EASTERN LUZON COLLEGES

Magsaysay Hill, Bambang, Nueva Vizcaya

LET REVIEW 2010
(Principles of Teaching)
Name: ____________________________________________Course: ________

Score: _______

Directions: On the space before each item, write the letter of the correct answer.
_______ 1.

The following are examples of instructional materials to be used in visual processing strategy. Which one does
not belong to the group?
a. Maps
b. Tables
c. Jingles
d. Timelines

_______ 2.

It refers to the general idea that describes the entire procedures employed in the teachers instruction.
a. Method
b. Strategy
c. Approach
d. Technique

_______ 3.

The very specific style that is distinct to a teacher in implementing the procedures and strategies in teaching is
termed as
a. Method
b. Strategy
c. Approach
d. Technique

_______ 4.

This skill in the revised Blooms taxonomy refers to the carrying out of a procedure by executing or
implementing.
a. Creating
b. Applying
c. Analyzing
d. Evaluating

_______ 5.

It is referred to as building relationships and creating meaning in the revised Blooms taxonomy.
a. Creating
b. Applying
c. Remembering
d. Understanding

_______ 6.

This method supports the exploratory approach, wherein students arrive at a certain rule, concept or principle.
It begins with the specific ideas from which the students base their generalization.
a. Project method
b. Inductive method
c. Deductive method
d. Demonstration method

_______ 7.

This approach is beyond cognition. The students are involved in monitoring their own cognitive processes as
they are engaged in cognitive task.
a. Direct approach
b. Inquiry approach
c. Constructivist approach
d. Metacognitive approach

_______ 8.

When the objective of the individuals in cooperative learning is to get a reward, then this component is
classified as
a. Inductive structure
b. Deductive structure
c. Cooperative task structure
d. Cooperative incentive structure

_______ 9.

This strategy would be helpful in comprehending abstract ideas by exposing the students in realias or through
actual experience.
a. Mnemonic strategy
b. Brain-based strategy
c. Partner learning strategy
d. Simulations and role plays

_______ 10. Which of the following methods best supports the metacognitive approach in learning?
a. Project method
b. Deductive method
c. Problem-solving method
d. Reflective teaching method
_______ 11. It is an approach in teaching that is described as straightforward and is done in a step by step manner.
a. Direct approach
b. Exploratory approach
c. Constructivist approach
d. Cooperative learning approach
_______ 12. This kind of learning approach allows no procedure for students to follow; hence, they explore all the possible
means towards providing solutions to problems.
a. Direct approach
b. Inquiry approach
c. Metacognitive approach
d. Cooperative learning approach
_______ 13. This approach in teaching realizes that students provide meaning to situations differently, so that no two
learners can build up the same meaning out of one situation.
a. Deductive method
b. Constructivist approach
c. Demonstration method
d. Cooperative learning approach
_______ 14. Which of the following methods best supports the metacognitive approach in learning?
a. Project method
b. Deductive method
c. Problem-solving method
d. Reflective teaching method
_______ 15. This strategy would be helpful in comprehending abstract ideas by exposing the students in realias or through
actual experience.
a. Mnemonic strategy
b. Brain-based strategy
c. Partner learning strategy
d. Simulations and role plays
_______ 16. A suitable method in teaching to be utilized when there is a need for an instructor to deliver the steps of a
sophisticated procedure or the operation of complex equipment.
a. Direct method
b. Demonstration method
c. Problem-solving method
d. Reflective teaching method
_______ 17. The arrangement of the skills of the revised Blooms taxonomy is
a. Top to bottom
b. Increasing complexity
c. Form HOTS to LOTS
d. From noun to gerund
_______ 18. What are the counterparts of these skills in the original Blooms taxonomy, respectively: evaluating, creating?
a. Application, analysis
b. Knowledge, comprehension
c. Remembering, understanding
d. Evaluation, synthesis
_______ 19. Which one is true about the deductive method in teaching?
a. Students generalize
b. Teachers generalize
c. It supports exploratory approach
d. Involves learning as an active process
_______ 20. The higher order thinking skills (HOTS) under the revised Blooms taxonomy are:
a. Analysis, synthesis, evaluation
b. Analyzing, evaluating, creating
c. Remembering, understanding, applying
d. Knowledge, comprehension, application
_______ 21. What significant change is manifested in the revised Blooms taxonomy?
a. Increasing complexity of skills
b. The order of the two skills in the HOTS

c.
d.

The meaning of the terms in the taxonomy

Activities intended for the completion of task

_______ 22. What best describes the project method as a learning by doing method?
a. Students comprehend abstract ideas from realias.
b. Students cooperate with another to win an incentive.
c. Students produce a concrete form of a learned concept.
d. Students listen to examples before giving of abstractions.
_______ 23. Who were the proponents of the Revised Blooms Taxonomy?
a. Lorin Anderson and David Krathwohl
b. Lorin Anderson and Benjamin Bloom
c. David Krathwohl and Bejnamin Bloom
d. Benjamin Bloom, Lorin Anderson, and David Krathwohl
_______ 24. Which of the following activities must be done first in the revised Blooms taxonomy?
a. Before we analyze it we must be able to apply it
b. Before we can apply the concept we must understand it
c. Before we can evaluate its impact we must have analyzed it
d. Before we can understand a concept we have to remember it
_______ 25. Which is not true about Benjamin Bloom?
a. He is an educational psychologist.
b. He had been working at the University of Chicago.
c. He redesigned the taxonomy of objectives in the 1990s.
d. He developed taxonomy of educational objectives in 1956.
_______ 26.

