i

PREFACE

Hello Future LPT,

Welcome to this review material, you’re gearing up for a big exam in Licensure
Examination for Teachers. I know, it sounds serious, but don't stress – I've created this
review book to make things a bit more manageable.

I get it; sometimes these subjects can feel like a maze of confusing terms and theories.
That's where this book comes in. I've broken down the important stuff into bite-sized
pieces, with simple explanations and examples to guide you through.

But hey, studying isn't just about cramming facts for a test. It's about really
understanding the material so you can use it in your professional life. That's the goal
here – not just passing the exam but grasping the knowledge for your future career.

So, take your time, go through the chapters, and don't hesitate to reach out if
something's not clear. We're in this together, and I'm this review material will to help
you succeed in your professional education journey.

Best of luck,
Aizel Mae S. Reyes (Future LPT)

ii
 TABLE OF CONTENTS

COVER PAGE i

PREFACE ii

TABLE OF CONTENTS iii

TABLE OF SPECIFICATIONS FROM PRC

General Education (Secondary) 1

Professional Education (Secondary) 3

Technology, Livelihood, Tech-Voc Education (Secondary) 7

1. THE TEACHING PROFESSION “FOUNDATION OF TEACHING AND

LEARNING PROCESS”
Written Activity no,1 10

Item Analysis 19

20 Questions 39

20 Questions Answer Key 43

2. THE TEACHING PROFESSION “THE PROFESSIONAL TEACHER”

Written Activity no.2 44

Item Analysis 58

20 Questions 73

20 Questions Answer Key 77

3. THE TEACHER AND THE CURRICULUM

Written Activity no, 3 78

Item Analysis 94

20 Questions 110

iii
 20 Questions Answer Key 114

4. METHODS AND STRATEGIES OF TEACHING

Written Activity no.4 115

Item Analysis 127

20 Questions 135

20 Questions Answer Key 139

5. EDUCATIONAL TECHNOLOGY

Written Activity no.5 140

20 Questions 146

20 Questions Answer Key 150

6. THE CHILD AND ADOLESCENT LEARNERS AND LEARNING

PRINCIPLES “HEADSTART FOR TODDLER, CHILD AND ADOLESCENT”

Written Activity no.6 151

20 Questions 166

20 Questions Answer Key 170

7. ASSESMENT OF LEARNING

Written Activity no,7 171

20 Questions 185

20 Questions Answer Key 180

REFERENCES 190

iv
 ABLE OF SPECIFICATIONS
GENERAL EDUCATION* (Secondary)
Licensure Examination for Professional Teachers (LEPT)

Philippine Qualifications Framework Level 6

DIFFICULTY LEVEL Easy (30%) Moderate (50%) Difficult (20%)

BLOOM’S TAXONOMY REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE
Topics and Learning Outcomes Wt. No. of Items No. of Items No. of Items No. of Items No. of Items No. of Items No. of Items

A. Intellectual Competencies
1. Purposive Communication in English 40% 60 7 9 30 6 4 4
1.3. Use the English language with ease in effective
communication.
1.4. Use the English language confidently for special
purposes
2. Malayuning Komunikasyon sa Wikang Filipino
2.3. Nagagamit ang wikang Filipino sa larangang
akademiko
2.4. Nagagamit ang wikang Filipino sa iba’t – ibang uri
ng sulatin
3. Science and Technology
3.3. Use scientific knowledge to explain natural
phenomena and protect Earth’s resources
3.4. Utilize understanding of science to illustrate how
technology has become beneficial to Mankind.
4. Mathematics
4.2. Exhibit competence in Mathematical concepts and
procedures
4.2 Relate Mathematics with the real and the concrete
through problems that occur in daily life

1
B. Personal and Civic Responsibilities 30% 45 7 7 22 5 2 2
1. Readings in Philippine History and Society
1.1. Demonstrate understanding of the significant
periods in Philippine history
1.2. Relate the significant periods of Philippine history
with the transformation of society
2. The Life and Works of Rizal
2.3. Manifest the ability to analyze how the thoughts,
works and valor of Rizal influenced the nation
2.4. Show how Rizal’s feats of valor influenced the
other Philippine heroes
3. Ethics
3.2. Demonstrate understanding of what is good for
individuals and society
3.2 Utilize logical inferential skills in resolving moral
dilemmas.
C. Practical Skills Development
1. The Contemporary World 30% 45 8 7 23 4 2 1
1.2. Illustrate ways of relating global issues and concerns
with local and global realities identify ways by which
the Philippines may
participate in efforts to mitigate global problems
2. Art Appreciation
2.2. Demonstrate the ability to interpret artistic
creations as expressions of the finer things in life
Manifest informed appreciation of various forms o art
3. Understanding the Self
3.2. Show familiarity with the factors and forces that
affect the development of self – identity
3.2 Demonstrate the commitment to accomplish self –
understanding as the means to a successful
teaching career

TOTALS: 100 % 150 22 23 75 15 8 7

REFERENCES:
R.A. 7836: Philippine Teachers Professionalization Act, s. 1994, Sec. 14. Scope of Examination: The examination for the elementary and secondary school teachers shall be separate. The examination in the elementary level shall consist of two (2)
parts, namely: professional education and general education. The examination for teachers in the secondary level shall consist of three (3) parts, namely: professional education, general education, and field of specialization CHED Memorandum Order
No. 75, s. 2017: Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd)
DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) by integrating the 7 Domains of Quality Teaching
R.A. 10968: The Philippine Qualifications Framework (PQF) Act of 2018

2
 TABLE OF SPECIFICATIONS in
PROFESSIONAL EDUCATION (Secondary)
Licensure Examination for Professional Teachers (LEPT)

Philippine Qualifications Framework Level 6

DIFFICULTY LEVEL Easy (30%) Moderate (50%) Difficult (20%)

BLOOM’S TAXONOMY REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Topics and Learning Outcomes Wt. No. of No. of Items No. of Items No. of Items No. of Items No. of Items No. of Items
Items
A. TEACHING PROFESSION 15% 23 3 3 12 3 1 1
1. Foundations of the teaching-learning process
1.1. Apply philosophical and sociological principles
in teaching–learning situations.
1.2. Apply foundation theories of special and
inclusive education.
2. The Professional Teacher
2.1. Describe the professional teacher and the
ways and means to ensure high standards of
the teacher’s personal and professional life.
2.2. Explain what teaching is and the various roles
of a teacher in meeting challenges in the 21 st
century.
2.3. Demonstrate understanding of the concepts of
the teacher as a school culture catalyst,
transformational leader and educational
resources manager with responsibilities as
specified in the Code of Ethics for
Professional Teachers.

3
B. THE TEACHER AND THE SCHOOL CURRICULUM, 30% 45 6 6 25 4 2 2
METHODS AND STRATEGIES OF TEACHING,
EDUCATIONAL TECHNOLOGY FOR TEACHING
AND LEARNING
1. The Teacher and the School curriculum
1.1. Demonstrate research-based knowledge of
the concepts, theories and principles in
curriculum planning, design, development and
evaluation.
2. Methods and Strategies of Teaching
2.1. Demonstrate knowledge of teaching
strategies that build and enhance new
literacies inclusive of multi-cultural, social,
media, financial, cyber/digital, ecological, arts-
and-creativity new literacies across the
curriculum.
2.2. Prepare developmentally sequenced lesson
plans with well aligned learning outcomes and
competencies based on K-to-12 spiral
curriculum requirement.
2.3. Utilize the concepts of new literacies in the 21st
century (globalization and multi-cultural
literacy, social literacy, media literacy, financial
literacy, cyber literacy, digital literacy, eco
literacy, arts and creativity literacy,
interdisciplinary explorations and other
teaching strategies) and shared cultural
practices across learning areas.

3. Educational Technology
3.1. Employ teaching strategies, methods,
instructional materials and technology,
classroom management techniques
appropriate to subject areas and inclusive of
learners from indigenous groups.
3.2. Demonstrate skills in developing and using a
variety of conventional and non-conventional
resources including Information and
Communication Technology to address
learning goals and needs of various learners.

4
C. THE CHILD AND ADOLESCENT LEARNERS AND 20% 30 5 5 15 3 1 1
LEARNING PRINCIPLES
1. Headstart for Toddlers, Child and Adolescent
1.1 Apply pedagogical approaches to the
studentcentered teaching-and-learning
process that is metacognitive, innovative,
inclusive and developmentally appropriate for
child and adolescent learners.
1.2 Appraise a learning environment that is
responsive to learners from various family
background, economic level groupings, and
socio-cultural affiliation.
1.3 Demonstrate understanding of differentiated
teaching to suit the learner’s gender,
strengths, interests, experiences and needs.
1.4 Draw implications of research findings
relatedto child development along biological,
cognitive, linguistic, socio-cultural
dimensions.
D. ASESSMENT OF LEARNING 15% 22 3 3 12 2 1 1
1. Validating theoretical knowledge in the actual
assessment of learning
1.1. Demonstrate understanding of principles in
constructing traditional,
alternative/authentic forms of high quality
assessment.
1.2. Apply knowledge and skills in the
development and use of assessment tools for
formative and summative purposes
1.3. Apply rules in test construction and use of
authentic assessment tools for product and
process assessment.
1.4. Demonstrate skills in interpreting
assessment results to improve learning.
1.5. Comprehend and apply basic concepts of
statistics in educational assessment and
evaluation.
1.6. Demonstrate knowledge of providing timely,
accurate and constructive feedback to
learners and parents.

5
 E. FIELD STUDY AND TEACHING INTERNSHIP 20% 30 5 5 15 3 1 1
1. Documentation of Experiential Learning
1.1. Describe authentic experiential learning from
field study and actual classroom immersion as
a prospective teacher.
1.2. Demonstrate skills in teaching assistantship
and guided mentored classroom teaching.
1.3. Prepare portfolio on process of learning
behavior, motivation, classroom
management and assessment from direct
observation of teaching learning episodes in
an actual school environment.
1.4. Demonstrate reflective thinking and teaching.

2. Action Research
2.1. Demonstrate ability to identify teaching learning
problems and offer recommendations
based on research.
TOTALS: 100% 150 22 22 79 15 6 6

*REFERENCES:
R.A. 7836: Philippine Teachers Professionalization Act, s. 1994, Sec. 14. Scope of Examination: The examination for the elementary and secondary school teachers shall be separate. The examination in the elementary level shall consist of two (2)
parts, namely: professional education and general education. The examination for teachers in the secondary level shall consist of three (3) parts, namely: professional education, general education, and field of specialization CHED Memorandum Order
No. 75, s. 2017: Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd)
DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) by integrating the 7 Domains of Quality Teaching
R.A. 10968: The Philippine Qualifications Framework (PQF) Act of 2018

6
 TABLE OF SPECIFICATIONS
in Technology, Livelihood, Tech-Voc Education (Secondary)
Licensure Examination for Professional Teachers (LEPT)

Philippine Qualifications Framework Level 6

DIFFICULTY LEVEL Easy (30%) Moderate (50%) Difficult (20%)

BLOOM’S TAXONOMY REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Topics and Learning Outcomes Wt. No. of Items No. of Items No. of Items No. of Items No. of Items No. of Items No. of Items

A. TEACHING EXPLORATORY COURSES 28% 42 6 6 22 4 2 2

1. Industrial Arts – Parts I & II
2. Home Economics Literacy, Family and
Consumer Life Skills
2.1 Demonstrate understanding of Home
Economics literacy.
2.2 Demonstrate understanding of family and
consumer life skills.
2.3 Apply basic skills in teaching Home
Economics.
3. Introduction to ICT
4. Agriculture and Fishery ( Parts I and Part
II)
5. Entrepreneurship
5.1 Show familiarity with the basic concepts
and practices
5.2 Identify personal entrepreneurial
competencies
5.3 Generate business ideas considering basic
concepts of environment and market
6. Technology for Teaching and Learning

7
B. COMMON COMPETENCIES IN HOME ECONOMICS, 50% 75 10 12 37 6 7 3
INDUSTRIAL ARTS, ICT AND AGRICULTURE AND
FISHERY ARTS
1. Demonstrate understanding of the common
competencies as applied in Home Economics,
Industrial Arts, ICT, and Agriculture and Fishery
Arts.
1.1 Selection, use and maintenance of tools
1.2 Mensuration and basic calculation
1.3 Interpretation of plans and drawing Application of
safety measures.

C. TRAINERS’ METHODOLOGY I and II 10% 15 2 2 8 2 1

1. Apply principles and processes in facilitating
learner- centered teaching with emphasis on
Trainers’ Methodology I and II
1.1 Plan and facilitate learning/training sessions
1.2 Utilize IT applications in technical
teaching/training
1.3 Apply work ethics, values and quality principles
1.4 Apply principles and practices in inclusive
learning culture. To Ensure healthy and safe
learning environment
2. Demonstrate the trainers’ competencies
required by the Philippine TVET Trainers
Assessors Qualifications Framework

8
 D. ASSESMENT AND EVALUATION 7% 10 1 5 2 2
1. Demonstrate understanding of theories and
principles of assessment and evaluation
applied in Home Economics, Industrials Arts
and Agriculture and Fishery Arts
1.1 Develop competency-based assessment tools
for Home Economics, Industrials Arts, ICT and
Agriculture and Fishery Arts
2. Demonstrate competencies in using traditional
and non-traditional strategies in students’
learning in BTLEd and BTVTEd.
2.1 Conduct competency –based assessment in
Home Economics, Industrial Arts,ICT and
Agriculture and Fishery Arts using traditional
and non-traditional assessment tools

E. RESEARCH 5% 8 1 1 4 1 1
1. Apply basic research understanding and skills
in Home Economics, Industrial Arts, ICT and
Agriculture and Fishery Arts
1.1 State the parts of a research paper ( Home
Economics, Industrials Arts ICT and
Agriculture and Fishery Arts ) and their
functions s

TOTALS: 100 % 150 19 22 76 15 13 5

REFERENCES:
R.A. 7836: Philippine Teachers Professionalization Act, s. 1994, Sec. 14. Scope of Examination: The examination for the elementary and secondary school teachers shall be separate. The examination in the elementary level shall consist of two (2)
parts, namely: professional education and general education. The examination for teachers in the secondary level shall consist of three (3) parts, namely: professional education, general education, and field of specialization CHED Memorandum Order
No. 75, s. 2017: Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd)
DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) by integrating the 7 Domains of Quality Teaching
R.A. 10968: The Philippine Qualifications Framework (PQF) Act of 2018

9
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF
THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila
1000 Telefax (02) 523-2293, Tel Nos. (632) 521 –
4063, Website: http://www.tup.edu.ph

SEM 3 Seminar in Professional

Education Written Activity No. 1

TEACHING PROFESSION

Learning Outcomes

1. Foundations of the teaching-learning process

1.1. Apply philosophical and sociological principles in teaching–learning situations.
1.2. Apply foundation theories of special and inclusive education.

General Direction: Research on the given topic and answer the following questions.

1. Describe the following Philosophical Foundation of education. Complete the matrix for each item.

a. Major Philosophical Thoughts

Idealism Realism Pragmatism

Description A philosophical school of Holds that reality exists Emphasizes the importance
thought that holds that reality independently of our minds and of practical consequences in
is fundamentally mental, sense perceptions. Realists determining the truth or
immaterial, or spiritual in believe that there is an value of ideas. Pragmatists
nature. Idealists believe that objective world that we can believe that ideas should be
the mind is active in come to know through our judged by their usefulness in
constructing reality, rather senses and reason. solving real-world problems.
than simply passively
perceiving it. Some idealists
also believe that the mind is
the only thing that exists, and
that the material world is an
illusion.

10
Aim To understand the nature of To prepare students for life in Develop a way of thinking
reality and to develop a way of the real world. Realist and acting that is effective in
living that is consistent with educators believe that students achieving our goals.
that understanding. Idealists should be taught about the Pragmatists believe that
typically believe that the world as it is, not as they would philosophy should be a
highest good is to develop like it to be. practical discipline, and that
one's mind and moral it should help us to live better
character. lives.

Proponent • Plato • Aristotle • Charles Sanders

• René Descartes • John Locke Peirce
• Immanuel Kant • David Hume • William James
• John Dewey
The teacher To help students develop their The role of the teacher in a In pragmatism, the teacher is
minds and moral character. realistic educational setting is seen as a facilitator and
Idealist teachers believe that the primary source of guide rather than a source of
students are born with the knowledge. They are absolute knowledge. The
potential to be good and responsible for imparting facts, teacher's role is to create an
rational human beings, and concepts, and information to environment where students
that it is the teacher's job to students. can engage in meaningful
help them reach their full experiences, ask questions,
potential. and explore topics of
interest.

The Learner To be active participants in The learner's role is to actively Learners are seen as
their own learning. Idealist engage with the material, problem solvers. They are
students are encouraged to critically evaluate it, and apply encouraged to identify
ask questions, to think it to real-life situations. problems, research
critically about the material solutions, and apply what
they are learning, and to apply they have learned to
what they learn to their own practical situations.
lives.
Example Teachers: Provide students Realism in education can be Examples in education can
with opportunities to develop found in the science lab where be found in project-based
their critical thinking skills by students conduct experiments learning, where students
asking them open-ended to observe physics to test work on real-world projects
questions and encouraging hypotheses. and apply their knowledge
them to debate different and skills to solve practical
perspectives. problems.

Students: Apply what they

learn to their own lives and to
the world around them.

b. Modern Philosophical Thoughts

11
 Perennialism Essentialism Progressivism Existentialism Social
Reconstructionism

Description Emphasizes Emphasizes the It emphasizes the It focuses on the The importance of
the importance of importance of individual's using education to
importance of teaching students adapting education existence, freedom, create a more just
teaching a core the essential to the needs of choice, and the and equitable
set of timeless, knowledge and skills individual students meaning of life in an society. Social
enduring ideas they need to and society, often absurd and reconstructionists
and knowledge to succeed in life. promoting indifferent world. believe that schools
students. It is Essentialists believe experiential Existentialism should teach
based on the that there is a core learning, and emphasizes personal students about
belief that certain curriculum of addressing social responsibility and social problems and
ideas, books, and essential knowledge issues. authenticity. how to solve them.
concepts have and skills that all They also believe
lasting value and students should that schools should
should form the learn, regardless of be democratic
basis of a well- their background or institutions where
rounded interests. students have a
education. voice in their own
education.
Aim To provide To prepare students It rejects the To understanding To prepare students
students with a for success in traditional, human existence. to be active and
strong foundation college, careers, and authoritarian, and It rejects traditional engaged citizens in
in the enduring citizenship. rigid approach to philosophical a democracy. Social
ideas and Essentialist education in favor of systems and reconstructionist
knowledge of educators believe a more flexible, religious doctrines educators believe
human civilization. that all students child-centered, and that attempt to that students should
This philosophy should have the socially relevant explain human learn how to think
aims to cultivate opportunity to learn approach. existence and critically about social
students' the essential Progressivism is instead places a problems and how
intellectual and knowledge and skills based on the belief strong emphasis on to work together to
moral they need to thrive in that education individual experience solve them
development by the 21st century. should prepare and personal
exposing them to students not only for responsibility
the wisdom of the academic success
past. but also for active
participation in a
democratic and
changing society.
Proponent • Mortimer • William • John • Soren • John
Adler: Chandler Dewey Kierkegaard Dewey
• Robert Bagley • William • Jean-Paul • George
Hutchins. • Arthur Heard Sartre Counts
Allan Schlesinger Kilpatrick • Albert • Theodore
• Bloom Jr. • Maria Camus Brameld
• E.D. • Diane Montessori • Friedrich • Paulo
Hirsch Ravitch Nietzsche Freire

• Sandra • Simone de • Henry

Stotsky Beauvoir Giroux

12
The The teacher is Teachers design a Teachers foster a Existentialist Social
teacher considered an structured collaborative classrooms often reconstructionist
authority figure curriculum that learning feature philosophical teachers promote
who possesses emphasizes the environment where discussions and active civic
knowledge of the fundamental students work dialogues. Teachers engagement and
essential, concepts and skills together on engage students in social activism.
enduring truths of in each subject. projects, share conversations about They inspire
human civilization. They focus on core ideas, and learn existentialist themes students to take
The teacher's role subjects such as from one another. such as freedom, action, participate in
is to impart this mathematics, Group discussions choice, social and political
knowledge to language arts, and teamwork are responsibility, and processes, and
students. science, and social often encouraged. the search for advocate for positive
studies, and design meaning. change.
lessons that
emphasize mastery
of these basics.
The Learners in a Students are Progressive Students engage in Learners become
Learner perennialist encouraged to focus education also deep self-reflection, socially conscious
educational on mastering the focuses on social questioning their and aware of the
setting are essential content. and emotional beliefs, values, and implications of their
expected to be They are expected to development. choices. They actions and choices
receptive to the demonstrate a deep Students learn to explore existential on society. They
knowledge and understanding of work questions about their recognize their
wisdom imparted fundamental collaboratively, existence, purpose, responsibility to
by the teacher. concepts rather than communicate and the nature of contribute to positive
They are superficial familiarity. effectively, and their freedom. change.
encouraged to develop empathy
show respect for and social skills.
the intellectual
traditions of the
past.
Example Socratic method Example of Use of cooperative Existentialism in The use of critical
of teaching, which essentialism in learning. action in education is pedagogy, critical
is a form of action is the teaching Cooperative the use of student- pedagogy is a
inquiry-based of basic academic learning is a centered learning. teaching approach
learning. The skills such as teaching method Student-centered that emphasizes the
Socratic method reading, writing, and that divides learning is a teaching importance of social
involves asking arithmetic. students into small approach that justice and equity. In
students probing Essentialists believe groups and gives emphasizes the a social
questions to help that these skills are them a common learner's autonomy reconstructionist
them develop essential for all task to complete. and responsibility for classroom, students
their own students to learn, The goal of their own learning. In would be
understanding of regardless of their cooperative an existentialist encouraged to think
complex future plans. learning is to help classroom, the critically about the
concepts. students learn from teacher would act as social and political
each other and to a facilitator, providing forces that shape
develop their social guidance and their lives and to
skills. support to students work to create a
as they explore their more just and
own interests and equitable society.
develop their own
understanding of the
world.

13
2. Other Philosophical foundation of Education. Discuss/Explain each and cite specific example.

a. Naturalism - Naturalism is a philosophical movement that rejects supernatural explanations

and emphasizes the role of science in understanding the world. Naturalists believe that all events
in the universe, including human thought and behavior, can be explained by natural causes.
Example: Explanation of lightning. In ancient times, people believed that lightning was caused by
the gods. However, naturalists have developed a scientific explanation for lightning that is based
on our understanding of electricity and magnetism.
b. Nationalism - Nationalism is an ideology that emphasizes loyalty, devotion, or allegiance to a nation or
nation-state. Nationalists believe that such obligations outweigh other individual or group interests.
Example: Example of nationalism is the rise of Nazi Germany in the 1930s. The Nazis believed
that the German race was superior to other races and that Germany had a right to expand its
territory and influence.
c. Constructivism - Emphasizes the active role of learners in building their own understanding
of knowledge. It suggests that learning is a dynamic, internal process where individuals construct their
own mental models and concepts through experiences, interactions, and reflection.
Example: Students are given problems and scenarios where they need to apply, analyze and solve
real-world situations. They work collaboratively to solve these problems. The class concludes with
a reflection on what they've learned and how their understanding has evolved. Students may
also discuss any remaining questions or areas of confusion.
d. Behaviorism - Focuses on observable behavior and how it is learned. Behaviorists believe that
all behavior is learned through conditioning, which is a process of reinforcement and punishment.
Example: Teachers can use positive reinforcement to encourage students to engage in
desired behaviors. For example, a teacher may give a student a sticker for completing their
homework.
Teachers can use negative reinforcement to discourage students from engaging in undesired
behaviors. For example, a teacher may take away a student's recess privileges for talking out of
turn.
e. Utilitarianism - An ethical theory that holds that the right action is the one that produces the
greatest good for the greatest number of people. Utilitarians believe that the morality of an action is
determined by its consequences, and that the best consequences are those that produce the
most happiness or pleasure and the least amount of unhappiness or pain.
Example: The decision of a government to build a new highway. The highway will destroy
some homes and businesses, but it will also make it easier and faster for people to travel. The
government must weigh the costs and benefits of the highway before making a decision.
f. Rationalism - Belief or theory that opinions and actions should be based on reason and
knowledge rather than on religious belief or emotional response.
Example: If you think, "I am thinking, so I must exist," that's a rationalist idea. It says that you can
be absolutely sure you exist just because you are thinking about it, even if you can't see, hear, or
touch yourself. So, rationalism emphasizes the power of thinking and reason to discover important
truths about the world and ourselves.
g. Empiricism - Emphasizes the role of experience in the acquisition of knowledge. Empiricists believe
that all knowledge is derived from experience, either through direct observation or through the
use of scientific methods.
Example: Teachers can provide students with opportunities to conduct experiments and collect
data. Teachers can encourage students to ask questions and to think critically about the information
they are learning.

14
 h. Experimentalism - A philosophical movement that emphasizes the importance of experimentation and
experience in the pursuit of knowledge. Experimentalists believe that the best way to learn is to do,
and that knowledge is constantly evolving as we learn new things.
Example: The work of scientists, scientists conduct experiments to test hypotheses and to learn
more about the world around us. They are constantly questioning the status quo and looking for
new ways to understand the world.
i. Hedonism - A philosophical theory that states that pleasure is the highest good and the purpose of life.
Hedonists believe that we should seek out pleasure and avoid pain, and that the morality of an action
is determined by how much pleasure it produces.
Example: example of hedonism is going to a concert. Listening to music is a pleasurable
experience, and hedonists would say that going to a concert is therefore a good thing.
j. Epicureanism - Emphasizes the importance of pleasure and tranquility. Epicurus believed that the goal
of life is to achieve happiness, which he defined as the absence of pain and the presence of pleasure.
Example: Teachers can teach students about the importance of moderation and balance in life.
Teachers can help students to develop their interpersonal skills and to build strong relationships
with others.
k. Stoicism - A philosophy of life that emphasizes the importance of virtue, resilience, and detachment
from external things. Stoics believe that the only thing that we can truly control is our own
thoughts and actions, and that we should focus on living a virtuous life in accordance with nature.
Example: Teachers can help students to develop resilience by teaching them how to cope
with setbacks and failures. Teachers can help students to focus on the things that they can
control by teaching them about the Stoic dichotomy of control.

3. Explain the following sociological theory on Education. Complete the matrix below.

Structural Functionalism Interactionist Theory Conflict Theory

The major proponent of The major proponent of The major proponent of conflict
Major proponent structural functionalism is interactionist theory is George theory is Karl Marx. Marx was
Talcott Parsons. He was an Herbert Mead. Mead was an a German philosopher and
American sociologist who lived American philosopher and economist. He is best known
from 1902 to 1979. sociologist. Mead argued that for his work on class conflict
Parsons developed structural the self is a social product, and the development of
functionalism in the 1930s and meaning that it is developed capitalism.
1940s, and it became one of through interaction with others.
the most influential He also argued that social Marx argued that society is
sociological theories of the interaction is essential for divided into two main classes:
20th century. human development. Through the bourgeoisie (the owners of
social interaction, we learn the means of production) and
how to communicate, how to the proletariat (the workers).
form relationships, and how to He believed that the
navigate the social world. bourgeoisie exploits the
proletariat by paying them less
than the value of their labor.
This exploitation leads to
conflict between the two
classes, which is the driving
force of history.

15
 A sociological theory that A sociological perspective that Conflict theory is a sociological
views society as a system of views society as a product of perspective that views society
Description interconnected parts that work human interaction. as a product of conflict and
together to maintain a state of Interactionists believe that inequality. Conflict theorists
balance and equilibrium. Each people construct social reality believe that different groups in
part of society plays a specific through their interactions with society compete for scarce
function, and all of the parts others. This means that the resources and power, and that
are necessary for the system way we see the world and our this conflict drives social
to function properly. place in it is shaped by our change.
interactions with others.
Implication to It suggests that education is a Students learn best when they It suggests that education is
Education vital part of society because it interact with their teachers and not neutral. Education is a tool
plays a number of important classmates. They also learn that can be used to perpetuate
functions. Education socializes best when they are given or challenge the status quo.
children into the norms and opportunities to collaborate Conflict theory suggests that
values of society, prepares and work together on projects. education can be a vehicle for
them for future roles in the It can help us to understand social change. When students
workforce, and maintains how students learn and how to learn about different groups
social order. create a classroom and their perspectives, they
Schools play a key role in environment that is conducive may be more likely to
socializing students into the to learning. challenge the status quo and
norms and values of society. advocate for social justice.
For example, schools teach
students about the importance
of hard work, respect for
others, and following the rules.

4. Describe the following Psychological bases of special and inclusive education

a. Cognitive Development by Jean Piaget
➢ Jean Piaget's theory of cognitive development emphasizes that individuals pass through
specific stages of cognitive development, including sensorimotor, preoperational, concrete
operational, and formal operational stages. Within the framework of inclusive special
education, Piaget's theory suggests the importance of teachers considering the student's
cognitive developmental level in teaching and assessment planning. Teachers must adapt
instructional strategies and materials to each student’s cognitive ability and developmental
level.
b. Social Learning theory by Albert Bandura
➢ Albert Bandura's theory of social learning emphasizes the role of social interaction and
modeling in learning. He introduced concepts such as observational learning and efficiency.
Bandura's theory of inclusive education in particular emphasizes the importance of providing
students with positive role models and opportunities for peer interaction. It suggests that
students with different needs benefit from observing and imitating others, and successful
experiences can enhance their own effectiveness.
c. Scaffolding by Lev Vygotsky

16
 ➢ Lev Vygotsky’s scaffolding theory emphasizes the importance of providing support and
guidance in students’ zone of proximal development (ZPD). In inclusive special education, the
concept of scaffolding is important for tailoring instruction to the needs of individual
students. Teachers need to recognize the current abilities of the student and provide the
necessary support to help them progress to the next level of achievement.
d. Situated Learning by Jean Laves
➢ Jean Lew’s situated learning theory posits that learning is situated and occurs through
active participation in authentic activities. In inclusive special education, this principle
emphasizes the importance of creating meaningful, real-world learning experiences for
students. It suggests that learning should take place in contexts that are relevant to
students’ lives, allowing them to actively engage with the content.

5. Explain the following Philosophical bases of special and inclusive education.

a. Inclusivity
➢ The stakeholders in the philosophy of special education emphasize that all students should
have equal access to quality education regardless of ability or disability. It promotes the
idea that schools and education systems need to adapt and provide support to meet
student needs. Inclusive education values diversity and aims to provide a welcoming
and accepting environment for all students.
b. Equality
➢ Equity in the field of special and inclusive education affirms that every person has the right to
an adequate, fair and non-discriminatory education. It emphasizes the equitable
distribution of educational opportunities and the removal of barriers to learning. Equity in
education requires addressing historical disparities and ensuring every student has the
opportunity to succeed.

6. How did the following contribute to the development of special and inclusive education?
a. Convention on the Rights of the Child
➢ The Convention on the Rights of the Child (CRC) is a human rights treaty that sets out the
rights of children under the age of 18. It was adopted by the United Nations General Assembly
in 1989 and has been ratified by 196 countries, making it the most widely ratified human rights
treaty in the world.
The Convention on the Rights of the Child has made a significant contribution to the
development of special and inclusive education. Article 23 of the Convention on the Rights
of the Child states that children with disabilities have the right to education, and that this
education should be provided in a way that respects their dignity and allows them to
participate fully in society.
The Convention on the Rights of the Child has also helped to raise awareness of the
importance of inclusive education. Inclusive education is an approach to education that
ensures that all children, regardless of their abilities, have the opportunity to learn and
participate in regular classrooms.
b. UNESCO Salamanca Statement and Framework for Action on Special Needs Education
➢ The Salamanca Statement is a declaration of the principles and policies that should guide the
education of children with special needs. It affirms that all children have the right to an
education, regardless of their abilities, and that this education should be provided in
regular classrooms whenever possible.

17
 The Salamanca Framework for Action is a guide for implementing the principles of
the Salamanca Statement. It provides recommendations on how to develop inclusive
education systems, including how to train teachers, adapt curricula, and provide support
services for children with special needs. Influential global policies and practices that promote
the idea that inclusive education benefits all students.
c. EFA (World Declaration on Education for All 1990)
➢ The EFA reaffirms the right of all children to an education, regardless of their abilities, and
states that education should be provided in a way that is equitable and inclusive.
The EFA has also emphasized the importance of early intervention for children with
special needs, the use of assistive technology to support children with disabilities in the
classroom, and the participation of parents and other stakeholders in the education of children
with disabilities.
d. K to 12 Inclusive Policy
➢ In the Philippines, the Department of Education (DepEd) has developed a number of inclusive
education programs and initiatives, including the Special Education (SPED) Program,
the Alternative Learning System (ALS), and the Inclusive Education Program (IEP). These
programs provide support to students with disabilities, students from disadvantaged groups,
and students with special needs.
DepEd has also developed a number of resources to support inclusive education,
including teacher training modules, inclusive curricula, and assistive technology.
DepEd has also launched a number of advocacy campaigns to raise awareness of
inclusive education. These campaigns have helped to change attitudes towards children with
disabilities and to promote the importance of inclusive education.

18
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3
Seminar in General Education for Teachers
Second Semester S.Y 2022-2023
FOUNDATION OF TEACHING AND LEARNING PROCESS

ITEM ANALYSIS

I. General Instruction: Read and understand each question. Select the best answer from the given choices.
From 1 -50. Rationalize the correct answer from each question.

Example: If a student believes in this passage “One cannot see perfection but I long for it” then, the
student can be regard as:
A. Empiricist
B. Idealist
C. Naturalist
D. Humanist

Rationalization: B – Idealist believes that existence of ideas is independent or apart from

the material world.
Begin here:

1. What is the study of how social institutions and individual experiences affect education and its outcome?
A. Educational Anthropology
B. Educational Sociology
C. Sociological institutions
D. Sociological Psychology
Answer: B. Educational Sociology

Educational Sociology is the study of how social institutions and individual experiences impact education and its
outcomes. It focuses on the broader societal factors that influence education, such as social norms, cultural values,
and economic conditions. This field examines how various elements of society contribute to the educational
process and its ultimate effects on individuals. The other options do not specifically address the intersection of
social institutions and individual experiences in relation to education.

2. The following statements describe the conflict theory of Sociology except:

A. Clash between ideas and principles
B. Inequality in the distribution of resources
C. Occurring in an orderly fashion
D. Resistance to order and power
Answer: C. Occurring in an orderly fashion

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 The conflict theory of Sociology, often associated with thinkers like Karl Marx, focuses on the idea that society is
characterized by competition and conflict over limited resources. It emphasizes the role of power, inequality, and
resistance in shaping social structures. The conflict theory suggests that social change is driven by conflicts
between different groups with opposing interests..

3. The following statement describe the Consensus Theory of Sociology, except:

A. General agreement among members
B. Heterogeneous
C. Shared norms and values of society
D. Stability and social regulation

Answer: B. Heterogeneous

The Consensus Theory of Sociology posits that society is characterized by a general agreement among its
members regarding shared norms, values, and social regulations. It emphasizes the idea that individuals in a
society generally agree on fundamental beliefs and principles. This theory suggests that social order is maintained
through a consensus on core values.

Answer B, "Heterogeneous," does not align with the Consensus Theory. Heterogeneous implies a diverse or varied
composition, which contradicts the idea of a general agreement among members. The Consensus Theory
emphasizes a shared set of norms and values, suggesting a level of homogeneity in societal beliefs. Therefore,
option B is the exception in this context.

4. The following assumptions are about Structural Functionalism except:

A. Systems in society tend toward self-maintaining order or equilibrium
B. The intertwined pattern of action and interaction make up groups and societies
C. Allocation and integration are two fundamental process necessary for a given state in
balance.
D. The nature of one part of the system has an impact on the form that the other state of
equilibrium of system.

Answer: D. The nature of one part of the system has an impact on the form that the other state of
equilibrium of the system.

Structural Functionalism is a sociological perspective that views society as a complex system with various
interdependent parts, each contributing to the overall stability and functioning of the society. It emphasizes the idea
that different parts of society work together to maintain a state of equilibrium. Option D states that the nature of
one part of the system has an impact on the form that the other state of equilibrium of the system. This statement
does not align with the core assumptions of Structural Functionalism. In this theory, the focus is more on how
various parts work together to maintain balance, rather than one part directly influencing the form of another state
of equilibrium. Therefore, option D is the exception in this context.

5. Which Pillar of Education implies the need to develop one’s concentration, memory, skills and ability to
think?
A. Learning to Be
B. Learning to Do
C. Learning to Know
D. Learning to Live Together

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Answer: C – Learning to know if focuses on how a learners learn. It means developing our instruments in
a way like, concentration, memory, imagination, reasoning, and problem solving.

6. Which Pillar of Education is vital in building genuine and lasting culture of peace in the world?
A. Learning to be
B. Learning to Do
C. Learning to Know
D. Learning to Live Together
Answer: D. Learning to Live Together The pillar of education that is vital in building a genuine and
lasting culture of peace in the world is "Learning to Live Together"

This pillar emphasizes the importance of developing social skills, empathy, and understanding of others. It
encourages cooperation, intercultural dialogue, and peaceful coexistence in diverse societies. By learning to live
together, individuals and communities can foster mutual respect, tolerance, and a sense of global citizenship,
which are essential elements in the promotion of peace and harmony on a global scale. This pillar addresses the
need for understanding, cooperation, and respect among people from different backgrounds and cultures,
contributing to the establishment of a culture of peace in the world.

