COR JESU COLLEGE

Sacred Heart Avenue, Digos City

Province of Davao del Sur

PRACTICE TEST
Principles & Strategies of Teaching

LAST NAME FIRST NAME MI

TEST I. MULTIPLE CHOICE.

Directions: Read and understand each question carefully. Select the best answer from alternatives a, b, c, and
d. Write the letter of your choice on the space provided before each number.

______1. The following are attributes of an effective teacher, except he/she ______.
A. Has personal qualities that allow him/her to develop authentic human relationships
with his.her students, student’s parents, and colleagues
B. Has command of at least three broad knowledge bases that deal with subject matter,
human development and learning, and pedagogy
C. Uses one particular teaching strategy in all learning areas to ensure the completion
of the target tasks
D. Is personally disposed toward reflection and problem solving

_____2. When a teacher knows where and how to discover information about the lesson, and
has become knowledgeable about where and how to best research it and how to assist his/her
students in developing those skills, then this teacher _______________.
A. Is knowledgeable about the subject matter
B. Understands the processes of learning
C. Is an effective decision maker
D. Is an educational broker

_____3. The process of organizing and conducting the business of the classroom to keep it
relatively free of behavior problems refers to __________.
A. Classroom routine C. Classroom instruments
B. Classroom management D. Classroom tools

_____4. Using provisions and procedures needed to create and maintain an environment in
which teaching and learning can occur is referred to as ____________.
A. Classroom rules C. Classroom management
B. Classroom concerns D. Classroom routine

_____5. The teacher’s attempt to shape behavior by altering the consequences, outcomes, or
rewards that follow the behavior is called __________.
A. Self-motivation C. Behavior modification
B. Integration D. Reflection

_____6. What principle of management should be applied when teachers fail to provide
worthwhile assignments or to have back-up plans in times when assignments are completed
more quickly than anticipated?
A. Plan rules and procedures in advance.
B. Plan independent activities as well as organized lessons.
C. Establish clear rules and procedures when needed.
D. Let the students assume responsibility.

_____7. A _____ is a document that identifies the objectives and content that are to be included
in a given grade level for a given subject.
A. Curriculum guide C. Teacher’s manual
B. Content of instruction D. School program
_____8. The ________ curriculum focuses on the students’ needs, interests, and activities and
operates with students at the center of the learning process.
A. Spiral C. Widening horizon
B. Integrated D. Student-centered

_____9. The _______ curriculum is based on the idea that the design process should be given
with identifying the desired results before proceeding to instructional planning.
A. Backward design C. integrated
B. Spiral D. Subject-centered

_____10. Which of the following refers to the principles of constructivist teaching?

A. Learning is always an active process.
B. Learning is a search for meaning.
C. Learning is always contextualized.
D. All of the above.

_____11. The way teachers teach and their distinctive mannerisms complemented by their
choices of teaching behaviors and strategies refer to _______.
A. Teaching effectiveness C. Teaching approach
B. Teaching style D. Teaching experience

_____12. ________ teaching occurs when two or more teachers work together to provide
instruction to a group of students.
A. Microteaching C. Dyad
B. Individualized D. Team

_____13. Which of the following principles apply to all levels of teaching?

A. Rules and procedures for the entire classroom operation
B. Clarity of direction and instruction while teaching
C. Regular feedback and monitoring of student work and progress
D. All of the above

_____14. _________is the art and science of teaching.

A. Philosophy C. Instruction
B. Pedagogy D. Development

_____15. ______refers to teacher directed classroom using sequenced and structured materials.
A. Direct instruction C. Indirect instruction
B. Comprehensive instruction D. Alternative instruction

_____16. Learning as a change in observable behavior that occurs as a result of experience is a

______ view of learning.
A. Cognitive C. Behaviorist
B. Humanist D. Scientific

_____17. The instructional learning through supervised problem-solving following the scientific
method of investigation refers to ________.
A. Authentic learning C. Discovery learning
B. Verbal learning D. Observational learning

