PROFED DRILL #2 Flashcards
- 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
B. I, II and III
- 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. The learning outcomes are the bases of teaching-learning activities and assessment tasks.
- 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. Thematic
- 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
C. Deductively
- 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. Lesson is linked to daily life.
- 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
D. Application and evaluation
- 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. Identifying results desired
- 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.
B. No.
- 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.
C. Teaching-learning becomes more focused and organized.
- 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
C. I and II
- 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. Students building their own understanding
- 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
D. Learners accept blindly what teacher teaches because she is an authority on the subject
- 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
D. II, III and IV
- 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. Very child-centered
- 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
C. subject matter is not necessary in curriculum planning
- 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. The parts of the school system are considered in terms of how they relate to each other.
- 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.
B. Yes, they are part of the school system.
- 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. Problem-centered approach
- 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.
C. All participants interact at the same time.
- 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.
C. It is self-paced.
- 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
C. Model of the human digestive system
- 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
B. II and III
- 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
B. Must be suited to the lesson objective
- 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
B. II-I-III-IV