Jay-rom Carabido RN, RM, MSN, LPT

 The learner
 the teacher
 The learning environment
 Embodied spirit having the following faculties
◦ Cognitive – instinct, memory, imagination
◦ Appetitive – feelings and rational will

 Factors that contribute to the differences of

the learner
◦ Ability
◦ Aptitude
◦ Interest
◦ Family and cultural background
◦ Attitudes and values
 It is defined as the way a person processes,
internalizes and studies new and challenging material
 Multiple Intelligence
 On which assumption about the learner is Mr.
Marquez’s taking into account the students
uniqueness as individual?

a. Learners are meant to interact with one another

b. Learners are producers of knowledge not only
passive recipients of information
c. Learners have multiple intelligence and varied
learning styles
d. Learners are like empty receptacles waiting to be
filled up
 35. Who among the following teachers will
likely be able to cater to the different needs,
abilities and learning styles of his/her
students?
 a. Ms. Ramos who knows different
approaches and methods of teaching
 b.Mr. Delamente who has strong grasp of the
lesson content
 c. Mrs. Abrenica who loves teaching and
children
 d. Mr. De Guzman who has a long experience
in teaching
 Professional attributes: The Teacher As a
Corporate Professional
◦ Polished Look
◦ Polished Demeanor
◦ Polished Language

 Personal attributes

 Role: director, counselor and facilitator,

supervision, leader
 Which of the following statement below
best illustrated the role of the teacher as
facilitator of student learning?
◦ Directing the action of the teacher
◦ Calling for the proper application of teaching
method to make learning experience meaningful
◦ Intervening with the students’ choices and
actions
◦ Understanding how students learn
 Teacher A teaches English as a Second
Language. She uses vocabulary cards, fill-in-
the-blanks sentences, dialogues, dictation
and writing exercises in teaching a lesson
about grocery shopping. Based on this
information, which of the following is a valid
conclusion?
a. The teacher wants to make her teaching easier by
having less talk
b. The teacher is applying Bloom’s hierarchy of
cognitive learning
c. The teacher is teaching in a variety of ways
because not all students learn in the same manner
d. The teacher emphasizing reading and writing
skills
 Physical environment
 Psychological climate
 Relationship of heredity and environment
 The relation between heredity and
environment is an interaction. What does
this mean?
◦ There are special abilities that are dependent on
environment
◦ Parents determine the behavior of their children
◦ The importance of environment is dependent
upon heredity
◦ Maturation is the process of bringing the various
parts of an organism to full development
 Begin with the end in mind
 Share lesson objective with the students
 Lesson must focus on the three domains
 Focus on students performance not on
teacher performance
 Focus on product – not on the process
 Focus on terminal behavior
 Include only one general outcome in each
objective
 SMART
 Selection of content
 Development of Instructional strategy
 Development and selection of instructional
material
 Construction of tests and other instrument
for assessing and then evaluating student
learning outcome
 Goal
◦ Statement of intended general outcome of an
instructional unit/ program
◦ More global learning outcome
 Objective
◦ Statement of one of several specific performances
◦ Achievement of which contributes to the attainment
of the goal
 Education aim to provide quality education to
prepare them in the society
 At the end of the discussion students will be
able to apply the concept learned in the
school
 Learning assessment course is to enable the
students to make reliable and accurate
assessment of learning
 Given the discrimination and difficulty indices
of an item the students will be able to state
the accuracy of the test scores
 Student will be able to develop appropriate
multiple choice question
 At the end of the discussion students will be
able to analyze, interpret comprehend with
the topic
 Learning objectives – is a statement of what
the students will be able to do when they
have completed instruction.
 Behavior/performance
◦ Objective must describe the competency to be learned
◦ The choice of verb is important here
◦ Observable student behavior
 Criterion
◦ Make clear how well the learner must perform to be judged
adequate
◦ Indicate degree of accuracy, a quantity, proportion of
correct responses
 Condition
◦ Condition under which the leaner will be expected to
perform
◦ Tools, references or other aid
 Givena set of data the student
will be able to compute the
standard deviation
 At the end of the discussion the teacher will
be able to deliver his/her lesson properly
 At the end of the discussion, students can
smell flower
 At the end of the discussion students will be
able to analyze the concept of photosynthesis
 At the end of the discussion the students will
be able to realize the importance of their
sorroundings
 In an hour and given a light microscope, the
teacher is able to demonstrate how to focus
the microscope under the l.p.o and h.p.o.
