Principles and Strategies of Teaching

Competencies:
1. Employ activities, teaching methods, instructional materials & technology, classroom
management techniques appropriate for chosen subject areas.
2. Apply appropriate principles in the preparation and utilization of the conventional and non-
conventional technology tools as well as traditional and alternative teaching strategies.

PART 1 – CONTENT UPDATE

I. LEARNING TO TEACH
Learning to teach is a life-long process. To become an expert teacher is a complex, multi-faceted
process that continues throughout the individual’s professional lifetime. It will require several
different kinds of knowledge-thorough knowledge of subject matter, knowledge about schools
and classrooms within them and knowledge of students and an understanding of how teachers
can help in the process (kauchack 1993).
A. Teaching – refers to the management by an
instructor of the teaching-learning situation.
B. Content Knowledge – understanding of content
+ ability to translate into meaningful form for
students
Content Pedagogical C. Pedagogical Knowledge – research-based
Knowledge Knowledge connections between teaching and learning
D. Strategies – research- based plans for action.

Strategies

II. FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE TEACHING

A. Lesson Clarity
 Teachers make their points understandable and explain concepts clearly so their
students can follow in a logical step by step order.
 Teachers’ oral delivery is clear, audible and free from distracting mannerisms.
B. Instructional Variety
 Refers to the variability or flexibility of delivery during the presentation of the
lesson.
 Includes the use of learning materials, equipment, displays and space in the
classroom
  Involves asking questions and discrimination of different questions format.
C. Teachers Task Orientation
 Refers to how much classroom time the teacher devotes to the tasks of teaching
academic subjects.
 Takes in a classroom where teacher-students interaction focuses more on
intellectual content that allows students an opportunity to learn and have higher
rates of achievement.
 Makes classroom instruction parallel to the instructional goals and curriculum that
guide the construction of assessment of student progress.
D. Engagement in the Learning Process
 Refers to the amount of time students devote to learning an academic subject.
 Is also considered as the amount of time spent by the students in actively learning
the material a. k. a the engagement rate (the percentage of time devoted to
learning when the student is actually on task, engaged with instructional materials
and benefiting from the activities being presented).
E. Student Success Rate
 Refers to the rate at which students understand and correctly complete exercises
and activities
 Consists of teacher’s task orientation and student engagement as they are closely
related to student success rate
 Involves organization and planning of instruction that yields moderate-to-high
success rates but then challenges the learner to go beyond the information given

III. PRINCIPLES OF GOOD / SUCCESSFUL TEACHING

A. According to John Dewey

Teaching is considered good when:
 the child is made the center of the educative process;
 it is well-planned;
 the learner is made conscious of the goals or aims to be accomplished;
 it provides learning experiences;
 there is provision to meet individual differences;
 it utilizes the past experiences of the learner;
 the learner is stimulated to think and reason;
 it is governed by democratic principles;
 the method used is supplemented by another method and instructional devices;
 evaluation is made an integral part of the teaching process; and
 drill or review is made an integral part of teaching and learning.
B. According to James Mursell
Teaching becomes a success when it takes into consideration the following:
a. Principle of Context – setting and use of appropriate materials
Level I – Textbook only
Level II – Textbook together with supplemental material
Level III – Non-academic and current material
Level IV – Multi-sensory aids
Level V – Demonstration and presentation by experts
 Level VI – Field experiences
b. Principle of Focus – subject matter/lesson
Level I – Page assignment
Level II – Announced topic together with page or chapter references
Level III – Broad Concepts
Level IV – Specific concepts, problem Skills acquisition
c. Principle of Socialization – social setting in the classroom
Level I – Submission
Level II – contribution
Level III- Cooperation and Collaboration
d. Principle of Individualization – learner’s purposes, aptitudes, abilities and
experimental procedures
Level I – Uniform tasks
Level II – Homogeneous grouping
Level III – Contract plan
Level IV – Individual instruction
Level V – Large units with optional related activity
Level VI – Individual undertakings
e. Principle of Sequence – order/arrangement of learning tasks
Level I – Logical Succession of blocks of content
Level II – Connecting learning/lesson/course through introductions, reviews
Level III – Building learner’s readiness
Level IV – Building from emerging meanings
f. Principle of Evaluation – appraisal
Level I – Through testing
Level II – Related to objectives and Processes
Level III – Total learning process and results

