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LI CENSURE EXAMINATION FOR TEACHERS (LET)

MARCH2018
REVIEWER IN PRINCIPLES & STRATEGIES OF TEACHING

WHAT TO EXPECT
AREA: PROFESSIONAL EDUCATION
FOCUS: PRINCIPLES, METHODS, and STRATEGIES IN TEACHING with
EDUC. TECH. .AND ICT SKILLS FOR TEACHERS

PREPARED BY: DEEJAE B. QUlLALA, RN,LPT,MAN,MAEd

I.Teachlng -
1. As a profession, is taken as a mission to nurture the young. It is also referred to a s on occupation for a living;
2. As on educatlonal endeavor, refers to the vttal role of teachers In engaging students in a c tivities that will
e nable them to acquire knowledge and skills, at the same time develop worthwhile values and attitudes.
Methods-
II is a systematic plan to achieve a teaming objecHve. It is a procedure that must be followed "strictly" to
attain a goal. It refers to a series of related and progressive acts performed by the teacher and students to
achieve the objectives of a le!:son.
II is a "pattem or manner of treating people, obj~cts and events that is directed purposely toward the
achievement of an Instructional goal.
StTategy-
Originoted from the military, it stands for a carefully devised plan of action to achieve an objective in the
battlefield. It denotes a "clever" and cunning design to achieve one e nd.
It suggests a teacher's unique way of ·presenffng a topic to the learners , characterized by adeptness in
performing the steps with utmost care to insure the attainment of a learning objective.
Techniques -
This re fers to the art. style or manner of a teacher's performance tn following a procedure. a combination of
personality plus the amount of expertise one has in teacr,lng technology(method), subject matter, and
pedagogical theory

II. Principles of Good/ Successful Teaching

A. According to John Dewey
· 1. Teaching is good when the child is made the center of the educative process.
2. Teac hing is good when it is well-planned.
3. Teaching is good when the learner is made conscious of the goals or aims to be a ccomplished.
4. Teaching is good when it provides learning experiences.
5. Teaching is good when there is provision to meet individual differences.
6. Teaching is good when It utilizes the past experiences of the learner.
7. Teaching is good when the learner is stimulated to think and reason.
8. Teoching is good when It is governed by democratic principles.
9. Teaching is good when the method used is supplemented by another me thod and instructional devices.
10. Teaching is good when evaluation Is made an Integral port o f the teaching process.
11 . Teac hing is good when drill or review is made an Integral port of teaching and learning.
B. .According to Horne and Pine (1990)

1. Learning is on experience whic h occurs inside the learner and is activated by the learner - Only the learner
con learn for himself. If Is wise to make him/her do the learning a c tivity himself/herself.
2. Leorn~ng is the discovery of personal meaning and relevance of Ideas - Learning is discovering the meaning
and relevanc e of ideas. Let 's relate wha t we teac h lo the life experiences and needs of the learners.
3 . . Learning (behavioral c hange) Is a c onsequence or experience - Learning (be havioral c hange) comes as a
result of experience. Lei us make learners go lhrough the experience of learning, If feasible. If not, learning
from o ther peop le 's experienc es as recorded In history will suffice.
4. Learning Is a cooperative and col/aborotlve process - Cooperation and collaborative learning are enabling,
Let us use more c ollaborative and cooperative approaches In the classroom.
5. Learning is a n evolutionary proc ess - Like the process of evolution, learning is gradual. Let us be patient.
Leaming takes time.
 , 1 / /II Y" ' I

. . . e d1sc 0 rnlr;rl, 4ivlng ur, 'J'Jr ',1, I ,,r, /.

6. Leorn,ng Is sometimes o painful proces:, - Learning poses ,nc onvenic nc .
of thinking a nd doing lhings because something new is for baller . the lac t tr,o l ir,e
11
7· One of the richest resources for learning is the learner himself - Very much Iorgo en is ~
learner is one of the richest resources of learning. Consult him/her. , r r. I
11 1 1 1
8 . The process of learning is emotional as well as Intellectual - Learning Is nol only a cerebrol proces~ '
o nly thinking but also feeling . It involves the heart . In fact teaming lakes place besl when our heo '... oro
stricken.
9. The process of problem solving and leamlng Is highly unique and lndlvldual- No two Individuals leorn in lhe
same way. Each person has a unique way of learning. Lei us not impa~e our way o t learnlno on ther~ 1~ I• >', °
g,ve considerations to multiple Intelligence and varied learning styles.

111. Guiding Principles In Determining and formulating Learning Objectives

1. "Begin with the end In mind". This means we must begin our lesson with o c learly defined le¼on objec.hve
With a specific objective, our lesson becomes more focused.
2. Share lesson obJecHve with students. Lesson objectives when shored and possessed by our slud ents will
become their pe0.,onal target. This will make them more self-motivated.
3. lesson objectives must be In the two or three domains - knowledge (cognitive), ~klll (psychomotor) a nd
values (affective). The lesson we teach should be holistic and complete. If Is necessary thal our lesson gi:::t·,
direction from objectives in the two or three domains with the affective d omain always present.
4. Work on significant and relevant lesson objectives. The level o f their self-mo tivation all the more Inc rea se~
when our lesson objective is relevant to their d olly life, hence, significant.
5. Lesson objectives must be aligned with the alms of educaHon as embodied In the Phlllpplne Constitution and
other laws and In the vision - mission statements ot the educational Institution of which you are a part. We
have something to do with the attainment of our broad alms of educalion We c an conlrlb ute very much lo
the realization of our school's vision and mission sta tements.
6. Alm at the development of crltlcgl and crecrttve thinking. If we want to co nlribute to the development o f
c itizens who ore c ritical and creative thinkers. the type of citizens needed to make democracy, lhe n we
should include In our scope of questions higher-level. divergent, or open-ended questio ns.
7. For accountablllty of teaming, lesson objectives must be SMART, I.e ., Speclftc , Measurable, Altalnable, Result-
oriented and Relevant, nme-bound and Terminal. With SMART objective we deport trom the unsound
practice of teaching that Is so spread out that In the end we find ourselves unclear o n what lesl we ore go1r,')
to give to assess learning.

Guiding Principles In the Selection and Organization of Content

l . Observe the following qualities In the 1electton and organization of content
a . Validity - this means teaching the content that we ought to teach a c cording lo nallo no l sta ndards 1n
order to realize the goals and objectives of the course as laid down in the c urriculum
b. Significance - what we teach should respond to the needs and interests of the learners
c. Balance - content includes not only facts but also concepts and values. No to pic must be extensive!;
discussed at the expense of other topics.
d. Self-sufficiency - essentials should be sufficiently covered and are trealed In deplh.
e. Interest- teacher considers the Interest o f the learners, their developmental stages and c ullural and
e thnic background.
I f. Utility-what is learned hos a function even after examinations ore over.

I g. Feaslblllty - the essential content can be covered In the amount of time available for lnslruc tton
2. Be sure to go beyond facts by cons1ructlng an Increasingly richer and more sophisticated knowledge base.

I and by working out a process of conceptual undentandlng. This c an be done by: 1l Providing o pportunlt1A~
for experimentation; 2) Presenting ideas of others; a nd 3) Emphasizing conceptual unde~tand1ng
3. Subject matter content Is an Integration of cognitive, sklll and affective elements. Subjec t rnalte, ,son
Integration o f facts, concepts, principles, hypotheses. theories, a nd laws, lhlnklng skills. ma nipulative skill~.
values and atliludes.
A. INTEGRATED TEACHING
An Integrated strategy will put togelher the parts of a whole In order lo arrive al a holistic-, comple te and
more accurate view of reality.
An integrated strategy is permealed by the multiple Intelligences. lhe vaned teaming style, a nd d r:Jily
expenences of the learners. Its use also means empowering learners to become "htelong learners a nd rJc. five
makers of meaning.
MULTIPLE INTELLIGENCES (Howard Gardner)
1. Linguistic lntelllgence the capacity to use language lo express what's on yo ur mind a nd lo under;lan,1 o lh,_,r
people.
2. Loglcal-mathemattcal lntelllgence the ability to understand lhe underlying princ iples of some f'lnd 01 c..a,,~
01
system
3. Musical lntelllgence the capacity to think In music , to be a ble lo hear pa tlern~. rEJcognlze them a 'lr:l p ert 1,,, ,,,
manipulate them.

ST. LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/ 0915-188-9987 / 09 12-880-SOI 7
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 BOdlly. klnesth9 ti
s c lntelllgen th I ohlem make
omething o r pu t on ce ' e c apac ity lo use your who,~ or po ns o f your body lo so ve pr
Spattal lntelllg a Productio n.
I ence the abil'tI Y Io present the spatial wO(ld 1ntemolly in your mind.
.
nterper,onal t
I
lntrapersonal ~ •lllgence The ability to understand other people
1
etc. telllgenee Having an understanding of yourself, of lcnowing who you ore, what you con do,
8.
Naturalist lntem .. .
f t Qence enables lhe ability to discriminate among living things a s well as sens1t1v1ty lo o ther
ea ures of the natural world.
9.
Exlit.nt1al lntelllgence lo exhibit the proclivity to pose and ponder questions about life, death and ultimate
realities
I
B.
1•
BRAIN-COMPATIBLE INSTRUCTIONAL STRATEGIES
Involving sludents In real-life or authentic problem solving .
~
2. Using Projects lo Increase Meaning and Motivation. )
3. Simulations and Role plays as Meaning Makers
4. Classroom Strategies Using Visual Processing )
5. Piggyback songs, jingles and raps - Content can be more easily learned when they give it o tune or molce it
into rhyme through their personally composed songs, . piggyback song and raps
)
6.
7.
Mnemonic Strategies - These assist students in recalling important Information
Writing Strategies - Make students write their own problems and make them ask their classmates to solve t
them. )'
8. Peer teaching - Make students teach each other in a "Pair, Think, Share" manner.
9. Active review - Instead of teachers conducting the review students are given their turn. This technique )
strengthens synapses.
I 0. Hands-on-activities - Concrete experiences is one of the best ways to make long-lasting neural connections.
I
)
IV. MAJOR CLASSIFICATION OF ME'<HOD
Deductive - direct approach ; expositOI)' tasks where the teacher puts forth to the learners the major
concepts which they will simply apply In different situations, Synonymous to expository or didactic teaching. ,
'I
Inductive - indirect approach; exploratOI)' activities that enable learners discover the content . ;

Synonymous to exploratory or experiential learning

TIME· TESTED METHODS

✓ Expository - learners listen and obsel'\le as the teacher tells or: explains a concept 1
✓ Lecture - explaining an idea that originates from a question or a problem, d one due to lack of informallon
ro~~ .1
✓ Demonstration or Showing - a presenter demonstrates or shows procedures on ho things are done while the
audience watch and observe, may be done due to lack of materials, danger in handling substances and
time constraints
✓ Type Study - tasks focus on the study of a single case, to team its attributes and q ualities
✓ Problem-Solving - uses a problem as an opportunity to develop scientific attitudes a nd reflective thinking skills
✓ Project - activities that require both intellectual and physical abilities to produce or construc t a product
w hich is the learning evidence
✓ Unit or Morrison - often utilized In teaching social sciences where there is a ne~d to e p lore present
integrate, organize and recite.
✓ Laboratory - uses apparatuses and equipment together with materials primarily ,intended to develop
manipulative and scientific skills

PROGRESSIVE METHODS
✓
Integrative -occurs within a learner: initiates. plans activities, Integra te, c ulminates an(\ evaluates
✓
Discovery - teacher guides learners In discussing and o rganizing Ideas and processes by themselves
✓
Proceu - emphasizes o n the m astery of sclenlltlc proc ess skllls suc h as measurement, inferring,
hypolheslzJng, predicting, controlling variables, experime nting and communicating
✓ Conceptual - learners develop their concepts through identification of attributes of examples and non-
examples: steps ore Initiation. recognizing, ldenlltylng major and minor problems, hypothesizing grouping,
data gathering, organizing data and summarizing, repo rting, testing a nd accepting or rejecting hypothe sis -
conceptuallzJng, generalizing and evaluating
✓ Mastery Learning - Individualized Instruction In te nded to address specific needs of learners: provides
feedback along the process
✓ Team Teaching - two or m ore teachers c luster toge ther lo support each other in carrying o ut
specialized topics and areas
✓
Programmed Instruction - a device Is used to present the learning material as the learner go throug'1 specific
steps to learn the content
 rt' 01 r,is/her o w' pace on
test f(}r p lacement, l'IO ,
✓ a /earner tal'es a I
lndfvlduafly Prescribed Instruction -
series o l learning tasks, tokes onolher tes
1
to see teaming ach1evemen .
oc llvety lnvo
lved in the investigation °f real life issues, and ,n evolving
✓ Problem-baaed l.arnlng - /earners
solutions, involves thinking and scientific Skllls

