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15. Ahen Ahen st%d st%den ents ts are are ase ased d to res reson ond d to inco inco# #le lete te
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PRI!CIPL"S A!D S#RA#"$I"S %F #"AC&I!$ P%S#'#"S# S"P#"(B"R )*+*
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It has has refe refere renc nce e to what hat teac teache hers rs do in lan lanni nin! n!"" i#le#entin! and e$al%atin! instr%ction. a. Teachin! achin! c. Teachin! achin! strate strate!ie !ies s &. '%rr '%rric ic%l %l%# %# d. Inst Instr% r%ct ctio ion n The orderl rocess rocess directin! learners to de$elo de$elo their sills and ha&its so that the will &e assisted in ac*%irin! nowled!e and attit%des. a. Inst Instr% r%ct ctio iona nall +edi +edia a &. Inst Instr% r%ct ctio iona nall +eth +ethod od c. Teachi achin! n! Te Techni chni*% *%es es d. Inst Instr% r%ct ctio iona nall ,st ,ste# e# aci acial al r res essi sion on"" writ writin in! ! on the the &oar &oard" d" and and oral oral eression of the teacher is an ea#le of a. Teachi achin! n! eha eha$i $ior or &. Technica chnicall ,il ,ills ls of teache teachers rs c. Instr%ction d. Inst Instr% r%ct ctio iona nall ,st ,ste# e# earnin! to draw" dri$e a car" la tennis" coo and te a oe# often ta%!ht in is an ea#le of a. 'o!nit 'o!niti$e i$e earni earnin! n! c. er&a er&all earni earnin! n! &. +otor +otor ,ill ,ill earni earnin! n! d. ,ocial ,ocial earni earnin! n! eson esondin din! ! to teleh telehone one calls" calls" writin writin! ! ones ones na#e" na#e" readin! a &oo orall is an ea#le a. 'o!nit 'o!niti$e i$e earni earnin! n! c. er&a er&all earni earnin! n! &. +otor +otor sill sill learni learnin! n! d. ,erial ,erial earni earnin! n! rocess wherein the %ils attention and interest are aro%sed and directed to a definite %rose. a. earnin! c. +ethod &. +oti +oti$a $ati tion on d. rin rinci cil le e 'ontains a state#ent of res%lts to &e acco#lished and secific #eans & which these res%lts are to &e attained %nder direction and !%idance. a. +eth +ethod od c. Techni chni*% *%e e &. ess esson on lan lan d. rin rinci cil le e 'o%ld &e the #eans of de$eloin! !ood st%d ha&its and indeendence in wor as well as rearin! the %ils for the o& to &e done a. e$iew c. ssi!n#ent &. ril rilll d. eci ecita tati tion on The act of reeatin! fro# #e#or the recitin! of a lesson lesson and often descri&ed as a session lesson hearin! a. e$i e$iew ew c. ssi! ssi!n# n#en entt &. eci ecita tati tion on d. ril rilll teachin! roced%re dealin! with first-hand eeriences ertainin! to #aterial o&tained fro# eeri#entation a. e#o e#ons nstr trat atio ion n +eth +ethod od &. a&o a&ora rato tor r +eth +ethod od c. is isco$er o$er +et +etho hod d d. ed% ed%ct cti$ i$e e +eth +ethod od ,tarts with !enerali:ation and rinciles or fro# !eneral to artic%lar a. Ind%ct Ind%cti$e i$e +ethod +ethod c. 'lass 'lassica icall +ethod +ethod &. ed%ct ed%cti$e i$e +ethod +ethod d. ro&le ro&le# # +ethod +ethod ,t%dents enact sit%ations that arise in dail li$in!" where $al%es $al%es #a &e clarif clarified ied"" insi!h insi!hts ts are de$elo de$eloed ed and decision-#ain! is racticed a. ,i#%la ,i#%latio tion n ;a#e ;a#e c. e#ons e#onstra tratio tion n &. ole ole lai lain! n! d. In*%ir In*%ir roces rocess s nco%ra!in! st%dents to search for and see relationshis that that are not o&$io%s< o&$io%s< also it stret stretche ches s the intellec intellectt of st%dents a. =en =en-e -end nded ed >%es >%esti tion ons s &. ec ecall all >%es >%esti tio ons c. l lan anat ator or >%es >%esti tion ons s d. esc escri rit ti$ i$e e >%es >%esti tion on It is ?control & enforcin! o&edience or orderl cond%ct or trainin! that corrects and stren!thens@ a. +ana +ana!e !e#e #ent nt c. Techni chni*% *%es es &. isc isci ili line ne d. ,tra ,trate te!i !ies es
