P ro fe ssio n al E d u catio n
Foundations
o f Education
Prepared by:
Prof. Maville Alastre-Dizon
Competencies:
1. Interpret educational problems
in the light of philosophical and
legal foundations of education.
•
2. Analyze historical, economic,
socio-cultural, geographical,
environmental, political and
social-psychological factors
that affect the role of the
school as an agent of change. •.
Prof, M aville.Alastre-Dixon
F o u n d atio n s o f Ed ucatioo
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PART I - CONTENT UPDATE
I.
HISTORICAL FOUNDATIONS
1. EARLY CONCEPTIONS OF EDUCATION
1.1. EduntlorifffGdnfom i^/FM m f^Educaaon
Aims: To survfve and to conform to the tribe to which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error, enculturation,
indoctrination
Proponents: Primitives
1.2. Education for the Preservation of Social Stablflty/Oriental Education
Aims: To Impress traditional Ideas and customs In order to maintain
: and perpetuate the long established social ortier
Contents: Moral and Theoretical Training
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Memoos:
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Proponents: Orientals (Chinese, Indians, Egyptians)
1.3. Education for the Developn^ of Individuality/Greek Education
Aims: To promote Individual success and welfare through the
harmonious development of the various aspects of human
personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual
excellence needed for public usefulness
Contents: Spartan- Military and physical training
Athenians- Liberal education
Methods: AlhMiian> Prlndple of
Spartan- Competition and rivalry
Proponents: Greeks
1.4. Education for Utilitarianism/Roman Education .
Aim: To educate the Roman youth for realizing national ideals
Content Physical training (martial arts, use ofWar
___ ;___ «_________________ ______*
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weapons)
Methods: Elementary - memorization, imitation
Secondary - literary exercises, intensive drill'on speech,
grammar
proponents: Romans
2. MODERN CONCEPTIONS OF EDUCATION
2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism
Aim: To secure rich and full life for each individual through contacts
with the ancient
Contents: Gramma’, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino da Fettre
2.2. Northern dr Social Humanism
Aim: For social reform
Contents: Classical and biblical literature (Religious)
Methods: Individualized instruction, repetition and mastery, motivation,
use of praise and rewards
Proponent: Desiderius Erasmus
2.3. Reformation
Aim: Religious mora»sm
Content Physical education, Character education. Math, History,
Science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther
2.4. Counter-Reformation
Aim: To develop an unquestioning obedience to the authority of the
church
Content 4R’s (religion included)
Methods:
» adapting the losson to the abilities, needs,.and interests
ofchildren
* reviewing the previous lessons
♦ repetition for mastery
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2.5.
2.6.
2.7.
2.8.
2.9.
♦ memorization with understanding
♦ use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits
Education as Training of the Mind / Formal Discipline
Aims: Totrain the mind through rigorous exercises in order to develop
intellectual capacities
To form character (mental, physical and moral)
Contents: Classical Languages and Math; Physical (vigor of the body)
mental (mental power) and moral (good conduct)
Methods: Formal- sensation, memory and reasoning, Drill method
Proponent John Locke
Rationalism
Aim: To enable man to think for themselves
Contents: philosophical/scientific knowledge, ethics and morality
Methods: critical analysis, application of reason
Education in Harmony with Nature / Naturalistic Conception of Edu­
cation
Aims: To develop the individual in accordance with the laws of
human development and to preserve the natural goodness of
man
Contents: Holistic education (physical, moral, intellectual)
Proponent: Jean Jacques Rousseau
Education for Patriotic Citizenship / Nationalistic Conception
Aim: To develop military preparedness and aggressiveness for the
preservation and glorification of the State
Content Social Studies
Methods: Practical
Education as Psychological Development
Aim: To direct and control growth and development through appro­
priateeducatignat procedures
JOHANNHEINRICHPESTALOZZI-Social regeneration of humanity
FRIEDRICHFROEBEL - Development of the child
JONATHANHERBART- Moral development
Prof. Maville Alisrre-Diy.on
P ro fe ssio n al E d u catio n
EQWARDLEE THORNDIKE- realize the fullest satisfaction,of human
wants
•Contents: Math, science, language, arts, history, literature
Methods: Principles and Laws of Learning
2.10. Education as a Scientifically Determined Process
Aim: To mate education a science
Content Science.
Methods: Experimental, problem-solving, scientific method and
research.
2.11. Education as Social Reconstruction / Social Experimentalism
Aim: Prepare for a progressive rebuilding of the social order
Content Social Studies;
Intellectual - critical examination of the social conditions and
social problems
Civic - intelligent participation and cooperation in civic affairs
Vocational - social relationships ofone’s Job
Methods: Guidance (including social guidance), intelligent and co­
operative participation; Field Trips, Directed Classroom Study
(community life)
II. PHILOSOPHICAL FOUNDATIONS
1. MAJOR PHILOSOPHICALTHOUGHTS
1.1. Idealism
' - '■ fi'x C O ♦ adheres to the view that nothing exists except in the
mind of man, the mind of God, or in a super or supra-natural realm
♦ idealists believe that Ideas and knowledge are enduing
and can change fives
Aims:
♦ to develop the individual spiritually, mentally, morally
' (mind, soul and spirit)
__________
Prof. Mavilie Alastrc-Dizon
Fo u nd atio ns o f E d u c atio n
♦ to discover and develop each Indvidual's abilities and
full moral excellence in order to better serve society
Methods: Critical discussions, lecture, Socratic method, introspec­
tion, imitating models, reflection/reflective thinking,
Content: Literature, History, Philosophy, and Religion
The Learner:
♦ imitates the teacher who. is an exemplar of an Ideal
person
♦ tries to do the very best he can and strive toward per­
fection
The Teacher:
♦ excellent example/ role model for the student - intellec­
tually and morally
♦ exercise great creative skill In providing opportunities for
the learners' minds to discover, analyze, synthesize and
create applications of krwwtedge to life and behavior
♦ questioner- encourages students to think and ask more
questions and develop logical thinking
The School:
♦ train future leaders
♦ develop morality and to distinguish right from wrong
♦ maintain and transmit values
♦ place emphasis on developing the mind, personal disci­
pline, and character development
Proponent Piato - "In order to know something, we need-to
withdraw from the use of our senses and reiy on a purely
intellectual approach*.
1.2. Realism ♦' Stresses that the world is made up of real, substantial
and material entities ,
♦ Knowledge is derived from sense experience.
Aim: To provide students with essential knowledge to survive the
. natural world
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Foundations o fE d u c a t io n
Methods: lectures, demonstrations, and sensory experiences,
Inductive logic
Content: Science and Mathematics
The Teacher:
♦ a guide,' a demonstrator, who has full mastery of Ihe
knowledge of the realities of life
♦ requires the learner to recall, explain, and compare
facts; to interpret relationships, and to infer new mean­
ings
♦ rewards the success of each learner and reinforces
what has been learned
♦ utilizes learner's interest by relating the lessons to the
learner's experiences, and by making the subject matter
as concrete as possible
The Learner:
♦ sense mechanism, a functioning organism which,
through sensory experience, can perceive the natural
order of the wortd.
♦ can team only when he follows the laws of learning
The School:
♦ transmits knowledge
♦ classrooms are highly ordered and disciplined
Proponents:Aristotle,Harbart,Comen/us . •.
-L
.
1.3. Pragmatism/ExperimentaHsm
*
♦ Pragmatists believe that the curriculum should reflect
the society, emphasizing the needs and interests of the
•children.
:
Aim: To teach students how to think so that he can adjust to the
demands of an ever changing world
Content: Practical and utilitarian subjects
Methods: Project method, free and open discussion, individual •
problem-solving research
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The Learner:
•
•
♦ learn from experiences through interaction to the. en­
vironment
The Teacher:
♦ capture the child's interest and build on the natural mo­
tivation
♦ use varying teaching methods to accommodate each
individual learning style
♦ helper, guide, and arranger of experiences
Proponent John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS
2.1. Perennialism
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♦ Knowledge that has endured through time and space
should constitute the foundation of education
♦ Perennjalists believe that when students are immersed
in the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true
intellectuals.
Aim: To develop power of thought
Proponent: Robert Hutchins
TheTeacher:
♦ Interprets and tells eternal truth
♦ spends more time teaching about concepts and explaining
how these concepts are meaningful to students
The Learner:
Passive recipients _ . v
2.2. EBMfltfafem - •
•
♦ Teaching the tjasic7essentta) knowledge and skills
Aim: To promote the intellectual growth of the learners.
Proponent: William Bagley
The Learner:
*
.
♦ receives instruction in skills such as writing, reading,
measur&nent/arithmetic (3Rs)
Prof. M iville Alaj.rre-Dfcr.on
P ro fessio n al Education
•The Teacher:
.
•
♦ focuses heavily on achievement test scores as a means
of evaluatingprogress.
2.3. Progressivism
♦ Education is always in the process of development
♦ Focused on the whole child aod the cultivation of indi­
viduality
♦ Centered on the experiences, interests, and abilities of
students
♦ ProgressMsts strive to make schooling both interesting
and useful.
Aim: To provide the pupil the necessary skills to be able to interact
with his ever changing environment
Proponents: John Dewey.Johann Pestalozzi
The learner:
♦ Learns through experiences, by doing
The Teacher:
♦ plans lessons that arouse curiosity and encourage the
students to develop a higher level of knowledge
2.4. Existentialism
♦ Man shapes his being as he lives.
♦ Knowledge Is subjective to the person's decision, and
varies from one person to another.
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre
The Teacher:
♦ Assists students in their personal journey
♦ Aids children in knowing themselves
The Learner:
♦ Determines own rule
2.5. Social Reconstructionism
♦ Emphasizes the addressing of social questions and a
quest to create a better society
i
Prof.MavilleAlastre-Dir.on
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Fo u n d atio n s ofEcJucacion
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Social reconstructionists believe that systems must be
changed to overcome oppression and improve human
conditions.
* Curriculum focuses on students' experiences
Aim: Education for change and social reform
Proponent: George Counts
The Learner:
♦ takes social action on real problems such as violence,
hunger, international terrorism, Inflation, discrimination
and inequality, and environmental problems
The Teacher:
* Uses community-based learning and brings the world
into the classroom
}. EASTERN PHILOSOPHIES
3.1. Hinduism
* Emphasizes a commitment to an ideal way of life char­
acterized by honesty, courage, service, feitft, self-cootroi, purity and non-violence which can be achieved
through YOGA
Proponent: Mahatma Gandhi
Hinduism in Education:
♦ The teacher shows the way and imparts knowledge by
his own example, responsible for the students' spiritual
welfare.
♦ The students aim to remember everything by heart and
gain mastery of every subject learned.
* Teaching methods are oral and memory intensive, dis­
cussion and debates
3.2. Buddhism
♦ Believes in the FOUR NOBLETRUTHS
♦ Believes In the LAW Of KARMA
Proponent; Siddharta Gautama
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F o u n d a tio n s o f Education
Buddhism in Education:.
♦ Education Is rooted on faith
♦ Continuing educational astern- to receive additional
teaching and learn from each other during class dis­
cussions
• 3.3. Confucianism
Teaches moral He through devotion to the family, loyalty to Vie elders,
love of learning, brothertwod, civil service, and universal kwe and justice.
Stresses the FIVECARDINALVIRTUES (benevolence, righteousness, pro­
priety! wisdom and sincerity).
Proponent Confucius
Confucianism in Education:
♦ CM service exams
♦ Religious rituals in the schools
3.4. Taoism
TAO: a way of life, a philosophy advocating simplicity, frugality, and
the Joys of being close to nature and being in harmony with
the whole universe
Strongly believes in WUWEI (Let things come naturally.)
Proponent: Lau-Tzu
Taoism in Education:
♦ Taoist ethics emphasize compassion, moderation and
humility.
♦ Physical exercises involve slow arid controlled body
movements to achieve mental stillness.
3.5. Zen Buddhism (Japanese version)
♦ Belieyes in the THIRD EYE(to see things which are invis­
ible,to the naked eyes and to get attuned to the things
around us).
♦ Encourages meditation (mind-awakening).
♦ Teaches that the entire universe Is one’s mind, and if _
one cannot realize enlightenment in one's own mind
now, one cannot ever achieve enlightenment. .
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3.6.
Islam
Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and
• pilgrimage).
Proponent: Muhammad / Mohammed
Islam in Education:
♦ Useful knowledge is necessary for the benefit of the self
. and of humanity.
♦ A truly Islamic government is required to provide all
means to promote adequate education for its citizens,
to the best of Its ability.
III. PHILIPPINE EDUCATIONAL SYSTEM
Education during the Pre-Soanish Period
Aims: For Survival, Conformity, and Enculturation
Contents: Informal Education, Religion-oriented
Methods: tell me and shew me, observation, trial and error
Education during the Spanish Period
Aim: Topropagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
*■ The vernacular was used as the medium of instruction
in the parochial schools.
♦ The religious orders introduced the parochial school.
* Education Is suppressed, exclusive (for the elite), and
a inadequate.
Education during the Amartean Period
.
Aim: To teach democracy as a way of life
Methods: Socialized recltatton.Student's participation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hy­
giene and sanitation, gardening, domestic science, American
. ' ■ History, and Philippine history
*
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Prof, Mavitle AlastroDi/.on
P ro fessio n al E d ucatio n
♦ Fprmal Education was established.
♦ Education during the Commonwealth Period (1935
1942)
Aims: (as provided for in the 1935 Constitution)
♦- to devetopmoral character, personal discipline, ciyk
' conscience, and vocational efficiency
♦ to teach the duties of citizenship
♦ to continue the promotion of democratic ideals and wa;
of life.
Content- Character education and citizenship training.
♦ Education under the Commonwealth helps prepare fo
the coming independence of a new Filipino nation.
Education Purina the Japanese Era (1943-45)
Alms:
To strive for the diffusion of the Japanese language in the Philippine:
and to terminate the use of the English language in schools
To stress the dignity erf manual labor
Contents: Vocational, Technical, Agriculture, Values rooted on love
for labor, physical education and singing Japanese songs,
health/vocational education
Education Purina the Republic (1943-1972)
Alms:
♦ Full realization of the democratic ideals and way of life
♦ Promotion of equal educational opportunities for all
Contents:
♦ Social orientation as manifested by the conservation ol
the Filipino heritage
♦ fra/ning for occupation
♦ promotion of democratic nation building
. ♦ a new thrust on community development
Education Purina the New Society M972-19861
Aim: For national development
Prof. Maville Alastrt-Dizon
F o u n d atio n s o f Education
♦ Curricular changes in Elementary Education
a) focused on the 3fis
b) integration of values in all learning areas
c) emphasis on mastery learning
. ♦ Curricular changes in Seawdary Education
a) Increased in time allotment
b) YDTand CAT introduced as new courses
c) Elective offerings as part of the curriculum
♦ Made education relevant to the needs of the changing
world
♦ Bilingual Education Policy - use of English and Filipino
as media of instruction in specific learning areas
Aims of education in the Philippines based on the 1973 Constitution:
♦ Foster love of country;
■ teach the duties of citizenship; and
♦ develop moral character, self-discipline, and scientific,
technological and vocational efficiency
Education Purina 1986-2000
Aim: To promote national development and values education
♦ The national government appropriates the highest bud­
getary allocation to education
♦ Promotion and improvement of the public school teach­
ers
♦ Implementation of NESC-addressed to civic, intellectu­
al, and character development of the child. Its features
are:
- Emphasis on mastery learning; Focused on fewer
learning areas
- Focused on the development of the 3Rs
- Emphasis on the developrnent of intellectual skills
which are as important as work skills
- Multi-disciplinary treatment of curriculum content .
*
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fo u n d a tio n s o f E d u c a tio n
- Student-centered
- Cognitive-affective manipulative based curriculum
- Values education offered asseparate subject area
- Emphasis on Science and Technology
- Bilingual policy
- Entyhasls on Critical linking
♦ The Congressional Commission on Education (EDCOM),
In Its report In 1991, recommended the following:
a) trifocalizatfon of DECSInto the Department of
Education (DepEd), Technical Education and Skills
DevelopmentAuthority (TESDA), and Commission
on Higher Education (CHED);
b) establishment ofTeacher Education Council and
Centers of Excellence;
c) professlonaBzation of teachers; and
cQ Technical-Vocational Education retorn.
Education Purina the 21stCenturv
Aim: To provide the school age population and young adults with
skills, knowledge and values to become caring, self-reliant,
productive and patriotic citizens.
♦ RepublicAct 9155 (Governance of Basic Education Act),
was passed transforming ihe name of the Department
of Education, Culture and Sports (DECS) to the Depart­
ment of Education (DepEd) and redefining the role of
field offices (regional offices, division offices, district
offices and schools). The act provides the overall frame­
work for:
- school head empowerment by strengthening their
leadership roles
* school-based management within the context of
trahsparency and local Accountability.
The KM2 program
•
‘
♦ implementation started on SY 2012-2013
C F M p w irI FT BnvlflW fir
P ro fe s sio n a l E d ucatio n
*
kindergarten is now a part of the compulsory education
system
* a new curriculum for Grade 1 and Grade 7 pupils and
students, respectively was introduced
bySY 2016-2017, Grade 11/Year 5 w ill be introduced,
and Grade 12/Yfear 6 by SY 2017-2018;
* the phased implementation of the new curriculum will
be finished by the SY 2017-2018
IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS
OF EDUCATION
Sociology
• The science of man and society
• Study of patterns of human behavior
• Study of groups and societies and how they affect the people
Society - a group of organized individuals who think of themselves
as a distinct group, and who live together sharing the same
culture occupying the same territory, who interrelates and
Interacts with one another, recruits itsmembers by inter group
sexual reproduction and has a shared comprehensive culture,
with common shared attitudes, sentiments, aspirations and
goals
Socialization
♦ A process of adapting or conforming to the common
needs and interests qf a social group
» A process whereby People ieam the attitudes, values
and actions appropriate to Individuals as members of
a particular society, where a member of a group learns
• and internalizes the norms and standards of the other
member ameng whom she/he lives
Prof. Mavilie Alasrre-Di/.on
P ro fessio n al E d ucatio n
Agents of Socialization:
a) Family - smallest social institution whose members are united by
blood, marriage or adoption, constituting a household and having a
common culture.
.
b) School / Education - established by society for the basic encultur- ation of the group; an agency which makes student learns how to
value oneself and eventually others; an agency organized by society
for the basic function of teaching and learning.
c) Church
d) Mess media
Institutional Group Agencies for Education
Three (3) very important groups that serve as agencies for learning:
1. Family
• smallest social institution
Educative Functions of the Family (Home)
• Health Education -proper food to eat, proper hygiene
• Ethics, Morality, Religion - spiritual, moral, and desirable social values
- Socialization - rotes and status in society
• Psychomotor and manipulative skills-how to walk, dance and to use prop­
erly kitchen tools, utensils, etc.
• Recreational skills
• Academic-reading, writing, arithmetic
2. School
• an Institution, center of learning, established by society in which the accu­
mulated experiences of the past generations are passed on to the incoming
generation by means of systematized programs of instructions.
Roles of the School:
1) The school as an agent of socialization
» Children learn how to get along with other students in the school.
m Social ethics are taught in the schools.
■» The student government trains the students to become good
leaders and followers.
Prof. M avillc Alasrrc-Dixon
Fo u nd atio ns o f E d u catio n
•
The school prepares the IndWdua) to become worthy members
of the society by making them aware of their responsibilities.
2) The school as an agent of cultural transmission
• Culture can be transferred through:
a) Enailturatkm
- the passing on of group's custom, beliefs and tra­
ditions from one generation to the next generation
b) Acculturation
- teaming other culture; the passing of customs, beliefs and tradition through interaction/reading/inter
marriages, etc.
» Values and attitudes formation are easily transmitted through
lessons provided by the teachers.
» Culture can be transmitted through field trips, experiential learn­
ing, experimentation, group dynamics, cooperative learning,
peer learning, rote playing and dramatization.
*» Knowledge about the latest development in science and tech­
nology, and about the nations and people of the world can be
acquired through different learning activities.
3) The school as an agent of cultural change
■» Cultural changes are best discussed in the school.
4) The school as agent of modernization
• Educational systems are focused on future needs of the stu­
dents.
■* Changes which are mostly attempts to modernization are being.
discussed in the school.
» The elements of cultural change which lead to modernization:
- Development of oral and written communication and
other modern means of communication
- Improvement of science and technology in all fields
5) Other functions of the schools:
«* Serves as a multi-purpose institution
» Provides .training of the mind, teaches the basics
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F o u n d atio n s o f E d u c atio n
» Develops problem solvingand critical thinking
» Promotes social integration, enculturation and cultural perception
» Accelerates adjustment of society
3. Church
• a lifetime school of teaming
Education from the Church (through the bible):
* History
Ex: Persia (now Iran), Mesopotamia (now Iraq)
Prophecies
Ex: Earthquake, Famine, Calamities
s Divine Values
Ex: Love, Hope, Faith, Wisdom
Sociology of Education
- provides a study of the relationships between society and the educational
processes which contribute to the analysis aid solution to problems con­
fronting the educational system.
M u m lm
■ science that studies the origin and development of man, his work and
achievements which includes the study of physical, intellectual, moral,
social and cultural development of man, including his customs, mores,
folkways and beliefs
Culture
• The shared products of human learning, the set of learned behaviors, be­
liefs, attitudes, values, and ideals that are characteristics of a particular
society or population
.■ The complex whole which includes knowledge, beliefs, arts, laws, morals,
customs and other capabilities and habits acquired by man as a member
of society
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P ro fessio n al Ed ucatio n
Characteristics.of Culture:
CULTURE is
• Transferable
■ Continuous
■ Symbolic
•
•
•
•
• Dynamic
• Shared
■ Adaptive
■ Learned
• Universal
■ Borrowed
Elements of Culture
Language - an abstract system of word meanings and symbols for aU as­
pects of culture; the foundation of culture; verbal and nonverbal
Norms - are established standards of behavior maintained by a society; it
must be shared and understood
Sanctions-penalties or rewards for conduct concerning social norms
a) positive sanctions- pay, promotion, medals, word of gratitude
b) negative- fines, Imprisonment, threats, stares, ostracism
Values - are collective conceptions of what is considered good, desirable and
proper or bad, undesirable and Improper in a particular culture.
Change
• An enduring force in history; is inevitable, takes place from time to time
• The adjustment of persons or group to achieve relative harmony
Forms of Change:
a) Cultural change - refers to aUalteration affecting new bait or trait
complexes to change the culture’s content and structures
b) Technologicalchange - revision that occur in man's application of
his technical knowledge and skills as he adopts himself to environ­
ment
Examples offechnotogical changes in education:
. .
♦ Introduction of new methods of learning
♦ Vocational education, computer education, and practical
arts in the curriculum .
♦ Inclusion of information and communication technology
in the curriculum
•
Prof, Maville Ala.srrc-Qi7.0n
Professional Education
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c) Social change - refers to the variation or modifications in the
patterns of social organization, of such groups within a society or of
the entire society
Exampleof social changes in education:
* Revival of nationalism themes in literature, music and
arts,ete. •
Anthrooolooical-Sociolooical Implications to Education:
• The curricular program of all learning institutions should be examined by
the Commission on Higher Education (O fD ) and the Department of Edu­
cation (DepEd) so that those w ill be responsive to the needs of the society.
• Parents should be involved In the school projects and activities, and in enculturatlon and socialization processes.
SOCIAL CONCEPTS:
1. Values
■ generally considered as something - a principle, quality, actor entity - that
is intrinsically desirable
2. Justice
■ giving others what is due to them; rendering to every man that exact mea­
sures of his due without regard to his personal worth or merit
3. Freedom, Rights arid Responsibility
■ Freedom is not absolute, it is not doing something without restrictions or
. reservations or interference and influence of others.
• Right means what is just, reasonable, equitable, what ought to be, what is
justifiable, something that is owed or due to others.
■ Rights and responsibility come in pairs. If one waits more'rights and free­
dom, s/he shall also have to. accept more responsibility. A right is abused
when it Interferes with the rights of others
■ The reciprocation of rights and duties is the true foundation of social order.
• Duties - refer to those tha't are due justice, to another individual or collec­
tive persons and to God.
Prof. Mavilie Alasvrc-Dixon
F o u n d atio n s o f E d u catio n
■ Authority- refers to the right given to give commands, enforce Jaws, take
action, make decisions, and exact obedience, determine or judge .
• Accountability - means to be answerable for; emphasizes liability for some­
thing of value either contractually or-because of one's position of authority
• Responsibility - refers to trustwerthy performance of fixed duties and con­
sequent awareness of the penally for falure to do so.
4. Ethics/Moral law
. Ethics Is based on one's station in life: to each station corresponds a certain
behavior according to which a person must five.
THEORIES OF ETHICS:
1) Coosequentiaflsm - claims that the morality of an action is deter­
4)
5)
6)
7)
8)
9)
mined by its consequences
a) Hedonism - views that only pleasure is good as an end;
pleasure is the highest good
b) Utilitarianism - believes that the greatest happiness of the
greatest number is the test of right or wrong
c) Self-reallzationism - holds that the ultimate end ids the full
development or perfection of the self
Non-consequentialism - claims that the morality of an action de­
pends on its intrinsic nature or on its motives'
Divine Command Theory - claims that the morality of an act de­
pends on whether it is in accordance with the will of God
Categorical Imperative Theory - holds that fa one's action to be
morally right, s/he must be willing to have everyone act In the same
way
Egoism - claims that an action is right only if It is in the interest of
the agent
Situation Ethics - claims that the morality of an action depends on
the situation and not on the application of the law
Intuitionism-claims that one's knowledge of right and wrong is im­
mediate and self-evident
PN U L E T Reviewer
17
F o u n d atio n s o f E d u catio n
10) Emotive Theory -* claims that moral judgmente do not'state anything
that is capable of being true or false but merely express emotions like
oaths or exclamations
11) Ethical R e la tn ^ -holds the view that there is no one correct moral
code for all times and peoples, that each group has its own morality
relative to its wants
18
PNU LET Reviewer
P ro fe ssio n a l E d u catio n
PART II - ANALYZING TEST ITEMS
\[p
D ire c tio n s: Read and analyze each Item and select the correct option that answers
each question. Analyze the items using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet.
e1. The Department of Education gives greater emphasis on the development of basic
skils. What is the philosophical basis for this?
Essentiallsm
C, Perennialism
a. Existentialism
0. Pragmatism
The correct answer Is A-Essentialism which focuses on basic skills and knowledge.
Option B-Existentialism focuses on self/individual. Option C-PerenrMsm focuses
on unchanging truth. Option D-Pragmatlsm emphasizes the needs and interests of
the children.
•
2. Teacher M views his students as unique, free-choosing and responsible individuals.
AH classroom activities revolve around the said premise. What theory underlies
this?
A-Essentialism
C. ProgressMsm
^B/Existentialism
D. Realism
The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option
| A-Essentiallsm focuses on basic skills and knowledge. Option C-Progressivism
focuses on the whole child and the cultivation of individuality. Option D-Realism
emphasizes that knowledge is derived from sense experience.
3. Religious rituals in the classroom and in the school programs prove the deep
natural religiosity of (he Filipinos. Which philosophy has greatly contrfouted Id this
tradition?
k Buddhism ,
C. Hinduism
( g ) Confucianism
D. Islam
Prof. MaviUe Alastre-Oizon
P ro fe ssio n al E d u catio n .
The correct answer is B-Confucianism which advocates the religious rituals in
the schools. Option A-Buddhism influences the idea on continuing educational
system. Option C-Hinduism emphasizes a commitment to an Meal way of life.
Option D-lslam advocates that useful knowledge is necessary for the benefit of the
self and of humanity.
4. In order to make Roman education truly utilitarian, how should the day-to-day
lessons be taught?
A. Taught in the students' native dialect
B. Taught interestingly through the play way method
C. Related and linked to the events happening in everyday life
D. Practiced at home under the guidanceof their respective parents
The correct answer is C. Utilitarian education focuses on the usefulness of the |
lessons to the daily life of the students. Options A, B, and D do not adhere to |
utilitarian education.
I
5. Which influenced the military training requirements among students in the
secondary and tertiary levels?
Chinese
C. Orientals
(O G ree ks
D. Romans
The correct answer is D-Greeks. They focus on military training. Option A-Chinese
focuses on the preservation of culture. Option C-Otlentals focus on preservation of
social stability. Option D-Romans focus on the usefulness of the individuals.
6. Which philosophy has the educational objective to indoctrinate Filipinos to accept
the teachings of the Catholic church which i ...................iGod?
A. Realism
B. Pragmatism
D. Existentialism
7. Virtue as one component in the teaching of Rizal as a course focuses on the
teaching of good and beauty consistent with the good and beauty in God. What
philosophy supports this?
•
C. Progressivism
A: Existentialism
B. Idealism
D. Social Reconstructionism
ProlVMaville A lastre-D iion
- Foundations o f E d u catio n
8. Giving education the highest budgetafy allocation, the Philippine government
recognizes the possible contribution of its future citizens to the national de­
velopment goals of the Philippine society. Which stressed tfiis gofil of education
for social transformation?
A. Athenian education
C. Greek education
‘ 8. Followers of Christ.
D. Roman education
9; The progressivists emphasized the individuality of the child. What Is the concern
of the reconstructionists?
.
A. Experiential learning
(_Qy Social problem
B. Socialization
0. Values Education
10. One of the following quotations does not conform to the Christian doctrine of Edu­
cation for Humanitarianism.Which one is it?
A. Do unto others as you would like others do unto you.
B. Love thy neighbor as thyself.
(fTp>Not on bread atone is man to live but on every utterance that comes from the
mouth of God.
0. Whatever good things we do to our poor, helpless brothers, we do it for God.
11. Scouting and Citizen's ArmyTraining (CAT) give training in character-building, citi­
zenship training, etc. which leads to the creation of a new social order and a new
society eventually. What philosophy supports this?
A. Existentialism
C. Progressivism
B. Perennialism
.
D. Social reconstructionisni
12. Teacher V demonstrated the technique on how to group students according to
their needs and interests and how to use self-paced instructional materials. Which
phlosophy is manifested in this activity?
A. Essentiallsm
C. Realism
B. Progressivism
0. Social Reconstructionisin
13. Teacher. G, a Christian Living teacher, puts so much significance on values
development and cSsapline. What could be her educational philosophy?
A. Idealism
C. Progressivism
B. Pragmatism
D?. Readism'
PNU LET Reviewer
19
F o u n d a tio n s o f Ed ucation '
14. Which one does NOTillustrate the principle that rights and duties are correlative?
A .. The right of an unmarried Qregnant teacher to abort her baby in relation to
' .
her duty to protect hername and her job as a teacher.
B. The right of a state to compel students to military service is reciprocated by
the duty of the state,to protect them.
C. The right to a living wage involves fte duty ofthe school administrators
to give the salary agreed upon and the duty of the teachers to give a fair
amount of woric
•
0. The right to life of chidren and to be given respect of such right.
15. Why should a teacher take the obligation upon himself to study and understand the
custom and traditions of the community where he worths?
A. To change the culture of the community.
(B ) To have a sympathetic attitude for the people of the community.
C. To identify the weaknesses of the culture of the community.
D. To please the people of the community.
16. A teacher who is a recognized expert in carpentry works, taught his students how
to prepare and construct good and aesthetic furniture from local resources. What
cultural transmission process is this?
Acculturation
C. Indoctrination
Enculturation
0. Observation
17. Every first day of the school year, Miss Bautista prepared activities which will make
her Grade IHchildren sing, play, learn and introduce themselves to the class. What
process did the teacher emphasize?
A. Acculturation
C. Indoctrination
B. Enculturation
D. Socialization
18. Which program in the educational system seems to be aligned to the Christian
humanitarian principle respect for the human personality?
A. The alternative learning system defivery
B. The functionaf literacy program for the out-of-school youth and adults
C. The promotion of the basic human rights of the Filipino
•
D.‘ The study ot the Phiiipptne Constitution
20
PN U L E T Reviewer
P ro fe ssio n a l E d u catio n
19. With a death threatover his head, Teacher Myra is directed to pass an undeserving
student. If she is a hedonist, which of the following yvili she do?
A. Don’t pass him, live by her principle of Justice. She wiH get reward, if not in
this life, in.the next.
B. Don’t pass him. She surely will not like someone to give you a death threat in
order to pass.
C. Pass the student. That will be of use to her, the student, and his parents.
( d) Pass the student Why suffer the threat?
20. Which philosophy approves of a teacher who lectures most of the time and
requires his students to memorize the rules of grammar?
A. Existentialism
C. Pragmatism
( if ) Idealism
D .. Realism
21. In a study conducted, the pupils were asked which nationality they would prefer if
given a choice. Majority of the pupils wanted to beAmericans. In this case, in v^iich
obligation relative to the state are schools seemed to be failing?
A. Instill allegiance to the constitutional authorities
B. Promote national pride
C. Promote obedience to the laws of the state
D. Respect for all duly constituted authorities
22. Which subject in the elementary and Ifcewise in the secondary schools are similar
to the goal of Rome to train the students for citizenship?
A. Communication Arts
C. Science
B; MAPE/PEHMS
( 6 } THE/TLE
23. Which of the following school practices Is NOTbased on Social Reconstructionism?
A. Establishment of SOF
B. Exemption of Scouts from CAT
C. Promoting culture and arts in schools
D. Promoting project WOW
Prof. Maville Alasrrc-Dizon
P ro fessio n al E d u catio n
24. Which of the following is the focus of the Japanese education in the Philippines?
A. DenwratJc (deals and nationalism
B. Love and service to one’s country
C. Religion and love for Asian brothers
<5? Vocational and health education
25. According to reconstructionism, the goal of education is to bring about a new
social order. Which practice best manifests this view?
A. The class conducts scientific experiments to discover or verify concepts.
B. The class discusses role models and their impact on society.
C. The class is allowed to engage in divergent thinking.
Q . The class undertakes well-planned projects inthe community.
Prof. Maville Aiaitre-Dirtm
Foundations o f Ed ucation
m m m m m m m a m M m s K B s m m ts s B ie s B S s s s i
PART III - ENHANCING TEST TAKING SKILLS
i(o
D ire ction s: Enhance your test taking skis by answering the items below. Write only
the tetter of the best answer.
1. Teacher D, aValues. Education teacher emphasizes ethics in almost all her lessons.
Which of the following emphasizes the same?
A. Liberal Education
C.
Religious Training
8. Moral Education
D.
Social Education
2. Which reform In the Philippine Educational System advocates the use of English
and Filipino as media of instruction in specific learning areas?
A. Alternative Learning
C. K-12 Program
B. Bilingual Education
D.
Multilingual Education
3. Activities planned by school clubs/organizations show school-community connec­
tion geared towards society's needs. What philosophy is related to this?
A. Existentialism
C.
Realism
B. ProgressMsm
d P Social reconstructionism
4. What philosophy is related to the practice of schools acting as laboratory for teaching
reforms and experimentation?
A. Essentlalism
(J p Progressivism
B. Existentialism
[). Social reconstructionism
5. Which of the following situations presents a value conflict?
A. The teacher and his students have class standing as their priorities.
B. The teacher and the administrator follow a set of criteria in giving grades.
C. The teacher has students whose parents want their children to obtain higher
grades than what they are capable of getting. .
0.- The teacher sets high expectations for her intelligent students such as
getting higher grades.
PN U L E T Revietwer
21
Fo u n d atio n s o f Ed ucation.
6. Which situation shows that a sense of nationhood is exemplified?
A. The class conducted a deb&e using Filipino as medium.
8. The class is required to watch the TV sitcom of Oprah to improve their ’
English communication skills.
C. The class opted to make a choral rendition of the theme song of a foreign
movie.
D. WhenTeacher Eva asked her Grade II students in what country they wish to
five, most of them chose United States.
7. A teacher who believes in the progressfvist theory of education would embrace cer­
tain reforms on methodology. Which reform would be consistent with ftis theory?
A Active participation of the learners
B. Formal instructional pattern
C. Strict external discipline
D. Teacher domination of class activities
8. What philosophy of education advocates that the curriculum should only include
. universal and unchanging truths?
•
A. Essentialism
C. Perennialism
B. Idealism
D. Pragmatism
9. Which of the following is NOT a function of the school?
A. Changing cultural practices
B. Development of attitudes and skills
C. Reproduction of species
D. Socialization among children
10. Which move liberalized access to education during the Spanish period?
A. The education of illiterate parents
E \ The establishment of at least one primary school for boys and girts in each
municipality
,C. The hiring of tribal tutors to teach children
D. The.provision of vocational training for school age children
22
PNU LET Reviewer
P ro fessio n al E d ucatio n
11. Which of the following is the chief aim of Spanish education?
A. Conformity and militarism
B. Perpetuation of culture
C. Propagation of the Catholic religion
D. Utilitarianism and conformity
12. Which of the foflowing is the aim of our education during the Commonwealth period?
A. Designed after Japanese education
Patterned after the American curriculum
(T Predominantly religious
0. Purely natkmafetic and democratic
13. Which of the following: is NOT a reason why the basic education curriculum has
tm i restructured?
(^AA To become globally competitive during this industriafage
BT To be relevant and responsive to a rapidly changing work)
C. To empower the Filipino learners for self-development throughout their life
D. To help raise the achievement level of students
14. Which philosophy of education influence the singing of the National anthem in
schools?
(a)
A. Nationalism
C. Pragmatism
6. Naturalism
0. Socialism
15. Whoamong the following believes that teaming requires disciplined attention, regular
homework, and respect for legitimate authority?
A. Essendalist
C. Realist
B. Progressivist
D. Reconstructionist
16. Which of the following is the main function of the philosophy of education?
A. Reconsider existing educational goals in the lightof society's needs
B. Provide the academic background prerequisite to learning
C. Define the goals & set the direction for which education is to strive
D.. Aid the learner to build his own personal philosophy
Prof. MaviUe Altttre-Oiion
P ro fe s sio n a l E d u c a tio n
17. Homeroom advisers always emphasize the Importance of cleanliness of the body.
Children are taught how to wash their hands before and after eating. What Is this
practice called?
..
A Folkway
C.
Monas
B. Laws
D.
Social norm
18. Which curricular move served to strengthen spiritual and ethical values?
A Integration of creative thinking in all subject
( if Introduction of Values Education as a separate subject area
C. Reducing the number of subject areas into skills subject
Re-Introducing Science as a subject in Grade 1
19/The greatest happiness lies in the contemplative use of mind”, said Plato. Which
of the following activities adheres to this?
A Cooperative learning
^
C. Rote playing
J ? Introspection
D.
Social Interaction
20. Your teacher is of the opinion that the world and everything In it are ever changing
and so teaches you the skill to cope with the changes. Which in his governing
philosophy?
~
.
jJ Experimentalism
C.
Idealism
( f t Existentialism
D.
Realism
21/Teacher Mica says: “If it is billiard that brings students out of the classroom, let us
bring it into the classroom. Perhaps, I can use it to teach Math.’ Towhich philosophy
does Teacher Mica adhere?
A Essentfalism.
C.
Progressivism
B. Idealism
D. Reconstructionism
22. Which of the following should be done to build a sense of pride among Filipino
youth?
A Replace the study of folklores and myths with technical subjects
B. Re-study our history and stress onour achievements as people
C. Re-study our history from the perspective of our cotontzers
D. Set aside the study of local history
.
Prof. Maville Alastre-Dizon
F o u n d atio n s o f Education
23. A teacher who subscribes to the pragmatic philosophy of education believes that
experience should follow teaming in her teaching. Which of the following does she
do to support her belief?
A. Encouraging learners to memorize factual knowtedge
B. Equipping learners with the'baslc abilities and skills
d? Providing learners opportunities to apply theories and principles
D. RequMng learners futlmasteiy of the lesson
24. Which philosophy influenced the cultivation of reflective & meditative skits in
teaching?
A. Confucianism
C. Taoism
B. Existentialism
Zen Buddhism
25. Which of the following situation manifests a balance between teachers responsi­
bility and accountability?
A. She entertains her students with personal stories until the end of the period.
B. She spends most of the time on the latest gossips in showbiz.
C. Sheteaches as much as she could for duration of the period.
D. She teaches as well as entertains tire students with her personal stories.
PNU L E T Reviewer
23
C h ild a n d A d o lesce n t D evelopm ent
Child
and Adolescent
Development
Prepared by:
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn
Competency:
Interpret theories and findings
related to child and adolescent
development along the biological,
linguistic, cognitive, social and
psychological dimensions
PNU L E T Reviewer
P ro fe s sio n a l E d u catio n
PART I - CONTENT UPDATE
A. Basic Concepts
> Growth
' •
•
•
•
Pertains to the physicalchange and increase in size
Can be measured quantitatively
Indicators of growth are height weight, bone size and dentition
The growth rate is rapid during the
a. Prenatal
b. Neonatal
c. Infancy
d. Adolescence
• Slows during childhood
• Minimal during adulthood
> Development
• Involves Increase In the complexity of function and skill progression
• The capacity and skill of a person to adapt to the environment
• Pertains to the behavioral aspect of growth
> Maturation
• Consists of changes that occur relatively independent of the environment
• Usually considered to be genetically programmed-the result of heredity
> ZPD
• Zone of proximal development wherein the child acquires new skills and
information with the help or assistance of an adult or an adult peer
> Heredity
• The process of transmitting biological traits from parents to offspring
through genes, the basic units,of heredity
> Environment
• Refers to the surrounding condition that influences growth and develop-.
ment
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
P ro fessio n al Education
>
Theory
’
.
.
• ideas based on observations and other Kinds of evidences which are orga­
nized in a systematic manner
■ Used to exjpiain and predict the behaviors and development of children and
> EthologicalTheory
s€ - ^
• Views development In terms of evolutionary concepts
^ v H v v r-e *.
> Attachment
■ Refers to the emotional bond to another person
• Lasting psychological connectedness between human beings
' . —
• An innate human survfvai mechanism
• A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker)
2. Provides the young child with security as base from which to explore
the world
3.. Helps the child regulate his/her emotions
• John Bowly focused on how attachment difficulties were transmitted from
one generation to the next
. _
> Psychosexual Theory —
mu r o > r '^ ' • Sigmund Freud’s theory of personality development that focuses on the
{
changing seat of sensual pleasure of ttie individual
Psychosocial Theory — E r ik t r i
- Erik Erlkson's theory of personality which focuses on the individual's interactions with the society.
1 ’> Ecological Theory
• Eric Brofenbrenner's theory of development in which the process is a joint
function of the person and all levels of the environment
> Sociohistoric-Cognitive/ Linguistic Theory _ W fs
. ■ Lev Semanovich Vygotsky's belief that the child is socially dependentat the
beginning of his cognitive life
• Development is concerned as dependent on social interaction
Dr. Ciinchica O. Manuel and Prof. Sheila Marie B. Adona
C h ild an d A d o lescen t D evelo p m en t
ENVIRONMENT SYSTEM
The Microsystem- the setting In which the Individual lives
The Mesosystem- relations between the Microsystems or connections between contexts
Exosystem-when experiences in another social setting In whteji the individual
not have an active rote influences what s/he experiences in an immediate context
-The Macrosystem- involves the culture in which individuals live
• Culture refers to the behavior patterns, beliefs and ail other products of a
group of people that are passed on from generation to generation.
-The Chronosystem- the patterning of environmental events and transitions over one's
THEORIES
0?a
B l« c 4 V r> !
1. Freud’s Psychosexual Development Theory
STAGE
Oral
Anal
Phallic
Latency
Genital
CHARACTERISTICS
AGE
Center
of
pleasure:
mouth (major source of gratifica­
y » 'i ” "o v J
tions and exploration)
Birth to 136 y/o
Primary need: security
Major conflict: weanino
v 1 ■■
-I Source of pleasure: anus and bladder {sensual satisfac­
1)4to3y/o v tion and self-control)
Major conflict: toilet training
Center of pleasure: child’s genital (masturbation)
4to6y/o
Maior conflict: Oedpus and Electra Complex
Energy directed to physical and intellectual activities
6 y/o to puberty Sexual Impulses repressed
Relationship between peas of same sex
i\'.
- Energy directed towards full sexual maturity and func­
Puberty onwards tion and development of skills to cope with the. envi­
ronment
PNU LET Reviewer
C h iJd an d A d o le sccn t D evelo pm ent
2. Erikson’s Stages of Psychosocial Development Theory
I
STAGE
AGE
CENTRAL TASK
(+) RESOLUTION
Birth-18
Trustvs. Mistrust Learn to bust others
Infancy
months
Self control w/o loss of
Autonomyvs.
self-esteem
1>4to 3
Early
Shame and
Abity to cooperate and
Childhood .y/o
Doubt
express oneself
H RESOLUTION
Mfs&ust, withdrawal,
estrangement
GomptAira, s k restraint •
or compliance
WHuhtss and defiance
Lackof self-confidence
Learnsto become
Pessimism, fear of
assertive
Late
wrongdoing
3 to 5 y/o Initiative vs. Guilt
AbWyto evaluate one's
Childhood
Over-control and over-re­
own behavior
striction
Learns to create, develop
Lossof hope, sense of
and manipulate
Developssense of com­ beingmedocre
petence and persever­ Withdrawal from school
ance *Parents, teachers andpeers
6 to 12 Industry vs.
School
who support, reward
Thom who Ignore, rebuff,
Inferiority
y/o
Age
and praise children are deride ttieir effort are
encouraging and helping strengthening feelings of
children develop their
inferiority
sense of Industry
Adoles­
cence
26
12-20
y/o
Coherent sense of self
Plansto actualize one's
abilities
^Seeking to find an iden­
Identity vs. Role
tity, adoiesoents try on
Confusion
manynew roles. If they
experience continuity In
their perception of self,
identity develops.
PNII LET Reviewer
FeeJngsof confusion, indedsiveness and possfcle
antl-sodai behavior
"Whenthe adolescents
fail to developa sense of
identify, he/she experi­
encesroie confusion or a
"negative Identity".
P ro fe ssio n a l E d u catio n
18-25
Msung’
Adulthood y/o
Intimacyvs.
Isolation
Adulthood
25-65
y/o
Generatfvity vs.
Stagnation
Maturity
65- y/o to Integrity vs.
death
Despair
Impersonal relationships
Intimate relationship with Ayoidanctfof relation­
another person
ship, career or lifestyle
Commitment to work
commitments
and.relationships
'Failure to establish close
“Center to intimacy is the and intimate relationship
ability to share witfi and results to a feeling of
Isolation
care for others.
Creativity, productivity,
concern for others
Self-Indulgence, selfconcern, lack of interests
and commitments
Acceptance of worth
and uniqueness of one's Sense of loss, contempt
own life
for others
.......... Acceptance of death
3. Havlghurst’s Developmental Stage and Tasks
DEVELO PM EN TAL
STAGE
Infancy vs. Early
Childhood
DEVELOPM ENTAL TASK
•
•
•
•
•
■
Eat solid foods
Walk
Talk
Control elimination of wastes
Relate emotionally to others
Distinguish right from wrong through development of con­
science
• Learn sex differences and sexual modesty
• Achieve personal Independence
■ Form sim D le concents of social and physical reality
Or. ConcRita O. Manuel and Prof. Sheila Marie B.Xdona
Professional Education
............... ................. >
• Learn physical skills required for games
• Build healthy attitudes towards oneself
• Learn to socialte wtthpeers
• Learn appropriate masculine or femln/ne.roie
• Gain basic reading, writing and mathematical skills
Middle OiMhood
• Develop concepts necessary for everyday living
• Formulate a conscience based on a value system
• Achieve personal independence
• Develop attitudes toward social arouos and institutions
1 1A '^ • Establish more mature relationships with same-age indi­
A*
viduals of both sexes
• Achieve a masculine or feminine social role
• Accept own body
/
■ Establish emotional independence from parents
Adolescence
• Achieve assurance or economic independence
• Prepare for an occupation
■ Prepare for marriage and building of family
• Acquire skills necessary to fu lfill civic responsibilities
• Develop a set of values that guides behavior
■ Select a partner
• Learn to live with a partner
• Starta family
Early Adulthood
• Manage a home
• Establish self in a career/occupation
■ Assume civic responsibilities
• Become part of a social group
Fulfill civic and social responsibilities.
Maintain an economic standard of living
Assist adolescent children to become responsible, happy
Middle Adulthood
adults
•
•Relate one's partner
Adjust to physiological changes
1 Adjust to aging parents *
Dr. Conchica O. Manuel and Prof. Sheila Marie B; Adona
C h ild a n d A d o lcscciw D evelopm ent
• Adjust to physiological changes and alterations in health
status
• Adjust to retirement and altered income
• Adjust to-death of spouse
• Develop affiliation with one's age group
• Meet civic and social responsibilities
■ Establish satisfactory living arraraements
Later Maturity
4. Sullivan’s Interpersonal Model of Personality Development
1
DESCRIPTIO N
AGE
STAGE
Infancy
Birth toteyrs
Childhood
1 fcto6yrs
Juvenile
Preadolescence
6 to 9 yrs
9to 12 yrs
Early Adolescence 12 to 14 yrs
Late Adolescence
14 to 21 yrs
Infant learns to rely on caregivers to meet needs
Sdesbes.
Child begins toJeattL and.to detayjmmediate
gratification of needs & desires
Child forms fuifillina deer relationship.
Child relates successfully tosame-sexpeers.
Adolescent learns to be jgdependent & forms
relationships with members of the opposite sex.
Person establishes an Intimate, long lasting rela•lionstiia with someone of the .oDbosftesex*
5. Piaget’s Phases of Cognitive Development
'
PHASE
A ?^fteerim otor
AGE
DESCRIPTIO N
Sensory organs & muscles become more
Birth,to 2 years
functional
Stage 1: Use of
Birth to 1 month
reflexes
Stage 2: Primary
1 - 4 months
circular reaction '
Stage 3: Secondary
4 -8 months
circular reaction
Movements are ijrfrnarily reflexive r
Perceptions center around one’s body. Objects
are perceived as extension of the self.
Becomes, aware of external environment
Initiates acts to change the movement.
PN U L E T Reviewer
27
C h ild an d .A d o ie scc n t D evelo p m en t
Stage 4: Coordina­
tion of secondary 8-12 months
schemata
Stage 5: Tertiary
12-18m ontfis
circular reaction •
Stage 6: Invention
of new means
fcoinSi'n
B. Preoperational
Pre-conceptual
staae
•
Intuitive stage
C. Concrete
Operations
__--L e a ’c^oi
D. Formal Opera­
tions
.. .: ,.v - - ■
28
Differentiates goals and goal-directed activi­
ties
Experiments with methods to reach goals
Develops rituals that become sianificant
Uses mental imagery to understand the envi­
18-24m onlhs ronment
Uses fantasy
Emerging ability to think
*Children use symbolism (images and
2 -7 years
language) to represent and understand
various aspects of environment
Thinking tends to be egocentric
2 -4 years
Exhibits use of symbolism
Unable to break down a whole into separate
4 -7 years
parts
Able to classify obiects accordina to one trait
Learns to reason about events between
here-and-now
*Can understand the basic properties of
and relations among objects arid events In
7-11 years
the everyday world
*Able to solve concrete (hands-on) prob­
lem in logical fashion
Able to see relationships and to reason in
the abstract
*Becomes more scientific in thinking
11 + years
•Capable of systematic, deductive rea­
soning
PNU LET Reviewer
P ro fessio n al E d ucatio n
6. Kohlberg’s Stages o f M oral Development
I
LEVEL AMD STAGE
DESCRIPTION
Level 1: Pre-Conventional
(Birth to 9 years)
Stage 1: Punishment and
Obedience Orientation
Authority figures are obeyed.
Misbehavior is viewed in terms of damage dona
A dead is perceived as ‘wrong" if one is punished;
the activity is right If one is not punished.
-Right* is defined'as that which is acceptable to
Stage 2: Instrumental-Relaand approved by the self.
. tfvist Orientation
When actions satisfy one's needs, they are' right
Cordial Interpersonal relationships an
Level il: Conventional
maintained.
Approval of others is sought through one’s acfion
(9-13 years)
Stage 3: Interpersonal
Authority is respected.
Concordance
Individual feels "duty bound" to maintain socil
Stage 4: Law and Order
order.
Orientation
Behavior is ■’right'' when it conforms to the rules.
Level lit Post - Conventional Individual understands the morality of haviq
(13+years)
democratically established laws.
Stage 5: Social Contract
It is “wrong" to violate others' rights.
Orientation
The person understands the principles of huma
Stage 6: Universal Ethics
rights and personal conscience. The persa
Orientation
believes that trust is a basis for relationship. I
7. Gllllgan’s Theory of Moral Development
LEVEL A N D STAGE
DESCRIPTION
L Orientation of indi­ Concentrates on what Is best for self
vidual Survival Tran­ Selfish
sition
Dependent on others
-
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adnix "
P ro fe ssio n al E d ucatio n
Transition 1: From
Selfishness to Re­
sponsibility
11. Goodness and
Self-sacrifice
Transition 2: From
Goodness to Truth
II. Morality of
Nonviolence
Recognizes connections to others
Makes responsible choices in terms of self and others
Puts needs of others ahead of own
Fe8ls responsible for others'
Is independent
May use quilt to manipulate others when attempting to help
Decision based on intentions are) consequences, nrt on others’
responses.
Considers needs of self and others Wants to help others while being responsible to self
Sees self and others as morally equal
Assumes responsMes for own decisions
Basic tenet to hurt no one Including self
Conflict between selfishness and selflessness
Self-judgment is not dependent on others' perceptions but
rather on consequence and intentions of actions.
8. Fowler's Stages of Faith
STAGE
AGE
Pre-Stage: Undifferen­
Infant
tiated Faith
Stage 1: Intuitive-Pro­ Toddler-Prejective Faith
schooier
Stage 2: Mythi­
cal-Literal Faith
I
School-Aged
Child •
DESCRIPTION
Trust hope and love compete w iti environ­
mental inconsistencies or threats abandon­
ment
Imitates parental behaviors and attitudes
about religion and spirituality
Has no real understanding of spiritual
concepts
Accepts existence of a deity
Religious and moral beliefs are symbolized
bystorles
■. '
Appreciate others',viewports
Accepts concepts of reciprocal fairness •
Dr. Conchira O. Manuel and Prof, Sheila Marie B. Adona
C h ild an d A d o lcsc cn t D evelopm ent .
Stage 3: SyntheticConventional Faith
Adolescent
Questions values and religious beliefs in an'
attempt to form own identity
Stage4:lndMduative-Reflective Faith
Late Ado­
lescent and
Young Adult
Assumes responsibility for own attitudes and
beliefs
Stage 5: Conjunctive
Adult
Faith
Stage 6:Universalizing
Adult
Faith
Integrates others perspectives about faith
into own definition of truth
Makes concept ofT
Principles of Growth and Development
1. Nature aid Nurture
■ Development is Influenced by both heredltyfnature) and environment
(nurture).
• The nature (heredity) is responsible for many of our physical characteristics
such as hair, and eye color, facial features and to some extent the height
and weight
• Many of our characteristics can be influenced by environment (nurture).
2. Growth and development is a continuous process.
■ As a child develops, he or she adds to the skill already acquired and the
new skills become the basis for further achievement and mastery of skills.
• Most children follow a similar pattern.
• Also, one stage of development lays the foundation for the next stage of
development
3. Development proceeds from the head downward.
• This is called the cephalocaudal principle.
• This principle describes the directions of growth and development.
• According to this principle, the child.gains control of the head first, then the
arms and then the legs.
4. Development proceeds from the center of the body outward. . .
■ This is the principle of proximodistal development that also describes the*
• direction of development.
PNU LET Reviewer
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C h ild an d A d o le sce n t D evelopm ent
• This means that the spinal cord develops before outer parts of the body.
The child's arms develop before’ the hands and the hands and feet develop
• before the fingers and Joes..
5. Development depends on maturation and learning.
• Maturation refers to the sequential characteristics of biological growth and
development.
.
■ The biological changes occur in sequential order and give children new.
abilities, Changes in the brain and nervous system account largely for
maturation.
6. Development proceeds from the simple (concrete) to the more complex.
• Children use their cognitive and language skills to reason and solve prob­
lems. For example, learning relationships between things (how things are
similar) or classification, is an Important ability in cognitive development.
7. Growth and development proceed from general to specific.
■ In motor development, the infant will be able to grasp an object with whole
hand before using only the thumb and forefinger.
■ The Infant's first motor movements are very generalized, undirected and
reflexive, waving arms or kicking before being airte to reach or creep toward
an object
• Growth occurs from large muscle movements to more refined movements
to more refined (smaller) muscle movements.
8. There are indMdual rates of growth and development
• Each child Is different and the rates at which individual children grow Is
different. Although the patterns and sequences for growth and development
are usually the same for an children, the ra te at which Individual chHdren
reach developmental stages will be different.
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PNU LET Reviewer
P ro fe s sio n a l E d u catio n
S tages o f Hum an D evelopm ent: These pertain to the number of period in a
man's life cycle. Although the focus of discussion is on individuals of school age, a
brief description of those in other stages of development is ateo given.
1.‘ Prenatal Stage (confceptien-blrth)
The prenatal period In many aspects is considered as one of the most- if not the most
important period ofallfnthe fife span of a person. This person begins at conception and
ends at birth and approximately 270 to 280 days in length or nine calendar months.
Prenatal period is divided into three majorphases.
a. Germinal Stage (fertilfeation to 2 weeks)
• This is also known asthe period of the zygote.
• Zygote refers to thenewly formed ceB after the union of the egg ceil and the
sperm cell, a process which is also known as fertilization.
• (M dMtion begins in a lime no longer than 36 hours after fertilization,
• Subsequently, for 3 to 4 days the zygote from the oviduct travels down to
the faHopian tube and then tothe uterus where the Implantation begins.
b. Embryonic Period (2 weeks to 2 months or 8 weeks)
• Also known as the period of the embryo
• The cell known as zygote before is now known as embryo.
• By the 14“ day after fertilization, the blastocyst is already implanted in the
uterus.
• The umbilical cord attaches the placenta functionally to the mother
■ The foundations for the eyes, ears, nose, mouth extremities (upper and
lower) and the digestive sy^Bm have been laid on the 8* week
• The 1 H inches long embryo, weighing one-tenth to one-fifteenth ofan
ounce, develops at the end of the first month
• This period is considered as the most critical period for the reason thathe
embiyo is most vulnerable to damage and defect
• During the first trimester (3 months of pregnancy) almost ail birth defects
.
occur and chances are, the defects will be permanent
Dr. Cbnchica O. Manuel and K o f. Sheila Marie B. Ada*
P ro fessio n al E d u catio n
c. Fetal Period (8 weeks to birth)
■ Also called as the period of the fetus
• The embryo before is now known as fetus In this stage
The fetal stage begins with the formation of the first bone cells.
• Various organs grow functionally and take the appearance of the human
body.
• The fetus can now kick and can manipulate its extremities (upper and tower)
and can open Its mouth, frown, and turn its head, as welt as take a few
'breaths' by the end of the third month.
• By the end of the fifth month, the fetus Is one foot long and weighs a pound.
• At the end of the sixth month, the fetus'eyelids can be opened; it develops
grasps and more than enough taste buds.
• The fetus weighs two pounds and its all organ systems have become func­
tional at the end of the seventh month.
• During the eighth and ninth month, the fetus becomes round and heavy and
is able to lift its head.
2. Infancy Stage (birth-two weeks of life)
Infancy is the transition period intervening between birth and two weeks of life and
identified as the shortest of ail developmental period.
■ The word "infant" suggests extreme helplessness.
• Subdivisions of Infancy include the a) period of the partunate or from the
time the fetal body has emerged from the mother's body and lasts until the
umbilical cord has been cut and tied; and the b) period of the neonate or
from the cutting and tying of the umbilical cord to the end of the second
week of the postnatal life
.■ Newboms up to two days are typically unattractive and are extremely feeble
due to regular muscular restraints.
• Most often, he is asleep, drowsy, cries, and gets excited easily.
• The neonate is sensitive to brightness a§ Indicated by his papillary response
• to'change in illumination, his visual images are likely to be bluiTed because
of failure of the lens to focus on the otyect.
-■ The roots of language’are crying, cooing and babbling.
Or. Conchita O . Manuel and Prof. Sheila Marie B. Adoiia
__________■
m
'
.
__________________
“ C h ild an d A d o le s c e n t D ev elo p m e n t
3. Babyhood Stage (2* week to second year of life)
Compared to infancy, babyhood stage is characterized by decreasing dependency for
the reason that this is the time when babies achieve enough body control to become
independent.
• Developmental tasks Include: learning to walk, learning to take solid foods,
having organs of elimination under partial control, achieving reasonable
psychological stability especially in hunger rhythm and sleep, relating emo­
tionally to parents and siblings, and learning the foundations of speech
• Babyhood skills fall under two categories: hand skills and leg skills.
