300 Questions

FINAL COACHING
1. Mr. Francisco was very much worried about

the thumb sucking of his son. A friend of him
says that certain behavior among infants.
Who presented that notion that certain
behavior like thumb-sucking is normal
behavior?
A. Sigmund Freud
B. Erick Ericson
C. John Bowlly
D. Urie Bronfrenbenner
2. Which state of the psycho-sexual theory
does young boys experience rivalry with their
father for their mother's attention and
affection?
A.Oral
B. Anal
C. Phallic
D.Latency
3. Latency stage is considered as the “calm”
stage of psychosexual development since there
is no erogenous zone in this stage. Which BEST
explains this condition?
A.Children have less energy on this stage.
B. Children are not interested in the world.
C. The libido might be block temporarily.
D.Sexual energy is diverted to school and peer
activities.
4. 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, phallic
stage
5. Which of the following will be Freud's
description of the child's behavior if he has
biting, sarcastic manner?
A. Anally expulsive
B. Anally retentive
C. Fixated in the oral stage
D. Experiencing the crisis of trust vs. mistrust
6. What is Freud's idea about a young boy's
guilt feelings brought about by jealousy of his
father's relationship with his mother?
A.Electra complex
B. Oedipus complex
C. Phallic complex
D.Penis envy complex
7. Which will probably happen if a child
failed to resolve the crisis of the anal
stage?
A.The child may become sexually promiscuous.
B. The child may have problems with trust.
C. The child may become obsessed with cleanliness.
D.The child may become smoker.
8. “Do not cheat. Cheating does not pay. If you
do, you cheat yourself” says the voiceless voice
from within you. In the context of Freud’s
theory, which is/are at work?
A.Id
B. Id and Superego
C. Ego
D. Superego
9. According to Freud’s Topographical Model,
in what level of our mind stored the most of
what we go through in our lives, emotions,
beliefs, feelings, impulses and influences?
A.Unconscious
B.Conscious
C.Subconscious
D.Preconscious
10. Contrary on Erikson’s concept that the
primary motivation of human behavior is social
in nature, Freud’s is___________ in nature.
A.Cultural
B.Physical
C.Sexual
D.Biological
11. Based on Freud’s theory, which operates
when Mario lends his bicycle to his friend
Julius who was crying for it?
A.Id
B. Id and Superego
C. Ego
D.Superego
12. Based on Freud’s theory, which operate/s
when a student strikes a classmate at the
height of anger?
A.Id
B.Id and Superego
C. Ego
D. Superego
Human Development
• The pattern of movement or change that
begins at conception and continues through
the life span.
• Development includes growth and decline.
• Development can be positive or negative.
GROWTH DEVELOPMENT
• Quantitative faculties • Qualitative faculties
• Ends with maturity
• Continuous from womb to
• Structural and physiological
changes grave
• Growth is one of the • Changes in organism a whole
developmental process
• Overall changes I individual
• Does not depend upon
maturation or learning • Depends upon maturation and
• Observable and measurable learning
changes
• Is not directly observable
• May or may not bring
development • Is possible without growth
Some Major Principles of
Human Development
1. Development is relatively orderly.
Proximodistal Cephalo-caudal
- Development starts - Development starts

from center to the from TOP – BOTTOM.
proximities.
2. While the pattern of development is likely to be similar,
the outcomes of developmental processes and the rate of
development are likely to vary among individuals.
HUMAN
HEREDITY ENVIRONMENT
ENVIRONMENT HEREDITY
HEREDITY ENVIRONMENT
3. Development takes place gradually.
The bud does not blossom The seed does not

suddenly. germinate overnight.
4. Development as a process is complex because
it is the product of biological, cognitive and
socioemotional processes.
Biological Processes
• Changes in individual’s physical nature.
Example:
Gaining weight and height
Hormonal changes
Cardiovascular decline
Cognitive Processes
• Changes in individual’s thought, intelligence and
language.
Socioemotional Processes
• Changes in individual’s relationship with other
people, changes in emotions and changes in
personality.
TWO Approaches to Human Development
a.TRADITIONAL
•This show an extensive change from
birth to adolescence, little or no
change in adulthood and decline in
late old age.
TWO Approaches to Human Development
b. LIFE-SPAN APPROACH
•This shows that even in adulthood
developmental change takes place as
it does during childhood.
CHARACTERISTICS OF LIFE-SPAN APPROACH
1.Development is lifelong.
• It does not end in adulthood. No developmental
stage dominates development.
2. Development is multidimensional.
• Development consists of biological, cognitive and
socio-emotional dimensions.
3. Development is plastic.
• Development is possible throughout life-span.
4. Development is contextual.
• Individuals are changing beings in a changing
world.
5. Development involves growth, maintenance and

regulation.
• Growth, maintenance and regulation are the 3 goals of
human development.
• The goals of individuals vary among developmental
stages.
8 Developmental Stages (Santrock) 6 Developmental Stages (Havighurst)
• Prenatal
• Infancy • Infancy & Early childhood
• Early childhood • Middle childhood
• Middle & late childhood • Adolescence
• Adolescence • Early adulthood
• Early adulthood • Middle adulthood
• Middle adulthood • Late maturity
• Late adulthood
PRENATAL PERIOD
• Development happens quickly during this stage
(tremendous growth from a single cell to an
organism complete with brain and behavioral
capabilities)
• Time between conception and birth
• Divided into 3 stages:
-germinal
-embryonic
-fetal
INFANCY
• Birth to 24 months
• Time of extreme dependence on adults
• Many psychological activities are just
beginning ( language, symbolic thought,
sensorimotor coordination & social
learning)
• Reflexes (Common 6 Reflexes)
EARLY CHILDHOOD
• 3-5 years old (Pre-school Years)
• Learning: to walk, to take solid foods, to talk, to control
the elimination of body wastes, sex differences and
sexual modesty, to distinguish right from wrong and
developing a conscience
• Young children learn to become more self- sufficient
and care for themselves, develop school readiness skills
and spend many hours in play with peers
• Readiness for reading
• Questioning Stage
MIDDLE CHILDHOOD
• 6-12 years old
• Learning: physical skills necessary for ordinary
games, to get along with age-mates, an
appropriate sex role
• Developing: fundamental skills in reading, writing
and calculating, concepts necessary for everyday
living, conscience, morality & a scale of values
• Building a wholesome attitude toward oneself
• Achieving personal independence
• Achievement is a Central Theme
ADOLESCENCE
• 13 years old to 18 years old
• Transition Stage
• Begins with rapid physical changes
• Thought is more logical, abstract & idealistic
• More time is spent outside family
• Achieving: mature relations with both
sexes, a masculine or feminine social role,
emotional independence of adults
• Preparing for: marriage and family life, an
economic career
EARLY ADULTHOOD
• 19-29 years old

• Selecting a mate
• Establishing Personal and Economic Independence
• Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Starting an occupation
• Assuming civic responsibility
MIDDLE ADULTHOOD
• 30 to 60 years old
• Helping teenage children to become happy and
responsible adults
• Achieving adult social and civic responsibility
• Maintaining satisfactory career achievement
• Developing adult leisure time activities
• Relating one’s spouse as a person
• Accepting the physiological changes of middle
age
• Adjusting to aging parents
LATE ADULTHOOD (Old Age/Late Maturity)
• 61 and Above
• Adjusting to: decreasing strength and health,
retirement and reduced income, death of
spouse
• Establishing: relations with one’s own age
group, satisfactory living quarters
• Meeting social and civic obligations
Sigmund Freud’s Psychoanalytic Theory
•A person goes through the sequence of
these five stages and along the way there
are needs to be met.
•Whether these needs are met or not,
determines whether the person will develop
a healthy personality or not.
Sigmund Freud’s Psychosexual Theory
1.Oral Stage (birth to 18 months)

• Erogenous Zone – MOUTH
• Fixation
Oral Receptive – a stronger tendency to smoke,
drink alcohol and overeat
Oral Aggresive - a stronger tendency to bite
his nails, use curse words, even gossip
2. Anal Stage (18 months to 3 years)

• Erogenous Zone – ANUS
• Fixation
Anal Retentive – an obsession with cleanliness,
perfection, control, meanness
Anal Expulsive - a person becomes messy and
disorganized, reckless, defiance
3. Phallic Stage (3 years to 6 years)

• Erogenous Zone – GENITALS
• Fixation
Oedipus Complex – boys develop unconscious
sexual desire for their mother
Electra Complex - girls develop unconscious
sexual desire for their father
4. Latency Stage (6 years to puberty)

• Erogenous Zone – NONE
• Fixation - NONE
5. Genital Stage (puberty onwards)

• Erogenous Zone – GENITALS
• Sexual urges towards the opposite sex
Sigmund Freud’s Personality Components
• ID
PLEASURE PRINCIPLE
Immediate gratification and satisfaction of needs
• EGO
REALITY PRINCIPLE
It is practical because it knows that being impulsive or selfish
can result to negative consequences later
It reasons and considers the best response to situations
• SUPEREGO
MORAL PRINCIPLE/ CONSCIENCE
What is socially acceptable
Sigmund Freud’s Topographical Model
• Unconscious
Most of what influences us.
• Conscious
All that we are aware of.
Most of what we are is hidden and out of reach.
• Subconscious/Preconscious
We can reach if prompted
• Nonconscious
We are not aware of, have not experienced
13. Identical twins are more alike than
fraternal twins. Which of the following
statement principle supported by this?
A.Environment affects both fraternal and identical

twins.
B. Intelligence hinges in physical structure.
C. Heredity has a part in determining intelligence.
D.Intelligence is determined partly by pre-natal
nutrition.
14. Two identical beakers A and B are presented to the
child. Teacher Sonny pours the liquid from B to C which
is taller and thinner than A and B but has equal capacity
with B. The teacher asks if the beakers A and C have the
same amount of liquid. The child says “NO” and points
to C as the beaker that has more liquid. In which
cognitive developmental stage is the child?
A. Sensorimotor stage
B. Concrete operational stage
C. Pre-operational stage
D. Formal Operational stage
15. You arrange the rows of blocks in such a way
that a row of 5 blocks is longer than a row of 7
blocks. If you ask which row has more, Grade 1
pupils will say that it is the row that makes the
longer line. Based on Piaget’s cognitive
development theory, what problem is illustrated?
A. Assimilation problem
B. Accommodation problem
C. Conservation problem
D. Egocentrism problem
16. Cristina’s family had a family picture when she
was not yet born. Unable to see herself in the
family picture, she cried despite her mother’s
explanation that she was not yet born when the
family picture was taken. What does Cristina’s
behavior show?
A.Limited social cognition
B. Egocentrism
C. Semi-logical reasoning
D.Rigidity of thought
17. 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
C. Concrete operation
D.Formal operation
18. Alyssa is eight years old, and although she
understands some logical principles, she still has
troubles in understanding hypothetical concepts.
According to Piaget, Alyssa belongs to what
particular stage of cognitive development?
A.Sensorimotor
B.Preoperational
C.Concrete operational
D.Formal operational
19. When a baby realized that a rubber duck
which has fallen out of the tub must be
somewhere on the floor, he is likely to
achieved what aspect of cognitive
development?
A. Object permanence
B. Deferred imitation
C. Mental combinations
D. Goal-directed behavior
20. What is the best explanation of Piaget's
concrete operational thought to describe the
school-age child's mental ability?
A. A child can reason logically about things and events he or
she perceives.
B. A child's ability to think about how he thinks
C. Can understand that certain characteristics of an object
remain the same when other characteristics are changed
D. Can understand that moral principles may supersede the
standards of society.
21. What can be the best comparison of the
behavior of a 17 year old girl to that of her 13
year old brother?
A.She is more likely critical about herself

B. She tends to be more egocentric.
C. She had less confidence in her abilities.
D.She is more capable of reasoning hypothetically
22. Modifying an existing scheme after an
individual’s interaction with the environment,
resulting in the creation of a new scheme.
A.Assimilation
B.Interaction
C.Recognition
D. Accommodation
23. Little Johmie has been referring to the squirrels
outside as “kitties”. Over time, he learns to modify
his way of thinking about fuzzy animals and uses
different words for cats and squirrels (though he
still can’t say “squirrel” very well). Which process
does this illustrate?
A.Maturation
B. Assimilation
C. Accommodation
D.Equilibration
Jean Piaget’s Cognitive Development
Basic Cognitive Concepts
• Schema – Cognitive Structure/Prior Knowledge
• Assimilation – the process of fitting new experience
into existing schema
• Accommodation – the process of creating a new
schema
• Equilibration – achieving proper balance between
assimilation and accommodation
Stages of Cognitive Development
1. Sensorimotor (birth to 2 years)
• Initial Reflexes
Highest Achievement
Object Permanence – ability attained in this stage

where he knows that an object still exists even
when out of sight
2. Preoperational Stage (2 to 7 years)
Highest Achievement
Symbolic Function – ability to represent objects and
events
Egocentrism – tendency of a child to only see his point
of view and assume that everyone else also has his
same point of view
Centration – the tendency of the child to only focus on
one thing or event and exclude other aspects
2. Preoperational Stage (2 to 7 years)
Irreversibility – inability to reverse their
thinking
Animism – tendency of a child to attribute
human like traits to inanimate objects
Artificialism – natural events are man-made
Transductive reasoning – errors in cause-
effect relationship
3. Concrete Operational Stage (7 to 11 years) - logical
Highest Achievement
Decentering/Conservation – ability to know that certain
properties of objects like number, mass, volume or area
do not change even if there is a change in appearance
Reversibility – ability of a child to follow that certain
operations can be done in reverse
Seriation – ability to arrange things in series
Inductive Reasoning - ability to think from specific to
general
4. Concrete Operational Stage (11 and above) - abstract
Highest Achievement
Hypothetical Reasoning – ability to come up with
different hypothesis about a problem and weigh data to
make judgement
Analogical Reasoning – ability to perceive the
relationship in one instance and use that relationship to
narrow down possible answers in similar problems
Deductive Reasoning – applying general rule to a
particular instance
24. Which of the following is likely to be
developed if infants are shown genuine
affection?
A.Trust
B.Autonomy
C.Initiative
D.Industry
25. 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
26. What do you call the maladaptive tendency
during the early childhood stage in which the
child will jump into things without proper
consideration of his/her abilities?
A.Impulsiveness
B.Compulsiveness
C.Ruthlessness
D.Inhibition
27. Lito, a student in secondary level tends to
spend more time with his friends and his family,
thus, his behavior is greatly affected by them. In
which stage in the Psychosocial 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
28. 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
29. 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 latency period
C. The same number of stages as Freud's, but with
different names
D.A stage theory that is not psychoanalytic.
30. According to Erikson, what is the
primary task of adolescent?
A.To establish trust
B.To search for his identity
C.To be more intimate with others
D.To establish integrity
31. What should be developed early in a
child to make him a whole person?
A.Ego integrity
B.Industry
C.Trust
D.Competency
32. What can a child do under initiative
vs. guilt?
A.Believe in people
B. Prepare to take a risk
C. Develop competence
D.Withdraw from difficulty
33. Bing, a preschooler, insists on getting noodles for
himself from the serving dish each time his family
attends a gathering, even though he usually drops pasta
on the floor. When his mother tries to assist him, he
brushes his mother off and insists on doing it himself.
What stage of psychosocial development best describes
Bing’s behavior?
A. Trust vs Mistrust
B. Initiative vs Guilt
C. Industry vs. Inferiority
D. Autonomy vs. Shame and Doubt
34. Teachers who promote psychosocial development in the classroom create an
environment where each child feels appreciated and is comfortable with learning
new things and building relationships with peers without fear. How does the
teacher create this environment?
I. Incorporates life skills in lessons to increase confidence and self-sufficiency
II. Gives continuous feedback on work that has been completed to eliminate
uncertainty.
III. Provides considerable free experiments to encourage development of
independence.
IV. Provides physical and academic activities that develop diligence and self-
confidence.
A. I, II, III and IV
B. I, II, III
C. I, II
D. IV only
Erik Erikson’s Psychosocial Theory
• Explains that we develop through a predetermined

unfolding of our personalities in eight stages.
• Erikson’s theory delved into how personality was

formed and believed that the earlier stages served as
a foundation for later stages.
STAGE 1
Sensory Withdrawal
Maladjustment
Trust vs Mistrust Malignancy
Maladaptation Psychosocial Crisis
Hope
Virtue
STAGE 2
Impulsiveness Compulsiveness
Autonomy vs shame
Maladaptation and doubt Malignancy
Psychosocial Crisis
Will power and determination
Virtue
STAGE 3
Ruthlessness Inhibition
Initiative vs Guilt
Maladaptation Psychosocial Crisis Malignancy
Courage
Virtue
STAGE 4
Narrow Virtuosity Inertia

Industry vs Inferiority
Maladaptation Malignancy
Psychosocial Crisis
Competence
Virtue
STAGE 5
Fanaticism Repudiation
Identity vs Role Confusion
Psychosocial Crisis
Fidelity
Virtue
STAGE 6
Promiscuity Exclusion
Intimacy vs Isolation
Psychosocial Crisis
Love
Virtue
STAGE 7
Overextension Rejectivity
Generativity vs Stagnation
Psychosocial Crisis
Caring
Virtue
STAGE 8
Presumption Disdain
Integrity vs Despair
Maladaptation
Malignancy
Psychosocial Crisis
Wisdom
Virtue
35. At the high school level, Kohlberg’s advice to
teachers is for them to begin discussing with students
about abstract principles such as justice and human
rights. On the average, in which moral development
level are high school students supposed to be?
A. Post conventional level

B. Conventional level
C. Law and Order
D. Social Approval
36. To determine her students’ level of moral
development, Teacher Evangeline presents to her
class a morally ambiguous situation and asks them
what they would do in such a situation. On whose
theory is Teacher Evangeline’s technique based?
A.Bruner
B.Kohlberg
C.Freud
D.Piaget
37. Sassi, a Grade I pupil is asked, “Why do you
pray everyday?” Sassi answered, “Mommy said
so.” Based on Kohlberg’s theory, in which
moral development stage is Sassi?
A. Pre-convention level
B. Conventional level
C. In between conventional and post-conventional levels
D. In between pre- and post-conventional levels
38. Teacher Fatima tells her students: “You must be
honest at all times not only because you are afraid of
the punishment but more because you yourselves are
convinced of the value of honesty.” Based on Kohlberg’s
theory, which level of moral development does the
teacher want her students to reach?
A. Conventional level
B. Between conventional and post-conventional levels
C. Between pre-conventional and post-conventional levels
D. Post-conventional level
39. Jinky lets Hannah copy during their math
test because Hannah agreed to let her copy
during their Sibika test. What stage of moral
development shown?
A. Mutual Benefit
B. Punishment/Obedience
C. Social Approval
D. Social Contract
40. Following Kohlberg’s theory of moral
development, what is the moral reasoning or
perspective of social activists who seek human
rights and the welfare of citizens beyond what is
given by laws?
A. Mutual Benefit
B. Punishment/Obedience
C. Social Approval
D. Social Contract
Laurence Kohlberg’s Moral Development Theory
Stages of Moral Development
Level 1 – Pre-Conventional Level
• Stage 1 – Punishment – Obedience Orientation
• Stage 2 – Instrumental Relativist Orientation (Mutual Benefit)
Level 2 – Conventional Level
• Stage 3 – Good Boy – Nice Girl Orientation (Social Approval)
• Stage 4 – Law and Order Orientation
Level 3 – Post-Conventional Level
• Stage 5 – Social Contract Orientation (Social Order)
• Stage 6 – Universal Ethical Principle Orientation
41. Teacher Kim Pang asked his students to describe how
their families celebrate holidays. Students can discover
that people celebrate holidays differently through their
sharing of experiences. Which principle of cognitive
development governs Teacher Kim Pang’s teaching
activity?
A. Social interaction is essential for cognitive development.
B. Children often think in different ways at different ages.
C. Cognitive development involves relating new information to
prior knowledge.
D. Children actively construct their knowledge.
42. Teacher Henry begins a lesson on tumbling, demonstrating
front and back somersaults in slow motion and physically
guiding his students through the correct movements. As his
students become more skillful, he stands back from the man
and gives verbal feedback about how to improve. With
Vygotsky’s theory in mind, what did Teacher Henry do?
A. Apprenticeship
B. Peer interaction
C. Guided participation
D. Scaffolding
43. Social exposure to various cultures expands a child’s pool
of knowledge. Which statements go/es with this sentence?
The less experience a child has the more disciplined he/she
becomes.
II. The more experiences a child has the richer his/her world
becomes
III. The more selective parents in the exposure of the child, the
more challenged the child becomes.
A. I only
B. II only
C. III only
D. I and II
Lev Vygotsky’s Socio Cultural Theory
• Key theme of his theory is that social interaction plays a very
important role in cognitive development.
Factors in Cognitive Development

- Culture
- Language
- Social Interaction
44. These statements imply that children at the
early learning stage consider parents and
teachers as authorities and models.
A. Parents and teachers should always coordinate children’s
activities
B. Parents should enforce strict discipline at home and teachers
in school
C. Parents and teachers should be the role models at all times
D. Parents and teachers should always consult each other with
regards the child’s intellectual development
45. Based on Bandura's theory, which conditions must
be present for a student to learn from a model?
I. Attention
II. Retention
III. Motor Reproduction
IV. Motivation
A. I and II
B. I, II and III
C. I, II, III and IV
D. III and IV
46. Based on Bandura’s Social Learning Theory. Whom
do the children often imitate?
I. Those who have substantial influence over their lives

II. Those who belong to their peer group
III. Those who belong to other races
IV. Those who are successful and seen admired.
A. I and IV
B. II and IV
C. I and II
D. IV only
Albert Bandura’s Social Cognitive Theory
4 Phases of Observational Learning
1. Attention
2. Retention
3. Motor Reproduction
4. Motivational Process
- Children learn through observation.

- Teaching by modeling
47. Trisha goes with her mother in school. She
enjoys the workplace of her mother. Which of
the following ecological theories is illustrated
by the situation?
A.Microsystem
B. Mesosystem
C. Exosystem
D.Macrosystem
48. Which is an example of child’s mesosystem
that does NOT work favorably for the child?
A.The child’s parent and teacher are at odds.

B. The child is not in good terms with his peers.
C. There is so much hostility at home.
D.The child is very sickly.
49. A Filipino Master’s degree graduate is surprised to
know that he cannot proceed the doctorate program
applied for in Louvain, Belgium because of the short
year basic education. Based on Bronfenbrenner’s theory,
to which system in environment can thus be attributed?
A. Mesosystem
B. Exosystem
C. Macrosystem
D. Chronosystem
50. What is an implication of Bandura’s findings that children
learn social such as aggression through the process of
observation learning?
I. Recognize that the school cannot work in isolation.

II. Schools must connect with communities.
III. Create situation where the kids are more apart of the
community.
A. I and II
B. I , II and III
C. II and III
D. I and III
Urie Bronfenbrenner’s Ecological Theory
CHRONOSYSTEM
MACROSYSTEM
EXOSYSTEM
MESOSYSTEM
MICROSYSTEM
CHILD
51. The following theorist emphasized that the
behavior is mostly learned through conditioning
and reinforcement, EXCEPT?
A. J. Watson
B. J. Bruner
C. I. Pavlov
D. B.F Skinner
52. The following are example of good practices of a positive
reinforcement. EXCEPT,
A. Joy got perfect score in their chapter quiz, so her teacher

gave her iPhone as reward.
B. Ivy graduated with honors so her mother took the household
chores that Ivy should supposedly do.
C. Grade 1 – Q have a lot of time playing given by their teacher
because they finished their seatworks early and quietly.
D. Zhen and Steph’s mother promised to give them two pair of
LeBron shoes if they will win in the quiz bowl.
53. The following practices violates the Law of Readiness,
EXCEPT
A. Teacher Joy directly starts the lesson without introducing the

lesson objectives.
B. Teacher Zhen calls students and ask a specific question for
her oral recitation.
C. Teacher Steph always give surprise quizzes.
D. Teacher Nel gave brief information about what to expect in
the class discussion.
54. An earthquake drill is held every Friday in UP. The
emergency bell serves as the go signal for the students to
perform the drill. One day, a bell was rung and sounded like
the emergency bell. One student performed the earthquake
drill. This kind of situation will be best explained by what
phenomenon?
A. Discrimination
B. Spontaneous Generalization
C. Stimulus Generalization
D. Higher – Order Conditioning
55. The following describes the law of effect by Edward
Thorndike, EXCEPT?
A. Zhen is striving harder in studying as a result of the praises

received.
B. Steph believes that, he will learn to drive the motorcycle if he
won’t stop practicing.
C. Zyronn lessen his time in playing Mobile Legends to avoid
getting punished again by his mother.
D. Rewards given by teacher V made the students to continue
and be more participative in the class discussion.
THEORY OF BEHAVIORISM
Connectionism
Classical Conditioning
John Watson
Operant Conditioning
• Focuses on the study of observable

and measurable behavior.
• Emphasizes that behavior is mostly
learned through conditioning and
reinforcement (rewards and
punishment).
•Does not give much attention to

the mind and the possibility of
thought processes occurring in
the mind.
Connectionism
Theory
• Learning is a habit formation.

• Learning could be adequately
explained without considering any
observable internal states.
Edward Lee Thorndike
• Father of Behavioral Psychology

• “Educational Psychology”
• Originally gave the meaning of S-R
framework of behavioral psychology.
Theory of Connectionism
Learning has taken place when

strong connection or bond
between stimulus and response is
formed.
Laws of Learning
LAW OF EXERCISE
• Things most often

repeated are best
remembered.
• Students do not learn
complex tasks in a
single session.
LAW OF EFFECT
Learning is strengthened when accompanied by a
pleasant or satisfying feeling.
Learning is weakened when associated with an
unpleasant feeling.
Learning takes place properly when it results in
satisfaction and the learner derives pleasure out of
it.
LAW OF PRIMACY
• Things learned first create a strong

impression.
• ‘’What is TAUGHT must be RIGHT the
FIRST TIME’’.
• To know the importance of ‘’Teaching

what is Right in the very
beginning‘’
LAW OF RECENCY
Things most recently learned are best remembered.
Conversely, the further a student is removed time-wise
from a new fact or understanding, the more difficult it is
to remember.
LAW OF INTENSITY
The more intense the material taught, the

more it is likely learned.
‘//
The principle of intensity
implies that a student
will learn more from the
real thing than from a
substitute.
LAW OF FREEDOM
Thing freely learned are best

learned.
The greater the freedom
enjoyed by the students in
the class, the greater the
intellectual and moral
advancement enjoyed by
them.
students must have freedom:

freedom of choice, freedom
of action, freedom to bear
the results of action
Pavlovian / Stimulus
Substitution or Classical
Conditioning
Ivan Pavlov (1849 – 1936)
• Russian physiologist
• Nobel Prize winner 1904 for
work on digestion
• In his famous experiments
with dogs, he showed that a
desired response can be
elicited paired repeatedly
with a stimulus.
4 Key Terms
• Unconditioned Stimulus (UCS or US)
- any stimulus that consistently
produces a particular, naturally occurring,
automatic response.
• Unconditioned Response (UR or UCR)

- the response that occurs
automatically when the UCS is presented
• Conditioned Stimulus (CS)
- stimulus that is neutral at the start of the
conditioning process and does not normally
produce the UCR.
- repeated associations with the UCS, the CS
triggers a very similar response to that caused by
the UCS.
• Conditioned Response (CR)

- learned response tat is produced by the CS
- this will occur after the CS has been
associated with the UCS.
Ivan Pavlov's Classical Conditioning
Before Conditioning
Unconditioned Unconditioned
Stimulus Response
Neutral
Stimulus No Response
During Conditioning
Unconditioned
Unconditioned Neutral
Response
Stimulus Stimulus
After Conditioning
Conditioned Conditioned
Stimulus Response
Pavlov also has the following findings:
a. Stimulus Generalization
- Once a dog has learned to

salivate at the sound of the bell, it will
salivate at other similar sounds.
b. Extinction
- If you stop pairing the bell with

food, salivating will eventually cease in
response to the bell.
c. Spontaneous Recovery
- Extinguished responses can be

“recovered” after an elapsed time, but
will soon extinguish again if the dog is
not presented with food.
d. Discrimination
- The dog could learn to

discriminate between similar bells
(stimuli) and discern which bell would
result in the presentation of food and
which would not.
e. Higher-Order Conditioning
- Once a dog has been conditioned to

associate the bell with food, another
unconditioned stimulus ,such as light may be
flashed at the same time that the bell is rung.
Eventually, the dog will salivate at the flash of
the light without the sound of the bell.
John Watson
“Give me a dozen healthy
infants, well-formed, and
my own special world to
bring them up in and I’ll
guarantee to take any one
at random and train him to
be any type of specialist I
might select – a doctor, a
lawyer, artist…”
-Watson 1924
John Watson
• First American Psychologist to work with
Pavlov’s idea
• “Experiment on Albert”
Burrhus Frederick Skinner
(1904 – 1990)
“ All we need to know in order
to describe and explain
behavior is this: actions
followed by good outcomes
are likely to recur and actions
followed by bad outcomes are
less likely to recur.”
Operant Conditioning
Learning is a result of change in

overt behavior. Changes in in
behavior are the result of an
individual’s response to events
(stimuli) that occur in the
environment.
Skinner’s Operant Conditioning
Positive Presence of Pleasant

Reinforcement Stimulus Behavior
Increases
Negative Absence of Unpleasant
Reinforcement Stimulus
Presence of Behavior
Punishment Unpleasant Stimulus Decreases
Reinforcement
• The key element in Skinner’s S-R theory.
• Reinforcer is anything that strengthens the
desired response.
• Positive and Negative Reinforcer
Positive Reinforcer
- Any stimulus that is given or added
to increase the response.
Negative Reinfocer
- Any stimulus that results in the
increased frequency of a response when
it is withdrawn or removed.
Punishment
Positive Punishment
- decreasing the rate of undesired behavior
by adding a certain negative consequence of the
individual after the behavior has been exhibited.
Negative Punishment
- Decreasing the rate of the undesired
behavior by removing certain favorite or desired
item from the individual’s life.
Behavioral Chaining
Reinforcement Schedules
a. Fixed Interval Schedules

b. Variable Interval Schedules
c. Fixed Ratio Schedules
d. Variable Ratio Schedules
Fixed Interval Schedules
The target response is reinforced after

a fixed amount of time has passed
since the last reinforcement.
Variable Interval Schedules
This is similar to fixed interval

schedules but the amount of time
that must pass between
reinforcement and varies.
Fixed Ratio Schedules
A fixed number of correct responses

must occur before reinforcement may
recur.
Variable Ratio Schedules
The number of correct repetitions

of the correct response for
reinforcement varies.
56. What is the correct sequence of information
processing?
A. Sensory register-STM-LTM
B. STM-sensory register-LTM
C. Sensory register-LTM-STM
D. LTM-sensory register- STM
Information processing
THEORY
Information processing theory
TYPES OF STAGES
PROCESS
KNOWLEDGE
Declarative Encoding Sensory Memory
Procedural Storage Short Term Memory
Conditional Retrieval Long Term Memory

Information processing theory
 a cognitive theoretical framework that focuses on
how knowledge enters and is stored in and is retrieved
from our memory.
 It is one of the most significant cognitive theories in

the last century and it has strong implications on the
teaching-learning process.
Types of knowledge
Declarative
 This refers to factual knowledge.
This relate to the nature of how things are.
This may be in form of a word or image.
a. Episodic
b. Semantic
Types of knowledge
Episodic
 This includes memories of life events.
Types of knowledge
Semantic
 This includes facts and concepts.
Address: Prk. 4A, Poblacion, New Bataan

Types of knowledge
Procedural
 This includes
knowledge on how
to do things .
Types of knowledge
Conditional
 This is about “knowing when and why” to apply
declarative or procedural.
When is the best time to study?

