PROFED DRILL #2 Flashcards
1
Q
- Which are supposed to be aligned in an outcomes-based course syllabus?
I. learning outcomes
II. teaching-learning activities
III. assessment tasks
IV. teacher qualifications
A. I and III
B. I, II and III
C. II and III
D. II and IV
A
B. I, II and III
2
Q
- What does constructive alignment mean in outcomes -based lesson planning?
A. The learning outcomes are the bases of teaching-learning activities and assessment tasks.
B. The content is the basis for assessment tasks.
C. The content is the basis for teaching methodology and assessment tasks.
D. The assessment task is the basis of teaching methodology.
A
A. The learning outcomes are the bases of teaching-learning activities and assessment tasks.
3
Q
- Teacher M wants to treat a particular lesson from the point of view of different subjects. Which lesson planning does he observe?
A. Thematic
B. Constructivist
C. Experiential
D. Metacognitive
A
A. Thematic
4
Q
- Based on the 6 steps how does this planning proceed?
Read the following then answer the questions #2-6.
Here is a description of steps of lesson planning: - Preparation
- Presentation/Development
- Association/Comparison
- Generalization
- Application
- Evaluation
A. Inductively
B. Experientially
C. Deductively
D. Metacognitively
A
C. Deductively
5
Q
- What happens at the association/comparison phase?
A. Lesson is linked to daily life.
B. Learners are compared on how/where they are in terms of learning.
C. Learners compare themselves to set standards of success.
D. Teacher asks questions on comparison
A
A. Lesson is linked to daily life.
6
Q
- In which phase/s of the lesson would a teacher know if the student really learned what was intended for him to learn?
A. Comparison and association
B. Generalization and application
C. Association and generalization
D. Application and evaluation
A
D. Application and evaluation
7
Q
- In a backward design approach to curriculum and lesson planning, which come ahead?
A. Identifying results desired
B. Determining acceptable level of evidence that the intended results were realized
C. Designing activities that will make desired results happen
D. Clarifying content
A
A. Identifying results desired
8
Q
- In Understanding by Design (UbD), does developing instructional plancome right after identifying desired results?
A. Yes.
B. No.
C. It’s the choice of the teacher applying UbD.
D. Yes, provided the instructional plan includes an evaluation part.
A
B. No.
9
Q
- Why does UbD insist on identifying assessment evidence of learning right after identifying desired learning results?
A. Teaching is faster that way.
B. Teaching-learning is more interesting.
C. Teaching-learning becomes more focused and organized.
D. It leads to a more comprehensive understanding of content.
A
C. Teaching-learning becomes more focused and organized.
10
Q
- Teacher has been constructivist in his approach to lesson planning. What must the features of his lessons?
I. Students are engaged in learning.
II. Students guide their own learning and meaning-making.
III. Students keep the learning to themselves.
IV. Students are not encouraged to share their thoughts about a new concept for that calls for much time.
A. I and III
B. II and IV
C. I and II
D. Ill and IV
A
C. I and II
11
Q
- Which holds TRUE of a constructivist lesson planning approach?
A. Students building their own understanding
B. Students not encouraged to venture into sharing thoughts when not sure
C. Raising questions when lesson is not clear since students should research on their own
D. Students doing all the teaching-learning process in the presence of a teacher
A
A. Students building their own understanding
12
Q
- In a constructivist lesson planning approach, which is UNACCEPTABLE?
A. Learners are helped to construct understanding based on what they already know.
B. Learners confront their understanding in the light of new learning.
C. Learners accommodate change in their understanding as a result of new understanding.
D. Learners accept blindly what teacher teaches because she is an authority on the subject
A
D. Learners accept blindly what teacher teaches because she is an authority on the subject
13
Q
- If curriculum is planned following the behavioral approach, which sequence is CORRECT?
I. Ends with implementing the planned curriculum.
II. Start with the setting of objectives and goals.
III. Learning outcomes are evaluated along goals and objectives set at the start.
IV. Change in behavior indicates the measure of the accomplishments.
A. I and II
B. II and III
C. II and IV
D. II, III and IV
A
D. II, III and IV
14
Q
- If curriculum is planned following the humanistic approach, which feature applies?
A. Very child-centered
B. Excludes the hidden curriculum
C. Downplays the significance of the informal curriculum
D. Emphasizes on the child’s cognitive development
A
A. Very child-centered
15
Q
- A humanistic approach to curriculum planning has the following features,
EXCEPT _____.