III. MANAGING INSTRUCTION

A. Determining Instructional Objectives

Are specific statements of intermediate learning outcomes necessary for acquiring a
terminal performance (specific statements describing what the learner is to do at the end of
instruction)
 Taxonomy of Objectives
1) Cognitive Domain – Benjamin Bloom
- describe the knowledge thar learners are to acquire

Original Revised Taxonomy

Like the original taxonomy, the revision is
hierarchical in the sense that the six major
categories of the cognitive process dimension
are believed to differ in their complexity.
a. Knowledge – recalling previously a. Remember – Retrieving relevant
learned material knowledge from long term-memory.
b. Comprehension – restating previously  Recognizing
 learned material into one’s own words  Recalling
c. Application – using the knowledge b. Understand – Determining the
into a new situation or problem meaning of instructional messages,
d. Analysis – Breaking he knowledge into including oral, written and graphic
parts and making relationship among communication.
ideas  Interpreting
e. Synthesis – producing wholes from the  Exemplifying
parts or producing a new whole  Classifying
f. Evaluation – judging the value of  Summarizing
knowledge or the material learned  Inferring
 Comparing
 Explaining
c. Apply – Carrying out or using a
procedure in a given situation.
 Executing
 Implementing
d. Analyze – Breaking material into its
constituent parts and detecting how the
parts relate to one another and to an
overall structure or purpose.
 Differentiating
 Organizing
 Attributing
e. Evaluate – Making judgements based
on criteria and standards.
 Checking
 Critiquing
f. Create – Putting elements together to
form a coherent whole or make an
original product.
 Generating
 Planning
 Producing