Stages in the information processing theory
 The stages of IPT involve the functioning of the:

three primary stages in IPT
1. Encoding
2. Storage
Information of stored for
either a brief or extended
period of time, depending
upon the process
following encoding.
3. Retrieval
Information is brought back
at the appropriate time and
reactivated for use on a
current task, the true
measure of effective memory.
Capacity: great amount of
Capacity: 5-9 chunks Capacity: unlimited
information
Duration: 18 seconds or less Duration: indefinite
Duration: 3-4 seconds
Causes of forgetting
• Decay
 Information is not attended to and
eventually “fades” away.
Applies to STM.
• Retrieval Failure
 Inability to bring information into
working memory.
“Tip of the Tongue Phenomenon”
• Interference
Retroactive Interference
Proactive Interference
• Biological Causes
Examples:
 Disease
Head injury
Methods of retrieving
information
a. Rehearsal
 Repeating information verbatim,
either mentally or aloud.
information
b. Meaningful Learning
 This is making connections
between new information and
prior knowledge.
information
c. Organization
 This is making connections among
various pieces of information.
information
d. Elaboration
 This is adding additional ideas to
new information based on what
one already knows.
information
e. Visual Imagery
 This is means forming a “picture”
of the information.
information
f. Generation
 Things we “produce” are easier to
remember than things we “hear”.
information
g. Context
 Remembering the situation helps
recover information.
information
h. Serial Position Effects (recency and primacy)
 You will remember the beginning

and end of a “list” more reality.
information
i. Part Learning
 Break up the “list” or “chunk”
information to increase
memorization.
information
j. Distributed Practice
 Break up learning sessions, rather
than cramming all the info in at once
(Massed Practice)
information
k. Mnemonic Aids
 This includes the loci techniques,
acronyms, sentence construction,
peg-word and association
techniques, among others.
Gagne’s
Conditions of
Learning
Gagne’s condition of learning
Categories of 9 Events of Instruction

Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
Guidance of students’ performance. 5
Recall prior learning. 3
Enhance retention and transfer. 9
Gain attention. 1
Provide feedback. 7
Assess performance. 8
Present Stimulus.
4
Elicit performance.
6
Identify the objective.
2
Gagne’s principles
1.Different instruction is required for
different learning outcomes.
a. Verbal Information - Facts, concepts, principles and

procedures.
example: listing the 9 multiple
intelligences
b. Intellectual Skills
1. Discrimination – distinguishing features and objects
2. Concrete Concepts – identifying classes of concrete objects,

features or events
3. Defined Concepts – classifying new examples of events or ideas

by their definition
4. Rules – Applying a single relationship to solve a single of
problem
5. Order Rules – Applying a new combination of rules to solve a

complex problem
c. Cognitive Strategies – employing ways to guide learning, thinking, acting
and feeling.
example: constructing concept maps
d. Attitudes – choosing personal actions based on internal states of

understanding and feeling
example: deciding to avoid soft drinks
e. Motor Skills – Executing performances involving the use of muscles.

example: doing the steps of the singkil dance
2. Learning hierarchies define what intellectual skills are to
be learned and a sequence of instruction.
3. Events of learning operate on the learner in ways that

constitute the conditions of learning.
Nine instructional events
Lesson : Equilateral Triangles Grade: 1 Pupils
(1) Gaining attention - show variety of triangles

(2) Identify the objectives - present the objectives
(3) Recall of prior learning - review the definition of triangle
(4) Presenting the stimulus - give the definition of equilateral triangle
(5) Guide learning - show example on how to create equilateral triangle
(6) Elicit performance - ask students to also draw an equilateral triangle
(7) Provide feedback - check all examples as correct/incorrect
(8) Assess performance - provide scores and remediation
(9) Enhance retention/transfer - provide a short quiz

57. Which of the following is the most important
contribution of Gestalt psychology to the theories of
learning?
A. Use of multi-media approach

B. Cognitive insight
C. Concept of reading in learning
D. Importance of reinforcement in the learning process.
58. A student has just learned a particular formula to make
math problem to solve. She tries it with another problem and
succeeds at it. So this student is even more encouraged to
discover easier ways to solve math problems. Which of
Thorndike’s laws is depicted in this situation?
A. Readiness
B. Effect
C. Repetition
D. Practice
59. Which statement does not refer to cognitive
theories?
A. Prefer to concentrate on analyzing cognitive process

B. Conclusions are based on observation of external
manifestations on learning
C. Study of the structures and components of information
processing
D. Believe in non-observable behavior
60. Which of the following situation best shows the
teacher’s consideration of learner’s developmental
patterns?
A. Having outdoor activities for learning

B. Developing the learner’s hidden abilities
C. Using the best strategy for the topics
D. Teaching from the basic to the complex
61. A young boy might observe his fathers’ aggressive
outbursts and hostile interchanges with people; When observe
with his peers, the young boy’s style of interaction is highly
aggressive. Which of the following theory can best explain this
situation?
A. Operant Conditioning
B. Social Cognitive theory
C. Cognitive developmental theory
D. Classical conditioning
“The whole is greater than the
sum of its parts.”
 Gestalt is a German word that means roughly means
“shape”, “form”, “essence”, or “whole”.
 Gestalt is a psychology term which means "unified whole".

It refers to theories of visual perception developed by
German psychologists in the 1920s.
 One of the most important theories of perception is the

Gestalt Theory.
 It was developed about 1910 by Max Wertheimer and

carry on by Wolfgang Kohler and Kurt Koffka at
Frankfurt University.
 Born April 15, 1880
 Died Oct 12, 1943
 Born in Prague, Czech
Republic
 Psychologist
 Father of Gestalt
psychology
 Born in Jan 21, 1887
 Died in June 11, 1967
 Born in Reval (now
Tallinn), Estonia
 Psychologist and
phenomenologist
 Another of the founders
of Gestalt psychology
 Born March 18, 1886
 Died Nov 22, 1941
 Born in Berlin,
Germany
 Psychologist
 Another of the founders
of Gestalt psychology
 Learning theorist
 Max Wertheimer,Wolfgang Kohler and Kurt Koffka
concluded that learners were not Passive, but rather
active.They suggested that learners do not just collect
information as is but they actively process and restructure
data in order to understand it. This is the Perceptual
Process. Certain factors impact on this perceptual process.
Factors like past experiences,needs,attitudes and one’s
present situation can affect his perception.
 Law of Proximity
 Law of Similarity
 Law of Closure
 Law of Good Continuation
 Law of Good Pragnanz
 Law of Figure/Ground
 The law of proximity
states that when
objects appear close
to one another they
tend to be perceived
as a group.
Implications of the Gestalt Principles and
the Teaching-Learning Process
1. Law of Proximity
Related concepts or lessons should be taught aligned
or closely to each other.This is the reason why
subtraction is taught after addition,multiplication
after subtraction then division after multiplication.
Imagine teaching addition then jumping directly to
polygons.
 The law of similarity
captures the idea that when
we look at objects that are
similar to each other, we tend
to group them together. We
are prone to notice matching
shapes, colors, and forms (as
opposed to looking for what
isn’t similar). Our brains
quickly identify patterns
faster than the separate parts
of the pattern.
Implications of the Gestalt Principles and
the Teaching-Learning Process
2. Law of Similarity
Similar lessons or contents should be grouped

together to make learners develop understanding
more efficiently and effectively.This is the reason
why lessons are grouped into units: Unit I is for
human body, Unit II is for energy and motion,so
on and so forth.
 The law of closure
captures the idea that
when we see
incomplete elements
in a visual, our
brains tend to fill in
the gaps and see it
as a whole.
 The mind
continous visual
patterns.
 The eye continues in
the direction it is
going.
 The principle of
continuity predicts
the preference for
continous figures.
4. Law of Good Continuation
Lessons should be presented in such a way that

learners will see these as connected and continuous.
Now you know why we have the "Review" part of
the lesson plan.This way, students will realize that
their new lesson actually has continuity and is
related to what they already know or to the previous
lesson.
 The word pragnanz is a
German term meaning
"good figure." The law of
Pragnanz is sometimes
referred to as the law of
good figure or the law of
simplicity.
 This law holds that objects
in the environment are seen
in a way that makes them
appear as simple as possible.
5. Law of Pragnanz
Pragnanz states that when things are
grasped as wholes, the minimal
amount of energy is exerted in
thinking. In short, make your lesson
holistic, complete and most of all
simple.
 We tend to pay attention
and perceive things in
the foreground.
A stimulus will be
perceived as separate
from its ground.
6. Law of Figure/Ground
For a figure to be perceived, it must
stand out from the
background.Emphasis should be
done on important aspects of the
lesson. For example,teachers should
vary the tone of their voice or write
boldly or underline the important key
words of the lesson.
Insight Learning
 Wolfgang kohler was the first
psychologist who developed the insight
learning in which he described an
experiment with apes that could use
boxes and sticks as tools to solve the
problem.
 Inhis experiment, Kohler hung a piece of fruit
just out of the reach of each chimp. He then
provided the chimps with either two sticks or
three boxes, then waited and watched. Kohler
noticed that after the chimps realized they could
not simply reach or jump up to retrieve the
fruit, they stopped, had a seat, and thought
about how they might solve the problem. Then
after a few moments, the chimps stood up and
proceeded to solve the problem.
 In the first scenario, the
problem was solved by
placing the smaller stick
into the longer stick to
create one very long
stick which could be
used to knock the
hanging fruit down.
 Inthe second scenario,
the chimps would solve
the problem by stacking
the boxes on top of each
other, which allowed
them to climb to the top
of the stack of boxes
and reach the fruit.
The important aspect of learning was not
reinforcement,but the coordination of
thinking to create new organizations. Kohler
referred to this behavior as insight or
discovery learning.
 Insight learning is the abrupt realization of a problem's
solution. Insight learning is not the result of trial and
error, responding to an environmental stimulus, or the
result of observing someone else attempt the problem. It
is a completely cognitive experience, which requires the
ability to visualize the problem and the solution internally,
in the mind's eye so to speak, before initialing a
behavioral response.
62. Which is the best reason why Mr. Lennor begins a lesson in
Math by checking and reviewing on the previous day’s
assignment and provides practice and drills?.
A. Prepare the students for a mastery test

B. Make sure that the students understand the pre-requisite
skills for the next lesson
C. Make learning interesting and enjoyable
D. Check if parents guide their children in making of
assignments
63. The following are Ivan Pavlov’s finding on
classical conditioning EXCEPT,
A. Stimulus Generalization
B. Extention
C. Discrimination
D. Spontaneous recovery
64. A burglary occurred in Jason's neighborhood. Since then,
Jason is very careful of locking their doors and closing
windows. What theory best explains Jason's behavior?
A. Observational learning
B. Imitation learning
C. Self-regulated learning
D. Vicarious learning
Neo Behaviorism:
Tolman and
Bandura
INTRODUCTION
New theories came into view which

maintained some of the behaviorist concepts
but excluded others, and added new ideas
which later came to be associated with the
cognitive views of learning. The neo-
behaviorists, then, were a transitional group,
bridging the gap between behaviorism and
cognitive theories of learning.
Working on MAZE
• People create mental maps of things they
perceived.
• You may begin to respond with trial and

error (behavioristic), but later on your
response becomes more internally driven
(cognitive perspective).
Neo Behaviorism
Tolman’s Bandura’s
Purposive Behaviorism Social Learning
Theory
Goal - Directedness Principles
Cognitive Maps Modeling
Four Conditions for

Latent Learning
effective Modeling
Intervening Variables
Tolman’s Purposive Behaviorism
AKA “ Sign Learning

Theory ”
Learning is a
cognitive process
Learning is acquired
through meaningful
behavior
“ The stimuli which are allowed
in are not connected by just
simple one-to-one switches to
the outgoing responses. Rather
the incoming impulses are
usually worked over and
elaborated in the central
control room into a tentative
cognitive like map of the
environment.”
A new stimulus (the sign)
becomes associated with
already meaningful stimuli (the
significant) through a series of
pairings; there was no need for
reinforcement in order to
establish learning.
Tolman’s Key Concepts
Learning is always
purposive and
goal – directed
Individuals do
more than merely
respond to stimuli;
they act on beliefs,
attitudes,changing
conditions, and
they strive
towards goal.
Cognitive Maps
Famous experiment
on rats concluded
that Organism or
Individual to be
exact learned the
location and will
select the shortest
or easiest path to
achieve goal.
Ex. Going to school everyday.
Latent Learning
Learning that
remains or stays
with the individual
until needed.
Learning that is
outwardly
manifested at once.
Ex. A 2 yr. old handling remote
for the first time.
The Concept of
Intervening Variable
 Variables that are not
readily seen but serves as
determinants of behavior.
 Learning is mediated or
influenced by expectations,
perceptions,representations
, needs and other internal
or environmental variables.
Ex. Experiment on Rats - Hunger
Reinforcement Not
Essential for Learning
Reinforcement is not
essential for learning,
although it provides an
incentive for
performance.
Ex. Rats acquired knowledge of
the way through maze in the
absence of reinforcement.
FOUR ELEMENTS OF OBSERVATIONAL
LEARNING
LEARNING
LEARNING
Motor Reproduction
LEARNING
65. In reinforcement schedule, which one
practices the fixed ratio schedule?
A. Zyronn receives reward in every dish he finish washing.

B. Ivy is giving her child a chocolate every after 10 minutes
while reading books as a reward.
C. Zhen is always washing dishes in anticipation to a reward
that be given anytime.
D. Steph receives chocolate in a random number of dishes he
washed.
66. Which of the following best describes what
meaningful learning is?
A. When what is to be learned is new and easy for the

students.
B. Materials presented are difficult and challenging to the
students.
C. When the materials to be learned is related to what
students already know.
D. Students find the lessons easy and relevant to what was
assigned to them
67. In reinforcement schedule, which one practices
the Variable ratio schedule?

washed.
68. Which is an application of cognitive
approach to motivation?
A. Explain the reasons for studying the topic

B. Create a supportive classroom climate for students
C. Provide clear and prompt feedback on assignments
D. Begin lessons with challenging questions and
conflicting events
69. The students of Mrs. Reyes were not able to learn the
concepts that she presented yesterday so she taught the same
concepts again but this time using a different teaching
method. What principle of learning was applied?
A. Concepts should be presented in varied and different

ways
B. Effort was put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting
and listening
D. Learning is aided by formulating and asking questions
70. In reinforcement schedule, which one practices
the fixed interval schedule?

washed.
71. The teacher presented a new lesson where in the students
were asked to work on a new project which was somewhat
complicated. The students showed interest while working on
the project. What principle applies to the situation?
A. Effort was put forth when tasks are challenging

B. Lessons should be presented in varied and different ways
C. Meaningful materials are readily learned than nonsense
materials
D. Teachers should provide opportunities for meaningful and
appropriate practice
72. In reinforcement schedule, which one practices the
variable interval schedule?

washed.
73. Instead of asking her students to write about their reaction
to a story, the teacher asked her students to interpret the
story in dance form. What principle of learning is considered?
A. Concepts should be presented in varied and different

ways
B. Effort was put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting
and listening
D. Learning is aided by formulating and asking questions
74. How will you make a child memorize the table
of multiplication from the point of view of Operant
Conditioning?
A. Make them understand the meaning of multiplication.
B. Call the child’s attention every time you recite the
table for them.
C. Model the recitation of the table of multiplication.
D. Reward the child with a candy for every correct
recitation.
75. The classroom activity that best
relates with the constructivist approach
is;
A. Repeating the difficult lessons previously taken
up.
B. Doing exercises and drills about the lesson.
C. Sharing points of view or ideas during discussion
D. Answering questionnaire to determine learning
76. Teacher A begins her lesson with a concrete life
experiences then leads the students to abstraction.
Which method did she employ?
A. Socratic method
B. Constructivist method
C. Discovery learning method
D. Behaviorist method
77. As a constructivist teacher, which of the
following questions can be an interesting one to
tap Grade 2 pupils’ prior knowledge on digestive
system?
A. Why do you think our stomach hurts if we do not eat?
B. What is it about digestion that you learned before?
C. What are the organs responsible for digestion?
D. Do you know how the food we eat gets digested?
•“Teaching is not about filling
up the pail; it is about
lighting a fire.”
•-Williams Butler Yeats Treats-

Who is
• Born New York City, October 1, 1915

• He received his A.B. degree from Duke
University in 1937 and his Ph.D. in 1947
from Harvard.
• In 1960 Bruner published The Process
of Education.
• Howard Gardner and other young
researchers worked under Bruner and
were much-influenced by his work.
Jerome Bruner
Bruner’s constructivist theory provided the framework
needed to create curriculum based on the study of
cognition.
He believed that students learn a subject through
many ways and using different activities.
Proposed the idea of spiral curriculum.

Bruner felt that teacher should:
Encourage students participation through exploration
and inquiry.
Encourage self-exploration of topics.
Translate information to be learned into a form
appropriate for the students level of understanding.
Bruner’s
Spiral Curriculum Constructivist Theory Discovery Learning
(main Concepts)
Representation of Theory Categorization

Knowledge of Instruction
Enactive Predisposition
to Learn
Iconic
Structure of
Knowledge
Symbolic
Effective
Sequencing
Reinforcement
Representation
of
Knowledge
1. Enactive Action-Based
Representation
• At the earliest ages,
children learn about the
world through actions on
physical objects and the
outcomes of these actions.
• Focuses on knowing how to

do things
Concrete Stage
Image-Based
•2. Iconic
Represention
• Learning can be obtained
through using models and
pictures.
• Focuses on the
development
capacities
of sensory 4
Pictorial Stage
Language-Based
•3. Symbolic
Representation
• The learner has developed

the ability to think in
abstract terms.
• Focuses on the
development of intellectual
2 2 4
capacities
Abstract Stage
Dog
Spiral
Curriculum
Spiral Curriculum
• Bruner’s stressed that curriculum
should be organized in a spiral manner so
that the student continually builds upon
what they have already learned.
Geometry 2
G-1
K
Geometry
Principles of Instruction
Spiral Organization
Discovery Learning
• Students learn new knowledge relevant to the

domains and such general problem-solving skills as
formulating rules, testing and gathering information.
• Learning becomes more meaningful when students

explore their learning environment rather than listen
passively to teachers.
Theory of
Instruction
1. Predisposition to
learn
• Bruner believed that any

subject could be taught at
any stage of development in
a way that fits the child’s
cognitive abilities.
Motivational, cultural, social

and personal factors
Early teacher’s and Parents’
influence
• 2.Structure of
Science
Knowledge
• This refers to the ways

in which a body of
knowledge can be
structured so that it can
be most readily grasped
by the learner.
Fundamental process
Categorization in the structuring of
knowledge.
3. Effective sequencing
• Lesson can be presented in

increasing difficulty.
Sequencing can make
learning easier or more
difficult.
Spiral Curriculum - refers

to the idea of revisiting the
basic ideas over and over,
building them and
elaborating to the level of
full understanding and
mastery.
•4. Reinforcement
• Rewards and
punishments should be
selected and paced
appropriately. He felt
that ideally, interest in
the subject matter is
the best stimulus for
learning.
Categorization
• Bruner believed that perception, conceptualization, learning,
decision making and making inferences all involved
categorization.
• Categories are rules that specify four things about objects.

• The four things are given below:
• Criterial attributes – required characteristics for inclusion

of an object in a category.
• The second rule prescribes how the criterial attributes are
combined.
• The third rule assigns weight to various properties.
• The fourth rule sets acceptance limits on attributes
Several kinds of categories:
1. Identity categories – categories include objects based on

their attributes or features.
• 2. Equivalent categories - Provide rules for combining

categories.
• 3. Coding systems - categories that serve to recognize sensory

input.
78. LeBron has been staring at the opponents’ gameplay. He is
figuring out how to win against them. Suddenly, a bright idea
flashes in his mind and excitedly, he learned and defeated
their opponent. This is an example of ____
A. Metacognition
B. Insight learning
C. Analytical learning
D. Trial and error learning
79. J. Watson relates that a particular behaviour is determined
by environmental factor. Which of the following situations can
develop the students’ positive attitudes towards
mathematics?
A. Tell students that math is easy subject.
B. Give difficult problems to challenge the students
C. Present lessons from easiest to most complex
D. Have a favourable learning atmosphere in the
classroom.
80. Which statement correctly explains
the constructivist theory of learning?
A. Children are empty receptacles
B. Children’s minds are blank slate that needs to be filled
with information and ideas
C. Children are passive learners.
D. Children actively create knowledge and understanding
81. Teacher helps the pupils remember that stalactite
grows from the Ceiling while the stalagmite grows from
the Ground. Which device does teacher use?
A. Coding device
B. Mnemonic Device
C. Memory device
D. Drill device
82. Which of the current classroom practices is
influenced by B.F Skinner’s Operant conditioning?
A. connection between stimulus and response

B. involuntary response to a stimulus
C. progression of subordinate learning
D. reinforcement of correct practices
83. Punishing a child for a negative behavior does not give
assurance that the behavior will disappear. Based on
Thorndike’s theory on punishment and learning, this shows
that.
A. punishment strengthens a response

B. punishment weakens the response
C. punishment has nothing to do with the response
D. punishment removes a response
84. A lot of people laugh at a two-year old child
whenever he utter bad word. That made him think
doing it is a good thing. What theory of learning best
explains the situation?
A. Classical conditioning
B. Operant conditioning
C. Social learning
D. Conditions of learning
85. J. Watson said: “Men are built, not born”.
What does this statement point to?
A. the ineffectiveness of training to a person’s development
B. the development of a person is innate.
C. the environment controls the development of a person
D. the behaviour of a person is not affected by it’s environment
86. Bruner’s theory of intellectual development moves
from enactive to iconic to symbolic stages. In what
stage(s) are diagrams helpful to accompany verbal
information?
A. enactive and symbolic
B. Symbolic
C. enactive and iconic
D. iconic
87. A mother gives a boy his favourite snacks every time he
cleans up his room. Afterwards, the boy is always cleaning his
room every day in anticipation for the snack. What theory is
illustrated?
A. Operant conditioning
B. Social learning theory
C. Associative learning
D. Pavlovian theory
88. Behavior followed by a pleasant consequence will be strengthened
and will be more likely to occur in the future. Behavior followed by
unpleasant consequences will be weakened and will be less likely to
be repeated in the future. Which one explained?
A. Freud’s psychoanalytic theory

B. Thorndike’s law of effect
C. B.F Skinner’s operant conditioning
D. Bandura’s social learning theory
89. Grade 1 - Z are starting to love the mathematics as a
subject because every time they answer correctly, their
teacher gives them verbal praises and recitation chips. This
situation in an example of:
A. Operant conditioning
B. Classical conditioning
C. Cognitive Functioning
D. Moral reasoning
90. Little Big watches the other child walks over the sleeping
dog that wakes up, barks loudly, and scares the child away.
Little Big figured out that waking up sleeping dog is not a good
thing to do. This situation highlights the main idea of:
A. Ivan Pavlov
B. B.F Skinner
C. Edward Thorndike
D. Albert Bandura
91. Base on the situation on item #, the
following statements are true, except:
A. people learn through observing

B. there should be changes in behaviour as proof of
learning
C. cognition plays a role in learning
D. there is no need for reinforcement to learn
92. Ms. K was seven years old when her father died. During
the wake, she saw several bouquets of flowers places around
his father’s coffin. Now that she’s grown up, she always aches
at the thought of her fathers’ death. The sight of the flower
makes her develop a terrible sadness. Her situation is an
example of:
A. Negative reinforcement
B. Classical conditioning
C. Operant conditioning
D. Defense mechanism
93. When Kohler placed bananas outside and above the cage
of Sultan (the gorilla). Sultan responded with clever ways of
reaching the banana. This experiment led to discovery of the
theory known as:
A. Latent Learn
B. Insight Learning
C. Social Learning
D. Meaningful/reception learning
94. It refers to our biographical memory
reflecting not only what happen but also when
and where it happened?
A. Semantic memory
B. Episodic memory
C. Pragmatic memory
D. Syntactic memory
95. Which of the following situation
violates the Gagne’s principle?
A. Teacher Ku An start the lesson with the definition of the
triangle until getting its measurements.
B. Teacher Ahn Nu starts the lesson with the abstract concepts.
C. Teacher Hayna Kuh discussed the lesson from simple to
complex.
D. Teacher Gina Gaw Wa Mue started his lesson from enactive
to symbolic.
96. In David Ausubel’s four processes of learning, which
one describes the situation?
Bryle already knows what the types of softdrinks are
(coke, pepsi, RC, sprite, etc.). But he did not know that it
were all junk foods until he have been told.
A. Combinatorial subsumption
B. Derivative Subsumption
C. Correlative Subsumption
D. Super-Ordinate learning
Ausubel’s Meaningful
Learning and
Subsumption Theory
Subsumption
Theory
Meaningful Four Processes

Advance
Reception of for Meaningful
Organizer
Info. Learning
Derivative
Learner’s Cognitive Subsumption Expository
Structure
Correlative Narrative
Subsumption
Use of Advance Skimming
Graphic Organizer Superordinate
Subsumption Graphic
Organizer
Subsumption Combinational
Subsumption
David Paul Ausubel
• October 25, 1918 -July 9, 2008
• He was an American
psychologist born in New York.
His most significant contribution
to the fields of educational
psychology, cognitive
science, and science education
learning, was on the
development and research on
advance organizers.
Cognitive Development
Focus of Ausubel’s
Theory:
• Cognitive
Structure
• Advance
Organizer
Raw
facts perceptual
data
Cognitive
Structure
Or
“Present
Knowledge”
concepts theories
propositions
Meaningful Learning takes place when
an idea to be learned is related in some
sensible way to ideas that the learner
already possess. Ausubel believed that
before new materials can be presented
effectively, the student’s cognitive
structure should be strengthened.
Advance
Organizer
• Allows students to already have a bird’s

eye view ot to see the “big picture” of
the topic to be learned even before
going to the details.
SUBSUMPTION THEORY
Subsumption- is a process by
which new materials related
to relevant ideas in the
existing cognitive structure.
Four Processes in which meaningful
learning takes place:
Derivative Subsumption
Correlative Subsumption
Superordinate Subsumption
Combinatorial Learning
Derivative Subsumption:
- Describes the situation in which the new
information you learn is an example of a
concept that you have already learned.
- Meaningful learning takes place when new

material or relationship can be derive from
the existing structure.
A bird has feathers,
a beak, lays egg, it
can fly, etc.
BLUE JAY BIRD

Correlative Subsumption:
- This is more “valuable” learning
than that of derivative subsumption,
higher-level concept of thinking.
Superordinate Subsumption:
- You are already familiar with

the things but did not know
the concept itself until it was
taught.
Mandy, those are
what you called
“fruits”.
Combinatorial Learning:
-When the newly acquired knowledge

combines with prior knowledge to
enrich the understanding of both
concepts.
-Learning by analogy
Advance Organizer
-Is a major tool proposed by Ausubel and
it gives 2 benefits:
1. You will find it easier to connect new
information with what you already know
about the topic.
2. You can readily see how the concepts in
a certain topic are related to each other.
Types of Advance Organizers:
• Expository
• Narrative
• Skimming
• Graphic organizer
EXPOSITORY:
• Describes the new content. Give students a broad
idea of the lesson’s purpose before the lesson begins.
• provides new knowledge that students will need to

understand the upcoming information
• are often used when the new learning material is

unfamiliar to the learner.
NARRATIVE:
• Presents the new information in the form
of a story to students.
SKIMMING:
• Is done by looking over the new
material to gain a basic
overview.
• “Picture Walk”
Graphic Organizer:
• Visuals to set up or outline the new
information. This may include
pictographs, descriptive patterns,
concept patterns, concept maps,
Venn diagram.
97. In Howard Gardner’s multiple intelligences, which of
the following intelligences explains why some students
can better understand when the lesson is presented
through videos, pictures, drawings, paints and graphics.
A. Verbal/Linguistic Intelligence
B. Bodily/Kinesthetic Intelligence
C. Visual/Spatial Intelligence
D. Musical Intelligence
98. Dogie prefers to be alone when studying for the
exam. He also cannot focus on answering test questions
if the surrounding is noisy. Dogie is an example of what
kind of thinker/learner?
A. Global thinker
B. Analytic Thinker
C. Both Global and Analytic thinker
D. Neither Global nor Analytic thinker
99. This type of intelligence seeks connections to
real world understanding and application of new
learning.
A. Naturalist
B. Bodily Kinesthetic
C. Nature Smart
D. Existentialist
100. This type of thinker do not settle for a general
conclusions. He/she tends to seek and examine specific
details before leading into a conclusion.
A. Mathematical Logic
B. Verbal/Linguistic
C. Global Thinker
D. Analytic Thinker
Learning and Thinking
Style and Multiple
Intelligence
Learning/Thinking Style
•Refers to the preferred way an

individual process information
•Describe a person’s typical mode
of thinking, remembering or
problem solving
•Denotes tendency to behave in a
certain manner
•Learning/Thinking Style
••Style usually described as a

personality dimension which
influences your attitudes ,
values and social interaction
Perspective about
Learning/Thinking Style
1.Sensory Preferences
2.Global-Analytic Continuum
•Sensory Preferences
•Individuals tend to gravitate

toward one or 2type of sensory
input and maintain a dominance
on that senses.
Kinds of Sensory
Preferences
1. Visual Learners
• Learners must see their teacher’s actions and facial

expression to fully understand the content of a lesson.
• They may think in pictures and learn best from visual
aids.
• Prefer to take detailed notes to absorb the information.
•Sub-Division of Visual Learner
Visual-Iconic
•More interested in visual imagery such as films, graphic

displays or pictures in order to solidify learning.
•Have good “picture memory” or iconic imagery and attend
to pictoral detail
Visual-Symbolic
•Comfortable with abstract symbolism such as mathematical

formulae or the written word.
•Like to read about things than hear about them
•Good abstract thinkers who do not require practical means
for learning.
2. Auditory Learners
• Learn best through verbal lectures, discussions,
talking things through and listening to what others
have to say.
• Written information may have little meaning until it is

heard
• Not easily distracted in their listening ability.

Sub-Division of Auditory Learner
“Listeners”
•Remembers things said to them and

make information as their own.
“Talkers”
•One who prefer to talk and discuss.