_____18. The changes in behavioral thinking or emotions that result from observing the
behavior of anther person refer to __________ changes.
A. Mastery C. Observational
B. Role D. Meaningful

_____19. ______ refers to the practice of allowing gifted students to move through the
curriculum at a faster rate.
A. Action learning C. Cognitive learning
B. Accelerated learning D. Rate learning
_____20. Learning by doing helps students establish connections that yield meaning, and when
they see meaning, they retain _______.
A. Information and events C. Values and feelings
B. Knowledge and skills D. Insights and perceptions

_____21. The domain of learning that involves locomotive behavior refers to ______.
A. Domain C. Psychomotor domain
B. Affective domain D. Physical domain

_____22. The area of learning related to interests, attitudes, feelings, values, and personal
development refers to _______.
A. Affective domain C. Psychomotor domain
B. Cognitive domain D. Social domain

_____23. The principle of readiness applies to the _______ of the child.

A. Achievement C. Prior learning
B. Perspective D. Information

_____24. Which of the guidelines below needs to be considered in preparing advance

organizers?
A. Present a large body of information prior to learning.
B. Present organizers in concrete fashion.
C. Include examples that help learners identify the relationships between the ideas in
the organizers and the information to follow.
D. All of the above

_____25. Teachers with withitness have the following abilities except _______.
A. Remaining alert in the classroom
B. Spotting quickly and redirecting potential student misbehavior
C. Having “eyes in the back of his/her head”
D. Preparing minimum instructional materials

_____26. Having materials and equipment ready prior to class, beginning class on time,
maintaining a relatively brisk instructional pace, varying the pace as needed to accommodate
all learners, and matching the difficulty of the content are guidelines in ___.
A. Preparing materials of instruction
B. Optimizing instructional time
C. Formulating goals and objectives
D. Choosing appropriate teaching strategies

_____27. What are graphic organizers?

A. Visual representations of knowledge
B. Effective tools in teaching
C. Establish relationships between and among concepts
D. All of the above

_____28. _______ is the action of someone who is trying to assist others in reaching their fullest
potential in all aspects of developments.
A. Scaffolding C. Measuring
B. Supporting D. Mentoring

_____29. The time in classrooms when lessons are completed early, or when students are
waiting for upcoming evens such as moving to another class or going home is called ____.
A. Down time C. Drill
B. Wait time D. Closure

_____30. The pauses between the teacher’s questions, the students’ response, and the
teacher’s reaction is called ______.
A. Down time C. Drill
B. Wait time D. Closure
_____31. _______ occurs when students repeat specific tasks or skills for the purpose of
improvement.
A. Overlapping C. Practice
B. Follow-up D. Drill

_____32. The products produced by students in problem-based instruction, such as reports,

videos, and computer programs refer to ______.
A. Artifacts C. Homework
B. Visual aids D. Requirements

_____33. The process that arouses and initiates behavior and purpose to behavior continues to
allow behavior to persist, and leads to choosing or preferring a particular behavior refers to
_______.
A. Instruction C. Implementation
B. Motivation D. Attraction

_____34. The ability to use one’s knowledge effectively and readily in the execution of
performance, in which the learner proves to do something competently, refers to _____.
A. Attitude C. Values
B. Capability D. Skills

_____35. Developing _______ requires practice in finding patterns, finding explanations,

hypothesizing, generalizing, and documenting with evidence.
A. Creative thinking C. Insightful thinking
B. Critical thinking D. Deductive thinking

_____36. The thinking that takes place when the student goes beyond the routine solution of a
problem to a free discovery or new invention refers to ______.
A. Critical thinking C. Inductive thinking
B. Creative thinking D. Deductive thinking

_____37. Action verbs like match, list, locate, restate, and describe are used in addressing
________ level of thinking.
A. Lower C. Significant
B. Higher D. Appropriate

_____38. The style that predisposes people to think is conventional; typical ways of
encouraging to look for a single local answer to a given problem is known as ____ thinking.
A. Convergent C. Inductive
B. Divergent D. Deductive