2) Affective Domain – David Krathwohl

- Describe the attitudes, feelings and dispositions that learners are expected
to develop
a. Receiving – willingness to be aware and pay attention to stimulus or
phenomenon
b. Responding – reacting to an event through participation
c. Valuing – evaluating beliefs in the form acceptance, preference
commitment
d. Organization – organizing the values in relation to each other
 e. Characterization – acts in accordance with the accepted value and
becomes part of the personality.
3) Psychomotor Domain- Elizabeth Simpson
- relate to the manipulative and motor skills that learners are to master
a. Perception- awareness of sensory stimulus
b. Set- relates cues/knows
c. Guided Response- performs as demonstrated
d. Mechanism- performs simple acts well
e. Complex Overt Response- skillful performance of complex acts
f. Adaptation- modifies acts for special problems
g. Origination- creates new movement patterns/shows creativity
B. Determining Methods
1) Factors to Consider on Choosing a Method
a. Objectives
b. Subject matter
c. Learners
d. Educational technology
e. Teacher
f. School environment
g. Safety measures
2) Principles for Determining Method
The method must:
 utilize the theory of self-activity.
 Utilize the laws of learning.
 Aid the learner in defining his own purposes by setting the situation for
the emergence of a desirable purpose.
 Start from what is known already to the students.
 Be based on the accepted, well-integrated educational theory and
practice which is designed to unify the work of teaching and learning.
 Provide the learners with numerous and diverse learning experiences or
activities.
 Challenge and encourage the learner to further activities which involve
the process of differentiation and integration.
 Provide opportunity for the learner to ask and answer questions.
 Be supplemented by other methods.
3) Types of teaching approaches/methods/strategies
 Direct/Teacher- centered approach - is teacher-centered/controlled;
teachers transmit information directly to the learner
a) Deductive method - This method begins with a rule or
generalization that is applied to specific cases or examples. It aims
to test the rule or solve the given problem. It is the opposite of
inductive method.
b) Demonstration or showing method - ‘’Learning by observation
& imitation.’’ In this method, the teacher (or a select group of
pupils) performs the activity. The demonstration may be live,
 filmed or electronically presented. The class learns through
observation and/or practice with real equipment and simulators.
c) Lecture method - Lecture is a teaching procedure for clarifying or
explaining a major idea cast in the form of questions or problem
(Bossing). This is very effective when the lecturer has the
information or materials which pupils do not have; has the
information and develops critical thinking, largely by the use of the
verbal message, with minimal class participation. This is also
considered as the most authoritative method of teaching.
 Indirect/Learner-centered approach - is learner-controlled; students
search for information
a) Concept development method - Subject matter is taught to enable
pupils to develop concepts. (A concept is an idea or representation
of the common element or attribute by which groups or classes
may be distinguished. It is also a general idea or understanding,
especially one derived from specific instances or occurrences) This
method involved the essential components of higher-order thinking
skills like listing, grouping, labeling, regrouping, and synthesizing.
b) Discovery method - This method refers to an inductive method in
guiding learners to discuss and organize ideas and processes by
themselves. They will undergo the process of observation,
comparison and abstraction, generalization and application. It
means keeping them use ideas already acquired as a means of
discovering new ideas.
c) inductive method - This would help pupils discover important
rules or truth for themselves through careful observations of
specific cases or examples leading to generalizations. It is the
opposite of deductive method.
d) Laboratory method - This method is effectively used in Science
and other related subjects. Apparatus and materials are used to
discover or verify facts and to study scientific relationship.
Activities range from observation to investigation/experimentation,
which in turn provide learners with firsthand experience.
e) Problem-solving method - This is an application of John Dewey’s
reflective thinking theory. This makes use of a problem as a
nucleus which will make pupils work toward its solution.
Essentials to this are statements of the problem & hypothesis and
evaluation & verification of solution/result.
f) Project method - This method is characterized by learners planning,
directing and executing activities which are purposeful, natural, lifelike
and significant. Projects may be classified as physical or material projects,
learning projects and intellectual or problem projects.
 Other Models/Teaching Strategies
a) Brainstorming - is a process for generating creative ideas and
solutions through intensive and freewheeling group discussion. It
consists of Individual or more in which a deliberate attempt is
 made to think creativity about all possible approaches and
solutions to a given problem.
b) Constructivist Teaching - believes that learning occurs as learners
are actively involved in a process of meaning and knowledge
construction rather than passively receiving information. Learning
becomes possible when tasks are authentic, set in a meaningful
context, and related to the real world. At the end, critical thinkers,
motivated and independent learners are created.
c) Cooperative learning - It is a successful teaching strategy in
which small teams, each with students of different levels of ability,
use a variety of learning activities to improve their understanding
of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates earn, thus
creating an atmosphere of achievement.
d) Distance Learning - or distance education is a mode of delivering
education and teaching, often on an individual basis, to students
who are not physically present in a traditional setting such as a
classroom. It provides ‘’access to learning when the source of
information and the learners are separated by time and distance, or
both’’.