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state#ents or *%estions that are resented in oral/ written for# a. =en =en-e -end nded ed ,tat ,tate# e#en entt &. 'los 'losee-r roc oced ed%r %re e c. ' ,trate rate! ! d. ,tr% ,tr%ct ct%r %red ed cti$ cti$it it These are all the eerience which children ha$e %nder the direction of a school a. '%rr '%rric ic%l %l%# %# c. ear earni nin! n! &. Instr% Instr%cti ction on d. ,ocial ,ociali: i:ati ation on The s%&ects #ater" not the child is i#ortant in this te of c%rric%l%# a. 'orr 'orrel elat ated ed c%rr c%rric ic%l %l%# %# &. ,%&ec ,%&ect-c t-cent entere ered d c%rric c%rric%l% %l%# # c. e eri rien ence ce c%rr c%rric ic%l %l%# %# d. %se %sed d c%rr c%rric ic%l %l%# %# The child-instead of the s%&ect-#atter is i#ortant in this ind of c%rric%l%# a. 'orr 'orrel elat ated ed c%rr c%rric ic%l %l%# %# &. 'ore ore c%rr c%rric ic%l %l%# %# c. e eri rien ence ce c%rr c%rric ic%l %l%# %# d. %se %sed d c%rr c%rric ic%l %l%# %# It is a %nifie %nified d c%rric c%rric%l% %l%# # where where s%&ec s%&ectt #atter #atters s fro# fro# differ different ent s%&ec s%&ectt field field are treate treated d %nitar %nitar of the sa#e sa#e c%rric%l%# a. 'ore ore c%rr c%rric ic%l %l%# %# &. Inte Inte!r !rat ated ed '%rr '%rric ic%l %l%# %# c. roa road d fiel field d c%rr c%rric ic%l %l%# %# d. %se %sed d c%rr c%rric ic%l %l%# %# Teacher Teachers s initiati$ initiati$e" e" i#a!inati i#a!ination" on" %et %et shows" shows" la" la" readin readin! ! and ani#at ani#ated ed cartoo cartoons ns can &e ea#l ea#les es of enrichin! the c%rric%l%# %nder these reso%rces a. ,ec ,ecia iali li:i :in! n! eso eso%r %rce ces s &. 'rea 'reati ti$e $e es eso% o%rc rces es c. B%#an %#an es eso%rc o%rces es d. ead eadin in! ! es eso% o%rc rces es c%rric%l%# considered &asics for all st%dents" that all #%st !et the# a. roa road d fiel field d c%rri c%rric% c%l% l%# # &. 'ore ore c%rr c%rric ic%l %l%# %# c. Inte Inte!r !rat ated ed '%rr '%rric ic%l %l%# %# d. e eri rien ence ce '%rr '%rric ic%l %l%# %# The whole &od of eerience %tili:ed & the school to attain the ai#s of ed%cation a. scho scholo! lo! c. ,ocial ,ociali: i:ati ation on &. '%rr '%rric ic%l %l%# %# d. +eth +ethod ods s or#al ed%cation starts when the child a. &e!in e!ins s to tal al &. reac reache hes s the the a!e a!e of si si ea ears rs old old c. firs firstt ent enter ers s sch schoo ooll d. &e!i &e!ins ns to &e in*% in*%is isit iti$ i$e e That That ase asect ct of c%rr c%rric ic%l %l%# %# that that has has to do with ith the the reser reser$at $ation ion of the &est &est in o%r c%lt%r c%lt%re" e" c%sto# c%sto#s s and traditions has &een &orrowed fro# a. ,oci ,ociol olo! o! c. sc scho holo lo! ! &. ,oci ,ocio# o#et etr r d. thi thics cs The c%rric%l%# #%st tae into consideration the a. ai# of ed%c ed%cat atio ion n &. lear learni nin! n! roc roces ess s c. #oti #oti$e $es s and and ince incent nti$ i$es es d. instincts The c%rric%l%# is a. allall-e# e#&r &rac acin in! ! c. all all ower ower &. enco enco# #as assi sin! n! d. sele select cti$ i$e e In the traditional school" the foc%s of attention was on the a. child hild c. #et #ethod hod &. s%& s%&ec ectt #att #atter er d. &oo &oo '%rric%l%# o&ects are for#%lated in the li!ht of o%r a. ast hi histor &. ed%cat ed%cation ional al oli olic c and hilos hilosoh oh c. ee eeri rien ence ce as as a nat natio ion n d. needs eeds in schoo chooll Ahich of the followin! followin! *%estions enco%ra!es enco%ra!es reflecti$ reflecti$e e thinin!@ a. Ahat Ahat are are the the arts arts of a co#le co#lete te flow flower@ er@ &. Ahat Ahat do do we we %se %se to to o&se o&ser$e r$e #atter #atter@ @ c. In what what was was can hel hel his his co## co##%ni %nit t d. Ah are are #ach #achin inee-#a #ade de !oods !oods chea cheaer er than than thos those e #ade & hands@