•Find themselves talking to those around them.
•They tend to whisper comments to themselves.
3. Kinesthetic Learners
•Benefit much from hands-on approach, actively
exploring the physical world around them.
•May become distracted by their need for activity and
exploration
•Prefer “learning by doing” preferring the use
of psychomotor skills.
•Tend to have good motor memory and motor
coordination.
Global-Analytic Continuum
1.Analytic Continuum
•Tend toward the linear, step-by-step processes of

learning.
•See finite elements of patterns rather than the

whole.
•“tree seers”
2. Global Continuum
•Tend towards non-linear thought and tend to see the

whole pattern rather than particle elements.
•Attention only to the overall structure and sometimes
ignore details.
•“forest seers”
Global-Analytic Continuum is also called
Left/Right-brain Continuum.
(Roger Sperry)
•Left Brain dominant individual is portrayed
as a linear (analytic).
•Right-brain person is one who is viewed as
global, non-linear and holistic in thought
preferences.
•One side may be more dominant than the
other.
Successive Processor (Left Brain)
•Prefers to learn in a step-by-step

sequential format, beginning with details
leading to a conceptual understanding of
a skill.
Simultaneous Processor (Right Brain)
•Refers to learn beginning with the general

concept and then going on the specifics.
Multiple Intelligences
Howard Gardner
Intelligence
•An ability or set of abilities that
allows a person to solve a problem
that is valued in one or more
culture.
•Different intelligences may be

independent abilities
•All of us possess the intelligences

but in varying degrees of strength
and skill.
9 Distinct Forms of Intelligence
Visual/Spatial Intelligence
Learning visually and organizing

ideas spatially.
•Seeing concepts in action in order to
understand them.
•The learners tend to think in pictures
and need to create vivid mental
images to retain information. They
enjoy looking at maps, charts,
pictures, videos and movies.
Their skills include:
– Puzzle building, reading, writing,

understanding charts and graphs, good
sense of direction, sketching, painting,
creating visual metaphors and analogies,
manipulating images, constructing, fixing,
designing practical objects, interpreting
visual images.
Possible Career Interests
•Navigators
•Sculptors
•Visual artist
•Inventors
•Architects
•Interior designers
•Mechanics
•Engineers
Verbal/Linguistic Intelligence
• Learning through the spoken or
written word
• Ability to use words and
language.
• These learners have highly
developed auditory skills and
are generally elegant speakers.
• They think in words rather than
in pictures.
Their abilities includes:
• Listening, speaking, writing, story

telling, explaining, teaching, using
humor, understanding the syntax and
meaning of words, remembering
information, convincing someone
of their point of view, analyzing
language usage.
Possible Career Interests:
•Poet
•Journalist
•Writer
•Teacher
•Lawyer
•Politician
•Translator
Mathematical/Logical Intelligence
•Learning through reasoning and
problem solving
•Ability to use reason, logic and
numbers. These learners think
conceptually in logical and
numerical patterns making
connections between pieces of
information. Always curious about
the world around them, these learner
ask lots of questions and like to do
experiments.
Their Skills include
•Problem solving, classifying and

categorizing information, working with
abstract concepts to figure out the
relationship of each to the other, handling
ling chains of reason to make local
progressions, doing controlled experiments,
questioning and wondering about natural
events, performing complex mathematical
calculations, working with geometric shapes
Possible Career Path
•Scientist
•Engineers
•Computer Programmers
•Researchers
•Accountants
•Mathematicians
Bodily/Kinesthetic
Intelligence
• Learn through interaction with one’s
environment
• Ability to control body movements and
handle objects skillfully. These learners
express themselves through movements.
They have a good sense of balance and eye-
coordination.
• Through interacting with the space around
them, they are able to remember and
process information.
Their Skills Include:
•Dancing, physical co-ordination,

sports, hands on experimentation,
using body language, crafts, acting,
miming, using their hands to create or
build, expressing emotions through
the body.
Possible Career Paths
•Athletes
•Physical education teacher
•Dancers
•Actors
•Firefighters
•Artisans
Musical/Rhythmic
Intelligence
• Learning through patterns, rhymes
and music.
• Ability to produce and appreciate
music. These musically inclined
learners think in sounds, rhythms,
and patterns. They immediately
respond to music either appreciating
or criticizing what they hear. Many of
these learners are extremely
sensitive to environmental sounds.
•Singing, whistling, playing

musical instruments, recognizing
tonal patterns, composing
music, remembering melodies,
understanding the structure and
rhythm of music.
Possible Career Path
•Musician
•Disc jockey
•Singer
•Composer
Intrapersonal/Self Intelligence
• Ability to self-reflect and be
aware of one’s inner state of
being. These learners try to
understand their inner
feelings, dreams,
relationships with others
and strengths and
weaknesses.
• Recognizing their own strength

and weaknesses, reflecting and
analyzing themselves, awareness
of their inner feelings, desires
and dreams, evaluating their
their thinking patterns,
reasoning with themselves,
understanding their role in
relationship to others.
•Researchers
•Theorists
•Philosophers
Interpersonal/People Intelligence
Ability to relate and understand others.
These learners try to see things from
other’s point-of-view in order to understand
how they think and feel. They often have
uncanny ability to sense feelings, intensions
and motivations. They are great organizers,
although they sometimes resort to
manipulation. Generally they try to maintain
peace in group settings and encourage co-
operation. They use both verbal and non-
verbal language to open communication
channels with others.
• Seeing things from other perspectives,

listening, using empathy, understanding
other people’s moods and feelings,
counseling, co-operating with groups,
noticing people’s moods, motivations and
intensions, communicating both verbally
and non-verbally, building trust, peaceful
conflict resolution, establishing positive
relations with other people.
•Counselors
•Salesperson
•Politicians
•Business person
Naturalistic Intelligence
Possible jobs include:
Astronomer Marine Biologist
Botanist Ecologist
Conservationist Veterinarian
Gardener Forest ranger
Farmer Landscaper
Animal Trainer Meteorologist
Zookeeper Nature photographer
Geologist
Existential / Spirit Intelligence
• Learning by seeing the “big
picture”
• This intelligence seeks connections

to real world understanding and
application of new meaning.
• Ability to contemplate phenomena

or questions beyond sensory data,
such as the infinite and
infinitesimal.
•Shamans
•Priest
•Scientists
•Philosophers
PHILOSOPHICAL FOUNDATIONS
Philosophy
“philo” means love

“sophus” means wisdom
Love for wisdom
1.IDEALISM: (Plato of Greece)
• Academy is the school of Plato
• This philosophy believes that what is true in reality is
the IDEAS which is only present in the MIND only.
• Its existence is independent form the material world.
• It is believe that IDEAS are innate in the person as
these have been endowed by a perfect being.
2.REALISM: (Aristotle)
• Lyceum is the school of Aristotle.
• Other Proponents: John Amos, Comenius & John
Locke.
• This believes the principle of “TO SEE IS TO BELIEVE”.
• What exist is in the external world and not in the
mind.
• Truth is objective (what can be observed)
• Physical world.
3.EMPIRISM: (John Locke)
• SENSES is what triggers the mind to legitimate
knowledge.
• This is derived from EXPERIENCES through the use of
senses that generates knowledge.
• Believes that the only source of knowledge is sense-
based experience.
4.EXISTENTIALISM (Soren Kieregaard & Jean
Paul Sartre)
• Reality is SUBJECTIVE, lies within the individual’s
choice and standards which are central
(responsibility).
• Men possess freedom of in the accomplishments of
his destiny.
• Uniqueness of individuals is being given emphasis as
well.
5.ESSENTIALISM (William Bagley)
• This school of thought is more concern with the
BASICS
• 3R’s (reading, ‘riting, and ‘rithmetic)
• Subject matter is the center of the educational
process.
• In the classroom, the teacher is the authority, a
master of his/her discipline or a teacher-centered.
6.PERENNIALISM (Robert Hutchins)
• Maintains that education involves confronting the problems
and questions that have challenged people over the
centuries.
• This utilizes the existence of CLASSICAL BOOKS for it views
education as recurring process and bear ETERNAL TRUTHS.
• This is concerns with the search for truth which can all be
found in the great works.
• The curriculum is fixed and subject centered relying heavily
on the disciplines of literature, math, languages, and history.
• Studies humanities/HOTS
7.PRAGMATISM (Charles Sanders Pierce)
• This believes that for knowledge to become
meaningful, practical evidences should be seen as
consequences of its tests. If it works in practice, then
it is true or good.
• The essence of reality is CHANGE.
• Its method of thought is EXPERIMENTAL(active
learning).
8.PROGRESSIVISM (Francis W. Parker & John
Dewey)
• This is an off-spring of pragmatism.
• Education should focus on the whole child. He (the
child) is the problem solver who makes meanings
through experience.
• “learning by doing” principle.
• Methods: scientific and problem solving, child-
centered classroom setting.
9.BEHAVORISM (John B. Watson)
• A behavior can be best explained in terms of
responses to external stimuli.
• Believes that individuals have NO CHOICE because
they are entirely shaped by their environment.
• Rewards and conditioning play a vital role in behavior
modification or enhancement.
10.RATIONALISM (Rene Descartes)
• This school of thought believes that knowledge can be
derived from a certain prior truths.
• Mental and reasoning power is fundamental.
• Virtue and happiness can be obtained through the
knowledge of God.
11.RECONSTRUCTIVISM (George Counts &
Harold Rugg)
• Covers the underlying factors that constitute reality or
society (social reconstructivism)
• This principle aims to let the students take part in
social, political, or economical problems that confront
the society and be able to arrive at solutions in order
to reconstruct society.
• States that the main purpose of educational efforts is
to “reconstruct” society in order to meet the cultural
crisis of times.
12. HEDONISM (Fred Feldman)
• Pleasure is the only good thing to the person.
13. EPICUREANISM (Lucretius)

• A form of ancient hedonism - the highest pleasure
consists of simple and moderate life; pleasure is
attainable only by REASON.
14. STOICISM (Zeno of Citium)
• Believes “if there are difficulties and adversities,
you have to patiently accept them and endure
them.
• Self-control and fortitute as means of
overcoming destructive emotions.
15. HUMANISM (Carl Rogers and Abraham
Maslow)
• Emphasizes the value and agency of human beings,
individually and collectively, and generally prefers
critical thinking and thinking eveidence (rationalism
and empiricism) over acceptance of dogma or
superstition.
16. UTILITARIANISM (James Mill & John Stuart
Mill)
• The moral worth of an action is solely determined by
its contribution to overall untility in maximizing
happiness or the total of individuals which is
important here, the greatest happiness for the greater
number of people.
101. Teacher Alex always asks his students to
memorize and recite poems and speeches they
have studied in his literature class. What kind of
teacher is she?
a. naturalist
b. idealist
c. pragmatist
d. realist
102. The progressivist emphasized the
individuality of the child. What is the concern
of the reconstructivist?
a. Socialization
b. Experiential Learning
c. Values Education
d. Social problem
103. Which of the following beliefs is very
realist?
a. reality is a spirit.
b. knowledge is derived from some
experiences.
c. values are eternal.
d. goodness if found in oneself
104.Virtue as one component in the teaching of
Rizal as a course focuses on the teaching of good
and beauty in God. What philosophy supports
this?
a. Idealism
b. Existentialism
c. Progressivism
d. Reconstructivism
105. Which oriental philosophy teaches about
the golden rule?
a. Shintoism
b. Taoism
c. Hinduism
d. Confucianism
106. Teacher Harriet lets her students play
volleyball in their PE class because she believes
that for her students to be able to grasp the rules
and basic skills of the game, they need to
experience how to play it. What philosophy of
education does teacher Harriet exhibit?
a. Behaviorism c. Empiricism
b. Essentialism d. Hedonism
107. When a teacher always consults the students
whenever decisions have to be made; like number
in a school program; class costume for the
intrams, etc. He/she is ________________.
a. an essentialist c. an existentialist
b. a progressivist d. a reconstructivist
108. Which philosophy has the educational
objective to indoctrinate Filipinos to accept
the teachingsof the Catholic Church which is
to foster faith in God?
a. Realism c. Pragmatism
b. Idealism d. Existentialism
109. Which school of thought strengthens the
belief that the means and ends of education must
be completely refashioned to meet the demands
of the present cultural crisis?
a. Reconstructionism c. Perennialism
b. Existentialism d. Progressivism
110. Mrs. Karen Kims asks her fourth year
high school son what course he would like to
take. She is in little way applying:
a. Naturalism c. Stoicism
b. Behaviorism d. Existentialism
111. What type of education which aims to
develop individual for maximum usefulness in the
state?
a. Humanism
b. Realism
c. Utilitarianism
d. progressivism
112. Teacher M views his students as unique, free-
choosing and responsible individual. All classroom
activity revolves in the said premise. What theory
underlies this?
a. Essentialism
b. Existentialism
c. Realism
d. Pragmatism
113. The teaching of classical stories such as
Aeneid, The Divine Comedy, and Romeo and Juliet
is an example of education that adheres which of
the following philosophical thought?
a. Essentialism
b. Stoicism
c. Naturalist
d. Perennialism
CONSENSUS AND CONFILCT THEORY (Karl Marx,
Emile Durkheim, Max Weber and other social
theorists)
• Consensus -a general or widespread agreement
among all members of a particular society.
• Conflict - is a disagreement or clash between
opposing ideas, principles or people which may
be covert or overt.
• Consensus Theories - view shared norms and
values as fundamental to society, focus on social
order based on tacit agreements, and view social
change as occurring in a slow and orderly
fashion.
• Conflict Theories - emphasize the dominance of some
social groups by others, see social order as based on
manipulation and control by dominant groups, and
view social change as occurring rapidly and in a
disorderly fashion as subordinate groups overthrow
dominant groups (Ritzer, 2000).
STRUCTURAL FUNCTIONALISM (Talcott Parsons,
Robert Merton, and their students and followers)
Parsons’ structural functionalism has four functional
imperatives for all “action” systems, embodied in his
famous AGIL scheme:
1.Adaptation: A system must cope with external
situational exigencies. It must adapt to its environment
and adapt environments to its needs.
2.Goal Attainment: A system must define and achieve
its primary goals.
3.Integration: A system must regulate the
interrelationships of its component parts. It
must also manage the relationship among
the other three functional imperatives (AGL).
4.Latency (pattern maintenance): a system
must furnish, maintain, and renew both the
motivation o individuals and the cultural
patterns that create and sustain the
motivation.
Structure of the General Action System
(Source: Sociological Theory, George Ritzer, 2000)
Cultural System(Latency) Social System(Integration)
Performs the latency function by Copes with integration function by

providing actors with the norms and controlling its component parts.
values that motivate them for action.
Action System(Adaptation) Personality System(Goal Attainment)
Handles adaptation function by adjustingPerforms the goal-attainment function by

to and transforming the external world. defining system goals and mobilizing
resources to attain them.
Key Principles of Structural Functionalism
a) Interdependency
b)Functions of Social Structure and
Culture
c) Consensus and cooperation
d) Equilibrium
Modern functionalist believes that schooling performs
an important function in the development and maintenance
of a modern, democratic society, especially with regard to
equality of opportunity for all citizens.
Political democracy believes that schools provide citizens

with the knowledge and dispositions to participate actively in
civic life. In an ever increasingly technical society, schools
provide students with the skills and disposition to work in
such society. Although schools teach specific work skills,
schools teach students how to learn so that they may adapt
new work roles and requirements.
114. Which of the following is true about
consensus theories?
a. Social change occurs in a rapidly and disorderly
fashion.
b. It emphasizes social order, stability and social
regulation.
c. It sees equilibrium as the presence of conflict in
society.
d. It focuses on social change.
115.Functionalism has four fundamental
imperatives in all action system. Which of the
following are those?
a. adaptation, goal attainment, integration,
latency
b. adaptation, change, integration, latency
c. change, integration, adaptation, latency
d. change adaptation, conflict, latency
116.According to Parson, an action system
consists of ________________.
a. Action system which mobilizes the resources to
attain goals.
b. Personality system which defines the characteristics
of its factors.
c. Social system which controls its component parts.
d. Cultural system which provides actors with norms
and values that motivates them for action.
117.In any society, the key principles from the
functionalist perspectives includes which of the
following?
a. Social system, social structure, consensus,
cooperation and equilibrium.
b. Equilibrium, consensus and cooperation, social
structure, social system.
c. Interdependency, consensus, cooperation,
equilibrium.
d. Interdependency, social structure, consensus and
cooperation, equilibrium.
118. Modern functionalists believe that schools
play a significant role in the formation of social
order in the society. Which of the following is part
of these?
a. Maintaining democratic society.
b. Providing citizens with knowledge and dispositions
to participate actively in politics.
c. Teaching students how to learn so that they may
adapt new work roles and requirements.
d. Providing students with skills and dispositions to
work.
119.Symbolic functionalists are focused on
which of the following aspects?
a. Maintaining harmony in society to narrow the gap
among all levels of life in the society.
b. Developing socialization and interaction between
students and students and students and teachers.
c. Refining students ability to think for them to take
part of societal issues.
d. Observing how other people respond to everyone in
the society.
INTERACTIONIST THEORIES
• In general, interactionist theories about the relation of
school and society are critiques and extensions of the
functionalist and conflict perspectives.
• Attempt to make the “commonplace strange” by
turning on their heads everyday taken-for-granted
behaviors and interactions between students and
students and between students and teachers. It is
exactly what most people do not question that is most
problematic to the interactionist.
Basic Forms of Social Interaction
1.Symbolic Interactionism (George Herbert Mead and
Charles Horton Cooley). This school of thought views
the self as socially constructed in relation to social
forces and structures and and the product of ongoing
negotiations of meanings. Thus, the social self is an
active product of human agency rather than a
deterministic product of social structure. This also
requires mental processes.
• Looking-glass Self. This concept was developed by
Charles Horton Cooley. The basic notion of looking-
glass self can be summed up as “We see ourselves
as others see us”.
2. Non-Symbolic Interactionism. The

differentiation is made by Blumer (following
Mead). Unlike symbolic interactionism, non-
symbolic interactionism does not involve thinking.
120. In a classroom situation where students are
discussing whether government efforts to
establish peace in Mindanao will be beneficial to
the whole country, the teacher may use the most
effective strategy in teacher which is
________________.
a. debate c. consensus taking
b. visualization exercise d. conflict resolution

121. The “looking-glass self” of Charles
Cooley suggests that _________________.
a. Individuals are able to know who they are through
the labels given by others.
b. The “mirror” of how students behave are their own
classmates and teachers.
c. Feedback given by people around us define who we
are and what we are as a person.
d. Results of feedback given to us by other people
affects the way how we feel about ourselves.
THE FOUR PILLARS OF EDUCATION
A. LEARNING TO KNOW (skills)
• implies learning how to learn by developing
one’s concentration, memory skills and ability to
think.
• includes the development of the faculties of
memory, imagination, reasoning, problem
solving, and the ability to think in a coherent and
critical way.
• Involves the development of knowledge and
skills, that are needed to function in the world.
• The skills include literacy, numeracy, critical
thinking.
• It also presupposes learning to learn
(autonomous learning) so as to benefit from the
“opportunities education provides throughout
life”.
B.LEARNING TO DO (competence)
• This pillar of learning implies in the first place for
application of what learners have learned or known
into practices.
• It is closely linked to vocational-technical education
and work skills training.
• Implies a shift from skill to competence or mix of
higher-order skills specific to each individual.
• Thus “learning to do” means, among other things,
- ability to communicate effectively with others.
- aptitude toward team work;
- social skills in building meaningful interpersonal
relations;
- competency in transforming knowledge into
innovations and job-creation;
- and a readiness to take risks and resolve or
manage conflicts
C.LEARNING TO LIVE TOGETHER
• The most vital to building a genuine and lasting

culture of peace in both the Asia-Pacific region and
throughout the world.
• It implies an education taking two complementary
paths: one one level, discovery of others and on
another, experience of shared purposes throughout
life.
• Specifically it implies the development of such qualities as:
- knowledge and understanding of self and others
- appreciation of the diversity of the human race
- and an awareness of the similarities between, and the
interdependence of, all humans;
- empathy and cooperative social behavior in caring and
sharing;
- respect of other people and their cultures and value
systems;
- capability of encountering others and resolving
conflicts through dialogue; and
- competency in working towards common objectives.
D.LEARNING TO BE
• The dominant theme of Edgar Faure
- towards scientific humanism
- creativity
- towards social commitment
- towards the complete man
• Learning to be may therefore be interpreted in one
way as learning to be human, learn more about
themselves.
• Aimed at holistic development of individuals
• Through acquisition of knowledge, skills, and values
conducive to personality development in its
intellectual, moral, cultural, and physical dimensions.
• This implies a curriculum aiming at cultivating of
imagination and creativity
• Acquiring universally shared human values;
• Memory, reasoning, aesthetic sense, physical capacity
and communication/social skills
• Developing critical thinking skills
• And developing personal commitment and
responsibility.
122. Which of the following pillar of education is
vital in the building of genuine and lasting culture
of peace in the world?
a. Learning to know
b.Learning to do
c. Learning to live together
d. Learning to be
123. Which of the following pillar of education is
dominant in the report of Edgar Faure’s
concerning the development of man’s complete
dimension?
a. Learning to know
b. Learning to do
d. Learning to be
124. Which of the following instrument is
necessary in the “learning to live together” pillar
of education?
a. Competence
b. Communication
c. Comprehension
d. Conservation
125. Teacher Ceaser prepares his instructional materials
for his Grade-10 mathematics students regarding
Cartesian coordinate system. He list down the steps in
plotting a point in the plane for his students to grasp the
basic steps. In the situation of Teacher Ceaser, it can be
infer that his students are in the pillar of
________________ in education.
a. Learning to know c. Learning to live together
b. Learning to do d. Learning to be
126. The International Commission on Education for the
21st century chaired by Jacques Delors advocates Four
Pillars of Education. Since there are peace problems in
the world and everywhere. Which of the four pillars
should we give more emphasis in teaching?
127. Which is an offshoot of the 4th pillar of
learning “learning to live together”?
a. Schools teach care for environment.
b. Schools teach respect for diversity.
c. Schools show concern what happens to learners after
they leave school.
d. Schools celebrate United Nations week.
128. Which of the following statements is NOT
true about the 2nd pillar of learning “learning to
do”?
a. A students is ready to take risk and resolve or
manage conflict when it arises.
b. The advancement of vocational-technical courses
and skill training is its product.
c. Learners appreciate diversity in a multicultural
classroom setting.
d. An effective communication with others is acquire by
the students in this pillar.
129. School’s focus on enhancing learner’s
acquisition of skills that are often linked to
occupational success is under which pillar of
learning?
130. Which pillar of learning is aimed at holistic
development of man and his complete fulfillment?
a. Learning to know
b. Learning to do
d. Learning to be
131.Inculcating the spirit of empathy among
learners fulfills which pillar of learning?
a. Learning to know
b. Learning to do
d. Learning to be
132.In the classroom, students are encouraged by
their teachers to analyze and think about issues
and develop skills to learn on their own, the
teacher is emphasizing what pillar of learning?
a. Learning to know
b. Learning to do
d. Learning to be
INTERCULTURAL COMMUNICATION
Two Types of Communication

1.Verbal - refers to the use of language
2.Non-verbal - refers to the use of
gestures, facial, expressions, and
other body movements.
What is Intercultural Communication?
• Refers to the effective communication between people, workers, and
people of different cultural backgrounds.
• Refers to communication between people whose cultural perceptions
and symbolic systems are distinct enough to alter the communication
event.
• An academic field of study which seeks to understand how people
from different countries and culture behave and communicate and
perceive the world around them (http//www.intercultural.org)
• The interpersonal interaction between members of different groups
which differ from each other in respect of the knowledge shared by
their members and in respect of their linguistic forms of symbolic
behavior (Karlfried Knapp).
Elements of Intercultural Communication
1. Perceptions: beliefs, values, attitudes, world views,
social organizations.
2. Verbal processes: the way in which cultures employ
symbols to portray things and experiences.
3. Nonverbal processes: shared thoughts and feelings
of bodily behavior, time and space.
4. Contextual elements: business, education and health
care, tourism and personal relationships.
Communication and Language
• Paralanguage - refers to all auxiliary
communication devices. It is part of the
redundancy in communication that helps
prevent ineffective communication.
- kinesics - the most obvious form of

paralanguage or known as body
language
Four Areas of the Study of Language
1. Phonology refers to a system of sounds that a particular
language uses, includes not on the language’s basic unit of
sound, or phonemes, but rules about how we put
phonemes together to form words and rules about how the
proper intonations patterns for phrases and sentences.
2. Semantics is the study of word meanings and word
combinations. Comprehension of written as well as spoken
language requires not only a knowledge of specific words
and their definitions but an understanding of how we use
words and how we combine them in phrases, clauses, and
sentences.
3. Grammar describes how the structure of a language which
consists of two major parts: morphology and syntax.
- Morphology is the study of the language’s smallest units
of meaning - prefixes, suffixes, and root words - and
how these units are properly combined.
- Syntax specifies how words are combined into
sentences.
4. Pragmatics is concerned rules for the use of appropriate
language in particular contexts.Thus, pragmatics is concerned
not only with speaking and writing but with social interaction,
and it directly addresses the issue of effective communication.
133. Intercultural communication is being
emphasized in the curriculum especially in a
multicultural classroom setting. Which of the
following best describes intercultural
communication?
a. Effective communication between people, workers and people
at different cultural backgrounds.
b. An academic field of study which focuses on how people
behave.
c. Is a set of beliefs, values, attitudes, and social organization.
d. The language spoken by people from other countries and
culture.
134. Verbals and written symbols including rules
about how these symbols can be put together to
convey complex meaning refer to ___________.
a. communication
b. culture
c. language
d. knowledge
135. Which of the following statements does NOT
justify the importance of intercultural
communication?
a. It makes students realizes that one’s culture is superior to
others.
b. It increases the awareness of one’s own culture - identity,
cultural backgrounds and heritage.
c. It showcases multiple cultures to be understood and
appreciated.
d. It is a useful source of intercultural knowledge and mutual
enrichment between diverse students.
136. What element of intercultural
communication comprises the belief, values, world
views and social organizations of a certain culture?
a. perceptions
b. verbal process
c. nonverbal process
d. contextual
137. Understanding occurs among group of people or
different cultures because of a particular thought or
feelings they shared. When Filipinos and foreigners
agreed to vacate Boracay for a period of time in order to
rehabilitate, they appear to have achieved which
element of intercultural communication?
a. perceptions c. nonverbal process
b. verbal process d. contextual

138. When a student studies and learns about
how words are used and how they are combined
to form phrases, clauses, sentences, he/she is
studying what are of language?
a. Phonology
b. Semantics
c. Grammar
d. Pragmatics
139. Sometimes communication is ineffective due
to lack of appropriateness of language especially
when speakers are from two different cultures. In
order to avoid this type of miscommunication,
which device should a person use?
a. paralanguage
b. locomotion
c. signals
d. letters
CULTURE
• Is defined as the set of learned behaviors, beliefs, attitudes, values,
and ideals that are characteristics of a particular society or population
(Ember, 1999).
• Is defined by Calhoun, et al., (1994) is the learned norms, values,
knowledge, artifacts, language, and symbols that are constantly
communicated among people who share common way of life.
• Allan Johnson (1996) said that culture is the sum total of symbols,
ideas, forms, of expressions, and material products associated with a
system.
• The complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by a man as a
member of society (Panopio, 1992), as defined by E.B. Taylor.
CULTURE
• Leslie A. White refers culture as an organization of phenomena that is dependent
upon symbols, phenomena which include acts (patterns of behavior); objects
(tools and things made by tools); ideas (beliefs, knowledge); and sentiments
(attitudes, values). In this sense, culture means the entire way of life of people
and everything learned and shared by people in society (Hunt et al, 1998).
• Hofstede (1997) states that culture consists of patterns, explicit and implicit, of
and for behavior acquired and transmitted by symbols, constituting the
distinctive achievement of human groups, including their embodiments in
artifacts.
• “The set of distinctive, spiritual, material, intellectual and emotional features of
society or a social group, and that it encompasses, in addition to art and
literature, lifestyles, ways of living together, value systems, traditions and beliefs”
(UNESCO, 2002).
Characteristics of Culture
1. Culture is learned.
2. Culture is shared by a group of people.
3. Culture is cumulative.
4. Culture changes.
5. Culture is dynamic.
6. Culture is ideational.
7. Culture is diverse.
8. Culture gives us range of permissible behavior
patterns
Components of Culture
COMMUNICATION
*Language defines what it means to be human when people share

language, they share condensed, very flexible set of symbols
and meanings.
*Symbols forms the backbone of symbolic interaction.anything that

carries a particular meaning recognized by people who share
culture.serves as basis for everyday reality
COGNITIVE
*Ideas mental representations (concepts, categories, metaphors) used to
organize stimulus;they are the basic units out of which knowledge is
constructed and a world emerges.
- Knowledge Ideas that are linked together and organized into larger sets system
systematically summarizes and elaborates how we think the world looks
and acts.storehouse where we accumulate representations, information,
facts, assumptions, etc.
- Beliefs Stored and passed down know form one generation to the next
one.accepts a proposition, statement, description of fact, etc. as true.
COGNITIVE
*Values defined as culturally defined standards of desirability,
goodness, and beauty, which serve as broad
guidelines for social living.varies from age, sex, race,
ethnicity, religion, and social class.
*Accounts how people use the common language to explain,
justify, rationalize, excuse, or legitimize our behavior to
themselves and others.
BEHAVIORAL
*Norms rules and expectations by which a society guides the behavior of its
member. can change over time, as illustrated by norms regarding sexual
behavior.vary in terms of the degree of importance.
- Mores customary behavior patterns or folkways which have taken on a
moralistic valuethey are considered essential to the group’s
existence.people who violates mores are considered unfit for society and
may be ostracized and punished as a warning to others that such
behavior will not be tolerated. Examples: Marriage, sex behavioral
patterns, religious rituals, etc
- Laws the most formal and important norms.the mores deemed so vital to
dominant interests that they become translated into legal formalizations
that even nonmembers of society (such as visitors) are required to obey.
BEHAVIORAL
- Folkways/custom Behavior patterns of society which are organized and repetitive. The key
feature of all folkways is that there is no strong feeling of right or wrong
attached to them. They simply the way people usually do things.
- Rituals Highly scripted ceremonies or strips of interaction that follow a specific

sequence of actions. They occur at predetermined times or triggered by
a specific cuesExamples:Ceremonies: graduation, baptism, funerals,
weddings, birthdaysHolidays: thanksgiving, ChristmasEveryday public
rituals: shakehandsBonding rituals: exchanging business cards, holding
hands, parties, gift givingSignal rituals: eye contact, holding the door
MATERIAL
*Tools, Humans make objects, sometimes for practical reasons
Medicines and sometimes for artistic ones.The form and function of
*Books these objects is an expression of culture and culturally-
*Transportation defined behavior often depends on the presence of
*Technologies specific objects.They express the values of culture.The
nature of material culture produce by a given society is a
function of the society’s level of technology, the available
resources, and the need of its people.
The Organization of Culture
Culture is transmitted through:
1. Enculturation - it is the process of learning culture of
one’s own group.
2. Acculturation - it is the process of learning some new
traits from another culture.
3. Assimilation - it is the term used for a process in
which an individual entirely loses of his/her previous
group identity and takes on the culture and attitudes of
another group.
140. When a set of beliefs, attitudes, values, and
ideals that are characteristics of a particular
society or population is learn by an individual,
he/she has learned a new __________.
a. behavior
b. traits
c. character
d. culture
141. A child is born in the Philippines but was
brought to the united states after birth develops
traits and learn behavior patterns characteristic of
Americans. What characteristic of culture is
displayed?
a. Culture is learned
b. Culture is shared
c. Culture changes
d. Culture is dynamic
142. The idea that “marriage only involves one
man and one woman is acceptable almost all over
the world”, shows that culture is ____________.
a. learned
b. cumulative
c. shared
d. diverse
143. Innovation and modification of jeepneys and other
land transportation vehicles has been passed down for
how many generations. From water-fueled to solar
powered, the advancement of these vehicles especially
in the Philippines is expected to become more known
worldwide in the coming years. This only shows that
culture is ___.
a. learned b. cumulative
c. shared d. diverse
144. A component of culture which refers to
mental representations used to organize stimulus
and become basic units of which knowledge is
constructed refers to _________.
a. ideas b. perceptions
c. beliefs d. values
145. Which of the following does NOT belong
under cognitive component of culture?
a. ideas
b. values
c. norms
d. accounts
146. When a group of people practices different
lifestyles, ways of living together, value systems,
traditions and belief, they are
__________________.
a. showing culture diversity
b. Having cultural problems
c. experiencing confusion
d. in a state of culture shock
147.Customary behavior patterns or folkways
which have taken a moralistic value refer to
___________.
a. norms
b. values
c. laws
d. mores
148. Alex has been convicted guilty for a murder
case and was sentenced with 25 years
imprisonment. Alex was deemed criminal due to
violating which behavioral component of culture?
a. norms
b. values
c. laws
d. mores
149. Alicia learns how to make “lasagna” form her
Italian friend and now made it a habit to eat
lasagna during breakfast. This shows that culture is
transmitted through __________.
a. enculturation
b. acculturation
c. assimilation
d. acquisition
150. Teacher Vic teaches his students how to sing
the “Lupang Hinirang” properly to his grade-2
pupils with a bit of information regarding the
writer of the lyrics as well as the composer. The
case of teacher Vic shows that culture is being
transmitted through ____________.
a. enculturation b. acculturation
c. assimilation d. acquisition
51. Dorya, who is a natural Filipino born, came
home to the Philippines after being away for 10
years to the States. She insisted that she forgotten
how to speak in her vernacular language which is
Ilocana so she speaks English instead. Dorya’s case
in a very example of culture being transmitted
through _____________.
a. enculturation b. acculturation
c.
c assimilation d. acquisition
52. Which refers to standards of desirability,
goodness, and beauty which served as brad
guidelines for social living?
a. culture
b. knowledge
c.
c values
d. morals
53. Learning the folkways, mores, social traditions,
values, of one’s own group is _____________.
a.
c enculturation
b. acculturation
c. assimilation
d. acquisition
PEACE EDUCATION
Peace
- “absence of violence or presence of social justice”,
(Galtung, 1995)
- Negative peace - absence of direct/physical violence
- Positive peace - presence of conditions of well-being
and just relationship; social, economic, political,
ecological
A Typology of Violence
(Adapted from the conceptual map formulated by Tog Swee-Hin and Virginia Cawagas)
LevelOf Personal Interpersonal/Community National Global
Form
Violence
Direct/Physical SuicideDrug Abuse Domestic violence Civil war Conventional war
Violent crimes Violent crimes Nuclear war
Human right abuses Human rights abuses
Structural/ Economic, Powerlessness Local inequalities National inequalities Global inequalities

