professional education_175 items

8/18/2019 Professional Education_175 Items

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PROFESSIONAL EDUCATION:

1. In the Education Act of 1982, which is NOT a teacher'sright?

a. Free ega ser!ice for cases connected with"rofessiona duties #. Fiing anon$%ousco%"ain against su"eriorsc. Free e&"ression of o"inion and suggestionsd. oining a#or organi(ations "ro%oting teachers' wefare

2. )hich "iar of earning is ai%ed at the hoisticde!eo"%ent of %an and co%"ete fufi%ent?

a. *earning to #e#. *earning to i!etogether c.*earning to dod. *earning to +now

. Internationa educators "ro"ose a definition of the ter%go#a co%"etence. )hat is the -OT a""ro"riate

characteristic of a go#a$ co%"etent indi!idua?

a. /a!ing the "rofessiona co%"etence to s"ea+ a foreignanguage#. A#iit$ to #eco%e fa%iiar with a new cuture and wor+en!iron%entc. /a!ing the intercutura faciit$ of effecti!e two0wa$co%%unicationd. /a!ing an o"en %ind whie acti!e$ see+ing to

understand nor%s and wor+ effecti!e$ outside one's en!iron%ent.

. The hii""ine Educationa s$ste% was esta#ished on anuar$ 21, 1931 through Education Act of 1931. )ith theissuance of the act, resident -c4ine$ instructed thehii""ine 5o%%ission to ha!e Engish as the co%%onanguage the "eo"e. The %ain reason for the one0anguage "oic$ is to .

a. ro%ote Engish as a anguage.


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#. ro"agate the use of Engish as the anguage if theA%erican occu"$ing thehii""ines during the ti%e.c. Ac+nowedge that Engish is the anguage of #usiness,

science and technoog$and the technoog$ and higher education.


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d. 6nif$ the regions since a great nu%#er of anguagewere s"o+e throughout the countr$.

7. A father used to te her daughter ou are a wo%an.

ou are %eant for the ho%e and so for $ou, going toschoo is not necessar$. Is the father correct?

a. It de"ends on the "ace where thedaughter and father i!e. #. No, there is nosuch thing as gender ine:uait$ in education.c. es, #ecause wo%en are %eant to #e%others.d. No, toda$ there are a ot of wo%en who do the ;o# of%en.

. In ine with the strengthening of ethica and s"iritua!aues, reigious instruction sha ta+e "ace in the"u#ic schoos with the foowing conditions E5ET one.)hich is the e&ce"tion?

a. It is o"tiona.#. The instructors %ust #e designated or a""ro!ed #$

the reigious authorities of the reigion to whichchidren=wards #eong.c. arents=guardians e&"ress their desire in writing thattheir chidren=wards #e taught reigion in schoo.d. The go!ern%ent shouders the e&"ense for suchteaching.

8. )hich test ite% is in the highest e!e of @oo%'sta&ono%$ of o#;ecti!es?


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a. E&"ain how trees recei!e nutrients.#. E&"ain how a tree functions in reationto the ecos$ste%. c. ate three different%ethods of controing tree growth.d. )rite a "aragra"h that o#ser!es coherence unit$ and!ariet$


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9. )hich according to A 9177 is considered the heart of the for%a education s$ste%?

a. The

schoo #.The "u"ic. The cassroo%d. The teacher

13. Transfor%ing certified s+is into "ersonaco%"etence is the concern of which "iar of earning?

a. *earning

to #e #.*earning todoc. *earning i!etogether d.*earning to +now

11. )hich "hioso"h$ "rocai%s the s"iritua nature of%an and stresses that the hu%an s"irit, sou or %indare the %ost i%"ortant ee%ents in ife?

a. /u%anis%#. erenniais%c. E"icureanis%d. Ideais%

12. "ecia Education cee#rates its 133th $ear as a thrustof Be"Ed. -eeting the educationa needs of giftedstudents is chaenging. )hich of these is NOT a

s"eciaised "rogra% for the gifted?

a. /onor 5asses#. *earning 5ustersc. ef0directed *earningd. One 5urricuu% fits0a

1. )hich of these is NOT an indicator of a su""orti!eearning en!iron%ent?


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a. Increase in student#onding to schoo. #. )ar%and friend$ at%os"here.


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c. /igh dro"out rates.d. tudents ta+e "ersona res"onsi#iit$ for their earningand #eha!iour

1. )hat is the "ri%ar$ funda%enta :uestion ine&a%ining a curricuu%?

a. )hat educationa e&"eriences can #e "ro!ided that isi+e$ to attain these "ur"oses?#. /ow can these educationa e&"eriences #e affecti!e$organi(ed?c. )hat educationa "ur"oses shoud the schoo see+ toattain?d. /ow can we deter%ine whether these "ur"oses areattained or not?

17. ou woud i+e to assess students' a#iit$ to write a"ortfoio. )hat t$"e of test wi deter%ine their a#iit$ toorgani(e ideas and thin+ critica$?

a. *ongtest #.Essa$

testc. u%%ati!e testd. For%ati!e test

1


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1>. The continuous "rogression sche%e introduced inthe Ee%entar$ e!e in the hii""ines in the schoo$ear 19>3019>1 had its o#;ecti!eD

a. -aster$ of's #. -assro%otionc. Access to Educationd. u"is "rogression according to ca"acit$


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18. ou were tas+ed to test this h$"othesis. The %ore ateacher +nows a#out a s"ecific su#;ect %atter, the #etterhe=she can teach it. )hich !aria#e coud #e used as thede"endent !aria#e?

a. ersonait$ traits ofthe teacher #. -oti!ationfro% the schoo headc. Teacher's $ear$ "erfor%ancee!auation rating d. Incenti!esoffered to teachers

19. A teacher is said to #e a trustee of the cutura and

educationa heritage of the nation and is under o#igationto trans%it to earners such heritage. )hich "ractice%a+es hi%=her fufi such o#igation?

a. 6se interacti!e teachingstrategies.#. O#ser!e continuing"rofessiona education.c. tud$ the ife of Fii"ino heroes.

d. 6se the atest educationatechnoog$.