7. Which Pillar of Education pertains to the overall development of the human person as an individual and as a
member of the society?
A. Learning to Be
B. Learning to Do
C. Learning to Know
D. Learning to Live Together
Answer: D. Learning to Live Together Learning to Live Together pertains to the overall development of the
human person as an individual and as a member of society because it emphasizes the importance of social and
emotional intelligence, understanding, and cooperation. This pillar focuses on fostering values like empathy,
respect, and tolerance, which are crucial for individuals to thrive in a diverse and interconnected world. It
encourages individuals to develop the skills needed to work collaboratively, resolve conflicts, and contribute
positively to their communities. This holistic approach to education recognizes that being an effective and
responsible member of society involves more than just academic knowledge or technical skills.

8. What Pillar of Education is closely linked to work/skills training, performing a job or work in the acquisition of
competence?
A. Learning to Be
B. Learning to Do
C. Learning Know
D. Learning to Live Together
Answer: B. Learning to Do Learning to Do is closely linked to work/skills training and the acquisition of
competence because it focuses on practical skills, vocational training, and hands-on experience. This pillar is
particularly concerned with preparing individuals for the workforce and enabling them to perform specific tasks and
jobs effectively. It emphasizes the development of technical and practical expertise, which is crucial for success in
various professions and industries. Therefore, Learning to Do is the most relevant pillar in the context of work-
related skills and training.

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9. What is the fifth Pillar of education which caters to respect of environment, social solidarity, and inclusivity in
this world society?
A. Learning to increase Productivity
B. Learning to Live together
C. Learning to Solve Real and World Problems
D. Learning to Transform Oneself and Society
Answer: D. Learning to Transform Oneself and Society

Learning to Transform Oneself and Society caters to the respect of the environment, social solidarity, and inclusivity
in the world society. This pillar emphasizes personal growth and development in conjunction with contributing
positively to society. It encourages individuals to be agents of positive change, fostering values like environmental
stewardship, social cohesion, and inclusiveness. This pillar recognizes that education should empower individuals
not only to adapt to the world but also to actively shape it for the better. Therefore, Learning to Transform Oneself
and Society is the most appropriate pillar for addressing respect for the environment, social solidarity, and
inclusivity in a global context.

10. Which Greek philosopher is a realist and is the sought father of modern sciences – the basis of most notable
ideas in the later years?
A. Aristotle
B. Cicero
C. Plato
D. Socrates
Answer: A. Aristotle

Aristotle is the Greek philosopher who is considered a realist and is often regarded as the father of modern
sciences. His approach to philosophy and science was empirical, meaning he relied on observation and data to
understand the natural world. Aristotle's contributions to various fields, including biology, physics, ethics, and
politics, laid the groundwork for many significant ideas and developments in later years. His emphasis on
systematic inquiry and logical reasoning influenced the development of scientific methodology and thought, making
him a pivotal figure in the history of science and philosophy.

11. Which Greek philosopher suggested that education must be in accordance with the needs of society? He
further advocated that learning should be about the importance of studying the character of the child. He is
therefore an idealist humanist.
A. Aristotle
B. Cicero
C. Plato
D. Socrates
Answer: C. Plato

Plato suggested that education must be in accordance with the needs of society, emphasizing the importance of
studying the character of the child. He believed in the idea of an ideal state where individuals would receive
education tailored to their abilities and roles within society. Plato's educational philosophy was based on his idealist
and humanist beliefs, which focused on the development of the individual's character, virtue, and understanding
of the greater good. This approach to education aligns with the concept of education as a means of personal and
societal transformation, reflecting Plato's emphasis on the ideal forms and the pursuit of wisdom.

22
12. Which educational philosopher is an advocate of developmentally appropriate education as he described the
stages if child development which mirrors the conception of children in their evolution of culture?
A. Friedrich Frobel
B. Jean Jacques Rousseau
C. John Locke
D. Johann Heinrich Pestalozzi
Answer: A. Friedrich Frobel

Friedrich Frobel is an advocate of developmentally appropriate education and is known for describing the stages
of child development in a way that mirrors the conception of children in their evolution of culture. He is the founder
of the kindergarten system and emphasized the significance of early childhood education. Frobel believed that
education should be based on an understanding of how children naturally grow and develop, and he designed
educational practices that aligned with these stages of development. This approach to education reflects a child-
centered philosophy, where learning activities are tailored to a child's developmental level and needs. Therefore,
Friedrich Frobel's ideas and contributions align with the description provided in the question.

13. Which educational philosopher considers education as not preparation for life, it is life itself?
A. Herbert Spencer
B. Johan Friedrich Herbart
C. John Dewey
D. Maria Montessori
Answer: C. John Dewey

John Dewey is the philosopher who considered education as not just preparation for life, but as life itself. He
believed that education should be rooted in real-life experiences and should be directly connected to the interests
and needs of the learner. Dewey's philosophy of education, known as pragmatism, emphasized learning through
hands-on experiences, critical thinking, and problem solving. He argued that education should focus on fostering
active, engaged, and reflective learners who are equipped to navigate and contribute meaningfully to the
complexities of everyday life. Therefore, John Dewey's perspective aligns with the statement provided in the
question.

14. Which of the following philosopher does NOT adhere of the naturalism philosophy of education?
A. Burrhus Frederic Skinner
B. Jean Jacques Rosseau
C. John Locke
D. Michel de Montaigne
Answer: B. Jean Jacques Rousseau

Jean Jacques Rousseau was not primarily associated with the naturalism philosophy of education. Instead,
Rousseau's educational philosophy was rooted in his beliefs about the innate goodness and natural development
of humans. He advocated for a form of educational romanticism, emphasizing the importance of allowing children
to develop in a natural and unstructured environment. This approach differs from naturalism, which tends to focus
on the scientific study of nature and the belief that education should be grounded in the laws of nature. The other
philosophers listed, Skinner, Locke, and Montaigne, are associated with naturalism in education, each contributing
their own perspectives on how education should be aligned with or draw from nature.

15. Which of the following is a false premise under the naturalist philosophy of education?

23
 A. Education is in accordance to human development and growth
B. Emphasis in naturalism is given more on physical development – informal exercise –
rather than 3R’s.
C. Naturalism believes that everyone is different therefore must be educated in different
ways.
D. Naturalism stands for democratic and universal way of teaching and learning.
Answer: D. Naturalism stands for democratic and universal way of teaching and learning

The false premise in the context of naturalism philosophy of education is D. Naturalism, as an educational
philosophy, does not inherently advocate for a specific approach to teaching and learning that is explicitly
democratic or universally uniform. Naturalism primarily emphasizes that education should align with the natural
development and growth of individuals. It tends to lean towards individualized and experiential learning, but it
doesn't prescribe a specific political or universal framework for education. The other options (A, B, and C)
accurately reflect key aspects of the naturalist philosophy of education.

16. Which philosophy emphasizes that ideas are the only true reality there is in which education musyt strive for
what is ideal not what is available?
A. Constructivism
B. Idealism
C. Pragmatism
D. Realism
Answer: B. Idealism

Idealism is the philosophy that emphasizes that ideas are the only true reality and that education should strive for
what is ideal rather than settling for what is currently available. Idealists believe that the mind and its ideas are the
ultimate reality, and that the material world is a reflection or manifestation of these higher ideals. In education, this
means seeking to impart abstract and conceptual knowledge, and striving for the highest intellectual and moral
development in students. The pursuit of truth, beauty, and goodness is central to idealist educational philosophy.
Therefore, in the context described, Idealism is the most appropriate philosophy.

17. Which of the following is FALSE in the realization of idealism in education?

A. Method sin idealism used in teaching include lecture, discussion and Socratic dialogue
B. Idealism aims to discover the full potential of the child – what he can do more than what
he is – to prepare him for a better position in society.
C. Character development is through emulation of examples taken from more knowledgeable
people and tries to cover idea lives of heroes and enhance the saints and worthy of praise
D. Emphasis of idealism is given to subject such as natural science, physical education,
technical and vocational training which will develop and enhance the skills of the child.
Answer: D. Emphasis of idealism is given to subject such as natural science, physical education,
technical and vocational training which will develop and enhance the skills of the child

In idealism, the emphasis is on the pursuit of knowledge and understanding of abstract ideas and values, rather
than on practical skills or vocational training. Idealist education focuses on subjects like philosophy, literature,
mathematics, and the humanities, as they are seen as avenues for the exploration of higher truths and ideals.
Therefore, option D is false in the context of realizing idealism in education.

18. Which philosophy of education adheres to the subjective nature of teaching and learning and proclaims that
education is according to how the child sees it?
A. Behaviorism

24
 B. Essentialism
C. Existentialism
D. Linguistic Philosophy

Answer: C. Existentialism

Existentialism in education emphasizes the subjective nature of teaching and learning. It asserts that
education should be tailored to the individual's unique perspective and experience. Existentialists believe
that education should focus on the individual's freedom, choice, and personal responsibility. They
emphasize self-discovery and self-expression, allowing the learner to determine the meaning and purpose of
their own education. This philosophy aligns with the idea that education is according to how the child sees it,
making existentialism the correct choice in this context.

19. Which of the following statements does NOT belong in the Existentialist Philosophy of Education?
A. Learning is based on the willingness of the students to choose and give meaning to the
subjects.
B. Emphasis of existentialism is given not on students but rather on academic content itself.
C. Methods are geared on giving opportunities for students to self-actualize and direct
themselves to their goals.
D. Character development is through the responsibility of every individual in making a
decision.

Answer: B. Emphasis of existentialism is given not on students but rather on academic content itself

Existentialism places a strong emphasis on the individual student, focusing on their subjective experience,
freedom, and self-realization. It highlights the importance of the individual's choices and personal meaning-making
in the learning process. Therefore, option B, which suggests an emphasis on academic content over the student,
does not align with the principles of Existentialist Philosophy of Education.

20. Which of the following statement does NOT adhere to the philosophy of Essentialism?
A. Essentialism refers to the traditional or back to the basics approach in education _3R’s
B. The concerns with the fundamental value of hard work, perseverance, discipline and
respect to authorities
C. Students should be taught to think out of the box, practically and creatively as this values
choice.
D. Methods of teaching centers on giving regular assignments, drills, recitation and testing.
Answer: C. Students should be taught to think out of the box, practically and creatively as this values
choice

Essentialism is a philosophy of education that emphasizes a back-to-basics approach, focusing on core subjects
like reading, writing, and arithmetic (the 3Rs). It places a strong emphasis on traditional values, hard work,
discipline, and respect for authority. The goal is to provide students with a solid foundation in essential knowledge
and skills.

25
Option C, which suggests teaching students to think out of the box, be practical, and creative, does not align with
the principles of Essentialism. Essentialism tends to prioritize a structured and foundational curriculum over more
open-ended and creative approaches to learning.

21. Which of the following does not match a pragmatic philosophy of education which teachers can do in the
classroom?
A. Experimentation
B. Collaborative work
C. Drills and exercise
D. Problem solving tasks
Answer: C. Drills and exercise

Pragmatism in education emphasizes practical experience and problem-solving. It encourages active learning
through experimentation, collaborative work, and problem-solving tasks. However, it tends to de-emphasize
repetitive drills and exercises in favor of more hands-on and experiential learning. Therefore, option C, which
suggests drills and exercise, does not align with the principles of a pragmatic philosophy of education.

22. Which of the following subjects is NOT on top of the list when focusing on Humanist educational philosophy?
A. Literary appreciation
B. Mathematics
C. Physical education
D. Good Manners and Right Conduct
Answer: B. Mathematics

Humanist educational philosophy places a strong emphasis on the holistic development of the individual, focusing
on areas such as literature, arts, physical education, and moral values. While mathematics is an important subject
in education, it may not be at the forefront of a Humanist educational approach which tends to prioritize subjects
that contribute directly to personal and moral development. Therefore, option B, Mathematics, is not typically at
the top of the list in a Humanist educational philosophy.

23. All of the classmates of Marvin cheats in an exam when their teacher went out of the classroom. As a result,
Marvin also cheats, opens her notes, and shares answers with her friends. The teacher was disappointed as
she caught Marvin and the rest of the class and then gave a sermon to the students that the value of respect
and honesty has never changed so they too must work hard to uplift these values despite the difficulties as a
student. Which philosophy did the teacher adhere with?
A. Behaviorism
B. Essentialism
C. Existentialism
D. Perennialism
Answer: B. Essentialism

The teacher's emphasis on the values of respect and honesty, as well as the expectation for students to work hard
to uphold these values, aligns with the principles of Essentialism. Essentialism emphasizes traditional values,
discipline, and a back-to-basics approach in education. It places importance on teaching core subjects and instilling
moral and ethical values in students. In this scenario, the teacher is focusing on fundamental values that are
considered essential for personal and societal well-being, which is a key aspect of Essentialism.

26
24. Teacher John is an advocate of Behaviorism. Which of the following will affirm this?
I. The mind of a newborn child is a blank slate
II. All behaviors are determined by environmental events
III. The child has a certain degree of freedom not to allow himself to be shaped by his
environment.

A. III only
B. I and III
C. II only
D. I and II
Answer: C. II only

Behaviorism, as a psychological and educational theory, asserts that all behaviors are determined by
environmental events. It does not align with the idea of a "blank slate" (I) because Behaviorism does not necessarily
make assumptions about the initial state of the mind. Additionally, Behaviorism does not typically emphasize the
idea that a child has a significant degree of freedom to resist environmental shaping (III). Instead, it emphasizes
that behavior is a response to external stimuli and reinforcement. Therefore, statement II is the one that aligns with
the principles of Behaviorism.

25. Teacher Filemon is convinced that whenever a student performs a desired behavior, provide reinforcement
and soon the student learns to perform the behavior on his own. On which principle is Teacher is Filemon’s
conviction based?
A. Cognitivism
B. Behaviorism
C. Constructivism
D. Environmentalism
Answer: B. Behaviorism

Teacher Filemon's conviction is based on the principles of Behaviorism. Behaviorism is a psychological theory that
emphasizes observable behaviors and the effects of rewards and punishments on behavior. In this case, Filemon
believes in using positive reinforcement to encourage desired behaviors in students, which is a key tenet of
behaviorist theory. This approach involves providing positive consequences when a student exhibits a desired
behavior, which in turn reinforces and encourages the repetition of that behavior. This aligns with the behaviorist
idea that behavior is shaped by environmental stimuli and consequences.

26. Mrs. Adriano, the principal of Sumulong High School told her teachers in a faculty meeting “We need to
improve our school performance in the National Achievement Test. What should we do?”
The teachers gave varied answers as follows:
1. Let’s give incentives and rewards to students who get a rating of 90%
2. Let’s teach them to accept complete responsibility for their performance
3. Let’s make the school environment conducive for learning
4. Let’s make use of the experiential methods of teaching
Which response/s comes from a behaviorist?
A. #2 and #4

27
 B. #1 and #2
C. #3 and #4
D. #1 and #3
Answer: B. #1 and #2

In this scenario, the behaviorist approach is reflected in responses #1 and #2:

1. "Let’s give incentives and rewards to students who get a rating of 90%": This suggestion is based on behaviorist
principles, as it involves providing positive reinforcement (incentives and rewards) to students for achieving a
specific performance goal (getting a rating of 90%).

2. "Let’s teach them to accept complete responsibility for their performance": This aligns with behaviorism in the
sense that it emphasizes personal responsibility for one's performance, which can be reinforced through
consequences (e.g., recognition for taking responsibility). Both of these responses focus on external factors
(rewards and consequences) to influence and shape behavior, which is a key characteristic of behaviorism.

27. Mrs. Adriano, the principal of Sumulong High School told her teachers in a faculty meeting “We need to
improve our school performance in the National Achievement Test. What should we do?”
The teachers gave varied answers as follows:
1. Let’s give incentives and rewards to students who get a rating of 90%
2. Let’s teach them to accept complete responsibility for their performance
3. Let’s make the school environment conducive for learning
4. Let’s make use of the experiential methods of teaching
On which educational philosophy is response #1 anchored?

A. Behaviorism
B. Essentialism
C. Existentialism
D. Progressivism
Answer: A. Behaviorism

Response #1, "Let’s give incentives and rewards to students who get a rating of 90%," is anchored in the
educational philosophy of Behaviorism. Behaviorism emphasizes the role of external stimuli (such as rewards and
incentives) in shaping and reinforcing desired behaviors. In this case, providing incentives and rewards to students
who achieve a specific rating in the National Achievement Test is consistent with the behaviorist approach of using
positive reinforcement to encourage desired performance outcomes.

28. Mrs. Adriano, the principal of Sumulong High School told her teachers in a faculty meeting “We need to
improve our school performance in the National Achievement Test. What should we do?”
The teachers gave varied answers as follows:
1. Let’s give incentives and rewards to students who get a rating of 90%
2. Let’s teach them to accept complete responsibility for their performance
3. Let’s make the school environment conducive for learning
4. Let’s make use of the experiential methods of teaching
If you lean toward a progressivist philosophy, with which response would you agree?

A. #2
B. #3

28
 C. #4
D. #1
Answer: C. #4

A progressivist philosophy emphasizes active learning, problem-solving, and the application of knowledge in real-
life contexts. Response #4, "Let’s make use of the experiential methods of teaching," aligns with progressivism.
Experiential methods involve hands-on activities, real-world experiences, and interactive learning, which are
central to the progressivist approach. This method encourages students to engage actively in the learning process
and apply their knowledge in practical situations, fostering a deeper understanding of the material. Therefore, if
one leans toward a progressivist philosophy, they would likely agree with response #4.

29. Mrs. Adriano, the principal of Sumulong High School told her teachers in a faculty meeting “We need to
improve our school performance in the National Achievement Test. What should we do?”
The teachers gave varied answers as follows:
1. Let’s give incentives and rewards to students who get a rating of 90%
2. Let’s teach them to accept complete responsibility for their performance
3. Let’s make the school environment conducive for learning
4. Let’s make use of the experiential methods of teaching
Which response comes from an existentialist?

A. #4
B. #2
C. #1
D. #3
Answer: B. #2

An existentialist philosophy in education emphasizes personal responsibility, individual choice, and self-
determination. Response #2, "Let’s teach them to accept complete responsibility for their performance," aligns with
the existentialist approach. This suggestion focuses on empowering students to take ownership of their learning
outcomes, which is consistent with the existentialist belief in the importance of personal agency and accountability.
It encourages students to recognize their own role in their educational journey and to be active participants in
shaping their own performance. Therefore, response #2 reflects an existentialist perspective.

30. Teacher Marie, unlike other teacher in her school, practices the non-traditional method of discussing the
lessons using not only the book prescribed by the school as the main source of information and knowledge.
Instead, she went out of her way to devise other means that will help her students to understand better their
lessons. To what philosophy does Teacher Marie submit to?
A. Humanism
B. Nationalism
C. Progressivism
D. Constructivism
Answer: D. Constructivism

Teacher Marie's non-traditional approach, which involves seeking alternative means to help students understand
the lessons better, aligns with the philosophy of Constructivism. Constructivism emphasizes active learning, where
students construct their own understanding of concepts through experiences, reflection, and interaction with their
environment. This philosophy holds that learners build knowledge based on their prior experiences and cognitive

29
structures. Teacher Marie's approach of going beyond the prescribed textbook and devising additional methods to
enhance understanding reflects a constructivist orientation, as it seeks to facilitate a more interactive and
experiential learning process for her students.

31. During the faculty recollection, Mr. Antonio asked his teachers to share their thoughts about their students as
their primary customer. What followed were the gist of what were shared:
Teacher Maida: The learner is a product of his environment. Sometimes he has no choice.
He is determined by his environment.

Teacher Agnes: The learner can choose what he can become despite his environment.
Teacher Mitch: The learner is a social being who learns well through an active interplay with others.
Teacher Beng: the learner is a rational being. Schools should develop his rational and moral powers.
Whose philosophical concept is that of Teacher Maida?
A. Rationalist’s
B. Behaviorist’s
C. Existentialist’s
D. Progressivist’s
Answer: B. Behaviorist's

Teacher Maida's statement, "The learner is a product of his environment. Sometimes he has no choice. He is
determined by his environment," aligns with the behaviorist perspective. Behaviorism asserts that behavior is
primarily influenced and shaped by external stimuli in the environment. This viewpoint emphasizes the role of
conditioning and reinforcement in determining an individual's actions and behaviors. Teacher Maida's belief in the
strong influence of the environment on the learner's development is characteristic of the behaviorist philosophy.

32. During the faculty recollection, Mr. Antonio asked his teachers to share their thoughts about their students as
their primary customer. What followed were the gist of what were shared:
Teacher Maida: The learner is a product of his environment. Sometimes he has no choice.
He is determined by his environment.

Teacher Agnes: The learner can choose what he can become despite his environment.
Teacher Mitch: The learner is a social being who learns well through an active interplay with others.
Teacher Beng: the learner is a rational being. Schools should develop his rational and moral powers.
Teacher Agnes’s response comes from the mouth of?

A. Behaviorist
B. Essentialist
C. Perennialist
D. Existentialist
Answer: D. Existentialist

Teacher Agnes's statement, "The learner can choose what he can become despite his environment," aligns with
the existentialist perspective. Existentialism emphasizes the individual's freedom, choice, and personal

30
responsibility in shaping their own identity and determining their own path, even in the face of external influences
or limitations. Teacher Agnes's belief in the learner's capacity for self determination and choice reflects existentialist
ideals.

33. During the faculty recollection, Mr. Antonio asked his teachers to share their thoughts about their students as
their primary customer. What followed were the gist of what were shared:
Teacher Maida: The learner is a product of his environment. Sometimes he has no choice.
He is determined by his environment.

Teacher Agnes: The learner can choose what he can become despite his environment.
Teacher Mitch: The learner is a social being who learns well through an active interplay with others.
Teacher Beng: the learner is a rational being. Schools should develop his rational and moral powers.
If you agree with Teacher Mitch, you are more of _____________________________

A. Rationalist
B. Essentialist
C. Perennialist
D. Progressivist
Answer: D. Progressivist

Teacher Mitch's statement, "The learner is a social being who learns well through an active interplay with others,"
aligns with the progressivist perspective. Progressivism emphasizes active learning, experiential education, and
the importance of social interaction in the learning process. This philosophy holds that students learn best through
hands-on experiences and collaborative efforts with peers. If you agree with Teacher Mitch's viewpoint, you are
more aligned with the progressivist philosophy, which prioritizes student-centered and interactive learning
experiences.

34. During the faculty recollection, Mr. Antonio asked his teachers to share their thoughts about their students as
their primary customer. What followed were the gist of what were shared:
Teacher Maida: The learner is a product of his environment. Sometimes he has no choice.
He is determined by his environment.

Teacher Agnes: The learner can choose what he can become despite his environment.
Teacher Mitch: The learner is a social being who learns well through an active interplay with others.
Teacher Beng: The learner is a rational being. Schools should develop his rational and moral powers.
If you identify with Teacher Beng, you adhere to this Philosophy.

A. Behaviorist
B. Perennialist

31
 C. Existentialist
D. Progressivist
Answer: B. Perennialist

Teacher Beng's statement, "the learner is a rational being. Schools should develop his rational and moral powers,"
aligns with the perennialist philosophy. Perennialism emphasizes the enduring truths, values, and knowledge that
are considered essential for all individuals to learn. It places a strong emphasis on intellectual development,
including the cultivation of rational thinking and moral understanding. Perennialists believe in the importance of a
structured and rigorous education that is grounded in classical subjects and timeless concepts. If you identify with
Teacher Beng's viewpoint, you adhere to the perennialist philosophy.

35. During the faculty recollection, Mr. Antonio asked his teachers to share their thoughts about their students as
their primary customer. What followed were the gist of what were shared:
Teacher Maida: The learner is a product of his environment. Sometimes he has no choice.
He is determined by his environment.

Teacher Agnes: The learner can choose what he can become despite his environment.
Teacher Mitch: The learner is a social being who learns well through an active interplay with others.
Teacher Beng: The learner is a rational being. Schools should develop his rational and moral powers.
Whose response denies man’s free will?
A. Teacher Beng
B. Teacher Mitch
C. Teacher Maida
D. Teacher Agnes
Answer: C. Teacher Maida

Teacher Maida's response, "The learner is a product of his environment. Sometimes he has no choice. He is
determined by his environment," suggests a deterministic view where the learner's behavior and development are
primarily shaped by external influences. This perspective tends to downplay the idea of free will and personal
choice, emphasizing instead the impact of environmental factors. Therefore, Teacher Maida's response denies
man's free will.

36. Teacher Tonette asks one of her students “What do you want to become when you grow up?” This question
is an indication of what kind of Philosophy?
A. Idealism
B. Naturalism
C. Existentialism
D. Progressivism
Answer: C. Existentialism

Teacher Tonette's question, "What do you want to become when you grow up?" reflects an existentialist
perspective. Existentialism places a strong emphasis on individual choice, personal responsibility, and self-
determination. This question acknowledges the individual student's agency in shaping their own future and
emphasizes their ability to choose their own path in life. It aligns with the existentialist belief in the importance of
personal freedom and self-actualization. Therefore, this question is indicative of an existentialist philosophy.

32
37. Student Anton pursues a degree in Education to fulfill his dream of becoming a Teacher. This action
demonstrates this kind of philosophy.
A. Realism
B. Perennialism
C. Progressivism
D. Reconstructivism
Answer: B. Perennialism

Student Anton's pursuit of a degree in Education to become a teacher aligns with the perennialist philosophy.
Perennialism emphasizes the enduring and timeless nature of knowledge and values. It holds that certain core
subjects and ideas are essential for all individuals to learn, regardless of the specific demands of a changing
society. This aligns with Anton's pursuit of a degree in Education, which indicates a belief in the importance of a
foundational and enduring education. Perennialists typically value a structured and rigorous curriculum that
emphasizes classical subjects.

38. Teacher Rina has not only explained the concept of Philosophy of Education but also imparted this to her
students. This demonstrates what kind of philosophy?
A. Realism
B. Idealism
C. Naturalism
D. Perennialism
Answer: B. Idealism

Teacher Rina's action of not only explaining the concept of Philosophy of Education but also imparting it to her
students aligns with the idealist philosophy. Idealism places a strong emphasis on the importance of ideas, values,
and the pursuit of truth. It emphasizes the role of the teacher as a facilitator of intellectual and moral development,
guiding students towards the realization of higher ideals. By imparting philosophical concepts to her students,
Teacher Rina is engaging in an educational approach that aligns with the ideals of idealism.

39. Which pillar of learning aimed in the acquisition of the instrument of understanding in order to develop the
students learn-to-learn skills?
A. Learning to do
B. Learning to Be
C. Learning to know
D. Learning to live together.
Answer: C. Learning to know

"Learning to know" is the pillar of learning that aims to acquire the instruments of understanding and develop the
skills necessary for students to learn how to learn. This pillar focuses on the acquisition of knowledge, critical
thinking, and cognitive skills that enable individuals to comprehend and engage with various subjects and
disciplines. It emphasizes the development of intellectual abilities and the capacity to seek and process information
effectively. Therefore, in the context described, "Learning to know" is the correct choice.

40. Which pillar of learning is vital in building a genuine and lasting culture of peace in the world?
A. Learning to Be
B. Learning to Do
C. Learning to Know
D. Learning to Live Together
Answer: D. Learning to Live Together

33
"Learning to Live Together" is the pillar of learning that is vital in building a genuine and lasting culture of peace in
the world. This pillar emphasizes the importance of promoting understanding, tolerance, and cooperation among
individuals and communities from diverse backgrounds and cultures. It seeks to foster values of respect, empathy,
and intercultural dialogue, all of which are essential for creating a harmonious and peaceful global society.
Therefore, in the context described, "Learning to Live Together" is the correct choice.

41. Student Gilbert, after receiving the conceptual knowledge on multiplication of trinomials from his Algebra
Teacher, immediately answers the exercise in the book. This demonstrates what kind of philosophy?
A. Idealism
B. Essentialism
C. Progressivism
D. Constructivism
Answer: B. Essentialism

Student Gilbert's immediate application of the conceptual knowledge on multiplication of trinomials after receiving
it from his Algebra Teacher aligns with the essentialist philosophy. Essentialism emphasizes the importance of
imparting core knowledge and skills to students in a structured and rigorous manner. It values the mastery of
fundamental subjects as essential for intellectual development. In this scenario, Gilbert's prompt completion of the
exercise reflects the belief in the significance of acquiring essential knowledge and skills as a foundational aspect
of education, which is a key tenet of essentialism.

42. Teacher Chris views his students as a unique, free choosing and responsible individuals. He encourages
them to develop their own individuals. What philosophy does Teacher Chris adhere to?
A. Humanism
B. Essentialism
C. Existentialism
D. Reconstructivism
Answer: A. Humanism

Teacher Chris's belief in viewing students as unique, free-choosing, and responsible individuals aligns with the
principles of humanism. Humanism emphasizes the importance of recognizing and respecting the individuality and
autonomy of each student, and it encourages the development of their unique potential and abilities. This
philosophy places value on personal growth, self-expression, and the fulfillment of each student's potential.

43. In the Social Science class of Ms. Macatangay, students identify the various social and economic problems
that require urgent solution. They not only discuss the ways to address it but also agreed to participate in
solving them. What kind of Philosophy does the class uphold?
A. Naturalism
B. Nationalism
C. Constructivism
D. Reconstructivism
Answer: D. Reconstructivism

In Ms. Macatangay's Social Science class, the emphasis on identifying and actively working to address social and
economic problems reflects the principles of Reconstructivism. Reconstructivism is a philosophy of education that
emphasizes critical thinking, problem-solving, and active participation in addressing societal issues. It encourages
students to analyze and understand the problems in their communities and take proactive steps towards finding

34
solutions. This approach aligns with the description provided in the question, making Reconstructivism the most
appropriate choice.

44. A curriculum should only include those that have survived the test of time and combine the symbols of
literature, history and mathematics. Thus, curriculum like this contains values that are constant and
universal. What philosophy describes this kind of curriculum?
A. Idealism
B. Humanism
C. Essentialism
D. Perennialism
Answer: D. Perennialism

The description provided, which emphasizes the inclusion of enduring and universally valued knowledge that has
stood the test of time, aligns with the philosophy of Perennialism. Perennialism advocates for a curriculum based
on timeless and essential knowledge in subjects like literature, history, and mathematics. This philosophy believes
in the importance of imparting enduring cultural and intellectual heritage to students. Therefore, given the
characteristics outlined in the question, Perennialism is the most suitable choice.

45. Teacher Janice always presents principles and values so as to encourage her students to examine them
and decide for themselves whether to accept it or not. What kind of philosophy does Teacher Janice
practice?
A. Idealism
B. Humanism
C. Essentialsim
D. Existentialism
Answer: D. Existentialism

Teacher Janice's approach of presenting principles and values to her students for examination and individual
decision-making aligns with the philosophy of Existentialism. Existentialism emphasizes individual freedom,
choice, and responsibility. It encourages individuals to critically examine and make their own choices about their
beliefs and values, rather than accepting them unquestioningly from external sources. Therefore, based on the
description provided, Existentialism is the most suitable choice.

46. “Education is a continuous process of experiencing and visiting or reorganizing experiences “according to a
Progressivist. What does it mean?
A. Education goes on throughout life
B. Education begins and ends in school
C. Education happens formally or informally
D. Education takes place anytime and anywhere
Answer: A. Education goes on throughout life

The statement "Education is a continuous process of experiencing and visiting or reorganizing experiences"
suggests that education is not confined to a specific period or location. It implies that learning is a lifelong endeavor
that occurs through various experiences, both formal and informal, and can happen anytime and anywhere. This
aligns with the idea that education is an ongoing and dynamic process that extends beyond traditional classroom
settings. Therefore, option A, "Education goes on throughout life," is the most accurate interpretation.

35
47. Philippine Elementary Curriculum emphasizes on the development of the skills in writing, counting and
reading. This manifests the great consideration given to this philosophy.
A. Idealism
B. Naturalism
C. Essentialism
D. Progressivism
Answer: C. Essentialism

The emphasis on the development of fundamental skills in writing, counting, and reading in the Philippine
Elementary Curriculum aligns with the philosophy of Essentialism. Essentialism emphasizes the importance of
teaching core subjects and essential skills that are considered fundamental for a well-rounded education. This
philosophy places a strong emphasis on basic knowledge and skills that are deemed essential for all students.
Therefore, based on the description provided, Essentialism is the most appropriate choice.

48. “Life is what you make it” exemplifies best _____________

A. Realist
B. Idealist
C. Humanist
D. Existentialist
Answer: B. Idealist

The statement "Life is what you make it" reflects an idealist perspective. Idealists believe that individuals have the
power to shape their own lives through their thoughts, choices, and actions. They emphasize the importance of
personal agency and the potential for individuals to realize their ideals and aspirations. Therefore, the statement
provided aligns most closely with the philosophy of Idealism.

49. Which among the following are the basic assumptions of behaviorists?
A. The mind of a new born child is tabula rasa
B. All behaviors are shaped by environmental events
C. Man is free and his behavior can never be shaped by environment
D. All of the above.
Answer: B. All behaviors are shaped by environmental events

Behaviorism is a psychological theory that emphasizes the role of the environment in shaping behavior.
Behaviorists believe that all behaviors, including learning, are a result of interactions with the environment. Option
B, "All behaviors are shaped by environmental events," accurately represents one of the basic assumptions of
behaviorism. Options A and C do not align with behaviorist principles. Option A, "The mind of a new-born child is
tabula rasa," is a concept from empiricism, not exclusive to behaviorism. Option C, "Man is free and his behavior
can never be shaped by environment," contradicts the behaviorist belief that behavior is influenced by
environmental factors. Therefore, option B is the correct choice.

50. If a teacher would say that honesty is still an important value even if no one values it, the teacher can be
regarded as _______________
A. Realist
B. Idealist
C. Positivist
D. Empiricist

Answer: B. Idealist

36
The statement "honesty is still an important value even if no one values it" reflects an idealist perspective. Idealists
believe in the inherent value and importance of certain principles or values, regardless of whether they are currently
valued by society or individuals. They hold that these ideals have intrinsic worth and should be upheld regardless
of external circumstances. Therefore, the statement aligns most closely with the philosophy of Idealism.

II. From 51-60. “To which Philosophy does each theory of man belong?” Write the type of Philosophy
being described.

51. A person is a product of his environment. Behaviorism

52. A person has no universal nature. Existentialism
53. A person has no choice, he is determined by his environment. Behaviorism
54. A person can choose what he can become. Existentialism
55. A person is complex combination of matter that responds to physical stimuli. Behaviorism
56. A person has the same essential nature with others. Perennialism
57. A person first exist then defines himself/herself. Existentialism
58. A person is a social animal who learns well through an active interplay with others. Progressivism
59. A person is a maker of meaning. Constructivism
60. A person is a contractor of knowledge. Constructivism

III. From 61 – 65. “With which philosophy do you associate the following quotations?” Write the
philosophy being associated to the quotation.

61. “Education is life not a preparation for life”. – Dewey Progressivism

62. “Man is nothing else but what he makes of himself… “Sarte Existentialism
63. “Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing or
attractive. “ Essentialism
64. “Give me a dozen healthy infants, well informed, and my own specified world to bring them up in and I’ll
guarantee to take anyone at random and train him to become any type of specialist I might select - doctor,
lawyer, artist, merchant, chief, and ye, even beggar-man and thief, regardless of his talent, penchants,
tendencies, abilities, vocations and race of his ancestors. “Watson Behaviorism
65. “Existence precedes essence” Sarte Existentialism

IV. From 66 – 80, Which philosophy/philosophies in each program/practice anchored? Write the
philosophy/philosophies in the blank.

66. Back to the Basics Movement Essentialism

67. Conduct of national Achievement Test to test acquisition of elementary/secondary learning competencies
Essentialism.
68. Use of the Great Books Perennialism
69. Use of Rewards and incentives Behaviorism
70. Use of simulation and Problem solving method Progressivism
71. Learners learning at their own pace Existentialism.

37
72. Mastery of the 3R’s – reading, writing and arithmetic Essentialism
73. The traditional approach to education Essentialism
74. Subject matter- centered teaching Perennialism
75. Student centered teaching Progressivism
76. Authoritarian approach to teaching Essentialism
77. Non-authoritarian approach to teaching Progressivism
78. Making meaning of what is taught Constructivism.
79. Understanding message through verbal, nonverbal and para verbal means Linguistic Philosophy
80. Asking learners to draw meaning from what they are taught Constructivism

Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

38
 THE TEACHING PROFESSION
“Foundation of Teaching and Learning Process”

20 QUESTIONS:

1. DepEd gives greater emphasis on the development of basic skills. What is the
philosophical basis for this?
A. Essentialism
B. Existentialism
C. Perennialism
D. Pragmatism

2. Teacher Jose views his students as unique, free-choosing and responsible individuals. All
classroom activities revolve around the said premise. What theory underlies this?
A. Essentialism
B. Existentialism
C. Progressivism
D. Realism

3. Which philosophy has the educational objective to indoctrinate Filipinos to accept the
teachings of the Catholic Church which is foster faith in God?
A. Realism
B. Pragmatism
C. Idealism
D. Existentialism

4. The progressivists emphasized the individuality of the child. What is the concern of the
Reconstructionist?
A. Experiential learning
B. Socialization
C. Social problem
D. Social media

5. Scouting and Citizen's Army Training (CAT) give training in character-building,

citizenship training, etc. Which leads to the creation of a new social order and a new
society eventually. What philosophy supports this?
A. Existentialism
B. Perennialism
C. Progressivism
D. Social reconstructionism

6. Teacher CJ demonstrated the technique on how to group students according to their

needs and interests and how to use self-paced instructional materials. Which
philosophy is manifested in this activity?
A. Essentialism
B. Progressivism
C. Realism
D. Social Reconstructionism

39
7. For teacher Wendell, to promote fairness among his students of diverse
gender, family background and culture, he should ensure a learning
environment that is _____.
I. Inclusive
II. Gender – sensitive
III. Exclusive
A. I and II
B. I and III
C. II and III
D. I, II, and III

8. Which of the following is a characteristic of a Pragmatist Teacher?

A. Equipping the learners with the basic abilities and skills
B. Providing the learners with the opportunities to apply theories and principles
C. Requiring the learners the full mastery of the lessons
D. Encourage the learners to memorize factual knowledge

9. With RA 9155, to which body were all the functions, programs, and activities of the
Department of Education related to Sports competition transferred?
A. Philippine Sport Commission
B. National Commission for Culture and the Arts
C. Technical Education Services Department Authority
D. Commission on Higher Education

10. Philippines’ Elementary Curriculum emphasizes on the development of the skills in writing,
counting and reading. This manifest the great consideration given to this philosophy.
A. Idealism
B. Naturalism
C. Progressivism
D. Essentialism

11. “Man in nature is good” according to Confucius, Rousseau and Mencius. This characteristic
of man makes him easier to be _____.
A. Motivated
B. Taught
C. Rewarded
D. Respected

12. In some culture, women never experienced to be in school. School is no longer necessary
for them since their essence is to serve their families and perform domestic responsibilities.
Is this CORRECT?
A. Yes, women are domestic partners
B. No, there is gender equality in education
C. It depends on what kind of culture that is a woman is accustomed to.
D. No, women are skillful just like men.