 At the end of the semester, the students is
able to cover rules of subject-verb agreement
 Given a model XXX system, a standard tool
kit, return the system to normal function
 8. Mrs. Gatmaitan provided the students a group
activity where they will solve word problems
involving the four fundamental operations. Which
do you think is the terminal objective of the lesson
considering the subject area she teaches?
 a. show interest towards the lesson
 b. demonstrate teamwork and respect the other’s
idea
 c. solve word problems involving the four
fundamental operations
 d. analyze a word problem involving the four
fundamental operations
 12. Mrs. Cruz is planning for an activity that will
maximize students participation for the objective
“ Nakakadraft ng batayang pardon para sa palda.”
Which of the following objectives is the best thing
to do considering the instructional objective?
 a. group the students and let them draft just one
pattern for the whole group
 b. group the students and let them decide on what
patter will be made by the whole group
 c. let the students bring their own pattern and
show this to the teacher for checking
 d. let the student bring their own materials in
drafting and do the draft of the pattern of their
own shirt
18.Ms. Dolorosa wants her grade VI pupils to
be creative in their body movement. Which
objective best describes her thought?
 a. to express joy in doing the body
movements
 b. to execute the body movements
 c. to show new body patterns
 d. to move expressively
 Benjamin Bloom-(1956) proponent
 Provides a consistent means of developing
the single most powerful tool in instruction
and assessment of student leaning outcome
 Three major categories :
◦ Cognitive
◦ Psychomotor
◦ Affective
 Knowledge- memory of previously learned
◦ Eg. Recall, identify, recognize, acquire, distinguish
 Comprehension
◦ understanding of facts by organizing, comparing,
translating, interpreting, giving descriptions and
stating main ideas
 Application
◦ Solve problems to new situations by applying,
sequencing, carry out, solve, operate, generalize,
plan, explain
 Analysis
◦ Examine and break information into parts
◦ eg. Analyze, estimate, compare, observe, classify, discover,
discriminate, identify, explore, investigate, break down,
order, recognize, determine
 Synthesis
◦ Compile information together in different way
◦ eg. Write, plan, integrate, formulate, produce, organize,
design, build, systematize,
 Evaluation
◦ Defend opinions by making judgement
◦ eg. Evaluate, verify, assess, test, judge, rank, measure,
appraise, select, check
1. After reading and paraphrasing Victor
Hugo’s “ A sunset”. Mrs. Elizalde asked the
class to choose what they consider the most
meaningful stanza in the poem. Paraphrasing
is under which domain in Bloom’s taxonomy
of objectives?
 a. knowledge c. comprehension
 b. application d.synthesis
 6. Which is the correct sequence of the following objective in
the subject area “Kasaysayan” if we have to follow Blooms
taxonomy of cognitive objectives from lowest to highest?
 i. Nahihinuha ang implikasyon ng kawalan ng pagkakaisa sa
himagsikan
 ii. nabibgyang puna ang paraan ng pagtatag ng pamahalaan
ng mga Pilipino noong 1898
 iii. napaguugnay ugnay ang mahahalagang pangyayaring
naganap noong panahon ng himagsikan
 iv. nabubuod ang mahalagang probisyon ng Saligang Batas
ng Malolos
 a. I,iii,iv,ii c. iii,I,ii,iv
 b. ii,I,iii,iv d. iv, I,iii,ii
10. Which set of verbs could be used in
formulating objectives in
comprehension level?
 a. acquire, recognize, recall
 b. generalize, conclude, create
 c. transform, illustrate, reword
 d. distinguish, differentiate, compare
 15. Mrs. Borromeo is helping her students review for
their summative test. The following questions were
asked:
 > What is a fraction?
 >What is a proper fraction?
 >What is an improper fraction?
 >How does a proper fraction differ from an improper
fraction?
 HOW CAN TEACHER BRENDA’S QUESTIONING
TECHNIQUE BE IMPROVED?