23. our cass has se!era I Indigenous eo"echidren. )hich one wi faciitate "u"is' earning?

a. Grou" the cass "er%anent$ #$ethnic origin.#. -a+e the cass fee that %ore is e&"ected

of non0I chidren. c. -a+e the I chidren fee"roud of the%se!es.d. tress the idea that I chidren aredifferent fro% the rest.

21. residentia Becree


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#. "eciaEducationc. @oard of rofessionaTeachers

d. EducationFor A

22. Teacher F is con!inced that whene!er a student"erfor%s a desired #eha!ior, "ro!ided reinforce%entand soon the student wi earn to "erfor% the #eha!ioron his own. On which "rinci"e is Teacher F's con!iction#ased?


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a. 5ogniti!is% c. @eha!ioris%#. En!iron%entais% d. 5onstructi!is%

2. Teacher @ #eie!es that the earner can choose what

he can #eco%e des"ite his en!iron%ent.

a. ationaist c.E&istentiaist #. @eha!ioristd. rogressi!ist

2. This %ethod reies hea!i$ u"on showing the earners

a %ode "erfor%ance. a. Acti!it$ c.

e"orting#. Be%onstration d. Fied tud$

27. The "rinci"e of indi!idua differences ena#es a

teacher to . a. ro!ide different acti!ities

to %eet student needs.

#. educe studentsH engage%ent in earning.c. e:uires %uch ti%e to teach.d. Treat a earners ai+e whie inside the cassroo%.

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c. Ignore the state%ent unti the chid sa$s itcorrect$ on his own. d. es"ond to the contentof the state%ent and ignore the error.


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28. Teacher A #eie!es that the earner is the "roductof his en!iron%ent. o%eti%es he has no choice./e=she is deter%ined #$ his en!iron%ent.

a. ationaist c.E&istentiaist #. @eha!ioristd. rogressi!ist

29. In ine with the "hioso"h$ of econstructi!is%,which of the foowing shoud #e gi!en e%"hasis inteaching?

a. To see+ a #etter "osition in the societ$#. To co%"are onesef with theess fortunate c. To #eco%eecono%ica$ sef0reiantd. To designate oneHs su"eriorit$ o!er the others

3. According to 4aucha+ and Eggen this is thestrategies teachers use to he" reach earning goas incurricuu%.

a.Instruction #.Techni:ues c.-ethodsd. 5ontent tandards

1. This is the "rocess of re:uiring students to

de%onstrate understanding of the to"ics the$ stud$ as%easured #$ standardi(ed tests as we as hodingeducators res"onsi#e for student's "erfor%anceD

a. Aternateector #.Accounta#iit$c. Frag%entation

d. O!era""ing


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2. The de!eo"%ent of understanding during ear$chidhood are as foows, e&ce"t D

a. a#iities to reason and to seereationshi". #. sensor$e&"eriences.


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c. a#iit$ to e&"ore theiren!iron%ent. d. a#iit$ toas+ :uestions.

. )hich genera "rinci"es of de!eo"%ent is:uestiona#e?

a. Be!eo"%ent is a continuous "rocess.#. The se:uence of de!eo"%ent is thesa%e for a chidren. c. -aturation hasnothing to do with de!eo"%ent.d. 5ertain refe&es "resent at #irth antici"ate !ountar$%o!e%ent.

. Teacher rates the art wor+ of her students not ;uston the %erit of its a""ea to the senses #ut aso considersits uni:ueness and the res"onsi#iit$ that e!er$ studenthas gi!en in acco%"ishing the tas+. This "ractice showshow Teacher u"hods this +ind of "hioso"h$D

a. eais% c. Ideais%#. econstructi!is% d. E&istentiais%

7. Teacher ensures to "ut a certain a%ount of his%onth$ earnings in the #an+. At the end of the schoo$ear, he used a his sa!ings in !isiting "aces rich ofcutura heritages rather than of #u$ing e&"ensi!ecothes, ;eweer$, and atest gadgets. This shows thatTeacher is an ad!ocate of what +ind of "hioso"h$?

a. rag%atis% c. Naturais%#. erenniais% d. Essentiais%


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>. In esson "anning, is it ad!isa#e to ha!e a %enta"icture on how $ou are going to e!auate $our students'earning as $ou write $our esson o#;ecti!es?


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a. No, #ecause e!auation is :uite different fro%o#;ecti!es.#. es, #ecause this wi ensure !aid e!auation toossince the esson o#;ecti!es

are the #asis for e!auation.c. No, #ecause esson o#;ecti!e for%uation gets deraied.d. es, #ecause o#;ecti!e and e!auation are the Jrstand ast "arts of a esson "an.

8. If a reader is !ocai(ing his thoughts to #e a#e tounderstand the ne&t, what %etacogniti!e strateg$ is heusing?

a. e:uest rocedure#. Birected eading0Thin+ing Acti!it$ c. Thin+0Aoud trateg$d. eci"roca Teaching

9. esearch on teacher0effecti!eness "ractices hasshown that .

a. Teaching "rocedures on cassroo% routines ear$

in the schoo $ear are essentia.#. Birections shoud #e few and #est dei!eredin a casua %anner. c. anning has itte i%"acton student earning.d. Kuestioning strategies are ineffecti!e %onitoringtechni:ues.