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30. The s%ccess of the %ils in for#%latin! !enerali:ation
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!reatl deends onC a. the interest of the %ils &. the de$ices %sed c. the s%&ects #atter d. the teachers sillf%l *%estionin! In the in*%ir #ethod" the initiation hase calls for the teacher to set the sta!e forC a. findin! sol%tions to ro&le# &. raisin! of ro&le#s c. !atherin! data d. for#%latin! !enerali:ation +ethod is deendent %onC a. classroo# techni*%es &. teachers eectation c. theoretical ass%#tions d. a$aila&le tet&oos To lead the st%dents to the desired &eha$ior" #ethod #%st &e i#le#ented thro%!hC a. selected techni*%e &. the c%rric%l%# c. the disc%ssion of the teacher d. caref%l o&ser$ation Ahich is not tr%e re!ardin! the roect #ethod@ a. +an worthwhile roects are i#ossi&le &eca%se of the #aterials needed &. The roect #ethod sho%ld &e %sed occasionall &%t not re!%larl c. The %il or the class sho%ld carr the chief resonsi&ilit of lannin! the roect d. The roect #ethod is adata&le to all %nits in the c%rric%l%# The la&orator #ethod is also calledC a. the research #ethods &. the ded%cti$e #ethod c. the de$elo#ent #ethod d. the ro&le# #ethod In the %nit #ethod" act%al learnin! taes lace inC a. orientin! the %ils &. collectin!" disco$erin! and recordin! data c. s%##ari:in! the %nit d. or!ani:in! the %nit or st%d state#ent of o&ecti$es" learnin! eerience and the #eans of attainin! res%lts of teachin! is called a. roced%re c. o%tco#es &. lesson lan d. strate! Teachin! aids which the teacher %ses to #ae learnin! #eanin!f%l" rod%cti$e and interestin! is nown asC a. de$ice &. techni*%e c. #ethod d. learnin! contin%%# Teachin! #ethod which roceeds fro# the details of a lesson towards the !enerali:ation is calledC a. Ind%cti$e c. ro&le#-sol$in! &. ded%cti$e d. de&ate teachin! #ethod which roceeds fro# a !enerali:ation" rincile or r%le isC a. ind%cti$e c. roect &. ded%cti$e d. rocess The recent aroach in teachin! ,ocial ,t%dies is called a. disco$er c. rocess &. concet%al d. for#al-ed%cation #ethod of teachin! which atl alies to lessons needin! eeri#ents is calledC a. ro&le#-sol$in! c. o&ser$ation &. la&orator d. de#onstration Ahat te of lesson is resented wherein the learner #eets the learnin! eerience thro%!h %nderstandin!" analsis" and !enerali:ations of facts resented@ a. re$iew c. de$elo#ental &. drill d. ded%cti$e Ahat lesson is resented when the teacher taes % the re$io%s learnin! eeriences of the learners in a reco!ni:ed attern of resentation@ a. rill &. de$elo#ental c. re$iew d. disc%ssion roced%re lesson which ai#s to focali:e sills to #ae the# fied to the oint of #aster is
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a. ro&le#-te c. re$iew &. drill d. eeri#ental The law of eercise is atl alied in a a. re$iew lesson c. drill lesson &. assi!n#ent d. chec-% te of re$iew which resents the s%#-total of all acti$ities re$io%sl resented a. inte!rated c. dail &. c%#%lati$e d. drill Ahat recent techni*%e o teachin! calls for actin! o%t of a sit%ation where the articiants ai# to %nco$er a ro&le# of !reat i#ortance to the class@ a. anel c. role-lain! &. de&ate-for# d. lect%re-for# Ahat techni*%e of in-ser$ice trainin! for teachers in$ol$es the identification and sol%tion of co##on ro&le#s & the#" thr% li$e-in sessions" conferences" and seeches of cons%ltants@ a. &%:: session c. se#inar &. worsho d. rofessional #eetin! The non-$er&al s#&ols %sed to #ai#i:e learnin! are referred to as a. Instr%ctional de$ices &. 