What curriculum is currently evolving in the DepEd today?

a. BEC
b. SEDP
c. RBEC
d. MSEP

_______ 27.

For effective and efficient learning, the five senses must function normally. The statement is
a. true
b. false
c. never true
d. partly true

_______ 28.

Using of abstraction into a particular situation explains the level of cognitive domains, which is:
a.
valuing
b.
synthesis
c.
evaluation
d.
application

_______ 29.

Which of these levels does not belong to the group?

a.
valuing
b.
responding
c.
application
d.
organization

_______ 30.

These are some of the personalities of a teacher, except

a. weak
b. passion
c. dynamic
d. authoritative

_______ 31.

Which of these attitudes is not equated to fairness?

a. justice
b. objectivity
c. impartiality
d. subjectivity

_______ 32.

If the lesson content can be covered in the amount of time available for instruction, it possesses the quality of
a. utility
b. balance
c. significance
d. self-sufficiency
It is commonly known as understanding, and interpretation. This level of cognitive domain refers to:
a.
synthesis
b.
evaluation
c.
knowledge
d.
comprehension

_______ 33.

_______ 34.

This outstanding quality denotes an ability to elicit a smile, laughter, or amusing reaction
a. values
b. humor
c. passion
d. professionalism

_______ 35.

This is referred to as the compelling force that emerges from ones inborn love for children
a. values
b. humor
c. passion
d. professionalism

_______ 36.

Who was the proponent of the educational taxonomy of objectives?

a.
John Dewey
b.
Edward Bloom
c.
Benjamin Bloom
d.
Benjamin Broom

_______ 37.

_______ 38.

_______ 39.

He is the proponent of the Multiple Intelligences Theory

a. Carlos Alacdis
b. Horne and Pine
c. Howard Gardner
d. Treece and Treece
A student employs this skill if the course is in line with operating simple machines, mixing chemicals,
utilizing scientific gadgets, etc.
a. thinking skills
b. manipulative skill
c. attitudes and values
d. verbal-linguistic skill
These serve as the teachers guide in her lesson so as to have a sense of direction
a. subject matter
b. goals and objectives
c. principles of learning
d. principles of teaching

_______ 40.

Lesson objectives must aim at the development of critical and creative thinking through the use of
a.
inductive reasoning
b.
divergent questions
c.
deductive reasoning
d.
convergent questions

_______ 41.

If the lesson contains two behavioral objectives, what must be the proper combination?
a.
cognitive and affective
b.
cognitive and psychomotor
c.
psychomotor and affective
d.
all of the above

_______ 42.

Running, jumping, pushing, and walking are just some of the activities that are suited for this level of the
psychomotor domain.
a.
perceptual abilities
b.
reflex movements
c.
skilled movements
d.
nondiscursive communication

_______ 43.

Which one is not an indication of linguistic intelligence?

a. create a classic poem
b. get most out of oneself
c. speak and write effectively
d. persuade people through rhetoric

_______ 44.

The components of the appetitive faculties of the learner are

a. feelings, emotions, intellect
b. feelings, emotions, memory
c. feelings, emotions, imagination
d. feelings, emotions, rational will

_______ 45.

These statements describe a facilitative learning environment. Which one does not?
a.
It doesnt discriminate.
b.
It recognizes peoples right.
c.
It doesnt permit confrontation.
d.
It encourages students to be active.

_______ 46.

A place where teaching and learning can take place in the most effective and productive manner refers to
a. learning environment
b. classroom proceedings
c. arrangement of furniture
d. physical condition of the classroom

_______ 47.

Which of these instructional objectives is specific?

a.
To discuss verb
b.
To instruct the students
c.
To elaborate Mathematics
d.
To identify the simple tenses of verb

_______ 48.

If learning is a consequence of experience, what then should a teacher best do in the classroom?
a.
Impose learning on our students.
b.
Make use of experiential learning.
c.
Use more of cooperative learning.
d.
Relate lessons to the interest of students.

_______ 49.

Which of these indications below best describes the logical-mathematical intelligence of a learner?
a. use hands to fix and create
b. distinguish noise from music
c. calculate and reason with accuracy
d. analyze ecological and natural situations

_______ 50.

These are the components of the cognitive faculties of the learner

a. instinct, imagination, memory, feelings
b. instinct, imagination, memory, intellect
c. instinct, imagination, memory, emotions
d. instinct, imagination, memory, rational will

_______ 51.

A professional teacher perceives herself as someone who

a. can affect change or learning
b. is expert in what she teachers
c. is knowledgeable in the HOWs of teaching
d. all of the above

_______ 52.

The principle that the learner enjoys functioning independently but also enjoys functioning interdependently
explains that
a.
Learning is a consequence of experience.
b.
Learning is a discovery of personal meaning
c.
Learning is a collaborative process
d.
Learning is emotional as well as intellectual

_______ 53.

What is the whiteboard in front of the classroom intended for?

a.
for safekeeping of projects
b.
for posting of announcements
c.
for clarifying step-by-step procedures
d.
for handheld instruments for the days lesson

_______ 54.

This is taken by teachers to be registered in the roster of professionals and undergo continuing professional
education
a. National Assessment Test
b. Board for Professional Teachers
c. Licensure Examination for Teachers
d. National Assessment for Professional Teachers

_______ 55.

Behavioral change (learning) often calls for giving up the old and comfortable practices. This supports the
principle that states:
a.
Learning occurs in the learner.
b.
Learning is sometimes a painful process.
c.
Learning is a consequence of experience.
d.
Problem-solving skill is unique to an individual.

