Which condition most likely could help in the fast and smooth implementation of the K to 12 curriculum in schools of the Philippines? Decrease the driving forces. Increase the driving forces C. Decrease the restraining forces D. Which of the following will best take care of individual differences in the classroom?
A sound acceleration and promotional policy B. A flexible program geared to individual needs C. An instructional program geared to the level of the lowest quarter of the class D. Which of the following statements gives the real value of lesson-planning? It helps the teacher to be orderly. It helps the teacher recall the subject - matter previously taken.
It helps the teacher organize his activities. With which does an outcomes- based approach to lesson planning begin? Outcomes B. Assessment task C. Content D. Which are supposed to be aligned in an outcomes-based course syllabus? I and III B. What does constructive alignment mean in outcomes -based lesson planning? The learning outcomes are the bases of teaching-learning activities and assessment tasks.
The content is the basis for assessment tasks. The content is the basis for teaching methodology and assessment tasks. The assessment task is the basis of teaching methodology. Teacher M wants to treat a particular lesson from the point of view of different subjects.
Which lesson planning does he observe? Thematic B. Constructivist C. Experiential D. Here is a description of steps of lesson planning: 1. Preparation 2. Generalization 5. Application 6. Based on the 6 steps how does this planning proceed? Experientially C. Deductively D. Lesson is linked to daily life. Learners compare themselves to set standards of success. Teacher asks questions on comparison.
Comparison and association B. Generalization and application C. Association and generalization D. In a backward design approach to curriculum and lesson planning, which come ahead?
Identifying results desired B. Determining acceptable level of evidence that the intended results were realized C. Designing activities that will make desired results happen D. In Understanding by Design UbD , does developing instructional plan come right after identifying desired results? It's the choice of the teacher applying UbD. Yes, provided the instructional plan includes an evaluation part.
Why does UbD insist on identifying assessment evidence of learning right after identifying desired learning results? Teaching is faster that way. Teaching-learning is more interesting. Teaching-learning becomes more focused and organized. It leads to a more comprehensive understanding of content.
Teacher has been constructivist in his approach to lesson planning. What must the features of his lessons? Students are engaged in learning.
Students guide their own learning and meaning-making. Students keep the learning to themselves. Students are not encouraged to share their thoughts about a new concept for that calls for much time.
II and IV C. Which holds TRUE of a constructivist lesson planning approach? Students building their own understanding B. Students not encouraged to venture into sharing thoughts when not sure C. Raising questions when lesson is not clear since students should research on their own D.
Learners are helped to construct understanding based on what they already know. Learners confront their understanding in the light of new learning. Learners accommodate change in their understanding as a result of new understanding. Learners accept blindly what teacher teaches because she is an authority on the subject. Ends with implementing the planned curriculum. Start with the setting of objectives and goals.
Learning outcomes are evaluated along goals and objectives set at the start. Change in behavior indicates the measure of the accomplishments. II and IV D. If curriculum is planned following the humanistic approach, which feature applies?
Very child-centered B. Excludes the hidden curriculum C. Downplays the significance of the informal curriculum D. When a school applies the systems approach to curriculum planning, what isj expected? The parts of the school system are considered in terms of how they relate to each other. Curriculum, instruction and evaluation are the only things that matter in curriculum planning. The school's external environment is not taken into consideration. Only the internal stakeholders are consulted for curriculum planning purposes.
In a systems approach to curriculum planning, should external stakeholders be a] part? No, they are not curricularists. Yes, they are part of the school system.
Yes, if they are willing. That depends on the educational attainment of the external stakeholders. When one wants children to develop positive attitude toward life and life] problems, which approach in curriculum planning is most appropriate?
Problem-centered approach B. Humanistic approach C. Systems approach D. E-learning may either be synchronous or asynchronous? It is self-paced. Participants engage in exchange of ideas or information without being dependent on other participant. All participants interact at the same time. It uses technologies such as email, blogs, wikipedias. Which applies to asynchronous learning? It is benificial to students with health representatives. It is all participants interact at the same time.
It occurs in real time. Teacher Mila's lesson is on the human digestive system. Which is closest to direct purposeful experience? Drawing of the human digestive system B. Video of the human digestive system C. Model of the human digestive system D. Ruiz wants to use video presentation to show how seed germination takes place. However, he cannot because he teaches in a far flung school without electricity. Write notes on the board. Use drawing of the stages of seed determination III. Describe how germination takes place.