'lassroo#s techni*%es c. ield tris d. d%cational #edia ;rahic #aterial which are ee-catchin! and which %se slo!ans and toics resented in &old letterin!s and stron! colors to ser$e as re#inders of standards and / or i#ortant e$ents are called a. oster c. roector &. fil# stris d. o&ects Ahat conte#orar aid to teachin! %tili:es caref%lllanned #aterials where each ste of learnin! re*%ires reetition and ractice %ntil s%ch ste is thoro%!hl learned@ a. ro!ra##ed instr%ction &. De%nchin! c. d%cational Tele$ision d. d%cational hardware The ,ti#%l%s-esonse theor of learnin! which in$ol$es the association &etween a conditioned sti#%l%s and a resonse thr% the reeated resentation of the sti#%l%s was ad$ocated & who#@ a. dward Thorndie c. %rrh%s ,inner &. I$an a$lo$ d. Aolf!an! Dohler Ahat lan of ro#otin! %ils is co##itted to enco%ra!in! the learners to ro!ress fro# !rade to !rade witho%t needless reetition a. non-!raded sche#e &. indi$id%ali:ed c. hetero!eneo%s !ro%in! d. acceleration ifferentiated assi!n#ents" t%torial and re#edial wor to wo%ld-&e-fail%res are not considered in the indi$id%ali:ed Instr%ction ,che#e a. Ees c. +a&e &. Fo d. ,o#eti#es art of a dail lesson which ser$es as a carr-o$er for the net da of what has &een resented is the a. re$iew &. drill c. assi!n#ent or a!ree#ent d. lesson roer !ood learnin! en$iron#ent is one a. free fro# distraction c. dist%r&in! noise &. a$er decorated d. dilaidated The roer handlin! of the hsical condition ad instr%ctional #aterials in the classroo# to effect learnin! refers to a. teachin! #ethod &. 'lassroo# #ana!e#ent c. isciline !ro%in! d. ;%idance-oriented Ahat refers to the rocess o directin! i##ediate ersonal desires" interests or wishes for the %rose of achie$in! an effecti$e action@ a. disciline c. s%er$ision &. teachin! d. #ana!e#ent Ahat characteristics an effecti$e te of disciline@ a. $ital" s#athetic" h%#ane
St. Louis Review Center, Inc-San Pablo City Tel. no (049) !"-""#9$09"9-!%%-4#4%
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&. for#al and strict c. inhi&ited d. i#osed Ahich of these is not a *%alit of a !ood teacher@ a. #aster o the s%&ect #atter &. &road &ac!ro%nd of li&eral ed%cation c. ai#s to enrich hi#self thr% teachin! d. %nderstand the nat%re of the learners Ahich of these is a !ood ersonal *%alification of a teacher@ a. reso%rcef%l" creati$e and intelli!ent &. rich" caricio%s and l%%rio%s c. co#lainin!" de#andin! and scornf%l d. #aterialistic Ahich of these is incl%ded a#on! the rofessional ethics o school teachers@ a. rofessional ealo%s &. inte!rit c. en!a!in! in &%siness re-%dicial to his teachin! d%ties d. !ossi #on!erin! Ahat teachin! #ethod hels the learners draw !enerali:ation fro# a disciline with the end in $iew of alin! the sa#e si#ilar sit%ations in the f%t%re@ a. disco$er aroach &. rocess aroach c. concet%al aroach d. ro&le#-sol$in! aroach Ahich s%&ects is in the ele#entar and secondar school le$els #ostl concerned with the st%d of societal ro&le#s and iss%es which are si!nificant to the learners as #e#&er of societ@ a. +odern +athe#atics &. ,ocial ,t%dies c. iliino d. 'haracter d%cation Ahich of these are considered with two essential di#ension of science teachin!@ a. o&ser$in! and inferrin! &. seein! and o&ser$in! c. readin! and researchin! d. nowled!e and erfor#ance Ahich of these is not a rocess in science teachin!@ a. +eas%re#ent &. 'o##%nication sill c. 