Most school curriculum models use a traditional format for learning in which individual subject matter is taught in isolation. Integrating the content creates a curriculum that is both chall…Full description
Professional Professional Education Pre-Licensure Examination for Teachers
1. Which Which of the follow following ing group group of mate materi rials als is consid consider ered ed to have have the the highes highestt degree of abstraction? .
picture ures! posters! and and slides
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plan plantts! ins nsec ects ts!! and and othe otherr spec pecime imens
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educ educat atio iona nall tel telev evis isio ions ns!! $ $lm lm!! and and vide video o cli clips ps
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frie friend ndl& l& and and b bus usin ines ess s let lette ters rs!! n nov ovel els! s! news newspap paper er clip clips s
'. Which Which of the follow following ing factor factors s shoul should d (r. (r. "aut "autist ista a prim primari aril& l& consid consider er in his determination determination of his teaching and learning ob)ectives and in his utili*ation of instructional materials? .
assessment tools
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nature of the learners
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modes of of mat mate erial pr presentation
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inst instru ruct ctio iona nall acti activi vit& t& and and exper xperie ienc nces es
+. ,n instru instructi ctiona onall d deve evelop lopmen ment! t! teache teachers rs state state ob)ect ob)ective ives s $rst $rst becaus because e it it h help elps s them best in .
oper operat atin ing g the the eui euipm pmen ents ts to to be us used ed for for ins instr truc ucti tion on..
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secu securi ring ng avai availa labl ble e ins instr truc ucti tion onal al mate materi rial als. s.
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selecting wh which me media to to us use be best.
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prep prepar arin ing g mater ateriials als bef before orehand hand..
. (rs. (rs. /avi /avina na ensu ensure res s that that the illust illustrat ration ions s she she is is pre prepar paring ing for her class class do do not suggest messages that can be interpreted interpreted in variet& variet& of wa&s. Which of the
following principles in media selection and utili*ation guides her development of instructional materials? .
communic nication e0ectiveness
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meaningfulness
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authenticit&
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interest
. The The foll follow owin ing g stat statem emen ents ts ar are exa examp mple les s of goo good d prac practi tice ces s in the the use use of of printed visuals li2e charts! graphs! and drawings E3#EPT for .
Present th the mat mate erial on one b& on one.
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4tud 4tuden ents ts s sho houl uld d pass pass tthe he mat mater eria iall arou around nd for for eve ever& r&on one5 e5s s bene bene$t $t..
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Print rint vis visua uals ls s sho houl uld d be see seen n b& eve ever& r&one one in a sin singl gle e pres presen enta tati tion on..
%. Provi Provide de writte written n or or verb verbal al cues cues to supp support ort impor importan tantt infor informat mation ion that that is is to be clearl& understood in the visuals. 6. Prof Prof.. "alag "alagtas tas plans plans to to utili utili*e *e audioc audiocass assett ettes es in in his his Liter Literatu ature re class class tthe he next next da&. da&. Which of the following competencies competencies does he want to develop develop in his students? .
Literar& criticism
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Literar& appreciation
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4hort s sttor& co composition
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uditor& comprehension
7. 8ector 8ector is as2 as2ed ed to to prese present nt a repor reportt regar regardin ding g the the expe expedit dition ion of #hri #hristo stophe pherr #olumbus. 8e is planning to deliver his report b& ma2ing the parts of his presentation partl& hidden to ma2e it more interesting interesting and exciting. exciting. Which of the following materials should he probabl& use? .
9ideo
#. realia
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4lides
%. models
:. (s. ;unduin unduin plans plans to tell tell a tall tall tale tale to her studen students. ts. 4he is planni planning ng to tell tell it in an exciting exciting progressing presentation b& using a group of transparent sheets placed over a base transparenc& transparenc&.. Which of the following materials materials is she planning to use for her stor&telling?
