This is the Multiple Choice Questions in Professional Education as one coverage of Licensure Examinations for Teachers (LET). The exam is divided into two classifications. First is the elementary level exam which covers topics from General Education (GenEd) 40% and Professional Education (ProfEd) 60%. Secondly is the secondary level which covers GenEd 20%, ProfEd 40% and area of specialization 40%. I assume you are looking for a reviewer that will help you achieve your goal to become a professional License teacher very soon. Yes, you are in the right place to make your dream come true. Make sure to familiarize each and every questions to increase the chance of passing the Licensure Examinations for Teachers (LET).
PROFESSIONAL EDUCATION (Elementary and Secondary) Coverage
- Teaching Profession, Social Dimensions of Education
- Principles of Teaching, Educational Technology, Curriculum Development
- Facilitating Learning, Child and Adolescent Development
- Assessment of Student Learning, Developmental Reading
- Field Study, Practice Teaching
Practice Exam Test Questions
Choose the letter of the best answer in each questions.
1. Under the 21st Century Life and Career Skills, which enables a person to respond to the change of modernity?
A. Flexibility and Adaptability
B. Social and Cross-Cultural skills
C. Leadership and Responsibility
D. Productivity and Accountability
VIEW ANSWER
Option B
Explanation
Flexibility and Adaptability in the classroom are two of most important qualities that every teacher must possess. These two characteristics also go hand-in-hand with one another. Flexibility is the idea that your plans can change very quickly, sometimes with notice and sometimes without. Receiving criticism (good and bad) from your advisers is extremely important in terms of flexibility because it will force you to change up what you are used to doing. Being flexible means incorporating this feedback into your teaching. Also, on-the-spot changes may also need to me made based on certain situations in the classroom, often without prior realization. Adaptability is the ability to adapt to change. In general, it is being able to acclimate yourself to changing roles, job responsibilities, material, and schedules. If you cannot accommodate for these different aspects of teaching, it will be difficult to give your students the best learning experience that they could possibly get, and of course that's always the goal!
2. Which pillar of learning describes the phrase “Unity in Diversity”?
A. Learning to live together
B. Learning to be
C. Learning to know
D. Learning to do
VIEW ANSWER
Option B
Explanation
Learning to live together in peace and harmony is a dynamic holistic and lifelong process through which mutual respect, sharing, understanding, caring compassion, and social responsibility, solidarity, acceptance and tolerance of diversity among individuals and groups (ethnic, social, cultural, religious, national and regional) are internalized and practiced together to solve problems and to work towards a just and free, peaceful and democratic society. Learning to live together involves developing, broadening or changing perceptions of an attitude toward ourselves and others and consequently, the way we behave in our daily encounters and interactions with others.
3. The teacher would like to focus on “WELLNESS” which needs to be developed among individual learners and so she gives focus on __________________.
A. Vital values
B. Pleasure values
C. Spiritual values
D. Holy values
VIEW ANSWER
Option B
Explanation
Vital values are those pertaining to the well-being either of the individual and the community.
4. The teacher who spends more than what is earned, thus becoming vulnerable to loan sharks lacks ________
A. Financial literacy
B. Cyberliteracy
C. Eco-literacy
D. Media literacy
VIEW ANSWER
Option B
Explanation
Financial literacy is the education and understanding of various financial areas including topics related to managing personal finance, money and investing. This focuses on the ability to manage personal finance matters in an efficient manner, and it includes the knowledge of making appropriate decisions about personal finance such as investing, insurance, real estate, paying for college, budgeting, retirement and tax planning.
5. Owing to issues in friendship, family ties, gender rights, etc.________ is a value-rich subject that provides a wide opportunity for value formation of learners.
A. Filipino
B. Social Science
C. English
D. Islamic Subject
VIEW ANSWER
Option B
Explanation
Social science is an academic discipline concerned with society and the relationships among individuals within a society, which often rely primarily on empirical approaches.
6. Which run against the Filipino family value of sacrifice?
A. Willingness to forgive
B. Delayed satisfaction of desires
C. Inability to forgive
D. Tolerance of pain and mistakes
VIEW ANSWER
Option B
Explanation
To “sacrifice” means to give up something we hold dear in order to gain someone else even more valuable. Although this is an idea and practice that’s considered archaic and unrealistic in today’s self- centered, narcissistic world, if we think about it, sacrifice is really at the heart of any great culture/society. Inability to forgive is an attitude that runs against the value of sacrifice.