 i. ask some more questions
 ii. ask varied questions
 iii. go beyond recall and comprehension questions
 a. iii only c. ii and iii
 b. I and iii d. ii only
 Receiving
◦ Passively pays attention
◦ eg. Differentiate, accept, listen, respond
 Responding
◦ Committed on small measure to the ideas
◦ eg. to comply, to volunteer, to spend, to acclaim
 Valuing
◦ Attaches value to an object
◦ eg. To relinquish, to subsidize, to debate
 Organizing
◦ Students can put together values, information,
ideas, and accommodate them with their schema
◦ eg. to balance, to examine,
 Characterizing
◦ Students hold a particular value or belief that now
exerts influence on his/her behavior so that it
becomes a characteristics
◦ eg. To revise, to require, to be rated high in value,
to avoid, to resist, to manage, to resolve
 Perception
◦ Ability to use sensory to guide motor activity
◦ eg. Utilize,
 Set
◦ Readiness to act: physical, mental, emotional
◦ Dispositions
 Guided response
◦ Early stage in learning complex skill that include
limitation and trial and error
◦ Practicing
 Mechanism
◦ Learned response become habitual and the
movements can be performed with some confidence
and proficiency
 Complex overt Response
◦ Skillful performance of motor acts that involve
complex movement pattern
 Adaptation
◦ Skills are well develop and individual can modify
movement patterns to fit requirements
 Origination
◦ Creating new movement patterns to fit a particular
situation or specific problem
 Identify the course objectives, content and
requirements of the subjects undertaken
 Recall the definition and concepts of family
and family health
 Enumerates family structures and functions
 Determine the universal characteristics of the
families
 Listen to others with respect
 Participate in class discussions and activities
actively
 Acknowledge the strength and weakness of
each family
 Develop confidence in dealing with different
types of family
 Realize the importance of this concepts as
essential tool in the actual practice
 Develop critical thinking to analyze additional
ways that nursing care can be more family
centered or that family member can be better
integrated into maternal and child health care
 Develop skills in gathering data about the
family
 Apply the lessons learned by answering the
questions presented in the
evaluation/generalization
 Respond to class discussion actively
9. What level in the taxonomy or psychomotor
domain requires the students to perform an
act automatically and with confidence?
 a. guided response c. mechanism
 b. adaptation d. origination
7. Mrs. Samson is formulating an objective in
the affective domain. Which of the following
is a good example for her?
 a. identify one’s strength and weaknesses
 b. identify the paintings of great Filipino artist
 c. discuss current political, social and
economic issues
 d. make simple ads for the popular product
you like best
 Good teaching doesn’t just happen; it is well
planned and is aligned in several ways
 The teaching strategies and the methods of
evaluation are aligned to each other
 The alignment can be shown visually as an
equilateral triangle with all sides equal in
importance
 2. To make instructional planning very effective,
the teacher continually checks the student’s checks
the students’ capabilities to design the best and
appropriate instructional materials and technique.
Being a teacher, how can you ensure and maintain
such effectiveness?
 a. make sure the instructional materials are of
good quality
 b. seek the help of the superiors for proper
guidance and assistance
 c. concentrate on the contents and objectives of
the lesson to be taught
 d. revise regularly the unit or lesson plan according
to the learning outcomes
27. Which among the following is not a crucial
aspect of instruction?
 a. learner’s mind must work in the right
context
 b. learners must function in the right kind of
social relationship
 c. learners and other people need to know
how they are getting along
 d. learners must always work in his own
individual way

 Stage 1: pre-instructional Preparation
◦ Goals, content, student entry level
 Stage 2: Instruction planning &
implementation
◦ Unit title, instructional goal, objectives, rationale,
content, instructional procedures, evaluation
procedures
 Stage 3: post-instructional Planning
◦ Lesson evaluation & revision
◦ What I am going to teach
3. In planning for instruction, can a teacher
begin with assessment?
 a. yes, to ensure that students will do
advance reading
 b. yes, if the basic concept already identified
 c. never, assessment is only at the end of a
lesson
 d. no, it may discourage and pressure the
learners
29. Which must be primarily considered in the
choice of instructional aid?
 a. must be updated and relevant to Filipino
setting
 b. must be suited to the lesson objective
 c. must stimulate and maintain students
interest
 d. must be new and skillfully made
 16. Mrs. Lagdameo was planning a lesson for
her class where most of the students are slow
learners. Which should be the last to consider
when making decisions about the activities
for instruction?
 a. materials available c.
students ability level
 b. students motivation d.
objectives of the lesson
17. Which should be done first when planning
for instruction?
 a. stating the goals of instruction
 b. mapping the plan for instruction
 c. assessing the needs of the learners
 d. identifying the evaluation procedure
 Content standards
◦ Define what the students should know and be able
to do
◦ Understanding and skills
 Performance standards
◦ Describe how well the students need to achieve in
order to meet content standards
◦ Level of proficiency expected from a students
 Competencies
◦ Specific task performed with mastery
 The learner demonstrates understanding of
the importance of good eating habit
 The learner observes healthy eating habits
daily
 The learner distinguish healthful from
unhealthful foods
 Relates consequences of eating unhealthy
foods
 Eat regular meals
 Teaching Approach
◦ Set of principles, beliefs or ideas about the nature
of learning which is translated into classroom
 Strategy of Teaching
◦ Refers to the science of developing a plan to attain
a goal and to guard against undesirable results
 Method of Teaching
◦ Series of related acts performed by a teacher and
students to attain specific objectives of the lesson
 Technique of Teaching
◦ Personalized style of carrying out a particular step
of given method. Skills of the teacher
 Device
◦ Aid or tool to facilitate instruction
Teacher centered Student centered
Subject matter- Leaner centered
centered
Teacher dominated Interactive
Banking Constructivist
Disciplinal Integrated
Individualistic Collaborative
Indirect, guided Direct
 Direct instruction/lecture

 Demonstration method
 Advantages
◦ Teacher-controlled
◦ Many objectives can be mastered in s short amount
of time
◦ Lends to valid evaluations
 Disadvantages
◦ Teacher-controlled
◦ Student involvement is limited to the teacher
◦ Depends in part to rote learning ( repetition form
memory, often without meaning)
 When to use?