_____39. The thinking that students do to consider the given generalizations and provide
support data refers to ______ thinking.
A. Convergent C. Inductive
B. Divergent D. Deductive

_____40. The process of breaking down materials into component parts to make them easy to
understand is _______ thinking.
A. Convergent C. Inductive
B. Divergent D. Deductive

_____41. Objectives that are designed to complete, execute, and perform call for the
development of _____.
A. Attitudes C. Knowledge
B. Values D. Skills

_____42. The view of motivation that emphasizes the way individuals come to perceive and
interpret the causes of their successes and failures refers to ______.
A. Attribution C. Cognitivism
B. Social learning D. Schema
_____43. _______ equates learning with changes in observable behavior.
A. Behaviorism C. Schema
B. Cognitivism D. Reinforcement

_____44. The theory of _______ refers to the recurrence of behaviors which have pleasant
results and the avoidance of those unpleasant ones.
A. Attribution C. Cognition
B. Humanism D. Behaviorism

_____45. The ______ theory refers to the school of thought that attempts to explain what goes
on in the brain when we are learning and focusing on information processing and learning.
A. Affective C. Cognitive
B. Psychomotor D. Social

_____46. Constructivist teaching is anchored on the principle that ______.

A. Learning is an active process.
B. Learning is a search for meaning.
C. Learning is always contextualized.
D. All of the above

_____47. The essence of the constructivist approach to learning is the idea that learners
individually discover and build their own __________.
A. Knowledge C. Attitude
B. Profits D. Materials

_____48. The ______ is a view of knowledge construction which states that the information
people store in memory consists of networks of organized and interconnected ideas and
procedure.
A. Reinforcement theory
B. Social learning theory
C. Meaningful reception theory
D. Schema theory

_____49. Which of the principles for teaching and understanding needs to be considered in
planning instruction?
A. The curriculum must be constructed out of generative topics that are deeply
engaging and encouraging, thereby making links among ideas.
B. Teaching for understanding must occur in ways that lead students into building
performance that demonstrates understanding.
C. Assessment must occur in authentic context using complete authentic tests.
D. All of the above

_____50. The long-ranged desired outcomes of instruction that give a sense of direction at all
levels are called _______.
A. Goals C. Missions
B. Objectives D. Visions

_____51. Learning objectives are statements of measurable learning that are intended to take
place as a result of ________.
A. Assessment C. Evaluation
B. Instruction D. Perception

_____52. The learning objectives that specify the knowledge that the students are expected to
retain as a result of instruction are the ______ objectives.
A. Cognitive C. psychomotor
B. Affective D. terminal

_____53. The data or pieces of information that can be verified (observed or demonstrated to
others) refer to ________.
A. Concepts C. Facts
B. Themes D. Theories
_____54. The statements of relationship among two or more concepts are called ____.
A. Generalizations C. Theories
B. Facts D. Concepts

_____55. The knowledge that refers to the reasoning process is called _______.
A. Factual knowledge C. Procedural knowledge
B. Conceptual knowledge D. Metacognitive knowledge

_____56. ______ knowledge requires a deeper understanding of content and an ability to fit the
bits and pieces of factual knowledge into a cohesive whole.
A. Conceptual C. Metacognitive
B. Factual D. Procedural

_____57. The planned patterned behaviors that have definite steps through which the teacher
influences learning are called _______.
A. Evaluations C. Methodologies
B. Lesson plans D. Development

_____58. The overall flow, sequence, or major steps of a particular lesson are called ____.
A. Direction C. Sequence
B. Instruction D. Syntax
_____59. The _______ model is an approach to teaching wherein its primary emphasis is the
presentation of an advance organizer to students and exploring of new information and ideas.
A. Social interaction C. Presentation teaching
B. Discussion D. Problem-based

_____60. The ______ model is an inductive teaching strategy designed to help students of all
ages reinforce their understanding of concepts and practice hypothesis testing.
A. Concept attainment C. Decision making
B. Concept mapping D. Values clarification