'ontrollin! $aria&les d. Fone of these =f the rocess in$ol$e in the #odern aroach to science instr%ction" which one %tili:es the #ost n%#&er of scientific rocesses. a. rediction c. inference &. eeri#entation d. hothesis ;i$e the #ain difference of these two o&ecti$esC ? to teach the i#ortance of roer n%trition for !ood health ? ? to !i$e the i#ortance of roer n%trition for !ood healthG a. The first o&ecti$e is !eneral while the second is secific. &. The first o&ecti$e is hard to do while the second is eas c. The first o&ecti$e needs a lon!er ti#e while the second doesnt d. The first o&ecti$e is teacher &eha$ior while the second %il &eha$ior. Ahich of the o&ecti$es &elow show o$ert &eha$ior@ a. To areciate the $al%e of de#ocrac. &. To %nderstand the i#ortance of a constit%tion c. To recite he rea#&le of the constit%tion d. To show lo$e to ones co%ntr The &asis & which content is o%tlined and instit%tional roced%res are de$eloed is theC a. lesson lan c. o&ecti$es &. &asic tet d. instr%ctional #aterials n o&ecti$e +H,T secifC a. Ahat the learner #%st do or sa. &. Ahat the teacher #%st do or sa c. Ahat roects are to &e acco#lished d. Ahat the learner #%st %nderstand
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73. ?;i$en ten hoto!rahs of &iolo!ical cells" the %ils will
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&e a&le to identif si of the# as lant or ani#al cells.G The %nderlined hrase is a C a. ter#inal &eha$ior &. standard or acceta&le erfor#ance c. condition for learnin! d. an acco#lish#ent to &e reali:ed. ? To #ae state#entG as an o&ecti$e in an n!lish esson that isC a. secific c. correct &. $a!%e d. none of the a&o$e Ahat is the #ost fittin! condition of learnin! for this &eha$iorC ?to concl%de that lants need s%nli!ht in order to li$eG@ a. with the #%st of #aterials &. !i$en a set of ict%res c. after readin! the &oo d. realistic Ahich of the followin! is not a criterion of a well-for#%lated o&ecti$e@ a. attaina&le c. interestin! &. o&ser$a&le d. realistic Ahich tas &elow is not in the scho#otor do#ain@ a. i#itation c. #ani%lation &. e$al%ation d. artic%lation The !rowth of attit%des or $al%es is in theC a. co!niti$e do#ain &. scho#otor do#ain c. affecti$e do#ain d. &eha$ioral do#ain The do#ains of &eha$ior do not co#e in isolation. This state#ents is C a. Tr%e c. alse &. cceta&le d. artl tr%e ?Aill a erson do it freel witho%t an te of coercion@G This isC a. a co!niti$e *%estion &. an affecti$e *%estion c. a scho#otor *%estion d. a &eha$ioral *%estion ? To de$elo areciation of oetrG is a C a. !eneral ai# c. nat%re ai# &. secific ai# d. serio%s ai# Ahich ai# &elow does not &elon! to the !ro%@ a. To en%#erate the %ses of co##on !arden tools &. To eress oinion olitel c. To elain the si!nificance of the stor d. To identif the arts of a flower. Ahich o&ecti$e &elow is not realistic@ a. To resect laces of worshi &. To sin! the national anthe# correctl c. To !i$e the i#ortance of cleanliness d. To cite was to show lo$e ones co%ntr Ahich o&ecti$e &elow is not secific@ a. To descri&e so#e of far#in! roced%res &. To define ter#s co#rehensi$el c. To a ta ro#tl d. To now the life ccle of a #oth. Ahat hrase &elow is a standard of erfor#ance@ a. ,ol$e the ro&le# correctl within 10 #in%tes &. Identif and setch the c%r$e c. Aith the %se of a r%ler d. fter se$eral ea#les $isi&le acti$it shows C a. o$ert &eha$ior &. co$ert &eha$ior c. confident &eha$ior d. artificial &eha$ior Ahich infinite &elow is not &eha$ioral@ a. to descri&e c. to co#are &. to select d. To &elie$e Ahich o&ecti$e &elow needs i#ro$e#ent a. To reare a seed &o &. To de$elo sill in e#&roider c. To lan a noon #eal d. To #ae an aron Ahich of the followin! state#ents is correct@ a. +ethod is ro&a&l #ore i#ortant in colle!e than in the ele#entar &. +ethod is #ore i#ortant in the ele#entar than in hi!h school or colle!e
St. Louis Review Center, Inc-San Pablo City Tel. no (049) !"-""#9$09"9-!%%-4#4%
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c.