13. A teacher who is a recognized expert in carpentry works, taught his students how to
prepare and construct good and aesthetic furniture from local resources. What cultural
transmission process is this?
A. Acculturation

40
 B. Enculturation
C. Indoctrination
D. Observation

14. Every first day of the school year, Miss Reyes prepared activities which will make her Grade
2 children, sing, plan, learn and introduce themselves to the class. What process did the
teacher emphasize?
A. Acculturation
B. Enculturation
C. Indoctrination
D. Socialization

15. This law expresses the mandate that the state “shall establish, maintain and support a
complete, adequate, and integrated system of education.”
A. RA 7722
B. RA 9155
C. 1987 Constitution
D. BP blg. 232

16. Teacher makes Role full of the use question-and-answer as a model for discussion. From
whom is this question-and-answer method?
A. Kani
B. Socrates
C. Aristotle
D. Plato

17. John, an 8-year old child, immediately kisses the hand of his elders whoever he meets
them. He learned this value by observing his elder sisters and parents. This pattern of
acquiring values is based on this principle.
A. Values are intrinsically motivated
B. Values are taught not caught
C. Values are caught not taught
D. Values are innate

18. Which among the following describes fully the basis of partnership between community
and school?
A. commonality of interest and success
B. mutual trust for other’s values and perspective
C. admiration of one’s talent and aspirations
D. All of the above

19. According to reconstructionism, the goal of education is to bring about a new social order.
Which practice best manifests this view?
A. The class conducts specific experiments to discover or verify concepts
B. The class discusses role models and their impact on society
C. The class allowed to engage in divergent thinking
D. The class undertakes well-planned projects in the community
20. What pillar of learning is concerned on the material development rather than human

41
development?
A. Learning to live together
B. Learning to be
C. Learning to know
D. Learning to do

42
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

THE TEACHING PROFESSION

“Foundation of Teaching and Learning Process”
20 QUESTIONS

Answer Key:
1. A
2. B
3. C
4. C
5. D
6. B
7. A
8. B
9. A
10. D
11. B
12. B
13. B
14. D
15. C
16. B
17. C
18. B
19. D
20. D

43
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

Written Activity No. 2

TEACHING PROFESSION

Learning Outcomes

1. The Professional Teacher

1.1. Describe the professional teacher and the ways and means to ensure high standards of the
teacher’s personal and professional life.
1.2. Explain what teaching is and the various roles of a teacher in meeting challenges in the 21st
century.
1.3. Demonstrate understanding of the concepts of the teacher as a school culture catalyst,
transformational leader and educational resources manager with responsibilities as specified in
the Code of Ethics for Professional Teachers.

General Direction: Research on the given topic and answer the following questions.

1. Define and explain the following concepts:

a. Teaching
- Teaching is the process of facilitating learning, or the act of helping someone learn. It involves
the transmission of knowledge, skills, and values from one person to another. Teaching can take
place in a variety of settings, including schools, homes, workplaces, and online.

b. Teacher
- A teacher is a person who teaches. They help students to develop the skills and knowledge they
need to succeed in life. Teachers are responsible for creating a positive learning environment,
developing engaging lessons, and assessing student progress. They also play an important role
in mentoring and supporting students.

2. Identify and explain varied Roles of a Teacher.

- Plan and deliver lessons, teachers develop and deliver lessons that are aligned with the
curriculum and meet the needs of their students. They use a variety of teaching methods and
strategies to engage students and promote learning.
- Assess student progress, teachers assess student progress through a variety of methods, such
as tests, quizzes, projects, and portfolios. They use this information to provide feedback to
students and identify areas where they need additional support.
- Manage the classroom, teachers create and maintain a positive and productive learning
environment. They manage student behavior and ensure that all students are actively engaged
in learning.

44
 - Communicate with parents and guardians, teachers communicate with parents and guardians
about their child's progress and any concerns they may have. They also work with parents to
support student learning at home.
- Collaborate with other teachers, teachers collaborate with other teachers to develop curriculum,
share resources, and support each other professionally.

3. Discuss the following challenges in the teaching profession. Cite specific example.
a. Multicultural classrooms
- A multicultural classroom is one that is composed of students from different cultural backgrounds.
This can include differences in race, ethnicity, religion, nationality, language, and socioeconomic
status. By creating a multicultural classroom environment, teachers can help students to develop
the skills and knowledge they need to succeed in a diverse society.
Example:

b. Learner-entered Teaching
- Learner-centered teaching is an approach to teaching that focuses on the needs and interests of
the learners. In a learner-centered classroom, the teacher acts as a facilitator, providing guidance
and support as the learners explore and learn. The learners are actively engaged in the learning
process, making decisions about what they want to learn and how they want to learn it.

c. Multi-grade classes
- Multi-grade class is a classroom that has two or more grade levels in the same classroom. This
can be due to a variety of reasons, such as small school size, remote location, or a desire to
create a more mixed-age learning environment. Teachers can use the diversity of ages and
abilities in their classroom to create a more dynamic and engaging learning environment. They
can also provide opportunities for students to learn from each other and to develop leadership
and mentoring skills.

d. ICT Integration
- ICT integration is the process of using information and communication technologies (ICTs) to
improve teaching and learning. It involves using ICTs to deliver instruction, support student
learning, and assess student progress.

e. Brain Based Education

- Brain-based education (BBE) is a teaching approach that is based on the latest research on how
the brain learns. It is based on the idea that the brain is a complex system that learns best in an
engaging and interactive environment.

f. Multiple Intelligences
- Multiple Intelligences (MI) is a theory of human intelligence developed by Howard Gardner in the
1980s. Gardner argued that traditional measures of intelligence, such as IQ tests, are too narrow
and do not capture the full range of human abilities. He proposed that there are eight different
types of intelligence, each of which is important in its own way.

- Visual-spatial intelligence: the ability to understand and perceive the world visually.

- Verbal-linguistic intelligence: the ability to use language to communicate and express oneself.
45
 - Logical-mathematical intelligence: the ability to think logically and solve problems.

- Bodily-kinesthetic intelligence: the ability to use one's body to express oneself and to control
one's movements.

- Musical intelligence: the ability to appreciate, create, and perform music

- Interpersonal intelligence: the ability to understand and interact effectively with others.

- Intrapersonal intelligence: the ability to understand oneself and one's own emotions.

- Naturalistic intelligence: the ability to understand and appreciate the natural world.

g. Children with Special Needs

- A child with special needs is a child who has a disability or combination of disabilities that makes
learning or other activities difficult. Children with special needs may have physical disabilities,
learning disabilities, emotional disabilities, or cognitive disabilities.

4. List important provisions on the following legal bases for Professionalizing Teaching in the
Philippines.
a. PD 1006
- Presidential Decree 1006, otherwise known as the Decree Professionalizing Teaching, is the
legal basis for professionalizing teaching in the Philippines. It was issued by President Ferdinand
Marcos on September 22, 1976.
- The Board has the authority to appoint examiners who will prepare and determine the contents
of the teacher examination for elementary and secondary levels. The examination is conducted
at least once a year.
- The Board is responsible for determining the locations and dates of the examination, appointing
supervisors and room examiners, using school facilities, approving applications to take the
examination, and releasing the examination results.
- The Board periodically examines conditions affecting the teaching profession and takes
appropriate measures to enhance the profession and maintain professional standards and
ethics.
- The Board has the power to issue, suspend, revoke, replace, or reissue Professional Teacher
Certificates and administer oaths.
- The Board can appoint officials and employees as necessary for the effective performance of its
functions, prescribe their duties, and determine their compensation
- The Board can prescribe and collect examination and other fees as deemed appropriate. The
Board is authorized to promulgate rules and regulations and exercise other powers, functions,
and duties necessary to achieve the purposes of the law.

b. RA 7836
- Republic Act 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994,
is the law that governs the professionalization of teaching in the Philippines. It was enacted on
December 16, 1994, and amended on May 7, 2006.

46
 - The law declares it a policy of the State to promote and improve the quality of education by
maintaining high standards for the teaching profession.
- RA 7836 establishes the PRC, which is responsible for regulating and supervising the practice
of the teaching profession in the Philippines.
- Licensure Examination for Teachers, the law mandates the implementation of the LET as a
requirement for individuals to become licensed teachers. Prospective teachers need to pass this
examination to be eligible for teaching positions.
- The law not only covers teachers but also non-teaching personnel in the education sector, such
as school administrators, guidance counselors, and librarians, to ensure their professional
competence.
- RA 7836 sets forth a code of ethics for professional teachers, outlining the professional and
ethical standards they must adhere to in the performance of their duties.
- The law requires teachers to engage in CPD activities to keep their knowledge and skills up-to-
date. This promotes lifelong learning and professional growth.
- The law specifies the accreditation and recognition of teacher education institutions. It ensures
that these institutions maintain high-quality standards in teacher training and education.
- RA 7836 establishes a Board for Professional Teachers under the PRC. This board is
responsible for administering the LET, setting standards for the teaching profession, and
regulating the practice of teaching.
- The law sets the minimum qualifications for individuals who wish to become licensed teachers,
including educational requirements and the successful completion of the LET.
- Teacher Incentives and Benefits: The law also provides for incentives and benefits to encourage
teachers to pursue advanced studies and further professional development.

c. RA 9293
- Republic Act (RA) 9293, also known as the Philippine Teachers Professionalization Act of 2004,
is an amendment to RA 7836, the Philippine Teachers Professionalization Act of 1994. RA 9293
was enacted on April 21, 2004.
- Section 15 (e) (3): The educational qualification for secondary school teachers is amended from
a bachelor's degree in education or its equivalent with a major and minor, or a bachelor's degree
in arts and sciences with at least ten (10) units in professional education, to a bachelor's degree
in education or its equivalent with a major and minor, or a bachelor's degree in arts and sciences
with at least eighteen (18) units in professional education.
- Section 26: The provision on registration and exception is amended to include a provision that
requires professional teachers who have not practiced their profession for the past five (5) years
to take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, before they can be allowed to practice their
profession in the country.
- Section 31: The provision on the transitory provision is amended to state that all professional
teachers who are registered with the BPT as of the effectivity of RA 9293 shall be considered
registered professional teachers under RA 9293.

5. Outline important provisions from the following laws relevant to education. You can use a matrix to
do this activity.
Article XIV, w1, w1987 Philippine Constitution The State shall establish, maintain, and support a complete,
adequate, and integrated system of education relevant to
the needs of the people and society.

47
 The State shall ensure and promote quality education at all
levels, and shall take appropriate steps to make such
education accessible to all.

The State shall encourage non-formal, informal, and

indigenous learning systems, as well as self-learning,
independent, and out-of-school youth education programs.

The State shall recognize, respect, and support the rights of

indigenous peoples to preserve and develop their own
cultures, traditions, and institutions.

Education Act of act of 1982 (Batas Pambansa 232) The State shall establish and maintain a complete,
adequate, and integrated system of education relevant to
the needs of the people and society.

The State shall provide for the establishment and

maintenance of elementary and high schools in every barrio,
barangay, or district throughout the country, unless such
establishment is not feasible for reasons of practicality.

The State shall establish and maintain a system of free

public education in the elementary and high school levels.
Without limiting the natural rights of parents to rear their
children, elementary education is compulsory for all children
of school age.

The State shall provide adult citizens, the disabled, and out-
of-school youth with training in civics, vocational efficiency,
and other skills.

RA 4670 – Magna Carta for Public School Teachers All public school teachers shall be entitled to a minimum
salary of not less than five thousand pesos per annum.

All public school teachers shall be entitled to leave benefits,

including vacation leave, sick leave, and service leave.

All public school teachers shall be entitled to retirement

benefits, including a monthly pension and a lump-sum
gratuity.

Code of Ethics for professional Teachers Professional teachers shall uphold the dignity of the
teaching profession and shall not engage in conduct
unbecoming a member of the profession.

Professional teachers shall ensure that the content of their

instruction is accurate and up-to-date.

Professional teachers shall respect the rights and dignity of

their students.

Professional teachers shall maintain a professional

relationship with their colleagues and with parents.

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 Professional teachers shall contribute to the professional
development of their colleagues.

RA 6713 The establishment of teacher training centers in every

province and city has made it easier for Filipinos to access
teacher education programs. This is especially beneficial for
Filipinos in rural and remote areas, who may not have
access to teacher education programs at traditional
universities.

Improved quality of education: The teacher training centers

established under RA 6713 offer high-quality teacher
education programs. This is because the centers are staffed
by qualified and experienced teachers and educators. The
centers also have access to the latest teaching resources
and technologies.

The establishment of teacher training centers in every

province and city has helped to increase the number of
qualified teachers in the country. This is important because
it helps to ensure that there is a sufficient supply of teachers
to meet the needs of the growing student population.

CA 578 The provision in CA 578 that includes teachers and other

education professionals within the term "persons in
authority" gives them increased protection from assault and
other forms of violence. It helps to create a safe and
supportive environment for teachers and other education
professionals to work in.

The provision in CA 578 that includes teachers and other

education professionals within the term "persons in
authority" also helps to increase respect for these
professionals. It helps to create a positive climate in schools
and other educational institutions.

The provision in CA 578 that includes teachers and other

education professionals within the term "persons in
authority" also helps to improve discipline in schools and
other educational institutions. This is because it gives
teachers and other education professionals the legal
authority to enforce discipline in the classroom.

RA 6728 Tuition Fee Supplement for Students in Private High School

(Section 5):

Financial assistance for private high school students is

provided through a voucher system.
Assistance is given to students enrolled in schools with low
tuition fees (less than a specified amount), with the
government providing vouchers.
Assistance is not provided to students in schools with higher
tuition fees.

49
 A portion of the assistance is designated for salaries,
allowances, and benefits of school personnel, while another
portion is allocated for school facilities and operational costs.
Schools must maintain separate records of assistance
received and its use.

Assistance to College Freshmen (Section 8):

The Private Education Student Financial Assistance

(PESFA) Program is expanded to include a voucher system.
Financial assistance is given to underprivileged students
based on family income, geographic spread, and
competitive examination results.
Private colleges and universities are required to provide
tuition waivers for a percentage of freshmen, including
valedictorians and salutatorians from qualifying high
schools.
Allowances may be provided to valedictorians and other
honorees in addition to tuition waivers.

Further Assistance To Students in Private Colleges and

Universities (Section 9):

Tuition fee supplements are provided to non-freshmen

students in private colleges and universities offering priority
courses.
Schools with low tuition rates and accredited programs
receive vouchers for non-freshmen students.
Schools charging higher tuition rates may determine their
own fees but must grant full or half-tuition waivers to a
percentage of their students.

RA 8545 'Expanded Government Assistance to Students and

Teachers in Private Education Act.'
Assistance to students and teachers of private post-
secondary vocational and technical institutions and higher
educational institutions shall likewise be extended to
students and teachers of community colleges in degree and
non-degree programs. Implementation of the program shall
encourage students to undergo post-secondary vocational
and technical and higher education courses in the same
region where their families reside.

RA 7877 Republic Act No. 7877, also known as the "Anti-Sexual

Harassment Act of 1995," is a law in the Philippines that
addresses sexual harassment in various settings, including
educational institutions.

Section 3. Work, Education or Training-related, Sexual

Harassment Defined: This section provides a definition of
sexual harassment as it pertains to work, education, or
training-related environments. It states that sexual
harassment is committed when:

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 Sexual harassment in schools, colleges, and universities
can include situations where sexual advances, requests for
sexual favors, or other unwelcome conduct are made as a
condition for academic opportunities or that create a hostile
educational environment. RA 7877 requires educational
institutions to have policies and procedures in place to
prevent and address sexual harassment and protect
students and staff from such behavior.

RA 8190 AN ACT GRANTING PRIORITY TO RESIDENTS OF THE

BARANGAY, MUNICIPALITY OR CITY WHERE THE
SCHOOL IS LOCATED, IN THE APPOINTMENT OR
ASSIGNMENT OF CLASSROOM PUBLIC SCHOOL
TEACHERS

Appointing or assigning teachers to public elementary or

secondary schools, preference should be given to
individuals who are residents of the barangay, municipality,
city, or province where the school is located. This preference
is contingent on the teacher meeting all the necessary
qualifications for the position.

Protests or complaints related to the appointment or

assignment of classroom public-school teachers must be
filed within three months of the issuance of the appointment
or assignment.

The Secretary of Education, Culture, and Sports has the

authority to impose administrative sanctions for willful
violations of this law. The sanctions include suspension
without pay, with the duration of the suspension increasing
with each subsequent violation.
RA 9262 "Anti-Violence Against Women and Their Children Act of
2004" is primarily focused on protecting women and their
children from violence and abuse.

The law allows for the issuance of protection orders,

including temporary and permanent protection orders, to
ensure the safety of victims of violence.

Educational institutions, including teachers and school

personnel, are required to report suspected cases of
violence against women and their children to the appropriate
authorities. This reporting obligation helps ensure that
victims receive the necessary protection and support.

RA 9262 provides for counseling and support services for

victims of violence. This includes psychological support,
which may be particularly relevant for children who have
witnessed or experienced violence.

The law aims to prevent the disruption of the education of

children affected by violence. Protective measures are put
in place to ensure that children can continue their education
without undue interruption.

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RA 9710 Republic Act No. 9710, also known as the "Magna Carta of
Women," is a comprehensive law in the Philippines that
promotes and protects the rights and welfare of women.

Ensuring that women and girls have equal access to

educational opportunities and are not subjected to
discriminatory practices in schools, colleges, and
universities.

The law encourages the inclusion of gender sensitivity

training in the curriculum, which can help raise awareness
about gender issues and promote gender equality in
educational institutions.

RA 9710 recognizes the rights of pregnant and lactating

students to continue their education without discrimination.
Schools are required to provide support to these students to
ensure that they can access quality education.

The law includes provisions related to the prevention of

gender-based violence, which can impact the safety and
well-being of students and educational personnel.

RA 8491 "Flag and Heraldic Code of the Philippines" primarily

focuses on the proper use and display of the Philippine flag
and other national symbols.

It primarily deals with the protocols and etiquette related to

the flag and other national symbols. The law emphasizes the
importance of respecting and honoring these symbols as a
sign of patriotism and national pride.

It provides guidelines on how the flag should be displayed,

how to handle it, and the appropriate occasions for raising
and lowering it. The law includes provisions on the design
and use of the national coat of arms, the national anthem,
and other heraldic items.

RA 10157 Republic Act No. 10157, also known as the "Kindergarten

Education Act"

The law makes kindergarten education mandatory for all

five-year-old children before they enter the formal school
system. This provision ensures that children have access to
a formal and structured educational experience at an early
age, setting the foundation for their future learning.

The law provides for the establishment and support of public

kindergartens, as well as the recognition and financial
assistance to private kindergartens that comply with specific
standards.

Encourages the professional development of kindergarten

teachers and other personnel involved in early childhood

52
 education. It underscores the importance of well-trained
educators to ensure quality early childhood learning
experiences.

The law recognizes the importance of inclusive education

and the provision of educational support services to children
with special needs in kindergarten. This ensures that all
children, regardless of their abilities or needs, have the
opportunity to benefit from early childhood education.

RA 10533 Republic Act No. 10533, also known as the "Enhanced

Basic Education Act of 2013"

The law institutionalizes the K to 12 program, which adds

two additional years to the country's basic education system.
Prior to this law, the Philippines had a 10-year basic
education cycle. With the K to 12 program, the basic
education system was extended to 12 years, consisting of
six years of primary education (grades 1 to 6), four years of
junior high school (grades 7 to 10), and two years of senior
high school (grades 11 to 12).

RA 10533 emphasizes the enhancement of the quality and

relevance of education. It aims to provide students with the
necessary skills and competencies for future employment or
further education. The law encourages the use of mother
tongue-based multilingual education, a focus on critical
thinking, and the integration of technical-vocational courses.

RA 10533 also includes transitional measures to mitigate the

challenges of implementing the K to 12 program. This
includes provisions for the retraining and retooling of
teachers, as well as the development of alternative learning
options for students who may not immediately enroll in the
senior high school program.

RA 10931 Republic Act No. 10931, also known as the "Universal

Access to Quality Tertiary Education Act," provides for free
tuition and other school fees in state universities and
colleges, local universities and colleges, and state-run
technical-vocational institutions.

Under RA 10931, all Filipino students who are admitted to

and enrolled in eligible public higher education institutions
can avail of free tuition and other school fees. This includes
tuition fees and miscellaneous fees, such as library fees,
laboratory fees, and other school charges. The law covers
undergraduate and graduate programs.

DepEd Order No. 42 s. 2017 The order mandates that DepEd personnel should receive a
minimum net take-home pay of P4,000.00 after deductions,
which include mandatory contributions, taxes, and other
authorized deductions. This is a crucial provision aimed at
ensuring that teachers and other DepEd employees receive
a reasonable and standardized level of income.

53
 The order states that the net take-home pay should be
computed in compliance with existing laws, regulations, and
issuances. This includes deductions for taxes, social
security, and other authorized contributions.

The order emphasizes that the deductions should be

transparent and clearly explained to DepEd personnel.
Employees should be aware of the specific items that are
deducted from their salaries, allowing for greater
transparency in financial matters.

The provision aims to protect DepEd personnel from any

unreasonable or unauthorized deductions that might affect
their net take-home pay negatively. It ensures that the net
pay is not reduced below the minimum amount set by the
DepEd.

Executive Order No. 83 Series of 2012 Executive Order No. 83 institutionalizes the ladderized
education system, which promotes a seamless and flexible
transition between TVET and higher education. This system
allows students to earn credit units and qualifications that
are recognized and transferable between TVET and higher
education institutions.

The order emphasizes articulation and credit transfer

mechanisms between TVET and higher education
institutions. This means that the qualifications,
competencies, and credit units acquired in TVET programs
can be acknowledged and used toward higher education
degrees. This promotes efficiency in the education system
and encourages lifelong learning.

The executive order encourages cooperation and

collaboration between TVET institutions, higher education
institutions, and other relevant government agencies to
ensure the smooth implementation of the ladderized
education system.

The order calls for the development and implementation of

quality assurance mechanisms to ensure that programs and
qualifications in both TVET and higher education meet
recognized standards. This helps maintain the quality and
relevance of education and training.

The ladderized education system is seen as a means to

provide more accessible education and training
opportunities to Filipinos, allowing them to acquire skills,
qualifications, and degrees that will enhance their
employability and career prospects.

6. What are the responsibilities of teachers as articulated in the code of Ethics for Professional
Teachers?
- To be morally upright and to possess good moral character.

54
 - To maintain a high standard of professional conduct.
- To be fair and just in their dealings with students, colleagues, and parents.
- To be honest and truthful in their professional conduct.
- To be respectful of the rights and dignity of others.
- To be conscientious in the performance of their duties.
- To uphold the integrity of the teaching profession.
- To promote the welfare of their students.
- To contribute to the development of the teaching profession.

7. Identify and discuss UNESCOs 4 Pillars of Education.

- Learning to know: This pillar emphasizes the importance of acquiring knowledge and skills that
will allow students to learn throughout their lives. It includes both academic knowledge and
practical skills.
- Learning to do: This pillar focuses on the development of skills that will enable students to
participate in society and the workforce. It includes technical skills, but also soft skills such as
communication, problem-solving, and teamwork.
- Learning to live together: This pillar emphasizes the importance of developing social and
emotional skills that will allow students to live in harmony with others. It includes skills such as
empathy, cooperation, and conflict resolution.
- Learning to be: This pillar focuses on the development of the whole person. It includes the
development of students' physical, mental, and emotional well-being. It also includes the
development of students' values and beliefs.
- The four pillars of education are interconnected and complementary. Learning to know is
essential for learning to do, learning to live together, and learning to be. Learning to do is
essential for contributing to society and the workforce. Learning to live together is essential for
creating a peaceful and harmonious world. Learning to be is essential for living a fulfilling and
meaningful life.

8. Explain the rationale or importance of Philippine Professional Standard for Teachers (PPST).
- The Philippine Professional Standards for Teachers (PPST) is a set of standards that define the
knowledge, skills, and values that teachers in the Philippines are expected to have. The PPST
was developed by the National Board for Teachers (NBTS) in collaboration with various
stakeholders, including teachers, teacher educators, and policymakers.
It provides a common framework for understanding the role of teachers in the Philippines. This
framework can be used to guide teacher education, professional development, and performance
appraisals. The PPST helps to ensure that all teachers in the Philippines meet certain standards
of quality. This is important for ensuring that all students have access to high-quality education.
The PPST promotes continuous professional development for teachers. The standards are
designed to help teachers to reflect on their practice and to identify areas where they need to
improve.

9. Identify the domain and indicators of PPST.

Domain 1, Content Knowledge and Pedagogy

55
- Content knowledge and its application within and across curriculum areas
- Research-based knowledge and principles of teaching and learning
- Positive use of ICT
- Strategies for promoting literacy and numeracy
- Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
- Mother Tongue, Filipino and English in teaching and learning
- Classroom communication strategies

Domain 2, Learning Environment

- Learner safety and security

- Fair learning environment
- Management of classroom structure and activities
- Support for learner participation
- Promotion of purposive learning
- Management of learner behavior

Domain 3, Diversity of Learners

- Learners’ gender, needs, strengths, interests and experiences

- Learners’ linguistic, cultural, socio-economic and religious backgrounds
- Learners with disabilities, giftedness and talents
- Learners in difficult circumstances
- Learners from indigenous groups

Domain 4, Curriculum and Planning

- Planning and management of teaching and learning process

- Learning outcomes aligned with learning competencies
- Relevance and responsiveness of learning programs
- Professional collaboration to enrich teaching practice
- Teaching and learning resources including ICT

Domain 5, Assessment and Reporting

- Design, selection, organization and utilization of assessment strategies

- Monitoring and evaluation of learner progress and achievement
- Feedback to improve learning
- Communication of learner needs, progress and achievement to key stakeholders
- Use of assessment data to enhance teaching and learning practices and programs

Domain 6, Community Linkages and Professional Engagement

- Establishment of learning environments that are responsive to community contexts

- Engagement of parents and the wider school community in the educative process
- Professional ethics
- School policies and procedures

Domain 7, Personal Growth and Professional Development

56
- Philosophy of teaching
- Dignity of teaching as a profession
- Professional links with colleagues
- Professional reflection and learning to improve practice
- Professional development goals

57
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3
Seminar in General Education for Teachers
Second Semester S.Y 2022-2023
THE PROFESSIONAL TEACHER
ITEM ANALYSIS

V. General Instruction: Read and understand each question. Select the best answer from the given choices.
Rationalize the correct answer from each question.

1. What type of education can best prepare a global teacher for a truly limitless and boundless world?
A. Formal Education
B. Inclusive Education
C. Alternative Education
D. Multicultural Education
Rationalize – D. In multicultural education focus on improving learning opportunities and acknowledge
the variety of cultures, perspectives, and cultures that students bring to the educational environment.
2. Which among the choices is guaranteed by the 1987 Constitution?
A. Priority Fiscal Allocation
B. Certificate Transfer Program
C. Building a More Classroom
D. Hiring of New Teachers
Rationalize – D. The Republic Act of 1987 emphasizes the significance of fairness, prioritizing needs, and
other factors, while the 1987 Constitution requires that education be given top financial priority.

3. How many levels were added top basic education because of the K-12 reform?
A. 1 level
B. 2 levels
C. 3 levels
D. 4 levels
Rationalize – C : The K-12 reform added three levels to the basic education system. Republic Act 10157
added Kindergarten, while Republic Act 10533 added Grades 11 and 12.

4. These two presidents are responsible for the implementation of K-12 in the Philippines.
A. Ferdinand Marcos and Corazon Aquino
B. Joseph Estrada and Gloria Arroyo
C. Benigni Aquino III and Rodrigo Duterte
D. Gloria Arroyo and Benigno Aquino III
Rationalize – D. During the administrations of Benigno Aquino III and Gloria Arroyo, the K–12 program
was established into executed.

58
5. During the early years of the Ramos administration and even before that, the Department of Education,
Culture and Sports oversaw the entire educational system – from elementary to graduate school. This
changed with the passage of ________________
A. Enhanced Basic Education Act
B. Higher Education Act
C. An Act Professionalizing Teaching
D. Education Act of 1982
Rationalize – B: To handle university and college education, The legislature established the
Commission on Higher Education (CHED) in 1994 as part of a decision to divide the administration
of various types of education among three government agencies.

6. The Code of Ethics for Professional Teachers provide guidelines on acceptable teaching behaviour. These
are all tolerable except:
A. Claiming others’ work to be yours
B. Occasional drinking that does not lead to drunkenness
C. Having a romantic relationship with a student
D. Discovering research findings that are damaging to the country

Rationalize – A: Claiming someone else's work as your own is referred to as "plagiarism" and it is strictly
against the law by the teacher code of ethics.

7. Teacher Annabelle likes a work-life balance. Before she became an educator, she worked in the corporate
world, while after a gruelling week, she and her colleagues would go to the bar and enjoy drinks and music.
This, she has continued despite being a teacher. What domain will she violate in case she does not become
discreet and publicly announces that she still gets drunk regularly?
A. Social regard for Learning
B. Personal Growth and Professional Development
C. Community Linkages
D. Planning, Assessing and Reporting
Rationalize – A : The teacher's actions are focused on social regards for learning. This ideal is
demonstrated in the statement and various forms of social interactions with students. When a teacher
performs, she violates that rule because she doesn't keep a professional appearance.
8. Teacher Benjamin is in a romantic relationship with his student. Is this allowed?
A. No, and he can be sued for harassment
B. No, unless the principal allows
C. Yes, as long as he ensures that gossip, scandal, and preferential treatment will not take place.
D. Yes, because in a democratic society, romantic relationships are out of the scope of school
authority.
Rationalize – C: People have the right to relationships, but in a school, it's essential for teachers to
maintain appropriate boundaries and keep personal relationships with students private.

9. Teacher Chai transferred to the public school because of the higher salary and potential for a higher
retirement pay. How does she view teaching?
A. As a profession
B. As a vocation
C. As a mission
D. As a side job

59
Rationalize – A: Teaching is a job where you earn money and other things like healthcare or retirement
benefits. This is important because it helps us in our job and our lives that’s why teacher chai
transferred to a public school.

10. There are seven domains in the NCBTS/D-NCBTS/PPST. Despite their differences, which domain remain s
to be the core of the teaching function: to educate learners and help them achieve the objectives of the
program they are in?
A. Diversity of Learners
B. Curriculum/Curriculum and Planning
C. Planning, Assessing, and Reporting/Assessment and Reporting
D. Learning Environment
Rationalize – B: This is an even more important part of curriculum planning where the learning needs of
students are emphasized. Students are responsible for identifying and organizing the materials that will
be used in the future, laying the foundation for learning.

11. Among the new thrust of the Senior High School is disaster response and preparedness. In fact, there is a
core subject on this in the curriculum. If teachers are trained in disaster response, what domain of the
NCBTS/PPST will they be further enhanced in?
A. Diversity of Learners
B. Learning Environment
C. Personal Growth and Professional Development
D. Community Linkages and Professional Engagement
Rationalize – B: The learning environment is particularly concerned with issues related to safety for
students. It is crucial to understand that students are safe in the classroom setting.

12. The emphasis on joining professional organizations was found in this document.
A. NCBTS
B. IPPD
C. CB-PAST
D. D-NCBTS.
Rationalize – D: The D-NCBTS (which stands for "Domain National Competency-Based Teacher
Standards") is an updated set of standards for teachers. It's like a set of guidelines that teachers can use
to be better at their job. The D-NCBTS added "Professional Engagement" to Domain 6 in order to
emphasize the idea that teachers should be more dedicated to their profession and more involved. This
idea was absent from the previous standards.
13. Who among the following is not technically considered a “Teacher” if one were to refer to the code of Ethics
for Professional Teachers?
A. Teacher Althea of Nursery – Section Apple
B. Professor Clarita of BSED – Section 3
C. Mr. Joseph of Grade 12 – Section Einstein
D. Miss Coleen of Grade 6 – Section Tokyo
Rationalize – B: Only teachers who work with students from preschool through high school are officially
referred to as "teachers" in the Code of Ethics, not college or graduate school instructors.

14. Before the start of classes, Jillian made sure that she checked all the wooden armchairs of her students to
be certain that they were safe to use. In this situation, she was concerned with this domain in the NCBTS.
A. Learning Environment
B. Social Regard for learning

60
 C. Community Linkages
D. Curriculum
Rationalize – A: learning environment is particularly concerned with issues related to safety for students.
It is crucial to understand that students are safe in the classroom setting.
15. Raphael was a studious learner, and he carried this trait over to his teaching career. May students saw this
diligence, and they tried to emulate him. in this situation, Raphael succeeded in this NCBTS domain.
A. Personal Regard and Professional Development
B. Community Linkages
C. ‘Diversity of Learners
D. Social Regard for leaning
Rationalize – D: This domain is about valuing one's own growth as an educator and having a personal
commitment to continuous learning and development.

16. In special education, quantitative marks are not as important as qualitative feedback, usually in the form of
anecdotal records, If Kaye does this very well, she will develop skills in this NCBTS domain.
A. Diversity of Learners
B. Planning, Assessing and Reporting
C. Community Linkages
D. Social Regard for Learning
Rationalize – B. Domain of "Planning, Assessing, and Reporting." In order to support student learning and
development, this domain emphasizes the significance of assessment and reporting. This domain is well
served by Kaye's focus on learning outcomes and use of anecdotal records for assessment, which reflects
her dedication to fostering and enhancing students' learning experiences through efficient methods of
assessment and reporting.

17. In joining different programs for personal growth and professional development (Domain 7), what is the most
desirable drive that is expected from teachers?
A. Higher position or possible promotion according to the existing merit system
B. Prestige/stature as a degree holder in education
C. Aspiration to become a master teacher
D. Intrinsic desire to grow continuously
Rationalize – D: Intrinsic motivation to continuously grow and improve motivated when we do something
just because we want to do in participating to a programs for personal growth and professional
development

18. During one parent-teacher conference, Principal Pilar received in her office a parent who was furious at the
grade her child received. During this meeting, Principal Pilar allowed the parent to pour out her grievances.
What trait did Principal Pilar show best?
A. Inspiration to the parent
B. Expert problem solving skills
C. Just and fair arbiter/judge
D. Patient listener
Rationalize – D. Principal Pilar showed patience by listening carefully to the parent's complaints and
concerns.

19. When Calvin uttered the line “I am only a teacher, “what was the implication?
A. He is dissatisfied with his salary

61
 B. He is depressed
C. He is having trouble with parents
D. He is not proud to be a teacher
Rationalize – D. It's all about valuing the role of a teacher. According to Domain 7 of the NCBTS/PPST, a
teacher should take pride in being a teacher.

20. There are more elementary schools than high schools run by the government. This can be traced to this era.
A. Pre-Hispanic
B. Spanish
C. American
D. Japanese
Rationalize – B: In Spanish, a decree from 1863 established primary schools for both boys and girls in
each town.

21. The Philippine Qualification Framework gives classification for the levels of educational achievement and
certification that Filipinos have. Who will not have classification based on the levels?
A. College graduates
B. doctorate degree holders
C. elementary school graduate
D. high school graduates
Rationalize – C: In the Philippine Qualification Framework, the elementary school graduates (level 1) it
requires a high school diploma.

22. This DepEd program relates with Domain # 6 of the NCBTS/D-NCBTS/PPST because it allows parents,
guardians, teachers, administrators, students and residents top come together for the benefit of the school.
A. K-12 Program
B. Brigada Eskwela
C. Graduation Ceremony
D. Parent-Teacher Conference
Rationalize – B: As a result of Brigada Eskwela, which provides a means for parents to participate in the
school community, the responsive in a community aspect of domain #6 is highlighted.
23. Professor Minerva sought the assistance of Harry in checking the test papers of his classmates from
Gryffindor and Slytherin. For generations, this practice has persisted. In this modern day, will this still be
acceptable?
A. Yes, there is nothing wrong with the act, since Harry can also be trained to be charitable
B. Yes, because Professor Minerva is overburdened with work and having help will allow her to return
the papers promptly
C. No, because it is better to return the papers late than to have a student check them
D. No, because Professor Minerva violated the students’ rights to privacy.
Rationalize – D. The grades and academic records of students are private information in educational
settings, and only the teacher has access to them.

24. Complete the analogy. PRC: License: CHED ____________.

A. Benefits
B. Hiring
C. Curriculum

62
 D. Professional Development
Rationalize – C: A CHED is a strategy to support students' learning by identifying their needs, ensuring
fair access, improving learning efficiency, and enhancing the curriculum to make it more valuable and
pertinent to their education.

