because philosophy advo
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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.
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O
O
FB
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Traditional Progressive
Focus 1 - Intellectual Development
- certain subjects train the mind
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Focus 3 - learners as Individuals In our society
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- follow traditional modes of learning - develop own learning modes within
with prepared curriculum a flexible curriculum
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- homogenous grouping and special - segregation of learner as undemo
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grouping cratic
- educated rigorously to accept roles - educated to non conformity, indi
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in society viduality, creativeness
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Focus 4 - Learners as actual/potential workers
FO
- vocational education follows liberal - vocational and liberal education
arts hand h hand
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Philosophy Curriculum
PD
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• subject matter for stimulating exploration and practical
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action
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• main concern is to free the child to do his own thing
• frees learners to choose what to learn and believe
Existentialism
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• no course guides and content outlines
■ learners sets own identities and standards
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• fixed, because the ‘ends' of education are absolute and
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universal FO
• liberal arts and science drawn from human wisdom and
Perennialism classical sources
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ing culture
Reconstructionism ■ curriculum should be a catalyst of change
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analysis of Issues .
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
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velopers today. Curriculum decision takes place in a complex social setting
through demands that are imposed by society and that filter down to schools
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.C
Influence of Society and Culture
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a. inhibit change through traditions
b. rate and direction of change
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c. correspond to societal changes
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d. apply pressure through societal demands
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Societal Changes
a. science and technology
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d. population explosions
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a social mobility
f. value crisis
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D. Historical Foundations
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lent during a particular period or event in Philippine history. This focus could
be made basis or model for curriculum development of recent years
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Pre-His- Integration Customs Oral Immer None. Not formal; community-
panic of individuals and tradi sion based; noeducational
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Era Mo the tribe tions svstem
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Spanish Spread of Religion Catechetical Not Nograde level; church-
Era Christianity instruction; prescribed; based; no educational
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use of flexible; not system
corporal centralized
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punishment
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rote memori
zation
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Ameri Spread of Academic Democratic; Prescribed; Formal; structured; exis
can Era democracy English Englishas uniform; tence of aneducational
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nese Era tew Asian of the New rization; use uniform; repressive!? anti-Ameri
Ordeir Order of threat and centralized can and anti-British; mi-
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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.
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- emphasis on verbal activity, the teacher having the active role
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- easy to deliver because complementary materials are readily available
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- corresponds to textbook treatment and how teachers are trained as sub
ject specialists
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Limitations
- Isolates and compartmentalizes knowledge
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- overemphasis on subject matter resulted in a curriculum that is too tech
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nical and toe specialized FO
- Inappropriate for a large number of students
- stresses content and neglect students reeds, interests and experiences
- teachers tends to foster passivity for learning among the students
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2. Correlated Design
Strengths
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Limitations
- will require the teachers to plan their lessons cooperatively
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- most class schedules do not allow sufficient block of time for students to
meaningfully study correlated subjects,
3. Broadfield Design /
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Strengths t
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Limitations
- the issue of breadth versus depth
4. Process Design
Strengths
- the numerous curricula for teaching critical thinking exemplify this pro
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cedural design
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- learning how to learn design
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B. Learner-Centered Design
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The students are the center or focus of the program. These designs are found
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more frequently at the elementary school level where teachers tend to stress
. the development of the whole child.
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1. Child-CenteredDesign
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- students are actively involved in their environment
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2. Experienced-Centered Design
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the spot’
- heavy emphasis on learners interests and felt needs
- curriculum would be ever changing in addressing the needs of students
PD
C. Problem-Centered Designs
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Problem centered designs are organized to reinforce cultural traditions and also
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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
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curriculum
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Limitations
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- ability to determine the scope and sequence of the essential areas of
living
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- tends to indoctrinate youth into the existing condition
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- many teachers are not comfortable with it because it departs from cur
ricular tradition maintained by colleges and universities
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2. Core Design FO
- sometimes called “social function"
- aims at creating a universal sense of inquiry, discuss and understanding
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C urriculum Approaches
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losdphy, history, psychology, social issues and the domain of knowledge among others. .
An approach expresses a viewpoint about the development and design of curriculums. .
It can be viewed from a technical and non technical or scientific and non-scientific per
spective Pago, 2001). •
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.
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1. Behavioral-Rational Approach
.C
- oldest and still the most preferred aooroach
- it is a means -end approach which is logical and prescriptive
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Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler's
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Rationale. FO
Four Fundamental Principles
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purposes? •
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4. How can we determine whether these purposes are being attained or not?
Organization
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of content
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PNU L F t
i
ms
Curri'culuai D ev e lo p m e n t
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- a cyclic process ;
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3. Intellectual-Academic Approach
- emphasizes the importance of theories and principles in curriculum plan
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ning , - , *
- Because of the cognitive demands of the approach, it overwhelms many
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beginning students who usually lack sufficient philosophical and theoret
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ical insights on the subject.
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FO
A. Mon- Technical/ Non - Scientific Approach
form
- emphasizes cultural pluralism, internationalism and pluralism which are
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• 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
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societal or institutional Idvels) or school-based (whose contributions to the curricu
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lum are either oh ttie institutional level; Ihistnx^cmal level, or experiential level)
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A School-based
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> Learners
- the stakeholders of the curriculum, whose needs and abilities are the
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basis of curriculum content solution and whose achievement level mea
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sures the effectiveness of the curriculum
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> Teachers
- establish direction and Implementation of a particular program
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- attend to the pedagogical concerns such that they modify the curriculum
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the curriculum
> School administrators
- supervise curriculum implementations.
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a Communltv-based
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> Parents
- support and participate in parent-school organizations where prjprities
for the cunicuiunf are set
> Publishers . ,
■ - 'provide/ develop instructional materials based on the prescribedcurriculum
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- often dictates the purpose, goals and content of school curricula
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-.recommend directions and Ranges in the curriculum
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V. CURRICULUM PROCESS
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A. Curriculum Planning
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1. Determinants for Curriculum Planning
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the consumer of education
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ty to progress economically must progress
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3.
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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
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b) School Level or Department Goals
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c) Program or Curricular Goals
d) Classroom or Institutional Level
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B. CurrtcuiumOeslgnlng (Curriculum Organization)
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C^rffeuliiw desfgn is concerned with the nature and arrangement of the %
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b^fcBm ciilar parts. (Also called components or elements).
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The Components of Design
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PNU L E T Reviewer m
C u rricu lu m D evelo pm ent
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c) Eternal and Divine Sources - Designers should simply draw on the
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pad for guidance as to what Is appropriate content
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d) Knowledge-’What knowledge Is of most worth?"
ej Learner - Curriculum should be derived from what we know about
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the learners, how he a she teams, forms attitudes, generates inter
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ests and develops values
2. Dimensions of Curriculum Designs (BASICS)
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Basics - equitable distribution of content, time, experiences and
other elements of design
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cj whole to part •
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d) chronological
3. Selection of the Curricular Elements .
1) Selection of Objectives
- should describe behavior
- stated analytically and specifically
[PNU L E T Reviewer
P ro fessio n al E d u c atio n
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a ). V alidity-if It is authentic
b) Significance/ relevance - consistent with social realities,
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e) Balance of breadths and depths - coverage
d) Leamability - adjustable to learner's a S ility 'T v ^ T
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e) Appropriateness-parallel with ieamer needs and interest
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f) Utility-useful on the performance of life activities
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3) Selection of Learning Experiences
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- criteria for selecting experiences
a) Appropriateness - should be appropriate and suitable
to the content, activities and level of development of the
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learners
b) Variety - should include minds on, hands on, and authentic
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learning experiences
c) Optimal value- should encourage the learners to continue
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4. Grade Placement
- Involves allocation of content to definite grade capable of learning
- Considers such factors as: child's ability, difficulty of item, Importance of
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5. Time Allotment •
- Refets to specification of definitetime for subject/course; amount of time
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given to a subject
- Considers such factors as: importance of subject; child’s ability; grade
level average number of days/hours
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■ requires educators to shift from the current programme which they are
familiar with to the new or modified programme.
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• Involves changes in the knowledge, actions and attitudes of people
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• can be seen as a process of professional development and growth involv
ing ongoing Interactions, feedback and assistance.
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• is a process of clarification whereby Individuals and groups come to un
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derstand and practice a change in attitudes and behaviors; often involving
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using new resources.
• involves change which requires effortand will produce a certain amount of
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anxiety m i to minimize these, it is useful to organize implementation into
manageable events and.to set achievable goals.
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Is encouraged.
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D. Curriculum Evaluation
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1. According to approach .
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Humanistic vs Scientific
2.* According to scope
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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
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tion, scope, integration, continuity and sequence in order to meet
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curriculum goals/ objectives
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What areas in curriculum are qualified for evaluation?
1} mission statement (philosophy)
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2) sequence (order)
3) continuity (without disruptions)
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4) scope (depth/ variety of content)
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5) articulation (how parts fit)
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6) balance (quantitative and qualitative aspects of content)
7) coherence (relationships among different components)
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E. Curriculum Improvement
- Enriching, modifying certain aspects without changing fundamental con
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ceptions/elements/ structure
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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
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Principles that Guide Change Process
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1) People improve when they detect the desire of the stimulator to im
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prove himself.
2) Direction of improvement should be determined cooperatively.
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3) People must identify and examine each others centrally held values.
4) People Improve through experience.
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5) Divide time between contact individual and with group.
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6) People's resistance to efforts of others constitutes major individual
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differences.
7) Create a dimats of freedom.
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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
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Curricuhimlilangle
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2) Teachers can coflaborate together more effectively of they all have the '
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' 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
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letter of your choice in your answer sheet.
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1. Which is NOT a provision for the development of each learner in a good curriculum?
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A. Extensive arrangements are made for the educational diagnosis of Individual
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learners.
B. Self-directed, Independent study is encouraged wherever possible and
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advisable.
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C. Self-motivation and self-evaluation are stimulated and emphasized through
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out the learning opportunities of the school.
D. The program provides a wide range of opportunities for individuals with same
abilities, needs, and interests.
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Analysis:
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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
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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.
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tivation and evaluation highlight the ability of children to construct and direct, their
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pwn learning. These enable them to develop their potentials to the fullest.
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D. No, because it is the experience centered and not the subject-centered
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curriculum that emphasizes integration of habits and skills in teaming the
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knowledge component of a subject areas.
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Analysis:
Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric
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ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men
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tal and moral development of learners. This is possible under an experience-cen-
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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
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end knowledge.
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and abilities including cooperative practices in the classroom are seme of the im
portant traits of experience-centered curriculum.
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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
T
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. .
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Option D is INCORRECT. Like correlation design, .broadfiejd design was made to
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prevent compartmentalization of subjects. However, unite correlation design, broad
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field considers wider integration of subjects that are fused into one subject. Thus,
| the identity of each subject combined is lost.
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4. This phase of curriculum development involves decisions, among other things, on
grade placement and sequencing of content. Which phase is this?
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A. Curriculum planning FO C. Curriculum organization
B. Curriculum evaluation 0. Curriculum implementation
Analysis:
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developer determines the scope and sequence of content in each subject based on
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needs and social demands which will make up the goals/objectives of the curric
ulum. This is done at the Initial phase of curriculum development process. Imple
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mentation is more concern on the actual delivery of the curriculum in the schools/
classrooms. This process is conducted after the content, grade placement, etc. had
been finalized. Evaluation is the terminal part of the curriculum development process
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social studies being combined with geography, civics and culture, and history to
■ comprise one subject area. Which design is this?
A. Correlated C. Separate Subject
•B. Broadfletds ' D. Core
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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
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themes and integration.
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Option A is INCORRECT. Correlated design relates the content of two subjects in
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order to reduce fragmentation. However, the identity of each subject is maintained.
This is not the case in the question above.
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Option C is INCORRECT. Separate subjects design is highly compartmentalized
and fragmented.
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Option D is INCORRECT. Core design revolves around general education and the
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problems are based on common human activities.
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6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identi
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fying related concepts in Math. Whatpattern of organizing subjects did Ms. Ortiz
consider?
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A. Broadfield C. Cere
B. Correlated D. Separate Subject
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7. Which design is easy to deliver because complementary books and materials are
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commercially available?
A. Experience centered design C. Process design
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B. Auditing D. Delivery
9. Ms. Mateo, a History teacher considers the element of time in arranging the con-,
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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
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B. Reconstructionism D. Realism
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1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a
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member of the school board has one ofthe following primary roles. Which one
is this? .
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A. Support and participate in parent-school organization activities.
0 Authorize school expenditures for curriculum development, implementation
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and evaluation.
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a Enact legislations to effect curriculum improvement.
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W&Recommend changes In curriculum.
12*!me schools in the 1“ District plan to adopt the reading program used in the 3"*
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13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the
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curriculum content, it is better that throughout the high school years, economic
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geography concepts be used to recur and be repeated with depth for effective
learning. What criterion in content selection is shown here?
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A. Validity C. Significance •
( f ) Continuity D. Leamabillty
14. ine Filipino learners envisioned by the Department of Education in the light of the
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K-12 Curriculum Is
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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
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Subject-centered D. Pragmatic
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16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
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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
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tion?
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A. Community members as supporters of curriculum
0 } Community members as curriculum resources
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C. Community members as managers of curriculum
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0. Community members as beneficiaries of curriculum
17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu
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dents and not on the anticipated needs and interests. What type of curriculum does
teacher Bert adheres?
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A. Subject-centered C. Bqaerience-centered
B. Learner-centered D? Culture-based
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18. What type of curriculum divides the school day into different periods such as lan
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A. Artculation . C. Continuity ’
B. Balance • D. Integration
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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
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B. Philippine Republic D. New Society
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21. This concept includes the sub-processes of curriculum planning, organization, im
plementation and evaluation. Which concept is this?
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A. Curriculumdevelopment C. Curriculum management
IS. Curriculum assessment D. Curriculum and instruction
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22. If curriculum is the *means", what Is the "end'? •
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A. Strategies C. Technique
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B. Instruction D. Approaches
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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
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B. Spanish D. Japanese
24. Which of the following statements about the concept of curriculum is NOT quite
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acceptable?
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A. It refers to all Ihe experiences that both the school and the teacher provide
the students with.
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conceptions? ,
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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
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the letter of the best answer.
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1. What design element establishes the vertical linkage from level to level to avoid
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glaring gaps and wasteful overlaps?
^ Articulation C. Scope
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B. Balance D. Sequence
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2. What refers to the authenticity of the content selected by the curriculum developer?
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A. Feasibility C. Significance
B. Leamability. FO 0. Validity
3. What do we cal the allocation of content to a definite grade capable of learning?
A. Time allotment C. Grade level
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activities of children and Is based on each child's needs, Interests and potentials?
A. Child centered C. Social function
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5. Which curriculum development phase focuses on the change which will take place
in certain aspects of the curriculum without changing the fundamental conceptions?
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tegration of knowledge and enables the learner to see relationship among various
aspects? .
A. Broadfield C. Core
B. Correlated- . • .D. Separate subjects
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A. Minimum learning competencies are included
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B. Realistic and meaningful experiences are provided
C. Some degree of flexibility is provided
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a Social skills are emphasized
1 0. To ensure success in curriculum development, which of the following specific ac
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tions should a curriculum leader avoid?
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A. Work with people not over them.
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B. Use your status frequently to establish discipline.
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~C. Keep channels of communication open.
D. Show that you too desire to improve.
11. Which of the following is a reason for the continuous appraisal of the existing
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considered.
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. 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.
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D. Set aside the study of local tiistory.
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14. What do you call the curriculum when the teacher puts into action all the different
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planned activities in the classroom?
A. Recommended Curriculum Taught Curriculum
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B. Written Curriculum D. Supported Curriculum
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15. Which statement about the subject-centered cuiriculum is NOT true?
,J k. There is a high level of cooperative interaction.
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H . It covers much content in a short period of time.
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C. The teacher has full control of the classroom activities.
D. The main task is mastery of learning.
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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? ____
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A. Problem-Centered C. Subject-Centered
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B. Learner-Centered 0. Culture-Based
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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
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20. What' refers to the appropriateness of the content In the light of the particular
students who are to experience the curriculum?
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A. Significance C. Interest
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B. Validity Leamability
21. Which of the following statements is NOTacceptable?
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A. Instruction is the actual engagement of learners in the planned learning
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activities.
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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
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. of functions.
j l Assessment establishes what is to be accomplished in teaching and learning.
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A. Provisions are made for the smooth transition and continuing achievement
ofpupils.
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B. Curriculum plans in areas which extend over several years are developed
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vertically.
C. Classroom practices give attention to the maturity and learning problems of
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each pupil.
0. Cooperative planning and teaching provide for exchange of information about
pupil's learning experiences.
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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
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freedom to choose what to leam and believe, as you allow them to set their own
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identities and standards. What philosophy will you consider?
A. Existentialism C. Idealsm
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B. Realism D. Pragmatism
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R
FO
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O
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P repared b y:
Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez
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j Competencies:
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1. Bottom-up - depicts reading starting with the input of some graphic signals or
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stimulus. The role of the reader is to get meaning romthe text based on the stim
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ulus or the words used. This is also called data-driven processing.
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Dechant (1991), citing Gove (1983), claims that the adherents of the BOT-
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TOM-UP MODEL of reading put forward the idea that:
a) it is imperative for readers to recognize every word in a selection so
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that they can comprehend it;
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b) word and sound-letter cues should be the primary tool that readers
should use so that they can identify unrecognized words;
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to the text based on the information already held within the reader?store of prior
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d) . the reading of sentences, paragraphs, and whole selections should
be the principal focal point of instruction;
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e) reading for meaning is the central objective of reading rather than
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the mastery of letters, letter/sound relationships, and words; and
f) the iamount and kind of information obtained through reading is the
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most important aspect of reading.