_______ 56.

_______ 57.

A teacher must midwife the birth of ideas from the learner. This goes with the principle that states:
a.
Learning is an evolutionary process.
b.
Learning is a consequence of experience.
c.
Learner is one of the richest resources of learning.
d.
Learning is cooperative and collaborative process.
What best explains the learners as an embodied spirit?
a. he cant live without his soul
b. he needs body and soul to learn
c. he lives with the company of others
d. he is a union of a sentient body and a rational soul

_______ 58.

Learners use feelings and thoughts harmoniously so that learning will be maximized. This statement explains
a.
Learning is sometimes a painful process
b.
Learner is one of the learning resources
c.
Learning is emotional as well as intellectual
d.
Problem solving process is unique to an individual

_______ 59.

The following reflect a balance subject matter content, except:

a.
It has cognitive, psychomotor, and affective domain.
b.
It contains facts, concepts, and values.
c.
It is not too easy and not too difficult.
d.
It is covered within the time available for instruction.

_______ 60.

The learning competencies of the Revised Basic Education Curriculum of the DepEd are reflected in the
a. Course Syllabus
b. Philippine Elementary Learning Competencies (PELCs)
c. Philippine Secondary Learning Competencies (PSLCs)
d. Both b and c

_______ 61.

These are five elements that differ on the way the learners utilize them despite having
been equipped with cognitive and appetitive faculties
a. ability, aptitude, interest, family background, spirit
b. ability, aptitude, interest, family background, emotions
c. ability, aptitude, interest, family background, attitudes
d. ability, aptitude, interest, family background, rational will

_______ 62.

These show positive attitudes of a learner, except

a. they are at all times eager to learn
b. they pursue assigned task to completion
c. they are persistent to outdo teachers performance
d. they can innovate procedures and techniques of learning

_______ 63.

The process of learning is primarily controlled by the learner and not by the teacher. This statement is
explained by the principle, which is
a.
Learning is an evolutionary process.
b.
Learning is a consequence of experience.
c.
Learning is sometimes a painful process.
d.
Learning is an experience which occurs inside the learner

_______ 64.

Which of this set shows the correct order to the levels of affective domain?
a.
receiving, responding, valuing, characterization, organization
b.
receiving, responding, organization, valuing, characterization
c.
receiving, responding, characterization, valuing, organization
d.
receiving, responding, valuing, organization, characterization

_______ 65.

The process of learning is emotional as well as intellectual. Which of these statements cancels this idea?
a.
People are feeling beings as well as thinking beings.
b.
Learning is affected by the total state of the individual.
c.
Individuals emotional state stands solely towards learning.
d.
Good emotional state determines good intellectual functioning.

_______ 66.

The absence of value-level of teaching can contribute to

a. the development of persons in all the skills
b. the formation of intellectual and emotional giants
c. the connection of the three main behavioral objectives
d. the development of persons who have big heads but tiny hearts

_______ 67.

For accountability of learning, lesson objectives must be SMART. What does SMART stand for?
a.
Specific, Measurable, Attainable, Resolution, and Time-bound
b.
Specific, Measurable, Attainable, Relevant, and Time-bound
c.
Specific, Measurable, Attainable, Resolution, and Timeless
d.
Specific, Memorable, Attainable, Resolution, and Time-bound

_______ 68.

_______ 69.

_______ 70.

Which of the following is not true about a learner?

a. he is a union of a body and a soul
b. he is the key participant in the learning process
c. he is equipped with cognitive as well as appetitive faculties
d. he is responsible in feeding the body as well as the spirit of the learner
What is the correct arrangement of the levels of the cognitive domain from lowest to highest?
a.
knowledge, comprehension, application, evaluation, synthesis, analysis
b.
knowledge, analysis, comprehension, application, synthesis, evaluation
c.
knowledge, comprehension, application, synthesis, analysis, evaluation
d.
knowledge, comprehension, application, analysis, synthesis, evaluation
The aptitude of a learner refers to

a.
b.
c.
d.
_______ 71.

_______ 72.

_______ 73.

_______ 74.

the eagerness to learn

the natural capacity to learn skills
the strong fondness to teacher children
the natural capacity to understand and assimilate information for own use

What is the proper arrangement of furniture inside a classroom?

a. teaching devices must be kept in nearby cabinets
b. cabinets are placed on both side corners of the room
c. a table for demonstration must be placed infront of the room
d. a white board at the back is placed for classifying step-by-step procedures
Which of these statements best explains the cognitive element of lesson content?
a. It includes thinking skills and manipulative skills.
b. It covers divergent and convergent thinking skills.
c. It refers to the skills beyond recall and comprehension.
d. It is the acquisition of facts, concepts, principles, hypotheses, and theories.
When is subject matter content considered valid?
a.
When we teach with freedom to select our lesson content.
b.
When we organize content that responds to the needs of students.
c.
When we teach content which can be relevant to a particular period of time.
d.
When we teach content according to national standards explicit in the RBEC.
Which is not true about the formulation of the goals and objectives of a lesson?
a. With specific objective, our lesson becomes more focused.
b. Having a clear and specific lesson objective, we will have a sense of direction.
c. We do not lose sight of what we intend to teach when objectives are identified.
d. With a clear objective, students can derail the intended lesson for the day with
far-fetched questions.