3. Teacher B's esson o#;ecti!e isD To trace the causesof A(hei%er's disease. )hich is a !aid test for this

"articuar o#;ecti!e?

a. 5an an A(hei%erHs disease #e traced to od age?E&"ain $our answer. #. )hat is an A(hei%erHsdisease?c. Bo $oung "eo"e aso get attac+ed #$ A(hei%erHsdisease? u""ort $ouranswer.d. To what factors can A(hei%er's disease #e traced?

E&"ain.


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1. )hich acti!it$ is idea for a chid entering the atenc$"eriod?

a. ;oining fied tri"s#. hanging out with the sa%e gender


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c. "a$ing hide and see+ with adutsd. hanging out with the o""osite gender

2. Incucating the s"irit of e%"ath$ a%ong earners

fufi which "iar of earning?

a. *earning to+now #.*earning to #ec. *earning to dod. *earning to i!e together

. One facet of understanding, an e!idence of earning is

"ers"ecti!e. )hich is an indicator of "ers"ecti!e?

a. A #right student refuses to consider that there isanother corrects soution to the "ro#e% a"art fro% hers.#. A student e&"ains the argu%ents for and against theac:uitta of /u%#ert)e## and grou".c. A teacher cannot acce"t o"inions different fro% hers.d. A %other cannot understand wh$ her chid's"erfor%ance is #eow "ar.

. The #enefit of eading Aoud is that chidren earnC.

a. To %a+e "redictions #$ e&a%ining "ictures andistening for cues. #. New !oca#uar$ in%eaningfu conte&ts.c. To !aue the "resence of their friends as the$ readtogether.

d. To use their i%aginations to e&"ore new ideas as the$istening to #oo+s.

7. )hich of the foowing issues t$"ica$ creates a ot ofconfict #etween %ost teens and their "arents?

a. serious issues of drug and acoho use.#. tri!ia issues of hair, cothing, and %usic choices.c. issues of "ost

con!entiona %orait$. d.


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issues of achie!ing anidentit$.


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a. reschooers#. 5oege studentsc. /igh schoo studentsd. Ee%entar$ schoo chidren


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73. )hich "s$choogica theor$ states that the %indinsists on finding "atterns in things that contri#ute tothe de!eo"%ent of insight?

a. @runnerHs theor$#. Gestat"s$choog$ c.iaget's"s$choog$d. 4oh#erg's "s$choog$

71. )hat is an a""ication of @F +inner's o"erantconditioning theor$?

a. 6se of I5T in thecassroo% #.5onstructi!istteachingc. Action researchd. 5o%"uter0#ased sef instruction

72. The conce"t of @F +inner as to the rewards and"unish%ent, what coud occur if too %uch e%"hasis on

"unish%ent for %is#eha!ior and too itte e%"hasis onrewards for good #eha!ior can ead to .

a. sef0"it$#. insecurit$c. re#eion and deter%ined to get e!end. inferiorit$ co%"e&

7. There is a negati!e correation #etween a%ount of

"ractice and nu%#er of errors in tennis. )hat does this%ean?

a. The decrease in the a%ount of "ractice so%eti%esaffects the nu%#er of errors.#. The increase in the a%ount of "ractice does not at aaffect the nu%#er of errors.c. Becrease in the a%ount of "ractice goes with

decrease in the nu%#er of errors.


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d. As the a%ount of "ractice increases, the nu%#er oferrors decreases.


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7. A curricuu% shoud on$ incude those that ha!esur!i!ed the test of ti%e and co%#ine the s$%#os ofiterature, histor$, and %athe%atics. Thus, curricuu%i+e this contains !aues that are constant and uni!ersa.

)hat "hioso"h$ descri#es this +ind of curricuu%?

A. Ideais% 5. /u%anis%@. erenniais% B. Essentiais%

77. In the ocia cience cass of Teacher G, studentsidentif$ the !arious socia and econo%ic "ro#e%s thatre:uire urgent soutions. The$ not on$ discuss the wa$sto address it #ut aso agreed to "artici"ate in so!ingthe%. )hat +ind of "hioso"h$ does this cass u"hod?

A. Naturais% 5. rogressi!is%@. 5onstructi!is% B. econstructi!is%

7. A "h$sica or %enta i%"air%ent that su#stantia$i%its or restricts the condition, %anner, or durationunder which an a!erage "erson in the "o"uation can"erfor% a %a;or ife acti!it$, such as wa+ing, seeing,hearing, s"ea+ing, #reathing, earning, wor+ing, or

ta+ing care of onesef.

a./andica" #.Bisorderc.I%"air%ent d.

Bisa#iit$


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78. The decision to foow a criterion0referencedorientation in inter"reting test scores wi co%%unicate.

a. the s"read of scores in a cass.


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#. the o!er0a "erfor%ance of a "articuar cass.c. how %uch of the test content the chidren were a#e tohande.d. the ran+ing of the students in a section.

79. )hat is the @ET %eaning of coa#oration in schoos?

a. It is su""ort for the #eginning teachers#. It is wor+ing inde"endent$ to deter%ine i%"act of"racticec. It is identif$ing %entors a%ong the e&"eriencedteachersd. It is wor+ing interde"endent$ to ana$(e "rofessiona"ractice


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a. Esta#ish #ench%ar+s fro% a case of schoo that isconsistent$ to""ing the nationa e&a%inations.#. 5onduct an in!entor$ of instructiona resources #eingin a schoos.

c. Introduce an inter!ention "rogra% in schoosconsistent$ "erfor%ing ow innationa assess%ent tests.


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d. 5o%"are the achie!e%ent scores of students fro%the ur#an centers with those fro% the rura areas.


