+

Principles &
Strategies of
Teaching

A Refresher for the

Licensure Examination for Teachers
Maria Ruth M. Regalado
PNU-Manila
+ !  Employactivities, teaching
methods, instructional
materials and technology,
classroom management
techniques appropriate for
chosen subject-area.
Competencies
for this Session !  Apply appropriate
From the NCBTS-Based TOS for the principles in the
LET – Part 2: PROF ED
preparation and utilization
Issued by the PRC
of the conventional and
May 2009
non-conventional
technology tools as well as
traditional and alternative
teaching strategies.
+
Session Overview
Part 1 CONTENT UPDATE
! Learning to Teach
! Principles of Effective Teaching
! Managing Instruction
! Lesson Planning
! Classroom Management

Part 2 ANALYZING TEST ITEMS

Part 3 ENHANCING TEST TAKING SKILLS
+
MINI PRE-TEST
Can you still remember …?
+
Q#1

What is the first step in

the instructional planning
sequence?
+
Q#2
What objective specifies
the most important
learning outcome to be
attained at the end of
instruction?
+
Q#3
In what part of a lesson
do students apply their
newly learned concepts
or principles?
+
Q#4
What characteristic of a
behavioral objective pertains
to its being able to be
accomplished within a
specific period or span of
time?
+
Q#5

Under what cognitive level

does the behavioral term
“classify” fall?
+
Q#6

Under what psychomotor

level does the behavioral
term “follow” fall?
+
Q#7
What teaching method involves
2 or more teachers who come
together to support each other
by teaching specific areas in a
course which qualifies as their
expertise?
+
Q#8
What teaching strategy
enables learners to become
aware of and gain control
over their own learning?
+
Q#9
What time-tested approach
does a chemistry teacher
employ when he decides to
show a procedure before his
students due to a possible
danger in handling acidic
substances?
+
Q#10

What technique makes

certain skills and concepts
seem to become automatic
among learners?
+
Q#11

Under what phase of

motor skills learning does
“associating responses
with cues” belong?
+
Q#12

What special term refers

to the ability to maintain
order and sustain
learners’ attention?
+
Q#13

What type of control seeks

to discipline students who
have violated an agreed
code of conduct?
+
Q#14

What type of question is

usually open-ended and
encourages reasoning?
+
Q#15

What are those few minutes

that the teacher provides his
learners to think for an answer
to his question?
+
Q#16

Under what type of

instructional materials do
maps, graphs and pictures
belong?
+
Q#17

Name a highly teacher-

centered instructional
activity.
+
Q#18

Name a highly learner-

centered instructional
activity.
+
Q#19

What major classification of

methods enables learners to
discover concepts by
themselves?
+
Q#20

What is a series of related

activities that a teacher
performs to achieve a learning
objective?
+

Let’s check!
+
Q#1

What is the first step in

the instructional planning
sequence?

Assessment of Learners’ Needs

+
Q#2
What objective specifies
the most important
learning outcome to be
attained at the end of
instruction?
Terminal Objective
+
Q#3
In what part of a lesson
do students apply their
newly learned concepts
or principles?

Closure Activities
+
Q#4
What characteristic of a
behavioral objective pertains
to its being able to be
accomplished within a
specific period or span of
time?

Time-bound
+
Q#5

Under what cognitive level

does the behavioral term
“classify” fall?

Analysis
+
Q#6

Under what psychomotor

level does the behavioral
term “follow” fall?

Guided Response
+
Q#7
What teaching method
involves 2 or more teachers
who come together to
support each other by
teaching specific areas in a
course which qualifies as
their expertise?

Team Teaching
+
Q#8
What teaching strategy
enables learners to become
aware of and gain control
over their own learning?

Metacognitive Strategy
+
Q#9
What time-tested approach
does a chemistry teacher
employ when he decides to
show a procedure before his
students due to a possible
danger in handling acidic
substances?

Demonstration
+
Q#10

What technique makes

certain skills and concepts
seem to become automatic
among learners?

Drill
+
Q#11

Under what phase of

motor skills learning does
“associating responses
with cues” belong?

Organizing
+
Q#12

What special term refers

to the ability to maintain
order and sustain
learners’ attention?

Classroom Management
+
Q#13

What type of control seeks

to discipline students who
have violated an agreed
code of conduct?

Corrective Control
+
Q#14

What type of question is

usually open-ended and
encourages reasoning?

Divergent Question
+
Q#15

What are those few minutes

that the teacher provides his
learners to think for an answer
to his question?

Wait-Time
+
Q#16

Under what type of

instructional materials do
maps, graphs and pictures
belong?

Visuals
+
Q#17

Name a highly teacher-

centered instructional
activity.

Lecture
+
Q#18

Name a highly learner-

centered instructional
activity.

Role Playing
+
Q#18

Name a highly learner-

centered instructional
activity.

Reflection
+
Q#19

What major classification of

methods enables learners to
discover concepts by
themselves?

Inductive Method
+
Q#19

What major classification of

methods enables learners to
discover concepts by
themselves?

Indirect Teaching Method

+
Q#20

What is a series of related

activities that a teacher
performs to achieve a learning
objective?

Teaching Method
+

How did you fare?

…Shall we refresh now?
+

CONTENT UPDATE
Part 1
+

Learning to teach
Session 1
+
Learning to teach…
!  A lifelong process
!  A complex, multi-faceted process that
continues throughout a teacher’s professional
lifetime
!  Requires several different kinds of knowledge
-- subject matter, schools and classrooms,
students, and an understanding of how
teachers can help in this process (Kauchack,
1993)
+
Teaching is the management of teaching-
learning situations by an instructor.

Content Knowledge Pedagogical Knowledge

Understanding of content + Understanding of strategies
ability to translate into specific to the structure of content
meaningful associa5on with knowledge + ability to translate
the content of other
disciplines into meaningful form for students

Strategies
research-based ac5ons to conduct
and assess teaching & learning
+
5 Key Behaviors
that contribute to Effective Teaching

1.  Lesson clarity

2.  Instructional variety
3.  Teacher task orientation
4.  Engagement in the learning process
5.  Student success rate
+
Other HELPING behaviors

!  Using student ideas and contributions

!  Structuring

!  Questioning

!  Probing

!  Teacher affect
+

Principles of Effective Teaching

Session 2
+
What is a principle?

"  A fundamental truth, law, doctrine, or

motivating force upon which others
are based

"  Overwhelming obvious ideas that are

often accepted as a matter of faith.
+
Teaching is considered GOOD when…
John Dewey

!  the child is made the center of the

educative process;

!  it is well-planned;
!  the learner is made conscious of the
goals or aims to be accomplished;

!  it provides learning experiences;

+
Teaching is considered GOOD when…
John Dewey

!  there is provision to meet individual

differences; 
!  it utilizes the past experiences of the
learner; 
!  the learner is stimulated to think and
reason;
!  it is governed by democratic principles; 
+
Teaching is considered GOOD when…
John Dewey

!  themethod used is supplemented

by another method and instructional
devices; 
!  evaluationis made an integral part
of the teaching process; and 

!  drill
or review is made an integral
part of teaching and learning. 
+
Teaching is considered GOOD when…
James Mursell

!  Principle of Content
Level 1 – Textbook only
Level 2 – Textbook together with supplemental
materials
Level 3 – Non-academic and current materials
Level 4 – Mul5-sensory aids
Level 5 – Demonstra5on and presenta5on by experts
Level 6 – Field experiences
+
Teaching is considered GOOD when…
James Mursell

!  Principle of Focus
Level 1 – Page assignment
Level 2 – Announced topic together with page or
chapter references
Level 3 – Broad concepts
Level 4 – Specific concepts, problems, skills
acquisi5on
+
Teaching is considered GOOD when…
James Mursell

!  Principle of Socialization
Level 1 – Submission
Level 2 – Contribu5on
Level 3 – Coopera5on and collabora5on
+
Teaching is considered GOOD when…
James Mursell

!  Principle of Individualization
Level 1 – Uniform tasks
Level 2 – Homogeneous grouping
Level 3 – Contract plan
Level 4 – Individual instruc5on
Level 5 – Large units with op5onal related ac5vity
Level 6 – Individual undertakings
+
Teaching is considered GOOD when…
James Mursell