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3. Interactive - depicts reading as the process of constructing meaning through
the dynamic interaction among the reader's existing knowledge, the information
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suggested by the written language, and the context of the reading situation. . '
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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
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a) readers process letters and words at the same time as they formu
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86 PNU L E T Review er
P r o fe s s io n a l E d u c a tio n
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C. practicing one’s thinking abilities
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When teachers do these, the learners are expected to benefit from them so that
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they may also be developed to become critical, creative, and metacoanitive
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readers.
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The reading teacher should bear in mind that a CRITICAL reader:
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> must carefully examine his/her thinking and the thinking of others, in order to
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clarify and improve own understanding
> should examine and test suggested solutions to see whether they will wori<
> need to fest ideas'for flaws or defects and must not be inhibited by fear of
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being aggressive and destructive, nor have fear of retaliation, and over-eval
uation
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> should engage in critical thinking activities such as thinking actively, carefully
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ones)
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■' Analytic (How has the worktjeen organized? What strategies has the writer
used?)
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missing information; draw inferences that are not explicitly stated, and iden
tify the author's background and purpose
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The reading teachershould take into consideration that a CREATIVE reader:
> uses his/her cognitive processes to develop ideas that are unique, useful,.
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and worthy of further elaboration
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> discovers a new or improved solution to a problem, or a set of new ideas
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> organizes ideas In different ways, and makes unusual comparisons
> is not inhibited by conformity, censorship, rigid education, and desire to find
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an answer quickly
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following questions:
1) Are there any words I don't understand?
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2) Is there any information that doesn't agree, with what I already know?
3) Are there any ideas that do not fit together because I can't tell who or
what is being talked about?
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4) Are there any ideas that do not fit together because I can't tell how
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are contradictory? •
6) - Is there any information missing or not dearly explained?
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• letter recognition • in visual processes, eye-movement skills,
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aid word recog visual perception, left-to-right progression,
SENSORY nition and kinesthetic perception.
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PROCESS • the association
of 90und with the • of hearing and auditory perception
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symbol...
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• such as, one's world experience, concepts
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and conceptual systems, culture, fund of
PERCEPTUAL- • the association FOlinguistic experience, topical knowledge, and
COGNITIVE of meaning with
vocabulary and word meaning; and
PROCESS printed symbols
• the within-text context, and the wHhinf-mind
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context
■ in listening and speaking proficiency, and
• having the facility
■ in understanding the phonological, syntactic,
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In language
. and semantic systems
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•. The organizational strategies
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1 ) comprehending the main idea
2 ) determining important details
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3) organizing details
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4) sequencing
5) following directions
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6) summarizing
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• The elaboration strategies FO
1 ) making inferences
2 ) imaging
3) generating questions
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1 ) regulating
2 ) checking
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3) repairing
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" > have difficulty compreliending underlying principles
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■ > have evolving grasp of the alphabetic principle
Stage Three. Growing Independence (Grades Two and Three)
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> develop evolving fluency
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> extensive reading of both fiction and nonfiction
> become more appreciative of stories involving the lives of others
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> judge their reading affectively and personally rather than by' using standards
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> may have difficulty explaining why they like a selection
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Stage Four. Reading to Leam (Grades Four through Six)
> wide application of word-attack and comprehension skills
> much greater emphasis is placed on grasping informational text
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and secure and develops desirable attitudes toward himself and others
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(Language is a prime catalyst in social and emotional development).
• Physical development - Other thangood general health, vision and hear
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ing acuity are most important Auditory discrimination of speech sounds
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suggests ideas like rhyming words and initial sounds in words. The child’s
need to make fine visual discrimination is obvious, suggesting early ac
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tivities with forms and shapes, and letter recognition, words beginning or
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ending alike, etc. FO
■ Intelligence - data attest to the importance of mental age, but do not es
tablish a particular point on the mental age, continuum as the point below
which children will not achieve success in reading. Pre-reading activities,
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age,.1994)
- A person learning to read in the second language (Folse, 1996)
What are their characteristics?
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- problem solvers
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> “Balanced Reading Instruction in Practice"
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FOUR CUING SYSTEMS IN READING
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A
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Graphophonic Cues
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Schematic Cues Semantic Cues
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Syntactic Cues
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• Start with whole text Grounding instruction in whole texts provides the
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basis for meaningful literacy activities. Examples include the shared reading
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use word meaning and sentence structure, along withsound-ietter relation
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ships, to approach unknown words.
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> The Four-Pronged Approach ( a literature-based integrated approach to
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teaching beginning reading) '
1) The goal of this approach is the development of:
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s a genuine love (or, habit and enjoyment of reading
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s critical thinking skills, starting with noting the important details
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of a selection, making interpretations, making judgments and
valuing.
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springboard for the other skills) for developing genuine love for
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reading.
» It integrates literature and skills
■» It Is a balanced approach - uses whole language approach and
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explicit instruction
» tt is made up of four components:
D Genuine Love for Reading (GLR)
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following parts:
• Presentation lesson or introduction - uses the story
as a springboard
♦ Teacher Modeling or Direct Instruction '
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
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• assess prior knowledge and help them.relate -it to new ideas in the texts |
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• teach words in the texts that label schemata important to the writer's mes- s
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sage i
• help students sharpen cognitive skills they may need to comprehend the ;
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texts
■ show students the way writers organize printed texts to help them ‘read the j
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blueprints" more accurately
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> WHATARE EFFECTIVE COMPREHENSION STRATEGIES?
mata that students hold in long-term memory aid often enrich and
refine those schemata. Advance organizers and structured overviews
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. prehension.
3) Structural Organizer- a strategy that teaches students to focus at-,
tention on Hie ways passages are organized. Before students read 1
an assignment, teachers should point out the basic rhetorical frame-
f •*
Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez
Professional E d u c atio n
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0K5R, PQ4R, S4R, P05R are some strategies that provide for pre
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viewing, student-centered questions, and establishment of purpose,,
as well as during- aid post-reading activities.
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5) Teacher-Directed Lesson Frameworks- Directed Reading Activity
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(ORA), Directed Reading-Thinking Activity (DRTA), Guided Reading
Procedure, Reciprocal Questioning (ReQuest) are examples of strate
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gies that give teachers a plan on which they can build lessons while
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some give students strategies for approaching the texts.
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• While or During Reading • activities that can guide reader-text interac
tions, while reading Is taking place
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♦ Question Answering
♦ Inserted Questions
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♦ Outlining
♦ Paraphrasing
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♦ Summarizing
• After or Post Reading- activities that help students remember new ideas
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and information, while providing teachers with feedback on how well texts
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• 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.
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3) Help students sharpen, develop and remember their interpretations of
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a text with appropriate after-reading activities. ' ,
4) Take steps to help students internalize Instructional strategies so that
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they become for them learning strategies.
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• Steps in Applying Selected Strategies
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A. Vocabulaiy Previews
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1) Check the assignment and list words that may be important for stu
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dents to understand.
2) Arrange these in a schema that shows the interrelationships particular
to the learning tasks.
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4) Double-check the overview to make sure that major ideas are dearly
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placed where they were and asking them to contribute other words.
6} As students read, have them relate other new words and Information
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. 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
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priate background knowledge, and providing directions for the actual
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reading. •
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2) Students read, trying to remember all they can.
3) • Students him their books over on their desks and repeat all they can
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remember while the teacher records this on the board.
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4) The teacher calls attention to information not remembered and
suggests that students reread to discover more.
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5) Students reread. FO
6) Their new recollections are now recorded on the board but now in
outline form.
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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.
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0. Request
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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.
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3) Nextthe students dose their books, and the teacher asks them ques
tions about what they have read.
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4) When the teacher believes that students understand that much of the
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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
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all about to another student absent the day it was read.
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3) Teachers can ask, ‘What do you think are the (four) main ‘important
Ideas of this text?"
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4) Students can be asked to use the “5W’s plus H" model for some
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selections.
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> • OHier Strategies in Reading in the Content Areas
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1) Clink and Clunk
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• Click and Clunk Is an excellent means to assess what Informa
tion the students have learned and what Information needs to be
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» Procedure
Have students create two columns on their paper and label them
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verbs republic patrician
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adjectives interjections. veto consul
pronouns why it collapsed why a republic was formed
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SCIENCE MATH
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Topic: Equations and Inequalities
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Clink Clunk Clink Clunk
Concentrated saturated
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solving equations polynomials
Matter diluted operations function notation
colloid
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• Assessment
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2) Circle-Seat-Center
This strategy allows students to work in small peer groups and
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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
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group members work individually or withfn-their group to go. over
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the text information using worksheets and study sheets. The
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Center groups works on projects, individually or In the group,
related to the information covered in the
SOCIAL STUDIES
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text. After a designated amount of time,
Topic: Fall of Rome students rotate to another group.
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Circle: Discuss text, including reasons
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for the fall of Rome. LANGUAGE ARTS
Seat: Respond to questions and do
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worksheets. Circle: Discussion and clarify the
Center: Create a timeline of the Roman topic for students.
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» Assessment
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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
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of all students. .
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» Procedure
First, group three to six students in teams. Give each team
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member a topic on which to become an ’ expert" The teams
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then split up and find (he students from the other teams who
are working on their topic, After working in the topic groups,
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students return to their
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SOCIAL STUDIES
teams and present the FO
information they gained.
When studying the five themes of
geography, assign each member of
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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.
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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
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will be able to discuss prediction and they will not feel
self-conscious about •speaking in front of the entire class. If a
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student is having difficulties with prediction, partner him or her
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with someone who is able to dd it, and he or she will have the
opportunity'to see how the process is done.
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» Procedure
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First, identify places in the text to stop and predict what might
happen next. Then read the title and first portion aloud and. ask
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what students think the story will be about Students should be
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seated next to partners so they can share their ideas with each
other. This process is repeated throughout the reading. When
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the end of the selection is near, stop and ask how students think
itw ill end.
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Students dtecuss what this story may Students discuss what this story may
be about As reading begins, students be about As reading begins, students
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discuss what might happen in the efceuss what might happen in the
story. story. .
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SCIENCE
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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
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responses after reading. Encourage responses from students
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who appear off task. Students should correctly respond to 80%
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of the questions during a discussion. Change partners to increase
accuracy if necessary.
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5) Reciprocal Teaching
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This strategy allows students to begin to work together and to
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‘ teach" each other as they take over the discussion.
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m Procedure
Begin by dividing the class into small groups. Each group should
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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
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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
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assessing their responses after reading. Encourage responses
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from students who appear off task. Students should correctly
respond to 80% of the question during a discussion or given on
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a quiz. Encourage students to assist one another.
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6) Think-Pair-Share/Think-Pair-Square
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This Is a partner or group activity that allows students to work
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together to check for comprehension.
• Procedure
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After reading a story or section of text, students should think of
things they already know, decide what the reading reminds them
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» 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
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' correctly respond to 80% of the questions during a discussion or
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given on a quiz or test.
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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
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letter of yourcholce in your answer sheet
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. 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
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way. Which of the following materials is NOT an example of environmental print?
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A. Old boxes of powdered milk
B. Chocolate bar wrappers
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FO
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
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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.
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2. Ms. Custodio teaches preschool. She is preparing to employ a shared book expe
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rience activity for her kindergarteners. Which of the following materials should Ms.
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This question demands for the materials that the teacher should be using in a shared
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book experience activity. Choice A and choice D should be eliminated because the
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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
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Ji. Assessment of Spelling Ability -
( c \ Concepts about Print Test
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IT Vocabulary Test
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This question asks for the assessment measure that the teacher clearly employs to
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her student. Choice A should be eliminated since reading comprehension measures
the ability to answer questions through the information gleaned from the premises of
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the text with interaction to the existing schema of the reader. Choice B should also be
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eliminated because the assessment measure described does not state that the read
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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
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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,
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4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words
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and words into sentences. She uses flashcards so the pupils can sound out
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syllables and words correctly. What reading model is reflected in Ms. Padilla's
instruction? .
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This question shows the theoretical bases of Ms. Padilla's reading instructional prac
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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
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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
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nipulation in the dassroom'so that they learn easily and recall input effortlessly.
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What is the grade level of Ms. Torres’ class?
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C. Intermediate
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D. High School
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This is a.question on stages of reading development. Choices C and Dare obviously
not the correct answers because students in the intermediate and high school levels
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generally use abstract thinking. Choice'B may be taught through concrete experi
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ences. Nevertheless, primary students already begin to grasp the alphabetic principle
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so that they could start learning the abstract symbols of the graphemes and the
phonemes. The pupils under Ms.' Tomes' class obviously need concrete experiences
through direct sensory contact sothat later on, they will use these experiences to
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6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the
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language block. He provides varied reading experiences that involve children sitting
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quietly, silently reading library books or making a book based on their own experi
ences. What theoretical model erf reading does Mr. Morauda show?
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story aloud to he class. Which of the following is the best post - reading activity
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B. Physical development
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Interestin reading'
Intelligence
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9. Mr. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for
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beginning reading instruction. What must he observe before he begins his lessons?
The pupils are emotionally prepared for social interaction and competition.
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I The pupils have achieved unity their capabilities with their interests.
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The learners can respond to simple questions and instructions.
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D. The learners show desire to team in class.
10. Teacher Millicent knows well that the text or the print material is one factor that
affects reading. So she tries to match the text with the ease or difficulty of stu
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dents’ comprehension based on the style of writing. What text factor does Teacher
Millicent consider In the choice of reading materials for her class?
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B. Format lT Content
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11. Ms. MdraHos teaches her grade 6 class how to write a summary of an expository
text. In her discussion, she explains what it is, models it through think aloud, and
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Informs her pupils when and how this skill learned in the classroom can be used
even during their own free silent reading. She provides them with guided and inde
pendent practice before she conducts an evaluation. What approach to teaching is
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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,
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f r Teachers become confused by the questions asked by the teamens.
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C. Teachers find time to review the questions of the learners.
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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
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vocabulary development program. After going through all the books used by his
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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
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for word selection?^ FO
(£ ) High frequency w ordsv'"^ C. High utility words
B. Content area words D. Difficult words
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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
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itese strategies, which of the following skills should he model to them first?
VO Getting main idea
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B. Sequencing events
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C. Reciprocal teaching
D. Rhetorical patterns of expository texts
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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
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B. A reader could read a text when he/she selects only the meaningful seg
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• 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.
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What does this imply? •
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A. Students or readers must know the names of the letter first before they w i
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know what the word means.
B. Readers must know the sounds of the letters first before they will know what
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the word means.
( y Words are only representations of the concepts that the child or reader
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knows before encountering the print.
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D. The text supples the readers with the necessary knowledge they need to
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make sense of the print.
18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informa-
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tional text taken from a science textbook. Which of the tosowing ooes me teacher
want to develop in the reader?
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19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un
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reading technique?^
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& 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?.
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* Seaming Close reading
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B. Skimming U vD. Careful slow reading
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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
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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
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of the teacher?
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A. Explicit Phonics FO 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,
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fat, rat, pat, and bat What approach Is descrbed in this situation?
A. Whole-language approach
B. Language experience approach
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C. Literature-based approach
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Phonics approach
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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
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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
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■Asking the students to write story impressions out of the posted pictures of
scenes taken from Ihe story to be read
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C. Pronouncing five unfamiliar vocabulary words that will be encountered in the
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story
D. Asking the students to list down certain experiences they had, which may be
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related to the main character in the story to be read
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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. .
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1. Which of the following results of an IRI graded reading passages is used to predict
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a learner's functional reading level?
A. Scores in a series of spelling tests
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B. Number of words correctly pronounced per minute
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Percentage of oral reading miscues and sight word recognition scores
Percentage of oral reading miscues and percentage of correct answers to
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comprehension questions. FO
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
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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,
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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?
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- A.- Outcome (§} Context
B. Task D. Purpose
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' 6. The four-Pronged Approach upholds the holistic and balanced instruction in begin
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ning reading. Which of the following principles characterizes Ihe mostimportant
characteristic of this approach?
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A. The inclusion of critical thinking skills after reading
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The development of genuine love for reading
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C. The integration of whole language, literature, and explicit instruction
D. The heavy emphasis on grammar and oral language development
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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
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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
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8. in one Grade 6 reading class in public school, Teacher Samantha conducts a regular
10 mimjte silent reading of an expository text in. Science. What is the best silent
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. 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?
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A. Science is.one subject that calls for inquiry and discovery.
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B. Science class does not require actual reading time In class.
J1 Time can be spent in more meaningful hands-on activities
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UX Experience with print enriches vocabulary and understanding of Science
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concepts.
10.Teacher Jeremiah Is planning an integration lesson using Social Studies text for his
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Grade 5 English class. Which of the following is the best thing to do to activate his
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pupils' background knowledge? FO
A. Ask several critical questions.
B. Make the pupils prepare an outline.
C. Unlock difficult words by using the dictionary
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she makes sure that her pupils have read the text by allotting 7-10 minutes of
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silent reading In the classroom. Which of the following should NOT be done by Ms.
Yelena durlng the silent reading activity?
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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.
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Allow students to ask questions. .
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Practice oral reading for fluency.
14. A student asked the teacher to ten him the meaning of the word "disestablishmen-
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tarianism", which is found in the text that the student read. Instead of explicitly
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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
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meaning of the word through these word parts. Which of the following vocabulary
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strategy did the teacher use to help Vie students arrive at the meaning of the
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unfamiliar word?
A- Semantic feature analysis (q Structural analysis
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found at the back cover. He realized that what he took from the shelf is not what
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he needs. Which of the following strategies do you think did Ronald do to decide
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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?
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A. Special Happiness
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B. Preschool m S Undesirable
17. Belinda is having a difficulty comprehending me novel, "Ftorante at Laura,’ be
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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
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19. Which of the following activities should be the last option for a metacognit
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reader if he does not make sense,of the expository text he is reading?
Sounding out each word while reading the text
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Br Questioning a detail that seems confusing
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C. Rereading a part that suggest multiple meanings
0. Constructing a graphic organizer for the text
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20. Mr. Javier has just ended the silent reading activity he provided for his students
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and he deems it necessary to discuss the story. If he wants to model critical reading
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to his students, which question should he likely ask himself?