e) Dale’s Cone of Experience – a pictorial device that presents bands

of experience arranged according to degree of abstraction.
f) Field trip – it occurs outside the classroom and offers an
opportunity for students to get exposure to real people and events and the
opportunity to make connections to others.
g) Metacognitive Teaching – “Thinking About Thinking”. Teachers
guide learners to become more strategic thinkers by helping them
 understand the way they are processing information. It can be done
using any of the following processes: advance organization,
organizational planning, directed attention, selective attention, self-
monitoring, self-evaluation, auditory representation.
h) Multiple Intelligences (MI) – developed by Howard Gardner, MI
believe that children’s thinking and learning skills vary widely
from child to child. It aims to develop learners who are analytic,
interactive & introspective. Listed below are the nine intelligences
human beings are said to possess.
 Verbal-Linguistic – well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of words.
 Mathematical-Logical – ability to think conceptually and
abstractly, and capacity to discern logical or numerical
patterns
 Musical – ability to produce and appreciate rhythm, pitch
and timber
 Visual-Spatial – capacity to think in images and pictures,
to visualize accurately and abstractly.
 Bodily-Kinesthetic – ability to control one’s body
movements and to handle objects skillfully.
 Interpersonal – capacity to detect and respond
appropriately to the moods, motivations and desires of
others.
 Intrapersonal – capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes.
 Naturalist – ability to recognize and categorize plants,
animals and other objects in nature.
 Existential – sensitivity and capacity to tackle deep
questions about human existence, such as the meaning of
life, why do we die, and how did we get here.
i) Panel – this consists of a group of three to six persons having a
purposeful conversation on an assigned topic with or without
active participation by the audience. The panel is usually seated at
a table in full view of the audience.
j) Peer Tutoring – the assignment of students to help one another on
a one-on-one basis or in small groups in a variety of situations.
k) Problem-based Learning – challenges students to learn through
engagement in a real problem. Learning takes place within the
contexts of authentic tasks, issues and problems—that are align
with real-world concerns.
l) Reflective Teaching – is a response to past experience and
involves conscious recall and examination of the experience as a
basis for evaluation and decision-making and as a source for
planning and action.
m) Role Playing – it involves a spontaneous portrayal (acting out) of
a situation, condition, or circumstance that is similar to real-life.
 n) Simulation – is an enactment of a make believe episode as much
like the real thing as possible.
o) Small-Group Instruction – works best in rooms with movable
furniture. It can provide interesting challenges, permit students to
progress at their own pace, provide a psychologically safe situation
in which to master the material, and encourage them to contribute
to class activities. Grouping may be done using ability, interest,
skill, viewpoint, activity or project, integration and arbitrary.
p) Socratic method – questions and answer used by Socrates. The
teacher does not give information directly but instead asks students
series of questions. Its goal is to help students process information
and engage in deeper understanding of topics. It can be used at any
grade level and with all subject areas, and lessons can be adapted
to fit a changing society.
q) Symposium – is a formal activity where two to five persons talk
on or discuss a topic, especially an academic topic or social
problem before an audience.
C. Determining Learning Activities
 Are activities engaged in by the learner for the purpose of acquiring certain skills,
concepts, or knowledge with or without teacher’s guidance. It provides opportunities for
students to model ways of thinking and learning, practice skills and processes, extend
knowledge, learn from a wide range of sources (including other students), gain feedback
on progress, engage deeply in the subject matter, and participate actively in the learning
process.
1) Principles in Selecting Learning Activities
a) Learners must profit from the experience
b) Learning activities must provide for the attainment of a set of
objectives.
c) Learning activities must be authentic and contextualized to meet the
needs and interest of the learners.
d) Learning activities must challenge the learners to ask questions
e) Learning activities must provide opportunities for content mastery as
well as broad and deep study.
2) Criteria in Selecting Learning Activities
a) Appropriateness
b) Feasibility
c) Variety
d) Optimal value
D. Determining Instructional Materials
 Consist of educational resources used to improve students’ knowledge, abilities, and
skills, to monitor their assimilation of information, and to contribute to their overall
development and upbringing.
1) Types of Instructional Materials
a) Concrete Objects – includes objects from nature
b) Representation of concrete objects and phenomena – includes
three-dimensional materials (casting, globes, and experimental
 models), two-dimensional materials (charts, pictures, photographs,
maps, diagrams, and drawings), and audiovisual materials (motion
pictures, film clips, filmstrips, slide sequences, transparencies, records
and tape recordings, and radio and television broadcasts).
c) Description of such objects and phenomena – includes scientific,
scholarly, reference, and methodological teaching aids, as well as
textbooks, books of problems and exercises, books for recording
scientific observations, laboratory manuals, manuals for production
training, and programmed textbooks.
2) Principles in the Selection and Utilization of Instructional Media
a) Motivation
b) Individual differences
c) Learning objectives
d) Organization of content
e) Preparation for learning
f) Participation
g) Feedback
h) Reinforcement
i) Practice
j) Repetition
k) Application
E. Determining Evaluation Instrument
 Any of the means by which one obtains information on the progress of the learner and the
effectiveness of instruction

IV. LESSON PLAN

 A daily plan
 Sets forth the proposed program or instructional activities for each day
 Is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time

