PROFESSIONAL EDUCATION

Professional education is an approach to provide specialized training in a professional school. It aims to acquire content
knowledge for all participants in learning and applying techniques in teaching. It also helps professionals to gain
competencies necessary for proper practices and behavioral management. Professional Education deepens all professionals
to incorporate their knowledge and values in professional discipline; understanding its core concept, principles, guidelines
and techniques. It enables professional to attain a level of competence needed for responsible entry dedicated to
professional practice; and the acceptance for the continued development of competence.

It is designed to produce a very competitive and responsible professionals ensuring their continuing competence in the
profession by helping them recognize and understand the significance of advancing professional knowledge and improving
standards of practice. It involves the translation of learning to practice and is intended to prevent occupations and
professionals from becoming obsolete.

CHILD AND ADOLESCENT DEVELOPMENT

Childhood defines as the time for a boy or girl from birth until he or she is an adult. It is more circumscribed period of time
from infancy to the onset of puberty. The Convention of the Rights of the Child defines a child as “every human being
below the age of 18 years unless under the law applicable to the child, majority is attained earlier”.

Adolescence - According to Stuart Judge, a noted educator and psychologist, adolescence is the period of transition from
childhood to adulthood. Although sometimes described as beginning in parallel with fertility or puberty and ending with
maturity and independence, adolescence has a very variable and imprecise duration

The onset of adolescence cannot be pointed in physiological term, although it is influenced by the same sex hormones and
refers to the same general period as physical sexual development. It represents a complex and sometimes disturbing
psychological transition, accompanying the requirement for the accepted social behavior of the particular adult and culture.

PHYSICAL AND MOTOR DEVELOPMENT

 Infants need to learn how to move and to use their bodies to perform various tasks, a process better known as
motor development. Initially, babies’ movements are simply the uncontrolled, reflexive movements they are born
with, over time, they learn to move their body parts voluntarily to perform both gross (large) and fine (small)
motor skills. In general, babies begin developing motor skills form head to tail (cephalocaudal), the center of the
body outward (proximodistal). They learn to control their head and neck before they learn to maneuver their
arms; they learn to maneuver their arms before they learn to manipulate their fingers. Babies learn to move their
torso before the learn how to move their arms and legs.
 The sucking reflex allows babies to drink milk and nourish themselves in the days of life.
 Another permanent and life-supporting reflex is heard turning in the first days of life.
 Another permanent life-supporting reflex is head turning. This reflex allows a baby to turn his head if something (a
blanket, pillow, or stuffed animal) is blocking his airflow.
 Another reflex that also babies survive is the rooting reflex. When babies root, they may nuzzle their face and
mouth into the caregiver’s chest or shoulder.
 The rest of the flexes have less survival value but are still notable. For the first 3 to 4 months, babies have an
amazing grasping ability and reflex. They will grasp anything place in their palm and hold it with amazing strength
for their size. Some infants in the first weeks of life can support their entire body weight through that grasp.
 While this reflex may not have any survival function in modern times, it does help babies bond with caregivers and
family in the first weeks of life. Similarly, for the first two months, babies will ‘step” with their legs if they are held
vertically with their feet touching a surface. Even though this reflex disappears months before babies begin
walking purposely, experts believes stepping helps infants learn how their legs works can be used.
 The Moro response is another reflex that is present during the first 6 months of life, but doesn’t seem to have a
purpose in modern life. A baby with arch her back, flail out, and then curl up if she feels as although she is being
dropped.
 The final reflex is Tonic Neck. During the first 4 months, when babies lie awake on their backs with their heads
facing to one side, they will extend the arm on the side of their body that they’re facing and reflex the other arm
at an angle, in a position that resembles a fencing pose. This reflex may help prepare them for voluntary reaching
later in their environment.
 Between ages 2 and 3 years, young children stop “toddling”, or using the awkward, wide- legged robot-like stance
that is the hallmark of new walkers. As they develop a smoother gait, they also develop the ability to run, and hop.
Children of this age can participate in throwing and catching games with larger balls. They can also push
themselves around with their feet while sitting on a riding toy.
 Children who are 3 to 4 years old can climb up stairs using a method of bringing both feet together on each step
before proceeding to the next step (in contrast, adult place one foot on each step in sequence); However, young
children may still need some “back up” assistant to prevent falls in case they become unsteady in this new skill.
Children of this age will also be stumped when it’s time to go back down the stairs; they tend to turn around and
scoot down the stairs backwards. The 3 to 4 years old can jump and hop higher as higher as their leg muscles grow
stronger and many can even hop on one foot for shorts period of time.
 By ages 4 to 5, children can go up and down the stairs alone in the adult fashion (i.e. taking one step at a time);
their running continues to smooth out and increase in speed. Children of this age can also skip and add spin to
their throws. They also have more control when riding their tricycles (or bicycles), and can be drive them faster.
 During ages 5 to 6, young children continue to refine easier skills. They’re running even faster and can start to ride
bicycles with training wheels for added stability. In addition, they can step sideways. Children of this age begin
mastering new forms of physical play such as the jungle gym, and begin to use the see-saw, slide, and swing on
their own. They often start jumping rope, skating, hitting balls with bats, and so on. Many children of this age
enjoy learning to play organized sports as soccer, basketball, t-bale or swimming. In addition, 5 to 6 years old
often like to participate in physical extracurricular activities such as karate, gymnastics, or dance. Children
continue to refine and improve their gross motor skills through age 7 and beyond.

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BRAIN DEVELOPMENT
 The human brain begins forming very early in prenatal life (just three weeks after conception), but in many ways,
brain development is a lifelong project. That is because the same events that shape the brain during
development are also responsible for storing information—new skills and memories—throughout life.
 The rational part of a teen's brain isn't fully developed and won't be until age 25 or so. In fact, recent research has
found that adult and teen brains work differently. Adults think with the prefrontal cortex, the brain's rational part.
 The brain continues to grow for a few years after a person is born and by the age of2 years old, the brain is about
80% of the adult size. You may wonder, "How does the brain continue to grow, if the brain has most of the
neurons it will get when you are born? The answer is in glial cells.
 The bran’s ability to change from experience is known as Plasticity. The human brain is especially plastic early in
life, which is why the “nurture” part of the equation is so important
 Throughout life the brain continues to be plastic-this is the mechanism of learning-but plasticity declines in
adulthood.
 As a child’s brain develops, it goes through several ’critical periods, a developmental phase in which the brain
requires certain environmental input and it will not develop normally.
 The Frontal Lobe is the most recently-evolved part of the brain and the last to develop in young adulthood. Its
dorso-lateral prefrontal circuit is the brain's top executive.

Early Milestones in Brain Growth

 4 months: the infant’s brain responds to every sound produced in all the languages of the world.
 8 to 9 months: Babies can form specific memories from their experiences, such as how to push a ball to make it
roll.
 10 months: Babies can now distinguish and even produce the sounds of their own language (such as “da-da”) no
longer pay attention to the sounds of language that are foreign.
 12 months: Babies whose parents say, for example” Lookee at the doggie” will go to the appropriate picture of a
dog in a picture book more often than those babies who are talked to normal, flatter voices.
 12 to 18 months: Babies can keep in memory something that has been hidden and find it again, even if it has
completely covered up. They can also hold memory sequences of simple activities, such as winding up a jack-in-
the-box until the figure pops up.
 24 months: Preschool children now clear picture in mind of people who are dear to them, and the get upset when
separated from these people (even their peers)
 30 months: Preschool children can hold in mind a whole sequence of spatial maps and know where things are in
their environment.
 36 months: A preschool child can now two different emotions in his mind at the same time, such as being sad that
he spilled ice cream on his cloths but glad that he’s at birthday party.

FACTORS AFFECTING DEVELOPMENT

1. Maternal Nutrition- the nutritional status of the women during adolescent pregnancy and lactation has a direct
impact on the child’s health and development.
2. Child Nutrition- the Child’s state of nutritional balance is crucial in his early developmental age.
 3. Early Sensory Stimulation- Toys, soothing sounds and other sensorial stimulation contribute to the child’s
development.
4. Heredity and genes certainly play an important role in the transmission of physical and social characteristics from
parents to off-springs.

Exceptional Development
1. Physical Disabilities- Persons with physical disabilities may experience functional, visual, orthopedic, motor, or
hearing impairments, which may impact upon their ability to walk, play and learn. Physical disabilities are also
often defined and categorized by some degree of limitation in the use of upper or lower extremities and
maintaining posture and positioning.
2. Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorder (ADHD)- Attention- Deficit
Hyperactivity Disorder (ADHD) and Hyperkinetic Disorder (as officially known in U.K., through ADHD is more
commonly used) is generally considered to be a developmental disorder, largely neurological in nature, affecting
about 5% of the world’s population. The disorder typically presents itself during childhood, and is characterized by
a present pattern of inattention and/or hyperactivity, as well as forgetfulness, poor impulse control or impulsivity
and distractibility, ADHD is currently considered to be a persistent and chronic condition for which no medical
cure is available ADHD is most commonly diagnosed in children and, over the past decade.

Linguistic and Literary Development

A. Natural History and Language Development - Language development is a process that starts early in human life,
when a person begins to acquire language by learning it as it is spoken and by mimicry. Children’s language
development moves from simplicity to complexity. Infants start without language. Yet by four months of age,
babies can read lips and discriminate speech sounds.
 Usually, language starts off as recall of simple words without associated meaning, but as children age, words
acquire meaning, and connections between words are formed, in time, sentences start to form as words are
joined together to create logical meaning. As a person gets older, new meaning and new associations are
created and vocabulary increases as more words are learned.
 Infant use their bodies, vocal cries and other preverbal vocalizations to communicate their wants, needs and
dispositions. Even though most children begin to vocalize and eventually verbalize at various ages and at
different rates, they learn their first language without conscious instruction from parents or caretakers. It is
seemingly effortless task that grows increasingly difficult with age. Of course, before any learning can begin,
the child must be biologically and socially mature enough.

B. Biological Preconditions - Linguist do not all agree on what biological factors contribute to language
development, however most do agree that our ability to acquire such a complicated system is specific to the
human species, Furthermore, our ability to learn language may have been developed through the evolutionary
process and that the foundation for language may be passed down genetically.

C. Second Preconditions - it is crucial that children are allowed to socially interact with other people who can
vocalize and respond to questions. For language acquisition to develop
 successfully, children must be in an environment that allows them to communicate socially in that language.

There are a few different theories as to why and how children develop language. The most popular explanation is that
language is acquired through imitation. However, this proves to be more of a folk tale than anything. Two most accepted
theories in language development are psychological and functional. Psychological explanations focus on the mental
processes involved in childhood language learning. Functional explanations look at the social process involved in learning
the first language.

Bilingual Language Development

 There are two major patters in bilingual language acquisition; simultaneous Bilingualism and Sequential
bilingualism. In simultaneous bilingualism, the child acquires two languages at the same time before the age of 3
years. These children may mix words or parts of words from both languages in the first stage. Stage 2 occurs at 4
years and older when distinction between the two languages takes place, and the child uses each language
separately. Sequential bilingualism also occurs before the child is 3 years old, but the child can draw in on the
knowledge and experience of first language while acquiring the second language.
 Detecting delays in the speech and language of multilingual children presents a challenge. The authors state that
“the key is to obtain information about the child’s entire language system, not just the primary or secondary
language”.
 The following “red flags” may indicates that the child who is simultaneously acquiring two languages id
experiencing problems with language development.
 No sounds by 2-6 months
 Less than one new words per week for 6-15 month-old children.
 Less than 20 words (in the two languages combined by 20 months: and
 No use of word combinations and a very limited vocabulary by age 2-3 years
 Red flags for abnormal language development in the sequential acquisition of two language include.
 Lack of normal milestones in the first language
 Prolonged phase of not talking
 Difficulty of retrieving words

FACTORS AFFECTING LANGUAGE DEVELOPMENT

• Inadequate stimulation (talking and playing with the child)
• Delayed general development (global developmental delay), physical development motor skills), cognitive
development etc.
• Specific difficulty with language learning. Not very interested in language, prefers other modalities e.g. physical
activities
• Poor control and/or coordination of the speech muscles; lips, tongue etc.
• Medical problems
• Inadequate awareness of communication, lacks” communication intent”
• Reduced hearing e.g. ear infection, fluid in ear, impacted earwax etc.
• Changes in child’s environment e.g. moving
• Exposure to too many languages for the child
• Inadequate opportunity for speech e.g. the child everyone talks for, the “babied” child has a more dominant
sibling etc.
• Emotional factors e.g. behavioral problems, anxiety, pressure to perform etc.
 • Short attention span.
• Family history of speech and language delays or difficulties

Exceptional Development
Aphasia- Aphasia (or aphmia) is a loss of the ability to produce and/or comprehend language due to
injury to brain areas specialized for these functions. It is not a result of deficits in sensory, intellect, or
psychiatric functioning. Depending on the area and extent of the damage, someone suffering from aphasia may be able to
speak but not write, or vice versa, or display any of wide variety of other deficiencies in language comprehension and
production, such as being able to sing but not to speak.

Dyslexia-Dyslexia is a specific learning disability that manifests primarily as a difficulty with written language, particularly
with reading and spelling. Dyslexia is the result of a neurological differences but is not intellectual disability. Most people
with dyslexia have average or above average intelligence.

Evidence suggests that dyslexia results for differences in how the brain processes written and/or verbal language. It is
separate and distinct from reading difficulties resulting from other causes, such as deficiencies in intelligence, a non-
neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.

COGNITIVE DEVELOPMENT
Theories of Cognitive Development. Jean Piaget-Swiss psychologist (1896-1980). His theory provided many central
concepts in the field of developmental psychology and concerned the growth of the intelligence, which for Piaget, meant
the ability to more accurately represent the world and perform logical operations on representations of the concepts
grounded in the world. The theory concerns the emergence and acquisitions of the schemata-schemes, of one perceives the
world in the “developmental stages”, time when children are acquiring new ways of mentally representing- information.

Sensorimotor period (years 0 - 2 )

Infants are born with a set of congenital reflexes, according to Piaget, in addition to explore their world. Their initial
schemas are formed through differentiation of the congenital reflexes:
 The first sub-stage, known as the reflex schema stage, occurs form birth to six weeks and is associated primarily with
the developmental reflexes. Three primary reflexes are described by Piaget: sucking of objects in the mouth following
moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm
(palmar grasp). Over this first six weeks of life, these reflexes begin to become voluntary actions; for example, the
palmar reflex becomes intentional grasping.
 The second sub-stage, primary circular reaction phase, occurs form six weeks to four months and is associates
primarily with the development of habits. Primary circular reactions or repeating of an action involving only one’s body
begins. An example of this type of reaction would involve something like an infant repeating the motion of passing
their hands before their face. The schema developed during this stage inform the infant about the relationships among
his body parts (e.g. in passing the hand in form of his eyes he develop a motor schema for moving his arm so that the
hand becomes visible.
 The third sub-stage, the secondary circular reactions phase, occurs from four to nine months and is associated
primarily with the development of coordination between vision and apprehension. Three new abilities occur at this
stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and
means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement
of friends, family, younger and older siblings, grandparents, etc. Secondary circular reactions, or the repetition of an
action involving an external object begin; for example, moving a switch to turn on a light repeatedly. The
differentiation between means also occurs. This is perhaps of one of the most important stages of a child’s growth as it
signifies the drawn for logic. However, babies still only have a very early rudimentary grasp of this and most of their
discoveries have an “accidental” quality to them in that the initial performance of what will soon become a secondary
circular reactions occurs by chance; but the operant conditioning causes the initial “accidental” behavior (which was
followed by an “interesting pattern of stimulation) to be repeated. And the ability to repeat the act is the result of
primary circular reactions established in the previous stage. For example, when the infant’s hand accidentally makes
contact with an object in hid field of vision is based on the primary circular reaction bringing his hand into his field of
vision. Thus, the child learns (at the level of schemata) that “if he can see it then he can also touch it” and this results in
a schemata which is the knowledge that is external environment is populated with solid objects.
 The fourth sub-stage, called the coordination of secondary circular reactions stage, which occurs from nine to twelve
months, is when Piaget thought that object permanence developed. In addition, the stage is called the coordination of
secondary circular reactions stage, and is primarily with the development of logic and the coordination between means
and ends, this is extremely important marks the beginning of goal orientation or intentionally, the deliberate planning
of steps to meet an objective.
 The fifth sub-stage, tertiary circular reactions phase, occurs from twelve to eighteen months and is associated
primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the “young
scientist”, conducting pseudo-experiments to discover new methods of meeting challenges.
 The six sub-stage, considered “beginning of symbolic representation”, is associated primarily with the beginnings of
insight, or true creativity. In this stag the trial- and error application of schemata, which was observable during the
previous stage, occurs internally (at the level of schemata rather than of motor responses), resulting in the sudden
appearance of new effective behaviors (without any observable trial-and-error). This is also the time when symbols
(words and images) begin to stand for other objects. This marks the passage into the preoperational stage.

Preoperational period (years 2 – 7)

The Preoperational stage is the second of four stage of cognitive development. By observing sequence of play, Piaget was
able to demonstrate that towards the end of the second year a qualitatively new kind of psychological functioning occurs
(Pre) Operatory Thought in Piagetian theory is any procedure for mentally acting on objects. The hallmark of the
preoperational stage is spare and logically inadequate mental operations.

According to Piaget, the Pre Operational stage of development follows the sensorimotor stage and occur between 2-7 years
of age. It includes the following processes.
  Symbolic functioning- characterized by the use of mental symbols, words, or pictures, which the child uses to
represent something which is not physically present
 Centration-characterized by a child focusing or attending to only one aspect of a stimulus or situation. For
example, in pouring a quantity of liquid from a narrow beaker into a shallow dish, a preschool child might judge
the quantity of liquid to have decreased, because it is “lower”- that is, the child attends to the height of the water,
but not the compensating increase in the diameter of the container.
 Intuitive thought- occurs when the child is able to believe in something without knowing why she or he believes
it.
 Egocentrism- a version of centration, this denotes a tendency of a child to only think for her or his own point of
view. Also, the inability of a child to take the point of view of others. Example, if a child is in trouble, he or she
might cover her eyes thinking if I cannot see myself my mom cannot either.
 Inability to conserve-though Piaget’s conservation experiments (conservation of mass, volume and number after
the original form has been changed. For example, a child in this phase will believe that a string which has up in ”o-
o-o-o” pattern will have a larger number of beads than a string which has a oooo: pattern, because the latter
pattern has less space between Os; or that a tall, thin 8-ounce cup has more liquid in it than a wide, short 8-ounce
cup.
 Animism- The child believes that inanimate objects have: lifelike” qualities and are capable of action. Example, a
child plays with a doll and treats it likes a real person. In a way this like using their imagination.

Concrete operational period (years 7 – 11)

The Concrete operational stage is the third of four stages of cognitive development in Piaget’s theory. This stage, which
follows the Preoperational stage, occurs between the ages 7 and 11 years and is characterized by the appropriate use of
logic. Important process during this stage are:
 Seriation - the ability to arrange objects in an order according to size, shape, or any other characteristic. For
example, if given different-shaded objects they may make a color gradient.
 Classification - the ability to name and identify sets of objects according to appearance, size or other
characteristic, including the idea that one set of objects can include another, a child is no longer subject to the
illogical limitations of animism ( the belief that all objects are alive and therefore have feelings)
 Decentering - where the child takes into account multiple aspects of a problem to solve it. For example, the child
will no longer perceive an exceptionally wide but short cup to contain less than a normally-wide, taller cup.
 Reversibility - where the child understands that numbers or objects can be changed, then returned to their
original state. For this reason, a child will be able to rapidly determine that if 4 +4 equals 8, 8/4 will equal 4, the
original quantity
 Conservation - understanding that quantity, length or number of items is unrelated to the arrangement or
appearance of the object or items. For instance, when a child is presented with two equally-sized, full cup they
will be able to discern that if water is transferred to a pitcher it will conserve the quantity and be equal to the
other filled up.
 Elimination of Egocentrism - the ability to view things from another’s perspective (even if they think incorrectly).
For instance, show a child a comic in whom Jane puts a doll under the box leaves the room, and then Sarah
moves the doll to a drawer, and Jane comes back. A
 child in the concrete operation stage will stay that Jane will still think it’s under the box even through the child
knows it is in the drawer

Formal operation period (years 11 adulthood)

The formal operational period is the fourth and final of the periods of cognitive development in the Piaget’s theory. This
stage, which follows the Concrete Operational stage, commences at around 11
years of age (puberty) and continuous into adulthood. It is characterized by acquisition of the ability
to think abstractly, reason logically and draw conclusions from the information available. During this stage the young adult
is able to understand such things as love “shades of gray”, logical proofs, and values,

Lev Vygotsky-Psychologist, was born in 1896 in Orsha, Belarys (then a part of the Russian Empire). Vygotsky was tutored
privately by Solomon Asphiz and graduated from Moscow State University in 1917. Later, he attended the Institute of
Psychology in Moscow (1924-34), where he worked extensively on ideas about cognitive development, particularly the
relationship between language and thinking. His writings emphasized the roles of historical cultural, and social factors in
cognition and argued that language was the most important symbolic tool provided by society.

Perhaps Vygotsky’s most important contribution concerns the inter-relationship of language development and thought. This
concept, explored in Vygotsky’s book “Thinking and Speaking”, establishes the explicit and profound connection between
speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness. It
should be noted that Vygotsky described inner speech as being qualitatively different than normal (external) speech, For
Vygotsky, social interaction is important for learning, i.e. children learn adults and other children.

PHILOSOPHICAL PROPONENTS

Wilhelm Wundt is the Father of Modern Psychology, was a German physician, physiologist, philosopher, and professor,
known today as one of the founding figures of modern psychology. Wundt, who noted psychology as a science apart from
philosophy and biology, was the first person ever to call himself a psychologist.
Sigmund Freud is the Father of Psychoanalysis and Psychosexual Theory. He was an Austrian neurologist and the founder of
psychoanalysis, a clinical method for treating psychopathology through dialogue between a patient and a psychoanalyst.
Freud was born to Galician Jewish parents in the Moravian town of Freiberg, in the Austrian Empire.
Johann Heinrich Pestalozzi is the Father of Modern Education. He was a Swiss pedagogue and educational reformer who
exemplified Romanticism in his approach. He founded several educational institutions both in German- and French-speaking
regions of Switzerland and wrote many works explaining his revolutionary modern principles of education.
Ivan Pavlov is the proponent of classical conditioning theory and he was a Russian physiologist known primarily for his work
in classical conditioning. From his childhood days Pavlov demonstrated intellectual curiosity along with an unusual energy
which he referred to as "the instinct for research". Inspired by the progressive ideas which D. I.
Burrhus Frederic Skinner is the proponent for operant conditioning (Instrument), commonly known as B. F. Skinner, was an
American psychologist, behaviorist, author, inventor, and social philosopher.
He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974.
Edward Lee Thorndike is the proponent for the Laws of Learning (law of readiness, law of exercise & law of effect). He was
an American psychologist who spent nearly his entire career at Teachers College, Columbia University. His work on
comparative psychology and the learning process led to the theory of connectionism and helped lay the scientific
foundation for educational psychology.
Albert Bandura is the proponent for social cognitive learning theory (Modelling), he was a Canadian- American psychologist
who is the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University.
David Ausubel was an American psychologist. His most significant contribution to the fields of educational psychology,
cognitive science, and science education learning was on the development and research on advance organizers since 1960
and the proponent for his Meaningful Learning Theory.
Jerome Bruner is responsible for human cognitive psychology and cognitive learning theory in educational psychology. He
was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning
theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law.
Kurt Levin mastered Life Space Concept, known as one of the modern pioneers of social, organizational, and applied
psychology in the United States. The approach, developed by Kurt Lewin, is a significant contribution to the fields of social
science, psychology, social psychology, organizational development, process management, and change management. His
theory was expanded by John R. P. French who related it to organizational and industrial settings.
Wolfgang Kohler specialized in Insight Learning or Problem Solving by Insight, was a German psychologist and
phenomenologist who, like Max Wertheimer, and Kurt Koffka, contributed to the creation of Gestalt psychology. Insight
learning is perhaps the greatest contribution Wolfgang Kohler made to psychology. Building off the influence of Gestalt
psychology, Kohler discovered that learning can occur when we gain insight into an entire situation, as opposed to focusing
only on an individual part.
Urie Bronfenbrenner - Ecological Systems Theory. (1917-2005) developed the ecological systems theory to explain how
everything in a child and the child's environment affects how a child grows and develops. He labeled different aspects or
levels of the environment that influence children's development, including the: Microsystem. He was a Russian-born
American developmental psychologist who most was known for his ecological systems theory of child development. His
scientific work and his assistance to the United States government helped in the formation of the Head Start program in
1965.
Sandra Bem - Gender Schema Theory. He was an American psychologist known for her works in androgyny and gender
studies. Her pioneering work on gender roles, gender polarization and gender stereotypes led directly to more equal
employment opportunities for women in the United States.
Howard Gardner - Theory of Multiple Intelligence. He believed that the conventional concept of intelligence was too
narrow and restrictive and that measures of IQ often miss out on other "intelligences" that an individual may possess. He
was an American developmental psychologist and the John H. and Elisabeth A. Hobbs Professor of Cognition and Education
at the Harvard Graduate School of Education at Harvard University.
Elliot Turiel – Domain Based Moral Education and was an American psychologist and Chancellor’s Professor at the Graduate
School of Education at the University of California, Berkeley. He teaches courses on human development and its relation to
education.
Robert J. Sternberg - Triarchic Theory of Intelligence. These three examples exemplify Robert Sternberg's triarchic
theory on intelligence. The triarchic theory describes three distinct types
of intelligence that a person can possess. Sternberg calls these three types practical intelligence, creative intelligence, and
analytical intelligence. He was an American psychologist and psychometrician. He is Professor of Human Development at
Cornell University. Prior to joining Cornell, Sternberg was president of the University of Wyoming.
Lawrence Kohlberg - Moral Development Theory. The Theory of Moral Development is a very interesting subject that
stemmed from Jean Piaget's theory of moral reasoning. Developed by psychologist Lawrence Kohlberg, this theory made us
understand that morality starts from the early childhood years and can be affected by several factors. He was an American
psychologist best known for his theory of stages of moral development. He served as a professor in the Psychology
Department at the University of Chicago and at the Graduate School of Education at Harvard University.
Erik Erikson - Psychosocial Development Theory. He was a German-American developmental psychologist and
psychoanalyst known for his theory on psychological development of human beings. He may be most famous for coining the
phrase identity crisis. His son, Kai T. Erikson, is a noted American sociologist.
Maria Montessori - Montessori Method, Transfer of Learning. She was an Italian physician and educator best known for the
philosophy of education that bears her name, and her writing on scientific pedagogy. Montessori is a method of education
that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make
creative choices in their learning, while the classroom and the teacher offer age-appropriate activities to guide the process.
Edward Paul Torrance - Creativity Problem Solving and considered to be the Father of Creativity. He was an American
psychologist from Milledgeville, Georgia. After completing his undergraduate degree at Mercer University, Torrance
acquired a Master's degree at the University of Minnesota and then a doctorate from the University of Michigan. His
teaching career spanned from 1957 to 1984.
Avram Noam Chomsky - Linguistic (Language) Acquisition Device (LAD). He was an American linguist, philosopher, cognitive
scientist, historian, and social critic. Sometimes described as "the father of modern linguistics", Chomsky is also a major
figure in analytic philosophy and one of the founders of the field of cognitive science. Noam Chomsky is a contemporary
psychologist, linguist, and political activist known both for his theory of innate grammar and for his political activism.
Jean Piaget - Cognitive Development Theory. He was famous through a series of stages, Piaget proposed four stages of
cognitive development: the sensorimotor, preoperational, concrete operational and formal operational period. He was a
Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological
view are together called "genetic epistemology". Piaget placed great importance on the education of children.
John Watson - Behaviorism Theory. He was an American psychologist who established the psychological school of
behaviorism. Watson promoted a change in psychology through his address Psychology as the Behaviorist Views it, which
was given at Columbia University in 1913. Through his behaviorist approach, Watson conducted research on animal
behavior, child rearing, and advertising. In addition, he conducted the controversial "Little Albert" experiment and the
Kerplunk experiment. Watson popularized the use of the scientific theory with behaviorism.
Edward Chace Tolman - Purposive Behaviorism. He was an American psychologist. Through Tolman's theories and works, he
founded what is now a branch of psychology known as purposive behaviorism. Tolman also promoted the concept known as
latent learning first coined by Blodgett.
Bernard Weiner - Attribution Theory on Achievement. He was an American social psychologist known for developing a form
of attribution theory which explains the emotional and motivational entailments of academic success and failure. Bernard
Weiner got interested in the field of attribution after the first studying achievement motivation.
Daniel Goleman - Emotional Intelligence. He was an author and science journalist. For twelve years, he wrote for The New
York Times, reporting on the brain and behavioral sciences. Emotional Intelligence (Goleman) 3 years ago • Motivation
Theories • Emotional Intelligence (EQ) is defined as the ability to identify, assess, and control one's own emotions, the
emotions of others, and that of groups.
Hermann Ebbinghaus - law of forgetting. The forgetting curve hypothesizes the decline of memory retention in time. This
curve shows how information is lost over time when there is no attempt to retain it. A related concept is the strength of
memory that refers to the durability that memory traces in the brain. He was a German psychologist who pioneered the
experimental study of memory, and is known for his discovery of the forgetting curve and the spacing effect. He was also
the first person to describe the learning curve. He was the father of the eminent neo-Kantian philosopher Julius Ebbinghaus.
John Locke - Theory of Association. According to other social contract theorists, when the government fails to secure their
natural rights (Locke) or satisfy the best interests of society (called the "general will" in Rousseau), citizens can withdraw
their obligation to obey, or change the leadership through elections or other means. He was an English philosopher and
physician, widely regarded as one of the most influential of Enlightenment thinkers and commonly known as the "Father of
Liberalism".
Edward Thorndike - Belongingness and Connectionism. In 1898, was famous in psychology for his work on learning theory
that lead to the development of operant conditioning within behaviorism. Whereas classical conditioning depends on
developing associations between events, operant conditioning involves learning from the consequences of our behavior. He
was an American psychologist who spent nearly his entire career at Teachers College, Columbia University. His work on
comparative psychology and the learning process led to the theory of connectionism and helped lay the scientific
foundation for educational psychology.
David McClelland - Needs Achievement Theory or Human Motivation Theory. Human Motivation Theory states that
every person has one of three main driving motivators: the needs for achievement, affiliation, or power. These motivators
are not inherent; we develop them through our culture and life experiences. He was an American psychologist, noted for his
work on motivation Need Theory. He published a number of works during the 1950s and the 1990s and developed new
scoring systems for the Thematic Apperception Test and its descendants.
Henry Murray - Theory of Psychogenic Needs. He was an American psychologist at Harvard University. He was Director of
the Harvard Psychological Clinic in the School of Arts and Sciences after 1930. Murray developed a theory of personality
called personology, based on "need" and "press".
Victor Harold Vroom - Expectancy Theory. Vroom's expectancy theory assumes that behavior results from conscious
choices among alternatives whose purpose it is to maximize pleasure and minimize pain. Vroom realized that an employee's
performance is based on individual’s factors such as personality, skills, knowledge, experience and abilities. He was a
business school professor at the Yale School of Management. He holds a PhD from University of Michigan and an MS and BS
from McGill University.
Lev Semyonovich Vysgotsky - Sociocultural Theory or "zone of proximal development" (ZPD). His worked was largely
unknown to the West until it was published in 1962. ... It asserts three major themes regarding social interaction, the more
knowledgeable other, and the zone of proximal development. He was a Soviet psychologist, the founder of an unfinished
Marxist theory of human cultural and bio-social development commonly referred to as cultural-historical psychology

INFORMATION AND PROCESSING THEORY

There are three primary stages in the Information and Processing Theory:
 Encoding- information is sensed, perceived, and attended.
 Storage- the information is stored for either a brief or extended period of time depending upon the processes
following encoding
 Retrieval- The information is found at the appropriate time, and reactivated for use on a current task, the true
test of effective memory.

The initial appeal of information processing theories was the idea that cognitive processes could be described in a stage-like
model. The stages to processing follow a path along which information is taken into the memory system, and reactivated
when necessary. Most theories of information processing center around three main stages in the memory process.
Sensory Register

The first step in the IP model hold ALL sensory information for a VERY BRIEF time period.
 Capacity: we hold an enormous amount, more that we can ever perceive.
 Duration: Extremely brief- in order of 1 to 3 seconds

The Role of Attention

 To move information into consciousness, we need to attend to it. That is, we only have the ability to perceive and
remember later those things that pass through the attention gate.

Short Term Memory (working Memory)

 Capacity: What you can say about in 2 seconds. Often said to be 7+/_2 items.
 Duration: Around 18 seconds or less
 To reduce the loss of information in 18 seconds, you need to rehearse
 There are two types of rehearsal- Maintenance and Elaborative

Long Term Memory - the final storing house of memorial information, the long term memory store holds information until
needed again.
 Capacity: unlimited?
 Duration: indefinite?

Executive Control Processes

 Also known as executive processor, or Metacognitive skills
 Guide the flow of information through the system, helps the learner make informed
 Example processes-attention, rehearsals, organization
 Sometimes call METACOGNITVE SKILLS

The ability to access information when needed

 There are two main ways in which forgetting likely occurs:
 Decay-Information is not attended to, and eventually fades away.
 Very prevalent in working memory.
 Inference-New or old information blocks’ access to the information in question.

Methods for Increasing the Probability of Remembering

  Organization- info that is organized efficiently should be recalled
 Deep processing- This is focusing upon meaning.
 Elaboration- Connecting new info with old, to gain meaning.
 Generation- Things we produce are easier to remember than things we hear.
 Context-Remembering the situation helps recover information
 Personalization- making the information relevant to the individual
 Memory Methods
 Memorization (note the same as learning)
 Serial Position Effect (regency and primacy) you will remember the beginning and end of list most readily
 Part Learning - Break up the list to increase memorization
 Distributed Practice- Break up learning sessions, rather than cramming all the info in at once (Massed Practice)
 Mnemonics Aids
 Loci Method - Familiar place, associate list with items in place (i.e. living room)
 Peg-type - Standard list is a cue to the target list.
 Acronym – SCUBA
 Chain Mnemonics – EGBDF
 Key word Method - Association of new word/ concept with well know word/concept that sounds similar.

THEORIES OF INTELLIGENCE
1. Psychometric Theories have sought to understand the structure of intelligence; the form, it categories, and its
composition. Underlying psychometric intelligence theory is a psychological model according to which intelligence
is a combination of abilities that can be measured by mental testing. These tests often include analogies,
classification / identification, and series completion. Each test score is equally weighted according to the evidence
of underlying ability in each category

British psychologist Charles E. Spearman published the first psychometric theory 1904. His theory noted that
people who excelled on one mental ability test often did well on the others, and people who did poorly on one of
them tended to do poorly with others. Using this concept, Spearman devised a technique of statistical analyzing
that examined patterns of individual scores. This analysis helped him discover what he believed to be the two
sources if these individual differences: the “general factor” which is our general intellectual ability, and a test-
specific factor.

American psychologist L.L. Thurstone disregarded with Spearman’s theory and his isolation of the “general factor”
of intelligence. Thurstone believed that the “general factor “resulted from Spearman’s method of analysis, and
that if analysis were more thorough, seven factors would emerge. These seven factors were collectively called the
“primary mental abilities” and included verbal comprehension, verbal comprehension, verbal fluency, numbers,
spatial visualization, inductive reasoning, memory, memory and perceptual speed.

Most psychologists agree that a broader subdivision of abilities than Spearman’s classification is necessary, but
only some agree with hierarchal subdivision. It quickly became apparent to many psychologists that were
problems that could not be addressed by
 psychometric theories. The number of abilities could not be positively identified, and the differences between
them could not be clearly defined due to the limitations of testing and analysis. However, the most significant
problem extended beyond the number of abilities: what happens in someone’s mind when they are using the
ability in question? Psychometric theories had no means of addressing this issue, and cognitive theories began to
fill this gap.

2. Cognitive Theories. During the era of psychometric theories, people’s test scores dominated the study of
intelligence. In 1957, American psychologist Lee Cronbach criticized how some psychologists study individual
differences and other study commonalities in human behavior, but the two methods never meet. Cronbach voiced
the need for two methods to be united, which led to the development of cognitive theories of intelligence.

Without understanding the processes underlying intelligence, we cannot come to accurate conclusions when
analyzing test scores or assessing someone’s performance. Cognitive analysis helps the interpretation of the test
scores by determining to what degree the score reflects reasoning ability and the degree to which it is a result of
not understanding the questions or vocabulary. Psychometric theories did not differentiate between these two
factors, which have a significant effect on the determination of intelligence. Many people are excellent reasoners
but have modest vocabularies, and vice versa.

Underlying the cognitive approach to intelligence is the assumption that intelligence is comprised of a set of
mental representations of information, and a set of processes that operate the mental representations. It is
assumed that a more intelligent person represents information better, and operates more quickly on these
representations than does a less intelligent person.
Several different cognitive theories of intelligence have emerged over the years. One was introduced by Earl Hunt,
Nancy Frost, and Clifford Lunneborg, who in 1973 showed one way on which psychometric and cognitive modeling
could be combined. Instead of using conventional psychometric tests, they used tasks that allowed them to study
the basis of cognition-perception, learning and memory. Individual differences in the tasks became apparent,
which they related to differing patterns of performing and operating manual representations.
Several years later, Robert Stemberg suggested an alternative approach to studying cognitive process. He argued,
based on evidence he had gathered, that there weak only a weak relationship between basic cognitive tasks and
psychometric test scores because the tasks being used were too simple. Although simple task involve cognitive
processes, they are peripheral rather than central.
Although opposing cognitive theories exist, they are all based on the serial processing of information, which
means that cognitive processes are executed one after another in a series.

The assumption is that we process chunks of information one at a time, trying to combine the processes into an
overall problem-solving strategy. Other psychologists have challenged this idea, arguing that cognitive processing
is parallel, meaning that we process large amounts of information simultaneously. However, it has proved difficult
to distinguish between serial and parallel models of information processing.
 Despite evidence and support of cognitive intelligence theories, a major problem remains regarding the nature of
intelligence. Cognitive theories do not take into account that the description of intelligence may differ from one
cultural group to another. Even within mainstream cultures, it will know that conventional tests do not reliably
predict performance. Therefore in addition to cognition, the context in which the cognition operates also needs to
be accounted for.

EXCEPTIONAL DEVELOPMENT – A COGNITIVE APPROACH

Giftedness - For many years, psychometricians and psychologists, following the footsteps of Lewis Terman in 1916, equated
giftedness with high IQ. This “legacy” survives to the present day, in that giftedness and high IQ continue to be equated in
some conceptions of giftedness. Since that early time, however, other researchers (e.g., Cattell, Guilford, and Thurnstone)
have argued that intellect cannot be expressed in such a unitary manner, and have suggested more multifaceted
approaches to intelligence. Research conducted in the 1980s has provided data which support notions of multiple
components to intelligence. This is particularly evident in the examination of “giftedness” by Stenberge and Davidson in
their edited Conceptions of Giftedness. The many different conceptions of giftedness presented, although distinct, are
interrelated in several ways. Most of the investigators define giftedness in terms of multiple qualities, not all of which are
intellectual, IQ scores are often viewed as in adequate measures of giftedness. Motivation, high self-concept, and creativity
are they key qualities in many of these broadened conceptions of giftedness.

Mental Retardation is a term for a pattern of persistently slow learning of basic motor and language skills (“milestones”)
during child hood, and a significantly below-normal global intellectual capacity as an adult. One common criterion for
diagnosis of mental retardation is tested intelligence quotient (IQ) of 70 or below and deficits in adaptive functioning.

Autism is a brain development disorder characterized by impairments in social interaction and communication, and
restricted and repetitive behavior, all exhibited before the child is three years old. These characteristics distinguish autism
form milder spectrum disorder (ASD). Autism affects many parts of the brain, how this occurs is poorly understood. Parents
usually notice signs in the first year or two of their child’s life, Early intervention may help children gain self-care and social
skills, although few of these interventions are supported by scientific studies. There is no cure, with severe autism,
independent living is unlikely; with milder autism, there are some success stories for adults, and an autistic culture has
developed, with some seeking a cure and others believing that autism is a condition rather than a disorder.

Asperger’s Syndrome - (also Asperger’s Syndrome, Asperger’s disorder, Asperger’s AS, or AD) is one of several autism
spectrum disorders (ASD) characterized by difficulties in social interaction and by restricted and stereotyped interests and
activities. AS is distinguished for other ASDs in having no general delay in language or cognitive development,
There is no single treatment for AS, and the effectiveness of particular interventions is supported by only limited data.
Intervention is aimed at improving symptoms and function. The mainstay of treatment is behavioral therapy, focusing on
specific deficits to address poor communication skills, obsessive or repetitive routines, and clumsiness. Most individuals
with AS can learn to cope with their differences, but may continue to need moral support encouragement to maintain an
independent life. Adults with AS have reached the highest levels of achievement in fields such as mathematics,
physics and computer science, Researchers and people with AS have contributed to a shift in attitudes away from the notion
that AS is a difference rather than a disability.

Down syndrome or Trisomy 21 (usually Down’s syndrome in British English) is a specific disorder caused by the presence of
all or part if an extra 21st chromosome. It is named after John Longdon Down, the British doctor who described it in 1866.
The condition is characterized by a combination of major and minor differences in structure. Often Down syndrome is
associated with some impairment of cognitive ability and physical growth as well as facial appearance. Down syndrome can
be identifies during pregnancy or at birth. Individuals with Down syndrome can have a lower than average cognitive ability,
often ranging from mild to moderate learning disabilities. Developmental disabilities often manifests as tendency toward
concrete thinking or naiveté. A small number have severe to profound mental disability. The incidence of Down syndrome is
estimated at 1 per 800 to 1, 00 births.

THEORIES OF SOCIO-EMOTIONAL DEVELOPMENT | ERIKSON STAGES OF DEVELOPMENT

Erik Homburger Erikson (1902-1994) was a German developmental psychologist and psychoanalyst known for his theory on
social development of human beings, and for coping the phrase identity crisis.
 Each of Erikson’s stages of psychosocial development are marked by a conflict, for which successful resolution will
result in a favorable outcome, for example, trust vs. mistrust, and by an important event that is conflict resolves
itself around, for example, meaning of one’s life.
 Favorable outcomes of each stage are sometimes known as “virtues”, a term used, in the context of Erikson work,
as it is applied to medicines, meaning” potencies “For example, the virtue that would emerge from successful
resolution. Oddly, and certainly counter- intrusively, Erikson’s research reveals with breath-taking clarity how each
individual must learn how to hold both extremes of each specific life-stage challenge in tension with one another
not rejecting one end of the tension or the other.
 Only when both extremes in a life-stage challenge are understood and accepted as both required and useful, can
the optimal virtue for that stage surface. Thus, “trust” and “mistrust” must both the understood and accepted, in
order for realistic “hope” to emerge as a viable solution at the first stage. Similarly, “integrity” and “despair” must
both be understood and embraced, in order for actionable wisdom to emerge as a viable solution at the last stage.

The Erikson life stage virtues in order of the stages in which they may be acquired are:
1. Trust vs. mistrust. Is the world a safe place or is it full of unpredictable events and accidents waiting to happen?
Erikson’s first psychosocial crisis occurs during the first year or so of life (like Freud’s oral stage of psychosexual
development). The crisis is one of trust vs. mistrust.

During this stage the infant is uncertain about the world in which they live. To resolve these feelings of uncertainty the
infant looks towards their primary caregiver for stability and consistency of care.
If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with
them to other relationships, and they will be able to feel secure even when threatened.
Success in this stage will lead to the virtue of hope. By developing a sense of trust, the infant can have hope that as
new crises arise, there is a real possibility that other people will be there are a source of support. Failing to acquire
the virtue of hope will lead to the development of fear.
For example, if the care has been harsh or inconsistent, unpredictable and unreliable, then the infant will develop a sense
of mistrust and will not have confidence in the world around them or in their abilities to influence events.

This infant will carry the basic sense of mistrust with them to other relationships. It may result in anxiety, heightened
insecurities, and an over feeling of mistrust in the world around them.
Consistent with Erikson’s views on the importance of trust, research by Bowlby and Ainsworth has outlined how the quality
of the early experience of attachment can affect relationships with others in later life.

2. Autonomy vs. Shame and Doubt. The child is developing physically and becoming more mobile. Between the ages of
18 months and three, children begin to assert their independence, by walking away from their mother, picking which toy
to play with, and making choices about what they like to wear, to eat, etc.
The child is discovering that he or she has many skills and abilities, such as putting on clothes and shoes, playing with toys,
etc. Such skills illustrate the child’s growing sense of independence and autonomy. Erikson states it is critical that parents
allow their children to explore the limits of their abilities within an encouraging environment which is tolerant of failure.

For example, rather than put on a child’s clothes a supportive parent should have the patience to allow the child to try until
they succeed or ask for assistance. So, the parents need to encourage the child to becoming more independent whilst at the
same time protecting the child so that constant failure is avoided. A delicate balance is required from the parent. They must
try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and
accidents (particularly when toilet training). The aim has to be “self-control without a loss of self- esteem” (Gross, 1992).
Success in this stage will lead to the virtue of will.

If children in this stage are encouraged and supported in their increased independence, they become more confident and
secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to
assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon
others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.

3. Initiative vs. Guilt. Around age three and continuing to age five, children assert themselves more frequently. These
are particularly lively, rapid-developing years in a child’s life. According to Bee
(1992) it is a “time of vigor of action and of behaviors that the parents may see as aggressive”. During this period the primary
feature involves the child regularly interacting with other children at school. Central to this stage is play, as it provides
children with the opportunity to explore their interpersonal skills through initiating activities.

Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children
develop a sense of initiative, and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is
squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and
will therefore remain followers, lacking in self-initiative.
The child takes initiatives which the parents will often try to stop in order to protect the child. The child will often overstep
the mark in his forcefulness and the danger is that the parents will tend to punish the child and restrict his initiatives too
much. It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows. If the parents treat
the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child
may have feelings of guilt for “being a nuisance”.

Too much guilt can make the child slow to interact with others and may inhibit their creativity. Some guilt is, of course,
necessary, otherwise the child would not know how to exercise self-control or have a conscience. A healthy balance
between initiative and guilt is important. Success in this stage will lead to the virtue of purpose.

4. Industry (competence) vs. Inferiority. Industry versus inferiority is the fourth stage of Erik
Erikson’s theory of psychosocial development. The stage occurs during childhood between the ages of five and twelve.
Children are at the stage where they will be learning to read and write, to do sums, to do things on their own. Teachers
begin to take an important role in the child’s life as they teach the child specific skills.

It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self-
esteem. The child now feels the need to win approval by demonstrating specific competencies that are valued by society,
and begin to develop a sense of pride in their accomplishments. If children are encouraged and reinforced for their
initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not
encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and
therefore may not reach his or her potential.

If the child cannot develop the specific skill they feel society is demanding (e.g. being athletic) then they may develop a
sense of inferiority. Some failure may be necessary so that the child can develop some modesty. Yet again, a balance
between competence and modesty is necessary. Success in this stage will lead to the virtue of competence.

5. Identity vs. Role Confusion. The fifth stage is identity vs. role confusion, and it occurs during adolescence, from
about 12-18 years. During this stage adolescents search for a sense of self and personal identity, through an intense
exploration of personal values, beliefs and goals.
The adolescent mind is essentially a mind or moratorium, a psychosocial stage between childhood and adulthood, and
between the morality learned by the child, and the ethics to be developed by the adult (Erikson p. 245)

During adolescence the transition from childhood to adulthood is most important. Children are becoming more
independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to
belong to a society and fit in. This is a major stage in development where the child has to learn the roles he will occupy as an
adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is.
Erikson suggests that two identities are involved: the sexual and the occupational.

According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants to
do or be, and of one’s appropriate sex role”. During this stage the body image
of the adolescent changes. Erikson claims that the adolescent may feel uncomfortable about their body for a while until
they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity. Fidelity involves being
able to commit one’s self to others on the basis of accepting others, even when there may be ideological differences. During
this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations.
Failure to establish a sense of identity within society (“I don’t know what I want to be when I grow up”) can lead to role
confusion. Role confusion involves the individual not being sure about themselves or their place in society.
In response to role confusion or identity crisis an adolescent may begin to experiment with different lifestyles (e.g. work,
education or political activities). Also pressuring someone into an identity can result in rebellion in the form of establishing a
negative identity, and in addition to this feeling of unhappiness.

6. Intimacy vs. Isolation. Occurring in young adulthood (ages 18 to 40 yrs), we begin to share ourselves more
intimately with others. We explore relationships leading toward longer term commitments with someone other
than a family member.

Successful completion of this stage can lead to comfortable relationships and a sense of commitment, safety, and care
within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and
sometimes depression. Success in this stage will lead to the virtue of love.

7. Generativity vs. Stagnation. During middle adulthood (ages 40 to 65 yrs), we establish our careers, settle down within a
relationship, begin our own families and develop a sense of being a part of the bigger picture.

We give back to society through raising our children, being productive at work, and becoming involved in community
activities and organizations. By failing to achieve these objectives, we become stagnant and feel unproductive. Success in
this stage will lead to the virtue of care.

8. Ego Integrity vs. Despair. As we grow older (65+ yrs) and become senior citizens, we tend to slow down our
productivity, and explore life as a retired person. It is during this time that we contemplate our accomplishments and are
able to develop integrity if we see ourselves as leading a successful life. Erik Erikson believed if we see our lives as
unproductive, feel guilt about our past, or feel that we did not accomplish our life goals, we become dissatisfied with life
and develop despair, often leading to depression and hopelessness.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of
closure and completeness, and also accept death without fear.

SOCIAL COGNITIVE THEORY

Social Cognitive Theory - Utilized both in Psychology and Communications posits that portions of an individual’s knowledge
acquisition can be directly related to observing others within the context of social interactions, experiences, and outside
media influences.
An important point in the social cognitive theory is that the learner’s behavior is guided by cognitive processes rather than
formed or shaped by reinforced practice. Four component parts are responsible for the learning and performance
acquisition. These are:

Attentional processes
• Observer characteristics are perceptual or cognitive capacities, arousal level and past performance.
• Event characteristics are relevance, affective valence, complexity, functional value, model’s characteristics and
Intrinsic rewards.

Retention processes
• Observer characteristics are cognitive skills
• Event characteristics are cognitive organization and rehearsal

Motor reproduction process

• Observer characteristics are physical capabilities and sub skill mastery
• Event characteristics are selection and organization of responses with feedback

Motivational processes
• Observer characteristics are incentive preference, social bias and internal standards
• Event characteristics are external, self and vivacious reinforcement

Albert Bandura (Social Cognitive Theory)

 Bandura bases his theory on the acquisition of complex behaviors on a triangular diagram illustrating the
interactive effect of various factors. These three factors are behavior (B), the environment (E), and the internal
events that influence perceptions and actions. (P). the relationship between these three factors is known as
reciprocal determinism.
 Bandura identified three types of reinforces of behavior. These were direct reinforcement, vicarious
reinforcement and self-reinforcement. Direct reinforcement would be directly experienced by the learner.
Vicarious reinforcement would be observed to be consequences of the behavior of the model. Self-reinforcement
would be feelings of satisfaction or displeasure for behavior gauged by personal performance standards.
 Bandura describes three types of modeling stimuli, which are live models, symbolic models, and verbal
descriptions or instructions. Of these three, in American society, the greatest range of exposure is in the form of
symbolic models through mass media.
 In Bandura’s later work he introduces two other aspects to his Social Learning Theory. These are his work on the
self-regulatory system and self-efficacy. In the area of self-regulatory system/ self-evaluative behaviors he said
that this system us based upon cognitive sub processes that: PERCEIVE, EVALUATE and REGULATE BEHAVIOR

EMOTIONAL INTELLIGENCE
Emotional Intelligence (Goleman) - (EI), often measured as an Emotional Intelligence Quotient (EQ), describes an ability,
capacity, or skill to perceive, assess, and manage the emotions of one’s self, of others, and of groups. As relatively new area
of psychological research, the definition of EI is constantly changing.
The El model introduced by Daniel Goleman focuses in EL as wide array of competencies and skills that drive managerial
performance, measured by multi-rater assessment and self-assessment (Bradberry and Greaves, 2005). In working with
Emotional Intelligence (1998) Goleman explored the function of EI on the job, and claimed EI to be the largest single
predictor of success in the workplace, with more recent confirmation of these findings on a worldwide sample seen in
Bradberry and Greaves, “The Emotional Intelligence Quick Book” (200%)

Goleman’s model outlines four main EI constructs:

 Self-awareness - the ability to read one’s emotions and recognize their impact while using gut feelings to guide
decisions.
 Self - management - involves controlling one’s emotions and impulses and adapting to changing circumstances.
 Social awareness - the ability to sense, understand, and react to other’s emotions while comprehending social
networks.
 Relationships management - the ability to inspire, influence, and develop others while managing conflict.

Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate
talents, but rather learned capabilities that must be worked on and developed to achieve outstanding performance.
Goleman believes that individuals are born with a general emotional intelligence that determines their potential for learning
emotional competencies.

MORAL DEVELOPMENT THEORY

Kohlberg’s stages of moral development are places of moral adequacy conceived by Lawrence Kohlberg to explain the
development of moral reasoning. Created while studying psychology at the University of Chicago, the theory was inspired
by the work if Jean Piaget and a fascination with children’s reactions to moral dilemmas. He wrote his doctoral dissertation
at the university in 1958, outlining what are now known as his stages of moral development.

Levels and Stages of Moral Development:

Level 1: Pre-conventional Morality – The first level of morality, pre-conventional morality, can be further divided into two
stages: obedience and punishment, and individualism and exchange.
• Stage 1: Punishment- Obedience Orientation
• Related to Skinner’s Operational Conditioning, this stage includes the use of punishment so that the person
refrains from doing the action and continues to obey the rules. For example, we follow the law because we do
not want to go to jail.
• Stage 2: Instrumental Relativist Orientation
• In this stage, the person is said to judge the morality of an action based on how it satisfies the individual needs of
the doer. For instance, a person steals money from another person because he needs that money to buy food for
his hungry children. In Kohlberg’s theory, the children tend to say that this action is morally right because of the
serious need of the doer.
Level 2: Conventional Morality - The second level of morality involves the stages 3 and 4 of moral development.
Conventional morality includes the society and societal roles in judging the morality of an action.
• Stage 3: Good Boy-Nice Girl Orientation
• In this stage, a person judges an action based on the societal roles and social expectations before him. This is
also known as the “interpersonal relationships” phase. For example, a child gives away her lunch to a street
peasant because she thinks doing so means being nice.
• Stage 4: Law and Order Orientation
• This stage includes respecting the authorities and following the rules, as well as doing a person’s duty. The
society is the main consideration of a person at this stage. For instance, a policeman refuses the money offered
to him under the table and arrests the offender because he believes this is his duty as an officer of peace and
order.

Level 3: Post-conventional Morality

The post-conventional morality includes stage 5 and stage 6. This is mainly concerned with the universal principles that
relation to the action done.
• Stage 5 : Social Contract Orientation
• In this stage, the person is look at various opinions and values of different people before coming up with
the decision on the morality of the action.
• Stage 6 : Universal Ethical Principles Orientation
• The final stage of moral reasoning, this orientation is when a person considers universally accepted ethical
principles. The judgment may become innate and may even violate the laws and rules as the person becomes
attached to his own principles of justice.

Carol Gilligan - her fame rests primarily on in a Different Voice: Psychological Theory and Women’s Development (1982) in
which she criticized Kohlberg’s research on the moral development of used children. Which at the time showed that girls on
average reached a lower level of moral development than boys did. Giligan pointed out that the participants in Kohlberg’s
basic study were largely male, and that the scoring method Kohlberg used tended to a favor a principled way of reasoning
that was more common to boys, over a moral argumentation concentrating on relations, which would be more amenable to
girls. Kohlberg saw reason to revise his scoring method as a result of Gilligan’s critique, after which boys and girls scored
evenly.

Her work formed the basis for what has become known as the ethics of care, a theory of ethics that contrasts ethics of care
to so-called ethics of justice.

The following are some major factors affecting the social and emotional development of children and adolescents:
 Media - the main means of mass communication (broadcasting, publishing, and the Internet), regarded
collectively.
 Parenting - is the process of promoting and supporting the physical, emotional, social, and intellectual
development of a child from infancy to adulthood. Parenting refers to the intricacies of raising a child aside from
the biological relationship
 Role Models - is a person whose behavior, example, or success is or can be emulated by others, especially by
younger people.
 Peer groups - is a social group that consists of individuals of the same social status who share similar interests and
are close in age.
EXCEPTIONAL AREA DEVELOPMENT IN THE AREA OF SOCIAL DEVELOPMENT
Leadership - the ability of an individual to influence, motivate and enable others to contribute toward the effectiveness and
success of the organizations of which they are members.
Juvenile Delinquency- Juvenile delinquency may refer to either violent or non-violent crime committed by persons who are
(usually) under the age of eighteen and are still considered to be a minor. There is much debate about whether or not such
a child should be held criminally responsible for his or her own actions. There are many different inside influences that are
believed to affect the way a child acts both negatively and positively, some of which are as follows:
 Abandonment - is a subjective emotional state in which people feel undesired, left behind, insecure, or discarded.
People experiencing emotional abandonment may feel at loss, cut off from a crucial source of sustenance that has
been withdrawn, either suddenly, or through a process of erosion.
 Social institutions - consists of a group of people who have come together for a common purpose. These
institutions are a part of the social order of society and they govern behavior and expectations of
individuals.
 Peer pressure is the direct influence on people by peers, or the effect on an individual who gets encouraged to
follow their peers by changing their attitudes, values or behaviors to conform to those of the influencing group or
individual

Affective and Mode Disorders - The mood or affective disorders are mental disorders that primarily affect mood and
interfere with the activities of daily living. Usually it includes major depressive disorder (MDD) and bipolar disorder (also
called Manic Depressive Psychosis. They are set of psychiatric disorders, also called mood disorders. The main types of
affective disorders are depression, bipolar disorder, and anxiety disorder. Symptoms vary by individual and can range from
mild to severe.

What is an affective personality disorder? Affective disorders may include manic (elevated, expansive, or irritable
mood with hyperactivity, pressured speech, and inflated self-esteem) or depressive (dejected mood with
disinterest in life, sleep disturbance, agitation, and feelings of worthlessness or guilt) episodes, and often
combinations of the two.

What are some examples of mood disorders? Some examples of mood disorders include: Major depressive disorder —
prolonged and persistent periods of extreme sadness. Bipolar disorder — also called manic depression or bipolar affective
disorder, depression that includes alternating times of depression and mania.

What are the different types of mood disorders?

 Major depression. Having less interest in usual activities, feeling sad or hopeless, and other symptoms for at
least 2 weeks may indicate depression.
 Dysthymia
 Bipolar disorder
 Mood disorder related to another health condition
 Substance-induced mood disorder.

What medications treat mood disorders? Antipsychotic medications used for bipolar disorder include:
  Olanzapine (Zyprexa)
 Quetiapine (Seroquel)
 Risperidone (Risperdal)
 Ariprazole (Abilify)
 Ziprasidone (Geodon)
 Clozapine (Clozaril)

What is meant by social institutions? Each piece serves a different purpose to the overall operation of the bike. In
sociology, social institutions, such as economy and government, are the 'bike parts' and the overall society is the 'bicycle.'
Social institutions are established sets of norms and subsystems that support each society's survival.

What are the five major social institutions? Five major institutions in rural sociology are political,
educational, economic, family and religion.

Political: Government as political institution, administers the regulatory functions of Law and order, and maintains
security in society.

What is the function of social institutions? Social institutions are a system of behavioral and relationship patterns that are
densely interwoven and enduring, and function across an entire society. They order and structure the behavior of
individuals by means of their normative character.

Which one is the most important social institution? Family is very important in Germany both from social and legal
viewpoints. A family creates a stable and often unbreakable relationship. For me family is the most important social
institution in my life.

FACILITATING HUMAN LEARNING

Definition of learning - is the acquisition and development of memories and behaviors, including skills, knowledge,
understanding, values and wisdom. It is the goal of education, and the product of experience. It is therefore a relatively
permanent change in behavior.
Other Definitions:
1. A process inferred from relatively stable changes in behavior that result through practice of interaction with and
adaptation to the environment (Goodwin and Klausmeier)
2. The development of new associations as a result of experience (Good and Grophy).
3. The modification of an organism’s behavior as a result of maturation and environmental experience.

THEORIES OF LEARNING
A. Edward Thorndike’s Connectionism | Associationism Theory:

Human activity is based on association between stimulus and response.

a. Law of effect - The third law is the ‘Law of Effect’, according to which the trial or steps leading to satisfaction
stamps in the bond or connection. Satisfying states lead to consolidation and strengthening of the connection,
whereas dis-satisfaction, annoyance or pain lead to the weakening or stamping out of the connection. In fact, the
‘law of effect’ signifies that if the response satisfy the subject, they are learnt and selected, while those
 which are not satisfying are eliminated. Teaching, therefore, must be pleasing. The educator must obey the tastes
and interests of his pupils. In other words, greater the satisfaction stronger will be the motive to learn. Thus,
intensity is an important condition of ‘law of effect’.
b. Law of exercise - The second law of learning is the ‘Law of Exercise’, which means that drill or practice helps in
increasing efficiency and durability of learning and according to Throndike’s S-R Bond Theory, the connections are
strengthened with trail or practice and the connections are weakened when trial or practice is discontinued. The
‘law of exercise’, therefore, is also understood as the ‘law of use and disuse’ in which case connections or bonds
made in the brain cortex are weakened or loosened. Many examples of this case are found in case of human
learning. Learning to drive a motor-car, typewriting, singing or memorizing a poem or a mathematical table, and
music etc. need exercise and repetition of various movements and actions many times.
c. Law of readiness - First primary law of learning, according to him, is the ‘Law of Readiness’ or the ‘Law of Action
Tendency’, which means that learning takes place when an action tendency is aroused through preparatory
adjustment, set or attitude. Readiness means a preparation of action. If one is not prepared to learn, learning
cannot be automatically instilled in him, for example, unless the typist, in order to learn typing prepares himself to
start, he would not make much progress in a lethargic & unprepared manner.

B. Classical conditioning (Ivan Pavlov): It is based on ADHESIVE principle which means that a response is attached to a
stimulus through the stimulus occurring just prior to the response so that the recurrence of the stimulus will evoke or
cause the response. (Ex. Dog’s salivation experiment)

C. Operant Conditioning (BF Skinner): Organism has to do something in order to get reward that is, it must operate on its
environment.
 Reinforcement: is any behavioral consequence that strengthens behavior. It increases the likelihood of the
recurrent of a particular type of response.
 Types of reinforcement:
- Positive Reinforcement: These reinforces increase frequency.
- Negative Reinforcement: Strengthens behavior by their removal.
- Primary Reinforcement: food, water, sleep
- Secondary Reinforcement: money, grades, starts, tokens etc.

D. Social Learning Theory (Albert Bandura) – plus emphasis on OBSERVATIONAL LEARNING.

E. Wolfgang Kohler’s Insight Theory - Gaining insight is a gradual processes of exploring analyzing and restructuring
perceptions until a solution is arrived at.

F. Gestalt Theoru (Kohlerm Wertheimer and Koffka) - The primary focus of this theory is on PERCEPTION and how
people assign meanings to visual stimuli, “The whole is more than the sum of all its parts”

G. Kurt Lewin’s Topological and Vector Theory (Field Theory) - the behavior of an individual at a given moment is the
result of existing forces operating simultaneously in his life space. (Internal and External forces).
H. Jerome Bruner’s Theory - Also known as Instrumental Conceptualism. Learning involves 3 simultaneously processes:
acquisition transformation and evaluation.
I. Information processing Theory - The theory describes the psychological events in terms of transformations of
information form input to output. It stresses the value of perception, attention and memory in the learning process.

Types of Learning:
a. Cognitive Learning - is concerned with the development of ideas and concepts. This explains why the brain is the
most incredible network of information processing and interpretation in the body as we learn things.
b. Affective Learning - Involves assimilation of values, emotional reactions and acquisition of attitudes. These
domains are cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each
domain on this page has a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the
taxonomies below are arranged so that they proceed from the simplest to more complex levels.
c. Psychomotor Learning - understanding the external world through the senses and muscles. The psychomotor
domain deals with manual or physical skills. It is the "doing" domain.

Analogical Process and Transfer of Learning - the Theory of Transfer of Learning was introduced by Thorndike and
Woodworth (1901). They explored how individuals would transfer learning in one context to another context that shared
similar characteristics. Their theory implied that transfer of learning depends on the learning task and the transfer task
being identical, also known as “identical elements. There is a close relationships between transfer of learning and problem
solving a problem in a new situation.

Type Characteristics
Near Overlap between situations, original and transfer contexts as similar
Far Little overlap between situations, original and transfer settings are
dissimilar
Positive What is learned in one context enhances learning in different setting
Negative Knowledge if a previous topic essential to acquire new knowledge
Vertical Knowledge of previous topic is not essential to acquire new knowledge
Horizontal Knowledge of a previous topic is not essential but helpful to learn a new
topic
Literal Intact knowledge transfers to new task
Figural Use some aspect of general knowledge to think or learn about a problem
Low Road Transfer of well-established skills in almost automatic fashion
High Road Transfer involves abstraction so conscious formulations of connections
between contexts
High Road/Forward Abstracting situations from learning context to a
Reaching Potential transfer context
High Road/Backward Abstracting in the transfer context features of a
Reaching Previous situation where new skills and knowledge were learned

Metacognition - refers to thinking about cognition (memory, perception, calculation, association, etc.) itself or to
think/reason about one’s own thinking. It refers to “thinking about thinking” and was
introduced as a concept in by John Flavell, who is typically seen as a founding scholar of the field. Flavell said that
metacognition is the knowledge you have of your own cognitive processes (your thinking).Flavell (1979). It is your ability to
control your thinking processes through various strategies, such as organizing, monitoring, and adapting. Additionally, it is
your ability to reflect upon the tasks or processes you undertake and to select and utilize the appropriate strategies
necessary in your intercultural interactions.
 Metacognition involves two types of knowledge:
1) explicit | conscious | factual knowledge
2) implicit | unconsciousness knowledge.
 The efforts of metacognition are aimed at developing learner autonomy, independence and self-regulated
learners.

Motivational Factors in Learning

Reward and Reinforcement - a reward is that which follows an occurrence of a specific behavior with the intention of
acknowledging the behavior in a positive way. A reward often has the intent of
encouraging the behavior to happen again.

There are two kinds of rewards, extrinsic and intrinsic rewards are external to, or outside of, the individual; for example,
praise or money. Intrinsic rewards are internal to or within, the individual; for example, satisfaction or accomplishment.

Some authors distinguish between two forms of intrinsic motivation: on based on enjoyment, the other on obligation. In
this context, obligation refers to motivation bases on what an individual thinks ought to be done. For, instance, a feeling of
responsibility for a mission may lead to helping others beyond what is easily observable, rewarded, or fun.

A reinforce is different from reward, in that reinforcement is intended to create a measured increase in the rate of a
desirable behavior following the addition of something to the environment.

Intrinsic motivation is evident when people engage in an activity for its own sake, without some obvious external incentive
present. A hobby is a typical example. Intrinsic motivation has been intensely studied by educational psychologists since the
1970s, and numerous studies have found it to be associated with high educational achievement and enjoyment by the
students.

There is currently no “grand unified theory” to explain the origin or elements of intrinsic motivation. Most explanations
combine elements of Bernard Weiner’s attribution theory, Bandura’s work on self- efficacy and other studies relating to
locus of control and goal orientation. Thus it is thought that students are more like to experience intrinsic motivation if they:
 Attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in,
not fixed ability).
 Believe they can be effective agents in reaching desired goals (e.g. the results are not determined by dumb luck).
 Are motivated towards deep mastery of a topic, instead of just rote-learning performance to get good grades.

In knowledge-sharing communities and organizations, people often cite altruistic reasons for their participation, including
contributing to a common good, a moral obligation to the group, mentorship
or giving back”. This model if intrinsic motivation has emerged from three decades of research by hundreds of
educationalists and still evolving.

In work environments, money is typically viewed as an important goal (having food, clothes etc.) may well be more
powerful than the direct motivation provided by an enjoyable workplace.
Learning styles vs. learning strategies.

Issues regarding learning style are somewhat related, i.e. students that willing and able to think in more abstract terms
and/or to critically examine what they do may show better performance.
A learning style refers to the relationship between individuals and their ways of learning whereas learning strategies refer to
attitudes and behavior that is oriented towards goals. As an example, one could compare/oppose.

Learning style Learning strategy

Self-assessment Self-assessment
Field-dependent Field- independent
Cognitive level Plus meta-cognitive level
Learner preference Learner competence

THEORIES OF SITUATED LEARNING

Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning). In addition,
the theory of Schoenfield on mathematical problem solving embodies some of the critical elements of situated learning
framework. Situated learning is a general theory of knowledge acquisition. It has been applied in the context of technology-
based learning activities for schools that focus in problem-solving skills.

Principles of Situated Learning:

1. Knowledge needs to be presented in an authentic context, i.e., setting and applications that would normally
involve that knowledge
2. Learning requires social interaction and collaboration.

Multiple Intelligences - the theory of multiple intelligence was developed in 1983 by Dr. Howard Gardner, professor of
education at Harvard University. It suggests that the traditional notion of intelligences to account for a broader range of
human potential in children and adults.

The theory of multiple intelligences differentiates intelligence into specific 'modalities', rather than seeing intelligence as
dominated by a single general ability. Howard Gardner proposed this model in his 1983 book Frames of Mind: The Theory
of Multiple Intelligences. According to the theory, an intelligence must fulfill eight criteria:

1. potential for brain isolation by brain damage,

2. place in evolutionary history,
3. presence of core operations,
4. susceptibility to encoding (symbolic expression),
5. a distinct developmental progression,
6. the existence of savants, prodigies and other exceptional people,
 7. support from experimental psychology, and
8. Support from psychometric findings.

Gardner proposed eight abilities that he held to meet these criteria:

Musical-rhythmic and harmonic: This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a
high musical intelligence normally have good pitch and may even have absolute
pitch, and are able to sing, play musical instruments, and compose music. They have sensitivity to
rhythm, pitch, meter, tone, melody or timbre.
Visual-spatial: This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is one of
the three factors beneath g in the hierarchical model of intelligence.
Verbal-linguistic: People with high verbal-linguistic intelligence display a facility with words and languages. They are
typically good at reading, writing, telling stories and memorizing words along with dates. Verbal ability is one of the most g-
loaded abilities. This type of intelligence is measured with the Verbal IQ in WAIS-IV.
Logical-mathematical: This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has to
do with having the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is
closely linked to fluid intelligence and to general intelligence (g factor).
Bodily-kinesthetic - The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the
capacity to handle objects skillfully.[8] Gardner elaborates to say that this also includes a sense of timing, a clear sense of the
goal of a physical action, along with the ability to train responses.
People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports, dance,
acting, and making things.

Gardner believes that careers that suit those with high bodily-kinesthetic intelligence
include: athletes, dancers, musicians, actors, builders, police officers, and soldiers. Although these careers can be
duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this
intelligence.
Interpersonal: In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to
others' moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as part of a group.
According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence
is often misunderstood with being extroverted or liking other people..." [12] Those with high interpersonal intelligence
communicate effectively and empathize easily with others, and may be either leaders or followers.
They often enjoy discussion and debate." Gardner has equated this with emotional intelligence of Goleman.

Gardner believes that careers that suit those with high interpersonal intelligence include sales persons, politicians,
managers, teachers, lecturers, counselors and social workers.
Intrapersonal: This area has to do with introspective and self-reflective capacities. This refers to having a deep
understanding of the self; what one's strengths or weaknesses are, what makes one unique, being able to predict one's own
reactions or emotions.
Naturalistic: Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were to rewrite
Frames of Mind today, I would probably add an eighth intelligence - the intelligence of the naturalist. It seems to me that
the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural
world, and to use this ability productively (in hunting, in farming, in biological science) is exercising an important intelligence
and one that is not adequately encompassed in the current list. This area has to do with nurturing and relating information
to one's natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and
mountain types. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to
be central in such roles
as botanist or chef.
This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical,
and holistic understanding" of the world and its complexities – including the role of humanity within the greater
ecosphere.
Existential: Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may
be a useful construct, also proposed after the original 7 in his 1999 book. The hypothesis of an existential intelligence has
been further explored by educational researchers.
Additional intelligences: On January 13, 2016, Gardner mentioned in an interview with BigThink that he is considering
adding the teaching-pedagogical intelligence "which allows us to be able to teach successfully to other people". In the same
interview, he explicitly refused some other suggested intelligences like humor, cooking and sexual intelligence.

Characterizing Students with Special Learning Needs

An exceptional child is one that is different in some way from “normal” to “average” child. The term “exceptional child”
includes those with special problems related to physical disabilities, sensory
impairments, emotional disturbances, learning disabilities and mental retardation. Most exceptional
children require a lot of understanding and patience as well as special education and related services if they are to reach
their full potential development.

SOCIOLOGICAL DIMENSIONS OF EDUCATION

Sociologist offer different theoretical perspective that are anchored on the concept that school is an open system to explain
the relationship between the school and the society. The diverse sociological explanations enable educators to understand
how the school, as a social institution of society, interacts with social environment as they perform their important role in
their unique way either as agents of cultural and social transmission or as agents of social transformation.

The Nature of Education

Sociology provides educators as special perspective in studying the school and society. Schools, by their nature are social
organizations. Because of the nature of education, the study of school systems
becomes the concern of sociologists. Sociologist study the social issues and concerns in education
which impact on socialization.

The Role of Schools

Dr. Adelaida Bago, in her book Social Dimensions in the Philippine Education, stresses there are two possible purpose or
roles of schools:
1. There are those who believe that one role of the school is to educate citizens to fit into society
2. There are those who believe that the role of the school is to educate citizens to change the society

The Specific purposes of the school are the following:

a. Cognitive Purposes- teaching the basic cognitive skills such as reading, writing and speaking.
b. Political Purposes- inculcation of patriotism or loyalty to the existing political order.
c. Social Purposes- concerns with the socialization of citizens into their various roles in society.
d. Economic Purposes- involves training and preparation of citizens for the world of work.

School as Open System

School are open systems that draw their inputs and send back their outputs to the environment. An open system, like a
living organism, has a homeostatic nature. Homeostasis is the property of open
system to regulate its internal environment to maintain stable constant condition. This is done
through internal regulation mechanisms of inter-related and interaction parts that counteract any departure from the
normal or usual.

THEORETICAL PERSPECTIVE OF EDUCATION

To provide logical explanations for why things happen the way they do in group situations, sociologists make use of
theoretical perspective. These theories also become the basis for analyzing curriculum, instruction and structure in the
school organization. The functionalist and Conflict Theories focus macro-level sociological analysis, while the interaction
theory focuses on the micro level analysis.

1. The Functionalist Theory - (other known as equilibrium theory). The key terms in of society. Social equilibrium is
achieved through the process of socialization of members into the basic values norms of particular group so that
consensus is reached. The different parts or members of the society are interdependent grouped and organized to
form a system.
a. Talcot Parsons - conceptualized society as a collection of systems within systems (McLeland, 2000)
b. Emile Durkheim - believed that education plays a significant roles in creating, moral unity, which is an
imperative in social cohesion and harmony, Durkheim defined education and the concerns of sociology as
follows: “ Education is the influence exercised by adult generations on those that are not yet ready for social
life, its object is to arouse and to develop in the child a certain number of physical, intellectual and moral
states which are demanded of him by both the political society as a whole and special milieu for which he is
specifically destined..
2. Conflict Theory - assumes a tension in society and its part due to competing interest of individuals and groups.
Adherents of the theory argue that what holds society together is economic, political, cultural, military power and
note shared values alone. The social order is based on the stability of dominant groups to impose their will on
others who are powerless. The Conflict theory is based on four interlocking concepts: competition, structural
inequality, revolution and war.
 a. Karl Marx - the founder of the conflict school of thought believed that because the class system separates
the employers from workers and workers from the benefits of their own labor, class struggle is inevitable.
According to him inevitably the workers would overthrow the capitalists and establish a new society where
the proletariat could freely avail of the benefits of their labor.
b. Max Weber - the father of bureaucratic thought was convinced that although power relations between
dominant and powerless group shape society, class differences alone could not fully explain the complex way
human beings from hierarchies and belief systems and make them work. Weber examined status cultures as
well as class positions. According to him, the main activity of schools is to teach particular “status cultures”
both in and outside the classroom
3. Interaction Theories - the focus of the interaction theory is the communication and the relationship that exists
among and between groups in education- peers, teachers, students, teacher-principal and teacher- parents. The
concern is to study the social-psychological questions that impact on normative attitudes, values, aspirations and
self –concepts of particular groups that in return impact on the teaching- learning process.
a. Labeling Theory - this theory is related to expectations. For instance, in general the expectations of
significant others on the learners, determine to a large extent in the behavior of students. To this extent, the
processes by which students are labeled either as gifted or learning disabled, fast or slow learner, smart or
dumb, affect the quality as well as the extent and speed of learning.
b. Exchange Theory - is based on the concept of reciprocity or ”katugunan”. Reciprocal interactions bind
individuals (teachers, students, parents, administrators) with obligations. The consequences of interaction
are rewards and benefits.

CULTURE, SOCIETY AND INTERACTION IN THE PHILIPPINE SETTING

Jocano (1998) proposed a social framework that could be used as basis for understanding the relationships and interaction
between and among groups in the Philippine education setting. The Framework shows the interlocking and interfacing of
relationships of kinship and family, socialization practices and cultural themes that impact on the school system.
 Culture - is the complex whole which includes the customs, beliefs, more, folkways of a certain group of people.
 Education is transferring of culture
 Sub-Culture - specialized from culture practiced by a small group of people which shows uniqueness compared to
other groups.
 Norm - what is considered” normal” is basically based on the number of people practicing a certain behavior.

Kinds of Groups
A group can be defined as a unit in which different personalities with different interdependence roles and status interacts.
There are different kinds of groups; these are the Primary, the Secondary, the
In-Group, the Out-Group, the Peer Group, the Reference Group and the Voluntary Associations.
a. The Primary Group is a group by which there is an intimate, there is face to face, there is informal as well as
personal relationship among the members such as the “family”
b. The Secondary Group is a group by which there is an impersonal, there is an informal, and there is a
contractual, business-like as well as casual relationship among the members such as the “religion” or “school”.
 c. The In-Group is a group by which the member feels to have been given a sense of belongingness.
d. The Out-Group is a group by which an individual feels some indifferences, dislike, strangeness,
antagonism or hatred.
e. The Peer Group is a group by which the members are almost in the same age as well as social and economic
status. The Peer Group comes in different types; the Play-Group, the Gang and the Clique.
f. The Play-Group is common among the children; there could be a minimum or no adult supervision in this
group; it is also spontaneous and informal.
g. The Gang is a group by which there is a recognized leader. The members are expected to follow their rules of
behaviors; they have a definite place to stay, meeting time and they have planned activities. Sometimes, they
even have a password.
h. The Clique is a group by which the members have the same line of thinking as well as interest.
i. The Reference Group is a group by which an individual or a member identifies him or herself consciously or
unconsciously. This kind of group is more likely on identification and not really on the actual membership.
j. The Voluntary Association is a group by which the members tend to join together because of their common
needs, decisions, aims or goal.

Types of Groups:
a. Integrated group - the members have common action in shared meanings and values
b. Crowed- members act together on the basis of a shared emotion and feelings, as in religious revival meetings,
revolutionary mob or a panic.
c. Audience or mass - members act together on the basis of a common attitudes without interaction among
members; like people at film showing.
d. Public - this refers a number of people in some form of community come to a common agreement who have
common interest but do not necessarily come to a common agreement.

Social Institution: According to Anthony Giddens, Social Institutions are” enduring features of social life”. It is a complex of
positions, norms and social relations performing a social role. Social institutions includes government, families, and other
groups of people with recognizable social interaction and norms of conduct.

Characteristics:
1. Social Purpose-institution satisfy social needs
2. Permanence-institution are relatively permanent
3. Enforcing rules and regulations- institution governs behavior
4. Promotes values- institution exerts social pressure regarding right conduct

Major Social Institutions

1. Family – is a group of people affiliated by consanguinity, affinity and co-residence. It is the smallest social
institution. One of the primary function of the family is to produce and reproduce persons both biologically and
socially (in cases of adoption).
a. Conjugal Family-includes the husband, wife, and children who are not of age yet.
b. Consanguinity Family- consist of a parent and his or her children, and other people.
 c. Matrilocal Family- consists of a mother and her children

2. Education is the transmission of knowledge is the primary purpose of education. As a social institution school has
the following purpose.
1. Intellectual - schools teach basic knowledge and skills commonly known as the 3 Rs and eventually
developing their HOTS (higher order thinking skills)
2. Political - schools develop allegiance to the country and promotes patriotism
3. Social - schools develop person’s ability to interact with fellow human being
4. Economic - schools prepare the person to achieve suitable occupational endeavors.

3. Religion: According to Stark religion is the “socially defined patterns of beliefs concerning the ultimate meaning of
life; it assumes the existence of the supernatural” and has a characteristics like:
1. Belief in the higher being (deity)
2. Doctrine of salvation
3. A code of conduct
4. Religious rituals

4. Government: A government is an institution entrusted with making and enforcing the rules of a society as well as
with regulating relations with other societies. In order to be considered a government, a ruling body must be
recognized as such by the people it purpose to govern.

Types of Government
a. Democracy - is a system of government in which the citizens exercise power directly or elect representatives
from among themselves to form a governing body, such as a parliament.
b. Monarchy - is this system or form of government. A monarch, such as a king or queen, rules a kingdom or
empire. In a constitutional monarchy, the monarch's power is limited by a constitution. But in an absolute
monarchy, the monarch has unlimited power.
c. Authoritarianism - is a form of government characterized by strong central power and limited.
d. Totalitarianism - is a form of government that seeks to subordinate all aspects of individual life to the
authority of the state.

Social Problems - growing groups and countries experience various societal problem brought about by various factors.
 Juvenile delinquency, Crime, Alcoholism, Suicide, Drug addiction, Racial prejudice, Industrial conflict, Poverty and
Graft and corruption

Social Control - refers to the ways in which members of a society influence one another so as to maintain social order.
 Informal Social Control includes Mores and folkways, Expectations not written down but perceived and
made known to him, Pressure to conform, Internalizing the values and attitudes of family, Helping the
child to understand and norms of the bigger group and Desire for acceptance of the bigger group
 Formal Social Control includes Passage of law, Formal mechanism to maintain control over the
behavior of its members, Tendency to level an individual who is out
 of line and gossip and Curbing anti-social attitudes by disallowing privacy or ascribing undesirable status
to deviants.

Social process - sociologist have noted that social change occurs in patterns and these patterns are called social process,
this is also used to interpret social behavior.

Classification of Social Process:

 Competition - an impersonal attempt to gain scare and valued resources of wealth, land etc.
 Conflict - involves the use of deliberate power
 Accommodation - is the conscious adjustment and compromise among conflicting groups to live without conflict
 Assimilation - is the learning and acceptance by one group of the beliefs and values of another groups so that
they gradually become virtually indistinguishable.

Characteristics of Culture
1. Culture is Learned
2. Pakikipagkapwatao
3. Family orientation
4. Joy and humor
5. Flexibility, adaptability, creativity
6. Hard work and industry
7. Faith and religiosity
8. Ability to survive

Weakness of the Filipino Character

1. Extreme personalism
2. Extreme family centeredness
3. Lack of discipline
4. Passivity and lack of initiative
5. Colonial mentality
6. Kanya-kanya syndrome
7. Lack of self-analysis and self-reflection

PILLARS OF EDUCATION
PILLARS OF LEARNING: The Four Pillars of Education all started with the report entitled” Learning the Treasure within” of
the International Commission of Education for the Twenty-first –Century chaired by Jacques Delors in 1996. It was published
by the UNESCO.

A. LEARNING TO KNOW
- Implies learning how to learn by developing one’s concentration, memory skills and ability to think; acquiring the
instrument of understanding.
- To learn to know, students need to develop learn-to-learn-skills. Such skills are learning to read with
comprehension, listening, observing, asking question, data gathering, note taking and accessing, processing,
selecting and using information
- The role of the teacher is as facilitator, catalyst, monitor and evaluator of learning.
B. LEARNING TO DO
 - Represents the skillful, creative and discerning application of knowledge
- One must learn how to think creatively, critically and holistically, and how to deeply understand the information
that is presented.
- To perform a job or work, the learning to do must be fulfilled. This entails the acquisition of competence that
enables people to deal with a variety of situations, and to work in teams.

C. LEARNING TO LIVE TOGETHER

- Vital in building a genuine and lasting culture of peace in the world.
- Can be achieved by developing in understanding of others and their history, traditions and spiritual values, and
appreciation of interdependence.
- A wide range of skills is necessary for the pillar of education; self-control, handling emotions, communication,
interpretation of behaviors, critical thinking, relationship building and cooperation, negotiation, mediation and
refusal, problem solving and decision making.
- Teachers should help the students realize the value of being able to live together, in their gradually enlarging
world: home, school, community, city, town, province, country, and the world as a global village.

D. LEARNING TO BE
- Dominant theme of Edgar Faure is report” Learning to Be: The World of Education Today and Tomorrow”,
published UNESCO
- If refers to the role of education in developing all the dimensions of the complete person: to achieve the physical,
intellectual, emotional and ethical integration of the individual into a complete man. Pertains to the overall
development of the human person as individual and a member of the society

GENDER and DEVELOPMENT: In many countries where women still face discrimination, let us promote gender equality and
development between boys and girls in primary school. It is the 3 rd UN Millennium Goal which aims to eliminate gender
disparity in primary and secondary education, preferably by 2005, and all levels of education no later than 2015. Let us step
up to empower women in access to education, work and involvement in decision making.” Gender and development or
GAD is an approach on socially constructed basis of the difference between men and women and emphasized the need to
challenge the existing gender roles and relations.

Sex vs. Gender

SEX GENDER
 Categorized as male or female  Masculinity and femininity
 Biological  Socially, culturally and historically determined
 Fixed at birth  Learned through socialization
 Does not change across time and space  Varies over time and space
 Equally  Unequally valued (masculinity as the norm

Socialization - is a process by which social norms, roles and expectations are learned and internalize. Gender Socialization-
is a process by which norms, roles and expectation in relation to gender are learned by men and women.
Gender Stereotype - a form of prejudgment, bias or limitation given to roles and expectations of male and females.

Channel of Socialization:
1. Family : Manipulation, Canalization, Verbal Application and Activity Exposure
2. Church
3. Mass media
4. School: Instructional Language , Classroom Management and Instructional Materials

MULTICULTURAL EDUCATION
Multicultural education refers to any form of education or teaching that incorporates the histories, texts, values, beliefs,
and perspectives of people from different cultural backgrounds.
 A field of study and an emerging discipline whose major aim is to create equal opportunities from diverse racial,
ethnic, social class and cultural groups.
 The primary goal of multicultural education is to transform the school so that male and female students,
exceptional students, and students from diverse cultural social-class, racial, and ethnic groups experience an equal
opportunity to learn.

Who is the father of multicultural education? James A. Banks, considered the “father of multicultural education,” will
speak at K-State about “Diversity in America: Challenges and
Opportunities for Educating Citizens in a Global Age.” He will deliver his address from 5-6:30 p.m. Thursday, Oct. 6, in
the Town Hall Room of the Leadership Studies Building.

What is the main goal of multicultural education? One of the goals of multicultural education is to acknowledge the
experiences and perspectives of oppressed groups that are commonly excluded from mainstream academia (eg. racial,
ethnic, class, gender, etc.).

What are the dimensions of multicultural education? The Dimensions of Multicultural Education. The five identification
of dimensions of multicultural education. They are: content integration, the knowledge construction process, prejudice
reduction, an equity pedagogy, and an empowering school culture and social structure.

TEACHING IN MULTI-CULTURAL CLASSES

A Multicultural Classroom is one in which both the students and the teacher are accepting of all races, cultures, and
religions. This acceptance is evidenced by the books that are read, the activities that are completed, and the lessons that
are taught.

 Multicultural education embodies a perspective rather than a curriculum. Teachers must consider children’s
cultural identities and be aware of their own biases
 Teachers and parents need to acknowledge the fact that we are inevitably influenced by the stereotypes and one-
sided view of society that exists in our schools and the media. Hence, we must we recognized those biases and
change the attitude they represent by accepting all children as we receive them.
 OPPRESSION- (racism or biased attitudes) a problem in multi-cultural classes vs. OPPENESS- developing as much
effort to changing to learn about other’s culture, nurturing diversity by making multicultural education a process
of action.
LEGAL DIMENSIONS OF THE PHILIPPINE EDUCATION
The educational system in terms of curriculum, instruction, structure and organization at any given period of history is
defined by organic laws, acts, and policies crafted by legal and educational experts as well as national policy makers. These
statutes provide direction and guidance to those involved in the educational system.

NATIONAL COMMISSIONS
1. Monroe Survey (1925)- The work of the commission because the basis for reforms in administrative organization
and supervision, basic and higher education, teacher education and training, language instruction, private
education, finance and education of non- Christians. ( martin, 1980)
2. Swamson Survey (1959) - Two important recommendations of the Commission were the restoration of grade 7
and the provision of higher financing for schools. (Martin, 1980).
3. PCSPE(1989)- Presidential Commission to Survey Philippine Education-recommendations of the commission
include: Mismatch between educational priorities and national development priorities and Lack of systemic
planning and evaluation in education became the basis for major reforms.
4. EDCOM (1991) -Congressional Commission on Education-some of the radical changes that came about as a result
of the EDCOM report were: the creation of the independent Commission on Higher Education (CHED), the
professionalization of teachers through the creation of the Licensure Examination for Teachers (LET), the clear
definition of career service paths for teachers and administrators, the creation of the Technical Education and
Skills Development Authority (TESDA).
5. PCER (1999)- Presidential Commission on Educational Reform- the recommendations of the commission became
the basis for the formulation of a package of policy and projects known as the Higher Education Development
Project ( HEDP)

SPECIFIC DECREES ACTS and LAWS (Legalizing Philippine Education)

1. PROVISIONAL CONSTITUTION OF BIAK NA BATO: Article XV- the Secretary of Interior was to take charge among
other duties, with the advancement of the public instruction.
a. Elimination of the friar control over all or most aspects of education
b. Secularization of a universal system of primary education
c. Greater supervision and control higher education by the state
d. Implementation of a more modern and progressive educational system patterned after western models

2. THE MALOLOS CONSTITUTION (1899 Constitution: Article 23 not only contain instruction regarding the public
schools; it also specifies the manner by which private schools maybe established in order to provide more access
to education to a greater number of Filipinos. All primary education was offered free and compulsory in all schools
in the country as explicitly stated in the constitution.
“Any Filipino may establish and maintain institutions of learning, in accordance with the laws authorizing them,
Public Education shall be free and obligatory in all schools of the nation”
3. THE 1935 CONSTITUTION: Article XIV - provides ”All schools shall aim to develop moral character, personal
discipline, civic conscience, and vocational efficiency, and to teach the duties of citizenship”
Article XIV, Sec 5; “All educational institution shall be under the supervision of a subject to regulation by the state.
The government shall establish and maintain a complete and adequate system of public education, and shall
provide at least free public primary instruction and citizenship training to adult citizens.
The Japanese occupied the City of Manila in 1942. Subsequently, the Japanese dissolved the National Government
and replaced it with Central Administrative Organization of the Japanese Army. The Japanese created the
Department of Education, Health and Public Welfare with Claro M. Recto as commissioner. The Bureau of Private
Education supervised private schools and colleges. The six basic principles of Japanese education basic principles
of Japanese education in the Philippines include the following as enumerated by Bago.
a. To make people understand the position of the Philippines as member of the EAST-ASIA Co Prosperity
Sphere.
b. To eradicate the old idea of the reliance upon the western nations especially upon the United States and
Great Britain, and to posters a new Filipino culture based on the self- consciousness of the people as
Orientals
c. To endeavor to evaluate the morals of the people, giving up the over emphasis on materialism
d. To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of English in
due course.
e. To put importance to the diffusion of elementary education and to the promotion of vocational education.
f. To inspire the people with the spirit to love labor.

4. THE 1973 CONSTITUITION: The 1973 constitution provided specific provisions on education in several sections that
demonstrates the important role assigned to education in creating the New Society. Section 8 of Article XV
provides that: “All educational institutions shall, be under the supervision of a subject to regulation by the state.
The state shall establish and maintain a complete, adequate, and integrated system of education relevant to the
goals of the national development”.

5. THE FREEDOM CONSTITUTION OF 1986: Article XV, Section 8 contained the specific provisions on education. Thus
the educational system during the interim period was basically the same as the one operating under the Martial
Law.

6. THE 1987 CONSTITUTION: Section 17 of the Constitution states:” The state shall give priority to education, science
and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development”. This general principle was defined in sections 1-5 of article IV
on Education, Science and Technology, Arts, Culture and Sports Education.

7. THE ROYAL EDUCATIONAL DECREE OF 1863: In an attempt to correct the existing deficiencies in education, the
Royal Educational decree of 1863 was promulgated. The main objective of the decree was to establish a system of
elementary schools for the country and to provide training for teachers in order to “broaden as much as possible
the teaching of the Holy Catholic Faith, of the language of the fatherland, and of the elementary knowledge of
life.”
8. EDUCATIONAL ACT OF 1901: In 1901, a few years after the establishment of the American Rule in the country,
the Philippines Commission passed the first comprehensive school law for the Philippines. The main objective of
the Educational Act of 1901, which is also known as Philippine Commission Act no.74 and considered as the
“Organic school law of the Philippines” was to establish a highly centralized educational system in the country.

9. EDUCATIONAL ACT OF 1940: The educational act of 1940 during the Commonwealth period ushered a new era in
educational history. The primary aim of the act was “to meet the increasing demand for public elementary
instruction at the same time comply with the constitutional mandate on public education.

10. EDUCATIONAL ACT OF 1982: The act provides for the establishment and maintenance of an integrated system of
education (both formal and non-formal) relevant to the goals of national development. In recognition of the right
of every individual to have equal access to relevant quality education. The act defines the structure of the formal
education consisting of elementary, secondary and tertiary levels as well as delineates the objectives of each
category.

11. THE PHILIPPINES BILINGUAL POLICY (BEP): The policy provided an operational definition of Bilingual Education in
the Philippines, which is the separate use of Filipino and English as the media of instruction in specific subject area.
(As reiterations of DECS order No. 25 of 1974- Implementing Guidelines for the policy on Bilingual Education

12. FREE PUBLIC SECONDARY ACT OF 1988: The act established and provided for a free public secondary education to
all qualified citizens.

13. THE HIGHER EDUCATION ACT OF 1994: The act created the Commission on Higher Education (CHED) which is
independent and separate form DECS.

14. TECHNICAL EDUCATION AND SKILLS DEVELOPMENT ACT OF 1994: This Act (R.A. No. 7796) which is also known as
the TESDA Act of 1994, created the Technical Education and Skills Development Authority, providing for its
powers, structure and for other purposes. The general aim of the Act is to provide “relevant, accessible, high
quality and efficient technical education and skills development in support of the development of high quality
Filipino middle-level manpower responsive to and in accordance with Philippine development goals and
priorities”.

15. HIGHER EDUCATION MODERNIZATION ACT OF 1997: Otherwise known as R.A. 8292. This act provides among
others for the uniform composition and powers of the governing boards of state universities and colleges, with
the chairman of CHED as the chair of the governing boards of all SUCs.

16. AN ACT TO LENGHTHEN THE SCHOOL CALENDAR: Under this act, the school year shall start on the first Monday of
June but not later than the last day of August. In the implementation of this act, the Secretary of Education shall
determine the end of the regular school year, taking into consideration the Christmas and summer vacations, and
the particular circumstances of
 each region.

17. GOVERNANCE OF THE BASIC EDUCATION ACT OF 2001: This act contains provision that are also found in the
educational act of 1982 regarding the organizational structure of the educational bureaucracy. The important
provision of this act is the remaining of the department of education, culture and sports to the department of
education

PSYCHOLOGICAL DIMENSIONS OF EDUCATION

Learning is not a function of the mind alone but of the total person which is the overreaching principle of holistic education,
that is, to provide learning opportunities for the development of the physical, intellectual, psychomotor, character and
social development of human beings.

Definition of Holistic Education - The concept of holistic education, based on a spiritual/philosophical orientation’s
encapsulated in the Primer for 2002 Basic Education Curriculum: “The Department of Education envisions every learner to
be functionally literate, equipped with life skills, appreciative of the arts and sports, and imbued with the desirable values of
a person who is makabayan (patriotic), makatao (mindful of humanity), makakalikasan ( respectful of nature) and maka-
diyos (godly).

Purpose of Holistic Education - The purpose of holistic education is to prepare students to meet the challenges of living as
well as schooling. To ensure holistic education, it is important for young people to learn a variety of human concerns which
include knowing and understanding about the following: (Holistic Education, 2003)
1. Themselves
2. Healthy relationships with others
3. Social development
4. Resilience
5. Beauty, truth and transcendental experience

Cognitive Development: Cognition represents the manner by which a human being acquires, stores, processes and uses
information about the internal and external environment.

Three famous cognitive psychologists:

1. Jean Piaget - considered the development of the intellect according in four sequential stages that form a
continuum of mental processes which increasingly become more sophisticated as the individual grows and
develops.
2. Jerome Bruner - like Piaget. Bruner considered intellectual development as taking place in stages, from the simple
to the complex. According to Bruner, human beings represent in their minds the world around them based on the
cognitive level they are in at a particular point in time, however, unlike Piaget, Bruner did not consider cognitive
levels as age-bound.
3. Lev Vygotsky - on the other hand, he focused on the important role of language and social interaction in
cognitive development. To Vygotsky, it is necessary to understand the interrelations between thought and
language, in order to understand intellectual development.

Social emotional development, like cognitive development is the product of interaction between the biological and
environmental factors. The social dimension refers to the interaction with others, while the emotional refers to feelings
about oneself.
Eric Erikson is known for “identity crisis”. He formulated a theory of social-emotional development based on his extensive
experience in psychotherapy and dealings with children and adolescents from all social class levels. He proposed that
socialization consists of “the eight stages of man” each stage involves a “psycho- social crisis”.

Lawrence Kohlberg, proposed six stages of moral development. The first three of which share many features with the
stages in the Piagetian model. He believes that moral development tales place through a series of six under three levels of
development.

Krathwohl, Bloom and Masia (1956) developed a taxonomy of objectives in the affective domain. Affective phenomena run
through from simple behaviors to increasing more complex ones that require organization and characterization or
internalization.

TAXONOMY OF THE PSYCHOMOTOR DOMAIN

Holistic education not only involves the development of the cognitive and affective domains. It also involves the
development of the psychomotor domains which pertain to physical movement, perceptual abilities and non-verbal
communication. Harrow, A.J. developed a taxonomy of objectives for psychomotor with six categories:
1. Reflex Movements - this includes segmental reflexes.
2. Fundamental Movements - this include walking, running, jumping and etc.
3. Perceptual Abilities - this include kinesthetic, visual, auditory, tactile and coordination.
4. Physical Abilities - involve endurance, strength, flexibility, agility, and dexterity.
5. Skilled Movements - these are the movements necessary in games, sports, dances and the arts.
6. Non-Discursive Communications - these relate to expressive movements through posture, gestures, facial
expressions and creative movement.

HISTORICAL DIMENSION OF EDUCATION

Education is as old as life itself. No one can present an accurate account concerning the origin of education. There are 2
opposing school of thoughts when it comes to origin of education.
1. Evolutionist – education started form primitive people. Some of these evolutionists do not believe in any type of
god. Others believe in one or more gods who are not involved in the process.
2. Creationist - education started from Adam and Eve

Modern day education owes much of it system to the institutions established by the ancient civilizations of China, India,
Israel, Egypt, Greece and Rome

Chinese Education
 Chinese are descendants from the rivers banks of Huang Ho and Yangtze River.
 Aimed at selecting and training people for public services.
 Emphasis on modeling a person’s character and moral values.
 Believed that government has responsibility to provide education
 Centered on the mastery of Chinese language and classical literature particularly the work of Confucius (the first
teacher in China).
  Analects- the most revered Chinese classical literature which contains the sayings of Confucius.

Egyptian Education
 Egyptians were polytheist people (worshippers of many gods)
 Pharaohs were considered their god and king
 Priest and scribes were teachers of noble class
 Parents were teachers of lower class or fellahin
 Education was highly practical and empirical
 They devised a system of picture writing called hieroglyphics.
 Provide the modern world with the basic foundation of education, art, music, literature, mathematics,
engineering, architecture, astronomy, geography, geology, medicine etc.

Greek Education
 Ancient Greece was divided into several Poleis (small city-states)
 Greeks were mixture of Germanic and Aryan stock ( strong race)
 Sparta and Athens were two or more popular poleis
 Constant struggle between Sparta and Athens resulted in Peloponnesian War which lasted for 27 years.

Spartan Education
 Sparta was the largest polis
 Purely military city-state
 Mothers functioned as state nurses
 At age 7 boys were turned over to Paidonomus - a military commander who cared for boys until age 18
 Boys stayed with the paidonomoud
 At 18 boys prepare for the military training
 At 20 get assigned for actual war
 At 30 they are compelled to many
 Girl’s education was limited to the instructions given by their mothers
 Because of their system, there was no famous Spartan

Athenian Education
 Men sana en coporesano’ (sound mind sound body). This is the ultimate aim of Athenian education
 Democratic form of living, democracy is the lasting legacy of Athens to the world
 Athens preserved the family
 All schools were private
 Boys were separated from girls
 Form 0-7 yr. old, boys stayed at home received training form Paidogogus ( an educated slave)
 Palaestra - a public gymnasium were boys had their physical training under a Paedotribe
 Pentathlon (running, jumping, discus, javelin and wrestling
 Kitharistes- music teacher, teaches poetry like lliad and Odyssey
 Grammarian - Writing teacher
  At 18 if Athenian boy finished his training he will be called an Ephebos ( novice citizen), after
 The Sophist ( New Class of Teachers)
Sophist were well traveled men who were mostly non-citizen of Athens, they offered new perspective in learning
through declamation and oration, grammar, rhetoric, critical and reflective thinking.

Protagoras - Chief of the Sophist

The 3 Great Educational Theorists:

1. Socrates - he postulated” know thyself” and accepted the fundamental principles of Protagoras that man is the
measure of all things
2. Plato – wrote the “Republic”, he advocated a government which he termed Aristocratic Socialism (philosophical
king, warrior and artisan)
3. Aristotle - father of modern sciences

Greek Universities:
1. Rhetorical Schools ( founded by Sophists)
2. Philosophical Schools
a. Academy- founded by Plato
b. Lyceum- founded by Aristotle
c. School of Stoics- by Zeno
d. Epicurean-by Epicurus
3. Combined Rhetorical and Philosophical School
a. University of Athens-most teachers were Sophist supported by Athenian Government bust disappeared when
Constantine declared Christianity as official religion
4. School Outside Greece- University of Alexandra (Egypt) Built in honor of Alexander the Great Famous Alumni -
Euclid (geometry), Eratosthenes (Geography and Astronomy), Archimedes (Physics)

Roman Education - Pragmatic education-strived to find practical application of the knowledge they acquired and activities
they pursued.
a. Early Roman Education (home based education)
b. Hellenized Roman education- started when Rome’s contact with Greek civilization then finally conquering
Greece.

