Below are teachers’ tasks in . Below are teachers tasks in . curriculum planning, EXCEPT: curriculum planning, EXCEPT: Winien curriculum type appears as * srativeranyass nas Osment © ermonngneietont mata meres? © selecting subject matter (content) (© selecting sect matter (content) © smdeuttn Oceano O itgaarat a © sestcuteuam (@ Witting curriculum materiats for use © ‘writing curriculum materials for use © enema omens Wotton CF taser that as she corrects the misbehavior fof one student. tt can positively that as she corrects the misbehavior of one student, ean positively i pase stay oe a goa intuence te behavior of te ther ‘students in euch a way that all of Influence the benavier of the other (© ecquring appropriate speech habits them would behave property when students in such a way that all of tne stent being corrected. Tie them would behave property when © ening tee stenession Shustion xerptie one students being comected. This (© ‘aenutying corect speech pattems © wirtose ‘steuation exemplifies: sing stable speech patterns in ripple effect O watitness O ots a O smoothness © tipple etfect FB ©} overopping O smoothness ‘Aschool administer emphasized == * ‘While administering a quiz, Teacher * heeeaieineanroal ane was ableo check the FEO overep9no_ ‘academic and extracurteular ‘attendance of the leamers: This ‘The English teacher taught the * tetwtes obo types of events encase Ta Sralencacer ic help inthe not sue development aby ofa teacher to attend to two According to Peter Ona, what or more tasks at times also Inurconncied ay she chose = diester trom tne ere seiner ot ont an cussed te values an the sls whch aerated to reatie watiness ances The dimension of © coma oO The dmenaon of carreum cesign beh focused on © sequnc of courses O opt erect ects © seit romrances O smootiness © entry © ‘tot petormanoe objectives © overopong © wnarsnn Te cucu evewers ofthe + © seteranee Elementary avaling Pantpunan (EAP) ‘subject in Schoo! X believes that the O sequence Mesvanbe mentee? Tisisthetemaventothe + . something f they devote suictent appropriate pacing and progression rota, the Assistant Principal le and efor toi thetetore hey of te lesson. Thelessn sho ba ging he ant yt ‘atnariat ranean voiced eat | Oh Serer eerenen ts fr are vertaly epentedn a shes te inetrerein tlemertary grade level. The adjusted in order to prevent pronous yor Then, based othe timencion of eurcaum design that sSlonowns and stoppages. Ih te anne he must ‘highlighted te: the upcoming schoo! year “Pla smectbness reer a echoing © continuity ° lis continuous process; he aded, © relevence © overepning cumeulum development 9 © seone © moment © soompi ater O sequence © adecision-making process a O witness © rover endings O sytemaneWhich curriculum type appearsas * Learners in this category have high * ‘This isthe level under the : ee ean lane ee vanesl ‘awareness and understanding of heaeeorstsetinan eraeortea {their own interests, emotions, and ‘Simpson which shows the ability of baad goals. These learners tend to shy ‘the learner to use sensory cues to ‘away from others, They are in tune {guide motor/physical activity. Oe vat thelr inner feetings. © Adopation © ted arom © merpersons ireigence © comer over Response O\rnadoricam Invapasonaltigence O Guid Response © taught curicuum ® O “sual intetigence ° ‘ogicainteigence © Perception Which phrase is likely to be a goal? * oh , Who isthe proponent of preventive * ‘The following are overt or explicit * disclpine as an approach towards types of curriculum, EXCEPT © searing appropriate speech habits effective iassroom management? © ceveioping ettective self-expression © iden curiam © eeob Kounn Identyngcoret speech pattems © ‘recommended curiulum {© Wenning correct speech pat @ borin anderson using suitable speech pattems in QE © eee © atta (© wate cucu © Wotgang Koi Ine ronowing are suggested criteria. = ‘According to PRC Revised Guidelines * by Jesus C, Palma in organizing and and integrated with the subjects in. for Continuing Professional putting diferent contents together, the same year evel in which DSeeooment oxen te 200 excerr: curticulum component wil ths Liaveiainpaaelionaaa O sitictsion ecision be mare observed? continuing professional development (CPD) unt or new © otterion-based O objectives of professional identification cards tery thee yers, How mety CPD © tnegaton © coment uns are que according tothe 2018 Resoition? © scope and sequence © Toctivties O Assessment ow Os The following are progressive plats * of view of the curriculum, EXCEPT: oO“ A, ' \Which i NOT partof the Grassroots * O« toa esing experiences of he < © Baan Approach of id Toba al experenoes chien have under Betea ct eannaaton © ve guidance ofthe teacher ° : ete