7. A student passes a book report poorly written but ornately presented in a folder to make up for the poor quality of book report content. Which Filipino traits does | this practice prove?
A. "Porma"over substance
B. Substance over "Porma"
C. Arts over academics
D. Art over Science
VIEW ANSWER
Option B
Explanation
The correct answer is A, “Porma” over substance. When a student focuses more on designs and embellishments rather than of content of a report, then it shows “porma” over substance.
8. When you wanted to genuinely clarify and point relative to an issue under a discussion in a meeting, what will you do as a teacher?
A. Politely request for recognition to clarify your point.
B. Just keep quiet to avoid opposition
C. Discuss with seatmates to gain support
D. Oppose the other position
VIEW ANSWER
Option B
Explanation
The correct answer is A. In communication, clarification involves offering back to the speaker the essential meaning, as understood by the listener, of what they have just said. Thereby checking that the listener's understanding is correct and resolving any areas of confusion or misunderstanding. Clarification is important in many situations especially when what is being communicated is difficult in some way. Communication can be 'difficult' for many reasons, perhaps sensitive emotions are being discussed - or you are listening to some complex information or following instructions. As a teacher, the best way to clarify an issue under a discussion is to politely request for recognition to clarify your point.
9. In doing a research, which is needed to be more valid?
A. Assumptions
B. Hypothesis
C. Factual evidences
D. Conclusion
VIEW ANSWER
Option B
Explanation
The correct answer is C, factual evidences. Conclusions drawn from analyzing research data can only be valid if the evidences are factual since conclusions are based from the evidences.
10. Teacher Vanessa believes that students need not know the intended learning outcome of her lesson. She proceeds to her learning activities at once without letting them know what they are supposed to learn for the day. Which principle of learning does Teacher Vanessa negate?
A. Learning is the discovery of the personal meaning of ideas.
B. Effective learning begins with the setting clear expectations and learning outcomes.
C. Learning process is an active process.
D. Learning is a cooperative and a collaborative process.
VIEW ANSWER
Option B
Explanation
The correct answer is B. Effective teachers set clear learning expectations and this was what Teacher Vanessa failed to do before she proceeds with her lesson for the day.
11. Teacher Prince noticed that in group work, students just leave the work to the leader and so vowed never to give group work again. Against which principle of learning is Teacher Prince’s decision?
A. Learning is the discovery of the personal meaning of ideas.
B. Learning is an active process.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
VIEW ANSWER
Option B
Explanation
The correct answer is C. Teacher Prince went against the principle which states that “Learning is a cooperative and collaborative process” by not giving group work to his students. Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. Cooperative groups work face-to-face and learn to work as a team. In small groups, students can share strengths and also develop their weaker skills.
12. In his desire to finish the content of the course syllabus, Sir Janus just lectures while students listen. Which principle of learning does Sir Janus violate?
A. Learning is a cooperative and a collaborative process.
B. Learning is the discovery if the personal meaning of ideas.
C. Learning is an active process.
D. Effective learning begins with setting clear expectations and learning outcomes.
VIEW ANSWER
Option B
Explanation
No one can learn for us in the same way that nobody can eat for us, nor live for us, nor die for us. If it is my brother who solves my assignment in algebra, then it is my brother not me who will master the skill of solving problems in algebra. This means that we must actively engage the learners in learning activities if we want them to learn what we intend to teach. We must give our students opportunities to participate in classroom activities. This quote serves as a summary of the first principle: “What I hear, I forget. What I see, I remember. What I do, I understand.”
13. Mr. Sevilla requires his class to conduct research, write a research report and defend the same before a panel of experts. In which level/s of processing will the students be engaged? I. Retrieval II. Comprehension III. Analysis IV. Knowledge utilization
A. III and IV
B. I, III and IV
C. II, III and IV
D. I, II, III and IV
VIEW ANSWER
Option B
Explanation
Marzano and Kendall have given Bloom’s taxonomy a bit of working over. They reframed the three Domains and instead of categorizing learning activities they describe six levels of processing the knowledge as follows. • Retrieval – involves the recognition and recall of information and the execution of mental procedures and psychomotor procedures. • Comprehension – involves the integration and symbolization of knowledge. • Analysis – involves matching and classifying activities, analyzing errors, generalizing from foundational knowledge, and specifying logical consequences. • Knowledge Utilization – involves decision-making, problem-solving, experimenting, and investigating. • Meta-cognitive System –involves the learner’s specification of learning goals, monitoring of the learner’s own process, clarity, and accuracy of learning. Simply put consists of the learner’s organization of their own knowledge. • Self-System – involves the learner’s examination of the Importance of the learning task and their self-efficacy. It also involves the learner’s emotional response to the learning task and their motivation regarding it.