◦ When the objectives indicate effectiveness
◦ When the teacher determines that it is the best to
use of time & effort
 Step by step method
 Information originates from the teacher alone
 When use: in case materials is insufficient
 Inquiry method
◦ Introduce question, guide students, students
present findings
 Problem solving
◦ Defining problem….
 Project
◦ Learn to solve a practical problem
◦ Independent, self-confidence and social
responsibility
 Students work in a team to help each other
learn
 Democratic procedures and collaboration are
developed
 Strong motivation and smooth interpersonal
interaction
 Works in team to tackle academic task
 Rewards are group oriented
 Interactions in the group are controlled by
the members themselves
 Heterogeneous group
 Each individual learner is accountable for his
learning
 Group reflects on and evaluates the group
process they underwent
 Blended learning
◦ Effective combination of different modes of
delivery, models of teaching
◦ Integrative learning, hybrid learning
 Reflective Teaching
◦ Learn through an analysis and evaluation of past
experiences
 Metacognitive approach
◦ Approach goes beyond cognition; it has something
to do with our students monitoring their own
cognitive process
 Constructivist
◦ Experiences of the students
◦ Active learning process
 Principal E wants her teachers to apply
constructivism in teaching
 On which assumption/s is the principal’s
action anchored?
◦ I. Students learn by personally constructing
meaning of what is taught.
◦ II. Students are construct and reconstruct meaning
based on experiences
◦ III. Students derive meaning from the meaning that
the teacher gives
a. I and II
b. II only
c. I, II, and III
d. I only
 The ________ approach is utilized when the
learners are trained to ask intelligent
question.
 1) Process
 2) Discovery
 3) Inquiry
 4) Value certification
 If you wish to relate a subject matter to one
of the four principles of learning, the ________
approach should be used.
 1) Multidisciplinary
 2) Interdisciplinary
 3) Conceptual
 4) Integration
 The ________ approach is used if the teacher
wishes to solve a problem being met in the
school.
 1) Mastery
 2) Integration
 3) Action learning
 4) Value clarification
 You wish to make the learners learn or
internalized fully a subject matter to be
taught to them. Which of the following will
you need?
 1) Integrated
 2) Multi-media
 3) Master
 4) Multi-disciplinary
 Which of the following approaches will be
used if you wish to relate a particular subject
to all disciplines of learning?
 1) Multidisciplinary
 2) Interdisciplinary
 3) Value clarification
 4) Integration
 To enable the learners to learn by their own
pace of growth, _________ approach is used.
 1) Inquiry
 2) Discovery
 3) Mastery
 4) Modular
 Which approach is used to emphasize the
skills in informing conclusions?
 1) Multidisciplinary
 2) Interdisciplinary
 3) Conceptual
 4) Inquiry
 18. Which of the following approaches is used
to include issues confronting the societies?
 1) Integration
 2) Interdisciplinary
 3) Conceptual
 4) Inquiry
 Learning is an active process
 The more senses that are involved in
learning, the better the learning
 Emotion has power to increase retention and
learning
 Learning is meaningful when it is connected
to students’ everyday life
 Good teaching goes beyond recall
information
 Integrated approach is affective than teaching
isolated bits of information
 Mastery Learning Instructional Strategy
◦ Concrete experiences involving actions and
proceeds gradually to the abstract experience
 Accelerated/ individualized math
◦ Work at different levels individually in one
classroom
 Adjusted speech
◦ Speech pattern to increase student comprehension
 Curriculum based probe
◦ Solve 2-3 sheets of problem having time limits
 Daily-relooping of previously learned
◦ Reinforce of what is previously learned
 Ecological approach
◦ All aspects of child's life:
 Explicit timing
◦ Math seatwork in 30 minutes trial to help students
become automatic
 Graphic organizer
◦ Visual display to organize information like trees,
flowcharts, web
◦
 Venn diagram
 Cycle
 Web
 Story map
 Fishbone
 timeline
 Which graphic organizer is most appropriate
for comparing and contrasting?