25. Teacher Coleen is a faculty member of a private school. Which agency will she not have dealings with?
A. Department of Education
B. Civil Service Commission
C. Commission on Higher Education
D. Professional Regulation Commission
Rationalize – B: A civil service commission, also referred to as a public service commission, is an
organization within the government in charge of all policies, plans, and programs pertaining to civil
service employees, of which Teacher Coleen is not a part.
26. The Americans had as one of their goals the education of the natives whom they colonized, but the teacher
were not enough. This was the solution.
A. Cebu Normal University
B. Philippine Normal University
C. University of the Philippines
D. De La Salle University
Rationalize – B: A PNU is an established center of excellence for educational leadership and teacher
preparation in Asia and the Philippines..

27. Teachers change and develop as they progress in their careers, as captured in the Career Stages of
Teachers. Of the four, who is expected to propose new ways of doing things in outside-school conventions,
seminars, conferences and symposia?
A. Beginning
B. Proficient
C. Highly Proficient
D. Distinguished
Rationalize – D. In the Distinguished stage, a teacher is expected to propose new ways of doing things not
only within their school but also at outside-school conventions, seminars, conferences, and symposia. A
Distinguished teacher is recognized as a leader in educational reform, making a significant impact beyond
their own school, which aligns with their role in proposing innovative approaches at external educational
events.

28. Among the challenges at present is to make sure that the students of the Philippines will be internationally
competitive and comparable once they graduate. This program directly addresses that challenges.
A. Enhanced Basic Education (k-12)
B. Every Child a Reader
C. Education Service Contracting
D. Mother Tongue-Based Multilingual Education (MTB_MLE)
Rationalize – A: The K–12 program offers a clearly defined 12-year curriculum that gives students
enough time to learn skills and assimilate fundamental competencies.

29. Jenny was a fan of Howard Gardner’s work on multiple intelligence. As such, she respects each student she
has. This is a good sign of progress in this NCBTS domain.

63
 A. Content knowledge and Pedagogy
B. Diversity of Learners
C. Community Linkages and Professional Engagement
D. Curriculum and Planning
Rationalize – B: In the context of learning diversity, emphasize respect for each participant's unique
skills, abilities, and role as a teacher.
30. Teacher Joyce is willing to share her time and talent with fellow teachers within the same school, especially
when there are tasks to be accomplished. She demonstrates behaviour that is reflective of this Career
stages.
A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 4
Rationalize – C: At Career Stage 3, highly proficient teachers are good at teaching, help other teachers,
and are like Master Teachers.

31. The constitution mandate that quality education must be made accessible to all Filipino. As such, the
government has initiated several programs to achieved this end. Which does not help achieved this end?
A. Continuing Professional Development
B. Education Service contracting
C. Voucher Program
D. Scholarships for Valedictorian and Salutatorians
Rationalize – A: In continuing professional development, emphasize the importance of upgrading the
quality of professional.

32. Congestion of students due to high density within one area is a problem faced by publi9c school. Which is
the closest remedy that is already being implemented to address this?
A. Tapping non-government organization/foundation for Adopt A School Programs
B. Developing online instructional materials and modules
C. Two to Three shift of class (morning, afternoon and/or evening)
D. Home –based teaching and learning
Rationalize – C: In order to reduce a lack of space two to three shifts of classes, which use the same
school facilities at various times throughout the day, are already being used in public schools.

33. Every professional in the Philippines must subscribe to lifelong learning. After all changes and developments
in knowledge and skills happen regularly. which is the most recent law that underscore the need for lifelong
learning?
A. Teachers Professionalization Act
B. Continuing Professional Development Act
C. Magna Carta for Public School Teachers
D. Enhanced Basic Education Act
Rationalize – D: By encouraging an internationally competitive curriculum, extending the basic education
cycle, and requiring ongoing skill development, the "Enhanced Basic Education Act" emphasizes the
significance of lifelong learning.

64
34. The domain on assessment and reporting requires that stakeholders be informed of the students’ progress.
Who among these stakeholders is the target of the principle known as in loco parentis while the child is in
the campus?
A. teachers
B. grandparents
C. guardians
D. parents
Rationalize – A: This area of assessment deals with teachers' obligations to act as parents in some
situations and to be responsible for the safety of their pupils while they are enrolled in school.
35. This law is the current basis for all other laws on education.
A. Education Act of 1982
B. 1935 Constitution
C. Magna Carta for Public School Teachers
D. 1987 Constitution
Rationalize – D : The 1987 Constitution is the foundation for all other laws on education in the world. It
focuses as the highest law of the land, meaning that no regulation, law, or statute (both before and after
this constitution) can be enforced if its provisions conflict with the principles outlined in the constitution.

36. Which is NOT TRUE about Career Stage 1 or Beginning Teacher?

A. They are unqualified to teach
B. They need assistance and guidance from experienced teachers
C. They have the basic knowledge and skills to teach
D. They can improve as time goes by.
Rationalize – A: Regarding Career Stage 1, Option A is NOT TRUE. Beginning teachers typically possess
the necessary education and certification to begin their teaching careers. They are also qualified to
teach.

37. What continuing government program helps reduce the gap between low income status and quality
education?
A. Education Contracting Services
B. national Achievement Test
C. National College Assessment Examination
D. Brigada Eskwela
Rationalize – A: Education Contracting Services involve hiring private schools or organizations to
provide quality education to students from low-income backgrounds.
38. A global teacher is one who has knowledge, skills and values to educate people all over the world. Manuel
was a very fluent English speaker who was hired to teach English abroad. However, when he got there, the
English skills of his students and colleagues was very low. What is one he should not be?
A. Adjust to their level
B. Insist that his English is better
C. Learn their local language
D. Instruct them in English
Rationalize – B: "Think globally, act locally" refers to the idea that educators should employ successful
global teaching strategies and maintain an open mind to global issues that may benefit their local
community.

65
39. The CPD law was passed on July 21, 2016 without the signature of President Benigno S. Aquino III, who by
that time had already ended his term and passed on the post to President Rodrigo R. Duterte. Why was the
law passed without the signature of the president?
A. President Duterte continued all the program of President Aquino
B. Every President must pass all bills submitted to him
C. The constitution states that if after 30 days there is still no signature, the bill will become a law.
D. President Aquino and Duterte did not agree with the provision of the CPD Law.
Rationalize – C: If the President does not sign a bill within 30 days of acknowledgment in his office, the
bill may become law even without his signature.

40. What was President Corazon Aquino’s main contribution to education?

A. Higher Education Act
B. Free Public Elementary Education Act
C. Free Public Secondary Education Act
D. Quality Access to Tertiary Education Act
Rationalize – C: The "Free Public Secondary Education Act of 1988" is the former president Corazon
Aquino's primary educational contribution. Statement of Policy. - The State's policy is to support high
standards of education at all levels and to offer free public secondary education to all qualified citizens.

41. Principal Erika wants to evaluate her teachers and determine how best they can be developed further.
Which tool will help her?
A. Individual Plan for Professional Development
B. Philippine Professional Standards for Teachers
C. Competency-Based Performance Appraisal System for Teachers
D. Results-Based Performance Management System
Rationalize – D: the method Principal Erika can use to assess her teachers and decide how best to help
them grow. This system focuses on evaluating teachers' performance based on results obtained and can
reveal their advantages and weaknesses.

42. Republic Act 10533 requires a revision of the curriculum. The Basic Education Curriculum must be all of
these except:
A. Culture sensitive
B. taught solely in English and Filipino
C. flexible
D. Use spiral progression
Rationalize – B: the choices B, in the curriculum it is not a requirement. In the curriculum is designed to
be more flexible and culturally sensitive, allowing for the integration of multiple languages and regional
diversity.

43. Which statement is true for all government scholarships, subsidies, and assistance, as specified in their
respective laws?
A. All Filipinos are qualified
B. Beneficiaries can be disqualified
C. The funds are limitless
D. Foreigners are prioritized in the assistance
Rationalize – B: These programs have guidelines and specifications, and participants can forfeit their
benefits if they fail to comply to them.

66
44. Change is constant in the field of education. Curricula change, and new requirements are standard are
introduced. What word can best describe a needed quality for teachers?
A. positive
B. hopeful
C. flexible
D. intelligent
Rationalize – C: Today, with changes brought on by the pandemic, hybrid learning is now being utilized,
and as a teacher, you must be flexible in your strategy for course design and delivery in order to support
students' learning and success in any mode, whether it be face-to-face, online, or hybrid.

45. TESDA, CHED, LET and E-GASTPE were all institutionalized under this administration.
A. Marcos
B. Ramos
C. Estrada
D. Arroyo
Rationalize – B: These institutions, TESDA, CHED, LET, and E-GASTPE, were created during President
Fidel V. Ramos's time as the president.

46. During the Senior High School transition from 2016 to 2018, many college teachers were transferred to the
Senior High School. Admittedly, not all of them had the necessary qualificatios. Which qualification didi they
usually lack?
A. Bachelor’s Degree
B. Master’s Degree
C. NBI clearance
D. Professional Teacher License
Rationalize – D: During the transition from 2016 to 2018, many college teachers who were transferred to
senior high schools did not have the required Professional Teacher License.
47. This law ensures that education will receive priority fiscal allocation.
A. Magna Carta for Public School Teachers
B. General Appropriation Act
C. 1987 Constitution
D. Enhance Basic Education Act
Rationalize – C : The law implemented in 1987's Constitution guarantees that funding for education will
be given top priority.

48. Which of the following statement is true with regard to hiring non-education graduates to teach in the Senior
High School?
A. Every non-LET passer must pass the LET within five years
B. Only education graduates can teach in basic education
C. Former part-time higher education institution faculty members can teach in secondary education
D. Graduates of specialized degree programs can teach as long as they earn the LET in five years
Rationalize – D : Graduates from specialized degree programs are eligible to teach, but they must obtain
their teaching license (LET) within five years to be considered college degrees.

67
49. Teacher education curricula have changed in recent decades. In 2018, the new teacher education curricula
were rolled out, and former specialization were revised. Which was unchanged?
A. Special Education
B. Music, Arts, PE and Health
C. Technology and Livelihood Education
D. Mathematics
Rationalize – D: The new teacher education curricula were introduced in 2018, but the curriculum for
teaching mathematics remained unchanged.

50. For a teacher to become qualified in the public school sector, this is the most essential.
A. Master’s degree
B. High school diploma
C. Professional teacher’s license
D. NBI clearance
Rationalize – C: Professional teacher’s license is the most essential in teaching profession. To be a
professional and registered license teacher, you must possess both a certificate of registration and a
valid professional license.
51. Which of the following level of educational institutions is not covered by The Code of Ethics for Professional
Teachers?
A. Preschool
B. Elementary
C. Secondary
D. Tertiary
Rationalize – B. Code of Ethics for Professional Teachers applies to educational institutions that are not
covered in elementary level.
52. Principal Thea is very much interested in a quality professional development program of her teachers. Which
of the following should she consider to realize this?
A. Prescribed by top educational leaders
B. Dependent on the availability of Funds
C. Required for renewal of professional license
D. Responsive to identified teacher’s need.
Rationalize – A. "Prescribed by top educational leaders" refers to the support of reliable education
experts, who are typically knowledgeable and in line with current educational standards and
objectives.
53. Mrs. San Rafael is the Principal of Matimbo Elementary School. For her to ensure high standards of
teachers personal and professional development, which of the following measures should she implemented?
i. Plans the professional development of her teachers
ii. Allow each of her teachers to formulate their own professional development
iii. Monitor her teachers as they implement what they learned in training
A. I only
B. I and III
C. II and III
D. II only
Rationalize – C. The II and III is emphasized the supervising teachers as they put what they have learned
in training into practice in order to ensure high standards of teachers' personal and professional
development.

68
54. Teacher Divine, a teacher for thirty-two years, refuses to attend seminars. She claims that her thirty-two
years of teaching is more than all the seminars she is asked to attend. Are her actuation and thinking in
accordance with the Code of Ethics for Professional Teachers?
A. No, non-attendance to seminars would mean no increase in salary
B. No. a professional teacher, regardless of teaching experience, ought to go through continuing
process of education.
C. Yes, because she taught for thirty-two years and may have mastered the traded
D. Yes, every teacher has an excellent performance rating.
Rationalize – A. No matter their level of experience, all teachers are required by the code to engage in
ongoing professional development.
55. Teacher Veena is a newly appointed teacher. The principal told her to avoid any conduct that will discredit
the teaching profession. Which of the following do you think will NOT in any manner discredit the teaching
profession?
A. Revealing confidential information about the school
B. Writing anonymous letter maligning colleagues
C. Joining social drinking
D. Practice entrepreneurship with the students as clients
Rationalize – A. The worst behaviour in the teaching profession is disclosing private information about
the school. It is primarily a breach of trust and confidentiality, is unprofessional, and should be avoided.

56. For Teacher Kristine to promote fairness among her students of diverse gender, family background and
culture. she should ensure a learning environment that is
A. Inclusive
B. Gender Sensitive
C. Secure
D. all of the above
Rationalize – D: It emphasizes rights all these components help to create an environment that is fair and
balanced for many different kinds of students.

57. Which of the following emphasizes the right of citizen to quality education?
A. The basic education level
B. Tertiary level
C. The graduate level
D. all levels
Rationalize – D: Citizens have the right to a quality education at all levels, not just at one level. It is an
essential idea that applies to all levels of education, including graduate programs.
58. Which educational level provides free and compulsory education as stipulated in the 1987 Philippine
Constitution.
A. Elementary level
B. Secondary Level
C. Tertiary level
D. Elementary and Secondary Level
Rationalize – D: In the Philippines, elementary education is both free and mandated by law. Although
free, secondary education is not required. Therefore, although both the elementary and secondary levels
of education are free, only the elementary level is required.

69
59. Who among the following is in the category of non-academic personnel as provided for under Education Act
of 1982?
A. Guidance Counsellors
B. School Principal
C. School Nurse
D. School Librarian
Rationalize –C: “Non-academic personnel" is a term used to describe people who are not primarily
engaged in the academic teaching and instruction of students. This includes a School Nurse at a school.
60. Who are covered by RA 4670?
A. Teachers in all levels
B. Teachers in all public elementary schools
C. Teachers in both public and private schools
D. Teachers in public elementary and secondary schools
Rationalize – D: RA 4670, the Magna Carta for Public School Teachers, is for teachers in public
elementary and high schools.

61. Teacher Nina has been in active service for 10 years when he decided to pursue higher studies. Under RA
4670, what kind of leave of absence can she avail of?
A. Indefinite leave
B. Scholarship leave
C. Study leave
D. vacation leave
Rationalize – C: RA 4670 allows teacher Nina, who has ten years of service, to take a study leave in order
to further her education.
62. Which agency is in charge with the higher education in the Philippines?
A. DBM
B. DepEd
C. CHED
D. TESDA

Rationalize – C: CHED is one of the organizations that manages higher education in the Philippines.

63. Which law paved way for the establishment of TESDA?

A. RA 9155
B. RA 7796
C. RA 7722
D. RA 10533
Rationalize – B: Republic Act No. 7796, also known as the "Technical Education and Skills Development
Act of 1994," was enacted and signed into law by President Fidel V. Ramos on August 25, 1994,
establishing TESDA.

64. Which agency is in charge with the basic education in the Philippines?
A. DBM
B. DepEd
C. CHED
D. TESDA
E.
Rationalize – B: The Department of Education (DEPED) is responsible for overseeing basic education in
the Philippines

70
65. Mr. Santos is a holder of a valid certificate of eligibility as a teacher issued by the civil Service Commission
and then the DECS, while MR. Cruz is a registered professional. Who is allowed to practice the teaching
profession in the Philippines?
A. Mr. Santos because of his CSC eligibility certificate
B. Mr. Cruz because his credential is acceptable in the country
C. Both of them because their credentials are both recognized by the law
D. Neither of the two because they did not take and pass the LET

Rationalize – C: Mr. Cruz is a registered professional, and Mr. Santos has a current Civil Service
Commission eligibility certificate. They are both qualified to teach in the Philippines because of to these
two credentials, and they are both free to do so.

66. Teacher Vina, graduate of Bachelor of Elementary education and preparing for the Licensure examination
for teacher. Which subject should she focus her studies?
A. General Education
B. Professional Education
C. General Education and Professional Education
D. General Education, Professional Education and specialization

Rationalize – C: Vina, a teacher, has a bachelor's degree in elementary education, which does not have a
major and only concentrates on general and professional education.

67. Who among the following shall exercise overall authority and supervision over the operation of the
department of Education?
A. Supervisor
B. Superintendent
C. Secretary of education
D. Regional Director of education

Rationalize – C The Secretary of the Department of Education shall exercise overall authority and
supervision over the activities of the Department. The have rights and responsibilities is a part of the
department of education.

68. This was enacted to promote and improve the social and economic conditions of public school teacher, their
working and living conditions, terms of employments and career prospects.
A. Magna Carta for women
B. Professionalization of Teaching
C. Code of Ethics for professional teachers
D. Magna Carta for Public School Teachers

Rationalize – D.: The "Magna Carta for Public School Teacher" law was created to make public school
teachers' lives better. It improves their pay and working conditions, and it's meant to encourage talented
people to become teachers.

69. Which of the following provisions under the magna Carta for public school’s teachers will most likely promote
teacher’s welfare and defend their interest?
A. Be promoted in rank and salary
B. Regulate their social involvement
C. Undergo and participate in professional development
D. Establish join and maintain professional and self-regulating organization

Rationalize – A: One of the most important factors in promoting teachers' welfare and interests in the
teaching profession is the availability of opportunities for career advancement and pay raises.

71
70. Who among the following teacher is entitled to a hardship allowance?
A. Teacher Jane assigned to rural Area
B. Teacher Anna teaches in hazardous area
C. Teacher Dina teaches in a depressed community
D. Teacher Ria teaches in place where standard of living is high

Rationalize – A: Due to difficulties like limited access to amenities and services, rural areas are
frequently regarded as hardship allowance.

72
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

THE TEACHING PROFESSION

“ The Professional Teacher”

20 QUESTIONS:
1. Which among the following is the most essential in maintaining peace and order in the
school?
A. Academic curriculum
B. Campus cleanliness
C. Community participation
D. Rules of discipline

2. What type of education can best prepare the global teacher towards a limitless and
boundless world?
A. Formal Education
B. Inclusive Education
C. Alternative Education
D. Multi-cultural education

3. What government program aims to minimize the gap between low social status and
educational opportunities for deserving learners?
A. National Achievement Test
B. National College Admission Examination
C. Education Service Contracting Scheme
D. Annual Fiscal Allocation

4. Bullying is a subcategory of aggressive behavior characterized by the following three

minimum criteria EXCEPT for _____.
A. There is no hostile intent
B. Must be physical in nature
C. Imbalance of power
D. Repetition over a period of time

5. Kathryn took the LET last March 2016. However, she failed in the examination. Is she
qualified for the position of para-teacher?
A. No, she needs to take the examination again.
B. Yes, if her rating is not lower that 15 percentage points from the passing general
average rating.
C. Yes, if her rating is not lower that 10 percentage points from the passing general
average rating.
D. Yes, if her rating is not lower that 5 percentage points from the passing general
average rating.

73
6. According to Batas Pambansa Bilang 232, the following are the rights of school EXCEPT
for _____.
A. Right for basic education to determine subject of study
B. Right to provide for the proper governance
C. Right to enforce administration systems
D. Right for institutions of higher learning to determine academic grounds for
admission

7. A teacher shall base the evaluation of the learners’ work only in ______.
A. Attendance, character, merit and quality of academic performance
B. Attendance, beauty, merit and quality of academic performance
C. Attendance, merit and quality of academic performance
D. Merit and quality of academic performance

8. Which is true about LET passers?

A. Every LET passer shall be required to take the Professional Oath before practicing
as a Professional Teacher.
B. Taking the Professional Oath before practicing as a Professional Teacher is
optional for LET passer.
C. The Professional Oath can be taken before any Professional Teacher.
D. The taking of oath must be within one month from passing the LET.

9. It is a tool that serves as a guide for teachers’ continuous learning and development within
a calendar year. Is it structural in a way that every professional teacher regularly and
individually prepares, implements, monitors and updates the plan.
A. NCBTS
B. RPMS
C. IPPD
D. LET

10. Among the following, which directly qualifies the teacher candidate to be registered at par
with other professions like medicine, law, nursing, and the like?
A. Teaching jobs placement
B. Licensure examination
C. Continuing professional education
D. Membership in professional association

11. What is the constitutional exemption for prohibition to establish schools solely for aliens in
the Philippines?
A. School for Asians only
B. School for special alien children
C. Religious or mission schools
D. School for children of diplomats and their dependents

12. The decree is known as Decree Professionalizing Teaching.

A. Educational Decree of 1863
B. Educational Decree of 1853
C. Educational Decree of 1006
D. Educational Decree of 1009

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13. What RA that punishes any person who practices the teaching profession in the Philippines
without having first a license as a professional teacher?
A. RA 1006
B. RA 7796
C. RA 7836
D. RA 7722

14. When should teachers support one another?

A. At all times for whatever cause
B. When they dialogue with administration
C. When there is rift among teachers
D. When the best interest of the learners is at stake in a controversy

15. This law makes some amendments of certain sections of Republic Act 7836 such as the
Qualification Requirements of Teacher Applicants, Registration and Exception.
A. RA 4670
B. RA 10157
C. RA 10533
D. RA 9293

16. Jian is a licensed teacher but has quit teaching for the past years. After five years, she
decided to serve as a teacher again. Can Fe go back to teaching immediately?
A. Yes, she is a licensed teacher
B. No, she has abandoned the teaching profession
C. Yes, especially if there is no other teacher who can fill in the vacant position.
D. No, she has to take first a 12-unit refreshers course before she can go back to
teaching.

17. How can collaboration among teachers for sustained professional practice be best
achieved?
A. Independent work
B. Mentoring systems by experienced teachers
C. Individual plan for professional development
D. Support for beginning teachers

18. Any person who practices the teaching profession in the Philippines without having
previously obtained a valid certificate of registration and a valid professional license is
punishable by _____.
A. A fine of not less than Five Thousand pesos nor more than Twenty thousand pesos
or imprisonment of not less than six months nor more than five years, or both, at
the discretion of the court.
B. A fine of not less than Five Thousand pesos nor more than Twenty thousand pesos
or imprisonment of not less than six months nor more than two years, or both, at
the discretion of the court.
C. A fine of not less than Twenty Thousand pesos nor more than Fifty thousand pesos
or imprisonment of not less than six months nor more than five years, or both, at
the discretion of the court.
D. A fine of not less than Twenty Thousand pesos nor more than Fifty thousand pesos

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 or imprisonment of not less than six months nor more than two years, or both, at
the discretion of the court

19. The following supports the statement that “every teacher shall be physically, mentally and
morally fit” EXCEPT for _____.
A. The conduct of neuro-psychological exam as one of the requirements in applying
for a teaching position.
B. The conduct of x-ray test, urine test, hepatitis test and other related physical
examinations
C. Negative drug test
D. Must be able to identify one’s blood type

20. DepEd Order No. 54, s.2012 ventured on a new government program which aims to
primarily address the problems on congestion and other situations, and circumstances
which prevent children from going to and staying in school. What program is this?
A. Alternative Learning System
B. Alternative Delivery Mode
C. Education Service Contracting Program
D. Voucher Program

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

THE TEACHING PROFESSION

“ The Professional Teacher”
20 QUESTIONS

Answer Key:
1. D
2. D
3. C
4. B
5. D
6. A
7. D
8. A
9. C
10. B
11. D
12. C
13. C
14. D
15. D
16. D
17. B
18. A
19. D
20. B

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

The Teacher and the Curriculum
Written Activity NO. 3

I. Research on the following and answer the given question:

I. Changing Concepts, Nature, Purpose and types of Curriculum

1. Define and explain the meaning of Curriculum

- The curriculum outlines the detailed plans and guidelines that encompass all activities and experiences designed to promote learning within the educational institution.
This includes topics, courses, materials and learning experiences for students. Curriculum is not limited to what is taught in the classroom but extends to all
extracurricular activities, research, and educational settings. It attempts to provide a systematic framework for achieving specific educational goals and outcomes. The
curriculum can be seen as a dynamic and evolving document that responds to changes in educational philosophy, social expectations and knowledge development.
-
2. Differentiate Prescriptive Curriculum and Descriptive curriculum
- Prescriptive Curriculum: This curriculum outlines specific topics, materials and teaching methods to be followed in an educational program. It usually reflects government
guidelines or regulations and is designed to be uniform and standardized in education. Teachers are expected to adhere strictly to the prescribed curriculum.
-
- Descriptive curriculum: In other words, descriptive curriculum describes what actually happens in the educational process. This is reflected in the curriculum as activity,
focusing on the actual experiences of teachers and students. Descriptive curriculum can provide insights into how teachers interpret and implement curriculum. It can
also highlight changes and adjustments teachers have made to student needs.

3. Explain the following type of Curriculum

a. Official Curriculum: Refers to curriculum approved, established, and regulated by governmental authorities, such as government agencies or school boards It sets
standards and requirements for what students should learn in an educational program.

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 b. Recommended Curriculum: The recommended curriculum specifies what should be taught based on expert opinion, educational research, and curriculum experts. It is a
guide for teachers but not mandatory.

c. Taught curriculum: The taught curriculum represents what teachers actually deliver to students in the classroom. It may or may not align well with the official or
recommended curriculum, as it depends on the teacher’s interpretation and presentation of the material

d. Learned Curriculum: This curriculum reflects what students have actually learned from the educational experience provided. It captures students’ understanding,
retention, and knowledge and skills presented in the unit.

e. Supported Curriculum: Supported curriculum includes the provision of additional materials, resources, and interventions to help students access and succeed in the
curriculum. This could include additional support for students with special needs, English language learners, or those who need additional support.

f. Written curriculum: A written curriculum contains standardized documents and materials that reflect the curriculum, including textbooks, syllabi, and syllabi Represents
the physical or digital representation of the curriculum.

g. Hidden Curriculum: Hidden curriculum includes unintended or implicit learning and values that students acquire through the educational environment. These classes are
not part of the standard curriculum
4. Discuss the following characteristics of Good Curriculum
A. Adaptable: A correct curriculum is adaptable, meaning it could be modified or adjusted to meet the evolving desires of college students, adjustments in society, and
improvements in knowledge. It should be flexible enough to deal with distinctive gaining knowledge of styles, capabilities, and emerging instructional developments.

B. Collaborative: Collaboration is a key feature of a very good curriculum. It involves input from various stakeholders, along with teachers, students, mother and father,
and professionals within the area. Collaboration ensures that numerous perspectives are considered in curriculum layout, making it greater inclusive and powerful.

C. High Quality: A accurate curriculum continues excessive requirements of best in terms of content material, teaching techniques, and evaluation. It should offer
students with a properly-rounded education, foster essential thinking, and facilitate skill development. Quality assurance mechanisms are essential to ensure the
curriculum's effectiveness.

D. Relevant: A top curriculum is applicable to the needs of students and society. It ought to address present day issues, challenges, and opportunities. Relevance
guarantees that scholars can observe what they learn how to real-life conditions and prepares them for the demands of the current international.

E. Responsive: A suitable curriculum is attentive to comments, evaluation facts, and changing instances. It lets in for ongoing evaluation and adjustment primarily
based on the effects of the curriculum. Responsiveness facilitates in continuous improvement and ensures that the curriculum remains powerful.

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5. Differentiate the following.
A. Curriculum and Syllabus:

Curriculum: It is a complete plan that outlines the academic dreams, content, getting to know studies, and checks for an entire instructional program. It encompasses
numerous subjects and courses.

Syllabus: A syllabus is a greater unique document that gives facts approximately a selected path or concern. It consists of a path outline, goals, subjects to be blanketed,
and assessment strategies. The curriculum consists of a couple of syllabi.

B. Curriculum and Scheme of Work:

Curriculum: As defined in advance, the curriculum is the wider academic plan for a application. It sets the overall direction and goals.

Scheme of Work: A scheme of labor is an in depth plan for a specific course or difficulty within the curriculum. It outlines the sequence of topics, lesson plans, and
instructional techniques.

C. Curriculum and Course Study:

Curriculum: The curriculum is the overarching plan for an educational program, encompassing multiple topics and guides.

Course Study: A route look at commonly refers to a deep examination of a particular course or subject, consisting of in-intensity analysis of its content material,
substances, and studying objectives. It is part inside the curriculum.

D. Curriculum and Lesson Note:

Curriculum: The curriculum provides the vast framework for an educational software, putting desires and objectives.

Lesson Note: A lesson word, also called a lesson plan, is an in depth define of a unmarried educational lesson. It is derived from the curriculum and the scheme of work and
presents precise steerage on how a trainer will supply a specific lesson.
6. Explain the Importance of Curriculum
The curriculum plays a fundamental position in training, and its importance lies in numerous factors:

Guiding Educational Goals: The curriculum defines the academic targets and desires, presenting a clear path for what students have to gain.

Standardization: It guarantees a standardized education system via setting commonplace learning effects and content for all students.

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 Quality Assurance: A well-structured curriculum allows keep pleasant requirements in training by specifying what students want to study and the way they'll be assessed.

Relevance: It guarantees that training remains relevant to the wishes of society, prepares college students for the future, and addresses current challenges.

Effective Teaching: The curriculum provides instructors with hints and materials to devise and supply effective lessons.

Assessment: It helps the development of assessment methods to evaluate students' learning and progress.

Continuous Improvement: By taking into consideration evaluation and edition, the curriculum encourages continuous development in education.

Student-Centered Learning: A good curriculum takes into consideration the various wishes of students, promoting scholar-focused learning and inclusivity.

II. Components of Curriculum

7. Explain the Four components of Curriculum Design

A. Aims, Goals, and Objectives: Aims are wide statements that mirror the overarching reason and path of the curriculum. Goals are specific results or achievements that align
with the pursuits. Objectives are even greater particular and measurable statements that describe what college students must be able to do. These components provide a clear
feel of the intended effects of the curriculum.

B. Content or Subject Matter: Content refers to the information, abilities, and concepts that scholars will examine as a part of the curriculum. It outlines the difficulty count to
be blanketed, which includes topics, themes, and getting to know substances.

C. Learning Experiences: Learning studies embody the techniques, strategies, and sports used to have interaction students within the gaining knowledge of procedure. It
includes lesson plans, teaching strategies, and the sources and materials that facilitate mastering.

D. Evaluation: Evaluation includes the assessment of pupil performance and mastering results. It includes techniques of evaluation, including quizzes, tests, initiatives, and
grading standards. Evaluation allows determine the quantity to which the curriculum objectives are met.
8. What are the Goals – Vision and Mission and Core Values of DepEd?
THE DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

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 As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

9. Explain and identify the level of taxonomy of objectives:

A. Cognitive Objectives: Cognitive targets relate to highbrow talents and knowledge. They are normally categorised into exclusive stages, consisting of Bloom's
Taxonomy. These levels consist of remembering, information, applying, studying, comparing, and developing. Cognitive targets awareness on what college
students have to recognize and apprehend.

B. Affective Objectives: Affective goals pertain to emotions, attitudes, and values. They contain the improvement of emotions, ideals, and behaviors. Affective
targets aim to form college students' values, attitudes, and emotional responses. They can be categorised into distinctive degrees, which include receiving,
responding, valuing, organizing, and characterizing.

C. Psychomotor Objectives: Psychomotor targets are associated with physical abilities and moves. They consciousness on the development of motor
competencies, coordination, and dexterity. Psychomotor targets are frequently described in a hierarchical way, progressing from primary skills to more complicated
ones. Examples consist of abilities associated with sports, arts, or technical duties.
10. Explain the following criteria for Selecting Content
A. Feasibility: Feasibility considers whether the content material may be effectively taught within the available resources, time, and constraints. It assesses whether the
content material is sensible for the given academic placing.

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 B. Interest: Interest refers to the level of enchantment and engagement that the content holds for college students. Content that is exciting is much more likely to
inspire students to study and take part actively inside the getting to know procedure.

C. Learnability: Learnability assesses the content's suitability for the target audience, inclusive of its complexity, readability, and accessibility. Content must be offered
in a manner that is conducive to studying.

D. Self-Sufficiency: Self-sufficiency pertains to the content's capability to face on my own and provide significant getting to know independently. It must be
understandable and significant without immoderate external motives.

E. Significance: Significance evaluates the significance and relevance of the content inside the context of the curriculum's goals and the students' desires. Content
ought to be sizeable and related to actual-life programs.

F. Utility: Utility examines the sensible usefulness of the content material for college students' destiny desires, each of their education and daily lives. It assesses how
the content material contributes to students' talent improvement and knowledge.

G. Validity: Validity ensures that the content aligns with the curriculum's objectives and meant getting to know outcomes. It assesses whether or not the content
material is a valid thing of the educational application.

11. Explain the distinctive features of the following curriculum design qualities.

Curriculum Design Distinctive Features

Qualities

1. Scope Scope refers to the breadth and depth of the curriculum. It outlines what content material can be blanketed in phrases of
topics, topics, and getting to know objectives. A well-defined scope guarantees that the curriculum covers all necessary
content material without being too extensive or too narrow.
2. Sequence Sequence includes the order wherein content material is supplied. It arranges studying reports to construct upon preceding
understanding and talents. The sequence have to be logical and based to facilitate effective gaining knowledge of
progression.

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 3. Continuity Continuity ensures that there are easy transitions between extraordinary levels of training or levels of the curriculum. It
presents a continuing learning enjoy, making sure that students can progress from one stage to the subsequent with out
sizable disruptions.
4. Integration Integration entails the incorporation of associated concepts and skills from a couple of disciplines. It promotes
interdisciplinary mastering, wherein college students can see the connections between special subjects and apply
information in a holistic way.

5. Articulation Articulation specializes in the alignment and coordination of various additives within the academic gadget, along with
curriculum, guidance, assessment, and instructor schooling. It guarantees that all elements paintings together harmoniously
to achieve educational desires.

6. Balance Balance seeks to distribute instructional time and emphasis amongst exclusive subjects or content material regions. It
ensures that no person difficulty dominates the curriculum

12. Complete the matrix and explain the different types of Curriculum Design

Types of Curriculum Design Curricular Emphasis Strength Weaknesses

Subject Centered Design Subject-targeted design places the It provides a structured and This layout may be inflexible and
primary emphasis on concern count comprehensive coverage of subject may not usually consider the person
number. It follows a traditional depend, making it suitable for desires and interests of students. It
technique, wherein the curriculum is foundational expertise. It is often might not promote critical wondering
organized around particular topics or aligned with standardized checks. and application of understanding.
disciplines. Learner-Centered Design:
Learner Centered Design Learner-centered layout places It caters to students' numerous It can be challenging to put into
rookies' desires, pastimes, and learning styles and desires, selling effect on a massive scale and may
abilties at the middle of curriculum engagement and motivation. It require extensive assets and trainer
improvement. It specializes in encourages self-directed getting to schooling. It can be complicated to
individualized and bendy learning know and important thinking. manipulate in phrases of
experiences. assessment and evaluation.
Problem-Centered Design:

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 Problem Centered Design Problem-focused design focuses on It complements college students' It can be complicated to expand and
actual-world troubles and issues capacity to apply expertise to put in force hassle-primarily based
because the middle of the practical situations and encourages curricula. It can also require a shift in
curriculum. It emphasizes problem- analytical questioning. It prepares coaching techniques and evaluation
fixing and important thinking skills. college students for real-life practices. Alignment with
challenges. standardized checking out can be a
challenge.

III. Major Foundations of Curriculum

13. Compare and contrast the philosophical beliefs of Perennialism, Essentialism, Progressivism and Reconstructionism.

Compare and contrast the philosophical beliefs

PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIONISM

Belief in a fixed body of Emphasizes vital abilties and Belief in experiential gaining Focus on social reform and trade.
knowledge. understanding. knowledge of. Curriculum focused on societal troubles
Emphasizes enduring ideas and Curriculum specializes in center Curriculum based totally on and issues.
classics. topics inclusive of arithmetic, students' pastimes and stories. Emphasizes citizenship, social justice, and
Curriculum makes a speciality of science, and language arts. Emphasizes hassle-fixing, global cognizance.
timeless subjects like literature, Belief in a dependent, disciplined, important wondering, and actual- Teaching techniques contain discussions,
records, and philosophy. and instructor-directed approach. existence utility. debates, and energetic engagement with
Teaching techniques are Focus on educational rigor and Student-centered, fingers-on, and societal demanding situations.
conventional and teacher-focused. mastery of subjects. inquiry-based totally teaching
techniques
14. Explain the influence of the four educational Philosophies on Curriculum

85
 Influence of the four Educational Philosophies on Curriculum
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIONISM
Emphasizes traditional and time- Focuses on middle instructional Promotes experiential and scholar- Focuses on addressing societal troubles.
examined know-how. topics. targeted studying. Curriculum explores international and
Curriculum promotes classical Curriculum prioritizes mastery of Curriculum reflects real-life trouble- social challenges.
literature, records, and philosophy. vital competencies and fixing and vital questioning. Encourages debates, discussions, and
Favors teacher-focused guidance information. Encourages hands-on sports, active participation in addressing social
and authority. Favors dependent and disciplined tasks, and interactive teaching. issues.
mastering environments.
15. Complete the matrix below on the Psychological Foundation of Curriculum. Describe the following Psychological Perspective influencing curriculum and their proponent and Identify the
application of behaviorist, Cognitivist, Constructivist and Humanist Principle in the Classroom. (Note: You can include pictures and illustrations to explain the theory)

A. Behaviorism

BEHAVIORISM

Proponent Theory Description Application in the Classroom

1. Ivan Pavlov Learning is the result of Behavior is conditioned thru reinforcement Use of rewards and punishments,
environmental stimuli and and outcomes. repetition, and established, teacher-
responses. directed training.
2. Edward Thorndike Focused on the law of effect stating that behaviors followed by In the classroom, this means
satisfying consequences tend to be rewarding desirable behaviors to
repeated encourage their repetition.
3. Burrhus Fredric Skinner Developed operant conditioning which involves modifying behavior through In the classroom, teachers can use
reinforcement or punishment positive reinforcement and
consequences to shape students'
behaviors.