A. recognizes the significance of the hidden and informal curriculum
B. very progressivist because it is child-centered
C. subject matter is not necessary in curriculum planning
D. emphasizes on the child’s holistic development
A
C. subject matter is not necessary in curriculum planning
16
Q
- When a school applies the systems approach to curriculum planning, what is expected?
A. The parts of the school system are considered in terms of how they relate to each other.
B. Curriculum, instruction and evaluation are the only things that matter in curriculum planning.
C. The school’s external environment is not taken into consideration.
D. Only the internal stakeholders are consulted for curriculum planning purposes.
A
A. The parts of the school system are considered in terms of how they relate to each other.
17
Q
- In a systems approach to curriculum planning, should external stakeholders be a part?
A. No, they are not curricularists.
B. Yes, they are part of the school system.
C. Yes, if they are willing.
D. That depends on the educational attainment of the external stakeholders.
A
B. Yes, they are part of the school system.
18
Q
- When one wants children to develop positive attitude toward life and life
problems, which approach in curriculum planning is most appropriate?
A. Problem-centered approach
B. Humanistic approach
C. Systems approach
D. Child-centered approach
A
A. Problem-centered approach
19
Q
- E-learning may either be synchronous or asynchronous? Which apply/ies to synchronous learning?
A. It is self-paced.
B. Participants engage in exchange of ideas or information without being dependent on other participant.
C. All participants interact at the same time.
D. It uses technologies such as email, blogs, wikipedias.
A
C. All participants interact at the same time.
20
Q
- Which applies to asynchronous learning?
A. It is beneficial to students with health representatives.
B. It is all participants interact at the same time.
C. It is self-paced.
D. It occurs in real time.
A
C. It is self-paced.
21
Q
- Teacher Mila’s lesson is on the human digestive system. Which is closest to direct purposeful experience?
A. Drawing of the human digestive system
B. Video of the human digestive system
C. Model of the human digestive system
D. Diagram of the human digestive system
A
C. Model of the human digestive system
22
Q
- Mr. Ruiz wants to use video presentation to show how seed germination takes place. However, he cannot because he teaches in a far-flung school without electricity. What is/are the most concrete way/s of showing the process of seed germination?
I. Write notes on the board.
II. Use drawing of the stages of seed determination
III. Describe how germination takes place
A. II only
B. II and III
C. I only
D. Ill only
A
B. II and III
23
Q
- Mrs. Raquel believes in the benefits and importance of using instructional aids to facilitate student learning. Which must she primarily consider when choosing instructional aids for her class?
A. Must induce the element of surprise
B. Must be suited to the lesson objective
C. Must encourage and sustain student interest
D. Must be original and appropriate to the context
A
B. Must be suited to the lesson objective
24
Q
- Mr. De Castro is planning to integrate technology in his English class. Which of the following would be the logical steps in doing this?
I. Set the objectives
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
A. I-II-III-IV
B. II-I-III-IV
C. I-II-IV-III
D. II-I-IV-III
A
B. II-I-III-IV
25
Q
- Mrs. Rosario, a Science teacher, would like to make a slide presentation for the lesson on the parts of a cell. Which among the tools should she use to make his presentation effective?
A. Situating tool
B. Communicative tool
C. Informative tool
D. Productivity tool
A
D. Productivity tool
26
Q
- Mr. Alejandro is planning to select and evaluate the content of an educational technology tool that he will use in his English class. Which of the following questions should he consider the LEAST?
A. Does it match with the content?
B. Will it encourage and sustain interest?
C. Is there a manifestation of its efficiency?
D. Can it be easily dismantled and handled?
A
D. Can it be easily dismantled and handled?
27
Q
- The following are general rules in creating PowerPoint presentations EXCEPT what?
A. Use graphics and illustrations to reinforce ideas.
B. Use animations extensively to catch the students’ attention.
C. Use bold and italics for emphasis, but don’t overuse them.
D. Use color, audio and music to stimulate but not to overpower the senses.
A
B. Use animations extensively to catch the students’ attention.
28
Q
- Teacher Tacing wants to develop the higher order thinking skills among the
learners; therefore, she must incorporate what skills?
A. Using structural analysis
B. Classifying and organizing facts
C. Using phonetic analysis
D. Recognizing basic sight words
A
B. Classifying and organizing facts
29
Q
- While letting her pupils read on the blackboard, Mrs. Pacis, a Grade I teacher, uses a piece of illustration board to cover the succeeding lines of a passage so that the children focus only on the line being read and then uncovers the next line once they are through reading the first line. Which accurate eye movement does the teacher try to develop?