◦ Venn diagram
◦ Cycle
◦ None of these
◦ Web
◦ Story map
 If a teacher wants to teach her pupils the skill
to organize and integrate related concepts,
which of the following is the most
appropriate graphic organizer to use?
 timeline C. venn diagram
 fishbone D. semantic webbing
 Which graphic organizer is used to show how
a series of events interact to produce a set of
results again and again?
 Series of events chart C. cycle
 Web D. timeline
 4. With this specific objective; To reduce
fractions to their lowest terms, this is how the
teacher developed the lesson.
 Step 1 – Teacher brought 2 whole pizzas and
asked the students to divide it into slices
based on given fractions 7/14, 8/32, 2/12
 Step 2- Teacher stated the rule on how to
reduce fractions to their lowest term
 Step 3 – Teacher wrote 3/9,6/9,4/12 and
showed how to reduce them to their lowest
terms
 Step 4 – Teacher gave this written exercise to
the class. Simplify the following fractions:
3/12, 7/14, 5/10, 8/16, 5/15, 4/6
 a. no, the teacher should have explained first
the process before asking the students to
perform
 b. no, because the activity did not ensure that
the lesson learned will be constantly applied
in real life
 c. yes, because the teacher presented a
learning experience the represents the
abstract concept
 d. yes, because the experience is used to
measure students prior knowledge
 Inference
◦ Storage, consolidation of newly learned material is
disrupted by prior learning
 Episodic & semantic memory
◦ Stores information about the events or episodes in
our lives. Memory of knowledge & Concept
 Perceptual & Conceptual Priming
◦ Prior perception of an objects lead to easier
subsequent perception of the same object
 Encoding & Retrieval Practice
◦ Various ways of inputting to be learned information
 Retrieval Cues & Encoding Specificity
hypothesis
◦ A retrieval cues is a stimulus that is stored with the
new information
◦ Recall or access of stored information
 Mnemonic method
◦ Scaffolding for higher level of thinking
 Metamemory
◦ Identifying specific individual profiles of memory
strengths & weaknesses
 Understanding and remembering
◦ Taught regarding the difference between
understanding & remembering
 Activation of Prior Knowledge
◦ Students are learning new information, teacher
should activate their prior knowledge about the
subject being taught
 Multiple sensory & multiple format Instruction
◦ Memorizing through senses
◦ Seeing, hearing, touching, tasting
19. Mrs. De Guzaman wants to help her
students retain new information. Which of the
following should she apply?
 a. questions c. games
 b. mnemonics d. simulations
 Deductive method
◦ Teacher tells directly what she wants to teach
◦ a.k.a direct instruction
◦ Adv. Cove inning of the lesson
◦ Dis. Lessons appear uninteresting and students are
passive
 Inductive method
◦ A.k.a indirect instruction
◦ Begin with questions and end up with
generalizations
◦ Adv. Learner are more engaged
◦ Dis. Time consuming
◦ Teachers need to be expert on the topic
 28. Mrs. Mendillo aims to develop higher
order thinking skills among her students by
making them investigate a problem or a
question based on facts and observation. This
involves the process of generalizing,
gathering data, assessing hypothesis,
identifying a question or problem and making
hypothesis. What is the best sequence of the
above steps?
 a. 54321 c. 45231
 b. 45321 d. 43521
 Informal Instruction
◦ Identifying students interest, ability levels & learning
styles
 Direct instruction
◦ Lecturing method of teaching
◦ Lecture is a familiar form of information sharing
 Inquiry based learning
◦ Problem solving and critical thinking; student
centered & student directed
 Cooperative Learning
◦ Students are put in small group to work together
◦ Assigning of specific task
 Information Processing
◦ Organization of facts to be memorized; use of
graphic organizer, mind map, story web
 Formal lecture/mini lecture
◦ Adv:Can be structured, use low technology, can
teach in a short period of time
◦ Disadv: passive leaner
◦ 20-30 min.
 Interactive lecture
◦ Problem solving exercises & case studies to engage
the learners in active process
 Reading
◦ Assign material on the textbook for the students to
read independently
 Field work
◦ Go out into various settings such as school, local
shops, fast food restaurant
 Audio visual materials
◦ Use of equipment, filmstrip, PowerPoint,
 Case studies
◦ Real life cases that can be use in class to illustrate
major problems and solutions encountered
 Individual Research
◦ Reading assignments, steer the learner to relevant
resources in such a way how they can use this
resources by themselves
 Group discussion
◦ Interaction among peers is valuable;
◦ Teachers role is to synthesize
 Simulation
◦ Given real life situations and ask to work through
those situation
 Supervised clinical practice
◦ See one; do one; teach one
 Focus group
◦ 8-12 learners set up with the purpose of carrying
out in depth exploration of variety of views
◦ Wide range of views rather than consensus
◦ Expert
 Demonstration
◦ Real/simulated activity in which you use material
from the real world
◦ Microscopes,
 Interviewing
◦ One person talks with another person
 Brainstorming
◦ It is the generation of lots of ideas about a single
topic.
