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
72
Q
- Section 5 of RA 10533 states that “ the curriculum shall be contextualized and global”. How is this implemented?
I. Encouragement of schools to produce learning materials locally
II. Inclusion of 21st century skills
III. Allowing schools to localize and indigenize materials
A. I only
B. II only
C. II and III
D. I, II and III
A
D. I, II and III
73
Q
- Which is a proof of constructive alignment?
A. The intended learning outcomes are aligned to the learning activities and performance tasks.
B. The aspirations of parents are aligned to program goals.
C. The aspirations of the community are aligned to the teaching-learning activities of the school.
D. The goals of students are aligned to curriculum goals.
A
A. The intended learning outcomes are aligned to the learning activities and performance tasks.
74
Q
- Teacher wants her students learn how-to live-in collaboration with others. Which teaching-learning activities will be aligned?
A. Academic contests
B. Project-based learning
C. Reporting
D. Games
A
B. Project-based learning
75
Q
- A school wants to make its students globally aware. Which one/s will it do?
A. Make students feel ethnocentric.
B. Encourage feelings of xenocentrism.
C. Justify genocide.
D. Make students understand others’ perspectives and cultures.
A
D. Make students understand others’ perspectives and cultures.
76
Q
- If teachers are serious with developing critical thinking and problem-solving skill
among Math students, which practices should be observed?
A. Make students memorize formula.
B. Let your students focus on algorithmic problem solving.
C. Direct students to make sense of problems and solve them.
D. Emphasize on answers and not on how they solve the problem.
A
C. Direct students to make sense of problems and solve them.
77
Q
- Schools want students imbibe the spirit of collaboration. Which teaching-learning
technique is most fit?
A. Cooperative
B. Self-directed
C. Independent
D. Supervised
A
A. Cooperative
78
Q
- With meaningful learning as curricular goal, which teaching-learning activity
aligned?
A. Constructivist
B. Drill
C. Teaching-to-the-test
D. Conditioning
A
A. Constructivist
79
Q
- If schools want students to become self-directed learners, which strategy should they employ more?
A. Cognitive
B. Drill
C. Metacognitive
D. Conditioning
A
C. Metacognitive
80
Q
- Teacher P wants students to monitor their own learning. Which teaching behavior of Teacher P will be of help?
A. Providing students with a clear scoring rubric
B. Keeping the learning outcomes to herself
C. Challenging students by giving difficult tasks
D. Leaving the students to help themselves
A
A. Providing students with a clear scoring rubric
81
Q
- Teacher Q wants his students to become critical thinkers. Which teaching practice is/are aligned?
I. Using situational multiple-choice tests
II. Rote memorization of facts, formula
III. Determining flaw of reasoning in an argument
A. I only
B. II only
C. I and III
D. II and II
A
C. I and III
82
Q
- “I identify and evaluate a variety of curriculum materials under a given theme or topic then I select what seems appropriate for what I want to do in the classroom.” Whose statement is this?
A. Teachers
B. Learners
C. Principal
D. Parents
A
A. Teachers
83
Q
- “I like most the activities where we experienced solving cases.” Whose statement is this?
A. Teachers
B. Learners
C. Principal
D. Parents
A
B. Learners
84
Q
- “I have to make sure that the infrastructure for ICT in this school will be improved for this year.” Whose statement is this?
A. Teachers
B. Learners
C. Principal
D. Parents
A
C. Principal
85
Q
- Teacher R’s lesson for Grade 3 is on the history of the town. There is no existing
reference material in the library. Who can be tapped?
A. The elders in the community
B. The students
C. The non-academic employees in school
D. The supervisors of DepEd
A
A. The elders in the community
86
Q
- Who sees to it that policies and guidelines on Mother Tongue-Based Multi-lingual Education are implemented by teachers?
A. Parents
B. Teachers
C. Students
D. School Head
A
D. School Head
87
Q
- Who is supposed to facilitate teaching by making teachers aware of references
and other materials available for their teaching?