A. Fixation
B. Regression
C. Return sweep
D. Interfixation
A
C. Return sweep
30
Q
- How do you write on the chalkboard while busy discussing your lesson in front of the class?
A. Face the board while writing and talking
B. Right side view as you talk
C. Face the class while writing and discussing
D. Pause and write on the board
A
B. Right side view as you talk
31
Q
- In preparing instructional materials, which kind of graphics is effective on computer screens?
A. Graphics with blinking effects
B. Graphics with complicated designs
C. Simple graphics with corresponding text
D. Graphics with light colors
A
C. Simple graphics with corresponding text
32
Q
- Which combination promotes legibility on projected materials?
A. Light letters against dark background
B. Dark letters against light background
C. Light letters against light background
D. Dark letters against dark background
A
B. Dark letters against light background
33
Q
- What kind of stimuli would help increase the probability that the learner will remember and can produce what was presented in the instructional materials utilized in the classroom?
A. Pleasing and simple designs
B. Designs with crude details
C. Designs with complex ideas
D. Designs with rainbow colors
A
A. Pleasing and simple designs
34
Q
- Which is the main reason for leaving a silent space around the edge of a chart?
A. Aesthetic purposes
B. To increase readability
C. To emphasize the content
D. It is a rule
A
B. To increase readability
35
Q
- What is the main purpose of using audio-visual aids in teaching?
A. To improve the understanding of learners
B. To make learning more functional
C. To promote the participation of learners
D. To get the interest and hold the attention of the learners
A
D. To get the interest and hold the attention of the learners
36
Q
- Which part of the screen of a computer has a strong influence among learners?
A. Left half of the screen
B. Right half of the screen
C. Center of the screen
D. Corners of the screen
A
A. Left half of the screen
37
Q
- Learners learn better when all their senses are involved. Which activity classified under direct purposeful experience?
A. Tracing places on a map
B. Setting the table
C. Performing shadow puppets
D. Watching Sineskwela
A
B. Setting the table
38
Q
- Which is the purpose of music in a media presentation?
A. Provides continuity
B. Gives a good background
C. To keep the learners alert
D. To avoid boredom
A
A. Provides continuity
39
Q
- To increase the readability of printed media, what kind of letters should be used long statements or paragraphs?
A. Uppercase letters
B. Lowercase letters
C. Toggle case letters
D. Combination of upper and lower case letters
A
D. Combination of upper and lower case letters
40
Q
- A fourth grade teacher wanted to show the parts of the heart using a large rubber visual material with all the different parts inside as a heart actually looks. Under which category is this visual aid classified?
A. Realia
B. Mock-up
C. Model
D. Picture
A
C. Model
41
Q
- What does a teacher use to show the functioning of a part of a whole?
A. Model
B. Drawing
C. Mock up
D. Realia
A
C. Mock up
42
Q
- Clutter is the enemy of comprehension. How is this applied in PowerPoint presentation?
I. Have clear space
II. Keep number of words to the minimum
III. Use large fonts and headlines
IV. Use bullets not words
A. I and II
B. I, II and IV
C. II and III
D. I, II and III
A
D. I, II and III
43
Q
- Teacher B wants to make use of simulated life condition suitable for animals and plants living on land. Which does she use?
A. Terrarium
B. Model
C. Aquarium
D. Poster
A
A. Terrarium
44
Q
- KISS (Keep it Straight and Simple) rule should apply in preparing for PowerPoint presentation. How is this principle observed?
I. Keywords only
II. No sentences
III. Never read your slides. Talk freely.
IV. If you use sentences, end with a period.
A. I and II
B. II and III
C. II and IV
D. I, II and III
A
D. I, II and III
45
Q
- Images are key elements of a PowerPoint presentation. However, which should be your reason for not using them?
A. Images to reinforce or complement your message.
B. More images than text in your slide.
C. Use images to decorate.
D. Use images to visualize and explain.
A
C. Use images to decorate.
46
Q
- If one wants to make use of animation in his PowerPoint presentation, which one/s should he remember?
I. Make use of good animation to improve understanding.
II. Use animations sparingly.
III. Use animation to make the message stick with your audience
A. I only
B. II and III
C. Ill only
D. I, II and III
A
D. I, II and III
47
Q
- Teacher N wants to lecture with the help of a PowerPoint presentation. For effectiveness, which should he consider?
I. Audience
II. The Intended Outcomes of his lecture
III. Principles in PowerPoint presentation
IV. Time of presentation (early morning or early afternoon)
A. Ill and IV
B. I, II and III
C. I and III
D. I, II, III and IV
A
B. I, II and III
48
Q
- What does the 6-6 principle in PowerPoint presentation mean?