■ Crying, cooing, babbling, gesturing and emotional expressions are exam­
ples of prespeech forms of communication.
• Common emotional patterns involve anger, fear, curiosity, joy and affection.
■ Babies are also capable of establishing or forming friendships.
• Considered non-moral due to their lack of a scale of values and conscience
and they demonstrate obedience to rules without question
4. Early Childhood Stage (two to six years of life)
Names given to describe the stage are: problem or troublesome age, toy age, preschool
age, pre-gang age, exploratory and the questioning age
■ Developmental tasks Include: controlof elimination, self-feeding, self-dress­
ing and doing some things without much help, development of motor skills
that allow him to explore and do things to satisfy his curiosity and acquisiflon of adequate vocabulary to communicate his thoughts and feelings with
. those around him
■ Intellectual development as described by Piaget encompass the two sub­
periods: (a) the precooceptual period (2-4 years) and includes egocentrism,
- animism and transductive reasoning; and (b) intuitive period (4-6 years)
and includes inattention to transformations, centratlon and Irreversibility.
• Early chSdhood is also characterized by heightened emotionality.
• The presence of the significant others or the primary group is also given im­
portance because they serve as models for the child who usually identifies
. wi9) them and patterns his behaviour after them.
• The preschool child should be given as much as physical experience as
f>NU L E T Reviewer
31
C h ild an d A d o lesccn t D ev elo p m e n t
•
•
•
•
possible and play activities to learn by doing and to develop his intellectual
capacity. .
.
This stage is also regarded as the teachable moment for acquiring skills
because children enjoy the repetition essential to learning skills; they are
adventuresome and like to try new things and have already learned skills to
interfere with the acquisition of the new ones.
•
Because speech development advances rapidly this time, as seen in the
Improvement in comprehension as well as in the different speech skills,
talking to young children w ill leave a strong impact.
The concept of morality emerge as a result of interactions with adults and
peers.
Other common interests include interest in religion, in the human body, in
self, in sex and in clothes.
5. Late Childhood Stage (six to ten or twelve years of life)
Late childhood is the period for learning the basic skills in life.
• It coincides with the child's elementary school years, entering Grade 1 atsix
years and graduating at age 12.
• Names used to describe the stage are: troublesome age, sloppy age, quar­
relsome age, elementary school age, critical period in the achievement
drive, gang age and age of conformity.
• Physical growth is at slow and relatively even rate because of the influence
of health, nutrition, immunization, sex and intelligence.
• Children in this stage win recognition by being able to do things.
• Developmental tasks include: learning physical skills necessary for group
and organized games; teaming to get along with age-mates and members
of his family and community; learning fundamental skills in reading, writing
and numeracy; develop appropriate masculine or feminine social roles; de* velop healthy self-concept and conscience; achieve personal independence
by being able to perform life skills; learn to perform the different roles ex­
pected of him and think rationally to adjust to situations; make decisions
and solve problems.
■ There is a rapid increase in understanding and in the’ accuracy of concepts
32
iPNU LET Reviewer
P ro fe ssio n a l E d u catio n
during this stage as a result of increased intelligence and partly as arSsult
. of increased teaming opportunities,
. j
• . The child’s social development is enhanced by his interaction with his peers
in work or in play.
■ In resolving moral conflicts, it is necessary for the significant others to teach
the child the values of respect for others and set themselves as examples
or models.
• Most children develop moral codes influenced by moral standards of the
groups with which they are identified, and a conscience which guides their
behaviour in a place of the external controls needed when they were younger.
• It is also necessary for parents and teachers to understand the child's think­
ing and to facilitate his intellectual growth and development
• Healthy relationships with himself and others could be brought about by the
child's understanding of his emotions and his ability to express his emo­
tions, as well.
6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen
yean of life)
Derived from the Latin word pubertas which means age of manhood
• The word growth spurt refers to the rapid acceleration in height and weight
that marta the beginning of adolescence.
■ Considered as unique and distinctive period and characterized by certain
developmental changes that occur at no other time in the life span
• An overlapping period because it encompasses the closing years of child­
hood and the beginning years of adolescence
• A relatively short period, lasting from two to four years or less
. • Manifested in both internal and external changes in Ihe body with both the
primary and secondarysex characteristics
• Primary sex characteristics .include the menarcfie for the girls or the first
menstrual flov/and the nocturnal emissions for the boys.
'
• Secondary sex characteristics on the other, hand include the physical fea­
tures which distinguish males from females and may be Ihe source of ap­
peal among the members of the opposite sex.
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
P r o fc ss io iia lju liic a tio n
• Puberty is the divided into three stages: (a) prepubescent - secondary sex
-characteristics begin their development but their reproductive organs are
not yet fully developed, (b) pubescent - characterized by menarche for girls
and nocturnal emissions in boys, (c) post pubescent - secondary sex
characteristics become wet developed and the sex organs begin to func­
tion in a mature manner.
• The onset of puberty has an important implication in the personality de­
velopment of the Individual.
• A critical period for the development of positive attitudes towards one's
body and oneself in general
7. Adolescence Stage (thirteen or fourteen to eighteen years of life)
Adolescence is the age when the Individual becomes integrated into society of adults;
the age when the child no longer feels that he Is below the level of his elders but.equal,
at feast in rights.
• Came from the Latin wordaob/escere meaning to grow or to grow to ma­
turity ■
• Early adolescence extends roughly from thirteen to sixteen or seventeen
years, and late adolescence covers the period then u n i eighteen, the age
of legal maturity.
• The developmental tasks of adolescence are focused on the developing
independence in preparation for adulthood and in establishing a sense of
identity.
• Adolescence is a period of heightened emotionality, a time of "storm and
stress”.
• The important social changes in adolescence include increased peer-group
.influence, more mature patterns of social behaviour, new social groupings
and new values in the selection of friends and leaders and social accep­
tance.
• Relationships between adolescents and members of their families tend to
deteriorate in early adolescence though these relationships often improve
as adolescence grows te dose, especially among adolescent girls and their
family members
l.)r. CunchiraO. M anud anil Prof. Sheila Marie B. Adona
C h ild an d A d o lesccnt D evelopm ent
■ Peer groups becomes the general source of behaviour; desire for greater '
independence shown.
• Great concern about jvhat others think of them
• Have increased ability to engage in mental manipulations and test hy­
potheses; Blinking becomes more abstract, liberal and knowledge
I. Adulthood Stage (twenty to sixty-five years of life)
■ The need for love and intimacy are met in adult life, becomes more fulfilling
in marriage, with the involvement of commitment
• The need for generality ®through achievement
• Bum out and alienation become a problem with work.
• Moral development possesses responsibility for the welfare of others.
■ Changes In the primary senses and the organ reserve decline upon growing
older.
• Menopause for women and climacteric for men signify the decline of sex
and reproduction.
. Old Age (sixty-five years of life)
■ Composed of individuals at and over the age of 65, most of whom have
retired from work
■ Most individuals in this late years begin to show slow, physical, intellectual
and social activities.
• While there is a gradual decline of cognition in older life, older people see
art and nature in a deeper, more appreciative way.
■ Symptoms of senility which Include severe memory loss, rambling conver­
sation, disorientation, and personality change occurs because of dementia,
a pathological loss of intellectual functioning.
• In late adulthood, affiliation needs are more important than achievement
needs.
PNU LET Reviewer
33
C h ild a n d A d o lc» cen t D evelopm ent
PART II - ANALYZING TEST ITEMS
!i
-
D ire ctio n s: Read and analyze each item and select the correct option that answers
each question; Analyze the Hems using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet. •
1. Dr. Escoto, the schoolphysician conducted a physical examination in Ms. Manuel’s
class. What concept best describes the quantitative increase observed by Dr. Es­
coto among the learners in terms of height and weight?
A. Development
C. Learning
6. Growth
D. Maturation
Analysis:
Option A Is not the correct answer because development refers to the systematic
and orderly changes in organisms' experiences
Option B: The best answer because ft refers to the quantitative changes or the
observable changes in humans
Option C: Anincorrect answer because it refers to the portion of development that
is the result of experience and the interaction with the environment
Option D: Not the correctanswerbecause maturation refers to the unfolding of traits
potentially present in the hdMduai because of heredity
2. Which situation best illustrates the conceptof growth?
A. A kinder pupil gains 2 pounds within two months.
B. A high school student gels a score of 85 in a mental ability test
C. An education student has gained knowledge,on approaches and strategies in
teaching differentsubjects.
D. An elementary grader has learned to play piano.
Analysis:
'
Option A: This is the best answer because it refers to the progressive Increase and
continuous advancement of the child from birth to maturity
34
PNU LET Reviewer
P ro fe ssio n a l E d u c atio n
Option 8: is not a correct answer because it (toes not refer to any iocrement or
increase in human beings •
Option C: An incorrect option because it refers to the development of learning as a
result of experience
Option D: Cannot be considered because this refers to a skill
3. Which statements below best describesdevelopment? .
A. A high school student’s height increased from 5'2" to 5'4"
B. A high school student's change in weight from 110 lbs. to 125 lbs
C. A student had learned to operate the computer.
--«-------- a* jor
fcXW
Ima
--I--*»—enlargement
nips____
D . Aa sajoenrs
Analysis:
Options A and B: Both options cannot be considered because these refer to the
quantitative and continuous changes from birth to maturity
Option C: is the correct answer because development is the process in the life of a
human being by which the individual's potentialities unfold and appear .
Option D: Cannot be considered as the correct answer because it refers to the
Increment of the bodily parts_________ ___________________________
4. What concept can best describes Francisco's ability to walk without a support at
age of 12 months because of the “internal ripening'' that occurred in his muscles,
bones and nervous system development?
A. Development
C. Learning
B. Growth
D. Maturation____________________
Analysis:
Option A: This is refers to the qualitative increase in human functioning through the
lifespan
Option B: is not a correct answer because it refers to the easilymeasurable and some­
times obvious features of human beings
Optiori C: An Incorrect option becaUse it raters to the acquisition of knowledge, emo­
tions, values and skMs
Option D: This is the best answer because it refers to the state of the body and its
readiness for the behavior
"Or. Conchica O. Manuel and Prof. Sheila Marie B. Adona
P ro fessio n al E d u catio n
5.
Teacher Jesus in now 69 years old has been observing changes In himself such as
the aging process. Which term refers to the development change in the individual?
A._ Development
C. Learning
B.' Growth
'
D. Maturation
Analysis:
Option A: Not a best option because this pertains to the continuous qualities that
occurred in our advancement from birth to maturity
Option B: Is not a correct answer because this refers primarily to the physical changes
such as increase In height weight and size
Option C: An Incorrect option because learning refers to the change In behavior as a
result of some form of experience
Option D: This Is the best option because maturation refers to the state of the body
and its readiness for behavior.
6. Manuel, a five-year old boy can hold his pen and write his name with his right
hand. Which term describes Manuel's action/behavior?
A. Development
Learning
B. Growth
D. Maturation
7. Which of the following theory can help Miss Samson determine the readiness of
her learners by administering a readiness test?
A. Conditioning Theories
(£? Maturation Theory
<&> Cognitive Development Theory
D. Ethological Theory
8. 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
C. John Bowlly
B. Erick Erickson.
Urte Bronfrenbenner
9. A newborn intent move his whole body at one time, instead of moving a part of it
Which of the following principles is illustrated by this behavior?
A. Development proceeds from specific to general.
B. Development proceeds from general to specific.
•
C. Development follows an orderly pattern.
__________ '__
D. Development follows a general pattern.
.
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona
" C h ild an d A dolescen t D evelo p m en t
10. Train up a child In the way he should be; when he grows up*, he win not depart
from it”. Which principle supports this?
A, Development Is determined by the heredity.
•
Devetopment Is detemined by Ihe environment
C. Eartydevelopmsnt Is mae critical than the late development
D. Early development is less critical than. late development
11. Which stage of the psychosexual theory does young boys experience rivalry wilh
their father for their mother’s attention and affection?
A.
Oral
C.
Phallic
B. Anal
0.
Latency
12. .Angela focuses her attention on the school work and vigorous play that consume
most of her physical energy. Which stage of psychosexual theory Illustrates her
behavior?
A.
Oral
C.
Phallic.
B. Anal
D.
Latency
13. Which of the following Is likely to be developed If infants are shown genuine affectlon?
Trust
C. Initiative.
B. Autonomy
6. Industry
14. Christian develops an Integral and coherent sense of self. Heseeks answers to the
question. "Who am IT Wilchof the following is Christian likely to develop?
A. Initiative
C. Intimacy
B. Identity and Role confusion
D. Autonomy
15. Ms. Cruz uses images and language to represent and understand her various
lessons to preschool learners. What stage In the cognitive theoiy of development
explains this?
A. Sensorimotor
C. Concrete operation
B. Preoperatlonal
D. Formal Operation
16. Connie develops concepts necessary for everyday living, builds healthy attitudes
towards oneself, and achieve personal independence. These are among the attri­
butes of anincflvfduai in what particular stage?
.
'A . Infancy and early childhood
C. Adolescence
0 . Middle childhood
D. Earfy adulthood
PNU LET Reviewer
35
C h ild an d A d o le s c e n t D evelo pm en t
17. Some-children are more active than ottlers, as everyone knows- extremely high
levels of activity or hyperactivity are considered problematic. How may a teacher
heft) a child who is hyperactive?'
A. Make him the leader of the class. B. Transfer him to another class.
C. Give him challenging activities that are appropriate to his ability level and
interests.
D. AHow him to spend longer at the playground u ni he gets tired.
18. Marivic gets jealous whenever she sees her father showing love and affection to
her mother. Which of the following is she showing according to Freud?
A. Complex
C. Electra Complex
8. Phallic
(Ip)' Oedipus complex
19. In Piaget’s Theory of Cognitive Development, which of the following statements
would illustrate Edward who is 11 years old?
A. Able to see relationships and to reason In the abstract.
B. Unable to breakdown a whole into separate parts.
C. Differentiates goals and goal-directed activities.
D. Experiments with methods to reach goals.
20. Violeta 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. Microsysytem
C. Exosystem
B. Mesosystem
D. Macrosystem
21. Danilo, a student in the secondary level tends to spend more time withhis friends
than his family, thus,his behaviour is greatly affected by them. In which stage in
teftPsychosocial Stages of Development does Danilo belong?
jtotonomous vs Shame and Doubt
NJf^dentity vs Role Confusion
C. Intimacy vs Isolation
( v ) Initiative vs Guilt
|P N U L E T Reviewer.
P ro fe s sio n a l E d u c a tio n
22. Anna believes that authority is respected. She is now In what particular level in the
jnpral development theory of.Lawrence Kohlbera?
iS ? Social contract
Interpersonal concordance
B. Law and order orientation
-y fo Universal ethics orientation
23. What level has a four year old learner like Mafyann reached when she acquired
new skills such as putting the same shapes and the same colors together? •
Development
.C. Zone of Proximal Development
Maturation
D. Learning
24. Which of the following principles can be the basis of the growing realization of the
significance of the early childhood education?
A. Hie young children are capable of doing many things at an early stage.
H & . The child should be seen and should learn.
The first five years of life are the formative years of the child.
D. Early childhood experiences can be interesting and challenging.
25. Which of the following learner's characteristics will affect most of the learners
learning in tfie academic areas?
A. His affective characteristics
ffy\ U|- ---- til--- nhnmtilnrlnlirin
(p. \ his cognitive cnaractsnsocs
^ His psychon^ characteristics
D. His sodo-emotional characteristics
•
Dr. Conchita O. Manuefand Prof. Sheila Marie B. Adona
Professional Ed ucation
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering the Items betow. Write only
the letter of the best answer.
1. Which of the following is true about human development?
A. Human development considers both maturation and learning.
B. Development refers to the progressive series of changes of an orderly coherent
type toward tie goal of maturity.
C. Development is the gradual and orderly unfolding of the characteristics of the
individuals as they go through the successive stages of growth.
D. Alloftheabove.
2. What do you call the quantitative increase in terms of height and weight as ob­
served by the school physician during the physical examination of the students?
A. Development
C. Learning
B. Growth '
D. Maturation
3. Mrs. Alvarez conducts research on the psychosocial domain of development. In
what particular area of the child's development is Mrs. Alvarez most likely to be
interested with?
A. Perceptual abilities
( c / Emotions
B. Brain-wave patterns
D. Use of language
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. What is the best description of Erikson's psychosocial theory of human development? ( f t j Eight crises all people are thought to face
b. Four psychosocial stages in thefetency period
6. The same number of stages as Freud's, byt with different names
D. A stage theory that is not psychoanalytic
Or. Conchira O. Manuel and Prof. Sheila Marie B. Adona
C h ild an d A d o le s c e n t d e v e lo p m e n t
6. In Erikson'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'
C. Intimacy vs. Isolation
■B. Autonomy vs. Shame and Doubt
D. Trust vs. Mistrust
7. 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
C. Concrete operational
B. Preoperational
D. Formal operational
8. Which of the following provides the best broad description of the relationship
between heredity and environment in determining height?
Heredity is the primary influence, with environment affecting development
only in severe situ ate .
B. Heredity and environment contribute equally to development.
C. Environment is the major influence on physical characteristics.
D. Heredity directs the individual's potential and environment determines
whether and to what degree the individual reaches that potential.
9. What is the correct sequence of prenatal stages of development?
A. Embryo, germinal, fetus
C. Germinal, embryo, fetus
B. Germinal, fetus, embryo .
D. Embryo, fetus, germinal
10. 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?
Object permanence
C. Mental combinations
a Deferred imitation
. D. Goal-directed behaviour
11. Which of the following will be Freud's description of the child's behaviour if he has
a biting, sarcastic manner?
A. Anally expulsive
B.. Anally retentive
C. Fixated in the oral stage
D. Experiencing the crisis of trust vs. mistrust
PN U L E T Reviewer
37
C h ild aod A d o lescen t D e v e lo p m e n t
12. Whaj; 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
C. Phallic complex
B. Oedipus complex
0. Penis envy complex
13. When a little girl who says she wants her mother to go on vacation so that she
can marry her father, Freud believes that he is voicing a fantasy consistent with?'
A. Oedipus complex
C. Theory of the mind
B. Electra complex
D: Crisis of initiative vs. Guilt
14. Which of the following can best describe the preschooler's readiness to leam new
flasks and play activities?
(ft) Emerging competency and self-awareness
B. Theory of the Mind
C. Relationship with parents
D. Growing identification with others
. 15. Erikson noted that when the preschoolers eagerly begin- many new activities but
are vulnerable to criticism and feelings of failure, they are experiencing what par­
ticular crisis?
A. Identity vs. role confusion
C. Basic trust vs. mistrust
B. Initiative vs. Guilt
0. Efficacy vs. helplessness
16. What stage of Piaget's Cognitive Development does a person belong to when he
can understand specific logical ideas and apply them to concrete problems?
A. Preoperational thought
(Q Concrete operational thought
B. Operational thought
D. Formal operational thought
17. What is the best explanation of Piaget's concrete operational thought to describe
the school-age child's mental ability?
A. Achild can reason logically about things and events he or she perceives.
B. A child’s ability to think about how he thinks
(Cl 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.
38
PNU LET Reviewer
P ro fe s sio n a l Education
18. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral
reasoning at which Kohlberg's stage?
.
• A. Pre-conventional
C.
Post-conventional
B; Conventional •
. 0 .
noneof the above
19. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is
^at which level of moral reasoning?
•
( \ ) Pre-conventional Stage One
C.
Conventional
’"Tf. Pre-conventional Stage Two
D.
Post-conventional
20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers.
Her teacher wants to help Joy increase her self-esteem and social acceptance.
What can Joy's teacher suggest to her parents?
A. Transfer her to a different school
B. Help their daughter improve her motor skills
C. Help their daughter learn to accept more responsibility for her academic
failures
D. Help their daughter improve her skills in relating to peers
21. What is the most accurate definition of the puberty stage?
A. Rapid physical growth that occurs during adolescence
■B. Stage when sexual maturation is attained
rfD Rapid physical growth and sexual maturation that ends childhood
H i Stage when adolescents establish identities separate from their parents
22. fifteen year old Marie is preoccupied with her 'disgusting appearance* and seems
depressed most of the time. What is the best thing her parents can do to help her
get through this difficult time?
. A- Ignore her self-preoccupation because their attention would only reinforce it
B. Encourage to “shape up" and not give in to self-pity
C. Kid her about her appearance in the hope that she will see how silly she Is
acting.
( j j ) Offer practical advice, such as clothing suggestions, to improve her body
image.
Dr. Ccmchita O. Manucl’and I’ rof. Sheila Marie B. Adona
P ro fessio n al
E d u c a tio n
23. What can be the best comparison of the behaviour of a 17-year- old girl to that o f.
. her 13-year-old brother?
A. She is more likely critical about herself.
B. She tends to be more pgocentric.
C. She had less confidence in her abilities.
(0 ^ She is more capable of reasoning hypothetically.
24. According to Erikson, what is the primary task of adolescent?
A. To establish trust
<3^ To search for his identity
C. To be more intimate with others
0. To establish Integrity
25. What is the main source of emotional support for most young people who are
establishing independence from their parents?
A. Older adolescents of the opposite sex
B. Older sibling
C. Teachers .
D. Peer groups
Dr. Conchira O. Manuel and Prof. Sheila Marie B. Adona
P r in c ip le s and T h e o ries o f L earn in g an d M o tiv a tio n ___________ ________
Principles
and Theories
o f Learning
and Motivation
Prepared by:
P ro f. M ari villa Lydia B . A ggarao and D r. B e ttin a Phiiom ena M . Sed illa
• Competencies:
• 1. Analyze the cognitive, metacognitive,
|
motivational ami socio-cultural factors
i
that affect teanUng
; 2.
i I
;
. :•
40
Organize the learning environment
that promotes farness regardless of
culture, famify background and gender,
responsive to learner’s needs and
difficulties
PNU L E T Reviewer '
P ro fessio n al E d u c a tio n
PART I - CONTENT UPDATE
I.
LEARNING
Learning
- involves the acquisition of new elements of knowledge, skills, beliefs and specific
behavior, may mean one or more of all these things:
- the act of gaining knowledge (to learn something), the knowledge gained by virtue
of that act (that which is known) the process of gaining knowledge (teaming how).
Banner and Cannon, 1997
- It is an ongoing process of continued adaptation to our environment, assimilation of
new information and accommodation of new Input to fit prior knowledge.
Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how
learning takes place
Principles of Learning
• Learning by doing Is more effective than just sitting and listening
• Concepts should be presented in varied or different ways
• Effort is put forth when tasks are challenging .
• The principle of reatflness is related to the learners' stage of development
A. Behavioral/Learning Theory
- It operates on a principle of "Stimulus-Response"
’ - Prefers to concentrate on actfSTBl uUsavaWH behavior
1) Ivan Petrovich Pavlov's Classical Conditioning
» Classical means "in the established manner"
» Individual learns when a previously neutral stimulus Is repeatedly
Prof. Marlvilla Lydia B. Agf^arao and Dr. -Betrim Pliilomena M. Sediila
P ro fessio n al Ed ucation
’ paired with an unconditioned stimulus until a neutral stimulus
evokes a conditioned response.
' _
■» Unconditioned stimulus-automatically produces an emotional
or physiological response.
.
» Unconditioned response-natural occurring emotional or phys­
iological response.
■* Neutral stimuli - stimuli that does not elicit a response.
» Conditioned stimulus - evokes an emotional or physiological
response after being conditioned.
» Conditioned response - learned response to a previously neutral-condition.
Prof. Manvill.i Lydia B. Aggarao. and Dr. Benina Philomcna M. Sedilla
P rin c ip les and T h eo ries o f L e a rn in g an d M o tiv atio n *
Features of Classical Conditioning
1: Stimulus - Generalization - responding the same way to a similar stimuli.
2. Discrimination - responding differently to similar but not Identical stimuli.
3. Extinction - a process by which a conditioned response is lost________ •
2)
Edward Lee Thorndike's Connectionism
• Connectionism means learning by selecting and connecting
Connectionism - puts more emphasis on the organism not limiting
himself to the association between the stimulus and the response .
Thorndike Theory of Learning
1. Law of Readiness - this law states that an individual Will team when
she is ready to do so.
2. Law of Exercise -this law states that a connection is strengthened or
weakened depaidbtg on the number of times it occws and in propor­
tion to the werage vigor and duration of the connection..
a. Law of use - connections between stimulus and response are
strengthened as they are used.
b. Law of disuse - connections between a stimulus and response
are weakened when practice is discontinued.
3. Law of Effect - this law states that a connection Is strengthened if it
produces a satisfying effect
3) Burrhus Frederic Skinner's Operant Conditioning and Reinforcement
» Operant Conditioning - using pleasant or unpleasant conse­
quences to control the occurrence of behavior.
Reinforcers - any consequence that strengthen a behavior
♦ Primary reinforcer-related to basic needs.
♦ Secondary reinforcer - value of something is acquired
when associated with primaryteinforcer.
• *
.. ♦ Positive reinforcer - consequence given to strengthen
a behavior
PNU L E T Reviewer
41
P rin c ip le s a n d T h e o rie s o f L e arn in g and M otivatio n
♦ Negative reinforcer - release from.an unpleasant '
situation to strengthen behavior.
Reinforcemfent -satisfying consequence
♦ Verbal
♦
♦
♦
♦
♦
Physical
Non-verbal
Activity
Token
Consumable
Formula for reinforcement:
a) Prompt
b) Response
c) Reinforcement
4) Albert Bandura's Social / Observational Learning Theory
■> Known for his “Bobo doir experiment
» People team through observation, simulation, modeling which
means watching (observing), another called a model and later
imitating the model's behavior.
• Concentrates on the power of example
Models are classified as:
Real life - exemplified by teachers, parents and significant others
Symbolic - presented through oral/written symbols
Representational - presented through audio-visual measures
4 Phases of Observational Learning
a) Attention - mere exposure does not ensure acquisition of
behavior. Observer must attend to recognize the distinctive
features of the niodel’s response.
- .
b) Retention - reproduction of the desired behavior implies
that student symbolically retains that observed behavior
42
PNU LET Reviewer
P ro fe ssio n a l E d u catio n
c )' Motor Reproduction Process - after observation', physical
skids and coordination are needed for reproduction of the
behavior learned.
d) Motivational Process - although observer acquires and
retains ability to perform the modeled behavior, there will be
no overt performance unless conditions are.favorable
B. Cognitive Theories and Metacognition
- Main focus is on memory (the storage and retrieval of information)
- Prefer to concentrate on analyzing cognitive processes
- Believe in the non-observable behavior
1) David Ausubel's Meaningful Reception Theory
■* Meaningful learning occurs when new experiences are related to
what a learner already knows.
May occur through:
♦ reception
♦ rote learning
♦ discovery teaming
TWO DIMENSIONS OF LEARNING PROCESSES:
Ti-" first (ill! i
r io i.N i-'e '
i t )
!
1. Meaningful Reception
Learning
2. Rote Reception Learning
T no SO! find dimension rrln trs to
fiii: o
!;■/ -.vl,K n t'lf li.w r'in
If"'.'!
•n '.v ir■')' n mon r r o
hS
1. Meaningful Discovery
Learning
2. Rote Discovery Learning
. Prof. Marivilla fcydia B. Aggarao and Dr. BectinaPhilomenaM. SediIJa
Professional Education
.................... ....... '
..........
"
2) Jerome Bruner's Discovery Learning Theory or Inquiry Method/
Theory of Instruction
» Posits that learning is more meaningful to learners when they
have the opportunity to discover on their own the relationships
among the concepts or to actively search for a solution to a
problem
• An approach to instruction through which students interact
with their environment by exploring and manipulating objects,
wrestling with questions and controversies or performing exper­
iments. The idea Is that students are more likely to remember
concepts they discover on their own.
» Calls his view of learning "instwimntal conceptualism"
3) Wolfgang Kohler's Insight Leaning/Problem - Solving Theory
Insight - the capacity to discern the true nature of situation
-imaginative power to see into andunderstand immediately
» Gaining insight is a gradual process of exploring, analyzing, and
structuring perception until a solution is arrived at
4) Richard Atkinson's and Richard Shlffrin's Information Processing
Theory
The Individual learns when the human mind takes In Information (en­
coding), performs operation in it, stores the information (storage), and
retrieves it when needed (relileval)
Memory - the ability to store information so that it can be used at a
latertime.
STAGES OF HUMAN MEMORY
a) Sensory Memory-information stores that hold an exact
copy of stimuli for a very short period of time.
' Ex! color, shape, blowing of fiom
.
Prof.Marivilla Lydia B. Aggarao and Or. Benina Philoiuena M. Sedilla
I
P rin c ip le s an d T h e o rie s o f L e a r n in g an d M o tiv atio n
b) Short Term Memory (STM) -the information store that
retains the information as we consciously work on it.
Ex. telephone number
c) Long Term Memory (LTM) - information store that is
permanent
- Minutes to lifetime
- Information on The LTM, If not rehearsed, can be for­
gotten through
- Trace decay structure of LTM > episodic, semantic
Forgetting
The inability to recall (something previously known) to the mind
Causes of Forgetting
a) Retrieval Failure- forgetting is due to inability to recall the
information.
b) Decay Theory - Information stored In LTM gradually fades
when it is not used.
c) 3. Interference Theory-forgetting in LTM is due to the
Influence of other learning
Retention - the ability to recall or recognize what has been teamed
or experienced.
Interference - the act or an instance of hindering, obstructing or
impeding.
Teaching for Transfer (Gagne)
• • ■•
Transfer - when something previous learned influences the new
material.
P*JU LfcL rflk-tew er
P rinciples an d T h e o r ie s o f L e a rn in g an d M otivatio n
*""".* ... ........................... ..........
'
' » .................. —
TRANSFER OF LEARNING
Types:
.
a) Lateral transfer -occurs when the Individual is aj)le to
perform a new task about the same level, (e.g, solving word
problems given In text and iater solving a similar problem
on the board) •
. *
b) Vertical transfer - occurs when Ihe individual.Is able to
learn more advanced/complex skills (e.g. being able to add
and multiply; being able to read and write)
c) Specific Transfer - when a specific skill, fact or rule is
appted to a similar situation.
d) General Transfer - applying principles previously leaned to
dissimilar situations.
5) Robert Gagne's Cumulative Learning - any task or skill can be bro­
ken down to simpler skills which can still be further broken down to
move simple tasks or skills.
Hierarchy of Learning
1. Signal Learning - responding to a signal, response Is conditioned
2. Stimulus-response Learning - voluntary responses are learned. .
3. Chaining/Motor - two or more separate motor/verbal responses,may­
be combined or chained to develop a more complex response
4. Verbal Association - verbal connections are used to create asso­
ciations.
5. Discrimination Learning - learner selects or distinguishes a response
which applies to stimuli.
6. Concept Learning - gives common response to an entire class of
stimuli
7. Principle Learning (Rule Learning) - involves combining and relating
concepts
8. Problem Solving-considered the most complex condition that leads
to the discovery of higher order rules
44
PNU L E T Reiflewer
Professional E d u catio n
Wine Events of Instructions
.
1.
2.
. 3.
« 4.
5.
6.
7.
8.
Gain Attention
Inform Learner of Objective
Recall Prior Knowledge
Present Material •
'
Provide Guided Learning
Elicit Performance
Provide Feedback
AssessPerformance
.
•
9. Enhance Retention and Transfer
6) Howard Gardner's Multiple Intelligences
Intelligence - refers to general mental ability of a person
- capacity to resolve problems or to fashion
- products that are valued in a more cultural setting
Achievements - refers to the previous learning of a person in a
certain subject area.
Multiple Intelligence - capacity of a person to possess and adapt■
two or more intelligences.
Examples
Intelligence
Competence
1. Linguistic-sensitivity to spo­
ken and written language
- Ability to learn language
- Capacity to use
language to accomplish
certain goals
2. Logical/mathematical- ana­
lyzes problems logically, carry out
mathematical operations, and
investigate issues scientifically.
- Ability to detect patters, Scientists,
reason deductively and mathema­
ticians
think logically.
Writers,
poets,
lawyers,
speakers
Prof. Marivilla Lydia B. Aggarao and Dr. Betti ru Philomcha M. Sedilla
P ro fe ssio n al E d u catio n
3. Musical-skill in the perfor­
mance, composition and appre­
ciation of musical patterns.
4. Bodily kinesthetic - using
one’s whole body or body parts
to solve and convey ideas.
5. Spatial - recognize and use.
patters of wide space and more
confined areas.
6. Interpersonal-working effec­
tively with others
7. Intrapersonal - working effec­
tively with oneself
8. Naturalist-appreciation of the
environment/nature.
- Capacity to recognize and
compose musical pitches,
tones and rhythms. *
- Ability to use mental
abilities to coordinate
bodily movements.
- Capacity to understand
the intentions, moti­
vations and desires of
other people.
- Capacity to understand
oneself, appreciate
one's feelings, fears and
motivations
- AUlity to recognize,
categorize and grow
upon certain features of
the environment
Musicians,
composers
Athletes,
dancers
Educators,
sales
people,
religious
counselors,
politicians
Nature
lover,
environ­
mentalist
7) Kurt Lewin's Field Theory
» view - focused on the psychological field of life space of an
Individual.
■» Life space concept - draw accurate conclusions tiy observ­
ing both overt and covert behavior
' •* An individual must see things from the subject's point of
view at a given moment
Prof. MarivilU Lydia B. Aggarao and Dr. Bettina Philomena M. Sedilla
P rin c ip les an d T h e o rie s o f L e a r n in g an d M o tiv atio n
•
8) Urie Brofenbrenner's Ecological Systems Theory/Environmental
Contexts
- Learning is greatly affected by the kind <Sfenvironment we are in.
- Learners are understood within the context of their environment.
' These environmental context are Interrelated.
•
Envtronmental Contexts: Malor Levels
1. Microsystem - Innermost level -contains the structure that has direct
contact with child
2. Mesosystem - connections between the structures of the child's
microsystem
3. Exosystem - 3rd level- social system which indirectly affects the
child
4. Macrosystem - outermost level in which all other symtems are
embedded such as values, customs, laws, beliefs and resources da
culture/society
5. Chronosystem - this system includes changes or consistencies inj
person's lifespan.
If the relationships in the immediate microsystem break down, the did
will not have the tools to explore other parts of his environment resutig
to behavioral deficiencies.
Learning tends to regress / stow down when the environment oftie .
child is'm turmoil
9) Lev Vygotsky’s Social Constructivism
- It emphasizes how meaning and understanding grow out of sofej
encounters.
-
Zone of Proximal Development (ZPD) - gap between actual and
potential development
♦ • Actual development-what childrencan do on their an
♦ Potential development -w hat children can do with l>
PNU LET Reviewer m
P rin c ip les a n d T h e o rie s o f L e a rn in g an d M otivatio n
Scaffolding - competent assistance or support through mediation
- of the environment {significant others) in which cognitive,
socio-emotional and behavioral development can occur.
Davitl Kolb’s Learning Styles ’
Learning Styles - are tools utilized by learners to cope and adjust to
the learning environment
I
Learning Stylus
1. Convergers-rely on abstract conceptualiz­
ing and experimenting
• they like to find specific, concrete an­
swers and move quickly to solution
• unemotional, since they prefer to deal
with things rather than with people.
2. Assimilators - rely most on abstract concep­
tualizing and reflective observation
• interested in theoretical concerns than
in applications. '
3. Divergers - rely on concrete experience and
active participation
• generate ideas and enjoy working with
people.
4. Accommodators- rely on concrete experience
and active experimentation
■ risk - taking, action oriented, adoptable
In new situations.
46
jPNU L E T Reviewer
Educational Im plications
Teacher should provide
learning tasks that have
specific answers like num­
bers and figures/units.
Teacher should provide
learning tasks that call for
integration of materials/
situational activities
Teacher should provide
group activities since
learners enjoy working in
groups.
Teacher should provide
teaming tasks that call for
hands-on approach.
Professional E d u catio n
Types of Learners
I
I
Types of Learners/
P erceptual Channel
Educational Im plications/
Learning Preferences
1. Auditory teamens - prefer to
team by listening/auditory per­
ceptual channel.
- Lecturing is the teaching approach
that works best for them.
- Songs/poems are useful and effec­
tive learning tools.
1. Visual learners - prefer print
materials/visual
perceptual
channel
- Reading/responding to visual cues,
such as the chalkboard or transpar­
encies
- Textbooks and pictures are useful
and effective learning tools..
3. Tactile learners - like to ma­
nipulate objects/tactile percep­
tual channel
- Hands-on or laboratory methods of
teaming are most appropriate for
learners.
- Tracing diagrams- or using texture
examples.
4. Kinesthetic or whole body
learners - like to learn through
experiential activities/kines­
thetic perceptual channel.
- Simulations, exploratory activities
and problem-solving approach of
teaching. Pacing or dancing white
teaming new material.
Prof. Marivilla Lydia B. Aggaraoand Dr. Becrina Philomena M. Sedilla
P ro fessio n al E d u catio n
II. MOTIVATION
•
•
Motivation ^
- An internal state or condition (sometimes described as a need, desire or want) that
serves to activate or energize behavior and give it direction.
Two Kinds of Motivation:
1. Extrinsic Motivation
- when students work hard to win their parents' favour, gain teachers'
praise or earn high grades; their reasons for work and study lie primarily
outside themselves.
- is fuelled by the anticipation and expectation of some kind of payoff from
an external source
2. Intrinsic Motivation
- when students study because they enjoy the subject and desire to learn’
it, irrespective of the praise won or grades earned; the reasons for learn­
ing reside primarily inside themselves
- Fuelled by one's own goal or ambitions
Principles of Motivation
• The environment can be used to focus the student's attention on what
needs to be learned.
• incentives motivate learning
• Internal motivation is longer lasting and more self - cHrecWvethan Is exter­
nal motivation, which must be repeatedly reinforced by praise or concrete
rewards.
• Uaming is most effective when an individual is ready to learn, that is when
one want to know something.'
■ Motivation Is enhanced'by the way in which the instructional material is
organized.
'
Prof. Marivilla Lydia B;'Aggarao and Dr. Benina Philomena M. Sedilla
P rin c ip le s an d T h e o r ie s o f L c a rn in g a r id M otivatio n
Theories of Motivation
1. Drive Theory (Clark Hull)
■ Drive is a condition of amusaLfloiension that motivates behavior
■ Drives most typically have been considered to involve physiological survival
needs; hunger, thirst, sleep, pain, sex.
• A drive results from the activation of a need
■ Need - a physiological deficiency that creates condition of disequilibrium
in the body
~
2. Self-Efficacy (Albert Bandura)
Self - efficacy - it is the belief that one has capabilities to execute the courses
of actions required to manage prospective situations. Unlike efficacy, which
is the power to produce an effect (in essence competence) self - efficacy
is the belief (whether or not accurate) that one has Ihe power to produce
that effect
Self - efficacy relates to a person's perception of his/her ability to reach a
goal while, self - esteem relates to a person’s sense of self - worth.
3. Self - Determination (E. Deci)
Self - determination - comes from the sense of autonomy that a person has
when it comes to things that he does and the choices he makes.
♦ Tasks for a long period of time
♦ To think meaningfully and creatively about those tasks
♦ To experience pleasure in ones activities
♦ To achieve at higher level
♦ We have the capacity to take risks or challenges that
can enrich our lives and develop ourselves more
4. Expectancies and Values (Atkinson)
• Motivation to perform-is affected by two variables
• Expectancy - people must believe than they can accomplish a
task, that Is, they should lave expectancy about what ttwy wart
toachieve.
• V&lue - they should place an importance or value in what they
are doing.
.
PNU L E T Reviewer
47
P rin cip les and. T h e o rie s o f L e a rn in g an d -M o tivation
5. Attribution Theory (B. Weiner)
* People’s various explanations for successes and failures - their beliefs
about what causes attributions.
• Dimensions underlying people’s attribution. People can explain events in
many different ways. F5r example, a tennis player may attribute his/her
wins and successes In matches to things like - luck, health, effort, mood,
strengths and weaknesses of his/her opponents, climate, his/her fans etc.
TECHNIQUES IN MOTIVATING LEARNERS
-
Challenge them - offer student’s opportunities to undertake real challenges.
Encourage them to take intellectual risks.
Build on strengths first - Opportunity to use their talents to achieve success.
Offer choices - offering choices develop ownership. When child makes deci­
sions he/she is more likely to accept ownership and control of the results.
Provide a secure environment which permits children to fail without penalty.
Learning how to deal with failure is critical for developing motivation and suc­
cessful learning.
48
PNU L E T Reviewer
P ro fessio n al E d u catio n
- f*
f
io :<2 0
D irections: Read and analyze each item and select the correct option that answers
each question. Analyze the items using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet.
1. Which theory operates on the “stimulus-response principle, which means all be­
haviors are caused by external stimuli?
A. Contextual theory
C. Cognitive theory
0 Behaviorist theory
D. Constructivist theory
Analysis
Option A - it explains that learning is greatly affected by the kind of environment
an individual lives in.
Option B - is the correct option. It tells about how behaviors are required and de­
veloped through external stimuli.
Option C- it tells about psychological factors that influence the behavior of people
Option D - learners build or construct their own knowledge
2. Ms. Erika in her Biology class accompanies her discussion with Interesting visual
aids. She stoongly believes that students team better when lessons are presented
with images, real or Imagined aside from mere lecture method. Which learning
theory does she upholds?
Dual-Coding Theory
ET Information Processing Approach
C. Meaningful Reception Learning Theory
D. Social Cognitive Theory
Analysis
Option A - is the correct option since the teacher uses both mental images and
verbal representations as tools in affecting learning
I’ rof. Marivilla Lydia B. Aggarao and Dr. Betrina Philomena M. Sedilla
P ro fe s sio n a l E d u catio n
Option B - it tells about gaining Insight in understanding information
Option C- it talks about relatedness between previeusly known information to new
information tom make learning more meamngful
it tells about gaining insight in understanding information
Option 0 - it explains that students learn by what they see
3. Miss Calma is an excellent Physical Education teacher. She started teaching volley­
ball to her grade 2 class. Despite aHher efforts her class (toes not seem to learn
how to play the game. What law of learning was disregarded?
A. Law of disuse
C. Law of exercise
B. Law of effect
Law of readiness
Analysis
Option A - connections are weakened when practice is discontinued
Option B - this law states,that connections are strengthened when it has a satis­
fying effect
Option C- connections are strengthened or weakened depending on the number of
times it occurs and In proportion to the average vigor and duration of the connection
Option D - the lawthat states Biat students will learn when they are ready to do so
4. Teacher Jay, a physical educationteacher, demonstrates the new skill to be
learned so that his students can watch him and later reproduce me skin. What
learning theory is associated wiffiTfie SMBOn?
— —
. fQ Dual-Coding Learning Theory
C. Schema Learning Theory
B. Information Processing
D, Social Learning^
Analysis
Option A - it mentions about mental Images and verbal descriptions as tools for
retaining information
. . .
Option B —it explains that ar>individual teams when the human mind takes in Infor­
mation, perform operation in it and retrieve when needed
Option C - it discusses how prior knowledge helps the learner understand new
information in the learning process
.........
......................« mm —
...
...............................
Prof. M arivillj Lydia B.Aggarao and. Or. Bectina Philoruena M. Scdiila
P rin c ip le s an d T h e o r ie s o f L e a r n in g an d M o tiv atio n
Option D - is the correct answer. It tells about how people team through observa- .
flan, imitation and modeling
. 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or
on a leash. What feature of classical conditioning is exhibited?
(S i Discrimination
C. Generalization
K Extinction
D. Practice
Analysis
Option A Option B Option COption D -
is the correct answer. Responding differently to similar stimuli
process where the conditioned response Is lost
responding the same way to a similar stimuli
this is not a feature of classical conditioning
6. A Music teacher is careful in planning activities for each lesson. He praises liberally
and rewards correct answers. What view of taming is exhibited?
A. classical conditioning
/Cy* operant conditioning
8. meaningful learning
social learning
7. Which of the theories of learning presents or states that learning skills are hierar­
chically arranged?
Cumulative Learning
C. Social Cognitive Learning
B. Meaningful Learning
0. Theory of Instruction
8. Which of the following best describes what meaningful learning is?
A. When what is to be learned is new and easy for the students
8. Materials presented are difficult and challenging to the students
C. When the materials to be learned is related to what students already know
0 Students find the lessons easy and relevant, to what was assigned to them
9. Manessa easily remember dates and events in history, What component of LTM
does Vanessa have? jg g U
^
A. Creative th in k io g - r ^ ^ J
f t ) Reflective thinking
B. Critical thinking
v0; Logical thinking
'
•
’
EM-
PNU L E T Reviewer
49
* P rin cip le s a n d T h e o rie s o f L earn in g-an d M o tiv atio n
10. An Earth Science teacher has Just completed a unit on the sun. As she organizes
her next unit on other stars, she uses the sun as a frame of reference. What view
of learning was used?
A. Discovery learning
_
ing
B. Information teaming
11. Which is an application of cognitive approac
A Explain the reasons for studying the topic
^
Create a supportive classroom climate for students
C. Provide clear and prompt feectoack on assignments
0. Begin lessons with challenging questions and conflicting events
12. The first people power was held in February 25,1986. What kind of knowledge
ispresented?
C. domain-specific knowledge
D. procedural knowledge
_____ s were not able to team the concepls that she presented
13
yesterday so she taught the same concepts again but this time using a different
teaching method. What principle of teaming 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
14. Alvin Is a transferee and feels uneasy with his new school. His teacher is very
accommodating, warm and caring. Alvin felt comfortable with the teacher's display
of genuine warmth. The teacher is consistent in his manner and AMn begaff to
r's warmth. Which theory is being illustrated?
Classical conditioning
D. Observational learning
15. After Just being introduced to another guest in the party, Tom cannot remember
the name of the-guest he was introduced to. in what memory stage was the infor­
mation stored in?
•
ft episodic memory
sensory memory
t. semantic memory
D. Working memoiy
rt
50
PNU L E T Reviewer
P ro fessio n al Education
16. Vygotsky claimed that social interaction Is important for teaming. What does this
imply?
Aq Children are independent'problem solvers
& Children learn from adults arid other children
C. Children learn well by passive presentation of information
0. Children In the crib has no learning yet since they are not capable of interaction
17. How would you help a student who is intelligent but is underachieving in class?
A. Provide challenging activities which he / she can accomplish
B. Recognize his talents by asking him/her to help other students with their
^ .w o r k
"(g j) Identify the immediate causes of difficulties that cause his/her being an un­
derachiever.
0. Allow him/her to work with the slow learner group to cope with the academic
needs of the lesson.
18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized
and clean. She puts up interesting and colorful visuals on the bulletin boards. What
principle of motivation was applied?
A. Incentives motivate learning
B. Internal motivation Is longer lasting and more self-directive than is external
motivation
C. Motivation is enhanced by the way in which instructional material is organized
0 The environment can be used to focus the student's attention on what needs
to be learned.
19. For eveiy correct answer the teacher would give a star to her students. What
schedule of reinforcement was used?
$ fixed interval
G. variable Interval
8^ fixed ratio
■0. variable ratio
20. Marga, a six year oid, always asks her playmates to sit in front of her small black­
board aqd she plays teacher. Her mother is a teacher. What theory explains Margas'
behavior?
Classical conditioning
JL Social learning
w Operant conditidning
D. Information Processing
Prof. MariWlla Lydia B. Aggarao and Dr. Bectina Philonwna M . .Sedilla
P ro fessio n al Education
21. What should the teacher do to help students learn psychomotor skills?
A. Teacher uses verbal explanation and description erf the movements in addition
to live demonstration of the movements
B. Teacher provides feedback to the learner about his/her progress
C. Teacher encourages the learner to practice, in order to maintain his/her sharp^ ness of the movements.
(D /A ll of the above
22. 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
Lessons should be presented in varied and different ways
Meaningful materials are readily learned than nonsense materials
D. Teachers shouldprovide opportunities for meaningful and appropriate practice
23. Maturation should precede certain types of learning. How is this applied in the
classroom?
(fih concepts should be taught from simple to complex
Consider the age level of students in teaching certain concepts
C. Follow the Interest of students in assigning tasks
D. Give the same task to aHstudents in a particular grade d
24. Luz easily learns a lesson when she is working w it laboratory equipment but
hardly remembers a lesson the teacher lectured on. What type of learner is Luz?
A. Auditory Learner
Tactile Learner
B. Kinesthetic Learner
ID. Visual Learner
25. Which ofthe following statements about motivation is false?
n u External motivation is longer lasting and more self-directive than internal mo­
tivation
B. Internal motivation is fueled by one's goals or ambitions
C. Motivation is enhanced by the way in which the instructional material is or___ t_—^
*
gantzed
D. Motivation to perform is affected by expectancy'and value
.Prof. Mirrrilla Lydia B. Aggarao and Or. Betcina Philomeoa M. Sedilla
P rin c ip le s an d T h e o rie s o f L e a r n in g an d M otivatio n
PART 111- ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer. .
1. Based on Bandura's theory, which conditions must be present for a student to
leam from a model?
I. attention II. ■retention 111. motor reproduction IV. motivation
A. I and II
I,
II and III
I,
II, III, and IV
III and IV
2. Which of the following principles of learning applies to considering student's age in
anting certain content and cognitive processes?
Principle of readness
Principle of teaming by doing
C. Principle of presenting challenging tasks
0. Principle of teaming aided by formulating and asking questions
3. in classical conditioning, which are paired together in order to elicit the desired
response?
a
L UCSandNS
UCSandCS
B. CSandNS
T). UCHandNS
4. According to Thorndikewhat law states that the strength of a connection is
influenced by the consequences of the response?
A. Law of disuse
Law of exercise
B. Law of effect
D. Law of readiness
5. 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
X . Self-regulated learning
B. Imitation learning
( & ) Vicarious learning
PNU L E T Reviewer
51
P rin c ip le s aiid T h e o rie s o f L earn in g and M otivatio n
6. In observation and imitation learning, what should Be the learner’s response when
the teacher initially models the behavior?
A. reproduce and match
n p imitate and practice
j3. pay attention
u. shows satisfaction .
7. What is the correct sequence of information processing?
(fT/Sensory register-STM-LTM
a STM-sensory register- LTM
C. Sensory register-LTM-STM
D. LTM-sensory register-STM
8. What should be the hierarchy of the types of learning according to the cumulative
learning theory?
1. problem solving learning
2. rule learning
3. discrimination learning
4. concept learning
A. 2-1-3-4
C. 2-3-4-1
(g ) 2-1-4-3
_D. 2-4-3-1
9. Which is essential in meaningful reception learning?
Concepts are presented to learner and received by them,
a Concepts are discovered by the learner
jC, Concepts are related to one another.
D. Concepts are solicited from the learners.
10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to
Study Spanish and immediately recognizes many similarities between the Spanish
and Filipino languages and uses this information to acquire the new language
iter. What kind of transfer was Grace able to use?
■
Lateral transfer
^ Specific transfer
General transfer
D. Vertical transfer
11. Cristina is almost asleep when she felt the need to go to the bathroom. She fried
to sleep it off but after a while she was forced to stand up and go to the bathroom. ’
What theory of motivation explains Cristina's behaviour?
Attribution Theory
. C. .Expectancies and Values theory
Drive Theory
D. Solomon's Opponent Theory
d
PNO L E T Reviewer
.
.*
•
P ro fessio n al Education
12. Marko excels in adding numbers. He learnetf this skill in his Math class. He is now
able to apply this skill in his Music class.,Whayype of transfer was used?
A. Lateral transfer
"
(CJ Specific transfer
B. General transfer
D. 'Vertical transfer
13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of
. reinforcement is used by Mr. Lotenzo?.
Fixed interval
,C. Variable interval
1Fixed ratio
D. Variable ratio
14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers
in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining
information is referred to?
w Chunking
C. Rehearsing
B. Interfering
D. Remembering
15. Rob regularly practice playing the guitar so he can finish Book I. His mother
mised to buy him a nintendo vyhen he finishes Book I. How is Rob motivated?
Extrinslcally
C. with Self-Determination
f
Intrisically
D. with Self-Efficacy
.16. Lara excels in dancing and in certain sports. According to Gardner what intellince is dominant in Lara
Bodily kinesthetic
C. Musical
f
Intrapersonal
D. Spatial
17. According to Bronfenbrenner, what system contains structures that has direct con­
tact with the child?
A. Chronosystem
C. - Mesosystem
B. Exosystem
/(^/Microsystem
18. Some learners like to find specific and concrete answers. What kind of learners
are they?
A. Accommodate
(C J Convergers
B. Assimilators
V- Divergers
P ro i. M arivilla (.ydia B. /Vj'garao and D r. B cciin a P h iro m cn a M . S e d illa
P ro fessio n al E d ucatio n
19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to
her pupils while practicing a sewing skid. What is the value of giving verbal guidance
in improving pupils learning behavkx?
A. It promotes the growth of interest in the new learning tasks
jj, It serves as informational feedback
C. It facilitates perfection of skills
{0 ) It directs pupils' attention to more adequate and better techniques
20.Why should learning be aided by formulating and asking questions?
A. students will have a grade In recitation
students will develop their self-confidence
the teacher will know who among the students can communicate very well
p. the teacher will not always do the talking but the students will be given a
chance to do the same thing.
21.
Ms. Baquiran, the VE teacher, and her pupils, while working on the concept
honesty, agreed that no cabinets and book cases would be locked throughout the
day. Which principle in affective learning Is being implemented?
A. provide exemplary models
fc ) provide for appropriate practice
C. provide for pleasant emotional experience
D. provide for independent attitude cultivation
22. 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
jsconsidered?
Concepts should be presented in varied and different ways
}£ Effort if put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting and listening
0. Learning is aided by formulating and asking questions
23. In performing the njnuet, first raise your heel, second make three steps forward,
• third step makeja point. IMiat kind of knowledge was exhibited?
f
A. conditional knowledge
B. declarative knowledge
' C. dontain-specific knowledge
(5 ) procedural knowledge
Pro£ MariviiU Lydia B. Aggarao and Dr. Betting PhiJomena M. Sedilla
■
P rin cip le s an d T h e o r ie s o t'L c a rn in g anil M otivation
24. Why should teachers provide positive feedback and realistic praise?
Q y to motivate the students to study
6. so the students will know what to do
C. to be liked and loved by the students
D. so the students will praise him/her
25. 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 of teaming
£. study of tfie structures and components of information processing
believe in npn-observable behavior
PNU LET Reviewer
53
- Principles
and
Strategies o f T eac h in g
Principles
and Strategies
o f Teaching
Prepared by:
Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan
Competencies:
1. Employ activities, teaching methods,
instructional materials & technology,
classroom management techniques
appropriate for chosen subject areas
2. Apply appropriate principles in the
preparation and utilization of the
conventional and non-conventional
technology tools as well as traditional
.and alternative teaching strategies
PNU L E T Reviewer
P ro fessio n al Education
PART ! - CONTENT UPDATE
I. LEARNING TO TEACH
Learning to teach Is a life-long process. To become an expert teacher is a complex,.
.It
f||H | guyilQ
WffiVIVI
iw[matter,
•*' i miw—
knowledge about schools and classrooms within them and knowledge of students and
an understanding of how teachers can help in this process (Kauchack 1993).
A. Teaching - refers to the management
_____
Content
knowledge
Pedagogical
knowledge
B. Content knowledge - understanding
of content + ability to translate, into
meantogful form for students
based connections between teaching
and learning
D. Strategies - research-based plans
for action
II.FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING
pyO/1r s tf
A Lesson Clarity/• Teachers make their points
explain concepts clearly so
oints understandable and expl
their students can follow in a logical step by step order.
• Teachers oral delivery is clear, audible and free from distracting mannerisms.
B. Instructional Variety
.
■ Refers to the variability or flexibility of delivery during the presentation of
•the lesson
________
________
Dr. Mil. Corazon B. Sigua and Prof. C elia M . Hunan
P ro fessio n al E d u catio n '
• Includes the use of teaming materials, equipment, displays and .space in
the classroom
•
• Involves asking questions and discrimination of different question formats
C. Teacher Task Orientation ~ tfrc b w
jp (fjfis m J
■ Refers to how much classroom time theneacher devotes to the tasks of
teaching academic subjects ' a n c w d 0&
■ Takes place in a classroom where teacher-students interaction focuses
more on intellectual content that allows students an opportunity to learn
and have higher rates of achievement
■ Makes classroom instruction parallel to the instructional goals and curricu­
lum that guide the construction of assessment of student progress
D. Engagement in the Learning Process
• Refers to the amount of time students devote to learning an.academic sub­
ject
; :
■ Is also considered as the amount of time spent tv the students in actively
teaming the material a.k.a. the engagement rate (the percentage of time
devoted to learning when the student is actually on task, engaged with
instructional materials and benefiting from the activities being presented).
E. Student Success Rate
~
tfy d t/® '
■ Refers to the rate at which students understand and correctly complete
exercises and activities
• Consists of teacher's task orientation and student engagement as they are
closely related to student success rate
• Involves organization and planning of instruction that yields moder­
ate-to-hlgh success rates but then challenges the learner to go beyond the
information given
1. According to John Dewey
Teaching is considered good when: • •
■ the child isTnade the center of the educative process;
____
■ it is well-planned;
'
Dr. Ma. Corazoo B. Sigu&and Prof. CcJta M. I la nan
‘ _
P rin c ip le s an d S tra te g ic s o f T each in g
■ the learner is made conscious of the goals or aims to be accomplished; •
■ it provides learning experiences;
• there is provision to meet individual differences;
■ it utilizes the past experiences of the learner;
• the learner is stimulated to think and reason;
■ it is governed by democratic principles;
• the method used is supplemented by another method and instructional
devices;
• evaluation is made an integral part of the teaching process; and
• drill or review is made an integral part of teaching and learning.
2. According to James Mursell
Teaching becomes a success when it fakes into consideration the following:
a. Principle of Context-setting and use of appropriate materials
Level I-Textbookonly.
. Level II - Textbook together with supplemental materials
Level III - Non-academic and current materials
Level IV- Mirti-sensory aids
Level V - Demonstration and presentation by experts
Level VI - Field experiences
b. Principle of Focus -subject matter/lesson
Level I - Page assignment
Level II - Announced topic together with page or chapter references
• Level III-Broadconcepts
Level IV- Specific concepts, problem, skills acquisition .
c. Principle of Socialization - social setting in the classroom
Level I-Submission
Level II-Contribution
Level Id - Cooperation and collaboration
d. Principle of Individualization -learner's purposes, aptitudes, abilities and
experimental procedures
Level I - Uniform tasks"
Level II - Homogeneous grouping
Level'll! - Contract ptyi
PNU L E T Reviewer
55
P rin c ip les a n d S tra te g ie s o f T eac h in g .
.
Level IV- Individual Instruction
• ••
Level V - Large units with optional related activity
Level VI-Individual undertakings
• '
e. Principle of Sequence - order/arrangement of learning tasks
Level I ~ logical successl6n of blocks erf content L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews
Level III - Building learner’s readiness
Level IV - Building from emerging meanings
f. Principle of Evaluation-appraisal
Level I -Through testing
. Level II- Related to objectives and processes
Level III ~ Total learning process and results
III. MANAGING INSTRUCTION
A. Deteirnining ln ^ rtio h s j Objectives are specific statements of intermediatej ^ r i ^ oirtcomes necessary for acis to do atihe end of ins^ucQon),
• Taxonomy of dbjectives ,
1) Cognitive &orfta1n-4erf|amin Bloom- describe the knowledge that learners are to acquire; ;
Oriqinat
Revised Taxonomy
Uke the original taxonomy, the revision is hierar­
chical in the sense that the six major categories of
the cognitive process dimension are believed to
differ in their complexity.
a. Knowledge 4 recalling
previously leanrted material
ffiH P N U LET Reviewer
from tong-term memory.
■ Recognizing
1
Professional E d u catio n
b. Cton^h8t$or^- restating
previous^teamed material
c. Application!- using the
knowledge Jqto a rjew situ. attoriorproblwt- >
d. AnatyS&jr breaking the
knoyise^'into.pafis and ‘
mak^sffilMoti^iipamong
ideasr *
e. Synftesi? r producing
wtioies from the parts or '
producing a r ^ whote j
f. Evaiuatioi-judging the
value pf toorted^iofflie^
material learnt
. *
b. Understand'* Determining the mealing.
.of ins^etiooaLrriessages/lr^loding oral,
written;-^i%)hlccommunicafion. i
■ Interpreting
* Exemplifying
• Classifying
• Summarizing
■ Inferring
■ Comparing
•Explaining
c. Apply -JCanying out or using a procedure
insgim:s$jefk)n,y
■ Executing
■ Implementing
d. Analyzes Breaking material into ils constituentfHflsjfxJ.detecting howthepartsrelate
ta 0(9an#er and to an overall structure
orpurpoise.