PoliticalSocio- Alienation Poverty, Hunger Poverty, Hunger Poverty, Hunger
cultural/Psychological Low self-esteem Prejudice/enemy images Prejudice/enemy images Prejudice/enemy images
Anxiety Cultural domination Cultural domination Cultural domination
Racism Racism Racism
Sexism Sexism Sexism
Religious Intolerance Religious Intolerance Religious Intolerance
Ecological Over-consumption Over-consumption Over-consumption Over-consumption
Pollution Pollution Pollution
Chemical and Biological Chemical and Biological
warfare warfare
Nuclear power radiation
Challenging Prejudice and Building Tolerance
Prejudice is the negative feeling or attitude towards a
person or a group even if it lacks basis
- Racism : the belief that one’s culture or heritage is

innately superior to that of others
- Sexism: a system of attitudes, actions, and
structures, that subordinates others on the
basis of their sex
Prejudice
- Heterosexism: negative attitudes towards lesbians
and gays
- Classism: distancing from or perceiving the poor
as “the other”
- Linguicism: negative attitude which members of
dominant language groups hold against
non-dominant language group.
- Ageism: negative attitude held against the young
or elderly
Prejudice
- Looksism: prejudice against those who do not
measure up to the standard beauty.
- Religious intolerance: prejudice against those
who are followers of religions other
than one’s own
Stereotype
• is the negative opinion about a person or group based on
incomplete knowledge
Discrimination
• refers to the negative actions toward members of a specific
social group that may be manifested in avoidance, aversion, or
even violence (Franzoi, 1986).
Tolerance
• the act of respecting, accepting and appreciating the rich
diversity of cultures and various forms of human expressions.
54. There are many definitions of peace, but
according to Johan Galtung peace is deined as
____________:
a.
c absence of violence
b. absence of war
c. absence of conflict
d. equality
55. The presence of just and non-exploitative
relationship as well as human and ecological well-
beings refers to ______.
a. peace
b.
c positive peace
c. negative peace
d. world peace
56. Participating in tree planting activities or
cleanliness and beautification activities in the
community is a response to this level of peace.
a. personal peace
b. peace with the Supreme being
c.
c peace with the environment
d. global peace
57.The central concern of peace education is
_____________.
a.
c promotion of peace
b. promotion of human dignity and well-being

c. absence of violence
d. absence of war
58.Negative actions toward members of a specific
social group that may be manifested in avoidance,
aversion, or even violence is termed as ________.
a. stereotyping
b. prejudice
c.
c discrimination
d. tolerance
59.The act of respecting, accepting and
appreciating the rich diversity of cultures and
various forms of human expressions refers to
___________.
a.
c tolerance
b. respect
c. values formation
d. prejudice
60.Which of the following is the most horrible
effect of war?
a. destruction of property
b. people fleeing their homes
c.
c massive death
d. proliferation of weapon
CULTURAL CHANGES
Multiculturalism
• Is a phenomenon of multiple groups of culture
existing within one society largely due to arrival of
immigrant of this phenomenon
• Is a systematic and comprehensive response to
cultural and ethnic diversity, with educational,
linguistic, economic, and social components, and
specific institutional mechanisms.
Three Interrelated, but nevertheless,
Distinctive Referents of Multiculturalism
1. Demographic-descriptive usage occurs when the
word multicultural refers to the existence of
linguistically, culturally, and ethnically diverse
segments in the population of a society or state.
2. Ideological-normative usage of multiculturalism
generates the greatest level of debate, since it
constitute a slogan and basis for political action. The
ideological-normative usage of multiculturalism
constitute a specific focus towards the management
and organization of governmental responses to
ethnic diversity.
- constitute a continuum from assimilationism to
differentialism, the extreme forms which are
exclusion, apartheid, ethnic cleansing, and
genocide.
3. Programmatic-political usage of multiculturalism
refers to the specific policies developed to respond
and manage ethnic diversity.
James Bank’s Four Approaches of
Curriculum/School Transformation
• Level 1: Contributions - Heroes, holidays, and food became a
special focus on a particular day, recognizing the
contributions of various groups.
• Level 2: Additive - Special units and topics about various
groups are added to, but do not fundamentally alter the
curriculum.
• Level 3: Transformation - Curriculum is changed, so that the
students see the world from the different perspective of
various groups.
• Level 4: Social Action - Students make decisions about their
world and become directly involved in social actions.
Five Dimensions of Multicultural Education
(Banks, 1997)
1. Content integration deals with the extent to which
teachers use examples and content from a variety of
cultures groups to illustrate key concepts, generalizations,
and issues within subject area or disciplines.
2. Knowledge construction process describes how teachers
help students to understand, investigate, and determine
how the biases, frames of reference, and perspectives
within a discipline influence the ways in which knowledge
is constructed within it. Students also learn how to build
knowledge themselves in this dimension.
3. Prejudice reduction describes lessons and activities used by
teachers to help students to develop positive attitudes
toward different racial, ethnic, and cultural groups.
4. Equity pedagogy exists when teachers modify their
teaching in ways that will facilitate the academic
achievement of students from diverse racial, cultural, and
social class groups.
5. Empowering school culture and social structure is created
when the culture and organization of the school are
transformed in ways that enable students from diverse
racial, ethnic, and gender groups to experience equality
and equal status.
Subculture
• refers to a “cultural group within a larger culture, after
having beliefs or interests at variance with those of
the larger culture.
• refers to a cultural patterns that set apart of a
society’s population. It can be based on age, ethnicity,
residence, sexual preference, occupation, and many
other factors.
Deviant
• Tensions sometimes develop between members of
dominant culture and one or more subcultures,
especially subcultures that directly oppose dominant
norms and values (e.g. drug subculture or homosexual
subculture)
Counterculture
• Exists when a subculture adopts values and beliefs
that are predominantly in opposition to those of a
larger society.
Functions of Subcultures
1. Permitting specialized activity - because subcultures
(particularly occupational subcultures) carry the
knowledge necessary to perform specialized tasks,
they are essential to the division of labor which is
essential in any society which is becoming larger and
more complex.
2. Identity in mass society - subcultures also provide a
source of identity in mass society, thus preventing
feelings of isolation and anomie.
3. Cultural adaptation and change - serve as a source of
adaptation to society. Often a subculture is the
mechanism through which cultural diffusion occurs.
In some cases, some groups of people in society -
often the young , the well-educated, or those at the
forefront of developing new technologies - adopt a
new set of values and beliefs that are better
adjusted to new realities. This group, thus develops
a subculture in response to new conditions.
61.Which is progressive approach for transforming
education that holistically critiques current short-
coming, failings and discriminatory practices on
education?
a.
c Multicultural Education
b. Peace Education
c. Disciplinary Education
d. Values education
62.“Students make decisions about their world
and become directly involved in social actions”.
This approach is what level on Bank’s Approaches
of Curriculum?
a. Contribution
b. Additive
c. Transformation
d.
c
Social Action
63.Which is true about prejudice reduction?
a. Describes how teachers help students to understand, investigate,
and determine how the biases, frames of reference, and
perspectives within a discipline influence the ways in which
knowledge is constructed within it.
b.
c Describes lessons and activities used by teachers to help students to
develop positive attitudes toward different racial, ethnic, and
cultural groups.
c. Is created when the culture and organization of the school are
transformed in ways that enable students from diverse racial,
ethnic, and gender groups to experience equality and equal status.
d. exists when teachers modify their teaching in ways that will
facilitate the academic achievement of students from diverse racial,
cultural, and social class groups.
64. Which can be based on a variety of factors
such as religion, race ethnicity, age, and sexual
orientation?
a. Culture
b. Multiculturalism
c. Culture Identification
d.
c Subculture
SOCIAL INSTITUTIONS
• Is a group of social positions, connected by social
relations, performing a social role.
• In a narrow sense, it is any institution in a society that
works to socialize the groups of people in it.
Five Essential Tasks:
1. Replacing members or procreation
2. Teaching new members
3. Producing
4. Distributing and consuming goods and services
5. Preserving order, and providing and maintaining a
sense of purpose.
Characteristics of Social Institutions
• Institutions are purposive
• They are relatively permanent in their content
• Institutions are structured
• Institutions are unified structure
• Institutions are necessarily value-laden
Functions of Social Institutions
• Institutions simplify social behavior for the individual
person.
• Provide ready-made forms of social relations and
social roles for the individual.
• Act as agencies of coordination and stability for the
total culture.
• Institutions tend to control behavior.
Five Major Social Institutions
1. Family
2. Education
3. Religion
4. Economics
5. Government
1. The Family
• Is the smallest social institution with the unique
function of producing and rearing the young.
• Basic unit of society and basic agent of socialization
because it is where the individual develops values,
behaviors, and ways of life through interaction with
the members of the family.
Characteristics of a Filipino Family
- closely knit and strong family ties
- usually extended, kinship extends to “compadre” or
sponsors
- great difference exists in the roles of man and woman.
Functions of a Family
- Reproduction of the race and rearing the young.
- Cultural transmission or enculturation
- Socialization of the child
- Providing affection and sense of security
- Providing the enrichment for personality development
and the growth of self-concept in relation to others
- Providing social status
Kinds of Family Patterns
MEMBERSHIP
Nuclear/conjugal - This is the primary or elementary family consisting of husband, wife,
and children.
Extended/consanguin - It consists of married couple, their parents, siblings, grandparents,
e uncles, aunts, and cousins.
According to terms of marriage, there is monogamy and polygamy.
Polygamy - means plural marriage. There are three types, these are
a. polyandry - where one woman is married to two or more men at the same time.
b. polygamy - where one man is married to two or more women at the same time
c. cenogamy - where two or more mean mate with two or more women in group marriage.
RESIDENCE
Neolocal - When the newly wed married pair maintains a separate household and
live by themselves
Matrilocal - When the newly married couple lives with the parents of the wife.
Patrilocal - When the newly married couple lives with the parents of the husband.
AUTHORITY
Patriarchal - When the father is considered the head and plays dominant
role
Matriarchal - When the mother or female is the head and makes major
decisions
Equalitarian - When both father and mother share in making decisions and
are equal in authority.
DESCENT
Bilineal - descent is recognized through both mother and father’s side
Patrilineal - descent is recognized through father’s side
Matrilineal - descent is recognized through mother’s side

2. The Education and Schools
• The basic purpose is transmission of knowledge.
• Necessary when cultural complexity created a need
for specialized knowledge and skill which could not
easily acquired in the family, church and community.
Functions of Educations and Schools
• First and foremost social institution, that is an established
organization having an identifiable structure and a set of functions
meant to preserve and extend social order (McNergney and Herbert,
2001).
• Move young people in the mainstream of society.
• reserving heritage, adapting to social change and making change
happen where it is needed.
• A place for contemplation of reality, and the teachers’ task is to show
this reality to the students, who are naturally eager about them.
• According to Javier et, al., (2002), there are latent function of
education and these are the following: Social control, socialization,
social placement, transmitting culture, promoting social and political
integration, and agent of change.
Yin Cheong Cheng (1996)
• Technical/economic functions: refer to the contribution of schools to
the technical or economic development and needs of individual, the
institution, the local community, the society and the international
community.
• Human/social functions: refer to the contribution of schools to
human development and social relationships at different levels of the
society.
• Political functions: refer to the contribution of schools to the political
development at different levels of society.
• Cultural functions: refer to the contribution of schools to the cultural
transmission and development at different levels of society.
• Education functions: refer to the contribution of schools to the
development and maintenance of education at the different levels of
society.
3. The Religion
• May be defined as any set of coherent answers to the
dilemmas of human existence that makes the world
meaningful.
• It is the socially defined patterns of beliefs concerning the
ultimate meaning of life; it assumes the existence of the
supernatural (Stark, 1985).
• It is how human being express their feelings about such
ultimate concerns as sickness or death.
• It is a system of beliefs and rituals that serves to bind people
together through shared worship, thereby creating a social
group.
Travers and Rebore (1990)
• a belief about the meaning of life.
• a commitment by the individual and the group to this
belief.
• a system of moral practices resulting from a
commitment to this belief, and
• a recognition by the proponents of this belief that is
supreme or absolute.
Characteristics of Religion
• belief in deity or in a power beyond the individual -
three main philosophical views regarding the
existence of deity.
a.Atheists - believe that no deity exists
b.Theists - believe that deity exists
c.Agnostics - the existence of deity cannot be
proved or disproved.
• a doctrine (accepted teaching) of salvation - the
major religions are Christianity, Islam, Buddhism,
and Hinduism - teach a doctrine of salvation.
• a code of conduct - set of moral teachings and
values that all religions have in some form.
• the use of sacred stories, and religious rituals
(acts and ceremonies) - includes the acts and
ceremonies by which believes appeal to and
serve God, deities, or other sacred powers.
Difference among Churches, Sects, and Cults
• Church - tends to be large, with inclusive membership,
in low tension with surrounding society. It tends
towrards greater intellectual examination and
interpretation of the tenets of religion (e.g. biblical
passages, what is the historical context of the passage,
the meaning to the people at that time, what
interpretation or application can be given to the
present).
• Sect - has a small, exclusive membership, high
tensions with society. It tends toward the emotional,
mystic, stress, faith, feeling, conversion experience, to
be “born again”.
• Cults - are referred to by Stark and Bainbridge (1985)
as the more innovative institutions and are formed
when people create new religious beliefs and
practices.
Three Types of Cults:
• Audience cults - which are characterized by doctrines
delivered to consumers via TV, radio, in printed
materials;
• Client cults - which have religious leaders who offer
specific services to their followers;
• Cult movements - which are client cults that have
been enlarged because of a closely-knit organization
(San Juan, et al 2007)
Elements of Religion
• Sacred refers to phenomena that are regarded as
extraordinary, transcendent, and outside the everyday
course of events - that is, supernatural. The term
profane refers to all phenomena that are not sacred.
• Legitimation of norms. Religious sanctions and beliefs
reinforce the legitimacy of many rules and norms in
the community.
• Rituals - are formal patterns of activity that express
symbolically a set of shared meanings, in the case o rituals
such as baptism or communion, the shared meanings are
sacred. This is heavily laden with symbolism, reinforce the
beliefs of the community, cements relationships among the
community of believers.
• Religious Community - establishes a code of behavior for the
members, who belong and who does not. The participants
are likely to think, to act like and, therefore, to be more
comfortable with one another than with those who do not
share their beliefs. The members often share the same
interests, values, and beliefs (Anderson, 1999).
4. The Economics
• Refers to any institution that is a player in an
economy.
• This includes manufacturer, leaders, consumers as
well as regulators of an economy.
• Is an establishment whose activities have a bearing on
society whether these institutions are business or not.
• Defined as a social science that involves itself in the
study and analysis of production, distribution as well
as a consumption of goods and services.
Microeconomics VS. Macroeconomics
Microeconomics
• is concerned with the specific economic units parts
that make an economic system and the relationship
between those parts. “Looks at the tree” principle.
Macroeconomics
• is concerned with the economy as a whole, or large
segments of it. “Looks at the forest” principle.
Basic Economic Problems
• What goods and services to produce and how
much?
• How to produce goods and services?
• For whom are the goods and services?
5. The Government
• Is an institution entrusted with making and enforcing the rules of
society as well as regulating relations with other societies.
• In order to be considered, a ruling body must be recognized as such
by the people it supports yo govern.
• The institution which resolves conflicts that are public in nature and
involve more than a few people.
• According to Supreme Court of the Philippines, “that institution by
which an independent society makes and carries out those rules of
action which are necessary to enable men to live in social state, or
which are imposed upon the people for that society by those who
possess the power or authority of prescribing them”.
Three Branches of Government
• Executive Branch: proposes and enforces the
law.
• Legislative Branch: law-making body.
• Judicial Branch: adjudicates rules and laws.
Types of Government
• Monarchy: a political in which representative from one
family controls the government and power is passed on
through the family from generation to generation.
• Democracy: a political system in which citizens periodically
choose officials to run their government.
• Authoritarianism: a political system that does not allow
citizens to participate in government.
• - Totalitarianism: a political system under which the
government maintains tight control over nearly all aspects of
the citizens’ lives.
Government in Conflict
• Revolution: a violent overthrow of the government by the
citizens. Often, a group of charismatic philosophers and
intellectual sparks the movement.
• War: armed conflict between nations or societies. Societies
have always waged war over rights to land and resources to
or because of conflicting moral, political, or religious
objectives.
• Terrorism: a politically motivated violent attack on civilians
by an indio or group. Extremist group within and outside a
country have become an increasingly potent threat.
Functions of Government
1. Constituent Functions - contribute to the very bonds of society and
are, therefore, compulsory.
• observance/preservation of order and provision for social protection
• legal relations settlement
• regulation of the holding, transmission, and interchange of property,
and the determination of its liabilities for debt or for crime
• definition of punishment for crimes
• administration of justice in civil service
• administration of political duties, privileges, and
relations of citizens, and
• dealing of State with foreign growers, the preservation
of the state from external danger or encroachment
and the advancement of its international affairs and
interests.
2. Ministrant Functions - are those undertaken to advance the

general interests of society, such as public works, public
charity, and regulation of trade and industry.
65. Which of the following is NOT an example
of major institutions?
a. Family
b. Government
c.
c Association
d. Religion
66. Which of the following does NOT describe
a Filipino family?
a. closely knit and strong family ties
b. usually extended, kinship extends to
“compadre” or sponsors
c. great difference exists in the roles of man and
woman.
d.
c gives equal roles to man and woman.
67.When the newly wed married pair maintains a
separate household and live by themselves, what
family pattern is observed?
a.
c neolocal
b. matriarchal
c. patrilocal
d. egalitarian
68. What is the basic purpose of the existence
of educational institutions?
a. Reproduction and rearing of young
b.
cc knowledge transmission
c. study the scarcity resources

d. belief formation
69.Which of the following is NOT the primary
question asks in studying Economics?
a. What goods and services to produce and how
much?
b. How to produce the goods and services?
c.
cc How to distribute the goods and services?
d. For whom are the goods and services?

GENDER AND DEVELOPMENT
Theories of Gender Development
1. Social Learning Theory - believes that parents, as the
distributors of of reinforcement, reinforce gender
role behaviors. By their choice of toys, by urging
“boy” or “girl” behavior, and by reinforcing such
behavior, parents encourage their children to engage
in gender-appropriate behavior. Good relationship
with their children mean their becoming of role
model for their children to imitate.
2. Cognitive-Development Theory - derived from
Kohlberg’s speculations about gender development.
From Piaget’s work that children engage in symbolic
thinking (about 2 years old), children acquired their
identity and begin to process of acquiring gender-
appropriate behavior.
3. Gender Schema Theory - A schema is a mental
blueprint to develop gender identity and
formulate an appropriate gender role.
Consequently, children develop an integrated
schema or picture of what gender is and should
be (Elliot et al., 1996).
Gender Stereotyping
•Is defined as the beliefs humans hold about

the characteristics associated with male and
females.
•Assigning labels of categories for male and
female.
Gender Ideologies
1. Traditional gender ideology - maintains that men’s
sphere is work and women’s sphere is the home.
2. Egalitarian gender ideology - maintains that power is

distributed equally between men and women and that
each group identifies equally with the same sphere
(Helgeson, 2002).
Gender Ideologies
3. Transitional - a typical transitional attitude toward
gender roles is that it is acceptable for women to
devote energy to both work and family domains, but
women should hold proportionally more responsibility
for the home and men should focus their energy more
proportionally on work.
Gender and Power
• By virtue of the male’s greater ascribed status in
society, men have more legitimate power (based on
rank or position) than do women.
• Power is a basic fabric of society and is possessed in
varying degrees by social actors in diverse social
categories.
• Determinants of Power: status resources, experience,
and self-confidence.
70.What theory of gender and development
asserts that “parents, as the distributors of of
reinforcement, reinforce gender role behaviors”?
a. Gender-schema theory
b. Social Learning theory
cc
c. Cognitive-Development theory
d. Operant Conditioning theory
71. What do you call the beliefs humans hold
about the characteristics associated with male and
females?
a. gender bias
b. gender prejudice
c. gender inequality
d.
cc gender stereotyping
72. Which refers to women subordination
that leads to gender inequality?
a. racism
b. ageism
c. classificism
d.
cc sexism
73. Which ideology assumes that men have
greater power than women?
a.
cc Traditional
b. Classical
c. Egoistic
d. Transitional
74. What ideology advocates the balance of
role acquisition between men and women?
a. Traditional
b. Classical
c. Egoistic
d.
cc Transitional
GLOBALIZATION ASEAN INTEGRATION
Globalization
• Refers to an increasing interconnectedness and convergence
of activities and forms of life among diverse cultures
throughout the world.
• As theory, it seeks to explain the integration of economies
and societies around the world as they are knit together by
travel, language, values and ideas, trade, labor and financial
flows, communication and technology.
• As a process, it affects all countries, some more favorably
than the others in terms of economic growth, national
sovereignty, and cultural diversity (Wood, 2008).
Education System
• Constitute the core of the globalization process.

• Globalization links individuals and institutions
across the world with unprecedented
interconnection.
Aspects of Globalization
• Industrial Globalization, trans-nationalism: refers to the rise
and expansion of multinational and and transnational
enterprises.
• Financial globalization: refers to emergence of worldwide
financial markets and better access to external financing for
corporate, national, and sub-national borrowers.
• Political globalization: refers to the spread of political sphere
of interest to the regions and countries outside the
neighborhood of political (state and non-state) actors and
the potential formation of a global citizen movement.
• Informational globalization: refers to the increase in
information flows between geographically remote locations.
• Cultural globalization: refers to the growth of cross-cultural
contacts where people of the world get a better
understanding and appreciation of cultural diversity and
plurality.
• Globalism: refers to the universal, internationalist impulse
that the world is connected. Globalism also refers to the
connection among cultures, nations, and peoples. It
embodies cultural diffusion, the desire to consume and enjoy
foreign products and ideas, adopt new technologies and
practices, and participate in “world culture”.
Globalization and Its Impact on Education
• Globalization has a wide ranging potential to influence all
sectors of development. Besides its impact on the pace and
pattern of economic development, it also casts its shadow on
the system of education.
• The impact of globalization and the manner in which the
system should respond to the needs of globalization would
require to be studied basically under two broad heads, as
follows:
a. The needed reforms within the educational
system like content, equity, and excellence, etc.
And
b. The fall out of globalization, which will entail
determining strategies relating to the impending
internationalization of education, finance-related
issues, and privatization of secondary and higher
education.
Reforms:
1. Content of Education
a. Curriculum Up-gradation. The operative part of the
introduction of the information technology is the need for
a continuous up-gradation of the curriculum in order to
introduce the latest developments relating to the various
disciplines in the curriculum. Alongside, pruning of the
existing curriculum would be necessary condition in order
to remove the obsolete and irrelevant details.
b. Productivity Orientation. The basic objective of
globalization is to enhance productivity and to make the
educational system an instrument in preparing students
who can compete in the world markets as productive
members of society.
2.The Fall out of Globalization
a. Internalization of Education. Implicit in the system of
globalization is the inevitability of the internationalization of the
educational system, particularly at the higher education stage.
Education will improve if it is internationalized and healthy
competition takes place.
b. Finance-related issues. In order to be a part of global
configuration, the requirement of funds for social services
including education will increase manifold.
c. Privatization of secondary and higher education.
ASEAN INTEGRATION
ASEAN Community
• Political Security Blueprint
• rules based, shared, norms and values
• cohesive, peaceful, stable, resilient with shared
responsibility
• dynamic and outward looking
Economic Blueprint
•single market and production base

•competitive economic region
•equitable economic development
•integration into global economy
Socio-Cultural Blueprint
•human development
•social welfare and protection
•social justice and rights
•environmental sustainability
•ASEAN identity
Aims and Purposes of ASEAN Integration
1. To accelerate the economic growth, social progress and
cultural development in the region through joint endeavors in
the spirit of equality and partnership.
2. To promote regional peace and stability through abiding
respect for justice and the rule of law in the relationship of
other countries
3. To promote active collaboration and mutual assistance on
matters of common interest in the economic, social, cultural,
technical, scientific, and administrative fields.
4. To provide assistance to each other
5. To collaborate more effectively for the greater
utilization of resources
6. To promote Southeast Asian studies, and
7. To maintain close and beneficial cooperation
with existing international and regional
organizations with similar aims and purposes, and
explore all avenues for even closer cooperation
among themselves
75. On the aspects of globalization, which of
the following is NOT one of them?
a. Financial
b. Cultural
c. Integrated
cc
d. Globalism
76. Which of the following conditions
manifests trend of globalization?
a. Establishment of stronger boundaries between and
among nations.
b. Increased awareness on the importance of national
cultures and traditions.
c. Less and less impact of human activity on the planet
earth.
d.
cc The incorporation of local and national economies
into a worldwide global economy.

77.According to the Delors report, there are a number of main
tensions central to the problems of the twenty first century
that we need to overcome. One of them is the challenge to an
individual how he or she can adapt to the changing world
without forgetting or turning his/her back from the past. What
kind of tension or conflict is manifested in this situation?
a. Tension between tradition and modernity
b. Tension between the global and the local
cc
c. Tension between the universal and the individual

d. Tension between long term and short term
considerations
78.Which of the following features represents
the new paradigm shift in education?
a. Traditional pedagogies
c. Rigid subject matter boundaries
b. Lifelong education for all
cc
d. Knowledge as the only learning outcome

79.What is the measure of relevance in
education?
a. Democratization of access
b. Functionality and meaningfulness
cc
c. Ability to sustain education through the future

d. Excellence and effectiveness
80.What is the concern of Multicultural
Education?
a. Anticipating the future and imagining possible and probable
futures.
b. Gender equality and harnessing of the role of women in
development.
c. Promoting care for the environment and building a global
cc
culture of ecological responsibility.
d. The exploration of concepts of cultural diversity, similarities
and prejudices to promote cultural understanding.
81.Which of the following may be considered an
economic impact of globalization on education?
a. Increasing commercialization of education and the
cc
corporate takeover of education

b. Weakening of the notion of the "citizen" as a unified
and unifying concept.
c. New technologies of information and communication
creates new approaches to learning
d. Reduction of state and government support and
subsidy for education
82. Which of the following aptly describes
Marshall Mcluhans' concept of global village?
a.
cc The idea that because of rapid globalization and development in technology, the
world has become one global village where increased diversity and difference
among people has become more pronounced than ever.
b. Rapid integration of the planet through media and technology where events in
one part of the world could be experienced from other parts in real-time, similar
to what human experience was like when we lived in small villages.
c. Global Village is the kind of global world we are experiencing, characterized by
fundamentalism, apathy and conflict brought about by clashes of cultures.
d. People's cultural and religious identities will be the primary source of conflict in
the post-Cold War world as evidenced by the conflict between fundamentalist
Muslims and the western world.
83.When planning her lessons and units, Mrs.
Jones is careful to include books and resources
from a variety of cultures and ethnic groups. What
kind of education is this?
a. Multilingual education
b. Transformative education
ccc. Multicultural education
d. Gender free education

84. Which of the following is NOT a
characteristic of globalization?
a. Stretching a social, political and economic activities
across political frontiers, regions and continents.
b. The growing magnitude of interconnectedness and
flows of trade, investment and migration.
c. A speeding up of global interactions and processes
through worldwide systems of transportation and
communication.
d. The expansion of economic protectionism and
cc
isolation of poor countries.