Stages of Roman Education:

1. Elementary (7-10) = Literator
2. Secondary (10-16) = Grammaticus
3. Higher Education (16 up) = Rhetorical

Medieval Education
 Medieval education started when the roman empire fell around 400 Ad
 Christianity was declared as the official religion of the state by Constantine the Great, therefore Catholics grew in
number and power
 Hierarchy of Church in Middle ages:
1. Pope-leader of the church and held office in Rome
 2. Cardinal
3. Archbishop
4. Bishop
5. Priest/Clergy

Movements during middle Ages

1. Monasticism - advocated by St. Benedict. They were called as ”monks” and stayed in monasteries which serve as
repositories of classical literature.
2. Scholasticism -“Education as an intellectual discipline.
Anseim - Father of Scholasticism
Abelard - One of the famous schoolmen
St. Thomas Aquinas - wrote “Summa Theolagiae” (official doctrine of Catholic Church)

Early School during middle Ages

 Catechumenal School - “catechumens” are new converts, they held their classes in small churches
 Catechetical School - for in-depth training in religion
 Episcopal/Cathedral School - organized by bishop to train clergy

The Medieval University

 The most important contribution of the middle ages
 The first universities focused on teaching medicine
 University of Napes (the first organized university

Composition of Medieval University

1. Stadium Generale ( entire studentry)
2. Nation (students and teachers who came from same place of origin)
3. Councilor (leader of Nation)
4. Facultas (teachers who teaches the same subjects
5. Dean (leader of Facultas)
6. Rector (chosen by councilors and facultas)

Degree Offered by Medieval University

 At 13 to 14, a boy may enter a university and study Liberal Arts
 At 21 teach younger boys
 At 25 write thesis
 If the students pass the thesis defense he will receive Licential Docebdi
 Renaissance Period (the peak of Arts and Sciences)- Renaissance is considered the start of modern period
 Reformation Period- Martin Luther nailed his 95 theses containing the abuses of the church to the door of his
church.
 Counter Reformation = to win back protestants, the pope assigned 3 congregations to head counter-reformation.
1. Brothers of Christian School (founded by St. La Salle)
2. Society of Jesus ( founded by St. Francis of Loyola)
 3. Jansenites ( founded by St. Cyrene)

Notable Names in Education

 Socrates -“know thy self”
 Plato - wrote the “Republic”
 Aristotle - Father of Modern Sciences
 Ciero - Wrote the “Oratore”
 Quintillian - Wrote” Institution Oratoria” he was a famous Grammaticus
 Anselm - father of scholasticism
 Abelard - spearheaded Conceptualism
 St. Thomas Aquinas - “wrote” Summa Theolgiae”
 Erasmus - suggested that education be in accordance with the needs of society, he was a humanist who
advocated the importance of studying the character of the child
 Ascham - wrote the “Schoolmaster” condemning brutal punishment in English schools during his time.
 John Amos Comenius - father of modern education, he wrote the first picture book”Orbis Senualium Pictus”
 Mulcaster - said that” Education should be in accordance with nature”
 John Locke-“tabula rasa’ ( blank sheet)
 John Jacques Rosseau - wrote”Emile” (Education should be in accordance with the nature of the child)
 Pestallozzi - defined education as natural ,symmetrical and harmonious development of the faculties of the child
 Herbart - conceived education as aimed towards the development of morality and virtue. He is famous for the
Herbatian Method in psychology
 Froebel - father of kindergarden
 John Dewey - “Education is not preparation for life, it is life”
 St.John Baptiste de la Salle - patron saint of teachers
 Maria Montessori - advocated the child- centered education and prepared environment

ORIENTAL PHILOSOPHY
The first Philosophy in order is the so-called Oriental, which, however, does not enter into the substance or range of our
subject as represented here. Its position is preliminary, and we only deal with it at all in order to account for not treating of
it at greater length, and to show in what relation it stands to Thought and to true Philosophy. The expression Eastern
philosophy is specially employed in reference to the period in which this great universal Oriental conception aroused the
East — the land of circumscription and of limitation, where the spirit of subjectivity reigns. More particularly in the first
centuries of Christendom — that significant period — did these great Oriental ideas penetrate into Italy; and in the Gnostic
philosophy they began to force the idea of the illimitable into the Western mind, until in the Church the latter again
succeeded in obtaining the ascendency and hence in firmly establishing the Divine. That which we call Eastern Philosophy is
more properly the religious mode of thought and the conception of the world belonging generally to the Orientals and
approximates very closely to Philosophy; and to consider the Oriental idea of religion just as if it were religious philosophy,
is to give the main reason why it is so like.

CONFUCIANISM
  Had its beginning in the teachings of Confucius but the following sages took the lead in building its formulation?
Mencius and Hzun-Tzu.
 Confucius is the Latinized name for Kung-Fu-Tzu-Fu-Tzu. Tze which means master, is a polite suffix added to the
names of most of the philosophers during the Chou Dynasty.
 Confucius was the founder of the Ju School which was known in the west as the Confucian School.
 The Ju or Confucian School emphasized matters concerning human-heartedness and righteousness and the six
liberal arts commonly translated as Liu Yi or the Six Classics namely:
 Yi Ching or the Book of Changes
 Shi-Ching or the Book of Odes
 Shu-Ching or the Book of History
 Li-chi or the Rituals and Rites
 Chu’unCh’iu or the Book of Spring and Autumn Annals
 The primary goal of Confucius was not just to make his” disciples” to ne well versed of the Classics but to be
“rounded men”, useful to the state and the society. Thus, he taught them various branches of knowledge (ancient
cultural history, interpretations based on his moral concepts) based on the different Classics.
 Confucius ‘philosophy is HUMANISTIC. It occupies mainly with HUMAN RELATIONS and VIRTUE. This, his concept
of the Yi (Righteousness) and Jen (human heartedness).
 Counfucianist’s great virtue were: benevolence, righteousness, propriety, wisdom, sincerity and harmony.
 Confucius’ Ideas
 His Ethics is based upon the nature of man and society’
 For him MAN is essentially a social being; he is the main component of a society (made by the
individuals who compose it and the interaction they have each other)
 A MORAL man is the cooperating member of the society.
 The measures of the man’s life is not “how long” but “how good”.
 All men desire happiness and in order to achieve it everyone’s goal must be to make each other happy.
 The secret of his mark in history is based on the great emphasis on the Supremacy of HUMAN VALUES.
WISDOM is to KNW men; VIRTUE is to LOVE men”.
 A government is GOOD when it make its people happy
 The government should bring about welfare and happiness of the whole people.
 A good government must be administered by the most capable men of the country- those who have the
CHARACTER and KNOWLEDGE.
 Character and knowledge were produced by PROPER EDUCATION

CONFUCIANISM: DOCTRONE OF JEN

 Jen or benevolence is the central thesis of his whole system- his ethic, politics and his life ideal-flowed from this;
this is the PERFECT and SUPREME VIRTUE.
 The Jen stresses correct procedure fir human relations-proper way for men to meet each other’s leading to
positive efforts for the good of others.
 A man of Jen is man of all around virtue
 Jean is the Confucian ideal of:
- Cultivating human relations
- Developing human faculties
- Sublimating one’s personality
 - Upholding human rights
 To achieve Jen one must practice the Chung and the Shu (the Principle of Reciprocity).
- Chung- means faithfulness; a state of the mind when one is completely honest with himself
- Shu- means altruisn; it is regard for the others; a state of mind when one has complete understanding
and sympathy with the outside world, the opposite of selfishness.

CONFUCIANMISM DOCTRINCE OF YI
 Literally, Yi means righteousness
 The concept of Yi is the one that upholds man’s conduct
 It is the highest principle embodied in the activities of mankind
 CONFUCIANIS
 Spirit of Confucians
 Confucianism is not a Religion but a Philosophy and a system of Ethics. Confucianism emphasizes human
relationships- how to live in harmony with others. Man’s personality reflects itself in his actions and behavior in
the five relationships:
a. Governmental (King and Subject) b.Parental
(Father and Son)
c. Conjugal ( Husband and Wife)
d.Fraternal ( Elder Brother and Younger Brother)
e.Friendship ( Friend and Friend)
On Ethics
 Confucianism upholds (5) constant virtues:
a. Human heartedness (jen) b.Righteousness
(yi)
c. Propriety (li)
d. Wisdom (chin)
e. Sincerity (hsin)
 Chinese Ethical Principles or Doctrine of Social Norms
 This is the most significant contribution of Confucianism in the Chinese civilization.
 It stresses that every man is encouraged to practice filial piety and fraternal love. This action when extended to a
larger social group would mean regulation of the family and also the good government of the state. This could
translate to PEACE in the world.
 Doctrine of the Social Status or the Rectification of Names
 Refers to the idea of the position of man among men; that every man must be in his proper place and
with is proper responsibilities and duties.
 Every name contains certain implications which constitute the essence of that class of things to which
the name applies.
MENCIUS
 Mencius represents the IDEALISTIC Wing of Confucianism.
 He is famous f9e his theory on The Original Goodness of Human Nature
- Human nature is neither good or bad
- Human nature can either be good or bad
- The nature of some men is food while the other is bad
- Human nature is good
  For him, he proof of the original goodness of human nature is COMMISERATION. This feeling where man cannot
bear to see the suffering of others.
 Four (3) Elements that what makes man, MAN
- The Feeling of Commiseration- the beginning of human heartedness (jen)
- The Feeling of Shame and Dislike-the beginning of righteousness (yi)
- The Feeling of Modesty and Yielding- the beginning of propriety (li)

Mencius’ Political Philosophy

 Man is a political animal
 Man can fully developed these relationships only within state and society
 Concerned on having GOOD Government-depends on the good example of the ruler.
 Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking
social actions on real problems.
 Method of teaching include the problem oriented type (student are encouraged to critically examine cultural
heritage), group discussions, inquiry, dialogues, interactions and community-based learning
 The classroom will serve as a laboratory in experiencing school practices-bringing the world into the classroom.

TEACHING PROFESSION: THE TEACHER AND THE SOCIETY

Philosophical Background: Teachers are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies
of various thinkers who believed before us. These thinkers reflected on life in this planet. They occupied themselves by
searching for answers to questions about human existence.

Five Main Philosophies of Education

1. Essentialism: Main proponent-William Bagley
2. Progressivism: “Education is nor preparation for life” Main proponent-John Dewey
3. Perennialism: Main proponent- Robert Hutchins
4. Existentialism: Existence precede essence” Main proponent- Jean Paul Sarte
5. Behaviorism: Main proponent-John Watson

Man by nature is curious. He wants to know the “whatness, whyness, and howness” of the things around him. It is in the
exploring of things that he finds fulfillment for the numerous complexities that confront him. The eagerness to look for
more answers or find solution to manifolds problems that beset him leads him to the unending journey of seeking for truth.
Truly, this manifests the true desire of man which is to know. It affirms not only his essence, his rationality. It is also a
fulfillment of his purpose to keep the truth and pass it from one generation to another so as to preserve humanity. Ideas
flow from the human mind eternally. It is in the ideas that the truth lies. Unending as the ideas are, the more the need for a
man to harness and cultivates it to perfection. Ideas that are not nourished and protected will not just prevent man in
possessing the truth but it will also deprive him a taste of his rationality. Hence , ideas must and should be at all times shine
in luster of naturalness, profound by simplicity and contain true and real meaning.

The truth in the ideas must be preserved in as much as man wants to preserve the gift of knowledge and wisdom that it
brings. And delicate as it is, it should be protected from all forms of deterioration and artificialities. Presented it maybe in
various ways, the real meaning must be conveyed at all
times. It is philosophizing that the ideas can be best presented and conveyed. This can be best enhanced through proper
education. Since then philosophy and education complement and work hand-in-hand in the acquisition of knowledge and
the preservation of Truth. True enough, one can say then that Philosophy is knowledge and Education is the most essential
tool of philosophy in the search for wisdom and truth.

Man and Philosophy: The ultimate aim of man is to possess for the Truth. The process ends not in the search but in the
possession of the truth. It is in his capacity to think, to rationalize that the responsibility of philosophizing is realized. It is but
proper then to have a closer look on the man and a glimpse of what philosophy is, so that we can fully understand the
meaning of our search for the truth and the desire to possess it.

Definition of Man: The quest for the truth is the ultimate goal of man. There is no way but up, the goal is to achieve it. Thus,
man is defined vertically as Rational Animal.

Innate in man is the desire to be with his fellow beings. It is in his relationship with others that fulfillment of another
dimension of his rationality is achieved. Time and time, it has been proven that man cannot live by himself alone. The need
to share himself with others-share his innermost thoughts, feelings, experiences and unravel the kind of person he is-is a
must fully realize the aspect of being political animal. Hence, the aim to develop a relationship not only with him spreads to
other beings. Here he develops friendship, camaraderie, companionship with other fellow beings. He grows and finds
fulfillment with them. This, man is defined horizontally as a SOCIAL or POLITICAL ANIMAL.

Being rational and social or political animal are not enough to realize the value of man. Another aspect must also be
present, functionality. Man is created for a certain reason or purpose. He has a role to perform in order to preserve him and
all other beings. He is the steward of the world. In this regard, man should work. Hence man is defines as a Working Animal.

Relationship of Philosophy and Education: While philosophy establishes the fundamental principles (concepts, theories,
learning). It is Education that carries out these principle. Furthermore, it is Philosophy that provides the goal or aims while
Education is the instrument in realizing these goals.
Philosophy and Education complement each other. Both of them spouse theory and practice. The absence of one of the one
will make a man insufficient and aimless.

PHILOSOPHIES OF EDUCATION

NATURALISM
 Rooted from Ancient Philosopher such as Thales, Anaximander, Anaximenes
 Denies everything that has supernatural significance-dogmas/revelations-for all can only be found through nature
 Preserves the natural goodness of man
 Truth can only be found nature
 Advocates: J.J. Russeau, John Lock, Montaigne
 On Education
 Naturalism stands for democratic and universal way-everyone must be educated in the same manner.
 Education is in accordance to human development and growth
  Emphasis is given more on the physical development- informal exercise-and hygiene of the person rather of
the 3R’s
 Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-but to
prepare him to adapt to the changing times and needs. Consequently, ones conduct is governed by impulse,
instinct and experience.
 NOT writing poems
 Jean Jacques Rousseau claimed that everyone is essentially good. This view can help the teacher best when---
dealing with misbehaving students
 NOT Analyzing expositions
 Believes in things that exist within the physical realm of nature which is itself the source of value
 A democratic and universal way-everyone must be educated in the same manner"
 person rather of the 3 R's"
 One's conduct is governed by impulse, instincts and experience."
 It puts the child at the center of educational process and prepares him to experience life as it is."

IDEALISM
 Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.
 Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the
only thing worth knowing for.
 Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the
human mind such as introspection and intuition and the use of logic.
 Advocates: Socrates, Plato
 On Education.
 Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position
in the society and for him to serve the society better.
 Emphasis is given on subjects-philosophy, literature, religion and history that will develop and enhance the
mind of a child
 Methods used in teaching include lecture, discussion and the Socratic dialogue.
 Character development is through emulation of examples and heroes.
 Knowledge is arrived through reasoning
 Freud's superego
 Honesty remains a value if nobody in an organization values it.
 Mrs. Tan always ask her students to memorize and recite poems and speeches they have studied in her
literature class.
 To come to closer to the truth we need to "go back on the things themselves
 The spiritual nature of man and stresses that the human spirit, soul or mind are the most important elements
in life
 Faith, hope, and love are values now and forever whether they will be valued by people or not.
 Has the educational objective to indoctrinate Filipinos to accept the teachings of the Catholic Church which is
to foster faith in God.
 Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty
consistent with the good and beauty in God.
  A Christian Living teacher, puts so much significance on values development and discipline.
 A teacher who lectures most of the time and requires his students to memorize the rules of grammar?
 Teacher Zany is an inspiration to almost of the students. Her efficiency and effectiveness in the profession is
truly outstanding. Which of the following describe this attitude toward her?
 Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of
ideas.
 Focus is on conscious reasoning of the mind in order to attain truth.
 Focus includes the activities pertinent to the human mind such as introspection and intuition and the use of
logic

REALISM
 Concerns with the actualities of life, what is real.
 Ultimate reality is the world of physical objects. Hence, reality is independent of the human mind.
 Objective existence of the world and beings in it
 Knowability of these objects as they are in themselves
 Advocates: Aristotle, St. Thomas and Jonathan Herbart
 On Education:
 The most effective way to find about reality is to study it through organized, separate and systematically
arranged matter- emphasis is on subject matter concerning Science and Mathematics
 Methods used in teaching include recitation, experimentation and demonstration
 Character development is through training in the rules of conduct
 Values are eternal
 truth exists in an objective order that is independent of the knower
 A movement based on the belief that education should be concerned with actualities of life, in effect it was a
form of protest against the formalism of humanist and the religious reformers.
 The inclusion of the study of Rizal and other national heroes in the school curriculum in order to inculcate
love of country is based on a (an).
 Believes that learning requires disciplined attention, regular homework, and respect for legitimate authority?
 The belief that sometimes it is better to make a "wrong" decision when there is urgency than make a "right
decision too late," is encouraged
 When teachers are convinced that it is best to teach students the skill to adapt to change since change is the
only thing permanent in this world, they subscribe to the philosophy
 Your teacher is of the opinion that the world and everything in it are ever changing and so teaches you the
skill to cope with change which is his governing
 The logic behind the practice of using lecture method in tackling long lesson in history is
 Stresses that knowledge is the result scientific inquiry?
 Methods used in teaching include recitation, experimentation and demonstration"
 Character development is through training in the rules of conduct"
 emphasis is on subject matter concerning Science and Mathematics"
EXISTENTIALISM
 Rooted from the dehumanization of man by technology and reaction to the traditional Philosophy of Kant and
Hegel
 Defining feature is “ existence precede essence” - Man conceives and makes of himself
 Known as the Philosophy of Subjectivity - Proclaims man’s freedom in the accomplishment of his destiny
 Conceives philosophy as something that is human life and the choice that each person has to make.
 Advocates: Soren Kierkegaard, Jean Paul Sarte
 On Education:
 Subject matter is a personal choice
 Learning is based on the willingness of the student to choose and give meaning to the subject
 Emphasis is given on the students rather than on curriculum content
 Students should not be treated as objects measured or standardized
 Methods are geared on giving opportunities for the students for self-actualization and self-direction.
 Character development is through the personality of every individual in making a decision.
 Schools exist for children to know themselves and their place in society
 The school is a place where individuals -- Can meet to pursue dialogue and discussion about their lives &
choices
 Every person has the same predicament and the same possibilities." This is said by an teacher who adheres
to _ principles
 Schools should teach students to make responsible choices and be made accountable for such choices
 The learner can choose what he can become despite his environment.
 Approach every student/pupil as- she/he is without allowing yourself to be influenced by your
foreknowledge of her/his home background.
 Identify the ninth intelligence which is described as the ability to seek connections involving one's place in
the family, school, community and "role in the world." They ask "why are we here?" This intelligence is
termed
 Principal C shares this thought with his teachers: Subject matter should help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings,
and actions
 As a member of the curriculum committee, your chief concern is to give the child freedom to choose what to
learn and believe, as you allow them to set their own identities and standards.
 Teacher M views his students as unique, free-choosing and responsible individuals. All classroom activities
revolve around the said premise.
 In his class, Teacher Jakob always presents principles and values so as to encourage his students to examine
them and decide for themselves whether to accept them or not.
 That training in the humanities is most important
 Richard excels in classifying current types of leaves and rocks. He love sot collect specimens and catalogs
them. His strength is
 Man first exists the defines him/herself
 A balance between freedom and responsibility
  A teacher who always consults the students whenever decisions have to made like number in a school
program, class customs for the intramurals, etc
 Subject matter is personal choice
 Learning is based on the willingness of the student to choose and give meaning to the subject
 Emphasis is given on the students rather than on the curriculum content
 Students should not be treated as objects to be measured and standardized
 Methods are geared on giving opportunities for the students for self-actualization and self-direction
 Character development is through the responsibility of every individual in making a decision

ESSENTIALISM
 Rooted in idealism and realism and arose in response to progressive education
 Defining feature is ”essence precedes existence”
 Refers to the traditional or back to basic approach in education
 Concerns with the fundamental of education skill and knowledge without which a person can’t either be efficient
individually or socially
 Advocates: William Bagley, James Koerner, H.G. Rickover, Paul Copperman
 On Education:
 Schooling is practical for this will prepare students to become competent and valuable members of the
society.
 Focuses on the “basics”-reading, writing, speaking and the ability to compute (arithmetic)
 Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and
hygiene
 Stresses the values of hard work, perseverance, discipline, and respect to authorities to students.
 Students should be taught to think logically and systematically-grasping not just the parts but the whole
(entirely)
 Methods of teaching centers on giving regular assignments, drills, recitation, frequent testing and
evaluations.
 From the very start students must be made to realize that study is indeed hard work
 Specialization is knowing more and more about less and less". Then it is better to be a generalist, claims
Teacher Lani
 Schools should go back to basics, they should teach the 3 R's
 Teacher R asserts that he needs to make his students get interested in the subject whether they like it or not
or may not get interested at all
 The authority of the teachers and the value of a subject matter curriculum
 the teacher is the sole authority in her field of specialization
 Believes in the doctrine that there is an indispensable common core of culture that can be identified and
should be taught to all with religious standards of achievements.
 The Department of Education gives greater emphasis on the development of basic skills
 Learning requires disciplined attention, regular homework, and respect for legitimate authority
 The back to basic curriculum is essence a (an) curriculum.
 Subject matter should help students understand and appreciate themselves as unique individuals who accept
complete responsibility for their thoughts, feelings and actions
  The thought that the teacher is the sole authority in her field of specialization
 Increasing the time basic subjects to facilitate acculturation of basic literacy by providing basic and needed
essential skills is anchored on the philosophy
 Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation

PRAGMATISM
 What is experienced and observed is true. Hence, what is useful is true.
 Synonymous to functionality and practicality
 Focuses more on praxis’
 Thought must produce actions (realization) rather than continue lying inside the mind and leading into
uncertainty
 Advocates: Charles Sanders Peicer, John Dewey
 On Education:
 Involves students to work in groups
 Methods of teaching include experimentation, project making and problem solving
 Stresses on the application of what have learned rather than the transfer of the organized body of
knowledge
 Word meanings aid textual understanding.
 Providing learners opportunities to apply theories and principles
 Provide her students to apply their skills and abilities
 The philosophical doctrine that emphasizes the role of experience rather than the role of reason as the
source of knowledge.
 Knowledge is true if it is workable.
 The significance of liberal education in holistic development of students is supported
 The environment of education should be life itself, where the experience living, not prepare for it.
 I cannot see perfection but I long for it. So it must be real

PERENNIALISM
 The word itself means” eternal”, ageless, everlasting, unchanged’
 Influenced by the philosophy of realism
 Truth is universal and does not depend on circumstances of place, time and person.
 To learn means to acquire understanding of great works of civilizations
 Advocates: Robert Hutchins, Mortimer Adler
 On Education:
 Some ideas in the past are still taught because they are significant
 Curriculum should contain cognitive subjects that cultivate rationally, morality, aesthetic and religious
principles. This includes history, language, mathematics, logic, literature, humanities and science.
 Curriculum must be based on recurrent themes of human life for it views education as recurring process
based on eternal truths
 The teacher must have the mastery of the subject matter and authority in exercising it.
 Aims for education of the rational person- to develop man’s power of thought
 The central aim of this philosophy
 Exercising the students higher order thinking skills
 teacher helps learners think with reason
  Act of knowledge takes place in the mind
 NOT Francis Bacon
 Schools should develop in the students' appreciation of the humanities. This way, they become highly
rational and moral.
 Curriculum should only include universal and unchanging truths.
 The learner is a rational being. Schools should develop his rational and moral powers
 After finishing the degree in education, teacher Tess learns that learning never stops. In fact, she
accumulates more knowledge after leaving the portal of her alma mater.
 Education aim the promotion of democratic and social living
 Man has the same essential nature with others.
 The teacher must have the mastery of the subject matter and authority in exercising it.

HUMANISM
 Rooted in the economic and political changes during the Renaissance period
 Has three main lines of growth: (1) Intellectual (includes Education, Aesthetic and -Scientific
 Divisions: Individualistic Humanism (Making the most out one’s life, Living life to the fullest and stresses on
individual freedom, culture and development), (2) Social Humanism (Aims for social rather than individual
happiness and Includes social reforms and improvement of social relationships)
 Advocates: Da Feltre, Erasmus, Pestalozzi
 On Education:
 Education is a process and should not be taken abruptly. The unfolding of human character proceeds with
the unfolding f nature
 The learner should be in control of his destiny
 Concern is more on methods which include theme writing rather than of oral discussions, drills and exercises,
playing.
 Asserts the importance of playing in the curriculum
 Emphasizes motivations and the use of praise and rewards
 Curriculum includes subjects concerning literary appreciation, physical education, social training in manners
and development
 Teacher L gives his students opportunities to be creative because of his conviction that much learning results
from the need to express creativity.
 The strengthening of liberal education which includes classical literature in the curriculum
 The inclusion of Logic in the curriculum is perhaps an influence of the importance of logic that stressed
 Our present educational system gives more emphasis on science and technology.
 The learning of social graces, rules of etiquette or good manners and right conduct was given much
importance in
 Curriculum includes subjects concerning literary appreciation, physical education, social training in manners
and development."

PROGRESSIVISM
 Contrasted the traditional view of essentialism and perennialism
 Emphasizes change and growth
 Stresses that man is a social animal who learns well through active interplay with others
  Learning is based from the questions of one’s experience of the world. Hence, it is the learner himself if who
thinks, solves and gives meaning through his individual experience.
 Proponent: John Dewey
 On Education:
 Focuses on the child as a whole rather than of the content or the teacher
 Curriculum content comes from the questions and interests of the students
 Emphasis is given on the validation of ideas by students through active experimentation
 Methods of teaching include discussions, interaction (teacher with students) and group dynamics
 Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of
fear and punishment and the four (4) walled philosophy of education
 Active participation of the learners
 continues process of experiencing and visiting or reorganizing experience
 If your students appear to be more interested in a topic outside your planned lesson for the day, you set
aside your lesson plan for that day and take the opportunity to discuss the topic of particular interest to your
students. Strike the iron while it is hot!
 Schools should help develop students to become enlightened and intelligent citizens of a democratic society.
 Let's make the use of the experiential methods of teaching.
 The learner is a social being who learns well through an active interplay with others.
 The use of values clarification as a strategy in Values Education
 The practice of non-graded instruction stems from .
 All learning should center on the child's interests and needs. The school should be a pleasant place for
learning. Its emphasis is on the child as the learner and not on subject matter, on activities and experience
than on textbook.
 the subjects are interdisciplinary, integrative and interactive
 Mr. Rivera, a new teacher believes that education is a process of development and is life itself, therefore,
experience related to the child's need and interest should be given primary consideration.
 Teacher V demonstrated the technique on how to group students according to their needs and interests and
how to use self-paced instructional materials.
 The practice of schools acting as laboratory for teaching reforms and experimentation?
 If it is billiard that brings students out of the classroom, let us bring it into the classroom. Perhaps, I can use it
to teach Math.
 the basis of a curriculum if the subjects are interdisciplinary.
 Human beings are capable of improving and perfect their environment
 When a mother ask her fourth year high school son what he would like to take in college, she is in a little way
applying
 The means and ends of education must be completely refashioned to meet the demands of the present
cultural crisis

NATIONALISM
 Rapid rise was in the 18th century
 Center of ideology is the concept of national sovereignty
 Aims for the preservation and glorification of the State
  Emphasis is on the development of loyalty, patriotism, national feeling and responsible citizenship
 Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi
 On Education:
 The most important development was the creation of common language
 Stresses on the teaching of the principles of democracy and duties of citizenship
 Stimulates the development of the state which includes the control and support of public school system
 Curriculum includes the teaching of grammar, geography and history
 Method of teaching gives emphasis on the content regarding on nature studies, physical exercises and play
activities.

CONSTRUCTIVISM
 A philosophy of learning which asserts that reality does exist outside of human conceptions. It is the individual
that construct reality by reflecting on his own experience and gives meaning to it.
 Learning is the process of adjusting one’s mental modes to accommodate new experience
 On Education:
 Scaffolding is integral to the theory of learning
 Jerome Bruner's idea that learning is constructing new ideas based on current and past knowledge is the
essence of .
 One learns Math by building on Math lessons previously learned. This is an application of the theory.
 After listening to the homily of the priest about fidelity, Cathy has a moment of reflection. Her
understanding of the value of fidelity has become deeper as she related this to her past experience
 What individuals learn depends on the meaning they give the new knowledge acquired.
 Man is a maker of meaning
 Man is a constructor of knowledge
 Learning approach based on relevant experiences
 Two of the following learning theories have some influences on educational technology.
 flexible and creative
 One who enables learners to become discoverers of knowledge
 Attribute wheel
 Open and flexible
 For learners to learn, knowledge should be transmitted directly from teachers to learners.
 Student writes a reaction paper to an article read in the Internet. AND Student does group project
PowerPoint presentation to the class.
 Make her students derive meaning from what is presented
 memorization of facts for testing
 Hypotheses
 NOT Unquestionable laws
 Students learn by personally constructing meaning of what is taught.
 engage his students in convergent thinking
 the curriculum holds that the school role is to remake society
 Needs and interest of learners are prioritized
  Students construct and reconstruct meanings based on experiences
 A learning which asserts that reality does not exist outside of human conceptions. It is the individual
who constructs reality by reflecting on his own experience and gives meaning to it
 Learning is the process of adjusting one's mental modes to accommodate new experience

RECONTRUCTIVISM
 A philosophy that aims to awaken the consciousness of individual about the social issues, concerns and problems
that comfort him. This should involve him to look for solutions and engage in addressing this social concerns and
issues
 Primary goal is to achieve the elusive Social Change.
 Advocates: Theodore Brameld, George Counts, Paulo Friere
 On Education:
 Schools should originate policies and progress that will bring social reforms and others
 Teachers should be an instrument to encourage and lead students in program of social reforms
 Curriculum emphasis on social reforms as the aim of education. It focuses on student experience and taking
social actions on real problems.
 Method of teachings include the problem oriented type (students are encouraged to critically examine
cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning.
 The classroom will serve as a laboratory in experimenting school practices bringing the world into the
classroom.
 Involving students in extension activities such as community projects makes them aware of the people's
needs and problems, suggestion ways to minimize them if not totally solve them is identified with
 Social problem
 NOT Promoting culture and arts in schools
 The class undertakes well-planned projects in the community.
 Prepare activities for social life and adjustment
 I must teach the child every knowledge, skills and value that he needs for a better future.
 Teacher is an agent of change
 reconstruction of current problems
 Focus on ideas for changing the school order
 Schools should develop in the students the ability to adapt to a changing world."
 Present trends and current issues of national and international interests are discussed in the curriculum
 Scouting and Citizen's Army Training (CAT) give training in character-building, citizenship training, etc. which
leads to the creation of a new social order and a new society eventually.
 Activities planned by school clubs/organizations show school-community connection geared towards
society's needs.
 Focuses on the role of curriculum as a means in remarking society and rebuilding culture
 The curriculum which makes the school adopt approaches that seek a variety of methods to make education
more responsive to human social needs
BEHAVIORISM
 Rooted in the work of Russian experimental psychologist Ivan Pavlov and American psychologist John Watson in
the early 1990’s
 Asserts that human beings are shaped entirely by their external environment
 The only reality is the physical world
 Man by nature is neither good nor bad but a product of his environment. Hence, an autonomous acting man is but
an illusion since it negates the faculty of freewill
 Advocates: John Watson, B.F. Skinner
UTILITARIANISM
 Actions are geared toward the greatest total amount of happiness that one can achieved
RATIONALISM
 Source of knowledge is the mind, independent of the senses
EMPIRICISM
 Source of knowledge is the sense-based experience
EXPERIMENTALISM
 Form empiricism and asserts that they only reliable form of knowledge is gained through scientific experiments
HEDONISM
 Pleasure is the only good thing to the person
 Used as a justification in evaluating action by giving emphasis on ’how much’ pleasure can be achieved and how
little pain that the action entails
EPICUREANISM
 Considers as a form of ancient hedonism, it identifies pleasure with tranquility and reduction of desire
 Epicurus claimed that the highest pleasure consists of a simple and moderate life.

THE MORAL PRINCIPLES OF A TEACHERS

Morality refers to the quality of human acts by which we call them right or wrong, good or evil
– Do good and avoid evil ( Fundamental Moral Principle)
– Do not do unto others what you do not like others do to you (Kung Fu Tzu)
– Act in such a way that your rule can be the principle of all ( Immanuel Kant)
– Eight Fold Path (Buddhist)
– Koran and Five Pillars ( Muslims)
– Ten commandments and Beatitudes ( Christian)

As teachers, we are expected to be a person of good moral character as exemplified by being human, loving,
virtues; and mature.
– Teachers values Formation
– Values are taught and caught.
– Values have cognitive, affective and behavioral dimensions
– Value formation includes formation in the cognitive, affective and behavioral aspects
– Value formation is training of the intellect and will

MAX SCHELER AND HIS HIERARCHY OF VALUES

Max Scheler (1874–1928) was an early 20th-century German Continental philosopher in the phenomenological tradition.
Scheler's style of phenomenology has been described by some scholars as “applied phenomenology”: an appeal to facts or
“things in themselves” as always furnishing a descriptive basis for speculative philosophical concepts. One key source of just
such a pattern of facts is expressed in Scheler’s descriptive mapping of human emotional life (the “Stratification of
Emotional Life”) as articulated in his seminal 1913–1916 work, Formalism in Ethics and Non-Formal Ethics of Values
First, Scheler seems to be making a case in favor of what we might refer to today as Emotional Intelligence, as a portal to
more ethical behavior and optimum personal development, similar to the ancient Greek concern for promoting virtuous
character.However quite unlike many of our modern attitudes and prejudices, emotional life ought not be viewed as simply
a chaotic impediment to reason, but rather should be understood as a sort of “sixth sense” having an informative objective
core: what Scheler termed our Ordo Amoris (or “Logic of the Heart”).
Second, for Scheler values have true primacy as real inherent qualities discovered in things, people, situations and the like.
Values and immanent emotive experience are co-extensive: “the plain fact is that we act vis-à-vis values just as we do vis-à-
vis colors and sounds. Scheler's claim is that the correlates of feelings and emotions are values, just as the correlates
of visual perception are colors and audio perceptions are sounds. If such qualities are present in a person's world, they
tend to be apprehended. But the reverse is also true: the meanings ascribed to things, people, situations and the like are
uniquely co-extensive with the subjective relativity of every person, as the "totality of acts of different kinds having a unique
qualitative direction and destiny.As a value being and bearer of values every person is as unique as a snowflake. This is why
Scheler's ethics is commonly referred as a Material Value-Ethics as opposed to a formal ethics (Immanuel Kant).
Third, values are emotively intuited. The whole of "something" is intuited by consciousness before any of the parts can fully
be rationally known or assimilated. Common expressions such as "ah ha", "love at first sight," déjà vu or "the cat's pajamas"
sum up this basic idea. Values are realized though personal apprehensions (i.e. "attractions" and "repulsions") of positive
(and negative) qualities discoverable through our own pre-thought, pre-willed acts of preference.
Fourth, depth of emotion signals importance (intensity) of value, just as absence of feeling signals the lack. This depth
structure found in emotive life correlates reciprocally to Scheler’s formulation of an upward vertical apriori hierarchy of
values as forming the basis of an intuitive ethics inspired by love, emanating ultimately from the Divine.
Max Scheler’s Hierarchy of Values:
 Pleasure Values - describes the broad class of mental states that humans and other animals experience as
positive, enjoyable, or worth seeking. It includes more specific mental states such as happiness, entertainment,
enjoyment, ecstasy, and euphoria.
 Vital Values - Contemporary mass culture is such that it now demands that one takes care of their body. The cult
of the body has dominated our actions to such an extent that, oftentimes, the value of a person is perceived in
terms of his or her physical perfection.
 Spiritual Values - Objectivists mean by "spiritual values" those values that fulfill the needs of human
consciousness. The word "spirit" indeed refers in general usage to the human spirit or soul The words "spirit" and
"spiritual" refer to real aspects of human experience, namely
the mental aspects of human life.
 Values of the Holy - Objects of experience are bearers of values. Historical artifacts bear cultural values, religious
icons bear the value of the “holy.
CHARACTERISTICS OF PROFESSIONAL TEACHER: Teaching is a part of life of a committed teacher. To be an effective
teacher, you do not only possess knowledge of educational theories. You also possess a willingness to assume your
multifaceted roles.

BASIC SKILLS OF A TEACHER

1. FUNCTIONAL SKILL: This involves the skill of a teacher in planning, organizing, controlling, communicating,
motivating, developing and managing.
2. ADAPTIVE SKILLS: Skills like creativity, dependability, resourcefulness, persuasiveness, discipline, memory,
perceptiveness and other personal skills related to self-management
3. PROFESSIONAL SKILLS: This refers to skills a kin to work content. It includes the teacher’s knowledge of the
subject matter to be taught, as well as his understanding of philosophical, psychological, legal, social, historical
dimensions of education
a. The professional teacher possesses an in-depth understanding of the principles governing human behavior.
b. The professional teacher exhibits attitudes that poster learning and authentic human relationship.
o B.1 attitude towards him/himself
o B.2 attitude towards others
o B.3 attitude towards peers, superiors, and parents
o B.4 attitude towards the subject matter
c. The professional teacher possesses mastery of the subject matter
d. The professional teacher must possesses the competency to facilitate learning through appropriate teaching
skills
e. The professional teacher must be able to translate knowledge into practical/reality

ROLES DUTIES AND RESPONSIBILITIES OF AN ELEMENTARY SCHOOL TEACHER AND A SECONDARY SCHOOL TEACHER AS
STATED IN THE QUALIFICATION STANDARDS
A novice teacher is confronted with various apprehensions. One worries how to efficiently handle the routines of
classroom. To become an effective and competent teacher entails a tedious works. One must be aware of the different
roles, duties, and responsibilities a teacher must assume. These are:
– Teaches subjects
– Enrolls pupils/students
– Prepares effective lesson plans
– Prepares visual aids and other devices for instruction
– Sees to it that pupils/students in his/her advisory class provided with necessary textbooks when available.
– Implements rules and regulations
– Conducts guidance services for his/her advisory class
– Evaluates pupils/students’ progress and provides various experiences for their continuous development
– Supervises curricular and co-curricular projects and activities of the pupils/ students
– Checks/records the attendance of the pupils/students
– Keeps up-to-date anecdotal records of pupils/students
– Keeps school records and prepares required reports
– Keeps parents informed on pupils/student’s progress
 – Attends and participates in in-service trainings and faculty meetings
– Executed the administration of school polices designed for the welfare of the pupils/student’s
– Maintains membership in professional organizations
– Works with other school personnel, parents, and the community
– Participates in the socio-economic development projects in the community
– Coordinates and cooperates with other teachers in school projects or activities
– Safeguard school facilities and equipment
– Does other related works

THE TEACHER AS A PROFESSION

The teacher as a person cannot be detached from a teacher as a professional. Other than the skills of an effective teacher,
the teacher as an individual person must possesses certain psychologically/personal characteristics, such as:
A. Personality Characteristics
– A.1 achievement/Intelligence
– A.2 directness
– A.3 flexibility
– A.4 emotional stability
– A.5 self- motivation and drive
– A.6 dominance and self confidence
– A.7attractiveness and pleasantness
– A.8 refinement

B. Attitude
– B.1 Motivation to teach
– B.2 empathy toward learners
– B.3 commitment
– B.4 objectiveness
– B.5 buoyancy
– B.6 resourcefulness
– B.7 cooperativeness
– B.8 reliability and dependability

C. Experience
– C.1 year of teaching
– C.2 experience in subjects taught
– C.3 experience with particular grade/year level

D. Aptitude / Achievement
– D.1 scores in ability test
– D.2 College grade/point average
– D.4 student teaching evaluations

TEACHER AS GLOBAL
DEFINITION OF GLOBAL EDUCATION: Study of Nations and People, that it is “an effort to help individuals to see the world
as a single and global system and to see themselves as participants of that system.” Similarly, James Becker Says in his
article, Goals of Global Education that the overall goal of his aspect is to, “incorporate into the educational curriculum and
the educational experience of each student a knowledge and empathy of cultures of the nation and the world (and to) draw
into existing courses of study the illustrations and references to political, social and cultural themes. Students will be
encourage to take a global perspective, seeing the world as a whole.” With this in mind, teaching with the adoption of the
ideology of global education, children learn to perceive themselves as a participant of a large global culture. Children learn
of various cultures and cultural perspective which makes them better able to relate and function in a one-world
environment under teachers who are intellectually, professionally and humanly prepares.

UNESCO defines global education as “a goal to become aware of the educational conditions or lack of it, and aim to educate
all people to certain world standards. It may also be defined “curriculum that is international in scope”.

Multicultural education enables teachers and educators to give value to the difference in prior knowledge, experiences of
learners from diverse background and familiarity with student’s histories of diverse cultures

Teacher Exchange Program

Visiting International Faculty Program (VIF)
Fulbright Teacher Exchange Program
Inter-African Teacher Exchanges
Canadian Educators Exchange
Global Teachers Millennium Awards

THE TEACHER AS A CORPORATE PROFESSIONAL

Polished Look
– Dress suited for a professional
– Tasteful accessories (jewelry, bags, shoes, etc.)
– Tasteful make –up for female
– Personal hygiene

Polished Demeanor
– Professional walking
– The professional ‘Sit”
– The professional “handshake”

Polished Language
– Voice
– Gesture

Classification of Teaching Methods

– Traditional: old-fashion way of teaching
– Time-tested: methods that stood the test of time and are still being used at present
 – Progressive: these are newer and more improved methods of teaching
- It makes use of the principles of learning
- It utilizes the principles of “learning by doing
- It provides for growth and development
- it liberates the learners
- it stimulates thinking and reasoning

THE TEACHER, SCHOOL AND COMMUNITY RELATIONS

Schools and community are linked together to provide support to parents who are charged with the primordial
responsibility to educate their children. Schools will not succeed without the participation of parents. (NCBTD-Based In-
Service Teacher Training Modules. The members of the community, in addition to the parents and the school, include the
local government units, the non-government agencies civic organizations and all the residents

PARENTAL INVLOVEMENT: The influence of parental involvement on a student’s academic success should not be
underestimated. While brain power, work ethic, and even genetics all play important roles in student achievement, the
determining factor comes down to what kind of support system she has at home.

School and Community Relations: The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment
 PTCA
 Public safety, beautification and cleanliness
 Instructional centers in the community

Linkages and Networking with Organizations: The school can enjoy linkages and networking activities with international,
national and local organizations in the community for mutual benefits and assistance needed
 International (Pi Lamda Theta, Innotech, World Council for Curriculum Instruction)
 National and local ( cross enrollment, joint researches)
 Networking (consortia, BIOTA, MATHED, MTAP, SUCTEA, NOPTI, FAAP, PACU-COA, PAASCU, AACUP NOTED etc.)

NATIONAL COMPETENCY BASED TEACHER STANDARDS (NCBTS)

 A unified framework for teacher development
 An integrated theoretical framework that defines the different dimensions of effective teaching
 Effective teaching means being able to help all types of students learn the different learning goals in the
curriculum.
 It is based on the core values of Filipino teachers and on effective teaching and learning
 It is based on the seven domains, which one representing the desired features of the teaching and learning
process.

What is NCBTS? The NCBTS is an integrated theoretical framework that defines the different
dimensions of effective teaching, where effective teaching means being able to help all types of
students learn the different learning goals in the curriculum.
What does competency-based mean? Means that the standards or criteria for characterizing good teaching are
defined in terms of the teacher’s credential, LET scores, grades in graduate school, degrees, personality traits, and
so on, we look at what the teacher can do competently.

A technical working group was set up to study what types of classroom learning experiences
were defined.

These practices were then organized and presented in a series of national, zonal, and sectorial consultations for
validation and finalization

The bulk of participants were teachers, master teachers, principals, superintendents, TEI’s, CHED,PRC,CSC,
BEAM,NGO'

Why do we need the NCBTS?

 The NCBTS provides a single framework that shall define teaching in all aspects of a
teacher’s professional life and in all phases of teacher development.
 The use of a single framework should minimize confusion about what effective
teaching is.
 The single framework should also provide a better guide for all teacher development
programs and projects from the school-level up to the national level.

The 7 Domains of NCBTS

 Social Regard for Learning
 Acts as a positive role model
  Follows school policies
 Demonstrate punctuality
 Maintain appropriate appearance
 Careful with behavior on students
 Respects others

Learning Environment
 Create an environment that promotes fairness
 Makes the physical environment safe and conducive for learning
 Communicates higher learning expectations to each learner
 Establishes and maintains consistent standards of learners’ behavior

Diversity of Learners
 Demonstrates concern for holistic development of learners
 Is familiar with learner’s background knowledge and experiences
 Code of Ethics

CURRICULUM. This refers to all elements of the teaching-learning process that work in convergence to
help students understand the curricular goals and objectives, and to attain high standards of learning
defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional materials and learning
resources.
 Demonstrates mastery of the subject matter.
 Communicates clear learning goals for the lessons that are appropriate for learners.
 Makes good use of allotted instructional time.
 Selects teaching methods, learning activities and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson.
 Teacher recognizes general learning processes as well as unique processes of individual
learners.
 Teacher promotes purposively study.
 Teacher demonstrates skills in the use of information and Communication Technology in
teaching and learning.

PLANNING, ASSESSING & REPORTING. The domain of Planning, Assessing and Reporting refers to the alignment of
assessment and planning activities. In particular, the domain focuses on the:
(1) use of assessment data to plan and revise teaching-learning plans
(2) the integration of assessment procedures in the plan and implementation of teaching -learning activities
(3) reporting on learner’s actual achievement and behavior. Communicates promptly and clearly to learners, parents
and superiors about the progress of learners.

 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning.
 Monitors regularly and provides feedback on learners’ understanding of content.
 COMMUNITY LINKAGES. The domain of Community Linkages focuses on the ideal that classroom activities are
meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain
focuses on teachers’ efforts directed at strengthening the links between schools and communities, particularly as these
links help in the attainment of the curricular goals.
 Establishes learning environments that respond to the aspirations of the community.

PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT. The domain of Personal Growth and Professional Development
emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional
development, and continuous improvement as teachers.
 Takes pride in the nobility of teaching as a profession.
 Builds profession links with colleagues to enrich teaching practice.
 Reflects on the extent of the attainment of professional development goals.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.

Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical
and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice
this set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term teachers shall
include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions
in all school at the aforesaid levels, whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an
oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall
not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly,
solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher
shall not use his position or official authority or influence to coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches
and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best
service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral,
social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity
at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit
relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and
traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the schools work and
accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals,
with government officials, and with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his positions and
influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm
and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations
for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional
Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally
competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the
teaching profession in a manner that makes it dignified means
for earning a decent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one
another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners,
the school, or the profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others
which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other
data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not
divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional
and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such
conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing,
without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of
selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to
be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies
of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different
procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the
teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration
and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners who’s right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are
made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position
assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and
other personnel, such practices being standards of effective school supervision, dignified administration, responsible
leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials
shall encourage and attend the professional growth of all teachers under them such as recommending them for
promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in
training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of
their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing
laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or
grades he handles, provided that such determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions,
observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall
deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4. A teacher
shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested
concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized
for such service.
Section 6. A teacher shall base the evaluation of the learners work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic
ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and
shall extend needed assistance in preventing or solving learners problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their
confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under
him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not
relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his
debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture
which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in
accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity
at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all
relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by
learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and
nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher
of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under
causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations
Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days
following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

ETHICS GENERALIZATION
What is the definition of professional ethics? Professional ethics is defined as the personal and corporate rules that
govern behavior within the context of a particular profession. An example
of professional ethics is the American Bar Association's set of ethical rules that govern an attorney's moral obligations.

What is the code of ethics? A code of ethics document may outline the mission and values of the business or organization,
how professionals are supposed to approach problems, the ethical principles based on the organization's core values and
the standards to which the professional is held.

Why is there code of ethics? A well-written code of conduct clarifies an organization's mission, values and principles,
linking them with standards of professional conduct. It can also serve as a valuable reference, helping employees locate
relevant documents, services and other resources related to ethics within the organization.
What is the importance of professional ethics? Good Ethics is a fundamental requirement of any profession. It is
integral to the success of the business as well. Ethics is a system of moral principles governing the appropriate conduct
of a person or a group. Maintaining good ethics is being consistent with the principles of correct moral conduct
constantly.

What is the purpose of having a code of ethics? The word "ethics" comes from a Greek term meaning "duty". Thus, a code
of ethics consists of all the obligations that professionals must respect when carrying out their duties. It includes the core
values of the profession and the behaviour which should be adopted; it's a code of professional conduct.

What is the difference between a code of ethics and a code of conduct? The terms “Code of Ethics” and “Code of
Conduct” are often mistakenly used interchangeably. They are, in fact, two unique documents. Codes of ethics, which
govern decision-making, and codes of conduct, which govern actions, represent two common ways that companies self-
regulate.

What are the Code of Ethics for Professional Teachers? 2. Preamble Teachers are duly licensed professionals who
possesses dignity and reputation with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral
principles, standards, and values.

Why is it important to have a code of ethics for teachers? The code of ethics for teachers is designed to protect
the rights of the students, all the students. It is important
that teachers understand that when they get a teaching position they are agreeing to follow the code of ethics You can't
push your personal beliefs on students because they are a "captive audience".

What are the ethics in teaching? Despite their contrasting lenses on moral development, when applied to the teaching
profession, these two ethical perspectives complement each other. Teachers should be motivated by a universal respect
for human life and also be guided by principles of caring.

What are the professional ethics of a teacher? As role models, teachers must follow a professional code of ethics. This
ensures that students receive a fair, honest and uncompromising
education. A professional code of ethics outlines teachers' main responsibilities to their students and defines their role in
students' lives.

CLASSROOM MANAGEMENT
Organizational Plan
 Structured Classroom: The learning activities in a structured classroom are well-planned ahead of time, and the
procedures follow accepted rules and regulations established by the school.
 Flexible Classroom: In a flexible classroom, there is allowance for free movement, time allotment and even in
decisions regarding modes of undertaking the learning activities. It could be individualized approach or Grouping.
Scheduling: Good time management is the key to a smooth flow of planned activities
Teachers must be able to plan thoroughly for their daily lessons and for additional activities such as:
 Parent – teacher conference after class
  Working with other teachers during occasional school events
 Preparing new teaching devices
 Advanced request for supplies and materials for the week’s lessons and for learning centers
 Supervising students along the corridors and school grounds or while eating in the canteen

Filler or Emergency Activities: If you will be able to finish the lesson ahead of time, be ready with “fillers” or activities which
are connected with the lesson

Tips for maintaining good time management

– Schedule all activities with corresponding time allotment ahead of time
– Provide enough time for everything you expected to happen
– Avoid rushing since you know have carefully allotted required time for every activity
– Be flexible with assignment
– Set the example by showing that you are time-conscious

Record keeping
– Daily attendance
– Students’ Progress

Physical Environment
– Maintaining cleanliness
– Using proper ventilation
– Avoiding unnecessary noise
– Bulletin boards and displays
– Seating arrangements

Discipline: Causes of discipline problems

– Overcrowded students in class
– Poor lighting facilities
– Inadequate ventilation
– Disorderly cabinets
– Inappropriate seating arrangement
– Near sources of noise

Prevention
– Cooperative learning, team learning, peer tutoring
– Switch form one technique to another as needed arises
– Patience, compassion, caring attitude, respect for others
– Warm, respectable relationship with students
– Unpretentious gestures
– Proper facial expression
– Kind words or praises
– Avoiding unusual closeness/favoritism and biased treatment

Common ways of establishing discipline/classroom control

– Discipline is students responsibility
 – Discipline is the teacher’s way of establishing a desirable student-oriented environment for learning
– Discipline is coupled with effective teaching strategies and techniques
– Discipline is achieved through the effects of group dynamics on behavior

Tips to make the teacher a good disciplinarian

– Be prepared to face a class with multi-behavior tendencies
– Know your students well
– Show your sincere concern for their welfare
– Commendable behavior is reciprocal
– Be calm, poised and tactful
– Be firm at all times
– Be enthusiastic
– Practice good sense of humor
– Speak with good voice, volume and pitch
– Be humble

Common ways of dealing with discipline problems

Acceptable:
– Using verbal reinforces that encourage good behavior
– Using nonverbal gestures to dissuade them from mischief
– Dialogues could help discover problems and agree on mutually beneficial solution time out
– Awarding merits for good behavior
– A private, one-on-one brief conference
– Allowing students the freedom to express themselves

Unacceptable
– Scolding
– Harsh words
– Nagging
– Long sermons
– Keeping students in” detention area”
– Denying a student some privilege
– Using ridicule or sarcasm
– Assigning of additional homework
– Subtracting points from grades due to misbehavior

Establishing Routine: Routine is a regular procedure or a normal practice that is to be followed. It is a schedule of activities
that is mostly time-spaced and is attuned to the lesson objectives. It contributes to a smooth flow of activities this lessening
the unnecessary disruptions. These include:
– Keeping tables and chairs in order before leaving
– Returning barrowed tools and materials after use
– Cleaning chalk board to be ready for the next topic
– Transferring from one room to another on time
– Order in waiting for ones turn in borrowing books
– Cleaning stains or drops after the lesson
21st CENTURY LEARNING GOALS
In order to address the challenges of the paradigm shift in the educational sector, the 21 st Century Learning Goals have been
set as bases of various curricular worldwide
 21st Century Content
o Among the emerging content areas are global awareness on finance, economy, business, entrepreneurial
literacy, civic literacy and health awareness
 Learning and thinking skills
o These are critical thinking and problem-solving skills, about communication, creativity, and innovation,
collaboration, contextual learning, information and media literacy.
 ICT Literacy
o This entails the use of technology in the context of learning, so that students know how to learn.
 Life Skills
o These include leaderships, ethics, accountability, personal responsibility, and self- direction
 21st Century Assessment
o These are authentic assessment procedures to measure learning outcomes

21st CENTURY DIGITAL FLUENCY

For developing basic digital skills, there is a need for new literacies to replace the 3 Rs.
 Solution Fluency
o Capacity to define, design, and apply solution and also assess the process and the result
 Information Fluency
o The ability to access and retrieve digital information (text, sounds, or video) while and accuracy students
are aware of context
 Collaboration Fluency
o Teamwork with peers through an exciting experience of partnership in learning
 Media Fluency
o Capacity to analytical evaluation of messages from sources like the internet and other media such as
newspapers, magazines, televisions, etc.
 Creativity Fluency
o Proficiency in art design, story-telling, or packaging messages with the use of artistic elements such as
font, color, lay –out, etc.
 Digital ethics
o This refers to the responsibility and accountability of using the digital world, such as citing sources.

The 21st Century Trends in Philippine Education

Relevance and Responsiveness

Benefit from Industry University Collaboration
• For Students- ensure workplace orientation and opportunity to apply their skills, knowledge and proper work
attitudes; opportunities for enhance employability
 • For Industry- prospective workers are developed according to the companies specifications
• For the University- reduced need for sophisticated equipment and facilities; responsiveness to industry needs and
better employment for graduates.
Efficiency and Effectiveness
Pres. Aquino’s 10 Ways to Fix Philippine Education
• 12-Year Basic Education Cycle- expand the basic education cycle from a short of 10 year cycle to a globally
comparable 12 years before 2016.
• Universal Pre-Schooling for All- All public school children (and all public schools) will have pre-schooling as their
introduction to formal schooling by 2016.
• Madaris Education as a Sub-system within the Education System- Madaris education with subjects in Arabic
Language and Islamic Values education will be integrated in the public school curriculum as additional subject with
the view to keeping the Muslim Filipino children in school.
• Technical Vocational Education as an Alternative Stream in Senior High School-Provide education alternative to
better prepare students for the world of work. Re –introducing technical vocational education in the public high
schools to better link and match schooling to local industry needs and employment.
• “every Child a Reader” by Grade 1- by the end of SY 2015-2016, every child passing pre- school must be a reader
by Grade 1.Library infrastructures with appropriate reading materials will be built in schools, and elementary
teachers shall be trained how to teach reading.
• Science and Math Proficiency- Rebuild the science and math infrastructure in schools to produce more scientists,
engineers, technicians, technologist and teachers in the universities so that this country can be more globally
competitive in industry and manufacturing.
• Assistance to private schools as essential Partners in Basic Education- Expand the Government Assistance to
Students and Teachers in Private Education to a target of 1 million HS students through education service contra
ting and do away with wasteful education voucher system
• Medium of Instruction Rationalized- Support UNESCO’s tried and tested formula on mother tongue instruction.
Use mother tongue as medium of instruction from pre- school to Grade III
• Quality Textbooks-Produce books according to these criteria; quality, better quality and more quality
• Covenant with Local Government to build more schools- the support of the LGU’s is necessary to build more
classrooms with smaller population, so that teachers and students, and parents can form a real learning
community.

Access and Equity in Education

Legal Bases on the Access Equity of Education in the Philippines

• The 1987 Philippine Constitution (Section 1, Article IV). The state protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to make such education accessible to all’.
• RA 9155 9Governance of Basic Education Act of 2001) - Remaining DECS to DepEd and reiterating the
constitutional mandate. Establish free compulsory public education at the elementary and high school level of
education
• RA 6655 ( The Free Secondary Education Act) - providing free four years of secondary schooling for those ages 12
to 15 in the public schools
Alternative Modes of Learning/Acquiring Qualification
• Ladderized Education Program (LEP)
• Expanded Tertiary Education Equivalency and Accreditation Program ( ETEEAP)
• Ladderized Model Curricula
• Distance Education Learning

Accreditation Enhancing the Quality of Education

Accreditation – is a concept of self-regulation which focuses on self-study and evaluation and on the continuing
improvement of educational quality. It is both a process (form of peer review) and a result
(a form of certification granted by recognized and authorized accrediting agency)
• Program accreditation - accreditation of academic course
• Institutional accreditation - accreditation of the school, college, university or institution as a whole

The 21st Century Teaching Skills

Learning and Innovation Skills - recognized as the skills that separate students who are prepared for increasingly complex
life and work environments in the 21st century have; focus on creativity, critical thinking, communication and collaboration
• Creativity and Innovation - Think creativity, Work Creatively with others, implement innovations
• Critical Thinking and Problem Solving-reason Effectively, Use Systems, Thinking, Make Judgment and Decisions,
Solve Problems
• Communication and Collaboration - Communicate Clearly, Collaborate with others.

Information, Media and Technology Skills - 1) access to an abundance of information; 2) rapid changes in technology tools;
and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st
century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information,
media and technology.
• Information Literacy - Access and Evaluate information, use and Manage information.
• Media Literacy - analyze Media, Create media Products,
• ICT Literacy - Apply Technology Effectively

Life and Career Skills - Today’s life and work environments require far more than thinking skills and content knowledge. The
ability to navigate the complex life and work environments in the globally competitive information age requires students to
pay rigorous attention to developing adequate life and career skills.
• Flexibility and Adaptability - Adapt to Change , Be Flexible
• Initiative and Self- Direction - Manage Goals and Time, Work Independently, Be self-directed Learners.
• Social and Cross Cultural Skills - Interact Effectively with others, Work Effectively in Diverse Teams
• Productivity and Accountability - Manage Projects, Products Results
• Leadership and Responsibility - Guide and Lead Others, Be Responsible to Others

TEACHER AS A PROFESSIONAL: Professionalization of teaching: A Historical Perspective

HISTORY OF PHILIPPINE EDUCATIONAL SYSTEM
1987 Constitution
– The State shall protect and promote the right of all citizens to quality education at all levels and shall take
opportunities steps to make such education accessible to all.
– The State shall enhance the right of teachers to professional advancement
– The State shall establish, maintain and support complete adequate and integrated system of education relevant to
the needs of the people

RA 7722 (Higher Education Act of 1994)

– The State shall ensure and protect academic freedom
– CHED is tasked by the state to identify ‘centers of excellence” in program areas needed for the development of
world class scholarship, nation building and development.

RA 9155 (Government of Basic Education Act of 2001)

– An act instituting a framework of governance for basic education, establishing authority and accountability,
renaming the Department of Education Culture and Sports as the Department of Education

RA 7796 TESDA Act of 1994

– EO 356 (Renaming the Bureau of Non Formal Education to Bureau of Alternative Learning System)
– Learning System)
– One of the functions of the Bureau of Alternative Learning System is to address the learning needs of the
marginalized group of the population including the deprived, depressed and underserved citizen

Batas Pambansa 232 (Education Act of 1982)

– Students have the right receive primarily through competent instruction, relevant quality education in line with
national goals and conductive to their full development as person with the human dignity
– Teachers shall be deemed persons in authority when in the discharge of lawful duties and responsibilities and
shall therefore be accorded with due respect and protection.

The UNESCO (United Nations Scientific and Cultural Organization)

– Learning to know
– Learning to do
– Learning to live together
– Learning to be

EFA (Education for All 2015)

– Institutionalize early childhood care and development
– Provide universal quality primary education
– Eradicate illiteracy
– Launch continuing education programs for adults and out-of-school youth

UN Millennium Development Goals 2015 (MGDs)

– Reducing by half the number of people, who live in extreme poverty
 – Reducing death in mothers and children below five
– Making primary education accessible to all
– Reducing gender disparities
– Providing access to reproductive health services
– Pursuing national strategies for sustainable development
– Reserving environment resources losses
– Developing a global partnership for development

Child Friendly School System (CFSS)

– Initiated by the Philippine Government and UNICEF
– Characteristics of CFSS
- Gender sensitive and not discriminating
- Child centered
- Promotes good health
- Has the best interest of children in mind
- Works closely with children’s families

Magna Carta for Public School Teachers (RA 4680)

– Stability of employment
– Teachers shall enjoy academic freedom, particularly with regard to teaching and classroom, methods.
– Teachers salary at the very least will keep pace with the rise in the cost of living by payment of cost of living index
– Compulsory medical examination foe free

Presidential Decree 1006 (Decree Professionalizing Teaching)

– Enacted during the time of President Marcos
– Teachers will undergo professional test jointly given by Civil Service Commission and Department of Education
and Culture
– RA7836 ( Philippine Teachers Professionalization Act of 1994)
– RA 9293 ( An Act Amending some sections of and Development Program (RA7836)
– Code of Ethics for Professional Teachers

PROFESSIONAL DEVELOPMENT GUIDE FOR TEACHERS - TEACHER EDUCATION AND DEVELOPMENT

PROGRAM (TEDP)
Department of Education has implemented the Teacher Education Development program (TEDM) that seeks to
conceptualize the continuing career path of a teacher, starting upon entry until retirement. The TEDM is anchored from a
set of competencies embodied in the National Competency Based- Teacher Standards (NCBTS).
Prepar
Retirem
t
n
DepED Entry to Teacher
Education
 DepEd/CHED/TEIs
National Competency. Based Teacher Standards CHED/TEIs/Schools

In-Service Training and Pre- Service Training

Professional

DepEd/Civil Service
PRC Teacher
DepEd Induction
Teacher Human Resource Licensure
Training

TEDP

COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CB PAST)

Drawing from the Vision and Mission of the Department of Education, CB-PAST is a comprehensive appraisal system which
addresses one of the mandates of the Department as embodied in the RA9155 (CB-PAST Primer , 2009). There a pressing
call for teacher’s accountability that has never been as serious before. In response to relevant and quality education for the
21st Century, the Filipino teachers today need to have continuous personal and professional development that driven by
individual teacher performance, as NCBTS, a professional development. This specifically stated in Domain of the NCBTS, a
professional development that is driven by the individual teacher performance, as evidenced from the information resulting
for various tools of the Competency-Based Performance Appraisal System for Teachers (CB-PAST).

PRINCIPLES AND STRETEGIES OF TEACHING

“If your plan is for one year… plant rice; if your plan is for ten years…plant a tree; but if you plan is for eternity… EDUCATE
children.”

A. BASIC CONCEPTS
– Strategy of Teaching- Refers to the science of developing a plan to attain goal and to guard against undesirable
results. It means the art of using psychological plan in order to increase the probabilities and favorable
consequences of success and to lessen the chances of failure.
– Method of Teaching- refers to the series of related and progressive acts performed by a teacher and the students
to attain the specific objectives of the lesson. It is a plan involving sequence of steps to achieve a given goal or
objective.
– Technique of teaching-refers to the personalized style of carrying out a particular step of a given method. It is a
skill employed by the teacher in carrying out the procedures or act of teaching.
– Device-is a teaching aid or tool to facilitate instruction, like pictures, flash cards, etc.

Variables That Affect Teaching Method

– Objectives
– Nature of students
– Nature of subject matter
– The teacher
– Technology
– School environment
 – Teacher’s knowledge of group dynamics

Learning Objectives: Their importance and Construction

What is a Learning Objective? A learning objective is a statement of what students will be able to do when they have
completed instruction. A learning objective has three major components:
1. A description of what the student will be able to do;
2. The conditions under which the student will perform the task; and
3. The criteria for evaluating student performance

What is the difference between a goal and a Learning Objective? A Goal is a statement of the intended general outcome of
an instructional unit or program. A goal statement describes a more global learning outcome. A learning objective is a
statement of one of several specific performances, the achievement of which contributes to the attainment of the goal. A
single GOAL may have specific subordinate learning objectives. For example

GOAL: The goal of Learning Assessment course is to enable the students to make reliable and accurate assessment of
learning.

Learning Objectice#1: Given a learning objective of the student will be able to develop an appropriate multiple choice
question to measure student achievement of the objective.

Learning Objective#2: Given a printout from an item analysis of multiple choice exam the student will be able to state
the accuracy of the test scores

Learning Objective#3: Given the discrimination and difficulty indices of an item the student will be able to determine if
the item contributes to the reliability of the exam.

Why Are Learning Objectives Important?

1. Selection of the content
2. Development of an instructional strategy
3. Development and selection of instructional materials
4. Construction of tests and other instruments for assessing and then evaluating student learning outcomes

How Do You Write A Learning Objective?

1. Focus on student performance, not teacher performance
2. Focus on product, not process
3. Focus on terminal behavior, not subject matter
4. Include only general learning outcome in each objective.

A learning objective is a statement describing a competency of performance capability to be acquired by the learner.
There are three characteristics essential t0o insuring clear statements of objectives.

Behavior - First, an objective must describe the competency to be learned in performance terms. The choice of a verb is all-
important here. Such frequently used terms as know, understand, grasp, and
appreciate do not meet his requirement. If the verb used in stating an objective identifies an observable student behavior,
then the basis for a clear statement is established. In addition, the type or level of learning must be identified.

Criterion - Second, an objective should make clear how well a learner must perform to be judge adequate. This can be done
with a statement indicating a degree of accuracy, a quantity or proportion of correct responses or the like.

Conditions - Third, an objective should describe the conditions under which the learner will be expected perform in the
evaluation situation. The tools, references, or other aids thus will be provided or denied should be made clear. Sometimes,
one or even two of these elements will be easily implied by a simple statement. In other times, however, it may be
necessary to clearly specify in detail each element of the objective. The following is an example of a completed learning
objective.

OBJECTIVE: “Given a set of data the student will be able to compute the standard deviation”.

Condition: Given a set of data

Behavior: the student will be able to compute the standard deviation
Criterion: (implied) the number computed will be correct

Checklist for Writing a Specific Instructional Objective

1. Begin each statement of a specific learning outcome with a verb that specifies definite, observable behavior.
2. Make sure that each statement meets all three of the criteria for a good learning objective?
3. Be sure to include complex objectives ( appreciation, problem-solving, etc.) when they are appropriate

Guides or aids to writing learning objectives: Educators and psychologist concerned with learning theory have given
considerable through the various types of learning that takes place in schools. Probably the most comprehensive and widely
known analysis of objectives in the Taxonomy of Educational Objectives by Benjamin Bloom and others.

Taxonomy provides a consistent means of developing the single most powerful tool in instruction and assessment of
students learning outcomes-the learning performance objective. The Taxonomy distinguishes among three major categories
of objectives termed the COGNITIVE DOMAIN, the PSYCHOMOTOR DOMAIN, and the AFFECTIVE DOMAIN.

It is generally the Cognitive Learning Domain that is of primary concern in higher education. If we assume that faculty is
more concerned with process and problem-solving activities, the categories of

Taxonomy are most valuable in suggesting various kinds of behavior to use as objectives. The following list of process-
oriented behaviors, which are related to the six categories of the Taxonomy, should serve as a useful guide to the faculty in
preparing objectives.

TABLES OF PROCESS ORIENTED LEARNER BEHAVIORS

Domains of Learning: Learning is a psychological process. Thus, the assessment of learning, of necessity, requires the
assessment of various psychological processes. In developing assessment tools (tests), it is important that we first have an
understanding of these psychological processes and how to go about measuring them. Although there are many
psychological models for the process of learning, for this workbook we have chosen the taxonomy of Behavioral objectives
as useful tool. In Bloom’s taxonomy, there are three fundamental learning domains: Cognitive, Psychomotor, and Affective.

Affective learning of beliefs, attitudes, and values: Psychomotor learning of physical movements, such as a ballet steps,
how to pitch a curve ball, how to drill out a cavity in a molar, etc.
Cognitive learning of information and the processes of dealing with that information. There are six levels of Cognitive
Learning as specified by Bloom:
1. Basic Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Generally, it can be said that the first category, Knowledge, is information-oriented as it stresses the ability to recall existing
knowledge. The other five categories can be termed” Process oriented” because they entail more sophisticated learner
behaviors and competencies that require increasing degrees of understanding. The following are brief definitions of these
six levels with a suggestion as to how to assess this level of learning:

Basic Knowledge: To recall and memorize- assessed by direct questions. The object is to test student’s ability to recall facts,
to identify and repeat the information provided.

Comprehension: To translate form one form to another-assessed by having students

• Restate material in their own words,
• Reorder or extrapolate ideas, predict or estimate.
• Assessment must provide evidence that the students have some understanding or comprehension of what they are
saying.

Application: To apply or use information in a new situation- assessed by presenting students with a unique situation (i.e.
one not identical to that used during instruction) and have them apply their knowledge to solve the problem or execute the
proper procedure.

Analysis: To examine a concept and break it down into parts- assessed by presenting student with a unique situation of the
same type but not identical to that used during instruction, and have them analyze the situation and describe the
appropriate procedure or solution to the problem.

Synthesis: To put information together in a unique or novel way to solve a problem- assessed by presenting students with a
unique situation NOT of the same type used during instruction, and have them solve a problems by selecting and using
appropriate information

Levels of Affective Objectives: Krathwohl’s affective domain taxonomy is perhaps the best known of any of the affective
taxonomies, the taxonomy is ordered according to the principle of
internalization, which is to process whereby a person’s affect toward an object passes from a general awareness level to a
point where the affect is “internalized” and consistently guides or controls the person’s behavior

Receiving is being aware or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate
them. Examples include: to differentiate to accept to listen (for), to respond to.

Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to
them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim

Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena’s. Examples include: to
increase measured proficiency in, to relinquish, to subsidize, and to support, to debate.

Organizing is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy.
Examples are: to discuss, to theorize, to formulate to balance, to examine.

Characterization by value or value set is to act consistently in accordance with the values he or she has internalized.
Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

Levels of Psychomotor Objectives

Level Definition Example
1. Observing Active mental The learner observes more experienced person in his/her
attending of a physical performance of the skill, asked to observe sequences and
event relationships and to pay particular attention to the finished
product. Direct observation may be supplemented by reading
or watching a video. Thus, the learner may read about
the topic and then watch a performance

2. Imitating Attempted copying of The learner begins to acquire the rudiments of the skill. The
physical behavior learner follows directions and sequences under close
supervision. The total act is not important, nor is the timing or
coordination emphasized. The learner is conscious of
deliberate
effort to imitate the model

3. Practicing Trying a specific physical The entire sequence is performed repeatedly. All aspects of
activity over and over the act are performed in sequence. Consciousness effort fades
as the performance becomes more or less habitual. Timing and
coordination are emphasized. Here, the person has acquired
the skill but is not as expert

4. Adapting Fine tuning. Making Perfection of the skill, Minor adjustments are made that
minor adjustments influence the total performance. Coaching
in the physical often very valuable here. This is now a good player
 activity in order to becomes a better player
perfect it.

The psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Bloom’s search
group did not develop in-depth categories of this domain, claiming lack of experience in teaching these skills. However,
Simpson (1972) developed seven psychomotor categories to support the original domain. These physical behaviors are
learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance and
technique.

Direct Instruction/ Lecture

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

SIX STEPS IN DIRECT INSTRUCTION

1. Review previously learned material
 A short review before/ with the new lesson’s interest approach
 Check & grade previous homework
 Put problems on the board ( can be part of bell-work)
 Re-teach if necessary
2. State objectives for the lesson
 Students should know what is to be taught
-Stated clearly
-Written on the board
-Handed out
 Follow the objective
 Use them to develop evaluations
3. Present new material
 Your teaching depends on your analysis and preparation
 Organize content
 From general to specific
 From lower level objectives to higher
 From previous information to new material Lectures
 Be aware of attention spans
 Be aware of the number of major points made
  Be repetitious
 Review and summarize
 Demonstrations
-Learning Activity, experiment, demonstration
-WOW em!
-Allow students to practice immediately
4. Guided practice with corrective feedback
 Guided and independent practice
 Teacher controls & monitors guided
 Teacher evaluates & corrects independent
 Questions should be prepared in advance
5. Assign independent practice with corrective feedback
 Homework
 A formative step, not a summative step
 Worksheets
6. Review periodically with corrective feedback if necessary
 Check homework promptly
 Base new instruction on results
 Re-teach if necessary

OTHER TEACHING TECHNIQUES

Brainstorming
Situations for use:
 Generate ideas ( quantity is more important that quality)
 Students have some level of experience
Planning Required:
 Formulate the question
 Plan for recording ideas
Brainstorming Steps
 Pose question to class
 Generate ides with group
 Accept all ideas ( do not criticize)
 Go back to summarize discard “ unacceptable” or unworkable ideas
 Determine the best solutions
Supervised Study
 Common technique used in problem solving instruction, but certainly not the only technique appropriate for
problem solving instruction
 Also a major technique used in competency-based education programs.
 Often misused technique. A really bad form of this technique is: read the chapter’s the textbook and answer the
questions at the end of the chapter.
 Classified as an individualized instruction technique
Situations Appropriate for Use
 Discovery or inquiry learning is desired
 Access to good reference materials (textbooks, extension publications, web resources, industry publications, etc.)
 Students may need to “look up” information
 Alternate answers may be acceptable
  Many structured lab activities are actually a form of supervise study
Strengths:
 Provides skills in learning that are useful throughout student’s lives. For they need to know how to locate and
analyze information
 Recall is enhanced when students have to “look up” information, rather than being lectured to.
 Students have to decide what information is important and related to the question posed
 Opportunity for the students to develop writing and analytical skills.
Weakness:
 Easy for students to get off-task
 Students may interpret questions differently and locate incorrect information
 Unmotivated students will do the absolute minimum
 Students tend to copy information from sources rather analyze and synthesize information
 Requires more time than lecture
 Relies on students being able to read and comprehend information at the appropriate level.
Procedure in Conducting Supervised Study:
 Teacher develops a list of a study questions for students to answer
 Resources and reference materials are located or suggested to students as possible sources of answers
 Students are given time in class to find answers to questions and to record the answers in their notes
 Due to time constraints, however, teachers may want to assign different questions to specific students, so that
every student is not looking for the same information.
 Summary consist of discussing the correct answers to the questions with the entire class
 Teachers must be careful to emphasize that incorrect answers must be corrected
Role of the Teacher:
 Develop a list of study questions that focuses on the objectives of the lesson
 Develop the anticipated answers to the questions-it is important that the teacher has a firm idea of what are
correct or incorrect answers
 Establish a time frame for completing the activity. Students need to a feel a sense of urgency, so don’t give them
more time than you think they will need.
 Supervise during this activity. THIS IS NOT A TIME GRADE PAPER, MAKE PHONE CALLS, PLAN FOR THE NEXT
LESSON, OR LOCATE THE ANSWERS TO THE QUESTIONS IN THIS LESSEON!
 Assist students in locating information, but do not find it foe them
 Keep students on task and eliminate distractions
 Plan foe reporting of answers

Small group Discussion also called:

 Buzz groups - is a small, intense discussion group usually involving to 3 persons responding to a specific question
or in search of very precise information. The full plenary group is subdivided into the small groups. It's called a
'buzz' group because it mimics the sound of people in intense discussion
 Huddle Groups - makes it easy for anyone looking for support to talk openly, ask questions, and give or receive
guidance.
 Philips 66
 6 people per group
 6 ideas to be generated
 6 minutes
 Advantages:
 Increased participation
 Good foe generating ideas
 Cooperative activity ( students learn from each other)
Planning Required
 Clearly from question or topic
 Develop a plan for grouping the students
 Plan for reporting
 Summarize the activity (what they should have learned)
Conducting Small group Discussion
 Write question or topic on the board or handout
 Give specific instructions on how the group will operate
 Establish time limits
 Circulate among the groups to help keep them on task (Not as a participant)
 Give warning near end of time allocated
 Reports: Rotate among the groups for answers

Games
Situation for Use:
 Motivates students
 Reviews
 Check for understanding
Strengths:
 Active learning technique
 Appeals to competitive students
 High interest level
Planning Requires
 Game must be develop by teacher
 Rules must be establish. Try to anticipate all potential situations that may occur. You do not want the
effectiveness of the activity to be destroyed by arguments over rules.
 Develop a plan for determining teams
 Develop plan for keeping score
 Determine rewards- make them appropriate (usually very minor in nature)
Types: games may take a variety of forms, but most often are modeled after.
 TV game shows
 Sports
 Home board games

Field Trips and Resource Persons

Situation Use:
 First hand experiences are needed
 Need expertise
Planning Needed:
 Objectives
 Trial run/visit
 Special considerations (safety, grouping, etc.)
 Summarize (don’t give up responsibility!). It is critical to know what the students have learned from the activity.
Tips:
 Provide advance organizers (e.g. report forms, fact sheets)
 “plant” questions among students
 Assign students to begin the questions

With-it-ness - 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. This is not only when the teacher is in a small group setting, but when he/she is presenting a topic or
students are working as individuals. 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.

HELPFUL TIPS ON STUDENT CONTROL AND PRACTICES

The Hawthorne Effect is a phenomenon in industrial psychology first observed in the 1920s. It refers to improvements in
productivity or quality resulting from the mere fact that workers were being studied or observed.

Pygmalion Effect (or Rosenthal effect) refers to situations in which students performed better that other students simply
because they were expected to do so.
Placebo Effect is the phenomenon that a patient’s symptoms can be alleviated by an otherwise ineffective treatment,
apparently because the individual expects or believes that it will work

The John Henry Effect has also been identified: an experiment may spur competition between groups, precisely because
they are conscious of being part of an experiment. The term “halo effect” describe what happens when a scientific
observation is influenced by the observer’s perceptions of the individual procedure, or service that is under observation.
The observer’s prejudices, recollections of previous observations, and knowledge about prior observations or finding can all
affect objectivity and must be guarded against.

JACOB KOUNIN’S THEORY

Jacob Kounin’s Theory all of this came about form an incident that happened while he was teaching a class in Mental
Hygiene. A student in the back of the class was reading newspaper, and the newspaper being opened fully in front of the
student so that he couldn’t see the teacher. Kounin asked the student to put the paper away and pay attention. Once the
student complied, Kounin realized that other students who were engaging in non-appropriate behaviors (whispering,
passing notes) stopped and began to pay attention the lecture. This gave him interest in understanding classroom discipline
on not only the student being disciplined, but also the other students in the classroom. This is the effect that became known
as the “Ripple Effect”.

Who is Kounin? Kounin is a classroom behaviorist theorist. Best known for his two studies done in 1970 He wrote the book,
"Discipline and Group Management in Classrooms". Kounin worked to combine both discipline and learning in the
classroom. Kounin believed that organization and planning are key to engaging students

Achieving Classroom Management through Preventative Discipline Strategy 1: Ripple

Effect
By correcting the misbehavior of one student it can positively influence the behavior of another
Strategy 2: ‘Withitness’
 Awareness of what is going on in all parts of the classroom
 Teachers have eyes on the back of their heads!
 Classroom layout benefits the teacher’s ability to see all students at all times

Strategy 3: Overlapping
 When teachers can effectively tend to two or more events simultaneously
 Students are more likely to stay on task if they know that the teacher is
 aware of what they are doing (body language)

Strategy 4: Movement
 Smoothness: Smooth transitions between activities
 Momentum: Appropriate pace and progression through a lesson
 Group Focus and Accountability: Keep the whole class involved and interested When Managing

the Classroom,

 Dangling: Teacher leaves a topic and introduces new, unrelated material

 Flip-flop: like dangling, except that the teacher inserts left-over materials from a previous lesson
 Thrust: teacher forgets to give clear instructions at the appropriate time of a lesson. Teacher must then re-
explain the instructions to each student on an individual level
 Stimulus-bound: Teacher is distracted by an outside stimulus and draws the class’s attention to it

Classroom Applications
 Be aware of what is happening around the classroom.
 Intervene before misbehaviors escalate.
 Use routines, explanations and smooth transitions to gain the attention of the students.
 Keep all students involved through constant supervision and accountability.
 Reduce off task behavior and boredom by creating challenges, extending tasks, providing progress and adding
variety.
 Be able to attend to more than one event at the same time.

EFFECTIVE INSTRUCTIONAL TECHNIQUE

The Art of Questioning: Teacher ask questions over a hundred questions in a class session to encourage student thinking.
Let’s examine some aspects of the Art of questioning, including: types of questions wait time, and questioning and creativity

Categories of Questions: There are many systems that teachers use to classify questions. Upon close observation, in the
most systems, questions are typically classified into two categories. Various terms are used to describe these two categories
(Figure 1). The binary approach is useful because two categories are more manageable foe a beginning teacher to learn to
implement the typical approach of using systems with six categories

Figure 1 categories of Questions:

Category 1 Category 2
Factual Closed Higher cognitive Open
Convergent Divergent Higher
Lower level level High over
Low order High inquiry
Low inquiry

Low inquiry questions. These questions focus on previously learned knowledge in order to answer questions posed by the
teacher, who requires the students to perform ONE of the following task:
1. Elicit the meaning of a term
2. Represent something by a word or a phrase
3. Supply an example of something
4. Make statements of issues, steps in a procedure, rules, conclusions, ideas and beliefs that have previously been
made
5. Supply a summary or a review of what was previously said or provided
6. Provide a specific, predictable answer to a question

High inquiry questions. These questions focus on previously learned knowledge in order to answer questions posed by the
teacher, who requires the students to perform ONE of the following tasks:
1. Perform an abstract operation, usually of a mathematical nature, such as multiplying, substituting, or simplifying
2. Rate some entity as to its value, dependability, importance, or sufficiency with a defense of the rating
3. Find similarities or differences in the qualities of two or more entities utilizing criteria defined by the student
4. Make a prediction that is the result of some stated condition, state, operation, object or substance
5. Make inferences to account for the occurrence of something (how or why it occurred). Low inquiry questions tend
to reinforce “correct” answers, or focus on specific acceptable answers, whereas high inquiry questions stimulate
a broader range or responses, and tend to stimulate high levels of thinking. There is evidence to support the use
of both types of question

Low inquiry questions will help sharpen student’s ability to recall experiences and events of science teaching. Low
inquiry questions are useful if you are interests in having students focus on the details of the content of a chapter in
their textbook, or laboratory experiment.
High inquiry questions encourage range of responses from the students and tend to stimulate divergent thinking.
Figure 2 summarizes the differences between low and high inquiry questions.

Figure 2. Difference between Low and High Inquiry Questions:

Type Student responses Response Examples

-Recall, memorize How many...
-Describe in own words Define…
In your own words...
-Summarize
closed state similarities and
-Classify on basis of
 known criteria differences...
Low inquiry -Give an example of What is the evidence..?
(convergent) something What is an example...?
-Create unique or original Design an
design, report, inference, experiment...
prediction Open What do you predict…?
-Judge scientific credibility What do you think about…?
-Give an opinion or Design a plan that
High inquiry state an attitude would solve?
(divergent) What evidence can you
cite to support..?

Wait Time. Knowledge of the types of questions, and their predicted effect on student thinking is important to know.
However, researchers have found that there are other factors associated with questioning that can enhance critical and
creative thinking. One of the purposes of the questioning us to enhance and increase verbal behavior of students.

CURRICULUM DEVELOPMENT
CURRICULUM DEVELOPMENT: CONCEPTS, NATURE, AND PURPOSES
The term “curriculum” conveys many things to people. To some, it denotes a specific course, while to
others it means the entire educational environment. It is a dynamic as the change that occurs in the society. Hence,
curriculum encompasses more than a simple definition. It is a key element in the educational process; its scope is extremely
broad, and it touches virtually everyone who is involved with teaching and learning. In a broader sense, it refers to the total
learning experience of individuals not only in school, but in society as well.

Education or l reforms in the Philippines can be traced form different recommendations of several educational initiatives,
like the Philippine Commission to survey Philippine Education (PCSPE-1969), Survey of the Outcomes of Elementary
Education (SOUTELE-1976), the Philippine Commission of Educational Reform (PCER) that focused on curricular reforms and
National Competency-Based standards for Teachers (NCBTS), which became the anchor of reforms in education from the
basic to higher education

What is Curriculum? From the Latin word curriculum (“course”), derived from currere “run or “move quickly). A “course for
tracing”

In educational usage, the “course of the race” stands for “course of study”
1. The Traditional Points of View
• In early years of the 20th century, “Curriculum was a “body of subject or subject matter prepared by the
teacher for the student to learn.” It was synonymous to the “course of study” and “syllabus”
• Robert M. Hutchins- curriculum for basic education should emphasize 3Rs, and college education should
be grounded on liberal education
• Joseph Schwab-“Discipline” is the sole source of curriculum. Thus, the education system curriculum is
divided into chunk of knowledge called subject areas in basic
 education, such as math science, English etc…, and college, discipline may include humanities, sciences,
languages, etc.
2. Progressive Points of View of Curriculum
• To a progressivist, “a listing of school subjects, syllabi, course of study, and list of course or specific
discipline do not make a curriculum,” This can only be called curriculum if the written materials are
actualized by the learner.
• John Dewey-Curriculum is based in Dewey’s definition of experience and education. He believes that
reflective thinking is a means that unifies curricular elements.
• Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of
teachers”.
• Marsh and Willis view curriculum as “all the experiences in the classroom which are planned and
enacted by the teacher, and also learned by the students.”

Major Foundations of Curriculum

The commonly accepted foundations of curriculum include the following:
1. Philosophical - relating or devoted to the study of the fundamental nature of knowledge, reality, and existence.
2. Historical - concerning history; concerning past events.
3. Psychological - affecting, or arising in the mind; related to the mental and emotional state of a person.
4. Social - relating to society or its organization.

Philosophical Foundations of Curriculum

Philosophy provides educators, teachers and curriculum makers with a framework for planning, implementing, and
evaluating curricula in schools. It helps in answering what schools are for, what
subjects are important, how students should learn and what materials and methods should be used.
In decision-making, philosophy provides the starting point and will be used for the succeeding decision – making process.

Four Educational Philosophies that Relates to Curriculum:

1. PERENNIALISM
Aim of Education- to educate the rational person; to cultivate the intellect.
Role of Education- Teachers help students think with reason based in the Socratic methods of oral exposition or
recitation and explicit or deliberate teaching of traditional values.
Focus in the curriculum- Classical subjects, literary analysis. Curriculum is constant. Curriculum trends- use of
great books and return to liberal arts.
2. ESSENTIALISM
Aim of Education- To promote the intellectual growth of the individual and educate a competent person
Role of Education- The teacher is the sole authority in his/her subject area or field of specialization.
Focus in the curriculum- Essential skills of the 3 Yrs and essential subjects of English, science, history, math and
foreign language
Curriculum Trends- Excellence in Education, back to basics, and cultural literacy
3. PROGRESSIVISM
Aim of Education- To promote democratic and social living
 Role of Education- Knowledge leads to growth and development of lifelong learners who actively learn by doing.
Focus in the curriculum-Subjects are interdisciplinary, integrative, and interactive. Curriculum is focused on
student’s interest, human problems and affairs.
Curriculum Trends- School reforms, relevant and contextualized curriculum, and humanistic education
4. RECONSTRUCTIVISM
Aim of Education- To improve and reconstruct society, since education is for change
Role of Education- Teachers act as agents of change and reform in various educational projects, including
research.
Focus in the Curriculum- Present and Future trends and issues of national and international interest.
Curriculum Trends- Equality of educational opportunities in education, and access to global education.

HISTORICAL FOUNDATION OF CURRICULUM

Philippine educations was greatly influence by the American educational system. The following curriculum theories laid
down their views on what curriculum is.
1. Franklin Bobbit (1876-1956) presented curriculum as a science that emphasizes the student’s needs. Curriculum
prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and
sequenced. This can only be done of instructional activities and tasks are clarified.
2. Werett Characters (1875-1952) - Like Bobbit, to Charters, curriculum is a science, and it gives emphasis on
student’s needs. The listing objectives and matching of these with corresponding activities ensure that the content
or subject matter is related to the objective. The subject matter and the objectives are planned by the teacher.
3. William Kilpatrict (1871-1965) - Curricula are purposeful activities which are child-centered. The purpose of the
curriculum is child development. The project method was introduced by Kilpatrick, whose model allowed the
teacher and student to plan the activities. The curriculum develops social relationships and small group
instruction.
4. Harold Rugg (1886-1960) - Rugg, the curriculum should develop the whole child. It is child- centered. With the
statement of objectives and related learning activities, curriculum should produce outcomes. Rugg emphasized
social studies, and that teachers plan the curriculum in advance
5. Hollis Caswell (1901-1989) - He saw curriculum as organized around social functions or themes, organized
knowledge and learner’s interest. Caswell believes that curriculum is a set of experiences
6. Ralph Tyler (1902-1994) - as one of the authorities on curriculum, Tyler believes that curriculum is a science and
an extension of the school’s philosophy. It is based on student’s needs and interest. To Tyler, curriculum is always
related to instruction. Subject matter is organized in terms of knowledge, skills and values. The Process
emphasizes problem-solving. The curriculum aims to educate generalists and not specialists

Historical development shows different changes in the purposes, principles and content of the curriculum. The different
changes are influenced by educational philosophy, psychology and pedagogical theories. This implies that curriculum is
ever-changing, putting in knowledge and content from many disciplines.
PSYCHOLOGICAL FOUNDATION OF EDUCATION
Psychology provides a basis for the teaching and learning process. It unifies elements of the learning process and some of
the questions which can be addressed by psychological foundations of education. How should curriculum be organized to
enhance learning? What is the optimum level of the students’ preparation in learning various contents of the curriculum?

Three groups of learning theories like behaviorism or association theories; cognitive-information processing theories are
considered to address the4 above questions.
1. BEHAVIORIST PSYCHOLOGY - Behaviorism dominated 20th-century psychology. It includes, among others, the
following:
 Connectionism-Edward Thorndike, which influence both Ralph Tyler and Hilda Taba who considered to be two of
the well-know curricularists.
 Classical conditioning-Ivan Pavlov
 Operant Conditioning-B.F. Skinner
 Modeling and Observation Theory- Albert Bandura
 Hierarchical Learning/sets of behavior and five learning outcomes- Robert Gagne
- Intellectual skills or” knowing how” categorize and use symbols, forming concepts and problem-solving.
- Information or “knowing what” knowledge about facts dates and names
- Cognitive strategies or learning skills
- Motor skills: and
- Attitudes, feelings and emotions learned through experiences

The listed learning outcomes overlap with the domains in the taxonomy of educational objectives, which are cognitive,
affective and psychomotor.

To the behaviorist, learning should be organized to students can experience success in the process of mastering the subject
matter. The method introduced in a step by step manner with proper sequencing of tasks, which is viewed by other
educational psychologist as simplistic and mechanical.

2. COGNITVE PSYCHOLOGY - How do learns store information? How do they retrieve and generate conclusions?
These are some of the basic questions asked by cognitive psychologists.
Advocates of cognitive psychology:
- Cognitive Development Stages- jean Piaget
- Social Constructivism- Lev Vygotsky
- Multiple intelligences- Howard Garner
- Learning Styles- Felder and Silverman
- Emotional Intelligence- Daniel Goleman

To the Cognitive theorist, learning constitutes a logical method for organizing and interpreting learning. Learning is rooted in
the tradition of subject matter and is similar to the cognitive development theory. Teachers use a lot of problem-solving and
thinking skills in teaching and learning, intuitive thinking, discovery learning. These are exemplified by practices like
reflective thinking, creative thinking, discovery learning and many others.
 3. HUMANISTICS PSYCHOLOGY - Humanist psychologists are concerned with how learners can develop their human
potentials. Traditional psychologists do not recognize humanistic psychology as a school of psychology, however,
observes view humanistic psychology as the third force learning theory after behaviorism and cognitive
development.
- Learning can be explained in terms of the wholeness of the problem and where the environment is
changing and the learner is continuously recognizing his or her perceptions-Gestalt Theory.
- Theory of human needs for self- actualizing persons- Abraham Maslow
- Non-directive lives= Carl Rogers

Among the humanistic psychologists, curriculum is concerned with the process, not the products; personal needs, not
subject matter, psychological meanings and environmental situations.
In summary, psychology has a great influence on the curriculum. Learners not machines, and mind is not a computer.
Humans are biological beings affected by their biology and cultures. The psychological foundations will curriculum makers in
nurturing a more advanced, more comprehensive and complete human learning.

SOCIAL FOUNDATIONS OF EDUCATION

Schools exist within social context. Societal culture affects and shapes schools and their curricula. The way school buildings
are structured and the way classrooms and students are organized reflect the cultural views and values of the society. In
considering the social foundations of the curriculum, we must recognize that schools are only one of the many institutions
that educate society. However, schools are formal institutions that address more complex and interrelated societies and the
world.

Society ever dynamic, is a source of very fast changes which are difficult to cope with and to adjust to. Thus, schools are
made to help understand these changes. However, some observations point out to the fact that schools are conservative
institutions that lag behind they are supposed to be agents of change. Thus order for schools to be relevant, school curricula
should address diversity, explosion of knowledge, school reforms and education for all.

The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should reflect
and preserve the culture of society and its aspirations. At the same time, society should also imbibe the changes brought
about by the formal institutions called schools.

What are the Characteristics of Good Curriculum?

1. The curriculum is continuously evolving. It must be a product of a long and tedious process of evaluation and
change. It has evolved from one period to another to the present.
2. The curriculum is based on the needs of the people. A curricular program must begin with those that concern the
people themselves. It reflects the needs of the individuals and the society as a whole. The curriculum is a proper
shape in order to meet the challenges of times and education more responsive to the clientele it serves.
3. The curriculum is democratically conceived. A good curriculum is developed through the efforts of a group of
individuals from different sectors in society who are knowledgeable about the interest, needs and resources of the
learner and the society as a whole. The Curriculum is a product of many minds and energies.
4. The curriculum is the result of a long-term effort. It takes a long period of time to go through the planning,
management, evaluation and development of a good curriculum.
 5. The curriculum is a complex of details. A good curriculum provides the proper instructional equipment and meeting
places that are often most conducive to learning. It includes the teacher student-student relationship, guidance and
counseling program, health services, schools and community projects, library and laboratories, and other school
related work experiences.
6. The curriculum provides for the logical sequence of subject matter. It is a fact that learning is developmental. Thus,
classes and activities should be planned to achieve an orderly development of subject matter and step-by step
progress of the learner. There is a smooth transition and continuing achievement of learners from one subject
matter, classroom, grade, or school to another. A good curriculum provides continuity of experiences.
7. The curriculum complements and cooperates with other programs of the community. The curriculum is responsive
to the needs of the community. The school offers is assistance in the improvement and realization of on-going
programs of the community. There is cooperative effort between the school and the community towards greater
productivity.
8. The curriculum has educational quality. Quality education comes through the situation of the individual’s
intellectual and creative capacities for social welfare and development. The curriculum helps the learner to
be4come the best that can possibly be. The curriculum support system is secured to augment existing sources for
is efficient and effective implementation.
9. The curriculum has effective flexibility. A good curriculum must be ready to incorporate changes whenever
necessary. The curriculum is open to revision and development to meet the demands of globalization and the
digital age.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should
reflect and preserve the culture of the society and its aspirations. At the same time, society should also imbibe the
changes brought about by the formal institution called schools.

TYPES OF CURRICULUMN OPERATIONG SCHOOLS

Allen Glatthorn, as cited by Bilbao describes seven (7) types of curriculum operating in the schools.
1. Recommended Curriculum - proposed by scholars and professional organizations. The curriculum may come
from a national agency like the Department of Education (DepEd), Commission on Higher Education (CHED),
Department of Science and Technology (DOST) or any professional organization who has stake in education for
example like the PAFTE.
2. Written Curriculum-appear in school, district, division, or country documents. This includes documents,
course of study or syllabi handed down to the schools, districts, divisions, departments, or colleges for
implementation. Most of the written curricula are made by the curriculum experts with the participation of
teachers. These were pilot-tested or tried out in sample schools or population. An example is the Basic
Education Curriculum (BEC). Another example is the written lesson plan, made up of objectives and planned
activities of the teachers.
3. Taught Curriculum- what teachers implement of deliver in the classrooms or schools. The different planned
activities which are put into action in the classroom compose the taught curriculum. These are varied activities
that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used
by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of
students and the teaching styles of teachers
 4. Supported Curriculum- resources like textbooks, computers, audio-visual materials which support and help in
the implementation of the curriculum. In order to have a successful teaching, other than the teacher, there
must be materials which should support or help in the implementation of a written curriculum. These refer to
the material resources, such as textbooks, computers, audio-visual materials. Laboratory equipment,
playground, zoos, and other facilities. Support curriculum should enable the learner to achieve real and lifelong
learning
5. Assessed Curriculum- that which is tested and evaluated. This refers to a tested or evaluated curriculum. At
the end of the teaching episodes, series of evaluation is done by the teachers to determine the extent of
learning or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tool like
pencil-and –paper tests; authentic instruments like portfolio are being utilized.
6. Learned Curriculum- what students actually learn and what is measured. Refers to the learning outcomes
achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior,
which can either be cognitive, affective, or psychomotor.
7. Hidden Curriculum- the unintended curriculum. This unintended curriculum which is not deliberately planned
but may modify behavior or influence learning outcomes. There are lots of hidden curricula that transpire in the
schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the
teachers and many other factors to make up.

ELEMENTS AND COMPONENTS OF THE CURRICULUM

1. Aims, goals and objectives (What is to be done?)
2. Subject matter/Content (What subject matter is to be included?)
3. Learning Experiences (What instructional strategies, resources and activities will be employed?)
4. Evaluation Approaches (What methods and instruments will be used to assess the results of the curriculum?)

Component 1 Curriculum Aims Goals and Objectives

The Philippine Educational system is divided into three educational levels namely the primary, secondary, and tertiary
(with the trilocalization the educational system was divided into Basic
Education (primary and secondary); Technical-Vocational Education (Post-secondary education) and
Higher Education (tertiary education)

Based on the 1987 Philippine Constitution, all schools shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country.
5. Teach the rights and duties of citizenship;
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking; and
9. Broaden scientific and technological knowledge and promote vocational efficiency
Aims of Elementary Education (Education Act of 1982): through their curricula, elementary education should aim to:
1. Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living
in and contributing to a developing and changing society;
2. Provide learning experiences which increase the child’s awareness of and responsiveness to the changes in the
society;
3. Promote and intensify knowledge, identification with and love for the nation and the people to which he belongs;
and
4. Promote work experiences which develop orientation to the world of work and prepare the learner to engage in
honest and gainful work.

Aims of Secondary Education:

1. Continue to promote the objectives of elementary education; and
2. Discover and enhance the different aptitudes and interests of students in order to equip them with skills for
productive endeavor and or to prepare them for tertiary schooling

Aims of Tertiary Education

1. Provide general education programs which will promote national identity, cultural consciousness, moral integrity
and spiritual vigor
2. Train the nation’s manpower in the skills required for national development
3. Develop the professions that will provide leadership for the nation; and
4. Advance knowledge through research and apply new knowledge for improving the quality of human life and
respond effectively to changing society.

Based on the mandate of the Constitution, each school therefore should be guided by its vision, mission and goals and its
curricula should also revolved around these. The school’s vision is a clear concept of what the institution would like to
become in the future. It provides the focal point and unifying element according to which the school staff, faculty and
students perform individually or collectively. It is the guiding post around which all educational efforts, including curricula,
should be directed. The school’s vision can be very ambitious, but that is a characteristic of a vision

The school’s vision and mission are further translated into goals which are broad statements of intents to be accomplished.
Data for the source of a school goals may include the learners, the society and the fund of knowledge.

In a curriculum, these goals are made simple and specific for the attainment of each learner. These are called educational
objectives, Benjamin Bloom and Robert Mager defined educational objectives in two ways:
1. Explicit formulation of the ways in which students are expected to be changed by the educational process, and
2. Intent communicated by statement describing a proposed change in learners. In other words, objectives direct the
change in behavior, which is the ultimate aim of learning. They provide the bases for the selection of learning
content and learning experiences. They also set the criteria against which learning outcomes will be evaluated.

DOMAIN IN EDUCATION
Three Big Domains Of Objectives (Benjamin Bloom)
(1) Cognitive; (2) affective; and (3) Psychomotor
1. Knowledge - recall, remembering of prior learned materials in terms of facts, concepts, theories and principles. It
is the lowest cognitive level.
2. Comprehension -ability to grasp the meaning of material. It indicates the lowest form of understanding.
3. Application - the ability to use learned material in new and concrete situation.
4. Analysis - ability to break down material into component parts so that its organizational structure may be
understood.
5. Synthesis - ability to put parts together to form a new whole
6. Evaluation - Ability to pass judgment on something based on given criteria.

Affective Domain (Krathwohl, 1964) Domain Of Valuing Attitude And Appreciation

1. Receiving- students willingness to pay attention to particular event, stimuli or classroom activities
2. Responding- active participation on the part of the students
3. Valuing-concerned with the worth or value a student attaches to a particular phenomenon, object or behavior
4. Organization-concerned with bringing together different values and building a value system
5. Characterization of value or value complex-developing a lifestyle based on a value system

Psychomotor Domain Simpson 1972

1. Perception-use of sense organs to guide motor activities
2. Set-refers to the readiness to take a particular type of action
3. Guided Response- concerned with early stages in learning complex skills imitation and trial and error are some of
the ways of doing.
4. Mechanism-responses become habitual. Performance skills are executed with ease and confidence
5. Complex over responses-skillful performance and with complex movement patterns
6. Adaptation-well developed skills is now very easy to
7. Origination-refers to creating new movements and patterns to fit the situation, showing creativity.

