1. What is aroused among viewing learners by dramatic educational films in what is known as "cliff hangers"?
A. Relevance
B. Significance
C. Satisfaction
D. Expectancy
Answer: D
Rationale: A cliffhanger is
a type of narrative or a plot device in which the end is curiously abrupt so
that the main characters are left in a difficult situation without offering any
resolution of conflicts. As a result of sudden end, suspense is created at the very
end of the novel, leaving the readers in such a state that they could not help
but to ask, "What will happen next?"
2. The class has become uncontrollable,
and so teacher Yen decided to have some undisciplined students out of the room
to the counselor's office. What did teacher Yen apply by way of preventive approach
to discipline?
A. Removing seductive objects
B. Direct appeal
C. Antiseptic bouncing
D. Physical restraint
Answer: C
Rationale: Antiseptic Bouncing: It is the
temporary removal of a student from the scene of a. conflict in hopes that the
situation/ conflict will de-escalate. I like to think of it as a. runaway truck
ramp.
Direct appeal: If a student or
group has a positive relationship with the teacher, it is sometimes effective
just to ask that a behavior stop due to the problems that it is creating. No
consequence or reward is intended or implied. This is a simple, straightforward
request from one person to another.
3. Of subcategories of teacher movement
behavior, what is happening when the teacher bursts into activities without
assessing student readiness and gives orders, statements, or questions that
confuse students?
A. Stimulus-bounded
B. Truncation
C. Thrust
D. Dangle
Answer: C
Rationale: Dangling: Leaving a topic
without finalizing it. Thrust: Students are not ready; no clear
direction. Truncation: Smoothness is gone because of inserting unrelated
topic and not being able to return to the original topic, Stimulus-bounded:
Distracted by outside stimuli easily
4. According to Nagel's Acronym PPFF, what
is important to Follow Up in the proper use of instructional materials?
A. Student interest
B. Student expectations
C. Lesson objective
D. Media and materials
Answer: C
Rationale: P- Prepare yourself - You know your
lesson objective and what you expect from the class after the session and why
you have selected such particular instructional material. You have a plan on
how you will proceed, what questions to ask, how you will evaluate learning and
how you will tie the loose ends before the bell rings.
P- Prepare your student — Set a class
expectations and learning goals. It is sound practice to give them guide
questions for them to be able to answer during the discussion.
P- Present the material — Under the best
conditions.
F- Follow up — You use the
instructional material for the attainment of a lesson objective.
5. In the 55 Formula to create a conducive
learning environment, which S stands for cleanliness of the work place?
A. Self-discipline
B. Systematize
C. Shining
D. Sort
Answer: C
Rationale: Five S represents
a strategy to develop and maintain a working environment that is clean and
organized. Such an environment almost guarantees a better working environment
for workers, a more organized system for tools and equipment, and a safer work
environment.
Sort: This demands that
any item that is not bolted down to the shop floor or welded to one of our
trucks be identified. It means that each item is identified and clearly tagged.
The tag can be small and attached by string, small chain, or affixed like a
sticker.
The information on the tag clearly states
what the item is, what its part number is, and even what the purpose for the
item is. It is also very helpful if the tag states where the item is to be kept
when not in use. Often the tags on items are a color easy to spot.
Set in Order: This suggests
that once items are tagged that they are then segregated into a predetermined
area where the items can be easily kept and found. Setting tagged items in
order is no different than purchasing a "shadow box" for hand tools
such as screwdrivers, hammers, wrenches, etc.
Once all items are set in order it is wise
to create a "map" of the area so that anyone looking for or returning
a tool can easily recognize where a tool is to be found or returned.
Shine: The third 5
refers to cleaning. For contractors this means the cleaning of all tools,
equipment, and vehicles. It should also mean that a crew leaves a jobsite at
least as clean, if not cleaner, as how they found the jobsite.
Standardize: The fourth S
demands that we formalize our effort to tag items, to determine an ordering
process for placement of tools, equipment, and even vehicles.
This requires that we develop standard
operating procedures where helpful to educate all workers on how we take care
of tools, equipment, and vehicles.
Standardizing even our cleaning efforts
will help develop our workers into alert employees interested in becoming known
as a clean company whom customers love to have performed their particular
trade.
Sustain: Holding your workers
accountable to maintaining the sort, set
in order, and shine is at the heart of the fifth and final S.
This requires a balance of both proactive
support through the creation of standard operating procedures, signs, tags,
etc. and the immediate handling of those workers who fail to comply with 55
practices.
6. Which of the following is not included
in the principles of teaching?
A. Learning is a passive process
B. The more senses we use, the more
effective studying is
C. An atmosphere that is (non-threatening
improves learning
D. A good teacher considers that [earners
has different learning styles
Answer: A
Rationale: The seven
principles of teaching include: learning is an active (not passive) process;
the more senses are involved in learning, the more effective is the learning; a
non-threatening atmosphere enhances learning; emotion has the power to increase
retention and learning; learning is meaningful when it is connected to
students' everyday life; good teaching goes beyond recall of information; and
good teaching considers learner's varied learning style and learner's multiple
intelligence.