A. Parents
B. Supervisors
C. Office staff
D. School head with the library / Learning Resource Center staff
A
D. School head with the library / Learning Resource Center staff
88
Q
- How can parents and community come in to help in the delivery of the curriculum?
I. Allowing schools to make use of facilities in the community, e.g., basketball
court for PE.
II. Allowing schools to visit relevant historical spots in the community
III. Ensuring that children are given home supervision for study
A. I and II
B. II and III
C. I, II and III
D.I and III
A
C. I, II and III
89
Q
- Truancy is getting to be a problem in School B. Students cut classes after recess or after morning class. How can parents and community help?
A. By serving as teacher aide
B. By serving as “security guards” to check on truant students
C. By serving as storyteller in class to make class more interesting
D. By researching on why there is truancy
A
B. By serving as “security guards” to check on truant students
90
Q
- Whose primary duty is it to help classroom teachers teach to the best of their ability?
A. Students
B. School Head
C. Parents
D. DepEd Superintendent
A
B. School Head
91
Q
- The class of Mr. Tan read about a successful gardening project undertaken by a certain Grade VI class in a certain barangay. Aftercoming from school that day, Nano went around their backyard and found out that there was an available space and decided to plant some camote tops. What level of comprehension does Nano demonstrate?
A. Literal
B. Interpretive
C. Applied
D. Critical
A
C. Applied
92
Q
- Which statement is TRUE about teaching vocabulary?
A. All vocabulary can be taught directly.
B. Learners learn indirectly all the vocabulary they need.
C. Learners should be taught as many vocabularies as they can.
D. Vocabulary can be taught directly and indirectly.
A
D. Vocabulary can be taught directly and indirectly.
93
Q
- A limited vocabulary is a setback to efficient reading. What does this statement imply about the learner?
A. Be equipped with certain skills to attack unfamiliar words.
B. Master all lexical items in one language.
C. Know how to use the dictionary in locating meanings.
D. Disregard unfamiliar words he/she meets.
A
A. Be equipped with certain skills to attack unfamiliar words.
94
Q
- Biology, the science that deals with the study of life, is an important subject.
This sentence illustrates the use of which CLUE in order for the reader to get the meaning of the word biology?
A. Experience
B. Appositive
C. Explanation
D. Comparison and contrast
A
B. Appositive
95
Q
- What do learners make use of when they visually examine words to discover component parts like impossible which is made up of im +possible, which lead to pronunciation and meaning?
A. Structural analysis
B. Syntactic clues
C. Context clues
D. Presentation clues
A
A. Structural analysis
96
Q
- Gerry lacks originality and imagination in his speech. The words he uses and his speech patterns reveal a dull, unquestioning mind. How may Gerry’s speech describe?
A. Inarticulate
B. Banal
C. Haggard
D. Pessimistic
A
B. Banal
97
Q
- Which of the following is NOT a characteristic of a good question?
A. The wording is brief and clear.
B. It leads to other questions.
C. It is self-answering.
D. It is thought-provoking
A
C. It is self-answering.
98
Q
- A reader uses metacognition when she __________.
I. previews the text and makes predictions
II. makes connections to personal experience or other texts
III. asks clarifying questions
A. I, II and III
B. II and III
C. I and II
D. II only
A
A. I, II and III
99
Q
- A reader uses metacognition when she _________.
I. identifies difficult sentences or passages
II. restates a sentence/passage in her own words
III. reacts to the text
A. I only
B. Ill only
C. II only
D. I, II and III
A
D. I, II and III
100
Q
- Which of the following is/are examples of “thinking stems,” or sentence starter that can prompt reflective thinking?
I. “I’m thinking…”
II. “I’m wondering…”
III. “From this chapter, I learned …”
IV. “From what I read, I realize …”
A. I, II and IV
B. II, III and IV
C. I, II and III
D. I, III and IV
A
A. I, II and IV
101
Q
- Which can promote critical thinking and creativity in reading classrooms?
I. Graphic organizers
II. Brainstorming
III. Convergent questions
A. I only
B. II only
C. II and III
D. I and II
A
D. I and II
102
Q
- Which may help establish creativity in reading?