_______ 75.

When is subject matter content considered valid?

a. When we teach with freedom to select our lesson content.
b. When we organize content that responds to the needs of students.
c. When we teach content which can be relevant to a particular period of time.
d. When we teach content according to national standards explicit in the RBEC.

_______ 76.

Which of the following statements is not true?

a.
A non-threatening atmosphere enhances learning.
b.
Emotion has the power to increase retention and learning.
c.
Learning is meaningful when it is connected to students learning.
d.
The more senses involved in learning, the minimal and the lesser is the learning.

_______ 77.

These are the qualities we have to consider in the selection and organization of lesson content.
a.
validity, significance, balance, self-sufficiency, interest, utility, and liability
b.
validity, significance, balance, self-sufficiency, interest, utility, and patience
c.
validity, significance, balance, self-sufficiency, interest, utility, and feasibility
d.
validity, significance, balance, self-sufficiency, interest, utility, and vulnerability

_______ 78.

All of these statements are true about teaching and learning process, except
a. the teachers are the key participants in the learning process
b. the teachers serve as the prime movers of the educational wheel
c. the three principal elements are the teachers, the learners, and the learning environment
d. the absence of one major element of the teaching-learning process is an absence of teaching

_______ 79.

What statement has a good explanation of the principle that the process of problem solving is highly unique
to an individual?
a.
Behavioral change requires time and patience.
b.
Learning is affected by the total state of the individual.
c.
Each person has his own distinct style in learning and arriving answer to his questions.
d.
Student learns what he wants to learn, he sees what he wants to see and hear what he wants to hear.

_______ 80.

Which is not true about the formulation of the goals and objectives of a lesson?
a.
With specific objective, our lesson becomes more focused.
b.
Having a clear and specific lesson objective, we will have a sense of direction.
c.
We do not lose sight of what we intend to teach when objectives are identified.
d.
With a clear objective, students can derail the intended lesson for the day with far-fetched
questions.

_______ 81.

This is a firmly established, thoroughly tested principle or theory.

a. Law
b. Fact
c. Theory
d. Principle
This falls under the cognitive component of a subject matter which refers to any idea or action that can be
verified.

_______ 82.

a.
b.
c.
d.

Fact
Concept
Principle
Hypothesis

_______ 83.

They explain why principles are true; they are set of facts, concepts and principles that describe possible
underlying unobservable mechanisms that regulate human learning.
a. Fact
b. Theories
c. Principles
d. Hypothesis

_______ 84.

This refers to the categorization of events, places, people, and ideas.

a. Fact
b. Concept
c. Principle
d. Hypothesis

_______ 85.

When learners seem to acquire general belief system about how the world operates, this is considered as
a. Principle
b. hypothesis
c. World theory
d. Personal theory

_______ 86.

This type of problem solving follows specific step-by-step instructions.

a. Heuristic
b. Algorithm
c. Metaphoric
d. Critical thinking

_______ 87.

Its a kind of critical thinking skill that involves the evaluation on the persuasive techniques found in oral or
written language, such as advertisements.
a. Problem solving
b. Critical thinking
c. Creative thinking
d. Verbal reasoning

_______ 88.

If a learner is engaged in discriminating between reasons that do and do not support a particular conclusion,
the learner applies a kind of critical thinking, which is
a. Decision making
b. Verbal reasoning
c. Hypothesis testing
d. Argument analysis

_______ 89.

This type of thinking involves producing something that is both original and worthwhile. It is the process of
bringing something new into birth.
a. Critical thinking
b. Decision making
c. Creative thinking
d. Hypothesis testing

_______ 90.

These refer to the skills beyond recall and comprehension.

a. Thinking skills
b. Essential skills
c. Computer skills
d. Manipulative skills

_______ 91.

This is characterized by a variety of thoughts in the kinds of ideas generated.

a. Fluent thinking
b. Flexible thinking
c. Original thinking
d. Elaborative thinking

_______ 92.

This is an informal, intuitive, speculative strategy that sometimes leads to an effective solution to a problem
even without following a specific step.
a. Heuristic
b. Algorithm
c. Argument analysis
d. Metaphoric thinking

_______ 93.

This type of thinking uses metaphor, a figure of speech, to suggest or imply parallelism or similarity.
a. Critical thinking

b.
c.
d.