Components

Hunter Gagne Slavin Good and Brophy

1. Review 1. State 1. Review
learning
objectives
2. Anticipatory 1. Gain attention 2. Review
set prerequisite
s
3. Objective 2. Inform learner
of objective
3. Recall prior
knowledge
 4. Input 4. Present the 3. Present new 2. Development
stimulus material
material
5. Modeling 5. Provide 4. Conduct 3. Assess
learning learning
guidance probes
6. Check for 6. Elicit
understanding performance
7. Guided 7. Provide
Practice feedback

8. Independent 5. Provide 4. Seatwork

practice independent
practice
8. Assess 6. Assess 5. Accountability
performance performance
and provide
feedback
9. Ensure 7. Provide 6. Homework
retention and practice and
transfer review
7. Special
reviews

V. CLASSROOM MANAGEMENT

Classroom management is an integral part of teaching and techniques of managing students must
be delivered skillfully by the teacher. The teacher’s personality, philosophy and teaching style
will directly affect his or her managerial and disciplinary approach.

Following are approaches grounded in research and are applicable in the classroom. They are
distinct from each other yet share common features. All are based on a mixture of psychology,
classroom experience and common sense. All blend elements of prevention with techniques for
intervention (Ornstein, 1990).

A. Approaches to Classroom Management

1) Assertive Approach
 Based on Lee and Marlene Canter’s model of discipline in which teachers
insist on responsible behavior by their students.
 Expects teachers to specify rules of behaviors and consequences for
disobeying them and to communicate these rules and consequences
clearly.
 Assumes that classroom management liberate students because it allows
them to develop their best traits, skills and abilities, and provides them
 with psychological security in the classroom and an effective learning
environment.
2) Business- Academic Approach
 Developed by Evertson and Emmer, emphasizes the organization and
management of students as they engaged in academic work
 Involves a high degree of “time on task” and “academic engaged time” for
students. The idea is that when students are working on their tasks there is
little opportunity for discipline problems to arise.
3) Behavioral Modification Approach
 Rooted in the classic work of James Watson and the more recent work of
B.F Skinner
 It involves a variety of techniques and method ranging from simple
rewards to elaborate reinforcement training
 Assumes that behavior is shaped by the environment and pay little
attention to the causes of problems
4) Group Managerial Approach
 Based on Jacob kounin’s research
 Emphasizes the importance of responding immediately to group students’
behavior that might inappropriate or undesirable in order to prevent
problems rather than having to deal with them after they emerge
 If the misbehavior is not noticed, is ignored, or is allowed to continue for
too long, it may create a “ripple effect”
5) Group Guidance Approach
 Based on the works of Fritz Redl
 Focuses on manipulating the surface behavior of the students on a group
basis
 Discipline and classroom control are produced through group atmosphere
and enhance group support
6) Acceptance Approach
 Rooted in humanistic psychology
 Maintains that every person has a prime need of acceptance
 Also based on the democratic model of teaching in which the teacher
provide leadership by establishing rules and consequences but at the same
time allows students to participate in decisions and to make choices
7) Success Approach
 Rooted in humanistic psychology and democratic model of teaching
 Deals with general psychological and social conditions. Teachers should
not excuse bad behavior on the part of the student. They need to change
whatever negative classroom conditions exists and improve conditions that
will lead to student success.
B. Management Routine
Routine is simply a set of procedure dot handling both daily occurrences and minor
interruptions of instructions
1) ADVANTAGES
a) Students will have more opportunity to learn and achieve more.
b) Teachers can devote more time for quality instruction.
 2) EXAMPLE
a) Checking of attendance
b) Distribution of materials
c) Submission of test papers
d) Coming in and going out of the classroom
e) Payment of fees
C. Management of Time
The quantity and quality of academic instructional engaged time affect student
performance. Time in school can be divided into 4 categories relating to academic work
(Ornstein, 1990).
1) Mandated Time – the number of days and hours in the school calendar
specified by the state and school laws.
2) Allocated Time – the portion of time in school allocated to different subjects
and other activities in academic and non-academic areas.
3) Academic Instructional Time – the time the teacher actually spends in class
giving instructions through various means in particular subjects and skills.
4) Academic-engaged Time – the time the students spend in performing
academic work

PART II -ANALYZING TEST ITEMS

Directions: Read and analyze each item and select the correct option that answers each
questions. Analyze the items using the first 5 items as your sample. Write only the letter of your
choice in your answer sheet.