A. Who are the characters in the story?
Why did the main character end up not to be successful?
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Would it be unfair to dose a fairy tale with a sad ending after the princess
meets the prince? Why?
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story?
21; Mrs. Corazon wants her students to. respond creatively, to the story they have just
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read in class. Which of the following activities should be provided for the students
so that she could achieve her aim?
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Writing a summary of the story read
Writing a letter to a character In the story
Listing down the events that happenedin the story
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22. Which of the following activities js NOT appropriate In helping readers develop
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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,
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p ) There is a mismatch between the reader and.writer's field of experiences.
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24. Ms. Jazmln prepared controversial statements, which are taken from the social
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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
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ejqalain their reasons before they finaHyread the text. What does the teacher clearly
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demonstrate In this situation?
A. Reading through elaboration strategies
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jk Reading through organizational strategies
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(p I Reading through preparational strategies
D. Reading through metacognftlve strategies
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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
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Educational
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Prepared by:
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Competency:
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and non-conventional
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Educational Technofogy
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a field dedicated to the theory and practice of design, development, utilization,
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management and evaluation of process and resources for learning {Association (or
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Educational Communicationsand Technology.
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Development
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Instructional System Print Technologies
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Design (ISO) FO Audio Technologies
Instructional Still Visuals .
Audio - visual Technologies
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Learner ICTs
Characteristic Electronic Technologies
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Evaluation Utilization
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Measurement Implementation
Formative Evaluation Institutionalization
Summatfve Evaluation
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Management
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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 .
M
gtate Objectives
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§ elect Media and Materials
ytflize Media and Materials
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U
R
Evaluate and Revise
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Principles In the Selection. Development, and Utilization
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of Educational Technologies
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Purpose
j teaming process._______________________ •
FB
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the learners to learn the subject matter.
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Communication
They must relay information clearly and effectively.
Effectiveness
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They should catch the interest of the users, stimulate curiosity or
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Interest satisfy the need to know and encourage creativity and imaginative
response among users.
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The cost per student of media presentation diminishes as the
Cost Effectiveness
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number of students using it increases.
Presentation
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They must be presented at the right time and at the right way.
They must be handy for the teachers and students to handlethem
Portability (Handy)
wed.
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They must be simple but inspiring for the learners and should not
Simplicity
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Assessment
revisions and improvements.
PD
1. Human Factors
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1.1. Learner factors - refers to Ieamer differences that can influence media
■ choice. *
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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, "
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Five Domains of Educational Technology
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DOMAINS DESCRIPTION
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Design It is the planning phase of educational technology.
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Development It is the process of producing learning materials from a detailed plan
(design).
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It is the actual use of knowledge and the skills and usually includes the
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Utilization practical application of information or procedures on a regular basis. It
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is the action phase.
It is a dynamic process which allows people to obtain and judge the
Evaluation worth of data about how students learn specific content information
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Management
together.
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FB
1. ADDIE Model
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(toes: (i) Analysis, (2) Design, (3) Development (4) Implementation, and
(5) Evaluation.
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
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characteristics. Analysis also considers the learning environment, any con
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straints, the delivery options, and the timeline for the project.
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Design
It is systematic process of specifying learning objectives. Detailed storyboards
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and prototypes are often made, the look and feel, graphic design, user-interface
and content are determined here.
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Development
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The actual creation (production) of the content and learning materials based on
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the Design phase.
Implementation
KS
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
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evaluated.
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£ valuation
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This phase consists of (1j formative and (2) summative evaluation. Formative
evaluation involves gathering information during the early stages of the design
PD
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
T
help insure the success of the project. Summative evaluation is the process of
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' 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
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Factorsthat affect howlong a learner can attend to one type of task are
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’ age, interests learners'motivation
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c) Number of Learners
Select media that are well suited to the group size you have or, if this
M
is difficult, modify the group or structure to media you have.
U
d) Physical disabilities of learners (poor vision, hearing, dyslexia, color
blindness, etc).
R
1.2. Teacher factors - refer to those factors that affect the success of media
FO
implementation.
2. Instructional Method
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Administrative and economic constraints both limit the choice of methods and
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media
FB
1) Objectives 3) Time
2) Availability 4) Resources
PD
process
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communication skills
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• Supplies information through multisensory delivery channels, allowing students with
various learning styles to assimlate and apply knowledge
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• Expands classroom "waits’ and links students and teachers in national and interna
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tional exchanges
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INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES
R
FO
Selection
I Types U tiliza tio n
Advantages L im ita tio n s
KS
M
(i.e. Pictures, and calendars. ■ Lack of motion. Visors • Useonevisual at
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graphic orga are static and cannot a time except for
nizers, etc.)' show motion. 'comparison.
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• Holdvisuals
steady.
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■ Multipurpose. Bothstu- • Commmpboe.In • Checkthe visiM-
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dents andteachers can structors often neglect Ryof the board
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use display boards for to give display boards from several
a variety of purposes.FO the attention and re positions around
• Colorful. Displayboards spect they deserveas the room.
2.2. provide color and add Instructional devices. • Decide in advance
Displayed interest to classrooms • Notportable. MoA
KS
howyoufrian to
Visuals or hallways. display boards are not use theboard.
(!.e. chalk • Participation. Students movable. • Print using
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display,boards in script.
FB
■ Faceyouraud-
enceidonottakto
theboardw»i your
PD
backtotheclass.
2.3. ■ Instructorcontrol. ■ Instnictor depen- ■ Focustheimage
Projected The presenter can d o it. Theoverhead so it fife the
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(I.e. Overhead materials on the OHP programmedto display • Turn off lights
projector/ byapplying different information byItself. wer the screen if
VI
M
• ent Items, such as theOHT.
can beused in normal
room lighting. magazine Mustratfcns, • Summarize
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• Opaque projector cannotbe projected frequently.
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allows instantaneous . immediately but must
projection of 2 or 3-di- first be madeinto
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mensional objects. transparencies.
• Less abstract and more • Storage. Largeobjects ■ Familiarize
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concrete. Real objects can posespecial yourself with the
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and modelsprovide FO problems. Caring for object and model.
hands-on learning . living materialssuch • Makesure objects
experiences and . as plants and animals are large enough
emphasize real-world can take a lot of lime. to be seen.
KS
lesson.
VI
M
dents andteachershave Information at the or worksheetto*
been using audiocas appropriate pace,can maximize learning
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sette recorders. be difficult for stu from audiomedia.
4.1. • Verbal Message. dents with a rangeof • Usea follow-up
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Audio cassette Students who cannot skills andbackground activity after each
tapes/record-
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read can learn from experiences. audio lesson.
ere/players audio media. • Accidentalerasure.
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• Stim ulating. M bo Just asaudiotapes
media can provide a can bequicldy
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stimulating alternative to
FO and easily erased
readingand flstenlng to w4wnnolonger
the teacher. needed,theycanbe
accidentallyerased
KS
whenthey should be
saved.
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Studentsand teachers
can quickly locate andteacherscannot
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CO sequence. cassettes.
• Resistance to damage.
Stains can bewashed
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off andordhary
SI
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repeated\tewfng of dramatizations often viewing previous
a performancefor present complex related study and
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emulation. cr sophisticated treat evoking questions
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ments an issue. abouttoday's
topic.
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• Ust onthe
chaHioaid the
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main points to
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be covered In the
FO presentation.
■ Supportthe
■ presentation with
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meaningful fbl-
Jow-upactivities.
■ OetirNohredin
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the program.
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FB
• Don’t overcrowd.
• Be consistent in format, layout and conventions.
• Use appropriate typefaces and point uses.
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• Use bold and italics for emphasis, but don’t overuse them.
SI
M
| No. Administrators Teachers Students
Leadership and ' Engage in Professional Technology Operations and
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1
Vision Growth and Leadership Concepts
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Facilitate and Inspire
Learning and
II Student Learning and Creativity and Innovation
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Teaching
Creativity
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Productivity and Model Digital-Age Work Communication and
III Professional
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and Learning Collaboration
Practice . FO
Support,
Research and Information
iv Management and
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Fluency
Operations
Design and Develop Critical Thinking, Problem
Assessment and
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Social, Legal
VI Citizenship and Respon Digital Citizenship
and Ethical Issues
sibility
PD
For technology to have the desired impact on improved teaching and learning, several
SI
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.
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purchasing procedures are organized and effective, and procedures are in
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place to set up and maintain technology resources.
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Trained personnel - Staff development that includes hands-on, integration
emphasis, training over time; modeling, mentoring and coaching; and post
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training-access to technology resources.
Technicalassistance - Continuing support for diagnostic and maintenance
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problems for teachers' .and students’ computers.
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Appropriate teaching and assessment approaches - Teaching strategies that
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are matched to needs and assessment strategies that are matched to the
type of learning being measured.
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Scle:; ion
PD
Types Utilization
Advantages Lim itations
• Better learning and • Equipment • Use a display
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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
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■ High speed person * Introduce your
alized responses to • presentation.
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learner actions Encourage student
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• Exchange of participation
information and through question
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collaboration ing and having
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1 Realism through ' students decide on
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color, music and next steps.
animated graphics FO ■ Direct students' on
line explorations of
meticulous aspects
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of the curriculum.
• Use appropriate
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pacing.
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instructional software.
SI
VI
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Drill and Practice ■ Increase proficiency in a newly • Infinite practice
■ Variable level of difficulty
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learned skill or refresh an ex-
istingone. ■ Motivation
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• Embedded question
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■ Assume the primary instruc ■ Branching
Tutorial
tional role of teacher or tutor. ■ Dynamic presentation
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■ Recordkeeping
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• Control of multiple variables
• Represent or model a real
FO - Dynamic presentation
Simulation system, situation, or phenom
• Time control
enon.
• Effects of chance
KS
■ Motivation.
Instructional
• Add an element of fun in CAI. • Game structure
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Problem Solving
logic, reasoning, pattern rec • Quantity
ognition, and strategies. • Variety
PD
encyclopedia^.
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2.2. Communicative Tools are systems which enable easy communication be
tween the teacher and the students or among students beyond physical
barrier of the classroom, (e.g., email, electronic bulletin boards, chat, tele-
conferencing and electronic whiteboards.) . •
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on the other hand, are messaging systems in which the -
exchange of information between people is not 'live*, but is
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somehow delayed.
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2.3. Productivity/Constructive Tools are general-purpose tools that can be
used for manipulating information, constructing one's own knowledge or
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visualizing one's understanding. Common examples of productivity tools are
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shown below.
R
FO
■ prepare letters, memos, reports, flyers, rubrics, lesson
plans, forms, newsletters sheets, posters, study guides,
KS
resources
SI
Databases
• provide support for students tracking data
VI
2.4. Situating Tools are systems whicPi situate users in an environment where
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they may 'experience' the context and happenings, (e.g., Simulations, Vir
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tual Reality). A flight simulation program is an example of a situating Tool
because it places the user in a simulated flying environment.
.C
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INTEGRATION OFTHE INTERNET AND DISTANCE EDUCATION
U
TOSUPPORTTEACHING AND LEARNING
R
FO
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
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There at least three major reasons why Internet can be effectively used by
FB
M
world) can study a common topic togeth
Global classroom
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er, sharing what they are learning about
.C
the topic during a previously specified
time period.
M
Email, newsgroups, and electronic
Electronic appear- boards can also ‘host* special guests
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ances (e.g. authors, musicians, etc.) with whom
R
FO students can correspond,
internet-connected subject matter ,
specialists from universities, government,
KS
Information
FB
exchanges
(favorite quotes, Provide thematically-related information
PD
rules, etc.)
SI
lishing
electronic journal, etc.)
Information . In this type of online activity, students
Problem
searches (e.g. are provided with clues and must use
solving
puzzle, game, reference, sources (either electronic or
projects
treasure hunt, etc.) paper-basedTto solve problems
Prof. M arilou M . U bin a and Prof. John P. Nacividad
E d u c a t io n a l T e c h n o l o g y 1 & 2
* «•
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
M
is drawn from the Web. This approach
O
was developed by Bemie Dodge and Tom
WebQuests
March at San Diego University, and it has
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become one of the most
2. Information
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popular ways of using the Web in
Retrieval/
Education.
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Direct instruc-
Provide educational software, commercial
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on instructional “demos" which you can take to your
FO
software school’s computer laboratory
Instructional
software sites
KS
sites, storybooks
and soon.)
FB
3. General r .
Increase awareness and access to muse-
Sources Museums and
umcoiiections and to see exhibits online
virtual sites
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Distance Education
VI
M
■ Asynchronous distance education refers to circumstances where both time
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and place are different.
.C
■ Hybrid Courses are courses that combine the elements of face-to-face
teaching and leaning with elements of distance education.
M
U
Some of the Most Important Benefits of Internet and Other Distance Resources
• Easy and rapid communication
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• Access to expert resources and information not locally available
FO
• Access to up-to-date information
• Easy sharing of information and products
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moving images (e.g., film, videotape), and real-time moving images com
Video
VI
M
instruction itself need not be delivered via a computer, although
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CAI is often combined with CMI.
Computer-mediated education (CME) - describes computer
.C
applications that facilitate the delivery of instruction. Examples
M
include electronic mail, fax, real-time computer conferencing, and
World-Wide Web applications.
U
Computer-based multimedia (CBM) - HyperCard, hypermedia,
R
and a still-developing generation of powerful, sophisticated, and
FO
flexible computing tools have gained the attention of distance ed
ucators in recent years. The goal of computer-based multimedia
Is to Integrate various voice, video, and computer technologies
KS
from vyhich all other delivery systems have evolved. Various print formats
Print
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Format Description
SI
M
Workbooks
(with answer key) for self-assessment, in addition, there is typically
O
some
.C
form of feedback, remediafion, branching, loop to recycle, through
the Instructions, as needed.
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A comprehensive and well-planned course syllabus is the founda
tion of many distance-delivered courses. It provides course goals and
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objectives, performance expectations, descriptions of assignments,
R
Course syllabus related readings (often by session), grading criteria, and a day-by-
FO
day overview of the material to be covered. The syllabus must be
as complete as possible in order to guide the students through the
KS
Case studies as they place themselves in the particular case under consideration.
FB
Technology D escription
SI
Examples
Broadcast video, like radio, is Educational programming on the
VI
M
eras, microphones, and video findings. -
monitors.
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.C
COMPinER-BASH) DISTANCE EDUCATION TECHNOLOGIES
M
I Technology Description Examples
U
CD-ROMs or DVD-ROMs Self-study courses in discipline
CD-ROMs
R
can be mailed to learners for such as foreign language and
and DVD-
correspondence study on home business education.
FO
ROMs
computers.
E-mail supports asynchro Electronic communication between
KS
• •
teraction in which individuals expert
interact by typing message • Collaboration between students
VI
Chat or
back and forth to one another. from different schools about a
Instant
• Chat room interactions re - mutual project
Messaging
semble group conversations ■' Online ‘ office hours" when, dis-
and become popular places -tant student can contact their
for electronic socializing. instructor
PNU L E T Reviewer 115
Ed ucatio n al T ech n o lo gy 1 & 2
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Web-based instruction also ■ Complete courses on almost any
known as oniine-leaming, can topic
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Web-based present content, provide links to - Online supplements to tradition
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instruction information at other locations, al face-to-face courses.
and serve as a focal point for
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distance education experience. .
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KEY PLAYERS IN DISTANCE EDUCATION
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Key Players Description
Meeting the instructional needs of students is the cornerstone
KS
audiences.
■ Develop a working understanding of delivery tech
VI
M
equipment, collects assignments, proctors tests, and acts as
O
the instructor's on'-sife eyes and ears. •
These individuals are the silent heroes of the distance edu
.C
cation enterprise and ensure that the myriad details required
M
for program success are dealt with effectively. Most success
ful distance education programs consolidate support service
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Support Staff
functions to include student registration, materials duplication
R
and distribution, securing of copyright clearances, facilities
FO
scheduling, processing grade reports, managing technical
resources, etc.
Effective distance education administrators are more than idea
KS
• Consider the goal, learner characteristics, the learning and performance contexts,
SI
In evaluating Instructional resources, several questions you should ask yourself are Im
portant regardless of the type of resource you are considering:
M
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
O
3. Do'the materials teach and/or reinforce teaming effectively?
.C
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
M
6. Are the materials of high quality technically?
U
7. Is the use of this resource practical for my teaching setting (cost, needed equip
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ment, etc.)?
FO
KS
O
O
FB
PD
T
SI
VI
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
M
letter of your choice in your answer sheet.
O
.C
1. Which of the following statements has a very limited definition of educational tech-
- nology?
M
A. It is a profession composed of various job categories.
B. It refers to the computers used for teaching and learning.
U
C. It indudes audiovisual materials, interactive multimedia and self-instrucHonal
R
materials. FO
0. It is the development, application, and evaluation of systems, techniques and
aids to improve human teaming.
KS
Answer:B
The answer is letter B because it is confined to computers only. OptionsA, C, & 0 on
O
the other hand are more encompassing and they describe the different dimensions
of educational technology.
O
FB
Answer: D
The answer is letter D because It refers to the actual use of an educational technol
VI
ogy. Letter A is incorrect because the words design and development were inter
changed. Letter B, Is also incorrect because it is only the word, 'design” which refers'
to planning stage*. Letter C is incorrect because evaluation is not synonymoos tfith
implementation.
M
IV. Evaluate the performance of the students
O
A. I- M -IV C. l-ll-IV-lii
.C
B. II-I-IIWV D. II-1-IV-III
4. Which of the. following is a limitation of models and real objects in teaching and
M
learning?
U
A. They pose problems on storage.
. B. They make learning more concrete.
R
C. They provide hands-on teaming experiences.
FO
0 . They are readily available in the environment, around school, and in the
home.
KS
6. Mrs. Del Prado placed text together with the relevant graphics on the same page
in her multimedia presentation. Which principle did she apply?