■ Differentiating
• • Organizing
■ Attributing
a Evaluate - Making^udgmentstased on
crrterla and^tgndards
■ Oiecking
■ Critiquing
f. Create* Puffing elements together to
: form w&hflrMt whote*br make an original:
'■^nerating
• Planning
• Producing
Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan
Prof'cssional E d u catio n
2) Affective D pifi^rtfD avld^tfw oW
- describe thef.$itu<Ji
b.
c.
learners are
i f ,
jpcttngjo in event through participation
- e va liltii^^fe fs iB the form of acceptance, pref:
'MmcoimiMnMnf
v3*068 in:r^ttontofe^O lher
l^ecordancewith the accepted value
SHrfipson
learners aretDina^er
of sensoiy stimulus
/knows
i - modfles lets for special problems
^creates new movement patterns /showscreativtty
B.
1) Factors to Consider in Choosing a Method
a. Objectives
b. Subject matter
c. Learners
d. Educational technology
e. Teacher
f. School environment
g. Safety measures
2) Principles for Determining Method
The method must: •
♦ utilize the theory of self-activity.
♦ utilize the laws of teaming..
Dr. Ma. Corazon B. Sigua and Prof. Celia M, Ilsuian
P rin c ip le s an d S tra te g ie s o f T each in g
♦ aid .the learner in defining his own purposes by setting
the situation for the emergence of a desirable purpose.
♦ start from what is known already to the students. *
♦ be based on the accepted, welt-integrated educational
theory •and practice which is designed;to unify the work
of teaching and teaming.
♦ provide the learners with numerous and diverse learning
experiences or activities.
♦ challenge and encourage the learner to further activities
which involve the process of differentiation and integra­
tion.
♦ provide opportunity for the learner to ask and answer
questions.
♦ be supplemented by other methods.
3) Types of teaching approaches/methods/strategies
» Direct/ /Teacher-centered approach - is teaser-centered/
controlled; teachers transmit Information directly to the learner
a) Deductive method- This method begins with a lute or
generalization that is applied to specific cases or examples.
It aims to test the rule or solve the given problem, ft is the
opposite of inductive method.
b) Demonstration or Showing method- “Learning by obser­
vation & imitation.* in this method, the teacher (or a select
group of pupils) performs the activity. The demonstration
may be live, filmed or electronically presented. The class
learns through observation and/or practice with real equip­
ment and simulators.
c) Lecture method- Lecture is a teaching procedure for dari‘fyfrig or explaining a major Idea cast in the form of question
or problem (Bossing). This is'very effective when the lecturer
has the lnformadon or materials which pupils do not have;
thus, imparts information and develops critfcal thinking,
largely by the use of the verbal message, with minimal class
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57
P r in c ip le and Stra tegic? o f T each in g
participation. This is also considered as the most authorita­
tive method of teaching:
. » Indirect/Leamer-centered approach - is ieamer-controtfed;
students search for information
a) Concept deveiopment method- Subject matter is taught to
enabtepuplls to develop concepts. (A concept is an idea oc
representation of the common element or attribute by which
groups or classes may be distinguished. It is also a general
idea or understanding, especially one derived from specific
instances or occurrences) This method irwotves the essen­
tial components of higher-order thinking skills like listing,
grouping, labeling, regrouping, and synthesizing.
b) Discovery mettjod-thte meftod refers to aninductive
method in guiding learners to discuss and organize ideas
and processes by themselves. They wilt undergo the pro­
cess of observation, comparison and abstraction, general­
ization and application. It means keeping them use ideas
already acquired as a means of discovering new ideas.
c) Inductive method- This would help pupils discover import­
ant rules or truth tor themselves through careful observa­
tions of specific cases or examples leading to generalizations. lt Is the opposite of deductive method.
d) Laboratory method- This method is effectively used In
Science and other related subjects. Apparatus and materials
are used to discover or verify facts and to study scientific
' relationship. Activities range from observation to investiga­
tion/experimentation, which in turn provide learners with
firsthand experience,
. e) Problem-solving method- This is an application of John
Dewey's reflective thinking theory. This makes use of a
problem as a nucfeus which will make pupils work toward
its solution. Essentials to tills are statements of the problem
• & hypothesis and evaluation & verification of solutten/result.
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P ro fessio n al E d u catio n
• 1) 1Project method- This method is characterized by learners
planning, directing and executing activities which are
purposeful, natural, lifelike and significant. Projects may be
classified as physical material projects, learning projects
and intellectual or problem projects.
» OtherModels /Teaching Strategies
a) Brainstorming- is a process forgenerating creative ideas
and solutions through Intensive and freewheeling group
discussion. It consists of individuaTor more in which a delib­
erate attempt Is made to think creatively about all possible
approaches and solutions to a given problem.
b) Constructivist Teaching- believes that learning occurs as
learners are actively involved in a process (rf meaning and
knowledge construction rattier than passively receiving
information. Learning becomes possible when tasks are
authentic, set in a meaningful context and related to the
real world. At the end, critical thinkers, motivated and
independent learners are created.
c) Cooperative teaming - It is a successful teaching strategy
in which small teams, each with students of different levels
of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is
responsible not only for learning what is taught but also tor
helping teammates learn, thus creating an atmosphere of
achievement
d) Distance Learning^ or distance education is a mode of
delivering education and teaching, often on an individual
basis, to students who are not physical present in a
traditional setting such as a classroom. It provides “access
to learning when the source of information and the learners
• are separated by time and distance, or both."
Dr. Ma. Curazon-fl. £igtui ami Prof. Celia M. Hand!)
P ro fe ssio n a l Education
e) Dale's Cone of Experience - a pictorial device that presents
bands of experience afranged according to degree of
abstraction. .
f) Held trip- It occurs outside the classroom and offers an
opportunity for students to get exposure to 'real" people and
events and tt» opportunity to make connections with ofoers.
g) MetawgnitlveTeaching- Thinking* about thinking."
Teachers guide ieSmers to become more strategic thinkers
by helping them understand the. way ttiey are processing
hfprmafai. It can be done using any of the foflowlng
' processes: advance organization, organizational planning,.
directed attention, selective attention, self-monitoring,
self-evaluation, auditory representation.
Dr. Ma. Corazon B. Sigua and Prof- Celia M. Itanan
Principles
.Ml .1
■■■_ .T|-----r._l,.|.-iww—
and Strategics o f Teaching
h) Multiple Intelligences (Ml) - Developed by Howard Gardner,
Ml. believe that children's thinking and learning skills vary
widely from child to child. It aims to develop learners who are analytic, interactive & introspective. Listed below are the
nine intelligences human beings are said to possess:
-♦ Verbal-Linguistic - well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of
words
♦ Mathematical-Logical - ability .to think conceptually and
abstractly, and capacity to discern logical or numerical
patterns
♦ Musical - ability to produce and appreciate rhythm,
pitch and timber
♦ Visual-Spatial - capacity to think in images and pic­
tures, to visualize accurately and abstractly
♦ Bodily-Kinesthetic - ability to control one's body move­
ments and to handle objects skillfully
♦ Interpersonal - capacity to detect and respond appro­
priately to the moods, motivations and desires of others.
♦ Intrapersonal - capacity to be self-aware-and in tune
with inner feelings, values, beliefs and thinking processes
♦ Naturalist - ability to recognize and categorize plants,
animals and other objects in nature
«• Existential - sensitivity and capacity to tackle deep
questions about human existence, such as the meaning
of life, why do we die, and how did we get here,
i ) . Panel- This consists of a group of three to six persons
■ having a purposeful conversation on. an assigned topicwith
or wHhput active partfcijjation by ttte audience. The panel is
usually seated at a table in fuD view of toe audience.
•j) Peer Tutoring - the assignment of students to help one
another on a one-on-one basis or In snail groups in a
variety of situations.'
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Prin cip les an d Stra teg ies o f T each in g .
.•
*
k) Problem-based Learning- challenges students to leam
through engagement In a real problem. Learning takes •
- place within the contexts of authentic tasks, issues, and
problems-'-that are aligned with real-world concerns.
I) Reflective Teaching - is a response to past experience and.
involves conscious recall and examination of the experience
as a basis for evaluation and decision-making ami as a
source for planning and action,
m) Role playing- It involves a spontaneous portrayal (acting
put) of a situation, condition, or circumstance that is similar
to real-life.
n) Simulation- is an enactment of a make believe episode as
much like the real thing as possible,
o) Small-Group Instruction- Works best in rooms with mov­
able furniture. It can provide interesting challenges, permit
students to progress at their own pace, provide a psycho­
logically safe situation in which to master the material, and
encourage them to contribute to class activities. Grouping
may be done using ability, interest, skill, viewpoint activity .
or project, integration and arbitrary,
p) Socratic method- question and answer used by Socra­
tes. The teacher does not give information directly but
instead asks students series of questions. Its goal is to
hefc students process information and engage In deeper
understanding of topics. It can be used at any grade level
and with ail subject areas, and lessons can be adapted to fit
a changing society
q) Symposium- Is a formal activity where two to five persons
talk on or discuss a .topic, especially an academlctopic or
social problem before an audience.
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. . Professional E d u catio n
C. Determining Learning Activities' *
. 1 Are activities engaged in by the learner for the purpose pf acquiring cer­
tain skills, concepts, or knowledge with or without teacher's guidance. It
provides opportunities for students to model ways of thinking and learning,
practice skills and processes, extend knowledge, learn from a wide range
of sources (including othsr students), gain feedback on progress, engage
deeply in the subject matter, and participate actively in the learning process.
1) Principles in Selecting Learning Activities
a) Learners must profit from the experience.
b) Learning activities must provide for the attainment of a set
of objectives.
c) Learning activities must be authentic and contextualized to
meet the needs and interests of the learners.
d) Learning activities must challenge the learners to ask
. questions.
e) Learning activities must provide opportunities for content
mastery as well as broad and deep study.
2) Criteria in Selecting Leaning Activities
a) Appropriateness
b) Feasibility
c) Variety
d) Optimal value
D. Determining Instructional Materials
• Consist of educational resources used to improve students' knowledge,
abilities, and skills, to monitor their assimilation of information, and to con­
tribute to their overall development and upbringing.
1) Types of Instructional materials
„ a) Concreteobjects - Includes objects from nature
b) Representations of concrete objects and phenomena Includes three-dimensional materials (castings, globes, and
experimental models), two-dimensional materials (charts,
pictures, photographs, maps, diagrams, and drawings), and
Dr. Ma. Corazon B. Sigua and Prof. Celia M. llanan
P ro fe ssio n a l Ed ucatio n
audiovisual materials (motion pictures, film clips, filmstrips,
slide sequences, transparencies, records and tape record­
ings, and radio and television broadcasts).
c) Descriptions of such objects and phenomena - includes
scientific, scholarly, reference, and methodological teaching
aids, as well as textbooks, books of problems and exercises,
books for recording scientific observations, laboratory
manuals, manuals for production training, and programmed
textbooks
2) Principles in the Selection and Utilization of Instructional Media
a) Motivation
b) Individual differences
c) Learning objectives
d) Organization of content
e) Preparation for learning
f) Participation
g) Feedback
h) Reinforcement
i) Practice
j) Repetition
ty Application
E. Determining Evaluation instrument
■ Any of the means by which one obtains information on the progress of the
learner and the effectiveness of instruction
IV. LESSON PLAN
■ A daily plan
' Setsforth the proposed program or instructional activities foreach day■ Is the Instructor’s road map of what students need to leam and how it will
be done effective during the class time
Dr. Ma. Cohoon 8. Sigui and Prof?Celia M. Uanan
P rin cip les an d S tra teg ies o f'T e a c lu n j1,
Components
1
Hunter
1. Review
2. Anticipatory
set
3. Objective
4.- Input
5. Modeling
6. Check for
understanding
7. Guided prac­
tice
8. Independent
practice
Gagne
1. Gain attention
2. Inform ieamer
of objective
3. Recall prior
knowledge
4. Present the
, stimulus
. material
5. Provide learn­
ing guidance
Slavin
, Good&Brophy
1. State learning 1. Review
objectives.
2. Review
prerequisites
3. Present new
material
2. Development
4. Conduct
learning
probes
3. Assess
6.
Elicit perfor­
mance
7. Provide
feedback
8. Assess
performance
•
9. Ensure reten;
tion & transfer
•
5. Provide
independent
practice
6. Assess
performance
& provide .
feedback
7. Provide prac#ce&review
* *
4. Seatwork
S. Accountability
6.* Homework
7. Special.
reviews
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P rin cip le s and Stra te g ies o f T eaching
V. CLASSROOM MANAGEMENT
• •
*
Classroom management is an integral part of teaching and techniques of managing
students must be delivered skillfully by the teacher;The teacher's personality, philosophy
and teaching style will directly affect his or her managerial and disciplinary approach.
Following are approaches grounded m research and are applicable in the classroom.
They are distinct from each other yetshare common features. All are based on a mixture
of psychology, classroom experience and common sense. All blend elements of preven­
tion with techniques for intervention (Omstein, 1990).
A. Approaches to Classroom Management
1) Assertive Approach
» Based on Lee and Martens Canter's model of discipline in which
teachers insist on responsible behavior by their students
• Expects teachers to specify rules of behavior and consequences
for disobeying them and to communicate these rules and con­
sequences dearly
» Assumes that classroom management liberate students because
it allows them to develop their best traits, skills and abilities, and
provides them with psychological security in the classroom and
an effective learning environment
2) Business-AcademicApproach
• Developed by Evertson and Emmer, emphasizes the organization
and management of students as they engage In academic work
• Involves a high degree of'time on task* and'academic engaged
time* for students. The idea is that when students are working
on their tasks there is little opportunity for discipline problems
to arise.
3) Behavioral Modification Approach
■» Rooted in the classic work of James Watson and the more recent
work of B.F. Skinner
» It involves a variety of techniques’ and method ranging from simple
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P ro fe ssio n a l E d ucatio n
fewards to slaborate reinforcement training.
Assumes that behavior Is shaped by the environment and pay
little attention to the causes of problems
4) Group Managerial Approach
m Based on Jacob Kounin's research
- » Emphasizes the importance of responding immediately to group
' students behavior that might be inappropriate or undesirable In
order to prevent problems rather than having to deal with them '
after they emerge
«* If the misbehavior is not noticed, is ignored, or is allowed tc
continue for too long, It may create a ‘ ripple effect*
5) Group Guidance Approach
» Based on the works of Fritz Redl
m Focuses on manipulating the surface behavior of the students
on a group basis
■» Discipline and olassroom control are produced through group
atmosphere and enhanced group support
6) Acceptance Approach
m Rooted in humanistic psychology
» Mahtains that every person has a prime need of acceptance
• Also based on the democratic model of teaching in which the
teacher provides leadership by establishing roles and conse­
quences but at the same time allows students to participate in
decisions and to make choices
7) Success Approach
•» Rooted In humanistic psychology and democratic model of
leaching
» . Deals with general psychological and social conditions. Teacher
should not excuse bad behavior on the part of the student They
need to change whatever negative classroom condition exists
and improve conditions that will lead to student success.
••
Or. Ma. Corazon R. S igua and Prof. Celia M. Ilanan
P ro fe ssio n a l E d u catio n
B. Management Routine
Routine is simply a set of procedure tor handling both daily occurrences and
minor interruptions of instructions
1) ADVANTAGES
a) Students will have more opportunity to learn and achieve
more.
b) Teachers can devote more time for quality instruction.
2) EXAMPLE
a) Checking of attendance
b) Distribution of Materials
c) Submission of test papers
d) Coming in and going out of the classroom
e) Payment of fees
C. Management of Time
The quantity and quality of academic instructional and engaged time affect
student performance. Time in school can be divided into 4 categories relating to
academic work (Omstein 1990).
1) Mandated time - the number of days and hours in the school calen­
dar specified by the state and school laws.
2) Allocated time - the portion of time in school allocated to different
subjects and other activities in academic and non-academic areas
3) Academic Instructional time - the time the-teacher actually spends
in class giving instruction through various means In particular sub­
jects and skills
4) Academic-engaged time - the time the students spend in performing
academic work
Or. Ma. Corazon B. Sigua and Prof. C flia M. Il.in.-in
P r in c ip le s a n d S tra te g ic s o f T e a c h in g
PART II - ANALYZING TEST ITEMS
D irections: Read and analyze each item and select the correct option that answers
each question. Analyze the items using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet.
. 1 . To ensure that the lesson will go on smoothly, Teacher A listed down the steps she
will undertake together with those of her students'. This practice relates to
A. Teaching style
C. Teaching strategy
B. Teaching method
D. Teaching technique
I
Hie correct option is B because teaching method consists of steps which are logi- |
cally arranged aimed at achieving the specific aims of instruction.
I
2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day.
However, the chemicals are insufficient. What method may then be used?
A. Project
C. Lecture
B. Laboratory
D. Demonstration
_
The correct option Is D because the insufficiency of chemicals to use dictates that
the teacher performs the experiment while the rest of the class observes.
3. Teacher C gives the class specific topicas assignment which they have to research
and pass the following day. However, the students could not find any information
about it. What method should Teacher C use to teach the assignment?
A. Project method
C Lecture method
D. Demonstration method
B. Discovery approach
The correct option is C because lecture method is effective when the lecturer or
teacher has the information or materials which students do not have.
4.. Pictures, models and the Hke arouse students' interest on the day's topic. In what
part of the lesson should the given materials be presented?
A. Initiating activities
C. Evaluation activities
B. Culminating activities
D. -Developmental activities .
PNU LET Reviewer M f K t
P r in c ip le ^ ln d S tr s ^
The correct option is A because instructional materials like picture Is used to
motivate the students. This takes place at the start of the lesson, i.e., during the
Initiating activities.
•
5. In Bloom's taxonomy of educational objectives, the.domains are stated from lowes
to highest level. Which of ttie following objectives belongs to the lowest level?'
A. To identify the characters in the story.
B. To differentiate active from passive voice.
C. To give the available resources that could be recycled to useful things.
D. To explain the procedure in changing improper fraction to mixed number.
The correct option is A because identifying the characters in the story requires
simple recall of information from the text read; a characteristic of information in
the knowledge level which is the lowest level in Bloom's taxonomy.
6. The class of IV - KaHkasan is tasked to analyze the present population of the dif­
ferent cities and municipalities of the National Capital Region for the last fiveyears.
How can they best present their analysis?
A. By means of a tableC. By means of a graph
B. By looking for a patternD. By guessing and checking
7. There are several reasons why problem-solving is taught in Math. Which is the
LEAST Important?
A. It is the main goal for the study of Math.
B. It provides the content in which concepts and skills are learned and applied.
C. It provides an opportunity to develop critical and analytical thinking.
0. It provides pupils an opportunity to relate Math with the real world.
8. Teacher D teaches in a remote high school where newspapers are deRvered irreg­
ularly. Knowing the importance of keeping the students aware of current affairs,
what is probably the best way to keep the students updated?
A. Gather back Issues of newspapers and let pupils compile them.
B. Urge the pupils to listento stories circulating In the community.
C. Encourage the pupils to listen to daily broadcast from a transistor radio.
D. The teacher should try-all available means to get the newspaper delivered to
the school. '
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■P ro fessio n al Education
9.. Devices can make a lecture more understandable and meaningful. What is the
most important thing a teacher should consider In the selection and utilization of
• instructional materials?
A. Objectives of the lesson
B. Availability of instructional materials
.
. C. Attractiveness of instructional materials
D. Degree of interest on the partof the students
10. Teacher E asks student A to identify and analyze events, ideas or objects in order
to state their similarities and differences. In which part of the lesson does said
activity take place?
A. Preparation
C. Application
B. Generalization
D. Comparison & abstraction
11. Which part of the lesson is involved in the giving of situation or activities based on
the concepts teamed?
A. Preparation
C. Application
B. Generalization
D. Comparison & abstraction
12. Teacher F wants the class to find out the effect of heat on matter. Which method
will help him accomplish his objective?
' A. Project method
C. Problem method
Laboratory method
0. Expository method
13jn Math, Teacher Gpresents various examplesof plane figures to her class.Afterwards,
she asks the students to give the defWtion of each. VVhat method did she use?
A. Inductive
C. Deductive
B. Laboratory
D. Expository
14. Teaching Tinikilng to l-Mallksi becomes possible through the use of
A. Inductive method
C. Demonstration method
B. Expository method
D. Laboratory rneflwd
15. What is the implication of using a method that focuses on the vdiy rather than
the how?
A. There is best method.
B. A typical one wiH be good for any subject.
C. These methods should be standardized for different subjects..
______
D. Teaching methbds should favor inquiry and problem solving.
Dr. Ma. Corazon B. Sigua andlProf. Celia M. flanan
P ro fessio n al Education
16 . When using problem solving method, the teacher can
A. set up the problem
B. test the conclusion
C. propose ways of obtaining the needed data
D. help the learners define what is It to be solved
17. Which of the following characterizes a well-motivated lesson? ..
A. The class is quiet.
B. The children have something to do.
C. The teacher can leave the pupils to attend to some activities.
D. There are varied procedures and activities undertaken by the pupils.
1Steamers must be developed not only In the cognitive, psychomotor but also in the
affective aspect. Why is development of the latter also important? .
A. it helps them develop a sound value system.
J B. Their actions are dominated by their feelings.
C. It helps them develop an adequate knowledge of good actions.
0. Awareness of the consequences of their action is sharpened.
19. Which of the following attributes characterizes a learner who is yet to develop the
concept?
A.‘ The Ieamer can identify the attributes of the concept.
B. The Ieamer can summarize the ideas shared about the concept.
C. The Ieamer can distinguish examples from non-examples.
D. The Ieamer gets a failing grade in the test given after the concept has been
discussed.
20. The strategy of teaching which makes use of the old concept of “each-one-teachone' of the sixty's Is similar to
A. peerleaming
C.
partner teaming
B. independent teaming
D.
cooperative learning
21. Which part of the lesson does the learnerglvea synthesis of the things learned?
A. Motivation
E&luation
B. Application
D.
Generalization
Dr. Mb. Corazoti B. Si»;u.i aiiii Prof. CeJia JVf»JUnah
P rin c ip le s am i S i r a r e lic s o f T eaching
22. Educational objectives are arranged from simple to complex. Why is this?
A. Each level is built upon and assumes acquisition of skills from the previous
level.
B. Objectives are broad and value-laden statements that lead to the philosophy
of education.
C. Be idealistic and ambitious to begin with grandiose scheme for using taxon­
omy in all levels.
D. These are guidelines to be taught and learned where teachers and students
evaluate learning.
23. Which of the following is NOT true?
A. Lesson plan should be in constant state of revision.
B.. A good daily lesson plan ensures a better discussion.
C. Students should never see a teacher using a lesson plan.
0. AHteachers regardless of their experience should have daily lesson plan.
■24. in Music, Teacher I wants to teach the class how to play the piano in the Key ol C.
Which of the following should be his objective?
A. To play the piano in the key of Cchords
B. To improve playing the piano in the key of C
C. To interpret property the chords of Key of C in the piano
0. To exhibit excellent playing of piano in the key of C
25. When using instructional material, what should the teacher primarily consider?
A. The material must be new and skillfully made.
B. It must be suited to the lesson objective.
C. The material must stimulate and maintain students' interest.
D. It must be updated aid relevant to Filipino setting. .
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P rin cip le s an d S tra te g ie s o f T each in g
T
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
1. Student A wishes to write a lesson plan. Which question should s/he asks herself/
himself first?
A. What materials will I need?
B. How will I get things started?
C. What do I want to accomplish?
D. What exercises will I give my students?
2. Which of the following characterizes best an effective classroom manager? One
who is friendly yet • ■
A rigid
C. business-like
6. demanding
D. buddy-buddy
3. Which of the classroom activities below is effective?
_A_ The concept learned is applicable to daily life.
B. The technfyues and approaches used are varied.
C. The variety of instructional materials used Is evident.
D. The laughter and er^oyment of students are contagious.
4. When is praise effective? When it
A ;. describes students present accomplishments
B. shows spontaneity, variety and other signs of credibility
C. focuses students attention on their own task relevant behavior
0. provides information to students about their competence and the value of
their accomplishments .
5. .Which of the following is a divergent questiqri?
A. How is water purified? .
B. What are the parts of a sentence?
C. What is the most populated country in Asia?
0. What is the formula in getting the weight of an object?
PNU LET Reviewer
P ro fe s sio n a l E d u catio n
6. Whichof the following reading’skill'belongs to a higher level?
A. drawing conclusion
C. following directions
B. stating the main idea '
D. noting specific details
7. Which of the following questions is classified as low level?
• A. What is Science?
B. How is city differentiated from a province?
C. If given the chance to become a government official, what reform/s will you
advocate? Why?
D. Who among the Filipino heroes and heroines do you like best? Explain.
8. Why does the teacher have to plan the day's activities?
A. This is expected by pupils.
B. This is required of a teacher.
C. The ability of the teacher is
D. The accompfehment of the objectives Is dependent on the plan.
9. Which of the following should the teacher use to start the class discussion?
A. Narrow question
C. Memory question
B. Convergent question
0. Divergent question10. What of the following characterizes best a well-managed class? When learners
A. are controlled by the teacher
B. blindly obey teachers'instructions
C. pursue their task without inhibition
D. are engaged in an activity that leads them to realize the set goal
11. Which of the following belongs to a Iower-order thinking skills?
A. Teaching for meaning
B. Encouraging creativity
C. AsWng convergent questions
£ . Making the students aware of their mental processes
12. When should Teacher Mundertake the task of setting up routine activities?
A. Every homeroom period
•
_B. On the very flrstday of school
C. -Every day at the start of the session
D. As soon as the students have adjusted to their schedule •
Dr. Ma. Corazon B. Sigua
andProf. Celia M. jflanan
P ro fessio n al E d u catio n
13. Which of the following marks a conducive environment?
. A.Excessivepraise
C. Long assignments
B.Individual competition
D. Cooperative learning
• 14. Which of the following helps develop critical thinking?
A. 'Asking low-level questions • • ■
B. Blind obedience to authority
C. Asking convergent questions
D. Willingness to suspend judgment until sufficient evidence is presented
15. Teacher N wants to develop the comprehension skills of his pupils. How should his
questioning proceed?
I. literal
II. Interpretation
IH. Critical
IV. Integration
A I, II, ill, IV
C. I, II, IV, III.
. B. I. Ill, II, IV
D. IV, III, 11,1
16. Which of the following counters the teacher's role as facilitator of learning?
A^ Does more talk than learners
IT Does less talk compared to learners '
C. Makes use of interactive teaching strategies
0. Caters to multiple intelligences in the classroom
17. Which of the following practices violates the guidelines in asking questions?
A. Avoid cognitive memory questions
B. Call on pupils before asking the questions
C. Use probing questions to follow up incomplete answers .
D. Sequence questions so that higher level questions build on the answers to
tower level questions
18. Which of the following shows cooperation?
A. Doing all the work alone
B. Letting others copy from you C. Collaborating with others the group
0. Allowing others to dominate in the decision-making
19. Which of the following violates good discipline?
•
A. Practice
B. Attention
.
C. Modeling
D. Punishment
Dr. Ma. Cora/.on B. Sigua and Prof". Celia M. Hanan
P rin cip les an d Stra tegies o f T eaching
20. Asking a series of questions to a student is a violatidh of which technique in ques­
tioning?
k _ Wait time
C. Redirection
B. Prompting questions
D. Probing questions
21. Which of the following should Teacher 0 practice more if he wants tp give his
students the opportunity to think critically?
A. Provide questions witfi dues
J j, Give questions that require analysis
C. Give questions that deviate from the main topic
D. AKow the children to ask questions during class discussion
22. Which guideline In asking questions must Teacher P use to develop reflective
thought and critical thinking among her learners?
A. Probing
C. Wait time
ET Prompting
D. Redirection
23. Whfch of the following practices Is an effective way to start a lesson?
A. Checking the attendance
B. Scolding someone who was iate
C. Evaluating the work done the previous day
D. Reminding the pupils of standards of listening
24. Which of the following routines is the best way to start a class?
A. Ringing the be!
B. Greeting each other
C. Making the children line up
D. Asking the children to clean the room
25. What Is the most effective way to distribute papers/materials in class?
A. Give pupils papers one by one.
0. Let pupils come to the teacher one by one.
C. Ask a leader pupil todistribute the papers.
. D. Instruct pupils to “Get one and pass'.
PNU L E T Reviewer W
ffi
C u rricu lu m D evelo p m e n t
Curriculum
. Prepared by:
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
Competencies:
1. Apply approaches to
curriculum development
2. Align curriculum
components to instruction
and assessment
3. Distinguish the roles of
stakeholders in the delivery
of the curriculum
68
P.NU LET Reviewer
P ro fessio n al E d u catio n
PART I - CONTENT UPDATE
C urriculum : C oncepts, Nature and Purposes
1. FUNDAMENTAL CONCEPTS IN CURRICULUM
•
■
•
•
.
Curriculum as a cumulative tradition of organized knowledge
Curriculum as an experience
Curriculum as an instructional plan
Curriculum as an instructional outcome
.'
Levels of Curriculum
• societal level of curriculum - the farthest from the learners since this is
where the public stakeholders (politicians, special interest groups, admin­
istrators, professional specialists) participate in Identifying the goals, the
topics to be studied, time to be spent in teaching/learning, and materials
to aid instruction:
• institutional level of curriculum - refers to the curriculum derived from the
societal level, with modification by local educators or lay people; often or­
ganized according to subjects and includes topics ami themes to be stud­
ied; may also include standards, philosophies, lesson plans, and teaching
guides.
• instructional level of curriculum - refers to how teachers use the curriculum
developed in the societal level and modified in the institutional level, or what
authorities have determined; involves the teachers' Instructional strategies,
styles and materials used.
• experiential level of curriculum - the curriculum perceived and experiencari
byeachstudentandmay, therefore, vary among learners because of Indi­
vidual differences.
* •
■ Includes both curriculum processes (procedures in creating, using and
evaluating the curricula) and curriculum product or projects, resulting from
curriculum development processes; includes curriculum guides, courses
Or. Ma. Corazon B. Sigua and Prof. Bert J. Tujft
Pro fessio n al E d u catio n
of"Study; syllabi, resource uriits and other document that deal with content
' of schooling.
II. FOUNDATIONS OF CURRICULUM
A. Psychological Foundation
Psychology is a unifying element of the learning process. It forms the basis for
the methods, materials and activities for learning and subsequently serves as
basis for many curriculum decisions.
1. Edward Thorndike
2. Ivan Pavlov
3. Burrhus Frederic
Skinner
1. Jean Piaget
2. John Dewey
3. Jerome Bruner
1. Abraham Maslow
2. Carl Rogers
3. Louis Raths
Behaviorism and Curriculum
• curriculum should be organized so students experience success in mastering
the subject matter
■ highly prescriptive and diagnostic in approach
• rely on step-by-step procedure, structured methods of learning
' • for students who have difficulty learning, curriculum and instruction can
be broken down into small units with appropriate sequencing of taste aid
reinforcement of desired behavior
Cognition and Curriculum
• the cognitive approach constitutes a logical method for organizing and in- •
terpreting learning
'
• the approach is rooted in the’tradition of subject matter .
*
•
%
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
C u rricu lu m D evelopm ent
. • educators have been trained in cognitive approaches aril they have better
• understanding of them
Phenomenology and Curriculum .
■ phenomenologists view the indMdual in relation to the field of which he or
sheoperates
.
• different things to different people
.
• phenomenologists attempt to rescue learning theory from the narrow.and
rigid behaviorists and from overstress on cognitive processes
• the raw data of personal experiences are vital to understanding learning
B. Philosophical Foundation
Philosophy is an important foundations of curriculum because philosophy advo­
cated or reflected by a particular school and its officials influences its goals or
aims and content as well as the organization of its curricutum.
Traditional
Focus 1 - Intellectual Development
- certain subjects train the mind
- liberal arts and science build intel­
lectual power
- ready made experiences by written
and spoken words
- education conceived as instruction
Progressive
development
- liberal arts, sciences and practical
arts develop the whole individual
- acting, acquiring meaning and
problem-solving .
- education conceive as creative
self-learning
PNU LET RevleVver
69
C u rricu lu m D ev e lo p m e n t
Focus 2 - Functioning Citizen
- intellectual development makes for
good citizenship
- knowledge and discipline prepare .
- development of godd morals and
useful skills
- direct experience in democratic living
Focus 3 - learners as Individuals In our society
- follow traditional modes of learning
- develop own learning modes within
with prepared curriculum
a flexible curriculum
- segregation of learner as undemo­
- homogenous grouping and special
grouping
cratic
- educated to non conformity, indi­
- educated rigorously to accept roles
viduality, creativeness
in society
Focus 4 - Learners as actual/potential workers
- vocational education follows liberal
- vocational and liberal education
hand h hand
arts
Focus 5 - Characteristics of curriculum
- fixed, absolute
- relative
- subject as important for immediate
- subject matter as important and
taught fa future use
use
Curriculum
Philosophy
Idealism
Realism
70
• upholds goodness and (ruths
• religious and values oriented
• concerned with world of ideas and things fixed within
established subject matter
• theory and principles before application
• includes only the essential
■ emphasized reality of things
PMU LET Reviewer
P ro fe ssio n a l E d u catio n
Pragmatism
Existentialism
Perennialism
Essentiallsm
Progressivism
Reconstructionism
• emphasis on how to think rather than what to think
• emphasis on development of insights, understanding and
skills acquired in creative, reflective, critical thinking
• child-centered
• utilitarian, subject matter taught naturally
• subject matter for stimulating exploration and practical
action
• main concern is to free the child to do his own thing
• frees learners to choose what to learn and believe
• no course guides and content outlines
■ learners sets own identities and standards
• fixed, because the ‘ends' of education are absolute and
universal
• liberal arts and science drawn from human wisdom and
classical sources
• taught subject in customary, separate form rather than
combined
• eliminate “extras" and "frills* (music)
■ essential skis (3Rs) (English, Science, History, Math &
Foreign Language)
• educate the competent person
■ based on students Interest
■ involves the application of human problems & affairs
• Interdisciplinary subiect matter, activities and projects
* put curriculum as a means In remaking society and rebuild­
ing culture
■ curriculum should be a catalyst of change
• aims to lead pupils to rational discussions and contract
analysis of Issues .
Dr. Ma. Corazon B'. Sigua and Prof. Bert J. Tugi
P ro fe s sio n a l E d u catio n
C. Socio-Cultural
•
Curriculum discussion should consider the social setting especially the re­
lationship between the schools and society and its influence on curriculum
decisions. Social astuteness is essential for curriculum planners and de­
velopers today. Curriculum decision takes place in a complex social setting
through demands that are imposed by society and that filter down to schools
a.
b.
c.
d.
Influence of Society and Culture
inhibit change through traditions
rate and direction of change
correspond to societal changes
apply pressure through societal demands
Societal Changes
a. science and technology
b. Improved communication
c. change family roles
d. population explosions
a social mobility
f. value crisis
g. subject matter related ta events
h. facilities/materials product of technology
j. active participation of stakeholders
j. accountability
'
D. Historical Foundations
The historical foundation of curriculum reflects the educational focus preva­
lent during a particular period or event in Philippine history. This focus could
be made basis or model for curriculum development of recent years
Dr. Ma. Corazon B. Sigua and Prof. Bert J. Tuga
C u rricu lu m D evelo pm en t
Differences in Educationduring the Various Historical Eras
I Period
Pre-Hispanic
Era
Spanish
Era
Goal
Integration
of individuals
Mo the tribe
Spread of
Christianity
Focus
Customs
and tradi­
tions
Religion
Course o f
Study
Method
Oral Immer­ None.
sion
Catechetical
instruction;
use of
corporal
punishment
rote memori­
zation
Academic Democratic;
Ameri­ Spread of
Englishas
can Era democracy English
Language mediumof
and Litera­ Instruction
i
ture
Japa­
Spread of the Principles Rote memo­
nese Era tew Asian of the New rization; use
of threat and
Order
Ordeir
punishment
Not
prescribed;
flexible; not
centralized
General
Characteristics
Not formal; communitybased; noeducational
svstem
Nograde level; churchbased; no educational
system
Prescribed;
uniform;
centralized
Formal; structured; exis­
tence of aneducational
system
Preserved;
uniform;
centralized
Propaganda tool;
repressive!? anti-Ameri­
can and anti-British; mitary-backed existence of
aneducational system
Adapted bom Curriculum Development. Philippine Setting, A. Bago 2001 p79
III. TYPES AND PATTERNS OF CURRICULUM
A. Sublect-Centered Curriculum
The subject centered curriculum designs are the most popular and widely
used curriculum designs. Knowledge and content are integral parts of the
curriculum. Teacher has full control of tfie curriculum.
PNU LET Reviewer
71
C u rric u lu m D e v e lo p m e n t
1. Separate Subject Design
.
Strengths
- the oldest and best known curriculum design- based on the concept of knowledge
- is organized by tbe disciplines on scholarly fields of specialized Inquiry
- emphasis on verbal activity, the teacher having the active role
- easy to deliver because complementary materials are readily available
- corresponds to textbook treatment and how teachers are trained as sub­
ject specialists
Limitations
- Isolates and compartmentalizes knowledge
- overemphasis on subject matter resulted in a curriculum that is too tech­
nical and toe specialized
- Inappropriate for a large number of students
- stresses content and neglect students reeds, interests and experiences
- teachers tends to foster passivity for learning among the students
2. Correlated Design
Strengths
- an attempt to eliminate the isolation and compartmentalization of sub­
jects without radically overhauling the subject design curriculum
- disciplines linked while keeping identities of each
Limitations
- will require the teachers to plan their lessons cooperatively
- most class schedules do not allow sufficient block of time for students to
meaningfully study correlated subjects,
3. Broadfield Design /
Strengths
t
• serves a response to society's demand for integration of knowledge a itf
more comprehensive models of knowledge
- dissolves the boundaries in ways that make the information meaningful
for the students
- knowledge will no longer be fragmented or linear but multidisciplinary
and multidimensional
72
PNU LET Reviewer
P ro fe s sio n a l E d u catio n
Limitations
- the issue of breadth versus depth
4. Process Design
Strengths
- the numerous curricula for teaching critical thinking exemplify this pro­
cedural design
- learning how to learn design
B. Learner-Centered Design
The students are the center or focus of the program. These designs are found
more frequently at the elementary school level where teachers tend to stress
. the development of the whole child.
1. Child-CenteredDesign
-
students are actively involved in their environment
‘custom made’ on students lives, needs and interests
children would attain self-realization through social participation
emphasis on the child displaced the emphasis on subject-matter
2. Experienced-Centered Design
- curriculum cannot be pre-planned, that everything had to be done “on
the spot’
- heavy emphasis on learners interests and felt needs
- curriculum would be ever changing in addressing the needs of students
C. Problem-Centered Designs
Problem centered designs are organized to reinforce cultural traditions and also
address those community and societal needs that are cpentjy unmet The
major concern Is with genuine life problems, and the need to adjust or-cater to
the concerns and situation of learners
1. Life Situation Design .
Strengths
•
- focus on the^roblem solving procedures-for learning
Dr. M a. Corazon B . Sigua and Prof. B ert J . Tuga
'
P ro fe ssio n a l E d u catio n
content is organized in ways to allow students to clearly view problem
areas
- utilizes past and current experiences of learners as a means of making
' them analyze the basic areas of living
- lining of subject matter to real situations increased the relevance of the
curriculum
Limitations
- ability to determine the scope and sequence of the essential areas of
living
- tends to indoctrinate youth into the existing condition
- many teachers are not comfortable with it because it departs from cur­
ricular tradition maintained by colleges and universities
2. Core Design
- sometimes called “social function"
- aims at creating a universal sense of inquiry, discuss and understanding
among learners of different background
- centers on general education and is based on problems arising out of
common human activities
- variations of core design
a) subject matter core would be classified as subject centered design
b) areas of living core rooted in the progressive education tradition
- it unifies content, present subject matter relevant to the learners and
encourages active processing of information
C urriculum Approaches
Several curriculum approaches reflect the developers’ view of reality, philosdphy, history, psychology, social issues and the domain of knowledge among others. .
An approach expresses a viewpoint about the development and design of curriculums. .
It can be viewed from a technical and non technical or scientific and non-scientific per­
spective Pago, 2001). •
Dr. Ma. Corazun B. Sigua ind Prof. Bert J. Tuga
C u rric u lu m D evelopm ent
A.
Technical-Scientific Approach
It reflects the traditional view on-education and formal methods of schooling.
The technical-scientific approach views curriculum development as something
similar to engineering and architecture which use instruments.and empirical
methods in preparing blueprints.
1. Behavioral-Rational Approach
- oldest and still the most preferred aooroach
- it is a means -end approach which is logical and prescriptive
Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler's
Rationale.
Four Fundamental Principles
1. What educational purpose should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these .
purposes?
•
3. How can these education experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
Flowchart of Taba's (1962) Seven Stages
of Curriculum D evelopm ent
Organization
of content
CURRICULUM 4 "
Determination
of what and
how to evaluate
4
-
Organization A
of learning
experiences
4r
PNU L F t
i
Selection
of'learning
experience*
ms
Curri'culuai D ev e lo p m e n t
2: Systems - Managerial Approach
- considers the interconnected elements of inputs/throughputs (process)
and output that comprise the educational system
- emphasizes th§ managerial/ leadership and supervisory aspects Of cur­
riculum especially in the implementation and organization process
- a cyclic process ;
3. Intellectual-Academic Approach
- emphasizes the importance of theories and principles in curriculum plan­
ning
, ,
*
- Because of the cognitive demands of the approach, it overwhelms many
beginning students who usually lack sufficient philosophical and theoret­
ical insights on the subject.
A. Mon- Technical/ Non - Scientific Approach
1. Humanistic -Aesthetic Approach ■
- promotes the liberation of learners from authoritarian teachers
- encourages group learning activities which promote cooperation rather
than Individual competition
- emphasis on how to team, not on what to learn
2. Reconceptuallst Approach
- reflects the existentialist orientation
- purpose of education Is to emancipate society from traditional, outmoded
orders through Individual free choice
- emphasize learning experiences that develop.personal self-expression
.3. RepOnstructfonisnr .
- considers the school as an agent of change, an institution of social re­
form
- emphasizes cultural pluralism, internationalism and pluralism which are
beyond individual concerns,
.
P ro fessio n al E d u catio n
IV. ROLE OF STAKEHOLDERS IN CURRICULUM DEVELOPMENT
• Include individuals or groups who directly or indirectly influence and make important
contributions to the curriculum
• May be categorized as communitv-frasfld twhose influence on the curriculum is at
societal or institutional Idvels) or school-based (whose contributions to the curricu­
lum are either oh ttie institutional level; Ihistnx^cmal level, or experiential level)
A School-based
>
Learners
- the stakeholders of the curriculum, whose needs and abilities are the
basis of curriculum content solution and whose achievement level mea­
sures the effectiveness of the curriculum
> Teachers
- establish direction and Implementation of a particular program
- select content to be given emphasis
- assist/ contribute in the preparation of the scope and sequence of the
program
- attend to the pedagogical concerns such that they modify the curriculum
to suit the needs of the teamens help in evaluating the effectiveness of
the curriculum
>
School administrators
-
supervise curriculum implementations.
select, recruit and hire qualified teachers
admltstudents
take charge jp the procurement of school equipment and instructional
materials needed for the effective delivery of instruction
a Communltv-based
>
>
Parents
- support and participate in parent-school organizations where prjprities
for the cunicuiunf are set
Publishers
.
,
■ - 'provide/ develop instructional materials based on the prescribedcurriculum
Dr. M a. C orazon B. Sigua and Prof. Bert J. Tuga
P ro fessio n al E d ucatio n
>
Law makers/government officials
- authorize school budget
^
•
- enact legislation to effect curriculum change or improvement
- issue guidelines in designing and implementing curriculum
> Community-at-large
- often dictates the purpose, goals and content of school curricula
-.recommend directions and Ranges in the curriculum
V. CURRICULUM PROCESS
A.
Curriculum Planning
1. Determinants for Curriculum Planning
the consumer of education
ty to progress economically must progress
c) ^Krtov^edgij - set up an environment which will challenge all stuBwts to master knowledge
2. Needs Assessment
m ib ^ s m ie n t Is completed to Identify the strengths and weaknessesof
tfid s tln g cunlculumsttuatlons and tcfcprovlde dfrections fortheirlrryrove^ l | ^ l t is a ^steniatic exploration of the way thfrigTarelind the way they
3.
Jprmutertlnfl Sods
Go^s are Statement^ of endpoints or outcomes of educatfon - statement of
purposes. By analyzing school goals, we can determine the scopeoffts entire
defined as desirable by a given
shape tbe goals of educatfon in that society
Dr. Ma. Corazon B . Sigua anil Prof. Bert J. Tuga
•
C u rric u lu m D evelo pm ent
e) fend of Knowledge - huingn knowledge that has been jfcrafnul#
6 Jd and organfced tor universal useand should be taken Into aefcouot
in shaping the goals.
Levels of Goals
a) Institutional Goals
b) School Level or Department Goals
c) Program or Curricular Goals
d) Classroom or Institutional Level
B. CurrtcuiumOeslgnlng (Curriculum Organization)
C^rffeuliiw desfgn is concerned with the nature and arrangement of the %
b^fcBm ciilar parts. (Also called components or elements).
The Components of Design
Adapted from Exploring the Curriculum
H.H. Wes 1942p2
PNU L E T Reviewer m
C u rricu lu m D evelo pm ent
1. Sources of Design
'•
a) Science - The scientific method provides meaninglor the curricu­
lum design.
b) Society-School should draw its ideas for the curriculum from the
analysiyof the social situation.
c) Eternal and Divine Sources - Designers should simply draw on the
pad for guidance as to what Is appropriate content
d) Knowledge-’What knowledge Is of most worth?"
ej Learner - Curriculum should be derived from what we know about
the learners, how he a she teams, forms attitudes, generates inter­
ests and develops values
2. Dimensions of Curriculum Designs (BASICS)
Basics - equitable distribution of content, time, experiences and
other elements of design
Articulation - interrelatedness of various aspects of the curriculum
(vertical and horizontal)
Scope - the breaths and depths of the curriculum
Integrations - refers to the linking of all types of knowledge and
experiences contained within the curriculum plan
Continuity - vertical repetition and recurring of the content
Sequence- provide continuous and cumulative teaming
Principles for Sequence
a) simple to complex
b) prerequisite learning
cj whole to part
d) chronological
3. Selection of the Curricular Elements .
1) Selection of Objectives
- should describe behavior
- stated analytically and specifically
[PNU L E T Reviewer
'
•
P ro fessio n al E d u c atio n
- developmental rather than terminal •
- SMART
- considers the 3 objective domains
2) Selection of Content
- -criteria for selecting content^
a ). V alidity-if It is authentic
b) Significance/ relevance - consistent with social realities,
e) Balance of breadths and depths - coverage
d) Leamability - adjustable to learner's a S ility 'T v ^ T
e) Appropriateness-parallel with ieamer needs and interest
f) Utility-useful on the performance of life activities
3) Selection of Learning Experiences
- criteria for selecting experiences
a) Appropriateness - should be appropriate and suitable
to the content, activities and level of development of the
learners
b) Variety - should include minds on, hands on, and authentic
learning experiences
c) Optimal value- should encourage the learners to continue
teaming on their own
d) Feasibility- in terms of human, physical and financial
resources
4. Grade Placement
- Involves allocation of content to definite grade capable of learning
- Considers such factors as: child's ability, difficulty of item, Importance of
content, maturation, mental age, experiential background
5. Time Allotment
•
- Refets to specification of definitetime for subject/course; amount of time
given to a subject
- Considers such factors as: importance of subject; child’s ability; grade
level average number of days/hours
Dr. M a. Corazcm B . Sigua and Prof. B ert J . Tuga
P ro fe s sio n a l E d u catio n
C. Curriculum Implementation '
Implementation is an interaction between those who have created the pro;
gramme and those who are charged to deliver it. According to Ornstein and
Hunkins (1998), implementation:
■ requires educators to shift from the current programme which they are
familiar with to the new or modified programme.
• Involves changes in the knowledge, actions and attitudes of people
• can be seen as a process of professional development and growth involv­
ing ongoing Interactions, feedback and assistance.
• is a process of clarification whereby Individuals and groups come to un­
derstand and practice a change in attitudes and behaviors; often involving
using new resources.
• involves change which requires effortand will produce a certain amount of
anxiety m i to minimize these, it is useful to organize implementation into
manageable events and.to set achievable goals.
• requires a supportive atmosphere in which there is trust and open commu­
nication between administrators, teachers educators, and where risk-taking
Is encouraged.
D. Curriculum Evaluation
• The process of delineating, obtaining and providing useful Information for
judging decision alternatives
• involves value judgment about the curriculum
• 'Did we do what we wanted to do?'
Types of Evaluation
1.
According to approach .
Humanistic vs Scientific
2.* According to scope
Evaluation of-Learning vs Program Evaluation
3.
According to tWng
Formattve vs Summative
Or. M a. Coraxon B . Sigut ind Prof. Bert J . Tuga
•
C u rric u lu m D e v elo p m e n t
Why Evaluate
•
1) Meet demands that current educational reforms have made
2) Provide directions, security, and feedbacks to all concerned
3) Determine appropriate and available resources, activities, content,
method or whether curriculum has coherence, balance, articula­
tion, scope, integration, continuity and sequence in order to meet
curriculum goals/ objectives
What areas in curriculum are qualified for evaluation?
1} mission statement (philosophy)
2) sequence (order)
3) continuity (without disruptions)
4) scope (depth/ variety of content)
5) articulation (how parts fit)
6) balance (quantitative and qualitative aspects of content)
7) coherence (relationships among different components)
E. Curriculum Improvement
-
Enriching, modifying certain aspects without changing fundamental con­
ceptions/elements/ structure
Levels of Operations for Improvement
1) Substitution - substituting a new book for the current series
2) Alternation - adding to instructional time
3) Variations-transferring a successful program
4) Restructuring-organizing teams for teacher and specialists
5) Value orientation change - shifting from routine instruction to com­
puter assisted instruction
Actions that Facilitate Curriculum Improvement
1) ‘ Change climate and woridng condition to encourage improvement
2) Maintain appropriate tempo
- '
3) Arrange for variety of activities
*
4) Bulk! evaluation procedure
PNU L E T Reviewer
77
C u rricu lu m .D e v elo p m e n t
F. Curriculum Change- Refers to the basic alteration in the structure and design of learning ex­
periences based on conceptions which may be at the school, district or
national le\fei
- To make different by shifting to new goals and means
Principles that Guide Change Process
1) People improve when they detect the desire of the stimulator to im­
prove himself.
2) Direction of improvement should be determined cooperatively.
3) People must identify and examine each others centrally held values.
4) People Improve through experience.
5) Divide time between contact individual and with group.
6) People's resistance to efforts of others constitutes major individual
differences.
7) Create a dimats of freedom.
8) Keep channels of communication open.
9) Use power with great care.
10) Operate on a limited number of fronts at a given time.
VII. CURRICULUM ALIGNMENT
Curriculum Alignment - alignment between curriculum and one or more of
the following elements, state standards, standardized test/state test, curriculum
embedded tests, student's assignments, lesson plans, textbooks and instruction
• Vertical Alignment - planning curriculum across the grade levels from
kindergarten through high school, building upon insbuction based upon
standards
• Horizontal Alignment - alignment of the curriculum being taught by
teachers in common grade level
Written Curriculum - specifies what Is to be taught ?nd is produced by the
state, the school system, the school and the classroom teacher
Taught Curriculum - what the teacher actually teach in tffe classroom .
78
PttU L E T Reviewer
P r o fe s sio n a l E d u catio n
ALIGNM ENT TR IA N G LE
Curricuhimlilangle
Tasted Curriculum - provides valuable feedback about each student’s under-
Benefits of Curriculum Alignment
1) Improves students test scores by making sure the Information a
teacher teaches in her classroom lines up with the Information cov­
ered on standardized test
2) Teachers can coflaborate together more effectively of they all have the '
same basic goal for their classrooms.
3) Helps a school or Individual teacher prove the students are learning
material that lines up with state standards.
4) Students can travel from school to school and still have the same
basic instruction.
•
5) Ensures an increased In the students academic performance.
Or. Ma. Corazon B . Sigua and Prof. B ert J . Tuga.
P r o fe s s io n a l E d u c a t io n
PART II - ANALYZING TEST ITEMS
' D ire ction s: Read and analyze each item and select the correct option that answers
each question. Analyze the items using the first 5 Items as your sample. Write only the
letter of your choice in your answer sheet.
1.
Which is NOT a provision for the development of each learner in a good curriculum?
A. Extensive arrangements are made for the educational diagnosis of Individual
learners.
B. Self-directed, Independent study is encouraged wherever possible and
advisable.
C. Self-motivation and self-evaluation are stimulated and emphasized through­
out the learning opportunities of the school.
D. The program provides a wide range of opportunities for individuals with same
abilities, needs, and interests.
Analysis:
Option D is CORRECT. Notice the word NOT in the question above. This entails that
the answer to the question Is a provision or activity which does not promote the
development of each learner. While option D mentions of a program which provides
a wide range of opportunities for individuals, it only focuses on Individuals with the
same level of abilities, needs and interest It fails to consider individual differences.
Option A Is INCORRECT. The provision of extensive educational diagnosis of learn­
ers will really help address the specific needs of children.
Options B and C are INCORRECT. Self-directed, independent study and self-mo­
tivation and evaluation highlight the ability of children to construct and direct, their
pwn learning. These enable them to develop their potentials to the fullest.
2.
-
Teacher Lily would like to take part in developing a subject-centered curriculum
•because she believes that all subjects in this type of curricuiuifi are geared towards
the holistic development of the learner, is her belief about the subject-centered
curriculum true?
- ■--
t ;
--------------------------in -------------IT 1 —
- ..........I- ■
Dr. Ma.*Cora7X>n B . Sigua and Prof. Bert J.T u g a
■ *-
--------------
*•
*--------------
-------
C u r r ic u lu m D e v e lo p m e n t
A. Yes, because the subject-centered curriculum focuses on the learners needs,
interests, and abilities.
•
8 . No, because itjs the experience-centered curriculum that emphasizes the
teaching of facts and knowledge for future use.
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 teaming the
knowledge component of a subject areas.
Analysis:
Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric­
ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men­
tal and moral development of learners. This is possible under an experience-centered curriculum.
Option B is INCORRECT. While it agrees to the premise that Teacher Lily's con­
ception about the subject-centered curriculum is not true, this option could not be
accepted because It presents conflicting information. It is' subject-centered curric­
ulum, not experience-centered cunriculum, which emphasizes the teaching of bets
end knowledge.
Option A and C are INCORRECT. The consideration of learners' needs, interests,
and abilities including cooperative practices in the classroom are seme of the im­
portant traits of experience-centered curriculum.
3. In the elementary level, English literature and Social studies relate well. While his­
tory is being studied, different literary pieces during the historical period is being
studied as well.What curriculum design is shown here?
A. Separate Subject design
C.
B. Correlation design
-D.
Analysis:
Option C is CORRECT. Subjects are related to one another but individual subject,
maintains its identity. In the question above, English literature and-social studies corP W L E T Reviewer
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C u r ric u lu m D e v e lo p m e n t
| relate well. The literary pieces being studied in English literature reflect the culture,
social activities even the problems and issues in each historical period.
Options A and B are INCORRECT. Both separate subject design and discipline
design are compartmentalized. They stress so much on cluster of topic, content and
academic disciplines. .
Option D is INCORRECT. Like correlation design, .broadfiejd design was made to
prevent compartmentalization of subjects. However, unite correlation design, broad
field considers wider integration of subjects that are fused into one subject. Thus,
| the identity of each subject combined is lost.
4. This phase of curriculum development involves decisions, among other things, on
grade placement and sequencing of content. Which phase is this?
A. Curriculum planning
C. Curriculum organization
B. Curriculum evaluation
0. Curriculum implementation
Analysis:
Option C Is CORRECT. Decisions on sequencing of content and grade placement
are done on the level of curriculum organization/design. In this level, the curriculum
developer determines the scope and sequence of content in each subject based on
the design of the curriculum.
Option A, C and D are INCORRECT. Planning involves, among others, diagnosis of
needs and social demands which will make up the goals/objectives of the curric­
ulum. This is done at the Initial phase of curriculum development process. Imple­
mentation is more concern on the actual delivery of the curriculum in the schools/
classrooms. This process is conducted after the content, grade placement, etc. had
been finalized. Evaluation is the terminal part of the curriculum development process
where the'efficiency, effectiveness, aria impact of the'curriculum are measured.
5. One example of this design of subject-centered curriculum is that which shows
social studies being combined with geography, civics and culture, and history to
■ comprise one subject area. Which design is this?
A. Correlated
C. Separate Subject
•B. Broadfletds
'
D. Core
K
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P r o fe s s io n a l E d u c a tio n
Analysis;
.
Option B Is CORRECT. Broadfield design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. Thus
geography, civics and culture, and history are fused into one subject-called social
studies. Eventually, the identity of each subject is lost. Broad field draws around
themes and integration.
Option A is INCORRECT. Correlated design relates the content of two subjects in
order to reduce fragmentation. However, the identity of each subject is maintained.
This is not the case in the question above.
Option C is INCORRECT. Separate subjects design is highly compartmentalized
and fragmented.
Option D is INCORRECT. Core design revolves around general education and the
problems are based on common human activities.
6.
Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identi­
fying related concepts in Math. Whatpattern of organizing subjects did Ms. Ortiz
consider?
A. Broadfield
C. Cere
B. Correlated
D. Separate Subject
7. Which design is easy to deliver because complementary books and materials are
commercially available?
A. Experience centered design
C. Process design
B. Problem design
D. Subject centered design
8. What refers to the matching between the curriculum and the test to be used to
assess the learners?
-A. Alignment
.
C. Articulation
B. Auditing
D. Delivery
9. Ms. Mateo, a History teacher considers the element of time in arranging the con-,
tent of her lessons in World History. What way of establishing sequence is given
■ emphasis by Ms. Mateo?
.
.
A. Simple to complex
C. Concrete to abstract
B. Part to whole
0. Chronological .
Dr. Ma. Cmnz.un B. Sigua and Prof. B ert j . Tuga
P ro fe ssio n a l Education
v s a B S K s s s s a & a s te s s a s s jB s s s s
10. Mr. Rivera, a new teacher believes that education is a process of development and
is life Itself; therefore, experience related to the child’s need and interest should
be given primary consideration. What educational philosophy is being exhibited by
Mr. Rivera?
A; Idealism
C. ProgressMsm
B. Reconstructionism
D. Realism
1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a
member of the school board has one ofthe following primary roles. Which one
is this? .
A. Support and participate in parent-school organization activities.
0 Authorize school expenditures for curriculum development, implementation
and evaluation.
a Enact legislations to effect curriculum improvement.
W&Recommend changes In curriculum.
12*!me schools in the 1“ District plan to adopt the reading program used in the 3"*
District What level of curriculum improvement is used?
A. Variation
C. Substitution
B. Value orientation
D. Restructuring
13. 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
C. Significance •
( f ) Continuity
D. Leamabillty
14. ine Filipino learners envisioned by the Department of Education in the light of the
K-12 Curriculum Is
A. Technologically literate or toQtsticaHy developed Filipino
B J Functionallyliterate or logtsflcaHy developed Filipino
.C. Scientifically Advanced and Values Oriented Filipino
‘ D. National Oriented and internationally Competitive Filipinos
. •
Dr. Ma. Corazon B . Sigua and Prof. Bert J . Tuga
s^
8Ba* W Bga' -
|IJ!
Curriculum Developmcni
............
m .BaeagaggaaMaKBgBaggaagggate
15. Teacher Dominguito believes that a new respect for the child is fundamental In cur' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl
of the child - the center of the educative process. To which approach in curriculum
does Teacher Dominguito adhere?
Learner-centered
C. Problem-centered
Subject-centered
D. Pragmatic
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
Captain in the school to solicit inputs for a new curriculum in Social Science which
highlights indigenous knowledge In the community. What is shown in this situa­
tion?
A. Community members as supporters of curriculum
0 } Community members as curriculum resources
C. Community members as managers of curriculum
0. Community members as beneficiaries of curriculum
17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu­
dents and not on the anticipated needs and interests. What type of curriculum does
teacher Bert adheres?
A. Subject-centered
C. Bqaerience-centered
B. Learner-centered
D? Culture-based
18. What type of curriculum divides the school day into different periods such as lan­
guage arts, social studies, science and health, arithmetic, etc.?
A. Correlated
C. Integrated
8 . Broad fields
D. Separate Suttfect
19. Which curriculum design element is taking place when Eduardo, a 4* year student
can connect the lessons he learned in a subject area to a related content in an­
other subject area?
A. Artculation .
C. Continuity
’
B. Balance
•
D. Integration
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C u r r ic u lu m D e v e lo p m e n t
20. The following curricular changes took place in what particular period? Restore
Grade VII, double'-single session was abolished and more textbooks were written
by Filipino authors.