!  Principle of Sequence
Level 1 – Logical succession of blocks of content
Level 2 – Connec5ng learning/lesson/course through
introduc5ons, reviews
Level 3 – Building learner’s readiness
Level 4 – Building for emerging meanings
+
Teaching is considered GOOD when…
James Mursell

!  Principle of Evaluation
Level 1 – Through tes5ng
Level 2 – Related to objec5ves and processes
Level 3 – Total learning process and results
+
Principles of Teaching
According to Tiberius & Tipping

1.  Teachers' knowledge of the subject

matter is essential to the implementation
of important teaching tasks
2.  Active involvement of the learner
enhances learning
3.  Interaction between teachers and
students is the most important factor in
student motivation and involvement
+
Principles of Teaching
According to Tiberius & Tipping

4.  Students benefit from taking

responsibility for their learning
5.  There are many roads to learning
6.  Expect more and you will achieve
more
7.  Learning is enhanced in an
atmosphere of cooperation
+
Principles of Teaching
According to Tiberius & Tipping

9.  Material must be meaningful

10.  Both teaching and learning are
enhanced by descriptive feedback
11.  Critical feedback is only useful if
the learner has alternatives to
pursue
12.  Time plus energy equals learning
+
Effective teaching involves…
According to Eberly Center for Teaching Excellence

1.  acquiring relevant knowledge about

students and using that knowledge to
inform our course design and
classroom teaching.
2.  aligning the three major components of
instruction: learning objectives,
assessments, and instructional
activities. Understanding by Design (McTighe)
+
Effective teaching involves…
According to Eberly Center for Teaching Excellence

3.  articulating explicit expectations

regarding learning objectives and
policies.
4.  prioritizing the knowledge and skills
we choose to focus on.
5.  recognizing and overcoming our
expert blind spots.
+
Effective teaching involves…
According to Eberly Center for Teaching Excellence

6.  adopting appropriate teaching roles

to support our learning goals.

7.  progressively refining our courses

based on reflection and feedback.
+ 1.  Readiness

2.  Exercise

Principles of 3.  Effect

Learning
According to Thorndike
4.  Primacy

5.  Recency

6.  Intensity
+

Managing Instruction
Session 3
+ Determining
Instructional Objectives
+
Developing Learning Objectives
Basic Concepts
#  Aims
broad statements about the intention of
education
#  Goals
describe where the school wants to be or
expects to accomplish
#  Objectives
specific skills, tasks and attitudes that are
stated in behavioral terms and which are set
as a guide or standards of performance
+
Objective Derivations
Sources of Learning Objectives:

"  constitutional aims

"  institutional mission
"  curriculum goals
"  course/subject goals
"  unit objectives
"  lesson objectives
+
Instructional Objectives
Specific statements of intermediate learning outcomes
necessary for acquiring a terminal performance

Terminal – the most important learning

outcome to be attained at the
end of instruction

Enabling – learning objectives that lead to

the attainment of the terminal
objective
+
Elements of a Performance Objective
Robert Mager

! Performance

“What should the students be able to do?”

! Conditions

“Under what conditions should the participant

be able to do it?”
! Criterion

“How well must it be done?”

+
Try this!
Given a sample illustration of a
plant, the students should be
able to label at least 5 parts of
it correctly.

1.  Label parts of a plant

2.  Given a sample illustra5on
3.  At least 5 parts correctly labeled
+ Guidelines in Formulating
Behavioral Learning Objectives
Peter Drucker

S – specific
M – measurable
A – attainable
R – result-oriented
T – time bound
+
Taxonomy of COGNITIVE Learning
Bloom

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge
+ Taxonomy of COGNITIVE Learning
Bloom
LEVEL DESCRIPTION BEHAVIORAL TERMS
Knowledge Recalling and remembering name, define, state, recall, identify,
previously learned materials label, select, match, enumerate, list

Comprehension Restating previously learned describe, interpret, explain, infer,

material into one’s own words estimate, convert, represent

Application Using learned knowledge/rules/ apply, use, demonstrate, solve,

formulas in different situations construct, show, prepare, carry out

Analysis Breaking down components or classify, compare, contrast,

elements to see relationships differentiate, categorize, distinguish
among ideas
Synthesis Arranging and organizing parts or Combine, suggest, create, design ,
elements into new structures conclude, summarize, plan, integrate

Evaluation Judging the value, quality or Judge, weigh, evaluate, verify, justify,
worth of knowledge or the defend, confirm, decide, critique
material learned based on criteria
+ Taxonomy of COGNITIVE Learning
Bloom
LEVEL DESCRIPTION BEHAVIORAL TERMS
Knowledge Recalling and remembering name, define, state, recall, identify,
previously learned materials label, select, match, enumerate, list

Comprehension Restating previously learned describe, interpret, explain, infer,

material into one’s own words estimate, convert, represent

Application Using learned knowledge/rules/ apply, use, demonstrate, solve,

formulas in different situations construct, show, prepare, carry out

Analysis Breaking down components or classify, compare, contrast,

elements to see relationships differentiate, categorize, distinguish
among ideas
Synthesis Arranging and organizing parts or Combine, suggest, create, design ,
elements into new structures conclude, summarize, plan, integrate

Evaluation Judging the value, quality or Judge, weigh, evaluate, verify, justify,
worth of knowledge or the defend, confirm, decide, critique
material learned based on criteria
+ Taxonomy of COGNITIVE Learning
Benjamin Bloom
LEVEL DESCRIPTION
Recalling Recalling and remembering
previously learned materials
Understanding Restating previously learned
material into one’s own words
Applying Using learned knowledge/rules/
formulas in different situations
Analyzing Breaking down components or
elements to see relationships
among ideas
Evaluating Judging the value, quality or
worth of knowledge or the
material learned based on criteria
Creating Arranging and organizing parts or
elements into new structures
BEHAVIORAL TERMS
name, define, state, recall, identify,
label, select, match, enumerate, list
describe, interpret, explain, infer,
estimate, convert, represent
apply, use, demonstrate, solve,
construct, show, prepare, carry out
classify, compare, contrast,
differentiate, categorize, distinguish
Judge, weigh, evaluate, verify, justify,
defend, confirm, decide, critique
Combine, suggest, create, design ,
conclude, summarize, plan, integrate
+ Taxonomy of AFFECTIVE Learning
David Krathwohl

LEVEL DESCRIPTION BEHAVIORAL TERMS

Receiving Develops awareness of a situation, Listen, look, observe, watch,
receives information attend
Responding Shows an initial level of satisfaction Share, respond, react, follow

Valuing Shows that something has value or Support, cooperate, admire,

has worth
Organization Combines together complex set of
values and organizes them into a
harmonious and consistent set of
contents
Characterization Practices in real life through
outlooks and basis of philosophy in
life
participate, promote, preserve,
assist
Organize, integrate, propose,
balance, resolve
Assert, accept, maintain,
advocate approve, influence,
justify
+ Taxonomy of PSYCHOMOTOR Learning
Elizabeth Simpson

LEVEL DESCRIPTION BEHAVIORAL TERMS

Perception Use of sense organs to become Observe, watch, listen, monitor
aware of cues
Set Preparedness and readiness to Ready, prepare, set-up, show
take action
Guided Response Imitates, conducts trial and Imitate, follow, copy, repeat,
error based on a model practice
Mechanism Responses are done with Manipulate, collect, draw, use,
confidence sketch, demonstrate, write
Complex Overt Performs with confidence and Construct, troubleshoot, operate,
Response more skillfully with proficiency drive
Adaptation Skills are modified to fit in new Adjust, repair, change, integrate
situations
Origination Creation of new movements, Create, produce, develop,
patterns to solve a situation compose
+ Determining
Teaching Methods
+
Basic Concepts
Approach – one’s viewpoint toward teaching
Method – a series of related and progressive
acts performed by a teacher and
students to achieve the objectives of
the lesson.
Strategy – the general design of how the
teacher will attack the lesson; a set
of decisions to achieve an objective
that results in a plan
Technique – the personal art and style of the
teacher in carrying out the
procedures of teaching
+ Factors to consider in choosing a
Teaching Method
#  Objectives
#  Subject matter
#  Learners
#  Educational materials & technology
#  Time allotment
#  School environment
#  Safety measures
#  Teacher
+
Principles for determining a
METHOD

