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