◦ Done during the start of the lesson
 Mental imagery
◦ Creation of pictures in one’s mind prior to reading
printed material
◦ Mind picture for long term memory
 Synthesis
◦ Pulling together various bits of information to form
a new whole or basic understanding of the topic
 Also called:
◦ Buzz groups
◦ Temporary group are formed for the purpose of
discussing a specific topic; Emphasis on
background knowledge & summary of discussion
◦ Philips 66, -6 people per group, 6ideas to be
generate, 6 minutes
 Advantages:
◦ Increased participation
◦ Good foe generating ideas
◦ Cooperative activity ( students learn from each
other)
 Experimenting
◦ Manipulating data & assessing the results to
discover some scientific principles
 Problem solving activities
◦ Series of problem directed to find appropriate
solutions
 Performance
◦ Hands on learning tasks
 Independent practice
◦ Opportunity to use previously learned concepts
 Debriefing
◦ Conclusion of the lesson
◦ Condense & coalesce ideas as a whole
 Modeling
◦ Model behavior was duplicate within an activity &
encourage to students to parallel behavior in their
own activity
 Projects
◦ Create their own original designs, models, or
structures to illustrate an important point
 Guided Practice
◦ Allowed to experience all events of learning
situation. Facilitator & cheerleader
 Reflective Practice
◦ Student initiated & student controlled
◦ Select a topic they want to investigate further and
then pose a series of question that they want to
answer on their own
 Situation for Use:
◦ Motivates students
◦ Reviews
◦ Check for understanding
 Strengths:
◦ Active learning technique
◦ Appeals to competitive students
◦ High interest level
 Situation Use:
 First hand experiences are needed
 Need expertise
 The _________ method is used when the
learners are made to observe things in a
certain place like the market.
 1) Participatory
 2) Case study
 3) Simulation
 4) Field trip
 The ________ method is observed if we wish
the pupil learn from real life situation
dilemmas.
 1) Situation
 2) Lecture
 3) Textbooks
 4) Observation
 The ________ method is used to make the
learners study in detail a specific thing,
person or place not known to them
 1) Case study
 2) Participation
 3) Project
 4) Field trip
 Which of the following method will you used
to verify a certain findings and to make the
learners handle apparatus properly?
 1) Textbook method
 2) Laboratory method
 3) Field trip method
 4) Project method
 The ________ method is utilized if the learners
are trained to do creative products.
 1) Project
 2) Case study
 3) Field trip
 4) Simulation
 If the material is dangerous for the learners
to handle, which of the following method will
you use?
 1) Textbook
 2) Group discussions
 3) Lecture-demonstration
 4) inquiry
 Which method is used to develop scientific
inquiry among the learners?
 1) Project
 2) Case study
 3) Problem solving
 4) Simulation
 The ________ approach is utilized when the
learners are trained to ask intelligent
question.
 1) Process
 2) Discovery
 3) Inquiry
 4) Value certification
 5. Mrs. Capistrano, after stating that nouns
ending in “y” from their plural by changing
“y” to “I” and adding “es”, ask for nouns
ending in “y” and made them apply what she
had previously stated. What method did she
use?
a. deductive method c. inductive method
b. concept attainment method d. direct
instruction
11. Miss Castillo, an HE teacher is about to
teach dressmaking to her students. She plans
to show tha parts and functions of the sewing
machine and how it works by using the
machine itself. What method will she use?
 a. demonstration
 b. inquiry
 c. lecture
 d. experimentation
 24. Mr. Lorenzo’s topic for his next lesson is
Reproductive Health. He wants to present
views from different perspective to his
students. What strategy should best be
applied?
 a. panel discussion c. brainstorming
 b. debate d. symposium
25. Which of the following can be classified as
expository teaching?
 a. the teacher engaged the students in
constructive activity that will enhance their
creativity
 b. the teacher engaged the students to a
listening activity to acquire information, not
provided in the textbook
 c. the teacher allows the students to do an
experiment to find answers to their own
questions
 d. the teacher presented examples for
students analysis to be used as basis for the
formulation of rule or definition.