1.  Utilizes the theory of self-activity

2.  Utilizes laws of learning
3.  Aids the learner in defining his own
purposes by setting the situation for
the emergence of desirable purpose
+
Principles for determining a
METHOD

4.  Starts from what is known already to

the students
5.  Based on the accepted, well-
integrated educational theory and
practice designed to unify the work
of teaching and learning
+
Principles for determining a
METHOD

6.  Provides the learners with numerous

and diverse learning experiences or
activities
7.  Challenges and encourage the
learner to further activities which
involve the process of differentiation
and integration
+
Principles for determining a
METHOD

8.  Provides opportunity for the learner

to ask and answer questions
9.  Must be supplemented by other
methods
+
Characteristics of a Good Method

1.  Makes use of the principles of

learning and permits the
operation of these principles
2.  Utilizes the principle of “learning
by doing”
3.  Provides for individual
differences
+
Characteristics of a Good Method

4.  Stimulates thinking and reasoning

5.  Provides for growth and
development
6.  Liberates the learners
+ Types of
Teaching Approaches,
Methods, Strategies
+
General Teaching Approaches

TEACHER-
centered LEARNER-
centered
+
General Teaching Approaches

DIRECT
Teaching INDIRECT
Teaching
 GENERALLY ACCEPTED
TEACHING METHODS

Deductive Inductive
or or
Expository Exploratory
+
Characteristics of Approaches
DIRECT INDIRECT
Teacher-Centered Learner-Centered
! Requires less ! Requires more
delivery time delivery time
! Utilizes
expositive ! Utilizes
discovery
strategies strategies
! Lessstudent ! Highstudent
involvement involvement
 When to use which approach?

Concerns DIRECT INDIRECT

Teacher-Centered Learner-Centered
Type of Subject
Content-Oriented Experience-oriented
Matter
Development/
Desired Formulation of Concept,
Factual Information
Outcomes Principles, Skills, Attitudes
& Values
Learning
Similar Different
Environment
Information directly Information can be
Constraints
available “rediscovered”
+
DIRECT APPROACH
Teacher-centered Methods
!  Deductive
!  Demonstration or Showing
!  Lecture
!  Mastery Learning
+

A telling method where facts, concepts,

principles and generalizations are stated,
presented, defined, interpreted by the
teacher, and followed by the application or
testing of these concepts, principles and
generalization in new examples generated
by students.

3 Steps:
1.  Introduction
2.  Presentation
3.  Application
+

This is an activity that shows how things are

done in front of the class while the others remain
as observers.
When used to teach psychomotor skills, the
learners are expected to practice the skill.

3 Steps:
1.  Introduction (orientation & motivation)
2.  Work Period
3.  Culminating Activities
+

!  Clarifying or explaining major ideas cast

in the form of questions/problems
!  Only the teacher has the information or
materials
Procedure in the Lecture
1.  Introduction
2.  Arouse interest at the beginning
3.  Presentation of the Body
4.  Practical illustration
5.  Conclusion or Summary
+

Adds in a final part where the learners are

encouraged to ask questions about the skill
that was introduced.

4 Steps:
1.  Introduction of the Skill
2.  Explaining of the Skill
3.  Demonstrating the Skill
4.  Reflecting on the Skill
+
INDIRECT APPROACH
Learner-centered Methods
!  Concept Learning
!  Inquiry
!  Inductive
!  Laboratory
!  Project or Practical Work
+ Conceptual Learning

Learners define concepts after analyzing

the salient attributes of the examples, and
disregarding those that are not important.

Learners develop the general idea after a

process of identification and differentiation.
+
Concept of SEXY

Examples = SEXY Non-Examples = NOT SEXY

!  Angel Locsin !  Wilma Doesn’t
!  Katrina Halili !  Lucy Torres
!  Pokwang !  Ara Mina
!  Ruffa Mae Quinto !  Judy Ann Santos
!  Cristine Reyes !  Claudine Barreto
!  Kris Aquino !  Bea Alonzo
!  Jennilyn Mercado !  Angelica Panganiban
!  Heart Evangelista !  Anne Curtis
!  Kim Chiu !  Pops Fernandez
+
Concept Development (Sample)

Anyong Lupa Anyong Tubig

!  Lambak !  Dagat

!  Kapatagan !  Ilog

!  Bundok !  Talon

!  Burol !  Batis

!  Talampas !  Karagatan

!  Bulkan !  Look

!  Bulubundukin !  Lawa
+

A systematic view of finding answers to

inquiries, of suggesting solutions to
problem situations, of finding expressions
for one’s curiosity.

On his own, a learner discovers

relationships among observed phenomena.
$  Pure Discovery
$  Guided Discovery
+

!  This method is effectively used in Science

and other related subjects.
!  Apparatus and materials are used to
discover or verify facts and to study
scientific relationship.
!  Activities range from observation to
investigation or experimentation, which in
turn provide learners with firsthand
experience.
+

Emphasis is on processes such as

measurement, inference, hypothesis,
prediction, controlling variables,
experimentation and communication

3 Steps:
1.  Motivation
2.  Getting Acquainted with the Materials
3.  Involvement in Activities
4.  Extension Activities
+

Purposeful and constructive activities

needing both intellectual and
physical solution
4 Steps:
1.  Purposing
2.  Planning
3.  Executing
4.  Evaluating
+

Only one case is studied by the learners

5 Steps:
1.  Appreciation and Motivation
2.  Statement of the Typical Case or the Model
3.  Study Details
4.  Comparison of Actual with Model
5.  Generalization
+

!  Forerunner of the integrative technique

!  Used in teaching geography, history, government,

economics

5 Steps:
1.  Exploration
2.  Presentation
3.  Assimilation
4.  Organization
5.  Recitation
+ Emerging STRATEGIES &
TECHNIQUES

!  Programmed Instruction
!  Cooperative Learning
!  Metacognitive Learning
!  Brain-based
!  Just-In-Time Teaching (JITT)
!  Flipped Learning
+

!  Adheres to Skinner’s operant

conditioning
!  Contains simple instructional
patterns and immediate
feedback/reinforcement

Samples:
1.  Teaching Machine
2.  Programmed Textbook
+

!  Teams of 3-4 students with specific

roles
!  Each member consciously contributes
to team success
!  Tasks and materials have been pre-
determined and provided by the
teacher
!  Teacher facilitates, oversees team
activities
+

!  Jigsaw !  Broken Circles

!  Student Teams- !  Roundtable
Achievement !  Numbered Heads
Divisions Together
!  Teams-Games !  One Stays, Two
Tournament Stray
!  Group Investigation !  Pairs Check
!  Cooperative
Controversy
 Dahilig Bundok
talon Dagat

Bulubundukin Kapatagan
Sapa Ilog

Talampas Bulkan
Lawa Batis

Burol
Karagatan
anahaw Sampaguita

Narra Kalabaw

Manga Carinosa

Bangus
+

!  A mode of delivering education and

teaching, often on an individual basis, to
students who are not physically present
in a traditional setting such as a
classroom
!  Provides “access to learning when the
source of information and the learners
are separated by time and distance, or
both”
+

Learners are trained to become aware

and to exert control over their own
learning
Metacogni*ve Techniques
1.  Advance organiza5on
2.  Organiza5onal planning
3.  Directed a]en5on
4.  Selec5ve a]en5on
5.  Self-monitoring
6.  Self-evalua5on
7.  Auditory representa5on
+ Determining
LEARNING ACTIVITIES
+
Principles in selecting
LEARNING ACTIVITIES
!  Learners must profit from the
experience.
!  Learning activities must provide for
the attainment of a set of objectives.
!  Learning activities must be
authentic and contextualized to
meet the needs and interests of the
learners.
+
Principles in selecting
LEARNING ACTIVITIES
!  Learning activities must challenge
the learners to ask questions.
!  Learning activities must provide
opportunities for content mastery as
well as broad and deep study
+
Criteria in selecting
LEARNING ACTIVITIES

1.  Appropriateness
2.  Feasibility
3.  Variety
4.  Optimal Value
+
TEACHING TECHNIQUES
!  Socratic Technique
!  Reading
!  Research
!  Case Study Analysis
!  Field Trip
!  Inviting Resource Persons
!  Constructing Projects
+
TEACHING TECHNIQUES
!  Role Playing
!  Panel Discussion
!  Symposium
!  Debate
!  Brainstorming
!  Games
!  Class Discussion
!  Seatwork
+
Structure-Oriented Techniques