A. American Period
- C. Japanese Occupation
B. Philippine Republic
D. New Society
21. This concept includes the sub-processes of curriculum planning, organization, im­
plementation and evaluation. Which concept is this?
A. Curriculumdevelopment
C. Curriculum management
IS. Curriculum assessment
D. Curriculum and instruction
22. If curriculum is the *means", what Is the "end'? •
A. Strategies
C. Technique
B. Instruction
D. Approaches
23. The curriculum used during this period in Philippine history terminated the use of
English as a medium of instruction. What period was this?
A. American
C. Commonwealth
B. Spanish
D. Japanese
24. Which of the following statements about the concept of curriculum is NOT quite
acceptable?
A. It refers to all Ihe experiences that both the school and the teacher provide
the students with.
B. It is the set of acquired knowledge, habits, and skills.
C. It consists of everything that goes within the school.
DL It Is a planned action for instruction.
25. What process is being undertaken by curriculum developers when they enrich, or
modify certain aspects of a particular program without changing Its fundamental
conceptions?
,
A. Curriculum improvementC. Curriculum, design
B. Curriculum changeD. Curriculum implementation
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P r o fe s s io n a l E d u c a t io n
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skftls by answering the items below. Write only
the letter of the best answer.
1. What design element establishes the vertical linkage from level to level to avoid
glaring gaps and wasteful overlaps?
^ Articulation
C. Scope
B. Balance
D. Sequence
2. What refers to the authenticity of the content selected by the curriculum developer?
A. Feasibility
C. Significance
B. Leamability.
0. Validity
3. What do we cal the allocation of content to a definite grade capable of learning?
A. Time allotment
C. Grade level
B. Grade placement
D. Maturity level
4. 'Which pattern of experience centered curriculum centers around the normal
activities of children and Is based on each child's needs, Interests and potentials?
A. Child centered
C. Social function
B. Activity
0. Specific competencies
5. Which curriculum development phase focuses on the change which will take place
in certain aspects of the curriculum without changing the fundamental conceptions?
A. Curriculumplanning
C. Curriculum improvement
B. Curriculumdesign
D. Curriculum evaluation
6. Which is not a component of curriculum designing?
A. Objective
.
C. Learning experiences
B. Leamtng content
D. Diagnosis of needs
7. Which type of curriculum design serves as a response to society's demand for in­
tegration of knowledge and enables the learner to see relationship among various
aspects?
.
A. Broadfield
C. Core
B. Correlated.
• .D. Separate subjects
Or. M a. Corazon B . Sigu a and Prof. B e n J . Tuga
P r o f e s s i o n a l E d u c a tio n
8.
Who controls the subject centered curriculu'm? ‘
A. LearnerC. Parent
B. Teacher
D. eacher and parent
9. To provide for individual differences in the classroom, how is curriculum designed?
A. Minimum learning competencies are included
B. Realistic and meaningful experiences are provided
C. Some degree of flexibility is provided
a Social skills are emphasized
1 0. To ensure success in curriculum development, which of the following specific ac­
tions should a curriculum leader avoid?
A. Work with people not over them.
B. Use your status frequently to establish discipline.
~C. Keep channels of communication open.
D. Show that you too desire to improve.
11. Which of the following is a reason for the continuous appraisal of the existing
curriculum in all levels?
A. New national policies in government
B. Changing needs and condition of society
C. Economic status of the people
D. Political trust of the country
12. Which of the following best defines curriculum development?
A. Hie total mental phenomena directly received at any given time.
. B. The planning of learning opportunities intended to bring about certain desired
changes in pupils and the assessment erf the extent to which these changes
have taken place.
C. A continuous cycle of activities in which all elements of curriculum are
considered.
D. Education is aiding each child te be socially creative individuals.
Or. M a. Coraxon B . Sigua and Prof. B u t J.T u g a
C t t r r ic u J a in D e v e lo p m e n t •
. 13. To build a sense of pride among Filipino.youth, which should be done in the cur­
riculum?
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 mythswith technical subjects.
D. Set aside the study of local tiistory.
14. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
A. Recommended Curriculum
Taught Curriculum
B. Written Curriculum
D. Supported Curriculum
15. Which statement about the subject-centered cuiriculum is NOT true?
,J k. There is a high level of cooperative interaction.
H . It covers much content in a short period of time.
C. The teacher has full control of the classroom activities.
D. The main task is mastery of learning.
16. Schools divide the school hours to different subjects such as reading, grammar,
literature, math, science, history and geography. What curriculum design is
____
referred here?
A. Problem-Centered
C. Subject-Centered
B. Learner-Centered
0. Culture-Based
17. Which is NOT a description of the learner-centered curriculum?
A. Emphasis is on the total growth and development of the learners
B. Controlled and cooperatively directed by learners, teachers and parents
C. Education is a means to develop socially creative individual
0: Emphasis upon facts and knowledge for future use
18. The K-12 curriculum is otherwise caSed as
A. 2002 Basic Education Curriculum
B. Revitalized Basic Education Curriculum
C. Enhanced Basic Education Curriculum
• 0. Extended Basic Education Curriculum
PNU L E T Reviewer
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C u r ric u iu n i D e v e lo p m e n t
19. What refers to an individual or group of individuals who have a direct and indirect
influence in curriculum development?
' • '
.
A. Stockholders
C. Promoters
B. Stakeholders
D. ^corporators
20. What' refers to the appropriateness of the content In the light of the particular
students who are to experience the curriculum?
A. Significance
C. Interest
B. Validity
Leamability
21. Which of the following statements is NOTacceptable?
A. Instruction is the actual engagement of learners in the planned learning
activities.
B. Curriculum determines what assessment should be done, and how to do it.
C. Instruction requires teachers to use a variety of action to accomplish a variety
. of functions.
j l Assessment establishes what is to be accomplished in teaching and learning.
22. Which characteristic of a good curriculum highSghts the psychological nature of
the learner?
A. Provisions are made for the smooth transition and continuing achievement
ofpupils.
B. Curriculum plans in areas which extend over several years are developed
vertically.
C. Classroom practices give attention to the maturity and learning problems of
each pupil.
0. Cooperative planning and teaching provide for exchange of information about
pupil's learning experiences.
23. Objectives must be evaluated in the light of practical considerations, including
teacher competence, availability of instructional materials, time allotment etc.
What characteristic of educational objective is defined by the aforementioned
statement?A. Comprehension
B. Attainability
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PNU L E T Reviewer
C. Consistency- .
0. feasibility'
P r o fe s s io n a l E d u c a t io n
24. ‘Knowledge is true if it is workable." What philosophical foundation supports this
statement?
’ ■
A. idealism
C. Pragmatism
6 . Realism
.
0. Essendalism .
25. As a member of the curriculum committee; your chief concern is to give the child
freedom to choose what to leam and believe, as you allow them to set their own
identities and standards. What philosophy will you consider?
A. Existentialism
C.
Idealsm
B. Realism
D. Pragmatism
Dr. M a. C orazon B . Siguaand Prof..Bert J,.T u ga
P ro fessio n al E d u catio n
P repared b y:
Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez
j Competencies:
i 1.
;
i
? 2.
|
i '
Use activities that enhance
critical, creative, and
metacognitive reading skills.
Analyze extrinsic and
intrinsic factors that affect
reading performance
Prpf. Judy C . Bautista and Prof. M erry Ruth M . Gutierrez
D e v e lo p m e n t a l R e a d in g
. Theoretical Models in Reading
1. Bottom-up - depicts reading starting with the input of some graphic signals or
stimulus. The role of the reader is to get meaning romthe text based on the stim­
ulus or the words used. This is also called data-driven processing.
Dechant (1991), citing Gove (1983), claims that the adherents of the BOTTOM-UP MODEL of reading put forward the idea that:
a) it is imperative for readers to recognize every word in a selection so
that they can comprehend it;
b) word and sound-letter cues should be the primary tool that readers
should use so that they can identify unrecognized words;
c) the mastery of a series of word-recognition sklls Is the primary
requirement for reading acquisition;
d) instruction should focus principally on the teaching of letters;
letter-sound relationships, and words;
e) accuracy in recognizing words is significant; and
0 it is important for readers to have the knowledge of discrete sub-
2. Top-down - oepicts reading beginning with tbe cognitrye processes occurring in
the reader's mind as he. or she. reads! The role of the reader is to give meaning
to the text based on the information already held within the reader?store of prior
knowledge. This is also called concept-driven processing.
Supporters of•theTOP-DOWN MODEL of reading, according to Decfiant (1991),
pot forward that:
a) even though readers do not recognize each word, they may be able
to comprehend a selection;
PNU LET Reviewer
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D e v e lo p m e n ta l R e a d in g
b) meaning and grammatical cues primarily.assist readers to identify
unrecognized words;
c) the mastery of a series of word-recognition skills takes a back seat
in comparison to the use of meaning activities;
d) . the reading of sentences, paragraphs, and whole selections should
be the principal focal point of instruction;
e) reading for meaning is the central objective of reading rather than
the mastery of letters, letter/sound relationships, and words; and
f) the iamount and kind of information obtained through reading is the
most important aspect of reading.
3. Interactive - depicts reading as the process of constructing meaning through
the dynamic interaction among the reader's existing knowledge, the information
suggested by the written language, and the context of the reading situation. . '
The third model of reading, which is the INTERACTIVE MODEL, neither accepts
nor rejects the pure and extreme betefs of the iwo earlier models. The advo­
cates of this model put forward the idea ttiat
a) readers process letters and words at the same time as they formu­
late hypotheses about the meaning of what is on the printed page
(Dechant, 1991);
^
b) meaning simultaneously comes from a combination of different
sources like logographic knowledge, graphemic knowledge, phono­
logical knowledge, orthographic knowledge, morphemic knowledge,
grapheme-phoneme correspondence, lexical knowledge, semantic
Knowledge, syntactic knowledge,'and schematic knowledge (De­
chant, 1991); and
c) Instruction should give a balanced emphasis to the teaching of
whole texts and phonics.
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PNU L E T Review er
P r o fe s s io n a l E d u c a tio n
A Reading teach er should be...
A. aware of one's thinking process
B. careful in examining one’s thinking process and the thinking process of
others
C. practicing one’s thinking abilities
When teachers do these, the learners are expected to benefit from them so that
they may also be developed to become critical, creative, and metacoanitive
readers.
The reading teacher should bear in mind that a CRITICAL reader:
> must carefully examine his/her thinking and the thinking of others, in order to
clarify and improve own understanding
> should examine and test suggested solutions to see whether they will wori<
> need to fest ideas'for flaws or defects and must not be inhibited by fear of
being aggressive and destructive, nor have fear of retaliation, and over-eval­
uation
> should engage in critical thinking activities such as thinking actively, carefully
exploring situations with questions, thinking for oneseif, viewing situations
firom different perspectives, and dtecussing ideas in organized ways
Critical thinkers are • Skeptical (Just because it's in print doesn't mean it is right)
■ Fact-oriented (Give me the facts and convince me that they are the relevant
ones)
■' Analytic (How has the worktjeen organized? What strategies has the writer
used?)
* Open-minded ( Be prepared to listen to different points of view; do not be
restricted by personal biases)
’ • Questioning (What other conclusions could be supported by the evidence?)
■ Creative (What are some entirely different ways of looking at the. problem
orissue?)
*
•
Prof. Ju d y C . Bautista and Prof. M erry Ruth M . Gutierrez
P r o fe s s io n a l E d u c a tio n
• Willing to take a stand (Is the argument convincing? What is my position
on the issue?)
• Show the ability to separate fact from opinion; recognize propaganda
techniques, compare-different sources of information; recognize important
missing information; draw inferences that are not explicitly stated, and iden­
tify the author's background and purpose
The reading teachershould take into consideration that a CREATIVE reader:
> uses his/her cognitive processes to develop ideas that are unique, useful,.
and worthy of further elaboration
> discovers a new or improved solution to a problem, or a set of new ideas
> organizes ideas In different ways, and makes unusual comparisons
> is not inhibited by conformity, censorship, rigid education, and desire to find
an answer quickly
The reading teacher should also remember that a METACOGNIT1VE reader > is aware of one's mental processes such that one can monitor, regulate, and
directthem to a desired end
> has the ability to think about and control own learning
> practices self-regulation and monitoring comprehension by answering the
following questions:
1) Are there any words I don't understand?
2) Is there any information that doesn't agree, with what I already know?
3) Are there any ideas that do not fit together because I can't tell who or
what is being talked about?
4) Are there any ideas that do not fit together because I can't tell how
the ideas are related?
• 5) Are there any ideas that don't fit together because I think the ideas
are contradictory? •
6) - Is there any information missing or not dearly explained?
Prof. Judy C . Bamista'and Prof. Merry Ruth M . G utierrez
D e v e lo p m e n t a l R e a d in g
Dechant (1991) claims that a reading teacher has to have a comprehensive
view that
•
That includes the
Reading is
.. .enabled by the factors and skills...
task of..-.
a...
• letter recognition • in visual processes, eye-movement skills,
aid word recog­
visual perception, left-to-right progression,
nition
and kinesthetic perception.
SENSORY
• the association
PROCESS
of 90und with the • of hearing and auditory perception
symbol...
• such as, one's world experience, concepts
and conceptual systems, culture, fund of
PERCEPTUAL- • the association
linguistic experience, topical knowledge, and
of meaning with
COGNITIVE
vocabulary and word meaning; and
printed
symbols
PROCESS
• the within-text context, and the wHhinf-mind
context
■ in listening and speaking proficiency, and
• having the facility
■ in understanding the phonological, syntactic,
In language
. and semantic systems
• the communica­ ■ such as, commonality of experience and
LANGUAGEtion of meaning
similarity of personal schema;
COMMUNICA­
from writer to
• familiarity with writer's mode of expression;
TIVE PROCESS reader and the
and
apprehension of • adequacy of cues in the text to assist the
the meaning by
reader in matching personal schemata with
the reader
text schemata.
• the registration of • selective attention;
the visual features • rehearsal;
• chunking;
of the word irr
MEMORY
the.sensory store • organization;
PROCESS
and In long-term •. semantic decoding; and
• retrieval
memory
M ajor comprehension strategies
PNU L E T Reviewer
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• D e v e lo p m e n ta l R e a d in g
■"The preparational strategies
1 ) previewing
2 ) -activating prior knowledge
3), setting purpose and goals.4) predicting
. ; .
•. The organizational strategies
1 ) comprehending the main idea
2 ) determining important details
3) organizing details
4) sequencing
5) following directions
6) summarizing
• The elaboration strategies
1 ) making inferences
2 ) imaging
3) generating questions
4) evaluating (critical reading)
■ The metacognitive strategies
1 ) regulating
2 ) checking
3) repairing
•
Stages of Reading Development
Stage One. Emergent Literacy (Birth to Five Years)
> learn primarily through direct sensory contact and physical manipulation
> perception based conclusions'
> experience difficulty putting experiences into words
> rapid language growth
> explore writing in the form of scrftables, letter-like forms, or invented spelling
> egocentric
> love being read to and cannot hear their favorite tales often enough
8 8 |PNU LET Reviewer
P ro fe ssio n a l E d u catio n
. > have poorly developed concept of causation
.
•
> like the elements of rhyme; repetition, and. alliteration
Stage 2.-Early Reading (Kindergarten and First Grade)
> manipulate objects and ideas mentally
> can reason logically
" > have difficulty compreliending underlying principles
■
> have evolving grasp of the alphabetic principle
Stage Three. Growing Independence (Grades Two and Three)
> develop evolving fluency
> extensive reading of both fiction and nonfiction
> become more appreciative of stories involving the lives of others
> judge their reading affectively and personally rather than by' using standards
> may have difficulty explaining why they like a selection
Stage Four. Reading to Leam (Grades Four through Six)
> wide application of word-attack and comprehension skills
> much greater emphasis is placed on grasping informational text
> vocabulary and conceptual load increase significantly
> words in listening vocabulary increase
Step 5. Abstract Reading (Grades Seven and Up)
> can construct multiple hypotheses
> become more elaborate in evaluation of readings and reflect an evolving
> set of standards forjudging
A reading teacher has to be familiar with
> Factors that Help Emergent Literacy Learners' Reading Development
• • Background of experiences-exposure to various experiences, opportu­
nities (oral expression, listening, writing) and materials
• Language facility - opportunities for oral expression (conversation, dis­
cussion, oral reports, storytelling, drama, etc.), listening, writing.
Prof.’ju d y C . Baurisra and Prof. M erry Ruth M . Gutierrez
P ro fe ssio n a l E d u c atio n
• Interest in reading-oral reading, free silent reading, recreational reading,
close reading/study of literature, book clubs, paperbacks, magazines, and
newspapers, poetry reading, poetry
etc..
• Social and emotional development- Individual and group communica­
tion and participation; structured ei$eriehces so the child feels accepted
and secure and develops desirable attitudes toward himself and others
(Language is a prime catalyst in social and emotional development).
• Physical development - Other thangood general health, vision and hear­
ing acuity are most important Auditory discrimination of speech sounds
suggests ideas like rhyming words and initial sounds in words. The child’s
need to make fine visual discrimination is obvious, suggesting early ac­
tivities with forms and shapes, and letter recognition, words beginning or
ending alike, etc.
■ Intelligence - data attest to the importance of mental age, but do not es­
tablish a particular point on the mental age, continuum as the point below
which children will not achieve success in reading. Pre-reading activities,
socioeconomic factors, teachers, methods, and materials must be consid­
ered in each individual situation.
> Beginning Reading
1. Who are beginning readers?
- Kinder to grade 1 (Gunning, 2003)
- Anyone who have not been taught the conventional reading (Sav­
age,.1994)
- A person learning to read in the second language (Folse, 1996)
What are their characteristics?
- problem solvers
- needing plenty of opportunities for choice
- motivated through novelty
- ■ •
- retaining information better if given a chance to master a few thingswell
^
- needing TIME for learning'
- bringing more thjn an empty shell to school _
Prof.-Judy C . Bautista and Prof. M erry Rath M. G u rierr«
D ev elo p m e n ta l R e a d in g
2. When is the right time to teach beginning reading?
- A child is never totally ready or unready to read.
- When learners have achieved unity of their capabilities, abilities
with their interests (Hfttteman, 1978).
3. Appropriate approach in teaching beginning reading
> “Balanced Reading Instruction in Practice"
FOUR CUING SYSTEMS IN READING
A
Graphophonic Cues
Schematic Cues
Semantic Cues
Syntactic Cues
• Start with whole text Grounding instruction in whole texts provides the
basis for meaningful literacy activities. Examples include the shared reading
of poems or stories using big books or charts. An active demonstration of
the teacher's own composing and spelling processes s extremely powerful,
as he or she models at the chalkboard, thinking aloud about what word will
come next or how a word is spelled.
• Focus on knowledge about the parts o f language that may be useful
for reading and writing. Responding to all texts only at the holistic level
is not enough. Instruction should 'include a planned, systematic effort to
highlight specific textual features and literary devices as a variety of mate­
rials are read, mitten, and discussed over time. Highlighting specific textual
features helps children form generalizations about language that they.can
apply to their own independent-efforts to-read and write. *
• Return to whole texts for application and practice.- Planned opportu­
nities to apply what has'been learned about the parts of language allow
students to move, from simply knowing about a, generalization to using
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that knowledge in a purposeful'way. This also acknowledges the"fact that
isolated language elements behave differently depending on. context. For
. example, the letter s behaves differently when paired with t as oppos&l to
.h. Words such as lead or wind not only mean different things in different
contexts, they may be pronounced differently. Effective teginning readers
use word meaning and sentence structure, along withsound-ietter relation­
ships, to approach unknown words.
> The Four-Pronged Approach ( a literature-based integrated approach to
teaching beginning reading)
'
1) The goal of this approach is the development of:
s a genuine love (or, habit and enjoyment of reading
s critical thinking skills, starting with noting the important details
of a selection, making interpretations, making judgments and
valuing.
s oral language and using the grammatical structures correctly.
* decoding and encoding skills
2) Characteristics:
■» ft is literature-based - uses a story or a poem (aside from a
springboard for the other skills) for developing genuine love for
reading.
» It integrates literature and skills
■» It Is a balanced approach - uses whole language approach and
explicit instruction
» tt is made up of four components:
D Genuine Love for Reading (GLR)
O Critical Thinking (CT)
D Grammar and Oral Language Development (GOLD): has the
following parts:
• Presentation lesson or introduction - uses the story
as a springboard
♦ Teacher Modeling or Direct Instruction '
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• P ro fessio n al Education
♦ Guided Practice
♦ Individual Practice
» Transfer Stage (TS)
j
.
•
- > How can teachers heipimprove comprehension?
• assess prior knowledge and help them.relate -it to new ideas in the texts
• teach words in the texts that label schemata important to the writer's message
• help students sharpen cognitive skills they may need to comprehend the
texts
■ show students the way writers organize printed texts to help them ‘read the
blueprints" more accurately
?
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> WHATARE EFFECTIVE COMPREHENSION STRATEGIES?
• Before Reading - activities that can activate students' prior knowledge,. ^ 1
while extending, refining, and sometimes building the schemata
1) Overview- a strategy in which teachers tell students about the selec’ tion or assignment prior,to reading, serves to activate'relevant sche!
mata that students hold in long-term memory aid often enrich and
refine those schemata. Advance organizers and structured overviews
are examples of this strategy.
2) Vocabulary Preview- a strategy (hat starts from identifying and se­
lecting words that may cause problemsrtfi«iproceeds to explaining
iri advance these unfamiliar words to students. Teaching problem
words provides ‘ anchors for new information“, provides opportunities
to relate unfamiliar concepts to familiar ones, and is one aspect of
. developing the general background knowledge necessary for com. prehension.
3) Structural Organizer- a strategy that teaches students to focus at-,
tention on Hie ways passages are organized. Before students read
1
an assignment, teachers should point out the basic rhetorical framef
•*
Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez
Professional E d u c atio n
works underlying the discourse (enumeration, time order, cause-effect, problem-solution, comparison-contrast), call attention to specific
.plans of paragraph organization, signal words, main idea sentences,
headings, and subtitles. '
4) Student-Centered Study Strategies - PQRST, Triple S’Technlque,
0K5R, PQ4R, S4R, P05R are some strategies that provide for pre­
viewing, student-centered questions, and establishment of purpose,,
as well as during- aid post-reading activities.
5) Teacher-Directed Lesson Frameworks- Directed Reading Activity
(ORA), Directed Reading-Thinking Activity (DRTA), Guided Reading
Procedure, Reciprocal Questioning (ReQuest) are examples of strate­
gies that give teachers a plan on which they can build lessons while
some give students strategies for approaching the texts.
• While or During Reading • activities that can guide reader-text interac­
tions, while reading Is taking place
♦ Question Answering
♦ Inserted Questions
♦ Immediate Oral Feedback
♦ Time Lines and Charts
♦ Listing main Ideas
♦ Outlining
♦ Paraphrasing
♦ Summarizing
• After or Post Reading- activities that help students remember new ideas
and information, while providing teachers with feedback on how well texts
.
lave been understood
1) Follow-up pre- and durlng-reading activities
'
2) Have students tafl< about what they read.
3) Have students write about what they read
4) Have students make up tests on their reading
..
5) Encourage students to respond to reading *creativelyl‘
•-
I.
II
. » !
I
il l I
■
... .................... 1
I
■ MU.' — I ' I........ ■ ■ ■ I—
Prof. Judy C. Bautista and Prof. Merry Rath M. Gutierrez
—
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D evelo pm en tal R ead in g
• Teaching Guidelines
■
* -.
1) Show students what to do'before they begin to read in order to im­
prove their comprehension.
*
. 2) Plan activities to promote active involvement with texts while students
read.
3) Help students sharpen, develop and remember their interpretations of
a text with appropriate after-reading activities.
' ,
4) Take steps to help students internalize Instructional strategies so that
they become for them learning strategies.
• Steps in Applying Selected Strategies
A. Vocabulaiy Previews
1) Check the assignment and list words that may be important for stu­
dents to understand.
2) Arrange these in a schema that shows the interrelationships particular
to the learning tasks.
3) Add to this seherna words students probably already understand in
order to highlight relationships between the new and the known.
4) Double-check the overview to make sure that major ideas are dearly
shown and In a way that students will understand.
5) Share the structured overviewwiti students, teffing them whywordswere
placed where they were and asking them to contribute other words.
6} As students read, have them relate other new words and Information
to the graphic overview.
B. Directed Reading-Thinkfrtg Acttvfty (DRTA)
1) The teacher has students survey an assignment using Sties, headings,
and pictures Tifget a general idea of what the author is discussing.
The teacher regularly asks,
"What do you think this section will be about? Why?*
2) The students read up to a point predetermined by the teacher. '
3) The teacher asks similar questions but posed to reflect the reading;
that is, ’ What was it about? Were you correct? Why did you predict
. incorrectly?'
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. 4) The group then reads on to the next stopping point, once again read­
ing to find answers to their questions.
5) The process continues until the completion of the assignment.
C. Guided Reading Procedure
1) Prepare students by explaining important concept, building appro­
priate background knowledge, and providing directions for the actual
reading. •
2) Students read, trying to remember all they can.
3) • Students him their books over on their desks and repeat all they can
remember while the teacher records this on the board.
4) The teacher calls attention to information not remembered and
suggests that students reread to discover more.
5) Students reread.
6) Their new recollections are now recorded on the board but now in
outline form.
7) The teacher asks more questions to help students recall more from
their riding and tries to synthesize the new information with the
Information obtained by the first reading.
8) Immediate feedback is given to students through a quiz.
0. Request
1) teacher and students read together a section of the text, usually the
first sentence.
2) The teacher closes the book and invites questions from the group.
3) Nextthe students dose their books, and the teacher asks them ques­
tions about what they have read.
4) When the teacher believes that students understand that much of the
text, toe next section is read and steps 1 and 2 are repeated.
5) Once students become familiar with ReQuest and with the text, the
teacher Incaporates predictions (as In DRTA).
6) The group rereads the re n tin g sections.
7} The teacher checks out the predictions: ‘Were your guesses right?
Where do you think you went wrong?’
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i.
E. Encouraging Students to Talk About What They Read
1) Have students pretend to be television reporters who. must sum up •
a “stay' in two minutes. After allowing few minutes for preparation, !
they can have individuals tell the central idea to the group.
2) Students can be encouraged to explain what an in-class reading was ■
all about to another student absent the day it was read.
3) Teachers can ask, ‘What do you think are the (four) main ‘important
Ideas of this text?"
4) Students can be asked to use the “5W’s plus H" model for some
selections.
> • OHier Strategies in Reading in the Content Areas
1) Clink and Clunk
• Click and Clunk Is an excellent means to assess what Informa­
tion the students have learned and what Information needs to be
covered in more depth. This strategy helps students recognize
the information they do not understand, and assists them in get­
ting the Information they need. It motivates students as they
attempt to increase the information they understand fdinks^
and decrease what they do not understand (’clunks').
» Procedure
Have students create two columns on their paper and label them
‘ Clink- and "Clunk.' Next have the students read a passage,
then Itet wrfiat they really understand (Clink) and what they do not
understand (Clunty As a group, discuss the ‘ Clunks’ and try to
clarify the information. This can be done through direct teacher
Instruction or ty allowing students who understand the issue to
explain it to the class.
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gucicrrei
P ro fe ssio n a l Education
LANGUAGE ARTS
Topic: Parts of Speech
Clunk
adverbs
Clink
nouns
verbs
adjectives
pronouns
interjections.
SCIENCE
SOCIAL STUDIES
Topic: Roman Republic
Oink
•
dictator
republic
veto
why it collapsed
Clunk
plebeian
patrician
consul
why a republic was formed
MATH
Topic: Equations and Inequalities
Clink
Concentrated
Matter
Clunk
saturated
diluted
colloid
•
Clink
solving equations
operations
Clunk
polynomials
function notation
Assessment
After covering the material, discuss the Clink-Clunk list again to
see if all the ’ Clunk* items can be moved to "Clink.'Those terms
In the “Clunk’ column that are clearly understood can be moved
to the “Clink’ column and any terms remaining in the “Clunk"
column should be explained further.
2) Circle-Seat-Center
This strategy allows students to work in small peer groups and
go over all the information he teacher would like to cover. The
strategy is an excellent way to reinforce information in a vari­
ety of ways: The Circle group focuses on verbal learning, the
Seat group focuses on visual learning, aid the Center group fo­
cuses on tactile learning. This also allows students who learn
through different modalities the opportunity to learn through
their strength.
Prof. Judy C. fl.iutisca and Prof. Merry Rath M. Gutierrez
D ev e lo p m e n ta l R e a d in g
» Procedure
First, instruct students to read the text. Following this, divide the
classinto three groups based on instructional needs. Give each
group an assignment: Circle, Seat, or Center. The Circle group
covers information in the text with your assistance. The Seat
group members work individually or withfn-their group to go. over
the text information using worksheets and study sheets. The
Center groups works on projects, individually or In the group,
related to the information covered in the
SOCIAL STUDIES
text. After a designated amount of time,
Topic: Fall of Rome
students rotate to another group.
Circle: Discuss text, including reasons
for the fall of Rome.
LANGUAGE ARTS
Seat: Respond to questions and do
Topic: Parts of Speech
worksheets.
Circle: Discussion and clarify the
Center: Create a timeline of the Roman
topic for students.
Empire.
Seat: Students work identifyfng the
parts of speech using
SCIENCE
worksheets or sWBs sheets.
Topic: Matter in Solution
Center: Students create cards to be
Circle: Discuss the types of solutions.
used in a game.
Seat: Complete worksheets or respond
to questions at end of section.
Center: Create charts to classify types of
solutions.
» Assessment
Use teacher observation of information covered during discus­
sion, correct answers on worftsheets, and evaluate of informa­
tion covered in projects to determine students' level of compre­
hension.
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•
3) Jigsaw
Jigsaw allows students to work with their peers and to learn
information from one another. This strategy allows for all members of the class to receive information about an entire section In
a text. It is a collaborative strategy that ensures the participation
of all students.
.
» Procedure
First, group three to six students in teams. Give each team
member a topic on which to become an ’ expert" The teams
then split up and find (he students from the other teams who
are working on their topic, After working in the topic groups,
students return to their
SOCIAL STUDIES
teams and present the
information they gained.
When studying the five themes of
geography, assign each member of
LANGUAGE ARTS
a team one of the topics: location,
place, human-environment
When reviewing a specific story,
interaction, movement and regions.
assign team members with a
component such as character, plot,
MATH
setting, problem, or resolution.
SCIENCE
Gave each member of a group a topic
such as adds, bases, and salts.
Use as review. After studying
fractions, dMde into groups and
assign each member atopic such
as adcSng, subtracting, dividing, and
multiplying.
Assessment
Determine students' level of comprehension by the correct num­
ber of responses In a quiz or through discussion of information
presented by each team.
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4) Partner Prediction
.
■ This strategy gives students the opportunity to work.with-their
peers and make predictions about as story or section. Because
students are sharing their ideas with a partner, more students
will be able to discuss prediction and they will not feel
self-conscious about •speaking in front of the entire class. If a
student is having difficulties with prediction, partner him or her
with someone who is able to dd it, and he or she will have the
opportunity'to see how the process is done.
» Procedure
First, identify places in the text to stop and predict what might
happen next. Then read the title and first portion aloud and. ask
what students think the story will be about Students should be
seated next to partners so they can share their ideas with each
other. This process is repeated throughout the reading. When
the end of the selection is near, stop and ask how students think
itw ill end.
LANGUAGE ARTS
Topic: “Cats on the Run"
Students dtecuss what this story may
be about As reading begins, students
discuss what might happen in the
story.
SOCIAL STUDIES
Topic: “Cats on the ftun”
Students discuss what this story may
be about As reading begins, students
efceuss what might happen in the
story. .
SCIENCE
topic: Plants
Students discuss what they know. Beading covers types
of trees and flowers. Students discuss how to te8 the ‘
difference and ttMch ones they have seen, and they '
discuss what else might be covered in the text
Prof. Judy C. Biurisra and Pro/. Merry Ruth M. Gutierrez
P ro fessio n al E d u catio n
Assessment
Through teacher observation and discussion/determine accuracy
of student predictions. Monitor the involvement of individual,
. students during the paired retelling. Discussion can be used to
determine students' level of comprehension by assessing their
responses after reading. Encourage responses from students
who appear off task. Students should correctly respond to 80%
of the questions during a discussion. Change partners to increase
accuracy if necessary.
5) Reciprocal Teaching
This strategy allows students to begin to work together and to
‘ teach" each other as they take over the discussion.
m Procedure
Begin by dividing the class into small groups. Each group should
then read and discuss a short section from the text After all the
groups have completed this, bring the entire class together and
discuss the information that was covered. Start by leading the
discussion, then gradually decrease your input and allow student
Input to increase. Encourage the participation of all students.
LANGUAGE ARTS
SOCIAL STUDIES
Topfc: Short Section of a Story
AskHie following questions; Why did
tie main character react as he or die
did?What is&ie importance of the
se&ing h tffe story?
Topic: Earth’s Human Geography
Ask fte following questions Were
do people Sve?Why do they migrate?
Whatproblems wfll the growing
population cause? • -
S C IE N C E _____________________
Goover types of matter, or ask, What is an ecoiystefn?
Prof. Jfudy C . Bautista and Prof. M
e rry
Ruth M. Gutierrez
D evelo p m en tal R e a d in g
■ » Assessment
Use discussion, quizzes, and observation to determine if materi­
al is understood. Observation should Include monitoring the in­
volvement of Individual students and their responses. Discussion
can be used to determine students' levels of comprehension by
assessing their responses after reading. Encourage responses
from students who appear off task. Students should correctly
respond to 80% of the question during a discussion or given on
a quiz. Encourage students to assist one another.
6) Think-Pair-Share/Think-Pair-Square
This Is a partner or group activity that allows students to work
together to check for comprehension.
• Procedure
After reading a story or section of text, students should think of
things they already know, decide what the reading reminds them
of,.and determine what might happen next Students then ‘Pair
and Share* (two students) or ‘ Pair and Square' (four students)
and discuss the things they have thought about.
LANGUAGEARTS
SOCIAL STUDIES
After covering a short story or
selection, dscuss character, plot,
motivation, setting, and resolutioh.
After covering SouthAmerica, discuss
people, culture, religion, land, climate,
and resources.
sciacE
________
MATH
After readng a word problem
Aftercovering animal habitats, discuss
what animals need to sutvive and how
diferent animals adapt.
what information is given, and vtfiat
mathematical function or formula is
needed to solve the problem.
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» Assessment
Use discussion, quizzes, or tests during or following the activity.
Discussion can be used to determine students' level of compre­
hension by assessing their responses after reading. Encourage
responses from students who appear off task. Students should
' correctly respond to 80% of the questions during a discussion or
given on a quiz or test.
|P N U L E T Reviewer
P r o fe s s io n a l E d u c a t io n
D irections: Read and analyze each item and select the correct option that answers
each question. Analyze the Hems using the first 5 items as your sample. Write only the
letter of yourcholce in your answer sheet
. 1. Mrs. Manuel believes in the power of environmental print to develop the pupils’'
sight word recognition, print orientation, and even comprehension in a meaningful
way. Which of the following materials is NOT an example of environmental print?
A. Old boxes of powdered milk
B. Chocolate bar wrappers
This question is ail about the development of children's literacy through exposure to
authentic print, which is referred here as environmental print. ChoiceA, B, and C, are
all examples of authentic materials because they are made not for instructional pur­
poses but for real-life purposes. Since the question demands to Identify the non-exampie of environmental print it clearly Implies that choice D is the correct answer.
2. Ms. Custodio teaches preschool. She is preparing to employ a shared book expe­
rience activity for her kindergarteners. Which of the following materials should Ms.
Custodio probably need?
A. Flashcards
C. Basal texts
Big books
0. Word lists
This question demands for the materials that the teacher should be using in a shared
book experience activity. Choice A and choice D should be eliminated because the
materials are dearly non-examples of books. Leaving B and C as the remaining
options, one has to eliminate choice C because learners are assumed to have the
same basal tads or textbooks- Choice B is the correct answer because big books '
are appropriate for sharing through read-atoud—something which characterizes a
shared book experience activity.
Prof. Judy C. Bautista and Prof. Merry Ruth M”. Gutierrez
P ro fe ssio n a l E d u catio n
3. Ms. Adona asks her pupil to point to the first word that should be read In the big
book. Then, she asks the pupil to point to the last word to be read. Which of the
following assessment measures does Ms. Adona employ in this situation?
A. Assessment of Reading Comprehension
Ji. Assessment of Spelling Ability
( c \ Concepts about Print Test
IT Vocabulary Test
This question asks for the assessment measure that the teacher clearly employs to
her student. Choice A should be eliminated since reading comprehension measures
the ability to answer questions through the information gleaned from the premises of
the text with interaction to the existing schema of the reader. Choice B should also be
eliminated because the assessment measure described does not state that the read­
er was made to spell words. Choice 0 should also be eliminated because the Ieamer
was not made to define, or at least tell the meaning of the words that were pointed.
Choice C is the correct answer because Concepts of Print Test measures the knowl­
edge of readers about reading directionality, upper- and lower-case letters, first and
last words in sentences or paragraphs, and other conventions of printed texts,
4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words
and words into sentences. She uses flashcards so the pupils can sound out
syllables and words correctly. What reading model is reflected in Ms. Padilla's
instruction? .
® ) Bottom-Up model
C. Interactive model
B. Top-Down model
D. Schema model
This question shows the theoretical bases of Ms. Padilla's reading instructional prac­
tices for teaching beginning reading. Choice B,.which is the top-down model,
is obviously not the answer because the practice using this model starts with the
teaching of whole texts rather than building on isolated parts. Choices C and
0, recognize the teaching practice of Ms. Padilla, however, the emphasis of these
models focus on the use of relevant prior experiences, which are considered whole.
Therefore, since the practice of Ms. Padilla isolates the teaching of beginning reading
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez
D ev e lo p m e n ta l R e a d in g
3
by having the smallest element of language and building itjnto bigger segments, the
answer must be choice A.
5. Ms. Torres believes ttiat her pupils need direct sensory contact and physical ma­
nipulation in the dassroom'so that they learn easily and recall input effortlessly.
What is the grade level of Ms. Torres’ class?
C. Intermediate
D. High School
This is a.question on stages of reading development. Choices C and Dare obviously
not the correct answers because students in the intermediate and high school levels
generally use abstract thinking. Choice'B may be taught through concrete experi­
ences. Nevertheless, primary students already begin to grasp the alphabetic principle
so that they could start learning the abstract symbols of the graphemes and the
phonemes. The pupils under Ms.' Tomes' class obviously need concrete experiences
through direct sensory contact sothat later on, they will use these experiences to
recognize the formal aspects of thelanguage. Therefore, the correct answer is
choiceA.
6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the
language block. He provides varied reading experiences that involve children sitting
quietly, silently reading library books or making a book based on their own experi­
ences. What theoretical model erf reading does Mr. Morauda show?
A. 8ottom-Up model
C. Interactive model
© Top-Down model
D. Schema model
7. One Grade 3 teacher of English to multilingual learners has just finished reading a
story aloud to he class. Which of the following is the best post - reading activity
. for the learners?
A. ' Provide students with a guide for reader-text interactions.
EL Have students write about itfrat they have read.
(5? Give them comprehension questions.
0. Let them rest for a while.
.
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8. Mr. German is a teacher handling English for a culturally-diverse class. He would
regularly read aloud to his pupils, would provide time for free silent reading, recre'ational reading*and .would lend them magazines and newspapers. What factor in
reading does Mr. German want to cultivate among his pupils?
A. Emotional/social development
B. Physical development
Interestin reading'
Intelligence
9. Mr. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for
beginning reading instruction. What must he observe before he begins his lessons?
The pupils are emotionally prepared for social interaction and competition.
I The pupils have achieved unity their capabilities with their interests.
The learners can respond to simple questions and instructions.
D. The learners show desire to team in class.
10. Teacher Millicent knows well that the text or the print material is one factor that
affects reading. So she tries to match the text with the ease or difficulty of stu­
dents’ comprehension based on the style of writing. What text factor does Teacher
Millicent consider In the choice of reading materials for her class?
A. Organization
(£} Readability
B. Format
lT Content
11. Ms. MdraHos teaches her grade 6 class how to write a summary of an expository
text. In her discussion, she explains what it is, models it through think aloud, and
Informs her pupils when and how this skill learned in the classroom can be used
even during their own free silent reading. She provides them with guided and inde­
pendent practice before she conducts an evaluation. What approach to teaching is
reflected in Ms. Morales’ practice?
Indirect Instruction
C. Intrinsic Instruction
0. Independent Instruction
(£ )lE xiM Instruction
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12. ReQuest is a strategy used to develop learners' ability in asking significant ques­
tions. llte teacher needs to model questioning skills and let the pupils practic§ 4%
same until the learners are ready to use the skill automaticalMWhat is the best
reason for teaching the learners this skill?
I
k S Learners become purposive when they set their own questions while reading,
f r Teachers become confused by the questions asked by the teamens.
C. Teachers find time to review the questions of the learners.
0. Learners feel important when they make questions.
13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's
vocabulary development program. After going through all the books used by his
fourth grade pupils, he Is still in the dark as to what words need to be included in
his list Which of the following criteria should NOT be the basis of Mr. Gutierrez
for word selection?^
(£ ) High frequency w ordsv'"^
C. High utility words
B. Content area words
D. Difficult words
14. Mr. Malaya is teaching a 3* year high school class in world history. The students
need note taking, outlining, and study skills. If he wants to help the students team
itese strategies, which of the following skills should he model to them first?
VO Getting main idea
B. Sequencing events
C. Reciprocal teaching
D. Rhetorical patterns of expository texts
15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
A. A reader could read a text when he/she uses his prior knowledge to make
sense of the text
B. A reader could read a text when he/she selects only the meaningful seg­
ments In the text
C. A reader could read a text when he/she relates the text to other texts prevl• ouslyread.
.
.
( p \ A reader could read a text when he/she can translate the visual symbols to
. —' their aural equivalent
Prof. Judy C. Bautista and P.rof. Merry Ruth M. Gutierrez
P r o fe s s io n a l E d u c a tio n .
16. Which of thg following reading skills or strategies utilizes a bottom-up procedure
in dealing with unfamiliar words? • •
C. Predicting outcomes
D. iking contextual dues
1;
-ead the WORD,-he/she must learn to read the WORLD first.
What does this imply?
•
A. Students or readers must know the names of the letter first before they w i
know what the word means.
B. Readers must know the sounds of the letters first before they will know what
the word means.
( y Words are only representations of the concepts that the child or reader
knows before encountering the print.
D. The text supples the readers with the necessary knowledge they need to
make sense of the print.
18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informational text taken from a science textbook. Which of the tosowing ooes me teacher
want to develop in the reader?
A. Print skill
Formal schemata
B. Content schemata
• D. Vocabulary knowledge
19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un­
derstand a given expository texl Which of the following organizational structures
might be the one used in the exposition of the text's information?
Enumeration-description
A. Cause and effect
B. Comparison and contrast
Sequential or chronological
20. Which of the following Is theBESI reason
gresston is a good metacognitive
reading technique?^
A. Headers useTfto search for keywords in a text.
B. Readers use it to read a passage all over again.
■
& Readers use it to highlight important lines In the text for retrieval purposes.
$ Readers use it to monitor comprehension when the text seems not to make
sense.
Prof. Judy C. Bautista and Prof. Merry Rath M. Gurierrex
D evelopm ental- R e a d in g
21. Edward is reading a book and he neec$ to know the meaning of the word ‘ obliter­
ate.* However, the passage doesrot give enough clues for him to figure out what
the word means. He decided to use his pocket dictionary so he would know what
the word means. Which of the following strategies should he use so that he would
•know the meaning of the unfamiliar vyord?.
*
Seaming
Close reading
B.
Skimming U
vD.
Careful slow reading
22. Ms. Sigua entered the classroom and posted images that she has taken from the
story she is about to tell the students. Before she started telling the story to the
class, she grouped the students and asked them to make a story out of the pic­
tures posted on the board. Which of the following approaches reflects the practice
of the teacher?
A. Explicit Phonics
C.
Embedded Phonics
B. Basal Approach
$ Language Experience Approach
23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat,
fat, rat, pat, and bat What approach Is descrbed in this situation?
A. Whole-language approach
B. Language experience approach
C. Literature-based approach
Phonics approach
24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W
columns. Which of the following reasons DOES NOTjustify such activity?
A. Setting a purpose for reading
B. Activating prior knowledge
(W Confirming, revising or rejecting an earlier assumption about a topic
D. Sharing assumptions related to the topic of the text to be read
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D e v e lo p m e n ta l R e a d in g
25. Mr. Lilang wants to develop creative thinkinnJn his students even before he asks
his students to silently read the short story for the day's reading lesson. Which of
the following activities should he provide the students so he could achieve his aim?
Unlocking of'vocabulary words by finding their meaning in the dictionary
■Asking the students to write story impressions out of the posted pictures of
scenes taken from Ihe story to be read
C. Pronouncing five unfamiliar vocabulary words that will be encountered in the
story
D. Asking the students to list down certain experiences they had, which may be
related to the main character in the story to be read
/
IPNU L E T Reviewer
P ro fe ssio n a l Education
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering the Items below. Write only
the letter of the best answer. .
1. Which of the following results of an IRI graded reading passages is used to predict
a learner's functional reading level?
A. Scores in a series of spelling tests
B. Number of words correctly pronounced per minute
Percentage of oral reading miscues and sight word recognition scores
Percentage of oral reading miscues and percentage of correct answers to
comprehension questions.
Mrs. Sabate handles fourth grade English and is currently teaching simile and
metaphor using short stories ter children. Which of the following lessons does she
want the students to better understand?
Author's use of figurative language
Author's point of view
C. Use of text structure
D. Tone and mood
3. Mr. Salvador notices that his student, Robert, cannot decode sight words that are
supposed to be easy for students of his age. Which of the following activities, then,
should Mr. Salvador provide for Robert?
A. Constructing mental maps and graphic organizers
B. Answering comprehension questions using OAR
P Phonemic awareness activities
Dl Spelling drills and games
4.
be ready for abstract reading. Wiat does this imply?
A. Learners on this stage are able to grasp Informational texts.
Learners on this level can construct multiple hypotheses.
Readers
on this stage can manipulate objects andideas mentally.
<1
D. Readers on this level judge affectively and personally than by using standanj.
■
.......... i »
........................... .................. ’
‘i n *
i.
......................... .....................
Prof. Judy C. Bautista and Prof. M»rry Ruth M. Gutierrez
professional Education
5. Al the three reading theories recognize the role of the reader and the text In the
comprehension process. However, only the interactive model accounts for the role
• of the reading situation in the meaning-making process. What factor does the
interactive model consider in the reading process?
- A.- Outcome
(§} Context
B. Task
D. Purpose
' 6. The four-Pronged Approach upholds the holistic and balanced instruction in begin­
ning reading. Which of the following principles characterizes Ihe mostimportant
characteristic of this approach?
A. The inclusion of critical thinking skills after reading
The development of genuine love for reading
C. The integration of whole language, literature, and explicit instruction
D. The heavy emphasis on grammar and oral language development
7. The reader's prior knowledge plays a vital role In negotiating meaning and trans­
action with the text To enhance the schemata of the learners, Teacher Arabella
exposes her grade 2 pupils to the pragmatic ‘fff? n*
in their day to day
life experiences so that they develop1rich vocabulary. What belief does the teacher
. n fv J L n A M ;
f iifestjn this situation?
Wort meanings aid textual understanding
f
Word pronunciation builds comprehension.
C. Word knowledge is learned best In isolation.
D. Word familiarity is gained In the classroom.
8. in one Grade 6 reading class in public school, Teacher Samantha conducts a regular
10 mimjte silent reading of an expository text in. Science. What is the best silent
reading activity that Teacher Samantha can give her students?
.A. Invite resource person to discuss the content of the material.
($ Prepare reacfing road maps to guide reader-text interactions.
C. Instruct them to write reflection journals on thei’r notebook.
D. Check understanding by asking post-reading questions.
Prof. JudyC. Bautista and I’ rof. Merry Ruth M. G utierrez
D e v elo p m e n ta l R e a d in g
. 9. • Mr. Siruet is a Science Teacher in llocos. He strongly believes that devoting 1(M 5
minutes for real-time reading in the classroom aid guiding the pupils' interaction
with Science materials before-or after doing an activity is better than just assigning
them to read at home and make sense of the text on their own. What could be the
best explanation for Mr. Siruet's reading practice?
A. Science is.one subject that calls for inquiry and discovery.
B. Science class does not require actual reading time In class.
J1 Time can be spent in more meaningful hands-on activities
UX Experience with print enriches vocabulary and understanding of Science
concepts.
10.Teacher Jeremiah Is planning an integration lesson using Social Studies text for his
Grade 5 English class. Which of the following is the best thing to do to activate his
pupils' background knowledge?
A. Ask several critical questions.
B. Make the pupils prepare an outline.
C. Unlock difficult words by using the dictionary
($ ) Present advance organizer of the topic.
11/Ms. Yelena handles Grade 4 classes In Makabayan. Before conducting any discussion,
she makes sure that her pupils have read the text by allotting 7-10 minutes of
silent reading In the classroom. Which of the following should NOT be done by Ms.
Yelena durlng the silent reading activity?
A. Insert questions in selected parts of the text as guide.
B. Make students fil in the blanks of the structured overview.
C. Let students ffll in the L column of the KWL chart.
Leave students to do what they want in reading silently by themselves.
12. te a post-reading activity in any content-area reading class, which of the following
should be avoided by tie teacher?
A. Have studeife talk about what they read
C. Have students prepare make up test on their reading.
0. Go back to the Anticipation Guide for some correction.
PNU LET Reviewer n
a i
D ev e lo p m e n ta l R e a d in g
13. Reading In the content area aims to help students make sense of the text and
negotiate meaning as readers actively interact with the text. Which of the following
activities will best achieve tflis goal?
A. Have the reading of toe text be done at home.
B. Make them reed silently.
Allow students to ask questions.
.
Practice oral reading for fluency.
14. A student asked the teacher to ten him the meaning of the word "disestablishmentarianism", which is found in the text that the student read. Instead of explicitly
stating the meaning of the word, the teacher asked the student to segment the
word and look for its base word, prefix, and suffixes so that they may construct the
meaning of the word through these word parts. Which of the following vocabulary
strategy did the teacher use to help Vie students arrive at the meaning of the
unfamiliar word?
A- Semantic feature analysis
(q Structural analysis
B. Semantic mapping
D. Context dues
15. Ronald is about to buy a book. After taking a book from 8% display shelf, he
looked at the title, opened it and looked at the table of contents, then the summary
found at the back cover. He realized that what he took from the shelf is not what
he needs. Which of the following strategies do you think did Ronald do to decide
why he does not need It?
A. Seaming
C. Close reading
Skimming
D. Carey slow reading
16. WNch of the following words BESTlends itself to the teaching of structural analysis
as a strategy to unlock the meaning of an unfamiliar word?
A. Special
Happiness
B. Preschool
m S Undesirable
17. Belinda is having a difficulty comprehending me novel, "Ftorante at Laura,’ be­
cause Iheauftor's narration seems to.be afferent than the actual r^srTifRwwits
that have happened In the story. Which strategy should the teacher, model to Be­
linda so.she would be abte to understand the text?
MaWog a Venn diagram
C. Rereading the text
Constructing a timeline
* D. listing the events
t M f PNU LET Reviewer
*
P r o fe s sio n a l E d u catio n
18.'Which of the following activities BEST develops creative reading?
' k Sounding out wnfe while reading
© Giving an alternative ending for a story read
C. Looking at the author's biography
D. Rejecting the premises of the author
(
19.
Which of the following activities should be the last option for a metacognit
reader if he does not make sense,of the expository text he is reading?
Sounding out each word while reading the text
Br Questioning a detail that seems confusing
C. Rereading a part that suggest multiple meanings
0. Constructing a graphic organizer for the text
20. Mr. Javier has just ended the silent reading activity he provided for his students
and he deems it necessary to discuss the story. If he wants to model critical reading
to his students, which question should he likely ask himself?
A. Who are the characters in the story?
Why did the main character end up not to be successful?
Would it be unfair to dose a fairy tale with a sad ending after the princess
meets the prince? Why?
If I were to write another,beginning of this selection, how would I start this
story?
21; Mrs. Corazon wants her students to. respond creatively, to the story they have just
read in class. Which of the following activities should be provided for the students
so that she could achieve her aim?
Writing a summary of the story read
Writing a letter to a character In the story
Listing down the events that happenedin the story
0. Answering comprehension questions about the story
22. Which of the following activities js NOT appropriate In helping readers develop
organizational comprehension.of expositoiy texts?
A. Outlining
B. Creating and using graphic organizers
(6 } Unlocking vocabulary words through context
' a Identifying the topic, main idea, and supporting details
f
Prof. Judy C. Bautista and Prof. Merry Rurh M. Gutierrez
P ro fessio n al Education
23. When Brylte read the sentence, .“The. bankruptcy made a run on the ban£“ he
thought that bankruptcy literally ran on the bank. What explains this phenomenon?
A. The reader lacks auditory perception.
B. .The reader lacks sight word recognition.
L The reader has inadequate proficiency In listening and speaking,
p ) There is a mismatch between the reader and.writer's field of experiences.
24. Ms. Jazmln prepared controversial statements, which are taken from the social
studies text that she is about to teach to her students. After this, when she met
her class, she made them agree or disagree to the statements and made them
ejqalain their reasons before they finaHyread the text. What does the teacher clearly
demonstrate In this situation?
A. Reading through elaboration strategies
jk Reading through organizational strategies
(p I Reading through preparational strategies
D. Reading through metacognftlve strategies
25. Mr. Manantan's assessment of his students dearly reveals that they lack proficiency
in identifying the structure of cSfferent types of expositor texts and they have a
difficulty plotting the details of these texts when asked to convert the Ideas into
C. The use of preparational strategies
D. The use of metacognldw strategies
0
u
Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez
Educational T e c h n o lo g y 1 & 2
Educational
Prepared by:
Prof. Marilou M. Ubina and Prof. John P. Natividad
Competency:
Choose appropriate principles
in the preparation and
utilization of the conventional
and non-conventional
technology tools as well as
traditional and alternative
teaching strategies
. ■ •
104
PNU L E T Reviewer
P ro fe ssio n a l Education
PART I - CONTENT UPDATE
Educational Technofogy
a field dedicated to the theory and practice of design, development, utilization,
management and evaluation of process and resources for learning {Association (or
Educational Communicationsand Technology.
Development
Instructional System
Design (ISO)
Instructional
Print Technologies
Audio Technologies
Still Visuals .
Audio - visual Technologies
ICTs
Electronic Technologies
Learner
Characteristic
Evaluation
Utilization
Problem analysis
Measurement
Formative Evaluation
Summatfve Evaluation
Media Utilization
Implementation
Institutionalization
Management
Project Management
Resources Management
Management of Delivery Systems
* Diffusion of Innovation
Prof. Marilou M. Uhiiia and Prof. John P. Natividad
Ed ucational T ech n o lo gy 1 & 2
on? which teachers and trainers can use to design fcnd-develop the most appro­
priate learning environment. This was constructed by Robert Heinich, Michael
Mdenda of Indiana University and James 0. Russell of Perdue University.
Analyze. Learners
.
gtate Objectives
§ elect Media and Materials
ytflize Media and Materials
Evaluate and Revise
Principles In the Selection. Development, and Utilization
of Educational Technologies
Principle
Purpose
Description/M eaning
I They must be focused on helping learners to motivate them in the
j teaming process._______________________ •
[They should be appropriate to the level intended in terms of:
Appropriateness
j 1. vocabulary level
3. methods of development
i 2. difficulty of concepts
4. Interest
i They must contain purposive activities.
Meaningfulness
j They must contribute to the growth & development of learners.
iThey should encompass allround development of varying group
; of learners.
•
--------- iThey must be responsive to the needs and demands of the
responsiveness
Authenticity
j They must present accurate up to date dependable information.
Spatial Contiguity i Corresponding words and pictures must be presented near rather
I than far from each other.
IPNU LET'Revlewer
Professional Education
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Split-Attentton . Words should be presented as auditory narration rattier than as
visual on-screen text,
.
Principle
Audio-visual aid must be useful to a particular teacher as s/he
worthsfor a particular group of learners.They must helpthe teach­
Usefulness/Utility
er to deliver the subject matter in a better way as well as helping
the learners to learn the subject matter.
Communication
They must relay information clearly and effectively.
Effectiveness
They should catch the interest of the users, stimulate curiosity or
Interest
satisfy the need to know and encourage creativity and imaginative
response among users.
The cost per student of media presentation diminishes as the
Cost Effectiveness
number of students using it increases.
Presentation
They must be presented at the right time and at the right way.
They must be handy for the teachers and students to handlethem
Portability (Handy)
wed.
Correct facts or information must be in the materials for a better
Correctness.
learning process.
They must be simple but inspiring for the learners and should not
Simplicity
confuse them. TTtey must be simple but show creativity.
The purpose of evaluating the technology is needed for further
Assessment
revisions and improvements.
FACTORS AFFECTING THE SELECTION OF EDUCATIONAL TECHNOLOGIES
1. Human Factors
1.1. Learner factors - refers to Ieamer differences that can influence media
■
choice.
*
a) Individual differences
Research suggests that learners differ in:
■
- their preference for learning: by observing (visual learners)
listening (aural learners) •
’
Prof. Marilou M. Ukina and Prof . John P. Naiividad
Professional E d u catio n
Technology Integration •
.
' • It is the process of determining where and how technology fits into teaching and
learning. Roblyer (1997) cited in W ilia m s, M ichael D. (2000). Integrating Technology
into Teaching and Learnin g, "
Five Domains of Educational Technology
DOMAINS
DESCRIPTION
Design
It is the planning phase of educational technology.
Development It is the process of producing learning materials from a detailed plan
(design).
It is the actual use of knowledge and the skills and usually includes the
Utilization
practical application of information or procedures on a regular basis. It
is the action phase.
It is a dynamic process which allows people to obtain and judge the
Evaluation
worth of data about how students learn specific content information
under varying instructional condition.
It is the linchpin which binds all the domains of educational technology
Management
together.
DESIGN, DEVELOPMENT AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES
Instructional Design Models
1. ADDIE Model
The'AODIE-model is a systematic instructional design model consisting of five
(toes: (i) Analysis, (2) Design, (3) Development (4) Implementation, and
(5) Evaluation.
Prof. Mariiou M. Ubina and Prof. John P. Nacividad
E d u catio n al T ech n o lo gy 1 & 2
The five phases of ADDfE are as follows:
Analysis ~
*
.,
• /7r@-eL
d fc & - J7 U
During analysis, the designer identifies the learning problem, the goals and
objectives, the audience's needs, existing knowledge! and any other relevant
characteristics. Analysis also considers the learning environment, any con­
straints, the delivery options, and the timeline for the project.
Design
It is systematic process of specifying learning objectives. Detailed storyboards
and prototypes are often made, the look and feel, graphic design, user-interface
and content are determined here.
Development
The actual creation (production) of the content and learning materials based on
the Design phase.
Implementation
During implementation, the plan is put into action and a procedure for training
the learner and teacher Is developed. Materials are delivered or distributed to
the student group. After delivery, the effectiveness of the training materials is
evaluated.
£ valuation
This phase consists of (1j formative and (2) summative evaluation. Formative
evaluation involves gathering information during the early stages of the design
process with the focus on M in g out whether efforts are relating as planned,
uncovering any obstacle, barriers or unexpected opportunities that may have
emerged, and identifying mid-project adjustments and corrections which can
help insure the success of the project. Summative evaluation is the process of
. collecting data following implementation of the project in order to determine its •
effectiveness and satisfy the instructional objectives.
2. The ASSURE Model
'
The ASSURE model is an Instructional Systems Design (ISO) process that was
modified to be used by teachers In the regular classroom. The ISP process is.
PNU LET Reviewer
105
P ro fessio n al Education
- their perception of a given message: a factor's/ past experience,
and often a cultural difference exists
- their understanding of the conventions used by various media: lan­
guage & technical drawings used
b) Attention span
u
Factorsthat affect howlong a learner can attend to one type of task are
’ age, interests learners'motivation
c) Number of Learners
Select media that are well suited to the group size you have or, if this
is difficult, modify the group or structure to media you have.
d) Physical disabilities of learners (poor vision, hearing, dyslexia, color
blindness, etc).
1.2. Teacher factors - refer to those factors that affect the success of media
implementation.
2. Instructional Method
The method of instruction dictates or limits our choice of presentation media. Is
it self- regulated learning method or lecture/expository?