7. Who interprets philosophical concerns
in arriving at instructional objectives?
A. Gonlound
B. Mager
C. Tyler
D. All of the above
Answer: C
Rationale:Tyler interprets
philosophical concerns in arriving at instructional objectives. Gonlound
recommends that teachers start with general objectives. Mager relies on three
major characteristics as behavior, condition, and proficiency level in his
formulation of objectives.
8. Which of the following is not an aim of
expository or didactic method?
A. To get information
B. To build structures of concepts
C. To develop habits for thinking
D. To provide example
Answer: D
Rationale: Expository/didactic
method aims to acquire, assimilate, and retain information, build and expand
conceptual structures, and develop specific habits for thinking about
information. To provide examples is an aim of deductive teaching.
9. When should a teacher use deductive
teaching?
A. When a teacher wants to develop
concept.
B. When a teacher wants to test a rule.
C. For performance-oriented subjects.
D. When knowledge of specific information
is essential for learning a
lesson
Answer: B
Rationale: Deductive
teaching is used when testing a rule, when answering questions or solving
problems with reference to certain laws, principles and theories.
10. When a teacher provides a student
hints to assist the student to answer a question correctly, he/she uses which
of the following guidelines in asking questions?
A. Wait Time
B. Prompting
C. Redirection
D. Probing
Answer: B
Rationale: Prompting uses
hints and techniques to assist students to come up with a response
successfully. Walt time is the interval between asking a question and the
student response. This is a 3-4 seconds think-time. Redirection involves asking
a single question for which there are several answers. Probing is a qualitative
technique used for the promotion of effective thought and critical thinking. It
provides the students a chance to support or defend a stand or point of view.
11. This includes a small group discussion
where members are seated facing each other around a table, with no large audience.
A. Panel Forum
B. Symposium Forum
C. Debate
D. Round Table Discussion
Answer: D
Rationale: Round Table
Discussion is a small discussion group seated face to face around a table,
without a larger audience. It is a small conference by another name and has the
nature of an informal semi-social gathering. Panel forum is a direct,
conversational, interactional discussion among a small group of experts or well-informed
lay persons. A symposium forum is more formal than the panel discussion. A
debate is a discussion that occurs when people with different beliefs study the
same problem and arrives at different conclusions.
12. The maximum number of members in a
buzz session is:
A. Six
B. Seven
C. Ten
D. Five
Answer: A
Rationale: A buzz session is
a special technique that involves groups not exceeding six persons.
13. Which of the following is not included
in the 3 C's of classroom management?
A. Content
B. Conduct
C. Context
D. Control
Answer: D
Rationale: The 3C's or 3 M's
of classroom management include: content (man), conduct (material), and context
(moment).
14. Which of the following describes "content"
of classroom management?
A. Delivery of the subject matter
B. Maintenance of peaceful environment
C. Importance of communication
D. Emphasis on physical elements related
to the setting of the classroom.
Answer: A
Rationale: Content focuses
on the facilitation of delivery of instruction. In conduct, the promotion of
orderly and safe learning environment is the focus. For context, emphasis is on
communication rather than physical elements associated with classroom setting.
15. When a teacher punishes a student, it
is said to be which of the following types of control?
A. Preventive
B. Supportive
C. Corrective
D. Promotive
Answer: C
Rationale: Corrective
control seeks to discipline student's behavior before it becomes a full
standard of good conduct, This includes punishment. Preventive control aimed at
minimizing the onset of anticipated discipline problems through planning.
Supportive control aimed at directing students behavior before it becomes full
blown problem.
16. Which of the following is a poor content
management of setting of routines?
A. Maximizing visibility
B. Using nonverbal cues
C. Avoiding the use of overlapping
techniques
D. Using eye contact when talking to
students
Answer: C
Rationale: Some techniques
on setting of routines in the classroom include: arranging the physical setting
of the classroom to maximize visibility and accessibility; developing the use
of nonverbal signals to express impatience and disapproval (e.g. eye contact, hand
gestures, clearing one's throat, facial frown); using overlapping
(multitasking) techniques especially for collection and distribution of
materials.
17. Assertive management style does not
include:
A. Implementing a conduct code
B. A verbal reprimand is better than a
verbal praise
C. Setting limits
D. Ask the parents for support
Answer: B
Rationale: Assertive
management style include the following: consequences of enforced rules are
managed; recognition; establishing a conduct code; a verbal reprimand is bad
while a verbal praise is good; seek the support of principal and parents;
encourage self-discipline with positive feedback to sustain the process; and
setting limits to conduct inside and outside the classroom.
18. Which of the following is not an advantage
of printed materials?
A. it gives an outline a teacher can
utilize in planning
B. It is convenient for the students to
bring them home
C. it summarizes important information
D. It always considers local problems
Answer: D
Rationale: Advantages of
printed materials include: providing an outline that the teacher can use in
planning courses, units, and lesson; summarizes a great deal of pertinent
information; and enables the student to take home in convenient form most of
the material that they need to learn from the course. One disadvantage of
printed materials is that they are usually written for a national audience so
they do not consider local issues of community problems.