85. Which of the following illustrates the major
paradigm shift in education in the 21st century?
a.
cc Shift from rigid subject matter to a more
interdisciplinary and multidisciplinary pedagogical

approach.
b. Shift from values education and emotional learning
to knowledge dominated curriculum
c. From contextualized themes generated from global
and local realities to pre-organized subject matter
d. From more flexible learning styles to a prescribed
pedagogy.
86.What educational approach/perspective
recognizes the knowledge and experience of
women, racial groups and ethnic groups as being
just, as valid and relevant as the knowledge of
dominant groups in mainstream academic
discourse?
a. Transformative education
b. Multicultural education
c.
cc Inclusive education
d. Global education
87.How does the notion of cultural relativity and variability
affect the teaching-learning processes in school?
a. The students' varied cultural background will in now way
affect the way they will learn the lessons in school.
b. The students can readily adjust to the way the teacher
initiates learning in school because children are adaptable
beings no matter what culture they come from.
c. The child's cultural background influences the children's
way of interpreting and viewing the world; hence, teachers
must consider the children's world view when teaching.
d.
cc The teacher should be wary of differing cultural points of
view and must make sure that students will see things the
same way.
88.Which among the following is the focus of
Civic Education?
a. Promote understanding of human rights, concepts and
values to enable learners to comprehend and transform
conditions which give rise to human rights violations.
b.
cc Learning for effective participation in democratic and
development processes at both local and national levels.
c. Foster a vision of education for sustainable development
and care for the environment.
d. Empower people with the skills, attitudes and knowledge to
build a peaceful world based on justice and human rights.
89.Which of the following initiatives would
NOT help a school address diversity?
a.
cc Using ability grouping
b. Using cooperative learning

c. Working with neighborhood groups
d. Using culturally-relevant teaching methods
90. If the teacher is emphasizing the development
of the learner's competency to transform
knowledge into innovations and job-creation,
what pillar of education does s/he is actually
promoting?
a. Learning to Know
b. Learning to Do
cc
c. Learning to Live Together

d. Learning to Be
91. What pillar of education which emphasizes
learning to be human, through acquisition of
knowledge, skills and values conducive to
personality development?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d.
cc Learning to Be
92.A class is composed of students coming from several ethnic
communities including Muslims and lumads. They seem to have
difficulty understanding each others' behavior and points of view. What
should the teacher do?
a. Introduce multiculturalism in the class and provide activities
cc
for practice.
b. Threaten the students that if there are students who do not
behave and tolerant of their classmates, s/he will be
dropped from class.
c. Inform students that they will all be learning new ways of
thinking and behaving in this class, so they might as well
leave their cultural idiosyncrasies at home.
d. Assign bright students to monitor and control behavior of
poor students.
93.Which of the following qualities should be
developed by the pillar, Learning to Live Together?
a. Strong appreciation of the diversity of the human
cc
race
b. Readiness to take risks and resolve or manage
conflicts
c. Scientific spirit and an inquiring mind
d. Complete fulfillment of humans, in all the richness of
his/her personality
94.Which of the following statements about
Gender is correct?
a. Gender is biologically determined.
b.
cc Gender is socially and culturally-constructed.
c. Gender roles are the same in all societies.

d. Gender is an ascribed status in society.
95. UNICEF and UNESCO are two key UN agencies which are
particularly active advocates of education for peace. Which of
the following is not supported by UNESCO in promoting peace
in the schools?
a. Uphold children's basic rights as outlined in the
Convention on the Rights of the Child (CRC)
b. Develop a climate that models peaceful and respectful
behavior among all members of the learning community
c. Demonstrate the principles of equality and non-
discrimination in administrative policies
d. Enable the teachers to stress peace-making in social
cc
studies classroom only when necessary

96. One way to advance peace education is through partnerships of
various non-governmental organizations, education institutions, United
Nations specialized bodies which link ideals of peace with research and
practice. One such significant examples is the Hague Agenda for Peace
and Justice for the 21st Century. What is the aim of the Agenda's Global
Campaign for Peace Education?
a. Helps coordinate local initiatives and unite educators in the common
practice of educating for a culture of peace.
b. Supports the UN Decade for a Culture of Peace and Non-violence for
cc
the Children of the World and to introduce peace and human rights
education into all educational institutions.
c. Brings together multiple traditions of pedagogy, theories of
education, and international initiatives for the advancement of total
human development and care for the environment through learning.
d. Serves to enhance learning across subjects like conflict resolution
initiatives.
97. The impact of conflict on children whether as victims of war or child
soldiers has been brought to world attention through media,
international organizations and eye witness accounts. What is the best
thing to do to help children affected by conflict?
a. Employ education to regain parts of a lost children and to

cc
facilitate the experiences that support healthy social,
emotional and intellectual growth and development
b. Provide employment opportunity for them as well as their
parents to attain financial independence
c. Offer them to migrate in neighboring country as foreign
refugees
d. Secure their safety by imposing strict curfew hours
98. The United Nations is committed to address climate
through mitigation and adaptation. Which of the
following is the best way of addressing the issue?
a. Deepen strategic and operational collaboration with international and regional
organizations, including international financial institutions and regional
development banks, and other stakeholders.
b. Developing a policy framework that identifies basic elements needed to prevent
human rights violations.
ccc. Facilitate and execute agreements on reducing emissions from deforestation and
forest degradation to protect forests and sustain the livelihoods of the people
who depend on them.
d. Enhancing collaboration among humanitarian organizations, particularly from
the global South, at the local, national and regional levels, to strengthen
community resilience and emergency response, and establishing a monitoring
system to assess progress on the implementation of preparedness measures.
99. Why are educational environments very
crucial to peace education?
a. The social, cultural, economic and political contexts in which
educators work shape the specific content and methods they choose
for peace education.
b. The variety of different educational settings from rural to urban,
school-based to community and within the formal curricula or non-
formal popular education projects are relevant to peace education.
c. Many teachers infuse peace education into traditional academic
cc subjects such as literature, math, science, history, language, civics
and the arts.
d. All of the above
100. What is celebrated every December 10?
a. Mother Language day
b. Human Rights Day
cc
c. Earth's Day
d. International Day of Tolerance
101. The teacher being the sole authority
agrees with what educational philosophy?
a. progressivism c. perennialism
b. essentialism d. reconstructionism
102. Which of the following trends is
influenced by reconstructionism?
a. Use of great books
b. Excellence in education
c. School reforms
d. Equality in education
103. “Learning should be organized so students
can succeed in mastering the content”
corresponds to
a. Cognitive psychology
b. Behaviorist psychology
c. Humanistic psychology
d. Applied psychology
Historical Dimension of Education
Chinese Education
• aimed at selecting and training people for public
service
• believe that government has the responsibility to
provide education
• Analects - the most reversed Chinese classical
literature which contains the saying of Confucius
Egyptian Education
• highly practical and empirical
• devised system of picture writing called the hieroglyphics
• basic foundation of education, art, music, literature, mathematics,
engineering, architecture, astronomy, geography, geology, medicine,
etc.
Greek Education
• mixture of Germanic and Aryan stock (strong race)
• Peloponnesian war (27 years)
• divided into Poleis (smallity-states)
Spartan Education
• Largest polis
• Purely military city-state
• ROTC
Athenian Education
• “Men sana en coporesano” (Sound mind sound body)
• democratic form of living
Roman Education
• pragmatic education (home-based / hellenized Roman Education)
Japanese Education
• abolishment of English language
104. The period in the Philippines educational
history that terminated the use of English is the
a. Pre-Hispanic period
b. Spanish period
c. Japanese period
d. New Society
105. The value of the community is given great
emphasis in which approach to curriculum
development?
a. Behavioral
b. Systems
c. Managerial
d. Humanistic
106. On which was the curriculum in the
American period focused?
a. religion
b. practical applications
c. democracy
d. social revolution
107. The main contribution of the Arroyo
administration in education is Republic Act No.
9155. this provision
a. Established the study now - pay later system

b. Started the National Scholarship Program
c. Renamed the DECS to DepEd
d. Conceptualized the K-12 Educational
Governace of Basic Education Act of 2001
RA 9155
• This act contains provisions that are also found in the
Educational Act of 1982 regarding the organizational
structure of the educational bureaucracy.
• The important provision of this act is the renaming of the
Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd)
108. The principle of individual differences
enables a teacher to
a. Provide different activities to meet student needs

b. Requires much time to teach
c. Reduce students engagement in learning
d. Treat all learners alike while inside the classroom
109. Egyptian Education provided the modern
world with the basic foundation of education, art,
science, engineering and others. This was evident
with their system of picture writing known as
a. Alibata c. Analects
b. Hieroglyphics d. Sanskrit
110. “Pleasure is the greatest good”. This phrase
would probably derived from which philosophical
school?
a. Academy c. Stoics
b. Epicurean d. Lyceum
Greek Universities (Philosophical Schools)
Academy - founded by Plato

Lyceum - founded by Aristotle
School of Stoics - by Zeno
Epicurean - by Epicurus
111. With R.A. 9155, to which body were all the
functions, programs, and activities of the
Department of Education related to Sports
competition transferred?
a. Philippine Sports Commission
b. National Commission for Culture and Arts
c. Technical Education Services Department
Authority
d. Commission on Higher Education
112. In a multicultural education, much
emphasis is given on which of the following?
a. Perspective c. Achievement
b. Quality d. Environment
113. How can you best describe the role of the
teacher under the Pillar of Learning to Know?
a. guidance counselor c. facilitator

b. instructor d. author
114. Which among the following is the first
essential characteristics of culture?
a. ideational c. cumulative
b. diverse d. learned
115. Which of the following is the most
important component in educational reform?
a. student’s participation
b. parent’s involvement
c. School’s good relationship with parents
d. teacher’s interaction with parents and students
116. Macky, an 8-year-old child, immediately
kisses the hand of his elders whenever 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
117. What is man’s ultimate vocation and
destiny according to Paulo Freire?
a. rationalization c. secularization
b. humanization d. deregulation
118. Which according to RA 9155 is considered as
the” heart of the formal education system”?
a. pupil c. classroom
b. teacher d. school
119. Teacher Ruel makes full use of the question-
and-answer as a model for discussion. From whom
is this question-and-answer method?
a. Kant c. Aristotle
b. Socrates d. Plato
120. Teacher Lyn knows of the illegal gambling
that his neighbor is operating. However, he
chooses to be quiet about it for the fear of getting
involved in any investigation that this may cause.
Which among the following principles of morality
does Teacher Lyn fail to apply?
a. Choose what is good and avoid what is evil
b. Choose the lesser evil
c. The end justifies the mean
d. The end does not justify the mean
121. Which of the following pillars of learning
aimed for the wholistic development and
complete fulfillment of man?
a. Learning to Do
b. Learning to Live Together
c. Learning to Be
d. Learning to Know
122. Which among the following situations violate
the principle of respect?
I. Teacher Val tells her student that what Teacher
Max taught is wrong.
II. Teacher Angelique, upon learning what Teacher
Val did, asked her students not to attend his class.
III. Teacher Jon is giving special favour to students
to please the students so that he can get a
remarkable result in the evaluation.
a. I and II b. I and III c. II and III d. I, II and III
123. What pillar of learning is concerned on the
material development rather than human
development?
a. Learning to Live Together
b. Learning to Be
c. Learning to Know
d. Learning to Do
124. The failure of independent study with
most Filipino students may be attributed to
which of the following?
a. unpreparedness for schooling
b. ambivalence
c. high degree of independence
d. high degree of dependence on authority
125. How will you describe the idea of higher
education according to Plato?
a. designed to train and blend gentle and fierce
qualities in the individuals and create a harmonious
person
b. trains the suitably gifted so that they may be
qualified to assume the role of ruling a class
c. makes the soul responsive to the environment
d. helps the soul to search for truth which illuminated it
126. The medium/media of instructions in schools
during the Spanish era was/were ___________.
a. The vernacular c. Spanish

b. English d. Filipino
127. This diagram shows the different positions in
the school structure and the different channels
available should a person wish to talk to a
superior.
a. Chain of command c. Officer chart
b. Organizational chart d. Plantilla
128. Who chaired the report “Learning the
Treasure Within”, published by the UNESCO in
1996, by the International Commission on
Education for the 21st Century? This advocates
four pillars of education.
a. Edgar Faure c. Harry Broudy
b. Paolo Freire d. Jacques Delors
129. What does the acronym EFA imply for
schools?
a. The acceptance of exclusive schools for boys and girls
b. The stress on the superiority of formal education
over that of alternative learning systems
c. Practice of inclusive education
d. The concentration of formal education system
130. This law expresses the mandate that the state
“shall establish”, maintain and support a complete,
adequate, and integrated system of education”.
a. RA 7722 c. 1987 Constitution

b. RA 9155 d. BP Blg. 232
RA 7722 - Higher education Act of 1994
RA 9155 - Renaming DECS to DepEd
BP Blg. 232 - Education Act of 1982
1987 Constitution
131.Which government agency is tasked to
identify “center of excellence” in program areas
needed for the development of world-class
scholarship, nation-building and development?
a. DepEd c. TESDA
b. CHED d. PAASCU
132. What are the necessary skills needed
under the “learning to live together”
a. Communication, self-control and handling motions

b. Interpretation of behaviours, problem solving and
critical thinking
c. Relationship building and cooperation, negotiation
and meditation
d. All of the above
133. Which of the following is not a characteristic
of a Child Friendly School System?
a. Child-centered
b. Gender-sensitive
c. Promotes good health
d. Instills love of country
134. Which of the following situations best depict
the role of politics in influencing educational
institutions as agents of change in society?
I. Filipino students were forced to adopt English as
a medium of instruction during the American
regime
II. Filipino students had to learn Japanese during
the Japanese occupation
III. Filipino students were not allowed to use
English during the Japanese occupation
a. III only b. I and II c. II and III d. I, II and III
135. This educational program promotes equality
among students belonging to a multicultural and
inter-faith classroom.
a. Indigenous development
b. Sectoral solidification
c. Multicultural education
d. Cultural immersion
136. “Man by nature is good” according to
Confucius, Rousseau and Mencius. This
characteristic of man, makes him easier to be
__________.
a. motivated c. rewarded
b. taught d. respected
137. Which among the following are the basic
assumptions of behaviorists?
I. All behaviors are shaped by environmental
events
II. Man is free and his behavior can never be
shaped by environment
III. The mind of a new born child is a “tabula rasa”
a. I only c. III only

b. II only d. All of the above
138. Which of the following level of educational
institutions is not covered by The Code of Ethics
for Professional Teachers?
a. Preschool c. Secondary
b. Elementary d. Tertiary
139. Aside from being Teacher, Mr. Sanchez is also
a community leader. Which of the following
should Mr. Sanchez not do as a teacher and
community leader?
a. Support effort of the community to improve his
status in life
b. Make himself aloof to ensure that his decisions will
not be influenced by community politics
c. Solicit donation from philanthropists in the
community
d. Play an active part in the activities of the community
140. The aforecited provisions of RA 10533 make
clear that schools should be ___________.
a. community-centered
b. LGU-centered
c. church-centered
d. parents-centered
141. Your class has several IP(Indigenous People)
children. Which one will facilitate pupil’s learning?
a. Make the IP children feel proud of themselves

b. Group the class permanently by ethnic origin
c. Stress the idea that IP children are different from the
rest
d. Make the class feel that more is expected of non-IP
children
142. Where did the belief that the government
has the responsibility to provide education
originated?
a. Chinese Education
b. Greek Education
c. Egyptian Education
d. Philippine Education
143. In order to carry-out these ends the church
authorized the establishment of several priestly
orders that would serve as the educational and
social arm of the church. The key contributors are
the following except
a. St. Ignatius of Loyola

b. Jean Duvegier de Haureme
c. Jean Baptiste de La Salle
d. St. Thomas of Aquinas
144. In the Preamble of the Code of Ethics
for Professional Teachers, which is not said
among teacher?
a. LET passers
b. Possess dignity and reputation
c. Duly licensed professionals
d. High moral values with competencies
145. Loco Parentis was promulgated under
the provision of
a. RA 4670 c. RA 4288
b. RA 7877 d. RA 7836
RA 4670 (Magna Carta for Public school
Teachers)
RA 7877 - Anti-Sexual Harassment Act of 1995
RA 4288 - An Act Providing for the Establishment
Breeding Station in the Municipality
RA 7836 - Philippine Teachers Professionalization
Act of 1994
146. Parents retain access to their children’s
school records until the child reaches the age
of 18. This provision is found under
a. The Rights of Parents

b. The Rights of Teachers
c. The Rights of Students
d. The Rights of Schools
147. Mr. Soriano has been a Sociology professor
for almost a decade. In his class, he asked this
question, “What type of learning environment
should a teacher implement in a highly pluralistic
society?” If you are his student, what will you
answer?
a. Safe, Secure and Gender-biased
b. Safe and Gender-biased
c. Safe, Secure and Gender Sensitive
d. Secure and Gender-biased
148. In some cultures, 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. No, women are skillful
d. It depends on what kind of culture that a woman is
accustomed to
149. For Aristotle, what aspect/s of the
subjects taught must be given emphasis?
a. Practical aspect
b. Practical and Theoretical aspects
c. Theoretical aspect
d. Either Practical or Theoretical
150. Who among the following philosophers is
against the “banking concept of education”?
a. Paulo Freire c. Allan Bloom

b. Neil Noddings d. Jerome Bruner
Paulo Freire
• Pedagogy of the Oppresesed
151. What is a body of subjects or subject
matter prepared by the teachers for the
students to learn?
A. Curriculum Monitoring
B. Curriculum
C. Curriculum Design
D. Curriculum Content
152. What is the most appropriate description
of a curriculum?
A. “what” of education
B. “why” of education
C. “how” of education
D. “when” of education
153. The following are curricularists from the
traditional point of view except ______________.
A. Robert Hutchins
B. Joseph Schwab
C. Arthur Bestor
D. John Dewey
154. If curriculum is designed following the
traditional approach, which feature/s apply/ies?
I. The aims of the curriculum are set by professionals.
II. Interested groups (teachers, students, communities) are assumed
to agree with the aims of the curriculum.
III. Consensus building is not necessary.
A. I, II, III
B. I, II
C. I only
D. I and III
DEFINITION OF CURRICULUM
Etymology of “Curriculum”
From the classical Latin word, “currere” which
means “to run”, curriculum derives its modern
meaning from the idea of a “race course”.
• In New Latin, it means, “a course of study”

Different Points of View of Curriculum
TRADITIONAL POINT OF VIEW
• Curriculum is defined as a body of subjects or subject

matter prepared by the teachers for the students to
learn.
• Mostly written documents such as course of study,

syllabus, books and references.
CURRICULARISTS FROM THE TRADITIONAL POINT
OF VIEW
ROBERT HUTCHINS
• Views curriculum as “permanent studies”
• 3R’s are included (READING, WRITING, ARITHMETIC)
ARTHUR BESTOR
• Essentialist believes that the mission of curriculum
should be intellectual training, hence curriculum
should focus on the fundamental intellectual
disciplines.
JOSEPH SCHWAB
• Thinks that the sole source of curriculum is a
discipline, thus the subject areas such as
mathematics, social studies, English and many
more.
PHILIP PHENIX
• Asserts that curriculum should consists entirely
knowledge which comes from various disciplines
PROGRESSIVE POINT OF VIEW
The total learning experiences of the learner
CURRICULARISTS FROM THE TRADITIONAL POINT OF VIEW
JOHN DEWEY
• Believes that education is experiencing.
Reflective thinking is a means that unifies
curricular elements that are tested by
application.
HOLIN CASWELL AND KENN CAMPBELL
• Viewed curriculum as all experiences children under the guidance of
the teacher.
OTHANIEL SMITH, WILLIAM STANLEY AND HARLEN SHORE

• Likewise defined curriculum as a sequence of potential experiences,
set up in schools for the purpose of disciplining children and youth in
group ways of thinking and acting.
COLIN MARSH AND GEORGE WILLIS

• Viewed curriculum as all the experiences in the classroom which
planed and enacted by the teacher and learned by the students.
Traditional vs Progressive
TRADITIONAL PROGRESSIVE
Subject-centered Student-centered
Teacher-centered Teacher facilitates
Knowledge-based Experienced-based
Focus on Discipline Reflective
(example: math, science,
English, etc.) Anchored on J. Dewey’s learning
Serves as written documents or by doing
plan of action
155. Present trends and current issues of national
and international interests are discussed in the
curriculum. Which educational philosophy
advocates this?
A. Reconstructionism
B. Essentialism
C. Progressivism
D. Perennialism
156. Teacher leads for growth and development
of lifelong learners. Which educational
philosophy advocates this?
A. Perennialism
B. Essentialism
C. Progressivism
D. Reconstructionism
Major Foundations of Curriculum
The commonly accepted foundations of

curriculum include the following:
•Philosophical
•Historical
•Psychological
•Social
Philosophical Foundations of Curriculum
-the starting point and will be used for the succeeding

decision –making process.
What subjects are important? How students should learn?

and What materials and methods should be used?
-a framework for planning, implementing, and evaluating

curricula in schools
PERENNIALISM
• Aim of Education- to educate the rational person;
to cultivate the intellect.
• Role of Education- Teachers help students think with reason
based in the Socratic methods of oral
exposition or recitation and explicit or
deliberate teaching of traditional values.
• Focus in the curriculum- Classical subjects, literary analysis.
Curriculum is constant.
• Curriculum trends- use of great books and return to liberal
arts.
ESSENTIALISM
• Aim of Education- To promote the intellectual
growth of the individual and
educate a competent person
• Role of Education- The teacher is the sole authority in
his/her subject area or field of
specialization.
• Focus in the curriculum- Essential skills of the 3 Rs and
essential subjects of English,
science, history, math and foreign
language
• Curriculum Trends- Excellence in Education, back to
basics, and cultural literacy
PROGRESSIVISM
• Aim of Education- To promote democratic and social living
• Role of Education- Knowledge leads to growth and
development of lifelong learners who
actively learn by doing.
• Focus in the curriculum- Subjects are interdisciplinary,
integrative, and interactive. Curriculum
is focused on students interest, human
problems and affairs.
• Curriculum Trends- School reforms, relevant and
contextualized curriculum, and
humanistic education
RECONSTRUCTIVISM
• Aim of Education- To improve and reconstruct society,
since education is for change
• Role of Education- Teachers act as agents of change and
reform in various educational projects,
including research.
• Focus in the Curriculum- Present and Future trends and issues of
national and international interest.
• Curriculum Trends- Equality of educational opportunities in
education, and access to global
education.
Historical Foundations of Curriculum
greatly influence by the American educational system
CURRICULUM THEORISTS
Franklin Bobbit (1876-1956)

• presented curriculum as a science that emphasizes the student’s needs.
Curriculum prepares students for adult life. To Bobbit, objectives with
corresponding activities should be grouped and sequenced. This can only
be done of instructional activities and tasks are clarified.
Werret Charters (1875-1952)

• Like Bobbit, to Charters, curriculum is a science, it gives emphasis on
student’s needs. The listing objectives and matching of these with
corresponding activities ensure that the content or subject matter is
related to the objective. The subject matter and the objectives are planned
by the teacher.
William Kilpartick (1871-1965)
• Curricula are purposeful activities which are child-centered. The
purpose of the curriculum is child development. The project method
was introduced by Kilpatrick, whose model allowed the teacher and
student to plan the activities. The curriculum develops social
relationships and small group instruction.
Harold Rugg (1886-1960)

• Rugg, the curriculum should develop the whole child. It is child-
centered. With the statement of objectives and related learning
activities, curriculum should produce outcomes. Rugg emphasized
social studies, and that teachers plan the curriculum in advance.
Hollis Caswell (1901-1989)
• He saw curriculum as organized around social functions or themes,
organized knowledge and learner’s interest. Caswell believes that
curriculum is a set of experiences.
Ralph Tyler (1902-1994)

• Tyler believes that curriculum is a science and an extension of the
school’s philosophy. It is based on student’s needs and interest. To
Tyler, curriculum is always related to instruction. Subject matter is
organized in terms of knowledge, skills and values. The Process
emphasizes problem-solving. The curriculum aims to educate
generalists and not specialists.
Hilda Taba (1902-1967)
• Contributed to the theoretical and pedagogical foundations and
concepts development and critical thinking in social studies
curriculum.
• Helped lay the foundation for diverse student population.
Peter Oliva (1992-2012)

 Describe how curriculum change is a cooperative endeavor.
 Teachers and curriculum specialist constitute the professional
core of planners.
 Significant improvement through group activity.
Psychological foundations of Education
• Psychology provides a basis for the teaching and learning process.

• It unifies elements of the learning process.
• How should curriculum be organized to enhance learning? What is

the optimal level of students’ participation in learning the various
contents of the curriculum?
BEHAVIORIST PSYCHOLOGY
Behaviorism dominated 20th-century psychology. It includes,
among others, the following:
• Connectionism Edward Thorndike

• Classical conditioning Ivan Pavlov
• Operant Conditioning B.F. Skinner
• Modeling and Observation Theory Albert Bandura
• Hierarchical Learning Theory Robert Gagne
COGNITVE PSYCHOLOGY
How do learners store information? How do they retrieve and
generate conclusions?
Advocates of cognitive psychology:
• Cognitive Development Stages Jean Piaget

• Social Constructivism Lev Vygostky
• Multiple intelligences Howard Garner
• Learning Styles Felder and Silverman
• Emotional Intelligence Daniel Goleman
HUMANISTIC PSYCHOLOGY
• Humanist psychologists are concerned with how learners can develop their
human potentials.
• Gestalt Theory - Learning can be explained in terms of the wholeness of

the problem and where the environment is changing and the learner is
continuously recognizing his or her perceptions.
• Self-Actualization Theory Abraham Maslow

• Non-directive and Therapeutic Learning Carl Rogers
SOCIAL FOUNDATIONS OF EDUCATION
FAMILY
Society as a source of change.
SCHOOL
School and family as agent of change.
SOCIETY
157. Mike delivers his lesson based on a curriculum
that is part of school and district documents. What
type of curriculum did he use?
A.Recommended Curriculum
B. Hidden Curriculum
C. Taught Curriculum
D. Written Curriculum
158. Teacher Arnel uses Microsoft Excel when
teaching in his Economic class. These software
help him and his students organize, tabulate,
analyze and visually represent numerical data.
A.Assessed curriculum
B. Supported curriculum
C. Hidden curriculum
D.Taught curriculum
159. Being a working student, Lea learned during her
college days how to manage her time wisely. This is
included in the ___________________.
A. Recommended Curriculum
B. Taught Curriculum
C. Official Curriculum
D. Hidden Curriculum
160. The Project Philippine Catholic School Standard (PPCSS),
adapted by the Catholic Educational Association of the
Philippines (CEAP) from the National Catholic Education
Association (NCEA), describes the suggested policies, programs
and benchmarks for Catholic schools in the Philippines. What
type of curriculum is stated?
A. Recommended Curriculum
B. Taught Curriculum
C. Official Curriculum
D. Hidden Curriculum
TYPES OF CURRICULA IN SCHOOLS
1. RECOMMENDED CURRICULUM
• Almost all curricula are recommended

• BASIC EDUCATION - DepEd
• VOCATIONAL EDUCATION - TESDA
• HIGHER EDUCATION - CHED
• Recommendations come in the form of memoranda or policies,
standards and guidelines.
• Others like UNESCO also recommend curricula in school.
2. WRITTEN CURRICULUM
• Includes documents based on recommended curriculum
(school, district and division documents).
• Comes in the form of course of study, syllabus, modules,
books or instructional guides
• A collection of teacher’s lesson plan
• The most recent written curriculum is the K-12 for Philippine
Basic Education
3. TAUGHT CURRICULUM
• The implemented curriculum based on what have

written or planned
• Put life by the teacher and the learners
• The skill of the teacher to facilitate learning with the
aid of IM’s and facilities will be necessary
• It will depend largely on the teaching style (teacher)
and learning style (learners)
4. SUPPORTED CURRICULUM
• Support materials that the teacher needs to make the

teaching and learning meaningful
• Aid in the implementation of the curriculum
• Print materials like books, charts, posters, worksheets
• Non printed materials like power point presentations,
movies, slides, models, realias, mock ups and others
• Also includes facilities like playground, laboratories, AVR, zoo,
museum, market, plaza, etc.
5. ASSESSED CURRICULUM
• Evaluation based on taught and supported curricula

• An assessment is made after every lesson ends which
can either be assessment for learning, assessment is
learning, or assessment of learning.
6. LEARNED CURRICULUM
• We always believe that if a student changed behavior,

he/she have learned, understood and absorbed
• The positive outcome of learning is an indicator of
learning
• These can be measured by the tools in assessment
which can indicate the cognitive, affective and
psychomotor outcomes.
7. HIDDEN/IMPLICIT CURRICULUM
• Not deliberately planned, but has great impact on the

learner’s behavior
• Peer influence, school environment, media, parental
pressures, social changes, cultural practices, natural
calamities, are some factors that create the hidden
curriculum.
• Teachers should be sensitive and aware of this and must have
good foresight to include this in the written curriculum
161. Which of the following represents a
miniscule curriculum?
A.Textbook that learners use

B. Lesson plan that teachers prepare
C. Reference materials that supplement the text.
D.Lecture notes of the teacher
162. Which characteristics of objectives is shown in
the evaluation of a curriculum?
A.Specific
B. Measurable
C. Time-bound
D. Attainable
163. Sound educational aims which are the basis of
any curriculum are derived from a careful
consideration of several factors, foremost of which
is/are ____________.
A. Needs a learner to serve

B. Contents of subject matter
C. Availability of instructional materials
D. Competency of the teacher
164. The process of judging the overall quality
of a curriculum is called ______________.
A. Design
B. Planning
C.Evaluation
D. Implementation
165. What element of the curriculum offers
the basis for the selection of learning content?
A. Learning experiences
B. Objectives
C. Content
D. Evaluation
166. Which of the following elements of the
curriculum includes instructional strategies put
into action?
A.Learning experiences
B. Objectives
C. Content
D. Evaluation
167. Which of the following elements of the
curriculum includes the quality and
effectiveness of a curriculum?
B. Objectives
C. Content
D. Evaluation
168. Which are supposed to be aligned in an
outcomes-based course syllabus?
I. learning outcomes
II. teaching-learning activities
III. assessment tasks
IV.teacher qualifications
A. I and III C. II and III

B. I, II and III D. I, II, III and IV
169. Which of the following statements gives
the real value of lesson planning?
I. It helps the teacher to be orderly
II. It helps the teacher recall the subject – matter previously
taken
III. It helps the teacher organize his activities
A. II only C. I and II
B. II and III D. I, II and III
170. Which pair of the components of a lesson
plan does not parallel curriculum components?
A.Behavioral Objectives and Evaluation

B. Subject Matter and content
C. Teaching Methods and instruction
D.Assessment and Evaluation
CURRICULUM COMPONENTS
Any good curriculum – however the term may be defined – includes
four key components:
1. Aims, goals and objectives (What is to be done?)