B. Social Learning

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 Social Learning

Proponent Theory Description Application in the Classroom

1. Albert Bandura Learning takes place thru Individuals learn by means of watching Encouragement of positive role
statement, imitation, and others and adopting found behaviors. fashions and cooperative learning.
modeling.

C. Cognitivism
COGNITIVISM
Proponent Theory Description Application in the Classroom

1. Ausubel Subsumption Theory According to Ausubel's Subsumption Theory, a learner assimilates The Subsumption Theory of
new information by connecting it to previously acquired concepts Ausubel states that a learner
and ideas. They are able to tie it to knowledge that is already assimilates new information by
present in their minds rather than creating an altogether new connecting it to previously
acquired concepts and ideas.
cognitive structure.
They are able to tie it to
knowledge that is already present
in their thoughts, as opposed to
developing an altogether new
cognitive structure.
2. Tolman Purposive Behaviorism According to Tolman's purposive behaviorism, behavior meant Teachers rewarding their class or
performance, the accomplishment of a changed relationship between the particular pupils with a party or
organism and its environment, was pragmatic and functional, included special
motivation, and reflected purpose.
3. Kohler Insight Learning Theory Wolfgang Kohler has proposed the insight learning theory. The The learner takes in the situation as a
immediate recognition of the connection between a problem and a whole. The learner makes an effort to
solution is insight learning. When a problem is presented again, the identify and evaluate the connections
correct solution not only simply repeats itself but also seems to arise out between the many aspects at play in the
of nowhere thanks to learning through insight. situation. As a result, the student receives
assistance in suddenly understanding the
problem's answer.
4. Gestalt Instructional Design Models and According to the Gestalt Theory of learning psychology, which isalso Given that it assures students learn
Theories known as the Law of Simplicity, humans see every learning stimulus in effectively by producing high-quality
its most basic form. Gestalt Theory, which emphasizes that the whole of learning materials that take into
consideration the strengths and

87
 anything is greater than its components individually, laid the groundwork weaknesses of individuals, instructional
for the current study of perception in the 20th century. design is cost-effective.
Additionally targeted and tailored to meet
the unique needs of educators,these
materials.

D. Constructivism

CONSTRCTIVISM

Proponent Theory Description Application in the Classroom

1. Bruner Constructivist emphasized the importance of Teachers should facilitate an

active learning, discovery, and environment that encourages
interaction in the learning process. exploration, problem-solving, and
He believed that learners construct hands-on activities. It's all about
new ideas and concepts based on getting those gears turning
their existing knowledge.
2. Piaget Cognitive Development Piaget focused on the stages of Teachers should tailor their
cognitive development in children. instruction to the developmental
He proposed that learners go stage of the students, providing
through distinct stages of activities that challenge and
development, and their support their cognitive growth.
understanding of the world is
shaped by their experiences and
interactions.
3. Vygotsky Social Development emphasizes the role of social Teachers should encourage
interaction in cognitive collaborative learning, group
development. He introduced the activities, and provide the right
concept of the Zone of Proximal level of support to help students
Development (ZPD), where progress through their ZPD.
learning is most effective when it's
at a level just above a child's
current ability.

88
 E. Humanism

HUMANISM

Proponent Theory Description Application in the Classroom

1. Abraham Maslow Psychology and Hierarchy of Needs which suggests that individuals have a Teachers should create an
hierarchy of needs that must be environment that meets
satisfied in a specific order. Only when students' basic needs (like
the lower-level needs are met can safety and belonging) to enable
individuals focus on higher-level needs them to reach higher levels of
such as self-actualization. self-actualization. It's about
creating a supportive and
nurturing classroom
atmosphere.
2. Carl Rogers Person-Centered Theory emphasized the importance of the Teachers should be empathetic,
individual's subjective experience and non-judgmental, and provide
believed in the inherent goodness of unconditional positive regard.
people. He stressed the need for Student-centered approaches
positive regard and empathy in and fostering a climate of
facilitating personal growth. openness contribute to a
positive learning experience.
3. Arthur Combs Personal Construct Psychology Combs focused on personal constructs Teachers should encourage
and the idea that individuals actively students to explore and reflect
construct their reality based on their on their own beliefs and
experiences. He believed in the perspectives. Education
importance of self-awareness and self- becomes a personal journey of
actualization. discovery and growth.

16. Describe the following Sociological Theories (Sociological Foundation)

- Functionalism: Views society as a system of interrelated parts, with education serving the function of socializing individuals and maintaining social order.
- Conflict Theory: Emphasizes the role of power and social inequality in shaping education. It sees education as a tool for reproducing and perpetuating social inequalities.

89
 - Symbolic Interactionism: Focuses on the interactions and symbols in the educational environment, exploring how individuals construct meaning through communication.

17. Examine and Describe how history and society influenced curriculum. Trace through the Historical Development of Curriculum.

a. Pre-Hispanic Period: Education was informal, with a focus on practical skills and values. It was community-oriented and centered on the needs of the tribe or community.
b. Spanish Period: Education was influenced by the Catholic Church, with an emphasis on religious instruction. Curriculum was mainly focused on religious teachings and
Spanish language.
c. American Period: The U.S. introduced a more formalized education system, emphasizing English as the medium of instruction and a curriculum aligned with American
ideals.
d. Japanese Period: During World War II, the Japanese occupation disrupted the education system, imposing their own curriculum and suppressing local culture.
e. Contemporary Period: The education system underwent changes, responding to societal needs, globalization, and a focus on a more holistic approach to education.

18. Describe the Previous Curricula in the Philippines (Contemporary Period)

a. National Elementary School Curricula: Evolved to include a more child-centered approach, integrating values education and Filipino culture.
b. New Secondary Education Curricula: Emphasized a competency-based curriculum, aiming to prepare students for higher education and the workforce.
c. Revised Basic Education Curriculum: Introduced changes to align with international standards and competencies.
d. Secondary Education Curriculum: Focused on the holistic development of students, incorporating skills and values education.
e. K to 12 Basic Education Curriculum: Implemented to enhance the quality of education by adding two years to the basic education cycle, emphasizing skills
development and preparing students for college or employment

IV. Curriculum Planning and Development

19. Describe the Following Curriculum Planning Model. Complete the Matrix.

Curriculum Planning Model Descriptions

1. Aim Model Focuses on clearly defined educational goals and objectives, aiming to achieve specific learning outcomes.

2. Taba’s inverted Model

Involves starting with learning activities and experiences, then identifying objectives based on these
experiences.

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3. Tyler’s Ends-Means Model
Emphasizes the systematic process of setting objectives, selecting appropriate learning experiences, and
evaluating outcomes.

4. The Oliva’s Model

Integrates systematic curriculum development with a focus on the dynamic interaction between different
curriculum components.
5. The Saylor and Alexander Model
Involves a comprehensive and systematic approach to curriculum development, considering the broader
context of education.
6. MacDonald’s Model Advocates for a flexible and adaptive curriculum planning process, recognizing the dynamic nature of
education.

7. Eisner’s Artistic approach

Views curriculum development as an art form, emphasizing creativity, imagination, and the integration of
various forms of expression.

8. The Diamond Model Takes a holistic approach, considering the interdependence of various elements in curriculum planning,
resembling a diamond shape.

9. Walker’s Naturalistic Model

Encourages an organic and natural development of curriculum, allowing it to evolve based on the needs and
experiences of learners.

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V. Curriculum Implementation

20. Describe/Explain the following factors influencing the implementation of a curriculum in school.

Factors Description
Adequacy of Resources The availability of sufficient resources, including textbooks, technology, and facilities, plays a crucial role in
effective curriculum implementation.
Time The allocation of time for various subjects and activities impacts how well the curriculum is covered and
whether there's room for in-depth exploration.
School Ethos The overall culture, values, and atmosphere of the school contribute to how well the curriculum aligns with the
school's mission and vision.
Professional Support Teachers and staff need support in terms of training, mentorship, and collaboration to effectively implement a
curriculum.
Professional Adequacy The competency and qualifications of educators are vital. Adequately trained and skilled teachers contribute
significantly to successful curriculum implementation.
Professional Knowledge Keeping educators updated on the latest educational practices and theories ensures that they can adapt and
implement the curriculum effectively.
Professional Attitude and Interest The willingness and enthusiasm of educators to embrace and engage with the curriculum greatly influence its
success.

VI. Framework Related to Curriculum

21. Describe the K to 12 Curriculum (Enhanced Basic Education Curriculum) based on the following
a. Year Level in the K to 12 Curriculum: The K to 12 curriculum spans 13 years, consisting of Kindergarten, six years of elementary education, four years of junior high
school, and two years of senior high school.

b. Senior High School Program:

i. Tracks and Strands: Senior high school students choose from Academic Tracks (such as STEM, ABM, HUMSS, and GAS) and Technical-Vocational-Livelihood
Strands (like TVL-AgriFishery Arts, TVL-Industrial Arts, etc.).

ii. Types of Subjects: Subjects include core curriculum, contextualized subjects, and specialized subjects based on the chosen track or strand.

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22. Discuss the following components of k to 12 which makes it inclusive
a. Alternative Learning System: Provides flexible learning opportunities for those who cannot attend formal schooling, promoting inclusivity.

b. Madrasah Curriculum: Specially designed for Muslim learners, recognizing and respecting their cultural and religious context.

c. Indigenous People Education: Adapts the curriculum to the cultural context of indigenous communities, preserving and celebrating their heritage.

d. Multi-grade Classes: Addresses diverse learning levels in a single classroom, catering to the needs of students at various stages of development.
23. Explain/Describe the following
a. Outcome Based Education: Focuses on defining desired learning outcomes first, then designing instruction to achieve those outcomes.

b. Philippine Qualification Framework: A comprehensive system that aligns and integrates qualifications within and across education and training sectors.

c. Philippine Professional Standard for Teachers: Defines the competencies and values expected of teachers, guiding their professional development and performance

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3
Seminar in General Education for Teachers
THE TEACHER AND THE CURRICULUM
ITEM ANALYSIS

VI. General Instruction: Read and understand each question. Select the best answer from the given choices.
Rationalize the correct answer from each question.

1. Which educational policy in the history of curriculum in the Philippines established a free public school for
the entire country, an eleven-year basic education, a set of teacher-volunteers, and the use of English as the
medium of instruction?
A. Education Act of 1901 (American Regime)
B. Education Act of 1940 (Commonwealth)
C. Education Act of 1982 (New Republic)
D. RA 7836 of 1994 (Fifth Republic)

Correct Answer: B. Education Act of 1940 (Commonwealth)

Rationalization: The Education Act of 1940 (Commonwealth) introduced significant changes,
including free public schools, an eleven-year basic education, and the use of English.

2. In Grade 1 to 12 assessment in the new K to 12 curriculum, does Quarterly Assessment component have
the same percentage weight in all subjects?
A. Yes, in all subjects including SHS tracks and strands
B. Yes, for all SHS Academic strands
C. No, especially for SHS Academic Strands
D. No, for Languages and Humanities subject in G1 – 12

Correct Answer: C. No, especially for SHS Academic Strands

Rationalization: The weight of the Quarterly Assessment component may vary, especially
for Senior High School (SHS) Academic Strands.

3. In k to 12 assessment, what happen to students who fail in two learning areas?

A. Repeat subject with failure
B. Retained in the same level
C. Not accepted for enrolment the following year
D. Pass to next level after remedial classes

Correct Answer: A. Repeat subject with failure

Rationalization: Students who fail in two learning areas are required to repeat the subjects
with failure.

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4. According to PRC’s Revised Guidelines for Continuing Professional Development (Resolution No. 2013 –
774), every professional teacher is required proof of 45 continuing professional development units for
renewal of professional identification card every how many years?
A. 1
B. 2
C. 3
D. 4

Correct Answer: B. 2
Rationalization: Teachers are required to accumulate 45 continuing professional
development units every two years for the renewal of their professional identification card.

5. Which is new in the teaching of TLE in the K to 12 curriculum?

A. NC I is expected of Grade 7 completer
B. Grade 7 TLE is exploratory
C. NC II is expected of the Grade 8 completer
D. Grade 7 and 8 TLE is exploratory

Correct Answer: D. Grade 7 and 8 TLE is exploratory

Rationalization: Grade 7 and 8 TLE in the K to 12 curriculum is designed to be exploratory,
allowing students to explore various aspects of Technology and Livelihood Education.

6. How can the multi-grade system be set in place in order to respond to the needs of remote elementary
schools where enrollment is low?
A. Mainstream special with regular students
B. Combine two to three grade levels
C. Assign teachers to specific grade level
D. Upgrade students to a higher level

Correct Answer: B. Combine two to three grade levels

Rationalization: Combining two to three grade levels is a practical approach in the multi-
grade system, especially in remote areas with low enrollment.

7. According to Article 10 of RA 10533, the k to 12 curriculum has the following features related with inclusive
education except:
A. Constructivist approach
B. Madrasah Curriculum
C. Indigenous Peoples Education Program
D. Program for the gifted and talented

Correct Answer: D. Program for the gifted and talented

Rationalization: Article 10 of RA 10533 mentions a Constructivist approach, Madrasah
Curriculum, and Indigenous Peoples Education Program, but not a specific program for the
gifted and talented.

8. The following list is the curriculum set in basic education in the Philippines. What is the arrangement of these
curricula from earliest to latest?
I. Secondary Education Curriculum – UBD Model
II. National Elementary School Curriculum and New Secondary Education Curriculum
III. Enhance Basic Education Curriculum (K to 12)
IV. Revised Basic Education Curriculum (RBEC)

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 A. IV, II, I, and III
B. II, IV, I, and III
C. I, II, IV, and III
D. I, IV, III, and IV

Correct Answer: C. I, II, IV, and III

Rationalization: The arrangement is National Elementary School Curriculum (I), New
Secondary Education Curriculum (II), Revised Basic Education Curriculum (IV), and
Enhanced Basic Education Curriculum (III).

9. This refers to all learning experiences within the context of education.

A. Lesson Plan
B. Teaching Manual
C. Curriculum
D. Learning Guide

Correct Answer: C. Curriculum

Rationalization: Curriculum encompasses all learning experiences within the context of
education.

10. The following are elements of the curriculum except:

A. Learning experience
B. Learning Input
C. Learning Outcomes
D. Learning Module

Correct Answer: D. Learning Modules

Rationalization: Learning modules are part of the curriculum and can be considered as
learning materials or tools.

11. This is thinking level under the Cognitive Domain by Krathwohl, which shows learners’ ability to grasp the
meaning of material. It indicates the lowest form of comprehension.
A. Apply
B. Know
C. Judge
D. Understand

Correct Answer: D. Understand

Rationalization: Understanding is the basic level of comprehension in the Cognitive Domain.

12. This is the level under the Affective domain according to Krathwohl, which shows learners concern with the
worth or value a student attaches to a particular phenomenon, object or behavior.
A. Characterization
B. Organization
C. Responding
D. Valuing

Correct Answer: D. Valuing

Rationalization: Valuing reflects learners' concern with the worth or value they attach to a
particular phenomenon.

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13. This is the level under the Psychomotor Domain by Simpson which shows skillful performance of the learner
with more complicated movement patterns.
A. Adaptation
B. Complex Overt Response
C. Guided Responses
D. Perception

Correct Answer: B. Complex Overt Response

Rationalization: Complex Overt Response in the Psychomotor Domain involves skillful
performance with more complicated movement patterns.

14. Which criterion for the selection of subject matter or content refers to the authenticity of the subject matter?
This further means that the content should be checked or verified at regular intervals to determine if the
original content continues to be correct.
A. Feasibility
B. Interest
C. Learnability
D. Validity

Correct Answer: D. Validity

Rationalization: Validity in the selection of subject matter refers to the authenticity, and it
should be checked regularly to ensure correctness.

15. The following are suggested criteria by Palma on the organizing and putting together of different learning
contents, except:
A. Articulation
B. Balance
C. Contextualization
D. Scope and Sequence

Correct Answer: C. Contextualization

Rationalization: Contextualization is an essential criterion suggested by Palma for
organizing and putting together learning contents.

16. Whatever method the teacher utilizes in the implementation of curriculum specially on learning experiences,
there will be some guidelines for the selection and use of such experience. The following are true except:
A. Teaching methods are means to achieve the end. They are used to translate objectives into action.
B. There is a single best teaching method; and therefore, all teachers must follow the same framework
in teaching and learning.
C. The teaching method should stimulate the learners desire to develop the cognitive, psychomotor,
social and spiritual domain of the individual.
D. In the choice of teaching methods, learning styles of the students should be considered.

Correct Answer: B. There is a single best teaching method; and therefore, all teachers must
follow the same framework in teaching and learning.
Rationalization: The statement that there is a single best teaching method, and all teachers
must follow the same framework, is false. Teaching methods should be flexible and adapted
to the needs of learners.

17. What is the suggested plan of action in the process of curriculum evaluation?
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 I. Analyze information
II. collect or gather information
III. Organize the information
IV. Recycle the information for continuous feedback

B. I, II, IV, and III

C. II, I, III, and IV
D. II, III, I, and IV
E. III, IV, I, and II

Correct Answer: E. III, IV, I, and II

Rationalization: The suggested plan of action in curriculum evaluation is to organize
information (III), recycle information for continuous feedback (IV), analyze information (I),
and collect or gather information (II).

18. Which of the following is the primary basis in developing a curriculum?

A. Learners
B. Learning outcomes
C. Learning Philosophies
D. Learning Styles

Correct Answer: B. Learning outcomes

Rationalization: Learning outcomes serve as the primary basis in developing a curriculum,
guiding the content and structure of the educational program.

19. One of the principles of curriculum is that it is continuously evolving. The following statements adhere to his
principle except:
A. The curriculum evolved from one period top another, from the past to the present.
B. For the curriculum to be effective, it must have continuous monitoring and evaluation
C. Curriculum must adapt its activities and services to meet the needs of the dynamic society
D. Curriculum includes general subjects that will be progressively taught in all grade levels.
Correct Answer: D. Curriculum includes general subjects that will be progressively taught in
all grade levels.
Rationalization: This statement suggests a progressive approach, aligning with the principle
of continuous evolution in curriculum.

20. Which of the following fields are the foundation of curriculum?

A. Psychology, History, Philosophy and Sociology
B. Religion, Mathematics, Biology and Arts
C. Physics, Science, Culture, Anthropology and Economics
D. Business, Social Studies, Ethics and Human Development

Correct Answer: A. Psychology, History, Philosophy, and Sociology

Rationalization: These fields contribute foundational principles and insights to curriculum
development.

21. The following are progressive points of view of the curriculum except:
A. Total Learning experiences of the individual
B. All experiences children have under the guidance of the teacher
C. List of subjects, syllabi, course of study and ideas in a specific discipline
D. Experience in the classroom which are planned and enhanced by teacher and learned by students

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 Correct Answer: C. List of subjects, syllabi, course of study, and ideas in a specific
discipline
Rationalization: The progressive points of view focus on holistic learning experiences rather
than a mere list of subjects or ideas.

22. What is a client-based and a most directly helpful form in introducing changes/reforms in school serevices?
A. Parent’s feedback
B. Principal’s observation
C. Student feedback
D. Teacher’s survey

Correct Answer: C. Student feedback

Rationalization: Student feedback is client-based and directly helpful in introducing
changes/reforms in school services.

23. What is DepEd’s version of the modern “bayanihan” by inviting all stakeholders in ensuring conductive
schools?
A. 4 P’s
B. E-IMPACT
C. Brigada Eskwela
D. Private Public Partnership

Correct Answer: C. Brigada Eskwela

Rationalization: Brigada Eskwela is DepEd's modern "bayanihan," where stakeholders come
together to prepare schools for the opening of classes.

24. Psychology is one of the foundation of curriculum. Which of the following is NOT part in analyzing curriculum
in Psychological point of view?
A. Child growth and development
B. General theory of education and way of thinking
C. Inquiry method and techniques
D. Learning process and teaching method

Correct Answer: C. Inquiry method and techniques

Rationalization: Inquiry methods and techniques are more related to the philosophy of
education and teaching methods, not specifically psychological analysis.

25. Sociology is one of the foundation of curriculum. Which of the following is NOT part in analyzing curriculum
in a sociological point of view?
A. Country’s aim in education
B. Diffusion of Knowledge
C. Achievement and Future plans
D. Transmission of social heritage

Correct Answer: C. Achievement and Future plans

Rationalization: Achievement and Future plans are more individual-focused, whereas the
sociological point of view is concerned with broader societal aspects.

26. Tyler’s Rationale list down four fundamental question or principles in examining and developing a
curriculum. Which of the four question focuses on how educational experiences can be arranged effectively?
A. 1st
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 B. 2nd
C. 3rd
D. 4th

Correct Answer: B. 2nd

Rationalization: The 2nd question in Tyler's Rationale focuses on how educational
experiences can be arranged effective

27. The following question relate with the first fundamental principle of Ralph Tyler except:
A. How do you want your students to learn?
B. What do students need to be successful?
C. What objectives and goals does the school have?
D. What philosophy can be drawn out from the school purpose?

Correct Answer: B. What do students need to be successful?

Rationalization: The first question usually focuses on defining educational purposes and
goals, not the specific needs for success.

28. The following describe Tyler’s Rationale on Curriculum Development except:

A. Deductive
B. Reflects the teacher’s approach
C. Believes that administration should design curriculum
D. Lays the main stress on aims, evaluation and control

Correct Answer: B. Reflects the teacher’s approach

Rationalization: Tyler's Rationale lays the main stress on aims, evaluation, and control, not
necessarily reflecting the teacher's approach.

29. The following describe Taba’s Grassroots Approach in Curriculum Development except:
A. Inductive
B. Reflects the teachers approach
C. Believes that teachers are aware of students needs
D. Starts with objectives and ends with demands education

Correct Answer: D. Starts with objectives and ends with demands education
Rationalization: Taba’s Grassroots Approach starts with the needs and demands of
education and involves an inductive approach.

30. This refers to a big idea or concept in Understanding by Design (UbD), which states that the plans in the
UbD curriculum approach must be well aligned, from the outcomes to assessment to teaching-learning
activities so as not to create an aimless activity or a very lengthy coverage without sense.
A. Backward design
B. Transfer as goal
C. Understanding via big ideas
D. Meaningful Learning
Correct Answer: A. Backward design
Rationalization: Backward design in UbD emphasizes starting with the end goals and
aligning all components to avoid aimless activities.

31. The UbD Lesson Procedure format has the following components. What is the arrangement of this
components?
I. Deepen
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 II. Explore
III. Firm Up
IV. Transfer

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

Correct Answer: A. I, III, IV, II

Rationalization: The arrangement is to Explore (II), Firm Up (III), Deepen (I), and Transfer (IV)
in the UbD Lesson Procedure format.

32. Which components in the UbD Lesson Plan Procedure answers this question – How can students apply
knowledge they gained in the lesson?
A. Deepen
B. Explore
C. Firm UP
D. Transfer

Correct Answer: D. Transfer

Rationalization: The Transfer component in the UbD Lesson Plan Procedure addresses how
students can apply knowledge gained in the lesson.

33. The following are intentional type of curriculum except:

A. Hidden Curriculum
B. Recommended Curriculum
C. Supported Curriculum
D. Taught Curriculum

Correct Answer: C. Supported Curriculum

Rationalization: Supported Curriculum is not an intentional type; it's more about the
resources and assistance available to implement the curriculum.

34. Which curriculum type appears in schools, districts and country documents to be enacted and implemented?
A. Learned Curriculum
B. Supported Curriculum
C. Taught Curriculum
D. Written Curriculum

Correct Answer: D. Written Curriculum

Rationalization: Written Curriculum is what is officially documented and intended for
implementation in schools, districts, and country documents.

35. Which of these statements below is NOT a principle of Humanistic education?

A. Feelings, as well as knowledge, are important to the learning process
B. Schools should produce students who are knowledgeable about and master of their chosen field
C. Student’s learning should be self-directed, thus producing students who know how to learn
D. Students learn best in an open, non-threatening learning environment

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 Correct Answer: B. Schools should produce students who are knowledgeable about and
master of their chosen field
Rationalization: Humanistic education emphasizes the whole person and self-directed
learning, not just producing students knowledgeable in a chosen field.

36. Which of the following key feature of Humanistic education must Teacher Rey adhere to when he is having
difficulty with letting students learn through his behavioral teaching strategies?
A. Emphasize the study of the whole person
B. Individuals are not solely the product of their environment
C. Individuals are internally directed and motivated to fulfill their potential
D. Behavior is primarily determined by the learner’s perception of the world around him.

Correct Answer: C. Individuals are internally directed and motivated to fulfill their potential
Rationalization: Humanistic education believes that individuals are internally motivated, and
Teacher Rey should consider this feature in his teaching.

37. A student asked the college secretary for the prospectus of Bachelor of Elementary Education as she is
planning to enroll this program next semester. According to Peter Oliva, What Definition of Curriculum is
implied?
A. Content
B. Sequence of courses
C. Series of experience
D. Set of performance objectives

Correct Answer: C. Series of experiences

Rationalization: The prospectus implies that the curriculum is a series of experiences
designed for the student.

38. Annually, the faculty members of Apacible Science High School meet to review and revise their learning
plans and syllabi to be taught to the students of the next school year. The group believes in the principle that
curriculum development is:
A. a cooperative endeavor
B. a decision-making process
C. a one-way approach
D. systematic
Correct Answer: A. A cooperative endeavor
Rationalization: The faculty members working together to review and revise learning plans
reflects curriculum development as a cooperative endeavor.

39. In the curriculum you are designing, you have decided to strike a balance between subject-focus and learner
centeredness. In which curriculum component will this decision be more observed?
A. Objectives
B. Content
C. T-L Activities
D. Assessment
Correct Answer: C. T-L Activities
Rationalization: The balance between subject-focus and learner-centeredness is often
observed in Teaching-Learning Activities.

40. Below are the teachers’ task in curriculum planning except:

A. Choose instructional materials
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 B. Select subject matter (content)
C. Write curricular goals and objectives
D. Write curriculum materials for use by all teachers

Correct Answer: D. Write curriculum materials for use by all teachers

Rationalization: While teachers may contribute to curriculum materials, the task of writing
materials for all teachers is typically done at a higher level of curriculum development.

41. With the topic on the basic footsteps in social dance, the PE teacher decided to conduct a mini-classroom
dancing competition. Students were asked to create an original dance routine. This type of curriculum
implemented in the classroom is known as:
A. Recommended curriculum
B. Supported Curriculum
C. Taught Curriculum
D. Written Curriculum

Correct Answer: C. Taught Curriculum

Rationalization: The Taught Curriculum is what is actually delivered and experienced in the
classroom, like the dancing competition.

42. The Project Method was introduced by William Kilpatrick, who believes that the purposes of curriculum is
child development and growth. Who are in the position to plan and develop child-learning activities in the
class?
I. Parents
II. Principal
III. Students
IV. Stakeholders
V. Teachers

A. I and III
B. III and V
C. I, II, III and V
D. I, II, III, IV and V
Correct Answer: C. I, II, III, IV, and V
Rationalization: All stakeholders, including parents, principal, students, and teachers, are
involved in planning and developing child-learning activities in the class.

43. Which phase is likely to be a goal?

A. Acquiring appropriate speech habits
B. Developing effective self-expression
C. Identifying correct speech patterns
D. Using suitable speech pattern in dialogue

Correct Answer: D. Using suitable speech pattern in dialogue

Rationalization: The goal is often expressed in terms of application, as in using suitable
speech patterns.

44. Which is NOT included in the criteria for selecting educational purposes?
A. Suggestion from subject specialists
B. Studies of learners
C. Use of Philosophy
D. Use of Technology
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 Correct Answer: A. Suggestion from subject specialists
Rationalization: While subject specialists' suggestions can be valuable, the primary criteria
come from studies of learners, use of philosophy, and use of technology.

45. Which of the following is the primary role of a district supervisor or member of the school board as a
stakeholder in curriculum development?
A. Enact legislation to effect curriculum improvement
B. Recommend changes in the curriculum
C. Support and participate in parent-school organization activities
D. Authorize school expenditures for curriculum development, implementation and evaluation
Correct Answer: D. Authorize school expenditures for curriculum development,
implementation, and evaluation
Rationalization: District supervisors and school board members play a crucial role in
authorizing the necessary expenditures for curriculum-related activities.

46. Which is NOT part of the Grassrots Approach of Hilda Taba?

A. selection of learning content
B. selection of learning experiences
C. selection of learning needs
D. selection of technology
Correct Answer: D. Selection of technology
Rationalization: The Grassroots Approach focuses on the selection of learning content,
experiences, and needs but doesn't explicitly mention the selection of technology.

47. The group of chairmen is reviewing the competencies of the core curriculum subjects and provided the
specific topics to be discussed per competencies. The dimension of curriculum design here is on:
A. Continuity
B. Relevance
C. Scope
D. Sequence
Correct Answer: C. Scope
Rationalization: The review of competencies and topics relates to the breadth and depth of
the curriculum, indicating the dimension of scope.

48. The Health teacher taught survival skills and distressing in the workplace to ensure that every students
learning will become useful when they leave school. This dimension of curriculum design being focused here
is on:
A. Continuity
B. Relevance
C. Scope
D. Sequence
Correct Answer: B. Relevance
Rationalization: The focus on practical skills for real-world application emphasizes the
relevance of the curriculum.

49. Curricula are often formulated on the national and district level because curriculum development should:
A. Consider the needs and interest of students
B. Consider the existing community values and expectations
C. Identify the strengths and weaknesses of every region
D. Point out the areas of interest in curriculum so other school can benchmark
Correct Answer: C. Identify the strengths and weaknesses of every region

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 Rationalization: National and district-level curricula aim to consider and address the
strengths and weaknesses of different regions.

50. The content of each subject in basic education are contained in this document.
A. Elementary Learning Competencies
B. K to 12 Curriculum Guide
C. Minimum Learning Competencies (MLC)
D. Philippine Secondary Learning Competencies (PSLC)
Correct Answer: C. Minimum Learning Competencies (MLC)
Rationalization: MLC outlines the essential content for each subject in basic education

51. Experts like Tyler, stressed that developing a curriculum must follow the steps in a sequential order. This
model is called _________________.
A. Sequential Model
B. Linear Model
C. Eclectic Model
D. Wheeler Model
Correct Answer: B. Linear Model
Rationalization: The Linear Model emphasizes a sequential order in developing a
curriculum, aligning with Tyler's approach.

52. A curriculum theorist who believes that curriculum is a complex set of activities and decisions and theyt
intertact a lot.
A. Tyler
B. Taba
C. Wheeler
D. Kerr
Correct Answer: D. Kerr
Rationalization: Kerr views curriculum as a complex interaction of activities and decisions,
reflecting the dynamic nature of education.
53. A single learning may bring about many outcomes. Such learning experiences are important because of
their multifaceted benefits. This called ________________.
A. Multiple learning
B. Divisive learning
C. Constructive learning
D. cumulative learning
Correct Answer: D. Cumulative learning
Rationalization: Cumulative learning signifies the multiple and interconnected outcomes
that result from a single learning experience.

54. In selecting contents of curriculum, one must consider the question whether the content selected will lead to
the acquisition of knowledge and skills needed by the society. The factor is called ______________.
A. Validity
B. Reliability
C. Utility
D. Learnability
Correct Answer: C. Utility
Rationalization: Utility refers to the practical value or usefulness of the selected content for
the needs of society.

55. Teacher Gabby wants to find out what are the general purposes and goals of education in the Philippines,
which of the following do you recommend teacher Gabby to read?
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 A. Faculty code
B. Penal Code
C. Constitution of the Philippines
D. Rule of Evidence
Correct Answer: C. Constitution of the Philippines
Rationalization: The Constitution of the Philippines outlines the general purposes and goals
of education in the country.

56. It refers to the process of improving the teaching and learning situation.
A. Curriculum design
B. Curriculum approach
C. Curriculum evaluation
D. Curriculum development
Correct Answer: C. Curriculum evaluation
Rationalization: Curriculum evaluation involves the systematic process of determining the
effectiveness of the teaching and learning situation.

57. Teacher Josephine wants to develop a curriculum based on the Tyler Model of Curriculum design. Which of
the following must teacher Josephine consider?
A. The nature and structure of knowledge
B. The needs of the society
C. the needs of the learner
D. all of the above
Correct Answer: D. All of the above
Rationalization: The Tyler Model considers the nature and structure of knowledge, the needs
of society, and the needs of the learner.

58. Teacher Danny told his students in history that he uses both English and Filipino as medium of instruction.
Which policy does teacher Danny adhere?
A. Academic Freedom Policy
B. Bilingual Policy
C. Nationalistic Policy
D. His own Policy
Correct Answer: B. Bilingual Policy
Rationalization: Teacher Danny adheres to the Bilingual Policy by using both English and
Filipino as the medium of instruction.

59. The primary goal of the Spanish Era was the spread of Christianity, while the Pre-Hispanic Era aims to
___________________.
A. Spread of Democracy
B. Spread of New Asian Order
C. Integration of Individuals into the tribe
D. all of the above

Correct Answer: C. Integration of Individuals into the tribe

Rationalization: The Pre-Hispanic Era focused on integrating individuals into the tribe.

60. What curriculum was considered as the period of expansion and reform in the Philippine curriculum?
A. Liberation Period Curriculum
B. Philippine Republic Curriculum
C. Commonwealth Curriculum
D. American Curriculum
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 Correct Answer: D. American Curriculum
Rationalization: The American curriculum marked a period of expansion and reform in the
Philippine educational system.

61. It is an approach in curriculum that considers the school as an institution of social reform.
A. Progressivist approach
B. Aesthetic approach
C. Scientific approach
D. Reconstructionist approach
Correct Answer: D. Reconstructionist approach
Rationalization: The Reconstructionist approach views the school as an institution for social
reform.

62. It refers to the systematic process of determining whether the curriculum as designed and implemented had
produced or is producing the intended desired results.
A. Curriculum planning
B. Curriculum design
C. Curriculum design
D. Curriculum evaluation
Correct Answer: C. Curriculum evaluation
Rationalization: Curriculum evaluation involves assessing whether the curriculum achieves
its intended goals.

63. A curriculum that gives the student a message that elements of curriculum are not important in their
educational experiences.
A. Hidden curriculum
B. Overt curriculum
C. Null curriculum
D. Prescribed curriculum

Correct Answer: C. Null curriculum

Rationalization: The null curriculum refers to what is not explicitly taught, which can convey
the message that certain elements are not important.

64. Teacher Mariano selects a subject matter to be included in the curriculum. What criteria must be consider?
A. Relevance
B. Importance
C. Priority
D. All of the above

Correct Answer: D. All of the above

Rationalization: Relevance, importance, and priority are all criteria that should be
considered when selecting subject matter.

65. Teacher Carla is in the process of arranging learning opportunities for a particular population of learners.
what stage of curriculum development he is working with?
A. curriculum implementation
B. Curriculum pilot testing
C. Curriculum planning
D. curriculum evaluation

Correct Answer: C. Curriculum planning

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 Rationalization: Arranging learning opportunities for a specific population falls under the
stage of curriculum planning.

66. According to Teacher Lyn, all learners must be the same. What school of thought does Teacher Lyn belong?
A. Progressive school
B. Behaviorist school
C. Essentialist school
D. Existentialist school

Correct Answer: C. Essentialist school

Rationalization: Essentialist school emphasizes uniformity and standardization in
education.

67. Which of the following is NOT a characteristics of essentialist school?

A. Book-Centered
B. No interest in social action
C. Curriculum is flexible
D. Standard measurement of outcomes

Correct Answer: C. Curriculum is flexible

Rationalization: Essentialist schools typically have a more rigid and structured curriculum,
and flexibility is not a characteristic.

68. Which of the following type of curriculum which the primary intention is to ensure that the educational goals
of the system are being accomplished?
A. Written Curriculum
B. Taught Curriculum
C. Supported Curriculum
D. Recommended Curriculum

Correct Answer: B. Taught Curriculum

Rationalization: The Taught Curriculum is what is actually delivered and experienced,
ensuring the accomplishment of educational goals.

69. This type of curriculum is known as delivered curriculum

A. Written Curriculum
B. Taught Curriculum
C. Supported Curriculum
D. Recommended Curriculum

Correct Answer: B. Taught Curriculum

Rationalization: The Taught Curriculum, or delivered curriculum, is what students actually
experience in the learning process.

70. The following are characteristics of good curriculum except one:

A. The curriculum is continuously evolving
B. The curriculum is a result of an action plan
C. The Curriculum is Democratically conceived
D. The curriculum is based on the needs of the people
Correct Answer: D. The curriculum is based on the needs of the people

108
Rationalization: A good curriculum is continuously evolving, based on an action plan, and
democratically conceived. The needs of the people are essential in developing a relevant
curriculum.

109
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

THE TEACHER AND THE CURRICULUM

20 QUESTIONS:

1. Which is NOT a provision for the development of each learner in a good curriculum?
A. Extensive arrangements are made for the educational diagnosis of individual learners
B. Self-directed, independent study is encouraged wherever possible and advisable.
C. Self-motivation and self-evaluation are stimulated and emphasized throughout the
learning opportunities of the school
D. The program provides a wide range of opportunities for individuals with same abilities,
needs and interests.