26. Which of the following strategies belong
to the expository approach?
 a. inductive and inquiry
 b. deductive and cooperative
 c. laboratory and problem solving
 d. lecture discussion and direct instruction
 30. Ms. Ambrocio, a Grade 5 EPP teacher is
afraid that her students may misoperate the
sewing machine which may either harm them
or cause damage to the machine. To
eliminate fear, what teaching method she
use?
 a. simulation c. cooperative learning
 b. direct instruction d. laboratory method
32. Which one is in support of greater
interaction?
 a. direct instruction c. discussion
 b. problem solving d. concept teaching
 33. The Grade III pupils wanted to find out if
sunlight is really important for the rapid and robust
growth of plants. Their teacher wanted to find the
answer on their own. She asked them to plant
mongo seeds in two cans putting one in a dark
place and the other under direct sunlight, and do
close observation in one week. What method did
she use?
 a. inductive method c. inquiry method
 b. project method d. direct instruction
 Effective classroom routines are the rules and
procedures that teachers consistently use on
a daily basis in their classrooms
 Three primary roles of teacher
◦ Making choices about instructional strategies
◦ Designing classroom curriculum
◦ Employing management strategies in classroom
routines and techniques
 Consistent, proactive discipline is the crux of
effective classroom management
 Establish routines for all daily tasks and needs
 Orchestrate smooth transitions and continuity of
momentum throughout the day
 Strike balance between variety and challenging
activities
 Resolve minor disruption before they become
major
 Reinforce positive behavior
 Treat minor disturbance calmly
 Make good use of every instructional moment
 Unfavorable learning Condition
 Teacher’s poor management skills
 Students’ varied background
 the teacher knows that what is going on in
the classroom at all times.
 Seemingly, the teacher has eyes in the back
of his/her head.
 It can be as simples as looking around the
room frequently or making sure your back is
never turned to the class.
 It is not necessary to know what the teacher
know is going on- it is what the students
believe she knows.
 Hawthorne Effect
◦ Refers to the improvement of productivity or quality
resulting from the mere fact that workers were being
studied or observed
 Pygmalion effect /Rosenthal effect
◦ Refers to situations in which students performed better
than other students simply because they were expected to
do so
 Riffle Effect
◦ Jacob Kounin- teachers correct misbehavior in one student
it often influences the behavior of nearby students
 Placebo effect
◦ Phenomenon that patient symptoms can be alleviated
because they believes that it will
 Misdemeanor has a “ripple effect”. This
implies that as a classroom manager, a
teacher
 ___________.
 A. reinforces positive behavior
 B. responds to misbehavior promptly
 C. is consistent in her classroom
management practice
 D. count 1 to 10 before she deals with a
misbehaving student
 Kounin claims that “with-it-ness” is one of
the characteristics of an effective classroom
manager. What is one sign of “with-it-ness”?
 A. Giving attention to students who are
having difficulty with school work
 B. Seeing only a portion of the class but
intensively
 C. Knowing where instructional materials are
kept
 D. Aware of what’s happening in all parts of
the classroom
 13. Teacher Theressa is very strict when it comes
to recitation. Every students should have ready
answers whenever she asks questions in class. The
whole class witnessed how she insulted a
classmate who gave a wrong answer one day.
Teacher Theresa has observed that for the past
days, she is having difficulty in drawing responses
from the students no matter how much she
motivates them. This phenomenon points to the
reality of:
 a. “Pygmalion effect” c. ripple effect”
 B. “class size effect” d. response
effect”
 sharpen students ability to recall experiences
and events of science teaching.
 useful if you are interests in having students
focus on the details of the content of a
chapter in their textbook, or laboratory
experiment.
 Ex: Factual, Closed, Convergent, Lower level,
Low order
 questions encourage range of responses from
the students and tend to stimulate divergent
thinking.
 Ex: Higher cognitive, Open, Divergent, Higher
level, High over
Type Student responses Response Examples
-Recall, memorize How many..
-Describe in own Define…
words In your own words..
Low inquiry -Summarize closed state similarities and
(convergent) -Classify on basis of differences..
known criteria What is the
-Give an example of evidence..?
something What is an
example.. ?
-Create unique or Design an
original design, experiment..
report, inference, Open What do you
prediction predict…?
-Judge scientific What do you think
High inquiry credibility about…?
(divergent) -Give an opinion or Design a plan that
state an attitude would solve?
What evidence can
you cite to
 Factual
◦ Simple, straightforward answers based on obvious
facts or awareness. Usually at the lowest level of
cognitive/affective process. Frequently right or
wrong
 Convergent
◦ Answers are usually within finite range of
acceptable accuracy
 Divergent
◦ Explore different avenues and create many different
variations and alternatives answers or scenarios
 Evaluative
◦ Sophisticated levels of cognitive/emotional or
affective judgment
◦ Multiple logical/ affective thinking process
◦ Analyze at multiple levels and from different
perspective
 Combination
◦ Blend of the four types
14. Higher level thinking is best accomplished
by the use of _____________questions.
 a. factual c. rhetorical
 b. divergent d. convergent
 Inference question
◦ Go beyond immediately available information
 Interpretation questions
◦ Propose that students understand the
consequences of information
 Transfer question
◦ Combination ask the students to go deeper
 Question about hypothesis
◦ About what can be predicted
 Reflective questions
◦ Insisting that students ask themselves
 31. Teacher Noy wants to develop his
students’ ability to make sound judgment.