Verbal reasoning
Hypothesis testing
Metaphoric thinking

_______ 94.

The following are examples of divergent thinking, except

a. Fluent thinking
b. Original thinking
c. Convergent thinking
d. Elaborative thinking

_______ 95.

It falls under thinking skills, which refers to the narrowing down from many possible thoughts to end up on a
single best thought.
a. Problem solving
b. Verbal reasoning
c. Divergent thinking
d. Convergent thinking
e.
Lesson objectives must aim at the development of critical and creative thinking through the use of
a. Inductive reasoning
b. Divergent questions
c. Deductive reasoning
d. Convergent questions

_______ 96.

_______ 97.

The following fall under the critical thinking skills. Which one does not belong to the group?
a. Verbal reasoning
b. Hypothesis testing
c. Argument analysis
d. Convergent thinking

_______ 98.

The development of a person who is intellectually giant but emotionally dwarf is due to the absence of a
component of the subject matter, which is
a. Skills
b. Cognitive
c. Attitudes and values
d. All of the above

_______ 99.

A student employs this skill if the course is in line with operating simple machines, mixing chemicals,
utilizing scientific gadgets, etc.
a. Thinking skills
b. Manipulative skill
c. Attitudes and values
d. Verbal-linguistic skill

_______ 100. Which of the following shows the hierarchy of the cognitive component of subject matter?
a. Fact, concept, principle, hypothesis, law, theory
b. Fact, theory, law, principle, hypothesis, concept
c. Fact, concept, principle, theory, hypothesis, law
d. Fact, concept, principle, hypothesis, theory, law
_______ 101.

The components of the appetitive faculties of the learner are

a. feelings, emotions, intellect
b. feelings, emotions, memory
c. feelings, emotions, imagination
d. feelings, emotions, rational will

_______ 102.

These are the components of the cognitive faculties of the learner

a. instinct, imagination, memory, feelings
b. instinct, imagination, memory, intellect
c. instinct, imagination, memory, emotions
d. instinct, imagination, memory, rational will
What best explains the learners as en embodied spirit?
a. he cant live without his soul
b. he needs body and soul to learn
c. he lives with the company of others
d. he is a union of a sentient body and a rational soul
These show positive attitudes of a learner, except
a. they are at all times eager to learn
b. they pursue assigned task to completion
c. they are persistent to outdo teachers performance
d. they can innovate procedures and techniques of learning

_______ 103.

_______ 104.

_______ 105.

The aptitude of a learner refers to

a. the eagerness to learn

b.
c.
d.
_______ 106.

the natural capacity to learn skills

the strong fondness to teacher children
the natural capacity to understand and assimilate information for own use

Which of the following is not true about a learner?

a. he is a union of a body and a soul
b. he is the key participant in the learning process
c. he is equipped with cognitive as well as appetitive faculties
d. he is responsible in feeding the body as well as the spirit of the learner

_______ 107. These are five elements that differ on the way the learners utilize them despite having been equipped with
cognitive and appetitive faculties
a. ability, aptitude, interest, family background, spirit
b. ability, aptitude, interest, family background, emotions
c. ability, aptitude, interest, family background, attitudes
d. ability, aptitude, interest, family background, rational will
_______ 108.

What is the proper arrangement of furniture inside a classroom?

a. teaching devices must be kept in nearby cabinets
b. cabinets are placed on both side corners of the room
c. a table for demonstration must be placed infront of the room
d. a white board at the back is placed for classifying step-by-step procedures

_______ 109.

All of these statements are true about teaching and learning process, except
a. the teachers are the key participants in the learning process
b. the teachers serve as the prime movers of the educational wheel
c. the three principal elements are the teachers, the learners, and the learning environment
d. the absence of one major element of the teaching-learning process is an absence of teaching

_______ 110.

For effective and efficient learning, the five senses must function normally. The statement is
a. true
b. false
c. partly true
d. never true

_______ 111.

This refers to the natural capacity to understand and assimilate information for own use and application.
a. aptitude
b. ability
c. interest
d. attitudes

_______ 112.
education

This is taken by teachers to be registered in the roster of professionals and undergo continuing professional
a.
b.

Licensure Examination for Teachers

Board for Professional Teachers

c. National Assessment Test

d. National Assessment for Professional Teachers

_______ 113.

A professional teacher perceives herself as someone who

a. can affect change or learning
c. is knowledgeable in the HOWs of teaching
b. is expert in what she teachers
d. all of the above

_______ 114.

These are some of the personalities of a teacher, except

a. authoritative
c. weak
b. dynamic
d. passion

_______ 115.

Which of these attitudes is not equated to fairness?

a. impartiality
b. subjectivity

c. objectivity
d. justice

_______ 116.

This outstanding quality denotes an ability to elicit a smile, laughter, or amusing reaction
a. passion
c. humor
b. values
d. professionalism

_______ 117.

This is referred to as the compelling force that emerges from ones inborn love for children
a. passion
c. humor
b. values
d. professionalism

_______ 118.

A place where teaching and learning can take place in the most effective and productive manner refers to
a. arrangement of furniture
c. classroom proceedings
b. physical condition of the classroom
d. learning environment

_______ 119.

He is the proponent of the Multiple Intelligences Theory

a. Horne and Pine
c. Howard Gardner
b. Treece and Treece
d. Carlos Alacdis

_______ 120.

These serve as the teachers guide in her lesson so as to have a sense of direction
a. goals and objectives
c. principles of learning
b. subject matter
d. principles of teaching
Which one is not an indication of linguistic intelligence?
a. get most out of oneself
c. speak and write effectively