$  Group

$  Dyad

$  Independent

$  Individualized
+
Questioning Techniques
+
Definition of QUESTIONING

#  A key technique in teaching

that is used for a variety of
purposes, but most
importantly to make
students think.
+
Purposes of Questioning
"  Arousing students’ interest and
curiosity
"  Reviewing content
"  Stimulating learners to ask questions
"  Promoting thinking and understanding
of ideas
+
Purposes of Questioning
"  Changing the mood and directions
of a discussion
"  Encouraging reflection and self-
evaluation
"  Allowing students to express their
feelings
+
Types of Questions

According to the thinking process involved

!  Low-Level – focused on factual

information
!  High-Level – beyond facts, moves
to higher order thinking
+
Types of Questions

According to the type of answers required

!  Convergent – brings about only one
specific answer
!  Divergent – usually open-ended and
encourages reasoning
+
Types of Questions

According to the cognitive taxonomy

!  Knowledge
!  Comprehension
!  Application
!  Analysis
!  Synthesis
!  Evaluation
+
Types of Questions

According to the purposes of the teacher

during an open discussion
!  Eliciting – encourages immediate and
initial responses
!  Probing – seeks to expand or extend
ideas
!  Closure-Seeking – helps students to
form conclusions, solutions or create
plans
+
Guidelines in Asking Questions

"  Provide for “wait time”

"  Prompt by using hints and techniques

to assist students to successfully arrive
at the correct answer

"  Redirect by asking a single question

where several answers may manifest
higher level thinking
+
Guidelines in Asking Questions

" Probe to increase quality in the kind

of thought processes that will take
place; enable the students to support
their stand

" Comment on the students’ responses

to increase achievement and
motivation
+
Tips on Asking Questions

" Ask questions that are:

!  stimulating
!  thought-provoking
!  within student’s level of abilities
!  relevant to students’ daily life
situation
!  sequential
!  clear and easily understood
+
Tips on Asking Questions

" Phrase questions clearly

" Varythe length and difficulty of

questions

" Have sufficient time for deliberation

" Call on volunteers or non-volunteers

" Call on disruptive students

+
Tips on Asking Questions

" Move around the room for rapport/

socialization

" Encourage active participation

" Askas many learners as possible to

answer certain questions

" Follow up incorrect answers

+ Determining
INSTRUCTIONAL MATERIALS
+
Instructional Materials
Educa5onal resources used to improve students’ knowledge, abili5es,
and skills, to monitor their assimila5on of informa5on, and to con-
tribute to their overall development and upbringing

CONCRETE REPRESENTATIONS DESCRIPTIONS

OBJECTS OF CONCRETE OF CONCRETE
OBJECTS
OBJECTS

•  Realias •  Globe •  Printed

•  Map materials
•  Mock-up
•  Models
•  Film
•  Transparen
cies
•  Audio
recordings
+
CONE OF EXPERIENCE
Edgar Dale
+
Factors Affecting Selection of
Instructional Media
1.  Human Factors – learners’ interest and
needs; teacher’s skills in handling the
media
2.  Instructional Method – the method
dictates and limits the kind of media
3.  Practical Constraints – administrative
and economic concerns
+
Principles in SELECTING &
UTILIZING Instructional Materials

1.  Motivation
2.  Individual differences
3.  Learning objectives
4.  Organization of content
5.  Preparation for learning
+
Principles in SELECTING &
UTILIZING Instructional Materials

6.  Participation
7.  Feedback reinforcement
8.  Practice
9.  Repetition
10. Application
+ Principles in SELECTING
Instructional Materials

1.  Meaningfulness
2.  Appropriateness
3.  Breadth
4.  Usefulness
5.  Communication Effectiveness
+ Principles in SELECTING
Instructional Materials

6.  Authenticity
7.  Responsiveness
8.  Interest
9.  Cost-effectiveness
+
General Guidelines in
Utilizing Instructional Materials
1.  Purpose
2.  Learning Objectives
3.  Flexibility
4.  Diversity
5.  Learners’ Development
6.  Content
7.  Guidance for learners
8.  Evaluation Results
+ Determining
ASSESSMENT INSTRUMENT
+
When to Assess?

!  Prior to Instruction

!  During Instruction

!  After Instruction
+
What are the different types of test?

According to Purpose:
!  Educational – instruction
* Power vs. Speed
* Objective vs. Subjective
!  Psychological – traits (and instruction)
+
What are the different types of test?

According to Format:
!  Selective Test
•  Multiple Choice
•  True-False or Alternative Response
•  Matching Type
+
What are the different types of test?

According to Format:
!  Supply Test
•  Short Answer
•  Completion Test
!  Essay Test with Scoring Rubric
!  Restricted Response
!  Extended Response
+

Lesson Planning
Session 4
+
Basic Concepts of
Instructional Planning

#  Instructional planning is the ability

to visualize the future classroom
events.
#  An instructional plan may be
likened to a roadmap or a guide
that assists in the smooth flow of
movements from the start until the
end.
+
Basic Concepts of
Instructional Planning

#  Instructional planning involves

decision-making based on student’s
prior learning experiences, context
presented in the curriculum and
support materials, and actual
conditions of the instructional setting.
+
Functions of Instructional Planning
1.  Provide an overview of instruction
2.  Facilitate effective management of
instruction
3.  Provide for logical and purposeful
learning
4.  Efficient utilization of available time and
material resources
+
Functions of Instructional Planning

5.  Enable teachers to organize and

rehearse thoughts and movements prior
actual teaching
6.  Ensure strong link between the
curriculum and the actual teaching-
learning processes
7.  Guide substitute teachers in conducting
teaching-learning processes
appropriately
+ The Instructional Planning Sequence
Ralph Tyler

Assessing Stating the

Learners’ Goals of the
Needs School

Evaluation of
Learning Organizing the
Achievement Content

Conducting
Teaching-
Learning
Processes
+
Levels of Instructional Planning

1.  Yearly Plan

2.  Term Plan

3.  Unit Plan

4.  Weekly Plan

5.  Daily Plan

A Comparative Matrix on Views on Components of a Lesson
Plan Hunter Gagne Slavin Good & Brophy

1. Review 1. State learning 1. Review

objectives
2. Anticipatory set 1. Gain attention 2. Review prerequisites
3. Objective 2. Inform learner of
objective
3. Recall prior knowledge
3. Input 4. Present the stimulus 3. Present new material 2. Development
material
4. Modeling 5. Provide learning 4. Conduct learning 3. Assess
guidance probes
5. Check for 6. Elicit performance
understanding
6. Guided practice 7. Provide feedback

7. Independent 5. Provide independent 4. Seatwork

practice practice
8. Assess performance 6. Assess performance 5. Accountability
and provide
feedback
9. Ensure retention and 7. Provide practice and 6. Homework
transfer review
7. Special reviews
+
Components of an Instructional
Plan
1.  Objectives
2.  Content
3.  Skills
4.  Learning Activities
5.  Resources and Materials
6.  Evaluation Procedures
+
Components of an Instructional Plan

1.  Objectives
Terminal – the most important learning outcome
to be attained at the end of instruction
Enabling – learning objectives that lead to the
attainment of the terminal objective

2.  Content
Knowledge – facts, information, concepts,
principles, laws
Skills – cognitive, affective, psychomotor
Values/Attitudes – integrity, respectfulness,
responsibility
+
Components of an Instructional Plan

3.  Skills
$  Reading, writing
$  Using references and reading resources
$  Inquiry skills
$  Researching
$  Social skills
$  Cooperative learning skills

4.  Learning Activities

$  Varied techniques used incorporated in
strategies or approaches
+
Components of an Instructional Plan

5.  Resources and Materials

$  Printed
$  Audio-visuals
$  Programmed
$  Models, charts, specimens

6.  Evaluation Procedures

$  Public display of outputs or interactions
$  Written tests
$  Reviews, summaries and generalizations
formulated
$  Remedial work
$  Re-teaching
+
Principles of Instructional Planning

# The important components of instruction

must be identified -- content, concept,
skill, values.