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a. tudents who are su#;ected to disci"inar$%easures contri#ute to an effecti!e earningen!iron%ent.#. A disci"inarian teacher creates a

fa!oura#e en!iron%ent. c. The teacher isthe +e$ to an effecti!e earning en!iron%ent.


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d. The disci"ine fro% an authoritarian teacher $iedsa conduci!e earning at%os"here.

. rinci"a 5 shares this thought with his teachersD

u#;ect %atter shoud he" students understand anda""reciate the%se!es as uni:ue indi!iduas who acce"tco%"ete res"onsi#iit$ for their thoughts, feeings, andactions. Fro% which "hioso"h$ is this thought #ased? =Teacher teaches her students to a""reciate the%se!esas uni:ue indi!iduas and are to acce"t the res"onsi#iit$to their feeings, actions and thoughts. he u"hods the"hioso"h$ of C.

a. erenniais% c.E&istentiais% #. Essentiais%d. rogressi!is%


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d. @enton

>3. )ho a%ong the foowing %anifests %otorde!eo"%ent?

a. Gina who +nows how to contro his e%otions #ecausehe coud not ride the %otorc$ce.#. O"rah who recogni(es the different si(es of to$s gi!ento hi%.


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c. *eonard who has "a$%ates within the neigh#orhoodand is "o"uar a%ong +ids.d. Bennis who earns how to wa+, run, steer, and ;u%".

>1. )ho coined the ter% Eectra 5o%"e&?

a. ean iaget#. 5ar Gusta! ungc. ig%undFreud d.George-ier

>2. Teacher asserts that he needs to %a+e his studentsget interested in the su#;ect whether the$ i+e it or notor %a$ not get interested at a. This is %ore the thin+ingof a=an .

a. Essentiaist#. econstructi!istc.@eha!iorist d.

erenniaist

>. our teacher is of the o"inion that the word ande!er$thing in it are e!er changing and so teaches $outhe s+i to co"e with the changes. )hich in hisgo!erning "hioso"h$?

a. E&"eri%entais%

c. Ideais% #. E&istentiais%d. eais%

>. )ho a%ong the foowing is a true fe%ae?

a. Tri&ie, secretes testosterone and hasnocturna e%issions. #. Bo$, found and chro%oso%es after a BNA test.c. Gia, secretes estrogen and "rogesterone.


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d. att$, who ad%itted to #e a for%er ArtificiaInse%ination donor.

>7. )hich acti!it$ shows a chid ess than a $ear od can

attend to %ore than one sti%uus at a ti%e?


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a. 5an oo+ at a #oo+ whieistening to a stor$. #. 5an cr$whie shouting at the %other.c. 5an see" whie drin+ing %i+.

d. 5an "a$ !ideo ga%e whie ta+ing o!er the "hone.

>


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>9. /ow can -rs. Gue!arra he" a chid who a""ears sh$and aoof #ecause she was se&ua$ a#used?

a. As+ the chid to #e in the co%"an$ of friend$ and

%ore acco%%odating cass%ates.#. As+ the schoo nurse to "ro!ide hi% with good su""$of !ita%ins.


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c. Ta+ to the chid's "arents on the "ossi#iit$ of ha!ingthe o#!ious disa#iit$ corrected.d. Ad!ice his "arents to "ro!ide hi% %ore e&ercise and#aanced diet.

83. )hich of the foowing !iews of the curricuu% doesNOT #eong?

a. A earning e&"erience organi(ed #$ the schoo thatthe earners undergo #. A #od$ of su#;ects "re"ared #$the teacherc. tudents course re:uire%entsd. *ist of courses re:uired of students

81. -artin has the a#iit$ to +now where he is in reati!eand J&ed ocations. /e aso "ossesses the a#iit$ toacco%"ish tas+s re:uiring three0di%ensiona !isuai(ationand "ace%ent of hands on other "arts of the #od$. )hich%uti"e inteigence is do%inant in hi%?

a.*inguistic #.

"atiac. Naturaisticd. *ogica

82. The re"resentation in the %ind of a set of"erce"tions, ideas, and=or actions, which gotogether.

a. che%a

#. O"erationc.Egocentris% d.Assi%iation

8. )hich of these state%ents is the effecti!e wa$ ofco%%unicating the !ision0 %ission state%ent of the

schoo?


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a. Aign acti!ities, "rogra% and "ro;ects to theschoo !ision0%ission. #. hare !ision0%issiona%ong sta+ehoders.c. -e%ori(e the !ision0%ission state%ent.

d. For% co%%ittees to de!eo" and=or re!ise the !ision0%ission state%ent.


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8. The %arriage of an A%erican %ining engineer and aFii"ino Grade choo teacher is an e&a%"e ofD

a.

A%aga%ation #.Accuturation c.Assi%iationd. Acco%%odation

87. -rs. e$es atte%"ts to de!eo" her "u"i's%etacogniti!e s+is, hence which of the foowingdoes she e%"hasi(e?

a. Thin+ing a#outthin+ing #.5o%"are andcontrastc. eca the factsd. aise the "ro#e%

8. Of the foowing, who is identified as the Father of

@ureaucratic Thought and stated that the co%"onents ofsocia stratification are econo%ic resources, "ower and"restige?

a. E%ieBur+hei% #.-a& )e#erc. 4ar -ar&d. Tacott arson


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88. Of the foowing, which wi not he" a teacherunderstand his %uticutura earners?

a. Get to +now each student as a uni:ue indi!idua.


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#. *earn as %uch a#out the racia, ethnic, cutura andgender grou"s other than $our own.c. tereot$"e so that the teacher coud ado"t aunifor% teaching strateg$=a""roach=techni:ue.

d. E&a%ine $our own #iases and "re;udices and stri!e todo so%ething a#out the%.