PD
A. Appropriateness C. Responsiveness
B. Authenticity ‘ D. Simplicity
VI
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.
M
D. To be able to practice how to operate the equipment
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9. Which of the following should Mr. Rivera primarily consider in determining his
teaching- learning objectives' and use of instructional media?
.C
A. The assessment tool to be used
M
B. The learning activities
C. The learner
U
D. The teacher
R
10. Which of the following technologies provide iconic experiences to students/chil
FO
dren?
A. . Video and books C. Radio and recordings
KS
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.
T
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
M
III. Internet websites such-as Go4English, English Language Listening
O
Lab, or Randall's listening Lab
.C
A. I and 11 I or III
B. II and III (p . I, II and IH
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14. Which of the following statements is incorrect about the contributions of technology
U
to student teaming?
A. The quality of learning can be improved.
R
B. The delivery of instruction can be more interesting.
FO
C. The method of teaching and learning becomes more interactive.
D. The role of the teacher can be changed Into knowledge dispenser.
KS
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
O
‘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.
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III. Students could collaborate and work on authentic tasks in a iearn-
O
er-centered instruction.
. I V . A learner-centered instruction supports inquiry approach and
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authentic assessment,
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A. II and IV only d. 1, III and IV only
B. l.H andlV only DT 11.Ill and IV only
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18. Ms. Hernandez employs student -centered instruction as the learners create their
R
digital portfolios jn her computer class, What could be developed among them
FO
throughthis approach?
A. Repetition and active learning
KS
19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
O
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
M
types of Computer-assisted lnstruction:To make her presentation effective, which ?
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A. Situating tool C.- Productivity tool
.C
B. Infonnative tool ■ D. Communicative tool
2 3 . Prof. Debs Santos is thinking of an online teaming approach by which content
M
provides links to information at other locations and serves as a focal point for a
U
distance education experience. Which of the-following should she use?
A. Teleconferencing C. Web-based instruction
R
B. Self-paced program FO D. Computer-aided instruction
2 4 . Which is NOT a basic consideration in selecting and evaluating the content of an
educational technology tool?
KS
25. Your father wanted to finish his long dreamed course but he wanted to do it at
FB
• home during his free time. Would you recommend an online learning?
A. Yes, because online learning is the "in” thing.
PD
technologies.
SI
VI
Directions: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
M
O
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
.C
start preparing her instructional materials. Which is the most systematic process
M
in doing this?
A. Design - utilization - evaluation - development
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B. Design - development - utilization - evaluation
R
C. Development - design - utilization - evaluation
FO
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?
KS
C. To avoid potential problems that might occur while materials are in use
O
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?
PD
Dvi Carryout the lesson as planned and use the materials at hand.
SI
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
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three-dimensional visual instead.Which of the followhg did he construct?
O
A. Chart ' ■ C.; Model
.C
B. Cartoon "O'. Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have
M
understood from what they have read. Which of the following non-projected
U
visuals are you referring to?
.AT -Graphic organizer C. Model
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iT Print materials FO 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?
KS
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
FB
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.
M
D. She can easily prepare her own transparencies in advance.
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12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year
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High School class. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
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A. When it promotes mastery of the lesson
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B. When it makes viewing more interesting
C. When it helps attain the objectives of the lesson
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D. When it induces alienation on the part of (he learners
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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?
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14. Computers can be classified according to the roles they play namely communica
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tive tool, informative tool, and constructive tool. What is the other role of computes
not mentioned in this item?
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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
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three-dimensional visual, instead.Which of the following did he construct?
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A. Chart . c. v Model
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B. Cartoon 'D . Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have
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understood from what they have read! Which of the following non-projected
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visuals are you referring to?
Graphic organizer C. Model
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B.’ Print materials FO 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?
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9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
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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.
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D. She can easily prepare her own transparencies in advance.
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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
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classroom. When is technology considered INEFFECTIVE?
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A. When it promotes mastery of the lesson
B. When it makes viewing more interesting
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C. When it helps attain the objectives of the lesson
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D. When it induces alienation on the part of the learners
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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.
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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
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A . Because the teacher expects the student to study more
B. Because it requires activities that focus on thinking than responding .
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C. Because It enables the usersto focus more on higher level cognitive activi
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ties • ’
D. Because this kind of practice lessens interaction capabilities of communica
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tion tools
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19. Internet consists of thousands of connected computer networks around the world.
Which term does NOT refer to Internet?
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A. NET FO C. “Cyberspace"
£ . On-line D. 'Information Superhighway"
20. Which technology tool can Prof. Soriano use to communicate asynchronous^ with
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her students?
A. Chatandblog
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21. In your computer subject, you allow your class to chat as part of your' motivation
before discussing to them the roles of computer as a tool. How is chat used in this
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context?
A. Informative tool C. Communicative tool
B. Application tool 0 . Situating tool
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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
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nize instructions and track students records and progress?
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A. Computer-baBe<tMulflmedia
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8. Computer-assisted Instruction
C. Computer-mediated Education
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f o /) Computer-managed Instruction
25. Mien is distance education as effective as the traditional instruction?
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A . When the method, technologies and assessment used are appropriate to the
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required competencies. FO
B. When the course requires more face-to-face communication between the
students and teachers.
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:-------------.....«.----- -------------
Prof. M arilou M . L'bin.i anti Prof. John P. Natividad
P ro fessio n al E d ucatio n
Assessment
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and Evaluation
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o f Learning 1
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Prepared by:
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j Competency:
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: assessment
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BASIC CONCEPTS
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Test . ■ An Instrument designed to measure any characteristic,
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quality, ability, knowledge or skill. It comprised of Items
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in the area it is designed to measure.
Measurement A process of quantifying the degree to which some
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one/something possesses a given trait. Le., quality,
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characteristic, or feature.
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Assessment A process of gathering and organizing quantitative or
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qualitative data into an interpretable form to have a
basis for judgmoit or decision-making,
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a. Placement - done prior to instruction
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• Its purpose is to assess the needs of the learners to have basis in planning
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for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into
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the learning situation and use this as a starting point, for instruction.
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• The results of this assessment place students in specific learning groups to
facilitate teaching and learning.
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t b. Formative - done during instruction FO
• This assessment is where teachers continuously monitor the students' level
of attainment of the learning objectives (Stiggins, 2005)
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• it is usedto certify what students know and can do and the level of their
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proficiency or competency.
• Its results reveal whether or not instructions havesuccessfully achieved,the
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curriculum outcomes.
• The information from assessment of learning is usually expressed as marks
or letter grades. . .
■ The results of which are communicated to the students, parents, and other
stakeholders for decision making. .
. It is also a nnwfirfi il factor that m ilrl naup. thp w av fn r erii rational r e fo r m
124 PNU LET Reviewer
P ro fessio n al E d ucatio n
.......... " 1,,F■1 1 i
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Standards for Teacher Competence In Educational Assessment of Students
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(Developed by the American Federatio n^ Teachers National, Council on Measurement In Educa
tion, National Education Association)
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1. Teachers should be skilled in choosing assessment methods appropriate for
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instructional decisions.
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2. Teachers should be skilled in developing assessment methods appropriate for
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instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of
both externally-produced and teacher-produced assessment methods.
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improvement
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5. Teachers should be skilled in developing valid pupil grading procedures which use
pupil assessments.
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truly important.
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Learning Targets
(MeMilan, 2007; Stlgglns, 2007)
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Knowledge Student mastery of substantive subject matter
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Reasoning Student ability to use knowledgeto reason and solve problems
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Skills Student ability to demonstrate achievement-related skills
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Products Student ability to create achievement-related products
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Base;) tio n ing titm R e p irt
■ -----------
Knowledge 5 4 3 4 3 2
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Reasoning 2 5 4 4 2 2
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Skills 1 3 5 2 5 3
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Products . 1 1 . 5 2 4 4
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Affect 1 2 4 4 4 5
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Note: Higher numbers indicate better matches lt.g. 5 =N gl!, l = tow)
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Modes of Assessment
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A ssessm en t an d Evalu ation o f L earn in g 1
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to support mentary subjective
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course goals Portfolios without
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in dynamic, rubrics
ongoing and
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collaborative .
process.
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—---- ------ _- -- - - - - ------------
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i. Principle 3: Balance I
i Principle 4: Validity i
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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.
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terval
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b .. Predictive validity - describes the future performance of an individual by
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correlating the sets of scores obtained from two measures given at a longer
time interval.
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4. Construct Validity - Is established statistically by comparing psychological traits
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or factors that theoretically influence scores in a test.
a. Convergent Validity-is established if the instrument defines another similar
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trait other than what it is intended to measure.
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E.g. Critical Thinking Test may be correlated with Creative Thinking Test.
b. Divergent Validity - is established if an instrument can describe only the
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Reliability - it refers to the consistency of scores obtained by the same person when
retested using the sameor equivalent Instrument.
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Method Procedure
Measure Measure
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EquivaJent Forms ty and Equivalence tests wltfv Increased
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time Interval between
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forms.
Split Half Measure of Internal Give a test once to . Pearson r&
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Consistency obtain Scores for Spearman
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equivalent halves of Brown Formula
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the test e.g. odd- and
FO even-numbered Items.
Kuder-Rictiar^n Measure of Internal Give the test once Kuder-Richard-
Consistency then correlate the pro son Formula 20
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portion/percentage of and 21
the students passing
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given Item.
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^Principle 6 : Fairness J
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• •*
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When assessing learning, the information obtained should be worth the resources and
time required to obtain it. The factors to consider are as follows:
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• Teacher Familiarity with the Method. The teacher should know the
strengths and weaknesses of the method and how to use It.
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• Time Required. Time Includes construction and use of the instrument and
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the interpretation of results. Other things being equal, It Is desirable to
use the shortest assessment time possible that provides valid and reliable
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results.
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• Complexity of the Administration. Directions and procedures for admin
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istrations are dear and that little time and effort is needed.
• Ease of Scoring. Use scoring procedures appropriate to a method and
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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
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i Principle ft Continuity ~~ ~ - - - - -j
L — - —— — -------'------------------- — — — — — — — — — — — — — — — — — J
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• Assessment takes place in all phases of instruction. It could be done before, during
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content
• Clarifying and articulating the performance outcomes expected erf pupils
• Planning instruction for individuals or groups of students
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■ Giving contingent, specific; and credible praise and feedback
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• Motivating students to team
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• Nidging ttie extent of puj^f attainment of instructional outcomes
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Activities Occurring After the Appropriate Instructional Segment
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(ig . lesson, class, semester, grade)
• Describing the extent to which each student has attained both short- and
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long-term instructional goalsFO
• Communicating strengths'and weaknesses based on assessment results to
students, and parents or guardians
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tional planning
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i Principle 9: Authenticity ]
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3. Value Bevond Evaluation - what students do have some value beyond the class
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room
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.r — — — — — — — — ------ — — — — — — — —
i Principled 0: Communication i
L. ——— —^ — — ———— — —
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■ Assessment targets and standards should be communicated.
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• Assessment results should be communicated to important users.
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• Assessment results should be communicated to students through direct
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interaction or regular ongoing feedback on their progress.
r ———————————————————— n
^Principle 11: Positive Consequences j
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.* Teachers should be guided by laws and policies that affect their classroom
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'PERFORMANCE-BASED ASSESSMENT
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assessment that is open to many possible answers and judged using multiple criteria or
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standards of excellence that are pre-speclfied and public.
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Reasons for Using Performance-Based Assessment
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• Dissatisfaction of the limited information obtained from selected-response
test.
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■ Influence of cognitive psychology, which demands not only for the learning
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of declarative but also for procedural knowledge.
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• Negative impact of conventional tests e.g., high-stake assessment,
teaching for the test
■ It isappropriate in experiential, discovery-based, Integrated, and problem-based
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teaming approaches.
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abilities
Formats: restricted (products of the same objective are the same for all stu
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dents) and extended (students vary in their products for the same objective)
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5. Portfolio-based - collections of works that are systematically gathered to serve
many purposes
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How to Assess a Performance
1. Identity the competency that has to be demonstrated by the students with or
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without a product
2. Describe the task to be performed by the students either individually or as a group,
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the resources needed, time allotment and other requirements to be able to assess
the focused competency.
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proficient in.
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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
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but more authentic than any performance-based task.
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Reasons for Using Portfolio Assessment
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Burke (1999) actually recognizes portfolio as another type of assessment and is consid
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ered authentic because of the following reasons:
■ It tests what is really happening in the classroom.
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• It offers multiple indicators of students'progress.
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• It gives the students the responsibility of their own learning.
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• It offers opportunities for students to document reflections of their learning.
• It demonstrates what the students know in ways that encompass their per
sonal learning styles and multiple intelligences.
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equity principles.
1 . Content principle suggests that portfolios should reflect the subject matter that is
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2. Learning principle suggests that portfolios should enable the students to become
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2. The show portfolio is a collection of a student's best worl®.
3. -The documentary portfolio Is a combination of a worMng and a show portfolio.
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S t e p s i o P o r t f o l i o ^
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p u fu * * -
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FO
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PD
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• 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
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competencies that require demonstration of skits or creation of products of learning.
It offers a set of guidelines or descriptions in scoring different levels of performance
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or qualities of products of learning. It can be used in scoring both the process and the
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products of learning.
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Similarity of Rubric with Other Scoring Instruments
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Rubric is a modified checklist and rating scale.
1. Checklist FO
• presents the observed characteristics of a desirable performance or product
• the rater checks the trait/s that has/have been observed in one’s perfor
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mance or product.
2. Rating Scale
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• measures the extent or degree to which a trait has been satisfied by one's
work or performance
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performance
• uses 3 to more levels to describe the work or performance although the
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Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale
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and checklist.
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TYPES OF RUBICS*
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•a performance or • It provides one score of the criterion
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product, in this ru to describe the overall satisfied nor by the
bric, there is only performance or performance or
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one rating given quality of work. product.
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to the entire work • It can indicate the ■ ft does not permit
or performance . general strengths and differential weighting
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weaknesses of the of the qualities of a
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work or performance.
FO product or a perfor
mance.
Analytic It describes • It clearly describes . • It is more time
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demonstration or creation of products of learning.
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■ Performance Task—TTie task should be authentic, feasible, and has multiple
■fed.
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* Evaluative Criteria and their Indicators - These should be made clear us
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ing observable traits.
* Performance Levels- These levels could vary in number from 3 or more
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* Qualitative and Quantitative descriptions of each performance level -
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These descriptions should be observable and measurable.
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Guidelines Wien Developing Rubrics
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» Clarify the meaning of each trait or criterion and the performance levels.
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error.
» Keep the number of criteria reasonable enough to be observed or judged.
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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
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sample. Write only the letter of your choice on your answer sheet.
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1. Who among the teachers described below is doing assessment?
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A. Mrs. Bautista who is administering a test to her students.
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B. Mr. Ferrer who. is counting the scores obtained by the students in his test.
C.
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all ;
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Prof. Cuevas who Is planning for a remedial instruction after knowing that
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students perform poorly in her test
is the result of the collection of data that could be used for. easy judging of stu
dent’s performance. Option A refers to testing, which is one of the techniques when
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refers to evaluation because it involves judgment (i.e. students perform poorly) and
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2. Mr. Fernandez is judging the accuracy of Ihese statements- Which statements will
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he consider as correct?
I. Test is a tool to measure a trait
II. Measurement is the process ofquallfying a given trait
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decision making.
A. I and II only C. .1, B, arel
B., Ill and IV only O’ l,il,and lV i.
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3.- If I have to use the most authentic method of assessment, which of these proce
dures should I consider?
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A. Traditional Test C. Written Test
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s'B. Pefformance-based Assessment > D. Objective Assessment
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The correct answer is B because among the four methods presented, it Is only
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performance-based assessment that requires actual demonstratfonof skills or cre
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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
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after the exam because they are usually just memorized without applications in
real life.
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4. After doing the exercise on verbs, Ms. Boritlo gave a short quiz to find out how well
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the students have understood the lesson. What type of assessment was done?
A. Summative Assessment C. Diagnostic Assessment
ig .; D. Placement Assessment
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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
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the lesson presented in the form of a quiz. The result erf formative assessment
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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
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, C-, Ms.,Ventura: the^ecilifiessops which
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^%tydertts failed tb ■.:■■■ ?
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D. Mrs. Lopezwho administered a readiness test to the incoming grade one pupils.
The correct answer is C, diagnostic assessment, since the purpose of the assessment
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is to find out what the students failed to understand that wouid require remedial instruc
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tion. OptionsA and Bare formative assessment while D Is placement assessment
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6. You are assessing FOR learning. Which of these will you likely do?
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A. Giving grades to students
’ B. Reporting to parents the performance of their child.
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sure this ability. What principle of assessment did you consider in this situation?
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VI
9. Ms. Ortega tasked her students to show how- to play basketball. What learning
A. Knowledge Skills *
B. Reasoning /'D . Producfe
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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
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objective? Why?
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A. Yes, because essay test is easier to construct than objective test.
B. Yes, because essay test can measure any type of objective.
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C. No. he should have.conducted oral questioning.
0 NO ha *h«,W hauo toct >
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11. Mr. eidto wants to test students’ knowledge of the differ* nt places in the Philip-
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pines, meir capnai ana rneir products and so he gave his s udents an essay test. If
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j were the teacher, will you do the same?
No, the giyinQ pt iiri otsfective rrK>re apfropriate than the use of essay.,
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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.
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12. What type of validity does the Pre-board. Examination possess if its results can
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explain how the students will likely perform in their licensure examination?
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A. conopent C: construd
^ pwdjefly*. * . ■ D. content
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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.
Wiat test of reUabiifty can she
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Equivalent Forms
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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
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B. interpret bar graphs; '
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To assess the attainment of the objectives, Teacher A required the students to construct
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a bar graph for the given set of data then she asked them to interpret this using a set of
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questions as guide. Teacher B presented a bar graph then asked them to interpret this
using also a set of guide questions.
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14. Whose practice is acceptable based on the principles of assessment?