2. Subject matter/Content (What subject matter is to be included?)
3. Learning Experiences (What instructional strategies, resources and
activities will be employed?)
4. Evaluation Approaches (What methods and instruments will be used to
assess the results of the curriculum?)
Component 1- Curriculum Aims, Goals and Objectives
George T. Doran (1981) suggested that good objectives should be

SMART: Specific, Measurable, Attainable, Result-Oriented and Time-
bounded.
1. Institutional Objectives
• Vision Statement - The vision of the school embodies its desired
state in the future -- what it wants to be?
• Mission Statement – The mission of the school states how they plan
to achieve their institutional vision.
2. Classroom-level Objectives
a. Cognitive Domain Levels (Benjamin Bloom)
1. Knowledge- recalling information

2. Comprehension-deriving meaning from recalled information
3. Application-utilizing the information
4. Analysis- breaking down information for easier understanding
5. Synthesis- putting information together
6. Evaluation- judging information
Revised Cognitive Domain Levels (Lorin Anderson)
1. Remembering-using memory to retrieve information

2. Understanding-deriving meaning from information
3. Applying-utilizing the information
4. Analyzing- breaking down information for easier
understanding
5. Evaluating- judging information
6. Creating-forming a new product from processed
information
b. Affective Domain (David Krathwohl)
1. Receiving - willingness to pay attention to particular event,

stimuli or classroom activities
2. Responding - active participation on the part of the students
3. Valuing - the value a student attaches to a particular
phenomenon, object or behavior
4. Organization - concerned with bringing together different
values and building a value system
5. Characterization - developing a lifestyle based on a value
system
c. Psychomotor Domain (Elizabeth Simpson)
1. Perception-use of sense organs

2. Set- readiness to take a particular type of action
3. Guided Response- imitating physical activity
4. Mechanism-responses become habitual
5. Complex overt responses-skillful performance and with
complex movement patterns
6. Adaptation-well developed skills is now very easy
7. Origination-developing original physical activity
Psychomotor Domain (Anita Harrow)
1. Reflex Movements- responding instinctively

2. Fundamental Movements- performing basic tasks
3. Perceptual Abilities- responding to stimuli
4. Physical abilities – displaying endurance, stamina, agility,
strength
5. Skilled Movements- displaying advance physical
movements
6. Non-discursive communication- using physical/non-verbal
communication skills effectively
Component 2- Curriculum Experiences
Some guide for the selection and use, such as:
• Teaching methods are means to achieve the end. They are used to
translate the objectives into action.
• There is no single best teaching method. Its effectiveness will depend on
the learning objectives, the learners, and skill of the teacher.
• Teaching methods should stimulate the learners desire to develop in the
cognitive, affective, psychomotor, social and spiritual domains.
• In the choice of the teaching methods, the learning styles of the
students should be considered.
• Flexibility should be a consideration in the use of the teaching methods
171. A student will value his learning if the
content is meaningful to him. Which curriculum
criterion is considered?
A.Feasibility
B. Learnability
C. Interest
D. Utility
172. Which phase includes the
identification of the needs of the learner?
A. Planning
B. Implementation
C. Evaluation
D. Feedback
173. What design element refers to the
authenticity of the content to be taught?
A. Articulation
B. Significance
C. Feasibility
D. Validity
174. Courses such as Philosophy are not taught in Grade
1 because students are typically not emotionally or
morally capable of answering abstract and existential
questions. Which characteristic of a good content is seen
in this example?
A. Usefulness
B. Significance
C. Learnability
D. Validity
175. 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
176. A good curriculum content exhibits what
quality, and thus makes it essential in real-life
applications. This shows________________.
A.Significance
B. Interest
C. Utility
D. Validity
177. The subject matter or content to be learned must be
within the time allowed, resources available, expertise of
the teacher and nature of learners. What criterion is
addressed?
A. Validity
B. Significance
C. Interest
D. Feasibility
178. What criterion is not included in
the selection of subject matter?
A. Self-sufficiency
B. Creativity
C.Validity
D. Utility
Components 3- Curriculum Content or Subject Matter
GUIDE IN THE SELECTION OF THE CONTENT IN THE CURRICULUM
1. Content is commonly used in the daily life.

2. Content is appropriate to the maturity levels and abilities of the learners.
3. Content is valuable in meeting the needs and competencies of the future
career.
4. Content is related to other subject fields or disciplines for
complementation and integration.
5. Content is important in the transfer of learning in other disciplines.
CRITERIA IN THE SELECTION OF CONTENT
1. SELF-SUFFICIENCY
• According to Scheffler (1970), the prime guiding

principle for content selection is helping learners to
attain maximum self-sufficiency in learning, but in the
most economical manner. Economy means less
teaching effort and educational resources, less
learner’s effort, but more results and effective
learning outcomes.
2. SIGNIFICANCE
• Content becomes the means of developing cognitive, affective

or psychomotor skills.
• Address cultural context of the learners
• Brings the content to the degree to which it contributes the
basic ideas, concepts, principles and realizations.
• Whether content is fundamental to the subject in question;
whether selected content allows for breadth and depth of
treatment.
3. VALIDITY
• Check an verify content at regular interval
• Content which may be valid in its original form may not continue to be
valid in the current times
• Degree of authenticity of the content selected
• Whether content is authentic and can achieve stated objective
4. UTILITY
• Can be relative to time
• Useful in the past, may not be useful now or in the future
• Content helpful in real life
5. LEARNABILITY
• The complexity of the content should be within the
range of experiences of the learners
6. FEASIBILITY
• Subject content be learned within the allotted,
resources available, expertise of the teachers and the
nature of the learners
7. INTEREST
• Will the learners take interest in the content?
• Are the contents meaningful?
• One of the driving force for students to learn better
• Degree to which the content either caters or fosters particular interests in the
students
8. SCOPE
• Refers to the range of important ideas and concepts included
9. CONTINUITY AND SEQUENCE

• Recurrence and the repetition of content
179.In developing a curriculum, all element
should be considered except one. Which one
does not relate to curriculum development?
A. Balance
B. Continuity
C. Sequence
D. Modernity
180. When curriculum content is fairly
distributed in each area of discipline this means
that the curriculum is _______________.
A. Sequenced
B. Balanced
C. Integrated
D. Continued
181. Which holds true when each level of
subject matter is smoothly connected to the
next level and glaring gaps, wasteful overlaps in
subject matter are avoided?
A.The curriculum must be sequenced.

B. The curriculum must be articulated.
C. The curriculum must be continued.
D.The curriculum must be integrated.
BASIC Principles of Curriculum Content
BALANCE significant contents should be covered

ARTICULATION to assure no gaps or overlaps in the content
SEQUENCE the pattern is usually from easy to complex
INTEGRATION relatedness or connectedness to other
contents
CONTINUITY constant repetition, reinforcement and
enhancement of content are all elements of
continuity
182. In Stufflebeam’s model, the learners
and the teachers are part of what?
A.Context
B. Input
C. Process
D. Product
183. Which fundamental principle should serve as
reminder for a beginning teacher as he/she plans,
implements and evaluates the curriculum?
A. Learning is a measure of the amount of knowledge of the
teacher.
B. Learning happens only in the classroom and school setting.
C. Learning cannot occur without the teacher in front of the
class.
D. Learning is always guided by the desired outcomes to be
achieved by the learner.
Component 4- Curriculum Evaluation
Stufflebeam’s CIPP Model of Curriculum Evaluation
• Context (learning environment)

- refers to the environment of the curriculum, the real situation where the
curriculum is operating.
• Input (components of learning)
-refers to the elements of the curriculum, which include the goals, instructional
strategies, the learners, the teachers, the contents and all the materials
needed
• Process (monitoring and implementation)
-refers to the ways and means of how the curriculum has been implemented.
This component of the CIPP looks into the entire operation of the curriculum.
• Product (achievement of the objectives)
-indicates if the curriculum accomplishes its goals. It will determine to what
extent the curriculum objectives have been achieved.
184. What is the dynamic and systematic
process to create positive improvements in the
educational system?
A.Curriculum Planning
B.Curriculum Designing
C.Curriculum Evaluating
D.Curriculum Development
185. In curriculum development, the teacher
should always bear in mind that
___________________.
A. Evaluation should guide the formulation of objectives

B. Methods should vary from the desired objectives
C. Objectives, methods and evaluation should vary
D. Objectives, methods and evaluation are aligned
186. In curriculum, the basic principle is plan,
teach and test and the three should always be
aligned. That principle implies that ___________.
A. The objective of the lesson can stand by itself

B. What to test is based on what has been taught
C. What has been taught depend on the available
materials
D. Testing is an optional component of curriculum
PART III. CRAFTING/DEVELOPING THE CURRICULUM
Curriculum Development
• Planned, purposeful, progressive and systematic process

to create positive improvements in the educational
system.
• A dynamic process involving many different people and
procedures.
• Follows a logical step-by-step fashion
187. Which of the following is not a curriculum
model?
A. Stufflebeam’s Model
B. Tyler’s Model
C. Taba’s Model
D. Saylor’s Model
188. Whose curriculum model stresses the
involvement of teachers in its development?
A.Bloom’s Model
B. Tyler’s Model
C. Taba’s Model
D.Wheeler’s Model
189. The Tyler Model focuses on the
following, except ______________.
A.Purposes of the school
B. Educational Experiences
C. Evaluation of Experiences
D. Reforms in Education
190. The following describe Taba’s Grassroots
Approach except _______________.
A. democratic
B. non-linear
C. Inductive
D. hierarchical
191. Tyler’s Model put emphasis on the
____________ phase.
A.Planning Phase
B.Designing Phase
C.Implementing Phase
D.Evaluating Phase
192. Which is not part of the grassssroots
approach of Hilda Taba?
A. Selection of learning content

B. Selection of learning experiences
C. Diagnosis of learning activities
D. Evaluation
193. What is the primary fundamental
question in examining a curriculum?
A. What educational experiences can be provided that are

likely to attain these purposes?
B. What educational purposes should the school seek to
attain?
C. How can these educational experiences be effectively
organized?
D. How can we determine whether these purposes are attained
or not?
194. The faculty will define the intended learning outcomes,
assessments, content and pedagogic requirements necessary
for student’s success across an entire curriculum. What phase
of curriculum development is addressed?
A. Curriculum Planning
B. Curriculum Designing
C. Curriculum Implementing
D. Curriculum Evaluating
195. What phase of curriculum development which
involves activities that transpires in every teacher’s
classroom where learning becomes an active process?
A. Curriculum Planning
B. Curriculum Designing
C. Curriculum Implementing
D. Curriculum Evaluating
CURRICULUM DEVELOPMENT PROCESS MODEL
1. Ralph Tyler Model: Four Basic Principle
• Also known as Tyler’s Rationale

• The curriculum development emphasizes the planning phase.
He posited four fundamental principles which are illustrated
as answers to the following question.
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely to
attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are being
attained or not?
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experiences
2. Hilda Taba Model : Grassroots Approach
• She improved the Tyler’s Model. She believed that teachers should participate
in developing a curriculum. She presented seven major steps to her linear
model which are the following:
1. Diagnosis of learner’s needs and expectations of the larger society

2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and the means of doing it
3. Galen Saylor and William Alexander Curriculum Model
Galen Saylor and William Alexander (1974) viewed development
as consisting of four steps.
a. GOALS, OBJECTIVES AND DOMAINS

• Curriculum planners begin by specifying the major educational goals and
specific objectives they wish to accomplish. The goals, objectives and
domains are identified and chosen based on research findings, accreditation
standards, and views of the different stakeholders.
b. CURRICULUM DESIGNING
• Designing a curriculum follows after appropriate learning
opportunities are determined and how each opportunity is
provided.
c. CURRICULUM IMPLEMENTATION
• A designed curriculum is now ready for implementation. Teachers
then prepare instructional plans where instructional objectives are
specified and appropriate teaching methods and strategies are
utilized to achieve the desired learning outcomes among students.
d. CURRICULUM EVALUATION
• The last step of the curriculum model is evaluation. Through the
evaluation process, curriculum planner and develops can determine
whether or not the goals of the school and the objectives of
instruction have been met.
Phases of Curriculum Development
Curriculum Planning
• Initial process in curriculum development
• Considers the school vision, mission and goals
• A complex process where faculty define intended learning outcomes,
assessments, content and pedagogic requirements necessary for student
success across an entire curriculum.
Curriculum Designing
• Is the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning
experiences or activities and the selection of the assessment
procedure and tools to measure achieved learning outcomes.
Curriculum Implementing
• Putting the plan into action
• Involves the activities that transpire in every teacher’s
classroom where learning becomes an active process
Curriculum Evaluating
• An essential phase of curriculum development. Through
evaluation a faculty discovers whether a curriculum is fulfilling
its purpose and whether students actually learning.
• Evaluation is the process of collecting data on a program to
determine its value or worth with the aim of deciding whether
to adopt, reject, or revise the program.
196. Which approach sets the principal as the
curriculum and instructional leader at the
same time?
A.Systems
B. Managerial
C. Behavioral
D. Humanistic
197. The organizational chart of the school
shows the rank-and-file of school personnel.
What curriculum approach is presented?
A. Systems
B. Managerial
C. Behavioral
D. Humanistic
198. If curriculum is planned following the
behavioral approach, which sequence is
CORRECT?
I. Ends with implementing the planned curriculum.
II. Start with setting of objectives and goals.
III. Learning outcomes are evaluated along goals and objectives
set at the start
IV. Change in behavior indicates the measure of the
accomplishments
A. I, II and III C. II, IV and I

B. II and III D. II, III and IV
199. Teacher has been constructivist in his approach
to lesson planning. What must be the features of his
lessons?
I. Students are engaged in learning
II. Students guide their own learning and meaning making
III. Students keep the learning to themselves
IV. Students are not encouraged to share their thoughts about
a new concept for that calls for much time
A. I and III C. I and II

B. II and IV D. III and IV
200. In a constructivist lesson planning
approach, which is unacceptable?
A. Learners are helped to construct understanding based on

what they already know.
B. Learners confront their understanding in the light of new
learning.
C. Learners accommodate change in their understanding as a
result of new understanding.
D. Learners accept blindly what teacher teaches because she
is an authority on the subject.
51. When a school applies the systems
approach to curriculum planning, what is
expected?
A. The parts of the school system are considered in terms of
how they relate to each other.
B. Curriculum, instruction and evaluation are the only things
that matter in curriculum planning.
C. The school’s external environment is not taken into
consideration.
D. Only the internal stakeholders are consulted for curriculum
planning purposes.
52. In a systems approach to curriculum
planning, should external stakeholders be a
part?
A.No, they are not part of the curriculum.
B. Yes, they are part of the school system.
C. Yes, if they are willing.
D.That depends on the educational attainment of
the external stakeholders.
53. With the passage of RA 9155, the school
head is given more power and authority over
his school. That power is for the school head to
_______________.
A. Make his faculty feel his authority over them
B. Introduce changes as fast as he can
C. Transform his school into high-performing one
D. Arrange learning and sees to it that the objectives of
the lesson are attained
54. The principal, wants that the whole school will be
one of the top performing schools in the division.
Regularly he meets with the teachers to talk about the
school curriculum. Together, they would find ways on
how to make learner’s experiences enjoyable.
This practice describes_______________.
A. Curriculum monitoring
B. Curriculum accreditation
C. Curriculum evaluation
D. Curriculum try-out
Curriculum Approaches
Behavioral Approach
• Approach to curriculum is usually based on a blue print. The change of
behavior indicates the measure of accomplishment.
• Success of the curriculum is based on whether objectives are attained.
Managerial Approach
• The principal is the curriculum leader and at the same time instructional
leader, who is supposed to be the general manager. School
administrators are less concerned about the content than about
organization and implementation.
• The overall process and the decisions about the curriculum
implementation is the primary process.
System Approach
• the parts of the total school district or school are determined in terms of
how they relate to each other. The organizational chart of the school
represents systems approach. It shows the line-staff relationships of
personal and how decisions are made. The following are equal
importance: (1) Administration, (2)counseling, (3) curriculum, (4)
instruction, (5) evaluation.
Humanistic Approach
• This approach is rooted in the progressive philosophy and child-centered
movement. It considers the formal or planned curriculum and the formal
or hidden curriculum. It considers the whole child and believes that in a
curriculum, the total development of the individual is the prime
consideration. The learner is at the center of the curriculum.
55. Which curriculum design model is
anchored on the needs of the learner?
A.Humanistic design
B.Broad-field design
C. Life-situation Design
D. Core Design
56. Which of the following follows the
discipline design of curricular structure?
A.Teaching Medicine instead of anatomy

B.Teaching scarcity instead of Economics
C.Teaching AP instead of Filipino
D.Teaching of tectonics instead of Geology
57. Which of the following follows the
correlation design of curricular structure?
A.Teaching addition using popsicle sticks

B.Teaching botany through planting
C.Teaching first aid through film viewing
D.Teaching history through El Filibusterismo
58. Which of the following the life-
situations design of curricular structure?
A.Teaching pottery to prisoners

B.Teaching values to juvenile delinquents
C.Teaching graders about table manners
D.Teaching fishermen to farm
59. When one wants children to develop
positive attitude toward life and life problems
which approach in curriculum planning is most
appropriate?
A.Problem-centered approach
B.Humanistic Approach
C.Systems Approach
D.Child-centered Approach
60. Which does not belong to the
group?
A.Child-centered Design
B.Experience-centered Design
C.Problem-centered Design
D.Humanistic Design
61. A humanistic approach to curriculum
planning has the following features, except
_________.
A. Recognizes the significance of the hidden and formal

curriculum
B. Very progressivist because it is child-centered
C. Subject matter is not necessary in curriculum
planning
D. Emphasizes on the child’s holistic development
62. What curriculum design is the most familiar and
the oldest design for the teachers, parents and
laymen?
A.Child-centered Design
B.Core Design
C.Subject Design
D.Broad Field Design
63. Teacher Lily would like to take part in developing a subject-centered
curriculum because she believes that all subjects in this type of
curriculum are geared towards the holistic development of the learner. Is
her belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners

needs, interests and abilities.
b. No, because it is the experience-centered curriculum that emphasizes
the teaching of facts and knowledge.
c. Yes, because the subject-centered curriculum involves cooperative
control.
d. No, because it is the experience centered and not the subject-
centered curriculum that emphasizes integration of habits and skills in
learning the knowledge component of subject areas.
64. If curriculum, is planned following the
humanistic approach which feature applies?
A. Very child-centered
B. Excludes the hidden curriculum
C. Downplays the significance of the formal curriculum
D. Emphasizes on the child’s cognitive development
65. When the curriculum aims to develop the whole
child, the curriculum is considered _____________.
A.Subject-centered
B. Child-centered
C. Nature-centered
D. Child-centered
66. If you apply the integrated curriculum
approach, which one is out?
A.Relating topics to life experiences

B.Rote learning
C.Problem solving
D.Lifelong learning
67. When instruction in the curriculum focuses on
the mastery of the content and evaluation that
follows measures only the knowledge learned such
curriculum design is ____________.
A. Learner-centered
B. Subject-centered
C. Problem-centered
D. Teacher-centered
Curriculum Design Models
1. Subject-Centered Design Model (Focus: CONTENT)
a. Subject Design – The curriculum is based on learning specific subjects.

b. Discipline Design - The curriculum is based on mastering broader
disciplines rather than particular subjects.
c. Correlation Design – The curriculum is based on the integrated
learning various subjects.
d. Broad-field Design – The curriculum is based on mastering similar
subjects in clusters of fields.
2. Learner-Centered Design (Focus: STUDENT)
a. Child-centered Design – The curriculum is based on needs of
individual learner.
b. Experienced-centered Design – The curriculum is based on
providing a set of planned learning
experiences.
c. Humanistic Design – The curriculum is based on the goal of
self-actualization of the learner.
3. Problem-Centered Design (Focus: REAL-LIFE CONCERNS)
a. Life-situations Design – The curriculum is based on learning

to address individual needs.
b. Core Design – The curriculum is based on learning to address

societal needs.
68. Which condition most likely could help in the
fast and smooth implementation of the K-12
curriculum in schools of the Philippines?
A.Decrease the driving forces

B. Increase the driving forces
C. Decrease the restraining forces
D.Increase the restraining forces
69. The principal changes the time schedule of
classes because there is a need to catch up with the
national achievement test. What category of
curriculum change is presented?
A.Substitution
B. Alteration
C. Restructuring
D.Perturbations
70. What type of curriculum change responds on
the shift of emphasis that the teacher provides
which are no within the VMGO of the school or
vice versa?
A.Alteration
B.Restructuring
C.Perturbations
D.Value Orientation
71. A major curriculum change like shifting from face to
face to online in the delivery of an academic program.
This is an example of what category of curriculum
change?
A.Alteration
B.Restructuring
C.Perturbations
D.Value Orientation
72. Progressive steps from orientation to reflection
about the curriculum. What element of curriculum
implementation is this?
A.Developmental
B. Participatory
C. Supportive
D.Variation
PART IV. IMPLEMENTING THE CURRICULUM
• Kurt Lewin’s Force Field Theory and Curriculum Change
DRIVING FORCE E RESTRAINING FORCE

Q
U
Government Intervention I Fear of the Unknown
L
Society’s Values I Negative Attitude to Change
B
Technological Change R Tradition Values
I
Knowledge Explosion U Limited Resources
M
Administrative Support Obsolete Equipment
Categories of Curriculum Change (McNeil, 1990)
• Substitution - The current curriculum will be replaced or substituted by

a new one.
• Alteration - A minor change in the curriculum.
• Restructuring - Building new structure; major change or modification in
the school system.
• Perturbations - Changes that are disruptive but teachers have to adjust
within a short time.
• Value Orientation- Respond to shift in the emphasis that the teacher
provides which are not within the VMGO of the school.
Elements for the Process of Change
• Developmental
It should develop multiple perspectives, increase integration
and make learning autonomous, create a climate of
openness and tryst appreciate and affirm strengths of the
teacher.
• Participatory
Stakeholders are necessary. Involvement and participation
encourage sense of ownership and accountability.
Participation builds a learning community.
• Supportive
Material and human support are very much needed.
73. Teachers, students, parents, administrators
and members of the community are best
known as _______________.
A. Sponsors
B. Patrons
C. Stockholders
D. Stakeholders
74. Which stakeholder of the curriculum will
say “I keep in mind, how I can sustain the
interest of the learners?”
A.Teacher
B. Head Teacher
C. Principal
D. Parent
75. Whose primary duty is to help
classroom teachers teach to the best of
their ability?
A. Students
B. School Head
C. Parents
D. DepEd Superintendent
76. The following statements are true on how
do parents shape the curriculum, except.
A. They have privilege to command but at the same time to

lead the institution.
B. Effective parental involvement in school affairs may be
linked to parent educational program which is central to high
quality educational experiences of the children.
C. In most schools the Parent Association is organized.
D. Parents’ involvement extends from the confine of the
school to the home.
77. Truancy is getting to be a problem in School B.
Students cut classes after recess or after morning
class. How can parents and community help?
A. By serving as teacher aide

B. By serving as security guards to check on truant
students
C. By serving as storyteller in class to make class more
interesting
D. By serving on why there is truancy
78. How can parents and community come in
to help in the delivery of the curriculum?
I. Allowing schools to make use of facilities in the community
(e.g. basketball court for P.E)
II. Allowing schools to visit relevant historical spots in the
community
III. Ensuring that children are given home supervision for study
A. I and II C. I, II and III

B. II and III D. I and III
79. Who is supposed to facilitate teaching by
making teachers aware of references and other
materials available for their teaching?
A.Parents
B. Supervisors
C. Office Staff
D. Learning Resource Center Staff
80. Teacher R’s lesson for Grade 3 is on the history of
the town. There is no existing reference material in
the library. Who can be tapped?
A.The elders in the community

B. The students
C. The nom-academic employees in school
D.The supervisors of DepEd
81. Parents usually complain that the school where
their children go changes their textbooks. If you are
the teacher, how would you explain to the parents
the practice they are complaining about?
A. Textbooks are already old and with pages torn or destroyed.

B. Textbooks cover are dirty and faded and do not look
presentable
C. There are new authors of textbooks who are popular.
D. There are new developments in curriculum content
included in new books.
82. Schools are communities of learners committed to
pre-determined measurable quality criteria for student
learning. Which statement best describes schools that
will ensure attainment of such criteria?
A. Everyone in the school is accountable for student outcomes
B. Families are encouraged to support and participate in students
learning experiences
C. Regular evaluation of students achievement is done by teacher
and administrators
D. Teachers continually update themselves by attending training
programs.
83. The Parent-Learning Support System targets the
acceptance of the parent’s responsibility of educating the
child. In attending to this responsibility, which role/s of
parents should be given priority?
I. As a learner
II. As a child educator
III. As a participant in school activities
IV. As a model for children’s development
V. As a provider of home environment conducive to learning
A. I and V C. IV and V
B. II and III D. I and II
84. Every school should plan for and support students
with learning needs. Which two (2) vital components
have to be addressed to provide such needs?
I. Principles of inclusive education
II. Content area and trans-disciplinary knowledge
III. Learning styles, abilities and disabilities of students
IV. Relevant curriculum frameworks
A. I and III C. III and IV

B. II and III D. I and IV
85. Which step of daily lesson provides
opportunities for the students to independently
learn beyond what is taught in the classrooms
where other stakeholders of curriculum
implementation are involved?
A.Formulation of lesson objectives
B. Doing homework
C. Motivating the learners
D.Evaluating the lesson
86. Which of the following should be considered
in managing the pre-school program in public
schools?
I. Cooperation of PTCA
II. Technical assistance from DSWD
III. Provision of teacher training
IV. Provision of facilities, materials and equipment
A. I, II and III C. II, III and IV

B. I, III and IV D. I, II and IV
87. Which primary factor is considered in
designing the curriculum?
A.The objectives
B.The learners
C.The materials
D.The content
88. Between the child and the teacher, who is
more accountable for learning and why?
A. The child is held more accountable because learning
ultimately depends on the child.
B. The teacher is more accountable because teacher has more
power.
C. The teacher and the child are equally accountable because
both have a role in the teaching-learning process
D. Nobody can be claimed to be more accountable because
we are not given a concrete situation.
Roles of Stakeholders in Curriculum Implementation
Stakeholders are individuals or institution that are
interested in the school curriculum.
a. Learners at the Center of the Curriculum - These learners are the very
reason why curriculum is developed.
b. Teachers as Curriculum Developers and Implementers- Planning and writing

the curriculum are the primary roles of the teacher.
c. Curriculum Managers and Administrators- They are people who are

responsible in the formulation of the school’s vision, philosophy, mission
and objectives.
d. Parents as Supporters to the curriculum- Parents are the best supporters of the
school, especially because they are the ones paying for their child’s education.
e. Community Members as Curriculum Resources- Community members and

materials in the existing local community can very well substitute for what are
needed to implement the curriculum.
f. Other Stakeholders in Curriculum Implementation

Government Agencies
• DepED, TESDA, CHED
• PRC, CSC
• LGU
Non-Government Agencies
• Gawad Kalinga
• Metrobank Foundation
• PAFTE, SUCTEA, MTAP
89. What is the role of the teacher if he/she
takes record of the knowledge, concepts,
subject matter or content?
A.Writes the curriculum

B. Plans the curriculum
C. Knows the curriculum
D.Initiates the curriculum
90. Which of the following is most likely to be a
characteristic of the teacher who is a good
implementer of the curriculum?
A. Teacher sticks to standards set by the subject

content.
B. Teacher emphasizes pupil discussion on varied topics
C. Teacher controls classroom activities and interaction.
D. Teacher provides differentiated activities for the
students.
91. Teacher Mila gives life to the planned curriculum. She
makes sure to engage her students to different learning
materials to achieved the desired outcome. What kind of
curricularist is teacher Mila?
A. Knower
B. Planner
C. Writer
D. Implementor
92. At the end of the year, my performance as a teacher is
reflected in the school performance of my students. So I need
to provide a monitoring tool to measure how they are
progressing. The result will inform me how I will address my
learners’ weakness and enhance their strengths. Who I am as a
curricularists?
A. Knower
B. Evaluator
C. Writer
D. Initiator
93. My class is composed of learners from different home
background and culture. I cannot use a “one-size-fits all
strategy” in teaching so I can respond to the diverse
background. In my readings, I discovered that there are ways of
teaching. I tried one myself and it worked. Who I am as a
curricularist?
A. Knower
B. Innovator
C. Writer
D. Initiator
TEACHER AS A CURRICULARIST
• KNOWS the curriculum (KNOWER)

• As a teacher, one has to master what are included in the
curriculum. It is acquiring academic knowledge both formal and
informal. It is the mastery of the subject matter.
• WRITES the curriculum (WRITER)

• A classroom teacher takes record of knowledge concepts,
subject matter or the content. These need to be written.
• PLANS the curriculum (PLANNER)
• The teacher plans the curriculum. A good curriculum has to be
planned. It is the role of the teachers to make a yearly, monthly or
daily plan of the curriculum.
Factors to consider in planning a curriculum

• Learner
• Support materials
• Time subject matter or content
• Desired outcomes, and
• Context of the learners among other
• INITIATES the curriculum (INITIATOR)
• The teacher initiates the curriculum. Initiates – to start or to

begin. There will be many constraints and difficulties in doing
things first or leading, a transformative teacher will never
hesitate to try something novel and relevant.
• INNOVATES the curriculum (INNOVATOR)
• The teacher innovates the curriculum. Creativity and innovation are

hallmarks of an excellent teacher. A curriculum is always dynamic,
hence keeps on changing. A good teacher, therefore innovates the
curriculum and thus become curriculum innovator.
• IMPLEMENTS the curriculum (IMPLEMENTOR)
• The teacher implements the curriculum. The curriculum that
remains recommended or written will never serve its purpose.
Somebody has to implement it. The success of a recommended,
well written and planned curriculum depends on the
implementation.
• EVALUATES the curriculum (EVALUATOR)

• The teacher evaluates the curriculum.
• Some questions that need the help of a curriculum evaluator.
• Does the desired outcomes have been achieved?
• Is the curriculum working?
• Does it bring the desired result?
• Are the learners achieving?
94. School curricula reflect worldwide economic
issues, political integration and industrialization.
What do these point to in curriculum development?
A. The trends toward globalization and localization
B. The trend toward participatory curriculum development
C. The shift in the paradigm of curriculum development from a
process-oriented to a product-oriented one
D. The trend towards the classical approach to curriculum
development
95. The MTB-MLE will enable each learners to
develop all except one:
A.Learn English and connect to the world

B. Learn Filipino and connect to the country
C. Learn the mother tongue and connect to the
heritage
D.Learn all languages to develop nationalism
96. Why is curriculum considered
dynamic?
A. It never end, it has no beginning and no end

B. It changes just like those that occur in the society
C. It jibes with the mandates of DepEd.
D. It goes through cycle.
97. To build a sense of pride among Filipino
youth, which should be done in the
curriculum?
a. Re-study our history and stress on our
achievements as a people.
b. Re-study our history from the perspective of our
colonizer.
c. Replace the study of folklore and myths with
technical subjects.
d. Set aside the study of local history.
98. Which of the following features of OBE
corresponds to Gardner’s Multiple Intelligences
Theory?
A. The curriculum sets high expectations for the learners.
B. The curriculum provides expanded opportunities to
learners.
C. The curriculum is designed based on instructional
objectives.
D. The curriculum stresses the coherence between assessment
and inherited outcomes.
99. The following are true about K-12, except
_____________.
A. It is the brainchild of the P-Noy administration.