TEACHING TECHNIQUES I portray O rotes In o situation

✓ Role Pfaylng - learners spontaneousY .
✓ Slmulaffon - learners replicate on episode ec1fic events in history o r a fictional m o te~10 I
✓ Socio-drama - pantomiming or r:-0rtraylng s_p h /nnon sit together to d iscuss a topic among themselves
✓ Panel Discuss/on - o group of 4-6 leomers with o c a I Jc port of certain points of the d iscussion
I but the audience a es f d ' nee
✓ forum - similar to o panel disc uss on th ir positions on certain topics be ore an au ,e
I
✓ Symposium - o group of par1icip:mts formally presen e T in tends to defend their stand by formally
✓ Debate - two groups of parlic'panfs, each toking o pos, ,on,
presenting their points on o topic . . . fo small discussion groups. The group s talk about their
✓ Buu Sessions - activities In which learners are divided in
assigned /opics and then shore vvith of hers. Sf d ore often more comfortable in sma ll
I
✓ Small Group Discussion - It ollo.,.,'S the participation of everyone. u ens
groups. Groups con reach consensus more easily . f d' or solve problem
. . f 'deas as they meaning u11Y iscu 55 O
✓ Brainstorming - o group of part,,::,pants genera e 1 . . resented in simula ted tool
O
✓ Jury Trial - combina tion o f group work, research study and pane/ discussion P
cour1 . ti
✓ Case Study - a elms is presented with a situation, and is asked to give their viewpoint on th e ma er
✓
Problem Solving D,lscusslon - a class thinking together to solve a problem a l hand ..
✓ Field Trip - learners visil real settings to witness and experience first hand the actualilies
✓ Resource Person/ · Guest Speak:ers - an expert speaks before a group a f spec ta tors, ably d iscusses a loptc o f
interest, and may be asked fo answer certain Issues relevant to the topic
✓ Using Media - a udio-visual equipment and canned materials are used to present concepts complete with
animalion
✓ Reciprocal Teaching (STRATECi~Y)- Students take turn in facilitating. When g iven a chonce to teach the
subjec l molter, studer1ts are !;/iven the chance to comprehend better the concepts, values and skills we want
to import.
✓ Dev/f's Advocal·e - teacher acts "conlravlda" In order to make students think. Teacher, however, makes c lear
his/her stand on the topic di!.cussed before lhe class discussion ends.
✓ Connlct Story/Moral Dlllemm a - Teacher presents a conflict situation then a sks the students for the right thing
to do.

OTHER APPROACHES:
I. Metocogn/ttve Teoc' nlng -• thlnklng beyong thlnklng' learners become aware o f and control ove r their owri
learning using met ocognlllve processes; uses advance organization, organizational p lanning d ire red
attention, selective attention, self-monitoring, self-evalualion, a ud itory representatio n
2. Renecttve Teqchlnr L- It Is anchored on the ability of the teacher to guide students to reflect on their own
e/.periences In orr Jer to arrive at new understandings and meanings. Schulman ( 1990) cites three ke y
characteristics of reflective leaching: I J an ethic of caring, 2) a constructivist approach and 3) tactful
P<oblern solving Through reflection, the student 's experienc e requires meaning hence s/he 1s able to
formulate his/her own concepts that c an be applied to new learning situations. The f0/lowing are the
~lrategie-;:
• Selt-Analysl1 - r&flec ting on whys/he succeeded or failed at some task.
• Writing Jour nals - A journal reveals feelings aboul the days activities 1nclud1ng what could ha~e
enhonced or ir,hiblfed lhelr learning
• Portfolio - 1er1 per10nal document which lnr.ludes frank, honosl and on-the-spot accoun r of e, penences
• Observaff on ot student', response,
• Questhn· , at the very end ol the lesson
3. ConltructM, ,t Aprvoa h _ 1
,.. c earners use their own expenen(.e~ lo creole lheu understund,ng of n""w -once pI -
• The r. r0< - 5 t " '- ~
• • . - ~ o c onslruc llng meaning 1s based on one 's accumulated expcinences and underslund,ng
• Rev1s1t11 ,g previously ac I I d .
con, - . cumu a e . expenence~ oncJ unders1a11dlng nnd rtKonsliuL ling or recreating new
-f ,pis a~ they interac t doily w1 lh lhe envlronrnenl
• lea;n Ing by In terac ting theil envlronmenl fJ ', o r tlv•~ a t t
~ gen s w 10 build 0 1 construct persona 1
Und f .1slond lng of their experiences.
Rotes of fh• L•omer and the Teacher
• Lea m ers ore refleclive, inq uisitive, critical and crealive discoverer~
• Tee JChers as pathfinders of the pupil 's prior knowledge and as brid es over wh· .
to cross and joyfully collapse, to allow them to create bndges ol th~,r own ich lhey invite the,r students
• Te ,ochers ore partners in learning ·
Con, / lrucfivlst 8ased Activities

ST. LOUIS R EVIEW CENTER BAGUIO CITY (074) 445-8085/ 0915-188-9987/ 0912-880-5017
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 Probl•rn-Basect l · h torte with r;
prob! earning Approach - A type or proiect based learning c;pproac h wh1c s ,
0
b . lnduc~m q uefY or 0 PUZZie that the learner wishes to solve th
ve or Discovery Leaming - the child learns chiefly through his own a c tivity. ~tudents observe e
~a=s, compare them. analyze them and then draw on generalizations.
c. a ratory or Ex.,_rtrnental Method - uses experimentation with apparatus and materials to discover or
verify facts and lo study scientific relationships
d. Scaffolding - a support or teacher assistance a t critical points In their learning tho! is g radually removed
when ii is no longer needed.

4· Coopera tive Learning Approach - This makes use or a classroom organization where students work in groups
or teams to help each other learn. Concepts from small group theory and group dynamics serve as the basis
upon which skills in democratic procedures and collaborations ore developed as follows:
a . Round robin - Each student In tum shares something with hi~or her teammates.
b . Think-Pair-Share - Students think to lhemsetves on a topic provided by the teacher; they pair up with
another student to d iscuss II; they then share their thoughts with the class.
c . Roundtable - Each student in turn writes one answer as a paper and a pencil are passed around the
group. With Simultaneous Rol,lndtable more than one pencil and paper are used at once.
d . Jigsaw - Each student on the team becomes an "expert" on one topic by working with members
from other teams assigned the corresponding expert topic. Upon returning to tr,eir teams, each one
in turn teaches the group; and students are all assessed on a ll aspects o f the topic.
5. Peer Tutoring/ Peer Teaching - II is commonly employed when the teacher requests the older, brighter and
more cooperative member of the class to tutor (coach, teach. instruct) other classmates. This is based on the
rationale that the former Is better equipped than the others. This is due to their closeness in age, skills, study
habits and even learning styles. Tutoring arrangements may be as follows:
a. lnstrucHonal Tutoring - Older students help younger ones on a one-to-one or one-to-a group basis.
b . Same age tutoring - works well with children who can act as Interac tive pairs, i.e.. more able o nes to assist
the less able.
c. M onltorfal tutoring - The class may be divided into groups and monitors ore assigned to lead eac h group.
d. Structural tutoring - Highly structured tutoring is administered by trained tutors
e. Semi-structured tutoring - a combination of unstructured and structured where the tutor guides his/her tutee
thro ugh a carefully-planned learning guide but is tree to mo dify it according to the tutee 's own interests and
skills.
6. Pa rtner Loarnlng - Lea rning with a partner. A student chooses partner a mong his/her classmates. It can be
employed when you get your students rehearse what they have learned and explore their understanding of
content with a partner. This may also mean a ssigning "study buddy" .
V. INSTRUCTIONAL PLANNING

Instructional Plan is a magical elixir that will guarantee one hundred percent learning. The basic components are the
following: ( 1) objective . (2) topic or subject matter, materials (3) procedure or lesso n de velopment. (4) evaluation
a nd
(5) assignment.

rermlnal Objectives - main objective/ main task

Enabling Objectives - highly specific learning objectives

✓ Sets forth the propo sed program or instructional activities for each day
✓ A daily plan
✓ A step-by-step approach to learning

Components
I. Objectives Is in statement format (SMART)
II. Subject Matter
Topic/concept
References
Materials
Ill. Procedure/ Leaming Activities
Preparatory Activities
✓ Review / Drill
✓ Motivation
Developmental Actlvltte,
✓ Presentation of the lesso:1
✓ Discussion
✓ Concluding Ac tivities
✓ Generaliza tion
✓ Applicatio n (dramatiza 1'ion. storytelling, oral reading. construction and drawing , written
compositions. singing/ pc1ems. tesls. creative work. solution o f problems)

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IV Evaluation
✓
Pose several thought-provok.ing questrons that summonze previous leor~ing
✓
Ask for a comparison o l what hos a lready been learned with what Is being learned
✓
Assign review questions
✓
Administer a short quiz
V. Assignment
✓ Should be interesting
✓ Sho uld be directed to d efinite c o ncepts

I ✓ Provision should be mode tor individual differences

✓ Should be explained or examp les should be given it necessary
✓ Should b e monitored for completion or accuracy

I COGNITIVE DOMAIN TAXONOMY (Anderson & Krothwo hl. 2001 . pp 67-68)

1 Rememt>.rlng: Retnev,ng. recognizing. and rec a lling relevant knowledge from long-term m emory.
2 Und•rstandlng: Construcltng mea ning fro m oral, written, and graphic messages through interpreting.
exemplifying c lassifying summa rizing , inferring, comparing . a nd expla ining .
3 Applytng: Ca rrying out or using a procedure through executing, or implementing.
4. AnalyzJng: Breaking ma terial into constituent ports. determining how the parts rela te to o ne a nother and to
on overall structure or purpose through d ifferentiating, organizing, and attrib uting .
5. Evaluatlng: M a king judgments based on criteria and standards through c hecking and critiq uing .
6 Cr•atlng: Pulling e lemenls together to form a coherent or func tional whole: reorganizing eleme nts into a new
pattern or struclure through generating. planning, or producing.

AFFECTIVE DOMAIN TAXONOMY (Krathwo l et al. , 1964)

1. Rec.ivtng - being a ware of or attending to something in the env ironment
2. R.spondlng - Showing some new behaviors as a result of experience
3. Valuing - Showing some def!nite involvement or commitment
4. Organization - Integrating a new value into one's general set of va lues. giving it some ranking a mong
one s g e neral prioritie s
5. Characterization - acting consistently with the new value

PSYCHOMOTOR DOMAIN TAXONOMY (Harrow)

1. Retlex Movements - are actions elicited without learning in response to some stimuli
2. Fundamental movements • ore inherent movement patterns which are formed by combining of reflex
moveme nts and are the basis for complex skilled movements.
3. Perpetual abilities - refers to interpretation of various stimuli that enable one lo make adjustme nts to the
environment.
4. Physical Activities - require endurance, strength, vigor, and agility which produces a sound efficiently
functioning bod y .
5. Skllled Movements - ore the result of the acquisition o f a degree of efficiency when performing o
complex task.
6. Nondlscurslve communication • is communication through bodily movements ra nging from fac,a l
e;,.pressions through sophisticated choreographies

~,AGE R'S APPROACH IN WRITING OBJECTIVES

11i-xe r:,recIse in his a pproach to formulating instruc tional o bjec tives. His o b jec tives hove 4 .::ompone'1ts:
A1;dience, Beha11or. Condition, and Degree. (ABCD method)

1:/ornr.,\':a G11•':n a Philtpp1ne Ma p , the g rad e 4 stud e nts w ill be a ble to e numerate al least 3 pro inc~s per reg, n
A- Hie grade 4 ~tudents
B- w111t,,,; oblf":: to,,., urnerote
C - G1 1~r , a Ph il. I /lop
D- At IE:o~t 'j pr0 N,ce-. ~ region

VI. Q UESTIONING STRATEGY

u,e,
TrJ stlrr,ulrJtt; pur,11•, to lhlnr
'L . T'J rnotl ,ate pupils
"3 frJ rJ1oynrrh pupil\ ' ,j1f11c ullles
4 ro d1!.<:01er pupil•,' lnte ro~I
5. Tc, help plJp1I~ orgrmit& ,m<l evolunlt-i
/;. To aid pupil~ to m lo le r,e rl lne nl exper1•.m C.t:1\ In lho les~o11
7 lo loc u, pupils' altuntlo n () fl 1he ~ey p o lnh o f lhe ltt!»on
8. lo develop nf;;w appror.lo tlum nr,d ufflfluJt,~
9 . To povlde drlll or proc llc.e
10 lo show relationships. such m c ause rm d u lloc I
11 . To encourage the apptlc ollon ot c:oncerJts
12. To encourage pupil evaluallor,

Characteristics of a Good Queatlon

I . A good questio n is simple and clear.