These must be congruent with:

"  the objectives of the course
"  fostering critical or high order thinking skills
"  students’ interests and abilities
"  available resources
"  the scope and sequence
+
Principles of Instructional Planning

# The strategies and techniques are

appropriate and can optimize the
learning opportunities and needs of
the students

# The assessment procedure must be

able to give information on the
learners’ attainment of the course and
their difficulties.
+
Principles of Instructional Planning

# An experienced colleague or

supervisor’s comments and suggestions
may be considered as inputs to improve
the plan.

# Reviewand revise the plan to cover gaps

and avoid redundancy of activities.
+
Types of Lessons

1.  Development Lesson

Used in presenting a new fact, principle,
procedure, generalization, skill, or a new
knowledge
STEPS:
1. Preparation
2. Development
3. Application
+
Types of Lessons

2.  Drill Lesson

Used in fixing certain items of
knowledge or relations for ready recall
STEPS:
1. Motivation
2. Focalization
3. Repetition with attention
4. Application
+
Types of Lessons

3.  Review Lesson

Used in presenting a new view of old facts
and concepts in a broader setting that
results in new meanings, associations,
relationships and ways of acting
STEPS:
1. Preparation
2. Review Proper/Activities
3. Further application
+
Types of Lessons

4.  Appreciation Lesson

Used in leading the class to understand and enjoy
something. Focuses on values and making proper
choices.
STEPS:
1. Immediate Preparation

2. Hour of Appreciation
3. Aesthetic Discussion
4. Intellectual Discussion
5. Reproduction
+
Types of Lessons

5.  Application Lesson

Used in further verifying the learners’ abilities
in applying correctly the generalization
arrived at in a development lesson

STEPS:

1. Motivation

2. Statement of the problem or task

3. Gathering information
+
Types of Lessons

6.  Supervised Study

For ensuring individual needs
through one-on-one instruction
and guidance
+
Types of Lesson Plan Formats

!  Plantilla

!  Brief

!  Semi-detailed

!  Detailed
+
Parts of a Lesson Plan
I.  Objectives
A.  (cognitive)
B.  (affective)
C.  (psychomotor)

II.  Subject Matter

Concepts/Skills:
Values Integrated:
References:
Materials:
+
Parts of a Lesson Plan
III.  Learning Procedure
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
4. Setting of Standards
+
Parts of a Lesson Plan
B.  Developmental Activities
1. Presentation
2. Discussion
3. Generalization
C.  Closure Activities
IV.  Evaluation
V.  Assignment
+

Classroom Management
Module 8 Lesson 1
Is this a well-managed classroom?
+ Concepts of
Classroom Management
#  An integral part of teaching and
techniques of managing students
must be delivered skillfully by the
teacher. The teacher’s personality,
philosophy and teaching style will
directly affect his or her managerial
and disciplinary approach.
+ Concepts of
Classroom Management
#  The administration or direction of
activities with special reference to
such problems as discipline,
democratic techniques, use and care
of supplies and reference materials,
the physical features of the classroom,
general housekeeping, and the social
relationships of pupils.
+ Concepts of
Classroom Management
#  The operation and control of
classroom activities
#  Involves the ability to maintain order
and sustain learners’ attention
#  Includes operation and control of
activities
+
Purposes of
Classroom Management

#  To minimize the occurrences of

discipline problems
#  To increase the proportion of
classroom time devoted to
constructive and productive
activity
+
Aspects of
Classroom Management
1.  Lighting
2.  Heat & Ventilation
3.  Materials of Instruction
4.  Care of Routine
5.  Discipline
+ Approaches to
Classroom Management
+
Assertive Approach
Lee and Marlene Canter

%  Assumes that classroom management liberate

students because it allows them to develop their
best traits, skills and abili5es, and provides them
with psychological security in the classroom and
an effec5ve learning environment

%  Teachers insist on responsible behavior by their

students; specify rules of behavior and
consequences for disobeying them, and to
communicate these clearly to them
+
Sample Classroom Rules:

Retrieved on 27 July 2015 from http://www.nplainfield.org/Page/9613

+
Business-Academic Approach
Evertson and Emmer

%  Emphasizes the organiza5on and management of

students as they engage in academic work
%  Involves a high degree of “5me on task” and
“academic engaged 5me” for students. The idea is
that when students are working on their tasks there
is li]le opportunity for discipline problems to arise.
+
Sample Active Student Engagement:

Retrieved on 27 July 2015 from

http://ateachersupply.com/cart/images/I%20am%20special%20smiling%20ribbon%20rewards.jpg
+
Behavioral Modification Approach
Watson and Skinner

%  Involves a variety of techniques and method

ranging from simple rewards to elaborate
reinforcement training
%  Assumes that behavior is shaped by the
environment and pay li]le a]en5on to the causes
of problems
+
Sample Classroom Rewards:

Retrieved on 27 July 2015 from

http://ateachersupply.com/cart/images/I%20am%20special%20smiling%20ribbon%20rewards.jpg
+
Group Managerial Approach
Jacob Kounin

%  Emphasizes the importance of responding

immediately to group students behavior that might
be inappropriate or undesirable in order to prevent
problems rather than having to deal with them ader
they emerge
%  If the misbehavior is not no5ced, is ignored, or is
allowed to con5nue for too long, it may create a
“ripple effect”
+
Group Guidance Approach
Fritz Redl

%  Focuses on manipula5ng the surface behavior of

the students on a group basis
%  Discipline and classroom control are produced
through group atmosphere and enhanced group
support
+
Acceptance Approach
From Humanistic Psychology

%  Maintains that every person has a prime need of

acceptance
%  Also based on the democra*c model of teaching
in which the teacher provides leadership by
establishing rules and consequences but at the
same 5me allows students to par5cipate in
decisions and to make choices
+
Success Approach
From Humanistic Psychology and Democratic
Model of Teaching

%  Deals with general psychological and social

condi5ons
%  Teacher should not excuse bad behavior on the
part of the student.
%  Whatever nega5ve classroom condi5ons that
exist must be changed and improved to lead to
student succeed.
+
Management of ROUTINES
A routine is a set of procedure for handling both
daily occurrences and minor interruptions of
instructions

!  Students will have more opportunities

to learn and achieve better.

!  Teacher can devote more time for

quality instruction.
+
Management of TIME
The quantity and quality of academic instructional and
engaged time affect student performance.

4 Categories of Time in School

(Ornstein 1990)

1.  Mandated time – the number of days and

hours in the school calendar specified by the
state and school laws
2.  Allocated time – the portion of time in school
allocated to different subjects and other
activities in academic and non-academic
areas
+
Management of TIME
The quantity and quality of academic instructional and
engaged time affect student performance.

4 Categories of Time in School

(Ornstein 1990)

3.  Academic Instructional time – the actual

time that a teacher spends in class to give
instruction through various means in
particular subjects and skills
4.  Academic Engagement time – the time that
students spend in performing academic work
+ Management Controls &
Techniques
+ Areas of Control

!  Content: Manage to facilitate the

delivery of instruction
!  Context: Manage to promote orderly
and safe learning environment
!  Conduct: Manage to encourage
interaction rather than physical
elements associated with the
classroom setting
+ Management Techniques

Content
1.  Establish standard arrangements
2.  Identify traffic routes
3.  Organize supplies and materials within
learners’ reach
4.  Be consistent with rules and areas where they
apply
5.  Refrain from using the first few minutes of the
session for collection
+ Management Techniques

Content
6.  Use overlapping techniques during
collection and distribution of materials
7.  Prepare for transitions in activities
8.  Arrange furniture to aid monitoring
distractions
9.  Maximize visibility and accessibility through
proper arrangement of furniture
+ Management Techniques

Content
10.  Develop and utilize nonverbal techniques
to manifest disapproval of certain behavior
11.  Model and emphasize self-discipline
+ Management Techniques

Conduct
1.  Establish a code of conduct
2.  Set limits to conduct inside and outside the
learning areas
3.  Manage consequences of enforced rules
4.  Seek the support of the school
administration and parents
5.  Encourage self-discipline through positive
feedback
+ Management Techniques

Context
1.  Respect students as human beings instead
of valuing them for what they can and
cannot do
2.  Attend to disturbances while maintaining
your teaching purpose
3.  Attend to large concerns rather than small
issues
+ Management Techniques

Context
4.  Reveal oneself to the learners
5.  Get involved in the process and with the
learners as your friends
6.  Capitalize on interpersonal relationships
of trust and confidence
+ Types of Control

!  Preventive: minimizes the onset of

anticipated discipline problems

!  Supportive: directs students’ behavior

before discipline problem full blows up

!  Corrective: seeks to discipline student

who failed to meet the agreed code of
conduct in a particular setting
+ Techniques in Developing
Good Discipline

!  Demonstration: explain to the

students the behavior expected of
them.
!  Attention: focus the students’
attention on what was explained and
model them
!  Practice: provide opportunities to
practice appropriate behavior
+ Guidelines for Using Punishments

!  Make sure the punishment is feasible.