3. Practical Constraints
Administrative and economic constraints both limit the choice of methods and
media
1) Objectives
3) Time
2) Availability
4) Resources
Contributions of Educational Technology to Education
• increases students’ motivation, self-esteem, self-confidence and academic achievement
• SuppSes stimulating environments that encourage student involvement in the learning
process
• Promotes higher -level thinking'skills and student-centered ’instruction
• Offers students diversity, self-paced learning, and opportunities for individual growth
and self expression
■ Provides stujlents with unique opportunities to apply skiffs and talents and to interact
witt) others in non-threatening environments
■ Ganges teacher's gnd student's. role into positive directions
Prot MariJou M. Ubifia and'Prof. John P. Nacividad
E d u c a tio n a l T e c h n o lo g y 1 & 2
•
•
•
•
•
Inspires students and teachers by making learning exciting and interesting
Fosters the development of leadership abilities and teamwork
Supports hew Instructional approaches: cooperative learning, inquiry approach,
problem-based leaning, project-based learning and multiple intelligences
Provides unique opportunities for students to practice, demonstrate and critique
communication skills
• Supplies information through multisensory delivery channels, allowing students with
various learning styles to assimlate and apply knowledge
• Expands classroom "waits’ and links students and teachers in national and interna­
tional exchanges
INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES
Selection
I
Types
Advantages
L im ita tio n s
Printed ■ Readbg levelo f learn­
materials are readBy
ers. ManyStudents
are nonreaders or.
avaDabfeIn arangeof
topics andformats.
proof readers.
■ fltaa&b. Pitted materi­ ■ Memorization. Some
1. Text/Print
critics saytextbooks
als maybe used in any
Hnli/nrl--- J---------- 1
promote memorization
rqumu environm ent
(I.e.. books,
Theyare portable.
perlodcals,
rather than higher
1
___1 it-l-IJ— -I.UImodules,etc) ■ ftawmfcatText
KWH uHfMf)Q 8KBIS.
■ Passive. Others
canbe used again
andagain by many
contend that text
promotes solitary
students.
I ----- «--- ..H ill. IL 1
learning
ratner tnan
cooperative group
processes.
• ReaSstic format. ' • S1&. Some visuals are
Visuals provide a
simply too small to
2. SUIT.
representation of vertjal
use with a large group
Visuals
t^rinrirtf
r
ffnormaoon.
and enlarging can be
expensive.
.
•
U tiliza tio n
• Direct student
reeding with
objectives and/or
questions.
• Emphasize the
useofvtsuals
with text-based
materials.
• Checkthe
teacher’s guide for
addtknalmaterials
andactivities.
• Supplementtext
rtth other media.
• Usesimple mate­
rials’that everyone
can see.
■ ’
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Ed ucational T e c h n o lo g y 1 & 2
• Readily available and
inexpensive. Visuals
arp readily available
in books, magazines,
2.1.
newspaper,catalogs,
PrintedVisuals
and calendars.
(i.e. Pictures,
graphic orga­
nizers, etc.)'
■ Provide written
• Tmdkmn^onat.
or verbal cues
Visualslack the ‘
to highlight
three-dknenskxia^.
of the realobjector
importantaspects
scene.
of visuals.
■ Lack of motion. Visors • Useonevisual at
are static and cannot
a time except for
'comparison.
show motion.
• Holdvisuals
steady.
■ Multipurpose. Bothstu- • Commmpboe.In­
• Checkthe visiMdents andteachers can
structors often neglect
Ryof the board
to give display boards
use display boards for
from several
positions around
a variety of purposes.
the attention and re­
• Colorful. Displayboards
spect they deserveas
the room.
2.2.
provide color and add
Instructional devices. • Decide in advance
interest to classrooms • Notportable. MoA
Displayed
howyoufrian to
Visuals
or hallways.
display boards are not
use theboard.
(!.e. chalk­
• Participation. Students
• Print using
movable.
can benefit from
board, bulletin
upper-and lower­
board, etc.)
designing and using
case,not al caps
in script.
display,boards
■ Faceyouraudenceidonottakto
theboardw»i your
backtotheclass.
■ Instructorcontrol.
■ Focustheimage
2.3.
■ Instnictor depenThe presenter can
so it fife the
Projected
d o it. Theoverhead
Visuals
manipulateprojected
projectorcannot be
screen.
materials on the OHP
(I.e. Overhead
programmedto display • Turn off lights
wer the screen if
projector/
byapplying different
information byItself.
techniques (e.g. silhou­
The overhead system
ovemaad
possible.
• Standfacing your
ette & overlay), pointing
franspa-rendoes not lend itself
to Important items,
Independent study.The class.
desLCO/
covering part
DLP, opaque
projection system
projector.etc.)
108
PNU L E T Reviewer
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P ro fessio n al E d u catio n
'* of the message and
revealing information
progressively.
■ Versatility.
• The overtead projector
•
can beused in normal
room lighting.
• Opaque projector
allows instantaneous
projection of 2 or 3-dimensional objects.
• Less abstract and more
concrete. Real objects
and modelsprovide
hands-on learning
experiences and
emphasize real-world
applications.
• ReadilyAvailable.
Materials are readily
3. Real Objects
available in the environand Models
- ment, aroundschool,
and in the home.
• A ttract students'
attention. Students
respondpositively to
both real objects and
their models.
4. Audio
Technologies
Studentand teacher
preparation. Students
and teachers can
record their own tapes
easily and economical­
ly; they erase and
is designed forlargegroup presentation.
* Prepamtion required.
Printed materials and
other non-transpar­
ent Items, such as
magazine Mustratfcns,
cannotbe projected
. immediately but must
first be madeinto
transparencies.
• Storage. Largeobjects
can posespecial
problems. Caring for
. living materialssuch
. as plants and animals
can take a lot of lime.
• Possible damage.
Materials areoften
complexand fragile.
Parts maybe lost or
broken.
'• Useappropriate
pacing.
•/Direct students'
attention to the
important parts of
theOHT.
• Summarize
frequently.
■ Familiarize
yourself with the
object and model.
• Makesure objects
are large enough
to be seen.
• Indicate actual
size, shape, and
color of objects
represented by
models.
• Avoid passing
single object
arounddass.lt
can be distracting
and students may
play with it while
you are trying to
moveon in the
lesson.
Fixed Sequence.
• Make surethat aU
Audiotapes % the
students involved
sequenceof a presen­
can hear and that
tation, eyen though it
other students
Is possibleto rewind or
aren't distracted.' |
advance the tape to
Prof. Marilou M. Ubin.i a/ul Prcif. Joh n P. Natividad
P ro fe ssio n al Education
reusathemwhen
adesired portion.
materials become
outdated or nolonger
useful.
• Pacing. Presenting
• Usea handout
•
Moststu­
dents andteachershave Information at the
or worksheetto*
maximize learning
been using audiocas­
appropriate pace,can
sette recorders.
be difficult for stu­
from audiomedia.
4.1.
• Verbal Message.
dents with a rangeof • Usea follow-up
Audio cassette
Students who cannot
skills andbackground
activity after each
tapes/recordread can learn from
audio lesson.
experiences.
ere/players
audio media.
• Accidentalerasure.
• Stim ulating. M bo
Just asaudiotapes
can bequicldy
media can provide a
and easily erased
stimulating alternative to
readingand flstenlng to
w4wnnolonger
the teacher.
needed,theycanbe
accidentallyerased
whenthey should be
saved.
■ Locating selections.
■ LMtedreconSng
capability. Students
Studentsand teachers
can quickly locate
andteacherscannot
selection of CDsand
produce their own
CDsascheaplyand
can programmachines
4.2.
to play any desired
easilyasthey canin
CO
sequence.
cassettes.
• Resistance to damage.
Stains can bewashed
off andordhary
scratchesdo not affect
playback.
5. Audio-Visuals
AfeJfcn. MovingImage • Fixedpace. Videotape • Checklighting,
can effectively represent
MotionPic­
programs run at a
seating and
tures Meda
procedures In which
volume control
ftodpace.
(Television,
to be sure that
motion Is essential.
Scheduling. TeaChersVideo& Film)
everyone can
Reat-Ue. Video allows
normallymustorder
Prof, MariJou M. Ubina and Prof. John P. Narividad
E d u c a tio n a l T e c h n o lo g y 1 & 2
*
■
videos well In
•learjers to observe
seeand hear the
phenomena that might
advanceof their
presentation.
■intended use.be dangerous to view
■ Getstudents
• Misinterpretation.
directly.
mentally prepared
Documentaries and
■ Repetition. Videoatows
by briefly re­
dramatizations often
repeated\tewfng of
viewing previous
present complex
a performancefor
related study and
emulation.
cr sophisticated treat­
evoking questions
ments an issue.
abouttoday's
topic.
• Ust onthe
chaHioaid the
main points to
be covered In the
presentation.
■ Supportthe
presentation with
meaningful fblJow-upactivities.
■ OetirNohredin
the program.
Ten Commandments in Creating Learning/Presentation Materials
•
•
•
•
•
•
•
•
•
■
Don’t overcrowd.
Be consistent in format, layout and conventions.
Use appropriate typefaces and point uses.
Use bold and italics for emphasis, but don’t overuse them.
Use titles, headings, and subheadings to clarify and guide. .
Use numbers to direct through sequences. '
Use graphics and Illustrations to reinforce ideas.
Use symbols and Icons as Identifying markers.
Use color/audio/music to stimulate but not to overpower, the senses.
Produce the materials with technical excellence - good quality, good audio,
clear, etc.
*
#
•
PNU L E T Reviewer U S D
Educational T ec h n o lo g y 1 & 2
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)
NATIONAL EDUCATIONALTECHNOLOGY STANDARDS FOR ADMINISTRATORS,
TEACHERSAND STUDENTS
*
|
No.
Administrators
Teachers
Leadership and ' Engage in Professional
1
Vision
Growth and Leadership
Facilitate and Inspire
Learning and
II
Student Learning and
Teaching
Creativity
Productivity and Model Digital-Age Work
III Professional
and Learning
Practice .
Support,
iv Management and
Operations
Design and Develop
Assessment and
V
Digital-Age Learning Expe­
Evaluation
riences and Assessments
Promote and Model Digital
Social, Legal
VI
Citizenship and Respon­
and Ethical Issues
sibility
Students
Technology Operations and
Concepts
Creativity and Innovation
Communication and
Collaboration
Research and Information
Fluency
Critical Thinking, Problem
Solving, and Decision
Making
Digital Citizenship
Essential Conditions for Technology Integration in the Classroom
For technology to have the desired impact on improved teaching and learning, several
conditions must be in place:
Shared vision for technology integration -This requires coordinated school and
district planning with teachers and other personnel at ali levels, budget­
ing yearly amounts for technology purchases with incremental funding,
emphasizing teacher training, matching technology to curriculum needs,.
.
and keeping current and building in flexibility.
110
PNU LET Reviewer
P ro fessio n al E d u catio n
Standards and curriculum support’-Technology and content- area standards
are designed to support each other.
.
.
• Requiredpolicies - Policies are in place to ensure legal/ethical use, safe, Internet
use, and equity.
Access to hardware, software and other resources -There is adequate funding,
purchasing procedures are organized and effective, and procedures are in
place to set up and maintain technology resources.
Trained personnel - Staff development that includes hands-on, integration
emphasis, training over time; modeling, mentoring and coaching; and post
training-access to technology resources.
Technicalassistance - Continuing support for diagnostic and maintenance
problems for teachers' .and students’ computers.
Appropriate teaching and assessment approaches - Teaching strategies that
are matched to needs and assessment strategies that are matched to the
type of learning being measured.
INTEGRATION OF INFORMATIONAND COMMUNICATIONS TECHNOLOGIES (ICTS)
INTO TEACHINGAND LEARNING
Integration of Computers to Support Teaching and Learning
Types
Scle:; ion
Advantages
• Better learning and
retention
nffmuiuuuHa
• Effectiveness across
(CD ROM,
learning domains
Videodiscs,
• Realism
etc),Comr Address different
puterand
learning styles and
internet
differences
• Interactivity
.
Lim itations
Utilization
• Equipment
• Use a display
requirement
technology that is
• Startup costs .
appropriate forflie
• Complexity and
number of students.
lack of standard­ • Install and test all
ization
software in advance
• Compatibility
of the presentation.
• Limited intelli­
• Run the software
gence and skills
from the hard
Prof. Marilou M. Ubiiiaand Prof. John P. Nacividad
Professional Education
•
• Motivation
• Individualization
■ Consistency
•' Learner control
■ High speed person­
alized responses to
learner actions
• Exchange of
information and
collaboration
1 Realism through
color, music and
animated graphics
•
•
•
*
'
■
•
drive so that the
computer program
will respond more
quickly.
Introduce your
presentation.
Encourage student
participation
through question­
ing and having
students decide on
next steps.
Direct students' on­
line explorations of
meticulous aspects
of the curriculum.
Use appropriate
pacing.
Instructional Rotes of Computer
1. Role of Computer as a Teacher
Computer is used to present Instructions directly to students. Such use is
usually termed Computer-Assisted Instruction (CAI). Computer-based in­
struction (CBI), computer- assisted learning (CAL). CAI is also termed as
instructional software.
Prof. Marik>u M . UbjAa and P ro f. Jo h n P. N icividad
E d u c a t io n a l T e c h n o lo g y I Sc 1
Categories of Computer-Assisted Instruction (CAll.Jhelr (Jses and Features
I Categories
Use/Purpose
• Memorize and recall information
Drill and Practice ■ Increase proficiency in a newly
learned skill or refresh an existingone.
Tutorial
■ Assume the primary instruc­
tional role of teacher or tutor.
Simulation
• Represent or model a real
system, situation, or phenom­
enon.
Instructional
• Add an element of fun in CAI.
Game
• Promote students' higher-order thinking skills, such as
Problem Solving
logic, reasoning, pattern rec­
ognition, and strategies.
Features
• Interactivity
• Immediate feedback
• Infinite practice
■ Variable level of difficulty
■ Motivation
• Embedded question
■ Branching
■ Dynamic presentation
■ Recordkeeping
• Control of multiple variables
- Dynamic presentation
• Time control
• Effects of chance
■ Motivation.
• Game structure
• Sensory appeal
■ Focus on specific problems
types
• Quantity
• Variety
2. RoJes of Computer as a Tool
2.1. Informative Tools are applications which provide vast amounts of infor­
mation in various formats (e.g., text, sound graphics or video, Multimedia
encyclopedia^.
2.2. Communicative Tools are systems which enable easy communication be­
tween the teacher and the students or among students beyond physical
barrier of the classroom, (e.g., email, electronic bulletin boards, chat, teleconferencing and electronic whiteboards.)
.
•
PNU L E T Reviewer-
111
E d u c a tio n a l T e c h n o lo g y J & 2
‘ Two categories of Communicative Tools
2.21. Synchronous (ag., chat or videoconferencing) enables real
time (that is, simultaneous).communication.
2.2.2. Asynchronous (e.g, email and electronic bulletin boards),
on the other hand, are messaging systems in which the exchange of information between people is not 'live*, but is
somehow delayed.
2.3. Productivity/Constructive Tools are general-purpose tools that can be
used for manipulating information, constructing one's own knowledge or
visualizing one's understanding. Common examples of productivity tools are
shown below.
■ prepare letters, memos, reports, flyers, rubrics, lesson
plans, forms, newsletters sheets, posters, study guides,
Word processing
class notes
• help students prepare stories, essays, group reports
• use In language exercises (writing and outlining skills)
• create class lectures support that features text, audio
Presentation software
and visual elements with special effects
• create student worksheets to accompany class lectures
■ provide students with method for tracking and analyzing
Spreadsheets
data and creating charts for it
■ demonstrate what-If analyses visually
• organize and provide easy access to lists of academic
resources
Databases
• provide support for students tracking data
• prepare teacher resource inventories, personalized letters,
Desktop publishing
■ create newsletter, brochure, flyers, posters, books .
software
• create test item banks,
Test generator/test
• generate various versions of tests
item banks
• administer test online
112
PNU LET Reviewer
• • P r o fe s s io n a l E d u c a t io n ’
' Image processing tools • Used to illustrate documents, web pages
Video development
/ Create * deo tom ents
tools
2.4.
Situating Tools are systems whicPi situate users in an environment where
they may 'experience' the context and happenings, (e.g., Simulations, Vir­
tual Reality). A flight simulation program is an example of a situating Tool
because it places the user in a simulated flying environment.
INTEGRATION OFTHE INTERNET AND DISTANCE EDUCATION
TOSUPPORTTEACHING AND LEARNING
Internet - consists of thousands of connected computer netwod<s around the world that
connect millions of computers. The Internet is also referred to as the "Net", the "Infor­
mation Superhighway,’ and'Cyberspace’ .
Common Uses of Internet
There at least three major reasons why Internet can be effectively used by
teachers and students. These categories of use are communication, information
retrieval or direct instruction and general sources
Categories of Use
Example__________Classroom Applications
Support asynchronous communication of
Individual learners; exchange ideas; and
1. Communication
.
to team from each other in two or more
• Interlocations using emails
personal
Allow synchronouscommunication of two
exchanges . Instant Messaging users on the Internet by typing messages
(IM) .
back and forth to one another In real
time. ■
Prof. M arilou M. U bina and Prof. John P. Nacividad
P ro fe ssio n al Education
Allow synchronous communication of
• two or many people on the Internet at the
same time'.
Using Bits activity structure, two or more
classrooms (located anywhere in the
world) can study a common topic togeth­
Global classroom
er, sharing what they are learning about
the topic during a previously specified
time period.
Email, newsgroups, and electronic
Electronic appear- boards can also ‘host* special guests
ances
(e.g. authors, musicians, etc.) with whom
students can correspond,
internet-connected subject matter ,
specialists from universities, government,
Electronic men­
business or other schools can serve as
electronic mentors to students wanting
toring
to explore specific topics of study in mi
interactive format on an on-going basis
Information
exchanges
(favorite quotes, Provide thematically-related information
student-written
exchange of students’ andteacherV
collections around the globe
book reviews,
school safety
rules, etc.)
elaborate to electronically publish a
Electronic pub- ‘
common document (e.g. newsletter,
lishing
electronic journal, etc.)
Information .
In this type of online activity, students
searches (e.g.
are provided with clues and must use
puzzle, game,
reference, sources (either electronic or
treasure hunt, etc.) paper-basedTto solve problems
Chat
Infor­
mation
collection
Problem
solving
projects
Prof. M arilou M . U bin a and Prof. John P. Nacividad
E d u c a t io n a l T e c h n o l o g y 1 & 2
*
«•
Popular way for teaching students how
Scavenger Hunts to find and use information resources
available on the internet,
inquiry-oriented activities in which some
or'all of the information used by learners
is drawn from the Web. This approach
was developed by Bemie Dodge and Tom
WebQuests
March at San Diego University, and it has
become one of the most
2. Information
popular ways of using the Web in
Retrieval/
Education.
Direct instrucProvide educational software, commercial
“demos" which you can take to your
on
instructional
school’s computer laboratory
software
Instructional
software sites
(driil and practice Find software which is designed to teach
some contentor topic and not just to give
sites, tutorials
sites, simulaticin information.
sites, storybooks
and soon.)
Locate lesson plans and other teaching
Teacher Sites
ideas.
3. General r .
Increase awareness and access to museSources
Museums and
umcoiiections and to see exhibits online
virtual sites
without actually being physically there.
Distance Education
Distance education refers to an organized instructional program in which teacher
and learners are. physically separated. Distance education Is also referred to as
e-leaming, online education and webor computer-based training; this learning
metfxJd is distinctively intended to be done remotely (not in a classroom) via
PNU L E T Reviewer
113
E d u c a tio n al T e c h n o lo g y 1
/
2
_______
virtual means, (http://wmt.ehow.com/facts_4870122_defmitionrdstance-e6u- _
cation.html)
'
■ Synchronous distance education refers to situations where teacher and
students meet a t the same time but in different places, as in live video
broadcast or an audio teleconference. .
■ Asynchronous distance education refers to circumstances where both time
and place are different.
■ Hybrid Courses are courses that combine the elements of face-to-face
teaching and leaning with elements of distance education.
Some of the Most Important Benefits of Internet and Other Distance Resources
• Easy and rapid communication
• Access to expert resources and information not locally available
• Access to up-to-date information
• Easy sharing of information and products
• Support for a cooperative group work
Support for teaming information and visual literacy How is Distance Education delivered?
A wide range of technological options are available to the distance educator.
They fall into four major categories:
Category
Voice
Video
D3ta
114
Description
Instructional audio tools include the interactive technologies of telephone,
audioconferencing, and short-wave radio. Passive (i.e., one-way) audio
tools include tapes and radio.
Instructional video tools include stiH images such as slides, pre-produced
moving images (e.g., film, videotape), and real-time moving images com­
bined with audioconferencing (one-way or two-way video with two-way
audio).
The term ‘date" is used to describe the broad category of instructional com­
puter tools which are used to send and receive information electronically.
PNU L E T Reviewer
P ro fessio n al E d u catio n
I
Print
...................
..................................................
.... ................. .........
i
Varieties of Computer applications for distance education are:
. ..
. Computer-assisted instruction (CAI) - uses the computer as a
- self-contained teaching-machine to present individual lessons.
Computer-managed instruction (CMI) - uses the computer to
organize instruction and track student records and progress. The
instruction itself need not be delivered via a computer, although
CAI is often combined with CMI.
Computer-mediated education (CME) - describes computer
applications that facilitate the delivery of instruction. Examples
include electronic mail, fax, real-time computer conferencing, and
World-Wide Web applications.
Computer-based multimedia (CBM) - HyperCard, hypermedia,
and a still-developing generation of powerful, sophisticated, and
flexible computing tools have gained the attention of distance ed­
ucators in recent years. The goal of computer-based multimedia
Is to Integrate various voice, video, and computer technologies
into a single, easily accessible delivery system.
It is a foundational element of distance education programs and the basis
from vyhich all other delivery systems have evolved. Various print formats
are available including: modules, textbooks, workbooks, study guide,
course syllabi, and case studies.
DISTANCE EDUCATION TECHNOLOGIES
FORMATS OF PRINT-BASED DISTANCE EDUCATION TECHNOLOGIES
Format
Textbooks
Study guides
Description
As in traditionally delivered courses, textbooks are the basis and pri­
mary source of contentfor the majority of distance-delivered courses
Typically, distance educators use study.guides to reinforce points
made during class and through the use of other delivery systems.
They will often include exercises, related readings and additional
resources available to the student.
Prof. Marilou M, Uhina and Prof. John P. Naiividad
P ro fessio n al E d u catio n
In a distance education, context workbooks are often used to provide
course content in an interactive manner. A typical forrtiat might con­
tain an overview, the content to.be covered, one or more exercises
or case studies to elaborate the points being made, and a quiz or test
Workbooks
(with answer key) for self-assessment, in addition, there is typically
some
form of feedback, remediafion, branching, loop to recycle, through
the Instructions, as needed.
A comprehensive and well-planned course syllabus is the founda­
tion of many distance-delivered courses. It provides course goals and
objectives, performance expectations, descriptions of assignments,
Course syllabus related readings (often by session), grading criteria, and a day-byday overview of the material to be covered. The syllabus must be
as complete as possible in order to guide the students through the
course in the absence of daily contact with the instructor.
If written imaginatively, case studies are an extremely effective in­
structional tool. In fact, case studies are often designed around the
limitations of print and intended to spark the students' imaginations
Case studies
as they place themselves in the particular case under consideration.
Many case studies present a content-based scenario. They raise
Questions, pose alternative solutions, and then branch students to
.
different sections of the text.
VIDEO- BASED DISTANCE EDUCATION TECHNOLOGIES
Technology
D escription
Broadcast video, like radio, is
a synchronous technology that
One-way. video involves transmission of both
audio and video information to
a mass audience.
Examples
Educational programming on the
public television
instructional courses offered via
local cable companies
I
■ * ■
Prof. Marilou M. O'biriii and Prof.John P. Nacividad
E d u catio n a l T e c h n o lo g y ! & 2
In two-way interactive video,
also called video conferencing,
both sending and receiving
Two-way video
sites are equipped with cam­
eras, microphones, and video
monitors.
Students at two different schools
working on the same science
project make live presentations to
each other about thfeir research
findings. -
COMPinER-BASH) DISTANCE EDUCATION TECHNOLOGIES
I Technology
Description
Examples
Self-study courses in discipline
CD-ROMs or DVD-ROMs
CD-ROMs
such as foreign language and
can be mailed to learners for
and DVDcorrespondence study on home business education.
ROMs
computers.
E-mail supports asynchro­
Electronic communication between
nous personal communication
an instructor and studentsor
between teacher and learners, instructor and parents
E-mail
between teacher and parents, or Class "discussion* via an email list
among individual learners.
Computer conferencing systems, Online class discussion, forums,
or debates
also known as discussion
ComputerSharing student works, such as
forums or bulletin boards,
conferencing permit two or more individuals papers or projects, to permit peer
review and critique.
to engage In an asynchronous
text-based dialogue.
* Synchronous a- real-time in­ «. Live student interaction with an
•
•
expert
teraction in which individuals
interact by typing message • Collaboration between students
Chat or
from different schools about a
back and forth to one another.
Instant
• Chat room interactions re­ - mutual project
Messaging
semble group conversations ■' Online ‘ office hours" when, disand become popular places -tant student can contact their
instructor
for electronic socializing.
PNU L E T Reviewer
115
Ed ucatio n al T ech n o lo gy 1 & 2
Web-based
instruction
• Instant messaging is similar
.*
to chat but normally involves
only one to one communica• ton.
Web-based instruction also
■ Complete courses on almost any
known as oniine-leaming, can
topic
present content, provide links to - Online supplements to tradition­
information at other locations,
al face-to-face courses.
and serve as a focal point for
distance education experience.
.
KEY PLAYERS IN DISTANCE EDUCATION
Key Players
Description
Meeting the instructional needs of students is the cornerstone
of every effective distance education program, and the test by
which all efforts in the field are judged.
The success of any distance education effort rests squarely on
the shoulders of the faculty.
Special challenges confront those teaching at a distance. For
example, the instructor must:
• Develop an understanding of the characteristics
and needs of distant students with little first-hand
experience and limited, If any, face-to-face contact.
■ Adapt teaching styles taking into consideration the
needs aid expectations of multiple, often diverse,
audiences.
■ Develop a working understanding of delivery tech­
nology, while remaining focused on their teaching
role.
• Function effectively as a skilled facilitator as well as
content provider._______________________
I PNU LET Reviewer
P ro fessio n al Education
Facilitators
Support Staff
Administrators
Site facilitator acts as a bridge between the students and the
instructor. To be effective, a facilitator must understand the
students being served and the instructor's expectations. Most
importantly, the facilitator must be willing to follow tie direc­
tive established by the teacher. At a minimum, she/he sets up
equipment, collects assignments, proctors tests, and acts as
the instructor's on'-sife eyes and ears. •
These individuals are the silent heroes of the distance edu­
cation enterprise and ensure that the myriad details required
for program success are dealt with effectively. Most success­
ful distance education programs consolidate support service
functions to include student registration, materials duplication
and distribution, securing of copyright clearances, facilities
scheduling, processing grade reports, managing technical
resources, etc.
Effective distance education administrators are more than idea
people. They are consensus builders, decision makers, and
referees. They work closely with technical and support service
personnel, ensuring that technological resources are effec­
tively deployed to further the Institution's academic mission.
Most importantly, they maintain an academic focus, realizing
that meeting the instructional needs of distant students is their
ultimate responsibility.
Considerations and Decisions to Select the Best Delivery System
• Consider the goal, learner characteristics, the learning and performance contexts,
objectives, and assessment requirements.
• Reviewthe instructional analysis and identify logical grouping of objectives that win be
taught it appropriate sequences.
■ Plan the learning components that will be used in the instructions.
• Choose the most effective student groupings for learning.
• Specify effective media and materials that are within the range of cost, convenience,'
and practicality for the learning context. ________
Prof. Mariloli M. Ubiiia and Prof.John P. Natividad
Professional E d u catio n
—
o
EVALUATING INSTRUCTIONAL RESOURCES
.
_
- -
*
-
_
'
In evaluating Instructional resources, several questions you should ask yourself are Im­
portant regardless of the type of resource you are considering:
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do'the materials teach and/or reinforce teaming effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed equip­
ment, etc.)?
Prof. Marilou M. Ubinaand Prof. John P. N'atiridad
, E d u c a tio n a l T echno lo gy J & 2
PART II - ANALYZING TEST ITEMS
D irections: Read and analyze edfch item and select the correct option that answers
each question. Analyze the items using the first 5 items as your sample. Write only the
letter of your choice in your answer sheet.
1. Which of the following statements has a very limited definition of educational tech- nology?
A. It is a profession composed of various job categories.
B. It refers to the computers used for teaching and learning.
C. It indudes audiovisual materials, interactive multimedia and self-instrucHonal
materials.
0. It is the development, application, and evaluation of systems, techniques and
aids to improve human teaming.
Answer:B
The answer is letter B because it is confined to computers only. OptionsA, C, & 0 on
the other hand are more encompassing and they describe the different dimensions
of educational technology.
2. Which of the following statements is correct, about the domains of educational
technology?
A. Design is the production stage while development is the planning stage,
B. Both the design and development are the planning stage.
C. Evaluation is synonymous with implementation.
D. Utilization Is the actkxi-phase.______________ _______________
Answer: D
The answer is letter D because It refers to the actual use of an educational technol­
ogy. Letter A is incorrect because the words design and development were inter­
changed. Letter B, Is also incorrect because it is only the word, 'design” which refers'
to planning stage*. Letter C is incorrect because evaluation is not synonymoos tfith
implementation.
PNU L E T Reviewer
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Educations] T ech n o lo gy 1 S i 2
3. Us. Gomez is planning to integrate technology in her Mathematics class. Which'of
the following would be the logical steps in doing this?
I.
Set tfte objectives
II. Analyze the learners
III. Utilize the materials with showmanship
■
IV. Evaluate the performance of the students
A. I- M -IV
C. l-ll-IV-lii
B. II-I-IIWV
D. II-1-IV-III
4. Which of the. following is a limitation of models and real objects in teaching and
learning?
A. They pose problems on storage.
. B. They make learning more concrete.
C. They provide hands-on teaming experiences.
0 . They are readily available in the environment, around school, and in the
home.
5 . Which group of technologies has the highest degree of concreteness?
A. realia are) computer
B. video, picture, and television
• C. digital video, Rim, versatile compact disc
D. book, imaginative literature, programmed instruction
6. Mrs. Del Prado placed text together with the relevant graphics on the same page
in her multimedia presentation. Which principle did she apply?
A. Split attention
C. Cost effectiveness
j}.. Spatial contiguity
D. Communication effectiveness
7. Mrs. Olivarez presented real samples of rocks in her General Science class. What
(principle did she apply?
A. Appropriateness
C. Responsiveness
B. Authenticity
‘ D. Simplicity
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PNU L E T Reviewer
P ro fessio n al Ed ucation
8. Which is the best reason why teachers state the objectives before"using instruc­
tional media?
A. To secure available materials.
B. To prepare the materials beforehand.
C. To determine which media to ifce best.
D. To be able to practice how to operate the equipment
9. Which of the following should Mr. Rivera primarily consider in determining his
teaching- learning objectives' and use of instructional media?
A. The assessment tool to be used
B. The learning activities
C. The learner
D. The teacher
10. Which of the following technologies provide iconic experiences to students/chil­
dren?
A. . Video and books
C. Radio and recordings
B. Pictures and videos
D. Modules and periodicals
11. Which of these technologies used in the classroom are arranged from the most
symbolic to muttfeensory?
A. Real objects, print, audio-visual materials, and visual materials
B. Visual materials, audio visual materials, print and computers
C. Visual materials, print, audio-visual materials and realia
D. Print, audio, visual materials, computers and realia
12. Which of the following is inappropriate in using printed visuals such as diarts,
graphs, and drawings?
A. Provide written or verbal cues to highlight important aspects of visuals.
B. Present the instructional materials simultaneously,
d Use materials fta t everyone <ari see.
0. Make the presentation suspehsefui.
P rof. Marilou M . Ubirin and Prof. John
P. Nacividad
P r o fe s s io n a l E d u c a tio n
S. SUsan wants to learn more English. SpBcrfically, she wants to improve her listening
skills. She has a CD player, a tape recorder and has internet access. As an English
teacher, what do you suggest?
I. • CDs with English listening drills
• II. Tapes with English listening drills
III. Internet websites such-as Go4English, English Language Listening
Lab, or Randall's listening Lab
A. I and 11
I or III
B. II and III
(p . I, II and IH
14. Which of the following statements is incorrect about the contributions of technology
to student teaming?
A. The quality of learning can be improved.
B. The delivery of instruction can be more interesting.
C. The method of teaching and learning becomes more interactive.
D. The role of the teacher can be changed Into knowledge dispenser.
15. Mr. Tamate. an ICT teacher takes into account technology standards to address
the needs of the students and help than adapt with the changing society and
technology. Which of the following standards is an exception?
A. Creativity and innovation
B. Research and Information literacy
C.- Model dlgltal-age work and leaning
' D .; Technology operations and concepts
Vinluan, a computer teacher demonstrates understanding of local and global
issues and exhibits ethical and legal use of information and communications tech­
nology tools. Which is true about her?
A. She models digital-age work and teaming.
JB, She facilitates and inspiresstudent teaming and creativity.
/ C. > She promotes and models digital citizenship and responsibility.
‘E>. She designs and develops digital -age learning experiences and assess­
ments.
1
Prof. Marilou M . U binuand Prof. John P. Nariridad
E d u c a tio n a l T e c h n o lo g y 1 (J; 2
1'7. With the fast-paced evolution of technologies nowadays, why are teachers en­
couraged to shift gradually from a teacher-centered instruction to a learner-cen­
tered instruction?
I. A (earner-centered instruction focuses on transformation of facts.
II. Students wori< on tasks determined and controlled by the teacher.
III. Students could collaborate and work on authentic tasks in a iearner-centered instruction.
. I V . A learner-centered instruction supports inquiry approach and
authentic assessment,
A. II and IV only
d. 1, III and IV only
B. l.H andlV only
DT 11.Ill and IV only
18. Ms. Hernandez employs student -centered instruction as the learners create their
digital portfolios jn her computer class, What could be developed among them
throughthis approach?
A. Repetition and active learning
B. Mastery of skills & information delivery
C. Information processing and passive learning
D. Construction of knowledge and information exchange
19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
following should he avoid?
A. Consider technical quality.
B. Apply different computer effects per slide.
' C. Present information through graphic organizers.
D. Use contesting colors for text and background.
20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of
the following is the most effectiye way of doing it?
A. Let the pupils surf a friendly letter from the Internet. ■
B. Have the pupils write a friendly letter and send it through an email.
Cl Have the pupils fomarti a downloaded friendly letter to others via email.
. D. le t the pupils write a friendly letter using word processing and have it
" critiqued try their
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E d u c a tio n a l T ech n o lo gy > & 2
.21-. Which of the following computer-based instructional materials can be used to learn
new concepts?
•
A. Games
C. . Simulation
B. Tutorial- ‘
‘ D. Drill and practice
2 2 . Prof. Deia Cruz would like to create a presentation material for her lesson on the
types of Computer-assisted lnstruction:To make her presentation effective, which ?
A. Situating tool
C.- Productivity tool
B. Infonnative tool ■
D. Communicative tool
2 3 . Prof. Debs Santos is thinking of an online teaming approach by which content
provides links to information at other locations and serves as a focal point for a
distance education experience. Which of the-following should she use?
A. Teleconferencing
C. Web-based instruction
B. Self-paced program
D. Computer-aided instruction
2 4 . Which is NOT a basic consideration in selecting and evaluating the content of an
educational technology tool?
A. Does it match the content?
B. Can It be easily dismantled?
C. Will it motivate and maintain interest?
D a Is there evidence of its effectiveness?
25. Your father wanted to finish his long dreamed course but he wanted to do it at
• home during his free time. Would you
recommend an online learning?
A. Yes, because online learning is the "in” thing.
B. No, because online learning inhibits student-teacher interaction.
C. No, because hiring a helper would enable him to attend regularly in his class.
D. Yes, because he could learn at his own pace using a wide spectrum of
technologies.
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PNU LET Reviewer
Profcssioiiifl E d ucatio n
PART III - ENHANCING TEST TAKING SKILLS
Directions: Enhance your test taking skills by answering the items below. Write only
the letter of the best answer.
1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an ele­
mentary school where there are enough resources for instruction. She wanted to
start preparing her instructional materials. Which is the most systematic process
in doing this?
A. Design - utilization - evaluation - development
B. Design - development - utilization - evaluation
C. Development - design - utilization - evaluation
D. Development - utilization - evaluation - design •
2. Which is the most important reason why teachers need to preview their instruc­
tional materials that will be used in the class?
A To gain confidence in using them
B. To encourage viewers to be more focused
C. To avoid potential problems that might occur while materials are in use
D. To ensure appropriateness of the materials with the objectives and target
audience
3. After Ms. Rivas planned her lesson in English, she found out that the materials at
hand do not match her objectives. Which is the best thing that she can do?
A. Modify the available materials.
B. Teach the lesson the following day.
JX Change the objectives to match'with the available materials.
Dvi Carryout the lesson as planned and use the materials at hand.
4. Prof. Balagtas used worksheets, manipulatives, and models in teaching math to
help her students understand the lesson and love the subject. What did she bear
in mind when she used these materials?
A. Appropriateness
C. Breadth
B. Balance
t>. Variety
Prof. Marilou M. Ubin.i ami Prof. John P. K niividad
P ro fessio n al E d u catio n
5. With the increasing use.of edocatiflnal technology inside the classroom, what role
tefixpected of the teacher?
'^ .fa c ilita to r
C. knowledge giver
Researcher
D. Source of information
6. It is impractical to bring real objects to the classroom so Aaron constructed a
three-dimensional visual instead.Which of the followhg did he construct?
A. Chart
'
■ C.; Model
B. Cartoon
"O'. Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have
understood from what they have read. Which of the following non-projected
visuals are you referring to?
.AT -Graphic organizer
C. Model
iT Print materials
D; Reaiia
8. There are several reasons why teachers are reluctant in using electronic media in
Hie teaching-learning process. Which is the most common reason?
A! The limited exposure of teachers to new equipment
S. Their incompatibility to diverse needs of the learners
C. The difficulty in integrating technology in the curriculum
D. The excessive availability of local technology in the community
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
Filipino. In which activity in the teaching-learning process is It very effective?
In developing listening skills
.
C. in composing poems .
B. in teaching creative writing
'
0. In building concepts
10. Plants, pebbles, and blocks are just some of the effective instructional materials
readily found in the environment if they are utilized properly. Which of the following
is lNCORRECT about their classroom use?
'K. \Pass a single object around the class.
B. ’Familiarize yourself with the object or model before its actual utilization.
C. Use-tbe objects as springboard in encouraging students' active participation.
D. Make sure that the reaiia and model are large enough to be seen by the
whole class,
•
Prof. M arilou M . Ubinu and Prof. Joh n
P. Nacindad
E d u catio n al T e c h n o lo g y ] &
1
11. Prof. Ruiz uses projected visuals such as Digital Liquid. Prqector (DIP) in presenting
her lesson. What could be her main reason for'using it?
.A ^ T h e projected materials are readily available.
V They are more abstract than any other visuals.
C. Most projected visuals can be obtained at no cost.
D. She can easily prepare her own transparencies in advance.
12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year
High School class. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
A. When it promotes mastery of the lesson
B. When it makes viewing more interesting
C. When it helps attain the objectives of the lesson
D. When it induces alienation on the part of (he learners
13. Your principal purchased new computer units for your Learning Resource Center.
Which of the following should be your last consideration in using the technology?
A. Computers can be used for entertainment.
3 . Computers can be used for research activity.
C. Computers can be used for interactive presentation.
D. Computers can be used to reinforce discussion of difficult concepts in class.
14. Computers can be classified according to the roles they play namely communica­
tive tool, informative tool, and constructive tool. What is the other role of computes
not mentioned in this item?
Instructional tool
$5.. Starting tool
C. Utility tool
D. Application tool
15. Which of the following categories of CAl will you use in your class if your objective
is to increase proficiency in a newly learned skill or refresh an existing one?
A. Tutorial
t . b ill and practice
Bk Simulation
Cr Instructional game
16. Which of the following is an ineffective use of Presentation software?
A. Darken the roan.
C. Read directly from the slides.
B. Use appropriate pacing.
D. Allow interaction with the learner.
PNU L E T Reviewer
121
• P ro fessio n al E d u catio n
5. With tbe increasing use of educational technology inside the classroom, what role
E xp ected of the teacher?
% .facifitator
C. Knowledge giver
B .' Researcher
D. Source of information
6. It IS impractical to tiring real objects to the classroom so'Aaron constructed a
three-dimensional visual, instead.Which of the following did he construct?
A. Chart
. c. v Model
B. Cartoon
'D . Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have
understood from what they have read! Which of the following non-projected
visuals are you referring to?
Graphic organizer
C. Model
B.’ Print materials
D. Realia
8. There are several reasons why teachers are reluctant in using electronic media 1ft
the teaching-leaming process. Which is the most common reason?
A: The limited exposure of teachers to new equipment
3 Their incompatibility to diverse needs of the learners
C. The difficulty in integrating technology in the curriculum
0. The excessive avaSabSityof local technology in the community
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
Filipino, in which activity in the teaching-leaming process is it very effective?
In developing listening skills
C. In composing poems
B. In teaching creative writing
D. In building concepts
10. Plants, pebbles,-and bloctcs are just some of the effective instructional materials
readily found in the environment if they are utilized properly. Which of the following
Is INCORRECT about their classroom use?
. A:\Pass a single object around the class.
'
’
.
'B. -'Familiarize yourself with the object or model before its actual utilization.
C. Use the objects as springboard in encouraging students’ active participation.
0. Make sure that the realia and model are. large enough to be seen by the
whole class.
.
Prof. Marilou M. UbiAa and P rof. John P. h'arividad
E d u c a t io n a l T e c h n o lo g y
1 8c 2
11 .-Prof: Ruiz uses projected visuals such as Digital Liquid Projector (DIP) in presenting
her lesson. What couW be her main reason for using it?
A i-T h e projected materials are readily available.
.§ . / They are more abstract than any other visuals,
u Most projected visuals can be obtained at no cost.
D. She can easily prepare her own transparencies in advance.
12. Ms. Samonte used a film clip in teaching Social Studies conceptsto her First Year
High School cfeiss. However, she found out that it was ineffectively used in the
classroom. When is technology considered INEFFECTIVE?
A. When it promotes mastery of the lesson
B. When it makes viewing more interesting
C. When it helps attain the objectives of the lesson
D. When it induces alienation on the part of the learners
13. Your principal purchased new computer units for your Learning Resource Center.
Which of the following should be your last consideration in using the technology?
A. Computers can be used for entertainment.
8 . Computers can be used for research activity.
C. Computers can be used for interactive presentation.
D. Computers can be used to reinforce discussion of difficult concepts in class.
14; Computers can be classified according to the roles they play namely communica^
tive tool, informative tool, and constructive tool. What is the other role of computers
not mentioned In this item?
£ Instructional tool
5 . Situating tool
C. Utility tool
D. Application tool
15. Which of the following categories of GAI will you use in your class if your objective
' is to increase proficiency in a newly learned skijl or refresh an existing one?
A. Tutorial
.
it. jferill and practice
B. Simulation
IT Instructional game
16. Which of the following is an ineffective use of Presentation software?
A. Darken the room.
,
.
C.' Read directly from the slides. .
B. Use appropriate pacing. _
D. Allow interaction witti the (earner.
PNU LET Reviewer 1 2 1
E d u c a tio n a l T ech n o lo gy ] & 2
17. Which of the Mowing is NOT an example of a communicative tool?
• A. Chat
*.
C. Teleconferencing •
-B- Electronic mail
D. Multimedia encyclopedia
18. Why is one-way cfelivefy of information a misuse of communication tools?
A . Because the teacher expects the student to study more
B. Because it requires activities that focus on thinking than responding .
C. Because It enables the usersto focus more on higher level cognitive activi­
ties
•
’
D. Because this kind of practice lessens interaction capabilities of communica­
tion tools
19. Internet consists of thousands of connected computer networks around the world.
Which term does NOT refer to Internet?
A. NET
C. “Cyberspace"
£ . On-line
D. 'Information Superhighway"
20. Which technology tool can Prof. Soriano use to communicate asynchronous^ with
her students?
A. Chatandblog
B. Chat and instant messaging
C .. Blog and video conferencing
0 . Electronic bulletin board and email
21. In your computer subject, you allow your class to chat as part of your' motivation
before discussing to them the roles of computer as a tool. How is chat used in this
context?
A. Informative tool
C. Communicative tool
B. Application tool
0 . Situating tool
21 Which statement is INCORRECT about computer conferencing?
A- It refers to live student interaction with an expert.
8 . It is also known as discussion forum or bulletin board.
C: It also refers to online class discussions, forums or debates.
D. It permits two or more individuals to engage in asynchronous text-based
dialogue.
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P N U L f T Reviewer
P ro fe ssio n a l Ed ucatio n
23. Which instructional tool application will you introduce to your glass if your objective
is to help them find and use information resources available in the internet?
A.. Webquests
Scavenger Hunt
B. Hybrid course
D. Distance education
24. ' In the delivery of distance education; what-computer application is used to orga­
nize instructions and track students records and progress?
A. Computer-baBe<tMulflmedia
8. Computer-assisted Instruction
C. Computer-mediated Education
f o /) Computer-managed Instruction
25. Mien is distance education as effective as the traditional instruction?
A . When the method, technologies and assessment used are appropriate to the
required competencies.
B. When the course requires more face-to-face communication between the
students and teachers.
C. When students depend more on their online mentor.
D. When there is'student-to-student interaction.
:-------------.....«.----- ------------Prof. M arilou M . L'bin.i anti Prof. John P. Natividad
P ro fessio n al E d ucatio n
Assessment
and Evaluation
o f Learning 1
Prepared by:
Dr. Marilyn Ubina-Baiagtas and Prof. Antonio G. Dacanay
j Competency:
i Apply principles in constructing
j and interpreting alternative/
; authentic forms of high quality
: assessment
Dr. Marilyn Ubina-Balagta* and Prof. Anronio G. Dacanay
A ssassn icn t a n d E v alu atio n ® f L earn in g 1
|
PART 1 CONTENT UPDATE
BASIC CONCEPTS
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.
Measurement
A process of quantifying the degree to which some­
one/something possesses a given trait. Le., quality,
characteristic, or feature.
Assessment
A process of gathering and organizing quantitative or
qualitative data into an interpretable form to have a
basis for judgmoit or decision-making,
it is a prerequisite to evaluation. It provides the infor­
mation which enables evaluation to take place.
■
Evaluation
Traditional Assessment
A process of systematic interDretatkxv analysis, ap­
praisal or judgment of Die worth of organized data as
basis for decision-making. It Involves judgment about
the desirability of changes in students.
• It refers to the use of pen-and-paper objective test.
Alternative Assessment • It refers to the use of methods other than pen-and?
paper objective test which includes performance tests,
projects, portfolios, journals, and the likes.
Authentic Assessment '■ It refers to the use of an assessment method that
simulate true-to-life situations. This codti be objec­
tive tests that reflect real-life situations or alternative
methods that are parallel to what we experience ii) real
life.
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A sse» '- .ji t E iia E v alu atio n o f L e a rn in g 1
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning - this Includes three types of assessment done be. fore and during instruction. These are placement, formative and diagnostic,
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have basis in planning
for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into
the learning situation and use this as a starting point, for instruction.
• The results of this assessment place students in specific learning groups to
facilitate teaching and learning.
t b. Formative - done during instruction
• This assessment is where teachers continuously monitor the students' level
of attainment of the learning objectives (Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to
the students for them to know their strengths and weaknesses and the
progress of their learning.
c. Diagnostic - done during instruction
• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do
not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this is done after instruction. This is usually referred
to as the summative assessment.
• it is usedto certify what students know and can do and the level of their
proficiency or competency.
• Its results reveal whether or not instructions havesuccessfully achieved,the
curriculum outcomes.
• The information from assessment of learning is usually expressed as marks
or letter grades.
. .
■ The results of which are communicated to the students, parents, and other
stakeholders for decision making.
.
.
124
It is also a nnwfirfi il factor that m ilrl naup. thp w av fn r erii rational r e fo r m
PNU LET Reviewer
P ro fessio n al E d ucatio n
..........
" 1,,F■1
1
i
3. Assessment AS learning - this is done for teachers to understand and perform
well their role of assessing FOR and OF learning. It requires teachers to undergo
training on how to assess learning and be equipped with the following competen­
cies needed in performing their work as assessors.
_ ’
Standards for Teacher Competence In Educational Assessment of Students
(Developed by the American Federatio n^ Teachers National, Council on Measurement In Educa­
tion, National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate for
instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for
instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of
both externally-produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions
about individual students, planning teaching, developing curriculum, and school
improvement
5. Teachers should be skilled in developing valid pupil grading procedures which use
pupil assessments.
6. Teachers should be skilled in communicating assessment results to students,
parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappro­
priate assessment methods and uses of assessment information.
Dr. iVfariiyn Ubina-Balagtas and Prof. Antonio G. Dacanay
P ro fessio n al E d u catio n
PRINCIPLES O f HIGH QUALITY CLASSROOM ASSESSMENT
i Principle 1: Clarity and Appropriateness of Learning Targets
• Learning targets should be clearly stated, specific, and center on what is
truly important.
Learning Targets
(MeMilan, 2007; Stlgglns, 2007)
Knowledge
Student mastery of substantive subject matter
Reasoning
Student ability to use knowledgeto reason and solve problems
Skills
Student ability to demonstrate achievement-related skills
Products
Student ability to create achievement-related products
Affective/Disposition
Student attainment of affective states such as attitudes,
values, interests and self-eflicacy.
r -------—-------- ----- ----------- —
—------i Principle 2: Appropriateness of Methods
•
i
Learning targets are measured by appropriate assessment method
Assessment Methods
Supply
• Stan
Answer
• Comple­
tion Test
Objei.iti'e
Sfl 'cHm
, •M u tt* *
Chow
• Matching
T»e
tssav
Pirrionnatice
• Restricted
•Presentations
•P ip a s
• Projects
•Mhtmcs
♦ Dsmonstrattyns
• EritfbMons
"Pofttoks
• Response
• Extended
’ Response
•
• True/
False
0. c 'i L..-.
0t«. ■!
• Oral
• B am taSons
• Gonfmnces
• W entaw
,
.
Dr. Marilyn Ubiha-Hal.igrus and Prof. Anconio G. Dacanay
„
•Ild M M l
•Formal
•
•AttkKte
•Survey
•Sodometrfc
• Devices
• Question­
naires
• Inventories
Assessm en t an d E valu atio n o f L e arn in g 1
Learning Targets and their Appropriate Assessment Methods
Targets
Assessment Methods
Obj’elac
Ess:,y
Knowledge
5
■ ----------4
Reasoning
2
5
4
4
2
2
Skills
1
3
5
2
5
3
Products .
1
1
5
2
4
4
Affect
1
4
4
4
5
2
.
Pfc’lMnwnct;
Base;)
Oral a u c ­
tio n ing
Oti-.srvatitm
R e p irt
3
4
3
2
Note: Higher numbers indicate better matches lt.g. 5 =N gl!, l = tow)
Modes of Assessment
I
Mode
D escription
Advantages
Disadvantages
Traditional The paper-and ■ Stan­
pen- test used
dardized
in assessing
and
teacher
knowledge
and thinking
- made
tests
skills
!
• Scoring is
objective
• Administration
is easy because
students can
take the test at
the same time
■ Preparation
of the instru­
ment is time
consuming
■ Prone to
guesshgand
cheating
Perfor­
mance
■ Scoring
Preparation of
the instrument
tends to be
is relatively easy
■subjective
without
Measures be­
havior that can­
rubrics
not be deceived « Administra­
tion is time
as the? are
. consuming
• demonstrated
* and observed
A mode of
assessment
that requires
actual demon­
stration of skills
or creation of .
products of
learning
Examples
« Practical
■
.Test
• Oral and
, Aural Test ' •
* Projects,
etc
PNU L E T Reviewer w m
A ssessm en t an d Evalu ation o f L earn in g 1
Portfolio
■ Working
A process of
gathering mul­
Portfolios
tiple indicators • Show
of student
Portfolios'
progress'
■ Docu­
mentary
to support
course goals
Portfolios
in dynamic,
ongoing and
collaborative .
process.
—----
■ Develop­
* Measures
ment is’time
students growth
consuming.
and develop­
* Rating
ment
tends to be
• Intelligence-fair
subjective
without
rubrics
------ _- -- - - - - ------------
i. Principle 3: Balance
I
• A balanced assessment sets targets in all domains of learning (cognitive, affective,
and psyebomotof) or domains of Intelligence (verbal-linguistic, logical-mathematical,
bodily-kinesthetic, visual-spatial, musical-rhythmic, Intrapersenal-soclal, intrapersonal-lntrospection, physical world-natural, existential-spiritual).
• A balanced assessment makes use of both traditional and alternative assessments.
i Principle 4: Validity
i
Validity - is the degree to which the assessment instrument measures what it intends
to measure. It is also refers to the usefulness of the instrument for a given purpose. It
is the most important criterion of a good assessment instrument.
*
t UuXk I n
*»-*-« —— ■«-«'-««» ways tfi csiaoftwiHis
raiany
1. Face Validity - is done by examining the physical appearance of the instrument to
make it readable and understandable.
2. Content Validity - Is done through a careful andcritical examination of the objec­
tives*of assessment to reflect the curricular objectives.
3 . Criterion-related Validity - is established statistically such that a set of scores.
126
PNU L E T Review er
' Professional Ed ucation
revealed by the measuring instrument is correlated with the scores obtained in
another external predictor or measure. It has two purposes: concurrent and pre­
dictive. ■;
a. Concurrent validity - describes the present status of the individual by cor­
relating the sets of scores obtained from two measures given at a close in­
terval
b .. Predictive validity - describes the future performance of an individual by
correlating the sets of scores obtained from two measures given at a longer
time interval.
4. Construct Validity - Is established statistically by comparing psychological traits
or factors that theoretically influence scores in a test.
a. Convergent Validity-is established if the instrument defines another similar
trait other than what it is intended to measure.
E.g. Critical Thinking Test may be correlated with Creative Thinking Test.
b. Divergent Validity - is established if an instrument can describe only the
intended trait and not the other traits.
E.g. Critical Thinking Test may not be correlated with Reading Comprehen­
sion Test
i Principle 5: Reliability
>
Reliability - it refers to the consistency of scores obtained by the same person when
retested using the sameor equivalent Instrument.
Type of Reliability
Measure
Method
Test-Retost
Measure of
Stability
•
•
Procedure
Give a test twice to
the same learners
with any time interval
between tests from
several minutes to
several years.
S tatistical
Measure
Pearson r
•
Dr. Marilyn Ubina-Bilagtas and Prof. Antonio G. Dacanay
P ro fessio n al Ed ucation
Equivalent Forms
Measure of '
Equivalence
Give parallel forms
of tests with close
time Interval between
forms.
Pearson r
Test-retestwith . Measure of Stabili­ Give parallel forms of
EquivaJent Forms ty and Equivalence tests wltfv Increased
time Interval between
forms.
Pearsortr
Split Half
Measure of Internal Give a test once to .
Pearson r&
Spearman
Consistency
obtain Scores for
Brown Formula
equivalent halves of
the test e.g. odd- and
even-numbered Items.
Kuder-Rictiar^n
Measure of Internal Give the test once
Kuder-RichardConsistency
then correlate the pro­ son Formula 20
portion/percentage of and 21
the students passing
and not passing a
given Item.
^Principle 6 : Fairness
J
A fair assessment provides all students with an equal opportunity to demonstrate
achievement The key to fairness are as follows:
•
•*
• Students have knowledge of learning targets and assessment.
• Students are given equal opportunity to leam.
• Students possess the pre-requisite knowledge and skills.
• * Students are tree from teacher stereotypes. .
• Students are free from biased assessment tasks and procedures.
Or. Marilyn Ubina-Balagraa and Prof. Anronio G. Dacanay
A ssessm en t a n d E valu ation o f L e a rn in g 1
r
—
_
— . ______ —
—
—
—
__ —
—
—
—
—
—
—
—. —
— —
— —
Principle 7: Practicality and Efficiency
i
When assessing learning, the information obtained should be worth the resources and
time required to obtain it. The factors to consider are as follows:
• Teacher Familiarity with the Method. The teacher should know the
strengths and weaknesses of the method and how to use It.
• Time Required. Time Includes construction and use of the instrument and
the interpretation of results. Other things being equal, It Is desirable to
use the shortest assessment time possible that provides valid and reliable
results.
• Complexity of the Administration. Directions and procedures for admin­
istrations are dear and that little time and effort is needed.
• Ease of Scoring. Use scoring procedures appropriate to a method and
purpose. The easier the procedure, the more reliable the assessment Is.
■ Ease of Interpretation. Interpretation is easier If there Is a plan on how to
use the results prior to assessment.
• Cost Other things being equal, the less expense used to gather infor­
mation, the tetter.
i Principle ft Continuity
L — -
——
~~
~
- - - -
-j
— -------'------------------- — — — — — — — — — — — — — — — — — J
• Assessment takes place in all phases of instruction. It could be done before, during
aid after instruction.
Activities Occurring Prior to Instruction
• Understanding students' cultural backgrounds, interest?, skills, and abilities
• as they apply across * range of learning domains and/or subject areas
• Understanding students' motivations and their interests in specific class
content
• Clarifying and articulating the performance outcomes expected erf pupils
• Planning instruction for individuals or groups of students
PNU L E T Reviewer
127
A.ctivtties Occurring During Instrtjction
■ Monitoring pupil progress toward instructional goals
■ Identifying gains and difficulties pupils are experiencing in learning and
performing
• Adjustipg instruction
■ Giving contingent, specific; and credible praise and feedback
• Motivating students to team
• Nidging ttie extent of puj^f attainment of instructional outcomes
Activities Occurring After the Appropriate Instructional Segment
(ig . lesson, class, semester, grade)
• Describing the extent to which each student has attained both short- and
long-term instructional goals
• Communicating strengths'and weaknesses based on assessment results to
students, and parents or guardians
• Recording and reporting assessment results for school-level analysis,
evaluation, and decision-making
• Analyzing assessment information gathered before and during instruction
to understand each students' progress to date and to Inform future instruc­
tional planning
• Evaluating the effectiveness of instruction
• Evaluating the effectiveness of the curriculum and materials in use
i Principle 9: Authenticity
]
Features of Authentic Assessment 0ur*e, 1999)
»
»
»
»
»
»
128
Meaningful performance task
Clear standards and public criteria
Quality products,and performance
Positive Interaction between the assessee and assessor
Emphasis on meta-cognition and seif-ervaluation
Learning that transfers
#
.
PNU LET Reviewer
'
P ro fe s sio n a l Education
Criteria of Authentic Achievement (Burke, 1999)
1. Disciplined Inquiry - requires in-depth understanding of the problem and a move
beyond knowledge produced by others to a formulation of new ideas.
2. Integration of Knowledoe -considers things as a whole rather than fragments
ofknfiwledge
•
3. Value Bevond Evaluation - what students do have some value beyond the class­
room
.r —
— — ------ — — — — —
— — — — —
i Principled 0: Communication
L. ———
—^ —
—
— —
————
—
i
— —
■ Assessment targets and standards should be communicated.
• Assessment results should be communicated to important users.
• Assessment results should be communicated to students through direct
interaction or regular ongoing feedback on their progress.
r ————————————————————
n
^Principle 11: Positive Consequences
j
■ Assessment should have a positive consequence to students; that is, it
should motivate them to team.
• Assessment should have a positive consequence to teachers; that is, it
should help them improve the effectiveness of their instruction
i Principle 12: Ethics
1
• Teachers should free the students from harmful consequences of misuse or
overuse of various assessment procedures such as embarrassing students
and violating students' right to confidentiality.
.* Teachers should be guided by laws and policies that affect their classroom
Administrators and teachers*should understand that it is inappropriate to
use standardized student achievement to measure teaching effectiveness.
Dr. Marilyn Ubina-Balagtas and Prof. Antonio G. Dacanay
P ro fessio n al E d ucatio n
'PERFORMANCE-BASED ASSESSMENT
Performance-Based Assessment is a process of gathering information about stu­
dent's learning through actual demonstration of essential and observable skills and
creation of products that are grounded in real world contexts and constraints. It is an
assessment that is open to many possible answers and judged using multiple criteria or
standards of excellence that are pre-speclfied and public.
Reasons for Using Performance-Based Assessment
• Dissatisfaction of the limited information obtained from selected-response
test.