89. The foowing are #asic assu%"tions that coud he"and enhance teacher's understanding and a""reciationof his=her students, e&ce"tD

a. No two earners are e&act$ the sa%e.#. 5hidren in a cassroo%s are heterogenous.

c. 6nifor% strategies shoud #e e%"o$ed in order toassure unifor% and :uait$education.d. tudent's #ac+ground and e&"eriences shoud #econsidered when teaching.

93. )hen as+ed a#out her order, a itte gir tes thewaiter ung +aga$a +aha"on . )ith iaget's theor$ in%ind, what is the itte gir's #eha!ior caed?

a.Transducti!ereasoning #.5onser!ationc. e!ersi#iit$d. re0o"erationa egocentris%

91. Teacher does not agree with oneegiti%ate schoo "oic$ in a %e%orandu% of theschoo head. )hat is ethica for hi% to do?

a. ee+ audience with schoo head to "ersuade the% toa#andon such "oic$.#. O"en$ e&"ress his disagree%ent against thategiti%ate "oic$ for he cannot #e h$"ocrite.c. Biscuss the "oic$ in cass and insinuate to the studentshis senti%ent againstthe "oic$.d. E&ert an honest effort to understand, su""ort the

egiti%ate "oic$ and


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re:uest for an audience with the schoo head.


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92. Teacher N sees to it that her cassroo% is cean andorder$ so her "u"is wi ess i+e$ disarrange seats anditter on the oor. On which thought is her action #ased?

a.rogressi!is% #.E&istentiais% c.@eha!ioris%d. E"icureanis%

9. )hich is NOT a%ong the %a;or targets of the 5hid0Friend$ choo $ste%5F?

a. A chidren


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c. Teacher writes notes on thecha+#oard d. The go#e isused to teach anet Earth.

9


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a. Good instructions is e:ua to effecti!e cassroo%%anage%ent.#. There %ust #e cassroo% %anage%ent for instruction to$ied good outco%es

or resuts.c. 5assroo% %anage%ent %eans good instructiond. 5assroo% %anage%ent is i%"ortant to effect goodinstruction.

9>. )hich is an effecti!e techni:ue in teaching chidren inthe e%ergent iterac$ stage?

a. I%"osing the use of correct s"eing when writing.#. Gi!ing of isoated word dris and %e%ori(ation of rues.c. ro!iding acti!ities that etthe% en;o$. d. /a!ing a "rint0rich cassroo%.

98. It is ad!isa#e to "ro%ote %ani"uati!e%aterias to chid in his ear$ chidhood to de!eo"D

a. ost0con!entiona %orait$.#. @etween con!entiona and "ost0con!entiona %orait$.

c. re0con!entiona%orait$. d.5on!entiona%orait$.

99. rofessor @ once saidD )e ta+ of de!eo"ing criticathin+ing a%ong our students, #ut when the$ disagreewith us we get offended. To which Fii"ino trait doesthis "oint?

a. E&tre%eauthoritarianis% #.*ac+ of su#;ecti!it$c. In:uisiti!eness of the Fii"ino outhd. The ac+ of seriousness a%ong Fii"inos

133. )atson a""ied cassica conditioning in hise&"eri%ents and the resuts showed that #eha!ior is

earned through sti%uus0res"onse associations,


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s"ecifica$ the de!eo"%ent of e%otiona res"onses tocertain sti%ui. This he"s us in .

a. 5onnecting o#ser!a#e #eha!iora sti%uus.


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#. 6nderstanding fears,"ho#ias and o!e. c.Inter"reting refe&es ase%otions.

d. understanding the roe of o!ert #eha!ior.

131. A negati!e discri%ination inde& of a test ite% testhat "articuar test ite% ac+s .

a.O#;ecti!it$ #.

eia#iit$c. 5ontent!aidit$d. 5onstruct!aidit$

132. After scoring, Teacher G got the difference of thehighest and owest score in each cass. )hat did sheco%"ute?

a.-ean#.angec.-ediand. tandardde!iatione.

-ode

13. If $ou want $our students to de!eo" readingco%"rehension and earning strategies, which one shoud$ou e%"o$?

a. eertutoring#. -aster$

earning


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c. eci"rocateachingd. 5oo"erati!eearning

13. )hich is a cassroo% a""ication of $gots+$'sidea of scaffoding?

a. Gi!e the earner a tas+ thatchaenges her a#iit$.#. Fro% the start ea!e the earner to hersef #ecauseshe has the "ower forsef0earning.c. BonHt s"oi the earner #$ doing whatshe ought to do.d. Gi!e the earner the necessar$ assistance untishe can #e on her own.


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137. )iggins and -cTighe 1998 %aintain that in6nderstanding #$ Besign 6@B, the theor$ ofunderstanding and #ac+ward design "rocesses areco%"ati#e with "ro#e%0#ased earning. The$ su""ort

the idea that the de!eo"%enta e!e of student wideter%ine how %uchconce"tuai(ation is a""ro"riate.

a.genera#.concrete c.a#stract

d. in0de"th

13. -iss 5aros is an ee%entar$ grades teacher in arura co%%unit$ not reached #$ eectricit$ $et, #ut shehas so%e ta"es which can #e usefu to teach the to"icson weather. )hat "ractica audio0!isua %ateria shoudshe use instead?

a. ictures#. oweroint "resentationc.Trans"arencies d. Fi%s

138. -iss e$es o#ser!ed that one of her students e&cesin acti!ities re:uiring strength, s"eed, fe&i#iit$,