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(arionettes#. s#. silhouettes
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Puppets
%. overla&
<. (r. (r. %elo %elos s 4anto 4antos! s! a fres fresh h gradu graduat ate e elem elemen enta tar& r& tea teach cher er is is as2 as2ed b& b& the the principal to help the school develop resources for instruction so that the school would have available available materials for the teachers to use. The principal described described the learners and the teachers teachers in the school in terms terms of abilities and attitudes. Which of the following processes would &ou suggest him to do so that he ma& be well guided in his development process? process? .
deve develo lopm pmen entt = util utili* i*at atio ion n = eva evalu luat atio ion n = de design sign
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deve develo lopm pmen entt = desi design gn = uti utili li*a *ati tion on = eva evalu luat atio ion n
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desi design gn = dev devel elop opme ment nt = uti utili li*a *ati tion on = eva evalu luat atio ion n
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desi design gn = util utili* i*at atio ion n = eva evalu luat atio ion n = dev devel elop opme ment nt
1>. (s. 8ens 1>. 8enson on wants wants to deter determi mine ne her her teachi teaching ng and lear learnin ning g ob)ecti ob)ectives ves for for her science class the next next da&. da&. 4he also plans to thin2 of a material to use so that she could deliver her lesson with ecienc& ecienc&.. Which of the following factors should (s. 8enson primaril& consider? .
instructional st strateg&
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instructional ac activit&
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assessment tools
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the learner
11. (r. 11. (r. "inango "inangonan nan broug brought ht real real sampl samples es of leave leaves s when when he discus discussed sed about about di0erences di0erences of plants through the leaves. leaves. Which of the following principles principles "E4T re@ects his decision in the selection of instructional media? .
,nterest
#. responsiveness
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uthenticit&
%. cost e0ectiveness
1'. Prof Prof.. %uue %uue would would li2e li2e to crea create te a pre presenta sentation tion mater material ial for for his lecture lecture on the normal curve distribution in statistics. To ma2e his presentation more ecient and e0ective! which of the following tools should he utili*e? .
communicative to tool
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productivit& tool
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informative to tool
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situating tool
1+. Aou grouped grouped &our students students and as2ed as2ed them them to to ma2e ma2e a traile trailerr for the novel novel the& have read read in &our Literature Literature class. What tool could possibl& help the students students in their pro)ect? .
communicative to tool
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productivit& tool
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informative to tool
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situating tool
1. Teacher eacher 4ilva 4ilva used video video excerpt excerpts s in teaching teaching new new econom economic ic concept concepts s to her th &ear high school class. 8owever! as the clips clips are viewed! viewed! the students seemed to have blan2 blan2 responses to them. 4tudents &awn and feel sleep& sleep&.. There is an ine0ective utili*ation utili*ation of the instructional media media in the classroom. ,n this situation! educational technolog& is considered ine0ective because it .
does does not not p pro rovi vide de vica vicari riou ous s exp exper erie ienc nces es for for the the lear learne ners rs..
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does does not not hel help p att attai ain n the the ob)e ob)ect ctiv ives es of the the les lesso son. n.
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indu induce ces s ali alien enat atio ion n on on tthe he part part of the the lea learrners ners..
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prom promot otes es pass passiv ive e rec recep epti tion on of the the mes messa sage ge..
1. (r. 1. (r. "autist "autista a wants wants to incre increase ase the the pro$c pro$cien ienc& c& of his his student students s in a newl& newl& learned s2ill and he wants wants to refresh refresh an existing s2ill in the learners. learners. Which of the following categories of computer-assisted computer-assisted instruction or #, should he use to achieve his teaching ob)ective? .
instructional games
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drill and practice
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simulation
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tutorial
16. (r. (r. (ala&a (ala&a is teaching teaching a +rd +rd &ear high school class in world world histor histor& &. The students need note ta2ing! outlining! and stud& s2ills. s2ills. Which strateg& should she start to model! teach! and have students practice $rst? .
main idea
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seuencing
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reciprocal te teaching
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rheto hetori rica call patt patter erns ns of expos xposit itor or& & text texts s
17. Teacher eacher 4heila 4heila does does a read-al read-aloud oud and and thin2-al thin2-aloud oud modeli modeling ng sever several al times times a wee2 in her $rst and second grade grade classroom. Which of the following strategies strategies is she BCT modeling? .