■ Influence of cognitive psychology, which demands not only for the learning
of declarative but also for procedural knowledge.
• Negative impact of conventional tests e.g., high-stake assessment,
teaching for the test
■ It isappropriate in experiential, discovery-based, Integrated, and problem-based
teaming approaches.
Types of Performance-based Task
1. Demonstration-type- this is a task that requires no product
Examples: constructing a building, cooking demonstrations, entertaining
tourists, teamwork, presentations
2. Creation-type -th is is a task fliat requires tangible products
Examples: project plan, research paper, project flyers
Methods of Performance-based Assessment
1. Written-open ended - a written prompt is provided
Formats: Essays, open-ended test
2. Behavior-based - utilizes direct observations of behaviors in situations or
simulated contexts
Formats: structured (a .specific focus of observation is set at once) and
unstructured (anything observed is recorded or analyzed)
3. Interview-based - examinees respond in one-to-one conference setting with the
Dr. Marilyn Ubina-B.ilagus and Prof. Anronio G. Dacanay
A ssessm en t a n d E v alu atio n o f L earn in g 1
examiner to demonstrate mastery of the skijls
‘
.
Formats: s&uctured (interview questions are set at once) and unstructured
(interview questions depend on the flow of conversation)
4. Product-based- examinees create,a work sample or a product utilizing the skills/
abilities
Formats: restricted (products of the same objective are the same for all stu­
dents) and extended (students vary in their products for the same objective)
5. Portfolio-based - collections of works that are systematically gathered to serve
many purposes
How to Assess a Performance
1. Identity the competency that has to be demonstrated by the students with or
without a product
2. Describe the task to be performed by the students either individually or as a group,
the resources needed, time allotment and other requirements to be able to assess
the focused competency.
7 Criteria in Selecting a Good Performance Assessment Task (Burke, 1999)
• Generalizabflity - the likelihood that the students’ performance on the task
will generalize the comparable tasks.
• Authenticity-The task is similar to what the students might encounter in the
real world as. opposed to encountering only in the school.
• Multiple Fod - The task measures multiple instructional outcomes.
■ Teachability - The task allows one to master the skill that one should be
proficient in.
• Feasibility - The task Is realistically implementable in relation to its cost,
space, time, and equipment requirements.
• Scorability-The task can be reliably and accurately evaluated.
. • Fairness-The task is fair to all the students regardless of their social status
•or gender.
3. Develop a scdring rubric reflecting the criteria, levels of performance and the scores,
•
*
PNU L E T Reviewer 129
Assessm ent a n d E valu ation o f L ea rn in g 1
.
PORTFOLIOASSESSMENT
Portfolio Assessment is also an alternative to pen-and-paper objective test (t is a pur­
poseful, ongoing, dynamic, and collaborative process of gathering multiple indicators of
the learner's growth and development. Portfolio assessment is also perfoimtfice-based
but more authentic than any performance-based task.
Reasons for Using Portfolio Assessment
Burke (1999) actually recognizes portfolio as another type of assessment and is consid­
ered authentic because of the following reasons:
■ It tests what is really happening in the classroom.
• It offers multiple indicators of students'progress.
• It gives the students the responsibility of their own learning.
• It offers opportunities for students to document reflections of their learning.
• It demonstrates what the students know in ways that encompass their per­
sonal learning styles and multiple intelligences.
• It offers teachers new rote in the assessment process.
• ( alows -teachers to reflect on the effectiveness of their instruction.
• It provides teachers freedom of gaining insights into the student's develop­
ment or achievement over a period of time.
Principles Underlying Portfolio Assessment
there are three underlying principles of portfolio assessment content, learning, and
equity principles.
1 . Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to become
active and thoughtful learners.
3. JEquity principle explains that portfolios should allow students to demonstrate
their learning styles and multiple intelligences.
130 I PNU LET Reviewer
”” " 7
^
&
■
Types of Portfolios
' & & & **< * & A e -k w ”? fa t
Portfolios could come in three typesrw6rk% show, of-wcumentary.'
/
1. The working portfolio is a collection of a student's day-to-day works which reflect
his/her learning.
. ■
. 2. The show portfolio is a collection of a student's best worl®.
3. -The documentary portfolio Is a combination of a worMng and a show portfolio.
S t e p s i o P
o r t f o l i o ^
p u fu * * -
• 11 y
rf t J f
y
*
A bJ» u W
M
D r. M arilyn Lrh;na-6a!agta5 and Prof. Antonio G . Dacanay
P ro fessio n al E d ucatio n
DEVELOPING RUBRICS
'
*
•
Rubric is a measuring instrument used in rating performance-based tasks, It is the “key
to corrections'' for assessment tasks designed to measure the attainment of leaning
competencies that require demonstration of skits or creation of products of learning.
It offers a set of guidelines or descriptions in scoring different levels of performance
or qualities of products of learning. It can be used in scoring both the process and the
products of learning.
Similarity of Rubric with Other Scoring Instruments
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 perfor­
mance or product.
2. Rating Scale
• measures the extent or degree to which a trait has been satisfied by one's
work or performance
• offers an 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.
Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale
and checklist.
Dr. Marilyn Ubina-Balagcas and Prof. Anrohio G. Dacanay
A ssessm en t and E v alu atio n o f L e a rn in g 1
TYPES OF RUBICS*
I
Type
D escription
Disadvantages
Advantages
Holistic
Rubric
• It allows fast assess­ • It does not clearly.
It describes the
describe the degree
ment.
overall quality of
of the criterion
•a performance or • It provides one score
satisfied nor by the
product, in this ru­
to describe the overall
performance or
performance or
bric, there is only
product.
one rating given
quality of work.
■ ft does not permit
to the entire work • It can indicate the
differential weighting
general strengths and
or performance .
of the qualities of a
weaknesses of the
product or a perfor­
work or performance.
mance.
Analytic
Rubric
• It clearly describes .
It describes
whether the degree
the quality of a
performance or
of the criterion used
in performance or
product in terms
product has been
of the identified
satisfied or not.
dimensions and/or
• It permits differential
criteria for which
weighting of tfie
they are rated
qualities of a product
independently
or a performance.
to give a better
• It helps raters pin­
picture of the
quality of work or
point specific areas
performance.
of strengths and
weaknesses.
Ana-Ho­
listic
Rubic
It combines the
key features
of holistic and
analytic rubic.
• It allows assessment
of multiple tasks using
. appropriate formats.
• It is more time
consuming to use.
• It is more difficult to
construct
• It is .more complex
that may require
more sheets and
time for scoring.
PNU LET R eview er j
A ssessm en t an d Evalu ation o f L earn in g 1
Important Elements of a Rubric
Whether the format is holistic, analytic, or a combination the following information
should be made available In a rubric.
■ Competency to be tested - This should be a behavior that requires either a
demonstration or creation of products of learning.
■ Performance Task—TTie task should be authentic, feasible, and has multiple
■fed.
* Evaluative Criteria and their Indicators - These should be made clear us­
ing observable traits.
* Performance Levels- These levels could vary in number from 3 or more
* Qualitative and Quantitative descriptions of each performance level These descriptions should be observable and measurable.
Guidelines Wien Developing Rubrics
» Identify the important and observable features or criteria of an excellent
performance or quality product
» Clarify the meaning of each trait or criterion and the performance levels.
» Describe the gradations of quality product or excellent performance.
» Aim for an even number of levels to avoid the central tendency source of
error.
» Keep the number of criteria reasonable enough to be observed or judged.
» Arrange the criteria in order in which they will likely to be observed.
» Determine the weight /points ofeach criterion and the whole work or per­
formance in the final grade.
» Put the descriptions of a criterion or a performance level on the same page.
» Highlight the distinguishing traits of eaoh performance level.
» Check if the rubric encompasses all possible traits of a work.
» Check again If the objectives of assessment were captured in the rubric.
132
PNU LET R eview er
P ro fe ssio n a l Ed ucation
PART II - ANALYZING TEST ITEMS
Directions: Read and analyze each item and select the best option that will
adequately dhswer each question. Analyze the Items using the first 5 items as your
sample. Write only the letter of your choice on your answer sheet.
1. Who among the teachers described below is doing assessment?
A. Mrs. Bautista who is administering a test to her students.
B. Mr. Ferrer who. is counting the scores obtained by the students in his test.
C.
all
;
Prof. Cuevas who Is planning for a remedial instruction after knowing that
students perform poorly in her test
The correct answer is C because assessment is represented by the grade, which
is the result of the collection of data that could be used for. easy judging of stu­
dent’s performance. Option A refers to testing, which is one of the techniques when
assessing learning. Option B refers to measurement because it refers to the quan­
tification of data which is like computing the scores obtained in a test. Option 0
refers to evaluation because it involves judgment (i.e. students perform poorly) and
decision making (i.e. planning for remedial instruction).
2. Mr. Fernandez is judging the accuracy of Ihese statements- Which statements will
he consider as correct?
I. Test is a tool to measure a trait
II. Measurement is the process ofquallfying a given trait
ill. Assessment is the gathering of quantitative and qualitative data.
IV. 'Evaluation is the analysis of quantitative and qualitative data for
decision making.
A. I and II only
C. .1, B, arel
B., Ill and IV only
O’ l,il,and lV i.
' Dc. Marilyn Ubifia-Balagtas and Prof. Antonio G. Dacanay
Professional Education
The correct answer is D because the first, third and foi/rthareTOTTecfstaternents.
The first describes correctly a test. This is also true to the third statement which
correctly describes assessment. The last sentence is also a correct description
of evaluation. Among the four, it is only the second statement, which is wrong
because measurement is not the process of qualifying but rather quantifying data.
3.- If I have to use the most authentic method of assessment, which of these proce­
dures should I consider?
A. Traditional Test
C. Written Test
s'B. Pefformance-based Assessment >
D. Objective Assessment
The correct answer is B because among the four methods presented, it Is only
performance-based assessment that requires actual demonstratfonof skills or cre­
ation of products of learning, which simulate what we really need to do in real life.
Options A, C, and D are all pen-and-paper tests which usually require low level
thinking skills only. In real life, what these exams capture could be easily forgotten
after the exam because they are usually just memorized without applications in
real life.
4. After doing the exercise on verbs, Ms. Boritlo gave a short quiz to find out how well
the students have understood the lesson. What type of assessment was done?
A. Summative Assessment
C. Diagnostic Assessment
ig .;
D. Placement Assessment
The correct answer is B, formative assessment, since the purpose of the assess­
ment is to find out what the students have understood from the exercises about
the lesson presented in the form of a quiz. The result erf formative assessment
gives immediate feedback about the students' learning for the day. Option A, sumrnative test, covers a broad range of lessons usually In the form of Final Test or
Achievement Test. Option C, diagnostic test, aims to determine recurring problems
that should bfe an input to remedial or any follow up lesson. Option D, placement
.assessment, is rpore.on determining the area or group a learner is most fit in order
to receive ah appropriate instruction.
Dr. Marilyn Ubina-Batagtas and Prof. Antonio 6 . Dacanav
- A ssessm en t an d E v a lu a tio n o f L earn in g 1
5. Who among the teachers below performed a diagnostic assessment?
A. Ms. *Santos who asked questions when the discussion was going on to know
who among her students understood what she was trying to emphasize. '
B. Mr. Coiubong who gave a short quiz after discussing thoroughly the lesson tc
- determine the programs of learning.
, C-, Ms.,Ventura:
the^ecilifiessops which
^%tydertts failed tb
■.:■■■ ?
D. Mrs. Lopezwho administered a readiness test to the incoming grade one pupils.
The correct answer is C, diagnostic assessment, since the purpose of the assessment
is to find out what the students failed to understand that wouid require remedial instruc­
tion. OptionsA and Bare formative assessment while D Is placement assessment
6.
You are assessing FOR learning. Which of these will you likely do?
A. Giving grades to students
’ B. Reporting to parents the performance of their child.
C. Recommending new policies in grading students.
Ass^sing the strengths an# weaknesses of students. *
7. NuS. Saplan is planning to do an assessment OF learning. Which of these should
she include in her plan considering her purpose for assessment?
0 How to give immediate feedback to student's strengths and weaknesses
b. How to determine the area of interest of learners
_Cj. Hwtoc^student'sacliievem ent
D. Ho^to desftn
Induction
'
8 . You targeted that after instruction, your students should be able to show their abil­
ity to solve probtems with speed and accuracy. You then designed a tool to mea­
sure this ability. What principle of assessment did you consider in this situation?
a
(tu Assesimenf should have a positive consequence on student's learning
V.Assessment should be reliable.
D. Assessment should be fair.
PNU L E T Reviewer
133
Assessm en t an d E valu atio n o f-L carning 1
9. Ms. Ortega tasked her students to show how- to play basketball. What learning
A. Knowledge
Skills *
B. Reasoning
/'D . Producfe
10. Mr. Ravelas made an essay test for the objective “Identify the planets lathe solar
system". Was the assessment method used the most appropriate for the given
objective? Why?
A. Yes, because essay test is easier to construct than objective test.
B. Yes, because essay test can measure any type of objective.
C. No. he should have.conducted oral questioning.
0
NO ha *h«,W hauo
toct
>
11. Mr. eidto wants to test students’ knowledge of the differ* nt places in the Philippines, meir capnai ana rneir products and so he gave his s udents an essay test. If
j were the teacher, will you do the same?
No, the giyinQ pt iiri otsfective
rrK>re apfropriate than the use of essay.,
8 .^suchi^tior^essinebtisjnappropriatebecauseessayis difficult.
C, Yes, essay test could measure more than what other tests could measure.
D. Ybs, essay test is the best in measuring any type of knowledge.
12. What type of validity does the Pre-board. Examination possess if its results can
explain how the students will likely perform in their licensure examination?
A. conopent
C: construd
^ pwdjefly*. * .
■
D. content
13. Ms! AMz wants to determine if the students’ scores In their Final Test is reliable.
However, she has only one set of test and her students are already on vacation.
Wiat test of reUabiifty can she
B
Equivalent Forms
est-Retest with Equivalent Forms
134
PNU L E T Reviewer
P ro fe ssio n a l Education
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•
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•
Refer to thi»cas§ In answering items 14-15
Twoteacher? of the samegrade level haveset the following objectives for the day's lesson:
. At the end of the period, the students should be able to: A. construct bar graph; and
B. interpret bar graphs;
'
To assess the attainment of the objectives, Teacher A required the students to construct
a bar graph for the given set of data then she asked them to interpret this using a set of
questions as guide. Teacher B presented a bar graph then asked them to interpret this
using also a set of guide questions.
14. Whose practice is acceptable based on the principles of assessment?
TeacherA
Teacher B
C. Both Teacher A and B
D. Neither TeacherA nor Teacher B
15Jfl/hieh is true about the given case?
(fh ) Objective A matched with performance-based assessment while B can be
assessed using the traditional pen-and-paper objective test.
B. Objective A matched with traditional assessment while B can be assessed
using a performance-based method.
C. Berth objective A and B matched with performance-based assessment.
D. Both objective A and B matched with traditional assessment.
16. In the context of the Theory of Multipie Intelligence, which is a weakness of the
paper-penc# test?
(P ) It puts non-linguistically intelligent at a disadvantage.
E It Is not easy to administer.
C. ftutfflzessomuchtime.
■
0. It lacks reliability.
t
-
-
Dr. Marilyn Ubiiu-Balagtas and Prof. Antonio G. Dacanay
P ro fe ssio n a l E d u c atio n
17. Mr. Umayam is doing a performance-based assessment for the -day’s lesson.
Which of the following will most likely happen?
A. Students ar.e evaluated (n one sitting.
6 ^)Students do an actual demonstration of their skill.
CT Students are evaluated in the most objective manner.
D. Students are evaluated based on varied evidences of learning.
18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of
some laboratory equipment and measurement tools and the students ability to
follow the specified procedures. What mode of assessment should Miss del Rosario
A. Portfolio Assessment
^
Traditional Assessment
B. Journal Assessment
Perfprrnarice^BasedAssessment
19. Mrs. Hilario presented the lesson on baking through a group activity so that the
students will not just learn how to .bake but also develop their interpersonal M s .
How should this lesson be assessed? '
I. She should give the students an essay test explaining how they baked
the cake.
II. The students should be graded on the quality of their baked cake '
using a rubric.
III. The students in a group should rate the members based on their
ability to cooperate in their group activity.
IV. She should observe how the pupils perform their task.
r
l, II, and lUonly
;u, HI, and fV only
C.
D.
I, II, IV only
I, II, III, and IV
a teacher has setobjectives in ail domains or learning targets and which could
be assessed using a single performance task, what criterion in selecting a task
should she consider?
.
.
nM
GeneraHzability
'
O f MtilSpiefocl : j
K Fairness
0.
Teachability
21. Which term refers to the collection of students' products and accomplishments in
a given period for evaluationpurposes?
Diaiy
•
C. Anecdotal record
jflflfb ljp *
■
D. -Observationreport-________
Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay
A ssessm en t a n d E valu atio n o f L e a rn in g
1
22. Mrs. Catalan allowed the students to develop their own portfolio In their own style
as long as they show all the non-negotiable evidences of learning. What principle
in portfolio assessment explains-this practice?
A. Content Principle
•
jj^ ) | t ^ ?rihciple s
B. Learning Principle
Dr iPircxJocf Pffnc^Jle
23. How should the following steps in portfolio assessment be arranged logically?
I. Set.taqjets
II. Select evidences
III. Collect evidences
IV. Rate Collection
V. Reflect on Evidences
A. I,
H, 111,1V, V
C. I, II, III, V, IV
0
I,111,II, V, IV
D. I, III, V, II, IV
247wiich could be seenin a rubric?
I. Objectivein a high-level of cognitive
behavior
H. Multiple criteria in assessing teaming
III. Quantitative desertions of the quality of work
IV. Qualitative descriptions of the quality of work.
A. 1,
and II only
JL I, II, and III
^ 8 . j t l|l,ffl«i»dnly ■'/>
I, II, III, and
25. The pupils are to be judged individually on their mastery of the singing of the
national anthem and so their teacher let them sing Individually. What should the
teacher use in rating the performance of the pupils considering the fact that the
teacher has only one period to spend in evaluating her 20 pupils?
Analytic
C. Bther holistic or analytic
Holistic
D.
Both holistic and
f
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A sJcssnicpt and E v alu atio n o f L e a rn in g 1
PART III - ENHANCING TEST TAKING SKILLS
Direction: Enhance your test taking skills by answering the items below. Write only
tie letter of the best answer.
1. Mrs. Pua Is judging the worth of the project of the students In her Science class
based on a set of criteria. What process describes what she is doing?
A. Testing
• .
f ^ f ^ jn ^
B. Measuring
D. Assessing
2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex­
plains the difference?
( f ) Measurements
^
8 giving meanir
B Measurement is the process of gathering data wtiiieevaluation is the process
of quaiittfymy the data gathered.
C. Measurement is the process of quantifying data while evaluation is the
process of organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is the
pre-requisite of testing.
3. Ms. Rfcafort uses alternative methods of assessment Which of the following will
she NOT likely use?
C.
Oral Presen
iW lecii^ Journo VVriting
D. Developing Portfolios
s. Camba aims to measure a product of lemming. Which of these objectives will
she most likefy set tor her insbrubtBrli?
.
A. Show positive attitude towards learning common nouns
B. Identify common nouns in a reading selection
using (^m onhbuiW ;
TTTW Yfiam nw noun in a sentence •
A
|P N U LET Reviewer
P ro fessio n al E d u catio n
5. The students of Mrs. Valino are very .noisy. To keep them busy, they were given
' any test available in the classroom and then the results were graded as a way to
mnish them. Which statement best explains if the practice is acceptable or not?
QC/The practice is acceptable because the students behaved well when they
were given a test
B. The pracfice Is not acceptable because It violates the principle of reliability.
£
p r^ c ^ :
a^ptabte.te
D. The practice is acceptable since the test results are graded.
1
6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do?
4.
Placement Assessment
B7 Diagnostic Assessment
/ ^ ^ iM ^ t iv e i^
7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out
who among them can already read The result was used to determine their sections. What kind of test was given to them?
A. Diagnostic
B. Formative
a Summative"
8 . The grade six pupils were given a dbgriosicjest in addition and subtraction of
whole numbers to find out If they can proceed to the next unit. However, the results
of the test were very low. What shocM the teacher do?
A. Proceed to the next lesson to be able to finish all the topics in the course.
B. Construct another test parallel to the given test to determine the consistency
the scores.
^wAcount the frequency of errors to find out the lessons that the majority of
students need to raleam.
D. Recoiri the scores then inform fa parents about the very poor performance
of their chVd ln mathematics.
# 9 . Mrs. Nogueras Is doing an assessment OF learning. At what stage of instruction
should she do it?
A. before instruction
C. prior to Instruction
|^ ,e ft^ |is tn p b n |
*
_D, during the iristnjctional process
C
Dr. Marilyn Ubifia-Bala gras and Prof. Antonio G. Dacanay
P ro fe ssio n al Ed ucation
*10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils.
Before she finalized the test, she examined carefully If the test items were con-
A
*
C. predictive validity
BT owiaBent validity
■
D. construct validity
11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English.
Which of the following activities will fielp achieve her purpose?
A.
B
; C. Administers single test but to tfo different groups of students.
/^Adm inister two different tests but to the same group of students.
Refer to the situation below in answering items 12 and 13.
A teacher set the following objectives for the day's lesson:
At the end of the period, the students should be able to:
A. Identify the parts of a friendly letter;
B. construct a friendly letter using the MSWord; and
C. stow interest towards the day's lesson
To assess the attainment of the objectives, Ms. Cidro required the students to con­
struct a friendly letter and have it encoded at their Computer Laboratory using the MS
Word. The letter should inform one’s friend about what one has learned In the day's
lesson and how one felt about it.
12. Which is NOT true about the given case?
A. Ms. Cidro practices a balanced assessment
B. Ms, Cidro's assessment method is performance-based.
Ms. Cidro needs a rubric In scoring the work of the students.
(p.JM s. Cidro's assessment targets are all in the cognitive domain.
Dr.'Marilyn Ubina-Balagtas and Prof: Antonio G. Dacanay
Assessm ent a n d E v alu atio n o f L earn in g 1
13. If Mr. Paraiso vyill have to make a scoring rubric for the student's output, what for­
mat is better to construct Considering that the teacher has limited time to evaluate
theirwork?
Analytic Rubric
C. Either A or B
^ ^ ’ f+itolfcsrttcfftitwig;
D. Neither A nor B
sctM pnnclpal has 3 teacher applicants all of whom graduated from the
same institution and are all licensed teachers. She only needs to hire one. What
should she do to choose the best teacher from the three?
I. Give them a placement test.
II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
IV. Study their portfolios to examine the qualifies of the students' outputs
when they were in College.
A. I and II.
( lS la n d ll.IV .
ft II and M.
■ W - ll/^ a id W ' ?
15. What should be done first when planning lor a performance-based assessment?
D^grmine Jthe "table..of spedflcations1'of the tasks.
B
Set the criteria in scoring the task.
D. Prepare a scoring rubric.
16. To maximize the amount of time spent for performance-based assessment, which
jn e should be done?
n tij Plan a iask that can be used for Instruction and assessment at the same
Jtfme. .
B. Assess one objective for one performance task..
C. Set objectives only for cognitive domains.
D. Limit the task to one'ijieeting only.
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Assessm ent an d E v alu atio n o f L ea rn in g 1
17. Who among the teachers below gave the most authentic-assessment task for the
objective “Solve word problems involvir® the four basic operations?
A. Mis. Juliano who presented a word probleminvolving the four fundamental
operations and then asked the pupils to solve it.
B. Mrs. Mandia who asked her pupils to construct a word problem for a given
nuftber sentence that involves four fundamental operations and then asked
them to solve the word problem they constructed.
C. Mis. Malang who asked her pupils to construct any word problem that
involves the four fundamental operations and then asked them to show how
to solve it.
Mrs. Pontipedra who asked her pupils to construct any word problem that
involves the four fundamental operations then formed them by twos so that
each pair exchanged problems and helped solve each other's problem.
18. Which is WRONG to assume about traditional assessment?
A. It can assess individuals objectively.
EL It can assess individuals at the same time.
(B It is easier to administer than performance test
r jL Itcan assess fairly all the domains of intelltgence of an individual.
19. which statement about fjerforjnar^e-basKi assessment is FALSE?
|t erftph^sizes merely process
B. It also stresses doing, not only knowing.
C. It accentuates on process as well as product
/( d) Essay tests are an example of performance-based assessments.
20 /Tjnder which assumption is portfolio assessment based? .
3Sj) Portfolio assessment is a dynamic assessment.
Assessment should stress the reproduction (rfkrowledge.
C. An individual learner is adequately characterized by a test score.
£> An
21: Whlch is a gciod portfolib evidence of a student's acquired knowledge and writing
D
skll,s?
A Project
B. Test Results
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PNU L E T Reviewer
Reflective Journal viJ? Critiqued Outfits
P ro fess ion ai Education
22. When planning for portfolio assessment, which should you do first?
/V O setB ie tanjets-fprportWioas^ment. ^
N rExhibitdnefow oitf M l tie proud of isle’s collection.
C. Select evidences that could be captured in one's portfolio.
D. Reflect on one's collection and identify strengths and weakness.
23.'Which kind of rubric is BEST to use in rating students’ projects done for several
J
*
; Analytic v
> Holistic
C. Either holistic or analytic
D. Both holistic and analytic
24.
Which Is NOTTRUE of an analytic rubric?
It Is time consuming.
It is . e ^ ^ f ^ ^ s M ji^ t iie hpiistiq: njbric■
t T It gives' one's level of performance per criterion.
D. It allows one to pinpoint the strengths and weaknesses of one's work.
25. Ms. Bacani prepared a rubric with 5 levels of performance described as 5- excel­
lent, 4-very satisfactory, 3-satisfactory, 2-needs improvement 1- poor. After using
this rubric with these descriptions, she found out that most of her students had a
rating of 3. Even those who are evidently poor in their performance had a rating of
satisfactory. Could there be a possible error in the use of the rubric?
A. Viw, the teacher could have CQf(Wt|^, the flirKri^lty ^rgr.
3L. Yes, the ieachef Could have committed the central'tendency source of errpr.
- 0 No, Itls jiB t common to see more of the students having a grade of 3 in a
5-point scale.
D. No, such result is acceptable as long as it has a positive consequence to the
students.
k
Dr. Marilyn l/bma-Balagcas and Prof. Anconio G. Dacanay
P ro fessio n al Education
Assessment
and Evaluation
of Learning 2
Prepared by:
Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay
Competencies:
1. Apply principles in constructing and
interpreting traditional forms of assess­
ment.
2. Utilize processed data and results in
reporting and interpreting learners'
performance to improve teaching and
learning.
3. Demonstrate skills in the use of tech­
niques and tools in assessing affective
learning.
Or. Marilyn Ubma-Balagcas and Prof. Anronio G. Dacanay
A ssessm en t a n d E v alu atio n o f L earn in g 2
PART I - CONTENT UPDATE
WHAT 18 A TEST?
• It is anrinstrument or systematic procedure which typically consists of a set of ques­
tions for measuring a sample ofbehavlor.
• It is a special form of assessment made under contrived circumstances especially
so that it may be administered
• it is a systematic form of assessment that answers the question, "How well does
the individual perform - either in comparison with others or in comparison with a
domain of performance task.
• An Instrument designed to measure any quality, ability, skill or knowledge.
PURPOSES I USES OF TESTS
s Instructional Uses of Tests
• grouping learners for instruction within a class
• identifying learners who need corrective and enrichment experiences
• measuring class progress fa any given period
• assigning grades/marks
• guiding activities for specific learners (the slow, average, fast)
V Guidance Uses of Tests
• . assisting learners to set educational and vocational goals
• improving teacher, counselor and parents' understanding of children with
problems
'* • preparing Information/data to guide conferences with parents about their
children
■ determining Interests in types of occupations not previously considered tr
known by the students
’ • predicting success in future educational or vocational endeavor
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■ Assessment a n d Evalu atio n o f L earn in g 2
•
v'Administrative Uses of Tests
•
• determining emphasis to be given to the different learning areas in the
curriculum '
.
• measuring the school progress from year to year
. • determining how well students'are attaining worthwhile educational goals
■ determining appropriateness of the school curriculum for students of dif­
ferent levels of ability
• developing adequate basis for pupil promotion or retention
Classification of Tests According Format
I.
Standardized Tests - tests that have been carefully constructed by experts in the
light of accepted objectives.1. Ability Tests-combine verbal and numerical ability, reasoning and computations.
Ex.: OLSAT- Otis Lennon Standardized Ability Test
2. Aptitude Tests - measure potential In a specific field or area; predict the
degree to which an individual will succeed in any given area such art, music,
mechanical task or academic studies.
Ex.: OAT- Differential Aptitude Test
II. Teacher-Made Tests - constructed by classroom teacher which measure and
appraise student progress in terms of specific classroom/instructional objectives.
1 . Objective Type-answers are in the form of a single word or phrase or symbol
a Limited Response Type - requires tie student to select ttie answer from
a given number of alternatives or choices.
I. Multiple Choice Test - consists of a stem each of which presents
three to five alternatives or options in w h ic h only one is correct or
definitely better than the Q ther. The correct option choiceor alternative
• in each iterfi is merely called answer and the rest of the alternatives
are called distractprs or decoys or foils,
ii. True - False or Alternative Response - consists of declarative statements that one has to respond or mark true 6 r; false; right or
wrong, correct or incorrect, yes or no, fact or opinion, agree or dis­
agree and the. like. It is a test made up of items w h ic h allow dfchoto-
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PMU L E T Reviewer
P ro fessio n al Education
tnous responses.
iii. Matching Type - consists of two parallel columns with each word,
' ' number, or symbol in one column being matched to a word sentence,
or phrase in the other column. The items in Column I or A for which a
match is sought are called premises, and the items in Column II or.B
from which the selection is made are called responses,
b. Free Response type or Supply Test- requires the student to supply or
give the correct answer.
i. Short Answer - uses a direct question that can be answered by a
word, phrase, number, or symbol.
ii. Completion Test-consists of an incomplete statement that can also
be answered by a word, phrase, number, or symbol
2. Essay lype- Essay questions provide freedom of response that is needed to
adequately assess students' ability to formulate, organize, integrate and evaluate
ideasand information or apply knowledge and skills.
a. Restricted Essay-lim its both the content and the response. Content is
usually restricted by the scope of the topic to be discussed.
b. Extended Essay - allows the students to select any factual information v
hat they think is pertinent to organize their answers in accordance with *
their best judgment and to integrate and evaluate ideas which they think
appropriate. '
Other Classification of Tests
■ Psychologlcat Tests - aim to measure students' intangible aspects of
behavior, i.e. intelligence, attitudes, interests and aptitude.
. > Educational Tests - aim to measure the results/effects of instruction.
• Survey Tests - measure general level of student's achievement ova- a
broad range of learning outcomes and tend to emphasize norm - referenced
interpretation
• Mastery Tests-measure the degree of mastery ol a limited set of specific-,
learning outcomes and typically use criterion referenced interpretations.
D r. Marilyn Uhifu-Baiagt.is and Prof. Antonio G. Dacanay
P ro fessio n al E d u catio n
■ Verbal Tests -one in which words are very necessary and the examinee
should be equipped with vocabulary in attaching meaning to or responding
to test items.
'
• Non -Verbal Tesls1- one in n$ich words are not that important, student
responds to test items in the form of drawings, pictures or designs.
■ Standardized Tests - constructed by a professional item writer, cover a
large domain of learning tasks with just few items measuring each spe­
cific task. Typically items are of average difficulty and omits very easy and
very difficult items, emphasize discrimination among individuals in terms
of relative level of learning.
Teacher-Made-Tests - constructed by a classroom teacher, give focus
on a limited domain of learning tasks with relatively large number of items
measuring each specific task. Matches item difficulty to learning tasks,
without alternating item difficulty or omitting easy or. difficult items, em­
phasize description of what learning tasks students cari and cannot do/
perform.
■ Individual Tests - administered on a one - to - one basis using careful
oral questioning.
■ Group Test - administered to group of individuals, questions are typically
answered using paper and pencil technique.
Objective Tests - one in which equally competent examinees will get the
(
same scores, e.g. multiple - choice test
• Subjective Tests - one in which the scores can be Influenced by the
opinion/judgment of the rater,_e.g. essay test
• Power Tests - designed to measure level of performance under sufficient
time conditions, consist of items arranged in order of increasing difficulty.
• Speed Teste - designed to measure the number of items an individual
can complete in a give time, consists of items approximately of the same
level-of difficulty.
•
.
•
Dr. Marilyn Ubina-Balagcai and Prof. Antonio G. Dacanay
Assessm ent and E v alu atio n o f L e arn in g 2
•
•
Assessment of Affective and Other Won - Cognitive Learning Outcomes
Affective and Other Non-Cognitlve Learning Outcomes
Requiring Assessment Procedure Beyond Paper-and-Pencii Test
Affective/rJon-cognitive
Learning Outcom e
Sample Behavior
Social Attitudes
Concern for the welfare of others, sensitivity to social
issues, desire to work toward social improvement
Scientific Attitude
Open-mindedness, risk taking aid responsibility, resource­
fulness, persistence, humility, curiosity
Academic seif-concept
Expressed as self-perception as a learner in particular
subjects (e.g. math, science, history, etc.)
Interests
Expressed feelings toward various educational, mechani­
cal, aesthetic, social, recreational, vocational activities
Appreciations
Feelings of satisfaction and enjoyment expressed toward
nature, music, art, literature, vocational activities
Adjustments
Relationship to peers, reaction to praise and criticism,
emotional, social stability, acceptability
Affective Assessment Procedures/Tools
» Observational Techniques - used In assessing affective ami other non-cognitive
learning outcomes and aspects of development of students.
■ Anecdotal Records - method of recording factual description of students'
behavior.
•
.•
'«
Effective use of Anecdotal Records
1. Determine in advance what to observe, but be alert for unusual behavior.
2. Analyze observational records for possible sources of bias.
. 3. • Observe and record enough.of the situation to make the behavior meaningful. ■
4. Wake a record of the incident right after observation, as much as possible.
1
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A ssessm e n t an d E valu ation o f L earn in g 2
5. Limit each anecdote to a brief description of a single incident.
Keep the factual description of the incident and your interpretation of it, sep­
arate.
7. Record both positive and negative behavioral incidents.
8 . Collect a number of anecdotes on a student before drawing inferences con­
cerning typical behavior.
9. Obtain practice in writing anecdotal records.
6.
■ Peer appraisal - is especially useful in assessing personality characteristics,
social relations skills, and other forms of typical behavior. Peer - appraisal
methods include the guess - who technique and the sodometric technique.
Guess* Who Technique - method, used to obtain,peer judgment or peer
ratings requiring students to name their classmates who best fit each of a
series of behavior description, the number of nominations students receive
on each characteristic indicates their reputation in the peer group.
Sodometric Technique - also calls for nominations, but students indicate
their choice of companions’for some group situation or activity, the number
of choices students receives serves as an Indication of their total social
acceptance.
• Self •' repent techniques - used to obtain information that is inaccessible
by other means, including reports on the students’ attitudes, interests, and
personal feelings.
• Attitude scales - used to determine what a student believes, perceives.or
feels: Attitudes can be measured toward self, others, and a variety of other
activities, Institutions, or situations.
Types:
" I.
.
Rating Scale - measures attitudes toward others or asks an.
individual to rate another individual on a number of behavioral
dimensions on a continuum from gbod to bador excellent to poor;
or on a number of items by selecting the most appropriate response
category along 3 or 5 point scale (e.g., 5-exeellent, 4-above average,
3-average, 2-beiow average, 1-poor)
II. Semantic Differential Scale - asks an individual to give a quantita-
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PN U L E T Reviewer
Professional Education
tive rating to the subject of the attitude scale'on a number of bipolar
adjectives such as good-bad, friendly-unfriendly etc.
III. Llkert Scale - an assessment instrument which asks an individual
to respond to a series pf statements by indicating whether she/he
strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or
strongly disagrees (SO) witti each statement Each response is asso­
ciated with a point value, and an individual's score is determined by
summing up the point values for each positive statements: SA - 5, A
- 4, U- 3, D - 2, SD - 1 . for negative statements, the point values
would be reversed, that is, SA -1 , A - 2, and so on.
» Personality assessments - refer to procedures forassessing emotional adjust­
ment Interpersonal relations, motivation, interests, feelings aid attitudes toward
self, others, and a variety of other activities, institutions, and situations.
• Interests are preferences for particular activities.
Example of statement on questionnaire: I would rather gook ten write a
letter.
■ Values concern preferences for “life goals* and "yvays of life’ , in contrast to
Interests, which concern preference for particular activities.
Example: I consider it more important to have people respect me than to
admire me.
• Attitude concerns feelings about particular social objects - physical objects,
types of people, particular persons, social institutions, government policies,
and others.
Example: I enjoy solving math problem,
a. Nonprojective Tests
S Personality Inventories
• Personality Inventories present lists of questions or statements describ­
ing behaviors characteristic erf certain personality traits, and the indi­
vidual Is asked to indicate (yes, no, undecided) whether the statement
describes her qr him.
.
' • I t may be specific and measure only one trait, such as introversion
extroversion, or may be general and measure’s number of traits.
Dr. Marilyn Ubina-Balagtas and Prof. Anconio G. Dacanay
P r o fe s s io n a l E d u c a tio n
✓ Creativity Tests
characteristics that are related to creative behavior.
One such trait is referred to as divergent thinking. Unlike convergent
thinkers who tend to took for the right answer, divergent thinkers tend
to seek alternatives.
.
✓ Interest Inventories
An interest Inventory asks an individual to indicate personal like, such
as kinds of activities he or she likes to engage in.
A ssessm en t a n d E valu atio n o f L e a rn in g 2 .
Projective Tests •
■ Projective tests were developed in an attempt to eliminate some.of the.
major problems inherent in the use of self - report measures, such
as the tendency of some respondents to give ‘socially acceptable* fesponses.• The purposes of such tests are usually not obvious to respondents; the
individual is typically asked to respond to ambiguous items.
• The most commonly used projective technique is the method of asso­
ciation. This technique asks the respondent to react to a stimulus such
as a picture, inkblot, or word.
_______ :______________ ,
STAGES IN THE DEVELOPMENT & VALIDATION OF AN ASSESSMENT INSTRUMENT
• Checklist -an assessment instru­
ment that calls for a simple yes-no
judgment It is basically a method
of recording whether a character­
istic is present or absent or wheth­
er an action was or was not taken
i.e. checklist of student's daily
activities
*Note: Hemswith difficulty index within .26 to .75andwith discrimination index from .20 andabove are to be retained. Items with difficultyindex*within .25 to .75
tu t with (Sscrimination indexof .19 and belowor with discrimination index of .-20and abovebut with difficulty index not within .26 to .75 shouldbe revised, items
with difficulty index not within .26 to ,7Sand with discrimination index of .19 and below should be rejected/discarded.
Dr. Marilyn Ubina-Balagras and Prof. Anronio G. Dacanav
PNU LET Reviewer
A s s e s s m e n t aud Evaluation of L earn in g
2
General Suggestions for Writing Assessment Tasks and Test items
1. Use assessment specifications as a guide to item/task writing.
2 . Construct more items/tasks than needed.
3 . W rite the items/tasks-ahead of the testing date.
4 . W rite each test item/task at an appropriate reading level and difficulty.
5 . W rite each test item/task in a way that it does not provide help in answering other
test items or tasks.
6. W rite each test item/task so that the task to be performed is clearly defined and it
calls forth the performance described in the intended learning outcome
7. W rite a test item/task whose answer is one that would be agreed upon by the
experts.
6. Whenever a test is revised, recheck its relevance.
Specific Suggestions
A. Supply Type of Test
1. Word the item/s so that the required answer is both brief and specific.
2. Do not take statements directly from textbooks
3. A direct question is generally more desirable than an incomplete statement.
4. If the item is to be expressed in numerical units, indicate the type of answer
wanted.
5. Blanks for answers should be equal in length and as much as possible in
column to the right of the question.
6. When completion items are to be used, do not include too many blanks.
B. Selective Type oTTests
1 . Alternative - Response .
a
Avoid broad, trivial statements and use of negative words especially dou­
ble negatives. •
b. Avoid long and complex sentences,
.
c. Avoid multiple facts or including two ideas in one statement, unless cause
effect relationship is being measured.
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PNU L E T Reviewer
P ro fe ssio n a l E d ucatio n
d. If opinion is used, attribute'it to’some source unless the ability to identify
opinion is being specifically measured.
e. Use proportional number of true statements and false statements.
f. ' True statements and false statements should be approximately equal in
'
length.
2. Matching Type
a. Use only homogeneous, material in a single matching exercise.
b. Include an unequal number of responses and premises and instruct the
pupil that responses may be used once, more than once, or not at all.
c. Keep the list of items to be matched brief, and place the shorter responses
at the right.
d. Arrange the list of responses in logical order.
e. Indicate In the directions the basis for matching the responses and premises,
. f. Place all the items for one matching exercise on the same page.
g. Limit a matching exercise to not more than 10 to 15 items.
3. Multiple Choice
a. The stem of the item should be meaningful by itself and should present a
definite problem.
b. The item stem should include as much of the item as possible and should
be free of irrelevant material.
c. Use a negatively stated stem only when significant learning outcomes
require it and stress/highlight the negative words for emphasis..
d. All the alternatives should be grammatically consistent with the stem of
the item.
e. An item should only contain one correct or clearly best answer.
f. Items used to measure understanding should contain some novelty, but
not too much.
g. All distracters should be plausible/attractive.
h. Verbal associations between the stem and the correct answer should be
avoided.
,• .*
i. The relative length of the alternatives/options should not provide a clue
‘ .to the answer.
.
Dr. Marilyn Ubiria-Bniagcas and P rof. A nton io G . Dacana
Profcssioriiil Education
j. The alternatives should be arranged logically.
. k. The correct answer should appear in each of the alternative positions and
approximately equal number of times but in random order.
I. Use of special alternatives such as “none of the above" of “all of the above-’
should be done sparingly:
m. Always have the stem and alternatives on the same page.
n. Do not use multiple choice items when other types are more appropriate.
4. Essay Type of Test
a. Restrict the use of essay questions to those learning outcomes that cannot
be satisfactorily measured by objective items.
b. Construct questions that will call forth the skills specified in the learning
standards.
c. Phrase each question so that the student’s task is clearly defined or in­
dicated
d. Avoid the use of optional questions.
e. Indicate the approximate time limit or the number of points for each ques­
tion.
f. Prepare an outline of the expected answer in advance or scoring rubric.
Qualities/Characteristics Desired in an Assessment Instrument
Major Characteristics
a. Validity - the degree to which a test measures what it is Supposed or intends to measureJt is the usefulness of the test for a given purpose, it is the most
important quality/characteristic desired in an assessment instrument.
b. Reliability - refers to the consistency of measurement; i.e., how consistent
test scores or other assessment results are from one measurement to ahother. It the most important characteristic of an assessment .instsument next
to validity.1
■ •
-
■ H E H aB n aM M B M H M n B S B aaB aaaw saR n M H M M B M an ai
Dr. Marilyn Ubiria-Balagtas and Prof". A nton io 0 . Dacanay
A ssessm en t and E v alu atio n o f L ea rn in g 2
. Minor Characteristics
c. Administrability - The test should be easy to administer such that the di­
rections should clearly indicate how a Student should respond to the test/
task items and how much time should be spent for each test item or for this
whole test.
d. Scorability - Tfie test should be easy to score such that directions for scor­
ing are clear, point/s for each correct answer(s) is/are specified.
e. Interpretability - Test scores can easily be interpreted and described in
terms of the specific tasks that a student can perform or his/her relative
position in a clearly defined group.
f. Economy - The test should save time and effort spent for its administration
. and that answer sheets must be provided so it can be given from time to time.
Factors Influencing the Validity of an Assessment Instrument
1. Unclear directions. Directions that do not clearly indicate how to respond to
. the tasks and how to record the responses tends to reduce validity.
2. Reading vocabulary and sentence structure are too difficult Vocabulary
aid sentence structure that are too complicated for the students would result
in the assessment of reading comprehension; thus, altering the meaning of
assessment result.
3. Ambiguity. Ambiguous statements in assessment tasks contribute to misin­
terpretations and confusion. Ambiguity sometimes confuses the better stu­
dents more that it does the poor students.
4. Inadequate time limits. Time limits that do not provide students with enough
time to consider the tasks and provide thoughtful responses can reduce the va­
lidity of interpretation of results. Rather than measuring what a student knows
or. able to do in a topic given adequate time, the assessment may become a
measure of the speed with which the student can respond. For some contents
(e.g., a typing test), speed may be important. However, most assessments of
achievement should minimize the effects of speed on student performance.
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A ssessm en t and Evaluation o f L e a rn in g 2
5. • Overemphasis of easy - to assess aspects of domain at the expense of
important, but hard - to assess aspects (construct underrepresentation).
It is easy to develop test questions that assess factual knowledge or recall and
• generally harder to develop ones that tap conceptual understanding or higher
• - order thinking processes such as the evaluation of competing positions or
arguments. Hence, it is important to guard against undenrepresentation of
tasks getting at the important, but more difficult to assess aspects of achievement.
6. Test items inappropriate for the outcomes being measured. Attempting
to measure understanding, thinking skills, and other complex types of achieve­
ment wth test forms that are appropriate only for measuring factual knowl­
edge wli invalidate the results.
7. Poorly constructed test items. Test items that unintentionally provide clues
to the answer tend to measure the students’ alertness in detecting clues as
well as mastery of skills or knowledge the test is intended to measure.
8. Test too short If a test is too short to provide a representative sample of the
performance we are interested in, its validity will suffer accordingly.
9. Improper arrangement of items. Test items are typically arranged in order
of difficulty, »fith the easiest items first. Placing difficult items first in the test
may cause students to spend too much time on these and prevent them from
reaching items they could easily answer. Improper arrangement may also .
influence validity by having a detrimental effect on student motivation.
10. identifiable pattern of answer. Placing correct answers in some systematic
pattern (e.g., T, T, F, F, or B, B, B, C, C, C, D, 0, D) enables students to guess the
answers to some items more easily, and this lowers validity.
- Improving Test Reliability
Several test characteristics affect reliability. They include the following:
1. Test length. In general, a longer test is more reliable than a shorter one be­
cause. longer tests sample the instructional objectives more adequately.
2. Spread of scores. The type of students taking the test can influence reliability.
A group’of students with heterogeneous ability will produce a larger spread of
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PNU L E T Reviewer
P r o fe s s io n a l E d u c a tio n
test scores than a group with homogeneous ability.
3. Item difficulty. In general, tests composed of items of moderate or average
difficulty (.30 to .70) will have more influence on reliability than those com­
posed primarily of easy or very difficult items..
. .
4. Item discrimination. In general, tests composed of more discriminating items
will have greater reliability than those composed of less discriminating items.
5. Time limits. Adding a time factor may improve reliability for lower - level
cognitive test items. Since all students do not function at the same pace, a
time factor adds another criterion to the test that causes discrimination, thus
improving reliability. Teachers should not, however, arbitrarily impose a time
limit. For higher - level cognitive test Items, the imposition of a time limit may
defeat the intended purpose of the items.
levels or Scales of Measurement
1 Level/Scale
1. Nominal
2. Ordinal
3. Interval
4. Ratio
C h ara cteris tics
Exam ple
Merely aims to Identify or
label a class of variable
Numbers are used to ex­
press ranks or to denote
position in the ordering.
Number reflected at the back shirt
of athletes
Oliver ranked t" In his class while
Donnaranked 2*
hahrenheit and Centigrade mea­
Assumes equal intervals or sures of temperature.
distance between any two 'Zero point (toes not mean an ab­
points starting at an arbi­ solute absence of warmth or cold
trary zero.
. or zero in the test does not mean
complete absence of learning.
Has all the characteristics
Height, weight
of the Interval scale except
*a zero weight means no weight
that it has an absolute zero
at all
point
Dr. Marilyn Ubina-BaJagrasand Prof. Aruunio G. Dacanay
P r o fe s s io n a l E d u c a tio n
Shapes, Distributions and Dispersion of Data
•
1. Symmetrically Shaped Test Score Distributions
A. Normal Distribution or Bell Shaped Curve
B. Rectangular Distribution
i
0>
*D
c
a>
3
cr
a;
Test Scores
C. U-Shaped Curve
Df. Marilyn Ubmn-Balagcas and Prof. Anronio G. Dacanay
A ssessm en t a n d E v alu atio n o f L earn in g
2. Skewed Distributions of Test Scores
Numbci ol studem
A. Positively Skewed Distribution
|.)
<
Seor»
— ... ■ ■■ ■
— ►
{*)
>
|t|
Mumb«, of Sludwts
B. Negatively Skewed Distribution
|-|
4----------
5cor»*
3. Unimodal, Bimodal, and Multimodal Distributions of Test Scores
A. Unimodal Distribution
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A s s e s s m e n t and E v alu atio n o f Learning 2
B.
C.
Bimodal Distribution
Multimodal Distribution
4. Width and Location of Score Distributions
A. Narrow, Tail Distribution: Homogeneous, Low Performance
B. Narrow, Tali Distribution: Homogeneous, High Performan
0
148 IP N U
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P ro fessio n al E d ucatio n
C. Wide, Short Distribution: Heterogeneous Performance
Descriptive Statistics
Descriptive Statistics - the first step In data analysis is to describe or summarize the
data using descriptive statistics
1
D e sc rip tiv e S ta tistics
When to use and C h aracteristics
1. Measures of Central Tendency
- numerical values which describe the average or typical performance of a given
group in terms of certain attributes.
- basis in determining whether the group is performing better or poorer than the other
groups
Arithmetic average, used when the distribution is nor­
a. Mean
mal/symmetrical or beH-shaped. Most reliable/stable
Point in a distribution above and below which are 50%
of the scores/cases;
b. Median
Midpoint' of a distribution; Used when the distribufion
Is skewed
Most frequent/common score in a distribution; Oppo­
site of the mean, unreliable/unstable; Used as a quick
c. Mode
description In terms' of average/typical performance of
the group.
. •
Dr. Marilyn Ubifia-Balagtas and Prof. Anconio G. Dacanay
P ro fe ssio n al Educatio/i
II. Measures of Variabilityindicate or describe how spread the scores are. The larger the measure of variabil­
ity the more spread the scores are and the group is said to be heterogeneous; the
smaller the measure of variability the less spread the scores are and the group is said
to be homogeneous. '
The difference between the highest and lowest score;
Counterpart of the mode it is also unreliable/unstable;
a Range
Used as a quick, rough estimate of measure of variabllity.
The counterpart erf the mean, used also when the dis­
b. Standard Deviation
tribution is normal or symmetrical; Reliable/stable and
so widely used
Defined as one - half ofthe difference between quartile
3 (75* percentile) and quartile 1 (25% percentile) in a
c. Quartile Deviation or
distribution;
Seml-inter quartile Range
Counterpart of the median; Used also when the distri­
bution is skewed. ’
HI. Measures of Relationship
- describe the degree of relationship or correlation between two variables (academic
achievement and motivation). It is expressed in terms of correlation coefficient from
-1 to 0 to 1.
Most appropriate measure of correlation when sets of
data are of Interval or ratio type; Most stable measure
a. Pearson r
of correlation;
Used when the relationship between the two variables
is a linear one
Most appropriate measure of correlation when variables
b. Spearman-rank-ofder
are expressed as ranks Instead of scores or when the
Conrelation or Spearman
data represent an ordinal scale; Spearman Rho is also
Rho
interpreted In the same way as Pearson r
IV. Measure of Relative Position
.
- indicate where a Score is in relation to all othier scores in thedistribution; they make
it possible to compare the performance of ao individual in two or moredifferent tests.
t
Or. Marilyn Ubina-Balageas and Prof. Antonio G . Dacanay
A ssessm en t an d E v a lu a tio n o f L e a rn in g 2
a. Percentile Ranks
b. Standard Scores
c. Stanlne Scores
d.T-SCores
Indicates the percentage of scores that fall below a
given score; Appropriate for data representing ordinal
scale, although frequently computed for interval data.
Thus, the median of a set of scores corresponds to the
50* Dercentlle.
A measure of relative position which Is appropriate
when the data represent an Interval or ratio scale; A
z score expresses how far a score is from the mean
in terms of standard deviation units; Allows all scores
from different tests to be compared; In cases of neg­
ative values transform z scores to T scores ( multiply z
score bv 10 plus 50)
Standard scores that tell the location of a raw score in a
specific segment in a normal distribution which is divid­
ed into 9 segments, numbered from a low of 1 through
a high of 9
Scores falling within the boundaries of these segments
are assigned one of these 9 numbers (standard nine)
Tells the location of a score in a normal distribution having
a mean of 50 and a standard deviation of 10.
Interpreting Te«t Scores
Type of Score
Interpretation
Percentiles
Reflect the-percentage of students in the norm group
surpassed at each raw score in the distribution
Linear Standard Scores
(z-scores)
' Number of standard deviation units a score is above
(or below) the mean uf a given distribution.
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A s s e ss m e n t and Evaluation o f L e a rn in g 2
Stanines
Location of a score in a specific segment of a nor­
mal distribution of scores.
Stanines 1, 2, and 3 reflect below average perfor­
mance.
Stanines 4,5, and 6 reflect avera'ge performance.
Stanines 7,8, and 9 reflect above average perfor­
mance.
Normalized Standard Score
(T-score or
Location of score in a normal distribution having a
normalized 50 ± 10 system) mean of 50 and a standard deviation of to.
GIVING GRADES
Grades are symbols that representa value judgment concerning the relative quality of
a student's achievement during specified period of instruction.
Grades are important to:
■ inform students and other audiences about student's level of achievement
• evaluate the success of an instructional program
■ provide students access to certain educational or vocational opportunities
• reward students who excel
Absolute Standards Grading or Task - Referenced Grading - Grades are assigned
by comparing a student's performanpe to a defined set of standards to be achieved,
targets to be learned, or knowledge to be acquired Students who complete the tasks,
achieve the standards completely, or learn the targets are given the better grades,
regardless of how weil other students perform or whether they have worked up to their
poteofial. ■ #
•
Relative Standards Grating or Group - Referenced Grading - Grades are assigned
on the basis of student's.performance compared with others in class. Students'performing better than most classmates receive higher grades.
150 PNU .LET Reviewer
P ro fessio n al Ed ucation
Student Progress Reporting Methods
Name
Type of code used
Letter grades
A, B, C, etc., also'+ ” and *-* may be added.
Number or percentage
grade
Integers (5 ,4 ,3 ,...) or percentages {99,98,...)
Two-category grade
Pass - fail, satisfactory - unsatisfactory, credit - entry
Checklist and rating
scales
Checks ( V ) next to objectives mastered or numerical ratings
of the degree of mastery
None, may refer to one or more of the above but usually
does not refer to grades
Narrative Report
Guiding Principles for Effective Grading
1. Discuss your grading procedures to students at the very start of instruction.
2. Make clear to students that their grade will be purely based on achievement.
3. Explain how other elements like effort or personal-social behaviors will be
reported.
4. Relate the grading procedures to the intended learning outcomes or goal/
objectives.
5. Get hold of valid evidences like test results, reports presentation, projects and
otherassessments, as bases for computation and assigning grades.
6. Take precautions to prevent cheating on test and other assessment measures.
7. Return all tests and other assessment results, as soon as possible.
.
.
8. Assign weight to flie various types of achievement included in the grade.
9. Tardiness, weak effort, or misbehavior should not be charged against achieve­
ment grade of student.
10. Be judicious/falr and avoid bias but when in doubt (in case of borderline student) ’
review the evidence. If still in doubt, assign the higher grade..
11. Grades are black and white, as a rule, do not change grades.
12. Keep pupils ’informed of their class standing or performance.
Dc. M arilyn U biru -B alagtas and Prof. Antonio G. Dacanay
Pro fessio n al Education
CONDUCTING PARENT - TEACHER CONFERENCES
.The following points provide helpful reminders when preparing for and conducting
parent-teacherconferences.
1. Make plans for the conference. Set the goals and objectives of the conference
ahead of time.
2. Begin the conference in a positive manner. Starting the conference by making
a positive statement about the student sets the tone for the meeting.
3. Present the student's strong points before describing the areas needing
Improvement. It is helpful to present examples of the student’s work when
discussing Ihe student's performance.
4. Encourage parents to participate and share information. Although as a
teacher you are in fcharge of the conference, you must be willing to listen to
parents and share information rather than "talk at” them.
5. Plan a course of action cooperatively. The discussion should lead to what
steps can be taken by the teacher and the parent to help the student.
6. End the conference with a positive comment At the end of the conference,
thank the- parents for coming and say something positive about the student, like
‘Erfc has a good sense of humor and I enjoy having him In class."
7. Use good human relation skills during the conference. Some of these skills
can be summarized by following the do’s and don’ts.
Dr. Marilyn Ubiha-Balagtas and Prof. A nronio G . D acanay
A ssessm en t a n d E v alu atio n o f L earn in g 2
D irections: Read and analyze each item and select the correct optionthat answers
each question. Analy2e the Items using the first 5 items as your sample.Writeonly the
letter of your choice in your answer sheet.
1. In a positively skewed distribution, the following statements are true EXCEPT'
A. Median is higher than the Mode.
6. Mean is higher than the Median.
C. Mean is lower than the Mode.
D. Mean is not lower than the Mode.
The correct answer Is C since what is asked is not true about positively skewed
distribution. Option A Is true about positively skewed distribution, that is median
is greater than the mode. Option 8 is also true, mean is greater than the median.
Option D is also true, that mean is greater than the mode.
2. Which of the following questions indicate a norm - referenced interpretation?
A. How does the pupils' test performance in our school compare with that of
other schools?
B. How does a pupil's test performance in reading and mathematics compare?
C. What type or remedial work will be most helpful for a slow - learning pupil?
D. Which pupils have achieved mastery of computational skiHs?
The correct answer is A because the performance of the pupils in the test is
compared with othef schools. Option 8 is wrong because what is being compared
. is the pupil's performance In reading and math. Option C is wrong there is no men­
tion of one's performance compared with others. Option D is also wrong because
what is implied is the pupils' achievement or mastery in relation to the domain of
performance task.
■ •
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cssmcnt and Evalua tio n o f L e a rn in g 2
.I What is fhe performance of a student in the National Achievement Test (NAT) if-he
obtained/got,a stanine score of 5?
A. Between average and above average
B; Between average and below average ■
C; Belowaverage
___________ '__________.
.
0. Average
I He correct answer is D, stanine 4, 5, 6 reflect average performance, while
sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above
I aitrage performance. There is no such thing as between average and above aver| age a between average and below average in stanine scores. So options A, B, and
I Cre all wrong.
I
4. Based on the figure, which is true about the distribution?
A. Mean = 55, median = 48, mode = 34
B. Mode =46, median = 40, mean = 37
y
C. mean = 63 median = 63 mode = 63
0. The (fetribution is mesokurtic.
— ____
Thecorrect .answer.is option C because the figure is an illustration of a normal
disWbution (bell - shaped). Option A describes a positively skewed distribution.
Opfon B illustrates a negatively skewed distribution and option D is wrong because
tfie ijgure is bell-shaped or a normal distribution.
5. I quartile deviation is to median, what is to mean?
A. standard deviation
C. range
B. mode
D. variance
'
The correct option Is Option A, standard deviation is the counterpart of the mean.
However, Option B, Just like the mean Is a measure of central tendency. C range is a
measure of variability and the counter part of mode, and option 0, variance is simply
standard deviation squared.
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PNU LET Reviewer
P ro fe ssio n a l Ed ucation
6. In a normal distribution, which of the foltowing is true?
• -A. median= mode * mean
C. median * mode * mean '
B. median * mode = mean
- if f f l mean - median = mode
7. Which of the following situations may lowenfie validity of a test?
A. Mrs. Josea increases the number of items measuring each specific skill
from three to five.
B. Mr. Santosa simplifies the language in the directions for the test.
fc ) Miss Lopeza removes the items in the achievement test that everyone
would be able to answer correctly.
J). None of the above.
.
.8. In a negatively skewed distributionwhich of the following statements is true?
A Mode is lower than the mean.
C. Median is higher than mode.
wS Mean is lower than the mode.
D. Mode is lower than the median.
9. m a negatively skewed distributionthefollowing
statements are true EXCEPT
A. Mean is'not higher than the median.
B. Median is lower than the mode.
£ . Mean Is lower man the mode,
n j/ Mode is less than the median.
10. Miss Cortez administered a test to her class and the result Is positively skewed.
What kind of test do you think Miss Cortez gave to her pupils?
Posttest
C. Mastery Test
Pretest
0. Crtterton-referenced Test
11. The result of the test given by.teacher A showed a negatively skewed distribution.
What kind of test did teacher A give?