!  Never punish when you are not in a proper
emotional state.
!  Do not assign extra work as punishment.
!  The punishment must follow the offense the
soonest time possible.
!  Be consistent with punishment.
+ Guidelines for Using Punishments

!  Never use double standards when

punishing.
!  Give the students the benefit of the doubt.
!  Never hold any grudge after the incident.
!  Never take incident personally.
!  Document all serious incidents.
+

CONTENT
CHALLENGE
+

ANALYZING
25 items
@ 45 seconds
per item
TEST ITEMS
Part 2
Q#1
To ensure that the lesson will go on smoothly, Teacher A
listed down the steps she will undertake together with
those of her students. This practice relates to ___.
A.  Teaching style
B.  Teaching method
C.  Teaching strategy
D.  Teaching technique
Q#1
To ensure that the lesson will go on smoothly, Teacher A
listed down the steps she will undertake together with
those of her students. This practice relates to ___.
A.  Teaching style
B.  Teaching method
C.  Teaching strategy
D.  Teaching technique
Q#2
The class of Grade 6 – Einstein is scheduled to perform an
experiment on that day. However, the chemicals are
insufficient. What method may then be used?

A.  Subject-centered
B.  Learner-centered
C.  Inductive
D.  Deductive
Q#2
The class of Grade 6 – Einstein is scheduled to perform an
experiment on that day. However, the chemicals are
insufficient. What method may then be used?

A.  Subject-centered
B.  Learner-centered
C.  Inductive
D.  Deductive
Q#3
Teacher C gives the class specific topic as assignment
which they have to research and pass the following day.
However, the students could not find any information about
it. What method should Teacher C use to teach the
assignment ?

A.  Project method

B.  Discovery approach
C.  Lecture method
D.  Demonstration method
Q#3
Teacher C gives the class specific topic as assignment
which they have to research and pass the following day.
However, the students could not find any information about
it. What method should Teacher C use to teach the
assignment ?

A.  Project method

B.  Discovery approach
C.  Lecture method
D.  Demonstration method
Q#4
Pictures, models and the like arouse students´ interest on
the day’s topic. In what part of the lesson should the given
materials be presented?
A.  Initiating activities
B.  Culminating activities
C.  Evaluation activities
D.  Developmental activities
Q#4
Pictures, models and the like arouse students´ interest on
the day’s topic. In what part of the lesson should the given
materials be presented?
A.  Initiating activities
B.  Culminating activities
C.  Evaluation activities
D.  Developmental activities
Q#5
In Bloom’s taxonomy of educational objectives, the domains
are stated from lowest to highest level. Which of the
following objectives belongs to the lowest level?

A.  To identify the characters in the story.

B.  To differentiate active from passive voice.
C.  To give the available resources that could be recycled
to useful things.
D.  To explain the procedure in changing improper
fraction to mixed number.
Q#5
In Bloom’s taxonomy of educational objectives, the domains
are stated from lowest to highest level. Which of the
following objectives belongs to the lowest level?

A.  To identify the characters in the story.

B.  To differentiate active from passive voice.
C.  To give the available resources that could be recycled
to useful things.
D.  To explain the procedure in changing improper
fraction to mixed number.
Q#6
The class of IV-Kalikasan is tasked to analyze the present
population of the different cities and municipalities of the
National Capital Region for the last five years. How can
they best present their analysis?

A.  By means of a table

B.  By looking for a pattern
C.  By means of a graph
D.  By guessing and checking
Q#6
The class of IV-Kalikasan is tasked to analyze the present
population of the different cities and municipalities of the
National Capital Region for the last five years. How can
they best present their analysis?

A.  By means of a table

B.  By looking for a pattern
C.  By means of a graph
D.  By guessing and checking
Q#7
There are several reasons why problem-solving is taught in
Math. Which is the LEAST important?

A.  It is the main goal for the study of Math.

B.  It provides the content in which concepts and skills are
learned and applied.
C.  It provides an opportunity to develop critical and
analytical thinking.
D.  It provides pupils an opportunity to relate Math with
the real world.
Q#7
There are several reasons why problem-solving is taught in
Math. Which is the LEAST important?

A.  It is the main goal for the study of Math.

B.  It provides the content in which concepts and skills are
learned and applied.
C.  It provides an opportunity to develop critical and
analytical thinking.
D.  It provides pupils an opportunity to relate Math with
the real world.
Q#8
Teacher D teaches in a remote high school where
newspapers are delivered irregularly. Knowing the
importance of keeping the students aware of current affairs,
what is probably the best way to keep the students
updated?

A.  Gather back issues of newspapers and let pupils

compile them.
B.  Urge the pupils to listen to stories circulating in the
community.
C.  Encourage the pupils to listen to daily broadcast from
a transistor radio.
D.  The teacher should try all available means to get the
newspaper delivered to the school.
Q#8
Teacher D teaches in a remote high school where
newspapers are delivered irregularly. Knowing the
importance of keeping the students aware of current affairs,
what is probably the best way to keep the students
updated?

A.  Gather back issues of newspapers and let pupils

compile them.
B.  Urge the pupils to listen to stories circulating in the
community.
C.  Encourage the pupils to listen to daily broadcast from
a transistor radio.
D.  The teacher should try all available means to get the
newspaper delivered to the school.
Q#9
Devices can make a lecture more understandable and
meaningful. What is the most important thing a teacher
should consider in the selection and utilization of
instructional materials?

A.  Objectives of the lesson

B.  Availability of instructional materials
C.  Attractiveness of instructional materials
D.  Degree of interest on the part of the students
Q#9
Devices can make a lecture more understandable and
meaningful. What is the most important thing a teacher
should consider in the selection and utilization of
instructional materials?

A.  Objectives of the lesson

B.  Availability of instructional materials
C.  Attractiveness of instructional materials
D.  Degree of interest on the part of the students
Q#10
Teacher E asks student A to identify and analyze events,
ideas or objects in order to state their similarities and
differences. In which part of the lesson does said activity
take place?

A.  Preparation
B.  Generalization
C.  Application
D.  Comparison and Abstraction
Q#10
Teacher E asks student A to identify and analyze events,
ideas or objects in order to state their similarities and
differences. In which part of the lesson does said activity
take place?

A.  Preparation
B.  Generalization
C.  Application
D.  Comparison and Abstraction
Q#11
Which part of the lesson is involved in the giving of
situation or activities based on the concepts learned?

A.  Preparation
B.  Generalization
C.  Application
D.  Comparison and Abstraction
Q#11
Which part of the lesson is involved in the giving of
situation or activities based on the concepts learned?

A.  Preparation
B.  Generalization
C.  Application
D.  Comparison and Abstraction
Q#12
Teacher F wants the class to find out the effect of heat on
matter. Which method will help him accomplish his
objective?

A.  Project method

B.  Laboratory method
C.  Problem method
D.  Expository method
Q#12
Teacher F wants the class to find out the effect of heat on
matter. Which method will help him accomplish his
objective?

A.  Project method

B.  Laboratory method
C.  Problem method
D.  Expository method
Q#13
In Math, Teacher G presents various examples of plane
figures to her class. Afterwards, she asks the students to
give the definition of each. What method did she use?

A.  Inductive
B.  Laboratory
C.  Deductive
D.  Expository.
Q#13
In Math, Teacher G presents various examples of plane
figures to her class. Afterwards, she asks the students to
give the definition of each. What method did she use?

A.  Inductive
B.  Laboratory
C.  Deductive
D.  Expository
Q#14
Teaching Tinikling to 1-Maliksi become possible through
the use of ___.

