Final Coaching for Licensure Examination for Teachers (LET)

Prof. Serafin A. Arviola Jr.

HINTS FOR ANSWERING MULTIPLE CHOICE QUESTIONS

The multiple-choice questions on the exam consist of a question or a sentence stem and five possible
answers. The cardinal rule is always read the question or stem and all the five choices before you mark your
answer. If the first few phrases convince you that the answer is obvious, read the entire question anyway. You may
run into an EXCEPT, NOT, or LEAST at the end that turns the right answer upside down. EXCEPT, NOT, and
LEAST are markers for what has been called the “reverse multiple-choice.” For example: “All of the following
happened to Lincoln EXCEPT,” followed by four things that did happen to Lincoln and one that didn’t – the right
answer is the one that didn’t. You also need to remember that while each question has a correct answer, the other
choices may not be wrong. They may be good answers, just not as good as the correct one. If answer (B) sounds
right, hold on; answer (C) may be better.

The multiple-choice section tests your analytical skills as well as factual knowledge about U.S. history.
There may be questions based on tables, graphs, or charts that ask you to find an answer that correctly interprets the
data. You may have to interpret the meaning of a political cartoon, figure out the point of view of the author of a
quoted passage, or recognize important facts from a map. How to handle these types of questions is discussed in
part II. But regardless of the format, it all comes down to one thing: You must read the entire question and all
the answer choices before putting down an answer. You’re allowed to mark up the question booklet. Take
advantage of this privilege by underlining dates, names, or concepts in the question that might help you determine
the right answer. After reading the question and the choices, the correct answer may be crystal clear. Not all of the
questions have the same difficulty; some are easier than others. If you’re stumped, the trick is to weed out as many
of the answers as possible. One or more of the answers may be obviously wrong. When two of the five choices
indicate opposite extremes, one or both of them may be incorrect. Put a line through any answers you eliminate in
the question booklet.

(A)
(B)
(C)
(D)
(E)

The right answer should become easier to identify; if it doesn’t, you can make an “educated” guess from
the remaining choices. Avoid wild guessing. When you can’t narrow down the answers, go on to the next question
and be sure to clearly mark the one you skip so that you can look at it again, time permitting. Make all such marks
only in the test booklet, never on the answer sheet. Stray pencil marks may be interpreted by the computer as an
answer. Remember that leaving too many questions blank won’t give you enough points for a good score. When
you skip a question, make sure that you fill in the correct space on the answer sheet for the next question.Another
strategy in reading the choices is to look for “extreme” words such as “always,” “never,” “completely,” “entirely,”
and “definitely.” Since few things in history are ever absolute, these words may signal an incorrect answer. If four
of the choices have words such as “demanded,” “forced,” “require,” and “insisted” and the fifth choice is
recommended “recommended,” there’s a strong possibility that the moderate word provides the key to a correct
answer.

Time is factor in the multiple-choice section. You have fifty-five minutes to answer eighty questions,
which breaks down to just over forty seconds per question. That’s an average; you’ll probably spend considerably
less time on some questions and somewhat more on others. Questions that require you to analyze statistical data or
evaluate an excerpt from a historical source obviously take longer than those that ask you to recall factual
information. Still, you can’t spend two or three minutes agonizing over the right answer. Time how long it takes
you to read a sentence stem and all five choices. Then allot a time you need to think about the answer, and toss in a
couple of seconds for filling in the answer sheet. How much time did it take? If your personal number exceeds forty
seconds, you’re not working fast enough; if you have time to spare, you can think a bit more about the correct
answer.
 MAKING MENTAL NOTES
Philosophy of Education

Philosophy Key Words Proponent Role of Teachers

Buddhism Four noble truths, eightfold path, law of Siddharta Gautama Authority
karma
Buddha

Hinduism Yoga, reincarnation, non-violence Mohandas Gandhi Authority

Confucianism Ethical and moral life, yi-li, sage man, Confucius Authority
analects (lunyun), golden rule, cardinal
rule

Taoism Way of life, harmony, simplicity, Lao tzu Authority

WUWEI

Islam 5 Pillars of Islam (Shahada, Sakat, Prophet Mohammad Authority

Salat, Hadj and Ramadan)

Naturalism Nature, natural growth of child, Jean Jacques Authority

Rousseau
Physical development of the child

Idealism Ideas, virtues, value, spiritual (values Plato Authority

centered curriculum)

Realism Real, actual, observation (observation John Locke Authority

based curriculum)

Pragmatism Experience, learning by doing, John Dewey Guide/facilitator

practicalism, instrumentalism,
functionalism

Existentialism Exists, freedom, individual use, what Soren Kirkegaard Guide/facilitator

the child wants to be
Jean Paul Sarte

Language Communication Wittgenstein Authority

Analysis

Perrenialism Constant, unchanging, universal (book Mortimer Adler Authority

centered curriculum)