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TeacherA
Teacher B
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C. Both Teacher A and B
D. Neither TeacherA nor Teacher B
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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.
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C. ftutfflzessomuchtime. - ■
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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.
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D. Students are evaluated based on varied evidences of learning.
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18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of
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some laboratory equipment and measurement tools and the students ability to
follow the specified procedures. What mode of assessment should Miss del Rosario
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A. Portfolio Assessment ^ Traditional Assessment
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B. Journal Assessment Perfprrnarice^BasedAssessment
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19. Mrs. Hilario presented the lesson on baking through a group activity so that the
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students will not just learn how to .bake but also develop their interpersonal M s .
How should this lesson be assessed? '
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I. She should give the students an essay test explaining how they baked
the cake.
II. The students should be graded on the quality of their baked cake '
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using a rubric.
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III. The students in a group should rate the members based on their
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r
l, II, and lUonly C. I, II, IV only
;u, HI, and fV only D. I, II, III, and IV
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a teacher has setobjectives in ail domains or learning targets and which could
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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
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23. How should the following steps in portfolio assessment be arranged logically?
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I. Set.taqjets
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II. Select evidences
III. Collect evidences
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IV. Rate Collection
V. Reflect on Evidences
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A. I, H, 111,1V, V C. I, II, III, V, IV
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0 I,111,II, V, IV FO D. I, III, V, II, IV
247wiich could be seenin a rubric?
I. Objectivein a high-level of cognitive behavior
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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
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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
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Direction: Enhance your test taking skills by answering the items below. Write only
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tie letter of the best answer.
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1. Mrs. Pua Is judging the worth of the project of the students In her Science class
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based on a set of criteria. What process describes what she is doing?
A. Testing • . f ^ f ^ jn ^
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B. Measuring D. Assessing
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2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex
plains the difference?
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( f ) Measurements FO
^ 8 giving meanir
B Measurement is the process of gathering data wtiiieevaluation is the process
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pre-requisite of testing.
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3. Ms. Rfcafort uses alternative methods of assessment Which of the following will
she NOT likely use?
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C. Oral Presen
iW lecii^ Journo VVriting D. Developing Portfolios
s. Camba aims to measure a product of lemming. Which of these objectives will
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|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
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B. The pracfice Is not acceptable because It violates the principle of reliability.
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£ p r^ c ^ : a^ptabte.te
D. The practice is acceptable since the test results are graded. 1
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6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do?
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4. Placement Assessment
B7 Diagnostic Assessment / ^ ^ iM ^ t iv e i^
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7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out
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who among them can already read The result was used to determine their sec-
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tions. What kind of test was given to them?
A. Diagnostic
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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
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of the test were very low. What shocM the teacher do?
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A. Proceed to the next lesson to be able to finish all the topics in the course.
FB
B. Construct another test parallel to the given test to determine the consistency
the scores.
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^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
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*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-
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* C. predictive validity
BT owiaBent validity - ■ D. construct validity
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11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English.
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Which of the following activities will fielp achieve her purpose?
A.
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; C. Administers single test but to tfo different groups of students.
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/^Adm inister two different tests but to the same group of students.
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Refer to the situation below in answering items 12 and 13.
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To assess the attainment of the objectives, Ms. Cidro required the students to con
struct a friendly letter and have it encoded at their Computer Laboratory using the MS
Word. The letter should inform one’s friend about what one has learned In the day's
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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
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sctM pnnclpal has 3 teacher applicants all of whom graduated from the
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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?
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I. Give them a placement test.
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II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
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IV. Study their portfolios to examine the qualifies of the students' outputs
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when they were in College.
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A. I and II. ( lS la n d ll.IV .
ft II and M. ■ W - ll/^ a id W ' ?
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15. What should be done first when planning lor a performance-based assessment?
D^grmine Jthe "table..of spedflcations1'of the tasks.
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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
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Jtfme. .
B. Assess one objective for one performance task..
C. Set objectives only for cognitive domains.
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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
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nuftber sentence that involves four fundamental operations and then asked
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them to solve the word problem they constructed.
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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
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to solve it.
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Mrs. Pontipedra who asked her pupils to construct any word problem that
involves the four fundamental operations then formed them by twos so that
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each pair exchanged problems and helped solve each other's problem.
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18. Which is WRONG to assume about traditional assessment?
A. It can assess individuals objectively.
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£> An
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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.
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23.'Which kind of rubric is BEST to use in rating students’ projects done for several
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*
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; Analytic v C. Either holistic or analytic
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> Holistic D. Both holistic and analytic
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24. Which Is NOTTRUE of an analytic rubric?
k It Is time consuming.
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It is . e ^ ^ f ^ ^ s M ji^ t iie hpiistiq: njbric■
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t T It gives' one's level of performance per criterion.
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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
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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.
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Assessment
and Evaluation
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of Learning 2
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Prepared by:
Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay
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Competencies:
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ment.
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learning.
3. Demonstrate skills in the use of tech
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WHAT 18 A TEST?
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• It is anrinstrument or systematic procedure which typically consists of a set of ques
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tions for measuring a sample ofbehavlor.
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• It is a special form of assessment made under contrived circumstances especially
so that it may be administered
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• it is a systematic form of assessment that answers the question, "How well does
the individual perform - either in comparison with others or in comparison with a
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domain of performance task.
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• An Instrument designed to measure any quality, ability, skill or knowledge.
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PURPOSES I USES OF TESTS
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• assigning grades/marks
• guiding activities for specific learners (the slow, average, fast)
V Guidance Uses of Tests
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problems
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PN U L E T Reviewer 139
■ Assessment a n d Evalu atio n o f L earn in g 2
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. • determining how well students'are attaining worthwhile educational goals
■ determining appropriateness of the school curriculum for students of dif
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ferent levels of ability
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• developing adequate basis for pupil promotion or retention
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Classification of Tests According Format
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I.
Standardized Tests - tests that have been carefully constructed by experts in the
light of accepted objectives.- FO
1. Ability Tests-combine verbal and numerical ability, reasoning and computations.
Ex.: OLSAT- Otis Lennon Standardized Ability Test
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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
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definitely better than the Q ther. The correct option choiceor alternative
• in each iterfi is merely called answer and the rest of the alternatives
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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
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from which the selection is made are called responses,
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b. Free Response type or Supply Test- requires the student to supply or
give the correct answer.
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i. Short Answer - uses a direct question that can be answered by a
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word, phrase, number, or symbol.
ii. Completion Test-consists of an incomplete statement that can also
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be answered by a word, phrase, number, or symbol
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2. Essay lype- Essay questions provide freedom of response that is needed to
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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
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their best judgment and to integrate and evaluate ideas which they think
appropriate. '
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■ 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.
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■ Standardized Tests - constructed by a professional item writer, cover a
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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
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very difficult items, emphasize discrimination among individuals in terms
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of relative level of learning.
Teacher-Made-Tests - constructed by a classroom teacher, give focus
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on a limited domain of learning tasks with relatively large number of items
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measuring each specific task. Matches item difficulty to learning tasks,
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without alternating item difficulty or omitting easy or. difficult items, em
phasize description of what learning tasks students cari and cannot do/
perform.
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level-of difficulty. • . •
• •
Assessment of Affective and Other Won - Cognitive Learning Outcomes
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Affective/rJon-cognitive
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Sample Behavior
Learning Outcom e
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Concern for the welfare of others, sensitivity to social
Social Attitudes
issues, desire to work toward social improvement
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Open-mindedness, risk taking aid responsibility, resource
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Scientific Attitude
fulness, persistence, humility, curiosity
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Expressed as self-perception as a learner in particular
Academic seif-concept
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subjects (e.g. math, science, history, etc.)
Expressed feelings toward various educational, mechani
Interests
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behavior.
• .• '«
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cerning typical behavior.
9. Obtain practice in writing anecdotal records.
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■ Peer appraisal - is especially useful in assessing personality characteristics,
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social relations skills, and other forms of typical behavior. Peer - appraisal
methods include the guess - who technique and the sodometric technique.
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Guess* Who Technique - method, used to obtain,peer judgment or peer
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ratings requiring students to name their classmates who best fit each of a
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series of behavior description, the number of nominations students receive
on each characteristic indicates their reputation in the peer group.
Sodometric Technique - also calls for nominations, but students indicate
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acceptance.
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personal feelings.
• Attitude scales - used to determine what a student believes, perceives.or
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feels: Attitudes can be measured toward self, others, and a variety of other
activities, Institutions, or situations.
Types: .
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142 PN U L E T Reviewer
Professional Education
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strongly disagrees (SO) witti each statement Each response is asso
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ciated with a point value, and an individual's score is determined by
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summing up the point values for each positive statements: SA - 5, A
- 4, U- 3, D - 2, SD - 1 . for negative statements, the point values
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would be reversed, that is, SA -1 , A - 2, and so on.
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» Personality assessments - refer to procedures forassessing emotional adjust
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ment Interpersonal relations, motivation, interests, feelings aid attitudes toward
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self, others, and a variety of other activities, institutions, and situations.
• Interests are preferences for particular activities.
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admire me.
• Attitude concerns feelings about particular social objects - physical objects,
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a. Nonprojective Tests
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S Personality Inventories
• Personality Inventories present lists of questions or statements describ
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ing behaviors characteristic erf certain personality traits, and the indi
vidual Is asked to indicate (yes, no, undecided) whether the statement
describes her qr him. .
' • I t may be specific and measure only one trait, such as introversion
extroversion, or may be general and measure’s number of traits.
Dr. Marilyn Ubina-Balagtas and Prof. Anconio G. Dacanay
P r o fe s s io n a l E d u c a tio n A ssessm en t a n d E valu atio n o f L e a rn in g 2 .
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to seek alternatives. . • The purposes of such tests are usually not obvious to respondents; the
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✓ Interest Inventories individual is typically asked to respond to ambiguous items.
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An interest Inventory asks an individual to indicate personal like, such • The most commonly used projective technique is the method of asso
as kinds of activities he or she likes to engage in. ciation. This technique asks the respondent to react to a stimulus such
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as a picture, inkblot, or word.
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_______ :______________ , • Checklist -an assessment instru
ment that calls for a simple yes-no
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STAGES IN THE DEVELOPMENT & VALIDATION OF AN ASSESSMENT INSTRUMENT
judgment It is basically a method
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of recording whether a character
istic is present or absent or wheth
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er an action was or was not taken
i.e. checklist of student's daily
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activities
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T
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*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
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3 . W rite the items/tasks-ahead of the testing date.
4 . W rite each test item/task at an appropriate reading level and difficulty.
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5 . W rite each test item/task in a way that it does not provide help in answering other
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test items or tasks.
6. W rite each test item/task so that the task to be performed is clearly defined and it
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calls forth the performance described in the intended learning outcome
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7. W rite a test item/task whose answer is one that would be agreed upon by the
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experts.
6. Whenever a test is revised, recheck its relevance.
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Specific Suggestions
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1. Word the item/s so that the required answer is both brief and specific.
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1 . Alternative - Response .
a Avoid broad, trivial statements and use of negative words especially dou
ble negatives. •
b. Avoid long and complex sentences, .
c. Avoid multiple facts or including two ideas in one statement, unless cause
- effect relationship is being measured.
144 PNU L E T Reviewer
P ro fe ssio n a l E d ucatio n
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' length.
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2. Matching Type
a. Use only homogeneous, material in a single matching exercise.
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b. Include an unequal number of responses and premises and instruct the
pupil that responses may be used once, more than once, or not at all.
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c. Keep the list of items to be matched brief, and place the shorter responses
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at the right.
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d. Arrange the list of responses in logical order.
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e. Indicate In the directions the basis for matching the responses and premises,
. f. Place all the items for one matching exercise on the same page.
g. Limit a matching exercise to not more than 10 to 15 items.
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3. Multiple Choice
a. The stem of the item should be meaningful by itself and should present a
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definite problem.
b. The item stem should include as much of the item as possible and should
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h. Verbal associations between the stem and the correct answer should be
avoided. ,• .*
i. The relative length of the alternatives/options should not provide a clue
‘ .to the answer. .
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m. Always have the stem and alternatives on the same page.
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n. Do not use multiple choice items when other types are more appropriate.
4. Essay Type of Test
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a. Restrict the use of essay questions to those learning outcomes that cannot
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be satisfactorily measured by objective items.
b. Construct questions that will call forth the skills specified in the learning
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standards.
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c. Phrase each question so that the student’s task is clearly defined or in
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dicated
d. Avoid the use of optional questions.
e. Indicate the approximate time limit or the number of points for each ques
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tion.
f. Prepare an outline of the expected answer in advance or scoring rubric.
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Major Characteristics
to measureJt is the usefulness of the test for a given purpose, it is the most
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test scores or other assessment results are from one measurement to ah-
other. It the most important characteristic of an assessment .instsument next
to validity.1 ■ • -
. 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
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whole test.
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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.
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e. Interpretability - Test scores can easily be interpreted and described in
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terms of the specific tasks that a student can perform or his/her relative
position in a clearly defined group.
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f. Economy - The test should save time and effort spent for its administration
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. and that answer sheets must be provided so it can be given from time to time.
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Factors Influencing the Validity of an Assessment Instrument
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aid sentence structure that are too complicated for the students would result
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time to consider the tasks and provide thoughtful responses can reduce the va
lidity of interpretation of results. Rather than measuring what a student knows
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or. able to do in a topic given adequate time, the assessment may become a
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measure of the speed with which the student can respond. For some contents
(e.g., a typing test), speed may be important. However, most assessments of
achievement should minimize the effects of speed on student performance.
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arguments. Hence, it is important to guard against undenrepresentation of
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tasks getting at the important, but more difficult to assess aspects of achieve-
ment.
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6. Test items inappropriate for the outcomes being measured. Attempting
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to measure understanding, thinking skills, and other complex types of achieve
ment wth test forms that are appropriate only for measuring factual knowl
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edge wli invalidate the results.
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7. Poorly constructed test items. Test items that unintentionally provide clues
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to the answer tend to measure the students’ alertness in detecting clues as
well as mastery of skills or knowledge the test is intended to measure.
8. Test too short If a test is too short to provide a representative sample of the
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of difficulty, »fith the easiest items first. Placing difficult items first in the test
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may cause students to spend too much time on these and prevent them from
reaching items they could easily answer. Improper arrangement may also .
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will have greater reliability than those composed of less discriminating items.
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5. Time limits. Adding a time factor may improve reliability for lower - level
cognitive test items. Since all students do not function at the same pace, a
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time factor adds another criterion to the test that causes discrimination, thus
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improving reliability. Teachers should not, however, arbitrarily impose a time
limit. For higher - level cognitive test Items, the imposition of a time limit may
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defeat the intended purpose of the items.
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levels or Scales of Measurement
FO
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1. Nominal
label a class of variable of athletes
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Height, weight
of the Interval scale except
4. Ratio *a zero weight means no weight
that it has an absolute zero
at all
point
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A. Normal Distribution or Bell Shaped Curve
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B. Rectangular Distribution
i
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0>
*D
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c
a>
3
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cr
a;
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Test Scores
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C. U-Shaped Curve
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Numbci ol studem
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|.) < Seor» — ... ■ ■■ ■
— ► {*)
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B. Negatively Skewed Distribution FO
Mumb«, of Sludwts
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A. Unimodal Distribution
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B. Bimodal Distribution
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C. Multimodal Distribution
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0 TttSwrn so
148 IP N U L E T Reviewer
P ro fessio n al E d ucatio n
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Descriptive Statistics
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Descriptive Statistics - the first step In data analysis is to describe or summarize the
data using descriptive statistics
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- basis in determining whether the group is performing better or poorer than the other
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groups
Arithmetic average, used when the distribution is nor
a. Mean
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Is skewed
Most frequent/common score in a distribution; Oppo
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The difference between the highest and lowest score;
Counterpart of the mode it is also unreliable/unstable;
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a Range
Used as a quick, rough estimate of measure of vari-
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abllity.
The counterpart erf the mean, used also when the dis
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b. Standard Deviation tribution is normal or symmetrical; Reliable/stable and
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so widely used
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Defined as one - half ofthe difference between quartile
3 (75* percentile) and quartile 1 (25% percentile) in a
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c. Quartile Deviation or
distribution;
Seml-inter quartile Range
Counterpart of the median; Used also when the distri
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bution is skewed. ’
HI. Measures of Relationship
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-1 to 0 to 1.
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a. Pearson r of correlation;
Used when the relationship between the two variables
is a linear one
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Rho
interpreted In the same way as Pearson r
IV. Measure of Relative Position .
- indicate where a Score is in relation to all othier scores in thedistribution; they make
it possible to compare the performance of ao individual in two or moredifferent tests.
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A measure of relative position which Is appropriate
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when the data represent an Interval or ratio scale; A
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z score expresses how far a score is from the mean
b. Standard Scores in terms of standard deviation units; Allows all scores
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from different tests to be compared; In cases of neg
ative values transform z scores to T scores ( multiply z
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score bv 10 plus 50)
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Standard scores that tell the location of a raw score in a
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specific segment in a normal distribution which is divid
ed into 9 segments, numbered from a low of 1 through
c. Stanlne Scores
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a high of 9
Scores falling within the boundaries of these segments
are assigned one of these 9 numbers (standard nine)
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Stanines 7,8, and 9 reflect above average perfor
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mance.
Normalized Standard Score
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(T-score or Location of score in a normal distribution having a
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normalized 50 ± 10 system) mean of 50 and a standard deviation of to.
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GIVING GRADES
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Grades are symbols that representa value judgment concerning the relative quality of
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achieve the standards completely, or learn the targets are given the better grades,
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regardless of how weil other students perform or whether they have worked up to their
poteofial. ■ - # •
Relative Standards Grating or Group - Referenced Grading - Grades are assigned
on the basis of student's.performance compared with others in class. Students'per-
forming better than most classmates receive higher grades.
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Number or percentage
Integers (5 ,4 ,3 ,...) or percentages {99,98,...)