I. Writing experience stories together as a group
II. Playing listening-and-seeing games
III. Writing imaginative stories or poems
A. I, II and III
B. II and III
C. I and II
D. I and III
A
A. I, II and III
103
Q
- Seeing that Mika likes to listen to stories of wonders and miracles and about the idealization of history, Teacher Alyssa includes such stories in their reading class.
What factor of reading does Teacher Alyssa consider?
A. Cognitive ability
B. Maturity of the reader
C. Physical ability
D. Interest in reading
A
D. Interest in reading
104
Q
- “You may bring the horse to the water but if it does not like to drink, it will not do so.” This saying is explained by what similar situation?
A. When she goes to the book store, Gina buys some books and then reads themall.
B. There are many books in Lisa’s home but she prefers playing games than reading books.
C. Every night, Tina’s mom reads stories to her before she goes to sleep.
D. Every time she receives a book as her gift, Eloisa eagerly turns to the pages and reads them.
A
B. There are many books in Lisa’s home but she prefers playing games than reading books.
105
Q
- Chona’s mother guides her in acquiring functional listening and speaking vocabulary and initiates activities using concrete objects and regularly tells stories to her. What kind of reader will likely become of Chona?
A. Disabled
B. Proficient
C. Slow
D. Impatient
A
B. Proficient
106
Q
- Which of these does NOT belong to the external factors that affect reading
point of reference?
A. Parents
B. Financial reward
C. Peers
D. Enjoyment of reading
A
D. Enjoyment of reading
107
Q
- A student who likes reading science-based books and is encouraged by parents do so would usually be more scientific-minded and logical. Which phrase prove that the student is intrinsically motivated to read?
A. Encouraged by parents
B. Loves reading science-based books
C. Be more scientific-minded
D. Be more logical
A
B. Loves reading science-based books
108
Q
- If a pupil is unable to read proficiently while others around him/her can over time his/her belief in his/her ability to read will be negatively impacted (Solheim,
2011). Based on this research finding, which factor contributes to the pupil’s
reading problem?
A. Working memory
B. Reading strategy
C. Self-efficacy
D. Reading disability
A
C. Self-efficacy
109
Q
- Good readers make use of effective reading strategies. Which are examples
effective reading strategies?
I. Predicting
II. Inferring
III. Summarizing
IV. Visualizing
A. I, II, III
B. I, III, IV
C. II, III, IV
D. I, II, III, IV
A
D. I, II, III, IV
110
Q
- Which is the ideal home environment for children to develop love for reading?
I. Parents model reading behaviors
II. Access to reading resources
III. Family places high value on literacy
IV. Parents buy reading materials and display them in the bookcase
A. II and III
B. I, II and III
C. I and II
D. II, III and IV
A
B. I, II and III
111
Q
- Researches on reading found out that “children who like to read and think they are good readers read more often than their less positive counterparts and have higher reading achievement.” What does this imply?
A. Children’s reading inability must be addressed as early as possible
B. Home must be filled with sophisticated reading materials; and this is good for them.
C. Children must be enrolled in preschools that are highly academic in orientation.
D. Children must not be hurried to learn how to read.
A
A. Children’s reading inability must be addressed as early as possible
112
Q
- Which factors relate to high reading achievement?
I. Rich home literacy environment
II. Reading enjoyment
III. Confidence in reading
IV. High student IQ
A. I and II
B. I, II and III
C. Ill and IV
D. II, III and IV
A
B. I, II and III
113
Q
- Which statement/s on motivation is/are TRUE?
I. Motivation is not necessarily something that learners bring to school.
II. Motivation can arise from environmental conditions at school.
III. Teachers motivate students to learn and behave in ways that promote their long-term success and productivity.
A. II only
B. I and II
C. Ill only
D. I, II and III
A
D. I, II and III
114
Q
- Which are effects of motivation on learners?