#aance, and hand0e$e coordination. According to


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/oward Gardner, such natura inteigence can #eidentified as C.

a. inter"ersona#. !er#a0inguistic


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c. #odi$0+inaesthetic d.!er#a0ogica

139. Teacher or$ discourages her students to watch Te&cessi!e$. The a!erage student s"ends a#out twent$0four hours watching tee!ision in a wee+. According toresearch, how is earning affected #$ e&tensi!e T!iewing?

a. I%"ro!edco%%unication s+is #.horter attention s"anc. Enhanced creati!it$d. I%"ro!ed thin+ing a#iit$

113. If the su#;ects are interdisci"inar$, interacti!e, thiscurricuu% is #ased on which educationa "hioso"h$?

a. rogressi!is%#. econstructi!is%c.Essentiais

% d.erenniais%

111. The Ear$ 5hidhood 5are and Be!eo"%ent Act"ro!ides for the "ro%otion of the rights of chidren forsur!i!a and de!eo"%ent. )hich of the foowingstate%ents is NOT a%ong its o#;ecti!es?

a. Assist the *G6s in their endea!our to "re"are the chidfor aduthood.#. Faciitate a s%ooth transition fro% care and education"ro!ided at ho%e toco%%unit$ or schoo0#ased setting and "ri%ar$ schoos.c. Enhance the roe of "arents as the "ri%ar$ caregi!ersand educators of theirchidren fro% #irth onwards.d. Enhance the "h$sica, socia, e%otiona, cogniti!e,

"s$choogica, s"iritua and


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anguage de!eo"%ent of $oung chidren.

112. Teachers are re:uired to %a+e an Indi!idua

an for rofessiona Be!eo"%ent IB. This is#ased on the "hioso"h$ that the teacher is aifeong earner. The N5@T "ro!ides the ste"s forassess%ent in %a+ing the IB.


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a.coegia #. sef c.

"eerd.need

11. The hii""ine 5onstitution %andates that reigionsha #e aowed to #e taught in the "u#ic ee%entar$and high schoos. )hat is re:uired fro%"arents=guardians for the earners to attend reigiousinstruction?

a. er#a"er%it #.Te&t "er%itc. No "er%itneeded d.)ritten "er%it

11. ero%e @runer's idea that interest in the %ateria#eing earned is the #eststi%uus for earning. This is in su""ort of our efforts tode!eo" in our studentsH %oti!ation.

a.su"erJcia #.endessc. e&trinsic

d. intrinsic

117. )hich %ethod iustrates this state%ent? Thatwhich can #e thought of can #e s"o+en what can #ewritten read.

a. Ora0Gra"hics $%#oic*anguage #. A"ha#et-ethod


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c. *anguage E&"erienceA""roach d. 40)0*

11


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d. 5ontinuit$

11>. A #ig stor$ #rea+s in $our oca news"a"er. ou wantto use the headine as an in:uir$ de!ice. ou %ight #egin

#$ C.

a. showing the headine and then as+ing for a !ounteerto read the stor$ to the cass and inter"ret the %eaning.#. as+ing the cass to infer connotations and denotationsfro% the headine.c. e&"aining what $ou #eie!e to #e theunder$ing causes. d. descri#ing the#ac+ground of the stor$ as $ou +now it.

118. At the "reo"erationa stage of iaget's cogniti!ede!eo"%ent, the chid can see on$ his "oint of !iewand assu%es that e!er$one aso has his sa%e "oint of!iew. )hat is this tendenc$ caed?

a. Ani%is%#. Transducti!e reasoningc.5onser!atis

% d.Egocentris%

119. a$ e&hi#its fear res"onse to free$ roa%ing dogs#ut does not show fear when a dog is on a eash orconfined to a "en. )hich conditioning "rocess isiustrated?

a.E&tinction#.Ac:uisitionc.Generai(ation d.Biscri%inati

on


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123. our "ercentie ran+ in cass is


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121. )hich test wi the Guidance OfJce of choogi!e if it wants to he" students in "redicting their"ro#a#e success in s"ecific educationa and!ocationa Jeds?

a. IK test#. Biagnostic testc. A"titude testd. Achie!e%ent test

122. The faciit$ inde& of a test ite% is .73. This %eansthat the test ite% is .

a. %oderate indifJcut$ #. !er$eas$c. reia#ed.!aide.!oid

12. )ith an increasing !ariet$ of fa%i$ situations, a

teacher needs to . a. #roaden students'

reai(ation of different earning st$es#. encourage students to i%"ro!e their fa%i$ situationsc. #e carefu not to inad!ertent$ offend so%e studentsd. assu%e that a students want to +now a !ariet$ offa%i$ situations

12. The "rofessiona teacher is not the sage on stage#ut the guide fro% the side. This i%"ies that teachersC.

a. cing to their "ower toi%"ose rues. #. act asfaciitators of earning


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c. "ro;ect an A%ight$0O%niscient i%age d. ser!edis"ensers of +nowedge

127. ou ha!e the right to ad;ust saar$, #ut which is $ourcorres"onding dut$?

a. To enro in graduate studies#. To wor+ in schoo eight hours fro% -onda$ to Frida$


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c. To tutor e!er$ chid in need of %$ assistanceoutside cass hours d. To teach to the #est of %$a#iit$

12. To teach the students to e&"ore, which of thefoowing shoud $ou used?

a.ro;ect#.ro#e%c.efection d.Bisco!er$

128. )hich of the foowing is the %a;or contri#ution ofeducation technoog$ to the earning "rocess incurricuu% de!eo"%ent?

a. -ini%i(ed student's effort in the acco%"ish%ents

of education goas. #. 6"dated the used of audio0!isua %aterias in the cassroo%s.c. Introduced co%"uter assisted education in thetechnoog$ courses.d. -atched the earner and the %ost a""ro"riatetechnoog$ for instruction.