Which among these questions should he ask?
 a. with the elements of a good paragraph in
mind, which one is best written?
 b. what is the easiest saying about judging
other people?
 c. why is there so much poverty in a country
where there is plenty of natural resources?
 d. of the characters in the story, with whom
do you identify yourself
 Inviting the students to create visual
or symbolic representation of what
they need
 Visual representations may include
posters, drawings, collage,
photographs, bulletin
 Metaphorical
◦ Using comparisons
 Concrete
◦ Derived from senses which reflects experience
rather than abstract reasoning
 Allegorical
◦ Representation of abstract ideas or principles,
characters, figures, events
 Symbolic
◦ Reality through abstract concepts such as words,
gestures & numbers
 20. A Values Education teacher shared these
words to the students “Life is a journey,
purposes are destinations, means are routes,
difficulties are obstacles, counselors are
guides, achievements are landmarks, choices
are crossroads.” The teacher is engaging the
students in ___________ __________.
 a. concrete thinking
 b. metaphorical thinking
 c. allegorical thinking
 d. symbolic thinking
 Acting out a story
◦ Having students act out part of the story
 Chunking
 K-W-L
◦ Know, want to know, learned
 Peer tutoring
 Paraphrasing
 think aloud
 Sociogram
◦ Jacob L. Moreno- structure pattern and group interaction
 Venn diagram
◦ How different topics overlap
21. What should a teacher do to identify
student’s prior knowledge and needs in
relation to established learning objectives in
the cognitive domain?
 a. study the least learned competencies in the
National Achievement Test
 b. analyze my students grades last year
 c. interview a sample of my students
 d. give a pretest
 22. The teacher will ask the students to
compare two concepts. Which technique is
most appropriate?
 a. K-W-L technique c. venn diagram
 b. attribute wheel d. spider web organizer
 23. I want to use a pre teaching strategy that
will help me clearly identify students’ prior
knowledge and will maximize students’
involvement in setting and achieving learning
goals/Which of the following is the most
appropriate?
 a. storyboarding c. K-W-L chart
 b. graphic organizer d. document analysis
 37. Ms. Rosario, a Grade III science teacher
wants her students to know how a butterfly
develops from its egg stage to becoming a
full grown beautiful butterfly however the
book and the pictures do not prove to be
effective. What technique should she employ?
 a. experimenting c. peer tutoring
 b. interviewing d. field trip
 40. Which depicts in graphic from the social
relations present in a group?
 A. interest inventory c. johari window
 b. anecdotal record d. sociogram

 Principle of Sequence
◦ Ordering of series of learning task
 Principle of context
◦ Effectivenss of instruction and meaningfulness of
learning depends largely on the setting material
 Principle of evaluation
◦ Effectiveness of learning is heightened by valid and
discriminating appraisal of all its aspect
 Principle of individualization
◦ Effectiveness of instructions must progress in terms
of the learners own purpose
34. Which of the following principles of
effective instruction is the first to be
considered when designing a lesson?
 a. principle of context
 b. principle of sequence
 c. principle of evaluation
 d. principle of individualization
 The audio material approach
◦ applicable to large lecture class
◦ Problem based learning
 Goal based scenarios
◦ Motivational goal for learners; application of
competencies
 Personalized system instruction
◦ Mastery learning model emphasizing independent study
& proctored testing
◦ Those instructor wishing to develop self-paced teaching
resources
◦ Direct instruction requiring students to meet weekly in
peer teams with a proctor to answer questions and take
a quiz
 36. Which of the following theories holds that
students learn best by doing?
 a. constructivism c. meta cognition
 b. experiential d. problem based
 38. Mrs. Pablo believes that in order for a
child to learn a mathematics concept more
effectively, he/she must use background
experience to create meaning to his/her
learning. What theory of learning does Mrs.
Pablo adhere to?
 a. metacognition c. constructivism
 b. multiple intelligences d. experimental
39. Mrs. De Paula, a biology teacher plans to make
his students investigate on the problem of
pollution. As an output, he wants them to present
the results of their investigation by means of
different performances:drama, interpretative
dance, slogan making, song writing and singing
and powerpoint presentation. What approach is she
planning to use?
 a. Multiple intelligences teaching approach

 b. problem based instruction

 c. cooperative learning

 d. integrative model