I. Directs their behavior toward particular goals
II. Increases their persistence in activities
III. Leads to learners’ increased effort and energy
A. I and II
B. I and III
C. II and III
D. I, II and III
A
D. I, II and III
115
Q
- Which metacognitive processes enhance learning?
I. Monitoring progress as one learns
II. Adjusting strategies if they are perceived ineffective
III. Goal setting
A. I only
B. Ill only
C. II only
D. I, II and III
A
D. I, II and III
116
Q
- Metacognitive processes favorably influence learning. Which does NOT belong to metacognitive processes?
A. Self-reflection
B. Self-responsibility and initiative
C. Goal setting
D. Remembering
A
D. Remembering
117
Q
- Research says that students’ motivation is likely to vary as a function of age, culture, gender, and socio-economic background. What does this imply?
A. There is no single best method in motivating learners.
B. Preschoolers are easier to motivate than high school students.
C. Boys are more difficult to motivate than girls.
D. Children from deprived homes are less motivated than children from affluent homes.
A
A. There is no single best method in motivating learners.
118
Q
- Research says that students develop greater efficacy for a learning task when
they see others like themselves performing the task successfully. This means
students must be exposed to models.
I. of their age
II. who come from similar cultural background
III. with similar socio-economic background
A. I and II
B. II and III
C.I only
D. I, II and III
A
D. I, II and III
119
Q
- Which elements must be present for goal setting to be an effective motivational
tool?
I. Goal acceptance
II. Specificity
III. Challenge
IV. Performance monitoring
V. Performance feedback
A. I, II and III
B. I, III, IV and V
C. Ill, IV and V
D. I, II, III, IV and V
A
D. I, II, III, IV and V
120
Q
- Without being told by his groupmates, a student went to the laboratory stock
to get the materials needed for the group experiment. What kind of motivation does the student manifest?
A. Extrinsic
B. External
C. Intrinsic
D. Positive
A
C. Intrinsic
121
Q
- In the formal operational stage, which is/are adolescents capable of doing to solve a problem?
I. Formulate hypotheses
II. Systematically test hypotheses
III. Reason out
A. I, II and III
B. I and II
C. II only
D. III only
A
A. I, II and III
122
Q
- Which refers to the act of a learner who reflects on his/her own thinking?
A. Metacognition
B. Scaffolding
C. Hemispheric function
D. Perception
A
A. Metacognition
123
Q
- Teachers who promote psychosocial development in the classroom create an environment where each child feels appreciated and is comfortable with learning new things and building relationships with peers without fear. How does the teacher create this environment?
I. Incorporates life skills in lessons to increase confidence and self-sufficiency
II. Gives continuous feedback on work that has been completed to eliminate
uncertainty
III. Provides considerable free experiments to encourage development of independence
IV. Provides physical and academic activities that develop diligence and self-
Confidence
A. I, II, III and IV
B. I, II , III
C. I, II
D. IV only
A
A. I, II, III and IV
124
Q
- Which of the following does NOT belong to cognitive factors affecting learning?
A. Intelligence
B. Memory
C. Health
D. Reason
A
C. Health
125
Q
- Noncognitive processes related to learning and aging include the following EXCEPT what?
I. Motivation
II. Health
III. Loss of speed
IV. Intelligence
A. I only
B. IV
C. I and II
D. III
A
B. IV
126
Q
- Which can help minimize memory deficit in learning?
I. Using cues
II. Establishing learning conditions that reduce interference
III. Using advanced organizers
A. I only
B. II only
C. I and II
D. I, II and III
A
D. I, II and III
127
Q
- Which characterize successful learners?
I. Active
II. Goal-directed
III. Self-regulating
IV. Assume personal responsibility for contributing to their own learning.
A. I and II
B. III and IV
C. II, III and IV
D. I, II , III and IV
A
D. I, II , III and IV
128
Q
- Which is /are the effect/s of motivation on students’ learning and behavior?
I. Directs behavior toward particular goals.
II. Leads to increased effort and energy.
III. Increases initiation of and persistence in activities
A. I, II
B. I only
C. II and III
D. I, II and III
A
D. I, II and III
129
Q
- What are most likely the behaviors of intrinsically motivated learners?