2. The 2019 pandemic forced the educational system to make curricular reforms, so as not to
enhance the spread of the Covid 19 virus. Which approach in the teaching delivery should be
avoided?
A. Remote teaching
B. Blended learning
C. Flexible learning
D. Face-to-face learning

3. Which design is easy to deliver because complementary books and materials are commercially
available?
A. Experience centered design
B. Problem design
C. Process design
D. Subject centered design

4. In the Philippines, our educational system is trifocalized. This means that there are three
agencies that oversee our Philippine education, basic, tertiary and technical-vocational. Which
is not involved in the trifocalization of education?
A. Commission of Culture and Sports
B. Technical Education, Skills Development Authority
C. Commission on Higher Education
D. Department of Education

5. In Education 4.0, which teaching-learning strategies apply?

A. Problem-based learning.(PBL)
I. Project-based learning (PrBL)
II. Service learning immersion
III. Shadowing

A. I, II, and III

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 B. II, III, and IV
C. I, III, and IV
D. I, II, III, IV

6. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum
content, it is better that throughout the high school years, economic geography concepts be used
to recur and be repeated with depth for effective learning. What criterion in content selection is
shown here?

A. Validity
B. Continuity
C. Significance
D. Learnability

7. What refers to an individual or group of individuals who have a direct and indirect influence on
curriculum development?
A. Stockholders
B. Stakeholders
C. Promoters
D. Incorporators

8. As a member of the curriculum committee, your chief concern is to give the child the freedom to
choose what to learn and believe, as you allow them to set their own identities and standards.
What philosophy will you consider?
A. Existentialism
B. Realism
C. Idealism
D. Pragmatism

9. Which statement about the subject-centered curriculum is NOT true?

A. There is a high level of cooperative interaction
B. It covers much content in a short period of time
C. The teacher has full control of the classroom activities
D. The main task is mastery of learning

10. Which is not a component of curriculum designing?

A. Objective
B. Learning content
C. Learning experiences
D. Diagnosis of needs

11. Objectives must be evaluated in light of practical considerations, including teacher competence,
availability of instructional materials, time allotment, etc. What characteristics of educational
objective is defined by the aforementioned statement?
A. Comprehension
B. Attainability
C. Consistency
D. Feasibility

12. Which pattern of experience-centered curriculum centers around the normal activities of
children and is based on each child’s needs, interests, and potential?
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 A. Child-centered
B. Activity
C. Social function
D. Specific competencies

13. What design element establishes the vertical linkage from level to avoid glaring gaps and
wasteful overlaps?
A. Articulation
B. Balance
C. Scope
D. Sequence

14. "A good plan is half of the work done." goes a popular reminder to curricularists. What would
the other half refer to in curriculum development?
A. Curriculum designing
B. Curriculum implementation
C. Curriculum modification
D. Curriculum planning

15. In preparation for the implementation of the curriculum, all teachers are required to write a
lesson plan to guide teaching. However, DepEd issued an order that exempts teachers with two
or more years of teaching experience to write a detailed lesson plan. This order refers to:
A. D.O No. 70 s. 2012
B. CMO No. 74 s. 2017
C. D.O No. 02, s. 2018
D. CMO No. 82,s. 2020

16. Based on the complexity of the learning process, Bloom and Anderson recently revised the
original taxonomy to present a clearer hierarchy of cognitive learning. Which one is the most
recent
A. Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
B. Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
C. Knowing, Understanding, Applying, Analyzing, Evaluating, Innovating
D. Knowledge, Understand, Apply, Analyze, Synthesize, Evaluate

17. As a teacher, which of the following clusters of teaching-learning strategies will you use to
achieve the highest level of learning according to Edgar Dale?
A. Reading, Hearing, Seeing
B. Reading, Listening, Looking
C. Watching, Looking, Seeing
D. Doing Discussing, Demonstrating

18. Instructional support materials to be used in teaching should elicit responses of the learners to
enhance their learning. Which is the best instructional support that you should utilize in order to
maximize learning potential of students?
A. Auditory materials
B. Visual materials
C. Tactile materials
D. Experiential materials

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19. Which of the following statements is NOT acceptable?
A. Instruction is the actual engagement of learners in the planned learning activities.
B. Curriculum determines what assessment should be done, and how to do it
C. Instruction requires teachers to use a variety of action to accomplish a variety of functions
D. Assessment establishes what is to be accomplished in teaching and learning.

20.Which characteristic of a good curriculum highlights the psychological nature of the learner?
A. Provisions are made for the smooth transition and continuing achievement of pupils.
B. Curriculum plans in areas which extend over several years are developed vertically
C. Classroom practices give attention to the maturity and learning problems of each pupil
D. Cooperative planning and teaching provide for exchange of information about pupil's
learning experiences.

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

THE TEACHER AND THE CURRICULUM

20 QUESTIONS

Answer Key:

1. D
2. D
3. D
4. A
5. D
6. B
7. B
8. A
9. A
10. D
11. D
12. A
13. A
14. B
15. A
16. B
17. D
18. D
19. D
20. C

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

Methods and Strategies of Teaching
Written Activity NO. 4

Learning Outcomes:

2. Methods and Strategies of Teaching

2.1. Demonstrate knowledge of teaching strategies that build and
enhance new literacies inclusive of multi -cultural, social, media, financial, cyber/digital,
ecological, arts -and -creativity new literacies across the curriculum.
2.2. Prepare developmentally sequenced lesson plans with well
aligned learning outcomes and competencies based on K -to -12 spiral curriculum requirement.
2.3. Utilize the concepts of new literacies in the 21st century
(globalization and multi -cultural literacy, social literacy, media literacy, financial literacy, cyber
literacy, digital literacy, eco literacy, arts and creativity literacy, interdisciplinary explorations and
other teaching strategies) and shared cultural practices across learning areas

IV. Research on the following and answer the given question:

1. Describe/identify the characteristics of a learner centered teaching.

Learner-centered teaching is an educational approach that shifts the focus from the teacher to the
student, placing the student at the heart of the learning process. It emphasizes active learning,
collaboration, and problem-solving, empowering students to take ownership of their learning and
construct their own knowledge.

The five characteristics of learner-centered teaching proposed by Dr. Maryellen Weimer are:
• Directly engaging students in the hard, messy work of learning
• Providing explicit skill instruction
• Encouraging students to reflect on what they are learning and how they are learning it.
• Motivating students by giving them some control over learning processes.
• Encouraging instructor-student and student-student collaboration

Learner-centered teaching strategies help students take responsibility for their learning, generate
questions about course content, interact with their peers to solve problems, and practice critical
thinking. Teachers that follow a learner-centered teaching plan engage students in the preview,
review, and evaluation of work.

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2. Define the following traditional literacies:
A. Traditional literacy - refers to the ability to read, write, and understand printed text in a
specific language. It includes skills like decoding, comprehension, and critical analysis of
written material.

B. Functional Literacy - encompasses the practical skills needed for daily life and work. It
focuses on using reading, writing, and numeracy to navigate tasks such as filling out
forms, reading instructions, or managing finances.

C. Early literacy/emergent literacy - also known as emergent literacy, involves the

foundational skills developed in early childhood that lay the groundwork for future reading
and writing abilities. These skills include oral language development, phonological
awareness, print awareness, and vocabulary acquisition.

D. Basic Literacy and Skills - refers to a foundational level of literacy proficiency that
encompasses the ability to read and write simple texts, perform basic numeracy tasks,
and engage in critical thinking. It forms the essential foundation for further learning and
participation in society.

3. Define the following 21st century literacies and Skills

A. Globalization and multi-cultural literacy - is the ability to understand and appreciate the
diverse cultures and perspectives of the world. It involves being aware of global issues
and trends and being able to communicate and interact with people from different
cultures.

B. Social Literacy - is the ability to understand and build positive relationships with others.
It involves being able to communicate effectively, empathize with others, and resolve
conflicts peacefully.

C. Media literacy - is the ability to access, analyze, and evaluate information from a variety
of media sources. It involves being able to identify biases and propaganda, and to
understand how media messages can influence our thoughts and behaviors.

D. Financial literacy - is the ability to understand and manage money effectively. It involves
being able to budget, save, invest, and borrow responsibly.

E. Cyber/digital literacy - is the ability to use and navigate technology effectively and
responsibly. It involves being able to find, evaluate, and create information online, and
to use technology safely and ethically.

F. Eco-literacy - is the understanding of the relationship between humans and the

environment. It involves being aware of environmental issues, and being able to make
informed decisions that protect the environment.

G. Arts and creativity literacy - is the ability to appreciate, express, and evaluate creative
works. It involves being able to think creatively, to solve problems in innovative ways,
and to communicate effectively through art.

4. Explain the following critical attributes of the 21st Century Education

a. Integrated and interdisciplinary - breaks down the traditional silos between subjects
and instead encourages students to see connections between different fields of

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 knowledge. This approach reflects the interconnected nature of the world and
prepares students to solve complex problems that require knowledge from multiple
disciplines.

b. Technologies and multimedia - providing students with access to information, tools,

and resources that were previously unavailable. Technology can also enhance
instruction by making learning more interactive, engaging, and personalized.

c. Global Classroom - This means that learning is not limited by physical boundaries or
locations, but rather extends to the global community and beyond. Students can learn
from and from people from different cultures, backgrounds, and perspectives, as well
as explore global issues and challenges. For example, students can participate in
online exchanges, virtual field trips, and global projects with other schools and
organizations.

d. Creating/adapting to constant personal and social change and lifelong learning -

This means that learning is not a one-time event or a fixed outcome, but rather a
continuous and dynamic process that prepares students for the future. Students
can learn how to cope with and adapt to changes in their personal and social
environments, as well as develop a passion and curiosity for learning throughout
their lives. For example, students can learn how to set goals, reflect on their
progress, and seek feedback and improvement.

e. Students centered - This means that learning is not teacher-directed or standardized,

but rather student-driven and personalized. Students can have more choice and
voice in their learning, as well as more opportunities to express their interests,
strengths, and needs. For example, students can choose their own topics, methods,
and products for their projects, as well as work at their own pace and level.

f. 21st century skills - These are the skills that students need to be successful in the
21st century, such as communication, collaboration, critical thinking, creativity,
problem-solving, digital literacy, etc. These skills are not taught in isolation, but rather
integrated into the content and context of learning. For example, students can use
these skills to investigate a real-world problem, generate and evaluate solutions, and
present their findings.

g. Project-based and research driven - This means that learning is not based on
memorization or repetition, but rather on inquiry and exploration. Students can
engage in authentic and meaningful projects that require them to ask questions,
conduct research, and apply their knowledge and skills. For example, students can
design and implement a service-learning project that addresses a community need.

h. Relevant, rigorous, and real world - This means that learning is not detached or
abstract, but rather connected and applicable. Students can learn about topics and
issues that are relevant to their lives and the world, as well as challenge themselves
to achieve high standards and expectations. For example, students can learn about
the causes and effects of climate change, as well as take action to reduce their
environmental impact.

5. Explain the following 21st Century Literacy skills and teaching resources

a. Student-led learning (Cooperative learning) - is a teaching strategy that involves students

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 working together in small groups to achieve a common goal. It fosters active learning, social
skills, and peer feedback. Some examples of cooperative learning activities are jigsaw,
think-pair-share, and reciprocal teaching.

b. Inquiry based classroom environment - is a teaching approach that engages students in

exploring real-world questions and problems through investigation and research. It develops
students' curiosity, critical thinking, and creativity. Some examples of inquiry-based activities
are project-based learning, problem-based learning, and case-based learning.

c. Collaborative activities - are learning tasks that require students to work together with others
to produce a shared outcome. They promote communication, cooperation, and
interpersonal skills. Some examples of collaborative activities are brainstorming, peer
editing, and group presentations.

d. HOTS activities - are learning activities that involve higher-order thinking skills, such as
analysis, synthesis, evaluation, and creation. They challenge students to apply, transfer,
and extend their knowledge and skills to new and complex situations. Some examples of
HOTS activities are debates, simulations, and experiments.

e. Creative learning - is a learning process that encourages students to use their imagination,
originality, and innovation to generate new ideas and solutions. It enhances students'
motivation, engagement, and self-expression. Some examples of creative learning activities
are storytelling, art, and music.

6. Explain the following 21st Century Skills Categories

A. Learning Skills
1. Critical thinking - is the ability to analyze, evaluate, and synthesize information from
various sources and perspectives. It helps to solve problems, make decisions, and form
judgments based on evidence and logic. Critical thinking skills can be developed by
asking questions, challenging assumptions, seeking alternative viewpoints, and
applying reasoning to real-world situations.

2. Creativity - is the ability to generate new and original ideas, products, or solutions that
are useful, relevant, and valuable. It involves imagination, innovation, and divergent
thinking. Creativity skills can be fostered by encouraging curiosity, exploration,
experimentation, and expression.

3. Collaboration - is the ability to work effectively and cooperatively with others towards a
common goal. It involves communication, teamwork, and interpersonal skills.
Collaboration skills can be enhanced by promoting respect, diversity, empathy, and
feedback.

4. Communication - is the ability to convey and receive information clearly and effectively
through various modes and media. It involves listening, speaking, reading, writing, and
nonverbal skills. Communication skills can be improved by practicing active listening,
using appropriate language and tone, and adapting to different audiences and contexts.

B. Literacy Skills
1. Information Literacy - is the ability to locate, access, evaluate, and use information from

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 various sources and formats. It involves research, critical thinking, and digital skills.
Information literacy skills can be learned by developing search strategies, using reliable
and credible sources, and citing and referencing information properly.

2. Media literacy- is the ability to understand, analyze, and create media messages in
various forms and platforms. It involves critical thinking, communication, and digital
skills. Media literacy skills can be acquired by examining the purpose, audience, and
context of media messages, as well as the techniques, effects, and biases of media
production.

3. Technology literacy - is the ability to use, create, and manipulate digital tools and
technologies for various purposes. It involves digital skills, creativity, and innovation.
Technology literacy skills can be enhanced by exploring, experimenting, and learning
how to use different software, applications, devices, and platforms.

C. Life Skills
1. Flexibility - is the ability to adapt to changing situations and expectations. It involves
openness, resilience, and willingness to learn. Flexibility skills can be cultivated by
embracing change, seeking feedback, and trying new things.

2. Leadership - is the ability to inspire, motivate, and guide others towards a shared vision
or goal. It involves communication, collaboration, and decision-making skills.
Leadership skills can be developed by setting clear and realistic goals, delegating
tasks, and providing support and recognition.

3. Initiative - is the ability to act and responsibility for one's own learning and work. It
involves self-motivation, self-direction, and proactivity. Initiative skills can be
demonstrated by identifying and pursuing opportunities, taking risks, and overcoming
challenges.

4. Productivity - is the ability to manage one's time, energy, and resources effectively and
efficiently. It involves planning, organizing, and prioritizing skills. Productivity skills can
be improved by setting SMART goals, creating schedules, and tracking progress.

5. Social Skills - are the ability to interact and relate with others in positive and respectful
ways. They involve communication, collaboration, and emotional intelligence skills.
Social skills can be practiced by listening actively, expressing empathy, and managing
emotions.
7. Discuss the following basic strategies for developing literacy.
a. Making connections - This strategy involves connecting the text to the reader’s prior
knowledge, experiences, and emotions. It helps the reader to understand the text
better and retain the information longer.

b. Visualizing - This strategy involves creating mental images of the text. It helps the
reader to comprehend the text better and remember the information longer.

c. Inferring - This strategy involves drawing conclusions based on the information

provided in the text. It helps the reader to understand the text better and make
predictions about what might happen next.

d. Questioning - This strategy involves asking questions about the text. It helps the
reader to understand the text better and think critically about the information
presented.

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 e. Determining importance - This strategy involves identifying the most important
information in the text. It helps the reader to understand the text better and remember
the information longer.

f. Synthesizing - This strategy involves combining the information from the text with the
reader’s prior knowledge and experiences. It helps the reader to understand the text
better and make connections between different pieces of information.

8. How does participatory approach develop functional literacy?

• A participatory learning model in functional literacy education attempts to involve
learners completely to contribute and to participate actively in any stages of learning
activity. Functional literacy refers to the practical skill set needed to read, write, and
do math for real-life purposes, so people can function effectively in their community.
The participatory approach is concerned with real language used by real people. It
is a selective, intensive, work-oriented approach to adult literacy that is now widely
accepted and has been given the name of functional literacy.

• The participatory approach to learning is like content-based instruction, but the

content emerges from the students’ answers and participation in this approach. This
approach works very well in content-based teaching. Educators can use the method
after the initial presentation of the content as a follow-up activity and revise the
learned content, vocabulary, and grammar structures. If we want to conduct a
lesson with a participatory approach, we should plan it according to the learners’
level.

9. Explain the following 21st century literacies. Complete the matrix below.

21ST CENTURY LITERACIES DESCRIPTION

Globalization and Multiculturalism

1. Globalization The process of international integration that results from the
exchange of ideas, products, and culture among nations. It has
led to increased economic, political, and cultural
interdependence among countries
2. Multiculturalism The coexistence of different cultures in a society. It recognizes
and values the diversity of cultures and promotes equal

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 treatment of all individuals regardless of their cultural
background
3. Intercultural Communication The exchange of information between people from different
cultural backgrounds. It involves understanding and respecting
cultural differences and adapting communication styles to
ensure effective communication

Social Literacy
1. Social Cognition and social skills The ability to understand and navigate social situations. It
includes skills such as empathy, perspective-taking, and social
problem-solving
2. Emotional Intelligence The ability to recognize, understand, and manage one's own
emotions and the emotions of others. It includes skills such as
self-awareness, self-regulation, motivation, empathy, and
social skills
3. People Skills The ability to interact effectively with others. It includes skills
such as communication, teamwork, leadership, and conflict
resolution
Media Literacy
1. Aspects of Media Information The ability to access, analyze, evaluate, and create media
Literacy messages in various forms. It includes skills such as media
literacy, digital literacy, and information literacy
Cyber/Digital Literacy
1. Cyber citizenship in the digital age The responsible use of technology and the internet. It includes
skills such as digital citizenship, online safety, and
cyberbullying prevention
2. internet safety The ability to protect oneself and others from online threats
such as cyberbullying, identity theft, and phishing scams
3. social media use The ability to use social media platforms effectively and
responsibly. It includes skills such as digital etiquette, privacy,
and security
Eco Literacy
1. Eco literacy and sustainable The understanding of ecological principles and the ability to
Development apply them to promote sustainable development. It includes
skills such as environmental education, conservation, and
environmental activism

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 2. seven environmental principles The principles that guide sustainable development. They
include respect for nature, social responsibility, economic
efficiency, intergenerational equity, precautionary principle,
polluter pays principle, and public participation
3. Environmental education The process of educating individuals about the environment
and its challenges. It includes topics such as climate change,
pollution, and conservation. Environmental education aims to
promote awareness, understanding, and action to protect the
environment.
Arts and Visual Creativity Literacy
1. Visual Literacy is the ability to read, write, and create visual images. It involves
recognizing and understanding ideas conveyed through visible
actions or images, such as pictures, symbols, diagrams, or
gestures. Visual literacy also means interpreting, negotiating,
and making meaning from information presented in the form of
an image. Visual literacy is related to art and design, but it also
has applications in other fields of communication and
interaction

10. Explain the following Learner-Centered Instructional Strategies

1. Cooperative learning - This strategy involves students working together in

small groups to achieve a common goal. It encourages students to share their
knowledge and skills, and to learn from each other. This approach can help
students develop social skills, such as communication, teamwork, and
leadership, while also improving their academic performance.

2. Presentations - This strategy involves students presenting information to their

peers. It can help students develop their public speaking skills, as well as their
research and critical thinking skills. Presentations can also be used to assess
students' understanding of a topic.

3. Panels/Experts - This strategy involves inviting experts or a panel of experts

to speak to students about a particular topic. It can help students gain a deeper
understanding of a topic, as well as provide them with an opportunity to ask
questions and engage in discussion.

4. KWL (or KWHLAQ) - This strategy involves asking students what they know
(K), what they want to know (W), and what they have learned (L) about a
particular topic. The additional letters H, L, A, and Q stand for "How can I learn
more?", "What did I learn?", "What action will I take?", and "What questions
do I still have?" respectively. This approach can help students identify gaps in
their knowledge and focus their learning.

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 5. Brainstorming - This strategy involves generating ideas in a group setting. It
can help students develop their creativity and critical thinking skills, as well as
encourage them to consider multiple perspectives.

6. Learner-created media - This strategy involves students creating their own

media, such as videos, podcasts, or blogs, to demonstrate their understanding
of a topic. It can help students develop their research, writing, and digital
literacy skills, as well as encourage them to think creatively.

7. Discussion – This strategy involves students engaging in conversation with

their peers about a particular topic. It can help students develop their
communication and critical thinking skills, as well as encourage them to
consider multiple perspectives.

8. Small group - This strategy involves students working in small groups to

complete a task or project. It can help students develop their teamwork and
leadership skills, as well as improve their academic performance.

9. Case studies - This strategy involves analyzing a real-world scenario or case

study. It can help students develop their critical thinking and problem-solving
skills, as well as encourage them to consider multiple perspectives.

10. Workshop - This strategy involves students participating in a hands-on activity

related to a particular topic. It can help students develop their practical skills,
as well as encourage them to think creatively.

11. Demonstration - This strategy involves the teacher demonstrating a

particular skill or concept to the students. It can help students develop their
observational skills, as well as provide them with a clear understanding of a
particular topic.

12. Inquiry-based - This strategy involves students asking questions and

conducting research to explore a particular topic. It can help students
develop their research and critical thinking skills, as well as encourage them
to consider multiple perspectives.

13. Role play - this strategy involves students taking on different roles to act out
a particular scenario. It can help students develop their communication and
teamwork skills, as well as encourage them to consider multiple
perspectives.

14. Simulation - This strategy involves creating a simulated environment to help

students understand a particular concept or scenario. It can help students
develop their problem-solving and critical thinking skills, as well as provide
them with a safe environment to practice new skills.

11. Describe/Discuss the following Teaching approaches/methods/strategies

A. Direct/Teacher Centered Approach - This approach is teacher-centered, meaning that

the teacher is the primary source of information, and the students are passive recipients
of knowledge. The teacher is responsible for designing the curriculum, selecting the

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 materials, and delivering the content. The students are expected to listen, take notes,
and memorize the information

a. Deductive method - This method is a more teacher-centered approach. The teacher

gives the students a new concept, explains it, and then has the students practice
using the concept. In the deductive method, the teacher tells or shows directly what
he/she wants to teach. This is also referred to as direct instruction. The deductive
approach is teacher-dominated. The teacher begins with the abstract rules,
generalization, principle, and ends with specific examples and concrete details.

b. Demonstration or Showing Method - This method is a teacher-centered approach

that involves the teacher demonstrating or showing how to do something. The
teacher models the behavior or skill, and the students observe and take notes. The
students then practice the skill or behavior on their own.

c. Lecture Method - This method is a teacher-centered approach that involves the

teacher delivering a lecture to the students. The teacher is the primary source of
information, and the students are expected to listen, take notes, and memorize the
information. The lecture method is often used in higher education and professional
training.

B. Indirect/Learner Centered Approach - This approach is student-centered, meaning that

the students are active participants in the learning process. The teacher acts as a
facilitator, guiding the students through the learning process. The students are
responsible for their own learning, and the teacher provides support and feedback.

a. Concept Development Method - This method is a student-centered approach that

involves the teacher guiding the students through the process of developing a
concept. The teacher provides the students with examples and non-examples of
the concept, and the students work together to develop a definition of the concept.

b. Discovery Method - This method is a student-centered approach that involves the

students discovering knowledge on their own. The teacher provides the students
with a problem or question, and the students work together to find a solution or
answer.

c. Inductive Method - This method is a student-centered approach that involves the

teacher guiding the students through the process of discovering a general principle
or rule based on specific examples. The teacher provides the students with specific
examples, and the students work together to discover the general principle or rule.

d. Laboratory Method - involves students conducting hands-on experiments or

investigations to learn about scientific concepts or principles. This method provides
students with firsthand experience of scientific processes, encourages them to
develop critical thinking and problem-solving skills, and allows them to apply their
knowledge to real-world situations.

e. Problem Solving Method - involves presenting students with a problem or challenge

and guiding them through a process of analyzing the problem, generating solutions,
evaluating solutions, and implementing the chosen solution. This method
encourages students to develop critical thinking skills, to collaborate with others,
and to apply their knowledge to real-world problems.

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 12. Differentiate Detailed Lesson Plan from daily lesson log.
A Detailed Lesson Plan (DLP) is a thorough description of a teacher’s instructions for a
particular class. It is typically created by a teacher before the lesson is taught and is used as
a guide during instruction. The DLP includes a detailed description of the steps a teacher will
take to teach a particular topic. A teacher usually makes a daily lesson plan to teach a specific
course of instructions. If a teacher plans on delivering more than one lesson in one class, he
or she can divide the material into multiple lesson plans.

Daily Lesson Log (DLL) is a record of what was taught in a lesson, including any deviations
from the original lesson plan. It is a template that teachers use to log parts of their daily
lessons. The DLL covers a days or a week’s worth of lessons and contains the following
parts: Objectives, Content, Learning Resources, Procedures, Remarks, and Reflection. As a
DepEd guideline, teachers with at least one year of teaching experience may use the DLL.

13. Identify and explain the parts of a learner centered lesson plan.

A learner-centered lesson plan focuses on actively engaging students in the learning process, emphasizing their
interests, needs, and abilities. It shifts the focus from teacher-centered instruction to student-centered learning,
empowering students to take ownership of their learning and construct their own knowledge.

Here are the key parts of a learner-centered lesson plan:

1. Learning Objectives - Clearly define the learning objectives for the lesson, ensuring they align with the
curriculum standards and are specific, measurable, achievable, relevant, and time-bound (SMART).
2. Motivation and Engagement - Begin the lesson by capturing students' attention and motivating them to
engage in the learning process. This could involve connecting the lesson to their interests, asking open-
ended questions, or using interactive activities.
3. Subject Matter – subject matter includes the specific topic and how that relates back to the National
Curriculum. It should include the sources of information or references - whether that is websites, textbooks
or some other material.
4. Procedure - The procedure makes up the body of the plan, it is an explanation of how the lesson will
progress step-by-step.
5. Evaluation - integrate ongoing feedback and assessment throughout the lesson. Provide timely and
constructive feedback to help students identify their strengths, address their weaknesses, and improve
their understanding.
6. Assignment - component of a plan is made up of questions, exercises and set of practice specified by the
teacher including focused specific questions.

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.

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3
Seminar in General Education for Teachers
Second Semester S.Y 2022-2023
METHODS AND STRATEGIES OF TEACHING
ITEM ANALYSIS

Learning Outcomes:

2. Methods and Strategies of Teaching

2.1. Demonstrate knowledge of teaching strategies that build and
enhance new literacies inclusive of multi -cultural, social, media, financial, cyber/digital,
ecological, arts -and -creativity new literacies across the curriculum.
2.2. Prepare developmentally sequenced lesson plans with well aligned
learning outcomes and competencies based on K -to -12 spiral curriculum requirement.
2.3. Utilize the concepts of new literacies in the 21st century
(globalization and multi -cultural literacy, social literacy, media literacy, financial literacy, cyber
literacy, digital literacy, eco literacy, arts and creativity literacy, interdisciplinary explorations and
other teaching strategies) and shared cultural practices across learning areas

VII. General Instruction: Read and understand each question. Select the best answer from the given choices.
Rationalize the correct answer from each question.

1. Teacher Emmanuel requires his students to memorize the poem “Mi Ultimo Adios”, but they do not actually
know the meaning of the poem. The traditional technique which turns the students into “tiny parrots” is
exhibited when teachers use ______________?
A. Concept Teaching
B. Textbook Techniques
C. Direct Instruction Techniques
D. Rote Learning Techniques

Rationalization: D - Rote Learning Techniques is a technique where learners were meant to

be learning something, but instead of really understanding, they just repeat what they have
heard without really understanding it.

2. In order to achieve a meaningful teaching and learning process, it is best to link and relate the lesson to the
life of the student by integrating a relevant value in the lesson. Which among the following agrees with this
principle?
A. Begin with the goal in mind.
B. Write SMART lesson Objectives
C. Share lesson objectives/outcomes with students
D. Lesson objectives integrates with 2 or 3 domains.

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 Rationalize: C - Students obtain the opportunity to make meaningful connections between
the course content and their own experiences and values when teachers share the
objectives with them. This allows for a more meaningful teaching and learning process.

3. Among the activities below, which activity demonstrates collaborative learning?

A. Group project concept and application
B. Student group take drills
C. student group take a field trip
D. Teacher tutorial to student’s groups

Rationalize: A - In a group project, students collaborate to comprehend ideas, put their

knowledge to use, and accomplish a goal.

4. As a classroom manager, Teacher Anton required each of his students to stand and give their seatwork
individually to him before the bell rings for dismissal. What component of classroom management did he
establish?
A. Routine
B. Code
C. Norm
D. Rule
Rationalize: A – In the classroom, routine activities are a means for teachers to instruct pupils
on what is expected of them or on certain procedures.

5. What solution can best address to anticipated unruly students’ scenario in class?
A. Threats to unruly behavior
B. Spelled out rules on discipline
C. projection of teacher authority
D. Set punishment for misbehavior.

Rationalize: B - The best way to deal with unruly learners is to establish ground rules for
behavior expectations and discipline.

6. In order to show continuity and wholeness in the delivery of lessons, what can teacher Cathy do about the
past lesson before presenting a new lesson?
A. Post-test
B. Preview
C. Pre-test
D. Review
Rationalize: D - In doing so, reviewing the previous lesson helps in strengthening concepts,
bringing back memories for students, and creating links between the information that will be
covered in the future and the prior.

7. In her Science class, how can Teacher Mary shows the plants response to sunlight in an inductive manner?
A. Show the different kinds of plants their different responses to sunlight
B. State the causes and effects of plants exposure to sunlight
C. explain the plants response to sunlight
D. Explain the chemical reaction of plants to sunlight

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 Rationalize: A - By showcasing various plants and ways they respond to sunlight, lecturers
can help students recognize trends and make inferences.

8. What learning areas utilizes the demonstration method as its most suitable, effective, and useful vehicle for
learning?
A. Technical-vocational
B. Social Studies
C. General Education
D. Values Education
Rationalize: A - Technical and vocational areas may require practical knowledge and
techniques, which are best taught by way of demonstrations.

9. As to what situation will the learners be more likely to internalize and follow classroom rules?
A. when the teachers give additional points for those who follow the rules
B. when the teacher clearly explains the rules she prepared
C. when the teachers know the punishment for not following rules
D. when the learners participate in the rule making process
Rationalize: D - Including students in the process of creating rules in the classroom helps them
develop a feeling of transparency and ownership, which increases the possibility that they will
follow the rules.

10. In the 4A’s of facilitating learning, the first thing that a teacher should do is:
A. Abstraction
B. Analysis
C. Activity
D. Application
Rationalize: C- Starting with an activity engages students and sets the stage for the learning
process.

11. In her desire to finish all topics in the unit, Teacher May conducts lecture while her students listen to her.
What learning principle is violated by Teacher May?
A. Learning is discovery of new ideas
B. Learning is an active process
C. Learning is sometimes painful
D. Learning is collaborative

Rationalize: B - When students actively interact with the subject and take part in
discussions, learning is more successful.

12. Among the following practices, which one does NOT promote interaction?
A. rephrasing the question
B. repeating and expanding on a student response
C. soliciting questions from students
D. rejecting the students answer immediately.

Rationalize: D – By rejecting the students answer immediately it hinders interactions by

dismissing students response.

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13. Among the following activities in the room, which one promotes active learning in a Student Centered
Learning (SCL) Environment?
A. lecture
B. drills
C. project making
D. demonstration

Rationalize: C – A project making it promote a better learning experience by doing a

activity.

14. Teacher Allan demonstrated on his Grade 4 Math class on the topic Addition of Similar Fractions. Based on
his teaching demo, he showed the class examples on how to add similar fractions, and after showing at least
five examples, he announces to the class the rule in adding similar fractions. Did Teacher Allan follows the
deductive way of teaching correctly?
A. Yes, his lesson is deductive
B. Both deductive and inductive
C. Yes, he started with concrete
D. No, he went inductive.

Rationalize: A - In order to apply the deductive process, Teacher Allan gave specific
examples first.

15. Teacher Paul exerts effort to make students discover personal values applicable for life in his lessons. IN this
particular activity, what domain of learning is focused on?
A. Metacognitive
B. Cognitive
C. Psychomotor
D. Affective

Rationalize: D - Teacher Paul's activity focuses on students' personal values within the
affective domain, which encompasses emotions, attitudes, and values.

16. Which of the following statement reflect active learning?

A. “I need more support, a network from which I could learn.”
B. “I became interested in the school; I feel it is my school now.”
C. “I hear and I forget; I see and I remember; I do and I understand.”
D. “I have found that one key to student development is providing criteria for performance”.

Rationalize: C – The statement shows the importance it is for students to have practical
experience in order to understand concepts better in a classroom setting.

17. Which one should teachers then avoid? Students __________________

A. inquiry
B. reflection
C. self-directed learning
D. memorization of facts for testing
Rationalize: D – In this, without comprehension, memorization may not foster critical
thinking or deeper understanding in the students.

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18. Among the activities below, which activity demonstrates collaborative learning?
A. Group project concept and application
B. Student group take drills
C. student group take a field trip
D. Teacher tutorial to student’s groups

Rationalize: A – Students that take part in collaborative learning collaborate on projects in

groups.

19. In an English class, the teacher discusses the topic on subject verb agreement. Which of the following
procedure/process in the lesson if the teacher is using deductive method?
A. State the rule, then give example
B. lesson proper will be done after the pretest
C. students play a game relevant to the topic followed by a drill
D. Present example, then let the student state the rules based on the given example

Rationalize: A – In that statement, a deductive method it refers to an overall idea is

presented and then supported by specific examples.

20. Which of the following Teacher Anna will employ if she wants to generate as many ideas as she can as the
class is about to embark on a community outreach program?
A. Simulation
B. Role playing
C. Brainwashing
D. Brainstorming
Rationalize: D – A brainstorming promotes a free exchange of ideas without judgment

21. Which of the following strategy was used when the school decided to pattern the election of class officers
after the local election when teaching the democratic process to the students. There were set of
qualifications set for candidates, rules on the campaign period and posting of campaign materials.
A. Simulation
B. Role playing
C. Symposium
D. Brainstorming
Rationalize: A - Applying real-world events or procedures is the goal of simulation.

22. Which of the following strategy would be best to use if the teacher wanted students to develop empathy and
value and change development?
A. Drill
B. Game
C. Debate
D. Role playing

Rationalize: D – A role playing a strategy that students may gain empathy and a better
understanding of different points of view.

23. Which of the following should you use if you wanted to determine the entry knowledge and skills of your
students?

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 A. Pre test
B. Post test
C. Interview
D. group discussion

Rationalize: A – A pre-test is a strategy to evaluate students’ past knowledge, a pre-test is

given before to instruction.

24. Which of the following does the instructional plan begin?

A. Topic
B. Materials
C. Objectives
D. Subject Matter

Rationalize: C – It is a guide in teaching process to define what students are expected to

learn.

25. Why is there a need to write lesson plan?

A. to guide the teacher in the learning activities
B. to comply with the requirements set by the school
C. to get a good rating in the performance of appraisal
D. top be able to show something during classroom observation

Rationalize: A - Teachers use lesson plans as a guide because they give instruction an
organized manner.
26. Which of the following is considered as the initial step to capture the attention of the student in introducing a
lesson?
A. motivation
B. enrichment
C. generalization
D. reinforcement

Rationalize: A – During in the discussion, the initial step to capture the attentions of
students to provide a motivation to be able capturing the interest of students or creating a
sense of anticipation for the session ahead is the process of motivating them.

27. Which of the following does not describe a learner centered approach?
A. focus is on single discipline
B. teacher and students learn together
C. The role of the teacher is to coach and facilitate
D. lesson emphasis on generating better questions and learning from it

Rationalize: A – In the learner centered approach it often involve disciplinary perspectives,

taking into consideration various aspects of the learner's journey.

28. The following happens in a teacher centered instruction except one:

A. Students are actively involved.
B. Only students are viewed as learners
C. Students passively receive information
D. Knowledge is transmitted from teacher to students.

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 Rationalize: A - In teacher-centered instruction, students tend to passively receive
information.

29. Which of the following domains of learning was the focus of Benjamin Bloom Taxonomy?
A. Psychomotor domain
B. Cognitive Domain
C. Affective Domain
D. Metacognition

Rationalize: A – Their skill to execute the game's rules and processes is demonstrated by
their skills.

30. Mr. Valdez lesson focused on the rules and procedure in playing basketball. To determine student’s
understanding on the topic, he asked students to demonstrate how to play basketball. What learning target
is he assessing?
A. Skills
B. Products
C. Knowledge
D. Comprehension

Rationalize: A – Their skill to execute the game's rules and processes is demonstrated by
their skills.

31. A 21st century teacher must be a lifelong learner. How do you describe a teacher who is a lifelong learner?
A. Teacher create and innovate new ideas
B. Teachers uses various technologies in teaching
C. Teacher constantly update themselves with new information’
D. Teaching are skillful in facilitating the teaching and learning process

Rationalize: C – A Lifelong learners actively seek new information which it give a

lifetime learning.

32. Which of the following describe student centered approach?

A. Teacher served as knowledge dispenser
B. Teacher ensures students learning through lectures
C. Teacher served as a facilitator and provide students activity
D. Teacher help students and provide all the necessary information

Rationalize: C - Through many kinds of activities, the teacher supports learning and
encourages student participation in a student-centered approach.
33. One of the critical attributes of a 21st century education is making it a Global Classroom. How will you create
a global classroom?
A. Address student’s diversity
B. Create a globally competitive student
C. Include current global issues during discussion
D. Design learning experiences that enhance critical thinking

Rationalize: A - Taking diversity among students into consideration promotes

inclusivity
34. Which of the following explain the importance of equipping teachers with 21st century skills?
1. In order to survive in the 21st century challenges
2. To be able to change the education system in the country

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 3. To be able to contribute to the development of 21st century learners

A. I, II,
B. I, III
C. II, III
D. I, II, III

Rationalize: C - II, III

Option I - focuses on the survival aspect, which may not be the primary goal of equipping teachers
with 21st-century skills.
Options II and III emphasize the importance of changing the education system and contributing to
the development of 21st-century learners, which align with the broader goals of incorporating
modern skills in education.