T. LOUIS REVIEW CENTER BAGUIO CITY (074) 445 -8085/ 091 5-188 -9907 / 09 12-880-5017 Page 6
 2· A goOd question Is definite
3· A good quesl1on Is c hallenging und thougl1 t p1ovotc.ln('l ,
4 . A g oOd question is adapted to the ago, ablllti<• ~,. und lntere\t~ o f tt11•1 3t11rJonL
5. A QOOd question requires on extended response.

Types of Questions
1. Acc ording to thlnlclng proc•n lnvolv•d
a . Low-level q uesffons / knowledge - emphml1e memory and 1ccoll o r lnformollori
t:>. High-level quesffons /
comprehension, oppllcoHon, analysls, synthesis. nd
0
evaluaflon - go beyond memory and factual lnforrnollo n ond deal with r omplex
abstract thinking
2. According to th• typ• o f answer required
a . Conve rgent que1flons - tend to have one correct or best answ0r: star ts wllh what , who .
when and where questions
e .g . Who was the first Americ an aslronaul to travel In space?
b . Divergent quesffons - are often open e nded and usually hav& rnc:my
appropriale, different answers; usually slarts with how and why questions :i
e.g. What plane!, other than Earl h, wo uld yo u profer lo v!s11 , If you were on astronau t ,
Why?
3. According to the deg,.• of per,onal explorotfon, or valuing
e.g. What good is 11? Wha t purpose does It serve? Why Is II importan t to you?
4. Other Types .
a . ~xp!oratory questions - probe facts and basic knowledge .
2
e.g. What research evide nce supports the theory o f o cancer-prone personality'
b . Challenge questions - examine assumptions, conc lusions and Interpre tations
e.g . How e lse might we account for the findings of this experiment?
c . Relational quesffons - ask tor comparisons of themes, Ideas, or Issues
e .g . What strong e vidence agalnsls Leo Ec hagaray did the government use In d eciding
his g uilt?
d . Dlagnosffc que1,1ons - probe motive or cause
e.g. Why did Joe c hange his feelings at the end or the story?
e . Action que1Hon1 - coll for a concluslon or action
e.g. In response to DOJ 's findings and recommendations. wha t sho uld Pres. Aquino do?
f. Cause a nd Effect questions - ask for c ausal relationship between Ideas, actions, or events
e.g. If the government slopp ed farm subsidies, w hat would happen to the price of riCf~?
g . Extension quesffons - expand the discussion
e .g . How does this relate to what we hove previously said\/
h. Priority questions - seek to Identify the mos! Important Issue
e.g. From the data presented, what Is the most Important c ause or the dec line of the
Philippine economyi

VII. MANAGING SURFACE BEHAVIOR (Adapted from: "Confllc t In the Classroom." Lo ng , Morse and Newman
Belmont, California : Wadsworth (3rd Ed.), 1976. Pp. 308-316)

Non-verbal techniques for isolated prob lems

1. Planned lgnortng - Muc h child behavior carries Its own limited power and wlll soo n exhaust 1tsolf if it 1s not
re plenished (especially If the b e havior Is done to "ge t the teachers goal") . Assuming the behavior will not
spread to others, it mig ht be possible for the teacher to Ignore the beha vior a nd thus extinguish ii.
2. Slgnal Interference - Teachers have a varie ty or signals tha t ommunlco te to the c hild a feeling of
d isapproval and control. These nonverbal tec hniques Include suc h things as ey8 contact, hand gestures,
topping or snapping fingers. coughing or clearing one 's lhroat, taclal frowns, and body postures. Tnese
tec hniques seem most effective at the beginning stages of misbe havior.
3. Proximity control - Every teac her kr,ows how e ffective 11 Is 1o stand nern o c:hlld wt 10 is having dlfflculty The
teac her is a source of protecllon, stre ng th, and ldenllllcation a nd he lp s th0 c hild control his Impulses by her
proximity.

'Jsing Interpersonal Re/qtlonsh/p

4. lnhtrest boosffng - It a student's lnte resl In hi~ work i~ dec lining . and ht, Is ~howlr,o signs o f boredom or
restlessness, 11 may b e helpful for the teac he r to show o n lnlerusl In 11,e studtint. 1hn teacher rnay engage the
student in a conversation on a topic that Is o l lnterast lo him. Stlmulotlng the c hild '!> Interest may mollvalH him
to continue his work, and/or help hlrn view the teacher as o p01son to r>leasa.
5. Dire c t appeal to values - A teache· can o ften appe a l lo <J c hild \ values whE:ln In terve ning 1n a
problem situation. He might a) a~peal to the rela llonstilp or 11,0 IAtJ( her wllh tho c hild, !or example, "You
seem angry with me. Hove I been unfair with yo u~" b ) 01 ip!:lul to rua llly c omeque ncos, for e xample . "I know
you 're angry, but if you break lhat aquarium, the fish will nil ule , <md you 'll have to repla ce II wllh your own
money." c) appeal to a c hild 's ne,ed fo r peer approval, for example . "Yo ur clossm,Jte'> will be pretty a ngry if
you c ontinue lo Interrupt lhe m or.d correc t them." d ) oppool to lt)o c hlld 's sonso o f the teac her's power ot
authority, for example, tell him thc1t o s a teac her you ctm no t allow Ills bt:,havlor to c·onllnuc, but that you sllll
 C.f'.Jr13 c;bo u f him e ) tf ·f
, opper,1 lo the child ~ : elt--res~c l. for ~;ample "! rnoN you II b s rr od with ycc1r,e . 1 f
1
e ar up lho f pape r you worl-ed o n all period."
(, . Support fhrough humor (Tension decontamination through humor) - Most of us are aware of
how a fu nny comment is able to defuse a tense situation II makes everyone feel more comforta b te
\<.,.d, ~117Y'"'tt'.
,.,.. r• •I r Ol-'-',+<, •• d'-4
S.vooortlve rechn/oues 1,.,,), ;-.u,~ ( ~~, 11 ,.., ..,,~.., t ~--J
~vv, i "11 IM l<-"M•<'l ((....Jt·V~ ~.... ""-:,ur YV,,.,OJ d - , - ~ , ~ ~•v-e- . 1-..:r
f\-'-'.,...,...,.,
7

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....... n.f>-<.<,...........~ -__, ~,,..;...

7· Support from rouNne - We all need structure. Some children need more than others befa<e they feel
comfortable a nd secure. Some become anxious without a set routine To he lp these c hildren a doily
sc hedule should be provide d to help a lloy som e o f their feelings of on.,(Jely. They know wh a t is expected o f
!hem and c on prepare for lhe activity.
8 Restructuring the classroom program - How muc h con a teacher d e v,ote from his schedule d
program and still feel he is meeting his leaching responsibilities? Some teachers feel compelled to follow their
c lass sche d ule rigidly . They feel students should learn d iscipline a nd self control O er teachers feel it is
necessary lo be flexible and sensitive to the studenls' neeos a nd concerns. Some m lddle ground seems most
sensible. Discipline a nd structure ore valuable. b ut not when they fly in the fa ce of a general class n eed.
Moderate restruc turing based on affective as well as a cademic goals c on be a very effective technique
Restruc turing is appropriate when it is necessary to d ra in off high tension Of e mo ion in the c lassroom The
technique is, a s its name implies, simply a change of p lan, forma t, task. or loca t,on based on o perceived
need to drain off tension or high emotion in the total class.
9 Removing seducHve objects - II is difficult for the teacher lo compete with certpin objects. such as squin guns
and ballo ons and other similar seductive objects. Sometimes removing seductive objects leads lo power
slru9gles. Take a strong interest in the object and politely a sk .lo see it o r handle ii. Once in your ho 'id yo u
have the option of returning ii wilh a request for ii lo dlsoppeor for !he rema inder o f the perioo. or o keep ii
with a promise lo return ii at the end of lhe period. This techniq ue is most e ffective if yo u ha ve a relo ionship
with the student.
10. Supportive Removal - When a child 's behavior has reached a poin t where the teacher questions whe ' er or
not the c hild will respond lo v erbal controls. it is best to a sk the child lo leave the room for a few m inute s •
perhap s lo gel a drink, wash up, or deliver a message. In supportiv e removal. there is no inte nt o' oun sh1ng
the chl/d, but simply lo protect and help him and/or the group to gel over the ir feelings o f anger
disappointment, unco ntrollable
laughter. hiccups, etc. Unfortunately, many schools do not ho v e a place to which lhe classroom teacher c o n
send a c hild Iha! !he c hild will n o ! think of a s a punishment.

Emergencies - Use only in extre m e c ases

I I . Physical restraint - Once in a while, a child will lose complete control a nd threaten ro injure himse lf o na
others. In such emergencies. the child needs lo be restrained physically . He should be held firmlv ovl not
roughly, with no indication o t punishment - only c oncern. Such techniques as shaking nit11ng, or sc ar .rg
make it h a rder tor him to belie ve the teacher really wants to help him.

VIII. THEORIES OF LEARNING

CONNECTIONISM
formula ted by Edward Lee Tho rndike . II assumes tha t human activities ore based on the ossoc1.::it n Of
c onnection ootween stimulus and response. II is lhe b e lief that all human mental processes cons s 0f the
func tioning o f nal ive and acquired c onnections between lhe situations and re sponse II includes the lhree
fundornenlol lows:
a . Low of Readlneu - when an individua l is prepare d to resp ond or a ct oil w,ng him re do so 1s
~a l i~tying, preve nting r1im w o uld be annoying
b. Law of Exercise - c.o nstant re p e titio n o f n re spo nse stre ngthe ns Its conne - t,on with the stimulus
while disuse o f o re~ponse w oakens 11
c. Low of E1'ec t - le ornlr,g J~ slre n g lhe ned ii II r~sulls in sollstocrion. but it 1s \, eol.ened it it leads lo
ve1allon o r a nnoyanc e .