Components 2 Curriculum Content or Subject matter

All curricula have content, regardless of their design or models. To the subject centered view, content or subject matter is
another term for knowledge. It is compendium of facts, concepts generalization,
principles and theories. To the learner-centered view, the content relates knowledge to the
individual’s personal and social world and how he/she defines reality. According to Jerome Bruner,” knowledge is a model
we construct to give meaning and structure to regularities in experience”

Criteria in the selection of subject matter content or knowledge for the curriculum (Bilbao, 2009)
1. Self-sufficiency - According to Scheffler (1970), the prime guiding principle for content selection is helping learners
to attain maximum self-sufficiency in learning, but in the most economical manner. Economy means less teaching
effort and educational resources, less learner’s effort, but more results and effective learning outcomes.
 2. Significance - when content or subject matter will contribute to basic ideas, concepts principles, and
generalization to achieve the overall aim of the curriculum, since it is significant. It also significant if it will develop
learning abilities, skills, processes and attitude. Subject matter is significant if it will develop the cognitive,
affective, and psychomotor skills of the learners. It can also be significant if the cultural aspect will be considered.
3. Validity - The authenticity of the subject matter selected is it validity. With information explosion, oftentimes,
knowledge selected for school content may become obsolete. Thus, subject matter should be checked or verified
at regular intervals, to determine if the content that was originally valid continues to be so.
4. Interest - For a learner –centered curriculum, this is the key criterion. A learner will value the content if it is
meaningful to him or her. Students’ interests should be considered and adjusted taking into consideration
maturity, prior experiences, educational and social value of their interest among others.
5. Utility - Usefulness of the content or subject matter may be relative to the learner who is going to use it.
Usefulness may either be for the present or the future questions like “will I use it in my future job? will it add
meaning to my life or develop my human potential?” or” will the subject matter be useful in solving my current
problems?” are considered.
6. Learnability - Subject matter in the curriculum should be within the range of the experiences of the learners. This
is clearly suggested by the psychological foundations of a curriculum. There are ways of presenting subject matter
or content which can easily be learned. Optimal placement and appropriate organization and sequencing of
contests are the two ways by which these can be done.
7. Feasibility - can the subject matter or content be learned within the time allowed, resources available, expertise of
the teacher, and the nature of the learners? Content selection should be considered within the context of the
existing reality in schools, in society and government.

Component 3 Curriculum Experiences

The core or the heart of the curriculum includes the different instructional strategies and methods that realize the goals
and use the content in order to produce an outcome teaching strategies
convert the written curriculum into instruction. Both the teacher and learner take actions to facilitate
learning.
Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use,
such as:
1. Teaching methods are means to achieve the end. They are used to translate the objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on the learning objectives, the learners, and
skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop in the cognitive, affective, psychomotor, social
and spiritual domains.
4. In the choice of the teaching methods, the learning styles of the students should be considered.
5. Every method should lead to the development of the three domains: cognitive, affective and psychomotor
6. Flexibility should be a consideration in the use of the teaching methods

Components 4 Curriculum Evaluation

All curricula, to be effective, must have the element of evaluation (Worthen & sanders, 1987), Curriculum evaluation refers
to the formal determination of the quality, effectiveness or value of the program process, and product of the curriculum.
Evaluation is meeting the goals and matching them with the intended outcomes

The CIPP Models by Stufflebeam

CIPP - Context-Input-Process- Product. The Process is continuous and very important to curriculum managers, like
principals, supervisors, department heads, deans and even teachers.
o Context - refers to the environment of the curriculum, the real situation where the
curriculum is operating. Context evaluation refers to situation analysis.
o Input - refers to the elements of the curriculum, which include the goals, instructional strategies, the learners, the
teachers, the contents and all the materials needed
o Process - refers to the ways and means of how the curriculum has been implemented. This component of the CIPP
looks into the entire operation of the curriculum.
o Product - indicates if the curriculum accomplishes its goals. It will determine to what extent the curriculum
objectives have been achieved.

Within the evaluation process, smaller and more specific activities are needed to determine the effectiveness of the
curriculum. It includes assessment and measurement of learning outcomes, the ultimate product of a curriculum. Methods
include diagnostic; placement; formulative or summative assessments or non-reference or criterion referenced
measurement.
The components of a curriculum are distinct but are interrelated to one another as shown in the following figure.

CRAFTING AND DEVELOPING THE CURRICULUM

Development connotes changes which are systematic. A change for the better means any alteration, modification or
improvement of existing condition. To produce positive changes, development should be purposeful, planned and
progressive. This is how curriculum evolves,
Some authors define curriculum as the total effort of the school to bring about desired outcomes in the school and out-of-
school situations. It is also defined as a sequence of potential experiences set up in school for the purpose of disciplining
children and youth in group ways of thinking and acting Howel and Evans (1995) define curriculum as standard set of
learning outcomes or task that educators usually call goals and objectives, while other writers define curriculum as” the
what of teaching”, or listing of subjects to be taught in school.

Curriculum is a document which describes as structured series of learning objectives and outcomes for a given subject
matter/ area. It includes a specification of what should be learned, how it should be taught, and the plan for implementing/
assessing the learning.
Curriculum Development, therefore, may be defines as the process of selecting, organizing, executing and evaluating the
learning experiences on the basis of the nature of the society or community. It is a continuous process for the possibilities of
improving the teaching-learning situation. Its goal is a positive change; process and transformation in the lives of the
learners based on the schools mission and goals.

MODELS OF CURRICULUM DEVELOPMENT

Ralph Tyler Model (also known as Tyler’s Rationale)\he posited forum fundamental questions or principles in examining any
curriculum:
 1. What educational purposes should schools seek to attain?
2. What educational experiences can be provided that is likely to attain these purposes?
3. How can these educational experiences can be effectively organized?
4. How can we determine whether these purposes are being attained or not?

Tyler’s Model shows that in the curriculum development the following considerations should be made”
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences/ outcomes

Hilda Taba Model - She improved on Tyler’s Rationale by making a linear model. She believes that teachers who teach or
implement the curriculum should participate in developing it. Her advocacy was called the “grassroots approach”

Presented seven majors steps her model, where teachers could have a major input.
1. Diagnosis of learners needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of the learning content
4. Organization of the learning content
5. Selection of the learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it.

Thus, looking at the curriculum models, the three interacting process in curriculum development are:
(1) planning; (2) implementing; and (3) evaluating.

The Francis Hunkin’s Decision - Making Model

What sets this model a part is its recommended first stage of curricular decision-making. The first stage requires that
participants to engage in deliberation regarding the nature curriculum and also its
educational and social political value.
This approach addresses the concerns of reconceptualists, of putting stress on the understanding the nature and power of
curriculum

The Model has seven major stages:

1. Curriculum conceptualization and legitimization
2. Diagnosis
3. Content selection
4. Experience selection
5. Implementation
6. Evaluation
7. Maintenance

CURRICULUM DESIGN MODELS

1. Subject-Centered Design model - focuses on the content of the curriculum. Corresponds mostly to the textbook
written for the specific subject. In this design, schools divided the school hours across different subjects.
 Subject Design - this is the oldest and so far the most familiar for teachers, parents and other layman. It is easy to
deliver, has complementary books, written, and available support instructional materials. The drawback is that
learning is so compartmentalized. It stresses the content so much that it forgets about student’s natural
tendencies, interests and experiences.
 Discipline Design. Related to the subject design, but focuses on academic discipline. It is often used in college.
 Correlation Design - This comes from a core, correlated curriculum designs that links separate subject’s designs in
order to reduce fragmentation. Subjects related to one another, but each subject maintains identity.
 Broad Field design/interdisciplinary - it is variation of the subject-centered design. This design was made to
prevent the compartmentalization of subjects and integrate the contents that are related to each other. It
sometimes called a holistic curriculum because it draws around themes and integration.

2. Learner-Centered Design - Among the progressive educational psychologists, the learner is the center of the
educative process. The emphasis is very strong in the elementary level. However, more concern has been placed on
the secondary and even the tertiary level. In high school, the subject or content has become the focus and in the
college level, the discipline is the center. Both levels, however still recognize the importance of the learner in the
curriculum.
 Child-centered Design - attributed to the influence of John Dewey, Rouseau, Pestallozi, and Froebel. The
curriculum is anchored on the needs and interest of the child. This is not considered as a passive individual, but
as on, who engages with his/her environment. One learns by doing. Learners actively create and construct
meaning and understanding as viewed by the constructivists. Learners interact with the teachers and
environment. Thus, there is a collaborative effort on both sides of the plan lessons, select content, and do
activities together. Learning is the product of the child’s interaction with the environment.
 Experienced-Centered Design - This is similar to child-centered design. Although the child remains to be the focus,
experience-centered design believes that the interests and needs of the learners cannot be pre-planned.
Instead, experiences of the learners become the starting point of the curriculum. Thus, the school environment is
left open and free. Learners are made to choose from various activities that the teacher provides. The learners
are empowered to shape their own learning from different opportunities given by the teacher. The emergence of
multiple intelligence blends well with experience-centered design curriculum.
 Humanistic Design - The key personalities in this curriculum design were Abraham Maslow and Carl Rogers.
Maslow’s theory of self-actualization explains that a person who achieves this level is accepting of self, others
and nature; is simple, spontaneous and natural; is open to different experiences; possesses empathy and
sympathy towards the less fortunate, among many others, Carl Rogers, on the other hand, believed that a
person can enhance self-directed learning by improving self-understanding and basic attitudes to guide behavior.
In the humanistic curriculum design, the development of self is the ultimate obje4ctice of learning. It stresses the
development of positive self-concept and interpersonal skills.
 3. Problem – Centered Design- Generally, this design draws on social problems, needs, interests, and abilities of the
learners. Various problems are given emphases. In this curriculum, content cuts across subject boundaries and must
be based on the needs, concerns and abilities of the students.
 Life-Situation Design - The contents are organized in ways that allow the students to clarify view problem areas. It
uses the past and the present experiences of learners as a means to analyze the basic areas of living.
 Core Design - It centers on general education, and the problems are based on common human activities. The
central focus of the core design includes common needs, problems, and concerns of the learners.

Dimensions of Principles of Curriculum design

 SCOPE - Tyler and Omstein (2004) define scopes as all the content, topics, learning experiences and organizing
threads comprising the educational plan. It refers to the coverage of the curriculum. It is the depth and breadth of
the curriculum. It includes time, diversity and maturity of the learners.
 BALANCE - Curriculum content should be fairly distributed in depth and breadth of the particular learning area of
discipline. This will ensure that the level or are will not be overcrowded or less crowded.
 ARCTICULATION - When each subject matter is smoothly connected to the next, glaring gaps and wasteful
overlaps in the subject matter will be avoided. Teamwork among the teachers will enhance articulation of
contents in the curriculum.
 SEQUENCE - It is the logical arrangement of the subject matter. It refers to the deepening and broadening of the
contest as it is taken up in the higher levels.
 INTEGRATION - the horizontal connections are needed in subject areas that are similar, so that learning will be
related to one another. This will help the learner get a holistic or unified view of reality outlook in life.
 CONTINUITY - The content repetition, review and reinforcement of learning is what is referred to as continuity.
Learning requires a continuing application of new knowledge, skills, and attitudes or values, so that these will be
used in daily living.

Curriculum Approaches
 Behavioral Approach - Anchored on the behaviorist principles, where approach to curriculum is usually based on
a blue print. In the blueprint, goals and objectives are specified, and contents and activities are also arranged to
match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at
the beginning. This approach begins with educational plans that start with the setting of goals or objectives. These
are the important ingredients in curriculum implementation for evaluating the learning outcomes as a change of
behavior. The change of behavior indicates the measure of accomplishment.
 Managerial Approach - The principal is the curriculum leader and at the same time instructional leader, who is
supposed to be the general manager. The general manager sets the policies and priorities and establishes the
direction of change and innovation, and plans and organizes curriculum and instruction. School administrators are
less concerned about the content than about organization and implementation. They are less concerned about
subject matter, methods and materials than improving the curriculum. Curriculum managers look at curriculum
changes and innovations as they administer the resources and restructure the schools
  System Approach - This was influenced by systems theory, where the parts of the total school district or school
are determined in terms of how they relate to each other. The organizational chart of the school represents s
systems approach. It shows the line-staff relationships of personal and how decisions are made. The following are
equal importance:
(1) Administration, (2) counseling, (3) curriculum, (4) instruction and (5) evaluation.
 Humanistic Approach - This approach is rooted in the progressive philosophy and child- centered movement. It
considers the formal or planned curriculum and the formal or hidden curriculum. It considers the whole child and
believes that in a curriculum, the total development of the individual is the prime consideration. The learner is at
the center of the curriculum.

The Six (6) Features of a Curriculum

1. Who teachers- The Teacher
2. Who do Teachers Teach- The Learners
3. What do the Teachers Teach- Knowledge Skills and Values
4. How to the Teachers Teach- Strategies and Methods
5. How much of the Teaching was Learned- Performance
6. With whom do we Teach- Community Partners

IMPLEMENTING THE CURRICULUM

In Curriculum development, the teaching and learning are actions necessary to accomplish a goal in education. What is the
role of teaching in curriculum development? So, what is learning in the curriculum development?

Teaching as process in Curriculum

The process of teaching replicates the process of curriculum development. The implementation phase of curriculum
development is the actual teaching and experiencing of curriculum, as shown in
Figure 2

Feedback and Reflections

• Planning Phase - includes decisions about: (a) the needs of the learners; (b) the achievable goals and objectives to
meet the needs; (c) the selection of the content to be taught; (d) the motivation to carry out the goals; (e) the
strategies most fit to carry out the goals; and (f) the evaluation process to measure learning outcomes
• Implementation Phase - requires the teacher to implement what has been planned.
• Evaluation Phase - a match of the objectives with learning outcomes will be determined.
• Process of Feedback and Reflection - to give information as to whether the three phases were appropriately done
and elicited good results.

Roles of Stakeholders in Curriculum Implementation

Stakeholders are individuals or institution that are interested in the school curriculum. Their interest varies in degree and
complexity. They get involved in many different ways in the implementation
because the curriculum affects them directly or indirectly.
 Learners at the Center of the Curriculum - These learners are the very reason why curriculum is developed.
  Teachers as Curriculum Developers and Implementers - Planning and writing the curriculum are the primary roles
of the teacher. The teachers writes a curriculum regularly through a lesson plan, a unit plan or a yearly plan. He
prepares the activities for the students to do. The teacher addresses the goals, needs, and interest of the learners
by creating experiences from where the students can learn. He designs, enriches, and modifies the curriculum to
suit the learners’ characteristics.” No technology can ever replace a teacher, it will only support the multifaceted
role of the teacher.”
 Curriculum Managers and Administrators - They are people who are responsible in the formulation of the school’s
vision, philosophy, mission and objectives. They provide necessary leadership in evaluating teaching personnel
and school programs. The principle of command responsibility and institutional leadership rests on the shoulders
of the school administrators.
 Parents as Supporters to the curriculum - Parents are the best supporters of the school, especially because they
are the ones paying for their child’s education. Hence, they want to get the best of his/her investment in
education. This has an implication to what kind if curriculum is being offered in the school.
 Community Members as Curriculum Resources - Community members and materials in the existing local
community can very well substitute for what are needed to implement the curriculum. Respected community
members may be included in school boards; some can become resource speakers, etc.
 Other Stakeholders in Curriculum Implementation - Professional organizations like those of teachers, lawyers,
medical doctors, engineers and many others are asked by curriculum specialists to contribute in curriculum review
because they have a voice in licensure examinations, curriculum enhancement and many more. Often, they have a
better view of the industry where the graduates of the curriculum go.

The role of Technology in Implementing the Curriculum

Technological changes in education make its impact on the delivery of more effective, efficient and humanizing teaching-
and-learning. Increase in the use of information and communication technology
or ICT is an explosive trend that made it influence education, Educational technology has the
following roles in delivering the school curriculum’s instructional program.
• Upgrading the quality of teaching-and-learning in schools
• Increasing the capability if the teacher to effectively inculcate learning, and for students to gain mastery of lessons
and courses.
• Broadening the delivery of education outside schools through non-traditional approaches to formal and informal
learning such as open universities and lifelong learning to adult learners.
• Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-
centered and holistic learning.

Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum

• Pilot testing - this is a process where empirical data are gathered to support whether the material or the
curriculum is useful, relevant, reliable and valid
• Monitoring - is a periodic assessment and adjustment during the try out period. It determines how the curriculum
is working so that the monitoring report becomes the basis of decision on what aspects have to be retained,
improved or modified.
 • Curriculum Evaluation - as part of total educational evaluation refers to a systematic process of judging the value,
effectiveness and adequacy of a curriculum. It is a process, product and setting which will lead to informed
decisions.

There are two ways of curriculum evaluation

(1) School-Based Evaluation (SBE) - an approach to curriculum evaluation which places the content, design,
operation, and maintenance of evaluation procedure in the hands of school personnel.
(2) Accreditation-this is a voluntary process of submitting a curricular program to an external accrediting body foe
review in any level of education: basic, tertiary or graduate school, to ensure that standards are met.
Accreditation studies the statement of the educational intentions of school and affirms the standard of excellence.

ASSESSING/EVALUATING THE CURRICULUM

Curriculum assessment may achieve the following purposes:
1. Highlight curriculum expectations;
2. Gather information about what students know and can do,
3. Motivate and encourage teachers to meet the identifies needs of students
4. Provide evidence to tell how well the students have learned ; and
5. Obtain feedback that helps teachers, students and parents make good decisions to guide instruction

Intended Curriculum - refers to a set of objectives identified set at the beginning of any curricular plan. It establishes the
goal, the specific purposes, and the immediate objectives to be accomplished. The intended curriculum specifies what the
curriculum maker wants to do.

Implemented Curriculum - refers to the various learning activities or experiences of the students in order to achieve the
intended curricular outcomes.

Achieved curriculum - refers to the curriculum outcomes based on the first two types of curriculum, the intended and
implemented. The achieved curriculum is considered the product. It can be the learning outcomes, or a material product
itself, like a book, modules or instructional material.

What is evaluation? Evaluation is the process of determining the value of something or the extent to which goals are being
achieved. It is a process of making decisions or reaching a conclusion. It involves decision making about student
performance based on information obtained from assessment process. Assessment id the process of collecting information
by reviewing the products of student works, interviewing, observing or testing.

Evaluation is the process if using information that is collected through assessment. The ultimate purpose of any evaluation
process that takes place in schools is to improve student learning. It entails a reasoning process that is based on inference.
Inference, which the process of arriving at a logical conclusion from a body of evidence. Inference usually refers to the
process of developing a conclusion on the basis of some phenomenon that is not experienced or observed directly by the
person drawing inference.

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Evaluation is thoughtful process, used to understand things. Evaluation has been defined is a variety of ways, all of which
have at their core the idea of comparison. When we evaluate, we make comparison between things, not the differences,
summarize our findings and draw conclusion about results.

Evaluation is the judgment made about the assessments of students learning based on established criteria. It involves a
process of integrating information from various sources and using this information to make inferences and judgments about
how well the students have achieved curriculum expectations. Evaluation involves placing a value on and determining the
worth of student’s assessment. Evaluation is usually made so that progress can be communicated to students and parents.
Evaluation provides information
• Directly to the learner for guidance
• Directly to the teacher for orientation of the next instruction activities; and
• Directly to external agencies for their assessment of schools functioning in the light of national purpose.

What is Curriculum Evaluation? Curriculum Evaluation is the process of obtaining information for judging the worth of an
educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed
to attain specified objectives,

Curriculum evaluation focuses on determining whether the curriculum as recorded in the master plan has been carried out
in the classroom. In evaluating a curriculum, the following key questions are usually asked:
1. Are the objectives being addressed?
2. Are the contents presented in the recommended sequence?
3. Are the students being involved in the suggested instructional experiences?
4. Are the students reaching to the contents?

Suggested Plan of Action for Curriculum Evaluation

1. Focus in one particular component of the curriculum. Will it be the subject area, the grade level, the course or the
degree program? Specify the objectives of evaluation.
2. Collect or gather the information is made up of data needed regarding the object of evaluation
3. Organize the information. This step will require coding, organizing, strong and retrieving data for interpretation
4. Analyze information. An appropriate way of analyzing will be utilized
5. Report information. The result of evaluation should be reported to specific audiences
6. Reporting can be done formally in conferences with stakeholders, or informal through roundtable discussion and
conversation.
7. Recycle the information for continuous feedback, modification and adjustments to be made.

CURRICULUM INNOVATION
Innovations are inevitable as man continues to seek for development. With the demand brought about by the fast-changing
society. It is most likely that innovations will occur. In curriculum, changes and modifications are being introduced to keep
pace with the changing world. With emerging

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theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal
changes in science and technology led educator to introduce innovations.

Local and National Curricular Innovations

1. The 2002 Basic Education Curriculum
The Vision, Mission, and Rationale of the Curriculum
The Department of Education envisions every learner to be functionally literate equipped with life skills,
appreciative of arts and sports and imbued with the desirable values of a person who is makabayan, makatao,
makakalikasan at maka- Diyos.
This vision is in line with DepEds’ mission to provide quality basic education that is equitably accessible to all and
lays the foundation for lifelong learning and service for the common good.
The BEC was developed through a dynamic process. It started with the review of the existing basic education
curriculum in 1997, which look into consideration worldwide trends and Philippine realties.
Integrative Teaching as Mode of Instructional Deliver
Integrative teaching works best in the BEC because the curriculum is treated in a holistic manner.

The process is interactive, collaborative and innovative.

• Thematic Teaching - requires organization of themes around ideas. The theme provide focus and helps
learners to see the meaningful connections across subject areas. It links ideas to actions and learning to life.
• Content- Based Instruction (CBI) - it is the integration of content learning with language teaching. The
language curriculum centered on the academic needs and interests of the learners. Thus, it crosses the
barriers between language and subject matter content. This approach aims at developing the learner’s
language skills.
• Focusing inquiry - it is an interdisciplinary approach that uses questions to organize learning. Learners
become creators rather than recipients of knowledge. Contents and concepts are given less importance
than the process of conducting an investigation and communicating what was learned to others.
Instructional process is built around inquiry, where teachers guide the students to discover answers to
questions. Using what learners already know as a starting point, they generate questions about things they
do not know yet. The design a method of investigation and gather information on their own.
• Generic Competency Model - the learners are enrolled in three to four linked or related courses or subject
areas. In Makabayan, for instance, competencies subject and can be clustered into personal development,
social competencies and work and special skills, the subject specialist teaches his/her subject and activities
will draw on processes and skills important to each discipline.

2. Third Elementary Education Program

Begun in 1996 and concluded in 2005 it was funded by the WB and JBIC, in response to the Social Reform Agenda
of the government. It is focused only on the elementary level with the goal to improve learning achievement;
improve completion rates and access to quality elementary education.
 Advocacies:
In- service Training for Teachers (INSET); school improvement and innovation Facility ;( SIIF) Student Assessment ;(
SA), Educational Management Information System (E-MS); Procurement and Monitoring Evaluation; Principal
Empowerment

3. Secondary Education Development and Improvement Program (SEDIP)

It is a curriculum innovation that dovetailed the TEEP. It started in 2000 and ended in 2006. Its purpose is to
improve equitable access to secondary education in poverty affected areas.

Curriculum Reforms revolved around;

(a)Improving Teaching and Learning; (b) Improving Access to Secondary Education; (c) Facilitating Decentralized
Secondary Education Management.

4. The New Teacher Education Curriculum for BEED and BSED - Implemented by CMO 30,s 2004
• There are two streams in Basic Education; BEED- structured to meet the need of professional teachers for
elementary and special education program; and the BSED- need of professional teachers in the high school
in the Philippines
• The Curriculum is aligned to the National Competency-Based Teachers Standards (NCBTS)
• It is made up of three components- (1) General Education (2) Professional Education (3) Specialization or
content courses.

5. The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

• The BTTE prepares teachers in technical-vocational education and training (TVET) and higher education
institutions that are equipped not only with strong theoretical understanding of teaching and technology
but also with exposure to industry
• The course is composed of four components;
– General education- consistent with CMO 59
– Professional Studies component
– Specialization component, and
– Instructional Technology component

6. Understanding the Design (ubD) - Based Curriculum

• UbD is a framework for improving student achievement and was designed by internally recognized
educators Grant Wiggins and Jay Mctighe, published bu ASCD
• The emphasis on” Backward Design”.
• It is a tool utilized for educational planning focused on teaching for understanding
• It works within the” standard-driven curriculum” to help teachers clarify learning goals, device revealing
assessment of students understanding and craft effective and engaging learning activities.

Understanding by Design (UbD) Based Curriculum

Begun as early as 2007 and was formally implemented in the Philippines thru the 2010 Secondary Education Curriculum.

3 Stages of ‘Backward Design”

 1. Stage 1 - identifying Results/Desired Outcomes (Content/Performance Standards, Essential Understanding,
Objectives- KSA, Essential Questions)
2. Stage 2 - Defining Acceptable Evidence/Assessment (Product/ Performance, Assessment Criteria/Tools) Six Facets
of Understanding (Explain, Interpret. Apply Perspective, Empathy, Self-knowledge
3. Stage 3 - Learning Plan/Instruction (WHERTO)

W - Where us the unit going? What is expected? Where are the students coming from? H - Hooks all
students and holds their interest
E - Equipped students, help them experience the key idea an explore the issue R - Rethink
E - Evaluate T -
Tailors
O - Organize

K - 12 Basic Education Curriculum

Republic Act 1053 (may 15, 2013): The Enhanced Basic Education Act of 2013’
– The overall Goal of the K to 12 Curriculum
o Kindergarten +(6) six years primary education +(4) four years of junior high school
+(2) two years senior high school
o Salient Features of the K-12 Curriculum
– Strengthening Early Childhood Education ( Universal Kindergarten)
– Making the Curriculum Relevant to the Learners ( Contextualization and Enhancement)
– Ensuring integrated and Seamless Learning ( spiral Progression)
– Building Proficiency Through Language ( Mother Tongue-Based Multilingual Education)
– Gearing Up for the Future ( Senior High School)
– Nurturing the Historically Developed ( College and Livelihood Readiness, 21st Century Skills)

Brain Based Learning (BBL)

• It is an approach to teaching based on research in neuroscience
• It suggests that the brain learns naturally
• This techniques allows teachers to connect learning to students real life experiences
• This kind of learning encompasses education concepts like
- Mastery learning
- Problem-based learning
- Cooperative education
- Multiple intelligence
- Learning styles
- Experimental learning

Emerging Interactive Teaching Elements from BBL

• Orchestrated Immersion - Learning environment are created to provide authentic learning experiences. Ex. In the
elementary level, teachers can use the school’s manifest to identify trees, animals and other plants and find out
how they live together.
• Relaxed Alertness - in BBL, efforts are made to eliminate fear while maintaining a highly challenging environment.
Ex. Teachers may play classical music when appropriate to set a
 relaxed tone in the classroom. Bright lights are dimmed. Scented candles are lit to calm the senses. All learners are
accepted regardless of their various learning styles, capabilities and liabilities. This will provide a relaxed and
accepting environment. Children are motivated to bring the best of them and bring out their potential

OUTCOME BASED EDUCATION (OBE)

OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the
students should display at the end of the course. In OBE, Product defines Process. It can be summed up as “results-oriented
thinking”
Learning Outcome-Oriented Teaching and Learning?

The Bologna Process

• Quality assurance in the higher education
• A unifies educational system (mobility, transparency, and mutual recognition of qualifications)
• Revise curricula; integrate student-centeredness and learning outcomes orientation
• Pedagogical issue became central, along with the alignment of teaching and assessment methods in accordance
with learning outcomes
Experiential Learning Courses (ELC)
• This is anchored on the NCBTS in CMO, 30, 2004
• This feature of the new teacher education curriculum provides students with rich practical learning experiences
which are drawn out from the actual environment.
• Field study courses enable the students to observe, verify and reflect on various events which relate to the
concepts, methods and strategies previously learned
• These courses provide opportunities to capture other experiences which can be further verified, confirmed and
reflected on in relation to their becoming a teacher
Field Study Course Experiential Learning
• (FS1) Learner’s Development an Environment
• (FS2) Experiencing the Teaching-Learning Process
• (FS3) Technology in the Learning Environment
• (FS4) Understanding Curriculum Development
• (FS5) Learning Assessment Strategies
• (FS6) On Becoming a Teacher

Practice Teaching (Student Teaching) - this is the apex of all the ELCs. It is the total immersion of the prospective teacher in
the real-life of becoming a teacher. It is an integrated theoretical framework that defines the different dimensions of
effective teaching.

NCBTS define good teaching through the following:

- Domains - distinctive spheres of the learning process, and also a well-defined arena for demonstrating positive
teacher practices
- Strands - specific dimensions of positive teacher practices under the broad conceptual domain
- Indicators - concrete, observable, and measurable teacher behaviors, actions, habits, routines, and practices know
to create, facilitate and support enhanced student learning.

The & domains of the NCBTS Framework

 - Social Regard for Learning
- The Learning Environment
- Diversity of Learners
- Curriculum
- Planning , Assessing and Reporting
- Personal Growth & Professional Development

This Framework will allow teachers to self-assess their own performance against the Competency Standards in order to
identify area of strength, as well as areas that need to be developed further in order for them more effectively as facilitators
of learning.

Domain 1 Social Regard for Learning (SRFL)

This domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit of
different types of social interactions with students exemplify this ideal.

Domain 2 Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment within which all
students, regardless of their individual differences in learning, can engage in the
different learning activities and work towards attaining high standards of learning.

Domain 3 Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by
recognizing and respecting individual differences and by using knowledge about
their differences to design diverse sets of learning activities, to ensure that all learners can attain the
desired learning goals

Domain 4 Curriculum (Curr)

The curriculum domain refers to all elements of the teaching-learning process that work in the convergence to help
students achieve their curricular goals and objectives, and to attain high
standards of learning defines in the curriculum. These elements include teacher’s knowledge of the
subject matter and the learning process.

Domain 5 Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of
assessment data to plan and revise teaching-learning plans; (2) integration
of assessment procedures in the plan and implementation of teaching-learning activities; and (3)
reporting of the learners actual achievement and behavior

Domain 6 Community Linkages (CL)

The CL domain refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of
the learners in their homes and communities. This, this domain focuses on
teachers’ efforts directed at strengthening the links between schools and communities to help in the
attainment of the curricular goals.

Domain 7 Personal Growth & Professional Development (PGD)

The PGD domain emphasizes that ideal that teacher’s value having a high personal regards for the teaching profession,
concern for professional development, and continuous improvement as teachers.
DepEd order No. 40 s. 2012

(DepEd Child Protection Policy)

• “Policy Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying
and other Forms of Abuse”
• Purpose of the Policy- DepEd shall promulgate a zero-tolerance policy for any act of child abuse, exploitation,
violence, discrimination, bullying and other forms of abuse”

Some Legal Bases of the CPP

Philippine Constitution: Article XV Sec. 3(b) - the state shall defend the right of children to assistance, including proper care
and nutrition, and special protection all forms of neglect, abuse, cruelty
exploitation and other conditions prejudicial to their development

PD No. 63 Art 59 (1974) - Child and Youth Welfare Code- Prohibiting any mental and physical violence against children

RA 7610 - Special Protection of Children against Abuse, Exploitation and Discrimination

EDUCATIONAL TECHNOLOGY
Technology came from Greek word” techne”, which means craft or art. The term Educational Technology refers to the art of
craft of responding to our educational needs. Another word “technique”, with the same origin, also may be used when
considering the field educational technology, So, Educational Technology may be extended to include the techniques of the
educator. Technology is not just machines. It is a planned systematic method of working to achieve planned outcomes-a
process, not a product, Technology refers to “all the ways people use their inventions and discoveries to satisfy their needs
and desires” (The world Book encyclopedia). Hence, Educational Technology refers to how people use their inventions and
discoveries to satisfy their educational needs and desires. I.e. learning.

Educational Technology
 Educational Technology is a “ complex, integrated process involving people, procedures, ideas, devices, and
organizations to those problems involved in all aspects of human learning, “(AECT, 1977, as cited in Corpus &
Lucido, 2008)
 Educational Technology “consist of the designs and environments that engage learners… and reliable technique or
method for engaging learning such as cognitive learning such as cognitive learning strategies and critical thinking
skills”
 Educational Technology is “a field study which is concerned with the practice of using educational methods and
resources for the ultimate goal for facilitating the learning process.
 Educational Technology, sometimes termed ad “Ed Tech”, is the study and ethical practice of facilitating learning
and improving performance by creating, using, and managing appropriate technological processes and resources.
 Educational Technology includes, but is not limited to, software, hardware, as well as internet applications, such
as wikis and blogs, and activities.
  The term Educational Technology is often associated with, and encompasses, instructional theory and learning
theory.
 Educational Technology implies the use of all educational resources… men and materials, methods and
techniques, means and media in an integrated and systematic manner for optimizing learning.
 According to modern educationists, learning not teaching is the crucial task of the entire educational processes
and emphasis of teachers is regarded as a system which facilitates learning and makes learning effective as well as
efficient. It is efficient in the sense that the learning with the use of Educational Technology becomes easy and
interesting, durable and comprehensive.

Educational Technology in a Broader Perception:

 In its global sense, it includes the entire process of setting of goals, the continuous reforms of curriculum, the
tryout of new methods and materials, the evaluation of the system as an integrated whole and resetting of goals
in the basis of the findings if evaluation and innovation.
 It is the component of curriculum reform concerned with the method where curriculum reform is concerned with
the content.
 It is the application of scientific knowledge about learning and the conditions of learning to improve the
effectiveness and efficiency of teaching and training.

From the foregoing definitions of educational technology, it can be said that it is a very broad term. It is the application of
scientific findings in the method, process or procedure of working in the field of education in order to effect learning. It
embraces curriculum and instructional design, learning environment, and theories of teaching-learning. It is the use of all
human inventions for teachers their mission to teach in order that students learn.

Technology in Education versus Technology of Education

 Technology in Education is concerned with the equipment, preparation of ad hoc messages and integration with
traditional teacher-centered activities.
 Technology Education is the most simply and comfortably defines as an array of tools that may prove helpful in
advancing student learning and may be measured in how and why individuals behave.
 Technology in Education is the” application of technology to any of the processes involved in operating the
institutions which house the educational enterprise. It includes the application of technology to food, health,
finance, scheduling, grade, reporting and other processes which support education within institutions

Technology of Education
Technology of Education deals with the active use of mass media and computer science for the individual pupils learning
process under the teacher’s supervision. This is more scientific, more
psychological and more pedagogical than technology in education.

Technology in Education will be useful if it is properly planned and organized on psychological principles. Henri Dieuzeide
(1970) has rightly observed,” The Transition from technology in education to the technology of education involves a
thorough appraisal of existing educational system, of its
objectives and of the means used to attain them, before any decision is reached to employ these new techniques for
specific teaching purposes. The Teacher-turned technologist can then gradually assume the functions of an educational
engineer, whose job is to increase the output of the entire scholastic machine.

Other Terms Associated with Educational Technology:

Instructional Technology - is a part of educational technology. It refers to those aspects of educational technology that are
concerned with instruction as contrasted to designs and operations
of educational institutions. Instructional technology is a systematic way of designing, carrying out,
and evaluating the total process of learning and teaching in terms of specific objectives.

Technology Integration - means using learning technologies to introduce, reinforce, supplement and extend skills

Educational Media - are channels or avenues or instruments of communication like books, magazines, newspapers, radio,
television, internet, and other hardware.

IN SUMMARY, Corpuz and Lucido (2008) clarify that Educational Technology is a broad term which is oftentimes given a
narrow meaning, to mean just hardware. However according to him:
• It refers to the use of all human inventions and discoveries to satisfy educational needs and desired, like
LEARNING.
• Inventions and discoveries can be devices, tools, equipment, activities, procedures and processes.
• Included among human inventions are the various educational media.
• Educational technology is more than instructional technology in the same way that education is more than
instruction.
• Technology integration is a part of instructional technology which, in turn is part of education technology, and
• Technology education is different for Technology in Education. The latter refers to the application of technology in
the operational education while the former refers to the application of technology in the educative process that
takes place in such education institutions.

Evolution of Educational Technology

Educational Technology can be back to the emergence of very early tools, like paintings on cave walls. Usually, however, its
history starts with the introduction of educational films (1900s) or Sidney
Pressey’s mechanical teaching machines in the 1920s.
 Use of the new technology during US WWII training of soldiers through training films and other mediated materials.
Today, presentation-based technology, based on the idea that people can learn through aural and visual perception,
exist in many forms, such as streaming audio and video, or Power Point presentation with voice over.

The 1950s led to two major, still popular designs:

 Programmed Instruction (by Skinner): focusing on the formulation of behavioral objective, breaking instructional
content into small units, and rewarding correct responses early and often.
 Bloom advocated a mastery approach to learning based in his taxonomy of intellectual behaviors. He endorsed
instructional techniques that varied both instruction and time according to learner requirements. Models based on
these designs were usually referred to as computer-based training (CBT), computer-aided instruction or computer
assisted instruction (CAI) in the 1970s through the 1990s. in a more simplified form, the correspond to today’s “e-
contents” that often form the core of “e-learning “set ups, sometimes also referred to as web- based training (WBT)
or e-instruction. The course designer divides learning contents into smaller chunks of text augmented with graphics
and multimedia presentation. Frequent multiple-choice questions with immediate feedback are added foe self-
assessment and guidance.

The 1980s and 1990s

 Computer- based learning (CBL). Frequently on constructivist learning theories, these environment focus on both
abstract and domain specific problem solving. Preferred technologies include macro-worlds (computer
environments where learner could explore and build), simulations (computer environments where learner can play
with parameters of dynamic systems), and hypertext.
 In the mid-1980s, digitalized communication and networking in education started and became popular by the mid-
90s, in particular through the World-Wide Web (WWW), e-mail and forums.
 There is a difference between two major forms of line learning. The earlier type, based on either Computer Based
Training (CBT) or Computer Based Learning (CBL)m focused in the interaction between the student or and computer
drills, plus tutorial on the one hand or micro- worlds and simulations on the other. Both can be delivered today over
the WWW.
 Today, the prevailing paradigm in the regular school system is Computer-Mediated Communication (CMC), where
the primary form of interaction is between students and instructors, mediated by the computer. CBT/CBL usually
means individualized (self-study) learning, while CMC involves teacher/tutor facilitation and requires schematization
of flexible learning activities. In addition, modern ICT provides education with tools for sustaining communities and
associated knowledge management tasks. It also provides tools for students and curriculum management.
 In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching.
While most quality offers still rely on papers videos and occasional CBT/CBL materials, there is increased use of e-
tutoring through forums, instant messaging, video- conferencing, etc.
 Courses addressed to smaller groups frequently use blended or hybrid deigns that mix presence courses (usually) in
the beginning and at the end of a modules) with distance activities and use various pedagogical styles (e.g. drill and
practice, exercise, projects, etc.)

The 2000s
 The emergence of multiple mobile and global technologies gave a new principle to situated learning theories
favoring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended
learning scenarios that integrate both school and authentic settings.

Perspective that Defines Educational Technology

1. Educational Technology as media and audiovisual communications

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  The perspective grew out of the audiovisual (AV) movement in the 1930s, when higher education instructors
proposed that media such as slides and films delivered information in more concrete, and therefore more
effective, ways than lectures and boos did.
 This movement produced audiovisual communications or the “branch of educational theory and practice
concerned primarily with the design and use of messages that control the learning process
 The view of education technology ad media to deliver information continues to dominate areas of education
and the communications industry, as late as 1986, the National Task Force in Educational Technology
equated educational technology with media, treating computers simply as another medium
2. Educational Technology as Instructional Systems and Instructional Designs
 This view originated form post0 World War II military and industrial trainers who were faced with the
problem of preparing a large number of personnel quickly, Based on efficiency studies and learning theories
from educational psychology, they advocated using more planned systematic approaches to developing
uniform effective materials and training procedures.
 Their view was based on the belief that both human (teacher) and non-human (media) resources can be part
of an efficient system for addressing any instructional need. Therefore, they equated “educational
technology” with education problem solutions
 As these training personnel began to work with both university research and development projects and K-12
school, they also influenced practices in both of these areas. Behaviorist theories initially dominated and
cognitive theories later gained performance
 In the 1990s, popular learning theories criticized systems approaches as being too rigid to foster some kinds
of learning- particularly high-order ones. Thus, the current view of educational technology as instructional
system is continually evolving.
3. Educational Technology as vocational training
 Also known as Technology Education, this perspective originated form industry trainers and vocational
educators in the 1980s.
 The believed (1) that an important function if school learning us to prepare students for the world of work in
which they will use technology and (2) that vocational training can be a practical means of teaching all
content areas, such as math, science and language.
 This view brought about a major paradigm shift in vocational training in K-12nschools away from industrial
arts curricula centered on woodworking/metals and graphics/ printing shops toward technology education
courses taught in labs equipped with high- technology stations, such as desktop publishing, computer-
assisted designs (CAD)m and robotic systems.
4. Educational Technology as computer systems (a.k.a educational computing instructional computing)
 This view began in the 1950s with the advent of computers, and gained momentum when they began to used
instructionally in the 1960s
 As computers began to transform business and industry practices, both trainers and teachers began to see
that computers also had the potentials to aid instruction. From the time computers came into classrooms in
the 1960s until about 1990, this perspective was known as educational computing and encompassed both
instructional and administrative support applications.

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  At first, programmers and systems analysis created all applications. Nut by the 1970s, many of the same
educators involved with media, AV communications, and instructional systems were also researching and
developing computer applications
 By the 1990s, educators began computing became known as educational technology

Benefits Derived from Educational Technology

Educational Technology is intended to improve, education foe the 21st-century learner. Situations today are considered”
Digital Natives” who were born and raised in a digital environment and
inherently think differently because of this exposure to technology. Here are some of the claimed
benefits of incorporating technology into classroom
A. Easy –to-access course materials. Instructors can post their course material or important information on a course
website, which means students can study at a time and location they prefer and can obtain the study material very
quickly.
B. Student Motivation. According to James Kulik, who studies the effectiveness of computers used for instruction,
“students usually learn more in less time when receiving computer-based instruction and they like classes more and
develop more positive attitudes toward computers in computer-based classes”
C. Teachers must be aware of their students’ motivation in order to successfully implement technology into the
classroom. Students are more motivated to learn when are interested in the subject matter, which can be enhanced
by using technologies in the classroom and targeting the needs for screens and digital materials that they have been
stimulated by outside of the classroom.
D. More opportunities for extended learning. According to student completed in 2010, 70.3% of American family
households have access to the internet. According to the Canadian Radio Television and Tele communications
Commission. 79% of homes have access to Internet. This allows the students to access course material at home and
engage with numerous online resources available to them. Student can use their computers and Internet to conduct
research, participate in social media, e-mail, and play educational games and stream videos
E. Wide participation. Learning materials can be used for long-distance learning and are accessible to a writer
audience.
F. Improved student writing. It is convenient for students to edit their written work on word processors. Which can, in
turn, improve the quality of their writing. According to some studies, the students are better at critiquing and editing
written work that is exchanged over a computer network with students they know.
G. Differential Instruction. Educational technology provides the means to focus on active student’s participation and to
present differentiated questioning strategies. It broadens individualized instruction and promotes the development
of personalized learning plans in some computer programs available to teachers. Students are encouraged to use
multimedia components and incorporate the knowledge they gained in creative ways. This allows some students to
individually progress form using low-ordered skills gained from drill and practice activities, to higher level thinking
through applying concepts creatively and creating simulations. The ability to make educational technology
individualized may aid in targeting and accommodating different learning styles and levels.

Learning Theories that Shaped Educational Technology

There are three (3) main theoretical schools or philosophical frameworks of educational technology literature. These are
Behaviorism, Cognitivism, and Constructivism.
Behaviorism - this framework was developed in the early 20 th Century with the animal learning experiments of Ivan Pavlov,
Edward Thorndike, Edward C. Tolman, Clark Hull, B.F Skinner, etc.

Cognitivism - learning theory has undergone a great deal of change since 1960’s and 1970s. Cognitive theories look beyond
behavior to explain Brain-based Learning. Cognitivists consider how human memory works to promote learning

Constructivism - this is a learning theory of educational philosophy whose primary belief is that “learners construct their
own meaning from new information, as they interact with reality or others with different perspectives.”

Constructivist learning environments require to use their prior knowledge and experiences to formulate new, related,
and/or adaptive concepts in learning. The role of the teachers in this framework is to become facilitator providing guidance
so that learners can construct their own knowledge.

Dales Cone of Experience and the Three – Tiered Model of Learning by Bruner
Dale’s cone of Experience is a model that incorporates several theories related to instructional design and learning process.
During the 1960s, Edgar Dale theorized that learners retain more information
by what they ‘do” as opposed to what is “heard,” read”, or” observed. “His research led to the
development of the Cone of Experience. Today, this “learning-by-doing” has become known as “experiential learning” or
action learning.

The implications of the Core of Experience in the teaching-learning process

1. Do not use only one medium of communication in isolation. Rather, use many instructional materials to help the
students conceptualize their experience
2. Avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. Student’s
concepts will lack deep roots in direct experience. According to Dale (1969), these rootless experiences will not
have generative power to produce additional concepts and will not enable the learner to deal with the new
situations that he faces.
3. When teaching, don’t get stuck in concrete. Strive to bring your students to the symbolic or abstract level to
develop their higher-order thinking skills

The Three Tiered Model of Learning by Bruner

Harvard psychologist, Jerome S. Bruner presents a three –tiered model of learning. Where he points out that every area of
knowledge can be presented and learned in three distinct steps.

SYMBOLIC | ICONIC | ENACTIVE

It is highly recommended that a learner process from the ENACTIVE to the ICONIC, AND ONLY after to the SYMBOLIC, The
mind is often shocked into immediate abstraction at the highest level without the benefit of gradual unfolding.

Roles of Educational Technology in Learning

Educational Technology plays various roles
 From the traditional point of view, it serves as presenter of knowledge just like teachers. It also serves as
productivity tool. With the internet, technology has facilitated communication among people.
 From the constructivist perspective, educational technology is a meaningful learning tool by serving a learning
partner. It engages learners in” active, constructive, intentional, authentic, and cooperative learning’

The following are the roles of technology in learning according to the constructivist perspective.
 Technology as tool to support knowledge construction
 For representing learners ideas, understandings and beliefs
 For producing organized, multimedia knowledge bases by learners
 Technology as information vehicles for exploring knowledge to support learning by- constructing.
 For accessing needed information
 For comparing perspectives, belief and world views
 Technology as context support learning-by-doing:
 For preparing and simulating meaningful real-world problems, situations and contexts
 For representing beliefs, perspectives, arguments, and stories of others
 For defining a safe, controllable problem space for student thinking
 Technology as social medium to support learning by conversing:
 For collaborating with others
 For discussing, arguing, and building consensus among members of the community
 For supporting discourse among knowledge-building communities
 Technology as intellectual partner to support learning by reflecting:
 For helping learners to articulate and represent what the know
 For reflecting on what they have learned and how they came to know it
 For supporting learners internal negotiations and meaning making
 For constructing personal representations of meaning
 For supporting mindful thinking

Challenges of Technology in Education

The developments in the internet, the world-wide web in particular, and developments in multimedia technology, are
resulting in new approaches to designing and developing teaching and learning in higher education. Here are some
characteristics of such development as described by Bates
 Increase flexibility and access to learning, resulting in new markets being reached, and in particular, the lifelong
learner market.
 The use of multimedia to develop psycho-motor and intellectual skills development, including problem solving
and decision making.
 The use of internet technologies to develop knowledge management and collaborative learning skills; and
 The use of internet to develop global, multi-cultural courses and problems.

Why use technology?

Almost all people from different sectors of society offer a number of different reasons to justify the use of technology for
teaching and learning. Following are four (4) of the most frequent reasons given for using technology;
 To improve access to education and training
 To improve the quality of learning
 To reduce the cost of education; and
 To improve the cost-effectiveness of education

New technologies are fundamentally changing the nature of knowledge. However, we still need to maintain the balance
between teaching and learning done through face –to-face contact, and technology base learning.

Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and
extend skills. There is no integrative process if for example the teacher makes students play computer games to give them a
rest period during classes. Neither is there integration, if the teacher merely teaches students computer skills. Following are
external manifestations of technology integration into instruction;
 There’s a change in the way classes are traditional conducted
 The quality of instruction is improved in such as a way that it could not have been achieved without educational
technology.
 There is planning by the teacher on the process of determining how and when technology fits into teaching-
learning process.
 The teacher sets instructional strategies to address specific instructional issues/problems
 The use of technology provides the opening of opportunities to respond to these instructional issues/problem
 In sum, technology occupies a position (is a simple or complex way) in the instructional process.

Levels of Integration
 Simple/Basic Integration- there is no substantial change in the teaching-learning process form previous method.
While technology helps, it does not play a pivotal role.
o Example: A teacher wants to show photos in her social studies class, but the pictures are small. She
decides to use the computer, scan the photos for computer projection to the class. (A presentation
software package)
o Result: Good class presentation followed by discussion
 Middle Level Integration- there is purposeful use of technology to support key learning areas.
o Example1: A teacher uses computer-based Trigonometry software, projected in the class using a projector
to supplement his teacher-centered class presentation
o Result: an interactive class using software
o Example2: A teacher ask her students to find information on H-fever in the internet. Students are to create
an information leaflet giving a family health tips on H-Fever.
o Result: Creative skills are employed by students
 High-level Integration- in these examples, technology is the central instructional tool.
o Example 1: to provide information on the ASEAN Region, the teacher assigned a newsletter computer
production by the group
o Result: increased social skills through group work; planning, creatively, computer skills
 o Example2: The Rizal School has a partner school in the U.S.A a joint science project allows, the Philippine
and U.S, schools to exchange information on indigenous herbal plants in both countries. Video
conferencing is held involving students of both schools.
o Result: A more sophisticated technology-supported project demonstrating global communication and
socially relevant research.
o A New Learning Environment through Application of Educational Technology
o “Effective teacher best interact with students in innovative learning activities, while integrating technology
to the teaching-learning process

Meaningful Learning - gives focus to new experiences that are related to what the learner already knows. Students already
have some knowledge that is relevant to the new learning. Students are willing to perform class work to find connections
between what they already know and what they can learn.

Discovery Learning - Students perform tasks to uncover what is to be learned. New ideas and new decisions are generated
in the learning process, regardless of the need to move on and depart from organized set of activities.

Generative Learning-learners are active, attend to learning events, generate meaning form those experiences and draw
inferences, thereby creating a personal model or explanation to the new experiences in the context of existing knowledge.

Constructivism - the learner builds a personal understanding through appropriate learning activities and a good learning
environment. Learning consists of what a person can actively assemble for himself and not what he can receive passively.
The role of learning is to help the individual live/ adapt to his personal world.

Through the integration of educational technology in the teaching-learning process, learners have this four learning
domains:
Learners:
 Are active ,purposeful learners
 Set personal goals and strategies to achieve these goals
 Make their learning experiences meaningful and relevant to their lives
 Seek to build an understanding of their personal words so they can work/live productively
 Build on what they already know in order to interpret and respond to new experiences.

The Computer as Tutor

The computer is a tutor in this new age of learning. It does not replace the teacher, although it assumes certain roles
previously assigned to teachers, who now has to take the new roles of
facilitator and guide. Computers will become an integral component of the future classroom and not
a mere machine that can deliver routine drills and exercises.

Examples of Computer-assisted instructions (CAI)

 Simulation programs
 Instructional games
 Problem solving software
 Multimedia encyclopedia and electronic books
Understanding Multimedia and Hypermedia
Multimedia- an audiovisual package that includes more than one instructional media (means knowing), such as text,
graphics, audio animation, and video clip. According to Moore. It simple
means “multiple media or combination of media combined in a product whose purpose is to
communicate information.
Hypermedia- is multimedia packaged as an educational computer software, where information is presented and student
activities are integrated in a virtual learning environment.
Characteristics of Hypermedia applications
 Learner controlled-this means the learner makes his/her own decisions on the, flow or events of instruction. The
learner has control on such aspects as sequence, pace, content, media, feedback, etc. that he/she may encounter in
the hypermedia learning program.
 Learner was a wide range of navigations routes- for the most part, the learner controls the sequence and pace of his
path depending on his ability and motivation. He has the option to repeat and change speed, it desired. Of course, at
the start, the learner may choose the learning activities he prefers. Meanwhile, the teacher has the prerogative to
determine suitable learning objectives.

Technology in the Classroom

There are various types of technologies that can be or currently used in traditional classrooms. Among these are:
 Computer in the classroom. Having a computer in the classroom is an asset to any teacher.
With a computer in the classroom, teachers are able to demonstrate a new lesson, present new material,
illustrate how to use new programs, and show ne websites.
 Class website. An easy way to display a student’s work to create a web page designed for the class. Once a web
page is designed, teachers can post homework assignments, student work, famous quotes, trivia, games, and so
much more. In today’s society, children should know how to use the computer to navigate their way through a
website, so why not gave them one where they can be published author.
 Class blogs and wikis. These are variety of Web 2.0 tools that are currently being implemented the classroom.
Blogs allow for students to maintain a running dialogue. They work as tool for maintaining a journal of thoughts,
ideas, and assignments as well as encourage student comment and reflection. Wikis are more group-focused to
allow multiple members of the group to edit a single document and create a truly collaborative and carefully
edited finished product.
 Wireless classroom microphones. Noisy classrooms are daily occurrences. With the help of microphones students
are able to hear their teachers more clearly. Children learn better when they hear the teacher clearly. The benefit
for teachers is that they no longer lose their voices at the end of the day
 Mobile devices. Mobile devices such as clickers or smartphones can be used to enhance the experience in the
classroom by providing the possibility for professors to get feedback
 Interactive whiteboards. An interactive whiteboard that provides touch control of computer application enhances
the experience in the classroom by showing anything that can be on a computer screen. This is not only aids in
visual learning, but it is interactive, so the student can draw, write or manipulate images on the interactive
whiteboard.
 Digital video-on-demand. Replacement of hard copy videos (DVD, VHS, etc.) with digital video accessed from
central server (e.g. SAFARI Montage). Digital video eliminates the need
 for in-classroom hardware (player) and allows teachers and students to access video clips immediately but not
utilizing the public internet.
 Online media. Streamed video websites can be used to enhance a classroom lesson (e.g. united streaming,
teacher tube, etc.)
 Online study tools. These are tools that motivate studying by making studying more fun and individualized for the
student
 Digital games. The field of educational games and serious games has been growing significantly over the last few
years. The digital games are being provided as tools for the classroom and have a lot positive effects, including
higher motivation for the students.
 There are many other tools being used. These may include: digital cameras, video cameras, interactive whiteboard
tools, documents cameras, or LCD projectors
 Podcasts. Podcasting is relatively new invention that allows anybody to publish files to the internet where
individuals can subscribe and receive new files from people by subscription. The primary benefit to pod casting for
educators is quite simple. It enables teachers to reach a student in a way that is both “cool” and a part of their
lives. For technology that only requires a computer, microphone and internet connection, pod casting has the
capacity of advancing a student’s education beyond the classroom. When students listen to the pod cast of the
students as well as their won, they can quickly demonstrate their capacities to identify and define “quality”. This
can be a great tool for learning and developing literacy inside and outside the classroom. Pod casting can help
sharpen student’s vocabulary, writing, editing, public speaking, and presentation skills. Students also learn skills
that will be valuable in the working world, such as communication, time management, and problem-solving.

The most traditional but very effective technology in the classroom

According to Horace Mann, a noted American Educator, “indeed, in country have I ever seen a good school without a
blackboard, or a successful teacher who did not use it frequently?”

A chalkboard is available classroom equipment and the overhead projector (OHP) which has become quite popular in
schools. Like other state –of-the art instructional tools, the teacher has to learn from proper techniques using chalkboards
and OHPs to maximize it use and make it an effective and efficient instructional equipment.

Teaching and Learning with Visual Symbols

As implied in Edgar Dale’s Cone of Experience a teacher should not use only one medium of communication in isolation,
but rather use many instructional materials to help the students
conceptualize his experience. Thus, the use of visual symbols in teaching and learning is important. It
may be laborious on the part of the teacher, but the use of technology in preparing such materials may help. These visual
symbols include drawings, cartoons, strip drawings, diagrams, charts, graphs, maps, etc.

Drawing – A drawing may not be the real thing, but it’s better to have a concrete visual aid than nothing. To avoid
confusion, it is good that the drawing correctly represents the real thing.

Cartoons – A first cartoon tells it story metaphorically. The perfect cartoon need no caption. The less the artist depends on
words, the more effective the symbolism, for the symbolism conveys the message.
Strip drawings - these are commonly called comics or comic strips. According to dale the more accurate term is “strip
drawings.” Make use of strips that are educational and at same time entertaining.

Diagrams - it is any line drawing that shows arrangements and relations as a part of the whole, relative values, origins and
development, chronological functions, distribution, etc.

Types of diagrams:
Affinity Diagrams - use to cluster complex, apparently unrelated data into natural and meaningful groups.

Tree Diagram - use to chart out, in increasing detail, the various tasks that must be accomplished to complete a project or
achieve a specific objective.

Fishbone Diagram - it is called “cause-and-effect diagram. It is a structured form of brainstorming that graphically shows the
relationship of possible causes and sub-causes directly related to and identifies effect/ problem. It is commonly used to
analyze work-related problems.

Charts - It is a diagrammatic representation of relationships among individuals with organization it includes the following:
 Time chart-is a tabular time chart that represents data in ordinal sequence.
 Tree or stream chart- depicts development, growth and change by beginning with a single course (the trunk)
which spreads out into many branches; or by beginning with the many tributaries which then converge into a
single channel.
 Flow chart-is a visual way of charting or showing a process from beginning to end. It is a means of analyzing a
process. By outlining every step in a process, you can begin to find inefficiencies or problems.
 Organizational chart- shows how one part of the organization relates to the other parts
 Comparison and contrast chart-used to show similarities and differences between tow thins, (people, places,
events, ideas, etc.)
 Pareto chart- is a type of bar chat, prioritized in descending order of magnitude or importance from left to right. It
shows at a glance which factors are occurring most.
 Gantt chart- it is an activity time chart

Graphs- there are several types of graphs:

 Circle or Pie graph- recommended for a showing a part of a whole.
 Bar graph- used in comparing the magnitude of similar items at a different entities to seeing relative sizes of the
parts of a whole
 Pictorial graph- makes use of picture symbols
 Graphic organizer

Maps - it is a representation of the surface of the earth or some apart of it

Kinds of Maps
1. Physical map -combines in a single projection data like altitude, temperature, rainfall, precipitation, vegetation
and soil.
 2. Relief map - has three dimensional representations and shows contours of the physical data of the earth or part
of the earth.
3. Commercial or economic map - also called product or industrial map since it shows land areas in relation to the
economy.
4. Political map - give detailed information about country, provinces, cities and towns, roads and highways. Oceans,
rivers and lakes are the main features of most political maps.

Project Based Learning Multimedia

Corpuz and Lucido (2008) explain that project-based multimedia learning does not only involve use of multimedia for
learning. According to them, students end up with a multimedia product to show
what they learned.
 They are not only learners of academic content, but they are at the same time authors of multimedia product at
the end of the learning process.
 The goals and objectives of a project are based in the core curriculum a laid down in the curricular standards and
are made crystal clear to students at the beginning of the project
 The students work collaboratively over an extended time frame.
 As they work, the employ like skills, including decision-making
 Their learning task ends up with a multimedia presentation through their multimedia product

Basic Terms in Information and Communication Technology (ICT)

Terms Meanings
Avatar Graphic representation if a person in cyberspace
3-D image that a person can choose to represent
himself in virtual reality
Bmp-(bitmap) The BMP format is commonly used raster graphic
format for saving image files
Bookmark To mark an internet location so one can
remember it
BPS (bits per second) The speed at which data are transmitted across
communication lines between computers
Bug An error in a computer program
Browser A software package that allows one to look at information on
the internet in graphic rather than
just text format

CAI (Computer Assisted Instruction) Software designed to help teach information

CAT ( Computer Assisted Testing) Using a computer to administer and score
assessment measures
Chat Room A location on the internet set up to allow people to converse
in a real-time by typing the message or by allowing their
avatars to meet and talk to each other

Chip A piece of silicon inside a computer on which

electronic circuits have been placed
Debug Review a computer program and remove the
errors bug
E-mail Address Senses of symbols or letters that an act as an

130

FTP (File Transfer Protocol)
GPS (Global Positioning System
GUI ( Graphic User Interface)
HTML ( Hypertext Markup Language)
Internet Explorer
IP( Internet Protocol)
ISP ( Internet Service Provider)
JPEG ( Joint Photographic Experts Group)
LCD (Liquid Crystal Display or Diode)
MPEG( Motion Picture Experts Group)
PDA( Personal Digital Assistant)
PDF( Portable Document Format
RAM( Random Access Memory)
Videoconferencing
Search Engine
Server Software
Skype
Snail mail
Spam
ASSESSMENT OF LEARNING
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address for a site on the internet
A way of transferring (on the internet) from one
computer to another
An instrument that uses a satellite to pinpoint
exact location
Software that displays option to user in graphic
format consisting of menus and icons
The primary programming language used to
develop web pages
Popular browser software used to access the
internet
Agreed-upon way of doing and sending date
across the internet
An institution, company that provides access to
the internet
A file format for storing and sending graphic
images on a network
Devices consisting of light sensitive material encased
between two clear pieces of glass or plastic designed to be
place on overhead
projector
A file format for storing and sending video
sequences on a network
Handled computer that can function as cellphone,
fax machine and personal organizer
A file format invented by Adobe systems to save documents
in smaller file size and retains the original look of the original
layout, fonts and other
graphic elements
Type of internal computer that is erased when the
power is turned off
An online meeting between two or more
participants at different sites
Internet software that helps people locate internet sites and
information related to a given
topic
A server is a system that responds to request across a
computer network to provide, or help to
provide, a network service
A face-to-face communication that is made possible through a
computer
Regular postal Service nail as opposed to email
Unsolicited email or other messages
Assessment – refers to the process of gathering, describing or quantifying information about the student performance. It
includes paper and pencil test, extended responses (example essays) and performance assessment are usually referred to as
“authentic assessment” task (example presentation of research work)

Measurement – is a process of obtaining a numerical description of the degree to which an individual possesses a particular
characteristic. Measurements answers the questions “how much?

Evaluation - it refers to the process of examining the performance of student. It also determines whether or not the student
has met the lesson instructional objectives.

Test – is an instrument or systematic procedures designed to measure the quality, ability, skill or knowledge of students by
giving a set of question in a uniform manner. Since test is a form of assessment, tests also answer the question “how does
individual student perform?

Testing is the method used to measure the level of achievement or performance of the learner. It also refers to the
administration, scoring and interpretation of an instrument (procedure) designed to elicit information about performance in
a simple of a particular area of behavior.

Types of Measurement
There are two ways of interpreting the student performance in relation to classroom instruction.

Norm-reference test is a test designed to measure the performance of a student compared with other students. Each
individual is compared with other examinees and assigned a score-usually expressed as percentile, a grade equivalent score
or a stanine. The achievement of student is reported for broad skill areas, although some norm referenced tests do report
student achievement for individual.
The purpose is to rank each student with respect to the achievement of others in broad areas of knowledge and to
discriminate high and low achievers.

Criterion- referenced test is a test designed to measure the performance of students with respect to some particular
criterion or standard. Each individual is compared with a pre-determined set of standard for acceptable achievement. The
performance of the other examinees are irrelevant. A student’s score is usually expressed as a percentage and student
achievement is reported for individual skills,

Common Characteristics of Norm-Referenced Test and Criterion-Referenced Tests

1. Both require specification of the achievement domain to be measured
2. Both require a relevant and representative sample of test items
3. Both use the same types of test items
4. Both used the same rules for item writing (except for item difficulty)
5. Both are judge with the same qualities of goodness (validity and reliability)
6. Both are useful in educational assessment

Differences between Norm-Referenced Tests and Criterion Referenced Tests

Norm –Referenced Tests Criterion-Referenced Tests

 1. Typically covers a large domain of learning tasks, 1. Typically focuses on a delimited domain of learning
with just few items tasks, with a relative large number
measuring each specific task. of items measuring each specific task.

2. Emphasizes discrimination among 2. Emphasizes among individuals can and cannot

perform.
individuals in terms of relative of level of
learning.
3. Favors items of large difficulty and typically omits 3.Matches item difficulty to learning tasks, without
very easy and very hard altering item difficulty or omitting
items easy or hard times

4. Interpretation requires clearly defined 4. Interpretation requires a clearly defined

group and delimited achievement domain

TYPES OF ASSESSMENT
There are four type of assessment in terms of their functional role in relation to classroom instruction. These are the
placement assessment, diagnostic assessment, formative assessment and summative assessment.
A. Placement Assessment is concerned with the entry performance of student, the purpose of placement evaluation
is to determine the prerequisite skills, degree of mastery of the course objectives and the best mode of learning.

B. Diagnostic Assessment is a type of assessment given before instruction. It aims to identify the strengths and
weaknesses of the students regarding the topics to be discussed. The purpose of diagnostic assessment:
 To determine the level of competence of the students
 To identify the students who have already knowledge about the lesson;
 To determine the causes of learning problems and formulate a plane for remedial action.

C. Formative Assessment is a type of assessment used to monitor the learning progress of the students during or
after instruction. Purpose of formative assessment:
 To provide feedback immediately to both student and teacher regarding the success and failure of learning.
 To identify the learning errors that is need of correction
 To provide information to the teacher for modifying instruction and used for improving learning and
instruction

D. Summative Assessment is a type of assessment usually given at the end of a course or unit. Purpose of summative
assessment:
 To determine the extent to which the instructional objectives have been met;
 To certify student mastery of the intended outcome and used for assigning grades;
 To provide information for judging appropriateness of the instructional objectives
 To determine the effectiveness of instruction

MODE OF ASSESSMENT
A. Traditional Assessment
1. Assessment in which students typically select an answer or recall information to complete the assessment.
Test may be standardized or teacher made test, these tests may be multiple-choice, fill-in-the-blanks, true-
false, matching type.
 2. Indirect measures of assessment since the test items are designed to represent competence by extracting
knowledge and skills from their real life context.
3. Items on standardized instrument tends to test only the domain of knowledge and skill to avoid ambiguity to
the test takers.
4. One-time measures to rely on a single correct answer to each item. There is a limited potential for traditional
test to measure higher order thinking skills.

B. Performance assessment
1. Assessment in which students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills
2. Direct measures of students performance because task are design to incorporate contexts, problems, and
solutions strategies that students would use in real life.
3. Designed ill-structured challenges since the goal is to help students prepare for the complex ambiguities in
life.
4. Focus on processes and rationales. There is no single correct answer, instead students are led to craft
polished, thorough and justifiable responses, performances and products.
5. Involve long-range projects, exhibits, and performances are linked to the curriculum
6. Teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and
interpretation

C. Portfolio Assessment
1. Portfolio is a collection of student’s work specifically to tell a particular story about the student.
2. A portfolio is not a pie of student work that accumulates over a semester or year
3. A portfolio contains a purposefully selected subset of student work
4. It measures the growth and development of students.

THE KEY TO EFFECTIVE TESTING

Objectives: The specific statements of the aim of the instruction; it should express what the students should be able to do
or know as a result of taking the course; the objectives should indicate the cognitive level, affective level and psychomotor
level of expected performance.

Instruction: It consist all the elements of the curriculum designed to teach the subject, including the lesson plans, study
guide, and reading and homework assignment; the instruction should corresponds directly to the objectives

Assessment: The process of gathering, describing or quantifying information about the performance of the learner; testing
components of the subject; the weight given to different subject matter areas on the test should match with objectives as
well as the emphasis given to each subject area during instruction.

Evaluation: Examining the performance of students and comparing and judging its quality. Determining whether or not the
learner has met the objectives of the lesson and the extent of understanding.

INSTRUCTIONAL OBJECTIVES
Instructional objectives play a very important role in the instructional process and the evaluation process. It serves as guides
for teaching and learning, communicate the intent of the instruction to others and it provide a guidelines for assessing the
learning of the students. Instructional objectives also known as behavioral objectives or learning objectives are statement
which clearly describe an anticipated learning outcome.

Characteristics of well-written and useful instructional objectives

1. Describe a learning outcome
2. Be student oriented-focus on the learner not on the teacher
3. Be observable or describe an observable product
4. Be sequentially appropriate
5. Be attainable within a reasonable amount of time
6. Be developmental appropriate

Factors to Consider when Constructing Good Test Items

A. VALIDITY is the degree to which the test measures what is intended to measure. It is the usefulness of the test for
a given purpose. A valid test us always reliable.
B. RELIABILITY refers to the consistency of score obtained by the same person when retested using the same
instrument or one that is parallel to it.
C. ADMINISTRABILITY - the test should be administered uniformly to all students so that the scores obtained will not
vary due to factors other than differences of the students’ knowledge and skills. There should be a clear provision
for instruction for the students, proctors and even the who will check the test or the scorer
D. SCORABILITY - the test should be easy to score, directions for scoring is clear, provide the answer sheet and the
answer key
E. APPROPRIATENESS - the test item that the teacher construct must assess the exact performances called for in the
learning objectives. The test item should require the same performance of the student as specified in the learning
objectives.
F. ADEQUACY - the test should contain a wide sampling if items to determine the educational outcomes or abilities
so that resulting scores are representatives of the total performance in the areas measured.
G. FAIRNESS - the test should bit be biased to the examinees, it should not be offensive to any examinees subgroups.
A test can only be good if it is also fair to all test takers.
H. OBJECTIVITY represents the agreement of two or more raters or a test administrators concerning the score of a
student. If the two raters who assess the same student on the same test cannot agree in score, the test lacks
objectivity and the score of neither judge is valid, thus, lack of objectivity reduces test validity in the same way
that lack reliability influence validity.

TABLE OF SPECIFICATIONS
Table of specification is a device for describing test items in terms of the content and the process dimensions. That is, what
a student is expected to know and what he or she is expected to do with that knowledge. It is described by combination of
content and process in the table of specification.
Sample of One way table of specification in Linear Function

Content Number of Class Number of Items Test Item

Sessions Distribution
 1. Definition of linear function 2 4 1-4
2. Slope of a line 2 4 5-8
3. Graph of linear function 2 4 9-12
4. Equation of linear function 2 4 13-16
5. Standard Forms of a line 3 6 17-22
6. Parallel and perpendicular lines 4 8 23-30
7. Application of linear functions 5 10 31-40
TOTAL 20 40 40

Number of items = Number of class sessions x desired total number of items

Total number of class sessions

Example:
Number of items for the topic” definition of linear function”
Number of class session = 2 Desired
number of items = 40 Total number of
class sessions = 20

Number of items = Number of class sessions x desired total number of items

Total number of class sessions
Number of Items = 2 x 40
20
Number of items = 4

Sample of two way table of specification in Linear Function

Content Class Knowle Compre Applicat Analysi Synthesi Evaluati Total

hours dge hension ion s s on
1.Definition of 2 1 1 1 1 4
linear
function

2.Slope of a 2 1 1 1 1
line
3.Graph of 2 1 1 1 1 4
linear
function
4.Equation of 2 1 1 1 1 4
linear
function
5.Standard 3 1 1 1 1 1 1 6
Forms of a
line
6.Parallel and 4 1 2 1 2 8
perpendicular
line

7.Application 5 1 1 3 1 3 10
of linear
functions
TOTAL 20 4 6 8 8 7 7 40

ITEM ANALYSIS. Item analysis refers to the process of examining the student’s responses to each item in the test. According
to Abu-Bakr S. Asaad and William M. Hailaya (Measurement and Evaluation Concepts & Principles) Rexr Bookstore (2004
Edition), there are two characteristics of an item. These are desirable and undesirable characteristics. An item that has
desirable characteristics can be retained for subsequent use and that with undesirable characteristics is either be revised or
rejected.

These criteria in determining the desirability and undesirability of an item.

a. Difficulty if an item
b. Discriminating power of an item
c. Measures of attractiveness

Difficulty index refers to the proportion of the number of students in the upper and lower groups who answered an item
correctly. In a classroom achievement test, the desired indices of difficulty not lower than 0.20 nor higher than 0.80. The
average index difficulty form 0.30 or 0.40 to maximum of 0.60.

DF = PUG + PLG
2

PUG = proportion of the upper group who got an item right

PLG = proportion of the lower group who get an item right

Level of Difficulty of an Item

Index Range Difficulty Level

0.00-0.20 Very difficult
0.21-0.40 Difficult
0.41-0.60 Moderately Difficult
0.61-0.80 Easy
0.81-1.00 Very Easy

Index of Discrimination is the differences between the proportion of high performing students who got the item and the
proportion of low performing students who got an item right. The high and low performing students usually defined as the
upper 27% of the students based on the total examination score and the lower 27% of the students based on total
examination score. Discrimination are classified into positive Discrimination if the proportion of students who got an item
right in the upper performing group is greater than the students in the upper performing group. And Zero Discrimination if
the proportion of the students who got an item right in the upper performing group and low performing group are equal.

Discrimination Index Item Evaluation

0.40 and up Very good item
0.30 - 0.39 Reasonably good item but possibly subject to improvement
0.20 - 0.29 Marginal, usually needing and being subject to improvement
Below 0.19 Poor Item, to be rejected or improved by version

Maximum Discrimination is the sum of the proportion of the upper and lower groups who answered the item correctly.
Possible maximum discrimination will occur if the half or less of the sum of the upper and lower groups answered an item
correctly.

Discriminating Efficiency is the index of discrimination divided by the maximum discrimination.

PUG = proportion of the upper group who got an item right PLG =
proportion of the lower group who got an item right Di = discrimination
index
DM = Maximum discrimination
DE = Discriminating Efficiency

Formula:
Di = PUG – PLG

DE = Di
DM

DM= PUG + PLG

Example: Eighty students took an examination in Algebra, 6 students in the upper group got the correct answer and 4
students in the lower group got the correct answer for item number 6. Find the Discriminating efficiency?

Given:
Number of students took the exam = 80
27% of 80 = 21.6 or 22, which means that there are 22 students in the upper performing group and 22 students in the
lower performing group.

PUG = 6/22 = 27% PLG =

4/22 = 18% Di = PUG-

PLG
= 27%- 18%

Di = 9%

DM = PUG +PLG
= 27% + 18%

DM = 45%
DE = Di/DM
= .09/.45

DE = 0.20 or 20%

This can be interpreted as on the average, the item is discriminating at 20% of the potential of an item of its difficulty.

Measures of Attractiveness: To measure the attractiveness of the incorrect option (distracters) in multiple-choice tests, we
count the number of students who selected the incorrect option in both upper and lower groups. The incorrect option is
said to be effective distracter if there are more students in the lower group chose that incorrect option than those students
in the upper group.

Steps of Item Analysis

1. Rank the scores of the students from highest score to lowest score.
2. Select 27% of the papers within the upper performing group and 27% of the papers within the lower performing
group.
3. Set aside the 46% of papers because they will not be used for item analysis.
4. Tabulate the number of students in the upper group and lower group who selected each alternative.
5. Compute the difficulty of each item
6. Compute the discriminating powers of each item
7. Evaluate the effectiveness of the distracters

Validity refers to the appropriateness of score-based inferences; or decisions made based on the students test results. The
extent to which a test measures what is supposed to measure.

Important Things to Remember About Validity

1. Validity refers to the decisions we make, and not to the test itself or to the measurement
2. Like reliability, validity is not all or nothing concept; it is never totally absent or absolutely perfect.
3. A validity estimate is called a validity coefficient and it refers to specific type of validity. it ranges between 0 to 1.
4. Validity can never be finally determined; it is specific to each administration of the test

TYPES OF VALIDITY
Content Validity - a type of validation that refers to the relationship between a test and the instructional objectives,
establishes content so that the test measures what it is supposed to measure. Things to remember about validity:
a. The evidence of the content validity of your test is found in the Table of Specification.
b. This is the most important type of validity to you, as a classroom teacher.
c. There is no coefficient for content validity. It is determined judgmentally, not empirically.

Criterion-related Validity - a type of validation that refers to the extent to which scores form a test relate to theoretically
similar measures. It is a measure of how accurately a student’s current test score can be used to estimate a score on
criterion measure, like performance in courses, classes or
another measurement instrument. Example, classroom reading grades should indicate similar levels of performance as
Standardized Reading Test scores.

Construct Validity - a type of validation that refers to a measure of the extent to which a test measures a hypothetical and
unobservable variable or quality such as intelligence, math achievement, performance anxiety, etc. it established through
intensive study of the test or measurement instrument.

Predictive Validity - a type of validation that refers to a measure of the extent to which a person’s current test results can
used to estimate accurately what that person’s performance or other criterion, such as test scores will be at the later time.

Concurrent Validity - a type of validation that require the correlation of the predictor or concurrent measure with the
criterion measure. Using this, we can determine whether a test is useful to us as predictor or as substitute (concurrent)
measure. The higher the validity coefficient, the better the validity evidence of the test. In establishing the concurrent
validity evidence no time interval is involved between the administration of the new test and the criterion or established
test.

Factors Affecting the Validity of a Test Item

1. The test itself
2. The administration and scoring of a test
3. Personal factors influencing how students response to the test
4. Validity is always specific to a particular group

Ways to Reduce the Validity of the Test Item

1. Poorly constructed test items
2. Unclear directions
3. Ambiguous items
4. Reading vocabulary too difficult
5. Complicated syntax
6. Inadequate time limit
7. Inappropriate level of difficulty
8. Unintended clues
9. Improper arrangement of items

Test Design to Improve validity

1. What is the purpose of the test?
2. How well do the instructional objectives selected for the test represent the instructional goals?
3. Which test item format will best measure achievement of each objective?
4. How many test item will be required to measure the performance adequately on each objective?
5. When and how will the test be administered?
6. How many test items will required to measure the performance adequately on each objective?
7. When and how will the test be administered?

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Reliability refers to the consistency of measurement; that is, how consistent test results of other assessment results from
one measurement to another. We can say that at test is reliable when it can be used to predict practically the same scores
when test administered twice to the same group of students and with a reliability index of 0.50 or above. The reliability of a
test can be determined by means of Pearson Product Correlation Coefficient, Spearman-Brown Formula and Kuder-
Richardon Formula.

Factors Affecting the Reliability of a Test

1. Length of the test
2. Moderate item difficulty
3. Objective scoring
4. Heterogeneity of the student group
5. Limited time

Four Methods of Establishing Reliability

1. Test-retest Method. A type of reliability determined by administering the same test twice to the same group of
students with any time interval between tests. The result of the test scores are correlated using the Pearson
Product Correlation Coefficient and this correlation coefficient provides a measure of stability. This indicates how
stable the test result over a period of time.
2. Equivalent – Form Method. A type of reliability determined by administering two different but equivalent forms
of the test ( also called parallel or alternate forms) to the same group of students in close succession. The
equivalent forms are constructed to the same set of specifications that is similar in content, type of item and
difficulty. The result of the test score are correlated using the Pearson Product Correlation Coefficient and this
correlation coefficient provides a measure of the degree to which generalization about the performance of
students from one assessment to another assessment is justified. It measures the equivalence of the tests.
3. Split – Half method - administer test once. Score two equivalent halves of the test. To split the test into halves
that are equivalent, the usual procedure is to score the even-numbered and the odd-numbered separately. This
provides a measure of internal consistency. It indicates the degree to which consistent results are obtained from
two halves of the test
4. Kuder - Richardon Formula. Administer the test score one. Score total teal and apply the Kuder-Richardon
Formula. The Kuder-Richardon formula is applicable only in situation where student’s responses are scored
dichotomously and therefore is most useful with traditional test items that are scored as right or wrong. KR-20
estimates of reliability that provide information about the degree to which the items are of equal difficulty. ( A
statistical procedure used to estimate coefficient alpha, or a correlation coefficient is given)

Descriptive Statistics of Test Scores

Statistics play a very important role in describing the test scores of students. Teachers should have a background on the
statistical techniques in order for them to analyze and describe the result of
measurement obtained in their own classroom; understand the statistics uses in the test and
research reports; interpret the types of scores used in testing.

141
Descriptive Statistics - is concerned with collecting, describing, and analyzing a set of data without drawing conclusions or
inferences about a large group of data in terms of tables, graphs, or single number (example average score of the class in a
particular test)
Inferential Statistics- is concerned with the analysis of a subset of data leading to prediction or inferences about the entire
set if data or population

We shall discussed different statistical technique used in describing and analyzing test results.
1. Measures of Central Tendency (Averages)
2. Measures of Variability ( Spread of Scores
3. Measures of Relationship (Correlation)
4. Skewness

Measures of Central Tendency. It is a single value that is used to identify the center of the data, it is taught as the typical
value in a set of scores. It tends to lie within the center if it is arranged form lowest to highest or vice versa. There are three
measures of central tendency commonly used; the mean, median and mode.

The Mean is the common measures of center and it also known as the arithmetic average.

Sample Mean =∑
x
n

∑ = sum of the scores X =

individual scores n =
number of scores

Steps in solving the mean value using raw scores

1. Get the sum of all the scores in the distribution
2. Identify the number of scores (n)
3. Substitute to the given formula and solve the mean value Example:

Find the mean of the scores of students in algebra

(x) scores in algebra

45
35
48
60
44
39
47
55
58
54

∑x = 485
N = 10
 Mean = ∑x
n
= 485 ÷ 10
Mean = 48.5

Properties of Mean
1. Easy to compute
2. It may be an actual observation in the data set
3. It can be subjected to numerous mathematical computation
4. Most widely used
5. Each data affected by the extremes values
6. It is easily affected by the extremes values
7. Applied to interval level data

The median is a point that divides the scores in a distribution into two equal parts when the scores are arranged according
to magnitude that is from lowest score to highest score or highest score to lowest score. If the number of score is an odd
number, the value of the median is the middle score. When the number of scores is even number, the median values is the
average of the two middle scores.

Example: 1. Find the median of the scores of 10 students in algebra quiz.

(x) scores of students in algebra
45
35
38
60
44
39
47
55
58
54

First, arrange the scores from lowest to highest and find the average of two middle most scores since the number of
cases in an even.
35
39
44
45
47
48
54
55
58
60
Mean = 47 + 48
2
= 47.5 is the median score
= 50% of the scores in the distribution fall below 47.5

Example 2. Find the median of the scores of 9 students in algebra quiz

(x) scores of students in algebra

35
39
44
45
47
48
54
55
58

The median value is the 5th score which is 47. Which means that 50% of the scores fall below 47.

Properties of Median
1. It is not affected by extremes values
2. It is applied to ordinal level of data
3. The middle most score in the distribution
4. Most appropriate when there are extremes scores

The mode refers to the score or scores that occurred most in the distribution. There are classification of mode: a) unimodal
is a distribution that consist of only one mode. B) Bimodal is a distribution of scores that consist of two modes, c)
multimodal is a score distribution that consist of more than two modes.

Properties of Mode
1. It is the score/s occurred most frequently
2. Nominal average
3. It can be used for qualitative and quantitative data
4. Not affected by extreme values
5. It may not exist

Example 1. Find the mode of the scores of students in algebra quiz: 34,36,45,65,34,45,55,61,34,46 Mode = 34, because it
appeared three times. The distribution is called unimodal.

Example 2. Find the mode of the scores of students in algebra quiz: 34,36,45,61,34,45,55,61,34,45 Mode = 34 and 45,
because both appeared three times. The distribution is called bimodal.
Measures of Variability is a single value that is used to describe the spread out of the scores in distribution that is above or
below the measures of central tendency. There are three commonly used measures variability, the range, quartile deviation
and standard deviation

Range is the difference between highest and lowest score in the data set. R= HS - LS

Properties of Range
1. Simplest and crudest measure
2. A rough measure of variation
3. The smaller the value, the closer the score to each other or the higher the value, the more scattered the scores
are.
4. The value easily fluctuate, meaning if there is a changes in either the highest score or lowest score the value of
range easily changes.

Example: scores of 10 students in Mathematics and Science. Find the range and what subject has a greater variability?
Mathematics Science
35 35
33 40
45 25
55 47
62 55
34 35
54 45
36 57
47 39
40 52

Mathematics Science
HS = 62 HS =57
LS= 33 LS= 25
R = HS-LS R= HS-LS
R= 62-33 R= 57-25
R= 29 R= 32

Based form the computed value of the range, the scores in Science has greater variability. Meaning, scores in Science are
more scattered than in the scores in Mathematics

Quartile Deviation is the half of the differences the third quartile (Q3) and the first quartile (Q1). It is based on the middle
50% of the range, instead the range of the entire set
Of distribution. In symbol:

QD = Q3 - Q1
2
QD = quartile deviation Q3 =
third quartile value Q1= first
quartile value

Example: In a score of 50 students, the Q3 = 50.25 and Q1 = 25.45, Find the QD?

QD = Q3 - Q1 2

= 50.25 – 25.4
2
QD = 12.4

The value of QD =12.4 which indicates the distance we need to go above or below the median to include approximately the
middle 50% of the scores.

The standard deviation is the most important and useful measures of variation, it is the square root of the variance. It is an
average of the degree to which each set of scores in the distribution deviates from the mean value. It is more stable
measures of variation because it involves all the scores in a distribution rather than range and quartile deviation.

SD = √∑ (x-mean) 2 n-
1

Where, x = individual score

N = number of score in a distribution

Example: 1. Find the standard deviation of scores of 10 students in algebra quiz. Using the given data below.

x (x-mean)2
45 12.25
35 182.25
48 0.25
60 132.25
44 20.5
39 90.25
47 2.25
55 42.25
58 90.25
54 30.25
∑x = 485 ∑(x-mean)2 = 602.25
N = 10

Mean = ∑x
N
= 485
10
SD= 8.18, th

Mean = 48.5
48.5 is 8.18
 means that on the average the amount that deviates from the mean value=

SD = √∑(x-mean)2 n-1
SD = √ 66.944444
Example 2: Find the standard deviation of the score of 10 students below. In what subject has greater variability?

Mathematics Science
35 35
33 40
45 25
55 47
62 SD = √ 602.5 55
34 35
10-1

54 45
36 57
47 39
40 52

Solve for the standard deviation of the scores in mathematics

Mathematics (x) (x-mean)2
35 82.81
33 123.21
45 0.81
55 118.81
62 320.41
34 102.01
54 98.01
36 65.61
47 8.41
40 16.81
∑x = 441 ∑(x-mean)2 = 936.9
Mean = 44.1 ∑(x-mean)2= 918

SD = √∑(x-mean) 2 n-
1
 = √ 936.9
10-1
= √104.1

SD = 10.20 for the mathematics subject

Solve for the standard deviation of the score in science

Science (x) (x-mean)2
36 64
40 9
25 324
47 16
55 144
35 64
45 4
57 196
39 16
52 81
∑x= 430 ∑(x-mean)2= 918

Mean = 430
10
Mean = 43

SD = √∑(x-mean) 2 n-
1
= √ 918
10-1
= √ 102
SD = 10.10 for science subject

The standard deviation for mathematics subject is 10.20 and the standard deviation foe science subject is 10.10, which
means that mathematics scores has a greater variability than science scores. In other words, the scores in mathematics are
more scattered than in science.
Interpretation of Standard Deviation
When the value of standard deviation is large, on the average, the scores will be far from the mean. On the other hand. If
the value of standard deviation is small, on the average, the score will be close form the mean.

Coefficient of variation is a measure of relative variation expressed as percentage of the arithmetic mean. It is used to
compare the variability of two or more sets of data even when the observations are expressed in different units of
measurement. Coefficient of variation can be solve using the formula.
CV = (SD) x 100%
Mean
The lower the value of coefficient of variation, the more the overall data approximate to the mean or more the
homogeneous the performance of the group
Group Mean Standard deviation
A 87 8.5
B 90 10.25

CV Group A = standard deviation x 100%

Mean

= 8.5 x 100%
87
CV Group A = 9.77%

CV Group = standard deviation x 100%

Mean

= 10.25 x 100%
90
CV Group B = 11.39%

The CV of Group A is 9.77% and CB of Group B is 11/39%, which means that group A has homogenous performance.

The Percentile rank of a score is the percentage of the scores in the frequency distribution which are lower. This means that
the percentage of the examinees in the norm group who scored below the score of interest. Percentile rank are commonly
used to clarify the interpretation of scores on standardized tests.

Z- Score (also known as standard score) measures how many standard deviations an observations is above or below the
mean. A positive z-score measures the number of standard deviation a score is above the mean, and a negative z-negative z-
score gives the number of standard deviation a score is below the mean.

The z-score can be computed using the formula

Z = x-µ for population o

Z = x-mean for sample SD

Where
X = is a raw score
0 = is the standard deviation of the population
µ = is the mean of the population
SD = is the standard deviation of the sample EXAMPLE:
James Mark’s examination results in the three subjects are as follows:
Subject Mean Standard deviation James Mark’s Grade
Math Analysis 88 10 95
Natural Science 85 5 80
Labor Management 92 7.5 94

EXAMPLE: A study showed the performance of two Groups A and B in a certain test given by a researcher. Group A obtained
a mean score of 87 points with standard deviation of 8.5 points, Group B obtained a mean score of 90 points with standard
deviation of 10.25 points. Which of the two group has a more homogeneous performance? In what subject did James Mark
performed best? Very Poor?

Z math analysis = 95 - 88
10
Z math analysis = 0.70
Z natural science = 80 - 85
5
Z natural Science = -1
Z labor management = 94 - 92
7.5
Z labor management = 0.27

James Mark had a grade in Math Analysis that was 0.70 standard deviation above the mean of the Math Analysis grade,
while in Natural Science he was -1.0 standard deviation below the mean of Natural Science grade. He also had a grade in
Labor Management that was 0.27 standard deviation above the mean of the Labor Management grades. Comparing the z
scores, James Mark performed best in Mathematics Analysis while he performed very poor in Natural Science in relation to
the group performance.

T-score can be obtained by multiplying the z-score by 10 and adding the product to 50. In symbol, T- score = 10z +50

Using the same exercise, compute the T-score of James Mark in Math Analysis, Natural Science and Labor Management

T- Score (math analysis) = 10 (.7) +50

= 57
T- Score (natural science) = 10(-1) +50
= 40
T-score (labor management) = 10(0.27) +50
= 52.7

Since the highest T-score us in math analysis = 57, we can conclude that James Mark performed best in Math analysis than
in natural science and labor management.

Stanine also known as standard nine, is a simple type of normalized standard score that illustrate the process of
normalization. Stanines are single digit scores ranging from 1 to 9.

150
The distribution of new scores is divided into nine parts

Percent 4% 7% 12% 17% 20% 17% 12% 7% 4%

in
Stanines
1 2 3 4 5 6 7 8 9
Stanines

Skewness describes the degree of departures of the distribution of the data from symmetry.
The degree of skewness is measured by the coefficient of skewness, denoted as SK and computed as,

SK = 3(mean-media) SD
Normal curve is a symmetrical bell shaped curve, the end tails are continuous and asymptotic. The mean, median and mode
are equal. The scores are normally distributed if the computed value of SK=0

Areas under the Normal Curve

Positively skewed when the curve is skewed to the right, it has a long tail extending off to the right but a short tail to the
left. It increases the presence of a small proportion of relatively large extreme value SK˃0

When the computed value of SK is positive most of the scores of students are very low, meaning to say that they performed
poor in the said examination

Negatively skewed when a distribution is skewed to the left. It has a long tail extending off to the left but a short tail to the
right. It indicates the presence of a high proportion of relatively large extreme values SK˂0.

When the computed value of SK is negative most of the students got a very high score, meaning to say that they performed
very well in the said examination

Rubrics is a scoring scale and instructional tool to assess the performance of student using a task- specific set of criteria. It
contains two essential parts: the criteria for the task and levels of performance for each criterion. It provides teachers an
effective means of students-centered feedback and evaluation of the work of students. It also enables teachers to provide a
detailed and informative evaluations of their performance.

Rubrics is very important most especially if you are measuring the performance of students against a set of standard or pre-
determined set of criteria. Through the use of scoring rubrics or rubrics, the teachers can determine the strength and
weaknesses of the students, hence it enables the students to develop their skills.

Steps in developing a Rubrics

1. Identify your standards, objectives and goals for your students. Standard is a statement of what the students
should be able to know or be able to perform. It should indicate that your

151
 students should be able to know or be able to perform. It should indicate that your students should met these
standards. Know also the goals for instruction, what are the learning outcomes.
2. Identify the characteristics of a good performance on the task, the criteria, when the students perform or present
their work, it should indicate that they performed well in the task given to them; hence they met that particular
standards.
3. Identify the levels of performance for each criterion. There is no guidelines with regards to the number of levels of
performance, it vary according to the task and needs. It can have as few as two levels of performance or as many
as the teacher can develop. In this case, the rater can sufficiently discriminate the performance of the students in
each criteria. Through this levels of performance, the teacher or the rater can provide more detailed feedback
about the performance of the students. It is easier also for the teacher and students to identify the areas needed
for improvement.

Types of Rubrics
1. Holistic Rubrics. In holistic rubrics does not list a separate levels of performance for each criterion. Rather,
holistic, rubrics assigns a level of performance along with a multiple criteria as a whole, in other words you put all
the component together.
Advantage: quick scoring, provide overview of student’s achievement.
Disadvantage: does not provide detailed information about the student performance in specific areas of the
content and skills. May be difficult to provide one overall score.
2. Analytic Rubrics. In analytic rubrics the teacher or the rater identify and assess components of a finished product.
Breaks down the final product into component parts and each part is scored independently. The total score is the
sum of all the rating for all the parts that are to be assessed or evaluated. In analytic scoring, it is very important
for the rater to treat each part as separate to avoid bias toward the whole product.
Advantage: more detailed feedback, scoring more consistent across students and graders.
Disadvantage: time consuming to score.

Example of Holistic Rubric

3- Excellent Researcher
 Included 10-12 sources
 No apparent historical inaccuracies
 Can easily tell which sources information was drawn from
 All relevant information is included
2- Good Researcher
 Included 5-9 sources
 Few historical inaccuracies
 Can tell with difficulty where information came from
 Bibliography contains most relevant information
1- Poor Researcher
 Included 1-4 sources
 Lots of historical inaccuracies
 Cannot tell from which source information came from
 Bibliography contains very little information
Example of Analytic Rubric
Criteria Limited 1 Acceptable 2 Proficient 1

Made good observations Observations are Most observations are All observations are
absent or vague clear and clear and detailed
detailed

Made good predictions Predictions are Most predictions are All predictions are
absent or reasonable reasonable
irrelevant

Appropriate conclusion Conclusion is absent or Conclusion is consistent Conclusion is consistent with

inconsistent with with most observations observations
observation

Advantages of Using Rubrics

When assessing the performance of the students using performance based assessment it is very important to use scoring
rubrics. The advantages of using rubrics in assessing student’s performance
are:
1. Rubrics allow assessment to become more objective and consistent
2. Rubrics clarify the criteria in specific terms
3. Rubrics clearly show the student how work will be evaluated and what is expected
4. Rubrics promote student awareness of the criteria to use in assessing peer performance
5. Rubrics provide useful feedbacks regarding the effectiveness of the instruction: and
6. Rubrics provide benchmarks against which to measure and document progress

Performance based assessment is a direct and systematic observation of actual performances of the students based from a
pre-determined performance criteria as cited by (Gabuyo, 2011). It is an alternative form of assessing the performance of
the students that represent a set of strategies for the application of knowledge, skills and work habits through the
performance of tasks that are meaningful and engaging to students”

Framework of Assessment Approaches

Selection Type Supply Type Product Performance

True-false Completion Essay, story or poem Oral presentation of
report
Multiple-choice Label a diagram Writing portfolio Musical, dance or
dramatic performance
Matching type Short answer Research report Typing test
Concept man Portfolio exhibit, Art Diving
exhibit
Writing journal Laboratory
demonstration
Cooperation in group
works
Forms of Performance Based Assessment
1. Extended response task
a. Activities for single assessment may be multiple and varied
b. Activities may be extended over a period of time
c. Products from different students may be different in focus
2. Restricted-response tasks
a. Intended performances more narrowly defined than extended-response tasks.
b. Questions may begin like a multiple-choice or short answer stem, but then ask for explanation, or
justification.
c. May have introductory material like an interpretative exercise, but then asks for an explanation of the
answer, not just the answer itself
3. Portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress and achievements
in one or more areas.

Uses of Performance Based Assessment

1. Assessing the cognitive complex outcomes such as analysis, synthesis and evaluation
2. Assessing non-writing performances and products
3. Must carefully specify the learning outcomes and construct activity or task that actually called forth.

Performance based assessment can assess the process, or product or both (process and product) depending on the
learning outcomes. It also involves doing rather than just knowing about the activity or task. The teacher will assess the
effectiveness of the process or procedures and the product used in carrying out the instruction. The question is when to use
the process and the product?

Use the process when:

1. There is no product
2. The process is orderly and directly observable;
3. Correct procedures/steps in crucial to later success;
4. Analysis of procedural steps can help in improving the product,
5. Learning is at the early age.

Use the product when:

1. Different procedures result in an equally good product;
2. Procedures not available for observation;
3. The procedures have been mastered already;
4. Products have qualities that can be identified and judge

The final step in performance assessment is to assess and score the student’s performance. To assess the performance of
the students the evaluator can used checklist approach, narrative or anecdotal approach, rating scale approach, and
memory approach. The evaluator can give feedback on a student’s performance in the form of narrative report or grade.
There are different was to record the results of performance-based assessments.
 1. Checklist Approach are observation instruments that divide performance whether it is certain or not certain. The
teacher has to indicate only whether or not certain elements are present in the performances
2. Narrative/Anecdotal Approach is continuous description of student behavior as it occurs, recorded without
judgment or interpretation. The teacher will write narrative reports of what was done during each of the
performances. Form these reports teachers can determine how well their students met their standards.
3. Rating Scale Approach is a checklist that allows the evaluator to record information on a scale, noting the finer
distinction that just presence or absence of a behavior. The teacher they indicate to what degree the standards
were met. Usually, teachers will use a numerical scale. For instance, one teacher may arte each criterion on a
scale of one to five with one meaning “skills barely present” and five meaning “skill extremely well executed.”
4. Memory Approach the teacher observes the students when performing the tasks without taking any notes. They
use the information from memory to determine whether or not the students were successful. This approach is not
recommended to use for assessing the performance of the students.

Portfolio assessment is the systematic, longitudinal collection of student work created in response to specific, know
instructional objectives and evaluated in relation to the same criteria. Student Portfolio is a purposeful collection of student
work that exhibits the student’s efforts, progress and achievements in one or more areas. The collection must include
student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student
self- reflection.

Comparison of Portfolio and Traditional Forms of Assessment

Traditional Assessment Portfolio Assessment
Measures student’s ability at one time Measures student’s ability over time
Done by the teacher alone, students are not Done by the teacher and the students, the
aware of the criteria students are aware of the criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the students language ability Capture many facets if language learning
performance
Does not include the teacher’s knowledge of Allows for expression of teacher’s knowledge of
student as a learner student as learner
Does not gives student responsibility Student learns how to take responsibility

Three Types of Portfolio

There are three basic types of portfolio to consider for classroom use. These are working portfolio, showcase portfolio and
progress portfolio
1. Working Portfolio. The first type of portfolio is working portfolio also known as “teacher-
student portfolio”. As the name implies that it is a project “in work” it contains the work in progress as well as the
finished samples of work use to reflect in process by the students and teachers. It documents the stages of
learning and provides a progressive record of student growth. This is interactive teacher-student portfolio that
aids in communication between teacher and student. The working portfolio may be used to diagnose student
needs. In both
 student and teacher have evidence of student strengths and weakness in achieving learning objectives,
information extremely useful in designing future instruction?
2. Showcase Portfolio. Showcase portfolio is the second type of portfolio and also known as best works portfolio or
display portfolio. In this kind of portfolio, it focuses on the student’s best and most representative work. It exhibit
the best performance of the student. Best works portfolio may document student activities beyond school for
example a story written at home. It is just like an artist’s portfolio where a variety of work is selected to reflect
breadth of talent, painters can exhibits the best paintings. Hence, in this portfolio the student selects what he or
she thinks is representative work. This folder is most often seen at open houses and parent visitations. The most
rewarding use of student portfolios is the display of student’s best work, the work that makes them proud. In this
case, it encourages self- assessment and build self-esteem to students. The pride and sense of accomplishment
that students feel make the effort well worthwhile and contribute to a culture for learning in the classroom
3. Progress Portfolio. This third type of portfolio is progress portfolio and it is also known as Teacher Alternative
Assessment Portfolio. It contains examples of student’s work with the same types done over a period of time and
they are utilized to assess their progress All the works of the students in this type of portfolio are scored, rated,
ranked, or evaluated. Teachers can keep individual student portfolios that are solely for the teacher’s use as an
assessment tool. This a focused type of portfolio and is a model approach to assessment. Assessment portfolios
used to document student learning on specific curriculum outcomes and used to demonstrate the extent of
mastery in any curricular area,

Uses of Portfolios
1. It can provide both formative and summative opportunities for monitoring progress toward reaching identified
outcomes
2. Portfolios can communicate concrete information about what we expected of students in terms of the content
and quality of performance in specific curriculum areas.
3. A portfolio is that they allow students to document aspects of their learning that do not show up well in
traditional assessments
4. Portfolios are useful to showcase periodic or end of the year accomplishment of students such as in poetry,
reflections on growth, samples of best works, etc.
5. Portfolios may also be used to facilitate communication between teachers and parents regarding their child’s
achievement and progress in a certain period of time.
6. The administrator may use portfolios for national competency testing to grant high school credit, to evaluate
education programs.
7. Portfolios may be assembled for combination of purposes such as instructional enhancement and progress
documentation. A teacher reviews student’s portfolios periodically and make notes for revising instruction for
next year used.

According to Mueller (2010) there are seven steps in developing portfolios of students.

Below are the discussions of each step.

1. Purpose: What is the purposes of the portfolio?
2. Audience: For what audience will the portfolio be created?
3. Content: What samples of student work will be included?
 4. Process: What processes (e.g. selection of work to be included, reflection in work, conferencing) will be engaged
in during the development of the portfolio?
5. Management: How will time and materials be managed in the development of the portfolio?
6. Communication: How and when will the portfolio be shared with pertinent audiences?
7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated?

Guidelines for Assessing Portfolios

1. Include enough documents (items) on which to base judgment
2. Structure the contents to provide scorable information
3. Develop judging criteria and a scoring scheme fir raters to use in assessing the portfolios
4. Use observation instruments such as checklists and rating when possible to facilitate scoring.
5. Use trained evaluators or assessors

GUIDANCE AND COUNSELING

Guidance and Counseling are both process to solve problems of life, they differ only on the approach used. In guidance the
client’s problems are listened carefully and readymade solutions are provided by the experts. While in counseling the
client’s problem are discussed and relevant information are provided in-between. Through these information, the client will
gain an insight to the problem and become empowered to take his own decision.

Guidance Counselor assist each student to benefit from the school experience through attention to their personal, social
and academic needs.

Guidance (Downing) as pointed out by Lao (2006) is an organized set of specialized services established as an integral part
of the school environment designed to promote the development of students and assist them toward a realization of
sound, wholesome adjustment and maximum accomplishment commensurate with their potentialities.

Guidance (Good) is a process id dynamic interpersonal relationship designed to influence the attitude and subsequent
behavior of the person.