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grade
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Two-category grade Pass - fail, satisfactory - unsatisfactory, credit - entry
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Checklist and rating Checks ( V ) next to objectives mastered or numerical ratings
scales of the degree of mastery
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None, may refer to one or more of the above but usually
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Narrative Report
does not refer to grades
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Guiding Principles for Effective Grading
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reported.
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objectives.
5. Get hold of valid evidences like test results, reports presentation, projects and
otherassessments, as bases for computation and assigning grades.
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10. Be judicious/falr and avoid bias but when in doubt (in case of borderline student) ’
review the evidence. If still in doubt, assign the higher grade..
11. Grades are black and white, as a rule, do not change grades.
12. Keep pupils ’informed of their class standing or performance.
.The following points provide helpful reminders when preparing for and conducting
parent-teacherconferences.
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1. Make plans for the conference. Set the goals and objectives of the conference
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ahead of time.
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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.
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3. Present the student's strong points before describing the areas needing
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Improvement. It is helpful to present examples of the student’s work when
discussing Ihe student's performance.
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4. Encourage parents to participate and share information. Although as a
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teacher you are in fcharge of the conference, you must be willing to listen to
parents and share information rather than "talk at” them.
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thank the- parents for coming and say something positive about the student, like
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‘Erfc has a good sense of humor and I enjoy having him In class."
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7. Use good human relation skills during the conference. Some of these skills
can be summarized by following the do’s and don’ts.
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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
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letter of your choice in your answer sheet.
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1. In a positively skewed distribution, the following statements are true EXCEPT'
A. Median is higher than the Mode.
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6. Mean is higher than the Median.
C. Mean is lower than the Mode.
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D. Mean is not lower than the Mode.
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FO
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.
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A. How does the pupils' test performance in our school compare with that of
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other schools?
B. How does a pupil's test performance in reading and mathematics compare?
C. What type or remedial work will be most helpful for a slow - learning pupil?
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The correct answer is A because the performance of the pupils in the test is
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compared with othef schools. Option 8 is wrong because what is being compared
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. is the pupil's performance In reading and math. Option C is wrong there is no men
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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 ■
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C; Belowaverage
0. Average ___________ '__________. .
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I He correct answer is D, stanine 4, 5, 6 reflect average performance, while
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I sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above
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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
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I Cre all wrong.
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4. Based on the figure, which is true about the distribution?
A. Mean = 55, median = 48, mode = 34
B. Mode =46, median = 40, mean = 37 y
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The correct option Is Option A, standard deviation is the counterpart of the mean.
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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.
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from three to five.
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B. Mr. Santosa simplifies the language in the directions for the test.
fc ) Miss Lopeza removes the items in the achievement test that everyone
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would be able to answer correctly.
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J). None of the above. .
.8. In a negatively skewed distributionwhich of the following statements is true?
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A Mode is lower than the mean. C. Median is higher than mode.
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wS Mean is lower than the mode. FO D. Mode is lower than the median.
9. m a negatively skewed distributionthefollowing statements are true EXCEPT
A. Mean is'not higher than the median.
B. Median is lower than the mode.
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10. Miss Cortez administered a test to her class and the result Is positively skewed.
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What kind of test do you think Miss Cortez gave to her pupils?
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12. When the distribution is skewed to the right, what kind of test was administered?
A. Difficult • Avefege/moderately difficult
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( f) Very poor D. Normally distributed
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15. In a positively skewed distribution, which of toe following statements is true?
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A. Mode = 67 while Median = 54 Mean = 73 while Mode = 49
B. Median = 53 while Mean = 41 jf . Median = 34 while Mode = 42
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16. Which statements represent criterion - referenced interpretation?
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A. Lucresia did better in solving the linear equation than 80% of representative
Algebra students.
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B. Lucresia's score indicates that she is able to solve about two thirds of all
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one - variable linear equations of such complexity.
C. Students who have reached Lucresia's level on linear equations usually
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Set 3 0, 2, 8, 15, 26
Set4 505, 501, 503.
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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
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)ich is a guidance function of a test?
' Identifying pupils who need corrective teaching
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Predicting success In future academic and vocational education
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Assigning marks for courses taken
Grouping pupiis for instruction within a class
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22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his
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pupils got very high scores in the test. What measure of central tendency should
he use to describe their average performance the subject?
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.• A. Mean FO Mode
J . Median '“ (I. Range
23. Which o# the following indicates how compressed or expanded the disiribuSon
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of scores is?
A. Measures of position C. Measures of correlation
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their grades in the same subject last 3rd quarter. What test validity is he trytg
to establish?
A. Content validity 'Q j Concurffent validity
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to
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- F '.
D irections: Enhance your test taking skills by answering me items below. Write only
the letter of the best answer.
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1. If a test item has a difficulty index of 0.06, how would you describe the test item?
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It is very easy. It is very difficult.
It moderately difficulty. D. It is difficult.
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2. Two sections have the same mean but the standard deviation of section 2 is higher
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than section 1. Which of the two sections is more homogeneous?
A, Section 1 C. BothAandB
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(Bt) Section 2 FO 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?
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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?
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mean > median > mode
mean< mode> median
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mean >mode < median
mean < median cmode
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9.
/ aJ mode < mean < median
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*-ft mode > mean >median
C. median < mode > mean
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10 .
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$
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11-
A. unequal means, equal standard deviations
’’T L unequal means, equal standard deviations
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13.
unequal means, equal standard deviations
equal means, unequal standard deviations
C. equal means, equal standard deviations
11_ unequal means, unequal standard deviations
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14. In conducting a parent - teacher conference, which of the following is NOTtrue?
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A Be friendly and Informal C. Be willing to accept suggestions
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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
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and. upper limits are 99.5 and 109.5? & < r\
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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
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upper limits are 9.5 ajjd 19.5? FO
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
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18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds
to two standard deviation above the mean?
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A. 70 J3. 71 C. 72 W 73
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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
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■ " 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
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22. Which of the following assessment procedures/tools is useful in assessing social
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relation skills?
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A. Anecdotal record T^P eer appraisal
B. Attitude scale QT^Anyof foeatw*
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23. If the proportion passing for the upper and lower group is .90 and 30 respecfcve-
ly, what is the discrimination Index?
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A. .40 B. .50 7 a ).6 0 ft .TO
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24y.W(iich Is an example of affective learning oJrane?
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, Interpret stimuli from various modalities to provide data neededin noting
adjustments to the environment
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25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of
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her test. She found out that four of the items of the test obtained fe Mowing
difficulty and discrimination indices and as follows:
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2 .92 M
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3 .09 .32
4 .93 .15
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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
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P repared b y:
D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan
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Competencies:
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■ Determine ways and means to ensure the high stan
dards of personal and professional development
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I. BASIC CONCEPTS
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Relevant laws
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Teaching )
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Relevant Laws: refers to legal acts, decrees, ordinances, ordere, memoranda,
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circulars and the like that were approved by proper authorities and have
become legal bases In the conduct of educational prooess, in general, and
of teaching, in particular, In the Philippine setfing. -
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••
II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE
PHILIPPINES • '
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and for other Purposes.
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Some of the provisions are as folows:
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• Teachers have significant and imperative role in building a strong nation,
more specifically in developing proper and desirable attitudes among the
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citizenry whom they have direct and continuing interaction
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• Incentive and motivation that may increase teachers' morale must be pro
vided them.
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• Like all other professions, teaching also requires a number of years of high
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er education studies.
B. Philippine Teachers Professionalization Act of 1994 (R. A. 7836): An Act
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teaching profession
• supervision and regulation of the licensure examination.
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. comprehend
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3. ASa Knower 4
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» Knows much about the general fields of knowledge
Masters thoroughly, the subject matter of his/her field of spe
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cialization
» Brings learners to the world of ideas
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» Provides accurate information to pupils/students
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» Answers readily pupils/students'questions
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4. sAsa Pl(w^r ^ Ideas*
» Carries stiKfents to new insights and knowledge
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5.' ^ a Q e c fs ^ M ^ :;
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7. As aGounselor
Establishes effective relationship with'the individual pupil/stu
dent • ■ _ .
■* Collects pertinent information about each pupil/student
• Receives confidences
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» Guides pupil/student in understanding himself
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» .Gives advices •
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» Assists pupils/students to find solutions to his/her own problems
8. As h
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" » Develops a functional moral and ethical code
» Creates acceptable moral atmosphere
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.» Establishes norms for behavior within and outside the classroom
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9. As a Model fof the Youth | FO
m Exemplifies the scholarship and ideals valued by society
• Demonstrates acceptable sets of values
10. Asa Personal Culture *
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science
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(matter
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education in the Philippines. It stipulates the following:
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• The right of all citizens to quality education at all levels
■ Provision for complete, adequate and integrated system of education
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• Free public education in the elementary and secondary levels
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• Availability of scholarship grants, loan programs, subsidies and other incen
tives for deserving students in the public and private schools
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■ Provision for non-formal, informal and indigenous teaming systems
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- Inclusion of the study of Constitution in the curriculum
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• Education to put emphasis on the inculcation of nationalism & patriotism
as wet as other values deemed important in developing better person and
responsible dtlzen
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1) Provide for a broad general education that will assist each individual
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in the peculiar ecology of his own society to: a) attain his potentiate
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as a human’being; b) enhance the range and quality of individual and
group participation in the basic functions of society: and, c) acquire
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the essential educational foundation of his development into a pro
ductive and versatile citizen;
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2) Train the nation’s manpower in the middle-level skills for national de- .
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velopment FO
3) Devfelop the profession that will provide leadership for the nation in
the advancement of knowledge for improving the quality of human
life; and
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academic functions directly supportive of teaching, such as
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registrars, librarians, research assistants, research aides,
and similar staff. .
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d) “Non-academic personnel” or all other school personnel
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not falling under the definition and coverage of teaching
and academic staff, school administrators and academic
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non-teaching personnel.
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4) "Schools’ or institutions recognized by the State which undertake
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educational operations.
> Rights of Parents (Section 8)
1) Organize by themselves and/or with teachers
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2) Freely choose their field of study and continue their course therein
3} School guidance and counseling
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request
6) Publish a student newspaper and similar publications
7) Free expression .of opinions and suggestions; to effective channels of
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communication
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PNU L E T Reviewer
Teaching Profession
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> Special Rights and/or Privileges of Teaching or Academic Staff
(Section 11) • .
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1) Be free from compulsory assignment not related to their duties as
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defined by law
2) Intellectual property
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3) Be accorded due respect and protection as persons in authority
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4) Choose alternative career lines for purposes of career development
> Special Rights of School Administrators (Section 12)
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1) Sufficient administrative discretion for efficient and effective perfor
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mance of functions
. 2) Accorded due respect and protection as persons In authority
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grounds who shall be admitted to study, who may teach, and what
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co-currfcular programs
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*
160 !PNU LET .Reviewer '
P ro fessio n al Evocation
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- 3) Render regular reports and monitoring ofieach of ffie students' academic
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performance
4) Attend to their professional advancement and growth and maintain
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their professionalism at all times
5) Exercise.objectivity and fairness in dealing with students' scholastic
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marfcs and grades
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6) Actively participate in the total development of. the school and
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community
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> School Administrators' Obligations (Section 17)
1) Perform their duties according to the overall goals and objectwes of
the school
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ronment
4) Assume and maintain professionalism in the conduct of their woric
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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-
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tion primarily concerned with providing basic education and usually
corresponding to the first six or seven grades, including pre-school
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programs (Definition, Section 20): Its objectives are to: (Section 21)
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a) provide the knowledge and develop the skills, attitudes and
values essential to personal development
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b) provide learning experiences that prepare them for con
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structive and effective involvement
c) promote and intensify the child's knowledge and identifica
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tion with and love for the nation and the people to which he
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belongs; an.d
d) promote work experiences that prepare the children to
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higher education
3) Tertiary Education - post secondary schooling leading to a degree
in a specific profession or discipline (Definition, Section 20). Its
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development
c) develop the professions for leadership of the nation
d) advance knowledge ttirough research work for improving
quality of human life. • '
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three year certification in preparation for middle-level occupations.
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2) Special Education - the education of persons who are physically,
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mentally, emotionally, socially or culturally different from the so-called
. "normal" individuals.
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3) Non-formal Education -any organized school-based educational
activities undertaken by education department aimed at attaining
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specific learning objectives for a particular clientele, especially the
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illiterates and the out-of-school youth and adults. Its objectives are to:
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' a) eradicate illiteracy and raise the level of functional literacy
of the population
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. secondary vocational and two years technical courses;
. ♦ Master's degree with a specific area of specialization for
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teachers of courses in the collegiate level.
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» .The School Superintendent may appoint under temporary status,
. applicants who don't meet the minimum qualifications
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2) Probationary Period (Section 4)
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m No probationary period preceding regular appointment shall be
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imposed if the teacher possesses the appropriate civil service
eligibility; FO
» A period of not less than one year from and after the date of
the appointee’s provisional appointment be given to an applicant
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appointment
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5) Safeguards In Disciplinary Procedures (Section 8)
'» Every teacher shall enjoy equitable safeguards at each stage of
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any disciplinary procedure and shall have:
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♦ The right to be Informed, in wrfttng, of the chargers;
♦ The right to full access to the evidence in the case;
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♦ The right to defend himself by a representative of his
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choice
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♦ The right to appeal to clearly designated authorities
6) Administrative Charges (Section 9) Administrative charges against
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a teacher shall be heard Initially by a Committee composed of the
t-ti____ i____
foifowfnQ.
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as Chairman.
» Representative of the local, or in its absence, any existing pnovin-
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*» A Division Supervisor
» Two members designated by the Director of Public Schools
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. 10) Teaching Hours (Section 13)
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• Teachers are. required to render not more than 6 hours of actual
" classroom teaching a day.
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» In the exigencies of service, any teacher may be required to ren
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der more than six hours but not more than eight hours of actual
classroom teaching a day upon payment of additional compen
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sation at the same rate as his regular remuneration plus at least
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25% of his basic pay
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11) Additional Compensation (Section 14)
•» Additional compensation of at least 25% of the teacher's regular
remuneration must be paid to teachers who render co-cuiricular
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• Given to teachers to keep pace with the rise in the cost of living
m Shall automatically follow changes in a cost of living index
» Secretary of Education recommends to Congress at least annu
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school teachers.
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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
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be accorded free by the government entity paying the salary of file
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teachers (Section 22)
17) Teachers shall also be protected against the consequences of
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employment injuries in accordance with existing laws. (Section 23)
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18) Study Leave (Section 24)
» Teachers are entitled to a study leave not exceeding one year
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after seven years of service;
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■* Teachers granted on study leave shall be entitled to at least 60%
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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
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20) Salary increase Upon Retirement. One range salary raise upon re
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tirement shad be the basis of the computation of the lump sum of the
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23) The Secretary of Education shall formulate and prepare the neces
sary rules and regulations to implement the provisions of this Act
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antf shall take effect thirty days after publication in a newspaper of
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general circulation (Section 30).
24) The Secretary of Education shall submit td'Congress annually the
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necessary budgetary estimates to implement the provisions of this
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Act (Section 31).
25) Any person who shall willfully interfere with, restrain or coerce
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any teacher in the exercise of the rights guaranteed by this Act,
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or who shall in any other manner, commit any act to defeat any
of the provisions of this Act, shall upon conviction, be punished
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by a fine of not less than one hundred pesos nor more than one
hundred thousand pesos, or by imprisonment, in the discretion of
the court (Section 32)
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■ Adopted pursuant to the provisions .of paragraph (e), Article II, R. A. 7836,
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heritage and must exert the best effort possible to promote obe
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or coerce the political actions or behaviors of other persons;
» Enjoy academic freedom and be responsible in taking the privi
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legedf expounding the product of his researchers and investiga
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tions in the interest of the nation.
2) The Teacher and the Community (Article III)
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» Prcwide an environment conducive to learning and youth develop
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ment;
“ Prewideleadership and initiative for the betterment of the community;
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♦ Refrain from engaging in all sorts of immoral activities;
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» Study, understand and promote local customs and traditions;
» Keep the community informed about school's works, activities
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and accomplishments;
■» Establish and maintain harmonious relationships with other pro
fessionals, government officials and practically, all people.
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and advancement
• m Live up-to the nobility and integrity of the teaching profession.
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released
» Seek correctives, for unprofessional/unethical conduct of an
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associate
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» Submit to proper authorities any justifiable criticism against an
associate
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• Apply for a vacant position for which s/he is qualified provided
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that all qualified candidates are given opportunity to be consid
ered.
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5) The Teacher and the Higher Authorities in the Profession (Article VI)
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• Support the legitimate poHcies of the school and the administration
regardless of personal feeling or private opinion.
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to the administration.
m Recognize the principle that appointments, promotions aw)
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transfers are made only on the basis of merit and are needed in
the interest of service.
» Live up to his contract, i.e. employment terms and conditions
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7) The Teachers and the Learners (Article Vllf)
» Determine the academic marks and promotion of learners in
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accordance with generally accepted procedures of measure
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ment and evaluation.
• Recognize that the first and foremost concern of the teachers is
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the interest and welfare of the learners.
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■* Make no prejudice or discrimination against any Ieamer.
» Avoid accepting favors and gifts from learners, their parents or
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others in exchange for requested concessions.
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» Refrain from accepting any remuneration from tutorials rendered
to their own students.
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m Hear parents complaints with sympatfiy.and understanding.
9) The Teacher and Business ( Article X)
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» Engage in legitimate income generating activities.
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m Maintain a good reputation with respect to financial matters.
» Settle promptly all debts and/or make satisfactory arrangement
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on his private financial affairs.
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** Avoid acting as agent of any business venture engaged in fur
nishing textbooks and other school commodities, of which, he
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can possibly exercise influence in their purchase or distribution.
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10) The TeacherAs A Person (Article XI)
» Live with dignity at all times wherever he/she is.