2. THEORY OF CONDlllONING
A. Clan/col Cond,IHon/ng - based on the e )(penm ent o n the reoc11on o t Iha d og conduc te d by Ivon Pavlov
who poslulaled lho t c o nditioning consists o f ellc ll1ng a resp onse b y mean s of a previously neutral or
Inade quate stimulus.
Principle under Classical Conditioning
• Adhesive principle - a response 1s a tta c h ed lo every stimulus. For every stimulus there is c
corresponding response .
• Exc ltotfon _ law o f a c quisitio n. O ccurs w hen a previo usly neu lrol stimulus gains the ability of eliciting
the respon~e.
 --- ·- ·-
• Exll d d re' pon~c is r,o longer
nc 11 on - a lso known as lhe unlearning a nd occurs when the con 1I,one , .th
elic ited by the c onditioned stimulus because the c onditioned sl 1mulus is freque ntly presented w i ou t
1he paired stimulus
· . - •t d by other s1imull similar
• Sff mulus general11atton - happens when the condllional response IS also e1,c, e
lo the conditioned stimulus. f
• Spontaneous recovery - happens when a conditioned response which does no t appear o r
sometime but re-occurs without need of further conditioning. F
8
8. Operant CondlHonlng - (Reward and Punishment) a theory based on the experiment conducted by ·
Skinner on a hungry rat. He believed that since an organism tends in the future to do wha t it was doing al
1he time of reinforce ment, one c on train that organism either by presenting him o reword or p unishme nt
as a consequence of his a c tions.
Principles under Operant Conditioning
• Principle of Consequences - behavior c hanges according to its immediate consequences.
pleasurable consequences strenglhen behavior: unpleasa nt consequences weaken it
• Principle of Reinforcement - any action taken following a response that increases the likelihood
that the response will occur again
• Premock Principle or MGrandma Rule" - less desired a c tivities can be increased by linking the m to
more desired activities
• Principle of Extinction - when reinforcement for a previously learned behavior is withdrawn, the
behavior fades away

C. Social Leaming Theory - Based on the studies of Ric hard Wallace and Albert Bondura - where in c hildren
learn from social interaction which involves modeling, obser,ation and imitation.
Components of Successful Modelllng
a . Attention - makes sure students ore observing and thinking about wha t is being done
b . Retentton - provide mechanism to help students remember the behavior
c . Motor Reproduction - students must be capable to do the action a nd must demo ns:ra te the
behavior as soon as possible
d . Motivation - students should know have a reason lo demonstrate the behavior of the m odeI
3. COGNITIVE FIELD THEORY - describes how a person gains understanding of himself and his world in a situa tio n
where his self and his environfTlent compose a totality of mutually Interdependent. coexisting e ve nts. Tne
types of this theory ore:
o . Wolgang Kohler- Insight Learning/ Problem
b . Kurt Lewin- Field theory/ Vector- Topological Theory
c . Kohler. Koffka & Wertheimer- Gestalt Psychology
d . Jerome Brune\'".lnstrumental Conceptualism/ Discovery Learning
4. COGNITIVE THEORIES
Cognitive theorist_s interpret learning as the organization or reorganization of the subiect 5 perc ep rual
system into meaningful patterns.
Emphasis is on c ognition and insight in the perception of new meanings in O new situation
a . Da vid Ausubel- Meaningful Reception Leaming
b . Jerome Bruner- Discovery Learning
c Atkinson and Shiffrin- lnformalion Proc essing Theory (IPT)
d . Robert Gagne• Cumulative learning (8 Levels)

IX. CLASSROOM MANAGEMENT

A. Nature

lhe odmini~lrotlo n or d~ec 1Io n o r a c llvltles with spec ia l refere nc e lo u 1, problems a s d,s -,pl1n~
democratic tec hnlq d '- ,:;
lh ues. use o n c are o f sup p lies and ref Pre nc e rn terlo b the Ph} i..... ol rec fL•re~ of
. e cla s~room, ge neral hou~ekeeplng , and the social 1elallo nshlp s f p upil, ·
1nc lud0'> operatlo r, o n<J co nlrol ol a c tivities

b Purposes (' "'"' 11,11

ro rnlrilml1e lh.i oc r un1:m \ o t cJlsclplh,e p1ob lBms , ''' " '' "
1'1 lncrC;to s1:1 11,., r l!0poI1Iun o f lo~s,, inm llrno cJl1vn ltld 1 , L\ 1mhut 11,
11 und pi od UC 1Ive l..lChv1ty
C. Aapects
I. Lighting
,. r a c.101~ lha 1lntluC;t nr e pruvl~lo n~ lu1 gooti hghlIng ta lhlles
~lw ol lhe room
Ol liflc lol llgtll u vailable
• c olor o f lhe walls shade s. loc utio n Ond
1 a tio n and size o l wind ows manip ula tion o f blinds

'iT. LOUIS REVIEW CENTER B

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- -- -·· --•,4-, , - · ·- - .. - - ·-- ...
K:n - •
 2. Heat and ventilation >I I J \ P, I "I
3. Ma terials of Instruction
4. Core of routine
•Sample ac tivities:
• Roll coll
• Seating
• Handling materials and devices
• Classroom courtesies
• Responses to bell signals
• Advantages:
• Insures economy of time and effort
• Prevents confusion
• Promotes learning activity
5. Discipline
• Proper conduct of pupil in the c lassroom

Z Approaches
1. Assertive Approach - expects teac hers to specify rules of behavior and consequences ror disobeying
them and to c ommunicate these rules and consequences clearly
Suggestions for teachers:
• Toke positions.
• Use a firm tone of voice.
• Use eye contact, gestures and touches to supplement verbal
messages.
• Pla ce demands on students and enforce them.
• Be ca lm and consistent.
• Follow through regularly.
• Establish positive expectations for student behavior, eliminate negative expecta tions
about students.

2. Business-Aca demic Approach - emphasizes the organization and management of students as lhey
enga ge in academic work
Ca tegO!ies:
• Clear communication of assignments and work requirements
a . instruction for assignments
b . Sta ndards for form. neatness. and due dates
c . Procedures for absent students
• Monitoring student work
a . Monitoring group and individual works
b . Monitoring completion of work
c . Maintaining records of student work
• Feedback to students

3. Behavioral ModlllcaHon Approach - teachers strive to increase lhe occurrence of appropnuh:·

behavior through a system of rewards and reduce the likelihood of Inappropriate behovlOI' through
punishments
Basic principles:
• Behavior is strengthened by immediate reinforcers (positive or negative)
• Students respond better lo positive reinforc ers lhan they d o to punishmenl.
• When a student is not reworded tor appropriate or ada ptive t ho vlor 1nopprop1\ote or
maladaptive behavior may b ecome increasingly domlnonl and ill be utilized lo t>k11n
reinforcement.
• Constant reinforcement
• Intermittent relnforc emenl
• Rules ore e stablished a nd enlo1 ced

4. Group Manag er1al Approach - emphasizes lhe 11 11p01 Ion ,• 0 1 r s nd\ng lmrned1ulely I <Jroup
student behavior tha t rnlg~1I be \na pproprio t or undes\1oble in 0t de1 tc, prevenl problem · lhon
having to d ea l with them oiler they emerge
a . " With-it-ness" · ~·I•·' 1"' Iv,\' \ ,, \ I lt ' ' \ \\. ,, I ( I \ ( \ I
I"', r" \(,v,11 11
5. Group Guidance Approach - Is based on c hanging lhe surlo, e b hovlor of the ~ludenh on 1l g1oup
basis. Group elements to be considered :
• Dis~tisfaction with c lassroom work

,T. LOUIS REVlEW CENTER BAGUIO CITY (074) 445-8085/ 0915· 188-9987 / 09 12-800-5017 Page 10

ST. LOUIS REVIEW CENTt l<. l;jJ-\,U V •-v ..... . .. '

 • Poer n-~l-"'""'
t~ 1
~ona1 relnl1o ns
• D1~lurt)an
ces In g roup climate
• POOi qroup cxgon1zation
• Sudden changPs and group emotions

6, Acceptance ,.
""PPfoach based on the democra1tc model of teaching which allows !he students to
DOr1iclpate in decisions and to ma~e choces
Four m1slakPn goats
• Allent1on gett ng
Power seeking
Pevenge seeking
• Withdrawal

7 Succea App1oach - Ins1s s on the need lo c hange the eiusl1ng negaltve classroom cond11tons and to
improve cond11tons so lhey lead to student success
Suggesltons:
~ 41 I• P1'-"l!f)¥lu~ • Stress students· • Suggest su1loble
I, IA I\ I, 111 , , \ respons1blhly fa< !hell' own allemat1ves.
ti.. .. ,(.,~ 11"'' ~ ~1c1 behav10I' continually . Enf0<ce reasonable
"'l ht,kl 1-il" • Eslobli5h rules consequenc~.

.•
• Accept no excu~~ Be persistent
\ bv •1 \,.. \f--\ • Ullhze value Judgments Conllnuolly review
, ~ ... \.~ ... ~ l,l•h(I,~ ,,.. 'ft "'
h,,ctl....l I 'f "'•1 ~ ; 't .i,.,. k
~"o \w-,1 ~;.. Stvd4tnt l'roblem Types I c
1 Failure 7 Defiant
2 Per1ec-1ton1st 8 Hyperactive
3. Unde<ac.hievet 9 Olstrocltble
4. Low Achieve, 10 Immature
5 Hoslile Aggress11 e 11 Ra.ac ted by Peers
~- Passive AQgrt!mlv~ 12 W1lhdrawn

ICI SKILLS QQd f.QU.CAILQ.ti,AJ, TtQlliQI.Q.Gl

1. Educational Tec hnology

A. O.ffnfHon of Concep,S
I . TechnolOQy - a planned sys1emol1<' melhOd or WO(~ Ing to oc.hl(!, e planned outcomes o process nut n
product. Technology Is 1M appl,ed ~Id or sc,onllnc devt.'lopmenr !Dote 1969 n Corpuz & Lucido 200,q)
•
Refers to all the ways people thetr lnvenllons ond drsc.cwenes ro ~lrsfy their needs arid de~lre~.
2, Educational T•chnology - reters to ho w peoµkJ uso lhei invt,nlions and d1scCNerles lo solttfy' their
educotlonol needs and d eswc~ Le teaming
•
II 1s the opphcotion al scientific r1nd1ngs 1n our methO<J p,ocess °'
procedure of working 1n lhe
field or educa tion ln order to ollec t learning II embro1..es cumculum and mlruct,r1nol des1gr1
learning environment theones ot teaching-learning II ,c; ol)O a netd study and ,:: pratess1on It 1s the
use of all human Inventions for lea hers to realize lheir mission to teach in crder tho! students
learn.
J . Technology In Educ a tion - the apphcatton o f technology to any of lhose processes 1nvo ved in operating
I the lns1ilutlons which house the educ a11onol enterpnse 11 includes the application of lect,nology to food
health. financ e . scheduling grade repooing and other processes which suppoo educolton within

I 1nslilultons (Jonassen et.al 1999)

4. lnstruc tfonol Technology - 1s a port or educational technology This refers to those aspect, or educational
technology that o re concerned w ith ,nstrvcllon as contrasted to designs a nd operations of educoltonol
1nslttullons. II 1s a systematic way of desig ning carrying out and evaluol!ng the total process of learning
and leaching in terms of specific o bjec tives (Lucido and Borabo 1997)
5. Te chnology lnt.g,aNon - means using teaming technologies •o introduce reinforce supplerren1 and
extend skills (Wilha ms,ed. - ). Technology integrat,o n s port and porce, of ,nstruc•,onol technology
which in tum IS a port of educohonol technology
6. f ducafional media - ore channels or avenues or instruments of corrmunicohon Example! ore books
magazines, new po~. rca10 television and Internet

8. T~chnology: Its Roles

TllAOrrfONAL VIEW o,,hvery vehicle for lnstruct10nol lessons
The learner leoms from the technology and the technology serves as a teacher.
• Technology Is ;een as productivity tool

CONSTRUCTIVIST VIEW P,;:irtner In the learning process

• Tec.hnok>Qy helps the learner build more meaningful pe~onal interpretations of lire 1n his/her world.
Technology 1s a leornn1g 'ool to learn w1lh not from
.,
 JI--./ 1v\%t"f ~
)
(
II rnuh-,•. 111,-, l""<11r1~ d onstrvc t meaning with "'
"' " ' ao1t1er. thin~. o notyze, synthesize lntormollon on c
Iii< hr,olooy prr,•,,;nl•. )

C. Th• Cone of E•P•rl•nce

fhr; Cone of Ex,,.•nc• Is a v~uaf model, a pictorial device fhaf presenls bands of experience arranged
u< t.orcllno I<.> rlogroe ot ab,tractlon and not degree of difficult
~
I
~
)
I,

'
•'

Dale's Cone of Experience

• The closer yo-u are lo the base the more direct the learning experience becomes
• The farlher you go from the bottom of lhe cone, lhe more abstract the experience becomes
• lhe furlher you progress down the cone, the greater the learning and the more information is likely lo
be retained.
Iht 8gnd1 of fxeedtOCfl
1. Dlr•ct Purpo••M Exr;,erlenc•s - flrsl hand experiences which serve as the foundation of o ur learning. We build
up our resorvolr of rnea ningful Information and Ideas through empirical experiences. fl is learning by doing.
2 . Contrived •xperl•n•::es - we make use of a representative models or mock ups of reality for practical reasons
and so that we con, make the reol-llte occessfble to the student's perceptions and understanding.
J. DromoHzed e xpertonces - By dramatization, we con participate in a reconstructed experience. even though
the origina l event l~i far removed from us In time.
4. Demon1tr0Hons - It Is vlsuaflzed explanatlon of an important fact, idea or process by the use of photographs.
drawings, fflms, dfs'Ploys or guided molions. II is showing how things ore done.
S. Study trips/ Field · rrlps - lhese ore excursions and visits conducted to observe o n event that is unavailable
within the c lassroom .
6. Exhibits - lhese ore displays to be seen by spectators. They may consist of . working models arranged
meaningfully or pho tographs with modefs, chorls and posters. Sometimes exhibits are " for your eyes only"
7. Television and n ,oHon pictures - It can reconstruct the reality of the past so effectively that we are mode lo
teer we are ther e.
8 . Sttll pictures , ,, teordlngs, radio • these ore vfsual and auditory devices may be used by on indrviduol or a
group. Stlll plct ures Ioele the sound and mot/on o f a so und film. The rodfo broadcast of on actual event may
oflen be flkenf 1d to a televised broadcast minus ils visual dimension.
9. Visual Symbol ls - these ore no longer realistic reproduction of physical things tor these ore highly aostroct
representatfo ns. Ex. Charts, graphs, mops and diagrams
10. Verbal symb 011 - they are not like the objects or Ideas tor which they stand. They usually do not conta in visual
clues to their · meaning.