A.  Inductive method

B.  Expository method
C.  Demonstration method
D.  Laboratory method
Q#14
Teaching Tinikling to 1-Maliksi become possible through
the use of ___.

A.  Inductive method

B.  Expository method
C.  Demonstration method
D.  Laboratory method
Q#15
What is the implication of using a method that focuses on
the “why” rather than the “how”?

A.  There is best method.

B.  A typical one will be good for any subject.
C.  These methods should be standardized for different
subjects.
D.  Teaching methods should favor inquiry and problem
solving.
Q#15
What is the implication of using a method that focuses on
the “why” rather than the “how”?

A.  There is best method.

B.  A typical one will be good for any subject.
C.  These methods should be standardized for different
subjects.
D.  Teaching methods should favor inquiry and problem
solving.
Q#16
When using problem solving method, the teacher could
___.

A.  set up the problem

B.  test the conclusion
C.  propose ways of obtaining the needed data
D.  help the learners define what is to be solved
Q#16
When using problem solving method, the teacher could
___.

A.  set up the problem

B.  test the conclusion
C.  propose ways of obtaining the needed data
D.  help the learners define what is to be solved
Q#17
Which of the following characterizes a well-motivated
lesson?

A.  The class is quiet.

B.  The children have something to do.
C.  The teacher can leave the pupils to attend to some
activities.
D.  There are varied procedures and activities undertaken
by the pupils.
Q#17
Which of the following characterizes a well-motivated
lesson?

A.  The class is quiet.

B.  The children have something to do.
C.  The teacher can leave the pupils to attend to some
activities.
D.  There are varied procedures and activities undertaken
by the pupils.
Q#18
Learners must be developed not only in the cognitive,
psychomotor but also in the affective aspect. Why is
development of the latter also important?

A.  It helps them develop a sound value system.

B.  Their actions are dominated by their feelings.
C.  It helps them develop an adequate knowledge of
good actions.
D.  Awareness of the consequences of their action is
sharpened.
Q#18
Learners must be developed not only in the cognitive,
psychomotor but also in the affective aspect. Why is
development of the latter also important?

A.  It helps them develop a sound value system.

B.  Their actions are dominated by their feelings.
C.  It helps them develop an adequate knowledge of
good actions.
D.  Awareness of the consequences of their action is
sharpened.
Q#19
Which of the following attributes characterizes a learner
who is yet to develop the concept?

A.  The learner can identify the attributes of the

concept.
B.  The learner can summarize the ideas shared about
the concept.
C.  The learner can distinguish examples from non-
examples.
D.  The learner gets a failing grade in the test given
after the concept has been discussed.
Q#19
Which of the following attributes characterizes a learner
who is yet to develop the concept?

A.  The learner can identify the attributes of the

concept.
B.  The learner can summarize the ideas shared about
the concept.
C.  The learner can distinguish examples from non-
examples.
D.  The learner gets a failing grade in the test given
after the concept has been discussed.
Q#20
The strategy of teaching which makes use of the old
concept of “each-one teach-one” of the 60’s is similar to ___.

A.  peer learning

B.  independent learning
C.  partner learning
D.  cooperative learning.
Q#20
The strategy of teaching which makes use of the old
concept of “each-one teach-one” of the 60’s is similar to ___.

A.  peer learning

B.  independent learning
C.  partner learning
D.  cooperative learning
Q#21
In which part of the lesson does the learner give a synthesis
of the things learned?

A.  Motivation
B.  Application
C.  Evaluation
D.  Generalization
Q#21
In which part of the lesson does the learner give a synthesis
of the things learned?

A.  Motivation
B.  Application
C.  Evaluation
D.  Generalization
Q#22
Educational objectives are arranged from simple to
complex. Why is this?

A.  Each level is built upon and assumes acquisition of

skills from the previous level.
B.  Objectives are broad and value-laden statements that
lead to the philosophy of education.
C.  Be idealistic and ambitious to begin with grandiose
scheme for using taxonomy in all levels.
D.  These are guidelines to be taught and learned where
teachers and students evaluate learning .
Q#22
Educational objectives are arranged from simple to
complex. Why is this?

A.  Each level is built upon and assumes acquisition of

skills from the previous level.
B.  Objectives are broad and value-laden statements that
lead to the philosophy of education.
C.  Be idealistic and ambitious to begin with grandiose
scheme for using taxonomy in all levels.
D.  These are guidelines to be taught and learned where
teachers and students evaluate learning .
Q#23
Which of the following is NOT true?

A.  Lesson plan should be in constant state of revision.

B.  A good daily lesson plan ensures a better discussion.
C.  Students should never see a teacher using a lesson
plan.
D.  All teachers regardless of their experience should
have daily lesson plan
Q#23
Which of the following is NOT true?

A.  Lesson plan should be in constant state of revision.

B.  A good daily lesson plan ensures a better discussion.
C.  Students should never see a teacher using a lesson
plan.
D.  All teachers regardless of their experience should
have daily lesson plan
Q#24
In Music, Teacher I wants to teach the class how to play the
piano in the key of C. Which of the following should be his
objective?

A.  To play the piano in the key of C chords

B.  To improve playing the piano in the key of C
C.  To interpret properly the chords of Key of C in the
piano
D.  To exhibit excellent playing of piano in the key of C
Q#24
In Music, Teacher I wants to teach the class how to play the
piano in the key of C. Which of the following should be his
objective?

A.  To play the piano in the key of C chords

B.  To improve playing the piano in the key of C
C.  To interpret properly the chords of Key of C in the
piano
D.  To exhibit excellent playing of piano in the key of C
Q#25
When using instructional material, what should the teacher
primarily consider?

A.  The material must be new and skillfully made.

B.  It must be suited to the lesson objective.
C.  The material must stimulate and maintain students´
interest.
D.  It must be updated and relevant to Filipino setting
Q#25
When using instructional material, what should the teacher
primarily consider?

A.  The material must be new and skillfully made.

B.  It must be suited to the lesson objective.
C.  The material must stimulate and maintain students´
interest.
D.  It must be updated and relevant to Filipino setting
+

ENHANCING
25 items
for 18.75
minutes only
TEST TAKING SKILLS
Part 3
Q#1
Teacher A wishes to write a lesson plan. Which question
should he ask himself first ?

A.  What materials will I need?

B.  How will I get things started?
C.  What do I want to accomplish?
D.  What exercises will I give my students
Q#1
Teacher A wishes to write a lesson plan. Which question
should he ask himself first ?

A.  What materials will I need?

B.  How will I get things started?
C.  What do I want to accomplish?
D.  What exercises will I give my students
Q#2
Which of the following characterizes best and effective
classroom manager? One who is friendly yet ___.

A.  rigid
B.  demanding
C.  business-like
D.  buddy-buddy
Q#2
Which of the following characterizes best and effective
classroom manager? One who is friendly yet ___.

A.  rigid
B.  demanding
C.  business-like
D.  buddy-buddy
Q#3
Which of the classroom activities below is effective?

A.  The concept learned is applicable to daily life.

B.  The techniques and approaches used are varied.
C.  The variety of instructional materials used is evident.
D.  The laughter and enjoyment of students are
contagious .
Q#3
Which of the classroom activities below is effective?

A.  The concept learned is applicable to daily life.

B.  The techniques and approaches used are varied.
C.  The variety of instructional materials used is evident.
D.  The laughter and enjoyment of students are
contagious .
Q#4
When is praise effective? When it ___.

A.  describes students present accomplishments

B.  shows spontaneity, variety and other signs of
credibility
C.  focuses students attention on their own task relevant
behavior
D.  provides information to students about their
competence and the value of their accomplishments
Q#4
When is praise effective? When it ___.

A.  describes students present accomplishments

B.  shows spontaneity, variety and other signs of
credibility
C.  focuses students attention on their own task relevant
behavior
D.  provides information to students about their
competence and the value of their accomplishments
Q#5
Which of the following is a divergent question ?

A.  How is water purified?

B.  What are the parts of a sentence?
C.  What is the most populated country in Asia?
D.  What is the formula in getting the weight of an object?
Q#5
Which of the following is a divergent question ?

A.  How is water purified?

B.  What are the parts of a sentence?
C.  What is the most populated country in Asia?
D.  What is the formula in getting the weight of an object?
Q#6
Which of the following reading skill belongs to a higher
level?