B. It is essentially OBE-based.
C. It aims to make high school graduates
employable.
D. It is compulsory in public schools.
100. The Filipino learners envisioned by the
Department of Education (DepEd) in the light
of K-12 Curriculum is
a. Technologically literate or logistically developed
Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive
Filipinos
Part V. CURRICULUM DEVELOPMENT; REFORMS AND
ENHANCEMENT
K-12 BASIC EDUCATION CURRICULUM - Republic Act 10533 (May 15, 2013)
The Enhanced Basic Education Act of 2013
The overall Goal of the K to 12 Curriculum
(6) six years primary education

Kindergarten + (4) four years of junior high school
(2) two years senior high school
Salient Features of the K-12 Curriculum
• Strengthening Early Childhood Education ( Universal Kindergarten)

• Making the Curriculum Relevant to the Learners ( Contextualization and
Enhancement)
• Ensuring integrated and Seamless Learning ( Spiral Progression)
• Building Proficiency Through Language ( Mother Tongue-Based Multilingual
Education)
• Gearing Up for the Future ( Senior High School)
• Nurturing the Historically Developed ( College and Livelihood Readiness, 21st
Century Skills)
The 21st Century Trends in Philippine Education
Benefit from Industry-University Collaboration
• For Students- ensure workplace orientation and opportunity to apply

their skills, knowledge and proper work attitudes; opportunities for
enhance employability
• For Industry- prospective workers are developed according to the

companies specifications
• For the University- reduced need for sophisticated equipment and

facilities; responsiveness to industry needs and better employment for
graduates.
With the abovementioned precursors, the state finally implemented the K-12
Curriculum in 2012 to address the following concerns:
• Enhancing the quality of basic education in the Philippines is urgent and critical.
• The poor quality of education is reflected in the low achievement scores of Filipino
students.
• The Philippines failed miserably in international tests.
• The 10-year curriculum is congested which partly explains the present state of
education.
• The preparation of high school graduates for the world of work or higher education
is inadequate.
• Most graduates are too young to enter the labor force.
• The 10-year system also reinforces the misperception that basic education is just a
preparatory step for higher education.
• Our graduates are not automatically recognized as professionals abroad.
• The short basic education program affects the human development of the Filipino
children.
OUTCOME-BASED EDUCATION (OBE)
• OBE is an approach to teaching and learning wherein the
instructional objectives are the basis for all decision-making.
-decisions about the curriculum are driven by the exit learning

outcomes that the students should display at the end of the
course.
- Constructivism – learns are capable of making their own
meaning
- The ultimate goal of OBE is to create learning that becomes a
lasting significance to the learner.
4 Key Principles governing OBE (William Spady)
CLARITY OF FOCUS
• All decisions regarding teaching and learning activities must necessarily be focused
centrally on the achievement of the set educational outcomes.
DESIGNING BACK
• The teacher must always “begin with the end in mind”; that is the learning outcomes
must be identified first, and all other elements such as the assessment method, learning
experiences and teaching and learning resources will follow.
HIGH EXPECTATIONS
• Setting high (but feasible) standards results to high student performance and
achievement.
EXPANDED OPPORTUNITIES
• This principle is asserted by Howard Gardner’s Multiple Intelligences; as students are
differently talented, teaching and learning experiences must also be varied.
201. Teacher X discovered that his students are weak in
writing skills. Which test should teacher X administer further
to determine which other skills are weak?
A. Formative Assessment
B. Placement Assessment
C. Diagnostic Assessment
D. Summative Assessment
202. Teacher G conducted a test after discussing the lesson
“Item Analysis” to check whether the students learned
something about the lesson. The result is not a part of the
computation of grades but to get feedback only. Which type
of assessment Teacher G applied?
203. The college secretary of the College of Business
Administration conducted an assessment at the beginning of
the semester to find out who among the 2nd-year accountancy
students can proceed to 3rd year. The result will also be used
for sectioning purposes. What type of assessment was given
to the students?
What is TEST?
•An INSTRUMENT designed to measure any

characteristic, quality, ability, knowledge or
skill.
•It comprised of items in the area it is
designed to measure.
What is MEASUREMENT?
• A process of quantifying the degree to which
someone/something possesses a given trait
• Assigning of numbers to a performance, product, skill or
behavior of a student based on a pre-determined procedure
or set of criteria
• Assigning numbers to the results of a test or other type of
assessment
• Awarding points for a particular aspect of an essay or
performance.
What is ASSESSMENT ?
Assessment can be defined both as a product and a process.
Assessment as a PRODUCT
• Refers to the instrument (ex. Set of questions or tasks) that is
designed to elicit a predetermined behavior, unique performance or a
product from a student.
Assessment as a PROCESS
• Collection, interpretation and use of QUALITATIVE AND
QUANTITATIVE INFORMATION to assist teachers in their educational
decision-making.
What is EVALUATION?
A process of making judgements about the quality of a
performance, product, skill or behavior of a student
• Includes using some basis to judge worth or value
• It involves judgment about the desirability or changes
in the students.
Hence, assessment is a pre-requisite to evaluation. It

provides the information which enables evaluation to
take place.
TYPES OF ASSESSMENT
Assessment FOR Learning Assessment OF Learning Assessment AS Learning
Includes 3 types of assessment done BEFORE AND Done AFTER INSTRUCTION SELF-ASSESSMENT
DURING INSTRUCTION
1. Placement - Determine the extent to which - Done for teachers to
-entry performance of student the instructional objectives understand their role of
-determine the mastery of the course objectives have been met assessing FOR and OF learning
and the best mode of learning - Results are communicated to
2. Diagnostic the student, parents and other
-aims to identify the strengths and weaknesses of stakeholders
the student regarding the topics to be discussed - Powerful factor that could pave
-causes of learning problem to formulate plan for the way for educational
remedial instruction reforms
3. Formative
-used to monitor the learning progress
-results of this assessment are communicated
clearly and promptly to the students
Modes of Assessment
MODES DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES
Traditional The objective paper-and-  Standardized tests  Scoring is objective  Preparation of
pen test which usually  Teacher-made tests  Administration is easy instrument is time-
assesses low-level because students can consuming
thinking skills take the test at the  Prone to cheating
same time
Performance A mode of assessment  Practical Test  Preparation of the  Scoring tends to be
that requires actual  Oral Tests instrument is subjective without
demonstration of skills or  Projects relatively easy rubrics
creation of products of  Measures behaviors  Administration is
learning. that cannot be time consuming.
deceived
Portfolio A process of gathering  Working Portfolio  Measures student’s  Development is
multiple indicators of  Show Portfolio growth and time consuming
student progress to  Documentary development  Rating tends to be
support course goals in Portfolio  Intelligence-fair subjective without
dynamic, ongoing and rubrics.
collaborative process
TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT
Selecting a Response Performing a Task

Contrived vs Rea-life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence
204. The instructions for a test are made simple, clear
and concise. This is part of which of the following
characteristics of a good test?
A. Objectivity
B. Economy
C. Administrability
D. Scorability
205. Which of the following statements concerning
test validity and reliability is most accurate?
A. A valid test is a reliable test.

B. A reliable test is a valid test
C. A test cannot be valid and reliable unless it is
objective.
D. A test cannot be valid and reliable unless it is
standardized.
Factors to Consider When Constructing Good Test Items
• VALIDITY – the degree to which the test measure what it intends to measure. The
usefulness of the test for a given purpose. A valid test is always reliable.
• RELIABILITY – consistency of scores obtained by the same person when retested
using the same instrument or one that is parallel to it.
• ADMINISTRABILITY – test should be administered uniformly to all students. There
should be a clear provision for instruction for the students, proctors and the
scorers.
• SCORABILITY – easy to score, task can be reliably and accurately evaluated
• FAIRNESS – not be biased to the examinees. Fair to all students regardless of social
status or gender
• OBJECTIVITY – agreement of two or more raters or test administrators concerning
the score of a student
• MULTI FOCI – contain a wide sampling of items to determine the educational
outcomes
206. What is an alternative assessment tool for teaching
and learning consisting of a collection of work/artifacts
finished or in progress accomplished by the targeted
clientele?
A. Rubric
B. Achievement Test
C. Evaluation Instrument
D. Portfolio
207. On which assumption is portfolio assessment based?
A. Portfolio assessment is dynamic assessment.

B. Assessment should stress the reproduction of knowledge.
C. An individual learner is inadequately characterized by a
test score.
D. An individual learner is adequately characterized by a test
score.
208. What type of portfolio displays student’s best
work by showcasing the quality and range of student
accomplishments?
A. Product Portfolio
B. Process Portfolio
C. Documentation Portfolio
D. Development Portfolio
209. When planning for portfolio assessment,
which should you do first?
A. Set targets for portfolio assessment.

B. Exhibit one’s work and be proud of one’s portfolio
C. Select evidences that could be captured in one’s
portfolio
D. Reflect on one’s collection and identify strengths and
weakness
Performance Samples
Tangible results that demonstrate student achievements
A. Portfolio Assessment - a purposeful, ongoing, dynamic and collaborative

process of gathering multiple indicators of the learner’s growth and development.
Types of Portfolio
1. Documentation or Working Portfolio
• To highlight development and improvement over time.
• Showcase the process of learning by including full progression of
project development.
• Often involves a range of artifacts from brainstormed lists to rough
drafts to finished products
2. Process Portfolio
• To document all stages of the learning process
• It also includes samples of student work throughout the entire
educational progression.
• It expands on the information in a documentation portfolio by
integrating reflections and HOTS.
• It includes documentation of reflection such as learning logs, journals or
documented discussions.
3. Product or Showcase Portfolio

• To highlight student’s best work by showcasing the quality and range of
student accomplishments.
• Typically, it is used as a summative assessment to evaluate mastery of
learning objectives.
Steps in Portfolio Assessment
•Set target
•Collect evidences
•Select evidences
•Reflect on evidences
•Rate Collection
210. The pupils are to be judged individually on their
mastery pf the singing of the national anthem and so
their teacher let the 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 in evaluating her 20 pupils?
A. Analytic
B. Holistic
C. either holistic or analytic
D. Both holistic or analytic
211. Which is NOT true of an analytic rubric?
A.It is time consuming

B. It is easier to construct than the holistic rubric
C. It gives one’s level of performance per
criterion
D.It specifies the weakness of the student’s
performance
Rubric is a modified checklist and rating scale.
1. Checklist
• Presents the observed characteristics of a desirable performance or product.

• The rater checks the trait/s that has/have been observed in one’s performance or
product.
2. Rating Scale
•Measures the extent or degree to which a trait has been satisfied by one’s work or
performance.
•Offers overall description of the different levels of quality of a work or a performance
•Uses 3 to more levels to describe the work or performance although the most common
rating scales have 4 or 5 performance levels.
• RUBRIC a measuring instrument used in rating performance-based tasks.
Measure the attainment of learning competencies that require demonstration
of skills or creation of products of learning.
Type Description Advantages Disadvantages
Holistic It describes the overall quality of Allows fast assessment Does not clearly describe the
a performance or product degree of the criterion satisfied
Provides one score to describe the or not by the performance or
There is only one rating given to overall performance or quality of product
the entire work or performance work
Does not permit differential
Indicate the general strengths and weighting of the qualities of a
weaknesses of the work product of performance
performance
Analytic Describes the quality of a Clearly describes the degree of the It is more time consuming to use
performance or product in criterion satisfied or not by the
terms of the identified performance or product It is more difficult to construct
dimensions of criteria for which
are rated independently to give It permits differential weighting of
a better picture of the quality of the qualities of a performance or
work or performance product
It helps raters pinpoint specific

areas of strengths and weaknesses
212. What type of test is constructed by
professionals and items written are screened
and best items were chosen?
A.Standardize Test
B. Informal Test
C. Educational Test
D. Selective Test
213. What type of test when scorer’s personal
judgment does not affect the scoring?
A.Power Test
B. Subjective Test
C. Objective Test
D. Selective Test
214. What type of test aims to measure student’s
intelligence or mental ability in a large degree
without reference to what the students previously
learned?
A. Standardize Test
B. Psychological Test
C. Educational Test
D. Mastery Test
215. Based on the format, what type of test
requires a longer time to answer and there are
no choices?
A. Supply Test
B. Selective Test
C. Objective Test
D. Subjective Test
216. Which statement can be determined by a criterion-
referenced test?
A. Performance higher than the group.

B. Performance of the students in a large group.
C. Performance of students in a small group.
D. Preferred level of performance of students in a
group.
Different Type of Tests
Main Point of Type of Tests
Comparison
Psychological Educational
 Aims to measure students  Aims to measure the result of
intelligence or mental ability in instructions and learning
Purpose
a large degree without
reference to what the students
has learned
Survey Mastery
 Covers a broad range of  Covers a specific objective
objectives  Measures fundamental skills
Scope of Content
 Measures general achievement and abilities
in certain subjects  Typically constructed by the
 Constructed by trained teacher
professionals
Comparison
Norm-Referenced Criterion-Referenced
 Results is interpreted by  Results is interpreted by comparing
comparing one student’s students’ performance based on a
performance with other predefined standard
student’s performance  All or none may pass
Interpretation  There is competition for a limited  There is no competition for a
percentage of high scores limited percentage of high score
 Describes pupil’s performance  Describes pupil’s mastery of course
compared to others objectives
Verbal Non-Verbal
 Words are used by students in  Students do not use words in
Language Mode attaching meaning to or attaching meaning to or in
responding to test items responding to test items
Comparison
Standardized Informal
 Constructed by a  Constructed by classroom
professional item writer teachers
 Covers a broad range of  Covers a narrow range of
Construction content In a subject area content
 Use mainly multiple choice  Teacher picks or writes items
 Items Written as screened as needed for the test
and the best items were  Scored manually by the
chosen for the final teacher
instrument  Interpretation is usually
 Can be scored by machine criterion-referenced
 Interpretation of results is
usually norm-referenced
Comparison
Individual Group
 Mostly given orally or requires actual  A paper and pencil test
Manner of demonstration of skill  Same amount of time needed to
Administration  One-on-one situations, thus many gather information from one
opportunities for clinical observation student
 Chance to follow-up examinees
response in order to clarify or
comprehend it more clearly
Objective Subjective
 Scorer’s personal judgment does not  Affected by scorer’s personal
affect the scoring opinions, biases and judgments
Effect of Biases  Worded that only one answer is  Several answers are possible
acceptable  Possible to disagreement on what is
 Little or no disagreement on what is the correct answer
the correct answer
Comparison
Power Speed
Time and level  Consists of series of items  Consists of items approximately equal
arranged in increasing difficulty in difficulty
of Difficulty  Measures student’s ability to  Measure’s student’s speed or rate and
answer more and more difficult accuracy in responding
items
Selective Supply
 There are choices for the  There are no choices for the answer
answer  Short answer, Completion, Restricted
Format  Multiple choice, True-False, or Extended Essay
Matching type  May require a longer time to answer
 Can be answered quickly  Less chance to guessing but prone to
 Prone to guessing bluffing
 Time consuming to construct  Time consuming to answer and score
217. Which error do teachers commit when they
tend to overrate the achievement of students
identified by aptitude tests as gifted because they
expect achievement and giftedness to go
together?
A. Generosity error
B. Central Tendency error
C. Severity Error
D. Logical Error
Types of Teacher Biases
• Generosity Error – committed when a teacher overrates the performance
of the students or favors the high performing
students in the class
- higher ratings
• Severity Error – when the teacher favors the low performing student in the
class
- underrate the quality of student’s work
• Central Tendency Error – tendency of teachers to view everything as being
“in the middle of the scale”
• Halo Effect - committed when judging individual characteristics in terms of
general impression
218. With the mode of answering as point of
reference, which of the following types of test does
not belong to the group?
A. Problem-solving
B. Matching type
C. Completion
D. Essay
219. With manner of answering as criterion,
which of the following types of test does not
belong to the group?
A. Multiple Choice
B. True-False
C. Matching Type
D. Completion
220. The strongest disadvantage of the
alternate-response type of test is ______.
A.The demand for critical thinking

B. The absence of analysis
C. The encouragement of rote memory
D.The high possibility of guessing
221. Which guideline in test construction is not
observed in this test item?
Edgar Allan Poe wrote ____________.
A. The length of the blank suggests the answer.

B. The central problem is not packed in the stem.
C. It is open to more than one correct answer.
D. The blank is at the end of the question.
Here is a completion test item:
The process by which plants manufacture their food is
___________________. 2. Water from the roots rise to the tip
of the leaf by way of the __________.
222. What is faulty with the test item?
A. They are extremely difficult for Grade 6.

B. The second question suggest the answer to the first.
C. The lengths of the blanks suggest the answer
D. They are recall items.
Study this test and answer questions 99-100.
Teacher Z gave this test to her pupils. Study it thoroughly then
answer the questions that follow.
_____1. Sum a. Alexander Venn

_____2. Improper fraction b.The answer in addition
_____3. Product c. P = 2L+2W
_____4. Formula of perimeter of a rectangle d.The answer in multiplication
_____5. He introduced the Venn diagram e.3/2
223. Which can be a basic improvement of the
test?
A.Increase the difficulty of the test

B. Make items heterogeneous
C. Increase the number of items
D.Make items homogeneous
224. Which does the test lack?
I. Directions
II. Label of the columns
III. Foil among the options
IV. One correct answer
A. I, II and III
B. III only
C. I, III and IV
D. II and III
Here is a matching type of test.
Col I Col II
1. Noun a. Denotes action or being
2. Pronoun b. Describes a noun or pronoun
3. Short “a” Sound c. Man
4. Sentence d. Name of person, place or
5. Verb thing
6. Adjective e. Takes the place of a noun
7. Past tense of think f. Expresses a complete
8. Paragraph thought
9. Period g. Asks a question
h. Made up of sentences
10. Interrogative sentence
i. End punctuation mark of a
declarative sentence
225. What is wrong with the test?
A.There is no distracter
B. There are too many distracters.
C. The sentences vary in length.
D. There is a foil.
226. Are the items in proper column?
A.No
B. Yes
C. Somewhat
D. Where to put the items is the teacher’s choice
227. How can you improve the test?
A.Add more items

B. Reduce the items
C. Be consistent. Put in Column 1 the
questions or what are asked for and in
Column 2 the answers.
D.Transfer the first five items of Column 2 to
Column 1
228. Are the items homogeneous?
A. Yes
B. Yes, they are all lessons in English
C. No
D. Only for 3 items
229. Can the items be answered by a
process of elimination?
A. Yes
B. No
C. Maybe
D. Only for the last 3 items
230. What is/are wrong with the test items?
I. The items are heterogeneous
II. The test can be answered by mere process of
elimination
III. It has no foil
IV. The items are placed in the wrong columns.
A. I and III C. II and III

B. I, II and III D. I, II, III and IV
Here is a True-False test:
Based on research findings, girls usually develop earlier
than boys.
231. What is faulty with the test item?
I. It makes use of a specific determiner “usually”
II. The word “usually” gives clue to the answer
III. It is a sweeping statement
IV. It is an opinionated statement
A. I and IV C. I and II
B. II and IV D. I and II
Here is teacher D’s lesson objective:
“To trace the causes of Alzheimer’s disease.”
232. Which is a valid test for this particular objective?

A. Can an Alzheimer’s disease be traced to old age? Explain.
B. To what factors can Alzheimer’s disease be traced?
Explain
C. What is an Alzheimer’s disease?
D. Do young people also get attacked by Alzheimer’s
disease? Support your answer?
Mr. Cruz a professor in Assessment of Learning conducted
item analysis in his test for Chapter III. He found out that 5 of
his items have the following difficulty and discrimination
indices as follows.
Item Number Difficulty Index Discrimination

Index
10 0.55 0.67
11 0.75 0.12
12 0.05 -0.25
13 0.45 0.08
14 0.25 -0.10
233. Which of the following item above
should be retained from his pool of items?
A. No. 10
B. No. 11 and 13
C. No. 12
D. No. 14
should be revised from his pool of items?
A. No. 10
B. No. 11 and 13
C. No. 12
D. No. 14
should be discarded from his pool if items?
A. No. 10
B. No. 11 and 13
C. No. 12 only
D. No. 12 and 14
ITEM ANALYSIS
• Refers to the process of examining the students response to each
item in the test.
• There are two characteristics of an item
- Desirable Items – retained for subsequent use
- Undesirable Items – revised or rejected
Three Criteria in Determining Desirability and Undesirability of an Item

1. Difficulty of an item
2. Discriminating power of an item
3. Measure of attractiveness (distracters)
DIFFICULTY INDEX – (number of people who answer a
particular test item correctly)
DIFFICULTY INDEX = The number of students who answer item X correctly
Total number of students who answer item X
1. There are 50 students who answered item 1,

30 of whom answered the item correctly.
30/50 = .60 or Moderately Difficult

DIFFICULTY VALUE
RANGE INTERPRETATION
0.0-0.20 Very Difficult
0.21-0.40 Difficult
0.41-0.60 Moderately Difficult
0.61-0.80 Easy
0.80-1.00 Very Easy
Discrimination Index – (degree to which the item discriminates
between high performing and low
performing group)
Correct Respose of UG  Correct Response of LG
DI 
25% of Examinees
30 students are divided in to two groups: 15 students in the lower
group and 15 students in the upper group. In the upper group, there ae
12 students who answered item 1 correctly whereas in the lower group
only 6 students answered item 1. What is the discrimination index?
DI = 12 – 6 = .40 (Very Good Item)

15
DISCRIMINATION INDEX
RANGE INTERPRETATION
0.40 & above Very good item
0.30-0.39 Good item (but possibly subject to
improvement)
0.20-0.29 Fair item (but possibly subject to

improvement)
Poor item (to be rejected or improved by

0.19 & below revision)
ITEM ANALYSIS
ITEM 10 A B C D DV DI ACTION
Upper
3 0 8 4 1
25%
1 0.26 0.23 revise
Lower
3 2 5 4 2
25%
ITEM 10 A B C D DV DI ACTION
Upper
3 4 6 1 2
25%
2 0.14 0.08 reject
Lower
3 3 5 3 2
25%
A. Positive Discrimination - if the proportion of students who got
an item right in the UPPER GROUP is GREATER THAN the LOWER
GROUP.
B. Negative Discrimination - if the proportion of students who got

an item right in the LOWER GROUP is GREATER THAN the UPPER
GROUP. (factors influencing validity)
C. Zero Discrimination - if the proportion of students who got an

item right in the LOWER GROUP and UPPER GROUP are EQUAL.
ITEMS are RETAINED if:
• Difficulty Index: within 0.26-0.75
• Discrimination Index: 0.20 and above
ITEMS need to be REVISED if: ITEMS need to be REVISED if:

• Difficulty Index: within 0.26-0.75 OR • Difficulty Index: not within 0.26-0.75
• Discrimination Index: 0.19 and below • Discrimination Index: 0.20 and above
ITEMS need to be DISCARDED/REJECTED if:

• Difficulty Index: not within 0.26-0.75
• Discrimination Index: 0.19 and below
236. Given the following scores:
88,83,83,87,88,80,80,76,81,83 and 84. What
does 83 in the score distribution imply?
A. Mode
B. Median
C. Median and Mode
D. Mean, Median and Mode
237. In a normal distribution, which of the following
statement below is TRUE?
A. The mean and median are equal but not equal
to mode.
B. There are more scores at the upper end of the
distribution.
C. There are more scores at the lower portion of
the distribution.
D. More students got with average scores and few
with low and high scores.
238. Mr. Charcos, an elementary in Science,
administered a quarterly assessment for his grade 6
science in two sections. The mean of Sections A and
B are 25 respectively. The standard deviation of A is
1.25 while B is 3. Which of the two sections is more
dispersed?
A. Section A
B. Section B
C. Both A and B
D. Can’t be determined
239. Which of the following groups of score
distribution is the most spread?
A. sd =2.5
B. sd =2.75
C. sd =3.00
D. sd =3.25
240. In a normal distribution curve, what does a T-
score of 40 mean?
A. One standard deviation below the mean.

B. One standard deviation above the mean.
C. Two standard deviations below the mean.
D. Two standard deviations above the mean.
241. Mother Tongue is a medium of
instruction of what grade levels?
A. 1-3 C. 1-5
B. 1-4 D. K-3
242. RA 10533 is also known as ______________.
A. Enhanced Basic Education Act of 2013

B. Kindergarten Act of 2012
C. Continuing Professional Development
D. Code of Ethics for Professional Teachers
K-12 or Enhanced Basic Education Act (RA 10533)
K-12 Curriculum
-Kindergarten and 12 Grade Levels in contrast to the 10 Grade levels without
compulsory Kindergarten that are currently in place with the 2002 BEC.
2002 BEC
K-12
Mandatory Kindergarten
6 years ELEMENTARY
10 YEARS 6 years ELEMENTARY

K+12
4 years HIGH SCHOOL 4 years JUNIOR HIGH
2 years SENIOR HIGH

243. In what grade level/s is/are TLE
taught as an exploratory subject?
A. Grades 7 and 8 C. Grade 8

B. Grade 7 D. Grades 7-10
244. What grade level will the students
choose a focus area among the exploratory
courses taken?
A. Grade 9 C. Grade 11
B. Grade 10 D. Grade 12
Significant Features of K-12
Mandatory Kindergarten
•Learning Domains
• Values Development VALUES EDUCATION AND
SOCIAL STUDIES
• Socio-emotional Development
• Understanding Physical and Natural Environment SCIENCE
• Mathematics MATHEMATICS
• Language literacy and communication ENGLISH
• Physical, Health and Motor Development

PHYSICAL EDUCATION &
• Aesthetic Development HEALTH, MUSIC & ARTS
•Checklists, Portfolio and Anecdotal Records (DO No. 73, s. of 2012)

Grades 1-6
CORE LEARNING AREAS (Math, Science ,English, Filipino, AP, EPP/TLE,
MAPEH, MT, ESP)
Grade 7-8
• CORE LEARNING AREAS and EXPLORATORY TLE
• 4 EXPLORATORY COURSES in Grade 7
• 4 EXPLORATORY COURSES in Grade 8
• Example: Common Competencies (Introductory and Basic Skills)
• Use and maintenance of tools
• Measurement and Calculation
• Occupational safety and health
• Interpreting drawing
• Grade 8 - Certificate of Competency
Grade 9-10
• CORE LEARNING AREAS and ELECTIVE TLE

• He/she will choose a focus area. TLE as a subject is
based on Training Regulations of TESDA to enable a
student to obtain and NC I in Grade 10 to be ready for
work.
• National Certificate Level 1 (NC 1) GRADE 10
Grades 11-12
• CORE LEARNING AREAS ( LANGUAGES, LITERATURE,
MATH,PHILOSOPHY, NATURAL SCIENCES, SOCIAL SCIENCES, NSTP)
TRACKS
A. ACADEMIC TRACK
ABM (Accountancy, Business and Management)

STEM (Science, Technology, Engineering and Math)
HUMSS (Humanities and Social Sciences
GA (General Academic)
B. TECHNICAL VOCATIONAL SKILLS
• Home economics
• Agri-fishery
• Industrial Arts
• Information and Communication Technology
• TVL Maritime
C. SPORTS TRACKS
D. ARTS and DESIGN
• Media and Production

• Theatre
• Music and Dance
Career Pathways (OJT)

National Certificate Level 2 (NC 2) GRADE 12
245. Which of the following is not true about
Senior High School?
A. Senior High School offers 4 tracks

B. Senior High School offers core academic
subjects
C. Senior High School offers exploratory TLE
D. NSTP is one of the core learning areas in SHS
246. The following are the 21st century skills
that will be developed by a K12 graduate,
except________.
A. Life and Career Skills

B. Learning and Information Skills
C. Information, Media and Technology Skills
D. Effective Communication
247. Miss Sanchez engaged her learners in
activities where they develop writing, critical
thinking, problem solving skills and risk taking.
st
What of the 21 century skills does Miss
Sanchez want to develop?
B. Learning and Innovation Skills
D. Effective Communication Skills
248. Teacher Sheila taught her learners the
importance of doing good to others and
knowing God as our savior. What of the 21 st
century skills does teacher Sheila possess?

B. Learning and Innovation Skills
D. Effective Communication Skills
K-12 focused on the development of 21st century skills:
(LLIE)
1. Life and Career Skills
• Flexibility and adaptability

• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility
• Ethical, moral and spiritual values
2. Learning and Innovation Skills
• Creativity and Curiosity
• Critical Thinking and problem solving skills
• Risk-taking
3. Information, Media and Technology Skills

• Visual and information literacies
• Media literacy
• Basic, scientific, economic and technological literacies
• Multicultural literacy and global awareness
4. Effective Communication Skills
• Teaming, collaboration and interpersonal skills

• Personal, social and civic responsibility and
interactive communication
• Local, national and global orientedness
K-12 Curriculum is highly: (C²I²R)
a. Constructivist
b. Collaborative
c. Integrative
d. Inquiry-based
e. Reflective
• Balanced System of Assessment

• Traditional and Authentic Assessment (Assessment FOR, OF, AS
Learning)
249. Here are 4 elements with their corresponding percentages that
the K-12 Curriculum include in its assessment process:
Knowledge - Process and Skills – Understanding – Product and Performance –
15% 25% 30% 30%
Which conclusion can be derived from the K to 12 assessment

practice?
A. Assessment puts emphasis on knowledge and processes

and skills.
B. Assessment practice makes use of multiple sources
C. Assessment emphasizes most on comprehension
D. Assessment requires critical thinking and disregards
recall.
250. Are authentic assessment more student-
structured that teacher structured?
A.No, it is more teacher- structured

B. It depend on the teacher giving the authentic
assessment
C. Yes, it is more student- structured
D.It depends on the type of authentic assessment
given
51. Which illustrate/s multiple and varied assessment?
Use observation-based assessment tool and:
I. Observe not only one but all the students
II. Observe as frequently and as regularly as possible
III. Stick to only one observation tool
IV. Observe both routine and exceptional occurrences
A. I and V
B. I, II and III
C. I and II
D. I, II and IV
52. What legal basis is the Policy Guidelines on
Classroom Assessment for the K-12 Basic Education
anchored?
A. DepEd Order No. 70 s. 2012

B. DepEd Order No. 7 s. 2015
C. DepEd Order No. 8, s. 2015
D. DepEd Order No. 31, s. 2012
53. Students’ grades in School A is a function of the
following:
Knowledge - Process and Skills – Understanding – Product and Performance –
15% 25% 30% 30%
What can you infer from the School A’s grading system?
A. Greatest emphasis is on direct evidence of learning

B. Recall is considered unnecessary
C. Understanding is enough proof of learning
D. Process is unnecessary
54. The Department of Education mandates that the
assessment process in evaluating learning is holistic.
Which best describe the process?
I. It emphasizes formative assessment
II. It is standard-based
III. It gives more weight to knowledge
IV. It gives less weight to understanding
A. I and IV
B. II and III
C. III and IV
D. I and II
LEVELS OF ASSESSMENT
DepEd Order No. 31, s. 2012
Level of Assessment Percentage Weight

Knowledge 15%
Process or Skills 25%
Understanding 30%
Products or Performance 30%
Total 100%
K-12 GRADING SYSTEM
Policy Guidelines on Classroom Assessment for the
K-12 Basic Education,
DepEd Order No. 8, s. 2015
TABLE 1. COMPONENTS OF SUMMATIVE ASSESSMENT
COMPONENTS PURPOSE WHEN GIVEN
WRITTEN WORK 1. Assess learner’s understanding of concepts and application At the end of the topic or unit
(WW) of skills in written form
2. Prepare learners for quarterly assessments
PERFORMANCE 1. Involve students in the learning process individually or in
TASKS (PT) collaboration with teammates over a period of time
2. Give students opportunities to demonstrate and integrate
their knowledge, understanding and skills about topics or
lessons learned in a specific real-life situation by performing
and/ or producing evidence of their learning At end of a lesson focusing on a
3. Give students the freedom to express their learning in topic/skill lesson
appropriate and diverse ways
4. Encourage student inquiry, integration of knowledge,
understanding and skills in various contexts beyond the
assessment period
QUARTERLY 1. Synthesize all the learning skills, concepts and values Once at the end of the quarter
ASSESSMENT (QA) learned in an entire quarter.
What is the grading system?
• The K to 12 Basic Education Program uses a standards and

competency based grading system. These are found in the
curriculum guides. All grades will be based on the weighted
raw score of the learners’ summative assessments. The
minimum grade needed to pass a specific learning area is 60,
which is transmuted to 75 in the report card. The lowest
initial grade is 60 and the lowest mark that can appear on the
report card is 75 for Quarterly Grades and Final Grades.
For Kindergarten
•Checklist, Anecdotal Records and Portfolio

are used instead of numerical grades.
55. Study School B’s descriptive grading system then answer
the questions that follow:
Level of Proficiency Numerical Grades
Beginning 74% and below
Developing 75 -79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
Under which level of proficiency is a student who struggles with his/her
understanding and whose fundamental knowledge and/or skills has not been
acquired or developed?
A. Developing
B. Approaching Proficiency
C. Beginning
D. Between Developing and Approaching in Proficiency
56. Under which level of proficiency is a student who
exceeds the core requirements in terms of knowledge,
skills an attitudes and can transfer them automatically
and flexibly through authentic tasks?
A. Developing
C. Beginning
D. Advanced
57. Under which level of proficiency is a student who
possesses the minimum knowledge, skills and core
understanding but needs help throughout the
performance of his/her tasks?
A.Developing
C. Beginning
D.Advanced
How is the learner’s progress reported?
TABLE 7. LEVELS OF PROFICIENCY
Level of Proficiency Equivalent Numerical Value

Beginning 74% and below
Developing 75 -79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
• Beginning (74% and below)
• The student at this level struggles with his/her understanding;
prerequisite and fundamental knowledge and/or skills have not
been acquired or developed adequately to aid understanding.
• Developing (75 -79%)
• The student at this level possesses the minimum knowledge and
skills and core understanding, but needs help throughout the
performance of authentic tasks.
• Approaching Proficiency (80-84%)
• The student at this level has developed the fundamental
knowledge and skills and core understandings and with little
guidance from the teacher and/or with some assistance from
peers, can transfer these understanding through authentic
performance tasks.
• Proficient (85-89%)
• The student at this level has developed the fundamental
knowledge and skills and core understandings and can transfer
them independently through authentic performance tasks.
• Advanced 90% and above

• The student at this level exceeds the core requirements in terms
of knowledge, skills and understandings and can transfer them
automatically and flexibly through authentic performance tasks.
TABLE 7. DESCRIPTORS, GRADING SCALE AND REMARKS
DESCRIPTOR GRADING SCALE REMARKS
Outstanding
90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory
80-84 Passed
Fairly Satisfactory
75-59 Passed
Did Not Meet Expectations
Below 75 Failed
• When learner’s raw scores are consistently below
expectations in Written Work and Performance Tasks, the
learner’s parents or guardians must be informed not later
than the fifth week of that quarter. This will enable them to
help and guide their child to improve and prepare for the
Quarterly Assessment. A learner who receives a grade
below 75 in any subject in a quarter must be given
intervention through remediation and extra lessons from
the teacher/s of that subject.
58. Based on an averaging grading system what will be
the final grade of Student M when his grades in the 4
st
grading periods are as follows: 1 Grading – 80 2 nd
Grading-78 3rd Grading- 82 4th Grading- 80
A. 80
B. 81
C. 82
D. 83
59. Based on the computed grade, what is the level
of proficiency of student M?
A.Developing
B. Approaching in Proficiency
C. Beginning
D.Advanced
60. Tricia is a Science teacher in a Laboratory Elementary
School. What initial grade would she give to Janus whose
total scores for each components listed: Written works -
78 out of 95; performance tasks – 58 out of 85; quarterly
assessment – 68 out of 80?
A. 68.00
B. 77.14
C. 78.46
D. 88.00
61. The Department of Education’s new grading system
adopts the following criteria for Araling Panlipunan:
Written wroks-30%; performance tasks – 50%; quarterly
assessment – 20%. What does this suggest?
A. A child can ignore his/her quarterly examinations

B. Results of a student’s work from the bulk of his/her grade.
C. How students exhibit their acquired knowledge and skills is
the priority concern of schools.
D. The teacher requires students to do collaborative work since
it is the only needed criteria.
62. Gina’s total scores in her English class are as follows:
Written works -69 out of 80; performance tasks – 71 out
of 85; quarterly assessment – 77 out of 80.What will be
her final grade?
A.82.80
B. 80.82
C. 87.86
D. 86.87
Here is a part of the DepEd’s transmutation table:
88.80-90.39 93
87.20-88.79 92
85.60-87.19 91
84.00-85.59 90
63. What is the description of Gina’s grade in English?