Counseling is both process and relationship. It is a process by which concentrated attention is given by both counselor and
counselee to the problems and concerns of the students in a setting of privacy, warmth, mutual acceptance and
confidentiality. As a process it utilizes appropriate tools and procedure which contribute to experience. Counseling is also a
relationship characterized by trust, confidence and intimacy in which the students gains intellectual and emotional stability
from which he can resolve difficulties, make plans and realize greatest self-fulfillment.

Villar (2207) pointed out the different guidance services based from Rules and Regulations of Republic Act 9258, Rule 1,
Section 3 Manila standard, 2007) and other services not mentioned in Rules and Regulations
1. Individual inventory/ analysis
2. Information
3. Counseling
4. Research
5. Placement
 6. Referral
7. Follow-up
8. Evaluation
9. Consultation
10. Program development
11. Public relations

Roles of the Guidance Counselor

There are 5 roles of the guidance counselor are discussed by Dr. Imelda V.G. Villar in her book “implementing a
comprehensive Guidance and Counseling Programs in the Philippines (2007)
1. As Counselor
2. As Coordinator
3. As Consultant
4. As Conductor of Activities
5. As Change Agent

Essential Elements of Counseling Process

1. Anticipating the interview
2. Developing a positive working relationship
3. Exploring feelings and attitudes
4. Reviewing and determining present status
5. Exploring alternatives
6. Reading decision
7. Post counseling contact

Techniques and Methodologies used in the Guidance Process

1. Autobiography
2. Anecdotal record
3. Case study
4. Cumulative record
5. Interview
6. Observation
7. Projective techniques
8. Rating scale
9. Sociometry

Ethical Consideration of the Counselor

1. Counselor’s responsibility to the client and to his family
2. Recognize the boundaries of their competence and their own personal and professional limitations
3. Confidentiality
4. Imposition of one’s values and philosophy of life on the client is considered unethical.

Four Important Functions of Guidance Services

1. Counseling
 Individual counseling
  Small group counseling
 Crisis counseling
 Career counseling
 Referrals
 Peer helping programs
2. Prevention
 Primary, secondary, tertiary plans and programs
 Individual assessments coordinated student support team activities
 Students activities
 Transitional planning

PHILIPPINE EDUCATION HISTORY

Education is certainly the most powerful tool for anyone to be able to liberate oneself in any form of social, economic and
political injuries.

The Five Purpose of Education:

1. Skills and development

2. Values formation
3. Socialization
4. Life preparation
5. Knowledge acquisition
Knowledge acquisition - the purpose of education is to provide the foundation for structured learning by providing the
students with rich experiences using varied learning tools, materials and interactive learning experiences
Skills development - Education aims for the student’s to discover their skills, potentials and talents Value information - The
ultimate goal of education is on the character formation of the students Socialization - It is in the nature of education to
provide an extension of the family environment
Life preparation - Education prepares the student to become independent and competent for future jobs and learn
responsibilities in order to achieve goals in life
The Enhanced Basic Education Act of 2013 - It makes the K-12 program mandatory for all students in both public and
private schools
The rationale of the 12-years program is to align the curriculum of the Philippines with the rest of the countries all over the
world in order to compete globally.

Salient Features of the K 12 Program:

1. Strengthen early childhood education through the universal kindergarten

2. Make the curriculum relevant to learners by contextualization and enhancement
3. Ensure an integrated and seamless learning through the spiral progression
4. Build proficiency through language by using the mother tongue-based multilingual education
5. Gear of the future of the Senior High school
6. Nurture the holistically developed Filipinos through college and livelihood readiness
The aim of the Senior High Program - The aim is to equip students with the needed skills and competencies for the college
level. This will strengthen the student's interest and passion for the career he/she will pursue in the future

Pre - Hispanic Academic and vocational:

1. The father trained sons into warriors, hunters, fishermen, miners, lumbermen and ship builders.
2. The mother trained daughters in cooking, gardening, serving and other household arts
3. The old man in Bothoan teach kids with reading, writing, arithmetic and use of weapons and lupus (acquiring
kinaadman and amulets)

Western And European System

1. Primary schools, colleges and universities are established by missionaries

2. Make native Filipinos obedient and God-fearing Christians
3. Religion was compulsory in all levels
4. First schools are parochial; native children are taught reading, writing, arithmetic and some vocational and
practical arts subjects.
5. Boys and girls studied in separate schools.
6. missionaries are the teachers

American System

1. soldiers are the teachers

2. "to educate and to train in the science of self-government"
3. Pensionados

Commonwealth Era

1. National Council of Education

2. Develop a common national language as mandated in 1935 constitution
3. Revival of native culture as well as desirable Filipino values
4. Code of Ethics
5. Education Act 1940: Grade 1-6 (from 1-7); July-April (from June-March)

Japanese System

1. Nippon-go was compulsory

TYPE OF TEST
A. INTELLIGENCE TEST - This test measures the intelligence quotient (IQ) of an individual as genius, very
superior, high average, and average, low average, borderline or mentally defective.
B. PERSONALITY TEST - This measures the ways in which the individual's interest with other individuals or in terms
of the roles an individual has assigned to himself and how he adopts in the society.

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 C. APTITUDE TEST - This kind of test is a predictive measure of a person's likelihood of benefit from instruction or
experience in a given field such as arts, music, clerical work, mechanical tasks, or academic studies.
D. PROGNOSTIC TEST - This test forecast how well a person may do in a certain school subject or work.
E. PERFORMANCE TEST - It is a measure which often makes use of accomplishing the learning task involving
minimum accomplishment or none at all.
F. DIAGNOSTIC TEST - This test identifies the weaknesses of an individual's achievement in any field which serves
as basis for remedial instruction.
G. ACHIEVEMENT TEST - This test measures how much the students attain the learning task.
H. PREFERENCE TEST - This test is a measure of vocational or academic interest of an individual or aesthetic decision
by forcing the examinee to make force options between paired or group items.
I. SCALE TEST - this test is a series of items arranged in the order of difficulty.
J. SPEED TEST - this test measures the speed of accuracy of the examinee within the time imposed. It is
called "alertness test".
K. POWER TEST - this test is made up of series of items arranged from easiest to the most difficult.
L. STANDARDIZED TEST - this test provides exact procedures in controlling the method of administration and
scoring with norms and data concerning the reliability and validity of the test.
M. TEACHER-MADE TEST - this test is prepared by classroom teachers based on the contents stated in the
syllabi and the lessons taken by the students.
N. PLACEMENT TEST - this test is used to measure the job an applicant should fill in the school setting and the
grade or year level the student or student should be enrolled after quitting from school.

THIRTEEN BILLS UNDER DUTERTE’S ADMINITRATION

1. RA 10925- extending the franchise of GMA Network
2. RA 10926- extending the franchise of Smart Communications, Inc.
3. RA 10927- Anti-money laundering Act of 2001 including casinos
4. RA 10928- extending the validity of Phil. passport from 5 to 10 years
5. RA 10929- free internet access in public places
6. RA 10930- extending the validity of driver's license from 3 to 5 years
7. RA 10931- free tuition in state universities and colleges
8. RA 10932- prohibiting medical practitioners from demanding down payments from patients needing immediate
care
9. RA 10951- Amended 87-year old Revised Penal Code (highlight: spreading of fake news will be penalized by
imprisonment of 6 months or a fine of 200k)
10. RA 10952- postponed Brgy. and Sangguniang Kabataan elections from Oct. 23, 2017 to the 2nd Monday of
May 2018
11. RA 10963- Tax Reform for Acceleration and Inclusion (TRAIN)
12. RA 10965- General Appropriations Act ( 3.7 trillion for 2018 National Budget)
13. RA 10966- December 8 as the National special non-working holiday ( Feast of Immaculate Concepcion)

THE CHILD AND ADOLESCENT LEARNERS PART 2

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The convention on the Rights of the child defines a child as “every human being below the age of 18 years unless under the
law applicable to the child”.

What is a childhood?
 Is a time for a boy or girl from birth until he or she is an adult
 The more circumscribed period of time from infancy to the onset of puberty
 Refers to the time or state of being a child
 Defined as an evolving series of steps, usually constant, towards adulthood shaped by an extensive array of
forces and ideas, that ranged from ethnicity to class, from region to religion and from gender to politics
 Connotes a time of innocence, where one is free from responsibility but vulnerable to forces in his environment
 Suggests a period where one enjoys closeness with parents and shared expectations

What is Adolescence?
 Came from the Latin word adolescentia or adolescence meaning to “grow up”
 The period of psychological and social transition between childhood and adulthood
 Defined as the transitional stage of human development in which a juvenile matures into an adult
 Adolescence as a Modern cultural and social phenomenon
 Derived from the Latin noun dolor meaning “pain”
 The stage where the person experiences dramatic changes in the body along with development in
his psychology and careers
 Ages of adolescence vary by culture though the World Health Organization (WHO) defines it as the period of life
between 10 and 19 years of age
Teenager
 Appearing in the 20th century, a teenager or teen is a person whose age is a number ending in “teen”, someone
from age of 13-19
 In common usage in English countries, “adolescent” and “teenager” are synonymous
 Between the early childhood and teenage years is pre-teen

What are the Rights of Children and Young Person?

Presidential Decree No. 603 dated December 10, 1974 listed down the Rights of Children and Young Persons.

The provisions of the Code regarding such rights are summarized as follows.

All children shall be entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social
status, religion, political antecedents and other factors.

1. Every child is endowed with dignity and worth of a human being and has therefore the right to be born well
2. Every child has the right to a wholesome family life
3. Every child has the right to a well-rounded development of his personality
4. Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention
and all the basic physical requirement of a healthy and vigorous life
 5. Every child has the right to an education commensurate with his abilities and to the development of
his skills
6. Every child has the right to be brought up in an atmosphere of morality and rectitude
7. Every child has the right to full opportunities for safe and wholesome recreation and activities
8. Every child has the right to protection against exploitation, improper influences, hazards and other conditions
and circumstances prejudicial to his physical, mental, emotional, social and moral developments.
9. Every child has the right to live in a community and society that can offer an environment free from
pernicious influences.
10. Every child has the right to the care, assistance and protection of the state
11. Every child has the right to an efficient and honest government
12. Every child has the right to grow up as a free individual

Children Act of 1989

 A legislative measure and now the central pillar of law3 and policy relating to children

Common problems faced by young children in the country

 Sexual and physical abuse
 Child labor
 Malnutrition
 Parental neglect
 Homelessness

Merlinda R. Hernando described the alarming situation of the Filipino Children which is visible in numerous studies
conducted and which showed that in the Philippines, over 4 Million children are victims of child labor and half of them are
exposed to hazardous condition. About 100,000 of them are abused every year about 300,000 roam the streets. Latest
statistics also points to about 7 Million malnourished children.

Child Advocacy Projects by the Government and Private Organization

1. Children’s hour has called on individuals and companies to donate an hour of their earnings in support to
programs for the welfare and development of the child and the youth.
2. “Ang Panaghoy ng mga Bata” of the BPI Foundation. Provides healing of those children traumatized by
calamities like earthquakes, typhoon, landslides and even food poisoning

Other sponsors of related projects are:

 Tahanan Outreach Projects and Services Inc. (TOPS)
 Create Responsive Infants by Sharing (CRIBS)
 Filial Aesculapies (Daughters of Aesculapies) an all-girls organization from the University of East Ramees
Magsaysay Memorial Medical Center College of Medicine that decided to donate a part of its campaign to
Children’s Hour

Physical and Motor Development of Children and Adolescents

Physical and Motor Development Early Childhood
  Overall growth is clearly in height and weight measures
 Growth is manifested at the earliest stage- usually following a cephalocaudal .The trend in the lengthening of
the neck and torso, followed by the legs.
 Brain and neck develop earlier than legs and trunks following the development occurs from the center outward
 Genetic factors strongly influence physical characteristics according to Tanner,
 Between ages 6 and 12
- Large muscles are coordinated, acquiring more skills rendering them to engage in activities requiring motor
coordination, strength and speed.
- Children grow 2-3 inches high and adds 6 pounds each year
- Hand-eye coordination is also developed
 Among school-aged children
- Development in the fine motor coordination takes place
- Uses of hands are made possible by the maturation of the wrists which is an earlier occurrence
among girls than boys
 Motor development improves with age

Middle Childhood
 Growth occurs in spurts:
- For girls it is between the ages of 6 ½, 8 ½ and 10
- For the boys it is approximately 7 ½, 9 and 10 ½
 Coordination in both fine motor skills and those involving large-muscle improves
 Gross motor skills and hand-eye coordination improve with agility and balance

Adolescence

 Adolescent growth spurt – the early signs of maturation

- For girls there is a sharp increase in height and weight at age 91/2 and 14 ½ or 15
- For boys it is between 10 ½ and 16, adult height attained at age 18
 Manifestations of growth differ among boys and girls
 Girls:
- widening of the pelvic to make child bearing easier
- accumulation of layers of fat under the skin resulting to a more rounded appearance
 Boys:
- develops wider shoulder
- longer legs relative to trunk and longer forearms relative to the upper arms and height
 eyes growing faster
 lower jaw usually becomes stronger and thicker with the incisors of both jaws becoming upright
 puberty – the stage that brings about the physical differences between males and females

CHANGES OF BOYS AND GIRLS

Boys Girls
testes grows ovaries grow
facial hair grows breast development
sperm in urine the principal sign of sexual Menarche - the beginning of menstrual cycle is
maturation experienced
Spermarche - the first ejaculation of semen is Menstruation - the shedding of tissue from the
experienced lining of the womb

A. Early Childhood
 Brain doubles in weight after 6 months, weighing about half an adult brain
 Brain development proceeds at an uneven pace between 3 and 10 months and between 15 – 24 months
 At birth, 100 billion neurons, brain cells are present
 The number of neurons is constant after birth but they continue to develop
 Length of axons increases along with the dendrites which increase in density
 Second spurt of development is on the frontal lobes of the cerebral cortex
 Primary sites of brain growth are the sensory and motor areas
 Myelination – connecting of neurons – on the peripheral nervous system
 Reticular formation – one controlling attention results to selective attention
 Allows children to focus cognitive ability on the elements of a problem or situation

B. Middle Childhood
 95% of brain growth is reached at age 9 characterized by interrelated processes
- Cell proliferation (over production of neurons and interconnections)
- Cell pruning (selective elimination of excess cells and the cutting back of connections )
 Neurons of the association areas ( brain’s sensory motor and intellectual areas) are myelinized to
some degree
 Laterization of spatial perception on the right cerebral hemisphere allowing the ability to identify about
relationship between object in space to take place
 Lateral perception of forces and objects starts at 6 years old
 Complex lateral perception at age 8
- Lateral spatial perception explains the increase of efficiency (children learned math problems
strategies)
 Two major brain growth spurts
- Between ages 13 – 15
- Cerebral cortex becomes thicker and neuronal pathways become more efficient
- Energy produced and consumed by the brain is at its height
- Spurts take place in parts that control spatial perception and motor functions
- Believed that a qualitatively different neural network emerges during this period enabling teens
to think abstractly and reflect on cognitive processes
- Studies point this stage having the major brain organization occurring the age of 17 up to early adulthood
- Development focused on the frontal lobes of the cerebral cortex
- Older teens deal with problems requiring cognitive functions is easier than younger teens

Environmental Influences on Development of Brain

 Life’s experiences have lasting effects on the capacity of the central nervous system to learn and store information
  Enriched environment, enhance growth and structure of the brain while bad environments result to actual
brain damage

Factors Affecting Development

1. Maternal Nutrition
2. Child Nutrition
3. Early Sensory Stimulation

Maternal Nutrition. The mother supplies all the nutrition to the inborn fetus, thus she should take care of the diet by a
continuous supply of fresh vegetables, fruits, minerals and vitamins needed.

Child Nutrition. Adequate nutrition contributes to a continuous brain growth, rapid skeletal and muscular development.

Early sensory stimulation. Children under 6 years of age tend to be farsighted because their eyes have not matured
and are shaped differently from those of adults that age, the eyes not only are more mature but can focus better.

Factors that Affect Growth

1. Genetic history
2. Nutrition
3. Medical conditions
4. Exercise
5. Sleep
6. Emotional well being

Exceptional Development
1. Physical Disabilities
2. Sensory Impairments
3. Learning disabilities
4. Attention deficit hyperactivity disorder

Physical Disabilities are physically handicapped have impairments that are temporary or permanent

Causes of Handicaps

A. Prenatal Factors - factors that affect normal development before or after conception lasting up to the first semester
or third trimester of life
 Genetic or chromosal aberrations
 the transfer of defective genes from parent to offspring caused by the blood
incompatibility of the husband and wife
 Prematurity
 Infection

Caused by bacteria or virus on the fetus in the womb of the mother

 Malnutrition
  Irradiation

The exposure of the pregnant mother to radioactive elements

 Metabolic disturbances - Inability of the mother on the fetus to make use of food intake
 Drug Abuse

B. Perinatal Factors
 Birth injuries
 Difficult Labor
 Hemorrhage

C. Postnatal Factors
a. Infections
b. Tumor in the brain

Destroy brain cells connected with the movement thus impairing mobility
 Fractures and dislocations
 Tuberculosis of the bones

TB germs attack bones causing crippling condition

 Cerebrovascular injuries - Injuries in the head region enough to cause brain damage
 Post-seizure or post - surgical complications

Convulsions after the baby’s delivery

 Arthritis
 Rheumatism
 Diseases affecting the spinal column and the muscles’ locomotion at the back

D. Sensory Impairments
• Visually handicapped – a form of visual impartment which, even with correction, still cannot achieve a normal
educational performance

Two classes of visual handicap

1. Visual Impairment - A visual problem that calls for specific modification or adjustments in the student’s
educational programs. Refers to those who were previously labeled blind and partially sighted
2. Blindness - The inability the person to see anything

Visual Acuity Problems the most common visual problems

1. Albinism (rapid, involuntary side movement of the eyeballs or nystagmus)
2. Cataracts (eye lenses change from clear, transparent to a cloudy or opaque one)
3. Macular degeneration (central part of the retina, the macula, is affected)
4. Diabetic retinopathy (hemorrhaging of the tiny vessels of the retina)
5. Glaucoma (increased pressure w/in the eye, gradual loss of vision)
6. Retinis Pigmentosa (loss of night vision and leads to gradually decreasing peripheral vision)
 7. Retinopathy of prematurity (deterioration of the retina)

Hearing Impairments – a genetic term for hearing disability which may either be mild or profound and
subsumes the terms deaf and hard of hearing.
 Hard of Hearing - Persons who have this disability are those who uses hearing aids
 Deafness - Either be prelingual or postlingual sensory
 Prelingual - Deafness present at birth or occurring before language or speech development
 Postlingual - Deafness occurring after speech or language development
 Sensory - Neural deafness caused by the physical impairment of the inner ear, the peripheral hearing nerve and
other parts of the auditory system

Classification of Hearing Impaired Children

1. According to age at onset of deafness
- Congenitally deaf
- adventitiously deaf
2. According to language development
- Prelingually deaf
- Postlingually deaf
3. According to place of impairment
- Conductive hearing loss
- Sensory neural hearing loss
- Mixed hearing loss
4. According to degree of hearing loss
- Slight
- Mild
- Moderate
- Severe
- Profound

Deaf individuals – those whose hearing disability precludes successful processing of linguistic information through
hearing with or without a hearing aid.
Deafness – can be prelingual or postlingual
 Preligual – deafness present at birth or occurring before language or speech development
 Postlingual – deafness occurs after speech or language development

Causes of Deafness
a. Prenatal causes – toxic conditions, viral diseases, congenital defects
b. Perinatal causes – injury during delivery, anoxia (lack of oxygen), heavy sedation, blockage of infant’s respiratory
passage
c. Postnatal causes – diseases, ailments, accidents/trauma
d. Other causes – heredity, prematurity, malnutrition, Rh factor, overdoes of medicine
e. Hard of hearing individuals – those who use hearing aid and can have hearing adequate for the processing of
linguistic information

Learning Disabilities are disorders in understanding or using spoken and/or written language or a sensory integration this is
the ability to process information coming from the environment and make use of the information in the process.
Types of Learning Disabilities
1. Dyslexia (reading)
2. Dysgraphia (writing)
3. Visual agnosia (sight)
4. Motor aphasia (speaking)
5. Dysarthria (stuttering)
6. Auditory agnosia (hearing)
7. Olfactory agnosia (smelling)
8. Dyscalculia (math)
Causes:
1) Problematic pregnancies
2) Biochemical Imbalance
3) Environmental Factors

Attention Deficit Hyperactivity Disorder (ADHD) - Interferes with an individual ability to focus (inattention),
regulate activity level (Hyperactivity) or inhibit behavior (impulsivity).

Subtypes of ADHD
1) Predominantly inattentive
2) predominantly hyperactive-impulsive
3) combined type

Attention Deficit Disorder (ADD) - Characterized by withdrawal, politeness and shyness and the absence of hyperactivity.
 Behavioral Differences Between ADHD and ADD
 Decision Making ADHD Impulsive ADD sluggish
Attention Seeking Show off, egoistical, relishes in being the worst Modest, shy, often socially withdrawn
 Assertiveness Bossy, often irritating Under assertive, overly polite and docile
 Recognizing Boundaries Intrusive Honors boundaries
 Occasionally rebellious Usually polite and obedient
 Popularity Attract new friends but has difficulty bonding Bonds but does not easily attract friends
 Associated Diagnosis Oppositional defiance, conduct disorder Depression

Causes of ADHD
 Imbalance in certain neurotransmitters (most likely dopamine and serotonin)
 Difficult pregnancies and problem deliveries

Some Facts about ADHD

 There is a possibility that ADHD can be inherited
 It is possible to have ADHD-like behavior and not ADHD
Schools and classroom operations can inadvertently create or enhance ADHD like behavior in students when:

 Teachers tend to cover curriculum

 Teachers resort to teacher talk as the prevailing mode of instruction
 Room arrangements provide isolation
 Discipline is arbitrary and unfair coming from different kinds of teachers
 There are few opportunities to move around
 Classroom atmosphere is not conducive to learning
 There is no interaction taking place
 Classroom emotional climate causes stress

What educators need to consider when faced with ADHD conditions?

 Educators must start identifying areas where difficulties occur
 Teachers need to be active, positive and well-versed in problem solving along with traits like understanding,
patience and passion for teaching
 Linguistics and Literacy Development of Children and Adolescents

Natural History of Language Development

Language Development - is a process that starts early in human life.

When a person begins to acquire language by learning it as it is spoken and by mimicry. Children’s language development
moves from simplicity to complexity. Infants start without a language. Yet by four months of age, babies can read lips and
discriminate speech sounds.

Traditional Learning view holds that language development depends upon the principles of reinforcement

From the point of View of other learning theorists, language is primarily learned through imitation

Noam Chomsky exposes the nativist approach to language development, asserts that children have an innate Language
Acquisition Device (LAD) that enables them to learn a language early and quickly

Modern theorists hold an interactionist view that recognize children as biologically prepared for language but requires
extensive experience with spoken language for adequate development

Jerome Bruner emphasizes the critical roles of parents and other early caregivers play in language development through
the Language Acquisition Support System (LASS).

Antecedents of Language Development

 Pseudo dialogues – the give and take of conversation
 Protodeclaratives – the use of gestures to make some sort of statement about an object
 Protoimperatives – gestures are used to get someone to do something he/she wants

Bilingual Language Development

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Bilingualism – learning two language simultaneously. Affords advanced cognitive skills, flexibility of thought and greater
acceptance of peers from other cultural background

Cognitive Advantages:
 Doesn’t impact on early language milestone
 Infants readily discriminate between the two languages phonologically and grammatically in bilingual homes
 Learning grammatical devices in one language facilitate learning corresponding devices in the other language
 Associated with an advantage on metalinguistic ability or capacity to think about language among preschool
and school age children
 Most bilingual children manifest greater ability than monolingual children when it comes to focusing attention
on language skills.

Cognitive Disadvantages:
 Limited vocabulary
 Think more slowly in the language in which they have the lesser fluency
 Parents who choose bilingualism should consider whether they can help their children fluency in both
language
 Children speaking their immigrant parents’ language tend to be attached to their parents’ culture of origin
and thus are able to speak the language.

Essential Implications of Language and Culture on Learning and Teaching Language:

1. Children use the four language systems at the same time in the process of communicating
2. Children bring their unique background of experience to the process of learning
3. Children’s cultural and linguistic diversity impact on the student’s learning process.

Emergent and Early Literacy: Reading Development and Performance

Fast Mapping - The child’s ability to map the meaning of a new word onto a referent after hearing the word used on
context just once

Holophrase is a single word used to represent a phrase or sentence and the first stage at language acquisition

Vocabulary Explosion is the rapid addition of new words to a toddler’s vocabulary usually occurs late in the second year.

5 Stages of Language Development (Cobb 2001)

1. Children speak in two-word sentence
2. Children use rules to inflect words, indicating plurality and tense
3. Children use rules to transpose meaning from one form of sentence and another
4. Children’s sentences become increasingly complex in the 4th and 5th stages
5. Children gradually learn to read and write in the preschool years

Literacy - A process that begins well before the elementary grades and continues into adulthood and even throughout life.

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Emergent Literacy - Is a new approach to language arts instruction in kindergarten coined by Marie Clay, a New Zealand
Educator. This is looking at literacy from the child’s point of view.

Characteristics of Young Children as Literacy Learners According to Teale and Sulzby

1. Learning the functions of literacy through observation and participation in real-life situations where reading and
writing are used.
2. Developing reading and writing abilities concurrently and interrelated
3. Constructing understanding of reading and writing through engagement with literacy materials.

3 Stages of Reading by Juel

1. Emergent Reading - The purpose of communicative print is understood by children
2. Beginning Reading - Children learn phoneme-grapheme correspondences and start to decode words
3. Fluent Reading - Children have learned to read, decode unfamiliar words and recognize words
automatically

Factors Affecting Development

A. Early Language Stimulation
B. Literate Communities and Environment
C. Story Reading

A. Early Language Stimulation - Learning occurs through the process of equilibrium or balance on child’s environment

The Three Steps of the Process

1. Disruption of equilibrium by the introduction of new information
2. Occurrence of disequilibrium followed by the dual processes of assimilation and accommodation
function
3. Attainment of equilibrium at a higher development

Children’s cognitive development is enhanced through social interaction. Lev Vygotsky, a Russian psychologist,
asserted that children learn through socially meaningful interactions and language is both social and an important
facilitator of learning.

Teacher’s role in guiding student’s learning within the zone of proximal development:
 Mediate or augment children’s through social interaction
 Flexible and provide support based on feedback from children as they are engaged in the learning task
 Teachers vary the amount of support from very explicit to vague
 Elf-Talk - Children’s egocentric speech according to Vygotsky
 Students actively participate in learning
 Students learn by associating new information to acquire knowledge
 Student organize their knowledge in schemata
 Students consciously and automatically use skills and strategies as learning progresses
  Students learn through social interactions
 Teachers provide scaffolds for students

Literate Communities and Environment

 Elementary classrooms serve as venue for language acquisition
 Configuration of a classroom can be modified to include many facets to facilitate learning
 Teachers play a multifaceted role in a language classroom
 Teachers begin the process of establishing a community of learners when they make deliberate
decisions about the kind of classroom culture they want to create
 The classroom environment needs to be established with in the first two weeks of the school year
 Teachers are classroom managers
 According to Sumara and Walker, the process of socialization at the beginning of the school year is planned,
deliberate and crucial to the success of the language arts program

Story Reading: Concept of story – knowledge about stories. Young children are aware of what makes a story (elements,
structure such as plot, character, setting, theme and information about the author’s style and conventions.

Exceptional development: Aphasia and Dyslexia: Language disorder refers to any systematic deviation in the way people
speak, listen, read, and write or sign that interferes with their ability to communicate with their peers (Crystal, 1987 as
cited by Piper, 1998).

Two Language Disorders:

Aphasia – is the loss of ability to use and understand language. It excludes other language disorders caused by physical
conditions such as deafness. Can be categorized according to the particular area
of the brain that is damaged into receptive, expressive and global aphasias. Receptive Aphasias is also
referred to as sensory aphasia or “Wernicke’s Aphasia”. It results from lesion to a region in the upper back part of the
temporal lobe of the brain called Wernicke’s area. People afflicted with this type of aphasia manifest no difficulty in
articulation or dissiliency. In fact their language is characterized by excessive fluency. What is affected is comprehension
resulting in speech marked by repeated patterns of formulaic phases, by unintelligible sequences of words or odd
combinations of words or even phonemes. Expressive Aphasia is also called motor aphasia and “Broca’s Aphasia” after the
French neurologist who found that damage to the lower back part of the frontal lobe interferes with speaking ability, is
characterized by severe impairment in articulation and speaking ability. Global Aphasia is characterized by the combined
symptoms of expressive and receptive aphasia.

Dyslexia is a Defective reading. It represents loss of competency due to brain injury, degeneration, and developmental
failure to keep pace with reading instruction. An individual does not have mental defects but he experiences a severe
reading disability. Defective reading is oftentimes traced from environmental origin. It is genetically determined.

Cognitive Development of the Children and Adolescents

Cognition is the process of learning in the broadest sense that includes perception, memory, judgment, and thinking.
Piaget’s Observation on the Pattern of Cognitive Development in Children:
 Children of the same ages tend to make the same mistakes and get the same answers wrong
 Errors of children of a particular age differed in systematic ways from those of older or younger children

Piaget’s Main Tenet: The Child Actively Seeks Knowledge

 Schema (plural, schemata) – an organized unit of knowledge. The child uses to understand a situation or an
experience, which serve as basis for organizing actions responding to the environment
 Organization – the predisposition to combine simple physical or psychological structures into more complex
systems
 Adaption – the process of assimilation and accommodation that are complementary
 Adoption – adjusting one’s thinking according to environmental demands
 Assimilation – making use of an existing schema to the new experience
 Accommodation – modifying an existing schema to make it work in a new experience

Two Principles of Cultural Influence in Vygotsky’s Theory

1. Cultures are varied.
2. Variations in culture as well as cultural context must be considered in assessing children’s cognitive development.

Egocentric Speech – the transition from the social activity of children to a more individualized activity; develops
the inner speech

Inner Speech – egocentric speech that has been internalized and w/c develops intellectual capacities

Three Categories of Thinking and Problem Solving:

1. some can be performed independently by the child
2. Others cannot be performed even with the help from others
3. Between the 1st two are tasks that can be performed with help from others

Information-Processing Theories
• Takes the human mind as a system that process information similar to computer programming
• several basic assumptions:

Thinking is information processing - Mental activity or thinking is putting into the mind whatever information there is to be
processed

Mechanisms of change are important to describe - Mechanisms like encoding, strategy construction, automation, and
generalization all together help in instituting change in the children’s cognitive skills

The cognitive system is self-modifying - Child is able to modify his responses to new situations or problems using the
acquired knowledge and strategies from solving earlier problems

Careful task analysis is crucial - Child’s cognitive performance is dependent on the problem or solution and the ability to
handle such according to his level of development.
 Microgenetic analysis – a close
  Metacognition – the individual’s knowledge

Bio-Cultural Theories -One of the most current trends in developmental psychology is established link between
physiological process and development explained through universal changes and individual differences.

Other Theories:
 Nativism - views human as endowed with genetic traits seen in all members of the species, regardless of
differences in their environment. Environmentalist who adhere to the nativist theory hold that peculiarities in
the behavior can be identified early in life, developed in all individuals in every culture but do not exist in other
species
 Ethology points to genetically survival behaviors assumed to have evolved through natural selection. Emotional
relationships are important for infant’s survival. to critics, ethnologists place too much emphasis on heredity;
for one, ethological theories are hard to test for the same reason that behavior like attachment for survival is
difficult to qualify or explain
 Sociobiology focuses on the study of society using the methods and concepts of biological science that
emphasizes genes that aid group survival. To support this views, socio-biologists look for social rules and
behaviors that exist in all cultures (e.g. any society has to put up a set of rules to regulate conduct of human
behavior). critics do not seem to favor the genes and claim sound rules that govern life in society are passed on
over many generations because they are workable through language, not genes
 Behavior Genetics - aver that a broad range of traits and behaviors like intelligence, shyness, and aggressiveness
are the result of heredity. Heredity provides for individual differences. Environment determine how apparent
hereditary traits affect an individual’s development, and to what extent. Findings point to psychological behavior
as a product of both heredity and environment
 Brofenbrenner’s Ecological Theory - explains development in terms of relationships between people and their
environment, or contexts, as Brofenbrenner calls them. Contexts of development are like circles within circles.

Macrosystem (or the cultural context), the outermost circle that contains the values and belief of the culture in which a
child is growing up.

Exosystem (the socio-economic context), are the cultural institutions which have indirect influence on the child’s
development.

Microsytem (to the immediate context), includes those units that have directly influence on the children.

Mesosystem, consists of the interconnections between the components of microsystem (families, schools, religious
institutions, and neighborhoods). The child’s development is also influenced by his genetic make-up. Calls for a way of
thinking that development is a complex of individuals and contextual variables and that development is a result of
combined effects of all contexts

Individual Differences
A. Triarchic Theory of Intelligence by Sternberg
 Three Major Components of Intelligent Behavior:
1. Information Processing Skills – required to encode, combine, and compare varying kinds of information
2. Experience with a Given Task or Situation – experience can optimize information over repeated
experiences in doing a task
3. Ability to Adjust One’s Behavior to the Demands of a Context – people function according to different situations
and try to adapt the demands of a situation by selecting and shaping other situations as necessary to meet their
own needs

Theory of Successful Intelligence – a man can mold, shape environment to meet his needs as well as that of society
through analytical, creative, and practical abilities
1. Analytical abilities – refer to the power to apply logical reasoning to arrive at the best answer to a
question
2. Creative abilities – imagining and devising new ways of addressing issues and concerns including present
demands
3. Practical abilities – involve the use of tacit knowledge or common sense

The Gender Scheme Theory

 A theory of Sandra Bem, evolve from the social approach and is a variation of the cognitive development
theory
 Postulates an organizational pattern of behavior that enables children to sort out perceived information
 Children develop a self-concept that fits this particular scheme, adapting for themselves the society’s notion of
male and female, better known as society’s gender system

Gardner’s Theory of Multiple Intelligence

Howard Gardner, the exponent of the theory of multiple intelligences, opines that human beings have seven kinds of
intelligences (it was in 1999 that he added the naturalist intelligence, making
them eight)

Two Types of Learning According to Jensen

1. Associative Learning (Level 1 Learning) – involves short-term memory, rote learning, attention, and
simple associative skills
2. Cognitive Learning (Level 2 Learning) – a child, as he moves on to a higher level of learning can engage in abstract
thinking, analyzing symbols, learning concepts, and even use language in problem solving

Achievement Motivation and Intellectual Performance

 Achievement Motivation – comes in various manifestations:
- Tendency to strive for successful performance
- Elevation of performance against specific standards of excellence
- Experience pleasure out of a successful performance
 Academic motivation an impacts on the children’s performance along w/ experiences in the family, school,
peers, and community
 Varies according to the child’s idea or concept of himself, as a person or as a learner
  Intelligence – the capacity to think and understand

4 Conceptual Approach of Intelligence

1. Psychometric Approach – refers to measurement of hidden intelligence or mental characteristics
2. Factor Analysis and General Intelligence – similar to the concept of “factoring” in mathematics where
complex algebraic expressions are simplified to arrive at the common multiplier of all terms
- Spearman proposed two factor theory of intelligence:
- the general factor g or general intelligence
- the general factor s or individual tasks
3. Cognitive Approach concerns itself w/ the processes that result to intelligence behavior
- aims at describing the specific components of a given intellectual task and spell out the mental
activities/operations to be able to perform the task
- psychologist Robert Sternberg has argued that there is a joint operation of components and
metacomponents, the higher-order processes that we use to analyze a problem and to pick a strategy for
solving it, of intelligence which include all cognitive processes that afford the person the ability to respond
to stimuli, store information, perform mental comparisons, arrive at solutions, and engage in a system of
recall from long-term memory
4. Implicit Theory Approach – asserts that intelligence is that which is used every day

Factors Affecting Development: Three Factors Affecting Modern Development Psychologist Point to

A. Universal Changes
 Changes all individuals undergo as biological organism
 Age norms can lead to ageism, a set of prejudicial attitudes about older adults, analogous to sexism and
racism
B. Group-Specific Changes
 Changes manifested and observed from members growing up together in a particular group and hence
influence heavily by the dominant culture
C. Individual Changes
 Changes typical of particular individuals and which result from unique, unshared events
 Differences among individuals is attributed to genetics differences
 According to child development theorists, individual differences are the result of the timing of a
development event: the critical period, the stage at w/c an individual is most sensitive to the presence or
absence of some particular experience and the sensitive period, the stage at which a child may be
particularly responsive to specific forms of experience or particularly influenced by their absence
 Atypical Development – another kind of individual change w/c is harmful to the individual for it
deviates from the typical or normal development path
 Development – a continuous process involving smooth and gradual change over time and in difficult
steps or stages

Theoretical Perspectives on Development

1. Structural-organismic perspective – zero in on the composites of developing organism
  Freud’s Psychodynamic Theory – the deprivation or satisfaction of child’s drives that consequently
impacts on the later adult personality
 Erickson’s Psychosocial Theory – expanded Freud’s theory by including social and cultural factors as
influences on the child’s development as well as to extent the theory into a life-span perspective
2. Piagetian Theory – the intellectual development is in focus; development is looked upon as resulting from the
complex reorganizations of understanding as a child moves from one stage to another in terms of cognitive
functioning; asserts the continuous search for new knowledge, information and experiences that are vital for his
functioning as a fully developed or mature individual
3. Classical and Operant Conditioning – early behaviorist proposed that learning is regulated by environmental
factors that define and modify patterns of behavior
4. Cognitive Social Learning Theory – emphasizes other than behavior the concepts of imitation as a form of
learning
5. Information-Processing Approaches – focus on how a child process information and uses this as guide in adapting
a particular behavior pattern
6. Dynamic Systems Theories – look at individuals as members of a system and that this dynamic
interaction contributes to their development
7. Contextual Perspectives – take in account in the matter of psychological development, the contributions of
cultural factors
8. Ecological theory – a child acquires experiences from the environment, adds such experiences to the built-
in knowledge, and modify his understanding of the environment
 Microsystem – focuses on the ways children live and relate to people
 Mesosystem – the interrelations among the components of microsystem
 Exosystem – the actual situations a child is in that included the settings that influence the development of
the child and where the child is not directly a participant
 Macrosystem – the system that surrounds the microsystem, mesosystem and exosystem; represents the
values, ideologies, and laws of society or culture
 Chronosystem – the time-based dimension that can alter the operation of all other systems in
Brofenbrenner’s model
9. Historical Approaches – acknowledge the contributions of historical events to human development
10. Ethological Theory – describes development from a biological-evolutionary approach; concerns itself w/
the observation of behavior including distinguishing features that cut across human societies, human
cultures, and even infrahuman species
11. Evolutionary Psychology – touches on the cognitive development and how cognitive capabilities and
constraints influence the process of human evolution and meeting the survival needs

Exceptional Development
A. Intellectually Gifted
 Every child is unique to himself, in personality traits, cognitive abilities, in physical stature, in
emotional stability, and others
 An IQ score above 130 signals intellectual giftedness, whereas a score below 70 in intelligence testing
indicates mental retardation visibly demonstrated by the child’s inability to cope w/ appropriate
activities of everyday life
B. Children with Intellectual Deficits
  Can be seen in both the intellectually gifted and those w/ intellectual deficits

Classification of Intellectual Deficits

1. Turner Syndrome - a chromosome abnormality found in females in w/c secondary sex characteristics are
developed only w/ the administration of female hormones. Any abnormality in the internal reproductive
organs cause permanent sterility
2. Klinefelter’s Syndrome - A form of chromosome abnormality characterized by feminine physical
characteristics like breast development and rounded broad, hipped figure
3. Pervasive Developmental Disorder - A collections of disorders characterized by gross deficits in many areas of
cognitive, emotional, and social development
4. Autistic Disorder - A pervasive developmental disorder otherwise known as early infantile autism or
childhood autism
 Characterized by the inability of the children to communicate and interact socially
Features:
1. Extreme autistic aloneness – an autistic is a loner and expresses lack of interest in other people
2. Language abnormalities – rather than engage in conversation, the autistic tends to repeat the
words rather than reply, answer or engage in conversation
5. Asperger’s Syndrome - First identified by an Austrian physician Hans Arperger (1944) calling it a developmental
disorder w/c has many symptoms similar to that of autism. It is considered a mild form of autism since people
w/ this syndrome manifest a higher mental functioning
 Asperger’s Syndrome and autism differ in the degree of impairment, cognitive ability, the need for high
stimulation, overdeveloped use of imagination, and fewer language deficits
6. Echolalia – a form of autism where the autistic repeats what is said by another rather than respond to a
question; usually a word for word repetition
 First recognized in 1980 and sometimes was confused w/ autism
 Children with Asperger’s Syndrome are able to progress in school at a rate farther those who suffer from
autism
 They do not show significant language delays and are often able to progress in school at a satisfactory rate
 Avoid eye contact w/ others and fail to modulate social interaction in any way

Goleman’s Emotional Intelligence

 Emotional intelligence (EQ) – a type of social intelligence that affords the individual the ability to monitor his own
and others’ emotions, to discriminate among them, and to use the information to guide his thinking and actions

Three Components of EQ:

1. The awareness of one’s own emotions
2. the ability to express one’s emotions appropriately
3. the capacity to channel emotions into the pursuit of worthwhile objectives

Major qualities that make up emotional intelligence and how they can be developed:
 1. Self–awareness - The ability to recognize a feeling as it happens is the keystone of emotional intelligence; people
who have greater certainty about their emotions are better pilots of their lives
2. Mood Management - The ability to change mood from good to bad and vice versa
Relieving Rage:
o Reframing – a more effective technique w/c means reinterpreting a situation and looking at it in a
more positive light
o Going off alone to cool down is also an effective way to defuse anger.
o Praying also works for all moods.
3. Self – motivation - Trying to feel more enthusiastic and developing more zeal and confidence to arrive at
concrete achievement
4. Impulse Control - the essence of emotional self-regulation is the ability to delay impulse in the service of a
goal
5. People Skills - the ability to feel for another person, whether in job, in romance, in friendship, and in family

STUDENT-CENTERED AND LEARNERS CENTERED

Teacher-centered education
In teacher-centered education, students put all of their focus on the teacher. You talk, and the students exclusively listen.
During activities, students work alone, and collaboration is discouraged. Pros
 When education is teacher-centered, the classroom remains orderly. Students are quiet, and you retain full
control of the classroom and its activities.
 Because students learn on their own, they learn independence and make their own decisions.
 Because you direct all classroom activities, you don’t have to worry that students will miss an important topic.
Cons

 When students work alone, they don’t learn to collaborate with other students, and their communication
skills may suffer.
 Teacher-centered instruction can be boring for students. Their minds may wander, and they may miss important
facts.
 Teacher-centered instruction doesn’t allow students to express themselves, ask questions, and direct their
own learning.

Student-centered instruction
When a classroom operates with student-centered instruction, students and instructors share the focus. Instead of listening
to the teacher exclusively, students and teachers interact equally. Group work is encouraged, and students learn to
collaborate and communicate with one another.
Pros

 Students learn important communicative and collaborative skills through group work.
 Students learn to direct their own learning, ask questions, and complete tasks independently.
 Students are more interested in learning activities when they can interact with one another and participate
actively.
Cons

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  Because students are talking, classrooms may often be noisy or chaotic.
 Teachers may have to attempt to manage all students’ activities at once, which can be difficult when
students are working on different stages of the same project.
 Because the teacher doesn’t always deliver instruction to all students at once, some students may miss important
facts.
 Some students prefer to work alone, so group work can become problematic.

LEGAL BASIS OF PHILIPPINE EDUCATION

EDUCATIONAL DECREE OF 1863: The decree provided for the establishment of primary school for boys and girls in each
town of the country.

ACT NO. 74 OF 1901: Enacted into law by the Philippine Commission, the Act created the Department of Public Instruction,
laid the foundations of the public school system in the Philippines, provided for the establishment of the Philippine Normal
School in Manila and made English as the medium of instruction. (In 1949, the Philippine Normal School was made a
teachers' college by virtue of RA 416 and, in 1991, it became a full-pledge university by virtue of RA 7168.)

ACT NO. 1870 OF 1908: The law served as the legal basis for the creation of the University of the Philippines.

VOCATIONAL ACT OF 1927: Also known as Act No. 3377, the Vocational Act as amended by other acts laid the foundations
of vocational education in public schools and made provisions for its support.

EDUCATION ACT OF 1940: Also known as Commonwealth Act No. 586, the Education Act laid the foundations for the
present six-year elementary course and made provisions for its support.
REORGANIZATION ACT OF 1947: The Act placed public and private schools under the supervision and control of the Bureau
of Public and Private Schools.

REPUBLIC ACT 5250 OF 1966: The Act provided the legal basis for the implementation of a ten-year teacher education
program in special education.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 25 OF 1974: Popularly
known as the Bilingual Education Program of 1974, the Order required the use of English as medium of instruction for
science and mathematics subjects and the use of Filipino as medium of instruction for all other subjects in the elementary
and high school levels.

PRESIDENTIAL DECREE NO. 1006 OF 1976: The Decree was a legal and formal recognition of teachers as professionals and
teaching as a profession.

REPUBLIC ACT NO. 5698: The Act created the Legal Education Board whose task was to regulate and improve the quality of
law schools in the Philippines in order to stop the increasing number of examinees who fail to pass the bar examinations
given every year.

REPUBLIC ACT 6655 OF 1988: Popularly known as the Free Public Secondary Education Act of 1988, the Act created a
system of free education in public high schools.

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 DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 49 OF 1992: This Order
serves as the guideline for the selection of honor students in all public and private high schools. All these schools were
required to choose one (1) "valedictorian" and one (1) "salutatorian," and to set the limit of the number of "honorable
mention" to one percent of the graduating students. The "eligibility requirements" for becoming an honor
student are the following: 1) No grade below 80 in any subject and no failing grade in any subject in the first two curriculum
years; 2) Completed third and fourth year studies in the same secondary school; 3) Completed the high school curriculum
within the prescribed year;
4) Active membership in two clubs during the third and fourth years in high school; and 5) Conformed to school rules and
policies.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 1 OF 1994: This Order
increased the number of school days to 200 days (42 calendar weeks) inclusive of examination days for public and private
schools. (This department order is similar to RA 7791 which increased the number of school days from 185 to 200 days.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 37 OF 1994: The Order
required all grade VI elementary students to take the National Elementary Assessment Test (NEAT) that is given on the
13th Tuesday following the opening of the school year. The assessment test consists of a battery of tests of the multiple
choice type. There are four subject areas: English, mathematics, science and heograpiya/kasaysayan/sibika
(geography/history/civics).

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 38 OF 1994: The Order
required all senior high school students to take the National Secondary Assessment Test (NSAT) that is given on the 13th
Friday following the opening of the school year, or three days after the NEAT has been given. The assessment test consists
of a battery of tests and there are four subject areas: English and Filipino proficiencies, mathematics, vocational aptitude
and science & technology. (The test is not a requirement for college admission.)

REPUBLIC ACT NO. 7731: The Act abolished the National College Entrance Examinations or NCEE to give the marginalized
students a greater chance to gain access to college education.

REPUBLIC ACT NO. 7722: Also known as the Higher Education Act of 1994, the Act created the Commission on Higher
Education (CHED) whose main task is to regulate and develop tertiary education in the Philippines.

REPUBLIC ACT NO. 7796: Also known as the Technical Education and Skills Development Act (TESDA) of 1994, the Act's
objective was to provide relevant and quality technical education that is accessible to all and to create the agency that will
manage technical education and skills development in the Philippines.

REPUBLIC ACT NO. 7836 OF 1994: Known as the Philippine Teachers Professionalization Act of 1994, the Act made it
mandatory for people pursuing a career in teaching to take the licensure examinations that are administered and regulated
by the Professional Regulatory Commission.

DEPARTMENT OF EDUCATION (DEPED) ORDER NO. 34 OF 2001: The Order required all public elementary and high school
students to read at least one book in the vernacular and one book in English per year before they can be promoted to the
next higher level.
ETHNOCENTRISM vs. XENOCENTRISM
Ethnocentrism is judging another culture solely by the values and standards of one's own culture. Ethnocentric
individuals judge other groups relative to their own ethnic group or culture, especially with concern for language,
behavior, customs, and religion.

Example:
 For example, Michael Jackson and his series of plastic surgeries had made people thinking the wrong stuff about
him. Public thinks that Michael Jackson is stupid and dumb because he has changed his face from a black man to a
white lady. He has a female voice and a female face. People believe from their own point of views and
assumptions that Michael is gay. But the truth is Michael Jackson did series of surgeries to poetry a specific
character in his movies and albums. Since he had money it was easy for him to transform himself. The second
reason was his skin disease, which was causing the skin to turn white at some spots. Michael took females
hormones to save the voice that his audiences liked. The female hormones kept his voice from changing, so his
voice still was soft like that of a kid. People made a generalization from their own point of view that any man who
has female characteristics could be gay. People are ethnocentric when they judged him in this way.
 Tom Cruise brags about Scientology. He insists that Scientology has all of the answers. He states that
Scientologist’s are the experts on mind and religion and that only they can help people in need. Tom is being
ethnocentric in this video because he is expressing Scientology from his celebrity point of view.
 When the supreme court judge nominee Sonia Sotomayor made a comment on her speeches and she said: “ I
would hope that a wise Latina woman with the richness of her experience would often than not reach a better
conclusion as a judge than a white male who hasn’t lived that life”. Sotomayor's comments can be considered
both, racist and ethnocentric. Her comments are racist because she thinks Latino woman is better or superior to
white males. Her comments are ethnocentric because she thinks that her experience comes from the superior life
that she has lived and grown up with. She is implying that the experience the white man gets from his way of life
will not help him reach a better conclusion.

On the other hand, the term xenocentrism refers to the desire to engage in the elements of another's culture rather than
one's own. Styles, ideas, and products can all be items of preference by someone with xenocentrist viewpoints.

Some Examples of Xenocentrism:

 Americans' belief that European's produce superior automotive vehicles
 European Renaissance artists desire to emulate ancient Greek artwork
 Americans believe that French or Spanish wine is superior to what is produced by American vineyards
 The belief that cheeses in France are far superior to those in the United States
 The concept that the quality of Ireland's beer is far superior to that produced domestically
 Coveting the culture of another country such as in Central America where the workday is set up far differently
than in the United States
 The belief that the way of the dress by another culture is significantly superior and that those within one's native
country should adopt that same dress
 The belief that other countries produce better children's toys
  the concept that a quality product can't be purchased in one's native country
 The idea that cloth to make clothes is better produced by other nations

K-12 HISTORICAL BACKGROUND

As early as 1925, studies have observed the inadequacy of the basic education curriculum.

As one of the most well studied reforms, recommendations of either adding or restoring 7 th grade or adding an extra year to
basic education have been put forward.

A. Monroe Survey (1925): Secondary education did not prepare for life and recommended training in agriculture,
commerce, and industry.
B. Prosser Survey (1930): Recommended to improve phases of vocational education such as 7th grade shop work,
provincial schools, and practical arts training in the regular high schools, home economics, placement work, gardening,
and agricultural education.
C. UNESCO Mission Survey (1949): Recommended the restoration of Grade 7
D. Education Act of 1953: Under Section 3, mandates that “the primary course shall be composed of four grades (Grades I
to IV) and the intermediate course of three grades (Grade V to VII).”
E. Swanson Survey (1960): Recommended the restoration of Grade 7.
F. Presidential Commission to Survey Philippine Education (PCSPE) (1970): High priority be given to the implementation of
an 11-year program; Recommended program consists of 6 years of compulsory elementary education and 5 years of
secondary.
G. Congressional Commission on Education (EDCOM) Report (1991): If one year is to be added in the education program, it
recommends one of two alternatives: Seven years of elementary education or Five years of secondary education
H. Presidential Commission on Educational Reforms (2000): Reform proposals include the establishment of a one-year pre-
baccalaureate system that would also bring the Philippines at par with other countries.
I. Presidential Task Force on Education (2008): In discussions on a 12-year pre-university program, it is important “to
specify the content of the 11th and 12th years and benchmark these with programs abroad.”

EDUCATION VISION
Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a
program that is rooted on sound educational principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local
and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and
one’s self.

A Vision Grounded on Human

Development:

The complete human development of every graduate is at the core of the Enhanced K+12 Basic Education Program.
Every graduate holds an understanding of the world around and a zest for life-long learning, which addresses every child’s
basic learning needs, including learning to learn, the acquisition of numeracy, literacy, and scientific and technological
knowledge as applied to daily life.

The graduate also has the courage, the drive, and the relevant skills to engage in work and have a productive life. Every
graduate will be able to embark in the modern world prepared to meet challenges.

Every graduate will be able to think for himself/herself and make sound decisions on the best courses of action to take in
the different circumstances of his or her life.

Every graduate is inculcated with the respect for human rights and values, notably, MakaDiyos, Makatao, Makabansa, and
Makakalikasan. This makes every graduate empowered to effect positive changes in his/her life and that of others.

A Vision Achieved through an Enhanced

Curriculum: Every graduate of the Enhanced K+12 Basic Education Program will benefit from a reformed and updated
curriculum that is focused on enabling every child to achieve mastery
of core competencies and skills.

A Vision that has Socio Economic Relevance:

Every graduate of the Enhanced K+12 Basic Education Program is ready to take his or her place as a productive member of
society. They are equipped to take on every opportunity in life he or
she chooses to find work, to engage in higher studies, or to start an entrepreneurial endeavor.

This vision is consistent with the definition of an educated Filipino as conceived in the Philippine Constitution and the World
Declaration on Education for All.

GOALS
The goal of the Enhanced K+12 Basic Education Program is to create a functional basic education system that will produce
productive and responsible citizens equipped with the essential competencies and skills for both life-long learning and
employment.
a. To give every student an opportunity to receive quality education based on an enhanced and decongested curriculum
that is internationally recognized and comparable.
b. To change public perception that high school education is just a preparation for college; rather, it should allow one to
take advantage of opportunities for gainful career or employment and/or self-employment in a rapidly changing and
increasingly globalized environment.

BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM

The Enhanced K+12 Basic Education Program will be instrumental in achieving the nation’s vision of a high school graduate.
The benefits of the K+12 proposal far outweigh the additional costs that will be incurred by both government and families.

To Individuals and Families: An enhanced curriculum will decongest academic workload, giving students more time to
master competencies and skills as well as time for other learning opportunities beyond the classroom, thus allowing for a
more holistic development.
  Graduates will possess competencies and skills relevant to the job market.
 Graduates will be prepared for higher education.
 Graduates will be able to earn higher wages and/or better prepared to start their own business.
 Graduates could now be recognized abroad.

For the Society and the Economy: The economy will experience accelerated growth in the long run. The objective of the
K+12 program is to improve quality of basic education.
 The Philippine education system will be at par with international standards.
 A better educated society provides a sound foundation for long-term socio-economic development.

ENHANCED K 12 BASIC EDUCATION MODEL

After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model.
This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and
two years of senior high school (Grades 11 to 12).

Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore these should be provided by
government for free in public schools.

Figure 1 K-6-4-2 Model

Senior High School Grade 11 to 12 (16 - 17 years old)

Junior High School Grade 7 to 10 (12 - 15 years old)
Elementary School Grade 1 to 6 (6 - 11 years old)
Kindergarten (5 years old)

The implementation of the K+12 program will be phased. Universal kindergarten will be offered starting SY 2011-2012. By
SY 2012-2013, the new curriculum will be offered to incoming Grade 1 as well as to incoming junior high school students.

The SHS curriculum (which assumes already an unclogged basic education curriculum) will offer areas of specialization or
electives such as science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship,
etc., and subjects for advanced placement.

In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including
the high school graduates before 2016. The mechanics and other details of the transition plan will be threshed out with HEIs
in coordination with CHED, TESDA and other critical stakeholders.

GUIDING PRINCIPLES IN EDUCATION

The enhancement of the curriculum is the central focus of the Enhanced K+12 Basic Education Program.

The development of tracks based on different competencies and/or student interest will be an integral component of the
program.
As part of the bigger basic education reform, the enhancement of the basic education curriculum is being undertaken hand
in hand with the vigorous efforts to ensure adequacy of inputs.

Change is two-fold: curriculum enhancement and transition management.

An open and consultative process will be adopted in the promotion of the Enhanced K+12 Basic Education Program.

IMPORTANT POINTS OF PROFESSIONAL EDUCATION

Foundation of Education refers to a broadly-conceived field of educational study that derives its character and methods
from a number of academic disciplines, combinations of disciplines, and area studies, including: history, philosophy,
sociology, anthropology, religion, political science, economics, psychology, cultural studies, gender studies, comparative and
international education, educational studies, and educational policy studies.

Behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how
students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a
teacher's role, and what should be taught and by what methods.

The term education system generally refers to public schooling, not private schooling, and more commonly to kindergarten
through high school programs. Schools or school districts are typically the smallest recognized form of “education system”
and countries are the largest.

Public schools in the Philippines. Most local Filipino children attend public schools, which are funded by the government
and free to attend. The quality of education at public schools remains poor.
Classes are big, teaching material is lacking and teachers are poorly paid.

How important is education?

Education gives us a knowledge of the world around us and changes it into something better. It develops in us a perspective
of looking at life. It helps us build opinions and have points of view on things in life. People debate over the subject of
whether education is the only thing that gives knowledge.

Is education compulsory in the Philippines?

Although public preschool, elementary and high school education are provided free, only primary education is
stipulated as compulsory according to the 1987Philippine Constitution. Pre-
primary education caters to children aged five. A child aged six may enter elementary schools with, or without pre-primary
education.

What is educational system in the Philippines?

Education System in the Philippines. Elementary school covers the first six years of compulsory education (grades 1–6)
informally divided into 3 years of primary level and 3 years of intermediate level. Secondary education consists of four levels
largely based on the American schooling system.

Is kindergarten mandatory in Philippines?

Kindergarten now a must in public school, law says. MANILA, Philippines — the government is
moving to strengthen a kindergarten system to comply with a lawmaking preschool a requisite for entry to Grade 1.
Under the law, 5-year-olds will be required to take up a year in kindergarten in preparation for entry to Grade

What is K to 12 curriculum in the Philippines?

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education

What is a PK 12 school?
K-12, a term used in education and educational technology in the United States, Canada, and possibly other countries, is a
short form for the publicly-supported school grades prior to college. These grades are kindergarten (K) and the 1st through
the 12th grade (1-12).

When did the K to 12 implemented in the Philippines?

In School Year 2012-2013, the enhanced curriculum for K to 12 was implemented. In 2013, K to 12 was enacted into law
known as RA 10533. SHS Curriculum was finished in 2014 and for 2015, the Department is getting ready for the
implementation of the SHS.

What is primary level of education?

PRIMARY AND SECONDARY EDUCATION. Primary School. The first years of compulsory schooling are called elementary or
primary school (just to confuse the issue, elementary schools are also called grade or grammar schools). Secondary
education is for children aged 12 to 18.
What is the purpose of the education system?
We must remember that intelligence is not enough. Intelligence plus character—that is the goal of true education.” “The
main purpose of the American school is to provide for the fullest possible
development of each learner for living morally, creatively, and productively in a democratic society.”

What are the benefits of an education?

Education. Education has many benefits to the individuals involved and to society at large......................................In this
category we include primary, secondary, and tertiary, education, but not vocational training or health-specific
education, such as teaching about HIV and hygiene.

What is Republic Act 10533?

a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education System by Strengthening
Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other
Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”

What is the revised basic education curriculum?

Revised basic education curriculum (rbec) In the Philippines basic education, mastery of this essentials implies that Filipino,
English, Science, and Mathematics are indispensable learning areas in the restructured curriculum. They are considered the
basic tool subjects.
What is the definition of basic education?
A basic education is an evolving program of instruction that is intended to provide students with the opportunity to
become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and
communities, to explore and understand different perspectives

What is the importance of the school?

A school environment offers students the opportunity to learn to work with others, which is a very important “real
world” skill. Through games and projects, and even participation in after- school sports, children can learn the
importance of forging relationships with each other.

What is a tertiary education?

Tertiary education refers to any type of education pursued beyond the high school level. This includes diplomas,
undergraduate and graduate certificates, and associate's, bachelor's, master's and doctoral degrees.

What is meant by an integrated system of education?

Integrated schools bring together children and adults from Catholic, Protestant and other backgrounds in each school. The
schools strive to achieve a religious balance of pupils, teachers and governors and acknowledge and respect the cultural
diversity they represent.

What does primary education mean?

A primary school (or elementary school in American English and often in Canadian
English) is a school in which children receive primary or elementary education from the age of about five to twelve, coming
after preschool and before secondary school.

What is senior high school program?

Senior high school (SHS) refers to Grades 11 and 12, the last two years of the K-12 program that DepEd has been
implementing since 2012. Students begin to study in SHS the subjects that will introduce them to their preferred
career path.

What is senior high school students?

Senior high school is a secondary school that students attend in the three or four highest grades before college. A high
school where someone is a freshman, sophomore, junior and senior in 9th, 10th, 11th and 12th grades is an example
of a senior high school.

What is the main purpose of K to 12?

The K-12 Basic Education Program aims to provide every Filipino child with the education s/he needs to compete in a
global context...........................................The goal of the new curriculum is to give Filipino students enough
time to master skills and concepts so that they are ready for tertiary education when the time comes.

How old are K 12 students?

The expression is a shortening of kindergarten (K) for 4- to 6-year-olds through twelfth grade (12) for 17- to 19-year-
olds, the first and last grades, respectively, of free education in these countries.

How old would you be if you were in 12th grade?

In other regions it is also equivalently referred as class 12 or Year 13. In most countries students then graduate at age 17–
18. Some countries have a thirteenth grade, while other countries do not have a 12th grade/year at all. Twelfth grade is
typically the last year of high school; graduation year.

How many years is high school in the Philippines?

After further consultations and studies, the government under President Aquino formally adopted the K–6–4–2 basic
education system—one year of kindergarten, six years of elementary
education, four years of junior high school education and two years of senior high school education.

What is pre K?
Pre-kindergarten (also called Pre-K or PK) is a classroom-based preschool program for children below the age of five in the
United States, Canada and Turkey (when kindergarten starts). It may be delivered through a preschool or within a
reception year in elementary school.

What is RA 4670?
The Magna Carta for Public School Teachers otherwise known as Republic Act No.4670, was envisioned to provide programs
for the promotion and improvement of the well-being and economic status of public school teachers.

What are implementing rules and regulations?

The Implementing Rules and Regulations (IRR) shall cover all the mandated functions and duties of the Philippine
Competition Commission to facilitate the implementation of the provisions of Republic Act 10667, otherwise known as the
Philippine Competition Act.

What is PELC?
PELC is the acronym for the Police Executive Leadership College.............................It is an intensive learning
experience focused on leadership skills vital to long term personal success and change in the organization — both for the
benefit of the community.

What is NSEC curriculum?

The New Secondary Education Curriculum (NSEC) of the SEDP is cognitive-affective-manipulative based. Focus is on
substantive and process content, values development, productivity and technology. The eight subject areas in the
NSEC are: English. Filipino.

What is the definition of universal education?

Universal access to education is the ability of all people to have equal opportunity in education, regardless of their
social class, gender, ethnicity background or physical and mental disabilities.

How important is learning?

You can grow as a person, develop your knowledge base and improve yourself for the better. Learning something new gets
us access to new and different opportunities and the chance to try new experiences that might be the best ones you have
ever tried! Learning new things is
very important for our self-esteem.

What is meant by an integrated system of education?

Integrated schools bring together children and adults from Catholic, Protestant and other backgrounds in each school. The
schools strive to achieve a religious balance of pupils, teachers and governors and acknowledge and respect the cultural
diversity they represent.

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What is an integrative education?
Integrative learning is a learning theory describing a movement toward integrated lessons helping students make
connections across curricula. This higher education concept is distinct from the elementary and high school "integrated
curriculum" movement.

What is senior high school program?

Senior high school (SHS) refers to Grades 11 and 12, the last two years of the K-12 program that DepEd has been
implementing since 2012. Students begin to study in SHS the subjects that will introduce them to their preferred
career path.

What is RA 9293 all about?

No. 9293 entitled "An Act Amending Certain Sections of Republic Act Numbered Seventy-Eight Hundred and Thirty-Six (R.A.
7836) Otherwise Known as the Philippine Teachers Professionalization Act of1994".

PROFESSIONAL EDUCATION TERMS

Withitness - the teachers perceive everything in all areas of the classroom at all times. Desists - the
teacher engages in an effort to stop a misbehavior
Ripple effect - the teacher corrects one student or calls attention to a student for his or her Misbehavior (called desist) and
it "ripples" to other students causing them to behave better. Overlapping - the teacher supervises and attends to more than
one group or activity at the same time.
Satiation- the students have focused on one learning aspect too long and begin to lose interest, make more mistakes, and
misbehave.
Jerkiness - the teacher fails to develop a consistent flow of instruction thus causing students to feel lesson momentum jerks
from slow to fast.
Stimulus bound - the teacher has the students engaged in a lesson and then something attracts his or her attention; He or
she loses the instructional focus and momentum while dealing with the other issue.
Thrust - the teacher teaches too slowly or too fast or switches back and forth, thus failing to acquire and hold an
appropriate momentum for students to learn.
Dangles - the teacher continues to find materials, review lesson plans, and talks with individual students when class as a
whole is ready for instruction
Truncation - the teacher engages in a dangle, yet fails to resume the original, dropped activity. Flip flops - the teacher
is engaged in one activity and then returns to a previous activity that the students thought they had finished.

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Slowdowns - the teacher, when teaching, moves too slowly and stops instruction to often. Thus, the students lose interest
or learning momentum.
Over dwelling - the teacher dwells on an issue and engages in a stream of talk clearly longer than the time needed for
students' understanding.
Fragmentation - the teacher engages in a type of slowdown, for example, the teacher breaks down an activity into sub-
parts that could be taught as a single unit.
Group focus - the teacher keeps the attention of all members of the class at all times, which assists in maintaining an
efficient classroom and reducing student misbehavior.
Group alerting - the teacher obtains and holds the attention of the class, both at the beginning of a lesson and as the
activities change within a lesson.
Accountability - the teacher holds all members of the class responsible for their learning and behavior.
Core values - the community of caring program is built on five: care, respect, trust and moral consciousness, responsibility,
and family.
Site facilitator - an individual in a given school who is responsible for the implementation of a program.
Coordinating committee - a local committee helps in the implementation of the Community of Caring classroom
management model.
Core character traits - these are eight traits of respect, responsibility, honesty/trust, caring/fairness, perseverance, self-
discipline, courage, and citizenship that are the basis for the Learning for Life program.
Career exploration - a focus in some management programs such as Learning for Life which provides information on post-
secondary education, career readiness, becoming a productive citizen, and transitioning, from high school to the real world.
Skills for growing - the Kindergarten and elementary portion of the Lions Quest program. Skills for adolescents -
the middle school portion of the Lions Quest program.

Skills for action - the high school portion of the Lions Quest program.

Self-concept - an individual's perception of himself or herself, including such things as social competence, academic skills,
gender roles, and cultural identity.
Managing yourself responsibly - this unit in the Positive Action program consists of managing time, energy, thoughts,
actions, money, feelings, and talent.
Treating others the way you like to be treated - a unit in the Positive Action model that encourages students to teach others
the way they like to be treated.
Being honest with yourself and others - this unit in the Positive Action model includes telling the truth, doing what you say
you'll do, not blaming others, admitting mistakes, and knowing
Personal strengths and weaknesses - improving yourself continuously - this unit in the positive action program consists of
setting and achieving goals, persisting and believing your potential.
Thoughts-actions-feelings circle - a student has a thought, acts on it, and feels something because of that action.
Readiness phase - in this part of the decision making and problem-solving model, students learn self- control, as well social
awareness and group participation skills in lessons on topics such as following directions, listening, resisting and avoiding
provocation, monitoring emotions, and working with others.
Instructional phase - as part of the Social Decision Making and Problem Solving model, students learn a social decision-
making strategy to help them in social problem situations.
Application phase - the final phase in the Social Decision Making and Problem Solving model in which teachers use role-
playing, guided practice, modelling, and mock situations to help students learn to apply their skills.
Decision-making process - this eight-step model in the Social Decision Making and Problem Solving model helps students
apply critical thinking and feeling.
Movement management - the teacher keeps lessons and groups engaged at an appropriate pace with smooth transitions
and varying activities.
Service learning - the curriculum integrated academic instruction with meaningful community service both to strengthen
academics and promote civic responsibility.

Keywords:
1. Idealism – spiritual, values, ideal
2. Realism- science/ what is real
3. Empiricism- senses
4. Naturalism- innate
5. Existentialism- choice, decision, unique
6. Essentialism- specialization, basic, fundamental
7. Perrenialism- classic, literature, traditional
8. Pragmatism- activation of skills
9. Progressivism-child-centered
10. Epicureanism- perfection
11. Agnosticism- atheist, unknown
12. Stoicism- passionate emotions
13. Hedonism- pleasure
14. Humanism- humans
15. Constructivism- prior knowledge activation
16. Reconstructionism- solution to problem
17. Scholasticism- rationalization of church
Theories:
1. Stages of development- jean piaget, thinking
2. Cognitivism- discovery learning, Jerome bruner, concrete to abstract
3. Behaviorism- environment, watson
4. Connectionism- classroom environment, Thorndike
5. Humanism- Carl Rogers, child centered
6. Operant conditioning- reinforcement/punishment, Bf skinner
7. Classical conditioning- habit and stimuli Ivan Pavlov
8. Meaningful learning- conceptual, graphic organizers, Ausubel
9. Insightful learning- Activation of prior knowledge, problem solving, Koehler
10. Moral development- value formation, Kohlberg
11. Hierarchy of need theory- needs, Maslow
12. Attachment theory- caregiver, john Bowlby
13. Identity statuses- jame Marcias, confusion
14. Field theory- internal and external environment
15. Bio ecological- system of environment, Brofenbrenner
16. Choice theory- glasser, decision
17. Social learning- bandura, modeling
18. Socio-cultural- Vygotsky, scaffolding more
knowledgeable other (mko)

Terms:
 1. Metacognition- thinking about thinking
2. Recitation- thinking aloud
3. Schooling- system controlled by teacher
4. Rebus- making a poem out of a concept
5. Indoctrination- religion, without addition nor subtraction

SOCIAL DIMENSION OF EDUCATION

Philosophy - the study of the fundamental nature of knowledge, reality, and existence, especially when considered as
an academic discipline.
 the discipline concerned with questions of how one should live (ethics); what sorts of things exist and what are
their essential natures (metaphysics); what counts as genuine knowledge (epistemology); and what are the
correct principles of reasoning (logic)
 investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning
rather than empirical methods (American Heritage Dictionary)
 the study of the ultimate nature of existence, reality, knowledge and goodness, as discoverable by
human reasoning
 the rational investigation of questions about existence and knowledge and ethics
 the search for knowledge and truth, especially about the nature of man and his behaviour and beliefs the rational
and critical inquiry into basic principles (Microsoft Encarta Encyclopedia)
 The study of the most general and abstract features of the world and categories with which we think: mind,
matter, reason, proof, truth, etc.
 careful thought about the fundamental nature of the world, the grounds for human knowledge, and
the evaluation of human conduct

Six Branches of Philosophy - Epistemology, Logic, Metaphysics, Ethics, Aesthetics, Political Philosophy. These
branches originate from basic questions. What do I know? How do I know it? Where do we come from? What is
good? What is beautiful? How do we act?

Epistemology - the branch of philosophy concerned with the nature and scope (including limitations) of knowledge. It
addresses four main questions. 1) What is knowledge? 2) How is knowledge acquired? 3) What do people know? 4) How do
we know what we know?

Logic – is the study of reasoning. Logic is often divided into two parts, inductive reasoning and deductive reasoning. The first
is drawing general conclusions from specific examples, the second is drawing logical conclusions from definitions and
axioms.

Metaphysics – is concerned with explaining the fundamental nature of being and the
world. Cosmology and ontology are the two traditional branches of metaphysics. Cosmology seeks to understand the
origin, evolution, structure, and ultimate fate of the universe at large, as well as the natural laws that keep it in order.
Ontology is the investigation into what type of things there are in the world and what relations these things bear to one
another. Ontology deals with questions concerning what entities exist or can be said to exist, and how such entities can be
grouped, related within a hierarchy, and subdivided according to similarities and differences. Before the development of
modern science, scientific questions were addressed as a part of metaphysics known as "natural philosophy." The scientific
method, however, made natural philosophy an empirical and
experimental activity unlike the rest of philosophy, and by the end of the eighteenth century it had begun to be called
"science" in order to distinguish it from philosophy. Thereafter, metaphysics became the philosophical enquiry of a non-
empirical character into the nature of existence.

Ethics – also known as moral philosophy, is a branch of philosophy which seeks to address questions about morality; that is,
about concepts like good and bad, right and wrong, justice, virtue, etc.

Aesthetics – is the branch of philosophy dealing with the nature of beauty, art, taste, and the creation and
appreciation of beauty. It is more scientifically defined as the study of sensory or sensory-emotional values,
sometimes called judgments of sentiment and taste.

Political Philosophy – is the study of concepts such as liberty, justice, property, rights, law, and the enforcement of a legal
code by authority: what they are, why (or even if) they are needed, what makes a government legitimate, what rights and
freedoms it should protect and why, what form it should take and why, what the law is, and what duties citizens owe to a
legitimate government, if any, and when it may be legitimately overthrown, if ever. Three central concerns of political
philosophy have been the political economy by which property rights are defined and access to capital is regulated, the
demands of justice in distribution and punishment, and the rules of truth and evidence that determine judgments in the
law.

A priori - knowledge or justification independent of experience For example, “All bachelors are unmarried.” By
contrast, a posteriori knowledge or justification is dependent on experience or empirical evidence. For example,
“Some bachelors are very happy.”

Deontological Ethics - is the ethical position that judges the morality of an action based on the action's adherence to a rule
or rules. It is sometimes described as "duty" or "obligation" or "rule" based ethics, because rules bind you to your duty.
Deontological ethics is commonly contrasted with consequentialist ethical theories, according to which the rightness of an
action is determined by its consequences. Deontological ethics is also contrasted from pragmatic ethics.

Determinism - is a philosophy stating that for everything that happens there are conditions such that, given them, nothing
else could happen. Determinism is often taken to mean simply causal determinism: an idea known in physics as cause-and-
effect. Determinism is also often contrasted with free will.

Empiricism - is a theory of knowledge that asserts that knowledge comes only or primarily via sensory experience.
Empiricism emphasizes evidence, especially as discovered in experiments. It is a fundamental part of the scientific method
that all hypotheses and theories must be tested against observations of the natural world rather than resting solely on a
priori reasoning, intuition, or revelation.

Existentialism - is a school of 20th-century philosophers who shared the belief that philosophical thinking begins with the
human subject - not merely the thinking subject, but the acting, feeling, living, human individual. In existentialism, the
individual's starting point is characterized by what has been called "the existential attitude," or a sense of disorientation and
confusion in the face of an apparently meaningless or absurd world. A central proposition of existentialism is that existence
precedes essence, which means that the actual life of the individual is what constitutes what could be called his or her
"essence" instead of there being a predetermined essence that defines what it is to
be a human. Thus, the human beings - through their own consciousness - create their own values and determine a meaning
to their life.

Free Will - is the ability of agents to make choices free from certain kinds of constraints. Historically, the constraint of
dominant concern has been the metaphysical constraint of determinism. Two prominent opposing positions within that
debate are metaphysical libertarianism, the claim that determinism is false and thus that free will exists (or is at least
possible); and hard determinism, the claim that determinism is true and thus that free will does not exist. These positions
are described as incompatibles - the position that free will and determinism are logically incompatible, and that the major
question regarding whether or not people have free will is thus whether or not their actions are determined. Compatibilists
maintain that determinism is compatible with free will. It may, however, be more accurate to say that compatibilists define
free will in a way that allows it to co- exist with determinism. Compatibilists believe freedom can be present or absent in a
situation for reasons that have nothing to do with metaphysics. Compatibilists define free will as freedom to act according
to one's determined motives without hindrance from other individuals. Compatibilists argue that determinism does not
matter; what matters is that individuals' wills are the result of their own desires and are not overridden by some external
force.

Humanism – is an approach in philosophy that focuses on human values and concerns, attaching prime importance to
human rather than divine or supernatural matters. Humanism is a perspective that affirms some notion of human nature.
Secular humanism is a secular ideology that espouses reason, ethics, and justice, while specifically rejecting supernatural
and religious dogma as a basis of morality and decision-making. Secular humanism contrasts with religious humanism,
which is an integration of humanist ethical philosophy with religious rituals and beliefs that center on human needs,
interests, and abilities.

Idealism – is the family of views that asserts reality, or reality as we can know it, is fundamentally mental, mentally
constructed, or otherwise immaterial. Idealism maintains that the ultimate nature of reality is based on the mind or ideas.
Epistemological idealists might insist the only things that can be directly known for certain are ideas.

Is-Ought Problem - as articulated by Scottish philosopher David Hume, is that many writers make claims about what ought
to be on the basis of statements about what is. However, Hume found that there seems to be a significant difference
between descriptive statements (about what is) and prescriptive or normative statements (about what ought to be), and it
is not obvious how we can get from making descriptive statements to prescriptive.

Materialism - the theory that the only thing that exists is matter or energy; that all things are composed of material and all
phenomena (including consciousness) are the result of material interactions. In other words, matter is the only substance,
and reality is identical with the actually occurring states of energy and matter. To many philosophers, materialism is
synonymous with physicalism. However, materialists have historically held that everything is made of matter, but physics
has shown that gravity, for example, is not made of matter in the traditional sense so physicalism is used to emphasize a
connection to physics and the physical sciences.

Mind-Body Problem - arises because mental phenomena arguably differ, qualitatively or substantially, from the physical
body on which they apparently depend. There are a few major theories on the resolution of the problem. Dualism is the
theory that the mind and body are two
distinct substances, and monism is the theory that they are, in reality, just one substance. Monist materialists/physicalists
take the view that they are both matter, and monist idealists take the view that they are both in the mind. The absence of
an empirically identifiable meeting point between the non-physical mind and its physical extension has proven problematic
to dualism and many modern philosophers maintain that the mind is not something separate from the body.

Moral Relativism - describes the way things are, without suggesting a way they ought to be. It seeks only to point out that
people frequently disagree over what is the most moral course of action. Moral Relativism holds the position that the truth
or falsity of moral judgments is not
objective. Justifications for moral judgments are not universal, but are instead relative to the traditions, convictions, or
practices of an individual or a group of people. The moral relativist might say, "It's moral to me, because I believe it is."
Moral Relativism holds that because there is no universal moral standard by which to judge others, we ought to tolerate the
behavior of others, even when it runs counter to our personal or cultural moral standards.

Naturalism - the philosophical viewpoint that natural laws and forces (as opposed to supernatural ones) operate in the
universe, and that nothing exists beyond this natural universe, or, if it does, it does not affect the natural universe that we
know. Followers of naturalism assert that natural laws are the rules that govern the structure and behavior of the universe,
that the universe is a product of these laws, and that the goal of science is to discover and publish them systematically.
Further, this sense of naturalism holds that spirits, deities, and ghosts are not real and that there is no "purpose" in nature.

Nihilism - is the philosophical doctrine suggesting the negation of one or more putatively meaningful aspects of life. Most
commonly, nihilism is presented in the form of existential nihilism, which argues that life is without objective meaning,
purpose, or intrinsic value.

Positivism - is a philosophy of science based on the view that in the social as well as natural sciences, data derived from
sensory experience, and logical and mathematical treatments of such data, are together the exclusive source of all
authentic knowledge. Obtaining and verifying data that can be received from the senses is known as empirical evidence.
Society operates according to laws like the physical world. Introspective and intuitional attempts to gain knowledge are
rejected.

Postmodern Philosophy - is a philosophical direction that is critical of the foundational assumptions and structures of
philosophy. Postmodern philosophy is skeptical or nihilistic toward many of the values and assumptions of philosophy that
derive from modernity, such as humanity having an essence that distinguishes humans from animals, or the assumption
that one form of government is demonstrably better than another. It is usually associated with the following philosophical
trends: nihilism and relativism, neo-marxism, neo-pragmatism, and neo-existentialism.

Pragmatism – is a philosophical tradition centered on the linking of practice and theory. It describes a process where theory
is extracted from practice, and applied back to practice to form what is called intelligent practice. Pragmatism is based on
the premise that the human capability to theorize is necessary for intelligent practice. Theory and practice are not separate
spheres; rather, theories and distinctions are tools or maps for finding our way in the world. Pragmatism holds that an
ideology or proposition is true if it works satisfactorily, that the meaning of a proposition is to be found in the practical
consequences of accepting it, and that unpractical ideas are to be rejected.
Physicalism - is a philosophical position holding that everything which exists is no more extensive than its physical
properties; that is, that there are no kinds of things other than physical
things. According to physicalism, the language of physics is the universal language of science and, consequently, any
knowledge can be brought back to statements on the physical objects. In contemporary philosophy, physicalism is most
frequently associated with the mind-body problem where it holds that all that has been ascribed to "mind" is more correctly
ascribed to "brain" or the activity of the brain.

Rationalism - is any view appealing to reason as a source of knowledge or justification. In more technical terms, it is a
method or a theory in which the criterion of the truth is not sensory but intellectual and deductive. Different degrees of
emphasis on this method or theory lead to a range of rationalist standpoints, from the moderate position that reason has
precedence over other ways of acquiring knowledge, to the more extreme position that reason is the unique path to
knowledge.

Realism - is the belief that reality is independent of our conceptual schemes, linguistic practices, beliefs, etc. Philosophers
who profess realism state that truth consists in the mind's correspondence to reality. Realists tend to believe that whatever
we believe now is only an approximation of reality and that every new observation brings us closer to understanding reality.

Romanticism - was an artistic revolt against aristocratic social and political norms of the Age of Enlightenment and a reaction
against the scientific rationalization of nature. Romanticism placed new emphasis on such emotions as trepidation, horror,
terror, and awe - especially which experienced in confronting the sublimity of untamed nature. Romanticism was rooted in
the German Sturm und Drang movement, which prized intuition and emotion over Enlightenment rationalism.

Scientism - refers to a belief in the universal applicability of the scientific method and approach, and the view that empirical
science constitutes the most authoritative worldview or most valuable part of human learning to the exclusion of other
viewpoints. Scientism describes the dogmatic endorsement of scientific methodology and the reduction of all knowledge to
only that which is measurable.

Skepticism - Philosophical skepticism is an approach that denies the possibility of certainty in knowledge, whereas
methodological skepticism is an approach that subjects all knowledge claims to scrutiny with the goal of sorting out true
from false claims. Skeptics critically examine meaning systems. Skeptical examination often results in a position of ambiguity
or doubt.

Solipsism - is the idea that only one's own mind is sure to exist. Solipsism holds that knowledge of anything outside
one's own mind is unsure. The external world and other minds cannot be known, and might not exist outside the mind.

Stoicism - taught that destructive emotions resulted from errors in judgment, and that a sage, or person of moral and
intellectual perfection, would not suffer such emotions. Stoics presented their philosophy as a way of life, and they
thought that the best indication of an individual's philosophy was not what a person said but how they behaved.

Tautology - is an unnecessary repetition of meaning, using dissimilar words that effectively say the same thing. A rhetorical
tautology can also be defined as a series of statements that comprise an argument, whereby the statements are
constructed in such a way that the truth of the proposition is guaranteed, or that the truth of the proposition cannot be
disputed, by defining a dissimilar or
synonymous term in terms of another self-referentially. Tautologies play a role in analytic discussions of logic and what it is
possible to know.

Teleology - any philosophical account that states final causes (purposes, aims, and goals) exist in nature, meaning that
design and purpose analogous to that found in human actions are inherent also in the rest of nature.

Tran’s humanism - is an international intellectual and cultural movement that affirms the possibility and desirability of
fundamentally transforming the human condition by developing and making widely available technologies to eliminate
aging and to greatly enhance human intellectual, physical, and psychological capacities. Tran’s humanist thinkers study the
potential benefits and dangers of emerging technologies that could overcome fundamental human limitations, as well as
study the ethical matters involved in developing and using such technologies.

Utilitarianism - is an ethical theory holding that the proper course of action is the one that maximizes the overall happiness.
It is thus a form of consequentialism, meaning that the moral worth of an action is determined only by its resulting
outcome, and that one can only weigh the morality of an action after knowing all its consequences.

Analytic Philosophy - In the United States, United Kingdom, Canada, Scandinavia, Australia, and New Zealand, the
overwhelming majority of university philosophy departments identify themselves as "analytic" departments. Analytic
philosophy is often understood as being defined in opposition to continental philosophy. The term "analytic philosophy" can
refer to a tradition of doing philosophy characterized by an emphasis on clarity and argument, often achieved via modern
formal logic and analysis of language, and a respect for the natural sciences. In this sense, analytic philosophy makes specific
philosophical commitments: 1) the positivist view that there are no specifically philosophical truths and that the object of
philosophy is the logical clarification of thoughts. This may be contrasted with the traditional foundation that views
philosophy as a special sort of science, the highest one, which investigates the fundamental reasons and principles of
everything. As a result, many analytic philosophers have considered their inquiries as continuous with, or subordinate to,
those of the natural sciences. 2) The view that the logical clarification of thoughts can only be achieved by analysis of the
logical form of philosophical propositions. The logical form of a proposition is a way of representing it (often using the
formal grammar and symbolism of a logical system) to display its similarity with all other propositions of the same type.
However, analytic philosophers disagree widely about the correct logical form of ordinary language. 3) The rejection of
sweeping philosophical systems in favor of close attention to detail, common sense, and ordinary language.

Continental Philosophy – This refers to a set of traditions of 19th and 20th century philosophy from mainland Europe.
Continental philosophy includes the following movements: German idealism, phenomenology, existentialism,
hermeneutics, structuralism, post-structuralism, French feminism, the critical theory of the Frankfurt School, and some
other branches of Western
Marxism. Continental philosophers generally reject scientism, the view that the natural sciences are the best or most
accurate way of understanding all phenomena. Continental philosophers often argue that science depends upon a "pre-
theoretical substrate of experience, and that scientific methods are inadequate to understand such conditions of
intelligibility." Continental philosophy usually considers the conditions of possible experience as variable: determined at
least partly by factors such as context, space and time, language, culture, or history. Continental philosophy typically holds
that conscious human agency can change the conditions of possible experience: "if
human experience is a contingent creation, then it can be recreated in other ways." Thus continental philosophers tend to
take a strong interest in the unity of theory and practice, and tend to see their philosophical inquiries as closely related to
personal, moral, or political transformation. This tendency is very clear in the Marxist tradition ("philosophers have only
interpreted the world, in various ways; the point, however, is to change it"), but is also central in existentialism and post-
structuralism. Continental philosophy has an emphasis on metaphilosophy. In the wake of the development and success of
the natural sciences, continental philosophers have often sought to redefine the method and nature of philosophy. In some
cases, such as German idealism or phenomenology, this manifests as a renovation of the traditional view that philosophy is
the first, foundational, a priori science. In other cases, such as hermeneutics, critical theory, or structuralism, it is held that
philosophy investigates a domain that is irreducibly cultural or practical. And some continental philosophers, such as
Kierkegaard, Nietzsche, or Derrida, doubt whether any conception of philosophy can be truly coherent.

What are the three main branches of philosophy? The integrity of these divisions cannot be rigidly maintained, for one
area overlaps into the others.
 Axiology: the study of value; the investigation of its nature, criteria, and metaphysical status.
 Epistemology: the study of knowledge.
 Ontology or Metaphysics: the study of what is really real and deals with the meaning of existence and tries
to resolve the question of whether existence is identical with space, time, nature, spirit or God

Philosophical method (or philosophical methodology) is the study of how to do philosophy. A common view among
philosophers is that philosophy is distinguished by the ways that philosophers follow in addressing philosophical questions.
There is not just one method that philosophers use to answer philosophical questions.

Systematic philosophy attempts to provide a framework in reason that can explain all questions and problems related to
human life. Examples of systematic philosophers include Plato,
Aristotle, Descartes, Spinoza, and Hegel. In many ways, any attempts to formulate a philosophical method that provides the
ultimate constituents of reality, a metaphysics, can be considered systematic philosophy. In modern philosophy the reaction
to systematic philosophy began with Kierkegaard and continued in various forms through analytic philosophy,
existentialism, hermeneutics, and deconstructionism.

Some common features of the methods that philosophers follow (and discuss when discussing philosophical
method) include:
 Methodic doubt - a systematic process of being skeptical about (or doubting) the truth of one's beliefs.
 Argument - provide an argument or several arguments supporting the solution.
 Dialectic - present the solution and arguments for criticism by other philosophers, and help them judge their
own.

What is the difference between science and philosophy? The main difference is in the way they work and treat
knowledge. Science is concerned with natural phenomena, while philosophy attempts to understand the nature of man,
existence, and the relationship that exists between the two concepts. Meanwhile, science is only concerned with the
latter.
What is the difference between a religion and a philosophy? Philosophy in general is the rational investigation of truth,
whereas religion often makes the same kind of truth claims but doesn't claim to base it on reason or rationality, but instead
it is based on other things like faith.

What is the meaning of man in philosophy? From Latin “Humanitas”, the concept of Man means human nature,
general culture of the mind. It is also “men” in general, the human race taken as a unit. Most philosophers defined as
any human being endowed with reason.

What is the difference between a philosopher and a theologian? In attempting to wrap my mind around the basic
vocabulary, concepts, and methods of philosophy, I find myself wondering what the difference is between a
philosopher and a theologian. Theology is a rational study of the existence of God/gods and the nature of religious
ideas.

What are the practical benefits of studying philosophy? The hallmark of philosophy education is critical thinking and
inductive reasoning. Additionally, philosophy demonstrates that problems often have multiple solutions, and teaches its
students to approach problems from a number of different perspectives ("lateral thinking").

METAPHYSICS IN GENERAL AS TO PROFESSIONAL EDUCATION

This is a branch of philosophy that deals with the first principles of things, including abstract concepts such as being,
knowing, substance, cause, identity, time, and space. An abstract theory or talk with no basis in reality.

Metaphysics can be described as all of the following:

 Branch of philosophy – philosophy is the study of general and fundamental problems, such as those connected
with existence, knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of
addressing such problems by its critical, generally systematic approach and its reliance on rational argument.
 Academic discipline – branch of knowledge that is taught and researched at the college or university level. Disciplines
are defined (in part), and recognized by the academic journals in which research is published, and the learned
societies and academic departments or faculties to which their practitioners belong.

Branches of metaphysics
Cosmology – a central branch of metaphysics that studies the origin, fundamental structure, nature, and dynamics of the
universe.
 Physical cosmology – study of the largest-scale structures and dynamics of the Universe and
is concerned with fundamental questions about its formation, evolution, and ultimate fate.
 Big Bang cosmology (standard) – cosmology based on the Big Bang model of the universe. The Big Bang is a
theoretical explosion from which all matter in the universe is alleged to have originated approximately 13.799
± 0.021 billion years ago.
 Non-standard cosmology – any physical cosmological model of the universe that has been, or still is, proposed as
an alternative to the Big Bang model of standard physical cosmology.
 Plasma cosmology – a non-standard cosmology whose central postulate is that the dynamics of ionized gases
and plasmas, rather than gravity, play the dominant roles in the formation, development, and evolution of
astronomical bodies and large-scale structures in the universe.
Religious cosmology – body of beliefs based on the historical, mythological, religious, and esoteric literature and traditions
of creation and eschatology.
 Biblical cosmology – biblical writers' conception of the Cosmos as an organized, structured entity, including its
origin, order, meaning and destiny.
 Buddhist cosmology – description of the shape and evolution of the Universe according to the Buddhist scriptures
and commentaries.
 Hindu cosmology – In Hindu cosmology the universe is cyclically created and destroyed. The Hindu literature,
such as Vedas, and Puranas, cite the creation of the universe. They describe the aspects of evolution, astronomy,
etc.
 Jain cosmology – description of the shape and functioning of the physical and metaphysical Universe (loka) and
its constituents (such as living beings, matter, space, time etc.) according to Jainism, which includes the canonical
Jain texts, commentaries and the writings of the Jain philosopher-monks.
 Taoist cosmology – cosmology based on the School of Yin Yang which was headed by Zou Yan (305 BC – 240 BC).
The school's tenets harmonized the concepts of the Wu Xing (Five Phases) and yin and yang. In this spirit, the
universe is seen as being in a constant process of re- creating itself, as everything that exists is a mere aspect of
qi, which, "condensed, becomes life; diluted, it is indefinite potential".
 Esoteric cosmology – cosmology that is an intrinsic part of an esoteric or occult system of thought. Esoteric
cosmology maps out the universe with planes of existence and consciousness according to a specific
worldview usually from a doctrine.

Ontology – a central branch of metaphysics. Ontology is the study of the nature of being, becoming, existence, or reality, as
well as the basic categories of being and how they relate to each other. In simpler terms, ontology investigates what there
is.
 Mereotopology – deals with the relations among wholes, parts, parts of parts, and the boundaries
between parts.
 Meta-ontology – investigates what we are asking when we ask what there is.

Metametaphysics – branch of metaphysics concerned with the foundations of metaphysics (which is concerned primarily
with the foundations of reality). It asks: "Do the questions of metaphysics really have answers? If so, are these answers
substantive or just a matter of how we use words? And what is the best procedure for arriving at them—common sense?
Conceptual analysis? Or assessing competing hypotheses with quasi-scientific criteria?"

Philosophy of religion
 Philosophical theology – branch of theology and metaphysics that uses philosophical methods in
developing or analyzing theological concepts.
 Natural theology – branch of theology and metaphysics the object of which is the nature of the gods, or of the
one supreme God. In monotheistic religions, this principally involves arguments about the attributes or non-
attributes of God, and especially the existence of God
- arguments which are purely philosophical, and do not involve recourse to any supernatural revelation.

AREAS OF LOGIC
Logic (from the Greek "logos", which has a variety of meanings including word, thought, idea, argument, account, reason or
principle) is the study of reasoning, or the study of the principles and criteria of valid inference and demonstration. It
attempts to distinguish good reasoning from bad reasoning.
What is the history of logic? The history of logic deals with the study of the development of the science of valid inference
(logic). Formal logics developed in ancient times in India, China, and Greece. The Stoics, especially Chrysippus, began the
development of predicate logic.

What are the different types of logic? There are two types of logical arguments - deductive and inductive. Examples of
these are: Deductive – This type of reasoning provides complete evidence of the truth of its conclusion. It uses a specific
and accurate premise that leads to a specific and accurate conclusion.

What is an example of logic? One type of logical reasoning is deductive. Deductive reasoning uses information from a large
set and applies that information to any member of that set. For example: All English professors are boring (major evidence
or premise) Lauren is an English professor (minor evidence or premise)

What are the three types of reasoning? Combining these two forms of logical reasoning together with the three different
types results in the following distinguish in logical reasoning:
 Deductive. Formal deductive reasoning. Informal deductive reasoning. Is reasoning that is done through the
process of inferring a general law or principle from the observation of particular instances to a general conclusion.
 Inductive. Formal inductive reasoning. Informal inductive reasoning. Is reasoning through a process that is
from general principle to specific included within the scope of that principle
 Abductive. Formal abductive reasoning.

What are the basic principles of logic? Laws of thought, traditionally, the three fundamental laws
of logic: (1) the law of contradiction, (2) the law of excluded middle (or third), and (3) the principle of identity. That is, (1)
for all propositions p, it is impossible for both p and not p to be true, or symbolically ∼(p. ∼p), in which ∼ means “not” and.

Who is the father of logic? Aristotle (384—322 B.C.E.) Aristotle is a towering figure in ancient Greek philosophy, making
contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics, agriculture, medicine, dance
and theatre. He was a student of Plato who in turn studied under Socrates.

What is the difference between reason and logic? The primary difference between logic and reason is that reason is
subject to personal opinion, whereas logic is an actual science that follows
clearly defined rules and tests for critical thinking. Logic also seeks tangible, visible or audible proof of a sound thought
process by reasoning.

What is the difference between inductive and deductive reasoning? This is because inductive reasoning starts
with a conclusion and deductive reasoning starts with a premise.
Therefore, inductive reasoning moves from specific instances into a generalized conclusion,
while deductive reasoning moves from generalized principles that are known to be true to a true and specific conclusion.
 Is Psychology a logic? The psychology of reasoning is the study of how people reason, often broadly defined as the
process of drawing conclusions to inform how people solve problems and make decisions. It overlaps with psychology,
philosophy, linguistics, cognitive science, artificial intelligence, logic, and probability theory.

AXIOLOGY
Axiology is the philosophical study of value. It is either the collective term for ethics and aesthetics, philosophical fields that
depend crucially on notions of worth, or the foundation for these fields, and thus similar to value theory and meta-ethics.
Seeks to rationalize the questions like what is value and what are the values to be desired in living and the likes

Subdivisions of Axiology: Ethics and Aesthetics

 Ethics: the study of values in human behavior or the study of moral problems: e.g., (1) the rightness and
wrongness of actions, (2) the kinds of things which are good or desirable, and
(3) whether actions are blameworthy or praiseworthy.
 Aesthetics is also spelled esthetics) is a branch of philosophy that explores the nature of art, beauty, and
taste, with the creation and appreciation of beauty.

Syllogism is a form of deductive reasoning where you arrive at a specific conclusion by examining two other premises or
ideas. Syllogism derives from the Greek word syllogismos, meaning conclusion or inference. Some syllogisms contain three
components: Major Premise. Minor Premise.

HUMAN ACT

Human act - Is an act that proceeds from the deliberate free will of man
Types of Human Acts: Good, Evil, Indifferent
 Good - Is in harmony with the dictates of right reason
 Evil - Is in opposition to the dictates of reason
 Indifferent - Is when it stands in no positive relation to the dictates.
Elements of Human Acts: Knowledge, Freedom, and Voluntariness
Modifiers of Human Acts: Ignorance, Concupiscence, Fear, Violence, and Habit Properties
of Value: Relative, Subjective, Objective, Bipolar, and Hierarchal
 Relative - Is the subject to change, good for what and for whom
 Bipolar - Is good and bad such as beautiful-ugly
 Subjective - Is good for one but not for others
 Objective - Has an absolute character
 Hierarchal - Is scaled graduation and according to priority

Classifications of Values - Useful or utilitarian, Pleasurable or delectable, Befitting or becoming good, Accidental values,
Natural human values, Primary values, and Secondary values, Moral/Ethical, Religious, Cultural Value, and Social values
 Useful or Utilitarian - Is where other useful things are obtained from it
 Accidental values - Are temporal, impermanent and variable.
 Natural human values - Befit man every place at every time
 Primary values - Are chosen, acted upon, necessary for authentic development of man and is chosen from
alternatives
  Secondary values - Are obligatory values
 Moral/Ethical - Are obligatory in character and is the basic and urgent in life and activities of man
 Religious - Is the ultimate Divine Value
 Cultural Value - Includes poetry, music, painting, and unique characteristics important to a culture
 Social Values - Are friendship, family ties and the likes

Defective Norms of Morality: Hedonism, Utilitarianism, Moral Rationalism, Moral Evolution, Moral Positivism, Moral
Sensism, and Communism

 Hedonism - Is the belief that morality is determined by the acquisition of pleasure Hierarchy of
Values - Is knowledge, honor, money, business, pleasure and passion
 Utilitarianism - Refers to actions that are geared toward the total amount of happiness that one can achieve
 Max Scheller's Hierarchy of Values - Pleasure values, vital or welfare values, spiritual or cultural and
sacred
 Types of Utilitarianism - Are individual or egoism, and social or altruism, which is the greatest good for the
greatest number
Defective norms of morality - Are the different philosophical beliefs about morality which somehow do not
conform to the universally accepted standards of human morality
 Moral rationalism - Is the belief that human reason is the sole source of all moral laws advocated by
Immanuel Kant of Persia
 Moral Evolutionism - Is the idea that morality is not absolute but keeps on changing until such time that it
reaches the perfect state, which is advocated by Friedrich Nietzsche Humanism - Was a philosophy that
rejected supernaturalism, regarded man as a natural object and asserted the essential dignity and worth of
man and his capacity to achieve self
 realization through the use of reason and scientific method
Moral Positivism - Advocates that state laws are the bases of all moral laws, ergo it is good if it is in accordance
with the laws and anything that opposes the state laws must be rejected as advocated by Thomas Hobbes
 Realism - Is the type of education in which natural phenomena and social institutions rather than language and
literature are made the chief subjects if study. Advocates that education should be concerned with the
actualities of life and prepare for its concrete duties
 Moral Sensism - Is the belief that man is endowed with special moral sense that can distinguish good or evil
meaning that an action is moral if it is in harmony with this human sense and immoral if not in harmony with
this sense
 Disciplinism - Asserted that the mind is made up of certain faculties such as memory, reason, will, judgment, etc.
And each of which needs special activities for its training and development
 Communism - Is an economic theory, which is based on the ideals of a classless society, which denies the
existence of God, views religion as opium and does not recognize human freedom and immortality of man's
soul

PROFESSIONAL EDUCATION PRACTICE DRILLS

1. Ms. Cruz was hired in a well-equipped school but she has to start preparing her instructional materials before
classes begin. Which of the following is a systematic process in preparing her materials?
a. design – utilization – evaluation - development
b. design – development – utilization – evaluation
c. development – design – utilization – evaluation
d. development – utilization – evaluation – design
2. Ms. Briones is planning to integrate technology in her Mathematics class. Which of the following would be
her second step?
a. set the objectives
b. analyze the learners
c. utilize the materials with showmanship
d. evaluate the performance of the students
3. Which of the following should Ms. Gomez primarily consider in determining her teaching and learning
objectives and use of instructional media?
a. The learner
b. The listener
c. The instructional activity
d. The instructional strategy
4. Ms. Villegas is thinking of an educational technology that can relay information clearly to her class. Which
principle will guide her in the selection of the material?
a. Interest
b. Meaningfulness
c. cost effectiveness
d. communication effectiveness
5. Mrs. Martha presented real samples of rocks when she discussed the different forms of rocks. What principle
in the selection of instructional material did she apply?
a. Interest
b. authenticity
c. cost effective
d. responsiveness
6. Which of the following is a limitation of conventional technologies in teaching and learning?
a. They pose problems on storage.
b. They are less abstract and more concrete.
c. They are readily available in the environment, around school, and in the home.
d. They provide hands-on learning experiences and emphasize real-world applications
7. Which of the following is not a contribution of technology to the learning process?
a. The quality of learning can be improved
b. The delivery of instructions can be more interesting
c. The role of the teacher can be changed into a demonstrator.
d. The method of teaching and learning becomes more interactive
8. In what way can instructional aids foster learning?
a. Reinforce learning
b. Entertain students
c. Take the place of the teacher
d. Holds students in the classroom
9. With the pervasiveness of technologies nowadays, a learner-centered instruction can be promoted. Which
of the following statements support this approach to teaching?
i. It focuses on transformation of facts.
 ii. It supports the use of lecture and drill methods.
iii. It gives emphasis on collaboration and authentic assessment.
iv. Students work on tasks determined and controlled by the teacher
a. I and II only
b. II and IV only
c. I and III only
d. D. III and IV only
10. Prof. Yeye’s students use cooperative learning, inquiry based and project-based learning approaches in
creating their digital unit plans. What can be developed among the learners through these approaches?
a. repetition and active learning
b. repetition & information delivery
c. information processing and active learning
d. construction of knowledge and information exchange
11. Which group of technologies has the highest degree of abstraction?
a. book, imaginative literature, programmed instruction
b. digital video, film, versatile compact disc
c. video, pictures and television
d. realia and computer
12. Mrs. Soriano, a Grade V teacher prefers to use textbooks than other instructional materials. What
could be her reason for using it?
a. Textbooks can be easily duplicated.
b. Textbooks quickly become updated.
c. Textbooks address the needs of diverse students.
d. Textbooks contain most of the materials they need to learn in the course.
13. It is impractical to bring real objects to the classroom so Ms. Lea constructed a three dimensional
visual instead. Which of the following did she construct?
a. Cartoon
b. Chart
c. Graphic
d. model
14. 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?
a. Timeline
b. Fishbone
c. Venn diagram
d. Semantic webbing
15. In classical conditioning, which are paired together in order to elicit the desired response?
a. UCS and NS
b. CS and NS
c. UCS and CS
d. UCR and NS
16. Which graphic organizer is used to show how a series of events interact to produce a set of results again
and again?
a. Series of events chart
b. Web
c. Cycle
d. Timeline
17. According to Thorndike, what law states that the strength of a connection is influenced by the
consequences of the response?
a. Law of disuse
b. Law of effect
c. Law of exercise
d. Law of readiness
18. A burglary occurred in Jason's neighborhood. Since then, Jason is very careful of locking their doors and
closing windows. What theory best explains Jason's behavior?
a. Observational learning
b. Imitation learning
c. Self-regulated learning
d. Vicarious learning
19. Which instructional aid requires pupils to verbalize?
a. graphic
b. diorama
c. model
d. video
20. In observation and imitation learning, what should be the learner's response when the teacher initially
models the behavior?
a. produce and match
b. Pay Attention
c. Imitate and practice
d. Shows satisfaction
21. What is the correct sequence of information processing?
a. Sensory register-STM-LTM
b. STM-sensory register-LTM
c. Sensory register-LTM-STM
d. LTM-sensory register- STM
22. What should be the hierarchy of the types of learning according to the cumulative learning theory?
1. Problem solving learning
2. Rule learning
3. Discrimination learning
4. Concept learning
a. 2-1-3-4 c. 2-1-4-3
b. 2-3-4-1 d. 2-4-3-1
23. Which of the following is inappropriate in using printed visuals such as charts, graphs, and drawings?
a. Provide written or verbal cues to highlight important aspects of visuals.
b. Allow the students to pass the materials from one person to another.
c. Use materials that everyone can see.
d. Present the material one at time.
24. Which is essential in meaningful reception learning?
a. Concepts are presented to learner and received by them.
b. Concepts are discovered by the learner
c. Concepts are related to one another
d. Concepts are solicited from the learners
25. Grace is bilingual. She speaks both English and Filipino fluently. She begins to study Spanish and immediately
recognizes many similarities between the Spanish and Filipino languages and uses this information to acquire
the new language faster. What kind of transfer was Grace able to use?
a. Lateral Transfer c. General Transfer
b. Specific Transfer d. Vertical Transfer
26. Under what category will a globe as an instructional material fall?
a. Realia c. Mock up
b. Solid model d. Cutaway model
27. Cristina is almost asleep when she felt the need to go to the bathroom. She tried to sleep it off but after a
while, she was forced to stand up and go to the bathroom. What theory of motivation explains Cristina's
behavior?
a. Attribution Theory c. Drive Theory
b. Expectancies and Values Theory d. Solomon's Opponent Theory
28. Marko excels in adding numbers. He learned this skill in his Math class. He is now able to apply this skill in
his Music class. What type of transfer was used?
a. Lateral transfer c. Specific transfer

b. General transfer d. Vertical transfer

29. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of reinforcement is
used by Mr. Lorenzo?
a. Fixed interval c. Variable interval
b. Fixed ratio d. Variable ratio
30. Prof. Agustin would like to provide hands-on experience on the expansion and contraction of
matter. Which of the following materials would be the best to use?
a. Models c. Pictures
b. Realias d. Slides
31. To remember the six digits, 8, 4, 3, 9, 4, 5, the Math teacher grouped the numbers in two's 84, 39, 45 or
in threes 843, 945. What control process of retaining information is referred to?
a. Chunking c. Interfering
b. Rehearsing d. Remembering
32. Rob regularly practice playing the guitar so he can finish Book I. His mother promised to buy him a Nintendo
when he finishes Book I. How is Rob motivated?
a. Extrinsically c. Intrinsically
b. with Self-Determination d. with Self-Efficacy
33. Lara excels in dancing and in certain sports. According to Gardner what intelligence is dominant in Lara?
a. Bodily kinesthetic c. Musical
b. Intrapersonal d. Spatial
34. Ms. Sarah finds the chalkboard an effective instructional material up to present. However, just like any other
materials, it also has its limitations. Which one is it?
a. It allows spontaneity, speed and change.
b. Absent students cannot keep up with their assignments.
c. It is valuable for emphasizing the major points of the lesson.
d. It can be used for displaying pictures and important clippings.
35. According to Bronfen brenner, what system contains structures that has direct contact with the child?