_______ 121.

b.
_______ 122.

create a classic poem

d. persuade people through rhetoric

Which of these indications below best describes the logical-mathematical intelligence of a learner?
a.
distinguish noise from music
c. analyze ecological and natural situations
b.
use hands to fix and create
d. calculate and reason with accuracy

_______ 123. The process of learning is primarily controlled by the learner and not by the teacher. This statement is
explained by the principle, which is
a. Learning is an evolutionary process.
b. Learning is a consequence of experience.
c. Learning is sometimes a painful process
d. Learning is an experience which occurs inside the learner
_______ 124. The principle that the learner enjoys functioning independently but also enjoys functioning interdependently
explains that
a. Learning is a consequence of experience.
b. Learning is a discovery of personal meaning
c. Learning is a collaborative process
d. Learning is emotional as well as intellectual
_______ 125.
that

Learners use feelings and thoughts harmoniously so that learning will be maximized. This statement explains
a.
b.
c.
d.

Learning is sometimes a painful process

Learner is one of the learning resources
Learning is emotional as well as intellectual
Problem solving process is unique to an individual

_______ 126. What statement has a good explanation of the principle that the process of problem solving is highly unique
to an individual?
a. Behavioral change requires time and patience.
b. Learning is affected by the total state of the individual.
c. Each person has his own distinct style in learning and arriving answer to his questions.
d. Student learns what he wants to learn, he sees what he wants to see and hear what he wants to hear.
_______ 127.

Which is not true about the formulation of the goals and objectives of a lesson?
a. With specific objective, our lesson becomes more focused.
b. Having a clear and specific lesson objective, we will have a sense of direction.
c. We do not lose sight of what we intend to teach when objectives are identified.
d. With a clear objective, students can derail the intended lesson for the day with far-fetched questions.

_______ 128. Lesson objectives must be in the two or three domains cognitive, psychomotor, and affective. The
statement is
a. true
b. not true
c. can be true
d. needs verification
_______ 129.

If the lesson contains two behavioral objectives, what must be the proper combination?
a. cognitive and psychomotor
c. psychomotor and affective
b. cognitive and affective
d. both b and c

_______ 130.

This is characterized by a variety of thoughts in the kinds of ideas generated.

a. flexible thinking
c. fluent thinking
b. elaborative thinking
d. original thinking

_______ 131.

The following are examples of divergent thinking, except

a. convergent thinking
c. fluent thinking
b. elaborative thinking
d. original thinking

_______ 132.

If the lesson content can be covered in the amount of time available for instruction, it possesses the quality of
a. utility
b. balance
c. significance
d. self-sufficiency

_______ 133. A student employs this skill if the course is in line with operating simple machines, mixing chemicals,
utilizing scientific gadgets, etc.
a. thinking skills
c. verbal-linguistic skill
b. attitudes and values
d. manipulative skill
_______ 134.

The following statements explain the Education Act of 1982, except

a. Lesson objectives must be aligned with the aims of the education as embodied in the Constitution.
b. The vision-mission statements of educational institutions must filter down to the course objectives
stated in course syllabi
c. The aims and goals of education as provided for in our laws filter down to our lesson objectives.
d. It is otherwise known as the Ten-Year Medium Term Development Plan.

_______ 135.

Lesson objectives must aim at the development of critical and creative thinking through the use of
a. divergent questions
d. deductive reasoning

b.

convergent questions

e. inductive reasoning

_______ 136.

For accountability of learning, lesson objectives must be SMART. What does SMART stand for?
a. Specific, Measurable, Attainable, Resolution, and Time-bound
b. Specific, Measurable, Attainable, Relevant, and Time-bound
c. Specific, Measurable, Attainable, Resolution, and Timeless
d. Specific, Memorable, Attainable, Resolution, and Time-bound

_______ 137.

When is a subject matter content considered valid?

a. When we teach content according to national standards explicit in the RBEC.
b. When we teach with freedom to select our lesson content.
c. When we teach content which can be relevant to a particular period of time.
d. When we organize content that responds to the needs of students.

_______ 138.

Which of these statements best explains the cognitive element of a lesson content?
a. It includes thinking skills and manipulative skills.
b. It covers divergent and convergent thinking skills.
c. It refers to the skills beyond recall and comprehension.
d. It is the acquisition of facts, concepts, principles, hypotheses, and theories.

_______ 139.

The absence of value-level of teaching can contribute to

a. the development of persons in all the skills
b. the formation of intellectual and emotional giants
c. the connection of the three main behavioral objectives
d. the development of persons who have big heads but tiny hearts

_______ 140.

Which of the following statements is not true?

a. A non-threatening atmosphere enhances learning.
b. Emotion has the power to increase retention and learning.
c. Learning is meaningful when it is connected to students learning.
d. The more senses involved in learning, the minimal and the lesser is the learning.