A.Outstanding
B.Very Satisfactory
C.Satisfactory
D.Fairly Satisfactory
64. Based on DepEd Order No. 8, s. 2015, how
are kinder pupils graded?
A.By the use of numerical grades

B. By the use of checklists and portfolios
C. Neither Numerical nor portfolios
D.Depend on schools
65. Which is consistently given the largest weight in
the Grade 1-10 Grading system?
A.Written tests and performances

B. Quarterly test
C. Performance
D.Performance and quarterly test
66. Why is performance given the largest weight in
TLE and MAPEH?
A. They have dominantly physical and skills subjects.

B. They have no cognitive aspect.
C. They have no affective aspect.
D. The written and quarterly test are given only 20%
weight each.
67. What will be John’s weighted grade in English with
the following grades; written test -80; performance tests-
90 and quarterly test – 70.
A.80
B. 85
C. 83
D.86
68. Will John’s grade in the Report Card be 83?
A. Yes
B. No
C. The grade will be transmuted using DepEd’s
transmutation table.
D. The grade will be averaged with the previous
grade.
69. What will be Hanna’s weighted grade in Math with
the following grades: written test -80; performance
tests- 90 and quarterly test – 70.
A. 82
B. 84
C. 83
D. 85
70. What will be Eric’s weighted grade in TLE with the
following grades: written test -80; performance tests- 90
and quarterly test – 70.
A.82
B. 84
C. 83
D.85
TABLE 2. Weighted Components for Grades 1 to 10
COMPONENTS Languages AP EsP Science Math MAPEH EPP/TLE
Written Work
30% 40% 20%
Grades
1 to 10 Performance
Task 50% 40% 60%
Quarterly
Assessment 20% 20% 20%
TABLE 3. Weighted Components for Grades 11 to 12 (SHS)
TECHNICAL-VOCATIONAL and
CORE
COMPONENTS ACADEMIC TRACK LIVELIHOOD (TVL)/Sports/Arts and
SUBJECTS
Design Track
Work
Immersion/Research/ Work
All other All other
Business Enterprise Immersion/Research/
subjects subjects
Simulation/Exhibit/ Exhibit/Performance
For Grades 11 to Performance
12
Written Work 25% 25% 35% 20%
Performance
50% 45% 40% 60%
Task
Quarterly
25% 30% 25% 20%
Assessment
TABLE 4. STEPS FOR COMPUTING GRADES
Table 2 and 3.
For MAPEH, individual grades are given to each area, namely, MUSIC, ARTS,
PHYSICAL EDUCATION and HEALTH. The quarterly grade for MAPEH is the average
of the quarterly grades in the four areas.
Quarterly Grade (QG) = QG for Music + QG for Art+ QG for PE + QG for Health
For MAPEH 4
The General Average is computed by dividing the sum of all final grades by the
total number of learning areas. Each learning area has equal weight.
Final Grade by = 1st quarter grade + 2nd quarter grade + 3rd quarter grade + 4th quarter grade
Learning Area 4
The Final Grade in each learning area and the
General Average are reported as whole
numbers. Table 5 shows an example of the
Final Grades of the different learning areas
and General Average of Grade 4 student.
TABLE 5. Final Grade and General Average of Grade 4 student
Quarter
Learning Area Final Grade
1 2 3 4
FILIPINO 80 89 86 84 85
ENGLISH 89 90 92 87 90
MATHEMATICS 82 85 83 83 83
SCIENCE 86 87 85 84 86
ARALING
90 92 91 89 91
PANLIPUNAN
EDUKASYON SA
89 93 90 88 90
PAGPAPAKATAO
EDUKASYONG
PANTAHANAN AT 80 81 84 79 81
PANGKABUHAYAN
MAPEH 85 86 85 84 85
GENERAL AVERAGE 86
TABLE 6. Grade 11, 2nd Semester of ABM strand
QUARTER SECOND SEMESTER
SUBJECTS
3 4 FINAL GRADE
Core Subjects
Reading and Writing Skills 80 83 82
Pagbasa at Pagsusuri ng Iba’t
Ibang Teksto tungo sa 86 85 86
Pananaliksik
Statistics and Probability 82 87 85
Physical Science 88 87 88
Physical Education and Health 90 88 89
Applied and Specialized Subjects
Empowerment Technologies:
80 83 82
ICT for Professional Tracks
Business Math 87 86 87
Organizational and
85 81 83
Management
Fundamentals of Accounting,
84 81 83
Business and Management 1
GENERAL AVERAGE for the SEMESTER 85
•How are learners promoted or retained at the end of the school year?
TABLE 8. LEARNER PROMOTION AND RETENTION

• Summative Assessments are also given during remedial
classes. There are recorded, computed, weighted and
transmuted in the same way as the Quarterly Grade. If the
Recomputed Final Grade is 75 or higher, the student is
promoted to the next grade level. However, students will be
retained in the grade level if their Recomputed Final Grade is
below 75.
Recomputed Final Grade = Final Grade + Remedial Class Mark

2
The teacher of the remedial class issues the Certificate of
Recomputed Final Grade which is noted by the school
principal. This is submitted to the division office and must
be attached to both Form 137 and School Form Number 5.
Certificate of Recomputed Final Grade
Name of Student: ___________________________
Grade Level: _______________________________
School Year: _______________________________
Learning Areas Final Grade Remedial Class Mark Recomputed Final Grade
Prepared by: ________________________________________ Date: _________________________

Remedial Class Teacher
Noted by : ________________________________________ Date: _________________________
School Principal
Received by: ________________________________________ Date: _________________________
Division Officer
• How are the CORE VALUES of the Filipino child reflected in the Report Card?
• Maka-Diyos
• Makatao
• Maka-kalikasan
• Makabansa
MARKING NON-NUMERICAL RATING
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
48. When is a learner retained in the same
grade level?
A. If he doesn’t meet expectations in one subject.

B. If he doesn’t meet expectations in two subjects.
C. If he doesn’t meet expectations in more than two
subjects.
D. If he doesn’t meet expectations in Science subjects.
49. What happens if a learner fails in two
subjects?
A. He gets promoted on the condition that he goes through a
remedial class and finally gets at least a grade of 75.
B. He gets promoted on the condition that he goes through a
remedial class and finally gets an average of 75 with his last
failing grade.
C. He does not get promoted.
D. He gets promoted on the condition that he goes through a
remedial class and finally gets an average of 77 with his last
failing grade.
50. How is the quarterly grade in MAPEH computed?
A. QG = QG for Music + QG for Art+ QG for PE + QG for Health
B. QG = QG for Music + QG for Art+ QG for PE + QG for Health

4
C. QG = QG for Music + QG for Art+ QG for PE + QG for Health x 100
4
D. QG = QG for Music + QG for Art+ QG for PE + QG for Health x 100
Total number of Items
51. How many percent of absences of the total number
of class or laboratory periods in a school year or
semester will result to a failing grade?
A.10%
B. 20%
C. 30%
D. 40%
52. How is the Recomputed Final Grade computed?
A. Recomputed Final Grade = Final Grade + Remedial Class Mark

2
B. Recomputed Final Grade = 1st quarter grade + 2nd quarter grade + 3rd quarter grade + 4th quarter grade
4
C. Recomputed Final Grade = 1st quarter grade + 2nd quarter grade + 3rd quarter grade + 4th quarter grade x 100
4
D. Recomputed Final Grade =Final Grade + Remedial Class Mark x 100

2
53. Is it wise to practice to orient our students
and parents on our grading system?
A. No, this will court a lot of complaints later.
B. Yes, but orientation must be only for our immediate
customers, the students.
C. Yes, so that from the very start, students and their
parents know how grades are derived.
D. No, grades and how they are derived are highly
confidential.
54. Which of the following assumptions is claimed
to be disadvantage of our current practice of giving
numerical or letter grade?
A. They are perceived to be absolute measures of

intelligence.
B. They are seen as exact measures of achievement.
C. They are traditional ways of grading.
D. They don’t give feedback on students’ specific
strengths and weaknesses.
55. What level of proficiency is the real life application of
understanding as evidenced by the students’
performance of authentic tasks?
A.Knowledge
B. Process/Skills
C. Understanding
D. Products or Performance
Authentic Assessment
• are products and/or performances correlated with real life

experiences. (Newton Public School)
• A form of assessment in which students are asked to perform

real-world tasks that demonstrate meaningful application of
essential knowledge and skills. (Jon Mueller)
• Other names: Performance Assessment, Alternative

Assessment, Direct Assessment
Characteristics of Authentic Assessment
• Starts with clear and definite criteria of performance.

• A Criterion-referenced rather than Norm-referenced.
• Requires students to make their own answers to questions rather than
select from given options.
• Often emphasizes performance and therefore students are required to
demonstrate their knowledge, skills and competencies.
• Encourages teacher and student to determine their rate of progress in
cooperatively attaining the desired student learning outcomes.
• Does not encourage rote learning and passive taking of tests.
Attributes Traditional Assessment Authentic Assessment
Action/Options Selecting a response Performing a task
Setting Contrived/imagined Simulation/ Real – Life
Method Recall/recognition Construction/

Applications
Focus Teacher-structured Student-structured
Outcome Indirect Evidence Direct Evidence

Authentic Assessment Tools
Observations
Includes date and information that the teacher collects from
daily work with students.
Guidelines:
1. Observe not only one but all the students
2. Must be as frequent and as regular as possible.
3. Must be recorded in writing.
4. Should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced if multiple observations
are gathered and synthesized.
A. Developmental Checklist – an observation tool that requires the teacher
recorder to describe the traits or learning behaviors being assessed.
Name: Year and Section:

Oral Communications
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in complete Speaks Volunteers to participate
hesitation sentences extemporaneously in speaking activities
Date: Date: Date: Date:

_______________ _______________ _______________ _______________
Written Communications
Stage 1 Stage 2 Stage 3 Stage 4
Writes with difficulty Writes with some Writes with correct Submits essay and reports
improvement grammar and syntax
Date: Date: Date: Date:

_______________ _______________ _______________ _______________
b. Interview Sheet – observational tool which is called the conference
recording form. Interview sheets consist of a list of questions the
teacher intends to ask and space for recording the student’s answers.
Research Proposal Interview Sheet
Student’s Name: _____________________________ Date: ____________________

Interviewer’s Name: ____________________________________________________
Course/Subject: ________________________________________________________
Topic: ________________________________________________________________
1. Why did you select this topic?
2. What are the sources of your materials?
3. What is the theoretical basis of your research topic?

Performance Samples
Tangible results that demonstrate student achievements
A. Portfolio Assessment - a purposeful, ongoing, dynamic and collaborative

process of gathering multiple indicators of the learner’s growth and development.
Types of Portfolio
1. Documentation or Working Portfolio
• To highlight development and improvement over time.
• Showcase the process of learning by including full progression of
project development.
• Often involves a range of artifacts from brainstormed lists to rough
drafts to finished products
2. Process Portfolio
• To document all stages of the learning process
• It also includes samples of student work throughout the entire
educational progression.
• It expands on the information in a documentation portfolio by
integrating reflections and HOTS.
• It includes documentation of reflection such as learning logs, journals or
documented discussions.
3. Product or Showcase Portfolio

• To highlight student’s best work by showcasing the quality and range of
student accomplishments.
• Typically, it is used as a summative assessment to evaluate mastery of
learning objectives.
Steps in Portfolio Assessment
•Set target
•Collect evidences
•Select evidences
•Reflect on evidences
•Rate Collection
Actual Performance
Tests and measures of student’s actual performance at specific
place and time.
A. Oral questioning
• Assess the student’s stock knowledge
• Determine the student’s ability to communicate ideas in coherent verbal
sentences
B. Observations and self-reports

• Used by teachers to record the frequency of student behaviors, activities or
remarks.
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
• Concerned with the actual task performance rather than the output or
product of the activity.
• Objectives are stated directly observable behaviors of the students.
PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

• Targeted tasks that lead to a product or overall learning
outcome.
• Products can include a wide range of student works that target
specific skills.
• RUBRIC a measuring instrument used in rating performance-based tasks.
Measure the attainment of learning competencies that require demonstration
of skills or creation of products of learning.
Type Description Advantages Disadvantages
Holistic It describes the overall quality of Allows fast assessment Does not clearly describe the
a performance or product degree of the criterion satisfied
Provides one score to describe the or not by the performance or
There is only one rating given to overall performance or quality of product
the entire work or performance work
Does not permit differential
Indicate the general strengths and weighting of the qualities of a
weaknesses of the work product of performance
performance
Analytic Describes the quality of a Clearly describes the degree of the It is more time consuming to use
performance or product in criterion satisfied or not by the
terms of the identified performance or product It is more difficult to construct
dimensions of criteria for which
are rated independently to give It permits differential weighting of
a better picture of the quality of the qualities of a performance or
work or performance product
It helps raters pinpoint specific

areas of strengths and weaknesses
ASSESSMENT IN THE AFFECTIVE DOMAIN
Standard Assessment Tools

1.Self-Report
 Most common measurement tool
 Requires individual to provide an account to his
attitude or feelings toward a concept or idea.
 Also called “Written Reflection”
2. Rating Scales
• Set of categories designed to elicit information about an
attribute.
Here is a part of the DepEd’s transmutation table:
88.80-90.39 93
87.20-88.79 92
85.60-87.19 91
84.00-85.59 90
31. What would be John’s grade in English?
A.87
B.88
C.89
D.90
32. Based on the transmuted grade, what is the
level of proficiency of John?
A.Developing
B. Proficient
C. Beginning
D.Advanced
33. What would be Hanna’s grade in Math?
A.87
B. 88
C. 89
D. 90
level of proficiency of Hanna?
A.Developing
B. Proficient
C. Beginning
D.Advanced
35. What would be Eric’s grade in TLE?
A.87
B. 88
C. 89
D.90
level of proficiency of Eric?
A.Developing
B. Proficient
C. Beginning
D.Advanced
37. Which will be John’s English grade description?
A.Outstanding
B. Satisfactory
C. Very Satisfactory
D. Fairly Satisfactory
38. Which will be Hanna’s Math grade
description?
A.Outstanding
B. Satisfactory
39. Which will be Eric’s Math grade description?
A.Outstanding
B. Satisfactory
40. What does DepEd consider most significant
aspect in grade giving for Grades 11-12?
A.The demonstration of what was learned

B. Knowledge Mastery
C. Change in attitude
D.The periodic tests
251. Mrs. Andresa, a Grade 7 teacher, noticed that as
she corrects the misbehavior of one student, it can
positively influence the behavior of the other students in
such a way that all of them would behave properly when
one student is being corrected. This situation exemplifies
_________.
A. Withitness
B. Ripple effect
C. Smoothness
D. Overlapping
Approaches to Classroom Management
• Assertive Approach -
252. Teacher Nesedra is not yet finished discussing the
topic all about noun. The next day, her students were
surprised when she proceeded to discuss a new topic
about verb wherein fact she has not completed the first
topic. This event is an example of ____________.
A. Thrust
B. Dangle
C. Flip-flop
D. Stimulus-bound
253. The following verbs belong to
“analysis” level EXCEPT ________.
A. Compare
B. Differentiate
C. Separate
D. Judge
254. How do you call a classroom management
composed of coping strategies used by effective
teachers to stop misbehavior without disrupting the
flow of the lesson?
A. Low-profile
B. High-profile
C. Preventive
D. Disruptive
255. It is a grouping strategy in which the members of the class
organized into groups. The students are then reorganized into
“expert” groups containing one member from each group. The
members of the expert group work together to learn the material
or solve the problem, then return to their original groups to
share their meaning.
A. Huddle Method
B. Phillips 66
C. Clark 22
D. Jigsaw
256. Which of the following is the lowest level
of affective behavior, according to Krathwohl?
A. Responding
B. Organization
C. Valuing
D. Characterization
257. This type of power is manifested by a teacher
when he shows his students his vast knowledge of
a subject matter.
A. Philosophical power
B. Expert power
C. Legitimate power
D. Referent power
258. Which type of questioning does Mr.
Adona use when he does follow-up
questioning in order to elicit more from his
students and make them think more critically?
A. Probing
B. Leading
C. Guiding
D. Investigating
259. From among the following skills below, which
is the highest in terms of level according to Bloom’s
Cognitive Taxonomy?
A.Integration
B. Literal comprehension
C. Critical comprehension
D.Critical evaluation
260. Edgar Dale’s Cone of Experiences
refers to this as an experience that is
almost the same as the actual one?
A.Viewing images
B. Hearing and listening
C. Attending exhibits
D.Watching demonstrations
261. Which of the following types of
questions limit students’ ability to think
creatively and critically?
A.Open-ended questions
B.Divergent questions
C.Probing questions
D.Closed-ended questions
262. Effective classroom managers must be
friendly and at the same time ____.
A.Highly demanding
B. Business-like’
C. Mean
D.Kind
263. The task analysis model lesson
organization must be arranged in one of
these sequences.
A.Facts, principle, concepts, generalization

B. Facts, generalization, concepts, principle
C. Facts, concepts, generalization, principle
D.Facts, concepts, principle, generalization
264. What element of the curriculum
offers the basis for the selection of
learning content?
B.Objectives
C.Content
D.Evaluation
265. Based on the PQF, on what specific
level does NC 1 given to a student?
A.Grade 10
B.Grade 12
C.After Grade 10
D.After Grade 12
266. It usually stored in the main office or guidance
office where you can find the information about
subject grade, standardized test scores, family
background, personal history etc. of a student?
A.Anecdotal Record
B. Developmental Record
C. Cumulative Record
D.Attendance
267. How does the saying “A stitch on time
saves nine” apply to classroom management?
A. Teachers may apply rules and obeyed in 9 out of 10 instances

B. Teachers may not occupy themselves with minor disruptions
C. Teachers have to resolve minor disruptions before they are
out of control
D. Teachers must be reactive in their approach to discipline
268. In the selection of honor students for
secondary schools, the percentage of
academic and co-curricular activities is
_________.
A.50%-50%
B.70%-30%
C.60%-40%
D.80%-20%
269. Mr. Gomez, a Grade-7 teacher, noticed that as he
corrects the misbehavior of one student, it can positively
influence the behavior of the other students in such a
way that all of them would behave properly when one
student is being corrected. This situation exemplifies
_____.
A.Withitness
B.ripple effect
C.Smoothness
D.overlapping
270. Who is the proponent of preventive
discipline as an approach towards
effective classroom management?
A.Jacob Kounin
B.Lorin Anderson
C.Kurt Koffka
D.Wolfgang Kohler
271. Teacher Aljon is not yet finished discussing the
topic about noun. The next day, his students were
surprised when she proceed to discuss a new topic
about verb wherein fact he has not completed
explaining the first topic. This event is an example of
___________.
A.Thrust
B.Dangle
C.Flip-flop
D.Stimulus-bound
272. Which among the following keys towards
effective classroom management refers to the
teacher’s ability to keep the classroom running
in an organized fashion.
A.Smoothness
B.Overlapping
C.Momentum
D.Withitness
273. Teacher Bob went from one topic or activity to
other topics. He discussed a lesson then inserted
an unrelated topic from a previous lesson. This act
of Teacher Bob is an example of __________.
A.Thrust
B.Dangle
C.Flip-flop
D.Stimulus-bound
274. Teacher Alexa, an experience teacher, has
the ability to keep all students actively
participating in her lesson. This ability of
Teacher Alexa is also known as ___________.
A.Group focus
B.Overlapping
C.Stimulus-bound
D.Withitness
275. To instill nationalistic pride among the youth,
history teachers like Mr. Samentar, Mrs. Cruz, Mr.
Alaban and Mr. Duplo should encourage their students
to do one of these?
A. Study current events especially national issues
B. Re-study the history and stress on Filipinos’ achievements as
a united race
C. Replace the study of folklores and myths with technical
subjects that make youths globally competitive and
competent
D. Re-study the history of the Philippines from the perspective
of colonizers
276. The DepEd proposed the stand-alone
schools in some far-flung areas must be
managed be lead schools. What is the leading
factor behind this proposal?
A.Geographical
B.Social
C.Historical
D.Psychological
277. Teachers who promote psychosocial development in the classroom create
an environment where each child feels appreciated and is comfortable with
learning new things and building relationships with peers without fear. How does
the teacher create this environment?
I. Incorporate life skills in lessons to increase confidence and self-sufficiency

II. Give continuous feedback on work that has been completed to eliminate
uncertainty
III. Provides considerable free experiments to encourage development of
independence
IV. Provides physical and academic activities that develop diligence and self-
confidence
A. I, II, III, and IV
B. I, I, III
C. I, II
D. IV only
278. Which is a teaching approach for
kindergarten that makes real world
experiences of the child the focal point of
educational stimulation?
A.Montessori approach
B. Traditional approach
C. Eclectic approach
D.Situational approach
279. This refers to the subsidy given by
the State to Grade 10 completers.
A.Educational Service
B. Contracting Grant
C. Voucher Program
D.Scholarship Program
280. Which program was adopted to provide
universal access to basic education to
eradicate illiteracy?
A.“Paaralan sa Bawat Barangay”

B. Education for All
C. Values Education Framework
D.Science and Education Development Plan
281. Teacher Z instructs her class to refer to
the dictionary in correcting their spelled
words. Which particle is exemplified?
A.Curriculum indigenization
B.Computer assisted instruction
C.Multi level instruction
D.Self evaluation
282. The strengthening of liberal education
which includes classical literature in the
curriculum is based on the thought of the
A.Rationalists
B.Hedonists
C.Humanists
D.stoics
283. In what way can teachers uphold the
highest possible standards of quality
education?
A. By working out undeserved promotions.
B. By putting down other professions to lift the status of
teaching
C. Wearing expensive clothes to change people’s poor
perception of teachers
D. By continually improving themselves personally and
professionally
284. A teacher felt humiliated when one of his students
told him in front of the class that the example he gave is
wrong. The teacher gave the student a low grade in
despite of the student having excellent performance.
Which trait is illustrated by the teacher?
A.Kanya-kanya syndrome
B. Extreme Personalism
C. Lack of discipline
D.Lack of self-reflection
285. Based on RA 9155, being an
administrative manager is one of the two roles
of a school head. What is the other one?
A.Guidance counselor
B.Health officer
C.Instructional leader
D.Facilitator of learning
286. Which of the following could lead to the revocation of a
professional license?
I. Unprofessional or immoral acts

II. Willful failure to attend professional development activities
prescribed by the Board and the Commission
III. Habitual use of drugs
IV. Failure to get a masters or doctorate degree after several
years of teaching
A. I and II
B. II and III
C. I, II, and III
D. II, III, IV
287. Considers K+12 as its programs as flagship
reform strategy.
A.CHED
B.DepEd
C.BESRA
D.TESDA
288. The PPST was based on what order?
A.DepEd Order No. 42, s. 2017

B. DepEd Order No. 24, s. 2016
C. CHED Order No. 42, s. 2017
D.CHED Order No. 24, s. 2017
289. The PPST is composed of 7 domain and
how many strands?
A.35
B.36
C.37
D.38
290. What does PPST stands for?
A.Philippine Professional Standards for Teachers

B. Philippine Political Standards for Teachers
C. Philippine Professional System for Teachers
D.Philippine Professional Standards for Test
291. PQF stands for?
A.Philippine Quality Framework

B.Philippine Qualification Frame
C.Philippine Qualification Framework
D.Philippine Qualification for Teachers
292.The Learner Reference Number (LRN) is
composed of how many digits?
A.6
B.8
C.10
D.12
293. Kindergarten Law is also known
as _____.
A.RA 4670
B.RA 10157
C.RA 10533
D.RA 9293
294. According to Batas Pambansa Blg. 232,
the following are the rights of school EXCEPT
for _____.
A.Right for basic education to determine subjects
of study
B. Right to provide for the proper governance
C. Right to enforce administrative systems
D.Right for institutions of higher learning to
determine academic grounds for admission
295. Pia took the LET last March 2019.
Unfortunately, she failed in the examination. Is
she qualified for the position of para-teachers?
A.No
B.Yes, if her LET rating is 71-74
C.Yes, if her LET rating is below 75
D.Yes, if her LET rating is 70-74
296. The Licensure Examination for Teachers
(LET) comes to existence because of what
Republic Act?
A.RA 1006
B.RA 10157
C.RA 7836
D.RA 9293
297. According to RA 10533, the following are
some of the features of the “Enhanced Basic
Education Act of 2013” EXCEPT for ______.
A.Junior High School

B.Senior High School
C.Bilingual Education
D.MTB-MLE
298. Republic Act 7722 was approved during
the year 1994. This Act is commonly known as
the _____.
A.Kindergarten Law
B. Technical Education and Skills Development
Authority Act
C. Enhanced Basic Education Act of 2013
D.Commission on Higher Education Act
299. When I grow up, I cannot imagine doing
anything else but to be an elementary
teacher,” says Ana, a 6-year old child.
A.Vocation
B.Mission
C.Profession
D.Occupation
300. Teacher should go through continuing
professional education.
A.Vocation
B.Mission
C.Profession
D.Occupation
THANK YOU FOR LISTENING!
May God Bless You All.

300 Questions

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

300 Questions

Uploaded by

Copyright:

Available Formats

FINAL COACHING

1. Mr. Francisco was very much worried about

- Development starts - Development starts

The bud does not blossom The seed does not

5. Development involves growth, maintenance and

• 19-29 years old

1.Oral Stage (birth to 18 months)

2. Anal Stage (18 months to 3 years)

3. Phallic Stage (3 years to 6 years)

4. Latency Stage (6 years to puberty)

5. Genital Stage (puberty onwards)

A.Environment affects both fraternal and identical

A.She is more likely critical about herself

Object Permanence – ability attained in this stage

A.Autonomous vs Shame and Doubt

A.Initiative vs. Guilt

A.Eight crises all people are thought to lace

• Explains that we develop through a predetermined

• Erikson’s theory delved into how personality was

Will power and determination

Narrow Virtuosity Inertia

A. Post conventional level

Factors in Cognitive Development

I. Those who have substantial influence over their lives

- Children learn through observation.

A.The child’s parent and teacher are at odds.

I. Recognize that the school cannot work in isolation.

A. Joy got perfect score in their chapter quiz, so her teacher

A. Teacher Joy directly starts the lesson without introducing the

A. Zhen is striving harder in studying as a result of the praises

• Focuses on the study of observable

•Does not give much attention to

• Learning is a habit formation.

• Father of Behavioral Psychology

Learning has taken place when

• Things most often

• Things learned first create a strong

• To know the importance of ‘’Teaching

The more intense the material taught, the

Thing freely learned are best

students must have freedom:

• Unconditioned Response (UR or UCR)

• Conditioned Response (CR)

- Once a dog has learned to

- If you stop pairing the bell with

- Extinguished responses can be

- The dog could learn to

- Once a dog has been conditioned to

Learning is a result of change in

Positive Presence of Pleasant

a. Fixed Interval Schedules

The target response is reinforced after

This is similar to fixed interval

A fixed number of correct responses

The number of correct repetitions

Procedural Storage Short Term Memory

Conditional Retrieval Long Term Memory

 It is one of the most significant cognitive theories in

Address: Prk. 4A, Poblacion, New Bataan

When is the best time to study?

 The stages of IPT involve the functioning of the:

 You will remember the beginning

Categories of 9 Events of Instruction

a. Verbal Information - Facts, concepts, principles and