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 a. Chronosystem c. Mesosystem
b. Exosystem d. Microsystem
36. Some learners like to find specific and concrete answers. What kind of learners are they?
a. Accommodators
b. Assimilators
c. Convergers
d. Divergers
37. With which learning style group are manipulative MOST effective?
a. Master style group
b. Interpersonal style group
c. Understanding style group
d. Self- expressive style group
38. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to her pupils while practicing a
sewing skill. What is the value of giving verbal guidance in improving pupils learning behavior?
a. It promotes the growth of interest in the new learning tasks
b. It serves as informational feedback
c. It facilitates perfection of skills
d. It directs pupils' attention to more adequate and better techniques
39. Why should learning be aided by formulating and asking questions?
a. Students will have a grade in recitation
b. Students will develop their self-confidence
c. The teacher will know who among the students can communicate very well
d. The teacher will not always do the talking but the students will be given a chance to do the same thing.
40. Which does a pupil use when s/he sings a concept to a familiar tune in order to help himself commit the
concept to memory?
a. Rap
b. Jingle
c. Pop
d. Lullaby
41. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of honesty, agreed that no
cabinets and book cases would be locked throughout the day. Which principle in affective learning is being
implemented?
a. Provide exemplary models
b. Provide appropriate practice
c. Provide for pleasant emotional experience
d. Provide for independent attitude cultivation
42. Instead of asking her students to write about their reaction to a story, the teacher asked her students to
interpret the story in dance form. What principle of learning is considered?
a. Concepts should be presented in varied and different ways
b. Effort if put forth when tasks are challenging
c. Learning by doing is more effective than just sitting and listening
d. Learning is aided by formulating and asking questions
43. Prof. Arcilla would like to use audiocassette tape in teaching a lesson in English. In which activity is
audiocassette tape very effective in the teaching-learning process?
a. in developing listening skills
b. in teaching creative writing

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 c. in composing poems
d. in building concepts
44. In performing the minuet, first raise your heel, second make three steps forward, third step make a point.
What kind of knowledge was exhibited?
a. Conditional Knowledge
b. Declarative Knowledge
c. Domain-Specific Knowledge
d. Procedural Knowledge
45. Why should teachers provide positive feedback and realistic praise?
a. To motivate the students to study
b. So the students will know what to do
c. To be liked and loved by the students
d. So the students will praise him/her
46. Which statement does not refer to cognitive theories?
a. Prefer to concentrate on analyzing cognitive process
b. Conclusions are based on observation of external manifestations on learning
c. Study of the structures and components of information processing
d. Believe in non-observable behavior
47. Romalyn is going to discuss about The ADDIE Model to a big class. She is planning to use a technology by
which parts of her presentation could be partly hidden to make it more exciting and interesting. What do you
think shall she use?
a. Model
b.Realia
c. Transparency
d.Video
48. To ensure the lesson will go smoothly, Teacher A listed down the steps she will undertake together with
those of her students. This practice relates to?
a. Teaching style
b. Teaching method
c. Teaching strategy
d. Teaching technique
49. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day. However, the
chemicals are insufficient. What method may then be used?
a. Project
b. Laboratory
c. Lecture
d. Demonstration
50. Teacher C gives the class specific topic as assignment which they have to research and pass the following
day. However, the students could not find any information about it. What method should Teacher C use
to teach the assignment?
a. Project method
b. Discovery approach
c. Lecture method
d. Demonstration method
51. Pictures, models and the like arouse student’s interest on the day's topic, in what part of the lesson should
the given materials be presented?
a. Initiating activities
b. Culminating activities
 c. Evaluation activities
d. Developmental activities
52. Marie wants to make a presentation material wherein more additional transparent sheets with
information can be placed over a base transparency. Which one should she make?
a. Cut-out
b. Puppet
c. Silhouette
d. Overlay
53. In Bloom's taxonomy of educational objectives, the domains are stated from lowest to highest level.
Which of the following objectives belongs to the lowest level?
a. To identify the characters of the story.
b. To differentiate active from passive voice.
c. To give the available resources that could be recycled to useful things.
d. To explain the procedure in changing improper fraction to mixed number
54. The class of IV - Kalikasan is tasked to analyze the present population of the different cities and
municipalities of the National Capital Region for the last five years. How can they best present their
analysis?
a. By means of a table
b. By looking for a pattern
c. By means of a graph
d. By guessing and checking
55. Which one is used with 2d and 3d materials?
a. Opaque projector
b. overhead projector
c. digital projector
d. slide projector
56. There are several reasons why problem-solving is taught in Math. Which is the LEAST important?
a. It is the main goal for the study of Math
b. It provides the content in which concepts and skills are learned and applied
c. It provides an opportunity to develop critical and analytical thinking
d. It provides pupils an opportunity to relate Math in the real world
57. Teacher D teaches in a remote high school where newspapers are delivered irregularly. Knowing the
importance of keeping the students aware of current affairs, what is probably the best way to keep the
students updated?
a. Gather back issues of newspapers and let pupils compile them.
b. Urge the pupils to listen to stories circulating in the community.
c. Encourage the pupils to listen to daily broadcast from a transistor radio.
d. The teacher should try all available means to get the newspaper delivered to the school
58. Devices can make a lecture more understandable and meaningful. What is the most important thing a
teacher should consider in the selection and utilization of instructional materials?
a. Objectives of the lesson
b. Availability of instructional materials
c. Attractiveness of instructional materials
d. Degree of interest on the part of the students
59. After watching the film, “Muro Ami’, the students of Mrs. Tamaray are expected to show a demonstrative
proof of what they have learned. How is the technology used in this situation?
a. entertainment
b. informational
c. instructional
d. entertainment and informational
60. Teacher E asks student A to identify and analyze events, ideas or objects in order to state their similarities
and differences. In which part of the lesson does said activity take place?
a. Preparation
b. Generalization
c. Application
d. Comparison and Abstraction
61. Self-made charts and illustrations serve as universal aid for bringing fascinating and exciting experiences in
the classroom. To tap the optimum potentials of these materials, which of the following should be
avoided?
a. Giving due consideration to lettering.
b. Presenting materials with accurate facts.
c. Giving more importance to austerity over legibility.
d. Focusing on the main idea of the lesson presented.
62. Which part of the lesson is involved in the giving of situation or activities based on the concepts learned?
a. Preparation
b. Generalization
c. Application
d. Comparison and Abstraction
63. Teacher F wants the class to find out the effect of heat on matter. Which method will help him
accomplish his objective?
a. Project Method
b. Laboratory Method
c. Problem Method
d. Expository Method
64. In Math, Teacher G presents various examples of plane figures to her class. Afterwards, she asks the
students to give definition of each. What method did she use?
a. Inductive
b. Laboratory
c. Deductive
d. Expository
65. Amyl used overhead transparencies when she presented her assigned topic to class. What type of
educational technology are transparencies?
a. printed material
b. projected material
c. graphic material
d. non-projected material
66. Teaching Tinikling to I-Maliksi becomes possible through the use of?
a. Inductive Method
b. Expository Method
 c. Demonstration Method
d. Laboratory Method
67. Which instructional material/s is/are MOST fit in contextualized learning?
a. TV
b. slides
c. pictures
d. field trip
68. What is the implication of using a method that focuses on the why rather than the how?
a. There is best method
b. Typical one will be good for any subject
c. These methods should be standardized for different subjects.
d. Teaching methods should favor inquiry and problem solving.
69. Ms. Villanueva wants to teach the students the performance of a certain skill such as dancing. Which
technology would be the most appropriate and convenient to use?
a. film
b. video
c. television
d. printed material
70. When using problem solving method, the teacher can
a. Set up the problem
b. Test the conclusion
c. Propose ways of obtaining the needed data
d. Help the learners define what is it to be solved
71. Which of the following characterizes a well-motivated lesson?
a. The class is quiet.
b. The children have something to do.
c. The teacher can leave the pupils
d. There are varied procedures and activities undertaken by the pupils.
72. Slides are miniature transparencies. They can be created with simple cameras and simple equipment. They
display color in a realistic manner. However, they also have some limitations. Which one is it?
a. They can be easily updated and revised.
b. They can be adapted to group or to individual use
c. They can get out of sequence if handled individually.
d. They can be combined with taped narration for greater effectiveness.
73. Learners must be developed not only in the cognitive, psychomotor but also in the affective aspect.
Why is development of the latter also important?
a. It helps them develop a sound value system.
b. Their actions are dominated by their feelings.
c. It helps them develop an adequate knowledge of good actions.
d. Awareness of the consequences of their action is sharpened.
74. Which of the following attributes characterizes a learner who is yet to develop the concept?
a. The learner can identify the attributes of the concept.
b. The learner can summarize the ideas shared about the concept.
c. The learner can distinguish examples from non-examples.
d. The learner gets a failing grade in the tests given after the concept has been discussed.
75. The strategy which makes use of the old concept of "each-one-teach-one" of the sixty's is similar to?
a. Peer learning
b. Independent learning
c. Partner learning
d. Cooperative learning
76. Which part of the lesson does the learner give a synthesis of the things learned?
a. Motivation
b. Application
c. Evaluation
d. Generalization
77. Mrs. Santos used a film clip in teaching science concepts to her Grade Six class. However, she found out that
it was inefficiently used in the classroom. When the technology is considered inefficient?
a. When it makes viewing more interesting. b.When it
increases the time to master the lesson.
c. When it helps attain the objectives of the lesson. d.When it
enhances understanding of new lesson.
78. Educational objectives are arranged from simple to complex. Why is this?
a. Each level is built upon and assumes acquisition of skills from the previous level.
b. Objectives are broad and value-laden statements that lead to the philosophy of education.
c. Be idealistic and ambitious to begin with grandiose scheme for using taxonomy in all levels.
d. These are guidelines to be taught and learned where teachers and students evaluate learning.
79. Which of the following is NOT true?
a. Lesson plan should be in constant state of revision.
b. A good daily lesson plan ensures a better discussion.
c. Students should never see a teacher using a lesson plan.
d. All teachers regardless of their experience should have daily lesson plan.
80. In Music, Teacher 1 wants to teach the class how to play the piano in the Key of C. Which of the following
should be his objective?
a. To play the piano in the key of C chords
b. To improve playing the piano in the key of C
c. To interpret property of chords of Key of C in the piano
d. To exhibit excellent playing of piano in the key of C
81. When using instructional material, what should the teacher primarily consider?
a. The material must be new and skillfully made.
b. It must be suited to the lesson objective.
c. The material must stimulate and maintain students' interest
d. It must be updated and relevant to Filipino setting.
82. Prof. Manhattan’s lesson in EPP is about “Pagtatanim ng halaman” to her students. How can she make her
lesson more interesting and meaningful?
a. Have a viewing activity about the lesson. b.Have
them read their EPP book.
c. Give them a collaborative work. d.Let them
listen to a gardener.
83. Which is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual learners.
b. Self-directed, independent study is encouraged wherever possible and advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized throughout the learning
opportunities of the school.
d. The program provides a wide range of opportunities for individuals with same abilities, needs and
interests.
84. Teacher Lily would like to take part in developing a subject-centered curriculum because she believes that
all subjects in this type of curriculum are geared towards the holistic development of the learner. Is her
belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs, interests and abilities.
b. No, because it is the experience-centered curriculum that emphasizes the teaching of facts and
knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered curriculum that emphasizes
integration of habits and skills in learning the knowledge component of subject areas.
85. In the elementary level, English literature and Social studies relate well. While history is being studied,
different literary pieces during the historical period is being studied as well. What curriculum design is
shown here?
a. Separate subject design
b. Correlation design
c. Discipline design
d. Broad field design
86. This phase of curriculum development involves decisions, among other things, on grade placement and
sequencing of content. Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum organization
d. Curriculum implementation
87. One example of this design of subject-centered curriculum is that which shows social studies being
combined with geography, civics, culture and history to comprise subject area. Which design is this?
a. Correlated
b. Broadfields
c. Separate Subject
d. Core
88. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying related concepts in
Math. What pattern of organizing subjects did Ms. Ortiz consider?
a. Broadfield
b. Correlated
c. Core
d. Separate Subject
89. Prof. Delos Santos would like her students to give more accurate observations about plants in the
environment. Which technique would help her attain her objective?
a. Bring them to the garden.
b. Bring actual plants to class.
 c. Show colorful pictures to the class.
d. Let the class read books about the topic.
90. Which design is easy to deliver because complementary books and materials are commercially
available?
a. Experience centered design
b. Problem design
c. Process design
d. Subject centered design
91. What refers to the matching between curriculum and test to be used to assess the learners?
a. Alignment
b. Auditing
c. Articulation
d. Delivery
92. Ms. Mateo, a History teacher considers the element of time in arranging content of her lessons in World
History. What way of establishing sequence is given emphasis by Ms. Mateo?
a. Simple to complex
b. Part to whole
c. Concrete to abstract
d. Chronological
93. Which of the following should be avoided in presenting visuals?
a. Show visuals with an element of suspense.
b. Shut off the overhead projector when explaining
c. lengthily shutting off the overhead
d. Present all the materials simultaneously to hold the learners’ interest.
94. Mr. Rivera, a new teacher believes that education is a process of development and is life itself; therefore,
experience related to the child's need and interest should be given primary consideration. What
educational philosophy is being exhibited by Mr. Rivera?
a. Idealism
b. Reconstructionism
c. Progressivism
d. Realism
95. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of the school
board has one of the following primary roles.
a. Support and participate in parent-school organization activities.
b. Authorize school expenditures for curriculum development, implementation and evaluation
c. Enact legislation to effect curriculum improvement.
d. Recommend changes in curriculum.
96. After listing down the advantages and disadvantages of computers, Mrs. Muñoz decided to purchase a
computer for her class. Which do you think is the last consideration in purchasing the equipment?
a. Computers can make her more efficient.
b. Computers can be a form of entertainment.
c. Computers can enhance teaching and learning.
d. Computers can be used for interactive presentations.
97. The schools in the first District plan to adopt the reading program used in the third district. What
level of curriculum improvement is used?
a. Variation
b. Value orientation
c. Substitution
d. Restructuring
98. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content, it is
better that throughout the high school years, economic geography concepts be used to recur and be
repeated with depth for effective learning. What criterion in content selection is shown here?
a. Validity
b. Continuity
c. Significance
d. Learnability
99. The Filipino learners envisioned by the Department of Education (DepEd) in the light of K- 12 Curriculum is
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos
100. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum. Thus, all
activities in the classroom are geared towards the development of the child - the center of the educative
process. To which approach in curriculum does Teacher Dominguito adhere?
a. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic
101. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain in the school
to solicit inputs for a new curriculum in Social Science which highlights indigenous knowledge in the
community. What is shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum
102. Teacher Bert puts emphasis on the immediate felt interests and needs of his students and not on the
anticipated needs and interests. What type of curriculum does teacher Bert adheres?
a. Subject-centered
b. Learner-centered
c. Experience-centered
d. Culture-based
103. Markel prepares his school research works using computer to submit his requirements on time. Does the
computer make him productive and efficient? Why?
i. Yes, because it can generate its own data.
ii. Yes, because it can make one’s work easier.
iii. Yes, because it can perform tasks fast and accurately.
a. I and II
 b. I and III
c. II and III
d. I, II and III
104. What type of curriculum divides the school day into different periods such as language arts, social
studies, science and health, arithmetic, etc.?
a. Correlated
b. Broad fields
c. Integrated
d. Separate Subject
105. Which curriculum design element is taking place when Eduardo, a 4th year student can connect the
lessons he learned in a subject area to a related content in another subject area?
a. Articulation
b. Balance
c. Continuity
d. Integration
106. The following curricular changes took place in what particular period? Restore Grade VII, double-single
session was abolished and more textbooks were written by Filipino authors.
a. American Period
b. Philippine Republic
c. Japanese Occupation
d. New Society
107. Prof. Aguinaldo would like to integrate technology in writing a friendly letter. How can he do it
effectively?
a. Let the pupils surf a friendly letter from the Internet.
b. Have the pupils write a friendly letter and send it through an email.
c. Have the pupils forward a downloaded friendly letter to others via email.
d. Let the pupils write a friendly letter using word processing and have it critiqued by their peers.
108. This concept includes the sub-processes of curriculum planning, organization, implementation
and evaluation. Which concept is this?
a. Curriculum development
b. Curriculum assessment
c. Curriculum management
d. Curriculum and instruction
109. If curriculum is the "means", what is the "end"?
a. Strategies
b. Instruction
c. Technique
d. Approaches
110. The curriculum used during the period in Philippine history terminated the use of English as a
medium of instruction, what period is this?
a. American
b. Spanish
c. Commonwealth
d. Japanese

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111. Which of the following statements about the concept of curriculum is NOT quite acceptable?
a. It refers to all experiences that both the school and the teacher provide the students with.
b. It is the set of acquired knowledge, habits and skills
c. It consists of everything that goes within the school.
d. It is a planned action for instruction
112. Which of the following is known for its strength of giving immediate feedback?
a. video
b. story book
c. digital encyclopedia
d. computer assisted instruction
113. What process is being undertaken by curriculum developers when they enrich or modify certain aspects of
a particular program without changing its fundamental conceptions?
a. Curriculum improvement
b. Curriculum change
c. Curriculum design
d. Curriculum implementation
114. What design element establishes the vertical linkage from level to level to avoid glaring gaps and wasteful
overlaps?
a. Articulation
b. Balance
c. Scope
d. Sequence
115. Which of the following computer-based instructional material can be used to learn new concepts?
a. games
b. tutorial
c. simulation
d. drill and practice
116. What refers to the authenticity of the content selected by the curriculum developer?
a. Feasibility
b. Learnability
c. Significance
d. Validity
117. What do we call the allocation of content to a definite grade capable of learning?
a. Time allotment
b. Grade placement
c. Grade level
d. Maturity level
118. Which pattern of experience-centered curriculum centers on the normal activities of children and is
based on each child's needs, interests and potentials?
a. Child-centered
b. Activity
c. Social function
d. Specific competencies
119. Prof. Natividad would like to create a presentation material for his lesson on the types of computer-
assisted Instruction. Which tool should he use?
a. communicative tool Informative

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 b. tool
c. productivity tool
d. situating tool
120. Which curriculum development phase focuses on the change which will take place in certain aspects of
the curriculum without changing the fundamental conceptions?
a. Curriculum planning
b. Curriculum design
c. Curriculum improvement
d. Curriculum evaluation
121. Which is not a component of curriculum designing?
a. Objective
b. learning content
c. learning experiences
d. Diagnosis of needs
122. Which type of curriculum design serves as a response to society's demand for integration of
knowledge and enables the learner to see relationship among various aspects?
a. Broadfield
b. Correlated
c. Core
d. Separate subjects
123. Prof. De Guzman uses an online learning approach by which content provides links to information at
other locations and serves as a focal point for a distance education experience. Which of the following
does he use?
a. computer-aided instruction
b. web-based instruction
c. self-paced program
d. teleconferencing
124. Who controls the subject centered-curriculum?
a. Learner
b. Teacher
c. Parent
d. Teacher and parent
125. To provide individual differences in the classroom, how is curriculum designed?
a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
126. To ensure success in curriculum development, which of the following specific actions should a
curriculum leader avoid?
a. Work with people over them.
b. Use your status frequently to establish discipline
c. Keep channels of communication open
d. Show that you too desire to improve
127. Mr. Milena searches for related literature by accessing several databases in the library computer that is
connected with other computers that have databases. How is this termed?
a. CD ROM search
 b. Computer Search
c. mechanical search
d. online search
128. Which of the following is a reason for the continuous appraisal of the existing curriculum in all
levels?
a. New national policies in government
b. Changing needs and condition of society
c. Economic status of the people
d. Political trust of the country
129. Which of the following best defines curriculum development?
a. The total mental phenomena directly received at any given time
b. The planning of learning opportunities intended to bring about certain desired changes in pupils and
the assessment of the extent to which these changes have taken place.
c. A continuous cycle of activities in which all elements of curriculum are considered.
d. Education is aiding each child to be socially creative individuals.
130. To build a sense of pride among Filipino youth, which should be done in the curriculum?
a. Re-study our history and stress on our achievements as a people.
b. Re-study our history from the perspective of our colonizer.
c. Replace the study of folklore and myths with technical subjects.
d. Set aside the study of local history.
131. What do you call the curriculum when the teacher puts into action all the different planned activities
in the classroom?
a. Recommended Curriculum
b. Written Curriculum
c. Taught Curriculum
d. Supported Curriculum
132. Which pair of tools provide synchronous communication?
a. chatroom and email b.email
and bulletin board
c. video conferencing and blogs
d. instant messaging and chatroom
133. Which statement about the subject-centered curriculum is NOT true?
a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
134. Schools divide the school hours to different subjects such as reading, grammar, literature, math, science,
history and geography. What curriculum design is referred here?
a. Problem-centered
b. Learner-centered
c. Subject-centered
d. Culture-based
135. Which is NOT a description of the learner-centered curriculum?
a. Emphasis is on the total growth and development of the learners
b. Controlled and cooperatively directed by learners, teachers and parents
 c. Education is a means to develop social creative individual
d. Emphasis upon facts and knowledge for future use
136. The K-12 curriculum is otherwise called as
a. 2002 Basic Education Curriculum
b. Revitalized Basic Education Curriculum
c. Enhanced Basic Education Curriculum
d. Extended Basic Education Curriculum
137. What refers to an individual or group of individuals who have a direct and indirect influence in
curriculum development?
a. Stockholders
b. Stakeholders
c. Promoters
d. Incorporators
138. Should Mrs. Reyes allow her pupils to surf the Internet in creating a group newsletter during her English
class? Why?
a. No, because pupils may just be exchanging messages via email. b.No, because the
pupils might open undesirable websites.
c. Yes, to allow the pupils to chat with their friends. d.Yes, as long
as it is used effectively.
139. What refers to the appropriateness of the content in the light of the particular students who are to
experience the curriculum?
a. Significance
b. Validity
c. Interest
d. Learnability
140. Which of the following statements is NOT acceptable?
a. Instruction is the actual engagement of learners in the planned learning activities.
b. Curriculum determines what assessment should be done, and how to do it.
c. Instruction requires teachers to use a variety of action to accomplish a variety of functions.
d. Assessment establishes what is to be accomplished in teaching and learning.
141. Which characteristic of a good curriculum highlights the psychological nature of the learner?
a. Provisions are made for the smooth transition and continuing achievement of pupils.
b. Curriculum plans in areas which extend over several years are developed vertically.
c. Classroom practices give attention to the maturity and learning problems of each pupil.
d. Cooperative planning and teaching provide for exchange of information about pupil's learning
experiences.
142. Objectives must be evaluated in the light of practical considerations, including teacher competence,
availability of instructional materials, time allotment, etc. What characteristic of educational objective is
defined by the aforementioned statement?
a. Comprehension
b. Attainability
c. Consistency
d. Feasibility
143. Which of the following should you ask yourself in evaluating the content of an instructional material?
a. Do the materials reinforce learning effectively?
 b. Are the materials of high technical quality?
c. Does the content match the curriculum?
d. Is it appropriate for the students?
144. "Knowledge is true if it is workable". What philosophical foundation supports this statement?
a. Idealism
b. Realism
c. Pragmatism
d. Essentialism
145. As a member of the curriculum committee, your chief concern is to give the child freedom to choose what to
learn and believe, as you allow them to set their own identities and standards. What philosophy will you
consider?
a. Existentialism
b. Realism
c. Idealism
d. Pragmatism
146. Which of the following statements does NOT describe educational technology?
i. It includes hardware and software.
ii. It refers to the efficiency of teachers in using computers
iii. It is the development, application, and evaluation of systems, techniques and aids to improve human
learning.
a. i only
b. ii only
c. Both ii and iii
d. Both i and iii
147. Which of the following statements has a very limited definition of educational technology?
a. It is a profession composed of various job categories.
b. It refers to the computers used for teaching and learning.
c. It includes audiovisual materials, interactive multimedia and self-instructional materials.
d. It is the development, application and evaluation of system, techniques and aids to improve human
learning
148. Which of the following statements is correct about the domains of educational technology?
a. Design is the production stage while development is the planning stage.
b. Both the design and development are the planning stage.
c. Evaluation is synonymous with implementation.
d. Utilization is the action phase.
149. What should Mr. Asuncion determine first in the selection of media in teaching?
a. needs of the students
b.availability of the media
c. technique to be used
d.objectives of the lesson
150. Ms. Gomez is planning to integrate technology in her Mathematics class. Which of the following would be the
logical steps in doing this?
I. Set the objectives
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
 a. I, II, III, IV
b. II, I, III, IV
c. I, II, IV, III
d. II, I, IV, III
151. Which of the following is a limitation of models and real objects in teaching and learning?
a. They pose problems on storage
b. They make learning more concrete.
c. They provide hands-on learning experiences.
d. They are readily available in the environment, around school and in the home.
152. Which group of technologies has the highest degree of concreteness?
a. Realia and computer
b. Video, picture and television
c. Digital video, film, versatile compact disc
d. Book, imaginative literature, programmed instruction
153. Which is the most important reason why teachers preview materials to be used in class?
a. To gain confidence in using them.
b. To encourage viewers to be more focused.
c. To avoid potential problems that might occur while materials are in use.
d. To ensure appropriateness of the materials with the objectives and target audience.
154. Mrs. Del Prado placed text together with the relevant graphics on the same page in her multimedia
presentation. Which principle did she apply?
a. Split attention
b. Spatial contiguity
c. Cost effectiveness
d. Communication effectiveness
155. Mrs. Olivarez presented real samples of rocks in her General Science class. What principle did she apply?
a. Appropriateness
b. Authenticity
c. Responsiveness
d. Simplicity
156. After Ms. Rica planned her lesson in English, she found out that the materials at hand do not match her
objectives. Which is the best thing that she can do?
a. Modify the available materials. b.Teach the
lesson the following day.
c. Change the objectives to match with the available materials. d.Carry out the
lesson as planned and use the materials at hand.
157. Which is the best reason why teachers state the objectives before using instructional media?
a. To secure materials
b. To prepare the materials beforehand.
c. To determine which media to use best.
d. To be able to practice how to operate the equipment
158. Which of the following should Mr. Rivera primarily consider in determining the teaching-learning
objectives and use of instructional media?
a. The assessment tool to be used
 b. The learning activities
c. The learner
d. The teacher
159. Which of the following technologies provide iconic experiences to students/ children?
a. Video and books
b. Pictures and videos
c. Radio and recording
d. Modules and periodicals
160. Which of these technologies used in the classroom are arranged from the most symbolic to multisensory?
a. Real objects, print, audio-visual materials and visual materials
b. Visual materials, audio visual materials, print and computers
c. Visual materials, print, audio-visual materials and realia
d. Print, audio-visual materials, computers and realia
161. Prof. Balatas used worksheets, manipulative and models in teaching math to help her students understand
the lesson and love the subject. What did she bear in mind when she used these materials?
a. appropriateness
b. balance
c. breadth
d. variety
162. Which of the following is inappropriate in using printed visuals such as charts, graphs and drawings?
a. Provide written or verbal cues to highlight important aspect of visuals
b. Present the instructional materials simultaneously
c. Use materials that everyone can see
d. Make the presentation suspenseful
163. Susan wants to learn more English. Specifically, she wants to improve her listening skills. She has a CD player,
a tape recorder and has internet access. As an English teacher, what do you suggest?
I. CDs with English listening drills
II. Tapes with English listening drills
III. Internet website such as Go4English, English Language Listening Lab or Randall's listening Lab
a. I and II
b. II and III
c. I or III
d. I, II and III
164. Ms. Torres always makes sure that text, animation and color do not confuse students in her
presentation materials. Which principle is applied?
a. Simplicity
b. Variety
c. Responsiveness
d. cost effectiveness
165. Which of the following statements is incorrect about the contributions of technology to student
learning?
a. The quality of learning can be improved.
 b. The delivery of instruction can be more interesting.
c. The method of teaching and learning becomes more interactive.
d. The role of the teacher can be changed into knowledge dispenser.
166. Mr. Ternate, an ICT teacher takes into account technology standards to address the needs of the students
and help them adapt with the changing society and technology. Which of the following standards is an
exception?
a. Creativity and innovation
b. Research and information literacy
c. Model digital-age work and learning
d. Technology operations and concepts
167. Mrs. Reyes, a librarian, informed the students as well as the teachers that several software are available for
classroom instruction and individual learning. Which material is she referring to?
a. Computers
b. CD-ROM
c. Television set
d. VCD and DVD players
168. Ms. Vilna, a computer teacher demonstrates understanding of local and global issues and exhibits ethical
and legal use of information and communications technology tools. Which is true about her?
a. She models digital-age work and learning
b. She facilitates and inspires student learning and creativity.
c. She promotes and models digital citizenship and responsibility.
d. She designs and develops digital-age learning experiences and assessments
169. With the fast-paced evolution of technologies nowadays, why are teachers encouraged to shift gradually
from a teacher-centered instruction to a learner-centered instruction?
I. A learner-centered instruction focuses on transformation of facts.
a. II and IV only
b. I, II and IV only
c. I, III and IV only
d. II, III and IV only
170. Ms. Hernandez employs student-centered instruction as the learners create their digital portfolios in her
computer class. What could be developed among them through this approach?
a. Repetition and active learning
b. Mastery of skills and information delivery
c. Information processing and passive learning
d. Construction of knowledge and information exchange
171. Susan’s mother tongue is a vernacular. Which of the following materials would be the most efficient and
effective material to learn a second language?
a. interactive multimedia
b. pictures and print materials
c. audio compact discs and radio
d. printed materials and real objects
172. Mr. Torres will have a multimedia presentation in his Science class. Which of the following should he avoid?
a. Consider technical quality.
 b. Apply different computer effects per slid.
c. Present information through graphic organizers
d. Use contrasting colors for text and background.
173. Mrs. Simon would like to integrate technology in writing a friendly letter. Which of the following is the
most effective way of doing it?
a. Let the pupils surf a friendly letter from the internet
b. Have the pupils write a friendly letter and send it through an email.
c. have the pupils forward a downloaded friendly letter to others via email.
d. Let the pupils write a friendly letter using word processing and have it critiqued by their peers.
174. Which of the following computer-based instructional materials can be used to learn new concepts?
a. Games
b. Tutorial
c. Simulation
d. Drill and practice
175. Computer can be a good tool for individualized instruction. Which of the following aspects can be a deterrent
for its full utilization in the classrooms?
a. economic
b. physical
c. social
d. technical

176. Professor John would like to create a presentation material for her lesson on the types of computer-
assisted instruction. To make her presentation effective, which?
a. Situating tool
b. Informative tool
c. Productivity tool
d. Communicative tool
177. Professor Reyes is thinking of an online learning approach by which content provides links to information
at other locations and serves as a focal point for a distance education experience. Which of the following
should she use?
a. Teleconferencing
b. Self-paced program
c. Web-based instruction
d. Computer-aided instruction
178. With the increasing use of educational technology inside the classroom, what roles are expected of the
teacher?
a. facilitator
b. demonstrator
c. knowledge giver
d. source of information
179. Which is NOT a basic consideration in selecting and evaluating the content of an educational technology
tool?
a. Does it match the content?
b. Can it be easily dismantled?
c. Will it motivate and maintain interest?
d. Is there evidence of its effectiveness?
180. Your father wanted to finish his long dreamed course but he wanted to do it at home during his free time.
Would you recommend an online learning?
a. Yes, because online learning is the "in" thing
b. No, because online learning inhibits student-teacher interaction.
c. No, because hiring a helper would enable him to attend regularly in his class.
d. Yes, because he could learn at his own pace using a wide spectrum of technologies.
181. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an elementary school where there
are enough resources for instruction. She wanted to start preparing her instructional materials. Which is the
most systematic process in doing this?
a. Design, utilization, evaluation, development
b. Design, development, utilization, evaluation
c. Development, design, utilization, evaluation
d. Development, utilization, evaluation, design
182. Which of the following technologies are properly classified?
a. computers, compact discs, film, television
b. imaginative literature, book, programmed instruction
c. versatile compact disc, printed material, diagram, sketches
d. digital video, phonograph, compact discs, radio, audio tape
183. Which is the most important reason why teachers need to preview their instructional materials
that will be used in the class?
a. To gain confidence in using them
b. To encourage viewers to be more focused
c. To avoid potential problems that might occur while materials are in use
d. To ensure appropriateness of the materials with the objectives and target audience
184. After Ms. Rivas planned her lesson in English, she found out that the materials at hand do not match her
objectives. Which is the best thing that she can do?
a. Modify the available materials
b. Teach the lesson the following day.
c. Change the objectives to match with available materials.
d. Carry out the lesson as planned and use the materials at hand.
185. With increasing use of educational technology inside the classroom, what role is expected of the teacher?
a. Facilitator
b. Researcher
c. Knowledge giver
d. Source of information
186. It is impractical to bring real objects to the classroom so Aaron constructed a three- dimensional visual instead.
Which of the following did he construct?
a. Chart
b. Cartoon
c. Model
d. Graphic organizer
187. Which of the following technologies are arranged from the most concrete to the most abstract?
a. motion pictures, verbal symbols, visual symbols, radio, realias
b. realias, visual symbols, television, motion pictures, still pictures
c. realias, motion pictures, still pictures, visual symbols, verbal symbols
d. verbal symbols, still pictures, visual symbols, models, motion pictures

230
188. You asked your students to show a two-dimensional illustration of what they have understood from what they
have read. Which of the following non-projected visuals are you referring to?
a. Graphic organizer
b. Print materials
c. Model
d. Realia
189. There are several reasons why teachers are reluctant in using electronic media in the teaching-learning
process. Which is the most common reason?
a. The limited exposure of teachers to new equipment
b. Their incompatibility to diverse needs of the learners’
c. The difficulty in integrating technology in the curriculum
d. The excessive availability of local technology in the community
190. Prof. Mandalas would like to use an audio compact disc in teaching a lesson in Filipino. In which activity
in the teaching-learning process is it very effective?
a. In developing listening skills
b. In teaching creating thinking
c. In composing poems
d. In building concepts
191. Which is the best way to present instructional materials?
a. concrete ->semi-concrete-> abstract->semi-abstract b.semi-
concrete-> concrete -> abstract-> semi-abstract
c. abstract->semi-abstract-> semi-concrete-> concrete d.concrete
->semi-concrete-> semi-abstract -> abstract
192. Plants, pebbles, and blocks are just some of the effective instructional materials readily found in the
environment if they are utilized properly. Which of the following is INCORRECT about their classroom use?
a. Pass a single object around the class.
b. Familiarize yourself with the object or model before its actual utilization.
c. Use the objects as springboard in encouraging students' active participation.
d. Make sure that the realia and model are large enough to be seen by the whole class.
193. Prof. Ruiz uses projected visuals such as Digital Liquid Projector (DLP) in presenting her lesson. What could be
her main reason for using it?
a. The projected materials are readily available.
b. They are more abstract than any other visuals.
c. Most projected visuals can be obtained at no cost.
d. She can easily prepare for own transparencies in advance.
194. Ms. Simonton used a film clip in teaching Social Studies concepts to her First Year High School class.
However, she found out that it was ineffectively used in the classroom. When technology is considered
INEFFECTIVE?
a. When it promotes mastery of the lesson
b. When it makes viewing more interesting
c. When it helps attain the objectives of the lesson
d. When it induces alienation on the part of the learners
195. Which of the following technologies provide iconic experiences?
a. videos and computer
b. books and periodicals
c. audio and audio materials

231
 d. printed and verbal symbols
196. Your principal purchased new computer units for your Learning Resource Center. Which of the following
should be your last consideration in using the technology?
a. Computers can be used for entertainment.
b. Computers can be used for research activity.
c. Computers can be used for interactive presentation.
d. Computers can be used to reinforce discussion of difficult concepts in class.
197. Computers can be classified according to the roles they play namely communicative tool, informative tool, and
constructive tool. What is the other role of computers not mentioned in this item?
a. Instructional tool
b. Situating tool
c. Utility tool
d. Application tool
198. Which of the following categories of CAI will you use in your class if your objective is to increase proficiency in a
newly learned skill or refresh an existing one?
a. Tutorial
b. Simulation
c. Drill and practice
d. Instructional game
199. How can Prof. Urbana best promote the use of multimedia in teaching Science to her co-teachers?
a. Sell multimedia at low cost.
b. Demonstrate its use to them.
c. Explain the literature supporting its use.
d. Convince the principal to require the use of technology.
200. Which of the following is NOT an example of a communicative tool?
a. Chat
b. Electronic mail
c. Teleconferencing
d. Multimedia encyclopedia
201. Why is one-way delivery of information a misuse of communication tools?
a. Because the teacher expects the student to study more
b. Because it requires activities that focus on thinking than responding
c. Because it enables the users to focus more on higher level cognitive activities
d. Because this kind of practice lessens interaction capabilities of communication tools
202. Internet consists of thousands of connected computer networks around the world. Which term does
not refer to internet?
a. NET
b. On-line
c. Cyberspace
d. Information Superhighway
203. There are countless things in the environment that you and your students can use to learn from such as
trees, globes, pebbles, blocks etc. These real objects and models are really effective if they are utilized
properly. Which of the following is incorrect about the use of real objects and models?
a. Familiarize yourself with the object or model.
b. Allow passing of a single object around the class.
 c. Make sure that objects/models are large enough to be seen by the whole class.
d. Encourage students’ participation through questioning and having students decide the next step.
204. Which technology tool can Prof. Soriano use to communicate asynchronously with her students?
a. Chat and blog
b. Chat and instant messaging
c. Blog and video conferencing
d. Electronic bulletin board and email
205. In your computer subject, you allow your class to chat as part of your motivation before discussing to them the
roles of computer as a tool. How is chat used in this context?
a. Information tool
b. Application tool
c. Communicative tool
d. Situating tool
206. Which statement is INCORRECT about computer conferencing?
a. It refers to live student interaction with an expert.
b. It is also known as discussion forum or bulletin board.
c. It also refers to online class discussions, forums or debates.
d. It permits two or more individuals
207. Aaron constructed a three dimensional material to simulate the circulation of blood. Which of the following did
he construct?
a. solid model
b. cutaway model
c. mock-up model
d. cross-sectional model
208. Which instructional application will you introduce to your class if your objective is to help them find and use
information resources available in the internet?
a. Webquests
b. Hybrid course
c. Scavenger Hunt
d. Distance education
209. In the delivery of distance education, what computer application is used to organize instructions and track
students records and progress?
a. Computer-based Multimedia
b. Computer-assisted Instruction
c. Computer-mediated Education
d. Computer-managed Instruction
210. Which is a two-dimensional representation of the earth’s geographic and/or political features?
a. globe
b. map
c. mock-up
d. model
211. When is distance education as effective as the traditional instruction?
a. When the method, technologist and assessment used are appropriate to the required competencies.
b. When the course requires more face-to-face communication between the students and teachers.
 c. When students depend more on their online mentor.
d. When there is student to student interaction.

212. Who among the teachers described below is doing assessment?

a. Mrs. Bautista who is administering a test to her students.
b. Mr. Ferrer who is counting the scores obtained by the students in his test.
c. Ms. Leyva who is computing the final grade of the students after completing all their requirements.
d. Prof. Cuevas who is planning for a remedial instruction after knowing that students perform poorly in
her test
213. Mr. Fernandez is judging the accuracy of these statements. Which statements will he consider as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of quantitative and qualitative data.
IV. Evaluation is the analysis of quantitative and qualitative data for decision making
A. I and II only
b. III and IV only
c. I, II, and III
d. I, III and IV
214. You asked your students to illustrate what they have understood from what they have read. Which of the
following non-projected visuals are you referring to?
a. printed visuals
b. graphics
c. models
d. realias
215. If I have to use the most authentic method of assessment, which of these procedures should I
consider?
a. Traditional Test
b. Performance-based Assessment
c. Written Test
d. Objective Assessment
216. After doing the exercise on verbs, Ms. Borolo gave a short quiz to find out how well students have understood
the lesson. What type of assessment was done?
a. Summative Assessment
b. Formative Assessment
c. Diagnostic Assessment
d. Placement Assessment
217. Which software should Dr. Yu to manipulate numerical data in the computer?
a. Spreadsheet
b. desktop publishing
c. word processing
d. multimedia
218. Who among the teachers below performed a diagnostic assessment?
a. Ms. Santos who asked questions when the discussion was going on to know who among her
students understood what she was trying to emphasize.
b. Mr. Colubong who gave a short quiz after discussing thoroughly the lesson to
 determine the programs of learning.
c. Ms. Ventura who gave 10-item test to find out the specific lessons which the students failed to
understand.
d. Mrs. Lopez who administered a readiness test to the incoming grade one pupils.
219. You are assessing for learning. Which of these will you likely do?
a. Giving grades to students’
b. reporting to parents the performance of their child.
c. Recommending new policies in grading students.
d. Assessing the strengths and weaknesses of students.
220. Prof. Silva uses projected visuals such as OHP in presenting her lesson. What could be her main reason
in using such an educational technology?
a. The materials are readily available.
b. Most visuals can be obtained at no cost.
c. It is more abstract than any other visuals.
d. She can easily prepare her own transparencies in advance.
221. Mr. Gerald is planning to do an assessment of learning. Which of these should she include in her plan
considering her purpose for assessment?
a. How to give immediate feedback to student's strengths and weaknesses
b. How to determine the area of interest of learners’
c. How to certify student's achievement
d. How to design one's instruction
222. Ms. Pica showed a segment of matter in “sine skwela” to her pupils without a follow-up activity. Thus,
the pupils got low in the test. What does this imply?
a. TV makes viewing enjoyable.
b. TV promotes mastery of the lesson.
c. TV induces alienation on the part of the learners.
d. TV is effective when learners attain the lesson objectives.
223. You targeted that after instruction, your students should be able to show their ability to solve problems
with speed and accuracy. You then designed a tool to measure this ability. What principle of assessment
did you consider in this situation?
a. Assessment should be based on clear and appropriate learning targets or objectives.
b. Assessment should have a positive consequence on student's learning
c. Assessment should be reliable.
d. Assessment should be fair.
224. Which activity is closest to the real thing?
a. hear
b. view images
c. watch a demonstration
d. perform in a presentation
225. Ms. Ortega tasked her students to show how to play basketball. What learning target is she assessing?
a. Knowledge
b. Reasoning
c. Skills
d. Products
226. Mr. Favelas made an essay test for the objective "Identify the planets in the solar system". Was the
assessment method used the most appropriate for the given objective? Why?
 a. Yes, because essay test is easier to construct than objective test.
b. Yes, because essay test can measure any type of objective.
c. No, he should have conducted oral questioning.
d. No, he should have prepared an objective test.
227. Your department would like to purchase a computer set as your project. Which of the following advantages
of computer will be your last consideration in purchasing it?
a. It can enhance the teaching and learning process.
b. It can be used for interactive presentation.
c. It can be used for research activity
d. It can be used for entertainment.
228. Mr. Cadre wants to test students' knowledge of the different places in the Philippines, their capital and their
products and so he gave his students an essay test. If you were the teacher, will you do the same?
a. No, the giving of an objective test is more appropriate than the use of essay.
b. No, such method of assessment is inappropriate because essay is difficult.
c. Yes, essay test could measure more than what other tests could measure.
d. Yes, essay test is the best in measuring any type of knowledge.
229. What type of validity does the Pre-board examination possess if its results can explain how the students
will likely perform in their licensure examination?
a. Concurrent
b. Predictive
c. Construct
d. Content
230. Prof. Edmund will have a digitized presentation to pre-service teachers. Which of the following will make her
presentation appealing and effective?
a. Observe maximum use of animations and graphics together.
b. Apply as many computer effects per slide as possible.
c. Reinforce textual information with graphic organizers.
d. Use as many color as possible.
231. Ms. Elena wants to determine if the students' scores in their Final Test is reliable. However, she has only one set
of test and her students are already on vacation. What test of reliability can she employ?
a. Test-Retest
b. Kuder Richardson Method
c. Equivalent Forms
d. Test-Retest with Equivalent Forms

Refer to this case in answering items 231 to 232

Two teachers of the same grade level have set the following objectives for the day's lesson. At the end of the
period, the students should be able to: a. Construct bar graph, and b.
Interpret bar graphs To assess the attainment of the objectives, Teacher A required the students to construct a bar
graph for the given set of data then she asked them to interpret this using a set of questions as guide. Teacher B
presented a bar graph then asked them to interpret this using also a set of guide questions.
232. Whose practice is acceptable based on the principles of assessment?
a. Teacher A
b. Teacher B
 c. Both Teacher A and B
d. Neither Teacher A nor Teacher B
233. Which is true about the given case?
a. Objective A matched with performance-based assessment while B can be assessed using the traditional
pen-and-paper objective test.
b. Objective A matched with traditional assessment while B can be assessed using a performance-
based method.
c. Both objective A and B matched with performance-based assessment.
d. Both objective A and B matched with traditional assessment.
234. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-pencil test?
a. It puts non-linguistically intelligent at a disadvantage.
b. It is not easy to administer.
c. It utilizes so much time.
d. It lacks reliability.
235. Mr. Litton is doing a performance-based assessment for the day's lesson. Which of the following will most
likely happen?
a. Students are evaluated in one sitting.
b. Students do an actual demonstration of their skill.
c. Students are evaluated in the most objective manner.
d. Students are evaluated based on varied evidences of learning
236. Ms. Sharon rated her students in terms of appropriate and effective use of some laboratory equipment and
measurement tools and the student’s ability to follow the specified procedures. What mode of assessment
should Miss Del Rosario use?
a. Portfolio Assessment
b. Journal Assessment
c. Traditional Assessment
d. Performance-based Assessment
237. Mrs. Papaya presented the lesson on baking through a group activity so that the students will not just learn
how to bake but also develop their interpersonal skills. How should this lesson be assessed?
I. She should give the students an essay test explaining how they baked the cake.
II. The students should be graded on the quality of their baked cake using a rubric.
III. The students in a group should rate the members based on their ability to cooperate in their group
activity.
IV. She should observe how the pupils perform their tasks.
a. I, II, and III only
b. I, III, and IV only
c. I, II and IV only
d. I, II, III, and IV
238. Why are computers increasingly becoming pervasive in schools nowadays?
a. Schools advocate the use of computers.
b. They increase efficiency and productivity.
c. Anybody can operate computers without formal training.
d. Students have access to computers in school and at home.
239. If a teacher has set objectives in all domains or learning targets and which could be assessed using a single
performance task, what criterion in selecting a task should she consider?
 a. Generalizability
b. Fairness
c. Multiple Foci
d. Teachability
240. Which term refers to the collection of students' products and accomplishments in a given period for evaluation
purposes?
a. Diary
b. Portfolio
c. Anecdotal record
d. Observation report
241. There are several reasons why teachers are reluctant in using electronic media in the teaching-learning
process. Which is the most common reason?
a. The difficulty in integrating them in the curriculum.
b. The limited exposure of teachers to new equipment.
c. Their incompatibility to diverse needs of the learners.
d. The excessive availability of local technology in the community.
242. Mrs. Carbon allowed the students to develop their own portfolio in their own style as long as they show all the
non-negotiable evidences of learning. What principle in portfolio assessment explains this practice?
a. Content Principle
b. Learning Principle
c. Equity Principle
d. Product Principle
243. How should the following steps in portfolio assessment be arranged logically?
I. Set targets
II. Select evidences
III. Collect evidences
IV. Rate Collection
V. Reflect on Evidences
a. I, II, III, IV, V
b. I, III, II, V, IV
c. I, II, III, V, IV
d. I, III, V, II, IV
244. Which could be seen in a rubric?
I. Objective in a high level of cognitive behavior
II. Multiple criteria in assessing learning
III. Quantitative descriptions of the quality of work
IV. Qualitative descriptions of the quality of work
a. I and II only
b. II, III and IV only
c. I, II and III
d. I, II, III and IV
245. With the number of senses to be stimulated as criterion, which one should be first in the list?
a. multi-sensory
b. audio-visual aid
c. visual aid
d. audio aid
246. The pupils are to be judged individually on their mastery of the singing of the national anthem so their teacher
let them sing individually. What should the teacher use in rating the performance of the pupils considering the
fact that the teacher has only one period to spend in evaluating her 20 pupils?
a. Analytic
b. Holistic
c. either holistic or analytic
d. Both holistic and analytic
247. Mrs. Irene is judging the worth of the project of the students in her Science class based on a set of criteria.
What process describes what she is doing?
a. Testing
b. Measuring
c. Evaluating
d. Assessing
248. Which of the following is considered in terms of technical quality of a material?
a. stereotyping
b. audio-visual aid
c. color and size of text
d. students’ achievement
249. Mrs. Altos is comparing measurement from evaluation. Which statement explains the difference?
a. Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the
numerical value of the trait.
b. Measurement is the process of gathering while evaluation is the process of quantifying the data gathered.
c. Measurement is the process of quantifying data while evaluation is the process of organizing data.
d. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of testing.
250. Which statement is true about the opaque projector and overhead projector?
a. An opaque projector allows more flexibility than an overhead projector.
b. An overhead projector allows more flexibility than an opaque projector.
c. Opaque and overhead projectors can instantaneously project 3D visuals well.
d. The series of still visuals in an opaque projector are arranged in a fixed pattern but not in an overhead
projector.
251. Ms. Luisa uses alternative methods of assessment. Which of the following will she not likely use?
a. Multiple Choice Test
b. Reflective Journal Writing
c. Oral Presentation
d. Developing Portfolios
252. Ms. Cambia aims to measure a product of learning. Which of these objectives will she most likely set for her
instruction?
a. Show positive attitude towards learning common nouns
b. Identify common nouns in a reading selection
c. Construct a paragraph using common nouns
d. User a common noun in a sentence
253. A grade II teacher wanted to show the parts of a seed by using a large, wooden seed visual aid with
detachable cotyledons and tiny seed. Under what classification does wooden structure fall?
a. assembly model
b. cutaway model
c. realia
d. solid model
254. The students of Mrs. Valens are very noisy. To keep them busy, they were given any test available in the
classroom and then the results were graded as a way to punish them. Which statement best explains if the
practice is acceptable or not?
a. The practice is acceptable because the students behaved well when they were given a test.
b. The practice is not acceptable because it violates the principle of reliability.
c. The practice is not acceptable because it violates the principle of validity.
d. The practice is acceptable since the test results are graded.
255. Ms. Delos Angeles advocates assessment for learning. Which will she NOT likely do?
a. Formative Assessment
b. Diagnostic Assessment
c. Placement Assessment
d. Summative Assessment
256. Which term refers to a model which is constructed so as to emphasize a particular part or function?
a. audio recording
b. simulation
c. mock-up
d. realia
257. At the beginning of the school year, the 6-year old pupils were tested to find out who among them can
already read. The result was used to determine their sections. What kind of test was given to them?
a. Diagnostic
b. Formative
c. Placement
d. Summative
258. The grade six pupils were given a diagnostic test in addition and subtraction of whole numbers to find out if
they can proceed to the next unit. However, the results of the test were very low. What should the teacher
do?
a. Proceed to the next lesson to be able to finish all the topics in the course.
b. Construct another test parallel to the given test to determine the consistency of the scores.
c. Count the frequency of errors to find out the lessons that the majority of students need to relearn.
d. Record the scores then inform the parents about the very poor performance of their child in
mathematics.
259. Mrs. Rogueries is doing an assessment of learning. At what stage of instruction should she do it?
a. Before instruction
b. After instruction
c. Prior to instruction
d. During the instructional process

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260. Which is the best use of computers to students like you?
a. They are used for chatting and surfing the net.
b. They are used for research and collaboration.
c. They are used for playing online games.
d. They are used for watching movies.

261. Mr. Carrillo developed an Achievement Test in Math for her grade three pupils. Before she finalized the test she
examined carefully if the test items were constructed based on the competencies that have to be tested. What
test of validity was she trying to establish?
a. Content-validity
b. Concurrent validity
c. Predictive validity
d. Construct validity
262. Mrs. Robles wants to establish the reliability of her achievement test in English. Which of the following
activities will help achieve her purpose?
a. Administer two parallel tests to different groups of students.
b. Administer two equivalent tests to the same group of students’
c. Administer a single test but two different groups of students.
d. Administer two different tests but to the same group of students.

Refer to the situation below in answer items 262 and 263

A teacher set the following objectives for the day's lesson:

At the end of the period, the students should be able to: a. Identify the parts of friendly letter
;b. Construct a friendly letter using the MS Word, and c. Show interest towards the day's lesson To assess the
attainment of the objectives, Ms. Cadre required the students to construct friendly letter and have it encoded at
their Computer Laboratory using the MS Word. The letter should inform one's friend about what one has learned
in the day's lesson and how one felt about it.
263. Which is NOT true about the given case?
A. Ms. Cadre practices a balanced assessment.
B. Ms. Cadre’s assessment method is performance-based.
C. Ms. Cadre needs a rubric in scoring the work of the students.
D. Ms. Cadre’s assessment targets are all in the cognitive domain.
264. If Mr. Paradise will have to make a scoring rubric for the student's output, what format is better to construct
considering that the teacher has limited time to evaluate their work?
a. Analytic Rubric
b. Holistic Rubric
c. either A or B
d. Neither A nor B
265. The school principal has 3 teacher applicants all of whom graduated from the same institution and are licensed
teachers. She only needs to hire one. What should she do to choose the best teacher from the three?
I. Give them a placement test.
II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.

241
 IV. Study their portfolios to examine the qualities of the students' outputs when they were in College.
a. I and II.
b. II and III.
c. I and III, IV
d. II, III and IV
266. Which statement makes technology ineffective in student learning?
a. It develops higher thinking skills.
b. It prepares students for the workforce.
c. It enhances students’ collaborative skills.
d. It decreases achievement in content learning.
267. What should be done first when planning for a performance-based assessment?
a. Determine the "table of specifications" of the tasks
b. set the competency to be assessed.
c. Set the criteria in scoring the task.
d. Prepare a scoring rubric.

268. To maximize the amount of time spent for performance-based assessment, which one should be done?
a. Plan a task that can be used for instruction and assessment at the same time.
b. Assess one objective for one performance task.
c. Set objectives only for cognitive domains.
d. Limit the task to one meeting only.
269. Who among the teachers below gave the most authentic assessment task for the objective "Solve word
problems involving the four basic operations"?
a. Mrs. Juliana who presented a word problem involving a four fundamental operations and then asked the
pupils to solve it.
b. Mrs. Mandy who asked her pupils to construct a word problem for a given number sentence that involves
four fundamental operations and then asked them to solve the word problem they constructed.
c. Mrs. Malang who asked her pupils to construct any word problem that involves the four fundamental
operations and then asked them to show how to solve it.
d. Mrs. Pontipedra who asked her pupils to construct any word problem that involves the four fundamental
operations then formed them by twos so that each pair exchanged problems and help solve each other's
problem.
270. Which is wrong to assume about traditional assessment?
a. It can assess individuals objectively.
b. It can assess individuals at the same time.
c. It is easier to administer than performance test.
d. It can assess fairly all the domains of intelligence of an individual
271. Which statement about performance-based assessment is FALSE?
a. It emphasizes merely process.
b. It also stresses doing, not only knowing.
c. It accentuates on process as well as product.
d. Essay tests are an example of performance-based assessments.
272. Under which assumption is portfolio assessment based?
a. Portfolio assessment is a dynamic assessment.
b. Assessment should stress the reproduction of knowledge.
 c. An individual learner is adequately characterized by a test score.
d. An individual learner is inadequately characterized by a test score.
273. Which is a good portfolio evidence of a student's acquired knowledge and writing skills?
a. Project
b. Test Results
c. Reflective Journal
d. Critiqued Outputs
274. You plan to use instructional materials to a big class-size. Which of these will you
not use?
a. pictures
b. projection
c. 27-inch television
d. computer with LCD projector
275. When planning for portfolio assessment, which should you do first?
a. Set the targets for portfolio assessment.
b. Exhibit one's work and be proud of one's collection
c. Select evidences that could be captured in one's portfolio
d. Reflect on one's collection and identify strengths and weaknesses
276. Which kind of rubric is best to use in rating students' projects done for several days?
a. Analytic
b. Holistic
c. either holistic or analytic
d. Both holistic and analytic
277. Computers can be classified according to the roles they play namely communicative tool, informative tool, and
constructive tool. What is the other role of computes in the options below?
a. instructional tool
b. situating tool
c. utility tool
d. application tool
278. Which is not true of an analytic rubric?
a. It is time consuming
b. It is easier to construct than the holistic rubric
c. It gives one's level of performance per criterion
d. It allows one to pinpoint the strengths and weaknesses of one's work.
279. Mrs. Banana prepared a rubric with 5 levels of performance described in 5- excellent, 4-very satisfactory, 3-
satisfactory, 2 needs improvement, 1-poor. After using this rubric with these descriptions, she found out that
most of her students had a rating of 3. Even those who are evidently poor in their performance had a rating of
satisfactory. Could there be a possible error in the use of the rubric?
a. Yes, the teacher could have committed the generosity error.
b. Yes, the teacher could have committed the central tendency source of error.
c. No, it is just common to see more of the students having grade of 3 in a 5-point scale.
d. No, such result is acceptable as long as it has a positive consequence to the students.
280. In a positively skewed distribution, the following statement are true except
a. Median is higher than the mode.
b. Mean is higher than the Media.
 c. Mean is lower than the Mode.
d. Mean is not lower than the Mode.
281. Which of the following categories of CAI will you use in your class if your objective is to increase proficiency in a
newly learned skill or refresh an existing one?
a. tutorial
b. drill and practice
c. simulation
d. instructional game
282. Which of the following questions indicate a norm - referred interpretation?
a. How does the pupils test performance in our school compare with that of other schools?
b. How does a pupil's test performance in reading and mathematics compare?
c. What type of remedial work will be most helpful for a slow- learning pupil?
d. Which pupils have achieved master of computational skills?
283. What is the performance of a student in the National Achievement Test (NAT) if he obtained/got a standing
score of 5?
a. Between average and above average
b. Between average and below average
c. Below average
d. Average
284. Based on the figure, which is true about the distribution?
a. Mean=55, median=48, mode=34
b. Mean=46, median=40, mode=37
c. Mean=63, median=63, mode=63
d. The distribution is mesokurtic

285. If quartile deviation is to median, what is to mean?

a. Standard deviation
b. Mode
c. Range
d. Variance
286. In a normal distribution, which of the following is true?
a. median=mode=mean
b. median≠mode=mean
c. median≠mode≠mean
d. Mean=median=mode
287. Which of the following situations may lower the validity of test?
a. Mrs. Josea increases the number of items measuring each specific skill from three to five.
 b. Mr. Santosa simplifies the language in the directions for the test.
c. Miss. Lopeza removes the items in the achievement test that everyone would be able to answer correctly.
d. None of the above.
288. In a negatively skewed distribution, which of the following statements is true?
a. Mode is lower than the mean.
b. Mean is lower than the mode.
c. Median is higher than the mode.
d. Mode is lower than the median.
289. In a negatively skewed distribution, the following statements are true EXCEPT?
a. Mean is not higher than the median
b. Median is lower than the mode.
c. Mean is lower than the mode.
d. Mode is less than the median.
290. Miss Cortez administered a test to her class and the result is positively skewed. What kind of test do you
think Miss Cortez gave to her pupils?
a. Post test
b. Pretest
c. Mastery test
d. Criterion-referenced test
291. The result of the test given by teacher A showed a negatively skewed distribution. What kind of test did
Teacher Mina give?
a. The test is difficult
b. It is not too easy nor too difficult
c. It is moderately difficult
d. It is easy
292. When the distribution is skewed to the right, what kind of test was administered?
a. Difficult
b. Easy
c. Average/moderately difficult
d. Partly easy- partly difficult

293. In a negatively skewed distribution, what kind of students does Teacher B have?
a. Very good
b. Very poor
c. Average
d. Heterogeneous
294. In a positively skewed distribution, the students are?
a. Very good
b. Very poor
c. Average
d. Normally distributed
295. In a positively skewed distribution, which of the following statements is true?
a. Mode = 67 while Media = 54
b. Median = 53 while Mean = 41
 c. Mean = 73 while Mode = 49
d. Median = 34 while Mode = 42
296. Which statements represent criterion-referenced interpretation?
a. Lucresia did better in solving the linear equation than 80% of representative Algebra students.
b. Lucresia's score indicates that she is able to solve about two thirds of all one-variable linear equations
of such complexity.
c. Students who have reached Lucresia's level on linear equations usually succeed in the subsequent unit on
simultaneous equations with special help or extra time; i.e., Lucresia is ready to move ahead.
d. All of the above
297. Bernard obtained a 97 percentile rank in an aptitude test. This means
a. He answered 97% of the items correctly.
b. He belongs to the 97% of the group who took the test.
c. 79% of the examinees did better than her on the test.
d. He surpassed 97% of those who took the test.
298. Which set of scores has the least variability?
Set 1 0,5,10,15,20
Set 2 25,35,45,55
Set 3 0,2,8,15,20
Set 4 505,501,503
a. Set 1
b. Set 2
c. Set 3
d. Set 4
299. Standard deviation is to variability as mode to?
a. Correlation
b. Discrimination
c. Central tendency
d. Level of difficulty
300. Goring performed better than 65% of the total number of examinees in the district achievement test. What is
his percentile rank?
a. P35 b. P65 c. P66 d. P75
301. Which is a guidance function of a test?
a. Identifying pupils who need corrective teaching
b. Predicting success in future academic and vocational education
c. Assigning marks for courses taken
d. Grouping pupils for instruction within a class
302. Mr. Reyes, an elementary school teacher in Science found out that many of his pupils got very high scores in
the test. What measure of central tendency should he use to describe their average performance in the
subject?
a. Mean
b. Median
c. Mode
d. Range

303. Which of the following indicates how compressed or expanded the distribution of scores is?
 a. Measures of position
b. Measures of central tendency
c. Measures of correlation
d. Measures of variability
304. The proportion passing the upper and lower group is .80 and .95, respectively. What is the index of difficulty?
a. .38
b. .40
c. .58
d. 1.02
305. Mr. Gringo tried to correlate the scores of his pupils in the Social studies test with their grades in the same
subject last 3rd quarter. What test validity is he trying to establish?
a. Content validity
b. Construct validity
c. Concurrent validity
d. Criterion related validity
306. If a test item has a difficulty index of 0.06, how would you describe the test item?
a. It is very easy.
b. It is moderately difficulty.
c. It is very difficult
d. It is difficult
307. Two sections have the same mean but the standard deviation of section 2 is higher than section 1. Which of
the two sections is more homogeneous?
a. Section 1
b. Section 2
c. Both A and B
d. None of the above
308. Miss Cortes administered a test to her class and the result is positively skewed. What kind of test do you
think Miss Cortes gave to her pupils?
a. Posttest
b. Pretest
c. Mastery test
d. Criterion-referenced test
309. In his second item analysis, Mr. Gonzales found out that more from the lower group got the test item 15
correctly. What does this mean?
a. The item has become more valid
b. The item has become more reliable
c. The item has a positive discriminating power
d. The item has a negative discriminating power
310. Q1 is 25th percentile as media is to what percentile?
a. 40th percentile
b. 60th percentile
c. 50th percentile
d. 75th percentile
311. Which is implied by a positively skewed scores distribution?
a. The mean, the median, and the mode are equal.
b. Most of the scores are high
 c. Most of the scores are low.
d. The mode is high
312. In a normal distribution curve, what does a T-score of 60 mean?
a. Two SDs below the mean
b. Two SDs below the mean
c. One SD below the mean
d. One SD above the mean

For items 312 to 317, what does each figure/distribution on the right indicate?
313. 313.
a. mean > median > mode
b. mean < mode > median
c. mean > mode < median
d. mean < median < mode

314. 314.
a. mode < mean < median
b. mode > mean > median
c. median < mode > mean
d. none of the above

315. 315.
a. equal means, unequal standard deviations
b. equal means, equal standard deviations
 c. unequal means, equal standard deviations
d. unequal means unequal standard deviations

316. 316.
a unequal means, equal standard deviations
b. unequal means, equal standard deviations
c. equal means, equal standard deviations
d. equal means, unequal standard deviations

317. 317.
a. unequal variability, equal means, different shapes
b. unequal means, equal variability, different shapes
c. equal variability, equal means, different shapes
d. unequal variability, unequal means, different shapes
318. 318.
a. unequal means, equal standard deviations
b. equal means, unequal standard deviations
c. equal means, equal standard deviations
d. unequal means, unequal standard deviations

319. In conducting a parent- teacher conference, which of the following is NOT true?
a. Be friendly and informal
b. Be a know-it-all person
c. Be willing to accept suggestions
d. Be careful in giving advice

320. In a frequency distribution, what is the midpoint of the class interval whose lower and upper limits are 99.5
and 109.5?
a. 107.0
b. 105.0
c. 104.5
d. 102.5
321. In a frequency distribution, what is the interval size of the class whose lower and upper limits are 9.5 and
19.5?
a. 11.0
b. 10.0
c. 9.0
d. 5.0

250
322. Given a mean of 55 and a standard deviation of 8, what two scores include one standard deviation below
and above the mean?
a. 46 and 63
b. 47 and 64
c. 47 and 63
d. 46 and 64
323. Given the same mean of 55 and standard deviation of 8, what score corresponds to two standard deviation
above the mean?
a. 70
b. 71
c. 72
d. 73
324. What principle of test construction is violated when one places very difficult items at the beginning; thus
creating frustration among students particularly those of average ability and below average?
a. All the items of particular type should be placed together in the test.
b. The items should be phrased so that the content rather than the form of the statements will determine the
answer.
c. All items should be approximately 50 percent difficulty.
d. The items of any particular type should be arranged in an ascending order of difficulty.

325. Which of the following is an ineffective use of presentation software?

a. Darken the room
b. Use appropriate pacing
c. Read directly from the slides.
d. Allow interaction with the learner.
326. Mrs. Reyes would like to find out how well her students know each other. What assessment instrument
would best suit her objective?
a. Self-report instrument
b. Sociometric technique
c. Guess-who technique
d. All of the above
327. Mr. Reyes asked his pupils to indicate on the piece of paper the names of their classmates whom they
would like to be with for some group activity, what assessment technique did Mr. Reyes use?
a. Self-report technique
b. Guess-who technique
c. Sociometric technique
d. Anecdotal technique
328. Which of the following assessment procedures/tools is useful in assessing social relation skills?
a. Anecdotal record
b. Attitude scale
c. Peer appraisal
d. any of the above

251
329. If the proportion passing for the upper and lower group is .90 and .30 respectively, what is the discrimination
index?
a. .40
b. .50
c. .60
d. .70
330. Which of the following is NOT an example of communicative tool?
a. multimedia encyclopedia
b. teleconferencing
c. electronic mail
d. chat
331. Which is an example of affective learning outcome?
a. Interpret stimuli from various modalities to provide data needed in making adjustments to the
environment
b. Judge problem and issues in terms of situations involved than in terms of fixed dogmatic thinking
c. Appreciate the quality and worth of the story read
d. None of the above
332. Mr. Mirasol who is a high school teacher in English conducted an item analysis of her test. She found out
that four of the items of the test obtained the following difficulty and discrimination indices and as follows:
333. 333.
1. Item Number 2. Difficulty Index 3. Discrimination Index

4. 1 5. .58 6. .49
7. 2 8. .92 9. .72
10. 3 11. .09 12. .32
13. 4 14. .93 15. .15

334. Which of the above items should be discard in her item pool?
a. Item 1
b. Item 2
c. Item 3
d. Item 4
335. Which of the following emphasizes the right of citizens to quality education?
a. The basic education level
b. Tertiary level
c. The graduate level
d. All levels
336. Which is a characteristic of the teaching machines of B. F. Skinner?
a. It does not need any feedback.
b. It requires teacher’s assistance.
c. It is meant for a collaborative work.
d. It allows a student to learn at his/her own pace.
337. Which educational level/s provide/s for free and compulsory education as stipulated in Article IV, Section 2 of
the Philippine Constitution?
 a. Elementary level
b. Secondary level
c. Elementary and secondary levels
d. Tertiary level
338. Who among the following is in the category of non-academic personnel as provided for under Education Act of
1982?
a. Guidance counselors
b. School principal
c. School nurse
d. School librarian
339. How is gradual progression of teacher's salary from minimum to maximum done?
a. Regular increment every year
b. Increment after ten years of service
c. Regular increment every 3 years
d. Increment after five years
340. Which of the following is NOT recognized by the Magna Carta for Public School Teachers?
a. Quality education depends primarily on the quality of socio-economic status of teachers.
b. Advancement in education depends on the teachers' qualifications and ability.
c. Education is an essential factor in the economic growth of the nation.
d. Education is development and vice-versa.
341. What appointment can be given to Teacher Apple who possesses the minimum qualifications but lacks the
appropriate but lacks the appropriate civil service eligibility?
a. Contractual basis
b. Permanent
c. Provisional
d. Substitute
342. Which of the following rights is intended for parents under Education Act of 1982?
a. The right to academic freedom
b. The right to privacy of communication
c. The right to seek redress of grievance
d. The right to full access to the evidence of the case
343. What can help achieve relevant quality education?
a. Strong curriculum
b. Competent instruction
c. School-community relations
d. Competent administrator
344. Which of the following provisions under the Magna Carta for Public School Teachers will most likely promote
teachers' welfare and defend their interests?
a. Be promoted in rank and salary
b. Regulate their social involvement
c. Undergo and participate in professional development
d. Establish, join and maintain professional and self-regulation organizations
345. What does "teachers are persons in authority" imply?
a. Teachers cannot be charged.
b. No person can assault a teacher.
c. Teachers have immunity from arrest.
d. Decisions made by teachers are deemed right.
346. Who among the following characterizes a professional teacher?
a. An education graduate who received honors
b. A teacher who has taught for at least six years
c. A teacher who has attended national seminars on teaching
d. A teacher who qualifies for a permanent position under RA 4670
347. Who are covered by RA 4670?
a. Teachers in all levels
b. Teachers in all public elementary schools
c. Teachers in both public and private schools
d. Teachers in public elementary and secondary schools
348. Teacher B has been in active service for 10 years when he decided to pursue higher studies. Under RA 4670,
what kind of leave of absence can s/he avail of?
a. Indefinite leave
b. Scholarship leave
c. Study leave
d. Vacation leave
349. When can teachers be required to work on assignment not related to their duties?
a. When on probation
b. When found inefficient
c. When lacking in educational qualifications
d. When compensated under existing laws
350. Teacher C has been teaching 7 straight years and therefore qualities for a study leave with pay for one year.
Should she pursue it, how much pay is she entitled to receive?
a. 50% of monthly salary
b. 60% of monthly salary
c. 70% of monthly salary
d. 100% monthly salary
351. Which of the following laws strengthens teacher education in the Philippines through the
establishment of centers of excellence?
a. RA 7722
b. RA 7784
c. RA 7796
d. RA 7834
352. What does free public secondary educational under the law mean?
a. Right of every student to enter public secondary schools
b. Free from being screened to enter pubic secondary schools
c. Free from payment of school fees identifies and authorized by law
d. Free from payment of tuition and other fees for students enrolled in public secondary schools
353. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher F in a hazardous area; and
Teacher G in a place where standard of living is high. Who is entitled to a hardship allowance?
a. Teacher D
b. Teacher E
c. Teacher F
d. Teacher G
354. Teacher H contracted an illness that required rest for more than one year. Which leave should she apply
for?
 a. Sick leave
b. Personal leave
c. Vacation leave
d. Indefinite leave
355. A school personnel can avail of free legal service under certain circumstances. Principal I was accused of
maligning her neighbor. Is Principal I entitled to the said service?
a. Yes, she should defend herself.
b. No, if funds are not available.
c. No, it might bring some disagreements in school
d. No, the case is not related to her professional duties.
356. Teacher J discusses conflicts between warring groups in Mindanao. Which pillar should he stress more?
a. Learning to be
b. Learning to live together
c. Learning to do
d. Learning to know
357. Teacher K teaches in a public school in her locality. Due to teacher shortage, her classroom teaching starts
from 6 am and ends at 3 pm. Is the assignment given her just?
a. Yes, the situation demands that she render longer teaching hours.
b. Yes, as long as she signs a conform letter to that effect.
c. No, rendering longer teaching hours would make the teacher tired and exhausted.
d. No, Magna Carta for Public School Teachers states that in the exigencies of service, any teacher may be
required to render more than six hours and not more than eight hours of actual classroom teaching a day.
358. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national high school in her province.
Since she has been rated outstanding in her performance, can she be exempted from taking the LET?
a. Yes, that is a privilege that must be given to teachers whose performance is outstanding.
b. Yes, if approved by PRC.
c. No, RA 7836 states that no person shall practice or offer to practice the teaching profession in the Philippines
or be appointed as teacher to any position calling for a teaching position without having previously obtained a
valid certificate and a valid license from the Commission.
d. No, professional license is required of all teachers regardless of age and teaching performance.
359. Which of the following statements is NOT true about the Code of Ethics for Professional Teachers?
a. The teacher must select which information to keep confidential
b. The teacher must demonstrate full commitment and devotion to duty
c. The teacher must manifest pride in the nobility of the teaching profession
d. The teacher must make no prejudice or discrimination against any learner
360. Which of the following could be the reason for the teacher's suspension from the practice of the teaching
profession?
a. Immoral, unprofessional or dishonorable conduct
b. Observing proper procedures in obtaining a certificate of registration
c. Faithfulness to the code of ethical and professional standards for professional teachers
d. Willingness to attend seminars, workshops, conferences and the like or the continuing education
program prescribed by the Board and the Commission.
361. Ms. Sanchez, a BSE graduate, has not passed the LET yet. On what capacity can she be hired?
a. Permanent status
b. Emergency status
c. Provisional for not less six months
d. Provisional for not less than one year
362. Teacher M suffers from hypertension and experiences difficulty in speech. Which would be affected if he
continues teaching?
a. Personality
b. Punctuality
c. Effectiveness
d. Devotion to duty
363. Teacher N wants to continue with her study leave for another six months after completing a school year.
Could she be allowed?
a. Yes, if her grades are excellent.
b. Yes, but without compensation.
c. No, other teachers should have the chance.
d. No, study leave should not exceed one year.
364. Teacher O tutors her students, who have difficulty coping with Math, after class hours. Is her act ethical?
a. Yes, provided she receives jut compensation.
b. Yes, provided she does not require a fee from the parent.
c. No, that is unfair to other students.
d. No, she should be free after her official time.
365. Teacher P, the English coordinator, was assisted by Teacher Q throughout the celebration of English
Week. What could Teacher P do to acknowledge Teacher Q's assistance?
a. Buy her a gift
b. Keep quiet about the assistance received.
c. Mention formally to the principal the assistance received.
d. Make an announcement giving due recognition of the assistance received.
366. Is holding a rally to protest the delay of benefits due a person ethically acceptable?
a. Yes, when hold while on official time.
b. Yes, when hold outside the official time.
c. Yes, when hold with approval of the principal.
d. Yes, when hold together with parents and students.
367. What should a teacher do when he/she falls in love with his/her student?
a. Court the student at home.
b. Propose and marry the student.
c. Wait till the student is no longer under his/her tutelage.
d. Act normally as if nothing happens and the student does not exist.
368. When a Principal starts to exercise his/her powers over making and promoting students, is his/her action
acceptable?
a. Yes, when the teacher cannot make decision on time.
b. Yes, when there is abuse of judgment on the part of the teacher.
c. No, teachers are more knowledgeable of their student's performance.
d. No, grading and promoting students are exclusive functions of teachers.
369. Teacher R was asked by her principal to teach pre-school class in addition to her regular grade one class.
What will be the basis for her additional compensation?
a. Her basic salary
b. Performance rating
c. Providing public information of their policies and procedures
d. Encouraging appreciation of government agencies
370. Which of the following shows responsiveness of public officials and employees?
a. Avoiding wastage in public funds
b. Formulating rules and policies regarding work
c. Providing public information of their policies and procedures
d. Encouraging appreciation of government services
371. Teacher S, a Science teacher has been accused of sexual harassment by one of her students. What should the
school principal do?
a. Ask the teacher to surrender to the police.
b. Tell the teacher to stop reporting to school.
c. Advice the teacher to transfer to other school.
d. Create a committee to investigate the accusation.
372. Teacher T receives a love letter from one of her third year high school students in English. What should Mr.
Martin do?
a. Read her letter to the class.
b. Let the student express her feelings through letters.
c. Return the letter to the student and tell her not to do it again.
d. Surrender the letter to the parent of the student.
373. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed to recognize. What should the
principal do?
a. Subject Mr. Nico to a disciplinary measure.
b. Just keep quiet about the behavior of Mr. Nico
c. Call Mr. Nico to the office and clarify things out with him.
d. Send Mr. Nico a memo requiring him to explain his behavior.
374. Which of the following manifests "Commitment to democracy" as explained in RA 6713?
a. Maintaining the principle of accountability.
b. Committing to democratic values and ways of life.
c. Manifesting by deeds the supremacy of civilian authority over the military.
d. All of the above
375. Teacher U was ordered by her principal to come to school on four consecutive Saturdays for the training of
students' editorial staff of their school paper. Is this allowed under RA 4670?
a. Yes, provided the teacher is compensated.
b. No, because it's not within the regular functions of the classroom teacher.
c. Yes, because it’s part of the teacher's other duties
d. No, because it's not clearly indicated in the law
376. Dr. Velasco, a schools' division superintendent acted on the complaint filed by a group of parents against
the alleged misconduct of a particular teacher. She issued a memorandum requiring her to take a leave of
absence for a week while the complaint is being heard yet. Was the action of the superintendent legal?
a. Yes, because she is the superintendent.
b. No, because the complaint has not been heard yet.
 c. Yes, the superintendent has disciplinary authority over teachers.
d. No, the superintendent has no disciplinary authority over teachers.
377. A school's academic coordinator has been found to have engaged in gambling which has caused him to be
absent most of the time. Can his certificate of registration as a teacher be revoked?
a. No, unless he's proven guilty.
b. No, because he's protected by his rights as a teacher.
c. Yes, because he's incompetent.
d. Yes, because habitual gambling is a dishonorable conduct and is against the practice of teaching.
378. Mr. Santos is a holder of a valid certificate of eligibility as a teacher issued by the Civil Service Commissioner
and the then DECS, while Mr. Cruz is a registered professional. Who is allowed to practice the teaching
profession in the Philippines?
a. Mr. Santos, because of his CSC eligibility certificate.
b. Mr. Cruz, because their credentials are both recognized by law.
c. Both of them, because their credentials are both recognized by law.
d. Neither of the two because they did not take and pass the LET.
379. What is RA 6713 also called?
a. Ethical Standards for public Employees
b. Code of Ethical Standards for Government Officials and Employees
c. Code of Conduct and Ethical Standards for Public Officials and Employees
d. Code of Ethical Standards and Conduct of Government Officials and Employees
380. Teacher V, a BEED graduate is preparing for the LET. Which of the following should she focus her attention
more?
a. General Education
b. Specialization
c. Professional Education
d. General Education and Professional Education
381. What norm of conduct is manifested by being loyal to the republic and to the Filipino people?
a. Professionalism
b. Nationalism and Patriotism
c. Responsiveness to the public
d. Honesty
382. Mr. Salazar, a school superintendent, filed his statement of assets and liabilities upon assuming to office.
Under what ethical standard does this practice fall?
a. Divestment
b. Prohibited Acts and Transactions
c. Statement of Assets and Liabilities
d. System of Incentives
383. Principal B acted on the letter of complaint received by his office 30 days after saying he was
preoccupied by more important things the past days. Is his reason acceptable?
a. Yes, because he has to prioritize things.
b. No, RA 6713 states that public officials and employees must act promptly on letters and requests within 15
working days from receipt thereof.
c. Yes, because the letter of complaint can wait and is of no urgency.
d. No, the reason is simple unacceptable.
384. Which of the following is NOT in the norms of conduct under RA 6713?
a. Professionalism
b. Justness and sincerity
c. Commitment to public interest
d. Responsiveness to the private
385. Which of the following is true about the teacher as a person under the Code of Ethics for Professional
Teachers?
a. Live with dignity at all times wherever he/she is
b. Serve as a model worthy of emulation
c. Place premium upon self-respect and self-discipline
d. All of the above.
386. Which of the following conditions manifests trend of globalization?
a. Establishment of stronger boundaries between and among nations.
b. Increased awareness on the importance of national cultures and traditions.
c. Less and less impact of human activity on the planet earth.
d. The incorporation of local and national economies into a worldwide global economy.
387. According to the Delors report, there are a number of main tensions central to the problems of the twenty first
century that we need to overcome. One of them is the challenge to an individual how he or she can adapt to the
changing world without forgetting or turning his/her back from the past. What kind of tension or conflict is
manifested in this situation?
a. Tension between tradition and modernity
b. Tension between the global and the local
c. Tension between the universal and the individual
d. Tension between long term and short term considerations
388. Which of the following features represents the new paradigm shift in education?
a. Traditional pedagogies
b. Lifelong education for all
c. Rigid subject matter boundaries
d. Knowledge as the only learning outcome

389. What is the measure of relevance in education?

a.
Democratization of access
b.
Functionality and meaningfulness
c.
Ability to sustain education through the future
d.
Excellence and effectiveness
390. What is the concern of Multicultural Education?
a. Anticipating the future and imagining possible and probable futures.
b. Gender equality and harnessing of the role of women in development.
c. Promoting care for the environment and building a global culture of ecological responsibility.
d. The exploration of concepts of cultural diversity, similarities and prejudices to promote cultural
understanding.
391. Which of the following may be considered an economic impact of globalization on education?
a. Increasing commercialization of education and the corporate takeover of education
b. weakening of the notion of the "citizen" as a unified and unifying concept.
 c. New technologies of information and communication creates new approaches to learning
d. Reduction of state and government support and subsidy for education
392. Which of the following aptly describes Marshall Mcluhans' concept of global village?
a. The idea that because of rapid globalization and development in technology, the world has become one
global village where increased diversity and difference among people has become more pronounced than
ever.
b. Rapid integration of the planet through media and technology where events in one part of the world could
be experienced from other parts in real-time, similar to what human experience was like when we lived in
small villages.
c. Global Village is the kind of global world we are experiencing, characterized by
fundamentalism, apathy and conflict brought about by clashes of cultures.
d. People's cultural and religious identities will be the primary source of conflict in the post- Cold War world as
evidenced by the conflict between fundamentalist Muslims and the western world.
393. When planning her lessons and units, Mrs. Jones is careful to include books and resources from a variety
of cultures and ethnic groups. What kind of education is this?
a. Multilingual education
b. Transformative education
c. Multicultural education
d. Gender free education
394. Which of the following is NOT a characteristic of globalization?
a. Stretching a social, political and economic activities across political frontiers, regions and continents.
b. The growing magnitude of interconnectedness and flows of trade, investment and migration.
c. A speeding up of global interactions and processes through worldwide systems of transportation
and communication.
d. The expansion of economic protectionism and isolation of poor countries.
395. Which of the following illustrates the major paradigm shift in education in the 21st century?
a. Shift from rigid subject matter to a more interdisciplinary and multidisciplinary pedagogical
approach.
b. Shift from values education and emotional learning to knowledge dominated curriculum
c. From contextualized themes generated from global and local realities to pre-organized subject matter
d. From more flexible learning styles to a prescribed pedagogy
396. What educational approach/perspective recognizes the knowledge and experience of women, racial groups
and ethnic groups as being just, as valid and relevant as the knowledge of dominant groups in mainstream
academic discourse?
a. Transformative education
b. Multicultural education
c. Inclusive education
d. Global education
397. How does the notion of cultural relativity and variability affect the teaching-learning processes in school?
a. The students' varied cultural background will in no way affect the way they will learn the lessons in school.
b. The students can readily adjust to the way the teacher initiates learning in school because

260
 children are adaptable beings no matter what culture they come from.
c. The child's cultural background influences the children's way of interpreting and viewing the world; hence,
teachers must consider the children's world view when teaching.
d. The teacher should be wary of differing cultural points of view and must make sure that students will see
things the same way.
398. Which among the following is the focus of Civic Education?
a. Promote understanding of human rights, concepts and values to enable learners to comprehend and
transform conditions which give rise to human rights violations.
b. Learning for effective participation in democratic and development processes at both local and national
levels.
c. Foster a vision of education for sustainable development and care for the environment.
d. Empower people with the skills, attitudes and knowledge to build a peaceful world based on justice and
human rights.
399. Which of the following initiatives would NOT help a school address diversity?
a. Using ability grouping
b. Using cooperative learning
c. Working with neighborhood groups
d. Using culturally-relevant teaching methods
400. If the teacher is emphasizing the development of the learner's competency to transform knowledge into
innovations and job-creation, what pillar of education does s/he is actually promoting?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. Learning to Be
401. What pillar of education which emphasizes learning to be human, through acquisition of knowledge,
skills and values conducive to personality development?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. Learning to Be
402. A class is composed of students coming from several ethnic communities including Muslims and lumads. They
seem to have difficulty understanding each other’s behavior and points of view. What should the teacher do?
a. Introduce multiculturalism in the class and provide activities for practice.
b. Threaten the students that if there are students who do not behave and tolerant of their classmates, s/he
will be dropped from class.
c. Inform students that they will all be learning new ways of thinking and behaving in this class, so they
might as well leave their cultural idiosyncrasies at home.
d. Assign bright students to monitor and control behavior of poor students.
403. Which of the following qualities should be developed by the pillar, learning to Live Together?
a. Strong appreciation of the diversity of the human race
b. Readiness to take risks and resolve or manage conflicts
c. Scientific spirit and an inquiring mind
d. Complete fulfillment of humans, in all the richness of his/her personality
404. Which of the following statements about Gender is correct?
a. Gender is biologically determined.

261
 b. Gender is socially and culturally-constructed.
c. Gender roles are the same in all societies.
d. Gender is an ascribed status in society.
405. UNICEF and UNESCO are two key UN agencies which are particularly active advocates of education for
peace. Which of the following is not supported by UNESCO in promoting peace in the schools?
a. Uphold children's basic rights as outlined in the Convention on the Rights of the Child (CRC)
b. Develop a climate that models peaceful and respectful behavior among all members of the learning
community
c. Demonstrate the principles of equality and non-discrimination in administrative policies
d. Enable the teachers to stress peace-making in social studies classroom only when necessary
406. One way to advance peace education is through partnerships of various non- governmental organizations,
education institutions, United Nations specialized bodies which link ideals of peace with research and practice.
One such significant examples is the Hague Agenda for Peace and Justice for the 21st Century. What is the aim
of the Agenda's Global Campaign for Peace Education?
a. Helps coordinate local initiatives and unite educators in the common practice of educating for a
culture of peace.
b. Supports the UN Decade for a Culture of Peace and Non-violence for the Children of the World and to
introduce peace and human rights education into all educational institutions.
c. Brings together multiple traditions of pedagogy, theories of education, and international initiatives for the
advancement of total human development and care for the environment through learning.
d. Serves to enhance learning across subjects like conflict resolution initiatives.
407. The impact of conflict on children whether as victims of war or child soldiers has been brought to world attention
through media, international organizations and eye witness account? What is the best thing to do to help
children affected by conflict?
a. Employ education to regain parts of a lost children and to facilitate the experiences that support healthy
social, emotional and intellectual growth and development
b. Provide employment opportunity for them as well as their parents to attain financial independence
c. Offer them to migrate in neighboring country as foreign refugees
d. Secure their safety by imposing strict curfew hours
408. The United Nations is committed to address climate through mitigation and adaptation. Which of the
following is the best way of addressing the issue?
a. Deepen strategic and operational collaboration with international and regional organizations, including
international financial institutions and regional development banks, and other stakeholders.
b. Developing a policy framework that identifies basic elements needed to prevent human rights violations.
c. Facilitate and execute agreements on reducing emissions from deforestation and forest degradation to
protect forests and sustain the livelihoods of the people who depend on them.
d. Enhancing collaboration among humanitarian organizations, particularly from the global South, at the local,
national and regional levels, to strengthen community resilience and
 emergency response, and establishing a monitoring system to assess progress on the implementation of
preparedness measures.
409. Why are educational environments very crucial to peace education?
a. The social, cultural, economic and political contexts in which educators work shape the specific content
and methods they choose for peace education.
b. The variety of different educational settings from rural to urban, school-based to community and within
the formal curricula or non-formal popular education projects are relevant to peace education.
c. Many teachers infuse peace education into traditional academic subjects such as literature, math,
science, history, language, civics and the arts.
d. All of the above
410. In your computer subject, you allow your class to chat as a part of your motivation 411.before
discussing them the roles of computer. How is chat used in this context?
a. Communicative tool
b. Informative tool
c. Application tool
d. Situating tool
412. What is celebrated every December 10?
a. Mother Language day
b. Human Rights Day
c. Earth's Day
d. International Day of Tolerance
413. Maryjane is looking for an organized instructional program in which the teacher and learners can be physically
separated. Which of the following will she choose?
a. Distance Education
b. Uniform Resource Locator
c. Web Quests
d. Computer-Based Instruction
414. What kind of tension is referred to when people prefer to have quick answers and ready solution to many
problems even if its calls for a patient, concerted, negotiated strategy of reform?
a. Tension between modernity and tradition
b. Tension between long term and short term considerations
c. Tension between spiritual and material
d. Tension between individual and universal
415. Your mother wanted to finish her long dreamed course but she wanted to do it at home during her free time.
How could you help your mother in pursuing her dream?
a. Encourage her to hire a helper so that she can attend regularly to her class.
b. Give up your study so that your mother can attend her classes.
c. Enroll her to the school where you enrolled.
d. Enroll her in distance education
416. In what strands of the four pillars of education implies a shift from skill to competence, or a mix of
higher-order skills specific to each individual?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
c. Learning to Be
417. Prof. Russo would like to show Rizal’s museum to the students but due to financial constraint, she couldn’t
bring them there. What should she do to make the teaching learning process more realistic?
a. Conduct a virtual tour.
b. Use DVD with less resolution.
c. Show pictures of the museum to the whole class.
d. Go to the museum and relate all observations made.
418. Which of the following is NOT true about the Four Pillars of Learning?
a. The pillars of learning stress the goal of contributing to social cohesion, intercultural and international
understanding, peaceful interchange, and harmony.
b. The Pillars of Learning imply a shift from schooling to learning throughout life by "learning how to learn"
c. The pillars of learning stress the importance of closer linkage between education and the world of work.
d. The Pillars of Learning adheres to the instrumental and purely academic view of education that focuses on
the achievement of specific aims of education such as economic productivity.
419. What pillar of education of J. Delors (UNESCO) focuses on voc-tech relevant to people-centered human
development?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. Learning to Be
420. The following statements are true about computer conferencing. Which is an exception?
a. It refers to live student interaction with an expert.
b. It is also known as discussion forum or bulletin board.
c. It also refers to online class discussions, forums or debates
d. It permits two or more individuals to engage in asynchronous text-based dialogue.
421. The rapid traversing of ideas, attitudes and values across national borders that generally leads to an
interconnectedness and interaction between peoples of diverse cultures and ways of life. What is being
referred to?
a. Cultural Globalization
b. Fundamentalism
c. Multiculturalism
d. Clash of civilization
422. Which of the following should you avoid if you were asked to evaluate the effectiveness of an
instructional game after using it in teaching a lesson in high school science?
a. Present problems which are relevant to learning objectives.
b. Allow learners to select different content materials.
c. Provide a cooperative learning atmosphere.
d. Provide a scoring system.
423. Which is considered a political impact of globalization?
a. Changing role of education in terms of preparing students for the world of work
b. The threat to the autonomy of national educational systems by globalization.
c. Reforms in education as lifelong education
d. Branding, globalization and learning to be consumers
424. What United Nation Decade are we celebrating for 2005-2014?
a. Educating for Culture of Peace
b. Educating for International Understanding
c. Educating for Sustainable Development
d. Promoting the Rights of the Elderly
425. With the growing competition brought about by globalization, what is preferred by most employers in hiring
their employees?
a. Flexible
b. Selective
c. Quick
d. None of the above
426. Which of the following characteristics does NOT describe contextualized learning as a major paradigm shift in
education?
a. From limited access to time-bound and space limited education, to borderless education, lifelong learning
for all in a learning society.
b. From traditional pedagogies to more modern strategies of teaching and learning.
c. From knowledge limited to the local scene to the globalized knowledge, values, attitudes, and skills
interfaced with local wisdom.
d. Pre-organized subject matter to localized themes generated from the global realities and the cultural
relevant, meaningful and useful to learner.
427. What current trend in education focuses on the study of the basic concepts, beliefs and values underlying our
democratic political community and constitutional order?
a. Civic education
b. Development education
c. Peace education
c. Multicultural education
428. Which of the following is the first target of the Millennium Development Goals (MDG's) formulated by
member states of the UN in September 2000?
a. Reduce child mortality
b. Eradicate extreme poverty and hunger
c. Reduce death due to HIV/AIDS and malaria
d. Achieve universal access to primary education
429. Which among the following statements about Human Rights Education (HRE) is correct?
a. HRE is more of the responsibilities of the state to implement human rights law rather than the protection of
the rights holders
b. HRE should focus more on rights based on "law in books", rather than "law in real-life".
c. HRE needs to focus on the values, principles, and standards and human rights and how they can be
translated into day-to-day actions
d. Human Rights Standards vary from society to society and HRE therefore should also vary in terms of
approaches and methods
430. What is the implication and globalization to the practice and experience of education?
a. Increase of state and government support and subsidy for education
b. Commodification and the corporate takeover of education
c. Greater autonomy of national educational systems
d. Delocalization of technologies and orientations in education
431. Which of the following skills corresponds to the Fourth Pillar of Learning, "Learning to live together"?
a. Empathy and cooperative social behavior
b. Personal commitment and sense of responsibility
c. Adaptability to change in the world of work
d. Reasoning and problem solving skills
432. Which of the following is NOT a characteristic of Multicultural education?
a. Personality empowering
b. Socially transformative
c. Pedagogically humanistic
d. Culturally discriminating
433. What is the character of education that manifests democratization of access and inclusivity?
a. Relevance
b. Sustainability
c. Quality
d. Equity
434. What is the kind of education that emphasizes human-earth relationships and fosters a vision of
education for sustainable development to build a global culture of ecological responsibility?
a. Human Rights Education
b. Development Education
c. Environmental Education
d. Global Education
435. Which of the following is NOT a benefit of multicultural education?
a. Multicultural education increases positive relationships through achievement of common goals, respect,
appreciation and commitment to equality among the teachers and students.
b. Multicultural education decreases stereotyping and prejudice through direct contact and interaction among
diverse individuals.
c. Multicultural education promotes independence of various ethnic groups in development and supports
fragmented view of the world.
d. Multicultural education renews vitality of society through the richness of the different cultures of its
members and fosters development.
436. Which of the following is NOT one of the benefits of social media?
a. Mass media decreases prejudice and discrimination.
b. Mass media enriches the educational programs.
c. Mass media increases student's exposure to diversity.
d. Mass media helps provoke discussion of current issues.
437. Which among the following rights manifests rule of law and good governance?
a. Right to education
b. Right to environment protection
c. Right of participation
d. Right to work
438. Which among the following is NOT a core principle of human rights?
a. Human dignity
b. Non-discrimination
c. Universality
d. Independency
439. How are human rights principles reflected in the activities of national and local governments?
a. Legislating laws to include rights education in all levels of schooling
b. Organizing local exhibit or event to highlight the children's talents and local products
c. Asking the community leaders to volunteer in the construction of a barangay hall
d. Lobbying to the UN High Commission for Human Rights to allocate higher budget for Philippines'
Commission on Human Rights.
440. Which of the following could be a reason to justify peace education as a series of "teaching encounters" or
teaching-learning process?
a. Desire for peace
b. Nonviolent alternatives for managing conflict
c. Skills for critical analysis of structural arrangements that produce and legitimize injustice and inequality
d. All of the above
441. Which of the following is accurate in regard to working with parents in diverse classrooms?
a. The parent's culture is important, but should not influence their children's education.
b. Teachers should demonstrate their "expertise" to parents to show they know best.
c. Teachers should strive to use a variety of ways to keep parents informed, including parents who
cannot speak English or Filipino
d. The importance of the family's influence on children's education has diminished over the past few years.
442. Which of the following is NOT a guiding statement of peace education?
a. Peace education teaches students what to think rather than how to think.
b. Peace education employs holistic and participatory approach.
c. Peace education aims not to reproduce but transform.
d. Peace builds bridges of support among key participants.
443. With R.A. 9155, to which body were all the functions, programs, and activities of the Department of Education
related to Sports competition transferred?
a. Technical Education Services Department Authority
b. Philippine Sports Commission
c. National Commission for Culture and the Arts
d. Commission on Higher Education
444. Parenting style influences children’s development. Read the following parent’s remarks for their children then,
answer the question.
Parent C – Tells her child: “You should do it my way or else. There is no discussion.” Parent D – Tells her
husband: “It is 10:00 PM, do you know where your child is?”
Parent E – Tells her child: “You know, you should have not done that. Let’s talk about it so you can handle the
situation better next time.”
Parent F – Tells her child: “You may do what you want. We will always be here for you, no matter what you do.”
Which Parenting style is Authoritarian?
a. D b. F c. E d. C
445. Two identical beakers A and B are presented to the child. Teacher Sonny pours the liquid from B to C which is
taller and thinner than A and B but has equal capacity with B. The teacher asks if the beakers A and C have
the same amount of liquid. The child says “NO”
 and points to C as the beaker that has more liquid. In which cognitive developmental stage is the child?
a. Sensorimotor stage b.Concrete
operational stage
c. Pre-operational stage d.Formal
Operational stage
446. To determine her students’ level of moral development, Teacher Evangeline presents to her class a morally
ambiguous situation and asks them what they would do in such a situation. On whose theory is Teacher
Evangeline’s technique based?
a. Bruner
b. Kohlberg
c. Freud
d. Piaget
447. According to R.A. 9155, which among the following is considered the “heart of the formal education system”?
a. The pupil
b. The teacher
c. The classroom
d. The school
448. You arrange the rows of blocks in such a way that a row of 5 blocks is longer than a row of 7 blocks. If you ask
which row has more, Grade 1 pupils will say that it is the row that makes the longer line. Based on Piaget’s
cognitive development theory, what problem is illustrated?
a. Assimilation problem
b. Accommodation problem
c. Conservation problem
d. Egocentrism problem
449. According to R.A. 9155, a school head has two roles, namely administrative manager and .
a. Health officer
b. Instructional leader
c. Facilitator
d. Guidance counselor
450. After reading and paraphrasing Robert Frost’s Stopping by the Woods on Snowy Evening, Teacher Marko asked
the class to share any insight derived from the poem. In which domain in Bloom’s taxonomy of objectives is the
term paraphrase?
a. Analysis
b. Comprehension
c. Application
d. Synthesis
451. Which characterizes a constructivist teaching-learning process?
a. Conceptual interrelatedness
b. Multiple perspectives
c. Authentic assessment
d. Passive acceptance of information
452. On what theory is the sequencing of instruction anchored?
a. Gagne’s hierarchical theory
b. B.F. Skinner’s operant conditioning theory
 c. Bandura’s social learning theory
d. Thorndike’s law of effect
453. A common complaint of teachers about pupils is this: “You give them assignment, the following day they come
without any. You teach them this today, asks them tomorrow and they don’t know. It is as if there is nothing that
you taught them at all.” Based on the theory of information processing, what must teachers do to counteract
pupil’s forgetting?
I. Punish every child who can’t give correct answers to questions.
II. Work for meaningful learning by connecting lesson to what pupils know.
III. Reward every child who remembers past lessons.
a. III only c. II and III
b. I and III d. II only
454. When small children call all animals “dogs”, what process is illustrated, based on Piaget’s cognitive development
theory?
a. Assimilation c. Reversion
b. Conservation d. Accommodation
455. Based on Bandura’s theory, which conditions must be present for a student to learn from a model?
I. Attention III. Motor reproduction
II. Retention IV. Motivation
a. I and II c. I, II, III and IV
b. I, II and III d. III and IV
456. According to Tolman’s theory on purposive behaviorism, learning is goal-directed. What is its implication to
teaching?
a. Evaluate lessons based on your objective/s
b. Set as many objectives as you can
c. Stick to your objectives/s no matter what happens
d. Make the objective/s of your lesson clear and specific
457. Which is the ideal stage of moral development? Stage of .
a. Social contract
b. Universal ethical principle
c. Law and order
d. Good boy/good girl
458. Cristina’s family had a family picture when she was not yet born. Unable to see herself in the family picture, she
cried despite her mother’s explanation that she was not yet born when the family picture was taken. What does
Cristina’s behavior show?
a. Limited social cognition
b. Egocentrism
c. Semi-logical reasoning
d. Rigidity of thought
459. To help a student learn to the optimum, Vygotsky advises us to bridge the student’s present skill level and the
desired skill level by _.
a. Challenging c. Inspiring
b. Scaffolding d. Motivating
460. Based on Piaget’s theory, what should a teacher provide in the formal operational stage?
a. Stimulating environment with ample objects to play with
b. Games and other physical activities to develop motor skills
c. Activities for hypothesis formulation
 d. Learning activities that involve problems of classification and ordering
461. “Do not cheat. Cheating does not pay. If you do, you cheat yourself” says the voiceless voice from within
you. In the context of Freud’s theory, which is/are at work?
a. Id c. Ego
b. Id and Superego d. Superego
462. Here are comments from School Head Carmen regarding her observations on teacher’s practice in lesson
planning:
The words “identify,” “tell” and “enumerate” are overused. Many times they make use of non-behavioral terms.
Often their lesson objectives do not include value formation and inculcation.