_____61. ______ is an inductive approach to teaching concepts by which students derive the
meaning and attributes of a concept from examples given by the teacher.
A. Concept attainment C. Discussion
B. Concept analysis D. Presentation

_____62. A thinking technique that begins with a central idea and proceeds to show related
ideas as they branch off from the center refers to _______.
A. Cognitive mapping C. Concept development
B. Concept mapping D. Concept attainment

_____63. The cluster of instructional strategies that actively involves students working as a
group toward a common goal refers to ______ learning.
A. Cooperative C. Discovery
B. Concept D. Problem-based

_____64. In making feedback more effective, teachers need to do the following, except __.
A. Providing feedback as frequently as possible
B. Providing feedback immediately after the performance has been completed
C. Providing general feedback rather than a specific one.
D. Focusing feedback on the quality of the student’s performance

_____65. The instructional approach that starts with a known principle, with the attention
moving to the unknown, is called _______.
A. Decision making C. Deductive strategy
B. Valuing strategy D. Inductive strategy

_____66. The teaching strategy in which students work in small groups to help one another in
learning academic content refers to ________.
A. Accelerated learning C. Cooperative learning
 B. Sequential learning D. Discovery learning

_____67. The approach to teaching that encourages students to learn concepts and principles
through their own exploration and to solve problems on their own refers to __.
A. Cooperative learning C. Concept analysis
B. Conflict learning D. Discovery learning

_____68. _______ is a strategy that allows students to become involved in the process of
discovery, thus enabling them to collect data and test hypothesis.
A. Inquiry approach C. Problem solving approach
B. Discovery D. All of the above

_____69. The pedagogical strategy for posing significant, contextualized real-world situations,
and providing strategies,guidance, and instruction to learners as they develop content
knowledge and problem-solving skills refers to ______.
A. Imaginary model C. Problem solving
B. Brainstorming D. Problem-based learning

_____70. The teaching model that allows students to interpret, explain, and infer concepts and
ideas refers to _______.
A. Critical thinking C. Problem solving
B. Creative thinking D. Inquiry learning

_____71. Inquiry training is designed t bring students directly into the ______ process.
A. Moral reasoning C. Scientific
B. Valuing D. Logical

_____72. The principle that teachers consider for ordering and presenting information is that
_______.
A. New learnings are built on prior knowledge
B. New learnings call for good motivation
C. New learnings can be introduced through logical questions
D. New learnings need to be organized

_____73. _______ is a technique that attempts to generate as many ideas as possible on a topic
without evaluating or judging these ideas.
A. Brainstorming C. Debate
B. Simulation D. Discussion

_____74. The method in which the lecturer stands before the class, shows something, and tells
what is happening or what has happened or asks students to discuss what has happened is
called _____.
A. Role playing C. Demonstration
B. Interview D. Discussion

_____75. The instructional strategy in which students share ideas with each other and engage
in a higher level of thinking is called _______.
A. Demonstration C. Lecture
B. Discussion D. Debate

_____76. The strategy or technique often used by teachers to develop empathy, concern for
others, , and other prosocial behaviors by having students enact and prepare desirable
solutions to an incident or problem refers to ________.
A. Sociodrama C. Role playing
B. Brainstorming D. Panel discussion

_____77. The teaching strategy/technique intended to replicate real situations as closely as

possible refers to _________.
A. Debate C. Concept mapping
B. Simulation D. Discussion
_____78. A well-prepared oral presentation on a topic by a qualified speaker is called __.
A. Panel discussion C. Lecture
B. Roundtable discussion D. Debate
_____79. The instructional method in which the teacher presents information by telling and
explaining it and follows up with question-and-answer sessions at periodic interest refers to
________.
A. Lecture recitation C. Socratic method
B. Textbook recitation D. Panel discussion

_____80._______ is an ongoing student assessment conducted during the course of instruction.

A. Reassessment assignment C. Formative assessment
B. Summary D. Systematic assessment