14. Teacher Clarence wanted her students to rate their own work using the scoring rubric which she explained to the class before the students began with their task. Based on revised Bloom’s taxonomy, in which level of cognitive processing are the students?
A. Applying
B. Analyzing
C. Synthesizing
D. Evaluating
VIEW ANSWER
Option B
Explanation
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Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective, and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments, and activities. • Knowledge – involves recognizing or remembering facts, terms, basic concepts, or answers without necessarily understanding what they mean. Its characteristics may include: a) Knowledge of specifics—terminology, specific facts b) Knowledge of ways and means of dealing with specifics—conventions, trends and sequences, classifications, and categories, criteria, methodology c) Knowledge of the universals and abstractions in a field—principles, and generalizations, theories and structures • Comprehension – involves demonstrating an understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas. • Application – involves using acquired knowledge—solving problems in new situations by applying acquired knowledge, facts, techniques, and rules. Learners should be able to use prior knowledge to solve problems, identify connections and relationships, and how apply them in new situations. • Analysis – involves examining and breaking information into component parts, determining how the parts relate to one another, identifying motives or causes, making inferences, and finding evidence to support generalizations. • Synthesis – involves building a structure or pattern from diverse elements; it also refers to the act of putting parts together to form a whole. • Evaluation – involves presenting and defending opinions by making judgments about information, the validity of ideas, or the quality of work based on a set of criteria.v>15. Teacher Rey shared this lesson objective/learning outcome with her students: “Before the period ends, all of you must be able to identify the topic sentence and supporting sentences of a given paragraph.” Teacher Rey drilled them on subject-verb agreement to ensure that they can write a good paragraph then gave a ten-sentence paragraph for the students to determine subject-verb agreement before the class period ended. Did Teacher Rey use the lesson objective/learning outcome as guide in the development of her lesson?
A. A little, because subject-verb agreement is a must in paragraph writing
B. No,
C. Yes.
D. Very much, because she made use of a ten-sentence paragraph for the end-of-the-period quiz
VIEW ANSWER
Option B
Explanation
The correct answer is B. Teacher Rey didn’t follow the objectives of his lesson. The drill activity he gave was different from the learning objectives he shared with the class.
16. This is the time the teacher actually spends in the classroom giving instruction by various means.
A. Academic learning time
B. Mandated time
C. Allocated time
D. Teaching time
VIEW ANSWER
Option B
Explanation
The clock seems to manage every school day. The daily schedule is based on a variety of factors, such as state- or district-mandated time periods for a given subject, bus schedules, local school schedules for special classes, lunch periods, and teacher planning time. Wong and Wong (1998) describe four different types of school-day time: • Allocated time. The total time for teacher instruction and student learning. • Instructional time. Also known as teaching time. The time teachers are actively teaching. • Engaged time. The time students are involved in a task. • Academic learning time. The time teachers can prove that students learned the content or mastered the skill.
Read the following situation then answer numbers 17 and 18.
17. What is an OBE/OBTL practice in Teacher Algie’s class?
A. Students’ correcting their own answers
B. The seatwork
C. Teacher Jing gave the answers
D. None at all
VIEW ANSWER
Option B
Explanation
Outcomes-Based Education/Outcomes-Based Teaching-Learning (OBE/OBTL) is focused not on what the teacher intends to teach but rather the emphasis is on what is the outcome from the learner of that teaching is intended to be. The basic premise of OBTL is that the teaching and learning activities and assessment methods are constructively aligned with the intended learning outcomes (ILOs) for the course. In other words, the outcomes determine the curriculum content, the teaching methods and strategies, and the assessment process. The outcomes also provide a framework for curriculum evaluation. Teacher Algie’s practice was not in accordance with OBE/OBTL because she didn’t state the intended learning outcomes for the lesson. The activity she gave was not based on outcomes.