129. A criterion0referenced test is designed todeter%ine whether or not a student has C.


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a. "erfor%ed higher than the other%e%#ers of a grou". #. reached a"erfor%ance e!e on a s"ecific s+i.c. "erfor%ed we in a wide

content co!erage. d. reach a"resent target.

13. /ow can a teacher he" student with differentearning and thin+ing st$es continue to earn %oreeffecti!e$?


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a. 6se :uestions of a t$"es to sti%uate !arious e!esof thin+ing and !auing. #. Aow sufJcient ti%e for"rocessing different t$"es of infor%ation.c. 6se a !ariet$ of refection strategies.

d. ro!ide a genera o!er!iew of the esson.

11. The #est wa$ to assess earning is to use rea0ifesituations, o#;ects and %aterias e&isting in theen!iron%ent. /ence, teachers are encouraged to useD

a. rating scae#. authentic assess%entc. "enci0and 0"a"er test

d. o#ser!ation techni:ue

12. The test in Engish and -athe%atics showed "oorresuts in co%"rehension and "ro#e%0so!ing :uestions./ow %an$ the data #e used for #etter earners"erfor%ance?

a. 6se conte&t cues in !oca#uar$ #uiding.#. Gi!e %ore e&ercise or situations on co%"rehension:uestion.c. In!o!e "arents in guiding earners' de!eo"inggood stud$ ha#its. d. Beter%ine wea+ness ingra%%atica structures.

1. Ana$tic scoring uses the ;udg%ent of

the student's wor+. a. standard#. e!auationc.

"erfor%ance d.criterion

1. @ac+ to @asics %o!e%ent was auched #$ thethen Be"art%ent of Education 5uture and "orts,now Be"Ed, not on$ to u"grade "u"i achie!e%ent#ut aso to C.

a. de!eo" thin+ing s+is.


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#. encourage "u"is to stud$.c. ser!e as the #asics for aearning continuu% d. e%"hasi(ethe i%"ortance of the s


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17. Bes"ite o""osition fro% so%e schoo ofJcias,Be"Ed has continuous$ enforce the no coection of fees "oic$ during enro%ent "eriod for "u#ic schoos.

Is this "oic$ in accordance with EFA goas?

a. es, it so%ewhat ei%inatesgender dis"arities.#. es it su""orts e:uita#e access to#asic education. c. No, it does notsu""ort "arent or adut education.d. No, it !ioates the %andate of e:uait$ of education.

1. )hich state%ent a""ies correct$ to Edgar Bae's5one of E&"erience?

a. The farther $ou are fro% the #otto%, the %ore directthe earning e&"erience #eco%es.#. The farther $ou are fro% the #ase, the %ore direct

the earning e&"erience #eco%es.c. The farther $ou are fro% the #ase, the %ore indirectthe earning e&"erience #eco%es.d. The coser $ou are to the #ase, the %ore direct theearning e&"erience #eco%es.

18. ou were assigned to hande a %utigrade cass.)hat instruction %aterias %ust #e utii(ed to "ro!ide forthe needs of each e!e?


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a. -utisensor$%aterias#. -aterias of high e!ethin+ing s+is c. 5oorfu,

usefu and dura#e %ateriasd. Bifferentiated %aterias to cater todifferent e!es


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19. ode ga!e a wrong answer in a cass discussion.Teacher said )rongQ ou are wa$ off. As aconse:uence, other students in the cass were afraid toanswer :uestions. )hich of the foowing is iustrated

#$ the e!ent?

a. i""eeffect #.e!erit$error c./ao effectd. 5entra tendenc$ error

13. A criterion0referenced test is designed todeter%ined whether or not a student has C.

a. "erfor%ed higher than the other%e%#ers of a grou". #. "erfor%ed we ina wide content co!erage.c. reached a "erfor%ance e!e on a s"ecific s+i.d. reach a "resent target.

11. The fourth $ear high schoo student is in the

de!eo"%enta stage of C. "re0adoescence

a. adoescence#. ear$ chidhoodc. atechidhood d."u#ert$

12. An entering student in coege woud i+e to

deter%ine which !ocation is #est suited for hi%. )hichof the foowing tests is %ost a""ro"riate for his"ur"ose?

a. A"titude test#. Biagnostic testc.Achie!e%enttest d.


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ace%enttest


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1. )hat trend a""ears as %aes and

a. The difference in iterac$ rates #etween %aesand fe%aes tends to disa""ear as the$ grow oder.

#. There are %ore #eonging to the 1702 age rangethan those in


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1. )hat trend a""ears as %aes and#. *aoT(uc. hi

/uang Tid. esus5hrist e.-oha%%ed


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1>. )hich is not a characteristic of a

a. eca0 oriented#. E!o+es %uti"e res"onses

c. @road focid. *onger res"onse

18. )hich a%ong the as"ects of "ersona cassroo%%anage%ent great$ affects the rate of earninga#sor"tion of +nowedge?

a. oice of the teacher#. ersonagraciousness c.ersonagroo%ingd. -anner of dressing

19. Ti%e0tested %ethods are as effecti!e as %odern%ethods of teaching e!en if these are traditiona. )hichof the foowing %ethods is ti%e0tested?

a. Integraded

teaching #.Inducti!e%ethodc. 5oo"erati!e earning %ethodd. ro#e%0@ased *earning

173. In curricuu%, the #asic "rinci"e is "an, teachand test, and the three shoud awa$s #e aigned. This"rinci"e i%"ies that .

a. what has #een taught de"ends on thea!aia#e %ateria. #. testing is an o"tionaco%"onent of curricuu%.c. what to test is #ased on what has#een taught. d. the o#;ecti!e of theesson can stand #$ itsef.