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Professional Teacher
m Suspension from the practice of teaching profession
m Reprimand or cancellation of temporary / special permit
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• Sec. 23, Article III, R. A 7836 and Rule 31, Article VIII, Rules
and Regulations Implementing R. A 7836
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from the Commission are required before any person Is allowed
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to practice as a professional teacher in the Philippines.
2) Scope of Examination (Article III, Section 14)
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The examination for teachers in the elementary level shall con
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sist of two (2) parts, namely: professional education and general
education.
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» The examination for teachers in the secondary level shall con
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sist of three (3) parts, namely: professional education, general
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education, and field of specialization.
3) Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching Profession, and Cancellation of Temporary
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jurisdiction
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permit
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of the application and payment of the prescribed fees, the cer
tificate of registration and professional license as a professional
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teacher shall be issued without examination as required in this
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Act to a qualified applicant, who at the time of the approval of this
Act is:
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■» A holder of a certificate of eligibility as a a teacher issued by
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the Civil Service Commission and the Department of Education,
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Culture and Sports; or
m A registered professional teacher with the National Board for
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Teachers under the Department of Education, Culture and Sports
pursuant to P. D. No. 1006; or
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“ Not qualified under paragraphs one and two but with any of the
'following qualifications to wit;
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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
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b) Any person who represents or attempts to use as his own
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certificate of registratian that of another;
c) Any person who gives any false, or fraudulent evidence of
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any kind to the Board or any member thereof in obtaining a
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certificate of registration as teacher;
d) Any pawn who impersonates any registrant of the same or
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different name;
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e) Any person who uses a revoked or suspended certificate of
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registration;
0 Any person who/ in connection with his name, otherwise
assumes, uses or advertises any title or description tending
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provided by the Board and the Department of Education, before
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they can be allowed to practice their profession in the country.
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m Those who have failed the licensure examination for professional
teachers, with a rating of not lower than five percentage points
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from the passing general average rating, shall be eligible as pa-
ra-teachers upon issuance by the Board of a two-year special
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permit, renewable for a non-extendible period of two (2) years
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The para-teachers shall be assigned to areas where there is a
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shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous
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cialization.’
2) Section 4. References to the term "Department of Education, Culture
and Sports”, in Section 4 (a) and Section 25, and the term "DECS”
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or any act of liberality, in favor of another who accepts it,
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and shall include a simulated sale or an ostensibly onerous
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disposition thereof. It shall not include unsolicited gift or
nominal or Insignificant value not given in anticipation of, or
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in exchange for, a favor from a public official or employee.
d) Receiving Gift - includes the act of accepting, directly, a
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gift from a person other than a member of his family or
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relative as defined in this Act.
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e) Loan - covers both simple and commodatum as well as
guarantees, financing arrangement or accommodations
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director or a corporation.
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consanguinity or affinity, including bilas, inso and balae.
2). Norms of Conduct of Public Officials and Employees ( Section 4)
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a) Commitment to Public Interest - upholding the public
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interest over and above personal interest
b) Professionalism - performing and discharging ones duties
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with the highest degree of excellence, professionalism,
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intelligence and skill
c) Justness and Sincerity - remaining true to the people at
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all times; not discriminating against anyone; respecting
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the rights of others; refraining from doing acts contrary to
law, good morals, good customs, public policy, public order,
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preference.
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c) Process documents and papers expeditiously with no more
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than three (3) signatories
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d) Act immediately on the public’s personal transactions
e) Make documents accessible to the public.
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4) Prohibited Acts and Transactions (Section 7)
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a) Financial and material interest in any transactions requiring
the approval of their office
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b) Outside employment and other activities related thereto: •
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owning, controlling managing or accepting employment
as officer, employee, consultant and the like; engaging in
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' ■ 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.
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■ R.A. 6655 and DECS Order #44 s. 1988: AnAct Establishing and Providing
for A free Public Secondary Education and For Other Purposes; otherwise
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known as “Free Public Secondary Act of 1988."
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■ R.A. 4090: Provides for state scholarships in Science, Arts and Letters for
the Poor but Deserving Students. Creating a State Scholarship Council to
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integrate, systematize, administer and Implement all program scholar
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ships aid appropriating funds thereof.
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• 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
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and certain portion of the taxes on Virginia type cigarettes and duties
imposed on imported tobacco leaf. Activities shall be limited to:
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• 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-
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provinces.
R .A 8 4 # f: Prescribing the jCOde of the National flak'/tothem*:f | | f
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Coat of Arms and Other Heraldic Items and Device^ of the Philippines
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■ R A. T N g: An Act To Lengthen the ^chool Calendar |r p |^ jt y |^ p d
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• R A, 8190$ An Act Granting Priority to Residents of the Barangay, Minici-
paBtyor City Where the School is Located in the Appointment or Assign
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ment of Classroom Public School Teachers.
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■ R A 6972: amAct Establishing A Day Care Centerjin Every Barangay,
instituting Therein A Total Development and Protection of Children Pro
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The Philippines.
El ft. 76774 Anti-Sexual Harassment Act of 1995
R.ft.-9163,: National Service Training Program (NSTP) of 2001
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Educational Institutions
RA 10627: Anti-Bullying Act of 2013
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Department Orders/Memoranda/Circulars
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auxiliary mediumof instruction .
• DepEd Order No. 4, s. 2002: Basic Education Curriculum;
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• DepEd Order No. 25 s. 2002, the 2002 Basic Education Curriculum shall be
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implemented in all public schools during year 2002-2003
• CMO #30, s. 2004 - Revised Policies and Standards for Undergraduate
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Teacher Education Curriculum
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■ DepEd Order No. 54, s. 2013: Guidelines on (he Implementation of School
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Feeding Program
■ DepEd Order No, 32, s. 2013: Reiterating DECS Order 53, s. 2001
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(Strengthening the Protection of Religious Rights of Students
• DepEd Order No. 22, s. 2013: Revised Guidelines on the Transfer of
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and social activity.
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• Learning how to learn and to discover, as to benefit from ongoing educa
tional opportunities continuously arising throughout life.
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. ■ Developing the faculties of memory,, imagination, reasoning, and problem
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solving
• Understanding about one's environment
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• Communicating with others
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2. Learning to Do - emphasizes on the learning of skills necessary to practice a
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profession or trade.
• Applying In practice what has been learned
• Developing vocational/occupational and technical skills
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A. The basic education level G. The graduate level
B. Tertiary level D. All levels
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Analysis:
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Option D is the correct answer because the Constitution's concern for quality
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' education covers all levels.
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2. Which educational level/s provide/s for free and compulsory education as stipulated
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in Article IV, Section 2 of the Philippine Constitution?
A. Elementary level • C. Elementary & secondary levels
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B. Secondary level D. Tertiary level
Analysis:
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Analysis:
Option C is the correct answer because s/he does not fall under the definition
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and coverage of teaching and academic staff, school administrators and academic
non-teaching personnel.
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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.
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5. Which of the following is NOT recognized by The Magna Carta for Public School
Teachers?
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A. Quality education depends primarily on the quality of socio-economic status
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of teachers.
6 . Advancement in education depends on the teachers' qualifications and
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ability.
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C. Education is an essential factor in the economic growth of the nation.
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D. Education is development and vice-versa._________ ____
Analysis:
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6. What appointment can be given to TeacherA who possesses the minimum qualifi
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B. Permanent u. Substitute
7. Which of the following rights is intended for parents under Education Act of 1982?
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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
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£05) establish, join, and.maintain professional & self-regulating organizations
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‘ 10Twiat does "teachers are persons in authority’ imply?
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A. Teachers cannot be charged.
No person can assault a teacher.
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C. Teachers have immunity from arrest
D. Decisions made by teachers are deemed right.
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11. Who among the following characterizes a professional teacher?
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A. An education graduate who received honors
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8 . A teacher who has taught for at least six years
C. A teacher who has attended national seminars on teaching
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14. When can teachers be required to workon assignment not related to their duties?
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A When wi probation
B. When found inefficient
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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-
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16. which of the following laws strengthens teacher education in the Philippines
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through the establishment of centers of excellence?
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A. R. A 7722 C. R. A. 7796
R .A 7784 D. R.A7834
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17. What does free public secondary education under the law mean?
A Right of every student to enter public secondary schools
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B. Free from being screened to enter public secondary schools
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Free from payment of school fees identifies and authorized by law
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Free from payment of tuition and other fees for students enrolled in pubic
secondary schools
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A. Teacher0 (E ) TeacherF
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B. Teacher E D. Teacher G
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19. Teacher H contracted an illness that required rest for more than one year. Which
leave should she apply for?
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Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said
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service?. - "■ -
A Yes, she should defend herself.
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2i Teacher K teaches in a public school in her locality. Due to teacher shortage, her
classroom teaching starts from 6am and ends at 3pm. Is the assignment given
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her just?
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A Yes, the situation demands that she render longer teaching hours.
B. Vfes, as long as she signs a conforme letter to that effect.
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C. No, rendering longer teaching hours would make the1teacher tired and
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exhausted.
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^ No, Magna Carta for Public School Teachers states that In the exigencies of
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service, any teacher may be required to render more than six hows and not
more than eight hours of actual ciassroom teaching a day. '
23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national
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high school In her province. Since she has been rated outstanding in her perfor
mance, can she be exempted from taking the LET?
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r> N o, RA 7836 states that no person shall practice or offer to practice the
^teaching profession in the Philippines or be appointed as teacher to any
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teaching performance.
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24. Which of the following statements Is NOT true about the Code of Ethics for Pro
fessional Teachers?
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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
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C .' Faithfulness to the code of ethical and professional standards for professional
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D. Willingness to attend seminars, workshops, conferences and the like or the
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continuing education program prescribed by the Board and the Commission.
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1. Ms. Sanchez, a BSE graduate, has ma passed the LET yet On what capaeity.can
she be hired? '
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A. Permanent status
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B. Emergency status for one year
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C. Provisional for not less six months
D. Provisional for not less than one year
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2. Teacher M suffers from hypertension and experiences difficulty in speech. Which
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would be affected if he continues teaching? -
A. Personality C> Effectiveness
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B. Punctuality FO 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?
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4. Teacher 0 tutors her students, who have difficulty coping with Math, after class
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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.
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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.
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7. What should a teacher do when he/she falls in love with his/her student?
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A. Court the student at home.
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B. Propose and marry the student
J ^W a it tifl the student is no longer under his/her tutelage.
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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
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students, is his/her action acceptable?
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/C Yes, when the teacher cannot make decision on time.
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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.
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B. Perfomance rating
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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.
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D. Surrender the letter to tie parent of the student.
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13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed
to recognize. What should the principal do? ' •
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A. Subject Mr. Nico to a disciplinary measure.
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B. Just keep quiet about the behavior of Mr. Nico.
C. Call Mr. Nico to the office and clarify things out with him.
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D. Send Mr. Nico a memo requiring him to explain his behavior.
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14. Which of the following manifests "Commitment to democracy" as explained in
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R.A.6713?
A. Maintaining the principle of accountability.
6 . Committing to democratic values and ways of life.
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15. Teacher U was ordered by her principal to come to school on four consecutive
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Saturdays for the training of the students' ecfitorial staff of their school paper. Is
this allowed Mnder RA 4670?
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group of parents against the alleged misconduct of a particular teacher. She issued
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a memorandum requiring her to lake a leave of absence for a week while the com
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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.
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G. Yes, because he's Incompetent.
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0. Yes, because habitual gambling is a dishonorabte conduct and is against the
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practice of teaching. '
18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher fcyi'Pd by the
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Civil Service Commissioner and the then DECS, whHe Mr. Crnz is a registered
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professional. Who is allowed to practice the teaching profession in the Philippines?
A. Mr. Santos, because of his CSCeligibility certificate.
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B. Mr. Crnz, because their credentials are both recognized by law.
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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.
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t>. Code of Ethical Standards and Conduct for Government Officials &
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Employees
20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should
she focus her attention more?
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A. General education
a Specialization
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C. Professional education
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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
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,; C. Statement of Assets and Liabilities
ffc System of Incentives
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23. Principal B acted on the letter of complaint received by his office 30 days after
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saying he was preoccupied by more important things the past days, is his reason
acceptable?
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A. Yes, because he has to prioritize things.
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' B. No, RA 6713 states that public officials and employees must act promptly on
letters and requests within 15 working days from receipt thereof.
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C. Yes, because the letter of complaint can wait & is of no urgency.
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D. No, the reason is simply unacceptable.
24. Which of the following Is NOT in the norms of conduct under RA6713?
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25. Which of the following is true about the teacher as a person under the Code of
Ethics for Professional Teachers?
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Social Dimensions
in Education/
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Developments
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in Education
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Prepared by:
P ro f. A rth u r S. A b u le n c ia and P rof. Rita Bum anglag-Ruscoc
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Competencies:
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SOCKD-CULTURAL, POLITICAL, ECONOMIC
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AND ENVIRONMENTAL
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A Global Contexts of Education
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1. Different Conceptions of Globalization
• Globalization as a process (or set of processes) which embodies a
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' transformation in the'spSfial organization of social relations and trans
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actions, expressed in transcontinental or interregional flows and net
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works of activity, interaction and power (Held and McGrew, et al, 1999)
• Globalization are processes of change which underpin a transformation
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> impact of Globalization on Education
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Economic Impact v
• Increasing commercialization/commodification and the corporate takeover
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of education.
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• Branding, globalization and learning to be consumers
■ Movement of higher education toward supporting the nations' wealth
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(growth) asopposed to focusing on the liberal education of undergraduates.
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■ Changing role of education in terms of preparing students for the world of
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work
r' Pollticallm pactr
• The threat to the autonomy of national educational systems by globalization.
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Socio-cufturatlmteact £
• Creation of "tensions* ( UNESCO- Learning the Treasure Within)
/ Between the individual and the universal
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v' education for peace, tolerance, and democracy
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•/ eco-pedagogy, or how education can contribute to sustainable
ecological development
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s new technologies of information and communication
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2. The Soeio-Cultural Context of Education ■*
' • In the 1960s, Marshall McLuhah popularized the term “global viltaje”
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to describe the effect that the ability to connect and exchange ides
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instantaneously would bring to the world. FO
• Cultural globalization is the rapid traversing of ideas, attitudes «d
values across national borders. This sharing of ideas generally lets
to an interconnectedness and Interaction between peoples of dwe^
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that people's cultural and religious Identities will be the primary sou*
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the critical list are antimony, beryllium, cobalt, fluorspar, gallium, ger
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and Human Development
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II. MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION
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A. Major Paradigm Shift in Education
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F ram FO To
1. Leamer-cartwedandlearning-oriented curriculum j
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2. Contextuafeedleaming •
to contextualized thanes generated
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teaching and learning jvith the
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From traditional pedagogies «| ► freedom to use mixed modes of
instruction and more interactive
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technology
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3. A holistic and integrated approach to education
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to the development of values and
attitudes, skills and competencies,
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not through classroom instruction
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From knowledge as the only • { ► alone but the entire school culture
learning outcome sought and atmosphere; its vision and
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a n d ^ M M e d u c a ln J ^
B. Characteristics (^Education
tor the 21st Century
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and significant changes (for the better) in an individual and ultimately cul
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education that meets basic learning needs and enriches lives. Focusing
particularly on vulnerable and marginalized groups, it seeks to develop the
full potential of every individual. The ultimate goal is to end all forms of
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racial groups and ethnic groups as being just as valid and relevant as the
knowledge of dominant groups in mainstream academic discourse
• Alternative Education - non-traditional type of approach to education
based on the belief that there'are fnany varied pathways to become edu-
' ca'ted in many types of educational environments and sejtings, and utilizing
different, variety of structures.
Prof. Arthur S. Aiiutcnri* arid Prof. Rita Bumangfag-Ruscoe
Social D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
Alternative Education covers all educational activities that fall outside the
traditional school system (including special programs for school dropouts
and gifted students, home schooling).
Alternative Education describes different approaches to teaching and learn
ing other than state-provided mairtsfream education, usually in the form of
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public or private schools with a special often Innovative curriculum and a
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flexible program of study which Is based to a large extent on the individual
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student's interests and needs.
• Development Education - strives for quality of economic, social, andpo
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litical development in all countries; fairness in relationship between and
within countries; equitable and meaningful linkages between developed
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and developing countries.
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■ Global Education - involves learning about those problems and isaes
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which cut across national boundaries and about the intercomectedms
of systems - cultural, ecological, economic, political, and technological.
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interaction
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and war. . -
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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
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science, jurisprudence, history, and economics. nations, racial or religious- groups’ and furthers 'the activities of the United
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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)
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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
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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,
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Environmental Education - rethinks human-earth relationships, fosters a prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi
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vision of education for sustainable development, promotes care for the en nating the possibility of global extinction through nuclear war, peace
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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
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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
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couraged to -envision a preferred future that will help shape / brutality, terrorism, murder, the UN Charter, Human Rights docu
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their present action. / ethnic cleansing, ments, the Convention on flie Elimi
nation of All forms of Discrimination
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Against Women (CEDAW), the Con
III. PEACE AND HUMAN RIGHTS EDUCATION vention on the Rights of the'Child
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SKLLS
• Communication, active listening and reflection
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• 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
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KNOWLEDGE
■ Self awareness, recognition of prejudice
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• Issues relating to:
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Conflict and war .
Environment/ecology
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Nuclear and other weapons
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Justice and power
Theories of conflict analysis, prevention and resplufcn
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Culture, race, gender, religion
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Human rights, responsibilities
Globalization
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Labor
Poverty and international economy
International law and Criminal court
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and instruments
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Healthcare, AIDS
Drug trade
ATTITUDES
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Ecological awareness
Self respect
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Tolerance
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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
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• Human rights are universal, legal, guarantees protection of individuals and
groups against actionsand omissions that interfere with fundamental free
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doms, entitlements and human dignity.
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B. Characteristics of Human Rights
Human rights are:
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■ Founded on respect for the dignity and worth of each person
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• Universal - applied equally and without discrimination to all people
■ Inalienable - no one can have his or her human rights taken away other
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■ than in specific situations FO
• Indivisible, interrelated and interdependent - it is inappropriate to respect
selected human rights only.