Raquel believes in the benefits and importance of using instructional aids to facilitate student learning. Which must she primarily consider when choosing instructional aids for her class? Must induce the element of surprise B. Must be suited to the lesson objective C. Must encourage and sustain student interest D. De Castro is planning to integrate technology in his English class. Which of the following would be the logical steps in doing this? Set the objectives II. Analyze the learners III.
Utilize the materials with showmanship IV. Evaluate the performance of the students A. Rosario, a Science teacher, would like to make a slide presentation for the lesson on the parts of a cell. Which among the tools should she use to make hi presentation effective? Situating tool B. Communicative tool C. Informative tool D.
Alejandro is planning to select and evaluate the content of an educational technology tool that he will use in his English class. Does it match with the content? Will it encourage and sustain interest? Is there a manifestation of its efficiency?
Can it be easily dismantled and handled? Use graphics and illustrations to reinforce ideas. Use animations extensively to catch the students' attention. Use bold and italics for emphasis, but don't overuse them. Use color, audio and music to stimulate but not to overpower the senses. Teacher Tacing wants to develop the higher order thinking skills among tr learners; therefore, she must incorporate what skills?
Using structural analysis B. Classifying and organizing facts C. Using phonetic analysis D. While letting her pupils read on the blackboard, Mrs. Pacis, a Grade I teacher, uses a piece of illustration board to cover the succeeding lines of a passage that the children focus only on the line being read and then uncovers the next line they are through reading the first line.
Which accurate eye movement does the teacher try to develop? Fixation C. Return sweep B. Regression D. How do you write on the chalkboard while busy discussing your lesson in front of the class? Face the board while writing and talking B. Right side view as you talk C. Face the class while writing and discussing D. In preparing instructional materials, which kind of graphics is effective on computer screens? Graphics with blinking effects B. Graphics with complicated designs C.
Simple graphics with corresponding text D. Which combination promotes legibility on projected materials? Light letters against dark background B. Dark letters against light background C. Light letters against light background D. What kind of stimuli would help increase the probability that the learner will remember and can produce what was presented in the instructional materials utilized in the classroom? Pleasing and simple designs B. Designs with crude details C. Designs with complex ideas D.
Which is the main reason for leaving a silent space around the edge of a chart? Aesthetic purposes B. To increase readability C. To emphasize the content D. What is the main purpose of using audio-visual aids in teaching? To improve the understanding of learners B. To make learning more functional C. To promote the participation of learners D. Which part of the screen of a computer has a strong influence among learners?
Left half of the screen B. Center of the screen C. Right half of the screen D. Learners learn better when all their senses are involved. Which activity classified under direct purposeful experience? Tracing places on a map B. Setting the table C. Performing shadow puppets D.
Which is the purpose of music in a media presentation? Provides continuity B. Gives a good background C. To keep the learners alert D. To increase the readability of printed media, what kind of letters should be used long statements or paragraphs? Uppercase letters B.
Lowercase letters C. Toggle case letters D. A fourth grade teacher wanted to show the parts of the heart using a large rubber visual material with all the different parts inside as a heart actually looks.
Under which category is this visual aid classified? Realia B. Mock-up C. Model D. What does a teacher use to show the functioning of a part of a whole?
Model B. Drawing C. Mock up D. Clutter is the enemy of comprehension. How is this applied in PowerPoir presentation? Have clear space II. Keep number of words to the minimum III. Use large fonts and headlines IV. Use bullets not words A. Teacher B wants to make use of simulated life condition suitable for animals and plants living on land. Which does she use?
Terrarium B. Model C. Aquarium D. How is this principle observed? Keywords only II. No sentences III. Never read your slides. Talk freely. If you use sentences, end with a period. Images are key elements of a PowerPoint presentation. However, which should be your reason for not using them? Images to reinforce or complement your message. More images than text in your slide. Use images to decorate. Use images to visualize and explain. Make use of good animation to improve understanding. Use animations sparingly.
Use animation to make the message stick with your audience. Teacher N wants to lecture with the help of a PowerPoint presentation. For effectiveness, which should he consider?