1. To ensure that the lessons will go on smoothly, Teacher A listed down the steps she will
undertake together with those of her students’. This practice relates to
A. Teaching Style C. Teaching strategy
B. Teaching Method D. Teaching technique
The correct option is B because teaching method consist of steps which are logically
arranged aimed at achieving the specific aims of instruction.

2. 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 C. Lecture
B. Laboratory D. Demonstration
The correct option is D because the insufficiency of chemicals to use dictates that the
teacher performs the experiment while the rest of the class observes.

3. 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 used to teach the assignment?
A. Project method C. Lecture method
B. Discovery approach D. Demonstration method
 The correct option is C because lecture method is effective when the lecturer or teacher
has the information or materials which students do not have.

4. Pictures, models and the like arouse students’ interest in the day’s topic. In what part of
the lesson should the given materials be presented?
A. Initiating activities C. Evaluation activities
B. Culminating activities D. Developmental activities
The correct option is A because instructional materials like picture is used to motivate the
students. This takes place at the start of the lesson, i.e., during the initiating activities.

5. 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 in 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 the improper fraction to mixed numbers
The correct option is A because identifying the characters in the story requires simple
recall of information from the text read; a characteristic of information in the knowledge
level which is the lowest level in Bloom’s taxonomy.

6. The class 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 C. By means of a graph
B. By looking for a pattern D. By guessing and checking
7. 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 with the real world
8. 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 broadcasts from a transistor radio
D. The teacher should try all the available means to get the newspaper delivered to the
school
9. 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 in the part of students
10. 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 C. Application
B. Generalization D. Comparison and abstraction
11. Which part of the lesson is involved in the giving of situation or activities based on the
concepts learned?
A. Preparation C. Application
B. Generalization D. Comparison and abstraction
12. Teacher F wants the class to found out the effect of heat in matter. Which method will
help him accomplished his objective?
A. Project method C. Problem method
B. Laboratory method D. Expository method
13. In Math, Teacher G represents various examples of plane figures to her class. Afterwards,
she asks the students to give the definition of each. What method did she use?
A. Inductive C. Deductive
B. Laboratory D. Expository
14. Teaching Tinikling to I-Maliksi becomes possible through the use of
A. Inductive method C. Demonstration method
B. Expository method D. Laboratory method
15. What is the implication of using a method that focuses on the why rather than the how?
A. There is best method
B. A 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
16. 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
17. Which of the following characteristic a well-motivated lesson?
A. The class is quit
B. The children have something to do
C. The teacher can leave the pupils to attend some activities
D. There are varied procedures and activities undertaken by the pupils
18. 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 consequences of their action is sharpened
19. 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 test given after the concept has been discussed
 20. The strategy of teaching which makes use of the old concept of “each-one-teach-one” of
the sixty’s is similar to
A. Peer learning C. Partner learning
B. Independent learning D. Cooperative learning
21. Which part of the lesson does the learner give a synthesis of the things learned?
A. Motivation C. Evaluation
B. Application D. Generalization
22. 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 on all
levels
D. These are guidelines to be taught and learned where teachers and students evaluate
learning
23. 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.
24. In music, Teacher I 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 in the key of C
C. To interpret properly the chords of key of C in the piano
D. To exhibit excellent playing of piano in the key of C
25. 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

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills be answering the items below. Write only the letter
of the best answer.