as2i as2ing ng ues uesti tion ons s of of the the text text!! the the auth author or!! and and self self
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ma2ing c co onnections wi with tth he te text
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chec2ing predictions
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phonetic anal&sis
1:. (r. 1:. (r. ;odri ;odrigo go has sever several al studen students ts in his his $fth $fth grade grade class class that that need need more more strategies for comprehension comprehension of texts. Which of the following is BCT an e0ective e0ective strateg& for him to model to the students? .
chec chec2i 2ing ng and and mod modif if&i &ing ng pr predic edicti tion ons s whil while e rea readi ding ng
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loo2 loo2in ing g up up voca vocabu bula lar& r& wor words duri during ng readi eading ng
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acti activa vati ting ng prio priorr 2now 2nowle ledg dge e bef befor ore e readi eading ng
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usiing cont us conte ext clue clues s for for monit onito oring ring
1<. Which 1<. Which of the the follow following ing phonol phonologi ogical cal and and phonem phonemic ic awar awarene eness ss activ activiti ities es is considered to have the LE4T level of dicult&? .
subs su bsti titu tuti tion ons! s! add addit itio ions ns!! and and dele deleti tion ons s
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segmentation
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blending
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rh&ming
'>. (rs. '>. (rs. /utier /utierre re* * has stude students nts who who are are wea2 wea2 in the use use of struct structura urall anal&si anal&sis. s. Which of the following words would "E4T lend itself to the development of the s2ill mentioned? .
#ough
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%ecided
#. fountains %. previewed
'1. (rs. '1. (rs. ,lanan ,lanan has has a new new 2inder 2indergar garten ten clas class s and needs needs to to obtain obtain some some basel baseline ine data from her her students. 4he deems it necessar& to assess assess her students5 print print s2ills. Which of the following following s2ills would BCT be included in this particular assessment? .
recognitio tion of of a capi apital letter
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pointing the cover of a boo2
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left-to-right or orientation
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word se segmentation
''. Teacher ''. eacher has found found out out that that the the resul results ts of the the curr curricu iculum lum that that was was implemented call for an alteration in the set of ob)ectives and competencies. Which of the following curriculum development stages does teacher want to happen? .
curriculum planning
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curriculum evaluation
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curriculum change
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curriculum improvement
'+. (s. Bati '+. Bativi vidad! dad! a clas classr sroom oom teac teacher her!! wants wants to tr& tr&-out -out to to her clas class s another another strateg& she has learned learned from a seminar-wor2shop seminar-wor2shop she has attended. Which level of curriculum is shown in this situation? .
4ocietal
#. instructional
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Experientia tial%. l%. insti stitutional
'. (r. (r. ;e&es ;e&es!! the principal principal of "agumbat "agumbato o Bational Bational 8igh 4chool! 4chool! opted opted to to use the curriculum that emplo&s the integration of (usic! rts! P.E.! P.E.! and 4ocial 4tudies on a longer time bloc2. This situation clearl& clearl& shows that the principal prefers prefers to use .
core cu curriculum de design.
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corr orrelate ated sub)ects design.
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bro broadad-$elds cur currriculum de design.
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sing single le-s -sub ub)e )ect ct curr urricul culum desi design gn..
'. The sub-pr '. sub-proce ocesse sses s of curric curriculu ulum m planni planning! ng! organ organi*a i*atio tion n and desig designin ning! g! implementation and evaluation sum up the process of .
curriculum an and in instruction.
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curriculum ma management.
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curriculum development.
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curriculum assessment.
'6. When '6. When the aim aim of of the cur curric riculu ulum m is to pro provid vide e the lear learner ners s with with the need needed ed s2ills in this ever-changing ever-changing world! the curriculum re@ects re@ects the belief that it should .
prov provid ide e lear learne ner5 r5s s with with the the 2no 2nowl wled edge ge nee neede ded d for for soci social al rel relev evanc ance. e.