18. If Teacher Algie develops lesson the OBTL way, what should she do?
A. Make students understand what they are expected to know and able to do after the lesson.
B. Make students arrive at the answers.
C. Correct the seatwork.
D. Make seatwork as homework.
VIEW ANSWER
Option B
Explanation
The correct answer is A. In order to be able to apply OBE/OBTL, Teacher Algie was supposed to state and make her students understand their learning outcomes.
19. In classroom curriculum implementation, which is referred to as the “Green Flag”?
A. Rigid Movement
B. Student interest
C. Content delivery blast
D. Too much chalkboard talk
VIEW ANSWER
Option B
Explanation
Green flags are practices we hope to see in classrooms in that subject area. Green flags: (a) Heterogeneous classes with groups within (b) Student interest and teacher enthusiasm (c) Recognizing that students may change in skills (d) Integration of problem solving (e) Students applying class lesson in real-life situations (f) Enrichment activities available to students
20. In order for the students to clearly understand the structure and content of the teacher’s presentation, the teachers should have?
A. Several years of experience as a presenter
B. A short preview
C. A summary
D. A short conclusion
VIEW ANSWER
Option B
Explanation
The correct answer is B. Previewing is important because it allows you to use time more efficiently. It will help the students better understand the structure and content of the teacher’s lesson.
21. In the instructional process, as the teacher completes the instruction on the lesson, what serves as the basis of new lesson?
A. New information
B. Instructional tool
C. Appropriate methodology
D. Knowledge base
VIEW ANSWER
Option B
Explanation
New learning is constructed on prior knowledge. When we present them with problems or new information, their prior knowledge and experiences influence their thinking. The more we understand about what students already think, and the more we help them engage their prior understandings, the more likely they are to learn well – and the less likely they are to misinterpret the material in our courses.
22. In introducing new lesson, what is important to consider by way of lesson continuity?
A. Relate past lesson to new lesson.
B. Prepare the instructional materials
C. Introduce new lesson.
D. Prepare new audio visual
VIEW ANSWER
Option B
Explanation
A review connects the current lesson with previous lessons by going over points that were taught or learned previously.
23. Which of the following best implements research - based learning?
A. Power Point
B. Whole class discussion
C. Information data gathering
D. Intensive seat work
VIEW ANSWER
Option B
Explanation
The correct answer is C, information data gathering. Research-based teaching means that students carry out research in their courses independently and with an open outcome. This helps to internalize and practice research conducts and methods, skills such as formulating a precise question and processing and monitoring a research process.
24. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher teams up with the Economics teacher, the Professional Education teacher for a thorough discussion of AQRF from the perspective of other disciplines. Which describes the Asian History teacher’s pedagogical approach?
A. Reflective
B. Integrated
C. Inquiry-Based
D. Constructivist
VIEW ANSWER
Option B
Explanation
The integrated approach helps pupils get a unified view of reality, and enhances their capability to acquire real-life skills. It does this by linking learning content between and among subject areas. There is integration when pupils are able to connect what they are learning in one subject area to a related content in another subject area. For instance, topics learned in Math or Social Studies may be used by the pupils with related concepts and skills in Reading and Language. The quality of learning outcomes improves as pupils are able to integrate information across disciplines instead of acquiring them in isolation.
25. Teacher Belinda avoids out-of-context drills. Instead she used real world problems for her students to solve. Doing so makes Teacher Beth _________ in approach.
A. Reflective
B. Constructivist
C. Inquiry-based
D. Developmentally appropriate
VIEW ANSWER
Option B
Explanation
Inquiry-based learning is an approach to learning that emphasizes the student's role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas. Inquiry-based learning uses different approaches to learning, including small-group discussion and guided learning. Instead of memorizing facts and material, students learn by doing. This allows them to build knowledge through exploration, experience, and discussion.
26. How will you describe activities which involve questions and answers leading to discovery of an answer or solution?
A. Interdisciplinary
B. Innovative
C. Integrative
D. Interactive
VIEW ANSWER
Option B
Explanation
Interactive learning is a hands-on approach to helping students become more engaged and retain more material. With or without a form of technology, interactive learning helps students strengthen problem- solving and critical thinking skills.
27. Teacher Janus talked all period. He taught the class the steps to undertake in the conduct of an action research. He also showed a poorly done action research. He explained why it is poorly done and finally showed a model action research. Which teaching approach describes Teacher Janus’ lesson development? Was Teacher Janus’ learner-centered?