A. The test is difficult
It is moderately difficult
B. His not too easy nor too difficult
sQ f It is easy
12. When the distribution is skewed to the right, what kind of test was administered?
A. Difficult
•
Avefege/moderately difficult
B. Easy
DCPartly easy - partly difficult
Dr. Marilyn Ubina-fialngtis and Prof. Antonio G. Dacanay
P ro fessio n al E d ucatio n
13. In a negatively skewed distribution, what kii
eacher B have?
A. Very good
B. Very poor
14. In a positively skewed distribution the students are
A. Very good
‘
C. Average •
( f) Very poor
D. Normally distributed
15. In a positively skewed distribution, which of toe following statements is true?
A. Mode = 67 while Median = 54
Mean = 73 while Mode = 49
B. Median = 53 while Mean = 41
jf . Median = 34 while Mode = 42
16. Which statements represent criterion - referenced interpretation?
A. Lucresia did better in solving the linear equation than 80% of representative
Algebra students.
B. Lucresia's score indicates that she is able to solve about two thirds of all
one - variable linear equations of such complexity.
C. Students who have reached Lucresia's level on linear equations usually
succeed In the subsequent unit on simultaneous equations with special help
or extra time; i.e., Lucresia is ready to move ahead.
7 H All of the above.
17/wnard obtained a 97 percentile rank in an aptitude test. This means
1 $ He answered 97% of the items correctly.
B. He belongs to the 97% of the group who took the test.
C. 79% of the examinees did better than her on the test.
0. He surpassed 97% of those who took the test.
18. Which set of scores has the least variability?
Set 1 0, 5, 10, 15. 20
Set 2 25, 35, 45, 55
Set 3 0, 2, 8, 15, 26
Set4 505, 501, 503.
D. Set 4
© S e t1
B. Set2
C. Set3
19. Standard deviation is to variability as mode to______
A. Correlation
Cental tendency
B. Discrimination
. M3. Level of difficulty
Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay
A ssessm en t a n d Evsrluacion o f L e a rn in g 2
20. Goring performed better than 65% of the total number of examinees in the district
achievement test. What is his percentile rank?
P35
?•
P05
P66
P75
)ich is a guidance function of a test?
' Identifying pupils who need corrective teaching
Predicting success In future academic and vocational education
Assigning marks for courses taken
Grouping pupiis for instruction within a class
22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his
pupils got very high scores in the test. What measure of central tendency should
he use to describe their average performance the subject?
.• A. Mean
Mode
J . Median
'“ (I. Range
23. Which o# the following indicates how compressed or expanded the disiribuSon
of scores is?
A. Measures of position
C. Measures of correlation
B. Measures of central tendency
Measures of variability
24. TTie proportion passing the upper and lower group is .80 ami .35, nespectivjy.
What is the index of difficulty?
A. .38
• @ .40
C. .58
D. 1.02
25. Mr, Gringo tried to correlate the scores of his pupils in the Social Studies test vti
their grades in the same subject last 3rd quarter. What test validity is he trytg
to establish?
A. Content validity
'Q j Concurffent validity
B. Construct validity
D. Criterion-related validity
to
- F '.
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A ssessm en t an d E valu atio n o f L e a rn in g 2
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering me items below. Write only
the letter of the best answer.
1. If a test item has a difficulty index of 0.06, how would you describe the test item?
It is very easy.
It is very difficult.
It moderately difficulty.
D. It is difficult.
2. Two sections have the same mean but the standard deviation of section 2 is higher
than section 1. Which of the two sections is more homogeneous?
A, Section 1
C. BothAandB
(Bt) Section 2
D. None from the
above
3. Miss Corteza administered a test to her class and the result is positively skewed.
What kind of test do you think Miss Corteza gave to her pupils?
/^ P o s tte s t
C. Mastery Test
( j y Pretest
D. Criterion-referencedTest
4. In his second item analysis, Mr. Gonzales found out that more from Ihe lower
group got the test item 15 correctly. What does this mean?
The item has become more valid
B.TTte Item has become more reliable.
The item has a positive discriminating power.
D. The item has a negative discriminating power.
5.
is 25th percentile as median is to what percentile?
WU 40th percentile
_C. 50*1percentile
o. 60*1percentile
D. 7&b percentile
6. Which is implied by a positively skewed scores distribution?
A. The mean, the median, and the mode are equal.
EL Most of the scores are high.
w !) Most of the scores are low. .
o. The mode Is high.
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IPNU L E T Reviewer
* P ro fe s sio n a l E d u catio n
7. In a normal distribution curve, what does a T score of 60 mean?
A. Two SDs below the mean
G. One SOM ow the mean
8. Two SDs above the mean
One SD above the mean
©
For items 8 to 13; what does each figure/disiribution on the right indicate?
mean > median > mode
mean< mode> median
mean >mode < median
mean < median cmode
9.
/ aJ
*-ft
C.
D.
mode < mean < median
mode > mean >median
median < mode > mean
none of the above
10 .
equal (mans, unequal standard deviations
equal means, equal standard deviations
unequal means, equal standard deviations
D. unequal means unequal standard deviations
$
11A.
’’T L
/D
tI
12.
A.
B.
&
D.
unequal means, equal standard deviations
unequal means, equal standard deviations
equal means, equal standard deviations _
equal means, unequal standard deviations
unequal variability, equal means, different shapes
unequal means, equal variability, different 3hapes _
equal variability, equal means, different shapes
unequal variability, unequalmeans, different shapes
Dr. Marilyn Ubifia-Baiagtas and Prof. Anconio G. Dacanay
P ro fe s sio n a l E d u c a tio n
13.
unequal means, equal standard deviations
equal means, unequal standard deviations
C.
equal means, equal standard deviations
11_ unequal means, unequal standard deviations
14. In conducting a parent - teacher conference, which of the following is NOTtrue?
A Be friendly and Informal
C. Be willing to accept suggestions
Be a kn ow -it all person
D. Be careful In giving advice
15. In a frequency distribution, what is the midpoint of the class Interval whose lower
and. upper limits are 99.5 and 109.5?
& < r\
A. 107.0
B. 105.0
" fc /^ 0 4 .5
D. 102.5
16. In a frequency distribution, what is the intervSTsize of the class whose lower and
upper limits are 9.5 ajjd 19.5?
A. 11.0
10.0
C. 9.0
D. 5.0
17. Given a mean of 55~aml a standard deviation of 8, what two scores indude one
standard deviation below and above the meatf
A.
46and63
B. 47and64 ( d ) 47and63
D. 46 and 6
18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds
to two standard deviation above the mean?
A.
70
J3. 71
C. 72
W 73
19. What principle of test qonstruction is violated when one places very difficult items
at the beginning; thus creating frustration among students particularly those of
average ability and below average?
All the items of particular type should be placed together in the test
The items should be phrased so that the content rattier than the form of the
statements will determine the answer.
.
C. All items should be approximately 50 percent dfficutty.
0. The items of any particular type should be arranged in an ascending order
■ " v of difficulty.
20. Mrs. Del Salvatier would likq to find out how well her students know each other,
what assessment Instrument would best suit her objective?
A. Self-report Instrument
Guess-who technique
B. Sociometric technique
/u /A I I of ttie above
•
Dr. M arilyn U bitia- Balagtas and Prof. Antonio G . Dacanay
A ssessm en t an d Evaluation o f Learning 2
21. Mr. Lapromeso asked his pupils to indicate on a piece of paper I k names of
their classmates whom they would like to be with for some groupacfiiity, what
assessment technique did Mr. Lapromeso uge?
A. Self-report technique
~ ( 3 Sociometric tecMque
B. Guess-who technique
D. Anecdotal technique
22. Which of the following assessment procedures/tools is useful in assessing social
relation skills?
A. Anecdotal record
T^P eer appraisal
B. Attitude scale
QT^Anyof foeatw*
23. If the proportion passing for the upper and lower group is .90 and 30 respecfcvely, what is the discrimination Index?
A. .40
B. .50
7 a ).6 0
ft .TO
24y.W(iich Is an example of affective learning oJrane?
, Interpret stimuli from various modalities to provide data neededin noting
adjustments to the environment
B. Judge problem and issues in terms of situations involved thanin ions of
fixed dogmatic thinking
C. Appreciate the quality and worth of the story read
0. None of the above
25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of
her test. She found out that four of the items of the test obtained fe Mowing
difficulty and discrimination indices and as follows:
C
Item Number
1
2
3
4
Difficulty Index
.58
.92
.09
.93
DIscrmaHcBlula
M
M
.32
.15
Which of the above items should she discard In her item pool?
Item 1
• C/ Item 3
Item 2
J L Item 4
PNU L E T Reviewer
155
Teachipg P ro fessio n
Teaching
Profession
P repared b y:
D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan
Competencies:
■ Determine ways and means to ensure the high stan­
dards of personal and professional development
• Determine the roles of the teachers as active members
of the community and as global citizens responsible for
the outcomes of their actions and for developing other
citizens
• Apply the four pillars of learning in responding to the
aspirations of the community: learning to know, learning
to do, learning to live together, and teaming to be
■ Apply ethical standards on situations involving teacher’s
• relationships with various groups of people. '
• Reflect on professional teacher's accountability to the
learners’ performance and achievement and to the
teacher’s total involvement in the teaching profession.
156
PNU L E T Reviewer
Professional Education
I. BASIC CONCEPTS
Relevant laws
Teaching
)
Relevant Laws: refers to legal acts, decrees, ordinances, ordere, memoranda,
circulars and the like that were approved by proper authorities and have
become legal bases In the conduct of educational prooess, in general, and
of teaching, in particular, In the Philippine setfing. Teaching: refers to the profession concerned with classroom nstrudion at
the elementary and secondary levels in accordance w ii the curriculum
prescribed by the Department of Education w M cr obpart-time or full­
time basis in public or private schools (R. A. 7836 :fWSpptoe Teachers'
Professionalization Act of 1994)
Teachers: refers to all persons engaged in teaching atftedementary and sec­
ondary levels, whether on full-time or part-time tais.Jndudmg industrial
arts or vocational teachers aid all other peraons performing supervisory
and/or administrative functions in aH schools In theaforesaid levels and
qualified to practice teaching under this Act (R A 7836 FWppineTeachers
ProfessionalizationAct of 1994)
Dr. Danilo K . Villena and h a C
C
d i M.
Uatua
Professional Education
••
II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE
PHILIPPINES • '
A. Decree Professionalizing Teaching (P.D. 1006): Providing for the Profes­
sionalization of Teachers, Regulating their Practice in the Philippines
and for other Purposes.
Some of the provisions are as folows:
• Teachers have significant and imperative role in building a strong nation,
more specifically in developing proper and desirable attitudes among the
citizenry whom they have direct and continuing interaction
• Incentive and motivation that may increase teachers' morale must be pro­
vided them.
• Like all other professions, teaching also requires a number of years of high­
er education studies.
B. Philippine Teachers Professionalization Act of 1994 (R. A. 7836): An Act
Strengthening the Regulation and Supervision of the Practice of Teaching
in the Philippines and Prescribing a Licensure Examination for Teachers
and Otter Purposes:
It was promulgated for:
• the promotion, development and professionalization of teachers and the
teaching profession
• supervision and regulation of the licensure examination.
III. VARIED ROLES OF TEACHERS
t . i|f^ l|re c to n > f
| ;|
Plan£ and otgahizes learning activities
m Leads pupils/students through the learning episodes
» Controls the whole learning situations
» Appraises the effectiveness of the learning situations
. 2. | As-an Information Processor
■*
» Aralyzeff iriformatiai and events * ’
Dr, D anilo K . Villena and’Prof. C elia M. Italian
T e a c h in g P r o fe s s io n
m Makes information and events
» Makes information readily learnable
» Facilitates the comprehension of information and events
» Interprets information to learners
- m Communicates information in a manner that pupils/students
. comprehend
3. ASa Knower 4
» Knows much about the general fields of knowledge
Masters thoroughly, the subject matter of his/her field of spe­
cialization
» Brings learners to the world of ideas
» Provides accurate information to pupils/students
» Answers readily pupils/students'questions
4. sAsa Pl(w^r
^ Ideas*
» Carries stiKfents to new insights and knowledge
• leads children to wide ranging and unlimited inquiry
» Develops new ideas and practices to meet the needs and demands
ofthe.time
5.' ^ a Q e c fs ^ M ^ :;
■» Deckles on what objectives should be established
Decides on the type of instructional program that could best
achieve the objectives
■* Decides on what body of information should be conveyed
» Decides on the most effective methods, techniques, approaches
and materials that will facilitate the attainment of the objectives.
■» Decides on the most appropriate grouping that would best ben­
efit the learner.
■ 6 .' As a Judge ^Achievement
lD^n%s'
fs Worth achtevirYg
. • Defines ability levels of pupils/students
Evaluates pupils/students/levels of achievement
» Determines who will be promoted or retained
PNU L E T Reviewer
157
T each in g P ro fessio n
7. As aGounselor
Establishes effective relationship with'the individual pupil/stu­
dent
•
■
_ .
■* Collects pertinent information about each pupil/student
• Receives confidences
» Guides pupil/student in understanding himself
» .Gives advices
•
» Assists pupils/students to find solutions to his/her own problems
8. As
h
" » Develops a functional moral and ethical code
» Creates acceptable moral atmosphere
.» Establishes norms for behavior within and outside the classroom
9. As a Model fof the Youth |
m Exemplifies the scholarship and ideals valued by society
• Demonstrates acceptable sets of values
10. Asa Personal Culture *
'
^-Po&esses a broad general cultural education
» Is well-informed of current developments in various fields of
science
•» Appreciates arts and literature
• Demonstrates adequate skills in the use of language
1 1 . A? aiGom eiiflittyiin#
» Participates actively in ttie life of the community
• Interprets the school program to the public
» Brings parents to participate in school activities
Utilizes the resources of the community to develop significant
(matter
Articulates social, political, and economic traditions
Develops cultural values
Transmits culture
Enriches cultural growth pf pupils/students
158
PNU LET Reviewer
P ro fe ssio n a l E d u c a tio n
IV. RELEVANT LAWS
'
.
•
A. Article XIV, 1987 Philippine Constitution ( Education, Science & Technology,
Arts, Culture & Sports) - This is the very fundamental legal basis of
education in the Philippines. It stipulates the following:
• The right of all citizens to quality education at all levels
■ Provision for complete, adequate and integrated system of education
• Free public education in the elementary and secondary levels
• Availability of scholarship grants, loan programs, subsidies and other incen­
tives for deserving students in the public and private schools
■ Provision for non-formal, informal and indigenous teaming systems
- Inclusion of the study of Constitution in the curriculum
• Education to put emphasis on the inculcation of nationalism & patriotism
as wet as other values deemed important in developing better person and
responsible dtlzen
• Supervision and regulation of all educational institutions by the state
• Sole ownership of educational institutions by at least 60% of the capital
from Filipino citizen
■ Tax exemptions for. non-stock and non-profit educational Institutions
• Enjoyment of academic freedom (teachers, students, Institutions) in all
institutions of higher learning
• State's protection for academic, non-academic and non-teaching personnel
• Highest budgetary allocation for education
• Filipino as the national language; Filipino and English as official languages
for use In communication and instruction
• Creation of National Language Commission
• Promotion of science and technology
• Preservation and anijchment of Filipino culture .
• Promotion of physical education and other related programs
,* < ~ \/O c T E c H
TKt FO c A l - t e ^ - D 4
>
- c .r te r >
v e p b t
Dr. Danilo JC. Villciu and Prof. Celia M. Ilanan
^ P ro fe ssio n a l E d u c a tio n
B. Education Act of 1982 (Batas Pambansa 232, September 11,1982); An
Act Providing For The Establishment And Maintenance Of An Integrated
System Of Education: Declares/defines/describes among all. others the
following:
>
Aims of Philippine Educational System: (Section 4)
1) Provide for a broad general education that will assist each individual
in the peculiar ecology of his own society to: a) attain his potentiate
as a human’being; b) enhance the range and quality of individual and
group participation in the basic functions of society: and, c) acquire
the essential educational foundation of his development into a pro­
ductive and versatile citizen;
2) Train the nation’s manpower in the middle-level skills for national de- .
velopment
3) Devfelop the profession that will provide leadership for the nation in
the advancement of knowledge for improving the quality of human
life; and
4) Respond effectively to changing needs and conditions of the nation
through a system of educational planning and evaluation.
> "Educational Community"refers to those persons or groups of persons as
such or associated in institutions involved in organized teaching and learning
systems (Definition and Coverage, Section 6). The members or elements are:
1) "Parents" or guardians or the head of the institution or foster home
which has custody of the pupil or student
2) “Students" are ftose enrolled in and who regularly attend educa­
tional institution of secondary or higher level of a person engaged
in formal study. "Pupils'’ are those who regularly attend a school of
elementary level under tbe supervision and tutelage of a teacher.
3)
/:%n5onne/,'or aHpersons working for an educaScnal bislHution,
which includes Bie fotowing:
a) "Teaching or academic staff’’ or all persons engaged In
actuaheaching and/or research assignments, either on
full-time-or part-time basisjn all .levels of the educational
' system.
Dr. DaniJo K. ViMcna and Prof. Celia M, Ilanan
T each in g Profession
■
b) “School administrators" or ail persons occupying p
implementing positions having to do with the functions of
the schools in all levels.
c) "Academic'non-teaching personnel" or those persons
’ holding some academic qualifications and performing
academic functions directly supportive of teaching, such as
registrars, librarians, research assistants, research aides,
and similar staff.
.
d) “Non-academic personnel” or all other school personnel
not falling under the definition and coverage of teaching
and academic staff, school administrators and academic
non-teaching personnel.
4) "Schools’ or institutions recognized by the State which undertake
educational operations.
> Rights of Parents (Section 8)
1) Organize by themselves and/or with teachers
2) Access to any official record directly relating to their children
> Rights of Students (Section 9)
1) Receive relevant quality education
2) Freely choose their field of study and continue their course therein
3} School guidance and counseling
4) Access to his own records
5) Issuance of needed school records/documents within 30 days from
request
6) Publish a student newspaper and similar publications
7) Free expression .of opinions and suggestions; to effective channels of
communication
8} Form, establish, join and participate in organizations and societies
recognized by the school
9) Be free from involuntary contributions
> Rights ofSchool Personnel (Section 1Q)
1) free expression of opinion and suggestions; to effeetive channels of.
communication
•
PNU L E T Reviewer
Teaching Profession
' 2) Be provided with free legal service
3) Establish, join and maintain labor organizations and/or professional '
and’ self-regulating organizations
4) Be free from involuntary contributions .
> Special Rights and/or Privileges of Teaching or Academic Staff
(Section 11)
•
.
1) Be free from compulsory assignment not related to their duties as
defined by law
2) Intellectual property
3) Be accorded due respect and protection as persons in authority
4) Choose alternative career lines for purposes of career development
> Special Rights of School Administrators (Section 12)
1) Sufficient administrative discretion for efficient and effective perfor­
mance of functions
. 2) Accorded due respect and protection as persons In authority
> Rights of Schools (Section 13)
1) Provide for proper governance of the school
2) Forinstitutions of higher learning, the right to determine on academic
grounds who shall be admitted to study, who may teach, and what
shall be subjects of the study and research
> Duties of Parents (Section 14)
1) Help carry out the educational objectives of schools
2) Enable their children to obtain, as much as possible, complete
education
3) Cooperate with the school in the implementation of curricular and
co-currfcular programs
> Duties and Responsibilities of Students (Section 14)
1) Develop to the fullest his potentialities for service
.
2$ Uphold the academic integrity of the school
3) Promote and maintain the peace and tranquility of the school
4). Participate actively In the total development of the community
5) Exercise his rights responsibly
160 !PNU LET .Reviewer
*
'
P ro fessio n al Evocation
> Teachers’ Obligations (Section 16)
.
. 1) f erform their duties in accordance with the overall goals and objec­
tives of the schools
2) Accountable for the efficient and effective attainment ef learning
objectives
- 3) Render regular reports and monitoring ofieach of ffie students' academic
performance
4) Attend to their professional advancement and growth and maintain
their professionalism at all times
5) Exercise.objectivity and fairness in dealing with students' scholastic
marfcs and grades
6) Actively participate in the total development of. the school and
community
> School Administrators' Obligations (Section 17)
1) Perform their duties according to the overall goals and objectwes of
the school
2) Efficiently and effectively manage and administer the school
3) Develop and maintain a healthy school and conducive school envi­
ronment
4) Assume and maintain professionalism in the conduct of their woric
5) Render adequate reports on the performance of school personnel
6) Observe due process and fairness in disciplining teachers and o8»r
personnel
7) Maintain adequate records and submit reports as required byproper
authority.
> Obligations of Academic Non-Teaching Personnel (Section 18)
. 1) Improve themselves professionally
2) Assume and promote a healthy and conducive-learning and service
environment
> “Fonnal Education” refers to the hierarchically structured and chronotogicaBy
■ graded learning organized and provided by the formal school system andfor
which certification Is required in order for the learner to progress through the
Dr. Danilo K . Villena and Prof. Celia'M . Hasan
P r o fe s s io n a l E d u c a t io n
grades or move to higher levels (Definition, Section 20); the main instrument
for the achievement of the country's educational goals and objectives (Dec­
laration of Policy, Section 19). The levels of formal education are: •
1) Elementary Education - the first stage of compulsory, formal education primarily concerned with providing basic education and usually
corresponding to the first six or seven grades, including pre-school
programs (Definition, Section 20): Its objectives are to: (Section 21)
a) provide the knowledge and develop the skills, attitudes and
values essential to personal development
b) provide learning experiences that prepare them for con­
structive and effective involvement
c) promote and intensify the child's knowledge and identifica­
tion with and love for the nation and the people to which he
belongs; an.d
d) promote work experiences that prepare the children to
engage in honest and gainful work
2) Secondary Education - The state of formal education concerned
primarily with continuing basic education usually corresponding to
four years of high school (Definition, Section 20). Its objectives are
to; (Section 22)
a) continue to promote the objectives of elementary education b) equip the students with skills for productive endeavor or for
higher education
3) Tertiary Education - post secondary schooling leading to a degree
in a specific profession or discipline (Definition, Section 20). Its
objectives are to (Section 23):
a) provide a broad general education program
b) train the nation^ manpower in the skMsrequired for national
development
c) develop the professions for leadership of the nation
d) advance knowledge ttirough research work for improving
quality of human life.
•
'
Dr. Danilo K. Viflcna and Prof'. Celia M. Ilanan*
T each in g P ro fessio n
> Specialized Educational Services-These are services to meet the special
needs of certain clientele. It includes the following ( Section 24):
1) Work Education or Practical Arts - aims to develop the right
attitudes towards work; and technical-vocational education,
post-secondary but non-degree programs leading to one, two or
three year certification in preparation for middle-level occupations.
2) Special Education - the education of persons who are physically,
mentally, emotionally, socially or culturally different from the so-called
. "normal" individuals.
3) Non-formal Education -any organized school-based educational
activities undertaken by education department aimed at attaining
specific learning objectives for a particular clientele, especially the
illiterates and the out-of-school youth and adults. Its objectives are to:
' a) eradicate illiteracy and raise the level of functional literacy
of the population
b) provide unemployedand underemployed youth and adults
with appropriate vocational/technical skills for them to
become more productive and effective citizens: and
c) develop among the clientele proper values and attitudes for
personal, community and national development.
C. R. A. 4670 - MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (June 18,
. 1966) enacted to promote and improve the social and economic conditions of
public school teachers, their working and living conditions, their terms of employ­
ment and career prospects (Declaration of Policy, Section 1).
1) Recruitment and Qualification (Section 3)
«* DepEd to define dearly recruitment policy with respect to selec-.
tion and appointment of teachers
» Minimum educational qualifications for teacher-appiicants:
* Bachelor's Degree in Bementary Education for teachers
in the kindergarten and elementary grades;
♦ Bachelor's Degree in' Education or its equivalent with a
major or minor of_a Bachelor's degree in Arts er Science
PNU L E T Reviewer
161
reaching Profession
with at least 18 units of Professional Education for
teachers of the secondaiy schools;
♦ Bachelor's degree In the field of specialization with at
least 18 professional units in Education for teachers of
. secondary vocational and two years technical courses;
. ♦ Master's degree with a specific area of specialization for
teachers of courses in the collegiate level.
» .The School Superintendent may appoint under temporary status,
. applicants who don't meet the minimum qualifications
2) Probationary Period (Section 4)
m No probationary period preceding regular appointment shall be
imposed if the teacher possesses the appropriate civil service
eligibility;
» A period of not less than one year from and after the date of
the appointee’s provisional appointment be given to an applicant
who meets the minimum educational qualifications but lacks the
appropriate civil service eligibility.
3) Tenure of Office (Section 5)
m Stability on employment assured of teachers with permanent
appointment
» Permanent appointment shall be extended to provisional teachers
after having rendered at least ten years of continuous, efficient
and faithful service In such position.
4) Consent for Transfer Transportation Expenses( Section 6)
• No teacher shall be transferred from one station to another with­
out the his/her consent, except for cause.
• The School Superintendent may effect the transfer of the teacher
when the exigencies of service so requires
• -The School Superintendent must previously notify the teacher
to be transferred and the reason or reasons for such transfer.
• The teacher subject for transfer may appeal to the Director of
Public Schools if he/she feels the reason/s is unjustifiable.
162
PNU LET Reviewer
P ro fessio n al E d u c a tio n
» No transfers whatsoever shall be made-three months before any
local or national election. '
•
. m The Government shall pay all the necessary transfer expenses of
the teacher and his/her family.
5) Safeguards In Disciplinary Procedures (Section 8)
'» Every teacher shall enjoy equitable safeguards at each stage of
any disciplinary procedure and shall have:
♦
The right to be Informed, in wrfttng, of the chargers;
♦
The right to full access to the evidence in the case;
♦ The right to defend himself by a representative of his
choice
♦
The right to appeal to clearly designated authorities
6) Administrative Charges (Section 9) Administrative charges against
a teacher shall be heard Initially by a Committee composed of the
t-ti____ i____
foifowfnQ.
• School Division Superintendent or his duly authorized represen­
tative win should have at least the rank of a division supervisor
as Chairman.
» Representative of the local, or in its absence, any existing pnovincial or national teacher’s organization
*» A Division Supervisor
» Two members designated by the Director of Public Schools
♦ T?» Committee shall submit its findings and recommen­
dations to the Director of Public Schools within thirty
(30) days from the termination of the hearings.
♦ The members of the Committee shall be appointed by
Ihe Education Secretary if the School Superintendent is
the complainant or an interested party.
7) No discrimination whatsoever In the entrance to the teaching
profession, or during its exercise or in the termination of services,
based on other than professional consideration (Section 10).
Dr. Danilo K . Villena and Prof. Celia M. Ilanan
P ro fessio n al Ed ucation
8) Married teachers, both of whom are'public school teachers may be
employed in the same locality (Section 11).
9) Academic Freedom shall be enjoyed by teachers in the discharge
of their professional duties, particularly, with regard to teaching
and classroom methods.(Sectfon 12)
. 10) Teaching Hours (Section 13)
• Teachers are. required to render not more than 6 hours of actual
"
classroom teaching a day.
» In the exigencies of service, any teacher may be required to ren­
der more than six hours but not more than eight hours of actual
classroom teaching a day upon payment of additional compen­
sation at the same rate as his regular remuneration plus at least
25% of his basic pay
11) Additional Compensation (Section 14)
•» Additional compensation of at least 25% of the teacher's regular
remuneration must be paid to teachers who render co-cuiricular
and out of school activities outside of the teacher's six hours of
actual classroom teaching.
12) Salary Scales of teachers shall provide for a gradual progression
from a minimum to a maximum salary by means of regular incre­
ments, granted automatically after three years to teachers with at
least an efficiency rating of satisfactory, (Section 18)
13) Cost of living Allowance (COLA) (Section 18)
• Given to teachers to keep pace with the rise in the cost of living
m Shall automatically follow changes in a cost of living index
» Secretary of Education recommends to Congress at least annu­
ally, the appropriation of the cost-of-living allowances of public
school teachers.
14) Special HardshipAllowance equivalent to at least 25% of teacher's
monthly salary shall be given to teachers assigned In areas where
teachers are exposed to hardship such as difficulty in commuting to
the place of work or otter hazards peculiar to the place of employ- '
ment as determined by Education Secretary (Section 19).
*Dr. Danilo K. Vjllena and Prof. Celia M. Ilaiwn
le a c h in g Profession
15) No person shall make any deduction whatsoever from the salaries
of teachers except under specific authority of law authorizing such
deductions. (Section 21)
16) Compulsory medical examination shall be provided free of charge
for all teachers; medical treatment, if found necessary, shall also
be accorded free by the government entity paying the salary of file
teachers (Section 22)
17) Teachers shall also be protected against the consequences of
employment injuries in accordance with existing laws. (Section 23)
18) Study Leave (Section 24)
» Teachers are entitled to a study leave not exceeding one year
after seven years of service;
■* Teachers granted on study leave shall be entitled to at least 60%
of their monthly salary; — o l d *rocy>e< c * r tc *
m Noteacher shall be allowed to accumulate more than one year of
study leave, unless, s/he needs an additional semester to finish
his/her thesis for a graduate study in education or allied course;
. » No compensation shall be due to the teacher after the first year
of such study leave;
■» Study leave period shall be counted for seniority and pension
purposes.
» Teachers on study leave shaU be compensated provided he takes
the regular study load and passes at least 75% of his courses.
19) An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands along treatment that will
exceed one year at the least (Section 25)
20) Salary increase Upon Retirement. One range salary raise upon re­
tirement shad be the basis of the computation of the lump sum of the
retirement pay are) the monthly benefits thereafter. (Section 26)
21) Teachers shall be free to establish or join organizations of their,
choosing. (Section 27)
_
/ o
o
y o ^JU a )
'
PNU LET Reviewer
163
reach in g Pro fessio n
22) National Teachers Organizations shall be consulted in the formu­
lation of national educational policies and professional standards,
and in the formulation of national policies governing the social se­
curity of the teachers (Section 29)
23) The Secretary of Education shall formulate and prepare the neces­
sary rules and regulations to implement the provisions of this Act
antf shall take effect thirty days after publication in a newspaper of
general circulation (Section 30).
24) The Secretary of Education shall submit td'Congress annually the
necessary budgetary estimates to implement the provisions of this
Act (Section 31).
25) Any person who shall willfully interfere with, restrain or coerce
any teacher in the exercise of the rights guaranteed by this Act,
or who shall in any other manner, commit any act to defeat any
of the provisions of this Act, shall upon conviction, be punished
by a fine of not less than one hundred pesos nor more than one
hundred thousand pesos, or by imprisonment, in the discretion of
the court (Section 32)
D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS
■ Adopted pursuant to the provisions .of paragraph (e), Article II, R. A. 7836,
otherwise fcnown as the Philippine Teachers Professionalization Act of
1994, and paragraph (a), section 6, P.D. No. 223, as amended.
• The Code spells out very dearly the ideals and standards of teacher's rela­
tionships with various education stakeholders:
1) The Teacher and the State (Article II)
» As a trustee of the cultural and educational heritage of the
nation, the teacher is duty bound to transmit to learners such
heritage and must exert the best effort possible to promote obe­
dience to the laws of the state;
•
» Help carry out the declared policies of the state;
» Demonstrate full commitment and devotion to duty;
164 IpHU LET Reviewer
P ro fe s sio n a l E d u catio n
» Refrain from engaging in the promotion of any political, religious
or otherpartisan interest;
’** Exercise tiis right of suffrage, and all other constitutional rights;
» Refrain from using his position or official authority to influence
or coerce the political actions or behaviors of other persons;
» Enjoy academic freedom and be responsible in taking the privi­
legedf expounding the product of his researchers and investiga­
tions in the interest of the nation.
2) The Teacher and the Community (Article III)
» Prcwide an environment conducive to learning and youth develop­
ment;
“ Prewideleadership and initiative for the betterment of the community;
♦ Refrain from engaging in all sorts of immoral activities;
» Study, understand and promote local customs and traditions;
» Keep the community informed about school's works, activities
and accomplishments;
■» Establish and maintain harmonious relationships with other pro­
fessionals, government officials and practically, all people.
• Attend freely one's church and worships as appropriate without
using his position-to influence others;
3) The Teacher aid the Profession (Article IV)
■» Manifest pride in the nobility of the teaching profession
» Always be at his/her best in the practice of the profession
■» Avoid making improper misrepresentations in the process of
seeking support for the school
» Engage actively and continuously in ones' professional grovyth
and advancement
• m Live up-to the nobility and integrity of the teaching profession.
4) The Teacher aid the Teaching Community (Article V)r
• Beimbued with the spirit of professional loyalty, faithfulness and
oooperativeness with others in the teaching profession
Dr. D a n ilo K . V illen aan d P rof. C elia M. flanan
P ro fessio n al E d u catio n
» Sincerely acknowledge/recognize assistance received from
colleagues .
» Organize and turn over records and other data to his/her successor
m Keep information confidential until after it has been formally
released
» Seek correctives, for unprofessional/unethical conduct of an
associate
» Submit to proper authorities any justifiable criticism against an
associate
• Apply for a vacant position for which s/he is qualified provided
that all qualified candidates are given opportunity to be consid­
ered.
5) The Teacher and the Higher Authorities in the Profession (Article VI)
• Support the legitimate poHcies of the school and the administration
regardless of personal feeling or private opinion.
» Make no any false and anonymous accusations or charges
against superiors.
» Observe proper protocol in transacting official business.
■» Consider the welfare and interest of the learners when seeking
redress against all forms of injustice and in raising grievances
to the administration.
m Recognize the principle that appointments, promotions aw)
transfers are made only on the basis of merit and are needed in
the interest of service.
» Live up to his contract, i.e. employment terms and conditions
6) The School Officials, Teachers, and Other Personnel (Article VII)
■» Show professional courtesy, helpfulness and sympathy towards
teachers and other personnel.
•
’
» Ckxisiderpofcy formulation and change innovations as cooperative
responsibility.
» Attend to.the professional growth of teachers, i.e. promotion,
recognition, attendance to in-service trainings.
» Never dismiss or recommend for dismissals teacher or other
Dr. DaniJo K . Villena and Prof. C elia M . Marian
Teaching p ro fessio n
subordinates except for a just cause.
•» Ensure that public school teachers are employed in accordance
with pertinent civil service rules and private school teachers, in
accordance with the contracts.
7) The Teachers and the Learners (Article Vllf)
» Determine the academic marks and promotion of learners in
accordance with generally accepted procedures of measure­
ment and evaluation.
• Recognize that the first and foremost concern of the teachers is
the interest and welfare of the learners.
■* Make no prejudice or discrimination against any Ieamer.
» Avoid accepting favors and gifts from learners, their parents or
others in exchange for requested concessions.
» Refrain from accepting any remuneration from tutorials rendered
to their own students.
. » Evaluate the learner's work only on merit and quality of academic
performance.
• In a situation where mutual attraction and subsequent love
develop between teacher and Ieamer, the teacher shall exer­
cise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the Ieamer.
» Desist from inflicting any form of corpora) punishmenton offending
pupils/students; make no deductions from the learner's scholas­
tic grade as a punishment for student's offense
• Setend needed assistance to ensure maximum development of
learners and prevent or solve leader's problems and difficulties.
8) The Teachers and JheRarents( Article IX) •
» Establish and. maintain harmonious relationships with parents
and treat them with utmost respect.
» inform parents of the progress and all sorts of deficiencies of
their children.
.. » Be tactful in dealing, with parents regarding their children's
deficiencies. .
•
PNU LET Reviewer
165
Teaching Profession
• » Seek parents cooperation for the proper guidance and improve­
ment of the learners.
•• '
» Discourage the parents from making ill remarks and unfounded
criticisms about the school as a whole.
m Hear parents complaints with sympatfiy.and understanding.
9) The Teacher and Business ( Article X)
» Engage in legitimate income generating activities.
m Maintain a good reputation with respect to financial matters.
» Settle promptly all debts and/or make satisfactory arrangement
on his private financial affairs.
** Avoid acting as agent of any business venture engaged in fur­
nishing textbooks and other school commodities, of which, he
can possibly exercise influence in their purchase or distribution.
10) The TeacherAs A Person (Article XI)
» Live with dignity at all times wherever he/she is.
» Race premium upon self-respect and self-discipline.
m Serve as a model worthy of emulation.
• Recognize GOD as Guide of his own destiny and of otiiers.
11) Disciplinary Action (Article XII )*
• » Revocation of the Certificate of Registration and License as a
Professional Teacher
m Suspension from the practice of teaching profession
m Reprimand or cancellation of temporary / special permit
• Sec. 23, Article III, R. A 7836 and Rule 31, Article VIII, Rules
and Regulations Implementing R. A 7836
E.PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R. A. 7836):
An Act to Strengthen the Regulation and Supervision of the Practice of
Teaching in the Philippines and Prescribing a Licensure Examination for
Teachers and ForOther Purposes
• A professional license signed by the Chairman of the Commission and
bearing fte registration number and date of issuance and the .month of.
expiry or renewabllity shall likewise be issued to every registrant; paid reg­
istration fee is good for three consecutive years
'
.
*
•
1 6 6 PNITLET Reviewer
P ro fessio n al Education
1) Examination, Registration and License Required j Article ill.
Section 13)
*
■» All applicants for registration as professional teachers shall be
required to undergo a written examination.
» A valid certificate of registration and a valid professional license
from the Commission are required before any person Is allowed
to practice as a professional teacher in the Philippines.
2) Scope of Examination (Article III, Section 14)
The examination for teachers in the elementary level shall con­
sist of two (2) parts, namely: professional education and general
education.
» The examination for teachers in the secondary level shall con­
sist of three (3) parts, namely: professional education, general
education, and field of specialization.
3) Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching Profession, and Cancellation of Temporary
or Special Permit ( Article III, Section 23)
» Conviction of any criminal offense by a court of competent
jurisdiction
■» Immoral, unprofessional or dishonorable conduct
■» Declaration by a court of competent jurisdiction for being
mentally unsound or insane
■» Malpractice, gross incompetence, gross negligence or serious
ignorance of the practice of the teaching profession
■» The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or specialftBmporary
permit
» Chronic inebriety or habitual use of drugs
» Violation of any of the provisions of this Act, the rulea and regula­
tions and other policies of the Board and theCommlsston, and
the code of ethical and professional standards for professional
teachers
.
Dr. D anila K . Villena and Prof. C elia M. Ilanan
P ro fessio n al E d u catio n
» Unjustified or willful failure to attend seminars, workshops, con­
ferences and the like or the continuing education program pre­
scribed by the Board and the Commission.
4) Registration and Exception ( Article III, Section 26) Upon approval
of the application and payment of the prescribed fees, the cer­
tificate of registration and professional license as a professional
teacher shall be issued without examination as required in this
Act to a qualified applicant, who at the time of the approval of this
Act is:
■» A holder of a certificate of eligibility as a a teacher issued by
the Civil Service Commission and the Department of Education,
Culture and Sports; or
m A registered professional teacher with the National Board for
Teachers under the Department of Education, Culture and Sports
pursuant to P. D. No. 1006; or
“ Not qualified under paragraphs one and two but with any of the
'following qualifications to wit;
♦ An elementary or secondary teacher for five (5) years
in good standing and a holder of Bachelor of Science In
Education or its equivalent; or
♦ An elementary or secondary teacher for three (3) years
in good standing and a holder of a master’s degree in
education or its equivalent
5) Inhibition Against the Practice of the Teaching Profession Article
IV, Section 27)
■» Except as otherwise allowed under this Act, no person shall
practice or offer to practice Ihe teaching profession in the Phil* ippines or be appointed as teacher to any position calling for a
teaching position without having previously obtained a valid certificate of registration and a valid license from, the Commission.
6) Penal Provisions (Article IV, Section 28)The following shpll be punish­
able by a fine of not less than FiveThousand Pesos (P5,000.00) nor •
more than Twenty thousand pesos ( P20,000.00) or imprisonment
Dr. Danilo K . Villena and Prof. C elia ,M. llanan
T eac h in g P ro fe ssio n
of not less than six (6) months nor more than five (5) years, or both,
at the discretion of the court
a) Any person who practices the teaching profession in the
Philippines without being certified in accordance with the
provisions of this Act
b) Any person who represents or attempts to use as his own
certificate of registratian that of another;
c) Any person who gives any false, or fraudulent evidence of
any kind to the Board or any member thereof in obtaining a
certificate of registration as teacher;
d) Any pawn who impersonates any registrant of the same or
different name;
e) Any person who uses a revoked or suspended certificate of
registration;
0 Any person who/ in connection with his name, otherwise
assumes, uses or advertises any title or description tending
to convey or convey® the impression that he is a teacher
without holding a valid certificate; aid
g) Any person who violates or abets the violation of any of the
provisions of this Act.
F. AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED
SEVENTY-EIGHT HUNDRED AND THIRTY-SK (R. A. NO. 7836), OTHERWISE
KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF
1994" {R. A. 9293)
1} Section 2. Section 26 of the same Act is hereby amended to read
as follows:
'
. "Sec 26. Registration and Exception. - No person 'shall engage in
teaching and/or act as a professional teacher as defined in this Act
whether in the preschool, elementary or secondary level, unless the
person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a validprofessional license or a holder of
a valid special/temporary permit.
PNO LET Reviewer
167
T e a c h in g Pro fessio n
T
» Professional teachers, who have not practiced their profession
for the past five (5) years shall fake at least twelve (12) units of
education dourses, consisting of a least six (6) units of pedagogy
and six (6) units of context courses or the equivalent training
and'number of hours to be chosen from a list of courses to be
provided by the Board and the Department of Education, before
they can be allowed to practice their profession in the country.
m Those who have failed the licensure examination for professional
teachers, with a rating of not lower than five percentage points
from the passing general average rating, shall be eligible as para-teachers upon issuance by the Board of a two-year special
permit, renewable for a non-extendible period of two (2) years
The para-teachers shall be assigned to areas where there is a
shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous
Region for Muslim Mindanao (ARMM) education department to
the Board for professional teachers end to (he Commission.
• A special permit may also be issued by the Board to a person
who has excelled and gained international recognition and is a
widely acknowledged expert in his or her respective field of spe­
cialization.’
2) Section 4. References to the term "Department of Education, Culture
and Sports”, in Section 4 (a) and Section 25, and the term "DECS”
in Section 20, of the same Act, are hereby amended to read as
'Department of Education" DepEd”, respectively.
G. CODE OF CONDUCTAND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND
EMPLOYER. A. 6713)
1) Definition of Terms ( Section )
a) Government - includes the national government, local
government, and all other instrumentalities, agencies,
or branches of the Republic of the Philippines including
government-owned and controlled corporations, and iheir
subsidiaries.,
1 6 8 PNU LET Reviewer
P ro fe ssio n a l E d u catio n
............................... I................. I -II
b) Public Officials - includes elective and appointive officials
and employees, permanent or temporary whether in the
career or non-career service, includingmilitaryand police
personnel.
c) Gift - refers to a thing or a right disposed of gratuitously,
or any act of liberality, in favor of another who accepts it,
and shall include a simulated sale or an ostensibly onerous
disposition thereof. It shall not include unsolicited gift or
nominal or Insignificant value not given in anticipation of, or
in exchange for, a favor from a public official or employee.
d) Receiving Gift - includes the act of accepting, directly, a
gift from a person other than a member of his family or
relative as defined in this Act.
e) Loan - covers both simple and commodatum as well as
guarantees, financing arrangement or accommodations
intended to insure the approval
f) Substantial Stockholder-means any person who owns
directly or indirectly,-shares qf stock sufficient to elect a
director or a corporation.
g) Family of Pubfc Officials or Employees - means that their
spouses and unmarried children under 18 years of age.
h) Person - includes a natural and juridical persons unless the
context indicates otherwise.
i) Conflict of Interest - arises when a public official or em­
ployee is a member of a board, an officer, or a substantial
stockholder of private corporation or owner or has a
substantial interest inthe business, and the interest of such
corporations or business, or his rights or duties therein, may
be opposed to or affected by the faithful performance of
official duty. .
j) Divestment—is the transfer of title or disposal of interest
in property byvoluntary, completely and actually depriving
or dispossessing oneself of his right or title to it in favor of
Dr. Danilo K . Villena and Prof. C elia M . Ilanan
Professional -Education
a person or persons other than his spouse and relatives as
defined in the Act.
k) Relatives-refers to any and all persons related to the
public official or employee within the fourth civil degree of
consanguinity or affinity, including bilas, inso and balae.
2). Norms of Conduct of Public Officials and Employees ( Section 4)
a) Commitment to Public Interest - upholding the public
interest over and above personal interest
b) Professionalism - performing and discharging ones duties
with the highest degree of excellence, professionalism,
intelligence and skill
c) Justness and Sincerity - remaining true to the people at
all times; not discriminating against anyone; respecting
the rights of others; refraining from doing acts contrary to
law, good morals, good customs, public policy, public order,
public safety and public interest.
d) Political neutrality-providing service to everyone without
unfair discrimination or regardless of party affiliation or
preference.
e) Responsiveness to the public - extending prompt, cour­
teous, and adequate service to the public.
f) Nationalism and Patriotism - being loyal at all times to the
Republic and the RHpino people; promoting the use of locally
produced goods, resources and technology; maintaining
aind defending Philippine sovereignty
g) Commitment to democracy - committing to democratic
way of life and valups, maintaining the principle of public
accountability, and manifesting by deeds the supremacy of
civilian authorttyowr the military.
h) Simple living - leading modest lives appropriate to their
positions and income; not indulging In extravagant or osten­
tatious display of wealth in any form.
Dr. Danilo K . Villens and Prof. C elia M . Ilanan
T eaching Profession
■■
3) Duties of public Officials and Employees (Section 5)
a). Act promptly on letters and requests within 15 working days
from receipt thereof.
b) Submit annual performance reports within 45 working days
from the end of the year.
c) Process documents and papers expeditiously with no more
than three (3) signatories
d) Act immediately on the public’s personal transactions
e) Make documents accessible to the public.
4) Prohibited Acts and Transactions (Section 7)
a) Financial and material interest in any transactions requiring
the approval of their office
b) Outside employment and other activities related thereto: •
owning, controlling managing or accepting employment
as officer, employee, consultant and the like; engaging in
the private practice of their profession; recommending any
person to any position fn a private enterprise.
c) Disclosure and/ or misuse of confidential Information •
d) Solicitation and acceptance of gifts
V. OTHER RELATED LAWS
• BA 9155 : (3overhahce of BasIc Education Act of 2001
• R A 6728: GovernmentAssistance to Students and Teachers of Private
Education
• R.A. 7722: An Act Creating the Commission on Higher Education
■ R. A 7784 : An Act Strengthening Teacher Education in the Phippines
by creating Centers of Excellence (COE); creating a Teacher Education
axincS for the appropriation of rational network wrfth elementary schools,
Isgh schools and/or part for laboratory purposes.
• RA.7796 :AnActCreating1heTechnical Education artdSkiteDevetopment
Authority (TESDA).
•
'
'
PNU L E T Reviewer
169
Teaching Profession
' ■ Educational Assistance Act of 1976: Study Now Pay Later Plan ■ P. D. 176: Ownership, Control andAdministration of Educational Institutions
■ Commonwealth Act 578: Confers the status of person in authority upon
teachers; principals and professors.
■ R.A. 6655 and DECS Order #44 s. 1988: AnAct Establishing and Providing
for A free Public Secondary Education and For Other Purposes; otherwise
known as “Free Public Secondary Act of 1988."
■ R.A. 4090: Provides for state scholarships in Science, Arts and Letters for
the Poor but Deserving Students. Creating a State Scholarship Council to
integrate, systematize, administer and Implement all program scholar­
ships aid appropriating funds thereof.
• R. A. 5447: Creation of a Special Education Fund Act enacted in 1968
(to be constituted from the proceeds of an additional real property tax
and certain portion of the taxes on Virginia type cigarettes and duties
imposed on imported tobacco leaf. Activities shall be limited to:
1) organization and extension of classes
2) construction and repair of school buildings (aiding provincial, municipal,
city and barrio schools)
3) acquisition of school sites
• R. A. 6139: regulated the sectarian schools/private schools in charging
higher tuition fees.
■ R. A 7687: an Act instituting / establishing scholarship program for
courses that wHl encourage the students to pursue careers in science
and technology. (Science and Technology Scholarship Act of 1994)
• R.A. 7743: Establishment of city and municipal libraries
• R. A. 8292: Higher Education Modernization Act of 1997; establish and
maintain and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society.
• R.A;6850:AnActToGrantCivilServiceBigibilityUnderCertainConditions
To Government EmployeesAppointed Under Provisional orTemporary-Status Who Have Rendered a Total of Seven (7) Years of Efficient Service
• R. A. 8545: amending R. A. 6728” An Act Providing Government Assis­
tance to Students and Teachers of Private Education “; Expanded Govern-
170
PNU LET Reviewer
P ro fe ssio n a l Education
merit Assistance to Students and Teacters in Private Education Act
RA 8525 :i|998 Act Establishing "Adopt-A-School Programf allowing
private schools, companies to assist/support public schools in upgrading
and modernization of public schools particularly those in poverty-stricken
provinces.
R .A 8 4 # f: Prescribing the jCOde of the National flak'/tothem*:f | | f
Coat of Arms and Other Heraldic Items and Device^ of the Philippines
■ R A. T N g: An Act To Lengthen the ^chool Calendar |r p |^ jt y |^ p d
• R A, 8190$ An Act Granting Priority to Residents of the Barangay, MinicipaBtyor City Where the School is Located in the Appointment or Assign­
ment of Classroom Public School Teachers.
■ R A 6972: amAct Establishing A Day Care Centerjin Every Barangay,
instituting Therein A Total Development and Protection of Children Pro­
gram, Appropriating Funds Therefor, and For Other Purposes
•
An Act lntegrating Prug Preyen^fand Conti^ in the Inter­
mediate and Secondary Curricula As W lil As In The Non-formal, informal
and Indigenous Learning Systems and For Other Purposes Appropriating
Therefor. And For Other Purposes
■ R &774B ; An Act Providing For the Establishment of Congressional
City, and Municipal Libraries and Barangay Reading Centers Throughout
The Philippines.
El ft. 76774 Anti-Sexual Harassment Act of 1995
R.ft.-9163,: National Service Training Program (NSTP) of 2001
R. A. 6139: An Act To Regulate Tultion and Other School Fees of Private.
Educational Institutions
RA 10627: Anti-Bullying Act of 2013
RA 10533: Enhanced Basic Education Act of 2013
RA 9485: Anti-Red Tape Act of 2007
E.0.66: Prescribing Rule on the Cancellation or Suspension of Classes,
Work in Government Offices due to Typhoons, Flooding, Other Weather _
Disturbances and Calamities
Df. D anilo K . V illena and Prof. Celia M. Ilanan
Professional Education
■rUTT'-in
........ ■
ii
ii. muniiif'ii
n
-I
,
I
J=
• ,ij ai a.iy.m.L. =ae.;ia.ma=u,m,. b u m .'J.
Department Orders/Memoranda/Circulars
. • DECS Order #5, s. 1974: Bilingual Education Policy
■ DECS Order # 52, s. 1987: mandates the use of (he regional languages as
auxiliary mediumof instruction .
• DepEd Order No. 4, s. 2002: Basic Education Curriculum;
• DepEd Order No. 25 s. 2002, the 2002 Basic Education Curriculum shall be
implemented in all public schools during year 2002-2003
• CMO #30, s. 2004 - Revised Policies and Standards for Undergraduate
Teacher Education Curriculum
■ DepEd Order No. 54, s. 2013: Guidelines on (he Implementation of School
Feeding Program
■ DepEd Order No, 32, s. 2013: Reiterating DECS Order 53, s. 2001
(Strengthening the Protection of Religious Rights of Students
• DepEd Order No. 22, s. 2013: Revised Guidelines on the Transfer of
Teachers from One Station to Another
• DepEd Order No. 74, s. 2012: Guidelines on the Selection of Honor Pupils
and Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum
• DepEd Order No. 73, s. 2012: Guidelines on theAssessment and Rating of
Leamjng Outcomes Under the K to 12 Curriculum
• DepEd Order No. 16, s. 2012: Guidelines on the Implementation of the
. Mother Tongue-Based Multilingual Education (MTB-MLE)
• DepEd Order No. 103, s. 2011: Creation of Indigenous Peoples Education
Office (IPsED)
• DepEd Order No. 83, s. 2011: Disaster Preparedness Measures for Schools
• DepEd Order No. 52, s. 2011: Strengthening Environmental Education in
Public and Private Schopls '
■ DepEd Order No. 57, s. 2010: Implementation of the Basic Education
MADRASAH Program for Muslim Out-of School Youth and Adults
• DepEd Order No. 24, s. 2010: Basic Education Research Fund
• DepEd Order No. 15, s. 2010: Empowering Schools to Allow Students with
Unpaid Fees to TakeTheir Final Exams
• DepEd Order No. 14, s. 2010: Guidelines on Official Travels Abroad •
Dr. D anilo K . V illena anil Prof. Celia M . Hanan
Teaching P ro fessio n *
VI. FOUR PILLARS OF LEARNING
1. Learning to Know - focuses on combining broad general Knowledge and basic
education with the opportunity to work on a small number of subjects in the light
of rapid changes brought about by scientific progress and newfonns of economic
and social activity.
• Learning how to learn and to discover, as to benefit from ongoing educa­
tional opportunities continuously arising throughout life.
. ■ Developing the faculties of memory,, imagination, reasoning, and problem
solving
• Understanding about one's environment
• Communicating with others
2. Learning to Do - emphasizes on the learning of skills necessary to practice a
profession or trade.
• Applying In practice what has been learned
• Developing vocational/occupational and technical skills
• Developing social skills in building meaningful Interpersonal relatfohs
• Developing competence, social behavior, aptitude for team work
• Enhancing the abBlty to communicate and work with others
■ Managing and resolving conflicts
3. Learning to Be - priorffees the development of the human potential to the fullest
• Tapping the talents hidden with each Individual
■ Develop personal commitment and responsibility for the common good
4. Learning to Live Together - emphasizes understanding of others, fteir history,
traditions and cultures, and also, living and interacting peaceful together
• Appreciating the diversity of the human race
• Being recepflveteolherB and encounter others through diaiogueand debate'
• Caring about others
• Working toward common objectives in cooperative undertakings
• Managingand resolving•conflicts
PNU LET Reviewer
171
T e a c h in g Profession
1. Which of the following emphasizes the right of citizens to quality education?
A. The basic education level
G. The graduate level
B. Tertiary level
D. All levels
Analysis:
Option D is the correct answer because the Constitution's concern for quality
' education covers all levels.
2. Which educational level/s provide/s for free and compulsory education as stipulated
in Article IV, Section 2 of the Philippine Constitution?
A. Elementary level •
C. Elementary & secondary levels
B. Secondary level
D. Tertiary level
Analysis:
Option A is the correct answer because elementary education is compulsory for
all children of school age.
3.
VWt o among Die following is in the category of non-academic personnel as provided
for under EducationAct of 1982?
A. Guidance counselors
C. School nurse
B, School principal
0. School librarian
Analysis:
Option C is the correct answer because s/he does not fall under the definition
and coverage of teaching and academic staff, school administrators and academic
non-teaching personnel.
4.
How is gradual progression of teacher's salary from minimum to maximum done?
A. Regular increment every year
B. Increment after ten years of service
C. Regular increment every 3 years
. D. increment after five years
•
172
PNU LET Reviewer
Professional E d ucatio n
Analysis:
■
•
'
Option C is the correct answer because Section 16 of the Magnp Cacta for Teachers
states that salary scales of teachers shall provide for a gradual progression from a
[ minimum to a maximum salary by means of regular-increments, granted automatically
after three years to teachers with at least an efficiency rating of satisfactory.
5. Which of the following is NOT recognized by The Magna Carta for Public School
Teachers?
A. Quality education depends primarily on the quality of socio-economic status
of teachers.
6 . Advancement in education depends on the teachers' qualifications and
ability.
C. Education is an essential factor in the economic growth of the nation.
____
D. Education is development and vice-versa._________
Analysis:
Option 0 Is the correct answer because it was never mentioned/stated in Magna
Carta for Public School Teachers Declaration of Policy.
6.
What appointment can be given to TeacherA who possesses the minimum qualifi­
cations but lacks the appropriate civil service eligibility?
A. Contractual basis
Provisional
B. Permanent
u. Substitute
7. Which of the following rights is intended for parents under Education Act of 1982?
A. The right to academic freedom
B. The right to privacy of communication
0 “ The right to seek redress of grievance
a The right,to h i access to the evidence of the case
8 . What can help achieve relevant quality education?
.
A. strong curriculum
C. school-community relations
(ff) competent instruction
D. competent administrator
Dr. D anila K . Villcna .\nd Prof. Celia M. Ilanan
Pro fessio nal Ed ucatio n
9. Which of the following provisions under the Magna Carta for Public School
Teachers will most likely Rfomote teachers' welfare and defend their interests?
A be promoted In tank and salary
B. regulate their social involvement
C. undergo and participate in professional development
£05) establish, join, and.maintain professional & self-regulating organizations
‘ 10Twiat does "teachers are persons in authority’ imply?
A. Teachers cannot be charged.
No person can assault a teacher.
C. Teachers have immunity from arrest
D. Decisions made by teachers are deemed right.
11. Who among the following characterizes a professional teacher?
A. An education graduate who received honors
8 . A teacher who has taught for at least six years
C. A teacher who has attended national seminars on teaching
CD> A teacher who qualifies for a permanent position under R. A. 4670
12. Who are covered by R. A. 4670?
A Teachers in all levels
B. Teachers in all public elementary schools
OTeachers in both public and private schools
(^/Teachers in public elementary end secondary schools
13. Teacher 8 has been in active service for 10 years when he decided to pursue
higher studies. Under R. A. 4670, what-kind of leave of absence can s/he avail of?
A Indefinite leave
8 . scholarship leave
@ study leave
D. vacation leave
14. When can teachers be required to workon assignment not related to their duties?
A When wi probation
B. When found inefficient
Dr. D.miJo K . Villena and Prof. C *Iia M . Hanan .
T eac h in g P ro fessio n
15. Teacher Chas beenteaching for 7 straight years and therefore qualifies for a study
leave with pay for one year. Should she pursue it, how much pay is she entitled
to receive?
A 50% of monthly salary
C. 70% of monthly salary/1§/ 60% of monthly salary-© ^
D. 100% monthly salary16. which of the following laws strengthens teacher education in the Philippines
through the establishment of centers of excellence?
A. R. A 7722
C. R. A. 7796
R .A 7784
D. R.A7834
17. What does free public secondary education under the law mean?
A Right of every student to enter public secondary schools
B. Free from being screened to enter public secondary schools
Free from payment of school fees identifies and authorized by law
Free from payment of tuition and other fees for students enrolled in pubic
secondary schools
18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher
F in a hazardous area; and Teacher G in a place where standard of living is high.
Who is entitled to a hardship allowance?
A. Teacher0
(E ) TeacherF
B. Teacher E
D. Teacher G
19. Teacher H contracted an illness that required rest for more than one year. Which
leave should she apply for?
A. sick leave
C. vacation leave
B. personal leave
(2p indefinite leave
20. A school personnel can avail of free legal service under certain circumstances.
Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said
service?.
- "■ A Yes, she should defend herself.
. B. No, if funds are not available.
C. No, it might bring some disagreements in school.
D. No, the case is not related to her professional duties..
PNU L E T Reviewer
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T u r i n g Profession
2, Teacher J discusses conflicts between warring groups in Mindanao. Which pillar
should he stress more?
• . ' •
. A. Learning to be
C. Learning to do
B. Learning to live together0. Learning to know
2i Teacher K teaches in a public school in her locality. Due to teacher shortage, her
classroom teaching starts from 6am and ends at 3pm. Is the assignment given
her just?
A Yes, the situation demands that she render longer teaching hours.
B. Vfes, as long as she signs a conforme letter to that effect.
C. No, rendering longer teaching hours would make the1teacher tired and
exhausted.
^ No, Magna Carta for Public School Teachers states that In the exigencies of
service, any teacher may be required to render more than six hows and not
more than eight hours of actual ciassroom teaching a day. '
23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national
high school In her province. Since she has been rated outstanding in her perfor­
mance, can she be exempted from taking the LET?
A. Yes, that Is a privilege that must be given to teachers whose performance is
outstanding.
B. Yes, If approved by PRC.
r> N o, RA 7836 states that no person shall practice or offer to practice the
^teaching profession in the Philippines or be appointed as teacher to any
position caHng for a teaching position without having previously obtained a
valid certificate of registration and a valid license from the Commission.
0. No, professional license is required of all teachers regardless ofage aid
teaching performance.
24. Which of the following statements Is NOT true about the Code of Ethics for Pro­
fessional Teachers?