D. Th• Cognltf, , . Repre,entaHons of the World (Jerome Bruner)

I. Eno c tlv c Mode.
2. Iconic . Mode.
3. Symbc Ale Mode.
I
E. G e ne ral r •rlnclpl•• In the Us• of lnatrucHonal Mater1ols (IMs)
1. All fm rtructlonal materials a re o lds to Instruction. They do not replace the teacher
2. Ch0< .:>~e the Instructional material that best suits your instructional objeclrves.
3. If pc ~Ible, use a variety o f tools.
4. Che ,: i, o ut your instructional material b efore class stor1s to be sure rt is working properly.

F. Crlter1o for SelecHn11 lnatructlonal Materials

1. Rer .-vance of ttie leuon - the materials must help carry out the objectives o f the lesson. They must suit the
pv 1pose o f the lesson and motivate the students lnlo Positive reac tions.
2. Ar ,propl1oten•11 - the materials should be suited to the students' age level, background knowledge skills
d t ,veloped and level of moturfty.
3. o /uallfy of mot.rials - the media should be well-designed and of high technical quality. They must be the
Jc: , test ad/Hon, d1Jrab/e and p leosonl to look at.
4. c ,t:,Jecffvlty - selecl/on must be free from bias and advert/sing propaganda. Consult experts who k
I he equipment and how they con be operated efficiently. now

ST. LOfJIS r {EVIEW CENTER BAGUIO crTY (074) 445-8085/ 0915-188-9987/ 0912-880-51)1 7
Page 12
 s. Avallablflty - check i d 1 11 , , ., J
them. no vonce to see that lhe equ,prnen l ond mol eriols orA ovo1lf)l,IO w w11 ,
{,_ · t ¼ \ 01, ~l~"""'-< <, 1 ~ I ,
G. Teaching with Media O tk ft.H ,._"'- /
'¼a
1. Audio Re-cordlngs - m o f Ieoc.. f1f:,I
recorded t - inc1ude tapes, records and compac t d iscs. Tapes may be ,n lhe 1Of d IJ
teach ·. s udent,ecorded or ready-mode tapes lhot ore commercially produced Thme may be u~ 1 Y
b ers In. connectton wI•th speech rehearsals drama music . al presen ta tion on d rad lo und Iolov1s 0 n
roadcost1ng.
2· Overhead Transparencies - by using on overhead projec tor , a transparenc y c an •how plc lu,e~ ,Jiagroms
Ond sketches of a time when needed in a disc ussion Slep-by-sle p Instructions. enurne,allons Of o ny
sequenced illustrations con ea sily be presented through transparencies
3 · Bulletln Boards - is usually stationary on a wall or ii can be movable . The surfa ce Is made o f r c,rlc O< ~0 11 woll
boards for easy attac hment of display items. Its conten ts may be used for the dura tion o f O unil being
studied. The learning materials may be pic tures. newspaper clippings, real obIects or drawing~
4 - Chalkboard - this includes not only those with flat and wide surfaces but a lso the portable type~ whic h con
be moved or even seNe as dividers. Using c halk. ii is a c onve nient writing area where lhe 1llustroflon, c ar,
instantly be d rown even during a d iscussion. An eraser c on easily keep ii clean and ready for c.on t1nu0us u~
5. Charts - may be in the form of mops. graphs. photographs and c ul-outs. They may be pre- prepared grophic..
devices or poslers.
6. Vlde-o Ta~s/ FIims - come in the form of 8mm and 16 m typ e . They c an be p urchased or rented
7. Mode-ls - ore scaled replicas of real objects. When the real things c annot be used due lo its s1Le e, lher too
large or too small. replicas ore used. Ex. Globes. model cars. airplanes or house s and furnitures
8. Pictures - this includes flat, opaque and still p ictures. Photographs or picture c lipped from newspapers Ond
magazines ore also used . The concepts to be taught could be Introduced through pictures
9. Books - textbooks and a ll kinds of books are also classified as media or sub-strategie s. They contain
information , p ictures and graphics.
10. Computers - could be used in presenting the day' s lesson, solving problems and providing educ o!lonol
games.
H. Contrived Experiences - these are edited copies of reality and ore used as substitutes tor real lh1ngs w hen it 1~
not practical or not possible to bring or do the reoi thing in the classroom.
1. Model - is a reproduction of a real thing in a small scale, or large scale, or exo cl size - but mode ot
synthetic materials.
2. Mock up - is on arrangement of a real device or associated device. displayed in such a way thol
representation of reality is created. Usually, it is prepared substitute tor a real thing. It Is a spec ial model
where the ports of a model are singled out, heightened and magnified in order to focus on that part or
process under study.
3. Replica - a copy that is relatively distinguishable from the original
4. Realla - these ore objects from real life used in classroom instruction by educators to Imp<0ve students
understanding of other cultures and real life situation.
5. Specimen - is any individual or item considered typical of a gro up, class or whole
6. Objects - may also include artifacts displayed In a museum or objects displayed In e xhibits or preserved
insect specimens in science.
7. Simulation - a representation of a manageable real event in which the learner ,s a n acll\-e part•c1punl
engaged in a learning a behavior or in applying previously acquired skills or knowledge
8. Games - used for any of these purposes: I) to practice and/or to refine knowledge/ s~Ills alreuoy
acquired, 2) to identify gaps or weaknesses in knowledge/ skills, 3) to serve as a summation or revIt'-w and
4) to develop new ~elolionshlps among concepts and principles.

I. Dramatized experiences
1. Plays depict life, character, o r culture or a comblnolion of a ll th1t:1e They offdr t.'\Cellent opp rlunit,t'.S 11)
portray vividly imp0r1ant ide::is aboul life.
2. Pageants ore ~sually c ommunity dramas thal ore based o n local hislory presented b\ I ol o c to,~
3. Pantomime - ts the art o f conveying a slory through bodily movem e nts nly lb erte t 0n the 1.1udIen1. c
de~nds on the movements o f lhe a c tors.
4 - Tableau - 1s o pic ture-like scene c omposed o l p eople agolnsl a ba kground
5· PupP4Jt - con presont ideas with extreme simp lic ity witho ut elnt orate ~cenery or <"O fL11111: yttl
e flflcll', ely
6· ~ol••playtng - 15 an unreheorsecJ. unprepared and ~p o nh.me 1u~ drumollzolk)n o r o "l~f' · prett=-n<.J
~ituotlon .where OS$lgned parllc lpanh ore OL>sO1bed l,y lheIr owI1 rolth In th••
lt:ocr,e,~ ~
~itl1L..._,IIL111 d s - ,lb j by th,•

J. Teaching with Vlsual Symbols

1. Drawing, - may no t be lhe real lhlr o h t b ti 1
conlu~lon, ti Is good r~1o t our rJra wlng1cor~ec ll~ i! ~ris~1~~~~'11: ,~~,'~~7~t.1 vi~uol ,)Id lltlm no ll1lng l o ovoid
2. Cartoons A llr~I ro te <.:orloon IP.lls Its ~lo ty ir1t1 lurihor1c o lly. Thu e,te i9
the orlIst depend~ on words, lhe rnoro e ffective 11,e symb r ~ h c L or loon need~ no L t1pl1on ll1H lt-J\ \
3. Strip Drawl~gs - (comic strips) lhl~ c on St,rve m niollvalio~;;;· e symboll~m convo ys the me~sorw
as on o c tlv1ty for students to express Insights galne<.J a l th d ~ s_
l orter o f lhe lesson . It can also l>C' C')lve n
4. Diagram - any line drawing tha t show ~ e c one us1on o f the lesso n -
. . arrangement and relallom r
va 1ues, ong1ns and development, c hro nological lluc tuat1o ns d1stnb ,. as o ports l o ihe who l re l< il1vo
a. Affinity Diagram - used to c luste . u ion e lc .
meaningful groups. r comp lex apparently unrela ted d t
a a tnlo naturnl ,1rid
 th
b. used to chart out. In lnc.reoslng deta il, lhe vor,ous tasks
Tree Dia gra m - ot rr,u, I be
accomplished lo comple te o project or a c l1/eve a specific objec hve . rn II is O structured
c. flshbone diagram/ Ishikawa diagram - also called couse-ond-effecl dia~~~s~ and sutx::ouses
form o r brainstorming that gra phically shows lhe relationship o f possible
d irec tly related lo on Identified effect/ problem. izotlon
5. Chart - Is o d/ogra mmatlc representation of relallonshlps among Individuals within an organ ·
a. Time chart - Is a tabular time chart that presenls data In ordinal sequence . . 'th .
O 1
b. Tree or stream chart - depic ts development growth and change by beginning . WI singe
·
course (the trunk) which spreads oul Into many branches: or by beg nning WI I · th the many
lrlbutarles whic h then converge Info a single channel. . f
c. Flow chart - Is a visual way of charting or ~hawing a process from beginning to end. 111~ 0 mens 0
a nalyzing a proce ss. By o ulllnlng every step in a process, you can begin to find Inefficiencies or
problems.
d. Organl.r:aNonal chart - shows how one port of the organization relates to other ports of the
organization.
•· Comparfson and Contrast Chart/Matrix - used to show simllarilles and differences between lwo
lhlngs ·
f. Pareto chart- Is a type of bar chart, prioritized In descending order of magnitude or importanc e
from left lo right. It shows a t a glanc e which factors ore occurring most.
g. Gannt chart - Is an a ctivity time chart
6. Graphs
a. Pie or circle graph - recommended for showing ports of whole. . .
b. Bar graph - used In c omparing the magnitude of simllar items at different ties or seeing relative
sizes of the ports or a whole.
c. Pictorial graph - makes use of picture symbols
d. Histogram - Is a graphic d isplay of tabular frequencies, shown as adjacent rectangles. II ls used lo
plot d e nsity of data, a nd ofte n for densfly esllmatlon
7. Graphic Organl.r:ers
a. KWL Chart - a group Instruc tion a ctivity developed b y Do nna Ogle ( 1986) Iha! serves as a model
for a ctive thinking during reading. K stands tor what is known; W is for want lo know and L for
learned.
b. AnftclpaNon/ Reaction Gulde - Is used to a ssess a c lass's knowledge before they begin a lesson.
c. Spider Map - used to describe a c entral Id ea: a thing, process, concept or proposition with
support
d. Serles of Events Chain - used to descrtbe the stages o f something ; the steps in a linear procedure ,
a sequenc e of events; or the goals, a c llons a nd outcomes of a histo~cal figure or chara cter in a
novel
e. Conffnuum Scale - used for time lines showing hlstortcal events or ages, degrees of something
shades of meaning, or roting scales.
f. Problem/Solution OuHlne - used to represent a problem, attempted solutions, and re sults.
g. Network tree - used to show causal Information, a hierarc hy or branching procedures
h. Human lnteracffon OuHlne - used to show the nature of an inlerocllon between persons or groups
I. Concept Map - a special form o f a web diagram for exploring knowledge and gathering and
shoring Information. II consists ot nodes Of cells that contain a concept, item o r question and links.
The links ore labeled and denote direction with an arrow symbol
J. Venn Diagram - used to describe and compare attributes and characteristics of Items
k. Attribute WhNI - on example of semantic mapping that helps the students use what they olroody
know and build on that knowledge to gain understanding.
I. Cluster Map / Wotd Web - used to elaborate on a c entral idea b y adding d etails lo the centra l
Idea.
m. Story Map - outlines the elements of the story - character, setting, story problem, events a nd
solullons
n. Time Une - a kind of graphic design showing a long b ar labeled with dales a longside itself a nd
events labeled on points where they would hove happened.
o. Sequence Chart - lists sleps or events In time order.
p. Maps - Is a representation o r the surfac e of the earth or some part of ii

2. ICT FOR TEACHERS

A. The Computer System
Computer - Is a n elec tronic d e vic e used lo process dala. c onverting lhe d ala Into informalion that is useful to
people. Any computer - regardless of Its type - Is controlled by programmed Instructions, whic h g ive the machine a
purpose a nd tell It what to do. A complete computer c onsists of four parts:
1. Hcxdware - the mec hanica l d evices !hat make up the computer or the po rts that one con touch It 1·5
conslsls of Interconnecte d e lectronic d evices Iha! con b e used to c ontro l the computer's op er ·I'
Input and o utput. a ion,
2. So ftware - Is a set of e lec tronic Instructions consisting o f comple x codes (also known a s pr ra )
ma ke the c omputer perform tasks. It tells the computer what to do . og ms th0 t
3. People - ore the co mp uter operators, also known a s users Even if O comp ute r con d ·t · b .
, ·,1 · o I s Jo withou t a
person sI'llng In fron t o 1t • peopIe st I d esign, build, program and repa ir comp uter syste ms.
4. Dato - co nsists or raw facts. whic h the comp uter stores and reads in the form of numbers
ma nipulates data a ccord ing lo the Instruc tions conta ined In the so ftware and th f · Th~ computer
people or another computer. Dato c on c onsists of lelters numbers s e n orwards it for use by
nd
Ffl,ts - is simply a sel o f data or program Instructions that has been g;.,:.en a no,r;eou s or Images.