Progressivism Progress, personal and social Francis Parker Guide/facilitator

experiences (child centered curriculum)

Essentialism Essential, required, main, use, basic, William Bagley Authority

drill, retention, 3r’s, equip (subject
centered curriculum)
Reconstructionism Society, reconstruct, social order, Theodore Brameld Guide/facilitator
social, political and economic problems
(society centered curriculum)

Humanism Human – centeredness Paul Kutz/Abraham Guide/facilitator

Maslow

Re-constructivism Reflection-experience-application- Theodore Brameld Guide/facilitator

reflection

Constructivism Reflection- experience Jean Piaget/Lev Guide/facilitator

Vygotsky

Positivism Positive – outlook August Compte Guide/facilitator

Humanitarianism Christ-centered philosophy, care for the Jesus Christ/St. Authority

poor Thomas Aquinas

MAKING MENTAL NOTES

Curriculum Development

Historical Period Goal Content School Medium of

Instruction

Pre-Spanish Survival & Conformity Broad unstructured Home Alibata, Arabic

Spanish Promote Christianity Christian Doctrines Parochial School Latin, Spanish

American Promote Democracy Religious freedom, Public School English

Citizenship Education

Commonwealth Continuation of the Religious freedom, Public & private English

Promotion of Citizenship Education School
Democracy
Character Education

Japanese Promotion of EACPS Values of the love for Vocational Nippongo

labor, VocTech School
Tagalog
Agricultural
School

Republic to Full Realization of National Heritage Elementary, high English

Independence democracy school college &Filipino

New Society National Development 3-R, Values Education Elementary, high English
school college, &Filipino
graduate school
Present Period Education for K-12, specialized tracks K-12, ALS, English
Nationalism and for senior highschool SPED, &Filipino
Patriotism Madrasah
Global citizenship Mother

Teaching Profession

Law # Description Law # Description

RA 7722 CHED RA 578 Teachers as Persons in Authority

RA 4670 Magnacarta for Public RA 7877 Anti-Sexual Harassment

School Teachers

PRC BR 435 Code of Ethics for RA 8049 Anti-Hazing Law

Professional Teachers

RA 7796 TESDA RA 7610 Anti-Child Abuse law

Phil. Constitution ESTACS RA 10627 Anti-Bullying

Article 14

RA 10533 K-12 Law RA 8190 Teachers Assignment Priority

RA 8187 Paternity Act

RA 9155 BEGA or DEPeD Law RA 7277 Magnacarta for PWD

MAKING MENTAL NOTEs MAKING MENTAL NOTEs

Principles of Teaching Assessment of Learning

Abra ha m Ma slow’s Hiera rchy of Needs

 MAKING MENTAL NOTES
Theories of Learning

Education Experts/ Theory

Philosophy
 Jean Piaget Cognitive development
 Jerome Bruner Cognitive Psychology
 Maria Montessori Early Childhood education – prepared environment for the child
 Johan Pestalozzi Learning through observation and experience
 Albert Bandura Social Learning Theory
 John Dewey Laboratory School, Pragmatism, Progressivism
 Ivan Pavlov Classical Conditioning
 B.F. Skinner Operant Conditioning
 Kurt Lewis Social Organization/Applied Psychology
 Johan Friedrich Herbart Herbatian Method of Teaching/ Inductive method of Teaching
 Michel de Montaigne Education for Life
 Lawrence Kohlberg Stages of Moral development
 Friedrich Wilhelm Father of Kindergarten
August Froebel
 Edgar Dale Cone of Experience
 Howard Garner Multiple Intelligences
 Sigmund Freud Oedipus/Elektra complex
 Pedro Poveda Teacher Information centers
 Paolo Freire Pedagogy of the Oppressed
 Herbert Spencer Survival of the Fittest, Preparation for Complete Living
 Jean Jacques Rousseau Social Contract Theory, “Emile’
 John Baptist de la Salle De La Salle Schools – School for the poor
 Jacques Delor Four Pillars of Education
 John Amos Comenius “OrbisPictusSensualism” or the World of Sensible Things
Pictured
  John Locke Tabularasa Theory

Filipino Education expert Contribution

 Lourdes Quizumbing Values Education
 Jose Rizal Noli/Fili
 Manuel Quezon Filipino Language
 Teodoro Agoncillo Philippine History
 LandaJocano Father of Philippine Anthropology
 Ramon Obusan Filipino Folkloric Dance
 Hilda Taba Curriculum Development
 Severino Montano Theater for the Barrios
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