coupes or plan of actin ‘© Selection of learning experiences Ofte cca expences bythe a (© selection of taming needs ‘xpacnces inte clssom vb fp | seecsmn cect © sepiomes ane enocedy tre teacher an late by students‘This isa thinking evel under the * Cognitive Domain by Davia Krathwohl which shows learners! ability to check and even enitique the value of a material fora given purpose. O »poly O keow © stdge © Understand This isa level under the Affective * ‘Domain by David Krathwohl wich ‘shows leamers' consistent accordance with what he/she internalized as a value of attitude. © characterization © owenizaton © responang Fo vaning Which component in the Understanding by Design (UBD) Lesson Plan framework answers the question, ‘How can students activate their prior knowledge and be engaged in the learning process?” O Fimup © eepen © Taster O enone by willam Kilpatrick who believes child development and growth. Who develop child earning activities in | parents H-prineipal I students O tana O Wana O tamandiv © tnmrwanav Which among the following keys towards effective claceroom ‘management refers tothe teachers ‘ability to keep the classroom running Iman organized fashion? Inthe middle of the lesson, Teacher * Ella saw a yellow butterfly outside the classroom. Instead of proceeding withthe lesson about adjectives she euddenly discuseed butterflies, This ltuation can be categorized as O mn © Aangle O tiptoe © stimulus boone © smootnness O eretiping © momentum pa O wititness While administering a quiz, Teacher = Jane wae able to check the attendance of the earners, This ability ofa teacher to attend to two ‘or more tasks at atime is also known as: © wititness O ‘opie etect O smoothness © ove ap0ing ‘This isthe term gWven to the . appropriate pacing and progression of the lesson, The lesson should be properly paced, monitored, and adjusted in order to prevent slowdowns and stoppages. © smoothness © overapping © momentum FEO wititness This is athinking level underthe —* ‘cognitive Domain by David Krathwahl which shows learner ably to check and even ertique the value of a material fora given purpose. O v0 O tom © stor O Understand This is alevel under the Affective Domain by David Krathwohl which shows learners’ coneistent accordance with what he/she Imemalized as a value of attitude, © characterization © organization O responding © Youirs ‘Which among the following keys * towards effective classroom management refers tothe teacher's ability to keep the classroom running In an organized fashion? © smoctmness © overapoing O ements © witness ‘The folowing verbs belong tothe * analysis level, EXCEPT: © compare O siteremate © separate © spe‘Benjamin Blooms Taxonomy of Objectives in the Cognitive Domain was revises by: © saceb Kounin © Lorn anderson © ante Horton © Wortgang Korver While administering a quiz, Teacher Jane was able to check the attendance of the learners. This ability of a teacher to attend to two for more tasks at a time is also known as: © wihitness O ‘ple etect FO smoothness ‘The primary concern of a teaching * dis that it must be ‘© visually appeaing © comextetzed cutraly ‘© waten comprehensively © ineyne with the lesson objectives ‘Mr. Robert Padilla, high schoo! teach proper table etiquette to his senlor students. He set up a long dinner table with complete formal dinner set-up and demonstrated the proper use of cutlery and chinaware. He let his students practice eating at 2 formal dinner. What the students performed in Mr. Padilas class was brainstorming panel discussion o@00 role-playing ‘The following verbs belong tothe * analysis level, EXCEPT: © compare O oiferensate O separat © tutoe Which among the following verbs * belongs to the comprehension level? Om O enumerate © summarize O tdentity | ‘The following are progressive points * of view of the curiculum, EXCEPT: total learning experiences ofthe © naa @ serene citen aver the guidance ofthe teacher | unten documents plan of action © ofthe curiculr experiences bythe teacher experiences nthe closreom which O arepiamed and enacteddy the teacher and learned by stents The curriculum reviewers ofthe * Elementary Araing Panlipunan (EAP) subject in School X believes that the leamers can be masters of something if they devote suficient time and effortto it. Therefore, they assured that some competencies in AP are vertically repeated in ll elementary grade levels. The dimension of curriculum design that Is highlighted is: © contin Understanaing by besign (UDv) Lesson Plan framework answers the ‘question, “How can students activate thelr prior knowledge and be ‘engaged inthe learning process?” © Fimup © beepen © Transter O Bole ‘The UbD Lesson Plan framework has * the following components. Which ‘comparisons are correct? |L Explore Introduction 1. Firm Up - Analysis IIL Deepen - Abstraction IV. Transfer Interaction O tana O tenn © send a Henaiv ‘This fea level under the Affective * Domain by David Krathwohl which shows learners’ consistent accordance with what he/she Intemalized as a value of attude. O characterization O organization © Responding © vauing This isthe level under the * Paychomotor Domain by Elizabeth ‘Simpson which shows the ability of ‘the leamer to use sensory cues to {guide motor/physical activity. © Adopstion © compex over Response Fl O Guided ResponseThe content of each subject In basic * Which is NOT included in the erteria * ‘What design element pertains tothe * education are contained in this for selecting educational purposes? continuity of content? document is batrce © feta ° {Co mc Lex st oes 1 seston > 1nd bute © © use of philosophy © scone © © Minimum Learning competencies sequence © use of technology Phil, Secondary learning ° * competencies \ihichof the followings the primary =| Whatdesign element refers tothe * role ofa cst supervisor of authentiety of the content be member of the school board as @ taught? With the topic of baste footsteps in * Lsnnieenoheapeniaptan social dance, a PE teacher decided development? © artetavon to conduct a dancing competition This type of curriculum implemented © inaction tfect O snitcance inthe classroom is known as: urteutam improvernet ere (© stesmmend changes inthe © ‘recommended curcutum urea © vetaiy © supported curcutum © Scheer owenzaton acti sare, Kath, @oraae / teacner, notice * © ‘tut cucu ee that as she corrects the misbehavior © carcutu development of one student, it can positively © wotten curteutum fa Hlementaion and eration Influence the behavior ofthe other “The UBD Lesson Plan framework has * students In such a way that al of Teacher Avilais aware of whatis —* the folowing components. Which ‘them would behave properly when happening inside the classroom, comparisons are correct? one student is being corrected. This ‘such as how the learners behave | Explore Introduction | __suation exempts when he is oF is not aroun. This 1. Fim Up - Analysis demonstrates: I, Deepen - Abstraction © wititness IV. Transfer Interaction © withitness © "pple etfect ee © tana O smoatiness O smeotiness O wena O oveipping Lena © overiapping 2 © tn.inanaiv Leamers inthis category have high | * awareness and understanding of Benjamin Blooms Taxonomy of * ‘Aschoo| administer emphasized — * ‘thelr own interests, emotions, and ‘Objectives in the Cognitive Domain it unease cease (goals, These learners tend to shy wae eieed toy om ators. Tey ae ine " fetes bth yes of ever pe ore help in theirholitic development. | ‘According to Peter F. Ova, what definition of curriculum is implied in this situation? © secob kounin interpersonal intetigence © Lorin anderson a Intrapersonalinteligence O Arita Harrow * © Content FB © visual imetigence iotgng Kotler O wotrgang O sequence of courses © series of experiences © setor pertormance objectivesTo maximize learning, the use of the * “The cucuumrenewers ofthe * Which curteulum type appearsas* Elementary Araling Paipunan (EAP) vernacular fs recommended in what subject in Schoo X belles that the 4 available resources, such as eee arade levels textbooks, software and earning something they devote aufitent materials? time and effort to. Therefore, they O 13 ‘Pate vertically repeated in all | on © assessed curcuum clementary grade eves. The ° Sines rum en at on © ideal curicuum © continu © 10s © leamed curieuum © reorance (© ‘ought curieuium © «000 (© sequence AAlthose involved in education, * including the parents and the community, are referred to as: O clents © developing effective self-expression O diaiogue O patrons O won © stakeholders When one lets thelrclasamatelook * ‘Which phrase Is likely to be @ goal? * at their work for evaluation, t called _ © cquiing aperoprat spech habits @ veatro1en © dentiying correct speech patterns © css partpaton Oleatad using subi speeh ates in Ohne This the evel under the . ‘Teachers must beso that thelr * Feretiometes Perrela 2 Elza ‘suggestions from subject students con be creative learners ‘Simpson which shows the abilty of © speciaite the learner to use sensory cues to © MB) tino) guide motor/physical activity ‘stuis of earners © surmoetarian © use of philosophy O singleminded © Adapation O use of technology © rexie © complex overt Response © cauided response Which of the following is the primary * O Perception role ofa district supervisor or ‘member of the school board as @ stakeholder in curriculum development? The following are overt or explicit * enact gilation to effect ‘ypes ofcurculum, EXCEPT © carci