35. Which of the following type of 21st century literacy addresses issues on globalization, racism, diversity and
social justice?
A. Social Literacy
B. Cultural Literacy
C. Creative Literacy
D. Global and Multicultural Literacy

Rationalize: D Understanding and appreciating many cultures, perspectives, and differences of the world
are all part of global and multicultural literacy

134
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

Methods and Strategies of Teaching

20 QUESTIONS:

1. To ensure the lesson will go smoothly, Teacher A listed down the steps
she will undertake together with those of her students. This practice
relates to?
A. Teaching style
B. Teaching method
C. Teaching strategy
D. Teaching technique

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
B. Laboratory
C. Lecture
D. Demonstration

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 use to
teach the assignment?
A. Project method
B. Discovery approach
C. Lecture method
D. Demonstration method

4. Pictures, models and the like arouse students interest on the day's topic,
in what part of the lesson should the given materials be presented?
A. Initiating activities
B. Culminating activities
C. Evaluation activities
D. Developmental activities

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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 of 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 improper fraction to mixed
number

6. The class of 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
B. By looking for a pattern
C. By means of a graph
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 in 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 broadcast from a transistor
radio.
D. The teacher should try all 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 on the part of the 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?

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 A. Preparation
B. Generalization
C. Application
D. Comparison and Abstraction
11. Which among the applications below is rooted in B.F. Skinner’s Theory of
Operant Conditioning?
A. Computer-assisted instruction
B. Project method
C. Mastery learning
D. Process flow
12. Which among the situations demonstrates an integration of the teacher’s
technological, pedagogical, and content knowledge in preparing a Math
lesson for Grade 4 students?
A. makes students find apps on the internet and share them with
classmates.
B. makes students watch videos downloaded from YouTube and ask
them to summarize the video.
C. evaluates Math apps on multiplication, matches them with their
learner’s skill level demonstrates the use of apps, allows students
to explore, and asks students to summarize the lesson.
D. checks math standards of Grade 4 as a basis for answering
multiplications exercises on the board.

13. As a classroom manager, Teacher A required each of his students to

stand and give their seatwork individually to him before the bell rings for
dismissal. What component of classroom management did he establish?
A. routine
B. code
C. norm
D. rule

14. Teacher Rina does not have drills out of context. Instead, she gives real-
world Math problems for the learners to drill on. This act of Teacher Ivy is
rooted in which principle of learning?
A. Effective learning begins with the setting of expectations and
learning of outcomes
B. Learning is the discovery of personal meaning and relevant ideas
C. Learning is an active process
D. Learning is a cooperative and collaborative process

15. This learning episode includes documentation that is complete, clear,

and well-organized.
A. Assignment submitted before the deadline
B. Portfolio
C. Analysis of learning episodes
D. Reflections/insight

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16. Teacher C asks students to break down, critically examine and
investigate a concept or problem. This demonstrates what kind of
learning?
A. synthesis
B. application
C. evaluation
D. analysis

17. To achieve meaningful teaching and process, it is best to link and relate
the lesson to the life of the student by integrating a relevant value in the
lesson. Which among the following agrees with this principle?
A. Share lesson objectives/outcomes with students.
B. Write SMART lesson objectives
C. Lesson objectives/outcomes integrated with 2 or 3 domains-
cognitive, skill, and effective learning.
D. Begin with the goal/objective in mind

18. Teacher Jenny adheres to the idea that her students do not need to know
the learning outcomes of her lessons. She proceeds to give activities
without letting them know what they were supposed to learn for the day.
What principle of learning does Teacher Jenny violate?
A. Learning is the discovery of the personal meaning of ideas.
B. Learning is an active process
C. Learning is a cooperative and collaborative process
D. Effective learning begins with setting clear expectations and
learning outcomes

19. When computing for the final grade in a learning area, K to 12 utilizes:
A. Cumulative
B. Averaging
C. Norm-referenced grading
D. Zero-based grading

20. When comparing the variability of two sets of scores, which is best?
A. range
B. variance
C. standard deviation
D. coefficient of variation

138
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

Methods and Strategies of Teaching

20 QUESTIONS

Answer Key:

1. B
2. D
3. C
4. A
5. A
6. C
7. A
8. C
9. A
10. D
11. B
12. A
13. D
14. D
15. B
16. B
17. D
18. C
19. D
20. B

139
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

Activity No. 5
Educational Technology

Learning Outcomes:

1. Employ teaching strategies, methods, instructional materials and technology, classroom management
techniques appropriate to subject areas and inclusive of learners from indigenous groups.
2. Demonstrate skills in developing and using a variety of conventional and non -conventional resources
including Information and Communication Technology to address learning goals and needs of
various learners.

General Instructions: Answer the following questions.

1. Discuss the following concepts:

a. Education
- Education refers to the process of acquiring knowledge, skills, values, and attitudes
through systematic instruction, learning, and training. It is a lifelong process that takes
place in various settings, formal or informal, and involves the development of cognitive,
social, and emotional aspects.
b. Technology
- Technology encompasses the application of scientific knowledge for practical purposes.
It includes tools, machines, materials, and techniques used to solve problems or
achieve goals. In the context of education, technology can refer to the use of various
tools and resources to enhance the learning process.
c. Educational Technology
- Educational Technology is the integration of technology into the teaching and learning
process. It involves the use of tools, resources, and strategies to enhance educational
outcomes. This can include the use of computers, software, multimedia, and other
technological advancements to facilitate learning and instruction.

2. Describe/Discuss the following Philosophical Framework behind Educational Technology

a. Behaviorism - is a learning theory that focuses on observable behaviors and external stimuli. It
suggests that learning is a result of a stimulus-response relationship, where the learner responds to
a stimulus with a behavior. In the context of educational technology, behaviorism can be applied
through the use of reinforcement and feedback mechanisms to encourage desired behaviors.

b. Cognitivism - is a learning theory that emphasizes the importance of mental processes such as
perception, memory, and problem-solving in learning. It suggests that learning is an internal
process that occurs when learners actively engage with information and construct their own
understanding. In the context of educational technology, cognitivism can be applied through the use
of multimedia and interactive learning environments that promote active engagement and
knowledge construction.

c. Constructivism - is a learning theory that emphasizes the importance of learners’ prior knowledge
and experiences in learning. It suggests that learning is an active process of constructing meaning

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 from new information and experiences. In the context of educational technology, constructivism can
be applied through the use of collaborative learning environments and inquiry-based learning
activities that encourage learners to construct their own knowledge.

3. Identify the purpose of Visual Devices

- Visual devices are used to enhance communication and understanding through visual
representation. They serve to illustrate concepts, convey information, and engage
learners visually. Visual devices include images, charts, graphs, diagrams, and videos.

4. What are the traditional forms of Visual Aids? Describe each.

- a. Chalkboard/Whiteboard: These are surfaces for writing or drawing with chalk or
markers.
- b. Charts and Posters: Visual representations often printed on large sheets for display.
- c. Models: Physical representations of objects or concepts.
- d. Maps and Globes: Used to illustrate geographical information.

5. The following are different classification of Devices. Describe each and cite example.
- a. Extrinsic Devices - are used to supplement a method or teaching procedure.
Examples of extrinsic devices include pictures, graphs, film strips, and slides.
- b. Intrinsic Devices: Devices integrated into the computer, e.g., internal hard drives,
processors.
- c. Material Devices: Tangible devices, e.g., tablets, laptops.
- d. Mental Devices: Cognitive tools like software and applications.

6. The following are the role of computer in the teaching and learning. Explain each.
a. Computer as Object of Instruction - refers to the use of computers as a subject of
study. This means that students learn about the computer itself, its components, and
how it works. This type of instruction is common in computer science and information
technology courses. Students learn about the history of computers, programming
languages, and how to use software applications.

b. Computer as Tool for Instruction - refers to the use of computers as a means to

facilitate learning. This means that computers are used to enhance the teaching and
learning process. Computers can be used to present information in a more engaging
and interactive way. They can also be used to provide simulations and models that help
students understand complex concepts. In addition, computers can be used to provide
feedback to students on their progress and performance.

7. Explain the following:

- a. Distance Education - is a type of learning that allows students to learn remotely,
without being physically present in a classroom. It is a form of education that is
delivered through various means such as video conferencing, online learning platforms,
and other digital technologies. Distance education is often used by students who are
unable to attend traditional classes due to geographical, financial, or other constraints.

- b. Massive Open Online Courses (MOOC) - are online courses that are open to anyone
who wants to enroll. They are designed to provide free access to high-quality education
to people all over the world. MOOCs are typically offered by universities and other
educational institutions and are available in a wide range of subjects. They are delivered
through online learning platforms and are often self-paced, allowing students to learn at
their own pace.

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8. Differentiate synchronous distance learning from Asynchronous Distance Learning. Complete the matrix
below.

Synchronous Distance Learning Asynchronous Distance Learning

Synchronous distance: Where the teacher and Asynchronous Distance Learning: Where the
students interact in real-time, but from different teacher and students interact in different places
locations. Students enrolled in synchronous and during different times. Students enrolled in
courses are generally required to log on to their asynchronous courses are able to complete
computer during a set time at least once a their work whenever they please. Asynchronous
week. Synchronous distance learning may distance learning often relies on technology
include multimedia components such as group such as email, e-courses, online forums, audio
chats, web seminars, video conferencing, and recordings, and video recordings.
phone call-ins.

9. Describe the following theories and principles in Educational Technology. Use illustration to better explain
each theories or principles.
- a. Dale’s Cone of Experience: Illustrates the relationship between various learning
experiences and their retention levels.

- b. Three-Fold Analysis of Experience by Jerome Bruner: Encompasses enactive

(doing), iconic (seeing), and symbolic (abstract) modes of representation in learning.

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- c. TPACK Framework: The TPACK framework suggests that the integration of technology
in teaching requires a combination of these three types of knowledge. The framework
outlines how content and pedagogy must form the foundation for any effective edtech
integration. According to the TPACK framework, specific technological tools are best used
to instruct and guide students toward a better, more robust understanding of the subject
matter.

The three types of knowledge - TK, PK, and CK - are combined and recombined in various
ways within the TPACK framework1. Technological pedagogical knowledge (TPK)
describes relationships and interactions between technological tools and specific
pedagogical practices, while pedagogical content knowledge (PCK) describes the same
between pedagogical practices and specific learning, Technological content knowledge
(TCK) describes relationships and intersections among technologies and learning
objectives. These triangulated areas then constitute TPACK, which considers the
relationships among all three areas and acknowledges that educators are acting within
this complex space.

- d. Gagne’s 9 Instructional Events: A systematic approach to instructional design,

including gaining attention, informing learners of objectives, and assessing
performance.

- e. Merill’s Principle of Instruction: Problem-centered learning that involves activation,

demonstration, application, integration, and testing.

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 - f. Levels of Technology Integration: Describes how technology can be integrated into
teaching at different levels, from entry to transformation.

10. Illustrate and describe the following Instructional Design Model

a. ADDIE Model: An acronym for Analysis, Design, Development, Implementation, and Evaluation,
representing the five stages of instructional design.

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 b. ASSURE Model: An acronym for Analyze learners, State objectives, Select media and materials,
Utilize media and materials, Require learner participation, and Evaluate and revises.

11. Differentiate the Two parts of Computer;

- a. Hardware - refers to the physical components of a computer system that we can
touch and feel. These are the primary electronic devices used to build up the computer.
Examples of hardware in a computer are the Processor, Memory Devices, Monitor,
Printer, Keyboard, Mouse, and Central Processing Unit. Hardware is any part of the
computer that causes the processing of data.
- b. Software - is a collection of instructions, procedures, and documentation that
performs different tasks on a computer system. It is a set of instructions that tells a
computer exactly what to do. Examples of software are MS- Word, Excel, PowerPoint,
Google Chrome, Photoshop, MySQL, etc. Software is a programming code executed on
a computer processor.

12. Describe the four categories of hardware. Cite example for each category.
- a. Input Devices: Devices that allow users to input data, e.g., keyboards, mice.
- b. Output Devices: Devices that present or display information, e.g., monitors, printers.
- c. Storage Devices: Devices for storing and retrieving data, e.g., hard drives, USB
drives.
- d. Processing Devices: The central processing unit (CPU) that performs calculations
and executes instructions.

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

Educational Technology

20 QUESTIONS:

1. Ms. Gomez is planning to integrate technology into her Mathematics class. Which of the
following would be the logical steps in doing this?
I. Set the objectives
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
A. I, II, III, IV
B. II, I, III, IV
C. I, II, IV, III
D. II, I, IV, III

2. Mrs. Olivarez presented real samples of rocks in her General Science class. What
principle did she apply?
A. Appropriateness
B. Authenticity
C. Responsiveness
D. Simplicity

3. What is the best reason why teachers state the objectives before using instructional
media?
A. To secure materials.
B. Prepare materials beforehanD.
C. To determine which media to use best.
D. To be able to practice how to operate the equipment.

4. Which of the following should Mr. Rivera primarily consider in determining the teaching-
learning objectives and use of instructional media?
A. The assessment tool to be used
B. The learning activities
C. The learner
D. The teacher

5. Which of the following technologies provide iconic experiences to students/children?

A. Video and books
B. Pictures and videos

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 C. Radio and recording
D. Modules and periodicals
6. Which of these technologies used in the classroom are arranged from the most symbolic
to multisensory?
A. Real objects, print, audio-visual materials, and visual materials
B. Visual materials, audio-visual materials, print, and computers
C. Visual materials, print, audio-visual materials, and realia
D. Print, audio-visual materials, computers, and realia
7. Which of the following statements is incorrect about the contributions of technology to
student learning?
A. The quality of learning can be improveD.
B. The delivery of instruction can be more interesting.
C. The method of teaching and learning becomes more interactive.
D. The role of the teacher can be changed into a knowledge dispenser.

8. Mr. Tarnate, an ICT teacher takes into account technology standards to address the
needs of the students and help them adapt to the changing society and technology.
Which of the following standards is an exception?
A. Creativity and innovation
B. Research and information literacy
C. Model digital-age work and learning
D. Technology operations and concepts

9. Professor dela Cruz would like to create presentation material for her lesson on the types
of computer-assisted instruction. Which makes her presentation effective?
A. Situating tool
B. Informative tool
C. Productivity tool
D. Communicative tool

10. Professor Reyes is thinking of an online learning approach by which content provides
links to information at other locations and serves as a focal point for a distance education
experience. Which of the following should she use?
A. Teleconferencing
B. Self-paced program
C. Web-based instruction
D. Computer-aided instruction
11. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an elementary
school where there are enough resources for instruction. She wanted to start preparing
her instructional materials. Which is the most systematic process in doing this?
A. Design, utilization, evaluation, development
B. Design, development, utilization, evaluation
C. Development, design, utilization, evaluation
D. Development, utilization, evaluation, design

12. After Ms. Rivas planned her lesson in English, she found out the materials at hand do not
match her objectives. Which is the best thing that she can do?

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 A. Modify the available materials
B. Teach the lesson the following day
C. Change the objectives to match with available materials.
D. Carry out the lesson as planned and use the materials at hanD
13. Prof. Balagtas used worksheets, manipulatives, and models in teaching math to help her
students understand the lesson and love the subject. What did she bear in mind when
she used these materials?
A. Appropriateness
B. Balance
C. Breadth
D. Variety

14. With the increasing use of educational technology inside the classroom, what role is
expected of the teacher?
A. Facilitator
B. Researcher
C. Knowledge giver
D. Source of information

15. It is impractical to bring real objects to the classroom so Aaron constructed a three-
dimensional visual insteaD. Which of the following did he construct?
A. Chart
B. Cartoon
C. Model
D. Graphic organizer
16. You asked your students to show a two-dimensional illustration of what they have
understood from what they have reaD. Which of the following non-projected visuals are
you referring to?
A. Graphic organizer
B. Print materials
C. Model
D. Realia

17. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino.
In which activity in the teaching-learning process is it very effective?
A. In developing listening skills
B. In teaching creating thinking
C. In composing poems
D. In building concepts

18. Computers can be classified according to the roles they play namely communicative tool,
informative tool, and constructive tool. What is the other role of computers not mentioned
in this item?
A. Instructional tool
B. Situating tool
C. Utility tool
D. Application tool

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19. Which of the following categories of CAI will you use in your class if your objective is to
increase proficiency in a newly learned skill or refresh an existing one?
A. Tutorial
B. Simulation
C. Drill and practice
D. Instructional game

20. When is distance education as effective as traditional instruction?

A. When the method, technologist, and assessment used are appropriate
to the required competencies.
B. When the course requires more face-to-face communication between
the students and teachers.
C. When students depend more on their online mentor
D. When there is student-to-student interaction.

149
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES
College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
http://www.tup.edu.ph

Educational Technology
20 QUESTIONS

Answer Key:

1. B
2. B
3. C
4. B
5. B
6. D
7. D
8. C
9. C
10. C
11. B
12. A
13. D
14. A
15. C
16. A
17. A
18. B
19. C
20. A

150
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

Activity No. 6
CHILD AND ADOLESCENT DEVELOPMENT

I. Answer the following questions:

1. Define Human Development

Human development is a process of growth and change that takes place between birth and
maturity. It is a branch of psychology that aims to understand the various changes individuals
and their relationships go through as they continue to learn and grow.
According to the United Nations Development Program, human development is about
expanding the richness of human life, rather than simply the richness of the economy in which
human beings live. It is an approach that is focused on creating fair opportunities and choices
for all people.
The process of development should at least create an environment for people, individually and
collectively, to develop to their full potential and to have a reasonable chance of leading
productive and creative lives that they value.

2. Differentiate growth from development

Growth:
• Quantitative: Refers to an increase in size, amount, or number. This can be physical
(height, weight) or non-physical (knowledge, skills).
• External: Focuses on observable, measurable changes.
• Structural: Relates to changes in the physical structure or makeup of something.
• Limited by biology or resources: Growth often reaches a biological or resource-based
limit.

Development:
• Qualitative: Refers to an increase in complexity, maturity, or function. This can involve
changes in skills, abilities, behaviors, or understanding.
• Internal: Focuses on internal changes in capabilities and qualities.
• Functional: Relates to improved skills, capacities, or abilities to perform different tasks.
• Continuous and lifelong: Development can theoretically continue throughout the
lifespan.

3. Differentiate Traditional and life span approach to human development.

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 Traditional Approach:
• Stage-based: Divides development into distinct stages with unique characteristics and
tasks. These stages are often seen as universal and sequential, like infancy,
childhood, adolescence, adulthood, and old age.
• Focus on early life: Sees most significant change and development happening in
childhood and adolescence, especially in cognitive and physical development.
Adulthood is viewed as a relatively stable period with little ongoing change.
• Decline in old age: Views later life primarily as a time of inevitable decline in physical
and cognitive abilities.
• Limited scope: Primarily focuses on biological and cognitive domains, neglecting other
domains like social, emotional, and personality development.

Life-Span Approach:
• Lifelong development: Acknowledges change and growth as constant processes
throughout life, from birth to death. Development is not limited to specific stages but
continues in different ways across the lifespan.
• Multifaceted and dynamic: Sees development as influenced by multiple factors
(biology, environment, experiences) that interact and change over time. Individual
paths and trajectories are emphasized.
• Variability and plasticity: Recognizes individual differences in developmental timing,
rates, and experiences. Emphasizes the potential for continuous learning, adaptation,
and growth throughout life.
• Emphasis on multiple domains: Considers development in various domains (physical,
cognitive, social, emotional, personality) and their interrelationships. Each domain can
progress or decline at different points in life.

4. Explain the following characteristics of human development and cite example.

a. Development is lifelong - This characteristic emphasizes that development is not limited to a specific
age range. It occurs throughout the entire lifespan of an individual. For example, an adult can learn a
new language or skill, which is an example of developmental change.
b. Development is plastic - This characteristic emphasizes that development is malleable or
changeable. It means that the characteristics of an individual can be modified by experiences,
environment, and other factors. For example, a child who has experienced trauma can develop
resilience through therapy and support.
c. Development is multidimensional - This characteristic emphasizes that development involves
multiple aspects of an individual’s life. It includes physical, cognitive, emotional, and social

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development. For example, a child’s development can be measured by their height, weight, cognitive
abilities, and social skills.
d. Development is contextual - This characteristic emphasizes that development is influenced by the
environment and context in which it occurs. It includes cultural, social, and historical factors. For
example, a child’s development can be influenced by their family, school, and community.
e. Development involves growth, maintenance, and regulation - This characteristic emphasizes that
development involves not only growth but also maintenance and regulation of existing abilities. For
example, an adult can maintain their cognitive abilities through regular exercise and healthy lifestyle
choices.

5. Describe the distinct characteristics of the child from the different stages of development.
Infancy (0-2 years):
- Physical Development:
- Rapid growth in height and weight.
- Motor skills development, such as crawling, standing, and walking.
- Cognitive Development:
- Limited language skills, basic sensory exploration.
- Developing object permanence (understanding objects exist even when not seen).
- Social and Emotional Development:
- Attachment to caregivers.
- Developing trust and forming basic emotional bonds.
Early Childhood (2-6 years):
- Physical Development:
- Continued growth in motor skills.
- Developing coordination and balance.
- Cognitive Development:
- Rapid language development.
- Imaginative play and symbolic thinking.
- Basic understanding of numbers, colors, and shapes.
- Social and Emotional Development:
- Emerging sense of independence.
- Developing social skills and forming relationships with peers.
- Emotional regulation and self-concept formation.
Middle Childhood (6-12 years):
- Physical Development:
- Steady growth in height and weight.
- Refinement of motor skills and increased physical activity.

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 - Cognitive Development:
- Concrete operational thinking (understanding cause and effect).
- Improved problem-solving skills.
- Expanded academic learning.
- Social and Emotional Development:
- Developing a sense of competence and self-esteem.
- Peer relationships become more important.
- Beginning to understand social roles and rules.
Adolescence (12-18 years):
- Physical Development:
- Puberty and rapid physical changes.
- Development of sexual characteristics.
- Cognitive Development:
- Abstract thinking and critical reasoning.
- Exploration of identity and values.
- Social and Emotional Development:
- Formation of a more stable self-identity.
- Increased independence and autonomy.
- Exploration of personal values and beliefs.
- Development of more complex social relationships.

6. Identify the stages of development and describe the task expected from an individual on each
stage of development.
- The stages of development are a series of phases that individuals go through as they
grow and mature. According to Erik Erikson, there are eight stages of psychosocial
development that span from infancy to old age.

1. Infancy (0-18 months): The primary task of this stage is to develop a sense of trust
in the world. Infants learn to trust their caregivers and develop a sense of security
and safety.
2. Toddlerhood (18 months-3 years): The primary task of this stage is to develop a
sense of autonomy. Toddlers learn to assert their independence and develop a
sense of self-control.
3. Preschool (3-5 years): The primary task of this stage is to develop initiative.
Children learn to initiate activities and develop a sense of purpose.
4. Elementary school (6-11 years): The primary task of this stage is to develop a
sense of industry. Children learn to work hard and develop a sense of competence.

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 5. Adolescence (12-18 years):The primary task of this stage is to develop a sense of
identity. Adolescents learn to explore their identity and develop a sense of self.
6. Young adulthood (19-40 years): The primary task of this stage is to develop
intimacy. Young adults learn to form close relationships and develop a sense of
connection.
7. Middle adulthood (40-65 years): The primary task of this stage is to develop
generativity. Adults learn to contribute to society and develop a sense of purpose.
8. Late adulthood (65 years and older): The primary task of this stage is to develop
integrity. Older adults learn to reflect on their lives and develop a sense of wisdom.

II. Explain the two opposing view and issues on Human Development.
a. Nature vs. Nurture
• Nature: Supports the idea that genes and biological inheritance shape habits and
tendencies in people. Supporters point to studies of twins and the fact that some
behavioral traits can be passed down from parent to child.
• Nurture: Stresses how important things like upbringing, schooling, and cultural
experiences are in shaping behavior and development. This point of view shows
how flexible human potential is and how important social environment is.
b. Continuity vs. Discontinuity
• This way of thinking sees development as a slow, ongoing process that is always
changing and growing. Some people say that information and skills should build
on each other naturally.
• Discontinuity: Stresses clear steps with big jumps in quality that are accompanied
by sudden changes and transformations. Piaget's cognitive stages and Erikson's
psychological stages are two examples.
c. Stability vs. Change
• Stability: This word means that some behavioral traits and core traits stay pretty
much the same throughout life. This point of view focuses on genetics and how
people are naturally inclined.
• Change: This word emphasizes the possibility of big changes and adaptations
happening throughout life. Supporters stress how the environment, experiences,
and decisions we make can affect our growth and development.
III. Describe briefly the following theories of Human Development.
a. Freud’s Psychoanalytic Theory-

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 • Psychosexual Development: Freud proposed that personality develops through a
series of stages based on the resolution of conflicts related to instinctual drives
and societal expectations.
• Three Components of Personality: Freud identified three parts of the personality -
the id (instinctual drives), ego (reality-oriented), and superego (internalized moral
standards).
• Stages: The theory includes oral, anal, phallic, latent, and genital stages, each
characterized by specific challenges and conflicts.
b. Piaget’s Stages of Cognitive Development
• Cognitive Development Stages: Piaget proposed four stages of cognitive
development—sensorimotor, preoperational, concrete operational, and formal
operational—each characterized by distinct ways of thinking.
• Assimilation and Accommodation: Piaget emphasized the processes of
assimilation (fitting new information into existing mental structures) and
accommodation (changing existing mental structures to accommodate new
information).
c. Erikson’s Psycho-social Theory of Development-
• Psychosocial Stages: Erikson proposed eight stages of psychosocial
development, each associated with a specific conflict that individuals must
resolve to achieve healthy development.
• Life Span Approach: Unlike Freud, Erikson's theory spans the entire lifespan,
addressing social and emotional development across various life stages.
d. Kohlberg’s Theory of Moral Development-
• Moral Development Stages: Kohlberg proposed six stages of moral development,
organized into three levels—preconventional, conventional, and
postconventional. Individuals progress through these stages as they mature.
e. Vygotsky’s Socio-Cultural Theory
• Social Interaction and Culture: Vygotsky emphasized the role of social interaction
and cultural context in cognitive development.
• Zone of Proximal Development (ZPD): The ZPD represents the range of tasks a
learner can perform with the help of a more knowledgeable person.
f. Bronfenbrenner’s Ecological Theory-
• Ecological Systems: Bronfenbrenner proposed the ecological systems theory,
which identifies five environmental systems (microsystem, mesosystem,
exosystem, macrosystem, and chronosystem) that influence individual
development.

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IV. The following are the Stages of Psychosexual development by Sigmund Freud. Describe each stage, its
erogenous zone and fixation.
a. Oral Stage
• Mouth is the erogenous zone.
• Focus: Things that you do with your mouth, like sucking, biting, and exploring.
• Potential Fixation: Too much or too little mouth activities can cause fixations like
addiction, aggression, or bad oral habits later on.
b. Anal Stage
• Erogenous Zone: Controls the anus and bladder.
• Focus: using the bathroom on your own and learning to be independent, as
well as discovering control and power through body functions.
• Possible Fixation: Toilet training that is too strict or causes arguments could
lead to fixations like being obsessed with being neat, messy, or cheap.
c. Phallic Stage
• Genitals are an erogenous zone.
• Focus: An Oedipus/Electra complex appears, involving association with the
parent of the same gender and rivalry with the parent of the opposite gender.
Looking into gender norms and being sexually interested.
• Potential Fixation: If you can't get rid of the Oedipal/Electra complex, it can
cause fixations like narcissism, promiscuity, or fears.
d. Latency Stage
• Erogenous Zone: A time when psychosexual growth is mostly calm.
• Focus: Sexual energy is used to make friends, learn new things, and do
intelligent things. Getting to know the world and figuring out who you are.
• There's no chance of getting attached. This time is between being sexual as
a child and being sexual as an adult.
e. Genital Stage
• Genitals are an erogenous zone.
• Focus: Building adult, healthy close relationships based on love and respect
for each other.
• No possible fixation: When you get through the earlier stages, you can have
good adult relationships and be emotionally healthy.

V. Describe the three components of Personality according to Sigmund Freud.

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 a. Id- The Primal Urge: The id is the most primitive and impulsive psychological trait. It follows the
"pleasure principle," satisfying biological demands without regard to reality or morality. The id
is driven by hunger, aggressiveness, and sexuality.
We cannot manage the id since it is unconscious and irrational. Primary process thinking
involves irrational correlations and want fulfillment fantasies.

b. Ego- Realistic Mediator: The ego mediates between the id's desires, reality, and the
superego's morality. It follows the "reality principle," satisfying the id in a realistic and socially
acceptable way.
Conscious and Strategic: The ego uses logical, goal-oriented secondary process thinking
in the conscious and preconscious mind. Reason, problem-solving, and defense
mechanisms help it control the id and meet superego expectations.

c. Superego- The Internal Moral Compass: The superego represents internalized principles and
values from parents and society. It follows the "ideal principle," pursuing excellence and ethics.
Conscience and Moral Judge: The unconscious superego judges our ideas and behaviors.
We feel guilty and shame when we break its internalized rules and standards.

VI. Describe/Explain the stages of cognitive development by Jean Piaget and all other terms under each
stages.
a. Sensory-motor stage
1. Object permanence
From birth to age 2.
Knowing that things exist even when you can't see or touch them is called object
permanence. At this time, babies start to slowly learn how to mentally represent
things.
b. Pre-operational Stage
2 to 7 years old.
1. Symbolic Function
Being able to represent things or thoughts with symbols, like words or pictures.
2. Egocentrism
is when you have trouble seeing things from someone else's point of view.
3. Centration
is the tendency to pay attention to one part of an event and not other parts.
4. Irreversibility
Not being able to understand how acts can be undone.
5. Animism

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 is the idea that lifeless things can have human-like traits.
c. Concrete Operational Stage
7 to 11 years.
1. Decentering
The ability to look at a problem from different angles and understand that other people
may see things differently.
2. Conservation
means knowing that some things, like their bulk or number, stay the same even if they
look different.
3. Seriation
is the skill of putting things in a sensible order based on certain properties.
d. Formal Operation Stage
11 years and older.
1. Hypothetical Reasoning
It means being able to use hypothetical and abstract reasoning to think about and fix
problems.
2. Analogical Reasoning
Making comparisons and finding links between things or concepts is called analogical
reasoning.

VII. Identify and describe the Psychosocial stages of Development of Erikson. Indicate the maladaptation
and malignancy on each stage.
1. Trust vs. Mistrust (0–1 year olds)
Trust: Get used to the provider and trust them.
Maladaptation (Too Much):
Gullibility or excessive trust in others.
Malignancy (Too Little):
Generalized mistrust, fear, and suspicion.
2. Autonomy vs. Shame and Doubt (Early Childhood: 1-3 years)
Autonomy: Developing a sense of independence and control.
Maladaptation (Too Much):
Stubbornness and defiance.
Malignancy (Too Little):
Feelings of shame, doubt, and excessive reliance on others.

3. Initiative vs. Guilt (Preschool: 3-6 years)

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 Initiative: Developing a sense of purpose and the ability to initiate activities.
Maladaptation (Too Much):
Ruthlessness, impulsivity.
Malignancy (Too Little):
Feelings of guilt, inadequacy, and hesitation to take initiative.
4. Industry vs. Inferiority (School Age: 6-12 years)
Industry: Developing competence in school-related tasks and social activities.
Maladaptation (Too Much):
Narrow-mindedness, perfectionism.
Malignancy (Too Little):
Feelings of inferiority, incompetence, and low self-esteem.
5. Identity vs. Role Confusion (Adolescence: 12-18 years)
Identity: Developing a clear sense of self and one's place in society.
Maladaptation (Too Much):
Fanaticism, dogmatism.
Malignancy (Too Little):
Identity confusion, role diffusion, uncertainty about one's place in the world.
6. Intimacy vs. Isolation (Early Adulthood: 18-40 years)
Intimacy: Forming close, meaningful relationships with others.
Maladaptation (Too Much):
Excessive self-absorption, loss of identity in relationships.
Malignancy (Too Little):
Social isolation, fear of commitment, difficulty forming close relationships.
7. Generativity vs. Stagnation (Middle Adulthood: 40-65 years)
Generativity: Contributing to the well-being of future generations and society.
Maladaptation (Too Much):
Overextension, intrusive concern for others.
Malignancy (Too Little):
Stagnation, self-absorption, lack of contribution.
8. Integrity vs. Despair (Late Adulthood: 65+ years)
Integrity: Achieving a sense of fulfillment and acceptance of one's life.
Maladaptation (Too Much):
Presumption, denial of reality.
Malignancy (Too Little):
Despair, regret, bitterness about one's life.

VIII. Explain Urie Bronfenbrenner’s Bio ecological model.

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 Macrosystem: The broader cultural and societal norms, values, and beliefs that shape the
exosystem, mesosystem, and microsystem. This includes factors like socioeconomic status,
cultural traditions, and political ideologies.
Exosystem: Settings that indirectly influence individuals through policies, programs, and
events that affect the microsystems. This could include government policies on education,
workplace cultures, or community healthcare services.
Mesosystem: The connections and interactions between microsystems. For example, how a
child's experiences in school influence their behavior at home or how parental interactions
with teachers affect their development.
Microsystem: The innermost ring, encompassing the immediate environments where
individuals have direct, face-to-face contact. This includes family, school, peer groups, and
neighborhoods.

Individual: The influence of time and historical context on development. This encompasses
events like major life transitions, cultural shifts, and technological advancements.

IX. Explain the following layer of bio ecological model. Cite example on each layer.
a. Microsystem
An individual's microsystem is their immediate surroundings. It comprises regular, face-to-
face contacts with people and institutions.
Example:
A child's microsystem may encompass family, school, peers, and neighbourhood. Each
component's interactions affect the child's growth.
b. Mesosystem

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 Microsystem components interact and connect in the mesosystem. Explores how
microsystem parts interact and influence each other.
Example:
Consider a child's family-school relationship in the mesosystem. Positive parent-teacher
communication can improve a child's learning. Conversely, disagreements or poor
communication can challenge children.
c. Exosystem
External factors influence development indirectly in the exosystem. These are places
where the person may not participate but will affect their experiences.
Example:
Exosystem examples include parents' workplaces. The workplace atmosphere, policies,
and practices might indirectly affect the family's time, stress, and kid resources.
d. Macrosystem
The macrosystem encompasses social values, laws, practices, and ideas. It includes
overarching beliefs and structures that shape other systems.
Example:
The macrosystem may include educational values and norms. A culture that prioritises
academic accomplishment may have expectations and resources to encourage
educational success.

X. Define/explain the following concept

a. Erogenous zone- Sexual arousal and pleasure are especially felt in an erogenous zone. In
psychoanalytic theory, Sigmund Freud used this word to describe body parts that develop
psychosexual phases.

b. Fixation- Psychoanalytic theory defines fixation as a persistent libido (sexual energy)

concentration at a certain stage of psychosexual development. An unsolved dispute at a
certain stage can obsess a person, causing stage-related personality traits.

c. Oedipus Complex- Freud proposed the Oedipus Complex. A child desires his or her opposite-
sex parent and is jealous and rivalious with the same-sex parent. Psychosexual development,
usually at the phallic stage, includes the complex.

d. Electra Complex- Carl Jung came up with the idea of the Electra Complex, which is linked to
psychoanalytic theory. This is like the Oedipus Complex, but it's for girls. It's about how a girl
feels about her father and how she feels about her mother.

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 e. Schema- A schema is a mental structure or framework that helps you make sense of and
organise knowledge. People form schemas through experience, and these schemas affect how
they see and understand the world.
f. Assimilation- Assimilation is a mental process by which people add new knowledge or
experiences to the mental models they already have. It means figuring out how to add new
knowledge to the way you already think.

g. Accommodation- Accommodation is a mental process in which people change or make new

mental structures to fit new knowledge that they can't fit into the ones they already have.
Changing how you think about things is needed.

h. Equilibration- Jean Piaget's theory of how we learn to think and reason includes the idea of
"equilibration." It means finding the right mix between assimilation and accommodation, which
helps the brain grow and develop.

i. Zone of Proximal Development- The Zone of Proximal Development is a concept introduced by

Lev Vygotsky. It represents the range of tasks that a learner can perform with the help of a
more knowledgeable person, such as a teacher or peer, but cannot perform alone.

j. More Knowledgeable others- More Knowledgeable Others (MKO) are individuals who have a
higher level of knowledge or skill in a particular domain compared to the learner. In Vygotsky's
theory, the MKO plays a crucial role in scaffolding the learner's development.

k. Scaffolding- Scaffolding is a teaching method derived from Vygotsky's sociocultural theory. It

involves providing temporary support or assistance to a learner within their Zone of Proximal
Development to help them acquire new skills or knowledge.

XI. Describe the Prenatal Development

Germinal Stage (Weeks 1-2):
Fertilization: Sperm meets egg, resulting in a zygote, a single fertilized cell with the potential for
life.
Cell Division: Rapid cell division, from zygote to blastocyst, as the embryo travels down the
fallopian tube and implants in the uterine lining.

Embryonic Stage (Weeks 3-8):

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 Organogenesis: Formation of all major organs and systems - heart, brain, lungs, limbs, etc. - a
marvel of intricate differentiation and specialization.
Vulnerability: This stage is highly susceptible to environmental influences, toxins, and maternal
health factors.