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~ment a Ii:'= that the u~er r::an op-=:n onrJ IJ~"' A rompulP.r dr.,c urncnt 01n lr,r/qrj,:, rnnny l<lndc; of cinlo

8. looking Inside the Machine

Processing - the procedure that transforms raw data into useful 1ntamotlon. lo perform thi~ lransformollan. the
computer uses lwo components: the processor and memory.
1. Proc•ssor (CPU) - 1s h~e the bm1n of the computer 1n the way it organtLes and c arries uut 1nslructlons 1ho 1
come from either the user or the software To process data. the computer posses electricity through the
c1rcuits to complete an 1nstruct1on
2. Memory - LS hke an elec ronic scratch pod inside the computer When you launch a program. ii is
loaded into and run from memory. The most common type ot memory 1s called random access memory
( RAM)

C. Input a nd O utput Devices

1. Inp ut Devices - accep t data and lnslructiom from the user or from another computer system
a . Ke yboard - used to type data Into lhe computer. 11 hos special ~eys for giving lhe compuler
command s. These special keys are c alled command or func tion keys.
b. Pointing Device - move some object on the soeen a nd con do some action.
• Mouse - functions as a poinling devic e by delec ting 2D molion relalive lo ,Is suppor11ng
surface
• Trackball - operates with a rota ting metal ball in~et 1n a small. boxll~e device and doe·; nol
require a desktop
• Touchpad - pressure-sensitive pad lhal ,s smaller. more a ccurate. thlnne< and less expensive
to build than the trackball.
• Trackpad - a small, sensitive pad. usually a c ouple o f inches square. whic h ac ls as an
alternative to a mouse on some nolebook/palmtop c omputers. 11 works by sensing fingertip
pressure
• JoysHck - a manual conlrol consi~ling o f a ver11c:ol handle thal can move freely in lwo
d irections.
• Touch Screen . a lype o f display screen that ho s a louch-sensllive transparent panel
covering the screen.
• LJght Pen - utilizes a light-senslhve detector lo select objec ts on a display screen.
• 0 lglHzJng Ta blet - 11 enables on to enter drawings and sketches Into a c omputer II con, ,sts o f
on elec tronic toblel and a c u~or or a pen
• Stylus - o device shaped hke a pen

c. 8or Code Rea der - used lo scan o pa tern of llnes using o p11cal sensing techniques l he line pattern is
coded informa tion oboul the Item lo which 11 reloles.
d. Sca nner - allows scanning documents. plclures or graphics a nd viewing them on the computer 11
conver1s o n ima ge into dots that the computer con understand
e. Digita l Camera - used lo toke electronic pictures of on object.
f. Mic rophone - need sound recording sottwore
g. CD-ROM / DVD-ROM - can b e used to put both sound a nd Images Into a computer
h. Video C apture Card - used to p ut video into a computer It needs a video source, either a video corn
or video recorder
I. Handheld Electronic Organl?ers - a small mobile computer that accepts input tt,rough a pen ltlc:.e
instrument c alled stylus tha t is used to write o n the computer's screen
J. Web Ca mera - a camera tha t is In some way connected to WWW or internet
k.. Se nsor - a devic e . which responds to an input quantity by generating a funcllonally re\ated output
usually in the form of a n electr1c a t or op tical signal

2. Output Devices - return processed data bock to the user or to another computer system
a. Monitors a nd Disp la ys - show the processed information on a screen 11 produces a sett c opy
b. Printers - (printout) produce a hard c o py. lhe Information ls printed on paper and can be used when
the device is off.
c . Speake rs - used to output sound.
d . Pl~tter -. a device that draws pictures on paper based on commands from a computer. It d iffers from
pnnters ,n that they d raw lines using a pen

3. Inp ut/Output Device s - a piece of hardware that is used for both providing information to the . t
and receiving Information. compu er
a. Disk Drive - computer hardware that holds and spins a magnetic or optical di•k a d d .
information on it . • n reo s and wntes
b. Hard Disk Drive - a ng1d magnetic d isk mounted permanently in a drive ·t
c. Optical Ohc · a d irect access disk. hos information recorded on it w·thurn
a 1aser beam that burns pits
I
into Its surfac e
d. Modem -· modulates the computer output to on acceptable signal for transm·,ss·ion and then
demodulotes the signal back for computer Input.

4. System Unit - the main por1 of a personal computer II includes th h .

memory, bu·; and ports. but does not Include the keyboard or monitor e c assis. microproc essor main
Or any penphero l devices

<;T. I.OUIS RFVlf.'W na JTJ:'O AAr.111" r r'T'V , n -.n • •,. n A~ ~ , - - ·

 1 11 the comp uter ho w l o o oera re. 1
5. Software - also c a lled programs II provides ,ns n.ic!ion th a 1 e
a re as foll.Jws . . te the use of the computer by I-he user
o. System Soltwon, - consists of programs designed to facilrta fficiently manage the resources of i.
• O~rattng S)'l,.m - a asset of program designed to e -
computer system. rt lhe English-like instructions used by
• Lang~ Tran•lator - is a s~tem program that conve s ed by the hardware.
computer programmM into the machine-readable code u~ . and maintaining data files
• UHl/ty Program - perform such standard tasks as organ zing table to O computer. ·
translating programs written in various languages lo _ a langua~e ~c~~ocessing problems
b . Appl/cation Soltwa,. - Is a type of program tha t sotves specrric user-or en ~ r and processes !hem to
• Word Proceu/ng - program a ccepts words typed Into a compu e
produce edited lex!. f specify various
• 0.•lctop-Publlsh/ng sys,-m - system allows you to use different type aces. '
th
margins and justifications and embed illustrations and graphs directly into ~ text. . t
1
• Spreodaheefs - a re computer programs that let people etectronically create and ma~ipu a e
. ·th edefined to relalronshrps
spreadsheets (tables of values arranged 1n rows and columns w1 pr
to each other) . These ore used for mathematical c a lculations such as accounts. budgets.
statistics a nd so on. . . t as well
• Database Managem.,,t - a sef of programs is necessary to foot,tale adding new do 0
as modifying and retrieving of existing dola within a database
• Electronic Gomes - Interactive hardware or sottware played for entertainmen t. challenge or
educational purposes .
• Graphic Poctcooes - are computer programs that enable users to crea te highly stylized
images for slide presentations and reports. They can also be used to produce various types of
charts and graphs.
• Communication Program - a sottwore program that enables a computer to c onnecr w ith
another computer.
D. Networlc.s and Dato Communications
N~tworlc.s - it is a way to connect computers so that they con communicate, exchange information a nd shore
resources in real time. 11 enables multiple users to access shored data and programs instantly
I. l.ocat A.f'fKl Networlcs (LANs) - network. of computers located relatively near each other and connected 1n
a way that enables them to communicate with one another (by a coble, on infrared link, or a small radio
transmitter) . Any network that exists within a single building , or even a group of adja cent build ings rs
considered o LAN.
2. Wide Area Networlc.s (WA.Ns) - two or more LANs connected together. generally across a wid e
geographical area. Each site needs resources, data and programs locally, but it also needs to shore data
with the other site
3. PHr-to-Peer Networlc.s - (sometimes called workgroups), oil nodes (individual computers) on the nerwor'(
hove equal relationships to all others. and all have similar types of sottwore that support rhe shonng of
resources.
E. /ntemet &oslcs
I . The World Wide Web or Wed or WWW - is one of the services provided lo users on the Internet
2. E-maB - a system of exchanging written messages through a network
........ ................................... -----·-··· ............................ ---- -........................ -----·-- ................ -- .--- ........ -- . ....... . .. -.. -.... -............ .
----- -------·-·---------PART II: PRACTICE TESTS
l~ hich a ctivity should a teacher have more for his students if he wonts them to develop logicol-mothemolt.:-al
thinking?
A. Focus G<oup Drscusslon C. Small G<oup Discussion
@ Problem Solving D. Gomes
V Af1er ~tablishlng my learning o bjectives. what should I d o lo find out what m y students a lready know a nd what
they d o nol yet know In rela llon lo my lesson objectives In lhe cognitive domain~
A. Study lhe leosl learned competenc ies In the Notional Ac hievement Test
B Analyz.e my students ' g rade lasl year
C lntef'liew a ~mple of my sludenls
$ Grve a preIest
).,· Which of Iha lollowing rum c ounter to fhomdlke 's low o l ext:1rc lse ?
A Students should oo-p,~enled wlll1 a learning tosl repeate dly.
fl l E:OChE:(~ should cone.Juel drills every day for mmtery of learning.
C. Students need lo oo expo~d to a c ertain conc ept repuo ledly 101moslerr
(DJ Teoc h(ns shoul<1 tear h o cenoln conc ept o nct:1 onc.J lt1e11 111ovt:1 on lu lht111exl le~\,,fl
4,. Which doe~ nol chorac.lorlLe o co mliuc llvlst leac hi11u -l8'J111lng P,Ul-8\.:.i'
f
1' A. Multiple perspec llv s C. ~oncepluo l lnlone la lednes,
~. Aulhent,c osse~ment D. 1 Posslvc u ·..:eplan-:-e or lnf01mahon
5, I Intend to lnculc o ie In rny ~lud~nt~ the value or or, te, o nd c toonllntts~ . 1b1:1gln my le!iSon by asking Ihem to shore
their experienc~ o boul the dlrlle~I 011d lhtt c loano\ l p lac e ll1tty have stlon onu h 1w thei• relt about the m From
!here I teod !hem lo the consequences o r dlrly and ..:lean home 01 surroundln,.,s In my lesson de 81
., "' · v opmenl p lan
how do I proceed• ·
A. Transduc flvely C Deduc llvely
B,,... Induc tively D Conc retely
Ix.,. ·which of the following levels in lhe a rrecllve domain ,s the mosl a uthentic ?
l lj
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 Aulhenkolion c Va luing
. Charocleri.za hon D Responding d d ctively whaf ,s
· la r as sub1ect e u
If you Plan to d evelo p a lesson on using s-verb forms with the third p er;on s,ngu - -
the t\rsl slep In yo ur lesson develop ment oulline ?
A. Give sente nc e s using s-verb form
~. Cond uc t appropria te sente nce drill.
,c;, Stole the rule on subject-verb agreement for third person sing ular a s subject
~ As\c. the s ud ents w ha t they know about s-verb form and third person singula r as subjec t
8. .-On whose theory is the use of advanc e organizers most a tlrib uted lo~
,, 1, Kun Lewin • f C) David Ausubel
B J.B. Watso n D Bondura
9. Which of the fo llowing best expla ins the a dage .. A stitch o n lime saves nine ·· ~
,, A leochers sho uld be c a lm in applying disciplinary actio ns especially w hen the m1sbeha 111o rs a re minor
~ . leoc hers should respond to inappropriate behavior promptly to avoid major d isruptio ns.
't'. leochers should be aware of everything that Is happening inside the classroom.
D. leachers should apply classroom routines at a ll times.
10. Which proclice h~lps the teacher maximize time for instruction?
G,
Minimize discipline time C Maximize d isc ip line time
~ Employ a rea ctive a pproach to d1sclp1ine D. Avoid classroom ro utine
11 •/ K,gher level thinking is besl accomplished by the use of _ _ _ questions
A suggesl\ve C. rheloricat
,--.
~ , divergent D. convergen t . . .
12. Whlch lechn\ques could best help encourage a shy and often \nallenlive student to par11c1pale 1n c la ss
/
discussions?
, A, Interest Boosting c. Supportive re moval/antiseptic bouncing
B. Proximity c ontrol D. Phys\col restraint
13. Sludenl answer Teacher A's question: " Literacy rate and GNP ore d irec tly propor1Ional." Tea cher A follow s LIP 11,e
/' answer ot the sludenls ond asks him: " What do you mea n by lhe p hrase dil'ectly p ropor11onal?" WHICH
QUESTIONING lECHNIQUE DID TEACHER A EMPLOY?
A. Rephrasing C Cross Examining
B. Verifying D. Probing
14. I want my students to look at the issues on the c all for President GMA to step down from several perspectives
Whic h activity Is most fit ting?
A. Forum C Symposium
~ Panel Discussion ~ Debate
l 5 )0 generate Ideas a s many as possible, 111s BESl to hold a _ _ __
A. debale C panel discussion
~ brainstorming D. symposium
l 6. ~ hfch technique makes your students teach and learn at the same lime?
, A. Problem solving C. Debate
B. Computer-Assisted Instruction g. Peer l eaching
I 7.:., Which is/are approprial e for large group Instruction?
I I
~ Case study and peer tutorial C Group Project
B. Symposium and lecture D Buzz Session
\ 8 I wont to teach facts and rules. Which one will I make use of?
A. Sell-directed learning (f:'1 Direct Instruc tion
B. tndirecl Instruction D. Collabora tive Model
~9-. I wanl my sludenls lo have mastery learning of a basic topic. Which can help?
A . Socralic method and drill C. Drill
B. Momsonian lechnique and drill D. Socratic Method
20. I use lhe gumomela flower. a complete flower. to teach the ports of a flower. Whic h method d id I use?
A. Demonstration Method c ) Type-stud y Method
B. Dnll Method D Labofa lory Method