A. No, he was more subject matter-centered and teacher-centered.
B. No, because his subject matter was highly technical.
C. Yes, he taught for all learners.
D. Yes, he made things easy for the learners.
VIEW ANSWER
Option B
Explanation
In the teacher-centered teaching approach, the teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach while in the subject-matter centered approach, the subject matter gains primacy over that of the learner.
28. For meaningful teaching and learning, it is best to connect the lesson to the life of students by integrating a relevant value in the lesson. Which principle is applied?
A. Write SMART lesson objectives/intended learning outcomes.
B. Begin with the end in mind.
C. Share lesson objectives/ intended learning outcomes with students.
D. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.
VIEW ANSWER
Option B
Explanation
Developing and delivering lessons by teachers are integral in the teaching process. It is hence important for teachers to ensure that the three (3) domains of learning which include cognitive (thinking), affective (emotions or feeling) and Psychomotor (Physical or kinesthetic) to be achieved. It is imperative to understand that there are different categories of learners who have varying needs and as such different methods must be adopted in the planning and delivery of lessons to ensure that such needs are addressed
29. Teacher Dhelia’s lesson was on “what a man can do to arrest climate change.” She made the students do the talking, arguing and synthesizing. The lecture was made after the students’ lively discussion. To what approach did Teacher Dada use?
A. Subject-centered approach
B. Teacher-centered approach
C. Student-centered approach
D. School-centered approach
VIEW ANSWER
Option B
Explanation
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting them with skills and basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
30. Teacher Vel Marie said: “This is the rule on how to multiply fractions. To illustrate, let’s give examples.” Then she gave fractions to the class for them to multiply. How did Teacher Vel Marie proceed?
A. Deductively
B. Inductively
C. Deductively then Inductively
D. Inductively then deductively
VIEW ANSWER
Option B
Explanation
The correct answer is A. Teacher Vel Marie started her lesson on the rule (general) on how to multiply fractions then proceed with giving examples (specific). Deductive approach involves the learners being given a general rule, which is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a 'rule' for themselves before they practice the language.
31. During problem solving method, the teacher’s primary role is _______________.
A. Director
B. Lecturer
C. Clarifier
D. Judge
VIEW ANSWER
Option B
Explanation
In a Problem-Based Learning scenario the teacher's traditional role changes, and some teachers may need some time to adjust. No longer is the teacher and text the source of all knowledge in the classroom. During problem solving activities, the teacher acts as a clarifier especially when students are in doubt how to go about the problem.
32. Which of the following provides open environment for discussing opinions without fear of being wrong or ridiculed for an unpopular opinion?
A. Debate
B. Buzz Session
C. Symposium
D. Committee
VIEW ANSWER
Option B
Explanation
Buzz sessions are short participative sessions that are deliberately built into a lecture or larger group exercise in order to stimulate discussion and provide student feedback. In such sessions, small sub- groups of two to four persons spend a short period (generally no more than five minutes) intensively discussing a topic or topics suggested by the teacher. Each sub-group then reports back on its deliberations to the group as a whole, or sometimes combines with another sub-group in order to share their findings and discuss the implications.
33. The school conducted a general student election for the Supreme Student Council. The election is patterned after the COMELEC system. The school is using what kind of technique?
A. Symposium
B. Simulation
C. Panel discussion
D. Dramatization
VIEW ANSWER
Option B
Explanation
Simulation is an activity that simulates “almost real-life situation”. Other applications of simulation are the following: simulated flight for aviation students, assigning student to be the mayor of the day.
34. Which of the following would be the best choice if a teacher would like to focus on attitudinal change?
A. Dramatization
B. Field study
C. Role play
D. Simulation
VIEW ANSWER
Option B
Explanation
Role playing allows the child to shows his own personal emotions and therefore is a good option when focusing on attitudinal change.
35. Teacher Vanessa was assigned by her peer teacher to make a power point presentation to a large combined class for the research paper of the drug use menace in school. The setting patterned that was adopted effectively was ________________.
A. Horseshoe pattern
B. Rectangular pattern
C. Circular pattern
D. Traditional pattern
VIEW ANSWER
Option B
Explanation
The traditional lecture setup typically consists of rows of fixed seating. It is ideal for large class discussions. Students face the instructor with their backs to one another. This classroom seating arrangement is historically common in colleges and universities, minimizing student-student communication and largely supporting a “sage on the stage” learning environment. The highest communication interactions between professors and students typically occurs with students in the first row or along the middle of the classroom. Students in back rows are more likely to be less engaged.