1. Student A wishes to write a lesson plan. Which question should s/he asks herself/himself
first?
A. What materials will I need?
B. How will I get things started?
C. What do I want to accomplish?
D. What exercises will I give my students?
2. Which of the following characterizes best an effective classroom manager? One who is
friendly yet
 A. rigid C. business-like
B. demanding D. buddy-buddy
3. Which of the classroom activities below is effective?
A. The concept learner is applicable to daily life
B. The techniques and approaches used are varied
C. The variety of instructional materials used is evident
D. The laughter and enjoyment of students are contagious
4. When is praise effective? When it
A. describes students present accomplishments
B. show spontaneity, variety and other signs of credibility
C. focuses students attention on their own task relevant behavior
D. provides information to students about their competence and the value of their
accomplishments
5. Which of the following is a divergent question?
A. How is water purified?
B. What are the parts of a sentence?
C. What is the most populated country in Asia?
D. What is the formula in getting the weight of an object?
6. Which of the following reading skills belongs to the higher level?
A. drawing conclusion C. following directions
B. stating the main idea D. noticing specific data
7. Which of the following questions is classified as low level?
A. What is Science?
B. How is city differentiated from a province?
C. If the given chance to become a government official, what reform/s will you
advocate? why?
D. Who among the Filipino heroes and heroines do you like best? Explain.
8. Why does the teacher have to plan the day’s activities?
A. This is expected by pupils
B. This is required of a teacher
C. The ability of a teacher is tested
D. The accomplishment of the objectives is dependent on the plan
9. Which of the following should the teacher use to start the class discussion?
A. Narrow question C. Memory question
B. Convergent question D. Divergent question
10. Which of the following characterizes best a well-managed class? When learners
A. are controlled by the teacher
B. blindly obey teachers’ instructions
C. pursue their task without inhibition
D. are engaged in an activity that leads them to realize the set goal
11. Which of the following belongs to a lower- order thinking skills?
A. Teaching for meaning
B. Encouraging creativity
C. Asking convergent questions
D. Making the students aware of their mental processes
12. When should Teacher M undertake the task of setting up routine activities?
 A. Every homeroom period
B. On the very first day of school
C. Every day at the start of the session
D. As soon as the students have adjusted to their scheduled
13. Which of the following marks a conductive environment?
A. Excessive praise C. Long assignments
B. Individual competition D. Cooperative learning
14. Which of the following helps develop critical thinking?
A. Asking low-level questions
B. Blind obedience to authority
C. Asking convergent questions
D. Willingness to suspend judgement until sufficient evidence is presented
15. Teacher N wants to develop the comprehension skills of his pupils. How should his
questioning proceed?
I. literal II. Interpretation III. Critical IV. Integration

A. I, II, III, IV C. I, II, IV, III

B. I, III, II, IV D. IV, III, II, I
16. Which of the following counters the teacher’s role as facilitator of learning?
A. Does more talk than learners
B. Does less talk compared to learners
C. Makes use of interactive teaching strategies
D. Caters to multiple intelligences in the classroom
17. Which of the following practices violates the guidelines in asking questions?
A. Avoid cognitive memory questions
B. Call on pupils before asking the questions
C. Use probing questions to follow up incomplete answers
D. Sequence questions so that higher level questions build on the answers to lower level
questions
18. Which of the following shows cooperation?
A. Doing all the work alone
B. Letting others copy from you
C. Collaborating with others in the group
D. Allowing others to dominate in the decision-making
19. Which of the following violates good discipline?
A. Practice C. Modeling
B. Attention D. Punishment
20. Asking a series of questions to a student is a violation of which technique questioning?
A. Wait time C. Redirection
B. Prompting questions D. Probing questions
21. Which of the following should Teacher O practice more if he wants to give his students
the opportunity to think critically?
A. Provide questions with clues
B. Give questions that requires analysis
C. Give questions that deviate from the main topic
D. Allow the children to ask questions during the class discussion
22. Which guideline in asking questions must Teacher P use to develop reflective thought
and critical thinking among her learner?
A. Probing C. Wait time
B. Prompting D. Redirection
23. Which of the following practices is an effective way to start a lesson?
A. Checking the attendance
B. Scolding someone who was late
C. Evaluating the work done the previous day
D. Reminding the pupils of standards of listening
24. Which of the following routines is the best way to start a lesson?
A. Ringing the bell
B. Greeting each other
C. Making the children line up
D. Asking the children to clean the room
25. What is the most effective way to distribute papers/materials in class?
A. Give pupils papers one by one
B. Let pupils come to the teachers one by one
C. Ask a leader pupil to distribute the papers
D. Instruct pupils to “Get one and pass”