I
21 . I show my sludents a picture of people In thick jackets. Then I ask them to tell me the kind of chmote when the
piclure was !ale.en. It I ask 5 questions of \his le.ind o nd my students do not get them . it i~ sole to conclude .hat
pupils ore quile weak. in the skill of ____.
A. synthesizing C ) a nolyZJng
B. generalizing ~ 1nfernng
22. Aller a lesson on the atom. the studfmts were ask.eel to work. one physical model of lhe atom lo detennine
" learning. For which group of students is building o n atom model intended?
A. lnterpersonol lnlelllgent C . Kinesthetically Intelligent
B. Mathemohcol\y lnte igent D. Linguistic ally Intelligent
2'.Y.'Aere are comments from school he::id C regarding her observations on teacher's practice 1n lesson planning
• The words "identify". " tell". 'enumera te" ore overused.
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 ..,. r
;,es they mo~e use of non-beha·,iorol te'r,,<
Often lesson obw ct1ves do r>ot 1nt:1uda vo 1ue
WHAT CAN BE: INFERRED FROM THE COMMENTS REGAR
torrnot,on o
nd 1ncu cot1on
'
DING TEACHER-
FORMULA
TED OBJECTIVES?
-
148

A v~ ol'en lesson oti,ectwes ore ,n the cognitive domain.

B Otten ,~ on oti,ectrves ore I the psychomotor domain.
C Often tesson oti,ect1ves ore In the low level ?
'o Quite often lesson objectives descnbe teacher's behOV1or 1ed bY on qec1 in the room
0
24 What should you do to get the ct>1ld s ot1enhon wtien s/he is dislroC
Co !I him by his name and tell him to pav attention.
Put owoy the d1stroct1ng influence.
Ill 1nvcive him 1n helpmg with on oct1v1ty. C. 1ond lll
":. I and II D I II a nd Ill
BJ II and Ill h • es used 1n ·
25 Planned ignonng · signal interference a nd proximity control ore c
tee niqu
peront c ond·t·~
11 g
0
/ A. monoglng temper tantrums . .
o hie-space .1n1erviewmg h
s. monog1ng surface behavior · . tell' ences 1s In line w ith t e
2J, The use of varied teaching a nd testing strategies on account of students ~ uttiple in 19
thoughts ol _ _ _ c Benja min Bloom
A Doniel Goleman o. Jean Piaget
B. Howard Gordner
2l The reacher must - to be true to the principle of individualC differences . 1
Ir t II learner; a like while .n classro om
A give greater otlention to gifted leorr~ ea a od 1es tor slow learner; In class
B provide for a variety of learning ac tivities D. prepare rn u nd
78. I~ doing Instruc tional plans, ii is impor1ont for the ports to hove _ _ _ from the beginning up to e
A Clarity ':_ Coherence
B. Symmetry '-!?· Conciseness .
29. Tlhe lowest level of oflec1tve behovt0r according 10 Krothwohts affective domain o f objec1ives.
A Valuing C. Responding
\.B. Receiving D Orgontzohon
30. l'h mastery learning, ____ is the definition of u nacceptable s1ondord ol performa nc e
A. SM ART C BehavlOI
~ B.
Cr11erion measure D Condilion
31. The behavioral term tha t describes a lesson outcome ,n lhe hlQhest level on revised Bloom ' s Ta xonomy.
, A. Create C. Mal'(Ze
B. Evalua te D App1y
32 The lowest level acc ording to Hanow·s to'l(onomy of ot:>tec ll"'e,<, 1n the psychomotor domain.
A. Basic Fundamental Movement C Physical Ac hvlhes
B. Reflex Movement D Non-discur;1ve com murnca llon
33.\..One ot the c hara c teristics of o n ettective mona ge1 Is "with-11-ness" acccxdlng to Kounln . Whic h stateme nt is
rooted on this partic ular principle'?
A. Hove hands that write fast C Have mouth ready to speak
~B.' Hove eyes on the bock. of your hea ds D. Have mind s pocked with knowledge
34. If a teacher clears his throat to imply disapproval towards student' s behavior. then he shows what specific.
influence technique'?
1 A. Signal Interference C Interest bOOShng
B. Direct a ppeal D Proximity co ntrol
35. Which is closest to the real huma n oigeslive system for study In the c lassroom?
A. Model of the human digestive system
B. Oro ng of the human digestive system on the board
C. The human digestive system projected on a n OHP
D. Drawing of the huma n digestive system on a page of a textbook
3~. For lesson clarity and effective rete lion which one should a teacher observe, a ccording to Bruner s the ory?
End teoc ing with vert:lal symbols.
B. Use p urely vert:ial symbols in teaching.
C. Start at the concrete level and end there .
D. .Begin teaching at the concrete level b ut g o beyol'\d it by reaching the abstract.
3Z. Which must be primarily consiaered in the c h0tce of lnstruchona l aid?
A. Must be updated and relevant to Rlipino setting
B. Must stimula te a nd ma intain student interest
<.._S. Must be suited to the lesson objective
D. Must be new a nd skillfully made
~ - The teacher is_ the first audio-visual aid in the classroom. Wha t does tnis imp ly?
~ Your physical ap pearance and voice should be such that students ar~ helped to learn.
B. You take care that you follow the fa shion or else sludents won' t liste n l o you.

ST LOUIS REVIEW CENTER BAGUIOCITY (074) 445-8085/ 0915•188-9987 / 0912-880-5017 Page 1R

~" I L\.JU l o.'l "-.C, V I C. W \.,C,J -.1 L.. J' Ul"'\..VVJ.'.J'-" .l i. • \""' ., / • • ., _ .,. _ _ , • • _
 MakP good use o r the
lnc lud . radio a nd TV in lh r1 c lawr ,rJ1 n .
. a . e singing ,n your leaching me thod.
9. Is it d v1sable lo use realla till the time?
A. No, only when fea sible
'B . Ye s, bec a use ii is the rea l thing .
C Yes, bec ause there Is no subsflfu te for reallas.
°· No, for include
4Q 1. want
the sake of variety of Instruc tional materials.
10 o certain painting In my school's exhibit; however, acquiring th e said pal~tlng
I ·ther
e,
5
I st
impossible or too costly. If I wont to present on almost exac t copy of the original, whic h should use in eod?
A. Reolio c. Model
B. Mock-up o. Replic a
4J.- Which of these diagrams is used to analyze the causes and effects?
A. Affinity d iagram I c. Flshbone diagram
B. Tree diagram D. Venn diagram
4~ For which con the Venn dio~rom be used ?
C. Showing cause-and-effect
A. Sequencing of events
D. , Comparison
B. Presenting attributes
located In the some or adjacent buildings to communicate with one
43. Which network enables computers
another?
A. Wide Area Network (c.) Local Area Network
. Peer-to-peer network D. Metropolitan Area Network
44. f wont to present the c haracteristic features of a constructivist approach. Which should I use?
A. Fishbone diagram C.J Attribute wheel
B. Narrative frame b. Venn diagram
49. What does the computer have in common with the TV?
A. Key board C. Screen
8. File D. Disk drive
4p. To improve listening and speech skills, which will be MOST appropriate?
A. Mock up C. Radio
B. PowerPoint Pres. 1
s.9.
Audio recording
47. When you use the overhead projector for topic presentation, point to the ___.
i) projection screen C. OHP light
lr.' slide/transparency D. projection wall
. 1f there Is truth to the statement "A picture Is worth a thousand words", then for effective teaching , what should
/ teachers do? Teachers should _ _ _ __
, Py. make use of visual aids as often as they can
B. talk less and listen more
C. remain abstract In their teaching method
D. hang many pictures of heroes on the wall

e49.,.S-ased on Edgar Dale's Cone of Experiences, which activity is farthest from the real thing?
Read
B. View images
· C. Hear
D. Attend exhibit
5.P:"Where do you make the correction of your notes while using the overhead projector?
A. On the projection wall C. On the overhead projector
B. On the screen 1 D. On the slide/transparency
_

~ hich chart can best illustrate ports of a whole?

A. Tree chart , C. Pie chart
'-
B. Gantt chart D. Flow chart
5~..Which graphic organizer is MOST fit for sequencing steps of a process?
A. Concept map C. Venn diagram
~ Flow chart D. Human Interaction Outline
~ a computer-based Instruction, which tool can help you revise your short stories, essays and other written work?
~ Word processing C. Database
B. Spreadsheet D. Desktop publishing
~ for effective comparison, which one can I use?
A . Fishbone diagram C. Venn Diagram
B. Flow c hart D. Spider map
55 Like the typewriter, the computer has <J •
Disk drive -- C. Cursor
1. B. Screen l_D- Keyboard
I 5 ~ "brain" of the computer Is the _ __ .
I A. Monitor C Keyboard
11 (B.~PU . D. Mouse
5'2h1ch ts the first thing that the teac 11er determines In the selection o f media tor teaching ?
ST. LOUIS REV! EW CENTER BAGUIO ,~TY~(0~7~4~ c'
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ST. LOUIS REVIEW CENTEH BAGUIO CITY (074) 445-8085/ 0915- 188-9987/ 091 2-880-5017 Page 1
 --
" Al >1ll ly of II ,r, •,ludPr ,,,, c, to oe use:10
f P,chniques01
fl, ObjN lrvm or II'" lr:\son D AvarlabrlrlY lhe me
1
58 Wlrrc tr lns lruc lronut mo t rlol/s ts/me MOST !rt In contextuallzed 1earn1ng?
A Picture\
A TV i)C1 Slrdes
Field trip

~Y. Wr1ic ti 1\ a graphic: presentot1on of numenc data?