171. )hat do the schoo ca%"us e&"ressions "ro%di and

#arriotic indicate?


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1>. )hich is not a characteristic of a

a. The "oweressness ofthe "oor #. *ow iterac$rate of the countr$ c.

The "ower of the richd. The "re!aence of ethnocentris%


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172. isua i%ager$ he"s "eo"e store infor%ation intheir %e%or$ %ore effecti!e$. )hich is one teachingi%"ication of this "rinci"e?

a. ou wi not o#;ect when $our studentsda$drea% in cass. #. Te the% to read%ore iustrated co%ics.c. Instruct students to ta+e notes whie $ou ecture.d. Encourage $our students to i%agine the charactersand situations when reading a stor$.

17. The difJcut$ inde& of a test ite% is 1. This

%eans the test is C. a. !er$ eas$#. !er$ difJcutc. a :uait$ ite%d. %issed #$ e!er$#od$

17. )hich of the foowing inter!entions reduces stig%a#etween socia status and socia seection in theeducationa s$ste%?

a. Education er!ice

5ontracting che%e #.Nationa Achie!e%ent Testc. Nationa 5oege Ad%issionE&a%ination d. Education ForA

177. )hich of these is not a :uait$ of an engagingearning en!iron%ent?

a. tudent0centered earning acti!ities.#. Inno!ations in enhancing earning for a t$"es ofearners.c. 5entrai(ed go!ernance.d. O"en co%%unication a%ong schoo head, teachers,"arents, and students.

17


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decision is not to acce"t the erroneous co%"utation forfear that $ou ose credi#iit$. Is this %ora$ right?

a. es, as a teacher $ou %ust %aintain $our credi#iit$.


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#. es, the end ;ustifies the %eans.c. No, the reason for not acce"ting the error #efore thestudent is fi%s$.d. No, the end does not ;ustif$ the %eans.

17>. The 5ounci for )efare of 5hidren, with the NationaEar$ 5hidhood 5are and Be!eo"%ent 5oordinating5ounci "assed a resoution a""ro!ing the Guideines in$ear od chidren. The Be"Ed, B)B, BO/, and "ri!ateindi!iduas who are E55B e&"erts co%"ose the e!auationco%%ittee of the E55B%aterias. )hich are not 5onsidered E55B earning%aterias?

a. To$s that %a$ #e hand0%ade, co%%ercia$%anufactured or in their natura state.#. 5hidren's #oo+s that is s+i0 and !aue0oriented.c. ongs, art and craft %aterias for chidren toe&"ress the%se!es. d. )or+#oo+s for chidren#eow fi!e $ears od.

178. )here do $ou %a+e the correction of $our noteswhie using the o!erhead "ro;ector?

a. On the o!erhead "ro;ector#. On the"ro;ection wa c.On the sided. On the screen

179. These are earning aids and resources used inthe teaching 0 earning "rocess.a. *earning guides

#. isua aidsc. Gra"hic organi(ersd. Instructiona %aterias

1


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a. Attri#ution theor$#. Associati!e earning


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c. ocia earningtheor$ d.O"erantconditioning

1


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a. It is a too to deter%ine"rere:uisite +nowedge. #. It ise!auati!e and ;udg%enta.c. It is a too for i%"ro!ing teaching

and earning. d. It is diagnostic,for%ati!e and su%%ati!e.

1


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#. Teaching students how to interact in a"ositi!e %anner. c. Acting as a %ediator.d. -a+ing the decision for the confused student.

1


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c. +now the%se!es and their"ace in societ$ d. re0engineersociet$


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1>3. @ased on the contri#ution of the J!e senses toearning, which instructiona %ateria wi #e %osteffecti!e?

a. Audio0!isua aid #.isua aidc. Audio Aidd. -utisensor$ aid

1>1. In the "reschoo cass, which %aterias wigreat$ he" in de!eo"ing %anua de&terit$?

a. @ig #oo+s#. Fashcards and "icturesc. @uiding #oc+s = %odesd. 5oorfu iustrations = drawings

1>2. )hich IO*ATE this #rain0#ased "rinci"e ofteaching0earningD Each chid's #rain is uni:ue and!ast$ different fro% one another.

a. -a+ing a eft 0handed "u"i write with his righthand as this is #etter. #. E%"o$ing -I teachinga""roaches.c. Aowing o"en diaogue a%ong students.d. Gi!ing a%"e o""ortunit$ for a "u"i to e&"ore e!en ifthe cass createsnoise.

1>. A %other gi!es her son his fa!orite snac+ e!er$ ti%ethe #o$ ceans u" his roo%. Afterwards, the #o$ ceans

his roo% e!er$da$ in antici"ation of the snac+. )hichtheor$ is iustrated?

a. a!o!ianconditioning #.O"erantconditioningc. Associati!e earningd. 5assica conditioning


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1>. The hii""ine Ee%entar$ choo 5urricuu% gi!esgreater e%"hasis on the de!eo"%ent of #asic s+is i+ereading, writing, and arith%etic. )hat is the "hioso"hica#asis for this?

a. rag%atis% c. Essentiais%#. erenniais% d. E&istentiais%

1>7. )hen a teacher e%"hasi(es that %anHs senseshoud #e trusted #ecause the$ are the on$ wa$ toac:uire +nowedge, the teacher can #e regardedasC C.

a. Naturaistc. E%"iricist #. eaistd. rag%atist

0000000000 ENB OF OFEIONA*

EB65ATIONA* 00000000000 5o%"ied and

Encoded #$D

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