I. Are engaged in classroom activities
II. Tackle assigned tasks willingly and are eager to learn classroom material
III. More likely to achieve at high levels
A. I, II , and III
B. I and II
C. II and III
D. I, II and III
A
A. I, II , and III
130
Q
- What are most likely the behaviors of intrinsically motivated learners?
I. Are engaged in classroom activities
II. Tackle assigned tasks willingly and are eager to learn classroom material
III. More likely to achieve at high levels
A. show the relevance of lesson to students’ goals.
B. share their personal goals with students.
C. group students according to type of goals.
D. segregate students without goals in order not to influence others
A
A. show the relevance of lesson to students’ goals.
131
Q
- Successful learners use strategic thinking in their approach to learning, reasoning problem solving, and concept learning. They understand and can use a variety of strategies to help them reach learning and performance goals and to apply their knowledge in novel situations. They also continue to expand their repertoire of strategies by reflecting on the methods they use to see which work well for them
Which processes of successful learners are described above?
A. Cognitive
B. Imaginative
C. Metacognitive
D. Creative
A
C. Metacognitive
132
Q
- Which are proofs that students are engaged in a metacognitive process?
I. Reflect on how they think and learn
II. Set reasonable learning or performance goals
III. Select potentially appropriate learning strategies or methods, and monitor
their progress toward these goals
A. I and II
B. I and III
C. II and III
D. I, II and III
A
D. I, II and III
133
Q
- Which are proofs that students are engaged in metacognitive process?
I. Know what to do if a problem occurs
II. Sense if they are not making sufficient or timely progress toward a goal
III. Generate alternative methods to reach their goal
A. I and II
B. I and III
C. II and III
D. I , II and III
A
D. I , II and III
134
Q
- Cultural or group influences on students can impact on learners’ motivation, orientation toward learning, and ways of thinking. Which proves this?
A. The authoritarianism in Filipino homes contributes to docile children.
B. Learners with above average IQ are more motivated than those with below average IQ.
C. Children who are products of interracial marriage are better motivated for learning.
D. Children with weak biological make up are unmotivated for learning.
A
A. The authoritarianism in Filipino homes contributes to docile children.
135
Q
- A student once said: “I don’t like to recite because my Barkada who is not academically performing sarcastically laughs at me”. What does this point to?
A. Group influence can impact on a student’s orientation toward learning.
B. Cognitive factors influence a student’s attitude toward class participation.
C. The impact of group influence on a student’s thinking is the student’s choice.
D. A student has the tendency to put blame on a factor outside himself for non-performance.
A
A. Group influence can impact on a student’s orientation toward learning.
136
Q
- Which is/are usual behaviors of extrinsically motivated learners?
I. Have to be enticed or prodded
II. May process information only superficially
III. Often interested in performing only easy tasks
IV. Meet only minimal classroom requirements
A. I and II
B. II and III
C. II, III and IV
D. I, II, III and IV
A
D. I, II, III and IV
137
Q
- Which are characteristics of successful learners?
I. Independent
II. Goal-directed
III. Self-regulating
IV. Assume personal responsibility for contributing to their own learning
A. I, II, III and IV
B. III and IV
C. I and II
D. I, II and IV
A
A. I, II, III and IV
138
Q
- Which statement/s is/are TRUE of the social influences of learning?
I. Learning can be enhanced when the learner has an opportunity to interact
and to collaborate with others on instructional tasks.
II. Learning settings that allow for social interactions and that respect
diversity, encourage flexible thinking and social competence.
III. In interactive and collaborative instructional contexts, individuals have an
opportunity for perspective taking and reflective thinking.
A. I only
B. I and II
C. II only
D. I, II and III
A
D. I, II and III
139
Q
- Quality personal relationships that provide stability, trust, and caring
increase learners _____.
I. sense of belonging
II. self-respect
III. self-acceptance
A. I, II and III
B. II and III
C. I and II
D. I and III
A
A. I, II and III
140
Q
- Which qualities of personal relationships create positive climate?