_______ 141.

Which of these brain-based strategies uses picture to speak a thousand words?

a. Songs, jingles, and raps
b. Classroom strategies using visual processing
c. Simulations and roleplays as meaning makers
d. Using projects to increase meaning and motivation

_______ 142.

These are the qualities we have to consider in the selection and organization of a lesson content.
a. validity, significance, balance, self-sufficiency, interest, utility, and patience
b. validity, significance, balance, self-sufficiency, interest, utility, and feasibility
c. validity, significance, balance, self-sufficiency, interest, utility, and vulnerability
d. validity, significance, balance, self-sufficiency, interest, utility, and liability

_______ 143.

These are factors to consider in the choice of a teaching method.

a. instructional objective
c. the learners
b. nature of the subject matter
d. all of the above

_______ 144.

This approach refers to the straightforward , step by step manner of classroom instruction.
a. direct approach
c. technique
b. guided approach
d. strategies

_______ 145.

This approach of teaching refers to the spontaneous and self-directed exploration

a. direct approach b. guided approach
c. technique
d. strategies

_______ 146.

A teaching method that starts with a general concept and breaks down to its component.
a. inductive method
c. directive method
b. deductive method
d. instructional method

_______ 147.

A teaching method that starts with a general concept and breaks down to its component.
a. inductive method
c. demonstration method
b. deductive method
d. problem solving method

_______ 148.

This method is a teaching strategy that employs the scientific method in searching for information.
a. project method
c. constructivist approach
b. problem solving method
d. metacognitive approach

_______ 149.

This approach in teaching view learning as an active process that results form self-constructed meanings.
a. metacognitive approach
c. reflective teaching
b. constructivist approach
d. cooperative learning approach
_______ 150. An approach to teaching that makes use of a classroom organization where students work in groups or teams
to help each other learn.
a. cooperative learning approach
c. reflective teaching

b.
_______ 151.

partner learning

d. constructivist approach

What is the proper hierarchical order of the organization of a language?

a. phonemes, morphemes, phrases, and sentences
b. phonemes, phrases, morphemes and sentences
c. phonemes, graphemes, phrases, and sentences
d. morphemes, phonemes, phrases, and sentences

_______ 152. This building block of language refers to the smallest meaningful units, usually whole words or meaningful
parts of words such as prefixes and suffixes.
a. Phoneme
b. grapheme
c. morpheme
d. phrase
_______ 153.

The creation of new words in Filipino such as tapsilog and pogi explains that language is really a
a. meaningful
b. dynamic
c. creative
d. both b and c

_______ 154.

The following are the purposes of language teaching to students of the second language, except
a. We use multidisciplinary approach in teaching the language.
b. We use Science and Health or Sibika at Kultura as an addition to the English content.
c. We engage ourselves in teaching the language arts in reading, listening, speaking and writing.
d. We focus in the development of cognitive, academic, and cultural competencies of the student.

_______ 155.

The learning competencies of the Revised Basic Education Curriculum of the DepEd are reflected in the
a. Course Syllabus
b. Philippine Elementary Learning Competencies (PELCs)
c. Philippine Secondary Learning Competencies (PSLCs)
d. Both b and c

_______ 156.

What competency in the language teaching is expected of First Year high school students?
a. Acquisition of skills of assessing, evaluating, and using relevant information to respond to needs.
b. Utilization of a variety of sentences and expository methods in persuasion and argumentations.
c. Determining how sentences are used to perform communicative acts, such as defining, etc.
d. Exhibiting of skills in utilizing the prosodic features in oral texts and signals and cues in written
texts to follow the development of ideas.

_______ 157.

What area is appropriated for the study of literature for the first year high school students?
a. Philippine Literature
c. English-American Literature
b. Afro-Asian Literature
d. World Literature

_______ 158.
group?

The following are the writing skills developed by the Grade VI pupils. Which one does not belong the
a.
b.

copying from a model

making greeting cards

c. contextual clues
d. spelling and capitalization

_______ 159. Which of the following indicates a Mastery Style (Sensing-Thinking) according the Harvey F. Silver (2000)
et al.s Four Learning Styles?
a. practicing what he has learned
b. being creative and imaginative
c. studying about ideas and how things are related
d. studying the effects of things to peoples lives
_______ 160.

If a learner enjoys collaborating with other learners, he is geared on developing his

a. Mastery Style (Sensing-Thinking)
b. Interpersonal Style (Sensing-Feeling)
c. Understanding Style (Intuitive-Thinking)
d. Self-Expressive Style (Intuitive-Feeling)

_______ 161.

What type or format of a lesson should a student teacher adapt and apply?
a. skeletal lesson plan
c. detailed or elaborate lesson plan
b. semi-detailed lesson plan
d. any available format of lesson plan

_______ 162.

Which of the following best explains contextualized and experiential teaching strategy?
a. The teacher includes the students experiences in his teaching.
b. The students experiences become the context of the teachers lessons.
c. The teacher speaks and appeals to the students hearts because its their life experiences that the
teacher talks about.
d. All of the above

_______ 163. This refers to the technique of estimating the worth or value of the quality or quantity of interest using factors
that yield a value that is more abstract rather than exact.
a. testing
b. assessment
c. evaluation
d. measurement
_______ 164. Which of the following are the goals of science teaching?
a. develop scientific attitudes and values
b. gain functional knowledge and information

c.
d.

acquire skill in scientific method

develop desirable social attitudes

_______ 165.

The following are the higher level of scientific processes. Which one does not belong to the group?
a. observing
c. predicting
b. interpreting
d. drawing conclusions

_______ 166.

These are the Math competencies in the Revised Basic Education Curriculum-Elementary, except
a. study of whole numbers
c. perform skills in decimals and fractions
b. four fundamental operations
d. elementary algebra

_______ 167.

These are the Match competencies in the Revised Basic Education Curriculum-Secondary except
a. Elementary Algebra
c. Geometry
b. Intermediate Algebra
d. Integral Calculus

_______ 168. To demonstrate understanding and skills in computing with considerable speed and accuracy, estimating,
communicating, thinking analytically and critically, and in solving problems in daily life using appropriate technology is
the ultimate goal in teaching
a. Science
b. English
c. Mathematics
d. Filipino
_______ 169.