+ethod is #ore i#ortant in colle!e than in hi!h school d. +ethod is less i#ortant than a lesson lan 90. Ahat enco%ra!es the child to thin" rationali:e and #ae roer decisions@ a. drill &. reciation lesson c. +e#ori:ation d. ro&le#- oriented strate!ies 91. The followin! ecet one are the factors that deter#ine the choice of a #ethod. A hich is the ecetion@ a. nat%re o the learners &. school e*%i#ent and facilities c. ed%cational &ac!ro%nd of the teacher d. ,%&ect #atter 92. Bow well a teacher tells a stor deends onC a. Techni*%es c. the #ethod %sed &. the lot d. classroo# 93. Ahich of the followin! state#ents is correct@ a. +ethod is snon#o%s with techni*%e &. de$ice is a teachin! #ethod c. +ethod can &e standardi:ed d. There is no sin!le &est #ethod 94. Ahen a teacher re$iews a lesson" she is %tili:in! the law ofC a. eadiness c. effect &. eercise d. #%ltile resonse 95. In which sit%ation is the law of readiness &est alied@ a. The teacher !i$es the ai#s of the lessons to &e taen % &. The teacher anno%nces he s%&ect #atter at the start of the eriod c. The teacher waits or the children to &e read &efore teachin! her lesson d. The teacher resents a son!" related to the lesson 96. Ahich of the !lowin! is not an a# in the ind%cti$e #ethod a. To dela %d!#ents %ntil tr%th is !i$en &. To ena&le %ils disco$er i#ortant tr%ths for the#sel$es. c. To hel st%dent/%il to carr o%t an in$esti!ation & the#sel$es indeendent of the teacher d. To #ae relationshi of ideas clear to %ils 97. In the ind%cti$e #ethod" what does the child do d%rin! the co#arison and ?a&stractionG ste@ a. ecalls infor#ation and directs hi#self to the acti$ities to &e acco#lished &. ercei$es the co##on ele#ent resent in the cases !i$en c. lies the rinciles learned to other ro&le#s or eercises d. raw concl%sion in his own words 98. The ded%cti$e #ethod %ses the followin! stesC a. state#ent of the ro&le#" !enerali:ation" inference" $erification &. state#ent of the ro&le#" inference " !enerali:ation" $erification c. inference" state#ent of the ro&le#" !enerali:ation" $erification d. inference" state#ent of the ro&le#" $erification" !enerali:ation 99. In realit" the te of st%d #ethod isC a. an ind%cti$e roced%re &. a ded%cti$e roced%re c. a traditional #ethod d. a *%estion and answer #ethod 100. The Ber&artian for#al stes corresonds to the stes ofC a. the ind%cti$e #ethod &. teachin! an aroriate lesson c. the ded%cti$e #ethod d. the roect #ethod
? thin! &eco#es wasted when o% fail to tae ad$anta!e of it
St. Louis Review Center, Inc-San Pablo City Tel. no (049) !"-""#9$09"9-!%%-4#4%
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1.
It has reference to what teachers do in planning, implementing and evaluating instruction. Princile and strategies 1 c 51 2 & 52 3 a 53 4 & 54 5 c 55 6 & 56
a a & a c a
7 8
& c
57 58
a &
9 10
& &
59 60
c c
11 12
& &
61 62
a a
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
a & a a & c & & & & c a & a & & d d
63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80
& & & a d & d c c a c & d d & c a &
31 32
& c
81 82
a &
33 34
a d
83 84
a d
35 36
a &
85 86
a a
37 38 39 40 41 42 43 44 45 46 47 48 49 50
& a a & a & c c c & & c a &
87 88 89 90 91 92 93 94 95 96 97 98 99 100
d & & d c a d & d a & a a a
St. Louis Review Center, Inc-San Pablo City Tel. no (049) !"-""#9$09"9-!%%-4#4%
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