Audience II. Principles in PowerPoint presentation IV. Time of presentation early morning or early afternoon A. Ill and IV B. What does the principle in PowerPoint presentation mean? Ill C. Which principles should be observed to get the most out of games in the classroom? Clarify intended learning outcome with the use of a game II.
By all means emphasize winning so there is excitement III. Do away with rewards, prices IV. Motivate students to accept failure to succeed A. I and IV B. IV only C. The more senses that are involved, the better the learning. Use visual aids. Use audio aids. Use audio-visual aids. Use multi-sensory aids.
Keep lights off. In between, stop the video and ask stimulating questions for discussion. Leave the students to watch the video by themselves. Watch the video with your students. Ill B. To ensure effective use of video in the classroom, which appropriate sequence should teachers observe? See to it that lights are on during viewing. Provide a focus for interaction. Preview program to determine suitability.
Conduct introductory and culminating activities. For maximum learning, Teacher wants to introduce extension activities after video viewing. Which are examples of extension activities? Viewing a second film II. Creative writing III.
Long-term projects IV. A cluttered chalkboard may confuse your students. Which teacher's action should follow this thought? Write every word. Don't write too much. Avoid writing, if you can. Use the board only for illustration and drawing purposes. Which does Edgar Dale advocate about his Cone of Experience? Stick to one learning material one at a time. If direct experience is not applicable, make use of verbal symbol as substitute.
Begin your lesson by using concrete experience then bring the students to the level of the abstract. Don't commit the error of using two or more learning materials for one lesson. According to the Philippine Statistics Authority, the growth in imports last February was the fastest in 13 months, even though the value shipments in the first two months of slightly declined year-on-year.
What is the purpose of the paragraph? To explain B. To convince C. To entertain D. Miss Rosario wrote a learning objective in the affective domain. Which did : write? Express a sense of gratitude for one's strengths and determination improve on one's weaknesses B. Retell your most unforgettable experience C. Discuss trends and issues confronting the government D. In the learning situation described before this item, which would be the best assessment type that Teacher Marie may employ?
Select-response type B. Construct-response type C. Performance-based type D. After discussing a lesson, the teacher gave a 20 item test to determine if the students understood the lesson or not. What should the teacher do? Proceed to the next topic regardless of the results of the test. Re-evaluate the test to figure out what might be the problem. Tell the students of the risk of not listening during the discussion. Explain the lesson again from the beginning.
Read the learning outcome then choose the test item that is aligned to each learning outcome. Learning outcome: distinguish between plant and animal cell. Which test item is aligned? Draw a plant and an animal cell. Label each part. Distinguish between a plant and an animal cell. By means of a Venn diagram, compare plant and animal cell D. Describe a plant and an animal cell. Learning outcome: Dance tango to the tune of "La Cumparsita".
Dance tango as the music, "La Cumparista" is played. Enumerate the steps of tango in order. Trace the history of tango. Do you like tango? Why or why not? Learning outcome: Construct valid test item. Formulate a valid test item for this learning outcome: "the students must be able to supply the correct end or tag question". Is this test item valid for the learning outcome, "the students must be able to supply the correct end or tag question"?
What is meant by a valid test item? Give an example. Is a valid test item reliable? Learning outcome: Use the correct tense of verb in sentences Which test item is aligned? I am going, go to school everyday. Conjugate the verb "lie".. Is the verb used in this sentence correct? The criminal alluded the police. Birds fly, flies. Learning outcome: Draw conclusion from observations.
Do you have adequate observations for you to be able to draw a conclusion Why or why not? What conclusion can you draw on the basis of your observations? Is your conclusion valid? Can one do observation without drawing a conclusion?
Explain your answer. Learning outcome: Take a stand on the issue on same sex marriage and defend ; same. Do you favor same sex marriage? Is same sex marriage according to the Bible? Is there any advantage of same sex marriage? Why was same sex marriage introduced? Learning outcome: Draw implications of research findings on lifestyle diseas Which test is aligned?
What may be inferred from the research findings presented? Are the research findings conclusive? What are lifestyle diseases?
Do they affect people at a young age D. What does research say about lifestyle diseases? Do you agree? Teacher C wants to develop in her students the skill to draw generalization from a given data, how will Teacher C proceed?
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