I. 6 lines only or less
II. 6 words only
III. 6 lines only
IV. 6 words only or less
A. II
B. Ill
C. II and III
D. I and IV
A
D. I and IV
49
Q
- Which principles should be observed to get the most out of games in the
classroom?
I. Clarify intended learning outcome with the use of a game
II. By all means emphasize winning so there is excitement
III. Do away with rewards, prices
IV. Motivate students to accept failure to succeed
A. I and IV
B. IV only
C. I only
D. Ill and IV
A
A. I and IV
50
Q
- The more senses that are involved, the better the learning. What does this imply
A. Use visual aids.
B. Use audio aids.
C. Use audio-visual aids.
D. Use multi-sensory aids.
A
D. Use multi-sensory aids.
51
Q
- Which does Edgar Dale advocate about his Cone of Experience?
A. Stick to one learning material one at a time.
B. If direct experience is not applicable, make use of verbal symbol as substitute.
C. Begin your lesson by using concrete experience then bring the students to the level of the abstract.
D. Don’t commit the error of using two or more learning materials for one lesson.
A
C. Begin your lesson by using concrete experience then bring the students to the level of the abstract.
52
Q
- In using video for teaching, which activity/ies are a “No-No” to enhance the effectiveness of its use?
I. Keep lights off.
II. In between, stop the video and ask stimulating questions for discussion.
III. Leave the students to watch the video by themselves.
IV. Watch the video with your students.
A. Ill
B. IV
C. I and III
D. I and II
A
C. I and III
53
Q
- To ensure effective use of video in the classroom, which appropriate sequence should teachers observe?
I. See to it that lights are on during viewing.
II. Provide a focus for interaction.
III. Preview program to determine suitability.
IV. Conduct introductory and culminating activities.
A. I, II, III and IV
B. II, III and IV
C. I and II
D. I, II and III
A
C. I and II
54
Q
- For maximum learning, Teacher wants to introduce the extension activities after video viewing. Which are examples of extension activities?
I. Viewing a second film
II. Creative writing
III. Long-term projects
IV. Video-production
A. I and III
B. I, II and III
C. III and IV
D. I, II, III and IV
A
D. I, II, III and IV
55
Q
- A cluttered chalkboard may confuse your students. Which teacher’s action should follow this thought?
A. Write every word.
B. Don’t write too much
C. Avoid writing, if you can.
D. Use the board only for illustration and drawing purposes
A
B. Don’t write too much
56
Q
- All situations refer to the concepts of curriculum, instruction, and assessment. which case are the three not aligned?
A. Curriculum: To identify the different animals found in the garden. Instruction: The teacher brought all the children to the school garden to observe and list down all animals that they saw. Assessment: -
B. Curriculum: To write an essay on the importance of eating healthy food
Instruction: - Assessment: Each student was made to submit a one-paragraph essay on the importance of eating healthy food and a rubric was used to rate it.
C. Curriculum: To differentiate a metamorphic rock from an igneous rock.
Instruction: The teacher asked the students to go to the garden and collect samples of rock for closer identification and classification. Assessment: -
D. Curriculum: To name the different kinds of bodies of water.
Instruction: The teacher presented a video clip of different bodies of water and asked the students to identify them.
A
C. Curriculum: To differentiate a metamorphic rock from an igneous rock.
Instruction: The teacher asked the students to go to the garden and collect samples of rock for closer identification and classification. Assessment: -
57
Q
- The value of imported goods that entered the country in February 2015reached $5,326 billion—up 11.2 percent from the $4.788-billion reported in the same month last year. According to the Philippine Statistics Authority, the growth in imports last February was the fastest in 13 months, even though the value shipments in the first two months of 2015 slightly declined year-on-year.
What is the purpose of the paragraph?
A. To explain
B. To convince
C. To entertain
D. To inform
A
D. To inform
58
Q
- Miss Rosario wrote a learning objective in the affective domain. Which did she write?
A. Express a sense of gratitude for one’s strengths and determination improve on one’s weaknesses
B. Retell your most unforgettable experience
C. Discuss trends and issues confronting the government
D. Enumerate Filipinos whom you consider great heroes
A
A. Express a sense of gratitude for one’s strengths and determination improve on one’s weaknesses
59
Q
- In the learning situation described before this item, which would be the best assessment type that Teacher Rosario may employ?
A. Select-response type
B. Construct-response type
C. Performance-based type
D. Product-based type
A
D. Product-based type
60
Q
- After discussing a lesson, the teacher gave a 20-item test to determine if the students understood the lesson or not. But only 20% of the students got a passing score and 80% are at the bottom. What should the teacher do?
