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Curr Dev 5 Met

The document contains principles of teaching and questions about effective teaching strategies. It discusses calling on individual students, portfolio assessment that evaluates a student holistically rather than through tests alone, and Bloom's taxonomy of higher-level thinking objectives like comparing and contrasting concepts. It also addresses inductive teaching methods that start with concrete experiences and lead to abstract thinking, discipline through developing student concern for each other, announcing lesson aims, repetition to facilitate learning, identifying student abilities in individualized instruction, and providing enrichment for slow learners.

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Anastasia Enriquez
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460 views

Curr Dev 5 Met

The document contains principles of teaching and questions about effective teaching strategies. It discusses calling on individual students, portfolio assessment that evaluates a student holistically rather than through tests alone, and Bloom's taxonomy of higher-level thinking objectives like comparing and contrasting concepts. It also addresses inductive teaching methods that start with concrete experiences and lead to abstract thinking, discipline through developing student concern for each other, announcing lesson aims, repetition to facilitate learning, identifying student abilities in individualized instruction, and providing enrichment for slow learners.

Uploaded by

Anastasia Enriquez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Principles of Teaching

12. Teacher A, a newly hired science teacher, calls a student, then asks a question during the recitation. Is this right or wrong?

A. Right, because it is the teacher’s prerogative

B. Wrong because the student does not know the answer

C. Wrong because the question is particularly directed to the called student

D. Right because it encourages the students to prepare for the recitation.

21. Which of the following best describes “Portfolio Assessment”?

A. An individual learner is adequately characterized by the test score

B. An individual learner cannot be solely assessed by his test score

C. It is a dynamic, ongoing, and collaborative gathering of multiple indicators of student progress

D. Assessment of acquired knowledge through test results

18. Which of the following instructional objective is in accordance with Bloom’s highest level of Cognitive Taxonomy?

A. Explain the concept of variation

B. Identify the different measures of variation

C. Compare and contrast Quartile Deviation and Standard Deviation

D. Compute the standard deviation of a test

13. Which of the following questions demand the highest level of thinking?

A. How should you present your report?

B. Was the student’s reporting well done? Support your answer

C. What steps in reporting are you taking?

D. What conditions must be met to have an effective reporting?

2. What method do you apply when you begin your lesson with concrete life experiences then lead your students to abstract
thinking?

A. Interactive

B. Deductive

C. Inductive

D. Transductive

6. Which of the following situation would indicate that you, as a teacher, had been effective in instilling discipline among your
students?

A. Students behave because an award awaits them

B. Your presence results in their being behaved

C. Students have developed concern for each other

D. Fear and fright resulting in good behavior


61. Which among the following is the most valid statement concerning the aim of a lesson?

A. Announcement of the aim at the start of each period

B. Aim is outgrowth of and developed from motivations

C. Aim should be written at the blackboard

D. Aim should be written by the student on his notebook

62. Repetition will facilitate learning process when?

A. Done in different settings

B. Kept short as possible

C. There is short intervals between repetitions

D. Given in the same form each time

63. In individualized instruction, how should the teacher begin?

A. Evaluate teaching-learning outcome

B. Present activities needed

C. Identify abilities of learner

D. Prepare the necessary materials

43. The teacher should give ______ to enhance the learning abilities of slow-learners.

A. Assignments

B. Enrichment

C. Reinforcement

D. activities

KARLAS RESEARCH

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