36. This is my questioning behavior: I ask the question; I pause for a while then call on a student. Which is this questioning practice?
A. Involving as many as possible
B. Asking non-directed question
C. Asking for non-volunteers
D. Directing a question
VIEW ANSWER
Option B
Explanation
R The correct answer is A. Pausing for a while after asking a question means that you are giving the students “think time” and you are encouraging as many as possible to become involved in the activity.
37. Outside the acceptable and effective ways with dealing of the disciplines is/are
A. Verbal reinforces
B. Dialogue
C. Additional homework
D. Award merit
VIEW ANSWER
Option B
Explanation
The correct answer is C. Additional homework is not an acceptable and effective way of dealing with discipline problems.
38. Eye wink, waving of hands and nodding of head are examples of __________________.
A. Gestures
B. Verbal communication
C. Body language
D. Facial expression
VIEW ANSWER
Option B
Explanation
A gesture is a movement performed by the body like waving the hands or nodding the head for example. Body language on the other hand are the signals you communicate due to your posture and gestures. For example, when people are uncomfortable they tend to cross their arms. Therefore, if you see someone with their arms crossed you can say their body language shows that they are uncomfortable. In summary, gestures are the movements themselves and body language is what they convey.
39. It is a type of play in which children watch alongside but not with each other.
A. Solitary Play
B. Onlooker Play
C. Parallel Play
D. Associative Play
VIEW ANSWER
Option B
Explanation
Onlooker play happens when the child watches others at play but does not engage in it. The child may engage in forms of social interaction, such as conversation about the play, without actually joining in the activity. This type of activity is also more common in younger children.
40. “Every Individual is a unique individual,” adheres to what principle:
A. We are born different
B. Individual Differences
C. Every person is unique
D. Each of us has uniqueness
VIEW ANSWER
Option B
Explanation
Many of a learner’s personal characteristics can affect how he or she learns. Individual differences are often explanations for differences in learning and performance among learners. The study of individual differences among learners’ permits is done with the idea that results can help educators design instruction that better meets the needs of each learner’s needs.
41. Which statement about student diversity is CORRECT
A. Student diversity is solely due to students varied culture.
B. Teachers should value and accept diversity of students.
C. Teachers should not accept diversity of students.
D. The less diversity the better for the teacher and students.
VIEW ANSWER
Option B
Explanation
Having a diverse group of students simply means recognizing that all the people are unique in their own way. Their differences could consist of their reading level, athletic ability, cultural background, personality, religious beliefs, and the list goes on. There has always been diversity in the classroom, but in today society it is important to embrace it and make positive use of it. Teachers should value diversity and they need to model this attitude to their students. When people value diversity, they recognize and respect the fact that people are different and that these differences is generally a good thing. For example, when attempting to solve a problem, it is better to assemble a diverse team with many skills and many different ways of approaching the problem than it is to assemble a team that has all their strength concentrated in one area.
42. A student was raised by authoritative parents. What will be his attitude in school?
A. Quarrelsome
B. Distant
C. Inferior
D. Independent
VIEW ANSWER
Option B
Explanation
Kids raised by authoritative parents are more likely to become independent, self-reliant, socially accepted, academically successful, and well-behaved. They are less likely to report depression and anxiety, and less likely to engage in antisocial behavior like delinquency and drug use.
43. Along Erickson’s psychosocial theory, which statement is one of autonomy in early childhood?
A. As I do things I fell I made a mistake.
B. I do things without worrying about them.
C. I worry that my parents will find about them.
D. I am apologetic about what I’ve done.
VIEW ANSWER
Option B
Explanation
If you are a parent or if you have ever interacted with a child between the ages of 18 months and 3 years, then you have probably witnessed many of the hallmarks of the autonomy versus shame and doubt stage. According to Erikson, children at this stage are focused on developing a greater sense of self-control. It is at this point in development that young children begin to express a greater need for independence and control over themselves and the world around them. The major question to be answered in this stage is "Can I do things myself or am I reliant on the help of others?"