What can be inferred from the School Head’s comments regarding teacher formulated lesson objectives?

a. Often lesson objectives are in the low level

b. Very often lesson objectives are in the cognitive domain
c. Quite often lesson objectives describe teacher’s behavior
d. Often lesson objectives are in the psychomotor domain
463. Sassi, a Grade I pupil is asked, “Why do you pray everyday?” Sassi answered, “Mommy said so.” Based on
Kohlberg’s theory, in which moral development stage is Sassi?
a. Pre-convention level
b. Conventional level
c. In between conventional and post-conventional levels
d. In between pre- and post-conventional levels
464. Teacher Fatima tells her students: “You must be honest at all times not only because you are afraid of the
punishment but more because you yourselves are convinced of the value of honesty.” Based on Kohlberg’s
theory, which level of moral development does the teacher want her students to reach?
a. Conventional level
b. Between conventional and post-conventional levels
c. Between pre-conventional and post-conventional levels
d. Post-conventional level
465. Why is babyhood referred to as a “critical period” in personality development? Because:
a. At this time the baby is exposed to many physical and psychological hazards
b. Changes in the personality pattern take place
c. At this time the foundations are laid upon which the adult personality structure will be built
d. The brain grows and develops at such an accelerated rate during babyhood
466. It is good to give students creative learning tasks because _.
a. Development is affected by cultural changes
b. The development of individuals is unique
c. Development is the individual’s choice
d. Development is aided by stimulation
467. According to Havighurst’s development tasks, reaching and maintaining satisfactory performance in one’s
occupational career is supposed to have been attained during _.
a. Middle age and Early adulthood
b. Middle age

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 c. Old age
d. Early adulthood
468. Student Deina says: “I have to go to school on time. This is what the rule says.” In what level of moral
development is the student?
a. Pre-conventional
b. Post-conventional
c. Conventional
d. Cannot be specifically determined
469. In planning for instruction, can a teacher begin with assessment?
a. No, it may discourage and scare the learners
b. Yes, determine entry knowledge or skill
c. Yes, to make the class pay attention
d. No, assessment is only at the end of a lesson
470. Which among the following is closest to the real human digestive system for study in the classroom?
a. Drawing of the human digestive system on the board
b. Model of the human digestive system
c. The human digestive system projected on an OHP
d. Drawing of the human digestive system on a page of a textbook
471. Here is a question: “Is the paragraph a good one?” Evaluate. If broken down to simplify, which is the best
simplification?
a. Why is the paragraph a good one? Prove
b. Is the paragraph a good one? Why or Why not?
c. If you asked to evaluate something, what do you do? Evaluate the paragraph?
d. What are the qualities of a good paragraph? Does the paragraph have these qualities?
472. Which one is in support of greater interaction?
a. Probing
b. Repeating the question
c. Not allowing a student to complete a response
d. Selecting the same student respondents
473. With this specific objective, to reduce fractions to their lowest terms, this is how the teacher developed the
lesson.
Step 1 – Teacher stated the rule on how to reduce fractions to their lowest term Step 2 – Teacher

wrote 2 , 3 , 4 , 5 , 6

4 6 8 10 12

and showed how to reduce them to 1

Step 3 – Teacher wrote 3 , 6 , 4 and

9 9 12

showed how to reduce them to their lowest term.

Step 4 – Teacher gave this written exercise to the class.

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Reduce the following fractions to their lowest terms: 3 , 7 , 5 , 8 , 5 , 4

12 14 10 16 15 6

Did the lesson begin with concrete experience then developed into the abstract?

a. No
b. Yes, a little
c. Yes, by way of the examples given by the teacher
d. Yes, the pupils were involved in arriving at the rule on reducing fractions to their lowest terms
474. I want to compare two concepts. Which technique is most appropriate?
a. Attribute wheel
b. K-W-L techniques
c. Venn diagram
d. Spider web organizer
475. Which activity should a teacher have more for his students if he wants them to develop logical-mathematical
thinking?
a. Focus group discussion
b. Problem solving
c. Games
d. Small group discussion
476. I want to use a pre-teaching strategy that will immediately engage my students in the content and will enable me
to get an insight into how students think and feel about the topic. Which is most appropriate?
a. K-W-L chart c. Graphic organizer
b. Story boarding d. Document analysis
477. For a discussion of a topic from various perspectives, it is best to hold a .
a. Debate c. Panel discussion
b. Brainstorming d. Symposium
478. After establishing my learning objectives, what should I do to find out what my students already know and what
they do not yet know in relation to my lesson objectives in the cognitive domain?
a. Give a pretest
b. Study the least learned competencies in the National Achievement Test
c. Analyze my students’ grades last year
d. Interview a sample of my students
479. What characterizes genuine change? Change in .
a. Appearance
b. Substance
c. Form
d. Physical attribute
480. In which strategy, can students acquire information from various perspectives, and led to reflective thinking and
group consensus?
a. Debate
b. Small group discussion
 c. Panel discussion
d. Symposium
481. At the end of my lesson on the role of a teacher in learning, I asked the class: “In what way is a teacher an
enzyme?” With this question, it engaged the class in .
a. Allegorical thinking
b. Concrete thinking
c. Metaphorical thinking
d. Symbolical thinking
482. Which must be primarily considered in the choice of instructional aide?
a. Must stimulate and maintain student interest
b. Must be updated and relevant to Filipino setting
c. Must be suited to the lesson objective
d. Must be new and skillfully made
483. For lesson clarity and effective retention, which should a teacher observe, according to Bruner’s theory?
a. Begin teaching at the concrete level but go beyond it by reaching the abstract
b. Use purely verbal symbols in teaching
c. Start at the concrete level and end there
d. End teaching with verbal symbols
484. Is it advisable to use realias all the time?
a. No, for the sake of variety of instructional materials
b. No, only when feasible
c. Yes, because there is no substitute for realias
d. Yes, because it is the real thing
485. I want my students to look at the issues on the call for President Arroyo to step down from several perspectives.
Which activity is most fitting?
a. Cross examination c. Symposium
b. Panel discussion d. Debate
486. I intended to inculcate in my students the value of order and cleanliness. I begin my lesson by asking them to
share their experiences about the dirtiest and the cleanest place they have seen and how they felt about them.
From there I lead them to the consequences of dirty and clean home of surroundings. In my lesson development
plan, how do I proceed?
a. Transductively c. Deductively
b. Inductively d. Concretely
487. Teacher Nero wants to develop the ability of sound judgment in his students. Which of the following questions
should he ask?
a. What is the essayist saying about judging other people?
b. With the elements of a good paragraph in mind, which one is best written?
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?
488. The teacher is the first audio-visual aid in the classroom. What does this imply?
a. You take care that you follow the fashion or else students won’t listen to you
b. Your physical appearance and voice should be such that students are helped to learn
c. Make good use of the radio and TV in the classroom
d. Include singing in your teaching method
489. I used the gumamela flower, a complete flower, to teach the parts of a flower. Which method did I use?
a. Demonstration method
 b. Type-study method
c. Drill method
d. Laboratory method
490. A teacher would use a standardized test .
a. To serve as a unit test
b. To serve as a final examination
c. To engage in easy scoring
d. To compare her students to national norms
491. Other than finding out how well the course competencies were met, Teacher Kathy also wants to know her
students’ performance when compared with other students in the country. What is Teacher Kathy interested to
do?
a. Formative evaluation
b. Authentic evaluation
c. Norm-referenced evaluation
d. Criterion-referenced evaluation
492. I want to help my students retain new information. Which one will I use?
a. Questions c. Games
b. Mnemonics d. Simulations
493. I want to use a diagram to compare the traditional and authentic modes of assessment. Which one is most fit?
a. Affinity diagram
b. Tree diagram
c. Venn diagram
d. Fishbone diagram
494. A big story in your local newspaper. You want to use the headlines as an inquiry device. To increase student
participation, you might begin by _ _.
a. Asking one to read the news story and interpret what he read after
b. Asking the class to infer connotations and denotations from the headline
c. Explaining what you believe to be the underlying causes
d. Describing the background of the story as you know it
495. If a triadic interaction includes three (3) persons, how many persons are included in a dyadic interaction?
a. Two
b. Two groups composed of two persons each
c. One, the person and himself
d. Four
496. When I teach skills that are critical to the learning of the next topics, what should I employ?
a. Direct instruction
b. Mastery learning
c. Socratic method
d. Cooperative learning
497. I want my students to have mastery learning of a basic topic. Which can help?
a. Drill
b. Socratic method and drill
c. Morrisonian technique and drill
d. Socratic method
498. Teacher Feng wanted to teach the pupils the skill of cross stretching. Her check-up quiz was a written test on the
steps of cross stitching. What characteristic of a good test does it lack?
a. Predictive validity
b. Objectivity
c. Reliability
d. Content validity
499. In the parlance of test construction, what does TOS mean?
a. Table of Specification
b. Team of Specifications
c. Table of Specifics
d. Terms of Specifications
500. If I favor “assessment for learning,” which will I do most likely?
I. Conduct a pre-test results
II. Teach based on pre-test results
III. Give specific feedback to students
IV. Conduct peer tutoring for students in need of help
a. I, II and IV
b. I, II and III
c. II, III and IV
d. I, II, III and IV
501. After a lesson on the atom, the students were asked to work on a physical model of the atom to determine
learning. For which group of students is building an atom model intended?
a. Interpersonality intelligent
b. Kinesthetically intelligent
c. Mathematically intelligent
d. Linguistically intelligent
502. If I want to develop creative thinking in my students, which one/s should I use?
I. Problem solving
II. Brainstorming
III. Dramatics
a. I and II
b. III only
c. II only
d. I, II and II
503. Which is/are effective method/s in teaching students critical reading skills?
a. Read and interpret three different movie reviews
b. Interpret editorials about a particular subject from three different newspaper
c. Distinguish fiction from non-fiction materials
d. Interpret editorials and read and interpret three different movie reviews
504. I want to present the characteristics features of a constructivist approach. What should I use?
a. Fishbone diagram
b. Venn diagram
c. Narrative frame
d. Attribute wheel
505. If all of your students in your class passed the pretest, what should you do?
 a. Administer the posttest
b. Go through the unit as usual because it is part of the syllabus
c. Go through the lesson quickly in order not to skip any
d. Go on to the next unit
506. Teacher Vicky shows her students a picture of people in thick jackets. Then she asks them to tell her the kind of
climate when the picture was taken. If she asks 5 questions of this kind and her students do not get them, it is
safe to conclude that pupils are quite weak in the skill of _.
a. Analyzing c. Synthesizing
b. Inferring d. Generalizing
507. Which must go with self-assessment for it to be effective?
a. Scoring rubric
b. Consensus of evaluation results from teacher and student
c. External monitor
d. Public display of results of self-evaluation
508. Which group of scores is most varied? The group with _ .
a. 0.90 SD c. 0.10 SD
b. 0.50 SD d. 0.75 SD

509. The main purpose in administering a pretest and a posttest to students is to _ .

a. Measure gains in learning
b. Measure the value of the material taught
c. Keep adequate records
d. Accustom the students to frequent testing
510. Assessment is said to be authentic when the teacher _ .
a. Consider students’ suggestion in teaching
b. Gives valid and reliable paper-and-pencil test
c. Gives students real-life task to accomplish
d. Includes parents in the determination of assessment procedures
511. The following are computed means of a hundred-item test: Physical science, 38; Math, 52; English, 33. Based on
the data, which is true?
a. The examinees seem to be very good in Physical Science
b. The Math test appears to be the easiest among the three
c. The examinees seem to excel in English
d. The English test appears to be the easiest among the three
512. An examinee whose score is within x + 1 SD belongs to which of the following groups?
a. Above average
b. Average
c. Below average
d. Needs improvement
513. Which is true of a bimodal distribution?
a. The scores are neither high nor low
b. The group has two different groups
c. The score are high
d. The score are low
514. When you reach the “plateau of learning”, what should you do?
a. Forget about learning
 b. Reflect what caused it
c. Force yourself to learn
d. Rest
515. What can be said if student performance in a positively skewed scores distribution?
a. Most students performed well
b. Most students performed poorly
c. Almost all students had averaged performance
d. A few students performed excellently
516. A number of test items in a test are said to be non-discriminating? What conclusion/s can be drawn?
I. Teaching or learning was very good.
II. The item is so easy that anyone could get it right.
III. The item is so difficult that nobody could get it.
a. II only c. III only
b. I and II d. II and III
517. A test item has a difficulty index of 0.51 and a discrimination index of 0.25. What should the teacher do?
a. Revise the item
b. Retain the item
c. Make it a bonus item
d. Reject the item
518. The difficulty index of a test item is 1. This means that _.
a. The test item is a quality item
b. The test is very difficult
c. The test is very easy
d. Nobody got the item correctly
519. If the compound range is low, this means that _ .
a. The students performed very well in the test
b. The difference between the highest and the lowest score is low
c. The difference between the highest and the lowest score is high
d. The students performed very poorly in the test
520. What is the mastery level of a school division in a 100-item test with a mean of 55? 42% b. 55%
c. 45% d. 50%
521. A negative discrimination index means that _ _ .
a. The test item has low reliability
b. More from the lower group answered the test item correctly
c. The test item could not discriminate between the lower and upper groups
d. More from the upper group got the item correctly
522. In an entrance examination, student Anna’s Percentile is 25 (P 25). Based on this Percentile rank, which is likely to
happen?
a. Student Anna will be admitted
b. Student Anna will not be admitted
c. Student Anna has 50-50 percent chance to be admitted
d. Student Anna has 75 percent chance to be admitted
523. What does a percentile rank of 62 mean?
a. It is the student’s score in the test
b. The student answered sixty-two (62%) of the items correctly
c. The student’s score is higher than 62 percent of all students who took the test
 d. Sixty-two percent (62%) of those who took the test scored higher than the individual
524. What does the computer have in common with the TV?
a. Key board c. Screen
b. File d. Disk drive
525. Which depicts in graphic form the social relations present in a group?
a. Interest inventory
b. Sociogram
c. Anecdotal record
d. Johari’s window
526. Planned ignoring, signal interference, and proximity control are techniques used in
.
a. Managing temper tantrums
b. Managing surface behavior
c. Operant conditioning
d. Life-space interviewing
527. What should you do to get the child’s attention when she/he is distracted by an object in the room?
I. Call him by his name and tell him to pay attention
II. Put away the distracting influence
III. Involve him in helping with an activity
a. I and II c. II and III
b. I and III d. I, II and III
528. Which practice in our present educational system is in line with Plato’s thought that “nothing learned under
compulsion stays with the mind”?
a. Clarification of school policies and classroom rules on Day 1
b. Presentation of standards of performance in the learner
c. Making the teaching-learning process interesting
d. Involving the learner in the determination of learning goals
529. In Values Education, faith, hope, and love are believed to be permanent values whether they be valued by
people or not. Upon what philosophy is this anchored?
a. Realism
b. Idealism
c. Existentialism
d. Pragmatism
530. In the schools, we teach realities that cannot be verified by the senses like an Invisible God or Allah. Whose
beliefs does this practice negate?
a. Stoicists’
b. Skeptics’
c. Rationalists’
d. Empiricists’
531. Which emphasized on non-violence as the path to true peace as discussed in peace education?
a. Taoism
b. Hinduism
c. Buddhism
d. Shintoism
532. I make full use of the question-and-answer as a model for discussion. From whom is this question-and-answer
method?
 a. Socrates c. Aristotle
b. Kant d. Plato
533. A wife who loves her husband dearly becomes so jealous that in a moment of savage rage, kills him. Is the wife
morally responsible and why?
a. Not necessarily. Antecedent passion may completely destroy freedom and
consequently moral responsibility
b. Yes, she killed her husband simply because of jealousy
c. It depends on the case of the wife’s jealousy
d. It depends on the mental health of the wife
534. Martin Luther King Jr. once said, “Man may understand all about the rotation of the earth but he may still miss
the radiance of the sunset.” Which type of education should be emphasized as implied by Martin Luther King Jr.?
a. Science and education
b. Vocational education
c. Liberal education
d. Technical education
535. Computer-assisted instruction is an offshoot of the theory of _ _.
a. J. Piaget
b. B.F. Skinner
c. J. Brunner
d. J. Watson
536. The use of varied teaching and testing strategies on account of students’ multiple intelligences is in line with the
thoughts of __ _.
a. Daniel Goleman
b. Jean Piaget
c. Howard Gardner
d. Benjamin Bloom
537. Applying Confucius’s teachings, how would hiring personnel select the most fit in government positions?
a. By record evaluation done by an accrediting body
b. By government examinations
c. By accreditation
d. By merit system
538. “Moral example has a greater effect on pupils’ discipline than laws and codes of punishment” is an advice of
teachers from _.
a. Confucius c. Lao tzu
b. Mohammed d. Mencius
539. “The principle of spontaneity against artificiality will make you accomplish something. Leave nature to itself and
you will have harmony” is an active advice from the
.
a. Hindu c. Shintoist
b. Taoist d. Buddhist
540. The significance of liberal education in holistic development of students is supported by _ _.
a. Perennialism
b. Pragmatism
c. Confucian teaching
d. Perennialism and Confucian philosophy
541. Is a sick teacher, the only one assigned in a remote school, excused from her teaching duty?
a. No, she is the only one assigned in that school
b. Yes, teaching is a demanding job
c. Yes, she is sick
d. No, she must abide by her contract
542. What is a demonstration of your authority as a professional teacher?
a. You make your pupils run errands for you
b. You decide on how to teach a particular lesson
c. You absent from class to enjoy your leave even without prior notice
d. You select to teach only those lessons which you have mastered

543. The right hemisphere of the brain is involved with the following functions except:
a. Visual functions
b. Nonverbal functions
c. Intuitive functions
d. Detail-oriented functions
544. To build a sense of pride among Filipino youth, which should be done?
a. Re-study our history from the perspective of our colonizer
b. Re-study our history and stress on our achievements as a people
c. Replace the study of folklores and myths with technical subjects
d. Set aside the study of local history
545. Which is in accordance with the “with-it-ness” principle of classroom management of Kounin?
a. Students agree to disagree in class discussions
b. Teacher is fully aware of what is happening in his classroom
c. Student is with his teacher in everything he teaches
d. Both parents and teachers are involved in the education of children
546. Below are questions that must be considered in developing appropriate learning activity experiences except
one. Which is it?
a. Can experiences benefit the pupils?
b. Do the experiences save the pupils from learning difficulties?
c. Are the experiences in accordance with the patterns of pupils?
d. Do the experiences encourage pupils to inquire further?
547. Which is a characteristic of an imperfect type of matching test?
a. An item may have no answer at all
b. An answer may be repeated
c. There are two or more distracters
d. The items in the right and left columns are equal in number
548. Which is a proactive management practice?
a. Tell them that you enforce the rules on everyone, no exception
b. Set and clarify your rules and expectation on Day 1
c. Punish the misbehaving pupils in the presence of their classmates
d. Stress on penalty for every violation
549. I like to develop the synthesizing skills of my students. Which one should I do?
a. Ask my students to formulate a generalization from the data shown in the graphs

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 b. Direct my students to point out which part of the graph are right and which part is wrong
c. Ask my students to answer the questions beginning with “what if”
d. Tell my students to state data presented in the graph
550. To reach out to clientele who cannot be in the classroom for one reason or another, which of the
following was established?
a. Informal
b. Special education (SPED)
c. Pre-school education
d. Alternative learning delivery system
551. Tira enjoys games like scrabble, anagrams and password. Which type of intelligence is strong in Tira?
a. Interpersonal intelligence
b. Linguistic intelligence
c. Logical and mathematical intelligence
d. Spatial intelligence
552. Teacher Milla observes cleanliness and order in the classroom to create a conducive atmosphere for
learning. On which theory is her practice based?
a. Psychoanalysis
b. Gestalt psychology
c. Behaviorism
d. Humanistic psychology
553. Which learning principles is the essence of Gardner’s theory of multiple intelligences?
a. Almost all learners are linguistically intelligent
b. Intelligence is not measured on one form
c. Learners have different IQ level
d. Learners have static IQ
554. Teacher Ada uses direct instruction strategy. Which will she first do?
a. Presenting and structuring
b. Independent practice
c. Guided student practice
d. Reviewing the previous day’s work
555. The free public elementary and secondary educations in the country are in the line with the government
effort to address educational problems of .
a. Productivity
b. Relevance and quality
c. Access and quality
d. Effectiveness and efficiency
556. Which objective in the affective domain is the lowest level?
a. To accumulate examples of authenticity
b. To support viewpoints against abortion
c. To respond positively to a comment
d. To formulate criteria for honestly
557. “Using the six descriptions of elements of good short story, IDENTIFY IN WRITING THE SHORT STORY BY
O. HENRY, with complete accuracy.” The words in capital letters are referred to as the _ _.
a. Criterion of success

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 b. Condition
c. Performance statement
d. Minimum acceptable performance
558. You have presented a lesson on animal protective coloration. At the end, you ask if there are any
questions. There are none. You can take this to mean that _ .
a. The students are not interested in the lesson
b. You need to ask specific questions to elicit responses
c. The students did not understand what you were talking about
d. The students understood everything you presented
559. Teacher Vina feels offended by her supervisor’s unfavorable comments after a classroom supervision.
She concludes that her supervisor does not like her. Which Filipino trait is demonstrated by Teacher
Vina?
a. Extreme family-centeredness
b. Extreme personalism
c. “Kanya-kanya” syndrome
d. Superficial religiously
560. Teachers are encouraged to make use of authentic assessments such as:
a. De-contextualized drills
b. Unrealistic performances
c. Answering multiple choices test items
d. Real world application of lessons learned
561. What does the principle of individual difference require teachers to do?
a. Give less attention to gifted learners
b. Provide for a variety of learning activities
c. Treat all learners alike while teaching
d. Prepare modules for slow learners in class
562. Which quotation goes with a proactive approach to discipline?
a. “An ounce of prevention is better than a pound of cure.”
b. “Do not make a mountain out of a molehill.”
c. “Walk your talk.”
d. “Do not smile until Christmas.”
563. I’d like to test whether a student knows what a particular word means. What should I ask the student to
do?
a. Give the word a tune then sing it
b. Define the word
c. Spell the word and identify its part of speech
d. Give the etymology of the word
564. A teacher’s quarrel with a parent makes her develop a feeling of prejudice against the parent’s child.
The teacher’s unfavorable treatment of the child is an influence of what Filipino trait?
a. Lack of self-reflection
b. Extreme personalism
c. Extreme family-centeredness
d. “Sakop-mentality”
565. In the context of grading, what is referred to as teacher’s generosity error? A teacher .
a. Rewards students who perform well
b. In overgenerous with praise
 c. Has a tendency to give high grades as compare to the rest
d. Gives way to students’ bargain for no more quiz
566. For mastery learning and in line with outcome-based evaluation model which element should be
present?
a. Inclusion of non-performance objectives
b. Construction of criterion-referenced tests
c. Construction of norm-referenced tests
d. Non-provision of independent learning
567. Which statement about standard deviation is correct?
a. The higher the standard deviation the more spread the scores are
b. The lower the standard deviation the more spread the scores are
c. The higher the standard deviation the less spread the scores are
d. It is a measure of central tendency
568. The State shall protect and promote the right of citizens to quality education at all levels. Which
government program is in support of this?
a. Exclusion of children with special needs from the formal system
b. Free elementary and secondary education
c. Deregulated tuition fee hike
d. Re-introduction of the NEAT and NSAT
569. The American Teachers who were recruited to help set the public educational system in the
Philippines during the American regime were called Thomasite’s because:
a. They were devotees of St. Thomas Aquinas
b. They disembarked from the CIS Transport called Thomas
c. They first taught at the University of Sto. Tomas
d. They arrived in the Philippines on the feast of St. Tomas
570. The Filipino learner envisioned by the Department of Education is one who is imbued with the
desirable values of person who is:
a. Makabayan, makatao, makakalikasan at maka-Diyos
b. Makabayan, makatao, makahalaman, at maka-Diyos
c. Makabayan, makasarili, makakalikasan, at maka-Diyos
d. Makabayan, makakaragatan, makatao, at maka-Diyos
571. The right hemisphere of the brain is involved with the following function except:
a. Intuitive functions
b. Nonverbal functions
c. Visual functions
d. Detail-oriented functions
572. What function is associated with the right brain?
a. Visual, non-verbal, logical
b. Visual, intuitive, non-verbal
c. Visual, intuitive, logical
d. Visual, logical, detail-oriented
573. Behavior followed by pleasant consequences will be strengthened and will be more likely to occur in the
future. Behavior followed by unpleasant consequences will be weakened and will be less likely to be
repeated in the future. Which one is explained?
a. Freud’s psychoanalytic theory
 b. Thorndike’s law of effect
c. B.F. Skinner’s Operant conditioning theory
d. Bandura’s social learning theory
574. Theft of school equipment like TV, computer, etc. by people on the community itself is becoming a
common phenomenon. What does this signify?
a. Prevalence of poverty in the community
b. Inability of school to hire security guards
c. Deprivation of Filipino schools
d. Community’s lack of sense of co-ownership
575. The main purpose of compulsory study of the Constitution is to .
a. Develop students into responsible, thinking citizen
b. Acquaint students with the historical development of the Philippine Constitution
c. Make constitutional experts of the students
d. Prepare students for law-making
576. Which goals of educational institution, as provided for by the Constitution, is the development of work
skills aligned?
a. To develop moral character
b. To develop vocational efficiency
c. To teach the duties of citizenship
d. To inculcate love of country
577. Which is closest to the real human digestive system for study in the classroom?
a. Model of the human digestive system
b. Drawing of the human digestive system on the board
c. The human digestive system projected on an OHP
d. Drawing of human digestive system on a page of a textbook

578. Which one is in support of greater interaction?

a. Repeating the question
b. Not allowing a student to complete a response
c. Probing
d. Selecting the same student respondents
579. Which is/are effective methods/s in teaching students critical reading skills?
a. Interpret editorials about a particular subject from three different newspapers
b. Read and interpret three different movie reviews
c. Distinguish fiction from non-fiction materials
d. Interpret editorials and read and interpret three different movie reviews
580. Which is true of a bimodal score distribution?
a. The group tested has two different groups
b. The scores are neither high nor low
c. The scores are high
d. The scores are low
581. Who stressed the idea that students cannot learn if their basic needs are not first met?
a. Thorndike
b. Maslow
c. Wertheimer
d. Operant conditioning
582. A person, who has had painful experience as the dentist’s office, may become fearful at the mere sight of
the dentist’s office building. What theory can explain this?
a. Attribution theory
b. Classical conditioning
c. Generalization
d. Operant conditioning
583. I want my students to have mastery learning of a basic topic. Which of the following can help?
a. Socratic method and drill
b. Drill
c. Socratic method
d. None of the above
584. As a teacher you are a skeptic. Which among these will be your guiding principle?
a. I must teach the child to the fullest
b. I must teach the child every knowledge, skill, and value that he needs for a better future
c. I must teach the child that we can never have real knowledge of anything
d. I must teach the child so he is assured
585. With forms of prompting in mind, which group is arranged from least to most instructive prompting?
a. Verbal, physical, gestural
b. Verbal, gestural, physical
c. Gestural, physical, verbal
d. Physical, gestural, verbal
586. In which way does heredity affect the development of the learner?
a. By providing equal potential to all
b. By making acquired traits hereditary
c. By compensating for what environment fails to develop
d. By placing limits beyond which the learner cannot develop
587. For which lesson objective will a teacher use the direct instruction method?
a. Distinguish war from aggression
b. Appreciate Milton’s Paradise Lost
c. Use a microscope properly
d. Become aware of the pollutants in the environment
588. With indirect instruction in mind, which does not belong to the group?
a. Lecture-recitation
b. Experiential method
c. Inductive method
d. Discovery method
589. A master teacher is the resource speaker in an in-service training. He presented the situated learning theory
and encouraged his colleagues to apply the same in class. Which of the following did he not encourage his
colleagues to do?
a. Apprenticeship
b. Decontextualized teaching
c. Learning as it normally occurs
d. Authentic problem solving
590. I want to engage my students in small group discussions. Which topic lends itself to a lively discussion?
 a. The exclusion of Pluto as a planet
b. The meaning of the law of supply and demand
c. The law of inertia
d. Rules on subject-verb agreement
591. Which will be the most authentic assessment tool for an instructional objective on working with and
relating to people?
a. Organizing a community project
b. Writing articles on working and relating to people
c. Home visitation
d. Conducting mock election
592. We are very much interested in a quality professional development program for teachers. What
characteristic should we look for?
a. Required for renewal of professional license
b. Prescribed by top educational leader
c. Responsive to identified teacher’s needs
d. Dependent on the availability of funds
593. Which statement applies correctly to Edgar Dale’s “CONE of experience”?
a. The farther you are from the base, the more direct the learning experience becomes
b. The farther you are from the bottom, the more direct the learning experience becomes
c. The close you are to the base, the more indirect the learning experience become
d. The closer you are to the base, the more direct the learning experience becomes
594. Teacher Jenny teaches a lesson in which students must recognize that ¼ is the same as
They use this relationship to determine that 0.15 and 0.20 are slightly less than ¼. Which of
the following concept/s is/are being taught?
a. Numeration skills
b. Place value of decimals
c. Numeration skills for decimal and relationship between fractions and decimals
d. Relationship between fractions and decimals
595. To nurture student’s creativity, which activity should the teacher avoid?
a. Ask “what if” questions
b. Ask divergent thinking questions
c. Emphasize the need to give right answer
d. Be open to “out-of-this world” ideas
596. After reading an essay, Teacher Bebe wants to help sharpen her students’ ability to interpret. Which of
these activities will be most appropriate?
a. Drawing conclusions
b. Making inferences
c. Getting the main idea
d. Listing facts separately from opinion
597. What is the best way to develop math concepts?
a. Solving problems using multiple approaches
b. Solving problems by looking for correct answer
c. Learning math as applied to situations such as being a tool of science
d. Solving problems by applying learned formulas
598. Teacher Cita, an experienced teacher, does daily review of past lessons in order to
.
 a. Provide her pupils with a sense of continuity
b. Introduce a new lesson
c. Reflect on how she presented the previous lesson
d. Determine who among her pupils are studying
599. Research says that mastery experiences increase confidence and willingness to try similar or more
challenging tasks such as reading. What does this imply for children reading performance?
a. Children who have mastered basic skills are more likely to be less motivated to read because they
get fed up with too much reading
b. Children who have not mastered the basic skills are more likely to be motivated to read in order to
gain mastery over basic skills
c. Children who have a high sense of self-confidence are not necessarily those who can read
d. Children who have gained mastery over basic skills are more motivate to read
600. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages. Applying
Bruner’s theory, how would you teach?
a. Begin with the abstract
b. Be interactive in approach
c. Begin with the concrete
d. Do direct instruction
601. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner according to
the Code of Ethics. When is a teacher prejudice against any learner?
a. When he makes a nearsighted pupil sit at the front
b. When he considers multiple intelligences in the choice of his teaching strategies
c. When he makes a farsighted pupil sit at the back
d. When he refuses a pupil with a slight physical disability in class 602. The
mode of a score distribution is 25. This means that:
a. There is no score of 25
b. Twenty five (25) is the score that occurs most
c. Twenty five is the average of the score distribution
d. Twenty five is the score that occurs least
603. The following characterize a child-centered kindergarten except:
a. Focus on the education of the whole child
b. Importance of play in development
c. Extreme orientation on academic
d. Emphasis on individual uniqueness
604. As a classroom manager, how can you exhibit expert power on the first day of school?
a. By citing to my students the important of good grades
b. By making my students feel my authority over them
c. By making them feel a sense of belongingness and acceptance
d. By making my students feel I know what I am talking about 605. Which
may help an adolescent discover his identity?
a. Parents pushing in to follow a specific path
b. Relating to people
c. Decision to follow one path only
d. Exploring many different roles in a healthy manner
606. Which terms refers to a teacher helping a colleague grow professionally?
 a. Technology transfer
b. Peer mentoring
c. Facilitating
d. Independent study
607. A mathematics test was given to all Grade V pupils to determine the contestants for the math quiz bee.
Which statistical measure should be used to identify the top 15?
a. Percentage score
b. Mean percentage score
c. Quartile score
d. Percentile score
608. Which is the true foundation of the social order?
a. Strong, political leadership
b. The reciprocation of rights and duties
c. Equitable distribution of wealth
d. Obedient citizenry
609. The following are sound specific purposes of questions except:
a. To stimulate learners to ask questions
b. To call the attention of an inattentive student
c. To arouse interest and curiosity
d. To teach via student answers
610. What is not a sound purpose in making questions?
a. To remind students of a procedure
b. To probe deeper after an answer is given
c. To encourage self-reflection
d. To discipline a bully in class
611. A student passes a book report written but ornately presented in a folder to make up for the poor quality
of the book content. Which Filipino trait does this practice prove?
a. Art over science
b. Art over academic
c. Substance over “porma”
d. “Porma” over substance
612. Between pursuing a college course where there is no demand and a vocational course which is highly in
demand, the Filipino usually opts for the college course. Which Filipino trait is shown?
a. Interest to obtain a skill
b. Penchant for a college diploma
c. Desire for entrepreneurship
d. Appreciation of manual labor
613. Which of the following does extreme authoritarianism in the home reinforce in pupils?
a. Sense of initiative
b. Dependence on other for direction
c. Ability for self-direction
d. Creativity in work
614. Teacher Bart wants his students to master the concept of social justice. Which series of activities will be
most effective?
a. Pre-teaching > posttest > re-teaching of unlearned concept > posttest
b. Pre-test > teaching > posttest
c. Review > pretest > teaching > posttest
 d. Teaching > posttest
615. To provide for individual differences how is curriculum designed?
a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
616. Which types of play is most characteristic of a four- to six-year-old child?
a. Solitary and onlooker plays
b. Associative and cooperative plays
c. Associative and onlookers plays
d. Cooperative and solitary plays
617. How can you exhibit referent power on the first day of school?
a. By making the students feel you know what you are talking about
b. By telling them the importance of good grades
c. By reminding your students your authority over them again and again
d. By giving your students a sense of belonging and acceptance
618. To ensure that all Filipino children are functionally literate, which mechanism is meant to reach out to
children who are far from a school?
a. A school in every barangay
b. Multi-grade classroom
c. Mobile teacher
d. Sine’s skwela
619. Referring to the characteristics of the latest Basic Educational Curriculum which does not belong to the
group?
a. More flexible
b. Less prescriptive
c. More compartmentalized
d. More integrated
620. If student’s inappropriate behavior is low level or mild and that it appears that the misbehavior will not
spread to others, it is sometimes best for the teacher not to take notice of it. What influence technique is
this?
a. Planned ignoring
b. Antiseptic bouncing
c. Proximity control
d. Signal interference
621. Which among the following objectives in the psychomotor domain is highest in level?
a. To distinguish distant and close sounds
b. To contract a muscle
c. To run a 100-meter dash
d. To dance the basic steps of the waltz
622. Which material consists of instructional units that cater to varying mental level pupils?
a. Plantilia
b. Multi-level materials
c. Multi-grade materials
d. Minimum learning competencies 623.
Which statement on counseling is false?
a. For counseling to be successful, the counselee is willing to participate in the process
 b. The ultimate goal of counseling is greater happiness on the part of the counselee
c. Counseling is the program that includes guidance
d. The school counselor is primarily responsible of counseling
624. Arianna describes Teacher Monica as “fair, caring and approachable.” Which power does Teacher Monica
possess?
a. Legitimate power
b. Expert power
c. Referent power
d. Reward power
625. Kounin claims “with-it-ness” is one of the characteristics of an effective classroom manager. Which among
the following is a sign of “with-it-ness”?
a. Giving attention to students 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 part of the classroom
626. When a significantly greater number from the lower group gets a test item correctly, this implies that the
test item:
a. Is not highly reliable
b. Is not very valid
c. Is highly reliable
d. Is very valid
627. Which statement about guidance is false?
a. The classroom teacher is not part of the school guidance program since she is not trained to be a
guidance counselor
b. Guidance embraces curriculum, teaching, supervision and all other activities in school
c. Guidance is a function of the entire school
d. A guidance program is inherent in every school
628. A teacher should not be a slave of his lesson plan. This means that:
a. A teacher must be willing to depart from her lesson plan if students are interested in something
other than her intended lesson
b. A lesson plan must be followed by a teacher no matter what
c. A teacher must be ready to depart from her lesson plan if she remembers something more
interesting than what she earlier planned
d. Teacher is the best lesson plan designer
629. With a death threat over her head, Teacher Donita is directed to pass an undeserving student. What will
a utilitarianist do?
a. Pass the student, why suffer the threat?
b. Pass the student. That will be of use to the student, his parents and you
c. Don’t pass him; live by your principle of justice. You will get reward, if not in this life, in the next
d. Don’t pass him. You surely will not like someone to give you a death threat in order to pass
630. Teacher Alessandra knows of the illegal activities of a neighbor but keeps quiet in order not to be
involved in any investigation. Which foundational principle of morality does Teacher Alessandra fail to
apply?
a. Always do what is right
b. The end does not justify the means

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 c. The end justifies the means
d. Between two evils, do the lesser evil
631. You are very much interested in a quality professional development program for teachers. What
characteristic should you look for?
a. Prescribe by top educational teachers
b. Responsive to identified teacher’s needs
c. Dependent on the availability of funds
d. Required for renewal of professional license
632. As a community leader, which of the following should a teacher not do?
a. Solicit donation from philanthropists in the community
b. Support effort of the community to improve their status in life
c. Make herself aloof to ensure that her decisions will not be influenced by the community politics
d. Play an active part in the activities of the community
633. A teacher is said to be “trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage”. Which practice makes the teacher fulfill such
obligation?
a. Use interactive teaching strategies
b. As a class, study the life of Filipino heroes
c. Use the latest educational technology
d. Observe continuing professional education
634. The failure of independent study with most Filipino students may be attributed to students’?
a. Unpreparedness for schooling
b. Ambivalence
c. High degree of independence
d. High degree of independence on authority
635. The following are characteristics of interdisciplinary teaching except:
a. Allows learners to see connectedness between things
b. Provides learning opportunities in a real-world context
c. Eliminates boundaries between content area
d. Discussion from a single perspective
636. What does the acronym EFA imply for schools?
a. The acceptance of exclusive schools for boys and for girls
b. The stress on the superiority of formal education over that of alternative learning system
c. Practice of inclusive education
d. The concentration on formal education system
637. The wide acceptance of “bottom up” management style has influenced schools to practice which
management practice?
a. Exclusion of politicians from the pool of guest speakers during graduation exercises
b. Prescription of what ought to be done from the Center Office
c. Involvement of students, parents, teachers, and community in school planning
d. Allowing schools to do what they think is best
638. Material development at the expense of human development points to the need to do more in
school. This is base on which pillar of learning?
a. Learning to do

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 b. Learning to know
c. Learning to live together
d. Learning to be
639. The specialization requires of every professional teacher for him/her to be competent is in line with
which pillar of learning?
a. Learning to know
b. Learning to be
c. Learning to live together
d. Learning to do
640. Widespread abuse of Mother Earth prompted schools to teach sustainable development. Which one
does this prove about schools?
a. The curricula of schools are centered on Mother Earth
b. Environment factors influence the school as an agent of change
c. Schools can easily integrate sustained development in their curriculum
d. Sustained development cannot be effectively taught in the classroom
641. Which pillar of learning is aimed at the holistic development of man and his complete fulfillment?
a. Learning to live together
b. Learning to be
c. Learning to know
d. Learning to do
642. A father tells his daughter “You are a woman. You are meant for the home and so for you, going to
school is not necessary.” Is the father correct?
a. It depends on the place where the daughter and the father live
b. No, there is gender equality in education
c. Yes, women are meant to be a mother only
d. No, today women can take on the jobs of men
643. Is there a legal basis for increasing the teacher’s starting salary to PHP18,000 a months?
a. No, it is a gift to teachers from Congress
b. Yes, R.A 7836
c. Yes, the Philippine Constitution
d. No, it is simply an act of benevolence from President GMA
644. As provided for the Educational Act of 1982, how are the institutions of learning encouraged setting
higher standards of equality over the minimum standards required for state recognition?
a. Voluntary accreditation
b. Continuing Professional Education
c. Granting of Special Permit
d. Academic freedom
645. Despite of opposition from some school official, DepEd has continuously enforced the “no
collection of fees” policy during enrolment period in public schools. In this policy in accordance
with EFA goals?
a. No, it violates the mandate of equality education
b. Yes, it somewhat eliminates gender disparities
c. Yes, it supports equitable access to basic education
d. No, it does not support parent of adult education
646. A student complains to you about his failing grade. When you recomputed you found out that you
committed an error in his grade computation. Your decision is not to accept the erroneous
computation before the student and so leave the failing grade as is for fear that you may lose
credibility. Is this morally right?
a. No, the reason for not accepting the error before the students is flimsy
b. No, the end does not justify the means
c. Yes, the end justifies the means
d. Yes, as a teacher you must maintain your credibility
647. To earn units for promotion, Teacher Flora pays her fee but does not attend class at all. Does this
constitute professional growth?
a. Not immediately but yes after promotion
b. No, it is simply earning MA units for promotion
c. It depends on the school she is enrolled in
d. Yes, just enrolling in an MA program is already professional growth
648. 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
649. The students of Teacher Yue scan an electronic encyclopedia, view a film on subject, or look at
related topics at the touch of a button right there in the classroom. Which device/s does teacher
Yue’s class have?
a. Teaching machines
b. CD
c. Video disc
d. Videotaped lesson
650. Which is an inappropriate way to manage off-task behavior?
a. Redirect a child’s attention to task and check his progress to make sure he is continuing work
b. Stop your class activity to correct a child who is no longer on task
c. Make eye contact to communicate what you wish to communicate
d. Move closer to the child to make him feel your presence
651. Teacher Hannah strives to draw participation of every student into her classroom discussion. Which of
these student needs is she trying to address? The need to _ _.
a. feel significant and be part of a group
b. show one’s oral abilities to the rest of the class
c. get everything and be part of a group
d. be creative
652. Which of the following questions must be considered in evaluating teacher-made materials?
a. In the material new?
b. Does the material simulate individualism?
c. Is the material expensive?
d. Is the material cheap?
653. 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. Aware of what’s happening in all parts of the classroom
c. Seeing only a portion of the class but intensively
d. Knowing where instructional materials are kept
654. Which characteristics must be primarily considered as a choice of instructional aides?
a. Stimulate and maintain students interests Suited to the
b. lesson objectives
c. Updated and relevant to Filipino setting
d. New and skillfully made

655. You can exhibit referent power on the first day of school by .
a. telling them the importance of good grades
b. giving your students a sense of belongingness and acceptance making them feel
c. you know what you are talking about
d. reminding your students your authority over them again and again

656. What must Teacher Luke do to ensure orderly transitions between activities?
a. Have the materials ready at the start of the activity
b. Allow time for the students to socialize in between activities Assign fewer
c. exercise to fill the allotted time
d. Wait for students who lag behind
657. The task of setting up routine activities for effective classroom management is a task that a teacher
should undertake:
a. as soon as the students have adjusted to their schedules
b. on the very first day of school
c. every day at the start of the session
d. every homeroom day
658. Teacher Sandra uses the low-profile classroom control technique most of the time.
What does this imply?
a. She is reactive in her disciplinary orientation
b. She manages pupils personalities
c. She reacts severely to a misbehaving student
d. She stops misbehaving without disrupting lesson flow
659. If you make use of the indirect instruction method, you begin your lesson with:
a. Guided practice
b. A review of previous day’s work
c. Advance organizers that provide an overall picture of the lesson
d. Independent
660. School curriculum reflects the world’s economic and political integration and industrialization. What
does these points in curriculum development?
a. The trend towards the classical approach to curriculum development
b. The trend towards the globalization and localization
c. The trend towards participatory curriculum development
d. The shift in the paradigm of curriculum development from a process-oriented to a product-
oriented one
661. You choose cooperative learning as a teaching approach. What thought is impressed on your students?
 a. Interaction is a must, but not necessarily face to-face interaction
b. Student’s success depends on the success of the group
c. Student’s individuality evaluates how effectively their group worked
d. The accountability for learning is on the group not on the individual
662. Which statement applies correctly to Edgar Dale’s “Cone of Experience”?
a. The farther you are from the base, the more direct the learning experience becomes
b. The farther you are from the bottom, the more direct the learning experience becomes
c. The closer you are from the base, the more indirect the learning experience becomes
d. The closer you are from the base, the more direct the learning experience becomes
663. “When more senses are stimulated, teaching and learning become more effective.” What is an
application of this principle?
a. Appeal to student’s sense of imagination
b. Use multisensory aids
c. Make your students touch the instructional material
d. Use audiovisual aids because the eyes and the ears are the most important senses in learning
664. Which is a classroom application of the theory of “operant conditioning”?
a. Help student see the connectedness of facts, concepts, and principles
b. Create a classroom atmosphere that elicits relaxation
c. Reinforce a good behavior to increase the likelihood that the learner will repeat the response
d. Make students learn by operating manipulatively
665. Teacher Atilla teaches English as a Second Language. She uses vocabulary cards, fill-in-the-blanks
sentences, dialogues, and 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 emphasizing reading and writing skills
c. The teacher is applying Bloom’s hierarchy of cognitive learning
d. The teacher is teaching in a variety of ways because not all students learn in the same manner
666. Teacher Georgina, an experienced teacher, does daily review of past lessons in order to:
a. introduce a new lesson
b. reflect on how she presented the previous lessons
c. provide her pupils with a sense of continuity
d. determine who among her pupils are studying
667. I combined several subject areas in order to focus on a single concept for interdisciplinary teaching.
Which strategy did I use?
a. Reading-writing activity
b. Thematic introduction
c. Unit method
d. Problem-centered learning
668. When I teach, I often engage in brainstorming. Which do I avoid?
a. Break down barriers
b. Selectively involves pupils
c. Increase creativity
d. Generate many ideas
669. Teacher Sammy teaches a lesson in which students must recognize that ¼ is the same as 0.25. He use
this relationship to determine that 0.15 and 0.20 are slightly less than ¼. Which of the following
concept/s is/are being taught?
a. Numeration skills of decimals and relationships between fractions and decimals
b. Numeration skills
c. Place value of decimals
d. Relationship between fraction and decimals 670.
What is the best way to develop math concept?
a. Solving problems using multiple approaches
b. Solving problems by looking for correct answer
c. Learning math as applied to situations, such as being a tool of science
d. Solving problems by applying learned formulas
671. Teacher Carlo, a Reading teacher, advised the class to “read between the lines”.
What does she want his pupils to do?
a. Determine what is meant by what is stated
b. Make an educated guess
c. Apply the information being read
d. Describe the characters in the story
672. To nurture students’ creativity, which activity should a teacher avoid?
a. Ask “What if…” questions
b. Emphasize the need to give right answers
c. Ask divergent thinking questions
d. Be open to “out-of-this-world” ideas
673. Teacher Rodel wants to develop his students’ creativity. Which type of questions will be most
appropriate?
a. Synthesis questions
b. Fact questions
c. “What if…” questions
d. Analysis questions
674. Floramay enjoyed the roller coaster when she and her family went to Disneyland. The mere sight of a
roller coaster gets her excited. Which theory explains Floramay’s behavior?
a. Operant conditioning
b. Pavlovian conditioning
c. Social learning theory
d. Attribution theory
675. You want your students to answer the questions at the end of a reading lesson. “What did I learn?”,
“What still puzzles me?”, “What did I enjoy, hate and accomplish in the class today?” and “How did I
learn from the lesson?” Which of the following are you asking them to do?
a. Work on an assignment
 b. Make journal entry
c. Work on a drill
d. Apply what they learned
676. William Glasser’s control theory states that behavior is inspired by what satisfies a person want at any
given time. What then must a teacher do to motivate students to learn?
a. Make schoolwork relevant to students’ basic human needs
b. Make teaching-leaning interactive
c. Avoid giving assignments
d. Organize a curriculum in a spiral manner
677. After reading an essay. Teacher Beatrice wants to help sharpen her students’ ability to interpret.
Which of these activities will be most appropriate?
a. Drawing conclusions
b. Making inferences
c. Getting the main idea
d. Listing facts separately from opinion
678. Research says that mastery experiences increase confidence and willingness to try similar or more
challenging tasks as reading. What does this imply for children’s reading performance?
a. Children who have not mastered the basic skills are more likely to be motivated to read in order
to gain mastery over basic skills
b. Children who have mastered basic skills are more likely to be less motivated to read because
they get fed up with too much reading
c. Children who have gained mastery over basic skills are more motivated to read
d. Children who have a high sense of self-confidence are not necessarily those who can read
679. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages.
Applying Bruner’s theory. How would you teach?
a. Be interactive in approach
b. Begin with the abstract
c. Begin with the concrete
d. Do direct instruction
680. A person who has painful experiences at the dentist’s office may become fearful at the mere sight of
the dentist’s office building. Which theory can explain this?
a. Generalization Operant
b. Conditioning
c. Attribution theory
d. Classical conditioning
681. According to Erikson, what years are critical for the development of self-confidence?
a. High school years
b. Elementary school years College years
c. Preschool years
d.
682. Which of the following does not describe the development of children aged 11 to
13?
a. They exhibit increased objectivity in thinking
 b. Sex difference in IQ become more evident
c. They shift from impulsivity to adaptive ability
d. They show abstract thinking and judgment
683. What does Gagne’s hierarchy theory propose for effective instruction?
a. Be concerned with the socio-emotional climate in the classroom
b. Sequence instruction
c. Teach beginning with the concrete
d. Reward good behavior
684. Which appropriate teaching practice flows from this research finding on the brain: “The brain’s emotional
center is tied into its ability to learn”.
a. Establish the discipline of being judgmental in attitude
b. Come up with highly competitive games where winners will feel happy
c. Create a learning environment that encourages students to explore their feeling and ideas freely
d. Tell the students to participate in class activities or else won’t receive plus points in class recitation
685. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as children reach
the formal operation stage. What is an educational implication of this finding?
a. Engage children in analogical reasoning as early as preschool to train them for higher order
thinking skills (HOTS)
b. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind in their cognitive
development
c. Let children be children
d. Expect hypothetical reasoning for learners between 12 to 15 years of age
686. Research says: “People tend to attribute their successes to internal causes and their failures to external
causes.” Based on this finding, what should be taught to students for them to be genuinely motivated to
succeed?
a. Tell them the research finding when applied will make them genuinely motivated
b. Convince them that genuine motivation is the only factor that matters for a person to succeed
c. Make them realize that failure is a part of life
d. Make them realize that both success and failure are more a function of internal causes
687. Which of the following steps should be completed first in planning an achievement test?
a. Define the instructional objective
b. Set up a table of specialization
c. Select the types of test items to use
d. Decide on the length of the test
688. The computed r for scores in Math and Science is 0.92. What does this mean?
a. Math score is positive related to Science score
b. The higher the Math score, the lower the Science score
c. Math score is not in any way related to Science score
d. Science score is slightly related to Math score
689. Which types of test is most appropriate if Teacher Yanny wants to measure student’s ability to
organize thoughts and ideas?
 a. Short answer type of test
b. Extended response essay
c. Modified alternative response
d. Limited response essay
690. I want to test student’s synthesizing skills. Which has the highest diagnostic value?
a. Multiple choice test
b. Performance test
c. Essay test
d. Completion test
691. If Teacher Betty wants to measure her students’ ability to discriminate, which of these is an
appropriate type of test item as implied by the direction?
a. “Outline the Chapter on The Cell.”
b. “Summarize the lesson yesterday.”
c. “Group the following items according to shape.”
d. “State a set of principle that can explain the following events.”
692. A test item has a difficult index of 0.89 and a discrimination index of 0.44. What should the teacher do?
a. Reject the item
b. Revise the item
c. Make it a bonus item
d. Make it a bonus item and reject it
693. A mathematician’s test was given to all Grade V pupils to determine the contestants for the Math Quiz
Bee. Which statistical measure should be used to identify the top 15?
a. Mean percentage score
b. Quartile Deviation
c. Percentile Rank
d. Percentage Score
694. Which can be said of Nina who obtained a score of 75 out of 100 items in a Grammar objective test?
a. She performed better than 25% of her classmates
b. She answered 75 items in the test correctly
c. Her rating is 75
d. She answered 75% of the test items correctly
695. The criterion of success in Teacher Butch’s objective is that “the pupils must be able to spell 90% of the
words correctly”. Student Dave and 24 others in the class spelled only 40 out of 50 words correctly while
the rest scored 45 and above. This means that Teacher Butch _.
a. attained his lesson objective
b. failed to attain his lesson objective as far as the 25 pupils are concerned
c. did not attain his lesson objective because of the pupils’ lack of attention
d. attained his lesson objective because of his effective spelling drill 696. Which of
these can measure awareness of values?
a. Sociogram
b. Moral dilemmas
c. Projective techniques
 d. Rating scales
697. Marking on a normative basis means that:
a. the normal distribution curve should be followed
b. some should fall
c. some get high marks
d. the grading is based on a present criteria
698. Which process enhances the comparability of grades?
a. Using a table specifications
b. Determining the level of difficulty of the tests
c. Giving more HOTS (higher order thinking skills)
d. Constructing departmentalized exams for each subject area.

699. If the scores of your test follow a negatively skewed score distribution, what should you do? Find out _
_?
a. why your items were easy
b. why most of the scores are high
c. why most of the scores are low
d. why some pupils scored high
700. Principal Gemma is talking about “grading on the curve” in a faculty meeting. What does this expression
refers to?
a. A student’s mark compares his achievement to his effort
b. A student’s grade or mark depends on how his achievement compares with the achievement of
other students in a class
c. A student’s grade determines whether or not a student attains a defined standard of achievement
d. A student’s mark tells how closely he is achieving to his potential
701. Which tests determine whether students accept responsibility for their own behavior or pass on
responsibility for their own behavior to other people?
a. Locus-of-control tests
b. Thematic tests
c. Stylistic test
d. Sentence-completion tests
702. Which of the following is a weakness of self-supporting personality checklists?
a. Many personality measures have built-in lie scales
b. They lack stability
c. They may not get true information because individuals can hide or disguise feelings
d. They have poor internal consistency
703. The class was asked to share their insights about the poem. The ability to come up with an insight stems
from the ability to:
a. analyze the parts of a whole
b. evaluate the worthiness of a thing
c. relate and organize things and ideas
d. comprehend the subject that is being studied
704. To ask the class any insight derived from the poem is based on the theory of:
a. Realism c. Conditioning
b. Behaviorism d. Constructivism
705. On which assumption about the learner is Mr. Sales’s act of asking the class to share their insight based?
a. Learners are like empty receptacles waiting to be filled up
b. Learners are meant to interact with one another
c. Learners have multiple intelligence and varied learning styles
d. Learners are producers of knowledge not only passive recipients of information 706. Which
materials will her teachers least prefers?
a. Controversial issues
b. Open-ended topics
c. Unquestionable laws
d. Problem or cases
707. Why learning activities should be carefully planned?
a. The ability of the teacher to plan is tested
b. This is expected by pupils
c. The accomplishment of objectives is dependent on the plan
d. This is required of a teacher
708. Which statement on IQ and EQ is correct?
a. EQ has a greater contribution to performance than IQ
b. IQ has a greater contribution to performance than EQ
c. Blending of both IQ and EQ can make a difference in performance
d. The contribution of IQ and EQ to performance is dependent on factors like age and gender
709. Teacher Nikko helped his students recall that stalagmites grow on the “ground” while stalactites grow
on the “ceiling” of a cave by associating “G” in stalaGmites with ground and “C” in stalaCtites with
ceiling. What did Teacher Nikko make use of it?
a. Visual aid
b. Mnemonic device
c. Audio-visual aid
d. Meaning-maker device
710. “Makabayan” as a subject in the re-structured Basic Education Curriculum is the “laboratory for life.”
What does this mean? It is in this subject where the learner
_.
a. Will be taught the Filipino strengths and weaknesses
b. Will demonstrate practical knowledge and skills gained in the other subjects
c. Will be taught the true concept of being “pagkamakabayan”
d. The biographies of heroes who are “makabayan” will be taught
711. In the faculty room everyone is talking about a teacher who is torturing for a fee from her own pupil
who is vying for honors. What is the professional thing for the other teachers to do?
a. Talk to the parents of the tutee. Tell them what teachers doing is unprofessional
b. Leave her alone, she might accuse you of meddling in her personal life
c. Correct her and remind her torturing one’s own pupil for a fee is unethical
d. As a group, report her to the principal
712. When Teacher Demi presents a set of data then asks the students to enter a conclusion, generalization
or a pattern of relationship which method does she use?
a. Process approach
b. Type method
c. Unit method
d. Inductive inquiry method
713. Which individualized teaching method makes use of workbooks, teaching machines or computers?
a. Project method
b. Unit method
c. Programmed instruction
d. Inductive inquiry method
714. I want to elicit more student responses. Which one should I avoid?
a. Creating an evaluative atmosphere
b. Using covert responses
c. Prompting to covert wrong answers to correct ones
d. Giving non-threatening comments
715. For practice to be effective, which guideline should bear in mind? Practice should
_.
a. Be done in an evaluative atmosphere
b. Be arranged to allow students to receive feedback
c. Take place over a long period of time
d. Be difficult enough for students to remember and learn
716. Which of the following is a practice in progressive education?
a. Open classroom
b. Study of classics
c. Academic orientation
d. Cognitive education
717. The workers’ rights to form unions or to strike can be suppressed in times of national emergency. On
what norm is this based?
a. Higher law, inalienable rights before alienable
b. Wider social order, the society before the individual
c. Clearer title, the certain before the title
d. Nobler person, God before man
718. Which skills should be taught if Teacher Joey wants to equip his students with the skill to organize
information gathered?
a. Note-taking, outlining, using the library
b. Outlining, summarizing, using the card catalogue
c. Note-taking, outlining, summarizing
d. Summarizing, note taking using the library
719. Annual medical checkup required of teachers is done in the interest of:
a. Filipino medical doctors
b. Parents
c. The state and of every teacher
d. School administration
720. In a study conducted, the pupils were asked which nationality they preferred if given a choice. Majority
of the pupils wanted to be an American. In this case, in which
 obligation relative to the state are schools seemed to be failing? In their obligation to:
a. Respect for all duly constituted authorities
b. Instill allegiance to the Constitution
c. Promote obedience to the laws of the state
d. Promote national pride
721. To be an effective classroom manager, teachers must be friendly but at the same time be:
a. Buddy-buddy
b. Rigid
c. Business-like
d. Highly demanding
722. Which of the following field of Social Sciences below is more connected with the study of social
traditions and cultures?
a. Theology
b. Psychology
c. Sociology
d. Anthropology
723. Which appropriate teaching practice flows this research finding on the brain: “The brain’s emotional center
is tied into its ability to learn.”
a. Tell the students to participate in class activities or else won’t receive plus points
b. Create a learning environment that encourages students to explore their feelings and ideas
c. Come up with highly competitive games where winners will feel happy
d. Establish the disciple of being judgmental in attitude
724. Which statement holds true to grades? Grades .
a. are exact measure of IQ and achievement
b. are a measure of achievement
c. are necessarily a measure of students’ IQ
d. are intrinsic motivation for learning
725. Which practice does not fit in a classroom that recognizes individual differences?
a. Uniform requirements
b. Sharing from multiple perspective
c. Accommodating student’s learning styles
d. Various modes of assessing learning
726. Why is it sound to encourage students to define terms in their own words? Because
_.
a. Defining the terms in their own words helps them memorize the definition faster
b. Students remember information better when they mentally process in some way
c. They ought to connect the terms that they learn with other terms
d. This is one opportunity to brush up with other terms
727. Grade 1 pupils will likely say that it is the row that makes the longer line. Based on Piaget’s cognitive
development theory, what problem is illustrated?
a. Conservation problem
b. Assimilation problem
c. Egocentrism problem
d. Accommodation problem
728. Were teachers in the Philippines required of a professional license since the establishment of the Philippine
educational system?
a. No, but the equivalent of a license required was a certificate in teaching
b. Yes, it was required since the Americans established the educational system
c. No, it was only with the effectivity of R.A. 7836 that professional license was required
d. Yes, except for the Thomasites
729. The increase in the number of school children left by OFW parents intensifies the teacher role as _.
a. Student’s friends
b. Guidance counselors
c. Facilitator of learning
d. Substitute parents
730. As a teacher, you are a rationalist. Which among these will be your guiding principle?
a. I must teach the child so he is assured of heaven
b. I must teach the child to develop his mental powers to the fullest
c. I must teach the child that we can never have real knowledge of anything
d. I must teach the child every knowledge, skill and value that needs for a better future
731. In the formulation of classroom regulations, which of the following should a teacher refrain from doing?
a. State classroom regulation as clearly as possible
b. Teacher and the class should make as many regulations as possible
c. Enlist student aid in the formation of classroom regulation
d. Enforce classroom regulations consistently and fairly 732.
Zero standard deviation means that:
a. The students’ scores are the same
b. 50% of the scores obtained is zero
c. More than 50% of the score obtained is zero
d. Less than 50% of the scores obtained is zero
733. Which is the least authentic mode of assessment?
a. Paper-and-pencil test in vocabulary
b. Oral performance to assess student’s spoken communication skills
c. Experiments in science to assess skill in the use of scientific methods
d. Artist production for music or art subject
734. In what period of a child is physical growth fastest?
a. Prenatal period
b. Early adolescence
c. Early childhood
d. Prenatal and early adolescence
735. How does fear affect the voluntariness of an act?
a. Makes the act involuntary
b. No effect at all
c. Increases voluntariness
d. Lessens but not destroy voluntariness
736. A group of people asserts that their culture is superior to another. This exemplifies:
a. Cultural gap
 b. Ethnocentrism
c. Cultural conflict
d. Norm conflict
737. A test consists of a graph showing the relationship between age and population. Follow a series of true-
false items based on the graph. Which type of test does this illustrate?
a. Laboratory exercise
b. Interpretative
c. Problem solving
d. Performance
738. Which curricular move served to strengthen spiritual and ethical values?
a. Integration of creative thinking in all subject
b. Introduction of Value Education as a separate subject area
c. Reducing the number of subject areas into the skill subject
d. Re-introducing Science as all subject in Grade 1
739. A teacher is a facilitator of learning and of the development of the youth. Which practice is not keeping
with his role as facilitator?
a. Considers the multiple intelligences of learners
b. Humiliates misbehaving pupils
c. Dialogs with parents and with other members of the community
d. Keeps himself abreast with educational trends
740. Which one indicates a teacher’s genuine enthusiasm and pride in teaching?
a. Sticking to teaching for the moment that there are no better offers
b. Telling everyone that he went to teaching for there was no other choice then
c. Engaging himself in continuing professional education
d. Belittling the remuneration one gets from teaching 741.
When is giving praise ineffective? When it?
a. Uses the accomplishment of peers as the context for describing a student’s present accomplishment
b. Provides information to student’s about their competence and the value of their accomplishment
c. Focuses students attention on her own task relevant behavior
d. Shows spontaneity, variety and other signs of credibility
742. Which statement applies when scores distribution is negatively skewed?
a. The mode corresponds to a lower value
b. The median is higher that the mode
c. The mode and median are equal
d. The mean corresponds to a high value
743. The use of the process approach gives the student the opportunity to:
a. Learn to their own
b. Apply the scientific method
c. Make use of laboratory apparatuses
d. Learn how to learn
744. A comprehension skill of higher level which may be inferred or implied from reading is:
a. Picking out the main idea
b. Drawing conclusion
c. Nothing specific details
 d. Following direction
745. In the Preamble of the Code of Ethics of Professional Teachers, which is not mention about teachers?
a. Dully licensed professionals
b. Possess dignity and reputation
c. LET passers
d. With high moral values
746. What does a skewed score distribution mean?
a. The scores are concentrated more at one end or the other end
b. The mode, the mean and the median are equal
c. The mean and median are equal
d. The scores are normally distributed
747. What is implied by a negatively skewed score distribution?
a. The scores are evenly distributed from the left to the right
b. Most pupils are underachieves
c. Most of the scores are high
d. Most of the scores are low
748. A teacher discovers that a product of a certain bottling company brings about damage to teeth. Much as he
wants to share the products of his research, he could not because of harassment from all sides. Which
teacher’s right is violated?
a. Right to property
b. Academic freedom
c. Right to one’s honor
d. Right to make a livelihood
749. Why can the calculator do arithmetic? Because:
a. A computer inside the calculator tells it how
b. A watch inside direct it
c. A typewriter inside does it
d. A TV inside shows it
750. On which constitutional provision is the full or partial integration of capable deaf and blind students in the
classroom based? The provision on:
a. Protecting and promoting the right of all citizen to qualify education
b. Providing citizenship and vocational training to adult citizen
c. Academic freedom
d. Creating scholarship for poor and deserving students
751. Teaching in the cognitive, psychomotor and effective domains is based on the concept that the learner is
a. Moral and feeling being
b. Maternal and an acting being
c. Thinking, feeling and acting being
d. Spiritual and maternal being
752. To build a sense of pride among Filipino youth what should be done?
a. Re-study our history and stress on our achievements as a people
b. Set aside the study of local history
c. Re-study our history from the perspective of our colonizers
d. Replace the study of folklores and myths with technical subjects
753. When necessary conditions are present, the use of inductive method is preferred because:
 a. It gives the teacher more time to rest
b. There is greater active participation on the part of the pupils
c. It needs only few instruction materials
d. Academic time is used wisely
754. Which is the best reason why teacher begins a lesson in Math by checking and reviewing on the
previous day’s assignment and provides practice and drills?
a. Check if parents guide their children in the making of assignment
b. Make sure that the students understand the pre-requisite skills of the lesson
c. Prepare the students for the mastery test
d. Make learning interesting and enjoyable for students
755. For counseling to be successful which assumption must be avoided?
a. The environment must provide assurance of confidentiality
b. The counselor tells the student what to do
c. The student is willing to participate in the process
d. The counselor must be able to relate to the student
756. Which technique is most appropriate when a teacher wants a group to agree on a plan of action?
a. Composite report
b. Consensus decision making
c. Symposium
d. Agenda
757. What term applies to the search for related literature by computing access of databases of discs kept in
libraries?
a. Compact discs computer research
b. On line research
c. Manual research
d. Computer research
758. What best indicates the effectiveness of classroom activities?
a. The laughter and enjoyment of students
b. The application of concept learned in daily life
c. The utilization of varied techniques and approaches
d. The variety of instructional materials used
759. The main purpose of the compulsory study of the Constitution in Philippine schools is to:
a. Develop the students into responsible thinking citizens
b. Acquaint students with the historical development of the Philippine Constitution
c. Prepare students for law making
d. Make constitutional experts of the students
760. Some students who are high in the scholastic aptitude test have failed in college. Some who are below
the standards set for admission but who for various reasons were admitted, attained satisfactory
standings? This proves that:
a. Human beings are certainly predictable
b. Admission tests are not accurate, hence should not be used
c. Aptitude tests do not measure all factors important for success
d. Aptitude test can be perfectly relied on
761. If the teachers pattern in questioning consists of calling on a student then asking the question:
a. All students may be encouraged to participate
 b. The student called to answer may be able to think well of his answer
c. The rest of the class may just dictate the answer
d. The rest of the class may not engage themselves in thinking of the answer
762. Freud expounded that there is a period when young girls experience rivalry with their mother for their
father’s affection. This is called:
a. Electra complex
b. Oedipus complex
c. Achilles syndrome
d. Cassandra syndrome
763. Education is a lifelong process. This simply means that education:
a. May take place formally or informally to enable the individual to grow
b. May take place anywhere and anytime the individual so desires
c. Is a continuous process of experiencing and reorganizing experiences
d. Take place in the school where the individual is exposed, self-contained experiences 764. How is
Values Education offered in the National Secondary Education Curriculum?
a. Emphasized in Science and Technology
b. Integrated in all subject areas
c. As a separate subject
d. Integrated with Technology and Home Economics 765. The
NSEC orients secondary education to:
a. The teaching of the national symbols
b. Health values development
c. The development of competencies and values for social living
d. National development requirement and reflects search based direction
766. The child cannot distinguish abstracts during the sensory motor of development. Which of these techniques
should a teacher apply to accommodate learning?
a. Make use of individualize instruction
b. Explain the lesson very well
c. Utilize concrete objects to clarify concept
d. Provide variety of educational toys
767. Which of these systems of learning includes ways and methods which are used in preserving and building
certain within cultural communities?
a. Non-formal learning
b. Multi-level learning
c. Cultural learning
d. Indigenous learning
768. Which of the following statement is true in the use of experiments and demonstrations in teaching Science:
a. It is valuable if used in the context of a lesson that related observation to other information
b. It should be encouraged in elementary school since the concept the encompass are difficult for your
children
c. It is as valuable as teaching by lecturing
d. It is less valuable than teaching through inquiry and discussion
769. Identical twins are more alike than fraternal twins. Which of the following statement principle supported by
this?
a. Environment affects both fraternal and identical twins
b. Intelligence hinges in physical structure
 c. Heredity has a part in determining intelligence
d. Intelligence is determined partly by pre-natal nutrition 770. In
testing which of the following is referred to as cultural bias?
a. Some culture do better on test than others
b. Test items are more familiar with some culture
c. Test will show who is more cultured
d. Cultured people do better on tests
771. Which is the most obvious and familiar way of reporting variability?
a. Standard deviation
b. Range between highest with some culture
c. Standard error of the mean
d. Distribution of raw scores
772. The theory of identical elements in learning holds that transfer is facilitated when the:
a. Teacher uses different teaching devices
b. Learner has a memory of specific responses
c. Development task is easily identified
d. Experience is similar to the application situation
773. If this need is not met, the adolescent tends to be critical and always tries to find fault.
This is the need:
a. For adventure
b. For recognition
c. To belong
d. For material security
774. Audio-visual aids are used in classroom teaching to _ .
a. Help make learning more permanent
b. All of these
c. Help clarify important concept
d. Arouse and sustain student’s interest
775. Which of the following is the most important purpose for using achievement test? To measure the _.
a. Quality and quantity of previous learning
b. Quality and quantity of previous teaching
c. Educational and vocational aptitude
d. Capacity for future learning
776. In a multiple choice test, keeping the options brief indicates .
a. Inclusion in the item irrelevant clues such as the use in the correct answer
b. Non-inclusion of option that mean the same
c. Plausibility and attractiveness of the item
d. Inclusion in the item any word that must otherwise repeated in each response 777. Which of
these criteria is the most important in test constructions?
a. The stem should contain the central problem
b. Items should be congruent with the objectives
c. A table of specification should be prepared
d. Options should be of almost the same length
778. Which of the following abilities is stressed by humanistic education?
a. Learn the different philosophies of education
b. Develop man into a thinking individual
c. Enjoy the great works of man such as the classics
 d. Make man distinctly civilized, educated and refined
779. An appreciation lesson is one that is designed to lead the class to conduct and enjoy something. Which of
the following statements closely approximate the meaning of the above?
a. An appreciation lesson should be a lesson in values
b. Appreciation lessons help pupils weigh and clarify values
c. One cannot fully appreciate what one does not understand or enjoy
d. A teacher should plan lessons that will guide children to appreciate what is beautiful 780. Which
of the following is the best time for a teacher to set up routine activities that will
contribute to effective classroom management?
a. As soon as the students have established
b. Daily at the start of the session
c. During his homeroom days
d. On the every first day of school
781. In large classes where little of the work pupils can be individualized, the most effective and practical ways
to individualize instruction is to:
a. Devise group activities which afford every pupils an opportunity to work at his own
b. Give the pupils freedom to launch individual projects
c. Assign homework and check it regularly
d. Assigned program material for out-of-class hours
782. Which of these is the most important principle that a teacher should follow in initiating a program with
positive reinforcement?
a. Make sure the reward comes immediately after the appropriate behavior
b. Punish negative behavior and reward positive behavior
c. Provide regular opportunity for socially acceptable behavior
d. Consider peer approval and recognition
783. The trend of focusing attention on the child’s interests, abilities and needs and on the improvement of
community living necessitate the use of the:
a. Discovery approach
b. Conceptual technique
c. Integrative approach
d. Project method
784. The best way the teacher can be of the appropriateness of an instructional materials is to:
a. Try it out before using it in class
b. Consider its technical quality
c. Consider its availability
d. Consider its cost
785. Tasks analysis involves the breaking down of a learning task into subtasks or sub skills.
Given a task to retell a story, which of the following skills is not needed?
a. To disseminate information
b. To outline a selection
c. To identify topic sentences
d. To arranged events in sequence
786. You are assigned to teach students with varied abilities. You want to teach a more homogenous grouping.
Which type of grouping will tend to benefit your students?
a. Mixed ability grouping
b. Low ability group
c. Within class ability grouping

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 d. High ability grouping
787. Which of the following examples illustrate the use of questions to focus pupil’s attention on the key points of
the lesson?
a. What is Rizal Park known for?
b. Why are machine made goods cheaper than those made by hand?
c. Have you ever enjoyed watching the clouds on a bright day?
d. Who came while I was writing on the blackboard?
788. The new teacher entered a noisy classroom. She shouted immediately at the students desperately trying to
get order and discipline. Since then the teacher has not controlled the class. Which is the most probable cause
of the teacher’s failure?
a. The students reaction to the teacher is the consequence of her behavior
b. Rules are not defined and procedures to sustain order is not put into place
c. The new teacher wants to show the class who is authority
d. The class wants to test the ability and patience of the teacher
789. The educational implementation of research findings relative to the ability of dull learners and bright learners
to organize and generalize is for teacher:
a. To make the bright learners guide the dull ones in learning to generalize
b. To make the bright learners to generalize and the dull ones to memorize
c. To give the dull learners to more concrete experiences to serve as basis for generalizing
d. To give both the dull and bright learners concrete and abstract experiences to serve as basis for
generalizing
790. Which of the following will do the first to establish good class management?
a. Discuss the required rules for proper class behavior
b. Discuss the work plan for the year
c. Prepare a seat plan
d. Train the class in the distribution of material
791. A student was diagnosed to have a high IQ but is failing in his academic subject. What should the teacher do to
help him?
a. Talk to his parents
b. Examine his study habits
c. Talk the student and find out his problem
d. Refer him to the guidance counselor
792. Which is the true foundation of the social order?
a. Strong, political leadership
b. The reciprocation of rights and duties
c. Equitable distribution of wealth
d. Obedient citizenry
793. When do test, inventories and career information become effective for counseling services?
a. When the data generated are interpreted on time by professionally competent person
b. The psychological test result are still valid and reliable
c. When the records are updated
d. When the records are kept for ready reference when needed 794. Which of
the following is a major advantage in using arithmetic mean?
a. It is more commonly used than other measures
b. It is simple to compute

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 c. It discriminates between the lowest and the lowest
d. It is more than stable than the median
795. Learners often find it much easier to fit into a new social situation when given encouragement and support.
How can this be done?
a. By discovering his new interest
b. By giving him room responsibility
c. By assigning “peers or Buddies” to him
d. By giving him special help
796. Who expounded on the need to study the child carefully for individualized instruction?
a. Da Feltre
b. Boccacio
c. Erasmus
d. d. Ascham
797. Which of the following should a teacher do if she cannot pay the monthly installment of an appliance she got
from a department store in their town?
a. Reject any notice of demand for payment to make the impression that she did not receive
b. Move to another neighborhood to escape payment
c. Inform the manager of the store personally and make a satisfactory arrangement of payment on or
before the due date of payment
d. Offer the return of the used appliance to the store on the condition that she will be refunded on the
monthly installment she paid
798. Which of the following will you recommended to a senior high school scholar who is impregnated by a fellow
student?
a. Tell her parent about her condition
b. Stop schooling until after she gives birth
c. Direct her to an abortion clinic
d. Force her boyfriend to marry her
799. The government prescribes a higher percentage on the administration of educational institution to Filipino
citizens in order to:
a. Minimize the unemployment problem
b. Produce globally competitive graduates
c. Protect the rights of the citizen
d. Ensure the teaching of Filipino
800. Which of the following is the best situation wherein you can balance responsibility and accountability?
a. A teacher paid on an hour basis, takes her time with the subject matter until the end of the period
b. A teacher paid on an hour basis, teaches as much as she could for the duration of the period
c. A teacher paid on an hour basis, spends most of the time on the latest gossips in showbiz
d. A teacher paid on an hour basis, entertain her students with stories until the end of the period
801. You have a pupil who is so talkative, naughty and aggressive that he is a burden to the entire members of the
class. How would you remedy this problem?
a. Talk to him seriously
b. Call the parents for dialogue
 c. Report the case to the principal
d. Reprimand him always
802. What should a teacher do before constructing items for a particular test?
a. Prepare a table specifications
b. Review the previous lessons
c. Determine the length of time for answering it
d. Announce to students the scope of the test
803. Which of the following you will do to an examinee you caught cheating and who offered a certain sum of
money to keep quiet?
a. Confiscate his test paper and report him to the examination supervisor
b. Motion him to keep quiet and watch for him after the examination
c. Announce to all examinees the name of the cheater
d. Ignore him but let him feel you saw him
804. Which of the following is the best situation wherein you can balance rights and authority?
a. Allow all their only daughter’s suitor to come and go as she pleases
b. Caution their only daughter’s choice of a boyfriend
c. Censor all their only daughter’s suitor
d. Choose a life-partner for their only daughter
805. An adolescent combines his ability to use deductive and inductive reasoning in realistic rules that he can
respect and live by. When he does this, how does he perceive his environment?
a. He sees the world through the eyes of the people
b. He interprets events from a limited point of view
c. He sees events apart for himself and other people
d. He views the world from his own perspective
806. Which of the following statement is the main reason why should negative words be avoided in constructing
multiple choices tests?
a. Might be overlooked
b. Stems tends to be longer
c. More difficult to construct option
d. Increase the difficulty of the test item
807. Student David was asked to report to the guidance office. Student David and his classmates at once remark:
“What’s wrong?” what does this mean?
a. Guidance counselor are perceived to be “almighty and omniscient”
b. The parents of student Jay must be of the delinquent type
c. Reporting to a Guidance Office is often associated with misbehavior
d. Student Jay is a “problem” student
808. What do you think would be the actions of a teacher who found out and has proven that his principal is
involved in the malversation of funds of their school?
a. Malign him through an anonymous letter
b. Present the charge to a complete authority
c. Ignore what the teacher has discovered about this action of the principal
d. Circulate this issue and let it become a gossip
809. The discriminating index number 15 is 0.44 this means that:
a. Equal number of student got the correct answer
b. More students from the upper group got the item correctly
c. More students from the lower group got the item correctly
d. The test item is very easy
810. What is the main advantage of using table of specification when constructing periodic test?
a. It reduces the scoring time
b. It improves the sampling of content areas
c. It makes test construction earlier
d. It increase the reliability of the test result
811. If a teacher is an advocate of banking concept in Education he or she viewed student as?
a. Clear account to be filled up by the teacher
b. Dormant account to be activated by the teacher
c. Wobble account to be balanced by the teacher
d. All of the above
812. Teacher Maechelle is a neophyte teacher. One time a mother of one of her students confronted and
maligned her in front of her colleagues. How should conduct Teacher Myla react on this kind of situation?
a. Walk away and ignore the mother
b. Answer back the mother and malign her too
c. Wait until the emotion of the mother subsides and invite her to discuss the concern with the principal
or guidance counselor
d. Allow the mother to keep on maligning her until it’s her turn to do the same
813. Ms. Teodora is always guarded by the principle that she has a foremost responsibility as a teacher. Given
the following which do you think is the main responsibility of Ms. Sanchez?
a. Ask the challenging question
b. Guides students in learning process
c. Shares responsibility in counseling
d. Inspires student to interesting lessons
814. Which of the following would best describe the role of the schools?
a. To educate the citizens
b. To educate the citizens to change the society
c. To fit the citizens into the society
d. All of the above
815. Manual aesthetic activities involving attitudes and feelings are primarily expressive of emotions and values
not thoughts. An example of this motor skills is:
a. Baking a cake with background music
b. Saving a board for the wall of a book cabinet
c. Dancing and playing musical instruments
d. Manipulating a bowling ball to achieve a strike
816. Parents and teachers are considered as authorities and models by children at the early childhood stage.
What does this statement imply?
a. Parent Teacher conference should always be an activity in school
b. Parents should enforce strict discipline at home and teachers in school
c. Teachers and Parents should serve as role models at all times
d. Teachers should demand complete obedience from the learners in school
817. Which of these statements regarding professional’s teachers is the major difference in the
professionalization of teachers and teaching as promulgated in Presidential Decree 1006 and in Republic Act
7836?
a. Assigned at the tertiary level in both private and state colleges and universities
 b. Assigned at the elementary and secondary levels in both public and private schools
c. Holder of valid professional license and certificate of registration
d. Appointed on full-time basis and on permanent status
818. Social stratification is greatly developed in the classroom. Which of these activities would be an effective
way of avoiding or minimizing this?
a. Encourage higher education aspirations among the less privileged pupils
b. Provide limited experience to children of less privileged classes
c. Assign leadership roles to the children of the upper social class
d. Avail the influence of mass media for children of all classes
819. The freedom constitution which provided the present philosophy of education was the contribution of the
Aquino administration. Which of this statement is NOT consistent with our education philosophy?
a. Restore Ethical and moral values
b. Appreciate the roles of foreigners on the historical saga of the country
c. Foster nationalism and patriotism
d. Introduce vocational and scientific efficiency
820. In the preamble of the Code of Ethics for Professional Teachers, which of the following teacher descriptions
is included in the Code of Ethics of the Professional Teachers?
a. With satisfactory teaching performance
b. Duly licensed professional
c. Persons of dignity and reputation
d. Passed the Licensure Exams for teacher
821. Babyhood is often referred to as a “critical period” in the development of personality because:
a. Changes in the personality pattern take place
b. At this time the foundations are laid upon which the adult personality structure we built
c. The brain grows and develops at such an accelerated rate during babyhood
d. At the time the baby is exposed to many hazards both physical and psychological 822. If
children are cooperatively engaged with the teacher in a group project the children
will discipline themselves as each member of the group exercises:
a. Special interest
b. Moral compulsion
c. Obedience to the teacher
d. Peer influence
823. Operation “Return to the basic” was launched by the department of education, Culture and sports not only
to upgrade pupil achievement but also to:
a. Emphasize the importance of the 3Rs
b. Develop thinking skills
c. Encourage pupils to study
d. Serve as the basis for learning continuum
824. Which of the following embodies the operation “return to the Basics”?
a. National Secondary Achievement Test
b. New Elementary School Curriculum
c. New Secondary Education Curriculum
d. National Elementary Achievement Test
825. As provider for the education act of 1982, how much are the institutions of learning encouraged to set
higher standards of quality over and above the minimum required for state recognition?
a. Formal education
b. Academic freedom
c. Voluntary accreditation
d. Continuing Professional Education (CPE)
826. The following is TRUE in the development of understanding in early childhood except:
a. Sensory experiences
b. Abilities to reason & to see relationship
c. Ability to ask questions
d. Ability to explore their environment
827. Values development is integrated in all subjects in the NSEC while values education is:
a. Emphasized in science and technology
b. Offered as a separate subject
c. Emphasize for creativity and productivity
d. Integrated with technology and home economics 828. Which
of the following is a mark of a good teacher?
a. Has the habit of preparing for visual aids
b. Has the mastery of the lesson
c. Has the control of the class
d. Has the capability to implement corporal punishment 829.
The main function of a philosophy of education is to:
a. Aid the learner to build his own personal philosophy
b. Define the goals and set the direction for which education is to strive
c. Provide the academic background prerequisite to learning
d. Reconsider existing education goals in the light of society’s needs
830. During the class reunion of teacher, Eric learned that most of his classmates are successful in their fields.
Also, he found out that most of them are wealthy because they have chosen a lucrative profession.
Confronted with this situation, how should teacher Eric react?
a. Hide to those asked his real profession
b. Tell with pride that he is a teacher by profession
c. Leave the event so as to avoid being asked about his profession
d. Answer not their question concerning his profession
831. Teachers being the trustee of the cultural and educational heritage of the nation are under obligation to:
a. Promote obedience to the laws of the state
b. Promote national pride, cultivate love of country & instill allegiance to the constitution
c. Transmit to learners such heritage and elevate national morality
d. All of the above
832. The principal is very much interested in a quality professional development program of her teachers. Which
of the following should she consider to realize this?
a. Prescribe by top educational teachers
b. Required for renewal of professional license
 c. Responsive to identified teachers needs
d. Dependent on the availability of funds
833. Ms. Soriano wants to help in ending Ms. Del Mundo’s act of immorality but doesn’t have to encourage
confronting her. What she did was to write and secretly distribute copies of anonymous letter to her
colleagues. What should have been done instead?
a. Secretly give anonymous letter only to the people concerned
b. If the charge is valid; present such charge under oath before her school head
c. Ask a third party to write the anonymous letter to prevent her from being involved
d. Talk to the married man with whom Ms. Del Mundo is having an illicit affair
834. The principal ask his good teacher to write modular lesson in Filipino, then he had them published with his
name printed as author. Which is unethical in this case?
a. He burdened the teachers with work not related to teaching
b. He got the merit which was due for his teacher-writer
c. He had the modular lessons published when they worth publishing
d. He wants to exclusive beneficiary of the royalty from the modules
835. Teacher Vincent, a teacher for thirty two years, refuses to attend seminars. He claims that his thirty two
years of teaching is more than all the seminars he is asked to attend. Are his actuation and thinking in
accordance with the code of Ethics for professional teachers?
a. Yes, provided he has an excellent performance rating
b. No, nonattendance to seminars would mean no increase in salary
c. No, a professional teacher, regardless of teaching experience, ought to go through CPE
d. Yes, because he taught for thirty two years and may have mastered the traded
836. Education is a continuous process of experiencing and visiting or reorganizing experiences according to a
Progressivist. What does it mean?
a. Education takes place anytime and anywhere
b. Education goes on throughout life
c. Education happens formally or informally
d. Education begins and ends in school
837. The main contribution of the Arroyo Administration in education is Republic Act No.
9155. This provision:
a. Started the national scholarship program
b. Renamed the DECS to DepEd
c. Conceptualized the K-12 Education Program
d. Established the study now-pay later system
838. The main Purpose of compulsory education of the constitution is to:
a. Prepare students to be lawyer
b. Develop students with into responsible thinking citizen
c. Acquaint students with the historical development of the constitution
d. Make student’s constitutional expert
839. Which of the following situations which violate the principle of respect?
a. Teacher B is giving special favor to students to please so that she can get a remarkable result in the
evaluation
b. Teacher A tells her student that what teacher B taught is wrong
c. Teacher B, upon learning what teacher A did, asked the students not to attend her class
d. All of the above
840. Teacher finds teaching in a multicultural classes very challenging. Which among the following choices will
alleviate the difficulty of addressing these challenges?
a. She must embody a curriculum rather than perspective
b. She must nurture diversity rather than practicing domination and oppression
c. She must consider stereo typing rather than cultural identities and biased attitudes
d. She must welcome one sided view rather than the recognition of biases
841. Ms. Janina is the most admired pre-school teacher in her school. Which among the following can best explain
her being a good teacher?
a. She endorses all the projects of the school for her students
b. She manages to instill control to her students
c. She gives easy exams to her students
d. She adheres to the want of the parents for their children
842. B.F. skinner is a known psychologist and the one who first to describe operant conditioning. Which of the
techniques is an application of operant conditioning?
a. Master learning
b. Process approach
c. Project method
d. Computer assisted instruction
843. Which of the following choices is considered as social force that affects the school and the curriculum?
a. Nature of knowledge
b. Learners’ characteristics
c. Learner’s style
d. Changes in gender roles
844. Which of the following is an expression of child’s interest in his body?
a. Comparing themselves with others
b. Looking at themselves in the mirror
c. Commenting on various parts of the body
d. Looking the picture of adult men and women
845. Motor development is satisfied by a particular child who;
a. Recognize the different sizes of toys given to him
b. Learns how to walk, run, steer and jump
c. Has playmates within the neighborhood & is popular among kids
d. Known how to control his emotions because he could not ride the motor cycle 846. What is
the main reason why children with ADHD have limited learning skills?
a. Act on impulse and cannot concentrate
b. Must take stimulants which shorten attention span
c. Are given sedatives which make them listen
d. Are mildly retarded
847. Many concerned parents commonly make the mistake of:
a. Deliberately creating high levels of stress for their child
b. Unintentionally rewarding their children for creating stress
c. Attempting to protect their children from all stress
d. Unintentionally creating high levels of stress for their child 848.
Stuttering is commonly caused by:
a. Problem with physical origin
b. Psychological consequence of permissive parenting
c. Side effects of authoritarian parenting
 d. Result of fixation caused by conflicts during toilet training
849. How can parents foster initiative and independence in children?
a. Mastering psychomotor skills
b. Encouragement from parents when a child plans carries out a task
c. Identity versus role confusion
d. None of the above

850. Which stage considers teachers, peers and adults outside the home important in shaping attitude toward
oneself?
a. Initiative versus guilt
b. Industry versus inferiority
c. Trust versus mistrust
d. Integrity versus despair
851. Providing variety of learning activities to students is a characteristics of a teacher who understands the
principle of:
a. Proactive teaching as a modem technique of teaching
b. Facilitating learning with emphasis on individual differences
c. Reward as a potential means of increasing the participation
d. Allowing the student to be exposed to various teaching techniques 852. All of
the following shows respect for individual differences except:
a. Give greater attention to gifted learners
b. Treat all learners alike while the classroom
c. Provide for a variety of learning activities
d. Prepare modules for slow learners in class
853. Students who are disobedient and display negative attitudes towards others are best handled by teacher
who will:
a. Detain him after office hours for him to do what he has been ordered to
b. Avoid giving him orders or if you do and the objects take back the order
c. Take every opportunity to praise him for every positive attitude displays
d. Insist on compliance to the same degree required of pupils
854. Which of the following develops critical thinking skills among the students?
a. Asking convergent question
b. Blind obedience to authority
c. A willingness to suspend judgment
d. Asking low level questions
855. A child who always fights with his/her classmates, who has a very short attention span, and who has
frequent tantrums is believed to be suffering from:
a. Mental retardation
b. Attention deficit hyperactivity disorder
c. Down syndrome
d. Learning disability
856. Planned ignoring, signal interference and proximity control are techniques used in:
a. Operant conditioning
b. Managing surface behavior
c. Managing temper tantrums
d. Life space interviewing
857. The concept that learning to read or write does not happen quickly but is built upon
many small steps that occur over the course of the child’s early childhood.
 a. Innate literacy
b. Emergent literacy
c. Functional literacy
d. Academic Literacy
858. Laughing at two year old child who uttered a bad word is not a proper thing to do because in this stage of the
child’s life, the child is:
a. Considering the views of others
b. Distinguishing right from wrong
c. Distinguishing sex differences
d. Socializing
859. The school director emphasizes the necessity of clean and green environment to contribute to effective
teaching and learning. This is an example of:
a. Establish rapport between teachers and pupils
b. Providing an atmosphere conductive to learning
c. Providing adequate physical facilities
d. Utilize educational technology
860. The teachers are facilitators of learning. Which of the following negates this principle?
a. Performs not only classrooms roles but community involvement as well
b. Focus background of the students
c. Familiar with the latest innovations in teaching
d. Uses pro-active discipline method
861. The nearest to the real thing according to Edgar Dale’s Cone of Experience is:
a. Watching demo
b. Viewing images
c. Attending Exhibit
d. Hearing and listening
862. Which of the following statements is one of the strength of an autobiography as a technique for personality
appraisal?
a. It can replace data obtain from other data techniques
b. It may be read by unauthorized people
c. It gives complete data about the author
d. It makes possible presentation of intimate experiences
863. The present Philippine Teachers professionalization Act had its beginning on what period of roman history?
a. 295 B.C. - schools were elementary only
b. A.D. 100 - A.D. 175 - government increased its subsidy for education
c. 132 B.C. - A.D. 100 - Latin literature and grammar were perfected
d. A.D. 274-259 - government establish a monopoly on education
864. During the distribution of the report card, which of the following must be the foremost concern of teacher?
a. Discuss the projects of the school
b. Discuss the unsettled bill of the students
c. Discuss the progress as well as the deficiencies of the stu7dent
d. Discuss the complaints of other teachers and classmates of the students
865. Teacher Vincent is a new teacher. He realizes that handling his student’s misbehavior is a very demanding
aspect of classroom management. In this regard he thought of giving up teaching. What advice can you give
him?