A. Proceed to the next topic regardless of the results of the test.
B. Re-evaluate the test to figure out what might be the problem.
C. Tell the students of the risk of not listening during the discussion.
D. Explain the lesson again from the beginning.
A
B. Re-evaluate the test to figure out what might be the problem.
61
Q
- Learning outcome: distinguish between plant and animal cell. Which test item is aligned?
A. Draw a plant and an animal cell. Label each part.
B. Distinguish between a plant and an animal cell.
C. By means of a Venn diagram, compare plant and animal cell
D. Describe a plant and an animal cell.
A
B. Distinguish between a plant and an animal cell.
62
Q
- Learning outcome: Dance tango to the tune of “La Cumparsita”. Which test item is aligned?
A. Dance tango as the music, “La Cumparista” is played.
B. Enumerate the steps of tango in order.
C. Trace the history of tango.
D. Do you like tango? Why or why not?
A
A. Dance tango as the music, “La Cumparista” is played.
62
Q
- Learning outcome: Construct valid test item. Which test item is aligned?
A. Formulate a valid test item for this learning outcome: “the students must be able to supply the correct end or tag question”.
B. Is this test item valid for the learning outcome, “the students must be able to supply the correct end or tag question”?
C. What is meant by a valid test item? Give an example.
D. Is a valid test item reliable? Why or why not?
A
A. Formulate a valid test item for this learning outcome: “the students must be able to supply the correct end or tag question”.
63
Q
- Learning outcome: Use the correct tense of verb in sentences
Which test item is aligned?
A. I (am going, go) to school everyday.
B. Conjugate the verb “lie”..
C. Is the verb used in this sentence correct? The criminal alluded the police.
D. Birds (fly, flies).
A
A. I (am going, go) to school everyday.
64
Q
- Learning outcome: Draw conclusion from observations.
Which test item is aligned?
A. Do you have adequate observations for you to be able to draw a conclusion. Why or why not?
B. What conclusion can you draw on the basis of your observations?
C. Is your conclusion valid? Why or why not?
D. Can one do observation without drawing a conclusion? Explain your answer.
A
B. What conclusion can you draw on the basis of your observations?
65
Q
- Learning outcome: Take a stand on the issue on same sex marriage and defend same. Which test item is aligned?
A. Do you favor same sex marriage? Why or why not?
B. Is same sex marriage according to the Bible?
C. Is there any advantage of same sex marriage?
D. Why was same sex marriage introduced?
A
A. Do you favor same sex marriage? Why or why not?
66
Q
- Learning outcome: Draw implications of research findings on lifestyle diseases.
Which test is aligned?
A. What may be inferred from the research findings presented?
B. Are the research findings conclusive? Why or why not?
C. What are lifestyle diseases? Do they affect people at a young age
D. What does research say about lifestyle diseases? Do you agree? Why or why not?
A
A. What may be inferred from the research findings presented?
67
Q
- Teacher C wants to develop in her students the skill to draw generalization from a given data, how will Teacher C proceed?
A. Inductively
B. Deductively
C. Intuitively
D. Reflectively
A
A. Inductively
68
Q
- Teacher D wants to develop in his students the skill to derive rule on subject-verb agreement from given examples. With which will he start his lesson?
A. State the rule.
B. Define subject and verb.
C. Identify the subject and the verb in sentences.
D. Give at least 10 examples of sentences that show subject-verb agreement.
A
D. Give at least 10 examples of sentences that show subject-verb agreement.
69
Q
- Teacher wants to show the TLE students how to use the sewing machine. Which teaching method will he employ?
A. Inductive
B. Demonstration
C. Lecture
D. Inquiry
A
B. Demonstration
70
Q
- In Section 2, Declaration of Policy, of RA 10533, it is said that the “State shall broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports, and entrepreneurial employment. Is the K to 12 aligned to this goal?
A. Yes, it offers academic track, sports, arts and design, tech-voc and livelihood tracks.
B. No, it lacks entrepreneurial track.
C. H depends on which track a student will pursue.
D. Partly
A
A. Yes, it offers academic track, sports, arts and design, tech-voc and livelihood tracks.
71
Q
- Section 3 of RA 10533 states that “basic education shall be delivered in languages understood by the learners …” How is this implemented in the K to 12 Curriculum?
Mother Tongue is used as medium of instruction from
A. Grades 1 to 3
B. Grades 1 to 4
C. Grades 1 to 5
D. Grades 1 to 6
A
A. Grades 1 to 3