I. Stability
II. Trust
III. Caring
IV. Clandestine
A. I, II and IV
B. III and IV
C. II, III and IV
D. I, II and III
A
D. I, II and III
141
Q
- Bing, a preschooler, insists on getting noodles for himself from the serving dish each time his family attends a gathering, even though he usually drops pasta on the floor. When his mother tries to assist him, he brushes his mother off insists on doing it himself. In the context of Erikson’s psychosocial development theory, what stage of psychosocial development best describes Bing’s behavior?
A. Trust vs. Mistrust
B. Initiative vs. Guilt
C. Industry vs. Inferiority
D. Autonomy vs. Shame and Doubt
A
D. Autonomy vs. Shame and Doubt
142
Q
- When a child says that the sun is sleeping at night, the child is in the pre-
operational stage, particularly
A. animism
B. centration
C. egocentrism
D. reversibility
A
A. animism
143
Q
- Which principles is/are in accordance with Tolman’s theory of sign learning?
I. Learning is always purposive and goal-directed.
II. Learners select the shortest or easiest path to achieve a goal.
III. Learning is acquired through meaningful behavior.
A. I, II and III
B. I and II
C. II only
D. III only
A
A. I, II and III
144
Q
- Lutz and Huitt (2004) said that one of the most important skills a student should
have in the 21st century is the ability to get along with a wide variety of people.
What should a teacher do to address this in a classroom setting?
A. Provide students hands-on and minds-on activities.
B. Incorporate teaching strategies that aid cognitive development.
C. Use teaching strategies that promote social interaction in the classroom.
D. Provide activities that can enhance students’ ability to talk and share ideas.
A
C. Use teaching strategies that promote social interaction in the classroom.
145
Q
- In Bruner’s three-tiered learning, which is action-based?
A. Enactive learning
B. Iconic learning
C. Inactive learning
D. Symbolic learning
A
A. Enactive learning
146
Q
- Based on Kohlberg’s theory, what is the level of moral development shown when children generally do what is right in order to come up with their parents and teachers’ expectations of a good child?
A. Conventional
B. Formal
C. Post-conventional
D. Pre-conventional
A
A. Conventional
147
Q
- Which of the following laws states that we tend to fill the gaps in figures as we
perceive them?
A. Law of Proximity
B. Law of Closure
C. Law of Similarity
D. Law of Pragnanz
A
B. Law of Closure
148
Q
- Lutz and Huitt (2004) in their study on cognitive development and constructivism, said that, “Educators must activate previous experiences and knowledge in order to effectively present new information in a context that students can readily process”. What does this statement imply?
A. Learning is cumulative.
B. Drill and review are important in the teaching-learning process.
C. The teacher must connect his/her lesson to students’ past experiences for meaning and understanding.
D. The teacher must incorporate appropriate teaching strategies in order to aid cognitive development effectively.
A
C. The teacher must connect his/her lesson to students’ past experiences for meaning and understanding.
149
Q
- Greeno (1989) said that thinking is the result of the interaction between individual and the environment. Which of the theories of development support/s the idea of Greeno?
I. Erikson’s psychosocial theory of development
II. Kohlberg’s stages of moral development
III. Piaget’s stages of cognitive development
IV. Vygotsky’s socio-cultural theory
A. Ill only
B. I and III only
C. Ill and IV only
D. I, II and III only
A
C. Ill and IV only
150
Q
- What is the teaching-learning implication of Greeno’s statement that thinking a result of the interaction between the individual and the environment?
I. Social interaction plays a role in learning.
II. Collaborative approach should be used in the classroom.
III. Teacher should provide hands-on activities.
IV. Visual / instructional materials should be used in teaching.
A. I and II only
B. Ill and IV only
C. I, II and III only
D. I, II, III and IV
A
D. I, II, III and IV
151
Q
- Teacher Rose begins a lesson on basic dance position by demonstrating the and feet position in slow motion and physically guiding her students through correct movements. As her students become more skillful, she just gives verbal instruction. With Vygotsky’s theory in mind, what does Teacher Rose do?