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perp perpet etuat uate e cumu cumula lati tive ve trad tradit itio ion n of of or organi gani*e *ed d 2no 2nowl wled edge ge..
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prov provid ide e ave avenu nues es for the the stu stude dent nts s to to do do sel selff-exp -exprressi ession on..
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all allow le learne arnerr5s se self-a lf-ac ctual tualii*atio ation. n.
'7. The follo '7. followin wing g stateme statements nts are are charact characteri eristi stics cs of the sub)e sub)ectct-cen center tered ed curriculum E3#EPT for .
The mai main n ta tas2 is is ma master& le learn arning.
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The The te teache acherr has has full ull c con ontr trol ol of the the le lesson sson..
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Ther There e is is a hig high h llev evel el of coo coope pera rati tive ve inte intera ract ctio ion. n.
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,t cove covers rs much much of the the cont conten entt in in a sho short rt sp span an of of tim time. e.
':. The phase ':. phase of cur curri ricul culum um devel developm opment ent whic which h involve involves s a surve& surve& of the the curre current nt needs of the learners and the demands of societ& is curriculum .
planning.
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evaluation.
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organi*ation.
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implementation
'<. (s. Clive '<. Clivero ros! s! a languag language e teac teacher her!! has has notic noticed ed that "r&an! "r&an! a diagn diagnose osed d d&slexic child! has alread& improved in his reading! writing! gross! and $ne motor abilities. 4he recommended recommended to her principal that "r&an "r&an should be learning in a regular classroom. Which of the following following does the teacher teacher want to happen? .
Promotion
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,ntervention
#. inclusion %. exclusion
+>. When +>. When devel develope opers rs tr& tr& to obtain obtain rele relevan vantt infor informat mation ion to be be able able to )udge )udge the the worth of an educational program! its product! p roduct! procedures! procedures! and ob)ectives! the developers are in the process of curriculum .
planning.
#. evaluation.
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designing.
%. alignment.
+1. Dohnn& +1. Dohnn&!! a )unior )unior high high schoo schooll studen student! t! conne connecte cted d his less lesson on on frac fractio tions ns with with his 4ocial 4tudies lesson on land ownership ownership during the time of eudalism. eudalism. Which curriculum design element is re@ected in Dohnn&5s practice? .
rticulation
#. continuit&
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,ntegration
%. balance
+'. Teacher eacher " wants to give give his studen studentt the freedom freedom to choose choose what to learn learn and believe! and allow the student to set his own identit& and standards. Teacher " clearl& shows that he believes in .
;ealism.
#. Perennialism.
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,dealism.
%. Ex Existentialism
++. curri ++. curricul culum um develo developer per want wants s to combin combine e geogra geograph& ph&!! civic civics s and cultur culture! e! and histor& to complete the sub)ect area area of 4ocial 4tudies. The curriculum curriculum developer clearl& manifests favor for the .
cor correlat elated ed su sub) b)ec ects ts cur curricu riculu lum m desi design gn..
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bro broad $elds c cu urriculu ulum desig sign.
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fused curriculum design.
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core curriculum design.
+. Teacher +. eacher # has has found found out that that ther there e was a misma mismatch tch betw between een the the conte content nt she was teaching in the class and the competencies tested in the standards-based assessment F4"G given after a &ear of instruction. instruction. This situation calls for curriculum .
planning.
#. alignment.
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designing. %. im implementation.
+. The following following are character characteristi istics cs of the the experie experience-c nce-center entered ed curricul curriculum um E3#EPT for . The classr classroom oom activi activitie ties s are are coop coopera erativ tivel el& & contr controll olled ed b& b& the the lear learner ner and the teacher. ".
The empha emphasis sis is on the holist holistic ic develo developme pment nt of the indivi individua duall lear learner ner..
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Educ Educat atio ion n aims aims to deve develo lop p a socia sociall ll& &c crreati eative ve indi indivi vidu dual al..
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acts acts and and 2no 2nowl wled edge ge are are to to be be mast master ered ed for for fut futur ure e use use