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 a. Report every student’s misbehavior to the principal b.Agree with the
class on what rules to follow
c. Set the ground rules for the whole class d.None of the
above
866. Which of the following is a result of compressing a file?
a. The file size is smaller b.The
file deleted
c. The three character extension is hidden d.All file
properties
867. Vincent parents do not want their child with ADHD to undergo drug treatment, their better alternative
would be
a. Behavior modification or behavior management b.Psychotherapy
c. Punishment d.Progressive
inhibition
868. Ripple effect can also be seen in misdemeanor. The teacher should therefore:
a. Reinforce positive behavior b.Immediately
responds to misbehavior
c. Be consistent in classroom management d.Count 1 to
10 before she gets angry
869. Metacognition is primarily characterized by:
a. Recalling the past lesson b.Thinking
about their thinking
c. Visualizing in advance
d.Formulating hypothesis
870. A person who is friendly and has a capacity to make people laugh possesses:
a. Interpersonal intelligence b.Naturalistic
intelligence
c. Spatial intelligence
d.Intrapersonal intelligence
871. Which of the following is an example of norm-referenced interpretation?
a. Josh’s test score is higher than 89% of the class b.Francis set up
his laboratory equipment in 2 minutes
c. RJ solve five problems correctly out of thirty words
d.Bea must spell twenty five words correctly out of thirty words
872. A type of error committed in grading the performance of the students by the rater who avoids both
extremes of the scale and tends to rate everyone as revenge
a. Severity error b.Central
tendency error
c. Generosity error
d.Logical error
873. Which of the following test items can be effectively measure higher order of cognitive learning objectives?
a. Achievement test
b. Extended essay test
c. Completion test
d.Objective test

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874. A student finding it hard to read. When the guidance counselor traced the child’s history, the counselor
was able to find out the student came from a dysfunctional family, aside from that the child was abused
and neglected. What could have caused the students reading disability?
a. Poor teaching
b.Emotional factors
c. Neurological factors d.Immunity
875. The best example Operant conditioning among the following is:
a. Fostering conductive learning environment
b.Connecting facts and concept
c. Using reinforcement d.Using
manipulative device
876. The failure in the test of independence among Filipino students can be attributed to
a. Lack of skills
b. High degree of dependence to authority
c. Strong family ties
d.All of the above
877. Which of the following would be the most fitting action for the teacher who is having a relationship with
his/her student?
a. Deny the relationship
b.Continue the relationship and exercise utmost professional discretion about this
c. Enjoy the relationship while it last
d.Defer the relationship until they are already to admit it
878. The following is TRUE in the development of understanding in early childhood, except:
a. Abilities to reason and to see relationship b.Sensory
experiences
c. Ability to explore their environment d.Ability
to ask questions
879. Which of the following are the basic components of curriculum design?
a. Assessment, teaching strategies and textbooks b.Content, structure
and deliver
c. Philosophy, goals and objectives
d.Standards, learning competencies, and evaluation
880. The following are examples of learning centered design except:
a. Child centered design
b. Life situation design
c. Humanistic centered design
d.Experience centered design
881. Which of the following statements about computer viruses are TRUE?
a. Text files are the only files to be corrupted by virus.
b. Files damaged by computer viruses can be cured
c. Files are always permanently damage by viruses
d.Compressed files can never be damaged by viruses
882. A child submitted a poor written report but package with boringly colored paper cover. This showcase
.
a. Art over academics
 b. “porma” over substance
c. Substance over “porma”
d. Art over science
883. Clearance has inherent skills in taking care of plants. It is highly possible that she has
intelligence.
a. Intrapersonal intelligence b.Naturalistic
intelligence
c. Spatial intelligence
d.Existential intelligence
884. Mrs. Cruz dreams to organize a seminar with a known poet from another country but she cannot afford
to spend for a transportation of the said poet. Which of the following can she use so she won’t need to
spend much?
a. Distant communication
b. Instant messaging
c. Video conferencing
d.Podcasting
885. Which is the first step in planning periodic test?
Select the type of test to be used
b.Construct a table specification
c. Go back to the instructional objectives d.Determine the group
of whom the test is intended
886. What is meaning of TOS in the parlance of test construction?
Table of specifics
b.Table of specification
c. Table of specific test
d.Table of subject
887. Ms. Soriano will be absent for two days because of a national conference. She wants her student to work
on a certain module. What is the fastest way of sending the module to her students while she is away?
a. Share it to all her students in her live account b.Email a
module to her students
c. Send the module through group instant messaging d.Message each of
the students on a social networking site
888. Teacher Vincent is assigned to handle a multiple grade class. What instructional material must be used to
provide the need of each grade?
a. Differentiated materials to cater to different levels b.Multisensory materials
c. Colorful, useful and durable materials d.Materials of
high level thinking skills
889. A document publishes by a school district that identifies rules of behavior that must be followed by
anyone using the school districts computers, network, or internet connection.
a. Ethical internet use policy b.Classroom rules
c. Acceptable use policy
d.Fair use
890. Using Bloom’s Taxonomy, the highest among the following is:
a. Critical Comprehension
 b.Critical evaluation
c. Integration
d. Literal comprehension
891. To improve comprehension and retention among the students, the teachers best option would be use
a. Six thing hats b.SQ3R
c. Contextual Clues
d.Autodidactic Activities
892. What practice(s) will demonstrate the teacher’s genuine concern on the learning of students?
a. Confer progress of students to their parent b.Guides
students to meet their learning goals
c. Validates if learning goals were met d.All of
the above
893. Which of the following is the most important component of educational reform?
a. Allowing the students to participate more in extra-curricular activities b.Implementing a better
curriculum for students
c. Hiring only the excellent teachers
d. Involving parents in the dedication for the children
894. To increase the difficulty of a multiple choice test item, which of the following should be done?
a. Make the options equal in length b.Make
the options homogeneous
c. Make it grammatically correct d.Make the
stem
895. Teacher Anna set 85% accuracy in a test on predicting the kind of weather given 5 different atmospheric
conditions. May obtain a score of 82% can be interpreted as:
She is 3% short of the set percentile score b.She
did not meet the set standards by 3%
c. She obtained 82% percentile score d.She is
higher than 82% of the group
896. Teacher Vilma constructed a matching type test item. IN her column of descriptions are combinations
presidents, current issues, and sports. Which of the constructing a matching type test items was NOT
followed?
The descriptions must be homogenous
b.The options must be greater than the descriptions
c. The descriptions must be heterogeneous
d.Arrange the options according the orders
897. Which of the following does not belong to the group when we talk about projective personality test?
a. Sentence completion test b.Word
association test
c. Interview
d.Thematic Apperception test
898. Which of the following is the main purpose of administering a pretest and posttest to the stu8dents?
a. Measure the value of the materials used
 b.Accustom the students in frequent testing
c. Measure gain in learning
d.Measure the effectiveness of instruction
899. Which is implied by a positively skewed score distribution?
a. The mean, The median and the moderate are equal b.Most of the
scores are low
c. Most of the scores are high d.The
mode is high
900. A teacher put together the output of her colleagues in one workshop and published it with her name as
author. Which is unprofessional about the teacher’s behavior?
a. Failing to correct what appears to be unprofessional conduct
b. Giving due credit to others of their work
c. Not giving due credit to others for their work
d.Holding inviolate all confidential information concerning associates
901. In what way can teachers uphold the highest possible standards of the teaching profession?
a. By pointing out the advantages of joining the teaching profession b.By good
grooming to change people’s perception of teacher
c. By continuously improving themselves personally and professionally d.None of the
above
902. To reach out to clientele who cannot be in the classroom for one reason or another, which of the following
was established?
Special education (SPED)
b. Informal education
c. Alternative learning delivery system d.Pre-
school education
903. In the context of multiple intelligences, which one is the weakness of the paper- pencil test?
a. It put non-linguistically intelligent pupils at a disadvantage
b. It requires paper and printing and is so expensive
c. It utilizes so much time
d. It lacks reliability
904. Out of 3 distracters in a multiple choice test item, namely X, Y and Z, no pupil chose Z as an answer. This
implies that Z is .
a. An effective distracter
b.A plausible distracter
c. A vague distracter
d.An ineffective distracter
905. The Thematic Appreciation Test is an example of a (an) _ _.
a. Self-report technique
b. Projective technique
c. Interest inventory
d. Socio-metric technique
906. The following are features of the Restructure Basic Education Curriculum, except:
a. Increased time for tasks to gain mastery of competencies
b. Interdisciplinary modes of teaching
c. Greater emphasis on content, less on the learning process
d. Stronger integration of competencies and values, across the learning area
907. The free public elementary and secondary education in the country is in the line with the government effort
to address educational problems of _.
a. access and equity
b. relevance and quality
c. effectiveness and efficiency
d. productivity
908. The task of setting up routine activities for effective classroom management as a task that a teacher should
undertake .
a. on the very first day of school
b. every day at the start of the session
c. every homeroom day
d. as soon as the students have adjusted on their schedule
909. Teacher Honey uses direct instruction strategy. Which will she first do?
a. Independent practice
b. Guided student practice
c. Review the previous day’s work
d. Presenting and structuring
910. Teacher Janice observes cleanliness and order in her classroom to create a conductive atmosphere for
learning. On which theory is her practice based?
a. Behaviorism
b. Psychoanalysis
c. Gestalt psychology
d. Humanistic psychology
911. Which activity is meant for kinesthetically intelligent pupils?
a. Independent study
b. Individualized study
c. Pantomime
d. Cooperative learning
912. With which will the existentialist agree? The school is a place where individuals
.
a. Listen and accept what the teacher say
b. Can meet to pursue dialogue and discussion about their lives and choices
c. Can observe by using their senses to the maximum
d. Can reflect on ideas
913. Which will be the most authentic assessment tool for an instructional objective on working with and relating
to people?
a. Writing articles on working and relating to people
b. Organizing a community project
c. Home visitation
d. Conducting mock election
914. Which physical arrangement of chairs contributes to effective classroom management?
a. Sticks to the traditional chair arrangement in the classroom
b. Distinguishes teacher from students
c. Makes it easier to clean the room
d. Enhances classroom interaction
915. Each teacher said to be a trustee of cultural and educational heritage of the nation and under obligation to
transmit to learners such heritage. Which practice makes him fulfill such obligation?
a. Use of the latest instructional technology
b. Study of the life of Filipino heroes
c. Use of interactive teaching strategies
d. Observing continuing professional education
916. Under which type of guidance service does the concern of schools to put students into their most
appropriate courses fall?
a. Individual inventory service
b. Research service
c. Placement service
d. Information service
917. Conducting follow up studies of graduates and drop out is a guidance service that falls under:
a. Placement services
b. Research service
c. Individual inventory services
d. Counseling service
918. Under which assumption is portfolio assessment based?
a. Assessment should stress the reproduction of knowledge
b. An individual learner is adequately characterized by a test score
c. An individual learner is inadequately characterized by a test score
d. Portfolio assessment is dynamic assessment
919. Which program was adopted to provide universal access to basic education to eradicate illiteracy?
a. Values educational framework
b. Education for all
c. “Paaralan sa bawat barangay”
d. Science and Education Development Plan
920. Which schools are subject to supervision, regulation and control by the state?
a. Public, Private sectarian and Non-sectarian
b. Sectarian and non-sectarian school
c. Private school
d. Public schools
921. Here is a score distribution: 98, 93, 93, 93, 90, 88, 87, 85, 85, 85, 70, 51, 34, 34, 34, 20,
18, 15, 12, 9, 8, 6, 3, 1. what is the characteristic of the score distribution?
a. Bimodal
b. Trimodal
c. Skewed to the right
d. No discernible pattern
922. What do the school campus expression “promdi” and barriotic” indicate?
a. The powerlessness of the poor
b. The power of the rich
c. Low literacy rate of the country
d. The prevalence of ethnocentrism
923. Why is babyhood referred to as a “critical period” in personally development? Because
_.
 a. The foundation is laid upon in which the adult personally structure will be built
b. The baby is exposed to many physical and psychological hazards
c. The brain grows and develops as such accelerated rate during babyhood
d. Changes in the personality pattern take place
924. Billy, a grade 1 pupil is asked, “Why do you pray every day?” Billy answer. “Mommy said so.” Based on
Kohlberg’s theory, in which moral development stage is Billy?
a. Pre-Conventional level
b. Conventional level
c. Between conventional and post conventional levels
d. Post-Conventional level
925. If you plan to develop a lesson on using s-verb with the third person singular as subject deductively, what is
the first step in your lesson development outline?
a. Give sentences using s-verb form
b. Ask the students about s-verb form and third person singular as subject
c. State the rule on subject-verb agreement for third person as subject
d. Conduct appropriate sentence drill
926. For lesson clarity and effective retention, which one should a teacher observes, according to Bruner’s theory?
a. Start at the concrete level and end there
b. Begin teaching at the concrete level but go beyond it by reaching the abstract
c. End teaching with verbal symbol
d. Use purely verbal symbols in teaching
927. The criterion of success in Teacher Edna’s objective is that “the pupils must be able to spell 90% of the words
correctly.” Linda and other 24 students in the class spelled only 40 out of 50 words correctly while the rest
scored 45 and above. This means that Teacher Edna _.
a. Did not attain her lesson objective because of the pupil’s lack of attention
b. Attained her lesson objective because of the pupil’s lack of attention
c. Attained her lesson objective
d. Failed to attain her lesson objective as far as the 25 pupils are concerned 928.
Which is true when standard deviation is big?
a. Scores are concentrated
b. Scores are not extremes
c. Scores are spread apart
d. The bell curve shape is steep
929. Theft of school equipment like TV, computer, etc. by teenagers in the community itself is becoming a
common phenomenon. What does this incident signify?
a. Deprivation of Filipino schools
b. Inability of school to hire security guards
c. Prevalence of poverty in the community
d. Community’s lack of sense of co-ownership
930. What does extreme authoritarianism in the home reinforce in learners?
a. Creativity in work
b. Ability to direct themselves
c. Doing things on their own initiative
d. Dependence on others for direction
931. The main purpose of compulsory study of the constitution is to .
a. Make constitutional experts of the students
 b. Develop students into responsible, thinking citizens
c. Prepare students for law-making
d. Acquaint students with the historical development of the Philippine Constitution 932. Studies
in the areas of neurosciences disclosed that the human brain has limitless
capacity. What does this imply?
a. Every child is a potential genius
b. Pupils can possibly reach a point where they have learned everything
c. Some pupils are admitted not capable of learning
d. Every pupil has his its own native ability and his learning is limited to this native
ability
933. The principle of individual differences requires teachers to _.
a. Treat all learners alike while in the classroom
b. Prepare modules for slow learners in class
c. Give greater attention to gifted learners
d. Provide for a variety of learning activities
934. Which assumption underlines the teacher’s use of performance objectives?
a. Performance objectives assure the learner of learning
b. Learning is defined as a change in the learner’s observable performance
c. The success of learners is based on teacher performance
d. Not every form of learning is observable
935. Which is/are sign/s of the student with Attention Deficit Disorder?
a. Impatient while waiting for his/her turn during games
b. Completes work before shifting to another
c. Excessively quiet
d. Cares for his/her personal things
936. You observe that pupils answer even when not called, shouts MA’AM to get your
attention, and laugh when someone commits mistakes. What should you do?
a. Send the misbehaving pupils to the guidance counselor
b. Set the rules for the class to observe
c. Involve the whole class in setting rules of conduct for the whole class
d. Make a report to the parents about their children’s misbehavior

937. Which seating arrangement has been proven to be effective for learning?
a. Flexible to suit varied activities
b. Fixed arrangement to maximize instructional time
c. Any seat arrangement to suit varied learning styles
d. A combination of fixed and flexible arrangement
938. Which can run counter to the encouragement you give to your students to ask questions?
a. Eye to eye contact
b. An encouraging hand gesture
c. Radiant face
d. Knitted eyebrows when a question is raised
939. Teacher Lenny demonstrated to the class how to focus the microscope, after which the students were asked
to practice. Which teacher prompting is least intrusive? Teacher Lenny _.
a. Held the hand of a student and with her hand holding the student’s hand adjusted the mirror
 b. Pointed to the mirror and made an adjusting gesture with her hand
c. Adjusted the mirror
d. Reminded the class to first adjust the mirror
940. Which educational trend is occurring in all modern societies as a result of knowledge explosion and rapid
social, technological and economic changes?
a. Nuclear education
b. International education
c. Lifelong learning
d. Team teaching
941. With the advent of multi-media resources and computers, which is the most favorable result of the optimal
use of educational media technology?
a. Interactive learning
b. Increase learning
c. Speed learning
d. More interesting learning
942. Which refers to the Filipino trait of practicing conflicting values in different venues and with different social
groups?
a. “Kanya-kanya” mentality
b. Procrastination
c. Existential intelligence
d. Crab mentality
943. Which of these can measure awareness of values?
a. Projective techniques
b. Rating scales
c. Moral dilemmas
d. Sociogram
944. Which test determines whether students accept responsibility for their own behavior or pass on
responsibility for their own behavior to other people?
a. Locus-of-control tests
b. Sentence-completion tests
c. Thematic tests
d. Stylistic tests
945. Which process enhances the comparability of grades?
a. Giving more Higher Order thinking skills
b. Constructing departmentalized exam for each subject area
c. Determining the level of difficulty of the test
d. Using a table of specification
946. Under which type of guidance service does the concern of school to put students into their most appropriate
courses fall?
a. Information service
b. Placement service
c. Individual inventory services
d. Research services
947. The teacher’s role in the classroom according to cognitive psychologist is to
_.
a. Make the learning task easy for the learner
b. Dictate what to learn upon the learner
c. Fill the minds of the learner with information

330
 d. Help the learner connect what they know with new information from the teacher 948.
Which questioning technique would be appropriate for inductive lessons?
a. Involve students actively in the questioning process
b. Expect participation only among the more motivated students
c. Use questions requiring only memory responses
d. As a teacher, you ask no questions
949. Which statement is true in a bell-shaped curve?
a. There are more high scores than low scores
b. Most scores are high
c. The scores are normally distributed
d. The bell curve shape is steep.
950. Can an insane person be blamed for killing a stranger?
a. Yes, because an insane person possesses a little degree of voluntariness
b. Yes, because an insane person is not totally ignorant
c. No, because of his ignorance and lack of voluntariness
d. No, because the one killed is a stranger, not in any way related to him
951. A political boss builds a school in a distant barrio in order to get the votes for an unworthy and corrupt
candidate. Is the action of the political boss moral?
a. No, the candidate is undeserving
b. No, his move was not meant for good effect
c. Yes, the votes were exchange for the school built
d. Yes, it was his duty to strategies for his candidate to win
952. The teacher’s first task in the selection of media in teaching is to determine the:
a. Choice of the teacher
b. Availability of the media
c. Technique to be used
d. Choice of the students
953. Which is the true foundation of the social order?
a. Strong political leadership
b. The reciprocation of rights and duties
c. Equitable distribution of wealth
d. Obedient citizen
954. All the examinees obtained scores below the mean. A graphic representation of the score distribution will be:
a. Perfect normal curve
b. Negatively skewed
c. Positively skewed
d. Leptokurtic
955. In a normal distribution curve, a T-score of 70 is:
Two SDs above the mean
b.Two SDs below the mean
c. One SD below the mean d.One
SD above the mean
956. Which one stifles student’s initiative?
a. “Bahala na”
b. “Utang na loob”
c. Rationalism
d. Extreme authoritarianism

331
957. The following are trends in marking and reporting system, except:
a. Supplementing subject grades with checklist on traits
b. Conducting parent-teacher conferences as often as needed
c. Raising the passing grade from 70 to 80
d. Indicating strong points as well as those needing improvement
958. Which is a type of graph in which lines represent each score or set of scores?
a. Histogram
b. Scatter gram
c. Scatter plot
d. Frequency polygon
959. Which is an example of a perfect duty?
a. Paying the worker the wages agreed upon
b. Donating an amount for a noble project
c. Giving alms to the needy
d. Supporting a poor but deserving student to school
960. In what way can instructional aides enhance learning?
a. Entertain student
b. Hold students in the classroom
c. Reinforce learning
d. Take the place of the teacher
961. The study on types of reading exercises gives practice in:
a. All sorts of study methods
b. Reading skills needed in other project
c. Recognizing the precise meaning of words
d. Picking out the man ideas
962. How students learn may be more important than what they learn. From this principle, which of the following
is particularly important?
a. Knowing how to solve a problem
b. Solving a problem within time allotted
c. Getting the right answer to a word problem
d. Determining the given
963. Which illustrates vicarious punishment?
a. We feel so bad to a classmate who is punished for being tardy so we convince him go to school on time
b. Out of comparison, we volunteer to get punished in place of a friend
c. We charge to experience our being punished
d. See someone get punished for habitual tardiness. In effect, we are less likely to be tardy
964. Teacher Marissa wants to review and check on the lesson of the previous day? Which one will be most
reliable?
a. Having students correct each other’s work
b. Having students identify difficult homework problems
c. Explicitly reviewing the task relevant information for the day’s lesson
d. Sampling the understanding of a few students
965. To promote effective practice, which guideline should you bear in mind? Practice should be .
a. Difficult for students to learn a lesson
b. Arranged to allow students to receive feedback
 c. Done in an evaluative atmosphere
d. Take place over a long period of time
966. Which is one role of play in the pre-school and early childhood years?
a. Separates reality from fantasy
b. Develops the upper and lower limbs
c. Develop competitive spirit
d. Increase imagination due to expanding knowledge and emotional range 967. For which
may you use the direct instruction method?
a. Use a microscope properly
b. Distinguish war from aggression
c. Appreciate Milton’s Paradise Lost
d. Become aware of the pollutants around us
968. By what name is indirect instruction or Socratic methods also known?
a. Questioning method
b. Morrison method
c. Indirect method
d. Mastery learning
969. Which does not belong to the group of alternative learning systems?
a. Multi-age grouping
b. Multi-grade grouping
c. Non-graded grouping
d. Graded education
970. Student Ben was asked to report to the Guidance Office. Student Ben and his classmates at once remarked.
“What’s wrong?” What does this imply?
a. Reporting to a Guidance Office is often associated with misbehavior
b. Student Ben is a “problem” student
c. Guidance counselors are perceived to be “almighty and omniscient”
d. The parents of Students Ben must be of the delinquent type
971. A teacher combined several subject areas in order to focus on a single concept for interdisciplinary teaching.
Which strategy/method did he use?
a. Unit method
b. Thematic instruction
c. Problem entered learning
d. Reading-writing method
972. Which is a major advantage of curriculum-based assessment?
a. It tends to focus on anecdotal information on student’s progress
b. It is based on a norm referenced measurement model
c. It is informal in nature
d. It connects testing with teaching
973. A school Division Superintendent was enthusiastically lecturing on the Accreditation Program for Public
Elementary Schools (APPES), its benefits and demands. Thinking of its many demands, most of the school
heads were not very happy about it and the older one were whispering “we have very reason to retire
soon.”
What does this tell about the change process?

a. People resist change for no reason

b. People tend to resist change
c. Resistance to change is insurmountable
 d. Leadership can affect the desired change in persons despite opposition from the persons themselves.
974. I want to engage my students in small group discussion. Which topic lends itself to a lively discussion?
a. The meaning of the law of supply and demand b.Rules on
subject-verb agreement
c. The law of inertia
d.The exclusion of Pluto as a planet
975. In which of the following would programmed learning to be most likely to be found?
a. In a class divided into small groups
b.Independent study
c. In dyadic groups
d. In a class where teacher tries to individualized instruction
976. A master teacher, the resource speaker in an in-service training, presented the situated learning theory and
encouraged her colleagues to apply the same in class. Which did she not encourage her colleagues to do?
a. Apprenticeship
b.Learning as it normally occurs
c. Authentic problem solving d.Decontextualized
teaching
977. Which is the ultimate aim of classroom management?
a. To set up condition that brings about effective teaching and learning b.To secure
conformity to rules with ease
c. To make children realize that they cannot do everything they want d.To remove the
physical condition in the room
978. Under which teaching strategy does a School’s division practice of assigning a Girl Scout to serve as
Superintendent of the Day or Mayor of the Day for leadership training fall?
a. Panel discussion
b.Symposium
c. Simulation
d.Dramatization
979. The grades make valid indicators of students’ achievements. Which process should be observed?
a. Explaining the meaning of marks and grades
b.Defining the course objective as intended learning outcomes
c. Adopting letter grades such as A, B, C and D
d. Giving objective type of tests
980. Who are not covered by the Code of Ethics of Professional Teachers?
a. All full time or part time public and private school teacher and administrator b.Teachers of
academic, vocational, special, technical or non-formal institution
c. Teacher in the tertiary level
d.Teacher in all educational institutions at all levels
981. Which of the UNESCO’s four pillars of education is most related to peace education?
a. Learning to do
b.Learning to know
c. Learning to live
d.Learning to be
982. The failure of independent study with most Filipino students may be attributed to students’ .
a. high degree of independence b.ambiance
c. unpreparedness for schooling
d.high degree of dependence on authority
983. Where do you make the correction of your notes while using the overhead projector?
a. On the slide
b.On the overhead projector
c. On the projector wall d.On
the screen
984. Authority comes from God and is meant to:
a. Help those given the authority to do their task b.Distinguish
those with authority from those without
c. Be lorded over others
d.Make the subjects of authority recognize their superiors

985. A person, who has had painful experiences at the dentist’s office, may become fearful at the mere sight of
the dentist’s office building. Which theory can explain this?
a. Classical conditioning
b.Generalization
c. Operant conditioning d.Attribution
theory
986. One strength of an autobiography as a technique for personality appraisal is that
.
a. It may be read by unauthorized people
b. It can replace data obtained from other data-gathering technique
c. It makes possible the presentation of intimate experiences
d. It gives complete data about the author
987. All of the following describe the development of children aged eleven to thirteen, except:
a. Sex differences in IQ become more evident b.They
exhibit increased objectivity in thinking
c. They shift from impulsivity to adaptive ability d.They
show abstract thinking and judgment
988. The environment in order to facilitate learning must be interactive. Which of the following best typifies this
kind of environment?
a. The child listens to a lecture on fossils given by the teacher
b. The child goes out and discovers for himself some rock or fossil
c. The child summarize the section on fossils in his science textbook
d. The child copies a list of facts concerning fossils on the blackboard
989. Social development means the acquisition of the ability to behave in accordance with:
a. Stereotyped behavior
b. Social expectation
c. Social insight
d. Universal norms
990. When an adolescent combines ability to use deductive and inductive reasoning in constructing realistic rules
that he can respect and live by, how does he perceive his environment?
a. He views the world from his own perspective
b. He sees the world and himself through the eyes of other people
c. He interprets events form a limited views
d. He sees events apart from himself and other people
991. The authoritarian setting in the Filipino home is reinforced by a classroom teacher who:
a. Is open to suggestions
b. Encourage pupils to ask questions
c. Prescribes what pupils should do
d. Ask open ended questions
992. The Constitutional provision on language has the following aim, except:
a. To make Filipino the sole medium of instruction
b. To make the regional dialect as auxiliary media of instructions in regional school
c. To maintain English as a second language
d. To make Filipino the national Language and medium of instruction and communication
993. The tendency to emphasize so much on school beautification to the detriment of pupils’ performance
illustrates the:
a. Filipino’s lack of seriousness
b. Filipino’s love for “porma”
c. Filipino’s lack of reflection
d. Filipino’s sense of humor
994. In order to avoid disgrace, a pregnant, unmarried woman takes drugs to induce abortion. Is she morally
justified to do that?
a. Yes, it can save her and child from disgrace when he grows up
b. No, the act of inducing abortion is bad in itself
c. No, the unborn child cannot be made to suffer the consequences of the sins of his parents
d. No, it is better to prevent the child from coming into the world who will suffer very much due to the
absence of a father
995. In which way does heredity affect the development of the learner?
a. By placing limits beyond which the learner cannot develop
b. By providing equal potential to all
c. By compensating for what environment fails to develop
d. By blocking the influence of environment
996. A child refuse to obey orders or displays negativism as a development trait. How may you best handle him?
a. Detain him after office hours for him do to what he has been ordered to do
b. Take every opportunity to praise him for every positive attitude display
c. Insist on compliance to the same degree required of pupils
d. Avoid giving him orders if you do and he objects take back the order
997. If a resilient child with superior intelligence is reared in a poor environment the probable outcome would
be:
a. No change in IQ because environment deprivation has nothing to do with intelligence
 b. Mental retardation since he is culturally deprived
c. Slight change in IQ although he can overcome frustration and obstacle
d. Great change in IQ because he is culturally deprived
998. Section 5, Article XIV, of the Constitution states that academic freedom shall be enjoyed in:
a. Public assemblies
b. All institution of higher learning
c. State colleges and universities
d. All levels of learning
999. A teacher who subscribes to the pragmatic philosophy of education believes that
experience should follow learning in her teaching, she therefore exerts effort in:
a. Encouraging learners to memorize factual knowledge
b. Providing learners opportunities to apply theories and principles
c. Equipping learners with the basic abilities and skills
d. Requiring learners full mastery of the lesson
1000. As a parent and at the same time a teacher, which of the following will you do to show your cooperation to a
PTA project in your school to be financed with the proceeds of the sales of the school canteen where food
prices are little bit higher?
a. Bring food for you and your children, but always make it a point to buy in the school canteen
b. Buy all your food in the school canteen but request for a discount
c. Bring food enough for you and your children but do not eat in the canteen
d. Buy all your food from the school canteen even if you cannot afford to do every day 1001. How
can you help a habitual borrower of money get rid of his habit?
a. Let him do something for you in return for the money you lent him
b. Direct him to others
c. Do not lend him anymore
d. Ask for a collateral for the cash he is loaning
1002. Periodic checks on student seatwork with a smile and pat on the shoulder effectively reinforce good study
habit is an example of:
a. Discrimination reinforcement
b. Variable-ratio schedule
c. Continuous reinforcement
d. Fixed interval and variable-interval schedule
1003. A person strives to work at a given task because of a need. Which of the following situations can make a person
strive to meet his needs?
a. Minimize the unpleasant consequences of student involvement
b. Utilize your own opinion as teacher in making final decisions in the classroom
c. Use unfamiliar materials as examples in order to initially arouse their curiosity
d. Ask pupils to submit test questions or reactions which you can select topics 1004. Which
is not a characteristic of a democratic discipline?
a. Child has opportunity to expense his/her opinion
b. Child’s given punishment is related to the misdeed
c. Child understands the meaning of rules
d. Child obeys blindly
1005. Which of the following reasons of measuring student achievement is not valid?
a. To prepare feedback on the effectiveness of the learning process
b. To certify that students have attained a level of competence in a subject area
 c. To discourage students from cheating during test and getting high scores
d. To motivate students to learn and master the materials they think will be covered by the achievement
test
1006. Which characterizes the perfectionist type of students?
a. Does not volunteer or initiate
b. Give up easily
c. Rarely complete tasks
d. Often anxious, fearful or frustrated about quality of work
1007. When a school decides to work on a thematic curriculum which should be out of the picture?
a. Peer collaboration
b. Integration
c. Team teaching
d. Competition
1008. Positive interdependence as an element of collaborative learning means that the students must:
a. Learn to depend on each other to achieve a goal
b. Depend on the diligent students
c. Help one another in the individual test for everyone to pass
d. Be grouped heterogeneously
1009. Which computer seems to have the most potential for the classroom?
a. Mainframe computer
b. Minicomputer
c. Microcomputer
d. LPC
1010. “No pain, no gain.” This means that:
a. One should be penitent every Friday by carrying his cross
b. Only those willing to carry the crosses imposed can share the joy of life
c. The more suffering in this life, the more one is assured of heaven
d. One should look for suffering to save himself/herself 1011.
Which interactive teaching should be avoided?
a. Using multiple response strategy
b. Using “put down” strategy
c. Asking more divergent questions
d. Asking more evaluative questions
1012. Which is in line with equitable access to education but runs counter to quality?
a. Selective retention of students
b. Deregulated tuition fee hike
c. Open admission
d. Program accreditation
1013. A negative discrimination index means that:
a. The items could not discriminate between the lower and upper group
b. More from the lower group answered the test items correctly
c. More from the upper group answered the test item correctly
d. Less from the lower group got the test item correctly
1014. For brainstorming to be effective which one should be out?
a. Making use of the others ideas shared
b. Teacher’s judge mental attitude
 c. Non-threatening atmosphere
d. Openness to idea
1015. Which statement on spaced and massed learning is correct?
a. Massed learning is better than spaced learning
b. Massed learning is as effective as spaced learning
c. Spaced learning is better than massed learning
d. Both massed learning and spaced learning are not effective
1016. Which of the following measures should a teacher do to a principal whom she would like to file a case of sexual
harassment without violating the relationship of the teacher and her superiors?
a. Write an anonymous letter to a higher school official to denounce the superior
b. Present the case before a competent authority and prepare to prove the charge
c. Call a parent-teacher meeting and denounce the superior
d. Encourage the other teachers and students to hold a demonstration to oust the superior
1017. Pick out the situation that illustrates the duty of a new teacher to the state:
a. Take a long vacation which she firmly believes she deserves after four years of diligent study before
taking the examination for teachers
b. Take the licensure examination for teacher and an oath to do her best to help carry out the policies of
the state
c. Apply for teaching job where eligibility is not required to gain teaching experience before taking the
teachers board examination
d. Prepare for the wedding she and her boyfriend have long planned to able to raise a family with
children which they plan to rear as good citizen of our country
1018. Parents are up in arms on the telephone bills that pay for sex calls. What is the solution to this problem?
a. The telephone company is to blame for this
b. Parents, school and students should discuss this openly
c. The government restriction have no teeth
d. Parents allow this to make their children modern
1019. Cooperative is encouraged in as many groups as possible. What agency controls the different cooperatives?
a. Security and Exchange Commission
b. Department of Local Government
c. Commission on Audit
d. Bureau of Cooperative
1020. Society and media know drinking starts off drug addiction. What should be discussed in schools?
a. Nobody drinks at home except father
b. Drug addiction has been traced to drinking wine
c. TV ads show drinking is a source of fellowship
d. High taxes on liquor will be deterrent to eventual drug use
1021. Cooperatives have branched out to consumers cooperative. Schools have included the concepts of
cooperatives. Where is it practiced?
a. School book stores
b. Schools uniform purchases
c. School canteen
d. Class stores
1022. A student collapsed in her social studies class. It was found out that he did not eat her lunch. What
principle is shown in the situation?
a. Psychological need
b. Physiological need
c. Psychosomatic
d. Safety need
1023. The main function of a philosophy of education is to:
a. Aid the learner to build his own personal philosophy
b. Reconsider existing educational goals in the light of society’s needs
c. Provide the academic background prerequisite to learning
d. Define the goals and set the direction for which education is to strive
1024. Teachers and students can participate in levels of computer use. Give the order of computer use from
simplest to complex?
a. Computer competency, computer literacy, competency expertise
b. Computer literacy, computer competency, computer expertise
c. Computer literacy, computer expertise, computer competency
d. Computer competency, computer expertise, computer literacy
1025. Which is one role of play in the pre-school and early childhood years?
a. Develops competitive spirit.
b. Separates reality from fantasy.
c. Increases imagination due to expanding knowledge and emotional range.
d. Develops the upper and lower limbs.
1026. Student Z does not study at all but when the Licensure Examination for Teachers (LET) comes, before he takes
the LET, he spends one hour or more praying for a miracle, i.e. to pass the exam. Which attitude towards
religion or God is displayed?
a. Religion as fake
b. Religion as magic
c. Religion as authentic
d. Religion as real
1027. As a teacher, you are a rationalist. Which among these will be your guiding principle?
a. I must teach the child that we can never have real knowledge of anything.
b. I must teach the child to develop his mental powers to the full.
c. I must teach the child so he is assured of heaven.
d. I must teach the child every knowledge, skill, and value that he needs for a better future.
1028. All men are pretty much alike. It is only by custom that they are set apart, said one Oriental philosopher.
Where can this thought be most inspiring?
a. In a multi-cultural group of learners
b. In multi-cultural and heterogeneous groups of learners and indigenous peoples' group
c. In a class composed of indigenous peoples
d. In heterogeneous class of learners
1029. Teacher A discovered that his pupils are very good in dramatizing. Which tool must have helped him discover his
pupils' strength?
a. Portfolio assessment
b. Performance test
c. Journal entry

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 d. Paper-and-pencil test
1030. NSAT and NEAT results are interpreted against set mastery level. This means that NSAT and NEAT fall under
.
a. intelligence test
b. aptitude test
c. criterion-referenced test
d. norm-referenced test
1031. In a social studies class, Teacher I presents a morally ambiguous situation and asks his students what they would
do. On whose theory is Teacher I's technique based?
a. Kohlberg
b. Bandura
c. Piaget
d. Bruner
1032. 8. Which is a sound classroom management practice?
a. Avoid establishing routines
b. Establish routines for all daily needs and tasks.
c. Apply rules and policies on a case to case basis.
d. Apply reactive approach to discipline.
1033. A sixth grade twelve-year old boy comes from a dysfunctional family and has been abused and neglected.
He has been to two orphanages and three different elementary schools. The student can decode on the
second grade level, but he can comprehend orally material at the fourth or fifth grade level. The most
probable cause/s of this student's reading problem is/are .
a. emotional factors
b. poor teaching
c. neurological factors
d. immaturity
1034. Teacher U teaches to his pupils that pleasure is not the highest good. Teacher's teaching is against what
philosophy?
a. Realism
b. Hedonism
c. Epicureanism
d. Empiricism
1035. With which goals of educational institutions as provided for by the Constitution is the development of work skills
aligned?
a. To develop moral character
b. To teach the duties of citizenship
c. To inculcate love of country
d. To develop vocational efficiency
1036. Direct instruction is for facts, rules, and actions as indirect instruction is for _ _,
_, _ _.
a. hypotheses, verified data and conclusions
b. concepts, patterns and abstractions
c. concepts, processes and generalizations
d. guesses, data and conclusions
1037. To elicit more student's response, Teacher G made use of covert responses. Which one did she NOT do?
a. She had the students write their response privately.

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 b. She showed the correct answers on the overhead after the students have written their responses.
c. She had the students write their responses privately then called each of them.
d. She refrained from judging on the student's responses.
1038. What should you do if a parent who is concerned about a grade his child received compared to another
student's grade, demands to see both students' grades?
a. Refuse to show either record.
b. Show both records to him.
c. Refuse to show any record without expressing permission from principal.
d. Show only his child's records.
1039. John Watson said: Men are built not born. What does this statement point to?
a. The ineffectiveness of training on a person's development.
b. The effect of environmental stimulation on a person's development.
c. The absence of genetic influence on a person's development
d. The effect of heredity.

1040. A guest speaker in one graduation rites told his audience: "Reminder, you are what you choose to be." The
guest speaker is more of a/an _ _.
a. realistic
b. pragmatist
c. idealist
d. existentialist
1041. The best way for a guidance counselor to begin to develop study skills and habits in underachieving
student would be to _ _ .
a. have these underachieving students observe the study habits of excelling students
b. encourage students to talk about study habits from their own experiences
c. give out a list of effective study approaches
d. have them view film strips about various study approaches
1042. Principal C shares this thought with his teachers: Subject matter should help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their thoughts,
feelings, and actions. From which philosophy is this thought based?
a. Perennialism
b. Essentialism
c. Existentialism
d. Progressivism
1043. The search for related literature by accessing several databases by the use of a telephone line to connect
a computer library with other computers that have database is termed .
a. compact disc search
b. manual search
c. on-line search
d. computer search
1044. Teacher W wants to review and check on the lesson of the previous day? Which one will be most reliable?
a. Having students identify difficult homework problems.
b. Having students correct each other's work.
 c. Sampling the understanding of a few students.
d. Explicitly reviewing the task-relevant information necessary for the day's lesson. 1045.
During the Spanish period, what was/were the medium/media of instruction in
schools?
a. The Vernacular
b. English
c. Spanish
d. Spanish and the Vernacular
1046. With indirect instruction in mind, which does NOT belong to the group?
a. Problem solving
b. Lecture-recitation
c. Inductive reasoning
d. Discovery
1047. I combined several subject areas in order to focus on a single concept for inter- disciplinary
teaching. Which strategy/method did I use?
a. Problem-entered learning
b. Thematic instruction
c. Reading-writing activity
d. Unit method
1048. In his second item analysis, Teacher H found out that more from the lower group got the test item # 6
correctly. This means that the test item .
a. has a negative discriminating power
b. has a lower validity
c. has a positive discriminating power
d. has a high reability
1049. Which is a teaching approach for kindergarten that makes real world experiences of the child the focal
point of educational stimulation?
a. Montessori approach
b. traditional approach
c. Eclectic approach
d. Situational approach
1050. The use of mnemonics helps a pupil’s information.
a. analyze
b. understand
c. apply
d. remember
1051. Which program was adopted to provide universal access to basic education to eradicate illiteracy?
a. “Paaralan sa Bawat Barangay”
b. Education for All
c. Values Education Framework
d. Science and Education Development Plan
1052. Teacher Z instructs her class to refer to the dictionary in correcting their spelled words.
Which particle is exemplified?
a. Curriculum indigenization
 b. Computer assisted instruction
c. Multi level instruction
d. Self evaluation
1053. In research, which is the dependent variable?
a. Stimulus
b. Input
c. Attribute
d. Predictor
1054. What is the mean of this score distribution: 4, 5, 6, 7, 8, 9, and 10?
a. 8.5
b. 6
c. 7.5
d. 7
1055. Which statement correctly applies to student who got a score of 72 in the test?
a. He surpassed the scores of 72 students
b. He correctly answered 72% of the items in the test
c. He obtained a raw score of 72
d. He answered only items in the test
1056. Which measure (s) of central tendency can be determined by mere inspection?
a. Median
b. Mode
c. Mean
d. Mode & Median
1057. It is not wise to laugh at a two year old child when he utters bad words because in his stage he is
learning to:
a. Consider other’s views
b. Distinguish right and wrong
c. Socialize
d. Distinguish sex differences
1058. Mothers who demand their 3 to 5 children to spend their time in serious academic study forget that early
childhood is the
a. questioning age
b. pre school age
c. initiative age
d. toy age
1059. Which refers to a single word or phrase that tells the computer to do something with a program or file?
a. Computer program
b. Command
c. Password
d. Computer language
1060. To determine student’s entry knowledge and skills that test should be given?
a. Aptitude
b. Standardized
c. Diagnostic
d. Placement
1061. What is the mode in the following score distribution: 96, 97, 98, 97, 93, 90, 89, 97,
81, and 80?
a. 96
b. 98
c. 97
d. 33
1062. If a teacher is concerned with the development of student’s higher order thinking skills, his lesson
objectives must go beyond.
a. Analysis
b. Recall
c. Comprehension
d. application
1063. Which statement on counseling is FALSE?
a. The ultimate goal of counseling is greater happiness on the part of the counselee.
b. For counseling to be successful, the counselee is willing to participate in the process.
c. The school counselor is primarily responsible for counseling
d. Counseling is the program that includes guidance.
1064. A test item has a difficulty index of .81 and discrimination index of .13. What should the test constructor
do?
a. Retain the item
b. Make it a bonus item
c. Revise the item
d. Reject the item
1065. Which is the final, indispensable component of a lesson plan?
a. Assignment
b. References
c. Activity
d. Evaluation
1066. For mastery of learning in a certain subject, which type of testing is appropriate?
a. Formative testing
b. Criterion reference testing
c. Aptitude testing
d. Norm reference testing
1067. Which is NOT included in item analysis?
a. Determining the percentage equivalent of the cut off score
b. Identifying the highest score
 c. Determining the cut off score
d. Determine the effectiveness of distracters
1068. The first thing to do in constructing a periodic test is for a teacher to.
a. decide on the type of test to conduct
b. go back to her instructional objective
c. decide on the number of items for the test
d. study the content
1069. The strengthening of liberal education which includes classical literature in the curriculum is
based on the thought of the
a. rationalists
b. hedonists
c. humanists
d. stoics
1070. Which statement of human right is CORRECT?
a. Human rights are unlimited.
b. Human right is a moral power not a physical power.
c. All human rights are inalienable.
d. Human right is might.
1071. Which is an example of an alienable right?
a. Right to possess a house through inheritance
b. right to life
c. Right to alms
d. Right to marry
1072. It is an area of philosophy which deals on the nature of knowledge and the best methods of
teaching is
a. Epistemology
b. Metaphysics
c. Ethics
d. Aesthetics
1073. To occupy a government position, one has to pass an examination on Confucian thought. From
whom did this influence come?
a. Hebrews
b. Chinese
c. Hindus
d. Greeks
1074. Who was a strong supporter of inclusive education and “education for all” concept?
a. Dewey
b. Hegel
c. Rousseau
d. Kung fu tsu
1075. A son put a time bomb in the luggage of his mother who took it abroad a Philippine airline. The bomb
exploded while the airplane was in flight killing the mother and forty
 other passengers. Although the motive of the criminal act was never revealed by the son, he aroused
suspicion, when he named himself beneficiary to an insurance policy he had previously taken out on his
mother’s life. Was the son accountable for the death of his mother and the other passengers?
a. Yes. He may have been directly interested only in the insurance money but directly as foreseen
consequence, he willed the death for all passengers.
b. No. He did not directly the death of his mother and the other passengers.
c. No, if he refused to get the insurance money after the incident.
d. Yes, if he got the insurance money after the death.
1076. Which software allows teachers and students to write, edit, and polish assignments and reports?
a. Spreadsheets
b. Word processing
c. Database
d. Graphics
1077. To have a test with a wide coverage, power to test analytical thinking and ease of scoring. Which
type should teachers use?
a. Completion
b. Short answer
c. Alternate response
d. Multiple choice
1078. What does a conservative Filipino student experience when she migrates to the United States and witness
for herself public display of affection?
a. Acculturation
b. Culture shock
c. Colonial mentality
d. Enculturation
1079. In what way can teachers uphold the highest possible standards of quality education?
a. By working out undeserved promotions.
b. By putting down other professions to lift the status of teaching
c. Wearing expensive clothes to change people’s poor perception of teachers
d. By continually improving themselves personally and professionally
1080. Which learning activity is most appropriate if teacher’s focus is attitudinal change?
a. Field trip
b. Role play
c. Game
d. Exhibit
1081. Which questioning practice promotes more class interaction?
a. Asking rhetorical questions.
b. Focusing on convergent actions.
c. Focusing in divergent questions.
d. Calling a student to answer before asking the question
1082. Which holds true to norm reference testing?
a. comparing individual’s performance to the average performance of a group
b. Determining tasks that reflect instructional objectives
c. Constructing test items in term of instructional objective
d. Identifying an acceptable level of mastery in advance 1083.
The mode of a score distribution is 25. This means that
a. twenty five is the average of the score distribution.
b. twenty five is the score that occurs least.
c. twenty five (25) is the score that occurs most
d. there is no score of 25.
1084. If a teacher gets the difference between the highest and lowest score, he obtains the
_
a. range
b. standard deviation
c. level of difficulty
d. median
1085. Which one described the percentile rank of a given score?
a. The percent of cases of a distribution within the given score
b. The percent of cases of a distribution above the given score
c. The percent of cases of a distribution below and above a given score
d. The percent of cases of a distribution below the given score 1086. To
the rationalist, which is the highest faculty of a man?
a. Senses
b. Reason
c. Emotion
d. Will
1087. The index of difficulty of a particular test is .10. What does this mean? My student’s
.
a. found the test item was neither easy nor difficult
b. performed very well against expectation
c. were hard up in that item
d. gained mastery over that item
1088. Jose reads WAS for SAW or D for P or B. from his reading behavior, one can say that Jose suffers from
.
a. dysgraphia
b. dyslexia
c. dysphasia
d. dyspraxia
1089. If you want a child to eliminate an undesirable behavior, punish him. This in accordance with Thorndike’s
law of _ _.
a. multiple response
b. reinforcement
 c. exercise
d. effect
1090. In which cognitive development stage is a child unable to distinguish between his own perspective and
someone else’s?
a. Pre operational stage
b. Concrete operational stage
c. Sensorimotor stage
d. Formal operational
1091. Which developmental stage is sometimes called the pre school years?
a. Middle childhood
b. Adolescence
c. Early childhood
d. Late Infancy
1092. According to Piaget’s theory, in which developmental stage can the child do symbolic thinking and go
beyond the connection of sensory information and physical action?
a. Pre operational
b. Concrete operational
c. Formal operational
d. Sensorimotor
1093. In which competency do the students find greatest difficulty? In the item with the difficulty index of
.
a. 0.10
b. 0.90
c. 1.00
d. 0.50
1094. What psychological principle is invoked when a teacher connects the new lesson to the one just
completed so that the student may gain a holistic view of the subject?
a. Conceptualization
b. Recognition
c. Stimulation
d. Apperception
1095. Which teaching method is intended primarily for skill and concept mastery by way of practice?
a. Project
b. Supervised study
c. Drill
d. Review
1096. What is the possible effect of an overcrowded curriculum?
a. In depth learning tends to be given greater emphasis
b. Lifelong learning skills tend to be fully developed
c. There is lack of personal analysis and reflection on major concepts
d. There is greater concept of understanding
1097. Teacher D begins her lesson with concrete life experiences then leads her students to abstraction.
Which method does she employ?
a. Inductive
b. Deductive
c. Transductive
d. Intrusive
1098. The Department of Education gives greater emphasis on the development of basic skills.
What is the philosophical basis for this?
a. Essentialism
b. Existentialism
c. Perennialism
d. Pragmatism
1099. Teacher M views his students as unique, free-choosing and responsible individuals. All classroom
activities revolve around the said premise. What theory underlies this?
a. Essentialism
b. Existentialism
c. Progressivism
d. Realism
1100. Religious rituals in the classroom and in the school programs prove the deep natural religiosity of the
Filipinos. Which philosophy has greatly contributed to the tradition?
a. Buddhism
b. Confucianism
c. Hinduism
d. Islam
1101. In order to make Roman education truly utilitarian, how should the day-to-day lessons be taught?
a. Taught in the students' native dialect
b. Taught interestingly through the play way method
c. Related and linked to the events happening in everyday life
d. Practiced at home under the guidance of their respective parents. 1102. Which
influenced the military training requirements among students in
the secondary and tertiary levels?
a. Chinese
b. Greeks
c. Orientals
d. Romans
1103. Which philosophy has the educational objective to indoctrinate Filipinos to accept the teachings of the
Catholic Church which is foster faith in God?
a. Realism
b. Pragmatism
c. Idealism
d. Existentialism

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1104. Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty
consistent with the good and beauty in God. What philosophy supports this?
a. Existentialism
b. Idealism
c. Progressivism
d. Social Reconstructionism
1105. Giving education the highest budgetary allocation, the Philippine government recognizes the possible
contribution of its future citizens to the national development goals of the Philippine society. Which
stressed this goal of education for social transformation?
a. Athenian education
b. Followers of Christ
c. Greek education
d. Roman education
1106. The progressivists emphasized the individuality of the child. What is the concern of the
reconstructionists?
a. Experiential learning
b. Socialization
c. Social problem
d. Social Interaction
1107. One of the following quotations does not conform to the Christian doctrine of Education for
Humanitarianism. Which one is it?
a. Do unto others as you would like others do unto you
b. Love they neighbor as thyself
c. Not on bread alone is man to live but on every utterance that comes from mouth of God
d. Whatever good things we do to our poor, helpless brothers, we do it for God.
1108. Scouting and Citizen's Army Training (CAT) give training in character-building, citizenship training, etc.
Which leads to the creation of a new social order and a new society eventually. What philosophy supports
this?
a. Existentialism
b. Perennialism
c. Progressivism
d. Social reconstructionism
1109. Teacher V demonstrated the technique on how to group students according to their needs and interests
and how to use self-paced instructional materials. Which philosophy is manifested in this activity?
a. Essentialism
b. Progressivism
c. Realism
d. Social Reconstructionism

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1110. Teacher G, a Christian Living teacher, puts so much significance on values development and discipline.
What could be her educational philosophy?
a. Idealism
b. Pragmatism
c. Progressivism
d. Realism
1111. Which one does not illustrate the principle that rights and duties are correlative?
a. The right of an unmarried pregnant teacher to abort her baby in relation to her duty to protect her
name and her job as a teacher
b. The right of a state to compel students to military service is reciprocated by the duty of the state to
protect them.
c. The right to a living wage involves the duty of the school administrators to give the salary agreed
upon and the duty of the teachers to give a fair amount of work.
d. The right to life of children and to be given respect of such right.
1112. Why should a teacher take the obligation upon himself to study and understand the custom and
traditions of the community where he works?
a. To change the culture of the community.
b. To have a sympathetic attitude for the people of the community.
c. To identify the weaknesses of the culture of the community.
d. To please the people of the community.
1113. A teacher who is a recognized expert in carpentry works, taught his students how to prepare and
construct good and aesthetic furniture from local resources. What cultural transmission process is this?
a. Acculturation
b. Enculturation
c. Indoctrination
d. Observation
1114. Every first day of the school year, Miss Reyes prepared activities which will make her Grade 2 children,
sing, plan, learn and introduce themselves to the class. What process did the teacher emphasize?
a. Acculturation
b. Enculturation
c. Indoctrination
d. Socialization
1115. Which program in the educational system seems to be aligned to the Christian humanitarian
principle respect for the human personality?
a. The alternative learning system delivery
b. The functional literacy program for the out-of-school youth and adults
c. The promotion of the basic human rights of the Filipino
d. The study of the Philippine Constitution
1116. With a death threat over his head, Teacher Liza is directed to pass an undeserving student, if she is
a hedonist, which of the following will she do?
 a. Don't pass him, live her principle of justice. She will get reward, if not in this life, in the next.
b. Don't pass him. She surely will not like someone to give you a death threat in order to pass.
c. Pass the student. That will be of use to her, the student and his parents.
d. Pass the student. Why suffer the threat?
1117. Which philosophy approves a teacher who lectures most of the time and requires his students to
memorize the rules of grammar?
a. Existentialism
b. Idealism
c. Pragmatism
d. Realism
1118. In a student conducted, the pupils were asked which nationality they would prefer if given a choice.
Majority of the pupils wanted to be Americans. In this case, in which obligation relative to the state are
schools seemed to be failing?
a. Instill allegiance to the constitutional authorities
b. Promote national pride
c. Promote obedience to the laws of the state
d. Respect for all duly constituted authorities.
1119. Which subject in the elementary and likewise in the secondary schools are similar to the goal of Rome to
train the students for citizenship?
a. Communication ARts
b. MAPEH/PEHMS
c. Science
d. THE/TLE
1120. Which of the following schools practices is not based on Social Reconstructionism?
a. Establishment of SDF
b. Exemption of Scouts from CAT
c. Promoting culture and arts in schools
d. Promoting project WOW
1121. Which of the following is the focus of the Japanese education in the Philippines?
a. Democratic ideals and nationalism
b. Love and service to one's country
c. Religion and love for Asian brothers
d. Vocational and health education
1122. According to reconstructionism, the goal of education is to bring about a new social order. Which
practice best manifests this view?
a. The class conducts scientific experiments to discover or verify concepts.
b. The class discusses role models and their impact on society.
c. The class allowed to engage in divergent thinking.
d. The class undertakes well-planned projects in the community.
1123. Teacher A, a Values Education teacher emphasizes ethics in almost all her lessons.
Which of the following emphasizes the same?
a. Liberal Education
b. Moral Education
c. Religious Training
d. Social Education
1124. Which reform in the Philippine Educational System advocates the use of English and Filipino as media
of instruction in specific learning areas?
a. Alternative Learning
b. Bilingual Education
c. K-12 Program
d. Multilingual Education
1125. Activities planned by school clubs/ organizations show school-community connection geared towards
society's needs. What philosophy is related to this?
a. Existentialism
b. Progressivism
c. Realism
d. Social reconstructionism
1126. What philosophy is related to the practice of schools acting as laboratory for teaching reforms and
experimentation?
a. Essentialism
b. Existentialism
c. Progressivism
d. Social Reconstructionism
1127. Which of the following situations presents a value conflict?
a. The teacher and his students have class standing as their priorities.
b. The teacher and the administrator follow a set of criteria in giving grades.
c. The teacher has students whose parents want their children to obtain higher grades than what they
are capable of getting.
d. The teacher sets high expectations for intelligent students such as getting higher grades.
1128. Which situation shows that a sense of nationhood is exemplified?
a. The class conducted a debate using Filipino as medium
b. The class is required to watch the TV sitcom of Oprah to improve their English communication
skills.
c. The class opted to make a choral rendition of the theme song of a foreign movie.
d. When Teacher Chris asked her Grade 2 students in what country they wish to live, most of them
chose United States.
1129. A teacher who believes in the progressivist theory of education would embrace certain reforms on
methodology. Which reform would be consistent with this theory?
a. Active participation of teachers
b. Formal instructional pattern
 c. Strict external discipline
d. Teacher domination of class activities
1130. What philosophy of education advocates that the curriculum should only include universal and
unchanging truths?
a. Essentialism
b. Idealism
c. Perennialism
d. Pragmatism
1131. Which of the following is not a function of the school?
a. Changing cultural practices
b. Development of attitudes and skills
c. Reproduction of species
d. Socialization among children
1132. Which move liberalized access to education during Spanish period?
a. The education of illiterate parents
b. The establishment of at least one primary school for boys and girls in each municipality
c. The hiring of tribal tutors to teach children
d. The provision of vocational training for school age children 1133.
Which of the following is the chief aim of Spanish education?
a. Conformity and militarism
b. Perpetuation of culture
c. Propagation of the Catholic religion
d. Utilitarianism and conformity
1134. Which of the following is the aim of our education during the Commonwealth period?
a. Designed after Japanese education
b. Patterned after the American curriculum
c. Predominantly religious
d. Purely nationalistic and democratic
1135. Which of the following is not a reason why the basic education curriculum has been restructured?
a. To become globally competitive during this industrial age
b. To be relevant and responsive to a rapidly changing world
c. To empower the Filipino learners for self- development throughout their life.
d. To help raise the achievement level of students
1136. Which philosophy of education influence the singing of the National Anthem in schools?
a. Nationalism
b. Naturalism
c. Pragmatism
d. Socialism
1137. Who among the following believes that learning requires disciplined attention, regular homework, and
respect for legitimate authority?
 a. Essentialist
b. Progressivist
c. Realist
d. Reconstructionist
1138. Which of the following is the main function of the philosophy of education?
a. Reconsider existing educational goals in the light of society's needs
b. Provide the academic background prerequisite to learning
c. Define the goals and set the direction for which education is to strive
d. Aid the learner to build his own personal philosophy
1139. Homeroom advisers always emphasize the importance of cleanliness of the body. Children are taught
how to wash their hands before and after eating. What is this practice called?
a. Folkway
b. Laws
c. Mores
d. Social norm

1140. Which curricular move served to strengthen spiritual and ethical values?
a. Integration of creative thinking in all subject
b. Introduction of Values education as a separate subject area
c. Reducing the number of subject areas into skill subject
d. Re-introducing science as a subject in Grade 1
1141. The greatest happiness lies in the contemplative use of mind, said Plato. Which of the following
activities adheres to this?
a. Cooperative learning
b. Instrospection
c. Role Playing
d. Social Interaction
1142. Your teacher is of the opinion that the word and everything in it are ever changing and so teaches you
the skill to cope with the changes. Which in his governing philosophy?
a. Experimentalism
b. Existentialism
c. Idealism
d. Realism
1143. Teacher Myra says: "If it is billiard that brings students out of the classroom, let us bring it into the
classroom. Perhaps, I can use it to teach Math". To which philosophy does teacher Myra adheres to?
a. Essentialism
b. Idealism
c. Progressivism
d. Reconstructionism
1144. Which of the following should be done to build a sense of pride among Filipino youth?
a. Replace the study of folklores and myths with technical subjects
b. Re-study our history and stress on our achievements as people
c. Re-study our history from the perspective of our colonizers
d. Set aside the study of local history
1145. A teacher who subscribes to the pragmatic philosophy of education believes that experience study should
follow learning in her teaching. Which of the following does she do to support her belief?
a. Encouraging learners to memorize factual knowledge
b. Equipping learners with the basic abilities and skills
c. Providing learners opportunities to apply theories and principles
d. Requiring learner’s full master of the lesson.
1146. Which philosophy influenced the cultivation of reflective and meditative skills in teaching?
a. Confucianism
b. Existentialism
c. Taoism
d. Zen Buddhism
1147. Of the following situation manifests a balance between teacher’s responsibility and accountability?
a. She entertains her students with personal stories until the end of the period.
b. She spends most of the time on the latest gossips in showbiz.
c. She teaches as much as she could for duration of the period.
d. She teaches as well as entertains the students with per personal stories.
1148. Dr. Escoto, the school physician conducted a physical examination in Ms. Manuel's class.
What concept best describes the quantitative increase observed by Dr. Escoto among learners in terms of
height and weight?
a. Development
b. Growth
c. Learning
d. Maturation
1149. Which situation best illustrates the concept of growth?
a. A kinder pupil gains 2 pounds within two months.
b. A high school student gets a score of 85 in mental ability test.
c. An education student has gained knowledge on approaches and strategies in teaching different subjects
d. An elementary grader has learned to play piano. 1150. Which
statements below best describes development?
a. A high school student's height increased by 5'2" to 5'4"
b. A high school student's change in weight from 110 lbs. to 125 lbs.
c. A student had learned to operate the computer
d. A student's enlargement of hips
1151. What concept can best describes Francisco's ability to walk without a support at age of 12 months
because of the "internal ripening" that occured in his muscles, bones and nervous system development?
a. Development
b. Growth
c. Learning
d. Maturation
1152. Teacher Jesus in now 69 years old has been observing changes in himself such as the aging process.
Which term refers to the development change in the individual?
a. Development
b. Growth
c. Learning
d. Maturation
1153. Manuel, a five-year old boy can hold his pen and write his name with his right hand.
Which term describes Manuel's action/ behavior?
a. Development
b. Growth
c. Learning
d. Maturation
1154. Which of the following theory can help Miss Samson determine the readiness of her learners by
administering a readiness test?
a. Conditioning Theories
b. Cognitive Development Theory
c. Maturation Theory
d. Ethological Theory
1155. Mr. Francisco was very much worried about the thumb sucking of his son. A friend of him says that
certain behavior among infants. Who presented that notion that certain behavior like thumb-sucking is
normal behavior?
A. Sigmund Freud
b. Erick Ericson
c. John Bowlly
d. Urie Bronfrenbenner
1156. A newborn infant move his whole body at one time, instead of moving a part of it.
Which of the following principles is illustrated by his behavior?
a. Development proceeds from specific to general.
b. Development proceeds from general to specific.
c. Development follows an orderly pattern.
d. Development follows a general pattern.
1157. Train up a child in the way he should be; when he grows up, he will not depart from it.
Which principle supports this?
a. Development is determined by his heredity
b. Development is determined by the environment
 c. Early development is more critical than the late development
d. Early development is less critical than late development.
1158. Which state of the psycho-sexual theory does young boys experience rivalry with their father for their
mother's attention and affection?
a. Oral
b. Anal
c. Phallic
d. Latency
1159. Angela focuses her attention on the school work and vigorous play that consume most of her physical
energy. Which stage of psychosexual theory illustrates her behavior?
a. Oral
b. Anal
c. Phallic
d. Latency
1160. Which of the following is likely to be developed if infants are shown genuine affection?
a. Trust
b. Autonomy
c. Initiative
d. Industry
1161. Christian develops an integral and coherent sense of self. He seeks answers to the question. "Who
am I"? Which of the following is Christian likely to develop?
a. Initiative
b. Identity and Role Confusion
c. Intimacy
d. Autonomy
1162. Ms. Reyes uses images and language to represent and understand her various lessons to preschool
learners. What stage in the cognitive theory of development explains this?
a. Sensorimotor
b. Preoperational
c. Concrete operation
d. Formal operation
1163. Connie develops concepts necessary for everyday living, builds healthy attitudes towards oneself, and
achieve personal independence. These are among the attributes of an individual in what particular stage?
a. Infancy and early childhood
b. Middle childhood
c. Adolescence
d. Early adulthood
1164. Some children are more active than others, as everyone knows-extremely high levels of activity or
hyperactivity are considered problematic. How may a teacher help a child who is hyperactive?
a. Make him the leader of the class
 b. Transfer him to another class
c. Give him challenging activities that are appropriate to his ability level and interests.
d. Allow him to spend longer at the playground until he gets tired.
1165. Tessa gets jealous whenever she sees her father showing love and affection to her mother. Which
of the following is she showing according to Freud?
a. Complex
b. Phallic
c. Electra Complex
d. Oedipus Complex
1166. In Piaget's Theory of Cognitive Development, which of the following statements would illustrate Edward
who is 11 years old?
a. Able to see relationships and to reason in the abstract.
b. Unable to breakdown a whole into separate parts.
c. Differentiates goals and goal-directed activities.
d. Experiments with methods to reach goals.
1167. Trisha goes with her mother in school. She enjoys the workplace of her mother. Which of the following
ecological theories is illustrated by the situation?
a. Microsystem
b. Mesosystem
c. Exosystem
d. Macrosystem
1168. Lito, a student in secondary level tends to spend more time with his friends and his family, thus, his
behavior is greatly affected by them. In which stage in the Psychosocial Stages of Development does Lito
belong?
a. Autonomous vs Shame and Doubt
b. Identity vs. Role Confusion
c. Intimacy vs. Isolation
d. Initiative vs. Guilt
1169. Anna believes that authority is respected. She is now in what particular level in moral development
theory of Lawrence Kholberg?
a. Social contract
b. Law and order orientation
c. Interpersonal concordance
d. Universal ethics orientation
1170. What level has a four year old learner like Maryann reached when she acquired new skills such as
putting the same shapes and the same colors together?
a. Development
b. Maturation
c. Zone of Proximal Development
d. Learning
1171. Which of the following principles can be the basis of the growing realization of the significance of
the early childhood education?

360
 a. The young children are capable of doing many things at an early stage.
b. The child should be seen and should learn.
c. The first five years of life are the formative years of the child.
d. Early childhood experiences can be interesting and challenging.
1172. Which of the following learner's characteristics will affect most of the learners learning in the academic
class?
a. His affective characteristics
b. His cognitive characteristics
c. His psychomotor characteristics
d. His socio-emotional characteristics
1173. Which of the following is true about human development?
a. Human development considers both maturation and learning.
b. Development refers to the progressive series of changes of an orderly coherent type toward the goal
of maturity.
c. Development is the gradual and orderly unfolding of the characteristics of the individuals as
they go through the successive stages of growth.
d. All of the above
1174. What do you call the quantitative increase in terms of height and weight as observed by the school
physician during the physical examination of the students?
a. Development
b. Growth
c. Learning
d. Maturation
1175. Mrs. Gomez conducts research on the psychosocial domain of development. In what particular area of the
child's development is Mrs. Gomez most likely to be interested with?
a. Perceptual abilities
b. Brain-wave patterns
c. Emotions
d. Use of language
1176. Which of the following is the correct order of psychosexual stages proposed by Sigmund Freud?
a. Oral stage, anal stage, phallic stage, latency stage, genital stage
b. Anal stage, oral stage, phallic stage, latency stage, genital stage
c. Oral stage, anal stage, genital stage, latency stage, phallic stage
d. Anal stage, oral stage, genital stage, latency stage, phallic stage
1177. What is the best description of Erickson's psychosocial theory of human development?
a. Eight crises all people are thought to lace
b. Four psychosocial stages in latency period
c. The same number of stages as Freud's, but with different names
d. A stage theory that is not psychoanalytic

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1178. In Erickson's theory, what is the unresolved crisis of an adult who has difficulty establishing a secure, mutual
relationship with a life partner?
a. Initiative vs. Guilt
b. Autonomy vs. Shame and Doubt
c. Intimacy vs. Isolation
d. Trust vs. Mistrust
1179. Alyssa is eight years old, and although she understands some logical principles, she still has troubles in
understanding hypothetical concepts. According to Piaget, Alyssa belongs to what particular stage of
cognitive development?
a. Sensorimotor
b. Preoperational
c. Concrete operational
d. Formal operational
1180. Which of the following provides the best broad description of the relationship between heredity and
environment in determining height?
a. Heredity is the primary influence, with environment affecting development only in severe situations.
b. Heredity and environment contribute equally to development
c. Environment is the major influence on physical characteristics.
d. Heredity directs the individual's potential and environment determines whether and to what degree the
individual reaches the potential.
1181. What is the correct sequence of prenatal stages of development?
a. Embryo, germinal, fetus
b. Germinal, fetus, embryo
c. Germinal, embryo, fetus
d. Embryo, fetus, germinal
1182. When a baby realized that a rubber duck which has fallen out of the tub must be somewhere on the floor, he is
likely to achieved what aspect of cognitive development?
a. Object permanence
b. Deferred imitation
c. Mental combinations
d. Goal-directed behavior
1183. Which of the following will be Freud's description of the child's behavior if he has biting, sarcastic manner?
a. Anally expulsive
b. Anally retentive
c. Fixated in the oral stage
d. Experiencing the crisis of trust vs. mistrust
1184. What is Freud's idea about a young boy's guilt feelings brought about by jealousy of his father's relationship with
his mother?
a. Electra complex
b. Oedipus complex
 c. Phallic complex
d. Penis envy complex
1185. When a little girl who says she wants her mother to go on vacation so that she can marry her father, Freud
believes that he is voicing a fantasy consistent with?
a. Oedipus complex
b. Electra complex
c. Theory of mind
d. Crisis of initiative vs. Guilt
1186. Which of the following can best describe the preschooler's readiness to learn new task and play activities?
a. Emerging competency and self-awareness
b. Theory of the Mind
c. Relationship with parents
d. Growing identification with others
1187. James noted that when the preschoolers eagerly begin many new activities but are vulnerable to
criticism and feelings of failure, they are experiencing what particular crisis?
a. Identity vs. Role Confusion
b. Initiative vs. Guilt
c. Basic trust vs. mistrust
d. Efficacy vs. Helplessness
1188. What stage of Piaget's Cognitive Development does a person belong to when he can understand specific logical
ideas and apply them to concrete problems?
a. Preoperational thought
b. Operational thought
c. Create operational thought
d. Formal operational thought
1189. What is the best explanation of Piaget's concrete operational thought to describe the school-age child's
mental ability?
a. A child can reason logically about things and events he or she perceives.
b. A child's ability to think about how he thinks
c. Can understand that certain characteristics of an object remain the same when other characteristics are
changed
d. Can understand that moral principles may supersede the standards of society. 1190. Elisa who is
in between 9 and 11 years of age are most likely to demonstrate moral
reasoning at which Kohlberg's stage?
a. Pre-conventional
b. Conventional
c. Post-conventional
d. None of the above
1191. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is at which level of moral
reasoning?
 a. Pre-conventional Stage One
b. Pre-conventional Stage Two
c. Conventional
d. Post-conventional
1192. Ana, who is low-achieving, shy and withdrawn, is rejected by most of her peers. Her teacher wants to help Ana
increase her self-esteem and social acceptance. What can Joy's teacher suggest to her parents?
a. Transfer her to a different school
b. Help their daughter improve her motor skills
c. Help their daughter learn to accept more responsibility for her academic failures
d. Help their daughter improve her skills in relating to peers 1193. What
is the most accurate definition of puberty stage?
a. Rapid physical growth that occurs during adolescence
b. Stage when sexual maturation is attained.
c. Rapid physical growth and sexual maturation that ends childhood
d. Stage when adolescents establish identifies separate from their parents.
1194. Fifteen year old Marie is preoccupied with her "disgusting appearance" and seems depressed most of the time.
What is the best thing her parents can do to help her get through this difficult time?
a. Ignore her self-preoccupation because their attention would only reinforce it.
b. Encourage to "shape up" and not give in the self-pity
c. Kid her about her appearance in the hope that she will see how silly she is acting.
d. Offer practical advice, such as clothing suggestions, to improve her body image. 1195. What can be
the best comparison of the behavior of a 17 year old girl to that of her 13
year old brother?
a. She is more likely critical about herself
b. She tends to be more egocentric.
c. She had less confidence in her abilities.
d. She is more capable of reasoning hypothetically.
1196. According to Erikson, what is the primary task of adolescent?
a. To establish trust
b. To search for his identity
c. To be more intimate with others
d. To establish integrity
1197. What is the main source of emotional support for most young people who are establishing
independence from their parents?
a. Older adolescents of the opposite sex
b. Older sibling
c. Teachers
d. Peer groups
1198. Which theory operates on the "stimulus-response principle", which means all behaviors are caused by external
stimuli?
 a. Contextual theory
b. Behaviorist theory
c. Cognitive theory
d. Constructivist theory
1199. Ms. Erika in her Biology class accompanies her discussion with interesting visual aids. She strongly believes that
students learn better when lessons are presented with images, real or imagined aside from mere lecture
method. Which learning theory does she upholds?
a. Dual-Coding Theory
b. Information Processing Theory
c. Meaningful Reception Learning Theory
d. Social Cognitive Theory
1200. Miss Rita is an excellent Physical Education teacher. She started teaching volleyball to her Grade 2 class. Despite
all her efforts, her class does not seem to learn how to play the game. What law of learning was disregarded?
a. Law of Disuse
b. Law of Effect
c. Law of Exercise
d. Law of Readiness
1201. Teacher jay, a physical education teacher, demonstrates the new skill to be learned so that his students can
watch him and later reproduce the skill. What learning theory is associated with the situation?
a. Dual-Coding Learning Theory
b. Information Processing
c. Schema Learning Theory
d. Social Learning
1202. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or on a leash. What feature of
classical conditioning is exhibited?
a. Discrimination
b. Extinction
c. Generalization
d. Practice
1203. A music teacher is careful in planning activities for each lesson. He praises liberally and rewards correct answers.
What view of learning is exhibited?
a. Classical conditioning
b. Meaningful learning
c. Operant conditioning
d. Social learning
1204. Which of the theories of learning presents or states that learning skills are hierarchically arranged?
a. Cumulative Learning
b. Meaningful Learning
 c. Social Cognitive Learning
d. Theory of Instruction
1205. Which of the following best describes what meaningful learning is?
a. When what is to be learned is new and easy for the students
b. Materials presented are difficult and challenging to the students
c. When the materials to be learned is related to what students already know
d. Students find the lessons easy and relevant to what was assigned to them
1206. Rita easily remember dates and events in history. What component of LTM does Rita have?
a. Creative thinking
b. Critical thinking
c. Reflective thinking
d. Logical thinking
1207. An Earth Science has just completed a unit on the sun. As she recognizes her next unit on other stars, she uses
the sun as a frame of reference. What view of learning was used?
a. Discovery learning
b. Informative learning
c. Meaningful learning
d. Transfer learning
1208. Which is an application of cognitive approach to motivation?
a. Explain the reasons for studying the topic
b. Create a supportive classroom climate for students
c. Provide clear and prompt feedback on assignments
d. Begin lessons with challenging questions and conflicting events
1209. The first people power was held in February 25, 1986. What kind of knowledge is presented?
a. Conditional Knowledge
b. Cognitive Knowledge
c. Domain-Specific Knowledge
d. Procedural Knowledge
1210. The students of Mrs. Reyes were not able to learn the concepts that she presented yesterday so she taught the
same concepts again but this time using a different teaching method. What principle of learning was applied?
a. Concepts should be presented in varied and different ways
b. Effort was put forth when tasks are challenging
c. Learning by doing is more effective than just by sitting and listening
d. Learning is aided by formulating and asking questions
1211. Alvin is a transferee and feels uneasy with his new school. His teacher is very accommodating, warm and caring.
Alvin felt comfortable with the teacher display of genuine warmth. The teacher is consistent in his manner and
Alvin began to associate school with the teacher's warmth. Which theory is being illustrated?
a. Meaningful learning
 b. Operant conditioning
c. Classical conditioning
d. Observational learning
1212. After just being introduced to another guest in the party, Tom cannot remember the name of the guest
he was introduced to. In what memory stage was the information stored in?
a. Episodic memory
b. Semantic memory
c. Sensory memory
d. Working memory
1213. Vygotsky claimed that social interaction is important for learning. What does this imply?
a. Children are independent problem solvers
b. Children learn from adults and other children
c. Children learn by passive presentation of information
d. Children in the crib has no learning yet, since they are not capable of interaction 1214. How
would you help a student who is intelligent but is underachieving in class?
a. Provide challenging activities which he/she can accomplish
b. Recognize his talents by asking him/her to help other students with their work
c. Identify the immediate causes of difficulties that cause his/her being an underachiever
d. Allow him/her to work with the slow learner group to cope with the academic needs of the lesson.
1215. Mrs. Corpuz always makes sure that her pre-school classroom is well organized and clean. She puts up
interesting and colorful visuals on the bulletin boards. What principle of motivation was applied?
a. Incentives motivate learning
b. Internal motivation is longer lasting and more self-directive than is external motivation
c. Motivation is enhanced by the way in which instructional material is organized.
d. The environment can be used to focus the student's attention on what needs to be learned.
1216. For every correct answer, the teacher would give a star to her students.
What schedule of reinforcement was used?
a. Fixed interval
b. Fixed ratio
c. Variable interval
d. Variable ratio
1217. Marga, a six year old, always asked her playmates to sit in front of her small black board and she plays teacher.
Her mother is a teacher. What theory explains Marga's behavior?
a. Classical Conditioning
b. Operant Conditioning
c. Social Learning
d. Information Processing
1218. What should the teacher do to help students learn psychomotor skills?
a. Teacher uses verbal explanation and description of the movements in addition to live demonstration of
the movements
b. Teacher provides feedback to the learner about his/her progress
c. Teacher encourages the learner to practice, in order to maintain his/her sharpness of the movements
d. All of the above
1219. The teacher presented a new lesson where in the students were asked to work on a new project which was
somewhat complicated. The students showed interest while working on the project. What principle applies
to the situation?
a. Effort was put forth when tasks are challenging
b. Lessons should be presented in varied and different ways
c. Meaningful materials are readily learned than nonsense materials
d. Teachers should provide opportunities for meaningful and appropriate practice 1220.
Maturation should precede certain types of learning. How is this applied in the
classroom?
a. Concepts should be taught from simple to complex
b. Consider the age level of students in assigning tasks
c. Follow the interest of students in assigning tasks
d. Give the same task to all students in a particular grade level
1221. Luz easily learns a lesson when she is working with laboratory equipment but hardly remembers a lesson the
teacher lectured on. What type of learner is Luz?
a. Auditory Learner
b. Kinesthetic Learner
c. Tactile Learner
d. Visual Learner
1222. Which of the following statements about motivation is false?
a. External motivation is longer lasting and more self-directive than internal motivation
b. Internal motivation is fueled by one's goals or ambitions
c. Motivation is enhanced by the way in which the instructional material is organized
d. Motivation to perform is affected by expectancy and value
1223. Which of the following principles of learning applies to considering student's age in presenting certain content
and cognitive processes?
a. Principle of readiness
b. Principle of learning by doing
c. Principle of presenting challenging tasks
d. Principle of learning aided by formulating and asking questions

1224. Among components of a morally mature person, which demonstrate that a teacher seeks peaceful resolution of
conflict?
a. Doing community work
b. Fulfilling commitments
 c. Accepting responsibility for choices
d. Working peace/reconciliation
1225. What mistake is teacher Benny trying to avoid when he never drops a topic before it is completed?
a. Non-directional topic
b. Dangling topic
c. Bounded topic
d. Non-assessed topic
1226. Which of the following refer to teamwork among teachers in classroom teaching?
a. Peer evaluation
b. Peer teaching
c. Peer assessment
d. Peer discussion
1227. What is being shown by teachers who ignore slow-learners and take pride in the work of fast learners?
a. Hurling invectives
b. discrimination
c. cursing
d. bullying
1228. Of the goals of education, which relates to the strengthening of our society’s sense of belonging and identity?
a. Autonomy
b. Enculturation
c. Citizenship
d. Moral character
1229. With closeness to direct experience as standard, which one should a teacher choose?
a. Dramatized experience
b. Demonstration
c. Contrived experiences
d. Study trip
1230. What is aroused among viewing learners by dramatic educational films in what is known as “cliff hangers”?
a. Significance
b. Relevance
c. Expectancy
d. Satisfaction
1231. Of the following, which is a form of direct experience?
a. Internet research
b. Preparation of learning materials
c. Role playing
d. Village interview
1232. In using Essay Question, what of the following are these tests susceptible to, such as to make them less reliable
to measure board knowledge of the subject matter?
a. Guessing
b. Cheating
c. Bluffing
d. Time consuming
1233. What is known as learning a new word by studying its roots and reflexes?
a. Phonetic analysis
b. Contextualizing
c. Structural analysis
d. Morphology
1234. In cognitive learning, what are firmly established and thoroughly tested principles or theories?
a. Concept
b. Hypothesis
c. Facts
d. Laws
1235. On cluster of meaning learning activities, which does NOT belong to bodily kinesthetic learning activities?
a. Dance
b. Hands-on demonstration
c. Role-playing
d. Story telling
1236. In the 5’S formula to create a conducive learning environment, which S stands for cleanliness of the work place?
a. Shine
b. Sweep
c. Systematized
d. Sort
1237. Which of the following classroom climate is less threatening?
a. Individualistic
b. Autocratic
c. Cooperative
d. Competitive
1238. To what cause is generally blamed the failure of independent study among Filipino students?
a. Late schooling
b. Lack of reading materials
c. Hyper active children
d. High dependence on authority
1239. Which is the highest in Maslow’s hierarchy of needs?
a. Health and safety
b. Self- actualization
c. Self esteem
d. Socialization
1240. Upon which philosophy is the basis of the Back-to-Basic movement?
a. Existentialism
b. Progressivism
c. Behaviorism
d. Essentialism
1241. Which program directly embodied both the pre-service and in-service programs for Teachers?
a. Basic Education Sector Reform Agenda (BESRA)
b. Basic Education Curriculum

370
 c. K-12 Program
d. Teacher Education Development Program (TEDP)
1242. What role does the teacher assumes as a “sage on the stage”?
a. Facilitator of learning
b. Authority to impose rules
c. Dispenser of knowledge
d. Mentor to student
1243. Which is vital to education for the building of a testing culture of peace in this world?
a. Learning to do
b. Learning to know
c. Learning to be
d. Learning to live together
1244. What is the most fundamental moral principle?
a. Do not steal
b. Do not kill
c. Do good and avoid evil
d. Ontological approach
1245. How can mastery of the multiplication table be best taught?
a. Game
b. Discussion
c. Drill
d. Simulation
1246. What facet of photography is training on how subjects are properly framed by the camera?
a. Lighting
b. Composition
c. Focus
d. Depth of held
1247. What does Fascism as state rule connote?
a. Respect of civic rights
b. Dictatorship
c. Benevolent activity goals
d. Respect of human rights
1248. What does it mean if the difficulty index of an item is 1?
a. Very difficult
b. Missed by everyone
c. Very easy
d. quality item
1249. John Dewey, Rouseau, Pestallozi and Froebel have greatly influenced the development
of:
a. Child-friendly design curriculum
b. Problem centered design curriculum
c. Humanistic design curriculum
d. Subject centered design curriculum
1250. What are behaviors that school expect all students to know and follow?
a. Procedure
b. Standards

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 c. Goals
d. Rules
1251. In SPED, what is the chair arrangement that is effective for students grouped and working together based on
personality and work style?
a. Full circle
b. Cooperative
c. Horseshoe or U-shape
d. Cooperation
1252. It refers to the nature of child, his psychological and physiological endowments?
A. Starting Principles
B. Guiding Principles
C. Assessing Principles
D. Ending Principles
1253. According to him, intelligence is the ability to adjust to new environment?
a. Stern
b. Colvin
c. Terman
d. Gardner
1254. According to Thorndike's Classification of Intelligence, it is a capacity to respond symbols, letters,
etc.?
a. Abstract
b. Mechanical
c. Concrete
d. Social
1255. It is the blending sensation caused by the profound and widespread changes in the body?
a. Manipulation
b. Imitation
c. Emotion
d. Play
1256. He states that the mind has mental power such as memory, reason, judgment, etc.?
a. Cristian Wolf
b. Thorndike
c. Watson
d. Pavlov
1257. It is a natural desire of the individual to learn?
a. Extrinsic
b. Learning by conditioning
c. Insight
d. Intrinsic
1258. It is a response which has been exercise and rewarded most recently is the one which likely to occur?
a. Law of Recency
b. Law of Effect
c. Law of Exercise
d. Law of Frequency
1259. Level of questioning uses "tying up" questions, what is it?
a. Critical
 b. Interpretative
c. Integrative
d. Comprehensive
1260. It is a starting point of learning.
a. Lesson Plan
b. Objective
c. Questioning
d. Motivation
1261. This is obtained from the sweet smile of the child who was helped from his daily contributions to the classroom?
a. A process of praise and encouragement
b. An artistic achievement
c. Self-satisfaction and fulfillment
d. A process of transformation
1262. Which situation best illustrates the concept of growth?
a. A kinder pupil gains 2 pounds within 2 months
b. A high school student gets a score of 85 in a mental ability test
c. An education student has gained knowledge on approaches and strategies in teaching
different subject
d. An elementary graded has learned to play piano
1263. Marlin, who is low-achieving, shy, and withdrawn, is rejected by most of her peers. Her teacher wants to help Joy
increase her self-esteem and social acceptance. What can
Marlyn’s teacher suggest to her parents?
a. Transfer her to a different school
b. Help their daughter improve her motor skills
c. Help their daughter learn to accept more responsibility for her academic failures
d. Help their daughter improve her skills relating to peers
1264. Fifteen-year-old RJ is preoccupied with her “disgusting appearance” and seems depressed most of the time.
What is the best thing her parents can do to help her get through this difficult time?
a. Ignore her self-preoccupation because their attention would only reinforce it
b. Encourage to “shape up” and not give in to self-pity
c. Kid her about her appearance in the hope that she will see how silly she is acting
d. Offer practical advice, such as clothing suggestions, to improve her body image 1265.
Which statement below best describes development?
a. A high school student’s height increased from 5’2” to 5’4”
b. A student had learned to operate the computer
c. A high school students’ change in weight from 110 lbs to 125lbs
d. A students’ enlargement of hips
1266. Teacher Rhea teaches in a remote high school where newspapers are delivered irregularly. Knowing the
importance of keeping the students aware of current affairs, what is probably the best way to keep the
students updated?
a. Gather back issues of newspapers and let pupils compile them
b. Urge the pupils to listen to stories circulating in the community
c. Encourage the pupils to listen to daily broadcast from a transistor radio
d. The teacher should try all available means to get the newspaper delivered to the school
1267. Which of the following characterizes a well-motivated lesson?
 a. The class is quite
b. c. The teachers can leave the pupils to attend to some activities
c. The children have something to do
d. d. There are varied procedures and activities undertaken by the pupils
1268. Learners must be developed not only in the cognitive, psychomotor but also in the affective aspect.
Why is the development of the latter also important?
a. It helps them develop a sound value system
b. c. It helps them develop an adequate knowledge of good actions
c. Their actions are dominated by their feelings
d. Awareness of the consequences of their action is sharpened 1269.
Which of the following is NOT true?
a. Lesson plan should be in constant state of revision
b. A good daily lesson plan ensures a better lesson
c. Students should never see a teacher using a lesson plan
d. All teachers regardless of their experience should have daily lesson plan 1270.
Which of the following best describes what meaningful earning is?
a. When what is to be learned is new and easy for the students
b. Materials presented is difficult and challenging to the students
c. When the materials to be learned is related to what students already know
d. Students find the lessons easy and relevant to what was assigned to them 1271. What
is NOT a technique in motivating learners?
a. The teacher is building on the students strengths first
b. The teacher offers choices to develop students’ ownership
c. Provide a secure environment which permits children to fail without penalty
d. Encourage them to take opportunities beguilingly
1272. Vgotsky claimed that social interaction is important for learning. What does this imply?
a. Children are independent problem solvers
b. Children learn from adult and other children
c. Children learn well by passive presentation of information
d. Children in the crib has no leaning yet, since they are not capable off interaction 1273. Which
is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual learners
b. Self-directed, independent study is encouraged wherever possible and advisable
c. Self-motivation and self-evaluation are stimulated and emphasized throughout the learning
opportunities of the school
d. The program provides a wide range of opportunities for individuals with same abilities, needs,
and interest
1274. Teacher Rukla would like to take part in developing a subject-centered curriculum because she believes
that all subjects in this type of curriculum are geared towards the holistic development of the learner. Is
her belief about the subject centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learner’s needs, interests,
abilities
b. No, because it is the experience-centered curriculum that emphasizes the teaching of facts and
knowledge for future use
c. Yes, because the subject-centered curriculum involves cooperative control
 d. No, because it is the experience centered and not the subject-centered curriculum that emphasizes
integration of habits and skills in learning the knowledge component of a subject area
1275. A stakeholder in curriculum development, Mr. Gin, a district supervisor and a member of the school
board has one of the following primary roles. Which one is this?
a. Support and participate in parent –school organization activities
b. Authorize school expenditures for curriculum development, implementation and evaluation
c. Enact legislations to effect curriculum development
d. Recommend changes in curriculum
1276. Which of the following statements has a very limited definition of educational technology?
a. It is a profession composed of various job categories
b. It refers to the computer used for teaching and learning
c. It includes audiovisual materials, interactive multimedia, and self-instructional materials
d. It is the development, application, and evaluation of systems, techniques and aids to improve human
learning
1277. Mr. Chad, an ICT teacher, takes into account technology standards to address the needs of the students and
help them adapt with the changing society and technology. Which of the following standards is an
exception?
a. Creativity and innovation
b. Model digital-age work and learning
c. Research and information literacy
d. Technology operations and concepts
1278. Mr. Uryu, a computer teacher demonstrates understanding of local and global issues and exhibits ethical and
legal use of information and communication technology tools. Which is true about him?
a. He models digital-age work learning
b. He facilitates and inspires student learning and creativity
c. He promotes and models digital citizenship and responsibility
d. He designs and develops digital-age learning experience and assessment
1279. There are several reasons why teachers are reluctant in using electronic media in the teaching-learning
process. Which is the most common reason?
a. The limited exposure of teachers to new equipment
b. Their incompatibility to diverse needs of the learners
c. The difficulty in integrating technology in the curriculum
d. The excessive availability of local technology in the community
1280. You targeted that after interaction, your student should be able to show their ability to solve problems with
speed and accuracy. You then designed a tool to measure this ability. What principle of assessment did you
consider in this situation?
a. Assessment should be based on clear and appropriate learning targets or objectives
b. Assessment should have a positive consequence on students’ learning
c. Assessment should be reliable
d. Assessment should be fair
1281. Why should a teacher take the obligation upon himself to study and understand the custom and traditions of
the community where he works?
a. To change the culture of the community
 b. To identify the weaknesses of the culture of the community
c. To have a sympathetic attitude for the people of the community
d. To please the people of the community
1282. In a study conducted, the pupils were asked which nationality they prefer if given a choice. Majority of the
pupils wanted to be Americans. In this case, in which obligation relative to the state are schools seemed
to be failing?
a. Instil allegiance to the constitutional authorities
b. Promote obedience to the laws of the state
c. Promote national pride
d. Respect for all duly constituted authorities
1283. A teacher who subscribes to the pragmatic philosophy of education believes that experience should follow
learning in her teaching. Which of the following does she do to support her belief?
a. Encouraging learners to memorize factual knowledge
b. Providing learners opportunities to apply theories and principle
c. Equipping learners with the basic abilities and skills
d. Requiring learners full mastery of the lesson
1284. Which of the following is NOT a function of the school?
a. Changing cultural practices
b. Reproduction of species
c. Development of attitude and skills
d. Socialization among children
1285. Teacher Unohana, a values education teacher emphasizes ethnics in almost all her lessons. Which of the
following emphasizes the same?
a. Liberal education
b. Moral education
c. Religious training
d. Social education
1286. How is gradual progression of teachers’ salary from minimum to maximum done?
a. Regular increment every year
b. Regular increment every 3 years
c. Increment after 10 years of service
d. Increment after 5 years
1287. Which of the following rights is intended for parents under education act of 1982?
a. The right to academic freedom
b. The right to seek redress of grievance
c. The right to privacy communication
d. The right to full access to the evidence of the case
1288. When can teacher be required to work on assignment not related to their duties?
a. When on probation
b. When lacking in educational qualifications
c. When found inefficient
d. When compensated under existing laws
1289. Teacher Momo, a graduate of BSEd with majorship in English teaches in a national high school in her province.
Since she has been rated outstanding in her performance, can she be exempted from taking the LET?
a. Yes, that is privilege that must be given to teachers whose performance is outstanding
 b. Yes, if approved by PRC
c. No, it is against RA 7836
d. No, professional license is required of all teachers regardless of age and teaching performance
1290. What is the concern of multicultural education?
a. Anticipating the future and imagining possible and probable futures
b. Gender equality and harnessing of the role of women in development
c. Promoting care for the environment and building a global culture of ecological responsibility
d. The exploration of concepts of cultural diversity, similarities, and prejudices to promote
cultural understanding
1291. A class is composed of students coming from several ethnic communities including
Muslims and Lumads. They seem to have difficulty understanding each other’s behavior and points of view.
What should the teacher do?
a. Introduced multiculturalism in the class and provide activities for practice
b. Threaten the students that if there are students who do not behave and tolerate their classmates,
they will be dropped from class
c. Inform students that they will all be learning new ways of thinking and behaving in this class, so they
might as well leave their cultural idiosyncrasies at home
d. Assign bright students to monitor and control behavior of poor students
1292. Which of the following is the first target of the Millennium Development Goals (MDG’s) formulated by member
states of the UN in September 2000?
a. Reduce child mortality
b. Reduce death due to HIV/AIDS and malaria
c. Eradicate extreme poverty and hunger
d. Achieve universal access to primary education
1293. UNICEF and UNESCO are two key UN agencies which are particularly active advocates of education of peace.
Which of the following is not supported by UNESCO in promoting peace in the schools?
a. Uphold children’s basic rights as outlined in the Convention on the Rights of the Child (CRC)
b. Develop a climate that models peaceful and respectful behavior among all members of the learning
community
c. Demonstrate the principle of equality and non-discrimination in administrative policies
d. Enable the teachers to stress peace-making in social studies classroom only when necessary
1294. Which of these statements regarding professional teachers is the major difference in the professionalism of
teachers and teaching as promulgated in Presidential Decree 1006 and in Republic Act 7836?
a. Holder of valid professional license and certificate of registration
b. Appointed of full time basis and permanent status
c. Assigned at the elementary and secondary levels in both public and private schools
d. Assigned at the tertiary level in both private and state colleges and universities 1295.Which principle
of development is manifested in the saying “as the tree is bent, so shall
it grow”, that is an “a person’s actions reflect the training he receives as a child”?
a. The early formative years are more crucial than later development
b. Development is determined by the environment or how one is nurtured
 c. Development is determined by heredity or one’s inherent nature
d. It is never too late to teach a child new ways
1296. Should a teacher involve her/his students in planning the instructional objectives before starting a lesson?
a. Yes, they will be given a tip on what question to ask
b. Yes, with shared objectives, they become self-motivated
c. No, they will not ready for it at the beginning
d. No, with cognitive objectives at the start, irrelevant questions are formulated 1297. What is
the advantage of using the project method in science teaching?
a. It requires assistance of experts on the subject
b. It develops high-level thinking and learning
c. It tests the students manipulative skills
d. It requires students to present in concrete form how principle works
1298. The heroism of Jose Rizal exemplifies kholberg’s theory of moral development. Which is Rizal’s characteristic?
a. He gives important to what people think or say
b. He is motivated to act by the benefit he gets later
c. He believes laws that are wrong can be changed
d. He possesses moral responsibility to make social changes regardless of consequences
to one self
1299. As a parent at the same time a teacher, which of the following will you do to show your cooperation to a PTA
project in your school to be financed with the proceeds of the sales from the school canteen where foods
process are a little bit higher?
a. Bring baon enough for you and your children even if you really don’t like to do it
b. Buy all your food from the school canteen even if you cannot afford everyday
c. Buy all your food in the school canteen but request for a discount
d. Bring baon but always make it a point to buy something from the school
1300. When a teacher practices professional ethics, which of the following he is not likely to do?
a. Shares an outstanding outcome or undertaking with others
b. Resects his superior
c. Maintain cordial relationship with colleagues
d. Engages in gossips
1301. Which of the following will you do if somebody confided to you an offense which will implicate your brother?
a. Advise the person who confided to you to get the services of the lawyer
b. Encourage him to keep quite so as not to implicate your brother
c. Find out the full account of the matter
d. Tell him to report the matter to the authorities
1302. A police officer informs you that there has been a rush of stealing within the vicinity of the school. He asks
you for the names of some clients you believe might have been involved. Which of the following will you
do?
a. Provide him with the names of likely suspects
b. Ask him to seek permission from the principal
c. Remind the police officer of confidentiality of information
d. Promise him that you will ask information about the crime
1303. Parents and teachers are considered as authorities and models by children at the early childhood stage. What
does this statement imply?
 a. Parent-teacher conference should always be an activity in school
b. Teachers and parents should serve as a role model at all times
c. Teachers should demand complete obedience from the learners in school
d. Parents should enforce strict discipline at home and teachers in school
1304. According to Piaget’s stages of cognitive development, between ages 12 and 15 children reach formal
operational stage. What are they capable of doing at this stage?
a. Can solve abstract problems and think deductively
b. Can focus on one aspect of a situation or event
c. Reasoning is neither inductive nor deductive
d. Intelligence is intuitive in nature
1305. Field trip is an effective way of teaching where organisms could be observed in their natural habitat, active and
responding to stimuli in the environment. In addition, what values are developed among the students during
and after the trip?
a. On-the-spot observation to keep them active
b. Love of nature, proper behavior during exploration
c. Freedom in an open space than in classroom
d. Considerations of the rights of the others

1306. How can a teacher enhance his/her questioning technique for an effective teacher- student
interaction?
a. Immediately call another student in case one cannot answer
b. Allow sufficient “think time” at least 7-10 seconds
c. You may answer your own question if no one can
d. Extend wait time until the student responds
1307. A teacher who advocates the pragmatic philosophy of education believes that experience should follow learning,
thus she has to:
a. Equip her students with basic skills and abilities
b. Provide her students to apply their skills and abilities
c. Encourage her students to memorize facts
d. Require her students mastery of the lesson
1308. The teacher’s role in the classroom according to cognitive psychologist is to:
a. Help the learner to connect what he knows with the new information learned
b. Dictate what the learners need to know
c. Fill in minds of the learner with information
d. Make the learning task easy for the learner
1309. Instructional objectives in the affective domain includes receiving, responding, valuing and the highest level
is:
a. Selective attention or willingness to receive
b. Acceptance or preference
c. Conceptualization of a value system
d. Sequence or feelings of satisfaction
1310. An education for globalization should nurture the higher order cognitive skill and interpersonal skills in order to
develop
a. Students’ awareness of the world in which they live inn
b. Ability to think creatively and ethically
c. Ability to master one’s national origin
d. Openness to diverse heritage and culture
1311. On which policy is RA 4670 known as the Magna Carta for Public School Teachers Focused?
a. Right to establish or join organization
b. Code of ethics for professional teachers
c. Recruitment shall take place after training
d. To promote and improve anti-social economic status of public school teachers 1312. The following
are the characteristics of a good teaching/learning practice except:
a. Students are governed by fixed and rigid standards
b. Life-like situations introduces as learning experiences in classroom
c. Students are given more opportunities or act or experience learning
d. Evaluation is made an integral part of teaching procedures
1313. Which of the following principles highlights that of multiple intelligence?
a. People have different Intelligence Quotient(IQ)
b. Learning is static and permanent
c. Intelligence is measured in multiple forms
d. Best learning theory is cognitive in nature
1314. Which of the following is not a developmental principle?
a. Development follows an orderly, predictable sequence
b. Early development is more crucial than later development
c. Numerous studies show how individual develops
d. Presence of social expectations in early developmental stage
1315. Which questioning technique would be appropriate for inductive lessons?
a. Questioning only the more motivated students
b. Using questions requiring only memory responses
c. Activity involving students in the questioning process
d. Teachers will not ask any questions
1316. Which of these is not quality of a good teacher?
a. A mastery of the subject matter
b. Aims to become rich thru teaching
c. Broad background of liberal education
d. Understand the nature of learners
1317. To accomplish many good activities in a particular class period, the teacher must provide?
a. Additional curricular activities
b. Institute a systematic plan
c. Provide unique teaching aids
d. Use of expensive materials
1318. One way to encourage a student who lacks interest in reading to love reading is to:
a. Reprimand him
b. Ask the parents to buy books
c. Provide reading materials
d. Isolate him
1319. If the teachers encounters a student who is reluctant to attend classes, the teacher should to
encourage him to go to class regularly.
a. Report the matter to principle
b. Praise the student sincerely
c. Scold him
d. Report the matter to the parents

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1320. Which of the following situation would indicate that you, as a teacher, had been effective in instilling discipline
among your students?
a. Students have develop concern to each other
b. Students behave because an award awaits them
c. Fear and fright resulting in good behavior
d. Your presence results in their being behave
1321. Which of the following style or technique would make you the teacher a good classroom manager, “teacher with
eyes on the back of her head”?
a. Give your students the “head-to-toe” look when angry
b. Fear and fright dominates the classroom atmosphere
c. Uses eye contact technique with your students
d. Being aware of all actions and activities in the classroom
1322. Based on Piaget's theory, what should a teacher provide for children in the sensomotor stage?
a. Games and other physical activities to develop motor skill.
b. Learning activities that involve problems of classification and ordering.
c. Activities for hypothesis formulation.
d. Stimulating environment with ample objects to play with.
1323. Who among the following puts more emphasis on core requirements, longer school day, longer academic year
and more challenging textbooks?
a. Perennialist
b. Essentialist
c. Progressivist
d. Existentialist
1324. The search for related literature by accessing several databases by the use of a telephone line to connect a
computer library with other computers that have database is termed
.
a. compact disc search
b. manual search
c. on-line search
d. computer search
1325. With synthesizing skills in mind, which has the highest diagnostic value?
a. Essay test
b. Performance test
c. Completion test
d. Multiple choice test
1326. Based on Piaget's theory, what should a teacher provide for children in the concrete operational
stage?
a. Activities for hypothesis formulation.
b. Learning activities that involve problems of classification and ordering.
c. Games and other physical activities to develop motor skills.
d. Stimulating environment with ample objects to play with. 1327.
Which is NOT a sound purpose for asking questions?
a. To probe deeper after an answer is given.
b. To discipline a bully in class.
c. To remind students of a procedure.
d. To encourage self-reflection.

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1328. A child who gets punished for stealing candy may not steal again immediately. But this does not mean that the
child may not steal again. Based on Thorndike's theory on punishment and learning, this shows that _
_
a. punishment strengthens a response
b. punishment removes a response
c. punishment does not remove a response
d. punishment weakens a response
1329. As a teacher, you are a reconstructionist. Which among these will be your guiding principle?
a. I must teach the child every knowledge, skill, and value that he needs for a better future
b. I must teach the child to develop his mental powers to the full.
c. I must teach the child so he is assured of heaven.
d. I must teach the child that we can never have real knowledge of anything. 1330. How
can you exhibit expert power on the first day of school?
a. By making them feel you know what you are talking about.
b. By making them realize the importance of good grades.
c. By reminding them your students your authority over them again and again.
d. By giving your students a sense of belonging and acceptance.