A. Guided participation
B. Peer Interaction
C. Apprenticeship
D. Scaffolding
A
D. Scaffolding
152
Q
- Based on Freud’s theory, which operates when Mario lends his bicycle tohis friend Julius who was crying for it?
A. Ego
B. Superego
C. Id
D. Id and ego
A
B. Superego
153
Q
- Prof. Pacis measures learning by the outward expression of new behaviors only such as ability to solve math with ease. Which theory does she apply?
A. Cognitivism
B. Social learning theory
C. Behaviorist theory
D. Multiple Intelligence
A
C. Behaviorist theory
154
Q
- On which principle is your conviction based if you provide positive reinforcement whenever a learner performs an acceptable behavior on her own?
A. Cognitivism
B. Behaviorism
C. Constructivism
D. Psychoanalytic
A
B. Behaviorism
155
Q
- What does maturationist theory advance?
A. Development is a product of maturation and learning as these two constantly interact with one another.
B. Development is a biological process that occurs automatically on predictable sequential stage overtime.
C. Socio - cultural factors should provide the basis for the education of young children.
D. Development universals exist and that the developing child should be the focus of educational planning.
A
B. Development is a biological process that occurs automatically on predictable sequential stage overtime.
156
Q
- What does the environmentalist theory advanced by John Watson, B.F Skinner and Albert Bandura assume?
A. Children are active participants in the learning process.
B. Children initiate most of the activities required for learning and development.
C. Learning and development occur when young children interact with the environment.
D. The child’s environment shapes learning behavior.
A
D. The child’s environment shapes learning behavior.
157
Q
- What is a characteristic common among preschoolers where they give human
quality to non-human things?
A. Egocentrism
B. Animism
C. Association
D. Projection
A
B. Animism
158
Q
- What is the systematic manner of providing the right amount of assistance to the learner to effectively acquire a skill?
A. Scaffolding
B. Guidance
C. Counseling
D. Tutoring
A
A. Scaffolding
159
Q
- Until where does scaffolding encourage children to discover and learn?
A. Within their level only
B. Above their level but with help from the teacher
C. Below their level to avoid frustration
D. Above their level independently
A
B. Above their level but with help from the teacher
160
Q
- Kenn likes to go to school. He enjoyed school on Day 1. Which theory explains
this?
A. Metacognitive theory
B. Behaviorist theory
C. Cognitive theory
D. Gestalt theory
A
B. Behaviorist theory
161
Q
- Learning is viewed as collections of responses to external stimuli. Whose thought is this?
A. Metacognitivist
B. Behaviorist
C. Cognitivist
D. Gestalt theorist
A
B. Behaviorist
162
Q
- Learners are information processors. Whose thought is this?
A. Metacognitivist
B. Behaviorist
C. Cognitivist
D. Gestalt theorist
A
C. Cognitivist
163
Q
- Which view of learning led to the shift from the knowledge-acquisition to knowledge-construction metaphor?
A. Metacognitivist
B. Constructivist
C. Cognitivist
D. Gestal theorist
A
B. Constructivist
164
Q
- Teaching should shift from knowledge transmission to knowledge construction.
From whom does this advice come?
A. Metacognitivst
B. Behaviorist
C. Constructivist
D. Cognitivist
A
C. Constructivist
165
Q
- Which one correctly and completely explains Bandura’s reciprocal determinism?
A. A person’s behavior, environment, and personal qualities all reciprocally influence each other.
B. A person’s behavior and environment reciprocally influence each other.
C. A person’s behavior and personal qualities all reciprocally influence each other.
D. A person’s behavior is not reciprocally influenced by environment.
A
A. A person’s behavior, environment, and personal qualities all reciprocally influence each other.
166
Q
- Who perceive learners not as passive recipients of information, but as constructors of knowledge as they interact with the environment and as they reorganize their mental structures?
A. Metacognitivists
B. Behaviorists
C. Constructivists
D. Cognitivists
A
C. Constructivists
167
Q
- Which of the following is NOT TRUE of behaviorists?