44. How does a novice learner acquire information?
A. Meaningful information
B. Selected information
C. Important information
D. All of the information
VIEW ANSWER
Option B
Explanation
Novice learners are well-intentioned folks who are typically brimming with enthusiasm while lacking actual knowledge about the subject being taught. They have limited or nonexistent experience with most of their understanding of the subject based on basic rules. In problem solving, they are satisfied with just scratching the surface and hurriedly gives a solution to the problem. They employ rigid strategies that may not be appropriate to the task at hand, attempt to process all the information they receive, and do not examine the quality of their work nor stop to make revisions.
45. Which level of knowledge is manifested when a learner is able to answer the question, "What was most confusing to me about the material explored in class today?"
A. Factual knowledge
B. Conceptual knowledge
C. Procedural knowledge
D. Metacognitive knowledge
VIEW ANSWER
Option B
Explanation
In 1999, Dr. Lorin Anderson, a former learner of Bloom's, and his colleagues published an updated version of Bloom’s Taxonomy that takes into account a broader range of factors that have an impact on teaching and learning. This revised taxonomy attempts to correct some of the problems with the original taxonomy. Unlike the 1956 version, the revised taxonomy differentiates between “knowing what,” the content of thinking, and “knowing how,” the procedures used in solving problems. The Knowledge Dimension is the “knowing what.” It has four categories: factual, conceptual, procedural, and metacognitive. Factual knowledge includes isolated bits of information, such as vocabulary definitions and knowledge about specific details. Conceptual knowledge consists of systems of information, such as classifications and categories. Procedural knowledge includes algorithms, heuristics or rules of thumb, techniques, and methods as well as knowledge about when to use these procedures. Metacognitive knowledge refers to knowledge of thinking processes and information about how to manipulate these processes effectively.
46. Who coined the term “scaffolding”?
A. Bruner
B. Piaget
C. Vygotsky
D. Pavlov
VIEW ANSWER
Option B
Explanation
Instructional scaffolding, also known as “Vygotsky scaffolding” or just “scaffolding,” is a teaching method that helps students learn more by working with a teacher or a more advanced student to achieve their learning goals. The theory behind instructional scaffolding is that, compared to learning independently, students learn more when collaborating with others who have a wider range of skills and knowledge than the student currently does. These instructors or peers are the “scaffolding” who help the student expand her learning boundaries and learn more than she would be able to on her own. Vygotsky scaffolding is part of the education concept “zone of proximal development” or ZPD. The ZPD is the set of skills or knowledge a student can’t do on her own but can do with the help or guidance of someone else. It’s the skill level just above where the student currently is.
47. One cognitive advancement in adolescence is metacognition. What does METACOGNITION mean?
A. Ability to identify one’s own thinking process and strategies
B. Ability to recall and explain
C. Ability to analyze and synthesize
D. Ability to problem solving
VIEW ANSWER
Option B
Explanation
Metacognition is "thinking about thinking" or "knowing about knowing" and is own ability to have an awareness of our cognitive processes when we are learning. Paying attention to how you think and how your thinking affects how you learn enhances both self-awareness and brainpower. This “thinking about thinking” is called metacognition, and it’s a skill teacher can introduce to students at a very young age.
48. What kind of learning does this Cyril Houle's quotation, "If you teach a person what to learn, you are preparing that person
A. Metacognitive learning
B. Learning with audio-visual
C. Technology with learning
D. Learning with graphs
VIEW ANSWER
Option B
Explanation
The correct answer is A. The phrase means that teaching the students “how to learn” is better than teaching them “what to learn”. This pertains to metacognitive learning which include learners being taught how to plan, monitor and evaluate their own learning.
49. Assessment of learning is an __________ part of the teaching-learning process.
A. Enrichment
B. Auxiliary
C. Add on
D. Integral
VIEW ANSWER
Option B
Explanation
Assessment is an integral part of the teaching and learning process. Its purpose is to inform students regarding their learning progress and teachers regarding ways to adjust the curriculum and instruction to respond effectively to the learning needs of students. Further, it communicates to the school community the progress of students in achieving the school’s expectations for student learning as well as course-specific learning goals. Assessment results must be continually analyzed to improve curriculum and instruction.
50. As an investigative tool, assessment can help discover various aspects of students learning but these does not include ___
A. What students already know
B. What students can do
C. What students expect to learn
D. What learning gaps students have
VIEW ANSWER
Option B
Explanation
The correct answer is C. The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning. It can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement. Assessment can help measure what students already know and can do. It can also discover what learning gaps or difficulties the students have. However, it is not the major puspose of assessment to determine what the students expect to learn.
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