The core competencies of MAKABAYAN in the elementary level are the following, except
a. Social Studies
c. Livelihood Education
b. Home Economics
d. PEHM

_______ 170.

The core competencies of MAKABAYAN in the secondary level are the following, except
a. Livelihood Education
c. PEHM
b. MAPE
d. Araling Panlipunan

_______ 171. It is the crux of effective classroom management (Stronge, 2002).

a. motivation
c. values and attitudes
b. proactive discipline
d. art of questioning
_______ 172. It is also called as internal motivation.
a. extrinsic
b. intrinsic

c. rewards
d. passion

_______ 173. It is also called as external motivation.

a. love of work
b. initiative

c. intrinsic
d. extrinsic

_______ 174. It is the driving force that impels students to react.

a. discipline
c. good values
b. motivation
d. attitudes
_______ 175. Which of the following shows an externally motivated student?
a. He shows genuine enthusiasm.
c. He sources strength from rewards.
b. He sustains positive behavior.
d. He simply enjoys what he does.
_______ 176. It is a necessary condition to teaching; a pre-requisite to teaching. In includes management of the 3 Ms.
a. motivation
c. assessment
b. art of questioning
d. classroom management
_______ 177. In classroom management, this prevents the unnecessary lull moments in classroom activities.
a. routine
c. smooth transitions
b. balanced activities
d. proactive discipline
_______ 178. Do not make a mountain out of a mole (Ornstein, 1990). This adage explains the principle of classroom
management, which states:
a. Reinforce positive behavior.
c. Awareness of all activities.
b. Treat minor disturbance calmly.
d. Routine establishment for all tasks.
_______ 179. What does the line eyes on the back of our heads imply?
a. extraordinariness
c. doubleheadedness
b. heightened awareness
d. proactive discipline
_______ 180. Which of these shows a pessimistic viewpoint in classroom management?
a. eyes on the back of our heads
c. proactive discipline
b. instructional time maximization
d. subtraction mentality
_______ 181. All of the following are good motivational strategies, except
a. employ a variety of teaching strategies
c. narration of a related story
b. a good and overdone sense of humor d. related educational game

_______ 182. Simple recall questions are those that start with:
a. how, why, and what
c. how, who, and where
b. what, where, and why
d. what, when, and where
_______ 183. Simple recall questions are considered as
a. divergent
c. low level
b. open-ended
d. high level
_______ 184. This purpose of a question determines ones knowledge in understanding.
a. for assessing cognition
c. for verification
b. for creative thinking
d. for evaluating
_______ 185. A question that probes into ones originality.
a. motivating question
c. verification question
b. instruction question
d. creative thinking question
_______ 186. Determining the exactness or accuracy of the results of an activity or performance is the purpose of this type
of question, which is:
a. evaluation
c. motivation
b. assessing cognition
d. verification
_______ 187. Abstract thinking from divergent questions could yield the following answers, except:
a. abstractions
c. facts
b. generalizations
d. inferences
_______ 188. Which of the following shows an internally motivated student?
a. He tackles assigned task willingly.
b. He maintains enthusiasm while incentives are there.
c. He performs to a maximum level through a reinforcer.
d. He is positively influenced by outside force in the environment.
_______ 189. Why is there a need to redirect questions?
a. to encourage student participation
b. to guide students to the correct response
c. to match praise to the level of question difficulty
d. to develop students confidence in asking questions
_______ 190. For what reason that a teacher should vary question types?
a. to allow sufficient wait time
b. to have time for revising a question
c. to utilize both convergent and divergent questions
d. to pose question first before calling a student to answer
_______ 191. How could you increase your repertoire of type of questions?
a. Know your style of questioning.
b. Train in employing all types of questions.
c. Spend time in reflecting on the questions made.
d. Consider the individual abilities and interests of the students.
_______ 192. Why do we need to assess students comprehension?
a. to sustain interests of the students
b. to find out if students are with you
c. to know if questions are fairly distributed
d. to assess the individual abilities and interests of the students
_______ 193. How can we encourage students to ask questions?
a. Dismiss irrelevant questions.
b. Be stingy in praising correct responses.
c. Allow sufficient wait time for low level questions.
d. Model good questioning techniques for students to follow.
_______ 194. Which of the following what questions is not a low level question?
a. What grade level are you in?
b. What is the product of 10 x 10?
c. What word is best suited for this context?
d. What operation is applied to get the sum of two or more numbers?
_______ 195. What is the average wait time for questions?
a. 5-10 seconds for what, why, and how questions
b. 5 or more seconds for what, why, and how questions
c. 2-5 seconds for what questions; 5-10 seconds for why and how questions
d. 5-10 seconds for what questions; 2-5 seconds for why and how questions