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"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
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Rights.
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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
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to the strengthening ofrespedforhuman rights and fundamentalfreedoms'"
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F. UDHR - Basic Principles
• Concept of human being and equality
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- Every human being is bom free and equal in rights and dignity,
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and endowed with reason and conscience. And thus every human
being is expected to act toward other human beings in a spirit of
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brotherhood/sisterhood.
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- Non-discrimination FO
- 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.
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• Respectandobsftrt&fce-'
- Respect for ail human rights is expected from all human beings.
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gressive measures.
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* Ai-cordtno to Becfflilftt
■ indHntfMftqli?
Are rights that may be etfercised by every individual such as those in
the UDHR
• Colle<$v0'r1gl7t$
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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
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to'cfevefopnyiit, Mnen's rights, children’s ^rights, Indigenous people's
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righte. etc.
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Are rights Relieved to be based on reason or given by Supreme Being
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• Legifffght^ '
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According to implementation ?
• immediate
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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
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■ Progress(y8?lne(BroffhfeV
Aretfrose rights whose implementation is dependent on availabiiiiyof
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1. Food and health • Rights to food, health, habitat and economic security
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■ Rights of participation
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IV. GENDER EDUCATION
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A. Difference between Gender and Sex
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Sex * actual Ijfeh^icaldlfferficesbefayeeir mate? and feijnales;.a distincfionbe-
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sexual differences between females and males include different chromo
somes (genetic material), foe gB5( glands; hormones and sex organ.
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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
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^heir full human rights and commute to and benefit from economic; soeial,
c^l^fc|rfflrp<aitidaldevelopimept. parity and equity are the building blocks -
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df eqiiali^ In education.
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B. THE MULTIPLE DIMENSIONS OF GENDER EQUALITY IN EDUCATION
There are.four main dimensions of gender equality:
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1) Equality of access means that girls and boys are offered equitable
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opportunities to gain admission to formal, non-forma!, or alternative
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approaches to basic education. Actual attendance, rattier than en
rollment, is a better indicator of whether access has been achieved.
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2) Equality in the learning process means that girls and boys receive eq-
uitable treatment and attention and have equal opportunities to leam.
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This means that girls and boys are exposed to the same curricula,
although the courseworkmay be taught differently to accommodate
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the different learning styles of girls and boys. Equality in the learning
process also means that ail learners should be exposed to teaching
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’ methods and materials that are free of stereotypes and gender bias.
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In addition, it means that boys and girls should have the freedom to
leam, explore, and develop skills in all academic and extracurricular
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offerings.
3) Equality of educational outcomes means that girts and boys enjoy
equal opportunities to achieve and outcomes are based on tfieir in
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in schooling can, and often do, coexist with inequalities outside of education.
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V. MULTICULTURAL EDUCATION
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A. Multicultural education defined:
"Multicultural education is a field of study and an emerging discipline whose
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major aim Is to create equal educational opportunities for students from diverse
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racial, ethnic, social-class, and cultural groups. One of its important goals is
to help all students to acquire the knowledge, attitudes,- and skills needed to
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each other, but does not examine the hierarchies of power underpinning these
interactions. This approach has been criticized for ‘Disneyfying’, commodifying,
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forming the whole society. It sees inequalities of power, and racism, as central,
emphasizes recognition and rights, and advocates the ‘multiculturalization' of
society (Jackson, Geography 87).
Schools are expected to serve the human needs of cultural socialization, trans
mission, and self perpetuation, and teach academic skills. Every action that they
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mental resources are available for completing the same tasks and it
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promotes cognitive and moral growth among all people.
2) Multicultural education increases creative problem-solving skills
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through the different perspectives applied to same problems to reach
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solutions.
3) Multicultural education increases positive relationships through
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achievement of
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4) common goals, respect, appreciation, and commitment to equality
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among the intellectuals and students.
5) Multicultural education decreases stereotyping and prejudice through
direct contact and interaction among diverse Individuals.
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know, learning'to do, learning to live together, and learning to be. Four
'Pillars of Learning' for fte Reorientation and Reorganization of Curriculum:
Reflections and Discussions Zhou Nan-Zhao' '
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Learning to
Leariring’toDtfJ
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the mastering of • application of • the develop
them^tejments wfiat learners ment of such
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havej^med qualities as:
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prknon&h intp FO richness of lit j
practices-, ■ personality,
• Closed linked #sglifaiw : thecomptexitjj
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of his fornis
* appreciation of expression
education and of the diversity andhisvariou f
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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)
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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
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s to acquire a knowledge of the scientific method and instruments
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/ to develop a scientific spirit and an inquiring mind
s to acquire independence of judgment
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• Learning to do - implies application of what learners have learned or
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known into practices; It is closely linked to vocational-technical education
and work skills training. The function of learning is no longer limited to work
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but responds to participation in development; a matter of social as well as
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of occupational skills. . FO
It calls for new types of skills which is more behavioral than intellectual.
Learning to do thus implies a shift from skill to competence, or a mix of
higher-order skills specific to each individual. Thus 'learning to do' means,
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complexity or his forms of expression and his various commitments - as
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individual, member of a family and of a community, citizen and producer,
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inventor of techniques and creative dreamer’. 'Learning to be' may be
interpreted in one way as learning to be human, through acquisition of
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knowledge, skills and values conducive to personalty development in its
intellectual, moral, cultural and physical dimensions. Its purpose includes:
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' s to be human, for development of mind and body, intelligence,
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sensitivity, aesthetic sense, personal responsibility and spiritual
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values
. ✓ to develop the qualities of imagination and creativity
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The four pillars of learning relate to all phases and areas of education. They
support and interpenetrate one another and should therefore be applied as ba
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not only the cognitive- intellectual dimension of personality but
its spiritual, moral, social skills and values aspects.
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* Implies development of a curriculum which aims at cultivat
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ing qualities of imagination and creativity; acquiring universally
shared human values; developing aspects of a person's poten
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tial: memory, reasoning, aesthetic sense, physical capacity and
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communication/social skills; developing critical thinking and ex
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ercising independent judgment; and developing personal com
mitment and responsibility
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2) Learning to Live Together
J stresses an important educational goal of contributing to so
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4) Learning to do ‘
/ Emphasizes closer Mcage between education and the world
of work. One central function of education is to prepare young
learners to be successful workers and responsible citizens in
their adulthood..
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Directions: Read and analyze each item and select the correct option that answers
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each question. Analyze the items using the first 5 items as your sample. Write only the
tetter your choice in your answer sheet..
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1. Which of the following conditions manifests trend of globalization?
A. Establishment of stronger boundaries between and among nations.
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B. Increased awareness on the importance of national cultures and traditions.
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C. Less and less impact of human activity on the planet earth
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D. The incorporation of local and national economies into a worldwide global
economy— - '___________.
.....
FO — aattfB— a— a— —
j The correct answer is letter D. ASthe other options are the opposites of globalization
I which connote integration of systems and network iri one global structure.
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2. According to the Delots Report, there are a number of main tensions central to the
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problems of the twenty first century that we need to overcome. One of them is the
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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
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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. ) •
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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.
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A. Democratization of access
B. Functionality and meaningfulness
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C. Ability to sustain education through the future
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D. Excellence and effectiveness
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The correct answer is B. Relevance connotes ability to meet the expected roles
and functions..
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5. What is the concern of Multicultural Education? FO
A. Anticipating the future and imagining possible and probable futures.
B. Gender equality and harnessing of the role of women in development.
C. Promoting care for the environment and building a global culture of ecological
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responsibility.
D. The exploration of concepts of cultural diversity, similarities, and prejudices to
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The correct answer Is Dbecause it specifically describes the tenets of Multi cultural I
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ucation
EL. Weakening of tfie notion of the "citizen” as a unified and unifying concept.
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M
( k y Rapid integration of the planet .thnough media and technology where events
in one part of the work) could be experienced from other parts In real-time,
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similar to what human experience was like when we lived In small villages.
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C. Global Village is the kind of global world we are experiencing, characterized by
fundamentalism, apathy and conflict brought about by clashes of cultures.
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0. People's cultural and religious, identities will be the primary source of conflict,
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in the post-Cold War world as evidenced by the conflict between fundamentalist
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Muslims and flie western world.
8 . When planning her lessons and units, Mrs. Jones is careful to include books and re
FO
sources from a variety of cultures and ethnic groups. What kind of education is this?
A. Multilingual education OM ulticultural education
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and migration.
C. A speeding up of global interactions and processes through world-wide sys-
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century?
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pedagogical approach. • .
B. Shift from values education and emotional learning to knowledge dominated
curriculum-
C. From contextualized themes generated from global and local realities to
pre-organized subject matter
D. From more flexible learning styles to a'prescribed pedagogy .
11. What educational approach perspective recognizes the knowledge and experience
of women, racial groups andethnic groups as being just, as valid and relevant as the
knowledge of dominant groups in mainstream academic discourse?
Transformative Education C. Inclusive Education
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m y Multicultural Education D. Global Education
12 . flow does the notion of cultural relativity and variability affect the teaching-learning
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processes in school?
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A. .The students' varied cultural background will in no wayaffect the way hey will
leam the lessons in school.
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B. The students can readily adjust to the way the teacher initiates feaming in
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school because children are adaptable beings no matter what culture tie y
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_ comefrom.
. (C ?) The child's cultural background influences the children's way of interjretring
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and viewing the world; hence, teachers must consider the children's w o rld
view when teaching.
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D. The teacher should be wary of differing cultural points of view and must make
sure that students will see things the same way.
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s- rights violations.
/jP Learning for effective participation in democratic and development p ro c e s s
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D. Empower people with the skills, attitudes, and knowledge totuild a peacelui
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S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d ucatio n
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D. Learning to Be
16 hi which emphasizes learning to be human, through acquisi
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tion of knowledge, skills and values conducive to personality development?
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A. Learning to Know ' Learning to Live Together
B. Learning to Do v ? Lear™n9 toBe
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17. A class is composed of students coming frtfrn several ethnic communities in
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cluding Muslims and lumads. They seem to have difficulty understanding each
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others' behavior and points of view. What should the teacher do?
(R ) Introduce multlculturalism in the class and provide activities for practice.
FO
ET Threaten the students that if there are students who do not behave and
tolerant of their classmates, s/he will be dropped from class.
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C. Inform students that they wid all be learning new ways of thinking and be
having in this class, so they might as well leave their cultural idiosyncrasies
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. at home.
0. Assign bright students to monitor and control behavior of poor students.
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18. Which of the following qualities should be developed by. foe pillar, Learning to Live
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Together?
Strong appreciation of the diversity of the human race
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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
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B. Develop a climate that models peaceful and respectful behavior among all
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members of the learning community
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. C. Demonstrate the principles of equality and non-discrimination in administra-
_ tive policies
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vdN Enable the teachers to stress peace-making in Social Studies classroom only
when necessary
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21. One way to advance peace education is through partnerships of various
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non-governmental organizations, education institutions, United Nations spe
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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?
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A. Helps coordinate local initiatives and unite educators in the common practice
^ of educating for a culture of peace.
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f BJ Supports the UN Decade for a Culture of Peace and Non-violence for the
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Children of the World and to introduce peace and human rights education
into aHeducational institutions.
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• •
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
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development
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B. Provide employment opportunity for them as well as their parents to attain
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financial independence
C. Offer them to migrate in neighboring country as foreign refugees
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0. Secure their safety by imposing strict curlew hours
23. The United Nations is committed to address climate through mitigation and adap
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tation.Which of the following the best way of addressing the issue?
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A. Deepen strategic aid operational collaboration, with international and regional
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organizations,, including international financial institutions and regional de
velopment banks, and other stakeholders.
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^ and forest degradation to protect forests and sustain the livelihoods of the
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shape the specific content and methods they choose for peace education.
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M
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M
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R
FO
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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
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1. What kind of tension is referred to when people prefer to have quick answers and
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ready solution to many problems even If it calls for a patient, concerted, negotiated
strategy of reform? .
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A. Tension between modernity and tradition
6 . Tension between long term and short term considerations
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C. Tension between spiritual and material
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D. Tension between individual and the universal FO
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?
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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
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mony.
B. The Pillars of Learning imply a shift from 'schooling' to learning throughout
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D. The Pillars of Learning adheres to the instrumental and purely academic view
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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
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6 . Which is considered a political impact of globalization? ■
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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.
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(C. Reforms in education as lifelong education
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D. Branding, globalization and learning to be consumers
7. What United Nation Decade are we celebrating for 2005-2014?
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A. Educating for Culture of Peace
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B. Educating for International Understanding FO
(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
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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
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B. Development Education D. Multi-cuttural Education
1 1 . Which of the following is the first target of the Millennium Develo
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(MDG's) formulated by member states of the UN in September 2000?
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A. Reduce child mortality
B. Eradicate extreme poverty and hunger
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C. Reduce death due to HIV/AIDS and malaria
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D. Achieve universal access to primary, education
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12. Which among the following statements about Human Rights Education (HRE) is
correct?
FO
A. HRE is more of the responsibilities of the state to implement human rights law
rather than the protection of the rights holders
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B. HRE should focus more on rights based on ‘ law in books,” rattier than on
'law in real-life'.
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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
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D. Human Rights Standards vary from, society to society and HRE therefore
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tion?
A. Increase of state and government support and subsidy for education
8 . Commodification and the corporate takeover of education
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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 -
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A. Relevance C. Quality
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B. Sustainability , Equity
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17. What is the kind of education that emphasizes human-earth relationships and
fosters a vision of education for sustainable development to. build a global culture
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of ecotogical responsibility?
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A. Human Rights Education C. Environmental Education
B. Development Education T3. Global Education
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18. Which of the following is NOT a benefit of multicultural education?
FO
A. .Multicultural education increases positive relationships through achievement
of common goals, respect, appreciation, and commitment to equality among
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19. Which erf the following is N.OTone of the benefits of mass media?
A. Mass media decreases prejudice and discrimination.
B. Mass media enriches the educational programs.
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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
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products
C. Asking the community leaders to volunteer in (he construction of a barangay
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hall
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D. Lobbying to the UN High Commission for Human Rights to allocate higher
budget for Philippines' Commission on Human Rights.
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23. Which of the Mowing could be a reason to justify peace education as a series of
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• “teaching encounters" or teaching-learning process?
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A. Desire for peace
B. Nonviolent alternatives for managing conflict
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C. Skills for critical analysis of structural arrangements that produce and legiti-
. mize Injustice and inequality
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classrooms?
A. The parent's culture is important, but should not influence their children's
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' education.
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ANSW ER KEY
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Development
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Part III Part II Part III
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Part II
. 1. A 1. B 1. B 1. D
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2. B 2. B 2. A. 2. e
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3. B 3. D 3. C 3. C
4. C 4. 0 4. A
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A. C
5, 0 5. C FO 5. D 5. A
6. C 6. A 6. A 6. C
7. B 7. A 7. C 7. C
8. A
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8. 0 8. C 8. A
9. C 9. C 9. B 9. C
10. B 10. A
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10. C 10. B
1 1 .0 11.C 11.C 11.C
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M
Learning and Motivation of Teaching
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Part II Part III Part II Part III
1, B 1. C
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1. B 1. C
2. A, 2. A 2. 0 2. C
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3. D 3. A 3. C 3. A
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4. 0 4. B 4. A 4. D
5. A 5. 0
FO
5.. A 5. - A
6. C 6. B 6. C 6. A
7. A 7. A 7. A 7. A
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8. C 8. 0 8. C 8. D
9. C 9. C 9. A 9. D
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11. A 11. C
12 . B 12. B 12 . B 12. B
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20. C
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-
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Part II ^ ■Part III Part II P art III
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1. D 1. A 1. D 1. D
2. 0 2, D 2. B 2. A
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3. C 3. B 3. C 3. C
4. B
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.4. C 4. A 4. A
5. C ' 5. A 5. C
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5. B
6. B 6. 0 FO 6. C 6. B
7. D 7. A 7. A 7. A
8. A 8. B 8. C 8. B
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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
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16. B 16. C
17. D 17. C 17. B
17! C
18. D 18. C 18. C 18. B .
19. A
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20 . B 20. D
21. A 21.. B
21. A 21. D
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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
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Part II • Part III . Part 11 Part III
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1. B 1. B 1. C 1. C
2. 0
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2. D Z D 2. A
3. B 3. A 3. B 3. A
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4. A 4. D 4. B 4. C
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5. A 5. A 5. C 5. C
6. A
6. A 6. C
FO 6. D
7. B 7. A 7. C 7. C
8. C 8. A 8. A 8. C
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9. C 9. A 9. C 9. D
10. B 10. A 10 . 0 10. A
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13.0
14. D 14. B 14. A 14. 0
15. C 15. C 15. A 15. B
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Part II Part III Part II Part III
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1. C 1. C 1. D 1. D
2. A 2. C 2. C
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2. A
3. D 3. B 3. C 3. B
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4. C 4. D 4. C 4. B
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5. A 5; C 5. D 5. D
6. D 6. C FO 6. C 6. B
7. D 7. D 7. C 7. C-
8. B 8. D 8. B 8. C
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9. D 9. D 9. D 9. 0
10. B 10. A 10. B 10. C
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12. A
13. A 13. D 13. C 13. C
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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
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in Education
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Part III
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Part II
1. D 1. B
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2. B 2. B
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3. B 3. D
4. B 4. B
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5. D 5. A FO
6. A 6. B
7. 8 7. C
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8. C 8. A
9. D 9. A
10. A
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tO. A
11. C 11. B
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12. C 12. C
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13. B 13. B
14. A 14. A'
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15. B 15. D
16.8 16. D
17. A 17. C
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18. A 18. C
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19. B 19. A -
20. D 20:C
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21. B -21.0
22. A 22. A
23; C ' •23.-D
24. D 24. C .
25. B 25. A
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