improvement © biden curcuum recommend changes inthe curriculum © recommended curriculum school organization actos © svpportes curicuum ‘authorize school expenditures for curriculum development, implementation and evaluation O° ‘support and participate in parent 1} ® © wwtten curiam‘The curiculumis content should be * Mr. Peralta, the Assistant Principal, * identified within the capacity of When conducting research or doing * reminded the teachers at the readings, one learner uses a colored ae ot nent anes ities te pueoee ae eae beginning of the school year that ew P cl caites ibid eciecion for the ‘they must look at their syllabus and points, What I this technique selection of subject matter of, ee ee called? ‘content refers to the leamers’ previous year. Then, based on the jooheme oor expefieliog? £2 Insights they gained, they must O ietting Important factors to cursculumm?, Improve the existing curriculum for the upcoming school year, "Please © Hightighting O teesiitiy remember that teaching and learning oem Olean |s a continuous process; he added, cae ‘He believes in the principle that © summarizing © leamaitty curiculum development is_ O waicity © a cooperative endeavor O adecision making process When one lets thelr classmate look * FG nowros at thelr work for evaluation, this is i eee ee end ee 2 jesus C Palma in organizing a veune Coe putting different contents together, Groups of students give oth a droups ter comments and © peerreview 5 suggestions on how to improve the other’ work Ts called a artesian O dialogue ° Ao © cattigquing session O tort ren pa O meson O lace participation (© round abe “Teacher Welissa has het yet finished * rn ‘Teacher Cara went trom one topic or * ‘Bectisthg tha tple shout neue ‘activity o other topics. She “The next day her students were discussed a lesson, then Inserted an Sirpased ween abe prosasiad unrelated topic from a previous iecuss a new topic about verbs. From the start to finish, lesson plans * lesson, This act of Teacher Clara is ‘This event is an example of: ‘must possess this characteristic, ‘an example of: which refers to logical organization O tmust and comprehensibity O thrust a © angle © conciseness dangle O tiptop © compieteness © tirtep O conerence © stimulus bound © stimulusbound O symmety ‘The English teacher taughtthe —* literary competencies in an Inthe middle ofthe lesson, Teacher eee ee esse 8 foups of students give other * Groups of students he Ella saw a yellow butterfly outside Sine e eer orial ois rence the classroom. Instead of ‘month and discussed the values and ‘suggestions on how to improve the proceeding with the lesson about the sklls which are related to reabife others! work. This s called as: adjectives, she suddenly discussed Concerns. The dimension of butterflies, Ths situation can be curriculum design being focused on © cxtquing session erates here is O jury tit © tut © continuity round table Integration ° © éanate o) © consensus decision © relevance pa O Men © sequence‘The Project method was introduced * sie content of each eublect in basic)= by William Kilpatrick who believes ‘education are contained in this thatthe purpose of curriculum ia child development and growth. Who is/are in the position to plan and develop childearning activities in document. © Elementary leaning competencies © to12 curriculum Guides the class? |. parents © Minimum Learning competencies th peincipal Phil Secondary learning a suucenta © competencies IV. stakeholders V.teachers © tena With the topic of basic footsteps in * social dance, a PE teacher decided O Menai to conduct a dancing competition. © thitacn ‘This type of curriculum Implemented Inthe classroom Is known as © sm manav (© secommended curicuium © supported curiam Below are teachers tasks in . © tavght curicutum curriculum planning, EXCEPT (© writen curcutum © choosing instructional materials Which characteristic of objectives is * sen QO selecting subiect matter (content) The curriculums content should be * Identified within the capacity of students to absorb the subject ‘matter. Which eriterion for the O specific selection of subject matter of content refers to the learners’ ‘shown in the evaluation of the curriculum? © neensatre schema and experiences as Opal Important factors to euriculum? © stainable © feosiviy O nerest © Fearavity Wihich ofthe following types of * O vataty competence must earners develop while in school as part ofthe adherence tothe needs of various industries? The folowing are suggested criteria * by Jesus C. Palma in organizing and O technical sa pulting diferent contents together, EXCEPT: lectronics skill © amteuiaton @© crterionbased ° © automotive skis ° ‘mechanical skill © integration fa O scope and sequence