A. Free will plays a role in a person’s development.
B. Learning is shaped by stimuli in the environment.
C. Rewards reinforce goof behavior.
D. Learners are passive participants
A
A. Free will plays a role in a person’s development.
168
Q
- Which statement is TRUE of behaviorists?
A. They focus solely on students’ observable behaviors as the indicators of learning.
B. They believe that students play an active role in the learning process.
C. They believe that helping students work with others to meet common goal is an important part of teaching.
D. They look at knowledge as something constructed by synthesizing ideas with prior knowledge.
A
A. They focus solely on students’ observable behaviors as the indicators of learning.
169
Q
- The successful learner can link new information with existing knowledge in meaningful ways. Who subscribes to such thought?
A. The behaviorist
B. The cognitivist
C. The social - cognitivist
D. The constructivist
A
D. The constructivist
170
Q
- Jerome Bruner and Edgar Dale agree that for effective teaching-learning, teachers should begin with the _____.
A. concrete
B. abstract
C. symbolic
D. ionic
A
A. concrete
171
Q
- Jerome Bruner and Edgar Dale advise teachers to _____ for effective teaching-learning.
A. dwell only on the concrete
B. move from the concrete to the abstract
C. move from the abstract to the concrete
D. dwell only on the abstract
A
B. move from the concrete to the abstract
172
Q
- Which of these does NOT belong to the Bronfenbrenner’s microsystem as a factor on human development?
A. Family
B. School
C. Peers
D. Local Politics
A
D. Local Politics
173
Q
- Of the five different levels of environment in Bronfenbrenner’s ecological theory, which is the closest to the learner and the most influential?
A. Microsystem
B. Mesosystem
C. Macrosystem
D. Exosystem
A
A. Microsystem
174
Q
- Which is an example of a child’s mesosystem that does NOT work favorably for the child?
A. The child is not in good terms with his peers.
B. There is so much hostility at home.
C. The child’s parent and teacher are at odds.
D. The child is sickly.
A
C. The child’s parent and teacher are at odds.
175
Q
- Which is an example of a child’s exosystem that does not work favorably for the
child?
A. A child gets bullied in school.
B. Mother gets a job promotion and so has less time for supervision of her child’s homework.
C. The teacher play’s favorites.
D. The child is asthmatic.
A
B. Mother gets a job promotion and so has less time for supervision of her child’s homework.
176
Q
- The anxiety of a child whose father belongs to the army increases every time his father leaves for duty. This proves that a child’s environment, particularly _____, affects a child’s development.
A. microsystem
B. mesosystem
C. exosystem
D. macrosystem
A
C. exosystem
177
Q
- A Filipino Masters’ degree graduate is surprised to know that he cannot proceed the doctorate program applied for in Louvain, Belgium because of the short ten-year basic education. Based on Bronfenbrenner’s theory to which system in the environment can this be attributed?
A. Mesosystem
B. Exosystem
C. Macrosystem
D. Chronology system
A
C. Macrosystem
178
Q
- Based on his ecological theory, which would be statements from Bronfenbrenner?
I. Recognize that the school cannot work in isolation.
II. Schools must connect with communities.
III. Create situation where the kids are more a part of the community.
A. I and II
B. I, II and III
C. II and III
D. I and III
A
B. I, II and III
179
Q
- What is an implication of Bandura’s findings that children learn social
behavior such as aggression through the process of observation learning?
A. Avoid children exposure to media violence.
B. Stop showing violence in media.
C. Apply reverse psychology by exposing children to media violence.
D. Let children watch media violence only with supervision of parents.
A
A. Avoid children exposure to media violence.
180
Q
- Learning is incorporating and hierarchically organizing new material into
one’s cognitive structures. Which theory is explained?
A. Bandura’s social learning theory
B. Ausubel’s subsumption theory
C. Bronfenbrenner’s bio-ecological
D. Piaget’s cognitive theory
A
B. Ausubel’s subsumption theory