Fetal Stage (Week 9 - Birth):

Rapid Growth: Accelerated growth in size and weight, development of senses and nervous
system, practice movements like breathing and swallowing.
Maturation: Refinement of organ function, preparation for life outside the womb, building up fat
reserves and strengthening bones.
XII. Describe the traits/distinct characteristics in each Stages of Development in terms of its physical,
cognitive and socio emotional dimension of development. Complete the matrix below

STAGES OF DEVELOPMENT

PHYSICAL DEVELOPMENT COGNITIVE SOCIO-EMOTIONAL

DEVELOPMENT DEVELOPMENT

Infants and Toddlers • Rapid growth in height • Sensorimotor stage (0-2 • Secure attachment
and weight, developing years): Exploring the formation crucial for
motor skills like crawling, world through senses, emotional well-being.
walking, and climbing. object permanence • Development of basic
• Refinement of fine motor emerges. emotions like joy,
skills for grasping, • Preoperational stage (2- anger, and fear.
feeding, and exploring 7 years): Symbolic • Exploration of self-
objects. thinking starts, pretend identity and
• Development of sensory play, egocentrism independence.
perception (sight, dominates. • Growth of social skills
hearing, touch, taste, • Language development: like sharing,
smell). Babbling to first words to cooperation, and
simple sentences. conflict resolution.
Preschoolers • Increased control and • Preoperational • Forming
coordination, fine motor thinking, relationships with
skills for drawing and characterized by peers.
writing. symbolic • Developing a
• Continued growth in representation. sense of initiative
height and weight, • Developing and independence.
refined sense of balance imagination and • Beginning to
and body awareness. fantasy play. understand and
• Expanding manage emotions.
vocabulary and
language skills.
Primary Schoolers • Steady growth in height • Concrete • Peer group
and weight. operational stage: becomes
• Improved coordination logical thinking, increasingly
and fine motor skills. understanding of important,
conservation development of
social identity.

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 • Participation in organized concepts, problem- • Understanding of
sports and physical solving skills. complex emotions
activities. • Development of and ethical
literacy and concepts.
numeracy skills, • Growth in self-
critical thinking awareness, self-
begins to emerge. esteem, and self-
• Learning expands regulation.
beyond family to
include school and
community contexts.
Intermediate pupils • Rapid physical changes • Formal operational • Formation of a
during puberty, stage: abstract more stable self-
development of thinking, identity.
secondary sexual hypothetical • Increased
characteristics. reasoning, independence and
• Increased body development of autonomy.
awareness and concerns personal • Exploration of
about body image. philosophies. personal values,
• Increased academic beliefs, and
focus and critical societal roles.
thinking skills.
• Exploration of
career interests and
personal identity.
High school learners • Completion of puberty • Formal operational • Consolidation of
and physical maturation. thinking, abstract identity and self-
• Development of adult reasoning. image,
physical characteristics. • Exploration of career exploration of
• Continued physical paths and future personal goals
activity and fitness. goals. and aspirations.
• Advanced problem- • Development of
solving and decision- mature
making skills. relationships and
social skills.
• Increased
responsibility and
autonomy,
preparation for
adulthood.

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

The Child and Adolescent Learners and Learning Principles "Headstart for Toddlers, Child and
Adolescent
20 QUESTIONS:

1. Dr, Escoto, the school physician conducted a physical examination in Ms. Manuel’s class.
What concept best describes the quantitative increase observed by Dr. Escoto among
learners in terms of height and weight?
A. Development
B. Growth
C. Learning
D. Maturation

2. Which situation best illustrates the concept of growth?

A. A kinder pupil gains 2 pounds within two months.
B. A high school student gets a score of 85 on a mental ability test.
C. An education student has gained knowledge on approaches and strategies in
teaching different subjects.
D. An elementary grader has learned to play the piano.

3. Which statements below best describe development?

A. A high school student’s height increased by 5’2″ to 5’4″.
B. A high school student’s change in weight from 110 lbs. to 125 lbs.
C. A student had learned to operate a computer.
D. A student’s enlargement of hips.

4. What concept can best describe Francisco’s ability to walk without support at 12 months
because of the “internal ripening” that occurred in his muscles, bones, and nervous
system development?
A. Development
B. Growth
C. Learning
D. Maturation

5. Teacher Jesus is now 69 years old and has been observing changes in himself such as
the aging process. Which term refers to the development change in the individual?
A. Development
B. Growth
C. Learning
D. Maturation

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6. Which of the following theory can help Miss Samson determine the readiness of her
learners by administering a readiness test?
A. Conditioning Theories
B. Cognitive Development Theory
C. Maturation Theory
D. Ethological Theory

7. Mr. Francisco was very much worried about the thumb-sucking of his son. A friend of his
says that certain behavior among infants. Who presented the notion that certain behavior
like thumb-sucking is normal behavior?
A. Sigmund Freud
B. Erick Ericson
C. John Bowlly
D. Urie Bronfenbrenner

8. A newborn infant moves his whole body at one time, instead of moving a part of it. Which
of the following principles is illustrated by his behavior?
A. Development proceeds from specific to general
B. Development proceeds from general to specific
C. Development follows an orderly pattern
D. Development follows a general pattern

9. Train up a child in the way he should be; when he grows up, he will not depart from it.
Which principle supports this?
A. Development is determined by his heredity
B. Development is determined by the environment
C. Early development is more critical than the late development
D. Early development is less critical than late development

10. Which state of the psycho-sexual theory do young boys experience rivalry with their
father for their mother’s attention and affection?
A. Oral
B. Anal
C. Phallic
D. Latency

11. Christian develops an integral and coherent sense of self. He seeks answers to the
question. “Who am I”? Which of the following is Christian likely to develop?
A. Initiative
B. Identity and Role Confusion
C. Intimacy
D. Autonomy

12. Ms. Reyes uses images and language to represent and understand her various lessons
to preschool learners. What stage in the cognitive theory of development explains this?
A. Sensorimotor
B. Preoperational

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 C. Concrete operation
D. Formal operation

13. Extremely high levels of activity or hyperactivity are considered problematic. How may a
teacher help a hyperactive child?
A. Make him the leader of the class
B. Transfer him to another class
C. Give him challenging activities that are appropriate to his ability level and
interests.
D. Allow him to spend longer at the playground until he gets tired.

14. In Piaget’s Theory of Cognitive Development, which of the following statements would
illustrate Edward who is 11 years old?
A. Able to see relationships and reason in the abstract.
B. Unable to break down a whole into separate parts.
C. Differentiates goals and goal-directed activities.
D. Experiments with methods to reach goals.

15. Lito, a student at the secondary level tends to spend more time with his friends and his
family, thus, his behavior is greatly affected by them. At which stage in the Pyschosocial
Stages of Development does Lito belong?
A. Autonomous vs. Shame and Doubt
B. Identity vs. Role Confusion
C. Intimacy vs. Isolation
D. Initiative vs. Guilt

16. Anna believes that authority is respected. She is now at what particular level in the moral
development theory of Lawrence Kohlberg?
A. Social contract
B. Law and order orientation
C. Interpersonal concordance
D. Universal ethics orientation

17. Which of the following is true about human development?

A. Human development considers both maturation and learning.
B. Development refers to the progressive series of changes of an orderly coherent
type toward the goal of maturity.
C. Development is the gradual and orderly unfolding of the characteristics of the
individuals as they go through the successive stages of growth.
D. All of the Above
18. Which of the following is the correct order of psychosexual stages proposed by Sigmund
Freud?
A. Oral stage, anal stage, phallic stage, latency stage, genital stage
B. Anal stage, oral stage, phallic stage, latency stage, genital stage
C. Oral stage, anal stage, genital stage, latency stage, phallic stage
D. Anal stage, oral stage, genital stage, latency stage, the phallic stage

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19. What is the best description of Erickson’s psychosocial theory of human development?
A. Eight crises all people are thought to lace
B. Four psychosocial stages in the latency period
C. The same number of stages as Freud’s, but with different names
D. A stage theory that is not psychoanalytic

20. In Erickson’s theory, what is the unresolved crisis of an adult who has difficulty
establishing a secure, mutual relationship with a life partner?
A. Initiative vs. Guilt
B. Autonomy vs. Shame and Doubt
C. Intimacy vs. Isolation
D. Trust vs. Mistrust

169
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

The Child and Adolescent Learners and Learning Principles

"Headstart for Toddlers, Child and Adolescent
20 QUESTIONS

Answer Key:

1. B
2. A
3. C
4. D
5. D
6. C
7. A
8. B
9. B
10. C
11. B
12. B
13. C
14. A
15. D
16. A
17. D
18. A
19. A
20. C

170
 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

Activity No. 7
Assessment of Learning

Learning Outcomes:

1. Validating theoretical knowledge in the actual assessment of learning

1.1. Demonstrate understanding of principles in constructing
traditional, alternative/authentic forms of high quality assessment.
1.2. Apply knowledge and skills in the development and use of
assessment tools for formative and summative purposes
1.3. Apply rules in test construction and use of authentic
assessment tools for product and process assessment.
1.4. Demonstrate skills in interpreting assessment results to
improve learning.
1.5. Comprehend and apply basic concepts of statistics in
educational assessment and evaluation.
1.6. Demonstrate knowledge of providing timely, accurate and
constructive feedback to learners and parents.

Unit I Introduction to Assessment of Students Learning

1. Discuss the meaning of the following terms and cite example:

a. Measurement
- Refers to the process of assigning numbers or scores to represent the quantity of a particular
attribute or characteristic. It involves the use of instruments or procedures to quantify and
express the extent of a trait. For example, measuring the height of students in centimeters.

b. Evaluation
- Evaluation involves the systematic assessment of the worth or value of something. It often
includes making judgments or appraisals based on established criteria. For example,
evaluating a student's performance in a course based on their grades, participation, and
understanding of the material.

c. Assessment
- Encompasses the entire process of collecting, analyzing, and interpreting information about
students' learning. It includes measurement and evaluation and can take various forms, such
as tests, projects, observations, and discussions.

d. Testing
- Refers to the process of measuring a person's knowledge, skills, abilities, or characteristics
through the administration of a set of questions or tasks. Tests can be used for various
purposes, including

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2. Identify and explain the different type of test
a. According to mode of response
- Objective Tests: Require specific, short answers (e.g., multiple-choice, true/false).
- Subjective Tests: Involve open-ended responses, allowing for more extended answers (e.g.,
essays).

b. According to ease of Quantification of Response

- Quantitative Tests: These tests generate responses that are easily measurable or
quantifiable. They include numerical answers or options that can be objectively scored, like
in multiple-choice questions.
- Qualitative Tests: These tests produce answers that are more descriptive, narrative, or
opinion-based, making it challenging to assign numerical scores. They include essay
questions or open-ended responses.

c. According to mode of administration

- Paper-and-Pencil Tests: Traditional tests administered on paper, where respondents mark
their answers on physical test sheets.
- Computer-Based Tests (CBT): Tests conducted and completed using computer software or
online platforms, offering various question formats and interactive elements.
- Oral Test: Administered verbally, where respondents answer questions through spoken
responses, commonly used in language proficiency assessments or interviews.

d. According to test constructor

- Standardized Tests: Tests designed by testing organizations with established norms,
structure, and content to ensure consistency and fairness across administrations.
- Teacher-Made Tests: Tests created by educators based on specific curriculum, classroom
objectives, or teaching style, often tailored to their students' needs and goals.

e. According to mode of interpreting Results

- Norm-Referenced Tests: Assessments that compare an individual's performance to the
performance of a larger group (the norm group) to determine relative standing or percentile
rank.
- Criterion-Referenced Tests: Tests that evaluate an individual's performance based on
predetermined criteria or specific learning objectives without comparing to a norm group.

f. According to Nature of Answer

- Closed-Ended Tests: Questions that provide limited options for responses, such as yes/no
or multiple-choice questions.
- Open-Ended Tests: Questions that allow for unrestricted responses, such as essays or free-
response questions, requiring more elaborative and subjective answers.

3. Discuss the Relevance or importance of Assessment.

a. Students
- Assessment provides feedback to students about their progress, strengths, and areas for
improvement. This information helps them understand their learning needs and take steps to
enhance their performance. It can motivate students by setting clear expectations and goals.
Knowing their achievements and areas of growth encourages them to strive for continuous
improvement.

b. Teachers
- Inform teachers about the effectiveness of their teaching methods. They can adjust their
instructional strategies based on the assessment data to better meet the needs of their
students. Teachers use assessments to identify areas where students may be struggling.
This information allows for targeted interventions and personalized instruction.

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 c. Administrators and Program Staff
- Assessment results guide the development of educational policies, curriculum changes, and
instructional strategies to enhance overall educational quality and standards. Assessment
data assists administrators in allocating resources effectively, whether it's funding, personnel,
or materials, to support areas that need improvement.
- Continuous assessment aids in evaluating the success of educational programs, identifying
areas for improvement, and making informed decisions to enhance program efficacy.

d. Policymakers
- Assessment data informs policymakers about the strengths and weaknesses of educational
systems, helping them formulate policies that address specific needs and challenges.
Policymakers use assessment outcomes to hold educational institutions accountable for the
quality of education provided and ensure transparency in the education system.

4. Explain the following role of Assessment

a. Placement Assessment
- Purpose: To determine a student's initial level of knowledge or skill in a particular subject
area.
- Role: Helps in appropriately placing students in courses or educational programs that match
their current abilities.
b. Formative Assessment
- Purpose: To provide ongoing feedback during the learning process.
- Role: Guides instructional decisions, identifies areas for improvement, and supports student
learning by addressing misconceptions or gaps in understanding.

c. Diagnostic Assessment
- Purpose: To identify specific strengths and weaknesses in a student's knowledge or skills.
- Role: Helps teachers understand individual learning needs, tailor instruction, and implement
targeted interventions to address identified gaps.

d. Summative Assessment
- Purpose: To evaluate and summarize a student's overall performance at the end of an
instructional period.
- Role: Provides a final judgment of student achievement, often in the form of grades or
standardized test scores. Summative assessments are used for accountability and reporting
purposes.
5. Discuss the following concepts. Identify classroom scenario or setup which illustrate the following
concepts.

Brief description Classroom scenario

a. Assessment for Learning Assessment for Learning emphasizes In a science class, the teacher
using assessment information to informregularly uses quizzes, peer
and guide teaching and learning duringassessments, and self-
the instructional process. It focuses on
assessment checklists to provide
providing feedback that helps studentsimmediate feedback to students
understand their strengths, weaknesses,
about their understanding of
and areas for improvement. scientific concepts. Students use
this feedback to make
adjustments to their learning
strategies and improve their
understanding.
b. Assessment as Learning Assessment as Learning involves In a literature class, students
students taking an active role in the maintain learning journals or

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 assessment process, self-monitoring portfolios where they track their
their learning progress, and reflecting on reading responses, self-assess
their own learning. their comprehension, and set
personal reading goals. They
regularly reflect on their progress
and learning strategies.
c. Assessment of Learning Assessment of Learning focuses on At the end of a history unit,
evaluating students' overall achievement students take a comprehensive
and mastery of learning objectives or test that covers all the topics
standards at the conclusion of a course, studied throughout the semester.
unit, or academic period. This test assesses their
understanding of historical events
and concepts.
d. Placement Assessment Placement assessments are used to Before starting a math course,
determine students' initial level of students take a placement test to
knowledge or skills in a subject to assess their math proficiency.
appropriately place them in suitable Based on the results, some
courses or academic programs. students are placed in regular
math classes, while others are
recommended for advanced or
remedial courses.
e. Formative Assessment Formative assessments are conducted In a language arts class, the
during the learning process to monitor teacher conducts weekly quizzes,
students' progress, provide feedback, observes class discussions, and
and guide instructional adjustments. reviews homework assignments
to gauge students' understanding
of grammar rules and writing
techniques. The teacher then
adapts lessons based on
identified areas of difficulty.
f. Diagnostic Assessment Diagnostic assessments are used to In a science class, a pre-
identify specific learning strengths, assessment is given to evaluate
weaknesses, or gaps in understanding students' prior knowledge and
before instruction begins to tailor misconceptions about a new
teaching strategies to student needs. scientific concept. This helps the
teacher plan lessons targeting
areas where students need
clarification or additional support.
g. Summative Assessment Summative assessments are At the end of a music semester,
administered at the end of a course, unit, students participate in a
or academic period to evaluate students' performance evaluation where
overall learning outcomes against they showcase their learned
predetermined standards. musical pieces to demonstrate
their proficiency in playing
musical instruments or singing.

6. Explain the following Principles of High Quality Assessment. Cite Specific example.

1. based on clearly stated learning.

- Assessments should align with clearly stated learning objectives to ensure that what is being
assessed is directly related to what students are expected to learn.
- Example: In a science class, if the learning objective is for students to understand the process
of photosynthesis, an assessment could involve identifying the key stages of photosynthesis in

174
 a diagram.

2. balanced, appropriate and relevant to the characteristics or performance being measured.

- Assessments should include a balanced representation of the content, be at an appropriate
difficulty level, and be relevant to the characteristics or performance being measured.
- Example: In a history exam, questions should cover various topics within the course, be of an
appropriate difficulty level, and directly assess students' understanding of historical events.

3. Valid
- Valid assessments accurately measure what they are intended to measure. They should be
designed to assess the specific learning outcomes or competencies they claim to measure.
- Example: In a language assessment, a valid test of vocabulary skills should focus on assessing
vocabulary knowledge and not inadvertently assess grammar or comprehension.

4. Reliable
- Reliable assessments yield consistent results when administered repeatedly under similar
conditions. They should produce dependable and stable outcomes.
- Example: A mathematics test is considered reliable if students achieve similar scores when
taking the test on different occasions under the same conditions and using the same scoring
criteria.

5. Fair to all students

- Fair assessments ensure that all students have an equal opportunity to demonstrate their
knowledge and skills without biases or discrimination
- Example: A well-constructed assessment that provides meaningful feedback to students helps
them identify areas for improvement and encourages further learning.
-
6. Lead to positive consequence
- Assessment results should lead to positive outcomes, such as improved learning, informed
instructional decisions, and appropriate interventions.
- Example: A teacher uses the results of formative assessments to adapt teaching strategies,
leading to enhanced student understanding and performance.

7. Practical and efficient

- Assessments should be practical to administer and efficient in terms of time and resources.
- Example: Using a computer-based assessment tool for multiple-choice questions can be more
practical and efficient than hand-scoring individual responses.

8. Should be ethical
- Assessments should adhere to ethical standards, respecting the rights and well-being of the
individuals being assessed.
- Example: Ensuring the confidentiality of student assessment results and using assessment
data responsibly are ethical considerations in assessment practices.

Unit II – Learning Target and the Appropriateness of Assessment Methods

175
 7. Differentiate the three learning Domains
a. Cognitive
- Refers to intellectual skills, thinking processes, and the acquisition of knowledge. It involves
mental abilities and the development of intellectual capacities.

b. Affective
- The affective domain involves attitudes, emotions, values, beliefs, and the development of a
person's social and emotional aspects.

c. Psychomotor
- The psychomotor domain pertains to physical skills, coordination, and the ability to manipulate or
perform actions that require physical movement and dexterity.

8. Complete the matrix below to distinguish the different levels of the three learning Domains.

a. Cognitive Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Remembering Recalling information of facts Recall the key events from a
historical timeline.
Understanding Explaining ideas or concepts Explain the main concept of a
scientific theory.
Applying Using acquired knowledge Apply mathematical formulas
to solve problems.
Analyzing Breaking down information Analyze the causes of an
economic recession.
Evaluating Making judgements or Evaluate the effectiveness of a
assessments marketing strategy.
Creating Generating new ideas or Develop a new product design
solutions based on customer needs.

b. Affective Domain

Levels Process and action verb describing Example

(Describe each level) outcomes (Create a sample objective)
(Identify the verb in each level)

Receiving Being aware of or paying attention to stimuli Listen attentively during a

discussion on cultural diversity.

Responding Showing interest or participating Participate actively in group

activities to discuss
environmental issues.
Valuing Demonstrating commitment or appreciation Express the importance of
honesty in personal
interactions.

176
Organizing Prioritizing values or beliefs Prioritize time to volunteer for
community service regularly.
Internalizing Values Acting consistently with adopted values Demonstrate integrity
consistently in various life
situations.

c. Psychomotor Domain

Levels Process and action verb describing Example

(Describe each level) outcomes (Create a sample objective)
(Identify the verb in each level)
Observing Watching and paying attention Watch a demonstration on how
to properly use laboratory
equipment.
Imitating Mimicking or copying actions Mimic the correct stroke
technique demonstrated in
swimming.
Practicing Repeating and applying Practice playing a musical scale
on the piano until mastered.
Adapting Modifying skills to fit new situations Adapt yoga poses to
accommodate individual
flexibility levels.

Unit III – Designing and Developing Assessment

9. What are the steps in preparing a table of specification?

- A Table of Specification (TOS) outlines the content and objectives that will be covered in an
assessment. The steps include:
- Identify Learning Objectives: Clearly define the learning objectives that the assessment will
measure.

- Determine Content Areas: Break down the content into specific categories or topics.

- Assign Weightings: Assign weights to each content area based on its importance or the time
spent teaching it.

- Determine Cognitive Levels: Specify the cognitive levels associated with each learning objective
(e.g., recall, comprehension, application).

- Construct the Table: Create the table, listing the learning objectives vertically and the content
areas horizontally, indicating the weight and cognitive level for each intersection.

- Review and Revise: Ensure that the table is comprehensive, balanced, and aligns with the
instructional objectives.

10. Differentiate one-way table of specification from two-way table of specification. Use illustration to
differentiate the two.

177
 ➢ A one-way table of specifications and a two-way table of specifications are both tools
used in educational assessment to outline the content areas, learning objectives, and
their respective levels of cognitive skills to be tested. The primary difference between
them lies in the way they organize and present the information.

One-Way Table of Specifications:

• A one-way table of specifications primarily focuses on the relationship between

topics/content areas and cognitive levels without necessarily considering multiple

variables or dimensions.
• In this illustration, the table displays learning objectives or content areas (e.g., Topic 1,
Topic 2, Topic 3) aligned with various cognitive levels (e.g., Remembering,
Understanding, Applying, Analyzing, Evaluating). The checkmarks indicate the cognitive
levels that will be assessed for each topic.

Two-Way Table of Specifications:

• A two-way table of specifications extends the organization by considering two

dimensions—usually content areas/topics and assessment types or types of questions to

assess these content areas.

Key Difference:
●One-Way TOS: Focuses on the relationship between content areas/topics and cognitive levels of
learning (e.g., remembering, understanding, applying).
●Two-Way TOS: Incorporates two dimensions, typically content areas/topics and types of
assessment questions (e.g., multiple choice, essay, problem-solving), providing a more detailed
framework for designing assessments.
Both one-way and two-way tables of specifications serve as guides for educators to ensure that
assessments align with intended learning objectives, content coverage, and levels of cognitive
skills to be evaluated.

178
 11. Describe the following objective type of test and create an example.

a. Supply Type

I. Simple Recall Simple recall tests involve questions that require individuals to remember and
state specific information.

Example:
Question: Who wrote "Romeo and Juliet"?

Answer: William Shakespeare

II. Completion Type Completion-type questions present an incomplete sentence, phrase, or statement,
requiring individuals to fill in the missing information.

Example:
Question: The process of converting complex carbohydrates into glucose is called
____________.

Answer: Digestion

III. Identification Identification tasks typically involve recognizing or identifying specific items or
Tasks concepts from a list or given options.

Example:
Question: Which of the following is a mammal?
a) Dolphin
b) Crocodile
c) Frog
d) Turtle

Answer: a) Dolphin

IV. Labeling test Labeling tests require individuals to correctly identify or label parts of diagrams,
charts, or images.

Example:
Question: Label the parts of a flower in the diagram provided.
(Image of a flower with parts like stigma, petals, stamen, etc.)

V. Enumeration Enumeration tasks require individuals to list or enumerate specific items or points.

Example:
Question: Name three primary colors.

Answer: Red, Blue, Yellow

b. Selection Type

I. Alternative This type of test presents statements where individuals must determine if the
response or True- statement is true or false.
False Test
Example:

179
 Statement: The Earth is the largest planet in the solar system.
Response: True or False

Answer: False

II. Matching type In this type of test, there are two columns. Test takers need to match items from
one column with corresponding items from another column.

Example:
Match the countries with their capitals:

Column A
France
Japan
Australia

Column B
a) Paris
b) Tokyo
c) Canberra

Correct Answer:
1-a) Paris, 2-b) Tokyo, 3-c) Canberra

III. Rearrangement Test takers are presented with elements (sentences, phrases, steps) that are
elements initially disordered or out of sequence. They need to rearrange these elements
into the correct order.

Example:
Arrange the following steps to make a sandwich in the correct order:
Spread mayonnaise on one slice of bread.
Place lettuce and tomato slices on top of the cheese.
Add cheese on the second slice of bread.
Place turkey slices on the mayonnaise-covered bread.

Correct Order: 1, 4, 3, 2

IV. Multiple choice Test takers are given a question or statement with several options or choices.
Response test They need to select the correct answer among the provided options.

Example:
What is the capital of Italy?
a) Madrid
b) Rome
c) Paris
d) Berlin

Correct Answer: b) Rome

12. Differentiate Objective type of test from Essay type of test.

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 Objective Type Test:
Definitive Answers: Objective type tests have questions with specific and pre-determined correct
answers.
Limited Choices: They usually offer limited options for answers, such as true/false, multiple-choice,
matching, or rearrangement questions.
Objective Evaluation: They are easily and objectively graded since the correct answer is clear and
doesn't involve subjective interpretation.
Assess Specific Knowledge: These tests are effective in assessing specific knowledge, facts, and
comprehension of the material.
Efficient Scoring: Objective tests can be graded quickly, making them suitable for larger groups of
test-takers.

Essay Type Test:

Subjective Answers: Essay type tests require test-takers to provide detailed and subjective responses
in the form of essays or longer written answers.
Open-Ended: There are no predefined options or choices for answers, allowing the test taker to
express their understanding and knowledge in their own words.
Subjective Evaluation: Grading essays involves subjective judgment by the evaluator based on
content, structure, coherence, and depth of understanding.
Assess Analytical Skills: These tests assess higher-order thinking skills like critical analysis, synthesis
of ideas, and the ability to articulate thoughts effectively.
Time-consuming Grading: Evaluating essay tests can be time-consuming due to the need for careful
reading and subjective assessment of responses.

13. Differentiate the type of essay test. Cite example. Complete the matrix below to distinguish the
difference between the two.

Differentiate the type of essay test

Extended Response Questions Restricted Response Questions

Description Extended response questions require test- Restricted response questions limit the scope of the
takers to provide a thorough and detailed answer and may require the test-taker to focus on
response to a prompt or question. These specific aspects or concepts. These questions
questions often demand comprehensive typically have more defined guidelines or limitations
answers that cover a wide range of content or compared to extended response questions.
ideas.
Example Essay Prompt: "Discuss the causes and Essay Prompt: "Explain the impact of the Industrial
effects of climate change on the environment, Revolution on labor conditions in the 19th century,
citing specific examples and proposing providing examples from at least two different
potential solutions." industries."

14. What is Validity?

- Validity refers to the extent to which an assessment or test measures what it is intended to measure.
In other words, it examines whether a test accurately assesses the specific construct or trait it claims
to evaluate. It is a fundamental concept in the field of psychometrics and assessment, ensuring that
the test results are meaningful and appropriate for the intended purpose.

15. What is reliability?

- Reliability refers to the consistency, stability, and dependability of measurement or test scores. In
other words, it evaluates the extent to which a test or assessment produces consistent and
repeatable results over multiple administrations or under various conditions. A reliable test yields
similar results when administered to the same individuals or groups under consistent circumstances.

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 16. Describe the following measures of central tendency and cite example.

Measure of Central Tendency

Definition Example
Mode The mode is the value or values that occur most In a data set of test scores: 85, 70, 95, 80, 75, 70,
frequently in a data set. 85, 90, the mode is 85 because it appears more
frequently than any other value.
Median The median is the middle value in a data set In the dataset {3, 5, 1, 8, 6}, the median is 5.
when the values are arranged in ascending or
descending order. If there is an even number of
values, the median is the average of the two
middle values.
Mean The mean, also known as the average, is the In the dataset {12, 15, 18, 21, 24}, the mean is (12 +
sum of all values in a data set divided by the 15 + 18 + 21 + 24) / 5 = 18.
number of values.
Weighted Mean The weighted mean is calculated by multiplying Consider a course where quizzes are worth 30% of
each value by its respective weight (importance the grade and exams are worth 70%. If a student
or significance) and then dividing the sum of scores 85 on quizzes and 75 on exams, the
these products by the sum of the weights. weighted mean is calculated as: (0.3 * 85) + (0.7 *
75) = 25.5 + 52.5 = 78 (assuming scores are out of
100).

17. Differentiate Criterion referenced Grading from Norm References Grading.

- Criterion-Referenced Grading: Definition: Students are evaluated based on their individual
performance against specific criteria or learning standards.
- Example: A student is assessed on their ability to solve mathematical problems according to the
criteria set by the curriculum.

- Norm-Referenced Grading: Definition: Students are ranked or compared to the performance of their
peers. The focus is on relative performance.
- Example: Grading on a curve, where a certain percentage of students receive each grade regardless
of absolute performance.

18. Describe the following type of marking system.

a. Letter Grade system

- The letter grade system assigns a specific letter to indicate a student's performance or achievement
level in a course or subject. These letters often correspond to a range of percentages or a set of
criteria.
- Example: A typical letter grade scale might include grades such as A, B, C, D, and F (or equivalents
like A+, A-, etc.). Each letter represents a particular level of achievement, such as A for excellent, B
for good, C for satisfactory, D for poor, and F for failing.

b. Pass-Fail System
- In a pass-fail system, instead of using letter grades or numerical scores, students are simply
evaluated as either passing or failing based on meeting minimum criteria or requirements for the
course or assessment.
- Example: Students may receive a "Pass" if they meet the required standard, indicating they have
successfully completed the course without a specific grade assigned. Conversely, if they don't meet
the criteria, they receive a "Fail."

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 c. Numerical System
- The numerical grading system involves assigning specific numeric values or percentages to evaluate
a student's performance. This system often allows for a more detailed assessment and differentiation
of performance levels compared to the letter grade system.
- Example: Students receive scores like 95%, 78%, or 63% based on their performance in exams,
assignments, or overall course work.

19. Read DepEd Order No. 8 s. 2015 (Policy Guidelines on Classroom assessment for the K to 12 Basic
Education Program) and summarize important key points related to assessment.

- The order emphasizes the importance of fair, valid, and reliable assessments aligned with the K to
12 curriculum. It provides guidelines on assessment tools, grading systems, and reporting to ensure
the holistic development of learners.

- The assessment strategies are aligned with the program's competency-based framework. This
means evaluating students' skills, knowledge, and understanding of specific competencies outlined
in the curriculum rather than merely assessing rote memorization.

- Emphasizes the importance of both formative and summative assessment. Formative assessment
involves ongoing, in-process assessment to provide feedback for improvement, while summative
assessment measures learning achievement at the end of a unit, term, or school year.

- It emphasizes the use of assessment data to inform teaching strategies, identify areas of
improvement, and provide timely feedback to students for their growth and development.

20. Read DepEd Order No. 31 s. 2020 (Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan) and summarize important key points related to assessment

- The order provides guidelines for assessment and grading during the COVID-19 pandemic, including
flexible and alternative assessment methods. It underscores the need for compassionate and fair
evaluation, considering the challenges faced by learners and educators in the new learning
modalities.

- Greater emphasis on formative assessment practices. Educators could focus on ongoing

assessments, feedback, and check-ins to monitor student progress and provide timely support.

- Adjustments in grading policies to accommodate the unique challenges students faced during the
transition to remote learning. This could involve modifications in grade weighting, evaluation criteria,
or even considerations for pass-fail grading systems.

- The guidelines might include provisions for professional development opportunities for educators to
adapt their assessment strategies to the changing learning landscape, utilizing technology effectively
for assessment purposes.

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

Assessment of Learning

20 QUESTIONS:

1. It is the engagement to make sure the learner’s success in working from the guide to the
independent display of knowledge, comprehension, and skills. Among the following,
which is the theoretical basis of the aid system?
A. Multiple Intelligence Theory
B. Information Processing Theory
C. Zone of Proximal Development
D. Dale’s Cone of Experiences

2. James was given a module by his teacher to catch up with the lessons he missed. The
module includes a series of objective-type test items after each lesson for James to
check and monitor his progress as he moves to the next lesson. What form of
assessment is being applied by the teacher?
A. Assessment of learning
B. Assessment for learning
C. Assessment of and for learning
D. Assessment as learning

3. A learning outcome in the Grade 12 research subject reads ‘At the end of the lesson, the students
will be exposed to various research designs’. Is this a good target for the assessment?
A. Yes, the action is observable.
B. Yes, the action can be measureD.
C. No, the action is not done by the students.
D. No, the action is not attainable.
4. In the present marking system of K-12, how are learners’ behavior reported?
A. Numerical rating
B. Non-numerical rating
C. Pass-fail system
D. Anecdotal record
5. Mr. Adamson administered an achievement test in Mathematics. He is in the process of
counting the scores obtained by his students. This process is called _____.
A. Assessment
B. Measurement
C. Evaluation
D. Testing
6. Which of the following is the advantage of portfolio assessment?
A. Learners are assessed based on a wide range of evidence of learning.
B. Learners are assessed objectively.

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 C. Learners are assessed in a manner that is from the teachers’ biases.
D. Learners can demonstrate what they can do without any evidence of learning.

7. Which of the following test is considered to be relatively less reliable for scoring and
grading?
A. Completion
B. Alternative Response
C. Essay
D. Matching Type

8. Teacher Vivian is asking her students to identify the equipment in the Chemistry
Laboratory. Under the cognitive domain, in which assessment level is this?
A. Remembering
B. Understanding
C. Analyzing
D. Creating

9. Who among the teachers described below is doing the assessment?

A. Mrs. Bautista is administering a test to her students.
B. Mr. Ferrer is counting the scores obtained by the students in his test.
C. Ms. Leyva is computing the final grade of the students after completing all their
requirements.
D. Prof. Cuevas is planning for remedial instruction after knowing that students
perform poorly on her test.

10. Mr. Fernandez is judging the accuracy of these statements. Which statements will he
consider as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of quantitative and qualitative datA.
IV. Evaluation is the analysis of quantitative and qualitative data for decisions.

A. I and II only
B. III and IV only
C. I, II, and III
D. I, III, and IV
11. Ms. Saplan is planning to do an assessment of learning. Which of these should she
include in her plan considering her purpose for an assessment?
A. How to give immediate feedback on students’ strengths
B. How to determine the area of interest of learners
C. How to certify student’s achievement
D. How to design one’s instruction

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12. You targeted that after instruction, your students should be able to show their ability to
solve problems with speed and accuracy. You then designed a tool to measure this
ability. What principle of assessment did you consider in this situation?
A. Assessment should be based on clear and appropriate learning targets or
objectives.
B. Assessment should have a positive consequence on student’s learning
C. Assessment should be reliable.
D. Assessment should be fair.

13. Mr. Cidro wants to test students’ knowledge of the different places in the Philippines, their
capital, and their products and so he gave his students an essay test. If you were the
teacher, will you do the same?
A. No, the giving of an objective test is more appropriate than the use of an essay.
B. No, such a method of assessment is inappropriate because the essay is difficult.
C. Yes, essay tests could measure more than other tests could measure.
D. Yes, an essay test is the best for measuring any type of knowledge.

14. What type of validity does the Pre-board examination possess if its results can explain
how the students will likely perform in their licensure examination?
A. Concurrent
B. Predictive
C. Construct
D. Content
E.
15. Which is true about the given case?
A. Objective A matched with a performance-based assessment while B can be
assessed using the traditional pen-and-paper objective test.
B. Objective A matched with traditional assessment while B can be assessed using
a performance-based method.
C. Both objectives A and B matched with performance-based assessment.
D. Both objectives A and B matched with traditional assessment.

16. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-
pencil test?
A. It puts non-linguistically intelligent at a disadvantage.
B. It is not easy to administer
C. It utilizes so much time.
D. It lacks reliability.
17. Ms. del Rosario rated her students in terms of appropriate and effective use of some
laboratory equipment and measurement tools and the student’s ability to follow the
specified procedures. What mode of assessment should Miss del Rosario use?
A. Portfolio Assessment
B. Journal Assessment
C. Traditional Assessment
D. Performance-based Assessment

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18. Mrs. Hilario presented the lesson on baking through a group activity so that the students
will not just learn how to bake but also develop their interpersonal skills. How should this
lesson be assessed?

I. She should give the students an essay test explaining how they baked
the cake.
II. The students should be graded on the quality of their baked cake using a
rubriC.
III. Ill. The students in a group should rate the members based on their ability to
cooperate in their group activity.
IV. She should observe how the pupils perform their tasks.
A. I, II, and III only
B. I, III, and IV only
C. I, II, and IV only
D. I, II, III, and IV

19. If a teacher has set objectives in all domains or learning targets that could be assessed
using a single performance task, what criterion in selecting a task should she consider?
A. Generalizability
B. Fairness
C. Multiple Foci
D. Teachability

20. The pupils are to be judged individually on their mastery of the singing of the national
anthem so their teacher lets them sing individually. What should the teacher use in rating
the performance of the pupils considering the fact that the teacher has only one period to
spend evaluating her 20 pupils?
A. Analytic
B. Holistic
C. Either holistic or analytic
D. Both holistic and analytic

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

Assessment of Learning
20 QUESTIONS

Answer Key:

1. C
2. D
3. C
4. B
5. B
6. A
7. C
8. A
9. C
10. D
11. C
12. A
13. A
14. B
15. A
16. A
17. D
18. C
19. C
20. B

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 Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

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