A) None of these B) Open-ended C) Recall D) True or false E) Matching type
A) Tasks remain the same in complexity B) Support is adjusted according to learner progress C) None of these D) The teacher gives consistently help throughout E) Learners are left to discover without guidance
A) Localization B) Centralization C) Contextualization D) Globalization E) None of these
A) Memorization B) passive listening C) Knowledge construction by learners D) None of these E) Teacher- Centeredness
A) Establish clear rules B) Ignore misbehavior C) None of these D) Suspend students E) Shout for order
A) One-subject focus B) Rote Memorization C) None of these D) Random topics E) Teaching through central themes
A) Teaching a concept through real-life application B) None of these C) Listing content standards in the plan D) Following prescribed content order E) Reading the textbook aloud
A) Constructive B) Harsh C) None of these D) Negative E) Ignored
A) None of these B) Direct demonstration C) Recitation D) Lecture method E) Discovery learning
A) Accomodation B) Remediation C) Adaptation D) Differentiation E) None of these
A) Unrelated grading B) None of these C) Random testing D) Learning goals match teaching and assessment E) Teacher independence
A) None of these B) General principle C) Assessment first D) Examples leading to a concept E) Definition
A) None of these B) Integrating collaboration and problem solving C) Teacher-centered lectures D) Memorizing textbook content E) Repeating drills
A) None of these B) Divergent thinking C) Convergent thinking D) Deductive reasoning E) Inductive reasoning
A) Write reflection B) None of these C) Gather materials D) Identify learning outcomes E) Prepare assessment
A) Checking homework B) Planning daily instruction C) None of these D) Recording grades E) Attendance
A) Academic acceleration B) Instructional differentiation C) None of these D) Task simplification E) Curriculum compression
A) Uniform standard B) Teacher's preference C) Learner needs D) School popularity E) None of these
A) Instruction should follow one fixed sequence B) Learning is the passive absorption of facts C) None of these D) Learners create meaning through interaction and reflection E) The teacher is the primary source of knowledge
A) Teacher lecture B) None of these C) Problem-based learning D) Drills and repetition E) Rote memorization
A) None of these B) Self-efficacy C) Reflection D) Self-reflection E) Metacognition
A) Affective B) Cognitive C) Behavioral D) Psychomotor E) None of these
A) Complex and long B) None of these C) Broad and vague D) Observable and measurable E) Implicit context
A) Cognitive dominance B) Curriculum isolation C) None of these D) Values intrusion E) Integrative teaching
A) Certified Program for Degrees B) Competency Process Development C) None of these D) Continuing Professional Development E) Classroom Professional Discipline
A) Assessment tools B) Pedagogies C) none of these D) Content standards E) Performance standards
A) Journal B) Rubric C) Checklist D) none of these E) Peer report
A) Traditional pedagogy B) Technical mastery C) none of these D) Thematic focus E) Integrative teaching
A) Assessing learning capacity through mediation B) Conducting a peer review C) Giving a summative assessment D) none of these E) Measuring fixed performance
A) Increase test frequency B) Ask "why" and "how" questions C) Provide problems with one correct answer D) None of these E) Reinforce rote recall
A) Listen silently B) none of these C) Copying examples D) Reflection on one's thinking process E) Memorizing rules
A) Memorizing for recall B) Learner listening quietly to explanations C) Teacher-centered discussion on concepts D) Students discovering principles through exploration
A) Test length B) Test format C) Test measures what it should D) Test language
A) To measure attendance B) To classify learning objectives C) To create lesson plans D) To grade students
A) Technological proficiency B) Modernization C) Compliance D) Pedagogical innovation
A) Providing temporary support B) Grading students work C) Removing guidance D) Testing prior knowledge
A) Summative evaluation B) Drills strategy C) Formative assessment D) Discipline management
A) A multiple-choice quiz B) A fill-in-the-blank test C) A real world project applying learned skills D) A class recitation
A) Grouping students by ability B) Assigning identical tasks C) Modifying instruction to match learners needs D) Grading on a curve
A) Gradual deepening of concepts across grade levels B) Frequent repetition of topics for memorization C) Covering the curriculum faster D) Teaching different subjects each year
A) "What page is that on?" B) "What is the definition of..?" C) "How did you decide on that answer?" D) "Who can repeat the formula?"
A) Uniform seat work B) Assigning homework for practice C) Group recitation D) Letting students plan their research with minimal guidance
A) Thematic teaching B) Values education C) Integrative pedagogy D) Experiential instruction
A) Grading sheet B) Curriculum guide C) Test key D) Attendance log
A) Uniform teaching B) Individual differences C) Strict discipline D) Rote learning
A) High achievers set the class standards B) Learners have varied readiness, interest and profiles C) Uniform pacing leads to equity D) Students learn best under the same conditions
A) Deped B) NGO C) PTA D) Barangay
A) A test that adjusts in difficulty depending on responses B) A fixed test with the same items for all learners C) A test that measures social skills only D) A summative grading
A) Metacognition B) Motivation C) Self-efficacy D) Self-regulation
A) Inductive method B) Lecture method C) Deductive method D) Discovery method
A) Balance B) Relevance C) Flexibility D) Continuity
A) Humanism B) Cognitivism C) Constructivism D) Behaviorism
A) Topic repeat with increasing depth B) Random topic C) One-time teaching D) Same topic every year
A) Localization of the curriculum B) Learner diversity consideration C) Values integration D) Values consideration
A) Ignoring feedback B) Copying others strategies C) Evaluating one's own teaching D) Sticking to one style
A) Allowing total learner autonomy B) Increasing assistance at every step C) Repeating directions until masterd D) Gradually reducing support as students gain competence
A) Relating lessons to learner's lives B) Copying other countries curricula C) Teaching abstractly D) Removing local content
A) Critical thinking B) Creative thinking C) Analytical reasoning D) Reflective thinking
A) Silent work B) Group competition C) Cooperative learning D) Individual task
A) Ability to finish the syllabus on time B) Explaining concept using varied examples C) Memorizing key terms D) Assigning additional readings
A) Diagnostic B) Summative C) Authentic D) Formative
A) RA 10533 B) RA 9155 C) RA 7836 D) RA 4670
A) In a separate room B) In a special seat only C) In an inclusive classroom D) In isolation
A) Memorizing data B) Producing original work C) Organizing details D) Explaining relationships
A) Adaptive assessment B) Diagnostic assessment C) Norm-referenced testing D) Criterion-reference testing
A) Peer evaluation B) Cooperative compliance C) Collaboration D) Academic competition
A) Discovery method B) Guided inquiry C) Open Inquiry D) Problem-solving
A) To evaluate learning outcomes B) To improve teaching C) To identify needs D) To motivate learners
A) Moving from simple to unrelated topics B) Teaching topics once per year C) Repeating lesson for mastery D) Revisiting concepts with deeper complexity
A) Schema theory B) Attribution theory C) Reinforcement theory D) Conditioning theory |