19. Which of the following is the correct
sequence in formulating a lesson plan?
I. Activities
II. Formulating objectives
Ill. Subject matter
IV. Giving assignment
V. Evaluation
A. I, II, III, IV, V
B. II, III, I, V IV
C. II, III, I, IV, V
D. I, III, II, IV, V
Answer: B
Rationale: The components of a lesson
plan's sequence are as follows: objectives, subject matter, learning a 'vides,
evaluation, and assignment.
20.What is the main organization and
orientation of science and social studies reading materials?
A. Expository
B. Descriptive
C. Narrative
D. Argumentative
Answer: A
Rationale: Expository aims
to explain or describe as can be seen in science and social studies reading
materials. Descriptive seeks to describe, narrative refers to spoken or written
words, and argumentative using systematic reasoning.
21. In
the context of the 6 facets of understanding cited by Wiggins - and McTighe,
what is a proof of a student 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
Answer: C
Rationale: The 6 facets of understanding
are: explanation, interpretation, application, perspective, empathy, and
self-knowledge.
22. Which of the following best describes creativity?
A. Imaginative
B. Positive
C. Resourceful
D. Inspired
Answer: A
Rationale: Creativity is
defined as the use of the imagination or original ideas, especially its the
production of an artistic work.
23. What is being assessed by the Rubric
that seeks to assess high, moderate, or low imaginative thinking?
A. Aesthetic
B. Creativity
C. Appeal
D. Craftsmanship
Answer: B
Rationale: A rubric is a
scoring tool that explicitly represents the performance expectations for an
assignment or piece of work. A rubric divides the assigned work into component
parts and provides clear descriptions of the characteristics of the work
associated with each component, at varying levels of mastery. In this scenario,
creativity is assessed as high, moderate, or low imaginative thinking.
24. Which is an alternative assessment
tool that consists of a collection of work artifacts or in progress
accomplishment by a targeted clientele?
A. Portfolio
B. Evaluation instrument
C. Achievement test
D. Rubric
Answer: A
Rationale: A student
portfolio is a systematic collection of student work and related material that
depicts a student's activities, accomplishments, and achievements in one or
more school subject. The collection should include evidence of student
reflection and self-evaluation, guidelines for selecting the portfolio
contents, and criteria for judging the quality of the work. The goal is to help
students assemble portfolios that illustrate their talents, represent their
writing capabilities, and tell their stories of school achievement.
25. What is a scoring guide that lists the
criteria and their levels of quality on which evaluation will be focused?
A. Portfolio
B. Journal
C. Stem
D. Rubric
Answer: D
Rationale: A rubric is a
scoring tool that explicitly represents the performance expectations for an
assignment or piece of work. A rubric divides the assigned work into component
parts and provides clear descriptions of the
characteristics of the work associated with
each component, at varying levels of mastery. Rubrics can be used for a wide
array of assignments: papers, projects, ,oral presentations, artistic performances,
group projects, etc. Rubrics can be used as scoring or grading guides, to
provide formative feedback to support and guide ongoing learning efforts, or
both.
26. Of the following, which is the most
conducive for authentic assessment?
A. Complex multiple-choke test
B. Performance drill
C. De-contextualized setting
D. Real world application
Answer: D
Rationale: Authentic
assessment is the measurement of "intellectual accomplishments that are
worthwhile, significant, and meaningful,' as contrasted to multiple choice standardized
tests. Authentic assessment can be devised by the teacher or in collaboration
with the student by engaging student voice.
27. Which is not an aim in having partners
in team learning?
A. Focused attention
B. Sharing ideas
C. Cooperative work
D. Lighter work
Answer: D
Rationale: Team learning is
the collaborative effort to achieve a common goal within the group. The aim of
team learning is to attain the objective through dialogue and discussion,
conflicts and defensive routines, and practice within the group. This does not
include getting lighter work.
28. In a Problem-Based Learning Group, who
take notes, join
discussion and review materials?
A. Facilitator
B. Team leader
C. Team members
D. Recorder
Answer: C
Rationale: In Problem-Based
Learning, the task of team members include taking notes, joining in
brainstorming, reviewing materials, and participating in activities.
29. What is the erroneous concept of
outcomes in Outcomes-Based Education?
A. Performance
B. Products
C. Results
D. Content
Answer: D
Rationale: Outcome-based
education (OBE) is an educational theory that bases each part of an educational
system around goals (outcomes). By the end of the educational experience, each
student should have achieved the goal. OBE does not include content.
30. In
the school, who is the key to the success or failure in teaching-and-learning,
being the link between the child and the curriculum?
A. The
teacher
B. The
parent
C. The
student
D. The
principal
Answer: A
Rationale: In education,
teachers play vital role. One example is serving as the link between the child
and the school's curriculum.