A Venn dlaqrom C Attribute wheel
I.I Spider mop l D. HiSI09rom .• O1 tud ents recollrng
6() Bomd on Fdgor Dote '\ Cone ot [,cperlence which o c tivlly provides the highest prob<Jbilrty s

111formot1on?
A AttAnd exhibit o r site C View rmages
(B. Simulate a real experienc e D. Watch video
61,.. Whic h criterion should guide o teac her In !he choice of instructional devices?
A Aflra c frveness C Novelty
1.1 c ost D. Appropriateness
63' Whic h !earning ac tivity Is most a ppropria te it teacher' s lo us Is attitudinal change?
A Exhibll C . Gome
I.I. Field trip D, Role play
63 With the lingulsttcolly-intelllgen l group in mind, which ocllvif'>:'Js LEAST effective?
A. Concept mops (c. Monipulolives
o. Debates 0. Deductive reasoning
6j. Which software Is needed when one wonts to perform automoflc calc ulations on numerical data?
A. Database C. Microsoft word
B. Spreadsheet program D. MS Power point

~
65. MrS. Bueno mol<es a systematic outline of what she 1s going to do in her new lesson in Filipino . In making the
outline, she listed the steps she will undertake togelher with those of her students during the w hole period. This

refers lo
A. teaching style C teaching strategy
e'.'melhod of leaching D. technique or teac hing
66. Mr. De Guzman tea ches History ,n high sc hool. Because of many disruptions in the lessons in the past days. he had

1
to toke
up so many topics on the lost recitation d a y of the week . Whal method should he use?
A. Project method C. Lecture method
B. Discovery approach D. Demonsfrohon method
6~. Ms. Remodo. o Science tea c her thought o f giving all the groups or V-Mo lulung1n the c hance to p erform the

experiment.
However. the c hemicals are nol sullicrenl. Wha l method should she use?
A. Projec l B. Laboratory C Lec ture ~ ' Demo nstration
68. Mr. Droz presented plane figures classified as c ircle, square triangle and rectangle. Loter. he a sked the pupils to
de~o,e each of the classification. Wha l method did he usei
G,J Induc tive C. Deducllve
B. Laboratory \ o .:Expos1tory
6J. Which method is suiled for teac hing a folk dance in PE ?
A. Inductive le. Demonstra tion
B. Exposilory D. Laboratory
/ O. bwltiat principle does the teacher use in selecting a strategy suited to the children 's level of learning needs a nd
pro ems? ___ ·
71 A. Scope
After a Ion d. . fa)v o J'd'I
\.3- i rY C . Variety D. pproprioteness -
~rt of th g rsc uss,on of the lesson. Ms. Verceluz asked her students lo give a synthesis of the whole thing Wr,at
P e Iesson rs this?
72 A. Motivation
In the taxonomy of educati B· A PP1.icot1on . -
~ ? Evaluation
m''\
02JGenerolizatron
ob~ctives, which belong lhon<?I objectives. the domains are stated from simp le to complex level. Among these
"" . 5 I0 e simple structure?
,t_. To; dentrfy places mentioned in the story
B. To differentiate low from high level of d .
f. To grve the available res egrees.
D. To explain the procedur: :~~~th~t c<:>uld be recycled to useful things. ·
7} Which of these Is NOT correct? ngrng improper fraction to mixed number.
A. Lesson pion should be o constant stole of revision
B. A good daily lesson pion ensures a better discussi~n.
C. AllStudents 1
te h should never see teac her using a esson pion
O
D
• oc ers regardless of their experience should have · .
I 74. Mr. Concepcion
· Is• applying
. for O new teoch·rng I0 b · As port
doily lesson
o f the pio n.
t · ·
0
I demonstrat1on teaching . Which of the following should be .d raining, he was a ske d to prepare
A...,t he instructional a ctivity C ,~ons, ered first rn writing a lesson plan?
? h e c hildren's grade level 15.· e ins!ructlonol materials
th19
75 Problem solving lessons ore very evident in Moth. H~ :~u~~Jectr~e s in
e'F.""nce in thiS ocfMty? yo, eoch "econce pt of money eslng list hone
three doma ins of the lesson

~ iet them buy in the c anteen lo experience the a ctual use or money.

ST LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/ 0915-188-9987/ •c1912 -880-5017 Page 20
 'Al<.Jbllsli CJ 'llrl ~<Jri 'lnrl' wt
TIJ . lfJfl: ony,,ri,, nlriyq (J•, ' / Jlr•~lo,:J I fJri() c.o~l1Jmer
cove m<1ny o c llvlhP\ lnvolvl lQ
'L..
D Everyo br ' r m<1\ 1r,ry 1Aornino llrFJ rJr,1n1J ',<;ot Nf.)(k e,~cIses In the boo~.
' /
h ·
.ctonge. ne ings <:aim with dllferenl dennmlna tlons und osr que-.tlons that will involve lhe olol amount or

76,)Vnich o f the following psychomotor objecllve Is c orrectly wrilten?

A. To ploy the piano In the key ot C chords
8 To Improve ploying the piano In the key of C
C. l o In terpret properly the chords o f Key of C in the piano
D To exhibit excellent ploying a t piano In tho key of C
77; Whal should be fhe teacher' s main conc ern fa more her/hi~ topic understandable and meaningful to her/his
studenls?
A Malerlal~ lo be utih7ed (. Orgonlzal1on ot lhe lesson
B. Technfc ollty at the lesson D} Age . ability, needs e,. Inlere~t at the student
l it .Jhere ore certain rea sons why leachers preview molerlols before lhe actual presenta tion. Which one is NOT?
IA)o encourage viewers lo be more focused
B.To ovoid polential problems that rnlghl occur upon lhelr use
C. To be able to use the media and materials to !heir full potential
D. To determine It they ore appropriate ror the audienc e and the objectives
79. Mrs. Bonzuelo is handling a group a t advanced students In her Llleroture c lass. Which mo1eflol would be more
ln1eresting to them?
A. Fllpchorts C . Sound recordings
• B. )/idea and film materials D. Overhead transparencies
ad: Which or the tallowing Is NOT an effective tec hnique In the presentolion or visuals?
" o . Erase any writing on the c halkboard/whiteboard when you no longer need it
b. Hove as many visuals a s you present simultaneously lo hold the learner's interest
c. Show or demonstrate an objec l b y revealing II when needed and covering it when it is no longer in use
d . Shut oft the overhead projector when explaining lengthily a nd when there is no need for the a udience to see
the transparency
8 1. Which best describes teac hing?
A. manogemenl or learning activities and materials
~- process o f lmporling knowledge and understanding
~ indoclrlnotlo n ot Individuals tor contribution to society' s needs
0 . 1 process of foclllloting desirable changes In the Individual
8'2.. w r,en o n lnslruc tlonal material meets the needs and demands of the society. it is said lo be
A useful 8. responsive C. authentic D. appropriate
8:!- IAs. Dizon displayed some pictures on the bulletin board to more the pupils aware of the environmental problems.
What 1s the best thing lo do to c onvey !he message of the pictures?
A Put captions o n each picture
. Let the pupils Interpret on their own the message conveyed by the pictures.
< Explain to the pupils the mes~ge o f these pictures every time they look at them.
D. Record your explanations about these picture~ and ploy It near the bulletin board.
~- ,A n e ffec tive classroom manager Is someone who Is frie ndly yet
A . rigid B. demanding C. 'business-like D. b uddy-buddy
85, Whl~·s a diverge nt question?
~ • A. How Is water purified?
.What are the two ele ments of water?
C.What are the three produc ts from Argentina?
D. Wha t is the shorlest distanc e betwee n two points?
86'. for effective classroom monogorne nl. when shoulcJ a teacher undertake the task of setting up routine ochv1t1es?
A. Every homeroom period ~ C . On the very first day of school
B. Everyday al the start o f the •.esslon ,,) D. A~ soon as the students hove adjusted to their schedule
8]. ff the teacher Is concerne<J with the development o t the stude:nts t,igher order thinking skills. his tes~on objective
rnus~p_ beyond
,YRecall I:\. Applica tion C. Analysis D Comprehension
88. '1'hlch practice negates the t•Jac.t10r·, rol1.1 <J', lrn: llltulor o f leorrilng?
(A} Doe~ rno10 tolr than leorn<,r\
f Does le~s talk r, ornpor1:1<J to lornn<ir•.
O. Makes use ol lntmoc llve lenchlnQ ~troteules
D. Caters to m ultiple l111elll1Jeric os lri tho c lamoorn
89, Which of lhe follo wlnu I:xac lk.e•, I·, MOJ rr,uJrr11ri fmderJ lri q11e\ llonlng?
lo· Avoid cognitive rn,~rnury q ue~II•ir1·,
B,1 Call on pupil~ b otr.Jl'f, m rlng thlcl que~tluri•;
C . Use prob ing quo :,llom to follow up lnr.orr1pl0 lu w I:,w11I~
D. Seque nce quo•.,tlor, ~ ~n tl1CJt lll(Jh"'r lov<JI , flJl)•,llum l i 1Jlld, ,n tile, 1r1•,wer '> lo lower leve l questions
90. Whlcr, re mark o lrm lor o rorJlrtK llon~
A . I don ' t thlnr you kno w 111"1 on•.wr,,.
11. Covld you rttad th<1 q1m:.tlon ogulnv
/ 11 C. ArtJ you ;ur0 oboul r o ur umwor?
·o. ) What c:lo you think c,f tho or,•,wor cJI your c lm~ma1e;;
? 1. Wh,.,rr O leachm mks o ·sorle~ o t quo~IICJns too \hidt;iril. whk.. l\ lec linlquE! In c.iuest1onlng does s/ he violate?
,A, 'NrJII limo B. Prornpllno llUCJ\tlom C ~edlre<..llon D. Probing questions
n. Mt.' Fr1rrer ·~ c oncern Is t, ~ r,;ivf> hh ~tudori t·, tt11:i or,portur1lty to lhlr1~ crlllc ally. Wt,ic h o t lhe following con best
, ir til,,v,:, hi•, C
,Jf..>CJI~
) '!' I.OIJJS 1<1·'.VIEW CENTl!H rJAGU IO CITY (074} 445-A0IIS/ 0915- lfl0-9987/ 0912-880-5017 Page 21
 i.C Provide q u~stlons with c lues
Gtve q uestions that req uire analysl~
' -=:1,.,

· G ive questions that deviate fro m the main topic

Jk
~ 'l Allow the children to a sk questions during c lass dlKusslon
~,ss Robles wants lo develop reflec tive thought and c ritical thinking a mong her learners. Whic h guideline 1n
asking questions does she need lo use more?
A. Probing B. Prompting C. Redlroc llon D. Waif time
..24-:-Wtitch is an effective way of starting a lesson?
t- C hecking the attendance -
\§, Evaluating the work done the previous day
C.. . Scolding someone who was late
0 . Remind ing the pupils o f standards of listening
9~. What routinary activities would be the best way to start the class?
A- Ringing the bell C. Making the children line up
: B. Greeting each other O. Asking the children to c lean the room
~ - While the class is going on and a pupil asks a permission to go to the comfort room, how c a n d isruption b e
a voided ?
A. Just nod and continue the lesson
~- Scold the child and let him sit down
C. Stop the lesson and allow the child the go
0 . _ Stop the lesson and let the class go to the comfort room
JJ· What is the best way to distribute papers/materials in the class?
A. Give them papers one by one.
8. Let p up ils come lo you one by one.
C. Ask a leoderpupil to distribute them.
• Give the m lo each pupil in the rows with the instruction to "get one and pass" .
2&-Wha is the best way to maintain d iscipline Inside the classroom?
A. Scold e very time mistakes o c cur.
B. Frown every time they do something Inappropriate.
C. Be democratic in your approach.
D. Be consistent in the rules and regulations agreed upon.
99 SJh1 cr of the fo llowing characterizes a good schedule?
~ Plan sequenc e of events that occur dally.
r; '-6'. Pion a c tivities in random.
l C Wait for the need to arise . then, make a schedule.
0 Copy the schedule from your companions anyway the activities are the same.
1~. ~ n ~lass. you notice that three boys failed to follow the norm of cleaning up bP-fore the end of the period .
w~,. , ,~ you d ?
A. Scold them in front o f the r:las'.>
B Whip n,e boy$ !>CJ that they will not d o It again
C. Put thP-rn boc k your~ lf anyway the y are just c hild re n
15. ~ernind the boys they forgot ,;ornething a nd mo l-'e the m realize wha t they ought to d o

fli,mi.,mbor tho pml with r..iro1il1.1cir.,

Uvo lhe prt,~or,t wll l 1l11lh \J~lQirrl
Looi- fur lht1 tutL11e with ·