(A The Teacher must select which information to keep confidential
u. The Teacher must demonstrate full commitment and devotion to duty
C. The Teacher must'manifest pride in the nobility of the teaching profession
0. The Teacher must make no prejudice or discrimination against ahy ieamer
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H E 'B PNU LET Reviewer
a— sEaBE»4.w.i<WigLSssga—agBWPsa",ig vi h
~
igs
P ro fessio n al E d u catio n
25. Which of the following could be the reason for the teacher's suspension from the
practice of the teaching profession?'
Immoral, unprofessional or dishonorable conduct
Observing proper procedures in obtaining a certificate of registration
C .' Faithfulness to the code of ethical and professional standards for professional
D. Willingness to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.
Dr. DaniJo K . Villena and Prof. C elia M. Ilanan
P ro fessio n al E d u c a tio n
PART IK - ENHANCING TEST TAKING SKILLS
1. Ms. Sanchez, a BSE graduate, has ma passed the LET yet On what capaeity.can
she be hired?
'
A. Permanent status
B. Emergency status for one year
C. Provisional for not less six months
D. Provisional for not less than one year
2. Teacher M suffers from hypertension and experiences difficulty in speech. Which
would be affected if he continues teaching? A. Personality
C> Effectiveness
B. Punctuality
D. Devotion to duty
3. Teacher N wants to continue with her study leave for another six months after
completing a school year. Couid she be allowed?
A. Yes, if her grades are excellent.
B. Yes, but without compensation.
C. No, other teachers should have the chance.
D.. ;Noj study leave should not exceed one year,
4. Teacher 0 tutors her students, who have difficulty coping with Math, after class
hours. Is her act ethical?
A. Yes, provided she receives just compensation.
B. Yes, provided she does not require a fee from the parent
C. No, that Is unfair to other students.
D. No, she should be free after her official time.
5. Teacher P, the English coordinator, was assisted by-Teacher Q throughout the
celebration of English Week. What should Teacher.P do to acknowledge Teacher
Q's assistance?
A. Buy her a gift.
B. Keep quiet about the assistance received.
C. Mention formally to" the principal the assistance received.'
D. Make an announcement giving due recognition of the assistance received. .
Dr. 'Danilo K. Villena and Prof. C elia M . I liman
Teaching Profession
6.
Is holding a rally to protest the delay of benefits due a person ethically acceptable?
A. Yes, when hold while on official time. .
B. Yes, when hold outside the official time.
C'. Yes, whan hold with approval of the principal. .
D. Yes, when hold together with parents and students.
7. What should a teacher do when he/she falls in love with his/her student?
A. Court the student at home.
B. Propose and marry the student
J ^W a it tifl the student is no longer under his/her tutelage.
C D. >Act normally as if nothing happens and the student does not exist.
8. 'When a Principal starts to exercise his/her powers over making and promoting
students, is his/her action acceptable?
/C Yes, when the teacher cannot make decision on time.
8 . Yes, when there is abuse of judgment on the part of the teacher.
C. No, teachers are more knowledgeable of their student's performance.
D. No, grading and promoting students are exclusive functions of teachers.
9. Teacher R was asked by her principal to teach pre-school class in addition to tier
regular grade one class. What will be the basis for her additional compensation?
A. Her basic salary
B. Perfomance rating
C. Number of years of service
D./Her regular salary+ 25% of her basic pay
10. Which of the following shows responsiveness of public officials and employees?
A. Avoiding wastage in public funds
B. Formulating ryles and policies regarding work
A Providing public information of thefr policies and procedures
6 ) Encouraglng appreciation of government services
11.Teacher S, a Science teacher has been accused of sexual harassment by one of
her students. What should the school principal do?
A. Ask the teacher to surrender to the police. • '
B. Tell the teacher to stop reporting to school.
C. Advice the teacher to transfer to other school.
D. Create a committee to investigate the accusation.
PNU L E T Reviewer
175
T each in g P ro fessio n
12. Teacher.T receives a love letter from one'of her third year high school student in
English. Whgt should Mr. Martin do?
.
A... Read her letter to the
B. le t the student express her feelings through letters.
C. Return-the letter to the student and tell her not to do it again.
D. Surrender the letter to tie parent of the student.
13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed
to recognize. What should the principal do?
'
•
A. Subject Mr. Nico to a disciplinary measure.
B. Just keep quiet about the behavior of Mr. Nico.
C. Call Mr. Nico to the office and clarify things out with him.
D. Send Mr. Nico a memo requiring him to explain his behavior.
14. Which of the following manifests "Commitment to democracy" as explained in
R.A.6713?
A. Maintaining the principle of accountability.
6 . Committing to democratic values and ways of life.
0 , Manifesting by deeds the supremacy of civilian authority over the military.
D. All of the above.
15. Teacher U was ordered by her principal to come to school on four consecutive
Saturdays for the training of the students' ecfitorial staff of their school paper. Is
this allowed Mnder RA 4670?
A Yes, providedthe teacher is compensated.
B. No, because it's not within the regular functions of the classroom teacher.
£. Yes, because it’s part of the teacher’s other duties.
0. No, because it's not dearly indicated In the law.
16. Dr. Velasco, a schools’ division superintendent acted on the complaint filed by a
group of parents against the alleged misconduct of a particular teacher. She issued
a memorandum requiring her to lake a leave of absence for a week while the com­
plaint Is being heard yet Was the action of thei superintendent legal?
A. Yes,-because she is the superintendent
B r, No, because the compIsM has not been heard yet
C. Yes.the superintendent has disciplinary authority over teachers.
. D. No, the superintendent has no disciplinary authority over teachers.
176
PNU LET Reviewer
P r o fe s sio n a l E d u catio n
17. A school’s academic coordinator has been found to have engaged in gambling
. which has caused him to be absent most of the time. Can his certificate of regis­
tration as a teacher be revoked?
• A. No, unless he's proven guilty.
B. No, because he's protected by his rights as a teacher.
G. Yes, because he's Incompetent.
0. Yes, because habitual gambling is a dishonorabte conduct and is against the
practice of teaching.
'
18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher fcyi'Pd by the
Civil Service Commissioner and the then DECS, whHe Mr. Crnz is a registered
professional. Who is allowed to practice the teaching profession in the Philippines?
A. Mr. Santos, because of his CSCeligibility certificate.
B. Mr. Crnz, because their credentials are both recognized by law.
C. Both of them, because their credentials are both recognized by iaw.
; D. Neither of the two because they did not take and pass the LET.
19: What is R. A. 6713 also called?
A. Ethical Standards for public Employees
B. Code of Ethical Standards for Government Officials and Employees
C. -*Code of Conduct and Ethical Standards for Public Officials and Employees
t>. Code of Ethical Standards and Conduct for Government Officials &
Employees
20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should
she focus her attention more?
A. General education
a Specialization
C. Professional education
D. General education & professional education
21. What norm of conduct is manifested by being loyal to the republic and to the
Filipino people?
.
A. -Professionalism
.
B. Nationalism & patriotism
.
*
c. Responsiveness to the public
D. Honesty
Dr. Daniio K . V illem and Prof. C elia M . Ilanan
P ro fe ssio n a l E d u catio n
22. Mr. Salazar, a school superintendent, filed his statement of'assets and liabilities
upon assuming to office. Under what ethical standard does this practice fall?
A. Divestment
B. Prohibited Acts and Transactions
,; C. Statement of Assets and Liabilities
ffc System of Incentives
23. Principal B acted on the letter of complaint received by his office 30 days after
saying he was preoccupied by more important things the past days, is his reason
acceptable?
A. Yes, because he has to prioritize things.
' B. No, RA 6713 states that public officials and employees must act promptly on
letters and requests within 15 working days from receipt thereof.
C. Yes, because the letter of complaint can wait & is of no urgency.
D. No, the reason is simply unacceptable.
24. Which of the following Is NOT in the norms of conduct under RA6713?
A. professionalism
C, commitment to public interest
B. justness and sincerity D. responsiveness to the private
25. Which of the following is true about the teacher as a person under the Code of
Ethics for Professional Teachers?
A. Uve with dignity at all times wherever he/she is
' B. Serve as a model worthy of emulation
C. Place premium upon self-respect and self-discipline
•b. All of the above
\ _<
Dr. Danilo K» ViJIena and Prof. CcJia M . Ilanan
S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm en ts in Education
Social Dimensions
in Education/
Developments
in Education
Prepared by:
P ro f. A rth u r S. A b u le n c ia and P rof. Rita Bum anglag-Ruscoc
Competencies:
1. Determine the roles of the teachers as active
members of the community and as global
citizens responsible for the outcomes of their
actions and for developing other citizens.
(Interculturai Communication, Gender and
Development, Globalization and Education)
2. Apply the Four Pillars of Learning/Education in
. understanding the relation between or among
the individual, school and society (Four.Pillars
o f Learning) ' ’
178
PNU LET Reviewer *
P r o fe s s io n a l E d u c a t io n
PART I - CONTENT UPDATE
I. GLOBAL AND NATIONAL CONTEXTS OF EDUCATIONSOCKD-CULTURAL, POLITICAL, ECONOMIC
AND ENVIRONMENTAL
A Global Contexts of Education
1. Different Conceptions of Globalization
• Globalization as a process (or set of processes) which embodies a
' transformation in the'spSfial organization of social relations and trans­
actions, expressed in transcontinental or interregional flows and net­
works of activity, interaction and power (Held and McGrew, et al, 1999)
• Globalization are processes of change which underpin a transformation
in the organization of human affairs by linking together and expanding
human activity across regions and continents" (Held, McGrew, Goldblatt, Perraton, 1999:15).
• Globalization is evident In the following situations/conditions:
a) the evolution of global systems of communication and
transportation
b) the technological advancement of internet and telecommu­
nications
c) the Incorporation of local, regional, and national economies
into a worldwide global economy
d) an increase in Interaction between societies, resulting in
global culture, which exists along with an array of distinctive
local, national, and regional cultures;
e) the emergence of a world-wide international system that is
eroding the traditional boundaries between domestic and
international politics;
0 the increasing impact of human activity upon the planet's
ecosystem, and the increasing constraints on human activity _
Prof. ArthurS. Abultyicia and Prof. Rita Bumanglag-ituvcoc
P ro fessio n al Education
imposed by the limits of the system; and
g) an expanding global consciousness that enhances/expands
our awareness of being members of the global human
species, with the world as our community.
> impact of Globalization on Education
Economic Impact
v
• Increasing commercialization/commodification and the corporate takeover
of education.
• Branding, globalization and learning to be consumers
■ Movement of higher education toward supporting the nations' wealth
(growth) asopposed to focusing on the liberal education of undergraduates.
■ Changing role of education in terms of preparing students for the world of
work
r' Pollticallm pactr
• The threat to the autonomy of national educational systems by globalization.
• Reduction of state and government support and subsidy tor education
• Increase and close partnership of higher education with industry and gov­
ernment-sponsored techno science initiatives
" De-localization and changing technologies and orientations in education.
• More protection and regulation of intellectual property rights
• Certain loss of nation-state sovereignty and weakening of the notion of the
"citizen" as a unified and unifying concept.
Socio-cufturatlmteact £
• Creation of "tensions* ( UNESCO- Learning the Treasure Within)
/ Between the individual and the universal
✓
Between the local and the global
.s Between tradition aid modernity
J Between the infinity of information and the limitation of human
capacity to assimilate knowledge
J Between short term and long term considerations
. •
Between spiritual and material
*
Prof. Archur S. Abultmcia and Prof. Rira fiumanglag-Ruscoe
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
•
uriivery:iitkacy and universal access to education
educational quality as a key component of equity;
education as lifelong education
education as a human right
education for peace, tolerance, and democracy
eco-pedagogy, or how education can contribute to sustainable
ecological development
s new technologies of information and communication
2. The Soeio-Cultural Context of Education ■*
' • In the 1960s, Marshall McLuhah popularized the term “global viltaje”
to describe the effect that the ability to connect and exchange ides
instantaneously would bring to the world.
• Cultural globalization is the rapid traversing of ideas, attitudes «d
values across national borders. This sharing of ideas generally lets
to an interconnectedness and Interaction between peoples of dwe^
cultures and ways of life.
• The Clash of Civilizations, a theory, proposed by Samuel P. Huntings,
that people's cultural and religious Identities will be the primary sou*
of conflict in the post-Cold War world and argued that conflict in %
future will be along cultural and religious lines.
• Changing Values and Morality
l. The Enyftpr^irven^l Context - Changing Environmental Landscapes
• 'R&oetee sfoftageis $ The European Commission has identified 1!
mineral raw materials, including several metals and metal group),
which have high supply risks and could face shortages resulting fron
limited production sources and high demand. Among the minerals a
the critical list are antimony, beryllium, cobalt, fluorspar, gallium, ger­
manium, graphite' indium, magnesium, niobium {also known as columbium}, platinum group metals (PGMs), rare earths, tantalum and.
tungsten.
■ '
■ s
•
-f
.p&pjtal: and q&alityot |fe : the populations of most countries
. s
/
s
v'
•/
PNU L E T Reviewer
179
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
wifi age significantly overcoming years, demanding structural societal
responses, to adapt to changes such as a shrinking workforce
■ Changing Technology at an exponential rate
•
Mutton as a global issue
4. The PoHtical-Economic Context of Education - Concern for Human Dignity
and Human Development
II. MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION
A. Major Paradigm Shift in Education
F ram
To
1. Leamer-cartwedandlearning-oriented curriculum
Change in Hie rote of the teacher
.
► to fadtator and motivator of learning
as sole purveyor of knowledge
.
From rigid selection of students
based on single and fixed criteria
to more open and multiple
«| ► standards taking into account the
' learner's multiple intelligences,
aptitudes, and interests.
From prescribed pedagogy
to more flexible teaching styles
_ that respect the uniqueness of the
^
learner's intelligences, motivations,
needs, and situations.
2. Contextuafeedleaming
Prerorganbed subject matter
18 0
PNU LET Reviewer
•
to contextualized thanes generated
^ from he global realities and the
h|
culture which Is relevant, meaning­
ful and useful to the learner
j
P r o f e s s i o n a l E d u c a tio n
Knowledge limited to the local
scene
From traditional pedagogies
^
1
^
to the globalized knowledge, values,
attitudes, and skills interfaced with
local wisdom •
to more modem strategies of
teaching and learning jvith the
«| ► freedom to use mixed modes of
instruction and more interactive
technology
3. A holistic and integrated approach to education
From knowledge as the only
learning outcome sought
to the development of values and
attitudes, skills and competencies,
not through classroom instruction
• { ► alone but the entire school culture
and atmosphere; its vision and
mission, co-curricular activities,
the human climate established by
relationship existing therein
From knowledge-dominated
curriculum
to more attention being given to
, | ^ values education and emotional
learning. The heart of education
is the education of the heart.
From rigid subject matter
boundaries
to more interdisciplinary and
»
► multi-disciplinary approaches to
^
problems and Issues.
4, Ufetong Education for All
a n d ^ M M e d u c a ln
aaMBwaaawe— em *m — i^— i w
J
s » w » j ai^— a«wwiim'9h
^
j — isfeaassaBBBBmaeaaasegacTM^ss *
Prof. A rth u r S . Abutcncia and Prof. Rita Buniangf.ig-Ruwioe
P r o fe s s io n a l E d u c a tio n
B. Characteristics (^Education
tor the 21st Century
C. New Developments in Education: Trends and Directions
• Transformative Education - an educational process that brings about deep
and significant changes (for the better) in an individual and ultimately cul­
minates in similar changes at the societal level, principally brought about
through innovative and creative teaching and learning, curriculum reform
and appropriate policy at the school level
• Inclusive Education-education based on theright of all (earners to quality
education that meets basic learning needs and enriches lives. Focusing
particularly on vulnerable and marginalized groups, it seeks to develop the
full potential of every individual. The ultimate goal is to end all forms of
discrimination and foster social cohesion. (UNESCO)
An inclusive curriculum treats 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
• Alternative Education - non-traditional type of approach to education
based on the belief that there'are fnany varied pathways to become edu' ca'ted in many types of educational environments and sejtings, and utilizing
different, variety of structures.
Prof. Arthur S. Aiiutcnri* arid Prof. Rita Bumangfag-Ruscoe
Social D im e n s io n s
in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
Alternative Education covers all educational activities that fall outside the
traditional school system (including special programs for school dropouts
and gifted students, home schooling).
Alternative Education describes different approaches to teaching and learn­
ing other than state-provided mairtsfream education, usually in the form of
public or private schools with a special often Innovative curriculum and a
flexible program of study which Is based to a large extent on the individual
student's interests and needs.
• Development Education - strives for quality of economic, social, andpo­
litical development in all countries; fairness in relationship between and
within countries; equitable and meaningful linkages between developed
and developing countries.
■ Global Education - involves learning about those problems and isaes
which cut across national boundaries and about the intercomectedms
of systems - cultural, ecological, economic, political, and technological.
• Peace Education is education which empowers people with the skit,
attitudes, and knowledge to:
s build, maintain, and restore relationships at all levels of hum>
interaction
s develop positive approaches towards dealing with conflictsfrom the personal to the international
✓ create safe environments, both physically and emotionally, thj
nurture each Individual
^ create a safe world based on justice and human rights
s build a sustainable environment and protect it from exploltatioi
and war.
. ■ Multicultural Education - emphasizes oneself and others through the ex­
ploration of concepts of cultural diversity, similarities, prejudices, and cut- ' tural understanding. Developing tolerance Is a key value in learning to live
together in harmony • •
■ Human Rights Education - promotes understanding of human, rights con­
cepts and values tti enable learners to comprehend and transform condi­
tions which give rise to human rights violations aid exalts dignity andworth
PNU L E T Reviewer
181
S o c ia l D im e n sio n s
in E d u c a tio n / D evelo pm ents in Ed u catio n
P ro fe s sio n a l E d u c atio n
of the human person.
*
Peace education has developed as a means to achieve these goals. It is
* Civic/Citizenship Education - focuses on the study of the basic concepts,
education that is ‘ directed to the full development of the human personal­
beliefs and-values underlying our democratic political community and con­
ity and to the strengthening of respect for human rights and fundamental
stitutional order - draws its content chiefly from four disciplines: political
freedoms*. It promotes ‘understanding, tolerance and friendship among all
science, jurisprudence, history, and economics.
nations, racial or religious- groups’ and furthers 'the activities of the United
Civic Education - learning for effective participation in democratic and de­
Nations for the maintenance of peace.” (Article 26," Universal Declaration of
Human Rights)
velopment processes at both local and national levels. It is an important
means for capacity development on the societal level by empowering peo­
Peace education is an integral part of the work of the United Nations. Through
ple with civic knowledge, skills and dispositions for effective civic engage­
a humanizing processof teaching and learning, peace educators facilitate hu­
ment
man development They strive to counteract the dehumanization of poverty,
Environmental Education - rethinks human-earth relationships, fosters a
prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi­
vision of education for sustainable development, promotes care for the en­
nating the possibility of global extinction through nuclear war, peace
vironment and builds a global culture of ecological responsibility.
education currently addresses the broader objective of
Gender Studies - promotes gender equality and harnessing the rale of
building' a culture of peace. In this global effort, prowomen In development
Peace
X
Sressive educators worldwide are teaching the
Future Studies -anticipates the fulure and cope with its challenges
values, standards and principles articulated
and Imagines possible and probable futures. Students are en- X Personal: assault, rape,
in fundamental UN instruments such as
couraged to -envision a preferred future that will help shape / brutality, terrorism, murder,
the UN Charter, Human Rights docu­
their present action.
/
ethnic cleansing,
ments, the Convention on flie Elimi­
nation of All forms of Discrimination
Against Women (CEDAW), the Con­
vention on the Rights of the'Child
III. PEACE AND HUMAN RIGHTS EDUCATION
(CRQ, the Vtorld Declaration on
Education
(or AH, and many others.
1. Peace Education
□
The
core
relationship between
A. Origin of Peace Education
violence and peace:
D In 1945, the United Nations was established to "save suc­
ceeding generations from the scourge o f w$r", "to reaffirm ■
faith In the.. .dignity and worth of the human person [and] in
the equal rights of men and women", 'to establish conditions
under which justice and respect for. the obligations arising from
treaties and other sources of international law can be maintained
and ‘to promote social progressand better standards of life hi larger free­
dom... '.(Preamble to the UN Charter)
•
IPNl) LET Reviewer
Source:UnitedNations CyberSchoolBus
P ro f. A rthur S . Abulencia and Prof. Rita Bum anglag-Ruscoe
Professional Education
.............................. .
i '
= a ;.a r ,= ,g.,=
.................... ....
SKLLS
• Communication, active listening and reflection
• Cooperation
• Empathy
.
Critical thinking and problem solving
■ Artistic arid aesthetic •
•
- Mediation, negotiation and conflict resolution '
Prof. Arrhur S. Abulencia and. Prof. Rita Bumanglag-Ruscoc
S o c ia l D im e n s io n s i n E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n
; • Patience
* Responsible citizenship
• Imagination
* Leadership, vision
KNOWLEDGE
■ Self awareness, recognition of prejudice
• Issues relating to:
Conflict and war
.
Environment/ecology
Nuclear and other weapons
Justice and power
Theories of conflict analysis, prevention and resplufcn
Culture, race, gender, religion
Human rights, responsibilities
Globalization
Labor
Poverty and international economy
International law and Criminal court
United Nations and international systems, standafc
and instruments
Healthcare, AIDS
Drug trade
ATTITUDES
Ecological awareness
Self respect
Tolerance
Respect for human digntty and difference
Intercultural Understanding
Gender sensitivity
Caring and emphaty
Non-violence and reconciliation *
Social responsibilitySolidarity, world mindedness
PNU L E T Reviewer i
S o c ia l D im e n s io n s in - E d u c a r io n / D evelo p m en ts in E d u c a t io n
2. Human'Bights Education
. A. Human Rights Defined
•
• Inherent entitlements which come to every person as a consequence of
being human
• Human rights are universal, legal, guarantees protection of individuals and
groups against actionsand omissions that interfere with fundamental free­
doms, entitlements and human dignity.
B. Characteristics of Human Rights
Human rights are:
■ Founded on respect for the dignity and worth of each person
• Universal - applied equally and without discrimination to all people
■ Inalienable - no one can have his or her human rights taken away other
■ than in specific situations
• Indivisible, interrelated and interdependent - it is inappropriate to respect
selected human rights only.
C. Universal Declaration of Human Rights
• A common standard of achievement for all peoples and all nations.
• Urges peoples and governments to educateALL peoples about their human
rights and freedoms.
•
• Calls for securing universal and effective recognition and observance of
human rights through progressive national and international measures.
D. UNESCO Guidelines
"Human rights' and “fundamental freedoms" are those defined in the United
Nations Charter, the Universal Dedarationof Human Rights and Ihe International
Covenants on Economic, Social and Cultural Rights and on Civil and Political
Rights.
E. International Context Universal Declaration of Human Rights
The Universal Declaration of Human Rights (UDHR) was drafted by the UN
Commission on Human Rights chaired by, then first lady, Eleanor Roosevelt.
The UDHRwas adopted by the 56 member nations of the UN General Assembly
on December 10,1948'.
,
December 10th is celebrated around the world as International Human Rights
Day. The 192 member states in the U.N., upon membership, agreed to educate
•
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•
P r o f e s s i o n a l E d u c a t io n
* their citizens about the principles of the UDHR. Most of these countries have
incorporated the principles of the UDHR into their constitutions. The UDHR
specifies minimal conditions of a dignified life.”.
• Article 26, paragraph t
"Educationshallbedirectedto the full developmentofthe humanpersonallyand
to the strengthening ofrespedforhuman rights and fundamentalfreedoms'"
F. UDHR - Basic Principles
• Concept of human being and equality
- Every human being is bom free and equal in rights and dignity,
and endowed with reason and conscience. And thus every human
being is expected to act toward other human beings in a spirit of
brotherhood/sisterhood.
- Non-discrimination
- Race, color, sex, language, religion, political or other opinion, na­
tional or social origin, property, birth or ottier status, political status
of country or territory are not bases for exception in human rights.
• Respectandobsftrt&fce-'
- Respect for ail human rights is expected from all human beings.
- Universal observance of human rights is achievable through pro­
gressive measures.
in the context of the family, community and in some cases, groups.
G. Different Kinds of Rights
According to Nature
■ Civil Rfehfa ,
Aip rights of individuals to be protected from,arbitrary interfprenc§tby
government in their life, li)erty;and property.
. :
Prof. Arthur S. Abulencia and Prof. Rica Bumangiag-Ru.vcoc
P r o fe s s io n a l E d u c a tio n
* Ai-cordtno to Becfflilftt
■ indHntfMftqli?
Are rights that may be etfercised by every individual such as those in
the UDHR
• Colle<$v0'r1gl7t$
Are rights given to a;spp<$ed;;vulne£aWe grp$
may beexer­
cised .because one’s M ef^rship to' 'such community jsuch as right
to'cfevefopnyiit, Mnen's rights, children’s ^rights, Indigenous people's
righte. etc.
Are rights Relieved to be based on reason or given by Supreme Being
• Legifffght^
'
According to implementation
?
• immediate
Are those rights that States can readily implement because these are
depeedenton the S ^ ‘'p o ^ lilM « 0 r$ '® la n 3 iS ltfc i rigftts
■ Progress(y8?lne(BroffhfeV
Aretfrose rights whose implementation is dependent on availabiiiiyof
the states’ resources and thus can only be enjoyed gradually
H. Human Rights and Issues
Issues
1. Food and health
Human rights
• Rights to food, health, habitat and economic security
2. Land, language and ■ Rights of minorities and indigenous peoples '
• Right to ancestral land
culture
■ Right to environmental protection
3. Environment
4. Labor and the work­ • Right to work
• Rights of workers
place
■ Right to education
5. Education
Prof. Arthur S. Abulencia and Prof. Rira flumangiag-Ruscoe
. .
S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s fn E d u c a t io n
6. Children's welfare .
* Right of children
7. Women
• Right to equality-
8.
Rule of law and good ■ Right to administrative due process
governance
• Right to the rule of law
■ Rights of participation
IV. GENDER EDUCATION
A. Difference between Gender and Sex
Sex * actual Ijfeh^icaldlfferficesbefayeeir mate? and feijnales;.a distincfionbesexual differences between females and males include different chromo­
somes (genetic material), foe gB5( glands; hormones and sex organ.
Gender - the different rote, psponsMifies andSxp&taVdasdl womena rt (m
socially assigned label and personal definitiis
as male or female including the corresponding socially defined rights >d
• GendearJs a m a tiK .d fc ^
as to what is consider
masculine and feminine
• Gender relations describe the.social meaning of female and male; ttv
what is considered appropriate and inappropriate behavior or actty
for men aid women.
• Gender roles which are learned, may change over time and vary vrid^
. within and between cultures.
*
• The social meaning of being female or male is theresult of the hfet<n
of that society, influenced by the nature of economy that evolved ovt
tim8, religious beliefs and political system.
Patriarchv is.a set of beliefs and \9 luib which fay down-the Supposedly 'prop*
W tlonS' between mfemantfwoffien, between women and women, betwea _
men and men. It Is a deeply entrenched and Integrated-system of (flak'
dominance and-that it has built itself into We structures of society and tft
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S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n
consciousness of men and women. It is integrated in the'value system! world
view and socialization process, reproduced in the family, school and church
as well as in media and'political exercises.
^heir full human rights and commute to and benefit from economic; soeial,
c^l^fc|rfflrp<aitidaldevelopimept. parity and equity are the building blocks df eqiiali^ In education.
B. THE MULTIPLE DIMENSIONS OF GENDER EQUALITY IN EDUCATION
There are.four main dimensions of gender equality:
1) Equality of access means that girls and boys are offered equitable
opportunities to gain admission to formal, non-forma!, or alternative
approaches to basic education. Actual attendance, rattier than en­
rollment, is a better indicator of whether access has been achieved.
2) Equality in the learning process means that girls and boys receive equitable treatment and attention and have equal opportunities to leam.
This means that girls and boys are exposed to the same curricula,
although the courseworkmay be taught differently to accommodate
the different learning styles of girls and boys. Equality in the learning
process also means that ail learners should be exposed to teaching
’ methods and materials that are free of stereotypes and gender bias.
In addition, it means that boys and girls should have the freedom to
leam, explore, and develop skills in all academic and extracurricular
offerings.
3) Equality of educational outcomes means that girts and boys enjoy
equal opportunities to achieve and outcomes are based on tfieir in­
dividual talents and efforts. To ensure fair chances for achievement,
the length of school careers, academic qualifications, and diplomas
should not differ based on a person's sex. Mechanisms for evaluating
indiwjuarachievement should also be free of any gender bias.
4) Equality of external results occurs when the status of men and women,
their access to goods and resources, and their ability to contribute to,
participate In, and benefit from economic, social, cultural, and political
activities are equal. This implies that career opportunities, the* time
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needed to secure employment after leaving full-time education, and
the earnings of men and women with similar qualifications and
experience are equal.
• The four dimensions of gender equality are related, but that relationship is com­
plex and not necessarily linear. Parity in enrollment and greater gender equality
in schooling can, and often do, coexist with inequalities outside of education.
V. MULTICULTURAL EDUCATION
A. Multicultural education defined:
"Multicultural education is a field of study and an emerging discipline whose
major aim Is to create equal educational opportunities for students from diverse
racial, ethnic, social-class, and cultural groups. One of its important goals is
to help all students to acquire the knowledge, attitudes,- and skills needed to
function effectively in a pluralistic democratic society and to interact, negotiate,
m l communicate with peoples from diverse groups in order to create a civic
and moral community that works for the common good."
Mutticuituratism is a philosophy that recognizes ethnic diversitywithin a society
and that encourages others to be enlightened by worthwhile contributions to
society by those of diverse ethnic backgrounds. Liberal multicuituralism focuses
on cultural diversity, celebrating ethnic variety, and teaching tolerance. It as­
sumes the existence of pre-existing cultures, which reiate to, and interact with,
each other, but does not examine the hierarchies of power underpinning these
interactions. This approach has been criticized for ‘Disneyfying’, commodifying,
and depoliticizing difference (Mitchell, Antipode 25),
Critical mufficufturaiism sees multiculturalisip as concerning 'majorities'- as
much as 'minorities', and is concerned .with the institutions and practices
forming the whole society. It sees inequalities of power, and racism, as central,
emphasizes recognition and rights, and advocates the ‘multiculturalization' of
society (Jackson, Geography 87).
Schools are expected to serve the human needs of cultural socialization, trans­
mission, and self perpetuation, and teach academic skills. Every action that they
Prof. Arthur S. Abulcncisi and Prof. Rita Bumanglag-Ruscct:
P ro fe ssio n a l Education
take is, unavoidably,' culture_bound. Effective understanding of the educational
process in a pluralistic society requires that teaching and learning be viewed as
aspects of various cultural .milieus (Kimball, 1978).
B. Benefits of the global perspective of multicultural education:
1). Multicultural education increases productivity because a variety of
mental resources are available for completing the same tasks and it
promotes cognitive and moral growth among all people.
2) Multicultural education increases creative problem-solving skills
through the different perspectives applied to same problems to reach
solutions.
3) Multicultural education increases positive relationships through
achievement of
4) common goals, respect, appreciation, and commitment to equality
among the intellectuals and students.
5) Multicultural education decreases stereotyping and prejudice through
direct contact and interaction among diverse Individuals.
6) Multicultural education renews vitality of society through the richness
of the different cultures, of its members and fosters development of a
broader and more sophisticated view of the world.
VI. THE FOUR PILLARS OF EDUCATION
*Education throughout life Is based upon the fourpillars ofeducatforf UNESCO
If education is to succeed in Its tasks, curriculum as Its core should be
restructured or repacked around the four pillars of learning: teaming to
know, learning'to do, learning to live together, and learning to be. Four
'Pillars of Learning' for fte Reorientation and Reorganization of Curriculum:
Reflections and Discussions Zhou Nan-Zhao'
'
Prof. Arthur S. Abulencia and Prof) Rira Bumangiag-Ruscoe
Social Dimensions in Educafion/ Developments in E d u catio n
A. Principles and Characteristics of the Four Pillars of Education
IHEEQUB PIUARS OF EDUCATION
Learning to
the mastering of
them^tejments
Leariring’toDtfJ
• application of
wfiat learners
havej^med
prknon&h intp
practices-,
• Closed linked
education and
work skills
training.
• the develop­
ment of such
qualities as:
■
#sglifaiw :
* appreciation
of the diversity
offtehuman
race
richness of lit j
personality,
thecomptexitjj
of his fornis
of expression
andhisvariou f
commitments
as individual,
member
Die Four Pillars of Education form the basis for the UNESCO report Learning: The Tra
sure Within published in 1966, The pillars form an integrated whole and cannot I)
y. imag­
ination, reasoning, problem-solving, arid the ability to think in a ooherent
and critical way. It is 'a process of discovery', which taKfestime and invotes
going more deeply into the information/knowledge delivered through sub JectteacWng. .
•
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Learning to kpow involves mastering the instrument of knowing and under­
standing:
.
s to leam to learn and to discover • '
v' to understand about his/her environment
s to think in a coherent and critical way
s to acquire a knowledge of the scientific method and instruments
/ to develop a scientific spirit and an inquiring mind
s to acquire independence of judgment
• Learning to do - implies application of what learners have learned or
known into practices; It is closely linked to vocational-technical education
and work skills training. The function of learning is no longer limited to work
but responds to participation in development; a matter of social as well as
of occupational skills. .
It calls for new types of skills which is more behavioral than intellectual.
Learning to do thus implies a shift from skill to competence, or a mix of
higher-order skills specific to each individual. Thus 'learning to do' means,
among other things:
s ability to communicate effectively with others
s aptitude toward team work
s social skills in buildng meaningful interpersonal relations
✓ adaptability to change in the world of work and in social life
J competency in transforming knowledge into innovations and
job-creation
s readiness to take risks and resolve or manage conflicts.
• Learning to flve togettter - implies an education that emphasizes discovery
of others and experience of shared purposes throughout life. Specifically, it
implies the development of such qualities as:
s knowledge and understanding of self and others
s appreciation of the diversity of the human race and an aware­
ness of the similarities between, and the interdependence of all
humans
J empathy and cooperative social beljavior in caring and sharing
s respect of other people and their cultures and value systems
PNU LET Reviewer
.
P r o fe s s io n a l E d u c a tio n
y
capability of encountering others, and resolving conflicts through
dialogue
s competency in worlting towards common objectives.
• Learning to be - is based on the principle that ‘the aim of development is
the complete fulfillment of man, in all the richness of his personality, the
complexity or his forms of expression and his various commitments - as
individual, member of a family and of a community, citizen and producer,
inventor of techniques and creative dreamer’. 'Learning to be' may be
interpreted in one way as learning to be human, through acquisition of
knowledge, skills and values conducive to personalty development in its
intellectual, moral, cultural and physical dimensions. Its purpose includes:
' s to be human, for development of mind and body, intelligence,
sensitivity, aesthetic sense, personal responsibility and spiritual
values
. ✓ to develop the qualities of imagination and creativity
s the complete fulfillment of man, in all the richness of his per­
sonality
^ the full flowering of human potential, the tapping of the hidden
treasure within each individual
s a very individualized process and at the same time one of con­
structing social interactions.
B. The Four Pillars of Education and their Implications to Teaching Learning and the Curriculum
The four pillars of learning relate to all phases and areas of education. They
support and interpenetrate one another and should therefore be applied as ba­
sic principles, cross-cutting themes and generic competencies tor integration in
and across subject areas or learning domains.
Pillars of Learning for Reorienting Curriculum Objectives
1) Learning to be
.
s reflects a shift from an instrumental view of education, as a
process one submits to achieve specific aims (e.g. economic
. productivity) to a humanistic view of education that emphasizes
ntiirrr—■rmr*~rn irir^ ^
.
«-»«».—-r — .. '
Prof. Arrhu&S. Abulcncia and Prof. Rica Bumangiag-Pvusco.-
P ro fessio n al E d ucatio n
the development of the complete person' (Delors, p.86).
implies an education aimed at ail-rounded development and
full flowering of the human potential of individual learners. Thus
school curriculum should be more balanced, taking into account
not only the cognitive- intellectual dimension of personality but
its spiritual, moral, social skills and values aspects.
* Implies development of a curriculum which aims at cultivat­
ing qualities of imagination and creativity; acquiring universally
shared human values; developing aspects of a person's poten­
tial: memory, reasoning, aesthetic sense, physical capacity and
communication/social skills; developing critical thinking and ex­
ercising independent judgment; and developing personal com­
mitment and responsibility
2) Learning to Live Together
J stresses an important educational goal of contributing to so­
cial cohesion, inter -cultural and inter-national understanding,
peaceful Interchange, and harmony, it Implies a radically new
curriculum domain, in which relevant knowledge and a range
of skills and values should be taught and caught to resolve and
manage conflicts for peace in famiV, at school, in community
and in the world at large.
3) Learning to Leam
v' implies shift from 'schooling' to learning throughout life and
that school education is only part or a phase of the learning continuum; curriculum should therefore not attempt to 'teach' or
cram the young minds with discipline-based details, apart from
the fundamental knowledge, basic skills and universal values
which will prepare thd pupils for further learning.
4) Learning to do
‘
/ Emphasizes closer Mcage between education and the world
of work. One central function of education is to prepare young
learners to be successful workers and responsible citizens in
their adulthood..
•
P r o f.
Arthur S. Abulenda'and Prof. Rira Butnanglag-Ruscoe
*
■
S o c ia l D im en sio n s in E d u c a t io n / D ev elo p m e n ts in E d u catio n
/
School curriculum can no longer be purely academic and
college-bound; it has to impart .employable siHs, and positive
attitudes toward work
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PART II - AN A LYZIN G TEST ITEM S
Directions: Read and analyze each item and select the correct option that answers
each question. Analyze the items using the first 5 items as your sample. Write only the
tetter your choice in your answer sheet..
1. 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. The incorporation of local and national economies into a worldwide global
economy— '___________.
.....
—
aattfB— a—
a— —
j The correct answer is letter D. ASthe other options are the opposites of globalization
I which connote integration of systems and network iri one global structure.
2. According to the Delots 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
C. Tension between the universal and the Individual
D. Tension between long term and short term considerations
The correct answer is B. It is withtn this tension that the individual is challenged to j
balance his/her attempt to adapt to the changing world without compromising his own. ) •
3. Which of the following features represents the new paradigm shift in education?
• A. Traditional pedagogies
8 . Lifelong education for all
■
C. Rigid subject matter boundaries
D. Knowledge as the only learning outcome
•
:
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PNU LET Reviewer
P ro fe s sio n a l E d u c a tio n
wi' .1 II. ■■ 7
|» |
The correct answer Is 8 because all the other options (A, C, & D) are traditional
characteristics of education .Option B: Lifelong education for all is one of the key
features of 21st Century education.
4. What.Is the measure of relevance in education?
A. Democratization of access
B. Functionality and meaningfulness
C. Ability to sustain education through the future
D. Excellence and effectiveness
i^iiTiilrinrawrtan«BirCTffrfffr,*a^W8»a«MBaMBa^a8aesawaea88saaaaaBaaaBBaeaaBWBBBBwaq8aaaeBBagaBgaBa«»aBas
The correct answer is B. Relevance connotes ability to meet the expected roles
and functions..
5. 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 culture of ecological
responsibility.
D. The exploration of concepts of cultural diversity, similarities, and prejudices to
promote cultural understanding.
The correct answer Is Dbecause it specifically describes the tenets of Multi cultural I
Education. Option A is about global education; Option 8 involves Gender Education; I
Option C describes Environmental Education.
I
6.
Which erf the following may be considered an economic impact of globalization on
education?
(A/ Increasing comme/pialization of education and the corporate takeover of ed:
ucation
EL. Weakening of tfie notion of the "citizen” as a unified and unifying concept.
ujj?)-New technologies of information and communication creates new approaches
toleaming
.
D. Reduction of state and government support and subsidy for education
Prof. ArthurS. Abulencia and Prof. Rita Buinangtag-ftuscoc
P r o fe s s io n a l E d u catio n
-
.
/
7. Whigh of the following aptly describes Marshall McLuhans' concept of global village?
A. .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.
( k y Rapid integration of the planet .thnough media and technology where events
in one part of the work) 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.
0. 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 flie western world.
8 . When planning her lessons and units, Mrs. Jones is careful to include books and re­
sources from a variety of cultures and ethnic groups. What kind of education is this?
A. Multilingual education
OM ulticultural education
B. Transformative education ’
D. Gender free education
9. Which of the following is NOTa characteristic of globalization?
A. Stretching of 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 world-wide syssO terns of transportation and communication.
/ jy The expansion of economic protectionism and isolation of poor countries.
. 10. Which of the following illustrates the.major paradigm shift in education in the 21st
century?
shift from rigid subject matter to a more Interdisciplinary and multidisciplinary
pedagogical approach.
• .
B. Shift from values education and emotional learning to knowledge dominated
curriculumC. From contextualized themes generated from global and local realities to
pre-organized subject matter
D. From more flexible learning styles to a'prescribed pedagogy .
Prof. A rthur S . A bulencia ami Prof. Ri»a Bumanglag-Riucoe
S o c ia l D im e n sio n i-in E d u c a t io n / D evelo p m en ts in E d u c a t io n
'1.1 L-...IBI .11.
—
' ^1!—
—
Tr , —
-1U 1U __1_
11. What educational approach perspective recognizes the knowledge and experience
of women, racial groups andethnic groups as being just, as valid and relevant as the
knowledge of dominant groups in mainstream academic discourse?
Transformative Education
C. Inclusive Education
m y Multicultural Education
D. Global Education
12 . flow does the notion of cultural relativity and variability affect the teaching-learning
processes in school?
A. .The students' varied cultural background will in no wayaffect the way hey will
leam the lessons in school.
B. The students can readily adjust to the way the teacher initiates feaming in
school because children are adaptable beings no matter what culture tie y
_ comefrom.
. (C ?) The child's cultural background influences the children's way of interjretring
and viewing the world; hence, teachers must consider the children's w o rld
view when teaching.
D. The teacher should be wary of differing cultural points of view and must make
sure that students will see things the same way.
13. Wt&h among the following Is the focus of Civic Education?
jffi^P rom ote understanding of human rights, concepts and values to erub/e
learners to comprehend and transform conditions which give rise to buna n
s- rights violations.
/jP Learning for effective participation in democratic and development p ro c e s s
at both local andnatfonal levels.'
.
.
C. Foster a vision of education for sustainable development and care for be
environment
D. Empower people with the skills, attitudes, and knowledge totuild a peacelui
world based bn justice and human rights.
14. Which of tbe following initiatives would"NOThelp a school address diversity?
Using ability grouping.
Using cooperative team»$. .
. •
C. Working with neighborhood groups.
D. Using culturally relevant teaching methods
/
*
PNU L E T Reviewer 1 9 1
S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d ucatio n
15. If the teacher is emphasizing the development of the (earner’s competency to
transform knowledge into innovations and job-creation, what pillar of education
does s/he is actually promoting?
C. Learning to Ijve Together
D. Learning to Be
16
hi which emphasizes learning to be human, through acquisi­
tion of knowledge, skills and values conducive to personality development?
A. Learning to Know '
Learning to Live Together
B. Learning to Do
v ? Lear™n9 toBe
17. A class is composed of students coming frtfrn several ethnic communities in­
cluding Muslims and lumads. They seem to have difficulty understanding each
others' behavior and points of view. What should the teacher do?
(R ) Introduce multlculturalism in the class and provide activities for practice.
ET 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 wid all be learning new ways of thinking and be­
having in this class, so they might as well leave their cultural idiosyncrasies
. at home.
0. Assign bright students to monitor and control behavior of poor students.
18. Which of the following qualities should be developed by. foe pillar, Learning to Live
Together?
Strong appreciation of the diversity of the human race
N r Readness 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
19. Which of the foflowing statements about Gender is correct? •
A. Gender is biologically 3etermined.
§ Gender is socially and culturally constructed.
C. Gender roles are the same in all societies.
D. Gender is an ascribed status in society.
PNU L E T Reviewer
P ro fe ssio n a l E d u c atio n
20. UNICEF and UNESCO are two key UN agencies which are (Particularly active advo­
cates of education for peace. Which of the following is not supported by UNESCO.
in promoting peace, in the sclwois?
A. Uphold children's basic rights as outlined in the Convention on the Rights of
the Child (CRQ
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 administra_ tive policies
vdN Enable the teachers to stress peace-making in Social Studies classroom only
when necessary
21. One way to advance peace education is through partnerships of various
non-governmental organizations, education institutions, United Nations spe­
cialized bodies which link ideals of peace with research and practice. One such
significant example is the Hague Agenda for Peace and Justice for.the 21st Centu­
ry. 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.
f BJ Supports the UN Decade for a Culture of Peace and Non-violence for the
Children of the World and to introduce peace and human rights education
into aHeducational 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 teaming.
D. Serves to enhance learning across subjects like conflict resolution initiatives.
Prof. Archur S. Abulencta and Prof. Rita Bumjnglag-Ruscoe
p ro fessio n al Education.
•
•
22. 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 best thing to do to help children affected by conflict?
jO Employ education to regain parts of a lost childhood and to facilitate the exv ' periences 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
0. Secure their safety by imposing strict curlew hours
23. The United Nations is committed to address climate through mitigation and adap­
tation.Which of the following the best way of addressing the issue?
A. Deepen strategic aid operational collaboration, with international and regional
organizations,, including international financial institutions and regional de­
velopment banks, and other stakeholders.
B. Developing a policy framework that identifies basic elements needed to
__ prevent human rights violations.
(Cy 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 com­
munity resilience and emergency response, and establishing a monitoring
system to assess progress on the implementation of preparedness measures.
24. Why are educational environments very crucial to pease education?
A. The social, cultural, economic, arid 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 liiral to urban, school-based
to community ami within formal curricula or non-formal popular education
projects are relevant to peace education.
C. Many teactiers infuse peace education into traditional academic subjects suoh
•
as literature, mattr, science, history, language, civics, and the arts. .
([pA II of the above ■
,
.
•
Prof. Arthur^. Abul«ncia and Prof. Rira Bumanglag-Ruscoe
S o c ia l D im e n sio n s in E d u c a tio n / D cvclo p m cn ts'in Educati<
25. What is celebrated every December 10?
Mother Language Day .
Human Bights Day
E.. Earth's Day
D. International Day of Tolerance
PNU L E T Reviewer I
S o c ia l
D im e n s io n s
in E d u c a tio n / D evelopm ents in E d u catio n
PART III - ENHANCING TEST TAKING SKILLS
D irections: Enhance your test taking skills by answering the items below. Write only
the I
1. What kind of tension is referred to when people prefer to have quick answers and
ready solution to many problems even If it calls for a patient, concerted, negotiated
strategy of reform? .
A. Tension between modernity and tradition
6 . Tension between long term and short term considerations
C. Tension between spiritual and material
D. Tension between individual and the universal
2. In what strands of the four pillars of education implies a shift from skijl to compe­
tence, or a mix of higher-order skills specific to each individual?
A. Learning to Know
C. Learning to Live Together
B. Learning to Do
D. LeamingtoBe
3. Which of the following Is NOT true about the Four Pillars of Learning?
A. The pillars of learning stress the goal of contributing to social cohesion, in­
ter-cultural and inter-national understanding, peaceful interchange, and har­
mony.
B. The Pillars of Learning imply a shift from 'schooling' to learning throughout
life by'learning how to team"
C. The pillars of learning stress the importance of closer linkage between educa­
tion and the work) of work.
D. The Pillars of Learning adheres to the instrumental and purely academic view
•of education that focuses on the achievement ol specific aims of education
■ such as economic productivity.
*
4. Which pillar of education of J: Delors (UNESCO) focuses on voc-tech relevant to
people-centered human development?
■
A. Learning to Know .
8’ Learning to Do
S ^ f e l PNU LET Reviewer
C. Learning to Live Together
D, ^Learning to Be
“P r o fe s sio n a l E d u catio n
5. The rapid traversing of ideas, attitudes and values across national (jorders that
generally leads to an interconnectedness and interaction between peoples of di­
verse cultures and ways of life. What is being referred to?
A. Cultural Globalization C. Multiculturalism
8. Fundamentalism D. Clash of civilization
6 . Which is considered a political impact of globalization? ■
A. Changing rote of education in terms of preparirnj students for the world of work
8 . The threat to the autonomy of national educational systems by globalization.
(C. Reforms in education as lifelong education
D. Branding, globalization and learning to be consumers
7. What United Nation Decade are we celebrating for 2005-2014?
A. Educating for Culture of Peace
B. Educating for International Understanding
(C.' Educating for Sustainable Development
D. Promoting the Rights of the Elderly
8. With the growing competition brought about by globalization, what is preferred by
most employers in hiring their employees?
A. flexible
C. quick
B. selective
D. none of the above
9. Which of the following characteristics does NOT describe contextualized learning
as a major paradigm shift in education?
A. From limited access to time-bound and space limited education, to borderless
education, lifelong learning for all in a learning society.
B. From traditional pedagogies to more modem strategies of teaching and
learning.
C. From knowledge limited to the local scene to the globalized knowledge,'values,
attitudes, and skills interfaced with local wisdom,D. Pre-organized subject matter to localized themes generated from the global
realities and the culture relevant, meaningful and useful to the learner.
s” 8 a a ^ a a '
^
_ 1'1
’
...i - i ~ BB a r r jW T V j r:r s--;' n r ,—
............... -
P ro f. A rthur S. Aliuft'nci.i and Prof. Rica Uumanijiag-RusciiK’
P ro fe ssio n a l E d ucatio n
10. What current trend in education focuses on the study of the basic concepts, be­
liefs and values underlying our democratic political community and constitutional
or.der?
A. Civic Education
C. Peace Education
B. Development Education
D. Multi-cuttural Education
1 1 . Which of the following is the first target of
the
Millennium Develo
(MDG's) formulated by member states of the UN in September 2000?
A. Reduce child mortality
B. Eradicate extreme poverty and hunger
C. Reduce death due to HIV/AIDS and malaria
D. Achieve universal access to primary, education
12. Which among the following statements about Human Rights Education (HRE) is
correct?
A. HRE is more of the responsibilities of the state to implement human rights law
rather than the protection of the rights holders
B. HRE should focus more on rights based on ‘ law in books,” rattier than on
'law in real-life'.
C: HRE needs to focus on the values, principles, and standards of human rights
and how they can be translated into day-to-day actions
D. Human Rights Standards vary from, society to society and HRE therefore
should also vary in terms of approaches and methods
13. What is the implication of globalization to the practice and experience of educa­
tion?
A. Increase of state and government support and subsidy for education
8 . Commodification and the corporate takeover of education
C. Greater autonomy of national educational systems
■D. Delocalization of technologiesand orientations in education
14. Which of the following skills correspondsto the Four® Pillar'of Learning, “Learning •
to live together"?
A. Empathy and cooperative social behavior
B. Personal commitment-and sense of responsibility •
C. Adaptability to c/iange in the world of work
D. Reasoning and problem solving skills
Prof. Arthur S. AbiiJencia and Prof. Rita Bunianglag-Riiscoe
S o c ia l D im en sio n s in E d u c a tio n / D ev elo p m e n ts in E d u c a tio n
15. Which of the following is N.0T a characteristic of Multicultural Education?
A. Personally empowering
C. Pedagogically humanistic
B. Socially transformative •
'
( E ‘ Culturally discriminating
16. What is the character of education that manifests democratization of access and
inclusivity?
A. Relevance
C.
Quality
B. Sustainability
,
Equity
17. What is the kind of education that emphasizes human-earth relationships and
fosters a vision of education for sustainable development to. build a global culture
of ecotogical responsibility?
A. Human Rights Education
C. Environmental Education
B. Development Education
T3.
Global Education
18. Which of the following is NOT a benefit of multicultural education?
A. .Multicultural education increases positive relationships through achievement
of common goals, respect, appreciation, and commitment to equality among
the teachers and students.
B. 1 Multicultural education decreases stereotyping and prejudice through direct
contact and interaction among diverse individuals.
C. Multicultural education promotes independence of various eflinic groups in
development and supports fragmented view of the world.
D. Multicultural education renews vitality of society through the richness of the
different cultures of its members and fosters development.
19. Which erf the following is N.OTone of the benefits of mass media?
A. Mass media decreases prejudice and discrimination.
B. Mass media enriches the educational programs.
C. Mass media increases student's exposure to diversity.
D. Mass media helps-provoke discussion of current issues.
20. Which among the following rights manifests rule of law and good governance?
A. Right to education_
, C. Right of participation
B. Right to environment protection
■’"D.' Right to work
21.. Which amongihe following is NOTa core principle of human rights?.
A. Human Dignity
. '
g. Universality.
B. Non-discrimination
•
'. D. lndependency
■
~
PHU L E T Beviewer g C E f
S o c ia l D im en sio n s in E d u c a t io n / D evelo p m en ts in E d u catio n
22. Hoyf are human rights principles reflected in the activities-of national and local
governments?
•
A. Legislating laws to include human rights education in all levels of schoolingB. Organizing local exhibit or event to highlight the children's talents and local
products
C. Asking the community leaders to volunteer in (he construction of a barangay
hall
D. Lobbying to the UN High Commission for Human Rights to allocate higher
budget for Philippines' Commission on Human Rights.
23. Which of the Mowing could be a reason to justify peace education as a series of
• “teaching encounters" or teaching-learning process?
A. Desire for peace
B. Nonviolent alternatives for managing conflict
C. Skills for critical analysis of structural arrangements that produce and legiti. mize Injustice and inequality
D. AHof the above
24. Which' of the following is accurate in regard to working with parents in diverse
classrooms?
A. The parent's culture is important, but should not influence their children's
' education.
B. Teachers should demonstrate their "expertise" to parents to show they know
best
C. teachers should strive to use a variety of ways to keep parents informed,
including parents who cannot speak English or Filipino.
D. The importance of the family's influence on children’s education has diminished
over the past few years.
25. Which of the following is NOT a guiding statement of peace education?
A. Peace education teaches stu<Jents what to think rather than howto think.
•6, Peace education emptoysholistic and participatory approach.
- C. Peace education aims not to reproduce but transform.
D. Peace education builds bridges of support among key participants.
196 [PMU L E T Reviewer
P ro fe ssio n a l E d u catio n
ANSW ER KEY
Foundations of Education
Part II
Part III
. 1. A
2. B
3. B
A. C
5, 0
6. C
7. B
8. 0
9. C
10. C
1. B
2. B
3. D
4. C
5. C
6. A
7. A
8. C
9. C
10. B
11.C
1 1 .0
12.8
13. A
14. A
15. B
16. B
17. D
18. C
19.0
20. B
•
2 1.8
22.0
23. C
2 H.D
25. D •
12.0
13.0
T4. A
15. A
16. C
17.0
18.0
19. B
20. A
21. C '
22 . B
23. C
24.0
25. C .
Child and Adolescent
Development
Part III
Part II
1.
B
1. D
2. A.
2. e
3. C
4. 0
5. D
6. A
7. C
8. A
9. B
10. B
11.C
12. D
13. A
14. B
15. B
16. B
17. C
18. C
19. A
20 . C
21. D
22. A
23. C
24. B.
3. C
4. A
5. A
6. C
7. C
8. A
9. C
10. A
11.C
12. B
13. B
14. A
15. B
16. C
17. C
18. B
19/C
20 . 0
21. C
■
22.0
*
£3.0
24. B
25.0
A n sw er K e y
Principles and Theories of
Learning and Motivation
Part II
Part III
1. B
2. A,
3. D
4. 0
5. A
6. C
7. A
8. C
9. C
to. C
11. A
12 . B
13. A
14. B
15. C
16. B
17. C
18.0
. 19. B
20. C
1. C
2. A
3. A
4. B
5. 0
6. B
7. A
8. 0
9. C
10. C
11. C
12. B
13. A
14. A
15. C
16. A
17.0
18. C
19. B*
2 a. B
21. B
. 22. B
23.0
24. B
25. B
2 1.0
22. A
23. A
24.0
25. A
Principles and Strategies
of Teaching
Part II
1, B
2. 0
3.
4.
5..
6.
7.
8.
9.
C
A
A
C
A
C
A
10 . D
11. C
12 . B
13. A
14. C
15. D
16. D
17.0
18. A
19. A
20: D
21 . C
22. A , .
23. C
■24..A
25. B ....
Part III
1. C
2. C
3. A
4. D
5. - A
6. A
7. A
8. D
9. D
10. D
11. C
12. B
13. D
14. D
15. A
16. A
17. B
18. C
19. D
20. A
'
21 . B
22. A . .
23. C
24.8.
•
25. 0*
PNU LET Reviewer
197
A n sw er K ey
Curriculum Development
Part II
^ ■Part III
Part II
1. D
2. 0
1. A
2, D
3. B
4. A
5. C '
6. 0
7. A
8. B
9. C
10. B
1 1 . 0.
12. B
13. A
14. C
15. A
16. C
17. D
18. C
19. B
3. C
.4. C
5. B
6. B
7. D
8. A
9. D
10. C
11.0
12. C
13. B
14. B
15. A
16. B
17! C
18. D
19.0
20 . B
21. A
22 . B
23. D
24. C
25. A
Developmental Reading
20.0
.
21. D
22. C
23. D
24. C
25. A
|PNU L E T Reviewer
.
.
1. D
2. B
3. C
4. A
5. A
6. C
7. A
8. C
9. B
10. C
11. B
12. A
13. D
14. A
1.5. D
16. B
17. C
18. C
19. D
20. D
21. A
22. D
23.0
24. C
25. B
P art III
1. D
2. A
3. C
4. B
5. C
6. B
7. A
8. B
9. D
10. D
11. D
12. B
13. C
14. C
15. B
16. D
17. B
18. B .
19. A
20. C
21.. B
22. C
23. D
24. C
25. B
P r o fe s sio n a l E d u catio n
Educational Technology
1*2
Part II
1. B
2. D
3. B
4. A
5. A
6. A
7. B
8. C
9. C
10. B
11. D
12. B
13.0
14. D
15. C
16. C
17. C
18.0
19. B
20 . D
21. B
.22. C
23. C
24. B
25. D
•
Part III
1. B
Z D
3. A
4. D
5. A
6. C
7. A
8. A
9. A
10. A
11; A
12. D
13. A
14. B
15. C
16. C
17.0
18.0
19, B
20. D
21, B
22. A .
23..C
24..B
25. A .
.
. Assessment and Evaluation
of Learning 1
Part 11
Part III
1. C
1. C
2. A
3. A
4. C
5. C
6. A
7. C
8. C
9. D
10. A
11.B
12. D
13. B
14. 0
15. B
16. A
17.0
18.0
19. A
20. D
21. C
22. A
23. A
24. B
25. B
2. 0
3.
4.
5.
6.
7.
8.
9.
B
B
C
D
C
A
C
10 . 0
11.A
12. B
13.-B
14. A
15. A
16. A
17. B
18.0
19. B
20. C
21. B
22. C
23. B
24. B .
25. B
P ro fe ssio n a l Education
Assessment and Evaluation
of Learning 2
Part III
Part II
1. C
2. A
3. D
4. C
5. A
6. D
7. D
8. B
9. D
10. B
11.D
12. A
13. A
14. B
15. C
16. B
17. D
18.0
19. C
20. B
21. B
22. B
23. D
24. C
. 25. C
•
1. C
2. A
3. B
4. D
5; C
6. C
7. D
8. D
9. D
10. A
11.A
12. C
13. D
14. B
15. C
16. B
.17. C
18. B
19. D
• 20. C .
21. C •
22 . C
23. C
24. B . •
25. D
Teaching Profession
Part II
Part III
1. D
2. C
3. C
4. C
5. D
6. C
7. C
8. B
9. D
10. B
11.D
12 . D
13. C
14. D
15. D
16. B
17. D
18. C
19. D
20. D
' 21: B
22. D
23. C
24. A
25. A
1. D
2. C
3. B
4. B
5. D
6. B
7. C8. C
9. 0
10. C
11. D
12. C
13. C
14. D
15. A
16.0
17. 0
18. C
19. C
20. D
21. B
22. B
23. B
24. D
25. D
X n sw cr K e y
Social Dimensions in
Education/ Developments
in Education
Part II
1. D
2. B
3. B
4. B
5. D
6. A
7. 8
8. C
9. D
tO. A
11. C
12. C
13. B
14. A
15. B
16.8
17. A
18. A
19. B
20. D
21. B
22. A
23; C '
24. D
25. B
Part III
1. B
2. B
3. D
4. B
5. A
6. B
7. C
8. A
9. A
10. A
11. B
12. C
13. B
14. A'
15. D
16. D
17. C
18. C
19. A 20:C
-21.0
22. A
•23.-D
24. C .
25. A
PN U L E T
Reviewer
199