1331. A sixth grade twelve-year old boy comes from a dysfunctional family and has been abused and neglected.
He has been to two orphanages and three different elementary schools. The student can decode on the
second grade level, but he can comprehend orally material at the fourth or fifth grade level. The most
probable cause/s of this student's reading problem is/are .
a. emotional factors
b. poor teaching
c. neurological factors
d. immaturity
1332. Teacher Q does not want Teacher B to be promoted and so writes an anonymous letter against Teacher B
accusing her of fabricated lies Teacher Q mails this anonymous letter to the Schools Division
Superintendent. What should Teacher Q do if she has to act professionally?
a. Submit a signed justifiable criticism against Teacher B, if there is any.
b. Go straight to the Schools Division Superintendent and gives criticism verbally.
c. Hire a group to distribute poison letters against Teacher B for information dissemination.
d. Instigate student activists to read poison letters over the microphone. 1333. In
self-directed learning, to what extent should a teacher's scaffolding be?
a. To a degree the student needs it.
b. None, to force the student to learn by himself.
c. To the minimum, to speed up development of student's sense of independence.
d. To the maximum, in order to extend to the student all the help he needs. 1334. Which
guideline must be observed in the use of prompting to shape the correct
performance of your students?
a. Use the least intrusive prompt first.
b. Use all prompts available.
 c. Use the most intrusive prompt first.
d. Refrain from using prompts.
1335. It is not wise to laugh at a two-year old child when he utters bad word because in his stage he is learning
to .
a. consider other's views
b. distinguish sex differences
c. socialize
d. distinguish right from wrong
1336. In a treatment for alcoholism, Ramil was made to drink an alcoholic beverage and then made to ingest a
drug that produces nausea. Eventually, he was nauseated at the sight and smell of alcohol and stopped
drinking alcohol. Which theory explains this?
a. Operant conditioning
b. Social Learning Theory
c. Associative Learning
d. Attribution Theory
1337. Which is a true foundation of the social order?
a. Obedient citizenry
b. The reciprocation of rights and duties
c. Strong political leadership
d. Equitable distribution of wealth
1338. As a teacher, what do you do when you engage yourself in major task analysis?
a. Test if learning reached higher level thinking skills.
b. Breakdown a complex task into sub-skills.
c. Determine the level of thinking involved.
d. Revise lesson objectives.
1339. In a study conducted, the pupils were asked which nationality they preferred, if given a choice. Majority of
the pupils wanted to be Americans. In this case, in which obligation relative to the state, do schools seem
to be failing? In their obligation to .
a. respect for all duly constituted authorities
b. promote national pride
c. promote obedience to the laws of the state
d. instill allegiance to the Constitution
1340. What is most likely to happen to our economy when export continuously surpasses import is a thought
question on _ .
a. creating
b. relating cause-and-effect
c. synthesizing
d. predicting
1341. The child fainted in your class because she has not eaten her breakfast. What is the best thing for you to do in
this situation?
a. Ignore the situation
b. Comfort the child
c. Give the child food
d. Call the parent
1342. The old adage “Do not do to others what you want others do to you” is a teaching of?
a. Lao Tzu
b. Confucius
 c. Mohammad
d. Buddha
1343. Which is unethical for teachers to do?
a. obeying the legitimate policy of the school administration
b. cordial relation parents
c. refusing to serve in worthwhile neighborhood activities as these will adversely affect her teaching
d. conferring with the next of kin about the problems and needs of a student
1344. Which characteristic of a good test will pupils will assured of when a teacher constructs a table of
specification for test construction purpose?
a. Scorability
b. Reliability
c. Economy
d. Content validity

1345. Which of the following is the most important contribution of Gestalt psychology to the theories of
learning?
a. Cognitive insights
b. Use of the multimedia approaches
c. Concept of readiness
d. Importance of reinforcement in the learning process 1346.
Which statement on test result interpretation is CORRECT?
a. a raw score by itself is meaningful
b. A student’s score is a final indication of his ability
c. The use of statistical technique gives meaning to pupil’s score
d. Test scores do not in any way reflect teacher’s effectiveness
1347. This embodies the teacher’s duties and responsibilities as well as the proper behaviour in performing them?
a. Code of Ethics for teachers
b. Magna Carta for Public School Teachers
c. Bill of Rights
d. Philippine Constitution of 1987
1348. Which applies when there are extreme scores?
a. The median will not be very reliable measure of central tendency
b. The mode will be the most reliable measure of central tendency
c. There is no reliable measure of central tendency
d. The mean will not be very reliable measure of central tendency 1349.
What does a negatively skewed score contribution imply?
a. The scores congregate on the left side of the normal contribution curve
b. The scores are widespread
c. The students must be academically poor
d. The score congregate on the right side of the normal contribution curve
1350. The more in direct the classroom instruction, the more _ _ it is.
a. Topic focused
b. Student centered
c. Teacher centered
d. Individualized
1351. Which terms to the act of educating a child with special education needs partially in a special education
classroom and partially in regular classroom?
a. Mainstreaming
b. Inclusion
c. Individualization
d. Head Start
1352. It is good to give students challenging and creative tasks because
a. development is aided by stimulation
b. the development of individual is unique
c. development is effective by cultural changes
d. development is the individual’s choice
1353. The process of one’s thinking to develop critical thinking is known as _ .
a. Metacognition
b. Hypothesizing
c. Reflection
d. Meditation
1354. It is an intensive investigation of a particular individual, institution, community or any group considered as a
unit which includes the development, adjustment, remedial or corrective procedures that suitably follow
diagnosis of the causes of maladjustment or of favorable behaviors.
a. Experimental
b. Descriptive
c. Historical
d. Case study
1355. Which of the following test is used as a basis in giving grades or rating?
a. Mastery
b. Formative
c. Summative
d. Post test
1356. It is the process of judging an attribute based on certain goals or standards.
a. Counseling
b. Measuring
c. Evaluating
d. Testing
1357. Which of the following criteria is the most important in test construction?
a. Preparation of Table of Specification
b. Items must jive with the objectives
c. Arrange events in occurrence
d. The stem should contain the central problem
1358. Which of the following type of test is not advisable to be used as a diagnostic test?
a. Multiple choice
b. Short response
c. essays
d. true false
1359. Why should negative terms be avoided in the stem of multiple choice items?
a. They may be overlooked
b. It increases the difficulty of scoring
c. It increase the length of the stem
d. They make the construction of alternatives more difficult 1360. It
is equivalent to the average score of the group or class?
a. Mean
b. Median
c. Mode
d. Standard Deviation 1361.
What is the norm of a test?
a. The mean of grouping scores
b. The standard of for adequate performance
c. The standard deviation of a group of scores
d. The typical performance of a certain group of individuals who took the test 1362.
Which of the following is the most important stage in testing process?
a. Constructing test items
b. Establishing test reliability
c. Improving test items
d. Interpreting test result
1363. What does a Table of Specification establish?
a. construct validity
b. content related validity and criterion reference
c. content validity and construct validity
d. content validity and content related validity
1364. Aura Vivian is one half standard deviation above the mean of his group in arithmetic and one standard
deviation above in spelling. What does this imply?
a. she excels both in spelling and arithmetic
b. She is better in arithmetic than in spelling
c. She does not excel in spelling nor in arithmetic
d. She is better in spelling than in arithmetic
1365. NSAT and NEAT results are interpreted against set mastery level. This means that NSAT and NEAT
fall under?
a. criterion reference test
b. intelligence test
c. aptitude test
d. norm reference test
1366. These are significant in formation about a student, gathered through the use of various techniques,
assembled, summarize and organized in such a way that they may be used
 effectively. What is referred to?
a. Cumulative record
b. Case studies
c. Test profiles
d. personnel inventory
1367. The inclusion of the study of Rizal and other national heroes in the school curriculum in order to inculcate
love of country is based on a(an).
a. pragmatist philosophy
b. existentialist philosophy
c. idealist philosophy
d. realist philosophy
1368. It is an area of philosophy which on the nature of knowledge and the best method of teaching is.
a. Epistemology
b. Ethics
c. Metaphysics
d. Aesthetics
1369. A test is considered reliable if
a. it is easy to score
b. it served the purpose for which it is constructed
c. It is consistent and stable
d. it is easy to administer
1370. Which is an element of norm referenced grading?
a. the student’s pat performance
b. an absolute standard
c. the performance of the group
d. what constitutes a perfect score
1371. Mario obtained an NSAT percentile rank of 80. This indicates that
a. He surpassed in performance 80% of her fellow examinees
b. He got a score of 80
c. He surpassed in performance 20% of her fellow examinees
d. He answered 80 items correctly
1372. Which element should be present for brainstorming to be effective?
a. Lax atmosphere
b. Teacher’s non judgmental attitude
c. Teacher’s use of “put down” strategy
d. Threatening atmosphere
1373. Which is a selective reading technique meant at getting important facts very fast?
a. Silent reading
b. Skim reading
c. Oral reading
d. scanning
1374. The study type of reading exercises gives practice in.
a. picking out the main ideas
 b. all sorts of study methods
c. reading skills needed in other subjects
d. recognizing the precise meaning of words
1375. Which is the best reason why Mr. Cruz begins a lesson in Math by checking and reviewing on the previous
day’s assignment practice and drills?
a. Prepare the students for the mastery test
b. Make learning interesting and enjoyable for students
c. Check if parents guide their children in the making of assignment
d. Make sure that the students understand the pre requisite skills of the lesson
1376. The test item “Group the following items according to shape” is a thought question on.
a. creating
b. generalizing
c. comparing
d. classifying
1377. Which one should teacher B use if he wants to teach to pupils the relationship among details?
a. Journal entries
b. Story frame
c. Graphic organizers
d. Learning log
1378. “What I hear, I forget. What I see I remember. What I do, I understand.” This means that pupils learn best
when they.
a. learn independently
b. work with groups
c. watch TV
d. take active part in the learning process
1379. Which is a type of graph in which lines represent each score or set of scores
a. Scattergram
b. Histogram
c. Frequency polygon
d. Scatterplot
1380. According to Erikson, identity and role confusion occurs during
A. Elementary Years C. College years
B. High school years D. Preschool years
1381. According to Jerome Bruner, learning is a simultaneous process of acquisition, transformation
and .
A. Evaluation C. Metacognition
B. Question D. Education
1382. Who among the following developed the Social Learning Theory?
A. Bandura C. Bruner
B. Kohlberg D. Skinner
1383. When a teacher present a morally ambiguous situation to his students and ask them what to do, the
teacher’s technique is based on the theory of
 A. Bandura C. Kohlberg
B. Piaget D. Bruner
1384. According to Maslow, the highest of the need in the Hierarchy of Needs theory is
A. Psychological need C. belongingn
B. Self actualization D. Safety
1385. Based on Freud’s theory, which operates when a person is in the height of anger?
A. Ego C. Id and ego
B. Superego D. Id
1386. Operant conditioning can be applied to classroom by
A. Connecting facts and concepts
B. Fostering conducive learning environment
C. Using reinforcement
D. Using manipulative devices
1387. “Women should not study since they will be marrying soon”. If a father tells his daughter this, can we
consider his premise morally right?
A. Depends on the family social status
B. Yes, women are mean for the home
C. No, women can perform just like men
D. No, there is gender equality in education
1388. In Piaget’s concrete operational stage, teacher Maritel should provide _.
A. Activities of hypothesis formulation
B. Learning activities that involve problems of classification and order
C. Activities for evaluation purposes
D. Stimulating environment with ample objects to play with
1389. A student is finding it hard to read. When the guidance counselor traced the child’s history, the counselor
was able to find out that the student came from a dysfunctional family, aside from that, the child was
abused and neglected. What could have caused the student’s reading disability?
A. Emotional Factors C. Neurological factors
B. Poor teaching D. Immaturity
1390. A child was punished for cheating in an exam. For sure the child wont cheat again in short span of time, but
this does not guarantee that the child won’t cheat ever again Based on Thorndike’s theory on punishment
and learning, this shows that _ _.
A. Punishment strengthens a response
B. Punishment removes response
C. Punishment doesn’t remove a response
D. Punishment weakens a response
1391. Laughing at a two-year-old child who uttered a bad word is not a proper thing to do because in this
stage of the child’s, the child is .
A. Considering the views of others
B. Distinguishing sex references
C. Socializing
D. Distinguishing right from wrong
1392. According to Sigmund Freud, the main proponent of Psychoanalytic Theory, the superego is mainly
concerned with
A. The resolution of conflict within the self
B. The finding of greater satisfaction
C. The idea of right and wrong
D. The development of healthy psyche
1393. Modeling is a teaching rooted on _ learning theory.
A. Bandura C. Thorndike
B. Skinner D. Bruner
1394. Teacher Marissa would like to employ Operant Conditioning on her students to increase the probabilities
of greater participation during discussion. It is highly possible that teacher Marissa will
A. Put more emphasis on sharing and consistently guide them to new ideas
B. Allow them to think about thinking
C. Give a star token to those who will participate
D. Let them exercise metacognitive approaches to better understand the topic
1395. One of the traits of many students is putting more emphasis on “porma” over substance.
This is likely to be shown when
A. A written report was submitted by a student with shabby cover but comprehensive content
B. A written report was submitted by a student using “perfumed” stationary but poor content
C. A written report was submitted by a student two days ahead of time
D. A written report was submitted by a student two days late
1396. Providing variety of learning activities to students is a characteristic of a teacher who understand the
principle of
A. Reward as a potential means of increasing the participation
B. Proactive teaching as a modern technique of teaching
C. Facilitating learning with emphasis on individual differences
D. Allowing the student to be exposed to various teaching techniques 1397. The
best example of Operant Conditioning among the following is
A. Connecting facts and concepts
B. Fostering conducive learning environment
C. Using reinforcement
D. Using manipulative devices
1398. He is considered as the first special education student.
A. Victor of Aveyron C.Sigmund Freud
B. Tarzan of the Jungle D. Alfred Binet
1399. The Father of modern psychology
A. Carl Jung C. Sigmund Freud
B. Aristotle D. Alfred Binet
1400. He is postulated that man psyche is composed of animus and the anima
A. Karen Horney C. Willism James
B. Carl Jung D. Cattell

390
1401. He pioneered in NON-Directive Counseling?
A. Thomas Gordon C. Carl Rogers
B. Erik Erikson D. Rousseau
1402. This educator proposed 3 modes of representation, enactive, iconic and symbolic
A. Bandura C. Kounin
B. Kohler D. Bruner
1403. This premier behaviorist once said: Give me a dozen healthy infants, well-formed and my own specified
world to bring them up in and I’ll guarantee to take any one of random and train him to become any type of
specialist I might select – doctor, lawyer, artist, merchant-chief and, yes even beggar-man and chief,
regardless of his talents, penchants, tendencies, abilities, vacations, and race of his ancestors”
A. Bandura C. Rogers
B. Watson D. Erikson
1404. His best contribution to the world of education is the 3 laws (law of effect, law or readiness and
law of exercise)
A. Rousseau C. Thorndike
B. Pavlov D. Bandura
1405. The teachers’ widely accepted view of giving rewards to students is the legacy of
A. Dewey C. kounin
B. Bruner D. Skinner
1406. He believes that learning is based on Adhesive principle
A. Dewey C. Kounin
B. Bruner D. Koffka
1407. One of main proponent of Gestalt and who believes that the whole is more than the sum of all its parts
A. Bruner C. Wertheimer
B. Thorndike D. Lewin
1408. “the child learns from what he sees in the environment” is the main thesis of this famous educational
psychologist
A. Skinner C. Bandura
B. Locke D. Koffka
1409. According to this theorist, our behavior at a particular time is a product of the interaction of two factors,
internal and external forces
A. Lewin C. Locke
B. Wertheimer D. Jung
1410. According to this developmental psychologist, children’s thinking skills move from simplicity to
complexity
A. Bandura C. Piaget
B. Thorndike D. Freud
1411. The inventor of the first usable intelligence test
A. Freud C. Skinner
B. Piaget D. Binet

391
 1412. This particular theorist believes that the mind is blank at birth
A. Allport C. Loche
B. Skinner D. Binet
1413. He is generally considered as the father of modern education
A. Collin C. Aristotle
B. Comenius D. hagel
1414. Kindergarten movement is the legacy of this man who is considered the father of kindergarten
A. Pestalozzi C. Montessori
B. Froebel D. Collins
1415. He once said: “education is not a preparation for life…it is life”
A. Montessori C. Havighurst
B. Dewey D. Skinner
1416. He proposed that every child is born with a unique potential, his individuality, but that potential
remained unfulfilled until it was analyzed and transformed by education
A. Lewin C. Herbart
B. Kohler D. Havighurst
1417. He pioneered in coming up with a list of development task as individuals pass through the
developmental stages
A. Havigburst C. Anastasi
B. Hurlock D. Herbart
1418. This educator is famous for applying classical education to impoverished children of Chicago Illinois.
A. Collins C. Froebel
B. Montessori D. Piaget
1419. This educator opposes the traditional notion that students are empty vessels. He call this traditional
technique as banking system
A. Herbart C. Freire
B. Locke D. Rousseau
1420. He pioneered in the study of language acquisition of children
A. Rousseau C. Chomsky
B. Freire D. Rubenstein
1421. He introduced the notion of zone of proximal development and “scaffolding”
A. Vygotsky C. Chomsky
B. Tyler D. Rubenstein
1422. This condition is also known as trisomy 21
A Turner Syndrome C. Down Syndrome
B. Patau Syndrome D. Autism
1423. This condition is characterized by poor spelling and pervasive difficulty in reading
A. Mental retardation C. Savant
B. autism D. dyslexia
1424. Certain injury to the language area of the brain can cause the total loss of the ability to produce and/ or
understand language, this condition is known as
 A. Mutism C. aspergers
B. Aphasia D. dyslexia
1425. _is a disorder of neural development characterized by impaired social interaction
and communicatio9n and by restricted and repetitive behavior.
A. Mental retardation C. ADHD
B. Autism D. Physical Disabilities
1426. refers to quantitative changes in an individual as he progresses in chronological
age.
A. Development C. Cephalocaudal
B. Growth D. Proximodistal
1427. refers to progressive series of changes of an orderly coherent type leading to the
individual’s maturation.
A. Development C. Cephalocaudal
B. Growth D. Proximodistal
1428. Teacher Kevin has not practiced his profession for the past five years. Can he go back to teaching
immediately?
a. Yes, if nobody can take his place
b. No, unless she has enrolled in refresher course of 12 units
c. No
d. Yes

1429. Is membership to the accredited professional organization for teachers mandatory for all LET passers?
a. No
b. Yes, when the teacher is already teaching
c. Yes
d. Only for LET passers who are not repeaters
1430. Can Manny Pacquiao be given a special permit to teach boxing in a special school?
a. No, he is not a teacher education graduate
b. No, he has not passed the LET
c. Yes, he is a graduate of ALS
d. Yes, he has excelled and gained international recognition
1431. Is it professional for a teacher to receive gifts from the student and parents?
a. Not at all
b. No, especially if done in exchange for requested concessions
c. Yes, if deserved
d. Yes, in-season and out-of-season gifts
1432. An Education graduate without a license is accepted to teach in a private school? Is this in violation of RA 7836?
a. No provided he has taught for at least 3 years
b. Yes. No one may teach without a license
c. No
 d. Yes
1433. For relevance to business and industry, what did the First Biennial National Education on Education (2008)
impose for updating the Licensure Examination for teachers?
a. Moral or ethical values
b. Technical and scientific competencies
c. Upgraded laboratory facilities
d. Vocational skills
1434. What does the Teacher Education Development Program signify as a prerequisite for employment of teachers in
basic education schools?
a. National Standard Competencies among teachers
b. Licensure Examination for Teachers
c. Induction of new teachers
d. Job interviews for teacher applicants
1435. Among active participation of school officials and teachers in the community, which of the following is not
appropriate due to prevailing religious sentiments?
a. Literacy assistance for out of school children/youths
b. Household campaign for healthful practice
c. Promoting contraceptives for planned parenthood
d. Introducing cooperative thrift practices
1436. Which of the following is not John Dewey’s contribution to the sociological foundation of education?
a. Facilitating learning along social conditions of the learner
b. As a social process, education begins at birth
c. True education is transmission of knowledge
d. The school is a continuation of home
1437. Of the following, which is most fundamental to building up a strong school culture of excellence?
a. High standards of performance
b. Student-centered curriculum
c. Mission and core values
d. Student handbook of conduct
1438. Among rights of the schools, which is not provided by the law?
a. Right for basic education to determine subjects of the study
b. Right to enforce administrative systems
c. Right to provide proper governance
d. Right for institutions of higher learning to determine academic grounds for admission 1439. What kind
of grassroots model best advances Education for All as served children of slum
city dwellers?
a. Mobile education on Kariton
b. Leaf flyers for out-of-school children
c. Radio education modules
d. Educational television
 1440. After the implementation of NCBTS, results of LET still reveal low performance among examinees. What can
teacher education institutions do to upgrade their graduates’ LET performance?
a. Review curriculum vis-à-vis TOS
b. Intensify Field Study Courses
c. Hire expensive review trainers
d. Implement selective admission in TEIs
1441. What is the cultural trait of conflicting values that aims to please people in different venues and situations
rather than abide by principles?
a. Crab mentality
b. Split personality
c. Kanya-kanya system
d. Bahala na mentality
1442. Among qualities which employers look for in the 21st century workplace, which is the most challenging and
demanding?
a. Aptitude for teamwork
b. Skills and social behavior
c. Readiness to take risks
d. Specific competencies for work
1443. In educating the whole person as demanded by the “Learning to be” pillar of the 21 st century education, where
does the concept of meaning, purpose and engagement belong?
a. Mind and body
b. Aesthetic sense
c. Spiritual values
d. Personal responsibility
1444. Which program directly embodies both the pre-service and in-service programs?
a. BESRA – Basic Education Sector Reform Agenda
b. TEDPA – Technical Education Development Program
c. K-12
d. BEC – Basic Education Curriculum
1445. How can the efforts of four agencies (DepEd, CHED, PRC, CSC) be best achieved for the training and
development of teachers?
a. Synchronization
b. cost-reduction
c. streamlining
d. sharing of resources
1446. What is the core of the Teacher Education Development Program?
a. high order thinking skills or HOTS
b. student-centered learning
c. National Competency-Based Teaching Standards
d. Technology integration in instruction
1447. What is known as a self-appraisal for professional growth that is acceptable and useful for recognizing weakness
and strengths for a new beginning teacher?
a. master teacher’s evaluation
b. student’s evaluation
c. principal’s evaluation
d. self-evaluation
1448. Among reforms for enhancing teacher professionalism, which has been implemented by law in order to
determine whether prospective teachers have acquired professional competencies prior to granting them a
permit to teach?
a. accrediting a national organization for teachers
b. setting up centered for excellence in teacher education centers
c. licensure examination
d. creation of a professional board for teachers
1449. From global competence as defined by international educators, which is the most appropriate characteristic of
globally competent individual?
a. familiarity with new culture
b. open-mindedness to new culture
c. adaptability to new work environment
d. foreign-language policy
1450. For a school, which of the following is most significant in repairing shorelines with depleted coral reefs?
a. outreach by depositing rubber tires as artificial coral reefs
b. implement reporting system against dynamite fishermen
c. legislative lobby to disallow tourism in endangered shorelines
d. outreach by educating the villagers on protection of coral reefs
1451. In a tertiary school, the President organized a Fun Run for students, faculty and personnel to enjoy camaraderie,
physical exertion under the sun, sense of engagement and achievement. What does the activity promote?
a. spiritual vigor
b. cultural consciousness
c. national integrity
d. moral integrity
1452. In the Education Act of 1901 which established a free public education in the Philippines, what language was
imposed under the one-language policy?
a. Spanish
b. English
c. Tagalog
d. Filipino
1453. Of the following, which is the most functional intervention in order to achieve a basic right of every Filipino Child
under the Constitution and Magna Carta for Disabled Persons?
a. Philosophy of education
b. policy for curricular reform
 c. home study program
d. structural organization
1454. Of the following interventions, which is directly aimed at responding to the transitional gap between academic
achievement and employment?
a. identification of centers of excellence
b. deregulation of tuition fees
c. school networking with business and industry
d. voluntary accreditation of schools
1455. In the formal education system during Hispanic times in the Philippines, what was not implement but which we
enjoyed during the American period?
a. vocational education
b. private education
c. religious education
d. public education
1456. If Dr. Jose Rizal lives in the 21st century, what character expression and commitment would have shown our
generation?
a. inventor of techniques
b. citizen and producer
c. member of family and community
d. creative dreamer
1457. In the learning to do pillar of new education, what is the enabling factor that can make the learner fully
contribute to a peaceful and just society?
a. knowledge
b. skills
c. insights
d. values
1458. Before being able to fully learn to live and work together under the pillar of the 21 st
century education, what must the learner attain for himself?
a. find peace within oneself
b. attain an altruistic mind
c. love his fellowmen
d. become self-actualized
1459. The Transparency International’s perception that the Philippines suffers a cultural malaise of corruption, what
component of our character needs to be further developed along the Learning To Be Pillar of education in the
21st century?
a. Familial-social component
b. Physical-economic component
c. Intellectual-emotional component
d. Ethical-spiritual component
1460. This powerful European country supplied arms to Afghanistan rebels who were fighting a terrorist war in the
Middle East. What was the principle of moral discernment applicable in this case?
 a. Principle of double effect
b. Principle of lesser evil
c. Principle of material cooperation
d. Principle of moral cooperation
1461. Which of the following best defines a morally mature person?
a. Cultural values clarification
b. Unhampered exercise of one’s right
c. Transmittal of one’s moral viewpoint
d. Knowledge and practice of universal moral values
1462. Educated in a religious school, Dona goes to confession every day to be free of any kind of sin. How do you
characterize Dona’s moral attitude?
a. Callous
b. Pharisaical
c. Scrupulous
d. Strict
1463. How would you characterize the moral attitude of Hispanic friars who taught religion but were unfaithful to their
vow of property by amassing the land properties of natives?
a. Scrupulous
b. Strict
c. Lax
d. Pharisaical
1464. How would you characterize the moral attitude of prisoners with criminal minds, who have no sensitivity to the
welfare of other people?
a. Pharisaical
b. Strict
c. Lax
d. Callous
1465. What was the degree of moral certitude when U.S. statement decided to drop the atomic bombing on Hiroshima
and Nagasaki to prevent mass deaths by a land invasion of Japan?
a. Doubtful
b. Certain
c. Perplexed
d. Probable
1466. From a broad vantage view of human development, who has the primary duty to educate the youths or
children?
a. Parents
b. Teachers
c. the state
d. the schools
1467. Of the three aspects of learning, which is not mentioned as needed so that the individual learner in the 21 st
century can learn how to learn?
a. Ability to think
 b.Mathematical skills
c. Memory skills
d.Concentration
1468. Which of the following belongs to the more sophisticated learning-to-learn skills for the individual learner?
a. To ask and gather data b.To
listen and observe
c. To process and select information d.To read
with understanding
1469. Of the following effects on learning, what is the effect of simulations that make students feel and sense
experience in the classroom?
a. Reinforcing learning
b.Providing experiences that otherwise might not be had
c. Motivating students d.Changing
attitudes and feelings
1470. Of the following effects on learning, what is the effect of assigning various sections of the newspaper, and
allowing choice depending on the learner’s choice?
Encouraging
participation b.Reinforcing
learning
c. Allowing different interests
d.Changing attitudes and feelings
1471. A young mother observes her seven year old girl glued to her computer games. What aspect of the
family life may suffer due to obsession of the young with technology gadgets?
Family social life
b.Family economic life
c. Discipline and obedience
d.Parent-child relationship
1472. Which of the following is not an advanced process of meta-cognition among learners?
a. Learning how to recognize thoughts
b. Acquisition of new knowledge
c. Assessing own thinking
d. Learning how to study
1473. Of comprehension or thinking strategies, which is relating one or two items, such as nouns and verbs?
a. Basic elaboration strategies
b. Complex rehearsal strategies
c. Complex elaboration strategies
d. Affective strategies
1474. Of skills teacher should understand and students need to acquire, which is the ability to integrate
complex information into categories through its attributes (characteristics, principles or functions)?
 a. Scanning b.Complex
cognitive
c. Sharpening-leveling
d.Complexity-simplicity
1475. Inculcating moral maturity among students, which of the following relates to belief and ideals?
a. Promoting human equality b.Refraining
from prejudiced action
c. Avoiding deception and dishonesty
d.Respecting freedom of conscience
1476. Research studies showed that children in slums generally have lower reading achievement then children
in urban schools. What factor is shown to affect reading achievement?
a. Mobility
b.Personality and emotional factors
c. Socio-economic status
d.Listening comprehension
1477. When preacher Xian read the Genesis story on creation, he explained that God is so powerful he created the
universe in only seven days. What level of reading comprehension did preacher John apply?
a. Evaluative reading on character, plot or style
b. Literal reading the lines
c. Applied reading beyond the lines d.Interpretative
reading between the lines
1478. What is the main organization and orientation of science and social studies reading materials?
a. Expository
b.Descriptive
c. Narrative
d.Argumentative
1479. In his History class, teacher Naomi used a current events IQ contest to determine champions in identifying
people, places, and events. What learning objective outcome does she aim to achieve?
a. Knowledge or recall b.Perpetual
abilities
c. Application
d.Responding
1480. In Erikson’s stage theory of development questionnaire, which affirmation does not belong to the stage of
initiative vs. guilt?
a. People can be trusted
b. In difficulty, I will not give up
c. I feel what happens to me is the result of what I have done
 d. I am prepared to take a risk
1481. For cognitive learning, what are sets of facts, concepts, and principles that describe underlying mechanism that
regulate human learning, development and behavior?
a. Facts
b.Concepts
c. Theories
d.Hypothesis
1482. Literature teacher Kim introduced figures of speech in poetry to improve ability of her students to interpret
verses. What kind of thinking is she developing in her students?
a. Critical thinking
b.Metaphoric thinking
c. Convergent thinking d.Divergent
thinking
1483. Of clusters of meaningful learning activities, which does not belong to spatial learning activities?
a. Visualization
b.Concept-mapping
c. Peer tutoring
d.Art projects
1484. From cluster of meaningful learning activities, which does not belong to verbal-linguistic intelligence learning?
a. Ecological field trip
b.Debates
c. Journal writing
d.Reading
1485. Which of the following violates the principle that “each child’s brain is unique and vastly different from
one another”?
a. Giving ample opportunity for a pupil to explore rather than simply dish out information
b.Employing principles in multiple intelligence in teaching
c. Making a left-handed pupil write with her right hand as this is better d.Allowing open
dialogue among students of various cultural backgrounds
1486. Of the following which is normally expected of Grade VI pupils?
a. Getting along with classmates b.Being
independent of parents
c. Showing class leadership
d. Displaying a male or feminine social role
1487. From categories of exceptionalities in the young child and adolescents what involves difficulties in
specific cognitive processes like perception, language and memory due to mental retardation,
emotional/behavioral disorder, or sensory impairment?
a. Learning disabilities
b.Speech and communication disorders
 c. Emotional/conduct disorders d.Autism
1488. Of the following, which is most true of adolescents?
a. Hormonal changes
b.Last splurge of dependence
c. Unruly behavior d.Defiance
of peer group
1489. Research says, “people tend to attribute successes to internal causes and their failures to external causes.”
What does this imply as a most potent key to success?
Reasoning
b.Imaginatio
n
c. Application
d.Motivation
1490. From Kohlberg’s theory of moral development, what is the moral reasoning or perspective of Mother
Teresa who pledged her life to serve the sick and very old?
Social contract
b.Universal principles
c. Obedience d.Law
and order
1491. Blind cyclist and teacher Maria Bunyan won 8 th place in the able-bodied Sydney 2000 Olympics. Of the
following, which is the central and fundamental quality she displayed by never thinking that blindness is
an impediment to becoming a great athlete?
a. Perseverance b.Passion
c. Dedication
d.Self-belief
1492. How can new information be made more meaningful to students?
a. Relating it to knowledge they already know
b. Valuing new knowledge
c. Demonstrating novelty of new knowledge
d.Increasing retention of new knowledge

1493. Under the domains of learning, to what domain do Reflex movements, perceptual abilities, and non-discursive
communication belong?
a. Psychomotor
b. Affective
c. Cognitive
d. Reflective
1494. In what development stage is the pre-school child?
a. Early childhood
b.Babyhood
 c. Infancy
d.Late childhood
1495. What is mainly addressed by early intervention program for children with disabilities, ages 0 to 3 years old?
a. Ensuring inclusion for special children b.Early growth
development lag
c. Identifying strengths and weaknesses in special children d.Preventing labeling
of disabled children
1496. What is the degree of moral certitude of Jade Althea who entered into marriage only out of obedience to
her parents, but uncertain whether she wanted marriage at all?
a. Certain
b.Lax
c. Probable d.Doubtful
1497. On categories of exceptionality in the young, what is difficulty in focusing and maintaining attention,
and/or recurrent hyperactive and impulsive behavior?
a. ADHD
b.Emotional/conduct disorders
c. Autism
d.Speech and communication disorders
1498. What kinds of skills are commonly dominant in subjects like Computer, PE, Music, and the like?
a. Problem-solving skills b.Manipulative
skills
c. Affective skills d.Thinking
skills
1499. How is the disorderly behavior of children classified when they tell lies?
a. Moral
b.Intellectual
c. Social
d.Psychological
1500. Which of the following is not among the major targets of the child-friendly school system (CFSS)?
a. All school children are friendly
b.All children complete their elementary education within six years
c. All children 6-12 years old are enrolled in elementary schools
d.All grade six students pass the division, regional, and national tests
1501. Research studies that reading power affects college students who have insomnia, conflicts with parents,
poor rapport with other people. What factor(s) is shown to effect reading achievement?
a. Home conditions b.Socio-
economic status
 c. Personality and emotional factors d.Perception
and comprehension
1502. Among the following, which is the abstract form of learning, parents teach their children?
a. Tumulong ka sa paglinis ng bahay b.Magbasa
ka ng libro
c. Palagi kang magdasal d.Mapakabuti
ka
1503. What characteristic differentiate spiritual intelligence or spiritual quotient as developed by Harvard
University, from sectarian religion (E.g. Christian, Buddhist, Jewish, etc.)?
a. Authoritarian values
b. Universal values
c. Creedal values
d. Sectarian values
1504. Among models of reading strategies, what did student Jk adopt when she reads back and forth, attending
to both what is in her mind and what’s on the page?
a. Bottoms-up
b. Interactive
c. Down-top
d. Top-down
1505. Of the following, how can self-esteem be best developed among learners?
a. Doing fair share in community work
b. Fulfilling commitments
c. Through relationships with others
d. Displaying self-control
1506. Of Piaget’s Cognitive Concepts, which refer to the process of fitting a new experience to a
previously created cognitive structure or schema?
a. Assimilation
b. Schema
c. Accommodation
d. Equilibrium
1507. In Piaget’s stages of cognitive development, which is the tendency of the child to only see his
point of view and to assume that everyone has the same point of view?
a. Reversibility
b. Egocentrism
c. Symbolic function
d. Centration
1508. Which is the most basic in Maslow’s hierarchy of needs?
a. Socialization
b. Actualization
c. Self-esteem
d. Altruism
1509. Which aspect of multi-intelligence is enhanced by asking students to work on a
physical model of the atom after a teacher’s discussion on the subject of the atom?
a. Interpersonal
b. Linguistic
c. Kinesthetical
d. Mathematical
1510. Among specialist in reading, who are mainly concerned about reading as a thinking process that involves the
recognition of printed or written symbols which serve as thought stimuli?
a. Semantics
b. Psychologists
c. Linguists
d. Sociologists
1511. How is the disorderly behavior of children classified when they don’t focus and lack attention?
a. Intellectual
b. Social
c. Moral
d. Psychomotor
1512. How do you describe transfer of learning across subject matter, e.g value of thrift in Economic and Social
Science?
a. Horizontal
b. Spiral
c. Vertical
d. Cyclic
1513. What broad learning is needed for a learner to desire to learn throughout life?
a. Four basic Rs
b. Basic education
c. General education
d. Pre-school system
1514. What observation attests to the fact that the sudden student’s motivation vary according to socio-
cultural background?
a. Females mature earlier than boys
b.Children from low-income household meet more obstacle in learning
c. Genetic endowments may show gifted endowments among the young d.Brains of boys
are bigger and better than those of females
1515. Of the types of validity tests, what is concerned with the relation of test scores to performance at
some future time, e.g. Freshmen college test can show success in college?
a. Curriculum validity
b. Criterion validity
c. Content validity
 d. Predictive validity
1516. The test questions in Teacher Dae Dae’s test were confusing and subject to wrong understanding, especially to
poorer students. What was wrong with the test?
a. Inappropriate level of difficult of items
b. Unclear directions
c. Ambiguity
d. Test items inappropriate for outcomes being measured
1517. Of the following, which exemplifies the best example of cooperation and voluntarism in the Parent-
Teacher Associations?
a. Helping hands after a natural crisis, e.g. devastating storm
b. Attending regular meetings
c. Fund raising for PT funds
d. Running the school canteen
1518. Among standardized tests, which reveals strengths and weaknesses for purposes of placement and formulating
an appropriate instructional program?
a. Personality tests
b. Achievement tests
c. Diagnostic tests
d. Competency tests
1519. Among standardized tests, which can show how students perform in comparison with each other and to
students in other schools?
a. Competency tests
b. Subject exit tests
c. Achievement tests
d. Diagnostic tests
1520. Teacher Bea Bunana makes her tests easy for students to understand, easy to administer and score and suitable
to test conditions, e.g. time. What is she achieving for her tests?
a. Efficiency
b. Usability
c. Reliability
d. Validity
1521. Of the following subjects, which does not belong to performance-based subjects in which direct
instruction is effectively used?
a. Values education
b. Music
c. Science
d. Mathematics
1522. Which of these approaches would reform assessment outcomes?
a. Apply sanctions on low performing schools
b. Focus on testing without investing the learner’s needs
c. Use understanding as means of giving feedback on students learning
d. Compare results of performance of all schools
1523. Using extrinsic motivational assessment, what could be the noblest motive in students pursuing a lifetime work
and mission for the teaching profession?
a. Promise of high rank and prestige
b. Social service to upcoming generations
c. Economic security and welfare
d. Respected position in society
1524. To what process of evaluation does determining the extent objectives are met belong?
a. Authentic
b. Formative
c. Criterion-referenced
d. Norm-referenced
1525. Which form of the foundation of all cognitive objects without which the next level of higher thinking skills
cannot be attained?
a. Knowledge
b. Synthesis
c. Application
d. Analysis
1526. What primary response factor is considered by Essay questions?
a. Factual information
b. Wide sampling of ideas
c. Originality
d. Less time for construction and scoring
1527. Among written categories of assessment methods, what did teacher Maggie Lagid use when she assessed
the stock knowledge of her students through questioning in an open class?
a. Oral questioning
b. Performance test
c. Product rating scale
d. Observation and self-report
1528. In the context of the 6 facets of understanding cited by Wiggins and McTIghe, what is a proof of a
student’s understanding a principle?
a. Stating given examples
b. Repeating it as given by the teacher
c. Applying it to solve his problem
d. Retaining it in memory for a long period of time
1529. What does it mean if student Pete got a 60% percentile rank in class?
a. He scored better than 60% of the class
b. He scored less than 60% of the class
c. He got 40% of the test wrongly
d. He got 60% of the items correctly
1530. Which of the following may not be adequately assessed by a paper and pencil test?
a. Sight reading in music
 b. Multiplication skills
c. Subject-verb agreement
d. Vocabulary meaning
1531. What should be done with test item whose difficulty index is .98?
a. Revise it
b. Retain it
c. Reject it
d. Reserve it for another group of students
1532. What is known as the scoring guides for rating open-ended questions?
a. Rubrics
b. Outcomes
c. Scales
d. Outputs
1533. What does it mean to say that the facility index of a test item is .50?
a. It is reliable
b. It is valid
c. It is moderate in difficulty
d. It is very easy
1534. With the mode of answering as a point of reference, which of the following does not belong to this test group?
a. Completion
b. Essay
c. Problem-solving
d. Matching
1535. One half of the class scored very low. Teacher Janus gave another tests to determine where were the students
were weakest. What type of test is this?
a. Aptitude test
b. Remedial test
c. Diagnostic test
d. Readiness test
1536. On what is normative marking based?
a. High marks of few students
b. Failure of some students
c. Normal curve of standard distribution
d. Student achievement relative to other students
1537. What cognitive domain is involved in the student’s clarifying information from conclusion?
a. Synthesis
b. Evaluation
c. Analysis
d. Application
1538. Which of the following indicates a strong negative correlation? a. -75
 b. -15
c. -10
d. -25
1539. What is the graphic illustration for the relationship between two variables?
a. Histogram
b. Normal curves
c. Frequency polygons
d. Scatter diagram
1540. What does a negative discrimination index mean?
a. The test item has low reliability
b. More from the lower group answered the test item correctly
c. More from the upper answered the test correctly
d. The test could not discriminate between the upper and lower group 1541. What is
the deviation from a standard or desired level of performance?
a. A problem
b. A deficit
c. A defect
d. A gap
1542. How does a student’s 80 percentile score interpreted?
a. High in all the skills being tested
b. Higher than 80% of the members of the group
c. Better relative to the competencies targeted
d. 80% of the specified content
1543. Of the types of validity for tests, what is focused on the extent to which a particular tests correlates with
acceptable measure of performance?
a. Curricular validity
b. Content validity
c. Criterion validity
d. Predictive validity
1544. Among general categories of assessment methods, what instruments did pre-school teacher Justine use
when he rated the handwriting of his students using a prototype handwriting model?
a. Product rating scale
b. Performance test
c. Written response instruments
d. Observation and self-reports
1545. Self-evaluation can be done in various ways, but this is not one of them:
a. Use of an evaluation instrument
b. Written reflection
c. Self-videotape of class performance
d. Per feedback session
1546. In her test, Teacher Marian R unknowingly gave clues to the answers that reduce usability of the test.
What was wrong with the test?
a. Ambiguity
b. Unclear directions
c. Poorly constructed test items
d. Test too short
1547. In preparing classroom tests, which of the following checklists is the LAST among steps in tests preparation?
a. How are the objective items to be scored?
b. How are the test results to be reported?
c. How I have prepared a table of specifications?
d. How are the test scores to be tabulated?
1548. What formula is used to total and compute test scores at the end of the year?
a. [Test scores = transmutation table] x 100
b. [Highest score + Lowest possible score] x 100
c. [Student’s score x 100]
d. [Student’s score + Highest possible score] x 100
1549. What can be said of student performance in a positively skewed score distribution?
a. A few students performed excellently
b. Most students performed well
c. Almost all students had average performance
d. Most students performed poorly
1550. Which is true when the standard deviation is small?
a. Scores are toward both extremes
b. Scores are spread apart
c. Scores are tightly bunched together
d. The bell curve is relatively fat
1551. In her tests, Teacher Tomden made tests that were either too difficult or too easy.
What was wrong with her tests?
a. Unclear directions
b. Inappropriate level of difficulty of the test items
c. Ambiguity
d. Identifiable patterns of answers
1552. What is an alternative assessment tool that consists of a collection of work artifacts or in progress
accomplishment by a targeted clientele?
a. Evaluation instrument
b. Rubric
c. Achievement test
d. Portfolio
1553. What computation did teacher Panny use in getting the difference between the highest and lowest
scores in each class?
a. Mean

410
 b. Range
c. Standard deviation
d. Median
1554. Which measure of central tendency is most reliable when scores are extremely high and low?
a. Cannot be identified unless individual scores are given
b. Median
c. Mode
d. Mean
1555. Which measure of central tendency is most reliable to get a picture of the class performance whose raw scores
in a quiz are: 97, 95, 85, 86, 77, 75, 50, 10, 5, 2, 1?
a. Mode
b. None. It is best to look at individual scores
c. Mean
d. Median
1556. Self-evaluation has become an important kind of performance assessment among teachers, useful as an
honest self-criticism and a starting point to removal evaluation by supervisors, peers, or students. How is
self-evaluation described?
a. Evidence of teaching performance
b. Substitute to supervisor’s rating
c. Guide for self-adjustment
d. Tool for salary adjustment
1557. What is the common instrument used in measuring learning in the affective domain?
a. Multiple choice
b. Checklist
c. Scaling
d. Questionnaire
1558. On the test giver’s list of Do’s, which of the following is not relative to motivating students to do their
best?
a. Read test directions
b. Reduce test anxiety, e.g. “Take a deep breath.”
c. Explain the purpose of the test
d. Tell students: “I will be proud of you if you perform well.”
1559. What is the range if the score distribution is: 98, 93, 93, 93, 90, 88, 87, 85, 85 , 85, 70,
51, 34, 34, 34, 20, 18, 51, 12, 9, 8, 6, 3, 1?
a. 93
b. 85
c. 97
d. Between 51 and 34
1560. What does the test mean if the difficulty index is 1?
a. Very difficult
b. Missed by everyone

411
 c. Very easy
d. A quality item
1561. What is the meaning of a negative correlation between amount of practice and number of errors in
tennis?
a. The increase in the amount of practices does not at all affect the number of errors
b. As the amount of practice increases, the number of errors decreases
c. The decrease in the amount of practice sometimes affects the number of errors
d. Decrease in the amount of practice goes with decrease in the number of errors 1562. An
entering college would like to determine which course is best suited for him.
Which test is appropriate for this purpose?
a. Aptitude test
b. Intelligence test
c. Achievement test
d. Diagnostic test
1563. Which of the following criteria is the basis for selecting tests that yield similar results when repeated over a
period of time?
a. Efficiency
b. Validity
c. Usability
d. Reliability
1564. Facilities such as classrooms, fixtures, and equipment can often damage the morale of new teachers and
become an obstacle for adapting well to the school environment.
What should be the policy for assigning said physical facilities?
a. needs of student’s basis
b. position ranking basis
c. first-come, first-served basis
d. service seniority basis
1565. There are various functions a fellow teacher or peer coach can help new teachers.
What role does a peer coach play by being present/available to share ideas, problems and success with a
new teacher?
a. a provider of technical feedback
b. a facilitator of strategies
c. an analyzer of teaching job
d. a close peer or companion
1566. Teacher Nancy is directed to pass an undeserving student with a death threat. Which advise will a utilitarian
give?
a. Don’t pass him. You surely will not like someone to give you a death threat in order to pass
b.Pass the student. That will be off use to the student, his parents and you.
c. Pass the student. Why suffer the threat?
on’t pass him. Live by your principle of justice. You will get reward, if not in this life, in the next!
1567. In what setting is differentiated and multi-lingual teaching most effective?
a. special children with classes
b. multi-grade classes
c. children with diverse cultural backgrounds
d. pre-school children
1568. After the embarrassing incident, Teacher Kevin vowed to himself to flunk the student at the end of the
school term. What has Dante done that is against the guidelines for using punishment?
a. Punishing immediately in an emotional state
b. Using double standards in punishing
c. Doing the impossible
d. Holding a grudge and not starting with a clean slate
1569. Following the principles for punishing students, which of the following is the LEAST desirable strategy for
classroom management?
a. Punishing while clarifying why punishment is done
b. Punishing while angry
c. Punishing the erring student rather than the entire class
d. Give punishment sparingly
1570. According to the guidelines on punishment, what does it mean that the teacher should give the student
the benefit of the doubt?
a. Make sure facts are right before punishing
b. Doubt the incident really happened
c. Don’t punish and doubt effectiveness of punishment
d. Get the side of the students when punishing
1571. Which of the following guidelines for punishment may be done?
a. Don’t punish students outside of school rules on punishment
b. Don’t threaten the impossible
c. Don’t use double standards for punishing
d. Don’t assign extra homework
1572. For group guidance in classroom management, what element is lacking when there is too much competitiveness
and exclusiveness with the teacher being punitive and partial to some students?
a. Dissatisfaction with classroom work
b. Poor interpersonal relations
c. Poor group organization
d. Disturbance in group climate
1573. To demonstrate here authority Teacher Kokeyni made an appeal to undisciplined students. What kind of
appeal did she make by saying, “Ladies and gentlemen, don’t engage in that kind of behavior, you can do
much better?”
a. Invoke peer reaction
b. Exert authority
c. Internalizing student’s image of themselves
 d. Teacher-student relationship
1574. What is the term for the leap from theory to practice in which the teacher applies theories to effective teaching
methods and theories?
a. Integration process
b. Informational process
c. Conceptualization process
d. Construction process
1575. Of subcategories of movement behavior, what is happening when the teacher ends an activity abruptly?
a. Thrust
b. Truncation
c. Stimulus-bounded
d. Flip-flop
1576. Of subcategories of teacher movement behavior, what is happening when the teacher goes from topic or
activity to other topic or activities, lacking clear direction and sequence of activities?
a. Truncation
b. Dangle
c. Thrust
d. Flip-flop
1577. Of subcategories of teacher movement behavior, what is happening when the teacher is too immersed in a
small group of students or activity, thus ignoring other students or activity?
a. Truncation
b. Flip-flop
c. Stimulus-bounded
d. Thrust
1578. From classroom management strategies applied on erring students, which of the following should not
be done?
a. Surprise quiz
b. Communicating problems to parents
c. Parent-principal conference
d. Shaming erring student before the class
1579. Among mistaken goals in the Acceptance Approach to discipline, what happens when students defy adult
by arguing, contradicting, teasing, temper tantrums, and low level hostile behavior?
a. Power seeking
b. Withdrawal
c. Revenge seeking
d. Attention getting
1580. Teacher Ann Patuan dealt effectively with a minor infraction of whispering by a student to a neighbor
during class. Which of the following did she do?
 a. Reprimand quietly
b. Continue to teach and ignore infraction
c. Reprimand student after class
d. Use nonverbal signals (gesture or facial expression)
1581. What mistake is teacher Senemin Basic trying to avoid by never ignoring any student or group of students
in her discussions and other activities?
a. Non-direction
b. Dangled activity
c. Divided attention
d. Abrupt end
1582. Teacher Dra D Explorer is a great lecturer and so she is invited to speak and represent the school on many
occasions. What is one quality of her lecturers when she follows a planned sequence, not diverting so as
to lose attention of her listeners?
a. Explicit explanations
b. Continuity
c. Inclusion of elements
d. Fluency
1583. Teacher Aldub makes certain content interesting to his students. Focusing on learners, he also uses many
simple examples, metaphors and stories. What is this quality of lesson content?
a. Interest
b. Feasibility
c. Self-sufficiency
d. Balance
1584. Teaching English, teacher Krizzy is careful about her lesson content. What quality of content did he
achieve when she made certain her information came with the “information explosion” which she got
in the Internet, such as how to effectively teach phonetics?
a. Learnability
b. Significance
c. Balance
d. Interest
1585. Teacher Kevin made certain his lesson content can be useful to his students, taking care of their needs
in a student-centered classroom. What is this kind of quality content?
a. Utility
b. Balance
c. Self-sufficiency
d. Interest
1586. In the implementation of the curriculum at the classroom level, effective strategies are called “Green”.
Which of the following belongs to the Green Flag?
a. Homogenous students grouping
 b. Content delivery based on lessons
c. Excess in chalkboard talk
d. Student interest and teacher enthusiasm
1587. In the implementation of the curriculum at the classroom level, ineffective strategies are called “Red”.
Which of the following belongs to the Red Flag?
a. Content applied to real-life situations
b. Overemphasis on drill and practice
c. Available enrichment activities
d. Integration of problem solving
1588. Teacher Maggie explains by spicing her lectures with examples, descriptions and stories. What is this
quality in her lectures?
a. Planned sequence
b. Elaboration through elements
c. Use of audiovisuals
d. Simple vocabulary
1589. Can technology take the place of the teacher in the classroom? Select the most appropriate answer:
a. No. It is only an instrument or a tool
b. Yes, when they hire less teachers and acquire more computers
c. Yes. When teachers are not competent
d. Yes, such as in the case of Computer-assisted instruction (not teacher-assisted instruction)
1590. What kind of tool is technology as evidenced by its use in word processing databases, spreadsheets, graphics
design and desktop publishing?
a. Analyzing tool
b. Encoding tool
c. Productivity tool
d. Calculating tool
1591. In avoiding implying sickness or suffering, which of the following is the most preferable way to refer to
those with disabilities like polio?
a. “Is polio-stricken”
b. “Had polio”
c. “Polio victim”
d. “Suffers from polio”
1592. If threat of punishment is necessary on erring students, how should this best be done?
a. Make the threat and reinforce with warning
b. Make the threat with immediate punishment
c. Ward and threat at the same time
d. First a warning before the threat
1593. Among cognitive objectives, what is also known as an understanding and is a step higher than more
knowledge of facts?
a. Comprehension
 b. Analysis
c. Synthesis
d. Application
1594. What is the quality of teacher Pining Garcia’s lecture when she makes use of various pictures, charts, graphs,
videos to support her lectures?
a. Simplified vocabulary b.Enrichment
through visual aids
c. Causal and logical relationships d.Continuing
sequence
1595. In determining the materials and media to use, what consideration did Teacher Ina A. Mag adopt when he
chose materials that can arouse and sustain in curiosity?
a. Satisfaction
b. Interest
c. Expectancy
d. Relevance
1596. Which of the following is true of a democratic classroom?
a. Teacher acts as firm decision maker b.Students
decide what and how to learn
c. Consultation and dialogue
d.Suggestions are sent to higher officials for decisions
1597. This is appropriate use of technology which can unite people of the world rather than exploit them?
a. For pornography
b.For social media
c. For financial fraud
d.For propaganda
1598. From structures in Multifunctional Cooperative Learning, which involves each student writing in turn one answer
as a paper and pencil is passed around the group?
a. Jigsaw
b. Inside-outside circle
c. Roundtable
d.Partners
1599. How does the “humaneness” of the teacher best described when he/she is full interest and enthusiasm
in the work of teaching?
a. Responsiveness
b.Perceptiveness
c. Knowledge d.Sensitivity
1600. Teacher Lester Cruz Valdez gets more information about how his students learn in order to upgrade his
pedagogy. What principle is he following?
a. Teachers should keep track of learning outcomes b.Teachers
should value information
 c. Teachers should document information data on students d.Teachers should teach
and test learning
1601. In order to assist new teacher, which is the most effective way to clarify the schools’ goals and
responsibilities early in the first year?
a. Student’s handbook
b.Orientation
c. Principals’ memorandum d.School
curriculum
1602. Of components of direct instruction, which involves teachers and students working together on a skill or task
and figuring out how to apply the strategy?
a. Consolidation
b.Guided practice
c. Application d.Modeling
1603. Teacher JanJan made certain his lesson content is within the capacity of his young forum grade learners. What
is the quality of John’s lesson content when he fits lesson to learner’s capacity to absorb lesson content?
a. Learnability
b.Balance
c. Validity
d.Interest
1604. From structures of Multifunctional Cooperative Learning, which makes each group to produce a group product
to share with the whole class?
a. Coop-coop b.Think-
pair-share
c. Team Word-Webbing
d.Partners
1605. This is the more appropriate understanding of technology in education?
a. Methods and process
b.Inventions and equipment
c. Channels and instruments d.Hardware,
designs, and environment
1606. A teacher introduces herself as teacher only. What does this imply?
a. She must have been forced to pursue a career in teaching. b.The teaching
profession is not a very significant one
c. The teaching profession is the lowest paid profession d.She takes no
pride in the teaching profession
1607. In the guided exploratory approach to learning, which is not the term used for Inquiry learning?
a. Heuristic learning b.Problem-
solving learning
c. Discovery learning
 d. Expository learning
1608. What is another quality of teacher Lassie Pecson’s lectures when she used words that are within the grasp of
her listeners, avoiding technical terms and jargons?
a. Use of specific descriptions and examples b.Enriched
audiovisuals
c. Normal vocabulary
d.Planned sequence
1609. In delivering her lessons, teacher Blackie Lou Blanco is careful that no topic is extensively
discussed at the expense of other topics. That guiding principle in selection and organization
of lesson content is she following?
a. Significance
b.Self-sufficiency
c. Feasibility
d.Balance
1610. In determining materials and media to use, what consideration did Teacher Grachie adopt when she
gave importance to the level of outcome and the learner’s sense of fulfillment in performing the task?
a. Expectancy b.Satisfaction
c. Interest
d.Relevance
1611. In the inductive approach to learning, what is not among the facilitating skills needed on the part of the
teacher?
a. Teacher giving generalization of principles
b.Commenting to pave way for generalizations or principles
c. Organizing answers d.Asking
the right questions
1612. Which Filipino trait works against the shift in teacher’s role from teacher as a foundation of information
to teacher as facilitator?
a. Authoritativeness
b.Authoritarianism
c. Hiya
d.Pakikisama
1613. If a teacher plans a constructivist lesson, what will he most likely do? Plan how he can .
a. Do evaluate his students’ work b.Do
reciprocal teaching
c. Lecture to his students
d.Engage his students in convergent thinking
1614. How would you select the most fit in government positions? Applying Confucius teachings, which
would be the answer?
a. By course accreditation of an accrediting body
 b.By merit system and course accreditation
c. By merit system
y government examinations
1615. The test results revealed that a great majority of the student failed. What is the best action that an effective
teacher should take to insure that learning will take place?
a. reteach the items that are heavily missed
b. analyze the difficulty, test them again
c. give more difficult test
d. scold the pupils
1616. In any kind of education endeavor, these three interdependent processes are involved
a. evaluation, application, learning
b. teaching, learning, evaluation of results
c. testing, recording, re-teaching
d. application, valuation, recall
1617. It is a chart prepared to determine the goals, the content and the number of items to be included in the
test
a. test chart
b. test book
c. table of specifications
d. skewed chart
1618. The entire processes involved in conducting any scientific study include these sequential steps,
a. know the problem, gather and analyze needed data, then make conclusion
b. analyze, gather and collect data
c. gather data, analyze the problem, then conclude
d. give description, make a calculated guess, then conclude

1619. Mr. Pascual, being a conscientious teacher initially, feels that many of his student dislike him, hence, they
failed his course. To verify his hunch, he will conduct what study?
a. descriptive study of student behavior
b. historical study
c. achievement test
d. Self-analysis
1620. Desiring to find out which among the schools she supervises achieve or underachieve the yearly target
goals, Dr. Mendez will use what measure
a. Measure of Dispersion
b. Measure of Central tendency
c. Measure of Popularity
d. Measure of Locality
1621. A test of intelligence based on the actual measurement of what the individual can actually do of a
certain task under time pressure.
a. Performance test c. Skill test
b. Aptitude Test d. None of these
1622. A test given to determine specific aspect of achievement made on certain skills to provide the
needed remedial help to the learner.

420
 a. daily test c. diagnostic test
b. achievement test d. none of the above
1623. A test given to get a representative sampling of the general area of accomplishment made on certain
field of learning taught and learned.
a. survey test c. aptitude test
b. diagnostic d. none of the above
1624. A child’s emotional behavior and problems can be measured by:
a. direct observations c. behavior checklist
b. psychological test d. all of the above
1625. Intelligence tests that can used with children who have language difficulties include:
a. the Draw-A-Man test
b. the Letter International Performance Scale
c. raven’s progressive Matrices Test
d. All of the above
1626. The law requires school personnel to make a child’s school records available to his or her parents.
Parents have the right to:
a. help plan their child’s instructional program
b. see their child’s school records
c. receive an interpretation of any data recorded about their child
d. all of the above
1627. Ken obtained a percentile rank of 30 on a mathematics test. Ken’s parents will learn that :
a. Ken is a top student in the above class
b. Ken got 30% of the test items correct
c. Ken obtained a score higher than 30% of the students in the class
d. Ken got 70% of the items correct
1628. Which of the following is a characteristic of criterion-referenced teaching strategies?
a. Desire behaviors are specified- for example,” Given 10 sentences containing errors in noun-verb
agreement, the student will be able to correct them with 100% accuracy.”
b. Adequate instruction is given to enable students to perform the behaviors that are specified.
c. Using measures such as tests or specified performance, the teacher makes an analysis of whether
objects are being met
d. All of the above
1629. Research shows that students who follow the cognitive learning approach manifest all of the following
characteristics EXCEPT:
a. a global orientation toward the discovery of new question and solutions
b. an analytic mind-set toward new problems
c. an impulsive habit in drawing conclusions
d. a reflective manner when examining data
1630. Blood content that at least 90% of students could reach “mastery level” if appropriate teaching techniques
were used. Which of the following would NOT be appropriate advice or a teacher who wants to help
underachievers to succeed?
a. Provide more time or slower students to complete a task
b. Break the curriculum into small steps, teaching incrementally
c. Determine grades through competitive examinations, giving constant feedback to comparative
performance.
d. Pursue a comprehensive list of performance objectives

421
1631. Critics of behavior-referenced instruction find that it limit students in all of the following areas
EXCEPT in :
a. the range of behavioral objectives associated with such instruction.
b. The expectations for performance held out to gifted students
c. Opportunities for student decision-making
d. The accuracy of evaluations possible with such instruction
1632. When a teacher reports the outcome of norm-referenced objective tests, he or she includes:
a. the performance of all students in the class
b. the objectives that were to be measured
c. the items missed by each student
d. all of the above
1633. A teacher planning to use a criterion-reference measurement presumably would begin with:
a. a set of specific objectives for pupils achievement
b. varying norms of students of different abilities
c. modular scheduling
d. a variety of leaning experiences to determine student abilities
1634. Standardized test for measuring pupil achievement have many advantages over teacher-made test.
Which of the following is NOT an advantage of standard tests?
a. Students are tested under matching conditions
b. Such test have high reliability
c. Such test have high variability
d. Such tests are most costly than teacher-made test.
1635. A non-participating classroom observer can provide valuable information to a teacher because:
a. the observer is probably less subjective than the teacher
b. the observer can spend full time recording observations
c. the observer can focus on certain behaviors and systematically code them for a report
d. all of the above are true
1636. Research on individual learning differences indicates the need for:
a. the traditional “lockstep” approach to classroom instruction
b. maximizing off-task behaviors
c. plenty of free time for each pupil
d. the use of the aptitude-treatment-interaction model
1637. Students with low achievement levels prefer a classroom learning environment that is:
a. innovation-oriented c. well-structured
b. task-oriented d. competition-oriented
1638. For a grade placement, which of the following tests would be best to administer to a 10-year-old
Puerto Rican boy who does not speak English?
a. The Stanford-Binet Intelligence Scale
b. The test of General Ability
c. The Otis-Lennon Mental Ability Test
d. The Arthur Point Scale of Performance Test
1639. A teacher gave two forms of a standardized test to a class of third graders. She found that the amount of
fluctuation between class scores on both forms was as slight as reported in the test publisher’s:
a. item analysis
b. standard error
c. standard deviation
d. d. history reliability
1640. Which one of the following factor is NOT a significant advantage of a standardized test over day-to-
day teacher made test?
a. The standardized test is cost-effective.
b. The standardized test is more valid.
c. The standardized test is more reliable.
d. The standardized test is based on national norms.
1641. Interest inventories are valuable for counseling secondary school student because the are given;
a. In percentiles.
b. In the form of a career advice.
c. In the form of a psychological profile.
d. In staines scores.
1642. The ratio of “exceptional” children in general population is about.
a. 1:8 b.1:20 c.1:4 d. 1:10
1643. Which of the following is useful for a teacher involved in a “majesty learning” program?
a. Summative testing over several units.
b. Formative testing during instruction.
c. Diagnostic testing.
d. All of the above.
1644. when constructing a teacher-made test, it is most important for the teacher to:
a. develop one-fourth of the question at the level of challenge appropriate for the testee.
b. ask question based on both factual and conceptual learnings
c. ask students to express their point of view
d. stress the objectives used during the lesson.
1645. When teaching concepts at the elementary grade level, it is most helpful to provide pupils with
a. examples and non-examples of the concept
b. a cluster of concepts at one time
c. a definition of the concepts
d. disjunctive concepts
1646. A junior high school principal wants to evaluate the science program. What is the first he should
take?
a. Analyze pupil achievement scores
b. Look at national norms for achievement in the sciences
c. Confer with parents
d. Review and, if necessary, revise objectives for the program
1647. A personal feeling, either positive or negative towards an object, a person or an institution.
a. attitude c. opinion
 b. aptitude d. none of these
1648. Known as one’s preparedness for learn in a certain task brought about by the influences of heredity
and environment.
a. Characteristics c. Interest
b. Aptitude d. None of these
1649. The process of identifying educational goals and the extent to which these objectives have been
realized or met.
a. Examination c. Planning
b. Evaluation d. None of these
1650. The degree to which the test scores in a class spread.
a. Discrimination
b. Dispersion
c. Interval
d. None of these
1651. The item in a multiple-choice type of test which serves as a “joker”
a. Obstractor
b. Error
c. Distractor
d. none of these
1652. A type of scores arrangement in a class which includes all possible score values from highest to
lowest with the list of learners “names include.
a. Frequency table
b. Grade norms
c. Frequency distribution
d. None of these
1653. A special liking or inclination for a particular type of undertaking.
a. interest
b. attitude
c. goal
d. none of these
1654. In psychological measurement, a score of 50 is generally considered as a. 49.9 –
50.9
b. 49.25 – 50.75
c. 49 – 51
d. 49.5 – 50.5
1655. What is the best measure of typical performance to use when there are extreme measures?
a. mean c. mode
b. median d. standard deviation
1656. What measure of central tendency is affected by extreme measures?
a. mean c. mode
b. median d. standard deviation
1657. If the mean is larger than the median, the mode is :
a. below the mean c. below the median
b. above the mean d. above the median
1658. When plotting the frequency polygon, which part of the score class do we use?
a. lower limit
b. midpoint
 c. higher limit
d. entire class interval
1659. A distribution with the greatest frequency at and around the middle and a few high and low scores
is:
a. platykurtic
b. leptokurtic
c. mesokurtic
d. skewed
1660. A distribution in which the scores are cluster at either end and shows a curve which is:
a. normal
b. skewed
c. bimodal
d. mesokurtic
1661. One should interpret the percentile rank of a given score in the terms of percentage of:
a. number of correct responses
b. number of items in the test
c. number of cases in the distribution
d. number of wrong response
1662. A distribution that is step with a narrow range is called:
a. kurtosis
b. mesokurtic
c. leptokurtic
d. platykutic
1663. The least reliable measure o dispersion is the:
a. range
b. Q
c. Mode
d. SD
1664. What test includes items which measure variety of mental operations combined into a single
sequence from which only a single score is taken?
a. objective test
b. percentile
c. omnibus
d. none of the above
1665. What is measure of an individual’s intelligence which considers both his scores in an intelligence test
and his chronological age?
a. Intelligence quotient
b. Inventory
c. Individual test of intelligence
d. Mental age
1666. What diagram is used to determine the social interactions among individuals in a group?
a. scatter diagram
b. norm
c. sociogram
d. parallelogram
1667. What test is made after certain norms have been established?
a. standardized test
b. norm
 c. speed test
d. none of these
1668. What type of scores is obtained when a highly reliable measuring instrument is used?
a. T-score
b. Z-score
c. True score
d. N-score
1669. The kind of statistics that is used to describe a big number o data on hand. These data usually
include numerals, decimals, fraction and percentages.
a. descriptive statistics
b. inferential statistics
c. survey statistuics
d. simple statistuics
1670. A test where the results are obtained from a large group. The evaluation is based on certain norm or
standard set, hence, the norm becomes the basis of the test evaluation.
a. criterion-reference test
b. summative test
c. norm-reference test
d. formative test
1671. The test results in this type o test are compared with an absolute standard. They indicate whether or
not a student needs more or less help on certain skills.
a. criterion-reference test
b. norm-reference test
c. formative test
d. summative test
1672. This evaluation device includes an analysis of all the scores in a given distribution. It is commonly used
to estimate the test validity.
a. statistics
b. standard deviation
c. variables
d. quartile deviation
1673. The information shows by these data, includes the highest, middle, and lowest scores, even the
missing scores in a tabulated data presentation.
a. frequency data
b. concluded data
c. gathered data
d. surveyed data
1674. The measure of variability not influenced by extreme scores is the:
a. Q
b. Range
c. MD
d. Sd
1675. The semi-quartile range is a measurement of:
a. probability
b. central tendency
c. reliability
d. correlation
1676. The measure of scores density around the median is the
a. range
b. quartile deviation
c. mean deviation
d. standard deviation
1677. The greatest weakness of the range as a measure of variability it its
a. intricate computation c. extreme in stability
b. ease of computation d. difficulty of interpretation 1678.
The largest measure o variability from the central tendency distribution is:
a. average deviation
b. range
c. quartile deviation
d. standard deviation
1679. Which of the following cannot illustrate two distribution is:
a. Cumulative frequency curve
b. Cumulative percentage curve
c. Histogram
d. Scattergram
1680. A distribution characterized by many high scores and a few very low scores is:
a. Leptokurtic
b. Negatively skewed
c. Platykurtic skewed
d. Positively skewed
1681. The range is an expression of:
a. central tendency
b. concentration
c. correlation
d. variability
1682. The root-mean-square deviation is generally known as:
a. Average deviation
b. Quartile deviation
c. Range
d. Standard deviation
1683. Synonymous to median, this term refers to the common average of a set of sores.
a. arithmetic
b. class interval
c. score
d. none of these
1684. A system of grouping closely-related score values into a single category which is often used in
tallying scores for a class.
a. Criterion c. Converted scores
b. Class interval d. None of these
1685. A statistical index which represents the relationship between two varying measures which
occurs within a class.
a. cross-validation c. ceiling
b. correlation coefficient d. none of these
1686. The difference between the highest and lowest score in a given set of scores.
 a. Quartile c. Profile
b. Range d. None of these
1687. Scores tendency to group at one end and spread out at the opposite end of a given distribution
of scores.
a. Skewness c. unreability
b. Unevenness d. none of these
1688. When a test succeeds in determining accurately the particular attribute of a person who is
tested, it is said to be
a. reliable
b. variable
c. valid
d. none of these
1689. The standard used to interpret test scores
a. norm
b. mode
c. percentile
d. none of these
1690. An index of a person’s intelligence in relation to other of his own age group
a. intelligence quotient c. personality
b. grade norm d. none of these
1691. Test on reading readiness examples of a group of tests.
a. prognostic test c. vocabulary test
b. cognitive test d. none of these
1692. A rational treatment of raw scores arranged in numerical order or grouped in intervals to get
information about how an individual of a group compares with the total population.
a. norm c. equalization of scores
b. frequency distribution d. none of these
1693. Test norms are based on:
a. the actual performance of a representative group of students
b. the predetermined levels of standards of performance
c. he performance of a selected group of students
d. the anticipator performance of a group of students 1694.
A test with a difficulty index of 0.85 is considered:
a. high, therefore difficult
b. low, therefore easy
c. high, therefore easy
d. low, therefore difficult
1695. A clear example of a future-oriented test is the :
a. Philippine Achievement Test
b. Otislemon Mental Ability
c. Personality Test
d. National College Entrance
1696. Which of the types of ability is not generally measured by intelligence tests?
a. Quantitative
b. Verbal
c. Reasoning
d. Social
1697. The Rorschach Test and Thematic Association Test are oath referred to as _
tests.
a. projective c. sociometric
b. psychometric d. analytic
1698. Which of the following is considered as a serious with personality tests?
a. reliability c. usability
b. scorability d. validity
1699. Attitudes towards communism or socialism are best measured with:
a. sociometry
b. questionnaires & interviews
c. checklist & multiple choice
d. forced triads

1700. Two classes are given the same arithmetic test and the mean for both classes is
57. The standard deviation for class A is 5.1, while that of Class is 10.3. On the basis of the above
data, we may conclude that with respect to arithmetic achievement:
a. Class A is more heterogeneous than Class B
b. The teaching of arithmetic is more effective in Class A.
c. Class B is more heterogeneous than Class A
d. There is no sufficient data for making a comparison. 1701. In
the following distribution: 1,3,3,3,5; we can say that:
a. the mean is greater than the median
b. the median is greater than the mode
c. the mode is greater than the mode
d. the median, median and the mode have the same value 1702.
The distribution given in no.39 is:
a. skewed to the left
b. skewed to the right
c. normal
d. leptokurtic
1703. Which of the following is an important duty of a teacher?
a. evaluating pupil’s progress
b. soliciting contributions
c. safekeeping of the properties of the school
d. going on a vacation
1704. Which of the following is not to be considered in preparing items for objectives tests?
a. make each test items comprehensible
b. group items belonging to the same type together
c. provide specific directions on how the test is to be taken
d. very difficult test items
1705. To promote better student learning, which of these should be practical in testing?
a. check the papers long after the test has been given
b. check and return corrected papers to the student as soon as possible to appraise them of
their performances
c. pile test papers in the stockroom
d. use to get even with the students
1706. In scoring essay test, which of the following is not a good practice?
a. decide what qualities are to be considered in scoring the answer
b. write comments and correct errors on the answers
c. rearrange the papers after checking one questions before starting to check the next
d. accept all answers written by the tester
1707. Which type of objective test is best or evaluating mastery of facts and information?
a. multiple-choice
b. completing type
c. true-false
d. essay
1708. In making test items of objective type, which o the following should be observed?
a. no clues to the correct response should be given intentionally
b. each test item should be related to the item
c. the vocabulary level of the test should present some form of difficulty
d. test items should include also the irrelevant part of the lesson
1709. Which of the following is not a good characteristic of an evaluative technique?
a. has clear goals
b. utilizes various forms of testing
c. consider the nature of the learners
d. has ambiguous presentation
1710. Which of the following is not an objective type of teacher-made test?
a. matching type
b. completion type
c. multiple-response
d. essay test
1711. Which of the following is not criterion in determining the effectiveness of a test?
a. validity
b. reliability
c. cost of test
d. items based on factor analysis
1712. Which of the following is not a purpose of evaluation?
a. provide educational guidance
b. appraise the total school program
c. provide for the individual differences
d. none of these
1713. When the aim is to determine where the strengths and weaknesses of the students lie before teaching
of a new lesson is done, what test is given?
a. unit
b. c. diagnostic
c. achievement
d. d. summative
1714. I teach in a traditional school that subscribes to a perennialist and essentialist philosophy of
education. Which is most likely the curricular approach implemented?
a. Activity-centered
b. Subject-centered
c. Student-centered
d. Hidden

430
1715. My class is not a very good one. The students find it hard to draw generalizations.
Which approach to lesson planning may be most efficient and effective?
a. Inductive
b. Intuitive
c. Reflective
d. Deductive
1716. Teacher Nene’s lesson plan is dominated by highly-instructive lesson consisting of pupils watching
demonstration, taking down notes and rote learning. What approach to lesson planning does
Teacher Nene use?
a. Intuitive
b. Behavioral
c. Cognitive
d. Inductive
1717. How will I develop my lesson plan if I want to develop my students’ skill to draw generalizations?
a. Reflectively
b. Intuitively
c. Deductively
d. Inductively
1718. I want my pupils to find the rule in adding similar fractions after I have given them sufficient
examples of similar fractions with their sums. Which method should I use in my plan?
a. Discovery method
b. Deductive method
c. Reflective method
d. Expository method
1719. If I want to teach my students how to play chess, which method of lesson development is
most appropriate?
a. Direct method
b. Inquiry method
c. Discovery method
d. Inductive method
1720. The education supervisor from the Department of Education explains to the student teachers that the
content in Science must be used in the teaching of language skills in English in Grade. Which approach
does the supervisor promote?
a. Deductive
b. Integrative
c. Experiential
d. Inductive
1721. Which is expected if a teacher develops her lesson in an experiential manner?
a. She begins her lesson with pupils’ experiences and ends by connecting subject matter to their
life experiences.
b. The teacher narrates her experiences and ask questions to challenge the students think
c. Students are made to learn from vicarious experiences through the use of success stories
d. Students are taught that experience is the best teacher

431
1722. Every time I plan the lesson on the human digestive system in Biology I relate it to the disease
associated with the human digestive system which are discussed in a later chapter of the course
syllabus in biology. Which approach do I use?
a. Interactive
b. Multidisciplinary
c. Interdisciplinary
d. Collaborative
1723. With collaborative effort as point of reference in lesson planning, which one does NOT belong to
the group?
a. Computer-assisted instruction
b. Peer tutoring
c. Team teaching
d. Project method
1724. Which one should I do if I want to apply the integrative approach in my lesson development?
I. Design activities that cater to multiple intelligences
II. Relate lesson to other lesson in other subjects
III. Teach lesson in the cognitive, psychomotor and affective domains
a. I and II
b. I, ll and lll
c. I and lll
d. Il and lll
1725. The topic is environmental degradation. Teacher tackles it from the perspective of an ecologist,
economist, medical doctor, educator and sociologist. For his lesson plan, which method will be most
appropriate?
a. Brainstorming
b. Panel discussion
c. Debate
d. Focus group discussion
1726. In a lesson which intends to generate as many ideas as there are, which technique ought to be
used?
a. Values Clarification
b. Brainwashing
c. Brainstorming
d. Inquiry
1727. Teacher Jing wants to develop team work, group and individual accountability for learning among her
students. Which teaching technique is a major part of her lesson plan?
a. Cooperative learning
b. Small group discussion
c. Team building
d. Group dynamics
1728. If you abide by Bruner’s three-tiered model learning, which will you begin a lesson on the definition
fraction?
a. A. Show a cake divided into two
b. Write a fraction, e.g. ¾ on the board
c. Project the definition on the screen
d. Ask your students to give examples of fraction.
1729. Applying the principle, “the more senses that are involved, the more effective the learning
becomes” which instructional technology should be preferred?
a. Workbooks
b. Field trips
c. Video Presentation
d. Dramatization
1730. I want to help chemistry students develop and practice research skills by using a laboratory similar to
that of a real laboratory before the students use the riskier, more expensive real equipment.
What methodology shall I use?
a. simulation
b. apprentice-like activity
c. laboratory
d. process approach
1731. Feedback is necessary for effective teaching. Which educational technology supports person-to-person
feedback?
a. Electronic mail
b. Electorate
c. World-wide web
d. Computer-assisted instruction
1732. If you apply Edgar’s Dale’s Cone of Experience in teaching, which would you do?
a. Connect the concrete and the abstract
b. Use one audio-visual aid at time
c. Do away with interactive teaching
d. Avoid the use of the chalkboard since it has been overused
1733. If you apply the principle “less is more” in the use of the chalkboard for teaching- learning, which
should you do?
a. Limit your writing/diagrams on the chalkboard to the most important details
b. Write every word on the chalkboard to ensure clarity and completeness of ideas
c. Use the board only for diagrams
d. Avoid using the chalkboard all the time even when there is no other material available.
1734. Which instructional method is aligned to this lesson objective: “Given a tabular data on weights and
heights of school athletes, the students will be able to draw conclusions regarding correlation of
weights and heights of the athletes.
a. Inductive method
b. Intuitive method
c. Deductive method
d. Meta-cognitive method
1735. If I want students to connect educational theory and practice, which learning experiences will
be most appropriate?
a. School immersion
b. Role playing
c. Simulation
d. Microteaching
1736. Which activity is most fit if Teacher Flora wants to develop in her students understanding and
compassion for the aged and children with special needs?
a. Immersion in communities of the aged and children with special needs
b. Watching a movie on the aged and children with special needs
 c. Conducting research on the aged and children with special needs
d. Composing poems about the aged and children with special needs
1737. I want my students to take a personal stand on the Reproductive Bill and defend the same. Which
assessment item/activity matches my objective?
a. Are you for or against the Reproductive Bill? Why or why not?
b. Research on reasons given by those who are pro Reproductive Bill and by those who are anti.
c. Why are a number of leaders in favor for the Reproductive Bill?
d. Why is the Catholic Church against the Reproductive Bill?
1738. Give a summary of the chapter by means of a graphic organizer, jingle, dance, song, or poem or in any
manner of your choice.” Which objective is this assessment activity meant to measure?
a. The students must be able to give a chapter summary by considering multiple intelligences of
the students
b. The students must be able to display their talents as they give a chapter summary.
c. The students show their multiple intelligences by giving a chapter summary.
d. The students must develop their multiple intelligences by giving a chapter summary.
1739. Here is a Unit objective: “To develop appreciation for all the sacrifices that our heroes made for our
freedom as a nation.” What activities will be most appropriate?
I. Dramatization of selected nationalistic episodes from the life of our Filipino heroes
II. Debate on who should have been declared as national hero- Rizal or Bonifacio
III. Writing a thank you letter to at least two Filipino heroes in appreciation of the sacrifice they
have made
a. I and III
b. III only
c. I only
d. II only
1740. A school wants to develop the learners’ metacognitive skills. Which practice is inconsistent
with the school’s goal?
a. Rote teaching and learning
b. Emphasis on HOTS
c. Constructivist instruction
d. Authentic assessment
1741. Schools want to develop students to become lifelong learners. Which is LEAST helpful in the
attainment of this goal?
a. Stress on factual learning
b. Mastery of the 4 r’s
c. Use of authentic assessment
d. Teaching learners the skills to learn
1742. Schools want to develop children to become critical thinkers. Which one can be of help?
a. Emphasis on HOTS
b. Application of Paolo Freire’s banking system” of education
c. Use of convergent questions
d. Authorization classroom setting
1743. If schools want to equip children with the basic skills, what should teachers do?
a. Make pupils master reading, writing and arithmetic
b. Develop pupils “multiple intelligences
c. Teach them to ask the right question
d. Teach them livelihood skills
1744. Is the learner a resource in the classroom?
a. Yes, she/he is a very important resource
b. No, he is still very inexperienced
c. No, only he teacher who is trained to teach can serve as resource
d. Yes, provided she/he is a high performing pupil
1745. To enhance metacognitive reading skills, what should I make my students do?
I. Reflect on what they have read
II. Write their reflections
III. Make them answer comprehension question on what was read
a. I and ll
b. Ill only
c. I, ll and lll
d. Il only
1746. Which question can help develop students’ creative thinking skills after reading the story of The
Monkey and the Turtle?
a. Why did the Turtle treat the Monkey that way?
b. Who is wiser – the Monkey or the Turtle? Why?
c. If you were to re-write the story, how would you end it?
d. Did you find the story interesting? Explain your answer.
1747. Is outlining an essay read in the level of creative and metacognitive reading?
a. No (cognitive only)
b. Yes
c. Yes, if a student is asked to go beyond a skeletal
d. No, if a student is asked just an ordinary outline.
1748. Which word is contrary to a creative classroom atmosphere?
a. Perspective (strong opinion, judgment, biases)
b. Non-judgmental
c. Open
d. Liberal
1749. Have factual skills something to do with metacognitive skills?
a. Yes, the prerequisite knowledge must have been mastered so a student can engage in
higher metacognitive process.
b. No, the prerequisite knowledge is disconnected to metacognitive processes
c. Yes, if the subject matter is extremely difficult
d. No, if the subject matter is quite easy
1750. If you apply the cognitive theories of learning with which do you agree?
a. Learning is an active process of organizing and integrating information.
b. Learning is strengthening the connection between stimulus and response.
c. Learning involves a mind that is totally blank.
d. Learning is automatically responding to a stimulus.
1751. How would you make your students look forward to coming to school every day from the point
of view of B.F. Skinner’s reinforcement theory?
a. Make them enjoy learning activities.
 b. Make use of mental drills in the classroom.
c. Convince them of the importance of education.
d. Always end your lessons with a clear summary.
1752. How would you make the teaching-learning process effective from the point of view of Gestalt
theories?
a. Ask your students to draw their insights from the lesson.
b. Reward every performing child.
c. Dwell on the development of critical thinking.
d. Punish a child who does not do his/her assignment.
1753. Which is an application of Vygotsky’s zone of proximal development?
a. Guide the child for learning until she/he can be on his/her own
b. Transmit information to students
c. Reward every child for every good work
d. Create a stimulating learning environment
1754. If a teacher is humanistic, on which learning goal is he focused? Facilitating the development of

a. Self-actualized individuals
b. Learners who can process information
c. Independent learners (liberal-minded)
d. Highly skilled technical individuals
1755. Which is an application of Gardner’s MI theory?
a. Make use of variety of teaching strategies
b. Stick to one proven effective teaching for learners with multi-intelligences
c. Present one model of a project for class to imitate
d. Demonstrates the steps in doing an experiment completely 1756.
Which would be Piaget’s advice to teachers?
a. Challenge the learners ability but do not present information far beyond their level
b. There is no such thing as information beyond the level of learners provided it is presented
clearly
c. Use varied teaching strategies to cater to learners in varied developmental stages
d. Arrange subject matter in a hierarchal manner
1757. Which activity/ties should be used for students in the formal operation stage of Piaget?
I. Make them come up with hypothetical to explore
II. Teach facts and make them connect the facts
III. Make the students pay attention to the BIG ideas.
a. L, ll and lll
b. l and lll
c. l and ll
d. ll and lll
1758. Which flows from Kohlberg’s theory of moral development?
a. Use of moral dilemmas
b. Teacher as model of values
c. Using the inculcation method of values education
d. Teaching the unchanging values
1759. For discipline, how should you approach a student’s misbehavior from the point of view of Skinner’s
extinction or non-reinforcement theory?
a. Ignore the misbehavior (mild)
b. Punish the misbehaving student as inconspicuously as possible (not acceptable- positive
punishment-undesirable)
c. Withdraw a privilege which the student used to enjoy (negative punishment- undesirable)
d. Isolate the student to prevent disruption of class activities (antiseptic bouncing- heavy))
1760. Applying information processing theory, how can you help learners increase retrieval of
information by context?
a. Connect the information to a situation (remembering)
b. Recite the information, not just hear
c. Personalize the information
d. Connecting pieces of information (comprehension)
1761. If you apply Bruner’s concept of knowledge representation in teaching Math, in which order will
you use these materials?
I. Symbols
II. Blocks
III. Pictorials
a. ll lll l
b. l ll lll
c. l lll ll
d. ll l lll
1762. What is an application of Ausubel’s subsumption theory to instruction?
a. Make use of advance organizers
b. Teach from the concrete to abstract
c. Arrange curriculum hierarchically
d. Connect one information to another
1763. If a teacher is guided by Gestalt’s Law of Figure/Ground when he/she teaches, what does
she/he do?
a. Highlights the words I want to give attention to
b. Relates the topic to something the student already knows (background)
c. Arranges topics logically
d. Teaches topic that are similar close to one another
1764. If you want to apply Skinner’s operant conditioning theory in reinforcing a learner’s good behavior,
what should you do?
I. Reward the learner for good behavior
II. (Punish the wrong behavior - not promoted by skinner)
III. (Ignore behavior)
a. l and lll
b. l only
c. lll only
d. ll only
1765. In the context of Bruner’s theory of learning, if a teacher teaches in the iconic level, what does
she use?
a. Models
b. Symbols
 c. Realias
d. Words
1766. Which order of steps should I follow if abide by Kolb’s experiential learning theory?
I. Do ( concrete experience )
II. Plan ( testing in new situations )
III. Observe ( observation and reflection )
IV. Think ( form abstract concepts )
a. l lll 1V ll
b. l ll lll 1V
c. l lll ll 1V
d. l ll 1V lll
1767. If a teacher applies Kolb’s experiential learning theory in his teaching, with which will he
begin his lesson?
a. Concrete experience
b. Testing in new situations
c. Observation and reflection
d. Abstract concepts
1768. Which is a pedagogical consequence of John Locke’s tabula rasa?
a. Teacher does not expect students to have built-in mental content
b. Teacher withdraws ideas from students minds
c. Teacher expects knowledge contributions from students
d. Teacher draws insights from learners
1769. In the context of Piaget’s cognitive theory, to which do you attribute a kindergartners
inability to see reality from other’s point of view?
a. Egocentrism
b. Assimilation
c. Decent ration
d. Accommodation
1770. If your approach to teaching is constructivist, which class behavior is observable?
a. Students uncompounded words by creating their own compound words using comic strip
b. Teacher introduces and develops the lesson without interruption
c. Students don’t ask questions as these are signs of inattention
d. Students drill on subject- verb agreement
1771. Which assumption about learning underlies the cognitive model of learning?
a. One cannot force someone to learn
b. The process of learning excludes sensory input
c. Meaningful learning can be imposed on learners
d. Mistakes committed in the process of learning are unacceptable
1772. Research says that the adolescent compares her parents to an ideal standard and then criticizes
their flaws. To which can you attribute this behavior?
a. Adolescents increased sense of idealism
b. Society urgent for model parents
c. Adolescents desire for recognition
d. Biological maturation of adolescents
1773. Research findings show that conformity to pressure in adolescence can be positive or negative. How
can a teacher channel this conformity for good? Challenge them to
.
a. Work on a noble project of fund raising for indigent children
b. Organize sororities/fraternities
c. Embark on class projects by group
d. Think like everyone in their group
1774. Group identity often overrides personal identity in adolescence. Which should be done for
optimum learning?
a. Organize group work
b. Assess learning by group
c. Eliminate individual projects
d. Make greater use of intrapersonal activities
1775. Harry Stack Sullivan (1953), the most influential theorist to discuss the importance of adolescence
friendships, argued that there is a dramatic increase in the psychological importance and intimacy of
close friends during early adolescence. What then should be done?
a. Adolescents should develop genuine friendships
b. Adolescents should allowed to go dating
c. Parents should choose the friends for their children
d. Adolescents should set standards that govern their choice of lifetime partners 1776. Researches
on the brain tell that the brain is more “plastic” in younger children and
potentially more malleable for re-routing neural circuits. What is an implication on reading disabilities?
I. Early identification of reading disabilities is very important
II. Remediation for reading disabilities must be given as early as possible
III. Reading disabilities in late childhood are beyond remediation
a. I and ll
b. Il only
c. I only
d. Ill only
1777. In the formal operation stage of Piaget’s cognitive development, which can individuals do?
I. Views things only from his perspective
II. Begin to think abstractly
III. Reason logically
IV. Draw conclusions from given information
a. I lll and IV
b. II and IV
c. I and ll
d. I and IV
1778. According to Erikson, what happens to a young adult who is confused about his/her possible future
role as an adult?
a. Isolates himself/herself
b. Findings intimacy through meaningful friendship
c. Fails to grasp a sense of meaning in life
d. Trust himself/herself
1779. Girls start puberty earlier than boys. What is an implication of this to classroom instruction?
I. Avoid comparing performance of boys and girls
II. Use a differentiated approach to instruction
III. Compare boys’ and girls’ performance to motivate them to perform better
a. I and ll
b. Ill only
c. I only
d. Il only
1780. Assessment must be authentic. If you want to know how well children read and write, which
should you do?
a. Have them read and write
b. Have them mark, circle and underline words after you have read them
c. Allow children to select how they will be evaluated
d. Have them list the stories they read for the month 1781.
Which practice goes with authentic assessment?
a. Make students dance tango to determine if they learned how to dance tango
b. Make students recite the multiplication table to check for mastery
c. Make students check their own answer after quiz
d. Make students come up with a flow chart to demonstrates a process 1782. In what
way are the results of summative assessment utilized?
a. To assign a grade
b. To diagnose learning difficulties
c. To guide teacher in her choice of class activity
d. To check attainment lesson objectives
1783. What does a grade given to the student’s measure?
a. Learners achievement
b. Learners intelligence
c. Parents involvement in the learning of a child
d. Teacher effectiveness
1784. What does the phrase assessment for learning imply?
a. Assessment is meant to improve learning.
a. Assessment is a necessary ingredients of the teaching learning process
b. There can be no learning without assessment
c. There is no assessment without learning
1785. In an average grading system, what will be the average of grade VI students with the following
grades 75, 78, 76 and 75 in the 4 grading periods?
a. 76
b. 76.3
c. 76.1
d. 76.2
1786. introduced the idea of “child’s garden” or kindergarten.
a. A. Maria Montessori
b. Friedrich Froebel
c. B. Edward Paparazzi
d. John Locke
1787. If a teacher believes in the concept of education that makes every individual a useful citizen to
the state, then he is influenced by the concept:

440
 a. Conformity
b. Humanitarianism
c. Security
d. Utilitarianism
1788. It is a science that deals with the methods and strategies of teachings.
a. Epistemology
b. Metaphysics
c. Pedagogy
d. Ethics
1789. If the teacher would say that honesty is still an important value even if nobody values it, then
he is considered as:
a. Pragmatist
b. Reconstructivist
c. Idealist
d. Progressivist
1790. If the teacher believes that an individual has ideas about the world and he learns these ideas by
reflecting on them, he is considered as_ _.
a. Empiricist
b. Rationalist
c. Existentialist
d. Constructivist
1791. If a teacher believes that even though there is an external world from which human beings acquire
sensory information, ideas originate from the working of the mind, then we can consider him as:
a. Idealist
b. Empiricist
c. Existentialist
d. Pragmatist
1792. If a teacher believes that a child’s mind is TABULA RASA, then the teacher will most likely engage the
students in process for them to learn.
a. Sensory impressions
b. Reflections
c. Reasoning
d. Meta-cognition
1793. A teacher who believes that one should not trust the senses since ideas are arrived at only by reason
in influenced by:
a. Naturalist
b. Existentialist
c. Rationalist
d. Empiricist
1794. The individual soul is part of the absolute soul. This thought is from _
philosophy.
a. Greek
b. Hebrew
c. Chinese
d. Hindu
1795. The school curriculum includes the study about Rizal and other heroes to inculcate love of country.
This is in accordance with what philosophy?

441
 a. Pragmatist
b. Nationalism
c. Existentialist
d. Realist
1796. _ said that schools must develop human reason because reason is superior to
experience as a source of knowledge.
a. Humanist
b. Hedonists
c. Stoics
d. Rationalists
1797. The belief that love, hope, and faith are values for eternity whether they are valued by others or not,
is deeply rooted on what philosophy?
a. Idealism
b. Realism
c. Existentialism
d. Pragmatism
1798. The concept of karma originated from:
a. Hebrews
b. Hindus
c. Greeks
d. Chinese
1799. The teacher stresses the need to revise the curriculum in order to make the curriculum
responsive to the needs of the society. What philosophy does the teacher adhere?
a. Pragmatism
b. Essentialism
c. Existentialism
d. Reconstructionism
1800. After Marcos’ declaration of Martial Law, he signed PD 6-A in order to:
a. Establish a complete, adequate and integrated system of education
b. Undertake educational development/projects and the mechanics of
implementation and financing
c. improve the quality of education in all levels
d. Regulate and control the practice of teaching profession
1801. Which law requires the teachers to be a college graduate and a passer of the Professional Board
Examinations for Teachers (PBET)?
a. RA 7836 (for LET)
b. RA 1006
c. PD 1006
d. RA 9155
1802. During the time of Marcos, which agency served as DEC’s partner in the licensing of teachers?
a. PRC
b. CSC
c. NCCA
d. PSC
1803. According to Education Act of 1982, which of these processes would promote the standard of the
schools?
 a. Promoting an environment conducive to learning
b. Promoting the rights and duties of citizenship
c. Submitting all programs/system to voluntary accreditation
d. Establishment of the complete, adequate, and integrated system of education 1804. If all
requirements are met in accordance with the law, can religion be taught in
public schools?
a. Yes
b. No
c. It depends on the executives of education
d. It depends on the religious institution
1805. If religion is taught in public school with the completion of all requirements, where is it done?
a. Outside class hours
b. within class hours
c. According to agreement
d. none of these
1806. is the start of Education in human rights as provided for in the 1987 Constitution.
a. Loving others
b. Caring for others
c. Liking others
d. Respects towards others
1807. According to the Republic Act 7836 the licensure exam for teachers at present is with:
a. CHED
b. DECS
c. PRC
d. Civil Service Commission
1808. Which schools are under the control, regulation and supervision of the government?
a. Public, private, sectarian, and nonsectarian school
b. Private schools under the religious group
c. Public schools under the supervision of the executives of education

d. Sectarian and nonsectarian schools

1809. was adopted to provide universal access to basic learning, and to eradicate literacy.
a. “Paaralan-sa-bawat-Baranggay”
b. Values Education Framework
c. Education for All (EFA)
d. Science and Education Development Plan
1810. The importance of providing free public education for both in primary and secondary levels is
highlighted in Article XIV section 2. This is needed because:
a. Elementary and Secondary school provides formal education
b. These levels provide the foundation for life functions and roles
c. No one goes to college without passing the grade and high schools
d. A few people cannot afford the expensive quality of private schools
1811. When we say that rights and duties are correlative, we mean
that_ .
a. Right and duties regulate the relationship of men in society
b. Each right carries with it one or several corresponding duties
c. Rights and duties ultimate come from God
d. Rights and duties arise from the natural law
1812. Teacher’s Professionalism Act is _.
a. RA 7836
b. RA 7722
c. RA 4670
d. RA 9293
1813. What should teachers teach students to eradicate bullying among kids in
school?
a. Full development of talents
b. Respect for the dignity of persons
c. Athletic skills
d. Full development of physical power

1814. The provision on _ enables the blind and deaf students to partially or fully integrate
inside the classroom.
a. Academic freedom for students and teachers
b. Providing vocational training to adult citizens and out of school youths
c. Creating scholarship for poor and deserving students
d. Protecting and promoting the right of all citizens to quality education
1815. A teacher compiled the outputs of her peers and put her name as the author. Which is unprofessional
in her action?
a. Not giving credit to others for their work
b. Failing to correct what appears to be unprofessional conduct
c. Giving due credit to others for their work
d. Holding inviolate all confidential information concerning associates 1816. How can
teachers uphold the high standard of the teaching profession?
a. By working for the promotion in the system
b. By continuously improving themselves personally and professionally
c. By pointing out the advantages of joining the teaching profession
d. By good grooming to change people’s poor perception of teachers
1817. According to the Constitution, the State is required to establish and maintain free public and
compulsory education in the _ _ .
a. elementary level only
b. secondary and tertiary levels
c. secondary level only
d. elementary and secondary levels
1818. The Educational Act of 1982 expressly granted to institutions of higher learning the freedom to determine
on academic grounds who shall be admitted to study, who may teach and what shall be the subject of
the study and research. This refers to
_.
a. academic freedom
b. institutional freedom
 c. educational freedom
d. constitutional freedom
1819. Article XIV of the 1987 Constitution provides that State shall assign the highest budgetary priority to
education to:
a. ensure that all schools are provided with modern equipment and facilities
b. encourage teachers to conduct more researchers and studies on the arts and culture
c. attract the best available talents to adequate remuneration (mentioned in Art. 14)
d. curtail the exodus of teachers seeking employment abroad
1820. Jerome Burner taught that curriculum should revisit basic ideas, build on them, until the students
grasp the full formal concept. Which is an off short of this taught?
a. Basic curriculum
b. Spiral curriculum
c. Hidden curriculum
d. Re-structured curriculum
1821. The design of the 2002 Basic Education Curriculum (BEC) is based on the principles that the main
sources for contemporary basic education are the expert systems of knowledge and the learner’s
experience in his/her context. This shows that the BEC is _ in orientation.
I. constructivist (experience)
II. behaviourist (expertise)
III. essentialist (expertise)
a. III
b. I and III
c. I
d. I, II and III
1822. When a delinquent, failing student comes to you for help and asks you for extra work so he can
cope. What is ethical for you to do?
a. Give him the extra work he is asking, then if he passes quality work, give him a passing mark
b. Make the extra work that he is asking extremely difficult for him to learn a lesson (not
helping)
c. Extend the needed assistance in solving the student’s difficulties, not necessarily by giving the
extra work that he is asking (not connected to the question)
d. Give an easy extra work so he can really be helped to pass (not helping) 1823. Which of
the following is assumed under the doctrine of IN-LOCO PARENTIS?
a. Students should be under parents’ control
b. Students are not yet ready to handle full adult responsibility
c. Parent ‘s have the primary duty to educate their children
d. Students are prone to commit infractions of disciplinary conduct
1824. Which actions show that political factors affect schools as agents of change?
I. The strengthening of the teaching of English in Philippines school.
II. The introduction of mandated subjects such as Rizal in the curriculum
III. The practice of mainstreaming
IV. The transfer of cultural affairs to NCCA under R.A 9155
a. I and III
b. I and II
 c. II and III
d. II and IV
1825. For more efficient and effective management of school as agents of change, one proposal is for
the DepEd to cluster remote stand-alone schools under one lead school head. Which factor has
the strongest influence on this proposal?
a. Psychological
b. Historical
c. Geographical
d. Social
1826. As provided for the Educational Act of 1982, how are the institutions of learning encouraged
setting higher standards of equality over the minimum standards required for state recognition?
a. Granting of Special Permit
b. Academic freedom
c. Continuing Professional Education
d. Voluntary accreditation
1827. Which violate(s) the principle of respect?
I. Teacher A tells her students that what Teacher B taught is wrong.
II. To retaliate, Teacher B advises students not to enroll in Teacher A’s class.
III. Teacher C secretly gives way to a special favor (e.g. add 2 points to grade) requested by
student A who is vying for honors.
a. II and III
b. B. I, II and III
c. I and II
d. I and III
1828. The authoritarian setting in the Filipino home is reinforced by a classroom teacher who:
a. Encourage pupils to ask questions
b. Is open to suggestions
c. Prescribes what pupils should do
d. Ask open ended questions
1829. The Constitutional provision on language has the following aims, EXCEPT:
a. To make the regional dialect as auxiliary media of instructions in regional school
b. To maintain English as a second language
c. To make Filipino the sole medium of instruction
d. To make Filipino the national language & medium of instruction & communication
1830. “It is hereby declared that policy of the State to provide relevant, accessible, high quality and efficient
technical education and skills development in support of the development of high quality Filipino
middle-level manpower responsive to and in accordance with the Philippine development goals and
priorities.” This is the declaration of policy of .
a. CHED
b. DepEd
c. TESDA
d. Presidential Decree No. 6-A
1831. Which is the most authentic proof of nationalism on the part of teacher?
a. winning the award “Most Outstanding Teacher”
 b. utilizing every minute of the academic time for competent teaching
c. earning graduate degree for promotion
d. being a member in the National Organization for Professional Teachers
1832. What statement is FALSE with reference to Section 1 and Section 2, Article XIV of the 1987
Constitution?
a. quality education is privilege in so far as all citizens are concerned ( it is a right)
b. public education in the elementary is free and compulsory
c. scholarship grants, student loan programs, subsidies and other incentives to deserving students in
both public and private schools
d. Non - formal, informal and indigenous learning, self-learning, independent, and out-of-school
study programs are encouraged.
1833. Under the present Constitution, pupils’ attendance in religious instruction in public elementary and
high schools shall be allowed only if
a. the superintendent, supervisors and principals will issue an instruction compelling attendance
b. the parish priest or pastor shall authorize them in writing
c. when parents shall submit written authority allowing their children to attend religious instruction
d. when school children have become delinquents
1834. One of the millennium aims of education for economic competence is
_.
a. Gender equality
b. Eliminate Diseases
c. Eradicate poverty
d. equal access and equity
1835. The offering of Spanish in the curriculum of education is in response to the demand of teachers in the US
where most students are Latinos. Which criteria is in focus of the new course offering in education?
a. Balance
b. utility
c. feasibility
d. validity
1836. The use of the integrated approach in both secondary and primary level subjects is a result of the
implementation of the:
a. Program for Decentralized Education
b. Basic Education Curriculum
c. School - based management
d. School First Initiative
1837. What does the acronym EFA imply for schools?
a. The acceptance of exclusive schools for boys and for girls.
b. The stress on the superiority of formal education over that of alternative learning
system.
c. Practice of inclusive education
d. The concentration on formal education system
1838. The wide acceptance of “bottom up” management style has influenced schools to practice which
management practice?
a. Exclusion of politicians from the pool of guest speakers during graduation exercises.
b. Prescription of what ought to be done from the Center Office.
c. Involvement of students, parents, teachers, and community in school planning
d. Allowing schools to do what they think is best
1839. The failure of Filipino students in the study conducted about independence was attributed to
their:
a. unpreparedness from schooling
b. ambivalence
c. high degree of independence
d. high degree of dependence on authority
1840. Which is a valid assessment tool if I want to find out how well my students can speak
extemporaneously?
a. Writing speeches
b. Written quiz on how to deliver extemporaneous speech
c. Performance test in extemporaneous speech
d. Display of speeches delivered
1841. Teacher J discovered that her pupils are weak in comprehension. To further determine in which
particular skill(s) her pupils are weak, which test should Teacher J give?
a. Standardized test
b. Diagnostic
c. Placement
d. Aptitude test
1842. “Group the following items according to phylum” is a thought test item on
.
a. Inferring
b. generalizing
c. Classifying
d. comparing
1843. Which will be the most authentic assessment tool for an instructional objective on working with
and relating to people?
a. Writing articles on working and relating to people
b. Organizing a community project
c. Home visitation
d. Conducting mock election
1844. While she was is in the process of teaching, Teacher J finds out if her students understand
what she is teaching. What is Teacher J engaged in?
a. Criterion-reference
b. Formative evaluation (PART OF INSTRUCTION)
c. Summative evaluation
d. Norm-reference evaluation
1845. With types of test in mind, which does NOT belong to the group?
a. Restricted response essay
b. multiple choice
c. Completion
 d. Short answer
1846. In a one hundred-item test, what does Ryan’s raw score of 70 mean?
a. He surpassed 70 of his classmate in terms of score
b. He surpassed 30 of his classmates in terms of score
c. He got a score above the mean
d. He got 70 items correct
1847. Which statement holds TRUE to grades? Grades .
a. Are exact measurements of intelligence and achievement
b. Are necessarily a measure of students’ intelligence
c. Are intrinsic motivators for learning
d. Are a measure of achievement
1848. Is it a wise practice to orient our students and parents on our grading
system?
a. No, this will court a lot of complaints later
b. Yes, but orientation must be only for our immediate customer’s the
students.
c. Yes, so that from the very start student and their parents know how grades
are derived
d. No, grades and how they are derived are highly confidential
1849. Zero standard deviation means that: (verify)
a. The students’ scores are the same
b. 50% of the score obtained is zero
c. More than 50% of the score obtained is zero
d. Less than 50% of the scores obtained is zero
1850. Which is the least authentic mode of assessment?
a. Paper-and-pencil test in vocabulary
b. Oral performance to assess student’s spoken communication skills
c. Experiments in science to assess skill in the use of scientific methods
d. Artistic production for music or art subject
1851. Which statement applies when scores distribution is negatively skewed
a. The mode corresponds to a low value
b. The median is higher than the mode
c. The mode and median are equal
d. The mean corresponds to a high value
1852. What should a teacher do before constructing items for a particular test?
a. Prepare the table of specifications
b. Determine the length of time for answering it
c. Review the previous lessons
d. Announce to students the scope of the test
1853. Under which of the multiple choice type of test can this question be classified? Which of the
following statements expresses this concept in different forms?
a. Association
b. Definition
c. Difference
d. Cause
1854. Of the following types of test which is the most subjective in scoring?
a. Matching type
 b. Simple call
c. Multiple choice
d. Essay
1855. In which of these research methods can the researcher control certain variable?
a. Experimental
b. Ex post facto
c. Descriptive
d. Historical
1856. During the first grading period, a student obtained failing marks in five academic subjects. Which
of the following tests would best explain his performance?
a. Mental ability
b. Personally
c. Attitude
d. Aptitude
1857. Measuring the work done by a gravitational force is a learning task. At what level of
cognitions is it?
a. Application
b. Knowledge
c. Evaluation
d. Comprehension
1858. Setting up criteria for scoring essay tests is meant to increase their
_.
a. Objectivity
b. Reliability
c. Validity
d. Usability
1859. The difference between Christian and Muslim marriage, the former being monogamous
and the latter being polygamous is called .
a. Ethical Relativism
b. Acculturation
c. Enculturation
d. Cultural relativism
1860. A perfect duty is exemplified:
a. Supporting a poor but deserving student school.
b. Donating an amount for noble project.
c. Paying the worker the wages agreed upon.
d. Giving alms to the needy
1861. Fear of something that was caused by a painful experiences in the past is an example of:
a. Insight
b. Operant conditioning
c. Classical conditioning
d. Imitation
1862. Who introduced the technique of sign drawing of a man as a measure of intelligence?
a. Binet

450
 b. Aristotle
c. Herbert
d. Goodenough
1863. The Gabaldon Act in the Philippine Assembly helps greatly in the expansion program of the
educational system by _ .
a. authorizing the levy of taxes for school purposes
b. providing local funds for educational facilities
c. providing for a highly centralized system of administering the public schools
d. appropriating a large sum for the construction of schools (during American
Period)
1864. The teacher begins to use technology tools to deliver curriculum content to the system.
a. Transformation
b. Adoption
c. Active
d. Entry
1865. The student uses technology tools to collaborate with other rather than working individually at all
times.
a. Collaborative
b. Authentic
c. Goal directed
d. Infusion
1866. Students use technology tools to set goals, plan activities, monitor progress, and evaluation result
rather than simply completing assignments without reflection.
a. Goal directed
b. Constructive
c. Adoption
d. Entry
1867. The teacher direct students in conventional and procedural use of technology tool.
a. Infusion
b. Constructive
c. Entry
d. Adoption
1868. The teacher encourage the innovative use of technology tools.
a. Active
b. Transformation
c. Adaptation
d. Adoption
1869. Technology tools are used to facilitate higher order learning activities that may not have been
possible without the use of technology.
a. Adaptation
b. Adoption
c. Active
d. Transformation

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1870. The teacher provides the learning context and the student choose the technology tools to achieve
outcomes.
a. Adoption
b. Adaptation
c. Infusion
d. Entry
1871. The teacher facilitates students independently using technology tools.
a. Entry
b. Infusion
c. Adaptation
d. Adoption
1872. Students are actively engaged in using technology as a tool rather than passively receiving
information from the technology.
a. Goal directed
b. Authentic
c. Active
d. Collaborative
1873. Students use technology tools to link learning activities to the world beyond the instructional
setting rather than working on decontextualized assignments.
a. Entry
b. Infusion
c. Authentic
d. Goal directed
1874. Students use technology tools to connect new information to their prior knowledge rather than to
passively receive information.
a. Collaborative
b. Constructive
c. Goal directed
d. Active
1875. Teach allows for the creation of new tasks, previously inconceivable.
a. Substitution
b. Redefinition
c. Augmentation
d. Modification
1876. Teach acts as a direct tools substitute with functional improvement.
a. Substitution b,
Redefinition
c. Augmentation
d. Modification
1877. Teach allows for significant task redesign.
a. Substitution b,
Redefinition
c. Augmentation
d. Modification
 1878. Teach acts as a direct tools substitute with functional change.
a. Substitution b,
Redefinition
c. Augmentation
d. Modification
1879. Is a model designed to help educator infusion technology into teaching and learning?
a. Infusion
b. SMAR
c. UNESCO
d. NCBTS
1880. The Teacher used inferences about student progress to information their teaching.
a. Assessment OF learning
b. Assessment AS learning
c. Assessment FOR learning
d. Summative assessment
1881. Is commonly known as Formative and Diagnostic Assessment.
a. Assessment FOR learning
b. Assessment AS learning
c. Assessment OF learning
d. Summative assessment
1882. The teachers are now afforded the chance to adjust classroom instruction based upon the needs
of the students.
a. Assessment AS learning
b. Summative assessment
c. Assessment OF learning
d. Assessment FOR learning
1883. Is commonly known as Summative assessment.
a. Diagnostic Assessment
b. Assessment AS learning
c. Assessment OF learning
d. Assessment FOR learning
1884. When the teacher use evidence of student learning to make judgments on student achievement
goals and standards.
a. Assessment FOR learning
b. Assessment OF learning
c. Summative assessment
d. Assessment AS learning

CONGRATULATIONS AND GOODLUCK MARCH 2019 TAKERS!