A.  Drawing conclusion

B.  Stating the main idea
C.  Following directions
D.  Noting specific details
Q#6
Which of the following reading skill belongs to a higher
level?

A.  Drawing conclusion

B.  Stating the main idea
C.  Following directions
D.  Noting specific details
Q#7
Which of the following questions is classified as low level?

A.  What is Science?

B.  How is city differentiated from a province?
C.  If given the chance to become a government official,
what reform/s will you advocate? Why?
D.  Who among the Filipino heroes and heroines do you
like best? Explain.
Q#7
Which of the following questions is classified as low level?

A.  What is Science?

B.  How is city differentiated from a province?
C.  If given the chance to become a government official,
what reform/s will you advocate? Why?
D.  Who among the Filipino heroes and heroines do you
like best? Explain.
Q#8
Why does the teacher have to plan the day´s activities ?

A.  This is expected by pupils.

B.  This is required of a teacher.
C.  The ability of the teacher is tested.
D.  The accomplishment of the objectives is
dependent on the plan
Q#8
Why does the teacher have to plan the day´s activities ?

A.  This is expected by pupils.

B.  This is required of a teacher.
C.  The ability of the teacher is tested.
D.  The accomplishment of the objectives is
dependent on the plan
Q#9
Which of the following should the teacher use to start the
class discussion?

A.  Narrow question

B.  Convergent question
C.  Memory question
D.  Divergent question
Q#9
Which of the following should the teacher use to start the
class discussion?

A.  Narrow question

B.  Convergent question
C.  Memory question
D.  Divergent question
Q#10
Which of the following best characterizes a well-managed
class? When learners ___.

A.  are controlled by the teacher

B.  blindly obey teachers’ instructions
C.  pursue their task without inhibition
D.  are engaged in an activity that leads them to realize
the set goal
Q#10
Which of the following best characterizes a well-managed
class? When learners ___.

A.  are controlled by the teacher

B.  blindly obey teachers’ instructions
C.  pursue their task without inhibition
D.  are engaged in an activity that leads them to realize
the set goal
Q#11
Which of the following belongs to lower-order thinking
skills?

A.  Teaching for meaning

B.  Encouraging creativity
C.  Asking convergent questions
D.  Making the students aware of their mental processes
Q#11
Which of the following belongs to lower-order thinking
skills?

A.  Teaching for meaning

B.  Encouraging creativity
C.  Asking convergent questions
D.  Making the students aware of their mental processes
Q#12
When should Teacher M undertake the task of setting up
routine activities?

A.  Every homeroom period

B.  On the very first day of school
C.  Every day at the start of the session
D.  As soon as the students have adjusted to their
schedule
Q#12
When should Teacher M undertake the task of setting up
routine activities?

A.  Every homeroom period

B.  On the very first day of school
C.  Every day at the start of the session
D.  As soon as the students have adjusted to their
schedule
Q#13
Which of the following marks a conducive environment ?

A.  Excessive praise

B.  Individual competition
C.  Long assignments
D.  Cooperative learning
Q#13
Which of the following marks a conducive environment ?

A.  Excessive praise

B.  Individual competition
C.  Long assignments
D.  Cooperative learning
Q#14
Which of the following helps develop critical thinking ?

A.  Asking low-level questions

B.  Blind obedience to authority
C.  Asking convergent questions
D.  Willingness to suspend judgment until sufficient
evidence is presented
Q#14
Which of the following helps develop critical thinking ?

A.  Asking low-level questions

B.  Blind obedience to authority
C.  Asking convergent questions
D.  Willingness to suspend judgment until sufficient
evidence is presented
Q#15
Teacher N wants to develop the comprehension skills of
his pupils. How should his questioning proceed?
I.  Literal
II.  Interpretation
III.  Critical
IV.  Integration

A.  I, II, III, IV

B.  I, III, II, IV
C.  I, II, IV, III
D.  IV, III, II, I
Q#15
Teacher N wants to develop the comprehension skills of
his pupils. How should his questioning proceed?
I.  Literal
II.  Interpretation
III.  Critical
IV.  Integration

A.  I, II, III, IV

B.  I, III, II, IV
C.  I, II, IV, III
D.  IV, III, II, I
Q#16
Which of the following counters the teacher’s role as
facilitator of learning?

A.  Does more talk than learners

B.  Does less talk compared to learners  
C.  Makes use of interactive teaching strategies
D.  Caters to multiple intelligences in the classroom .
Q#16
Which of the following counters the teacher’s role as
facilitator of learning?

A.  Does more talk than learners

B.  Does less talk compared to learners  
C.  Makes use of interactive teaching strategies
D.  Caters to multiple intelligences in the classroom .
Q#17
Which of the following practices violates the guidelines in
asking questions?

A.  Avoid cognitive memory questions  

B.  Call on pupils before asking the questions
C.  Use probing questions to follow up incomplete
answers
D.  Sequence questions so that higher level questions
build on the answers to lower level questions
Q#17
Which of the following practices violates the guidelines in
asking questions?

A.  Avoid cognitive memory questions  

B.  Call on pupils before asking the questions
C.  Use probing questions to follow up incomplete
answers
D.  Sequence questions so that higher level questions
build on the answers to lower level questions
Q#18
Which of the following shows cooperation?

A.  Doing all the work alone

B.  Letting others copy from you  
C.  Collaborating with others in the group
D.  Allowing others to dominate in the decision-making
Q#18
Which of the following shows cooperation?

A.  Doing all the work alone

B.  Letting others copy from you  
C.  Collaborating with others in the group
D.  Allowing others to dominate in the decision-making
Q#19
Which of the following violates good discipline?

A.  Practice
B.  Attention
C.  Modeling
D.  Punishment
Q#19
Which of the following violates good discipline?

A.  Practice
B.  Attention
C.  Modeling
D.  Punishment
Q#20
Asking a series of questions to a student is a violation of
which technique in questioning?

A.  Wait-time
B.  Prompting questions
C.  Redirection
D.  Probing questions
Q#20
Asking a series of questions to a student is a violation of
which technique in questioning?

A.  Wait-time
B.  Prompting questions
C.  Redirection
D.  Probing questions
Q#21
Which of the following should Teacher O practice more if
he wants to give his students the opportunity to think
critically?

A.  Provide questions with clues

B.  Give questions that require analysis
C.  Give questions that deviate from the main topic
D.  Allow the children to ask questions during class
discussion
Q#21
Which of the following should Teacher O practice more if
he wants to give his students the opportunity to think
critically?

A.  Provide questions with clues

B.  Give questions that require analysis
C.  Give questions that deviate from the main topic
D.  Allow the children to ask questions during class
discussion
Q#22
Which guideline in asking questions must Teacher P use to
develop reflective thought and critical thinking among her
learners?

A.  Probing
B.  Prompting
C.  Wait-time
D.  Redirection
Q#22
Which guideline in asking questions must Teacher P use to
develop reflective thought and critical thinking among her
learners?

A.  Probing
B.  Prompting
C.  Wait-time
D.  Redirection
Q#23
Which of the following practices is an effective way to start
a lesson?

A.  Checking the attendance

B.  Scolding someone who was late  
C.  Evaluating the work done the previous day
D.  Reminding the pupils of standards of listening
Q#23
Which of the following practices is an effective way to start
a lesson?

A.  Checking the attendance

B.  Scolding someone who was late  
C.  Evaluating the work done the previous day
D.  Reminding the pupils of standards of listening
Q#24
Which of the following routines is the best way to start a
class?

A.  Ringing the bell

B.  Greeting each other
C.  Making the children line up
D.  Asking the children to clean the room
Q#24
Which of the following routines is the best way to start a
class?

A.  Ringing the bell

B.  Greeting each other
C.  Making the children line up
D.  Asking the children to clean the room
Q#25
What is the most effective way to distribute papers/
materials in class?

A.  Give pupils papers one by one.

B.  Let pupils come to the teacher one by one.
C.  Ask a leader pupil to distribute the papers.
D.  Instruct pupils to “Get one and pass”.
Q#25
What is the most effective way to distribute papers/
materials in class?

A.  Give pupils papers one by one.

B.  Let pupils come to the teacher one by one.
C.  Ask a leader pupil to distribute the papers.
D.  Instruct pupils to “Get one and pass”.