ORCA SHARE MEDIA TSENA

1. Mrs. Avila’s grade one pupils work in small groups at the blocks center three days a week. Which of
the following provides the best rationale for blockcenter work? A. Direct instruction B. Discovery
learning C. Independent practice D. Visual learning

Answer: Discovery learning is an instructional approach based on Jerome Bruner’s constructivist theory.
Students select and transform information, creating hypotheses on cognitive structures

Direct instruction is an overreaching method for teaching students that includes carefully planned
lessons presented in small, attainable increments with clearly defined goals and objectives. Direct
instruction methods tend to be more teacher centered

and include specific instructional strategies, such as demonstration, lecture, mastery learning, review of
student performance, and student examination

2. A reading lesson plan that is organized with direct instruction, guided practice, and independent
practice is likely to provide which of the following to pupils? A. Grade-level expectations B. Phonemic
awareness C. Scaffolding D. Vocabulary development

Answer: C Scaffolding is an instructional technique introduced by Lev Vygotsky. The teacher models how
to approach a task, breaks complex assignments into smaller parts, and offers scaffolding, or support,
for student learning. When the student is ready, the teacher provides independent practice.

3. Each of the following teaching activities uses interactive instruction methods EXCEPT A. Indirect
instruction B. Brainstorming C. Discussion D. debate

Answer: A Indirect instruction is a teaching method that is distinctly different from interactive
instruction. Interactive instruction values discussion and sharing between learners. On the other hand,
indirect instruction values inquiry, problem solving, and discovery, which can occur within the individual
student without discussion and sharing between learners.

Brainstorming is a problem solving approach in which participants are given a problem and asked to
bring into the discussion any ideas that come to mind, no matter how outlandish. All ideas are gathered
and recorded, without criticism or evaluation, before any are discussed. Idea gathering is usually limited
to 5-15 minutes.

Discussion is an exploration of a specific topic by a group. Discussions are most effective in groups of 10-
25 participants. They are often coupled with a lecture or other non-participative strategy or many serve
as review of individual or group work (e.g. case study). In discussion, the instructor begins by asking,
stimulating, usually predetermined questions. During the discussion, the instructors acts as a

catalyst and moderator, asking additional questions, recording and/or restating participants’ responses,
and generally guiding the participants in the right direction.

Debate-two opposing teams discuss, offer reasons and argue in a formal manner about a certain
issue/topic
4. Mrs. Paras, Grade two teacher, has a pupil who has repeated difficulty following class rules. Which of
the following approaches can he use to change this pupil’s behavior? A. Corporal punishment B. Regular
communication with the pupil’s family C. Negative reinforcement D. Formal operational development

Answer: B of the choices, regular communication with the student’s family has the most potential for
supporting the learning needs of a student who struggles to follow class rules. A, corporal punishment-
spanking or striking a student-is not an option in public schools today. B.F. Skinner’s theory of negative
reinforcement (choice c) states that a student escapes punishment by repeating desired responses, such
as following the rules in Mrs. Paras’ class. Choice D, formal operational development, does not make
sense in the context of this question.

5. A Grade Six teacher offers “prizes” such as homework passes and pencils for quality work and good
behavior. The primary rationale for such rewards is to improve student’s behavior through A.
Humanistic motivation B. Internal motivation C. Intrinsic motivation D. Extrinsic motivation

Answer: D Extrinsic motivation is outside the learner. Intrinsic motivation is from within and is the most
desirable type of motivations. Teachers sometimes use small rewards or tokens to motivate students,
but teachers should strive to help students realize the intrinsic rewards of learning. Choice A, humanistic
motivation is a distracter.

6. Mrs. Magsanoc, a grade five teacher, holds class meeting to discuss conflicts that come up in the
classroom. She focuses on behavior rather than students to help her students resolve conflicts. Her
classroom management philosophy is based on which of the following theories? A. Canter’s assertive
discipline B. Glasser’s control theory C. Kounin’s management plan D. Hunter’s direct instruction

Answer: B Glasser’s control theory suggests that teachers discuss behavior, not students, in class
meeting. In this constructivist approach, students listen to one another and arrive at compromises to
resolve conflicts

In assertive disciple, teachers clearly communicate expectations and class rules and follow through with
expectations. Students have a choice to

follow the class rules or face consequences. If a child chooses not to follow a rule, he or she will have to
experience the consequences of that action.

Kounin’s With-it-ness, teachers must have with-it-ness, or an awareness of what is happening in their
classrooms, in order to manage their classrooms well. In addition, teachers must pace their lessons
appropriately and create smooth transitions between activities.

Hunter’s Direct Instruction is composed of Review, Anticipatory set, Objective, Input, Modeling, Check
for understanding, Guided practice, and independent practice.

7. Prior to calling on a student to respond to his questions about the Crusades, Mr. Perion asks students
to think, pair with another student to discuss ideas, and then raise hands to share responses. Mr. Perion
is using which of the following modifications to his lesson to help all students succeed? A. Inquiry,
response, inquiry B. Hands-on experiences C. Direct instruction D. Cooperative learning

Answer: Cooperative learning instruction methods, such as think-pair-share, offer opportunities for
students to talk to one another and support one another’s higherlevel thinking. Key features of
cooperative learning activities include the following: positive interdependence, positive interaction,
individual and group accountability, interpersonal skills, group processing.

Examples of cooperative learning structures for lessons include the following: Students Team
Achievement Divisions (STAD), Jigsaw, Numbered Heads Together, Think-Pair-Share, Reciprocal
teaching.

8. According to Lee and Marlene Canter’s model which of the following statements is true? A. Teachers
must show their students they are “with it.” B. Teachers must maintain a positive, caring and productive
classroom. C. Teachers must try to keep the whole class involved. D. Teachers must be aware of the
“ripple effect.”

Answer: B This choice is central to Canter’s assertive discipline model. Choices A, C, and D all are
hallmarks of Kounin’s classroom management plan

9. Which of the following is NOT teachercentered instruction? A. Direct instruction B. Mastery learning
C. Expository instruction D. Discovery learning

Answer: Discovery learning is a studentcentered approach in which students construct their own
understanding of a concept. This approach is based on the work of Jerome Bruner and John Dewey.

Direct instruction, Mastery learning and Expository instruction are all teachercentered approach

10. A teacher with a laissez-faire approach to classroom management A. Uses discussion to determine
rules with students B. Uses rewards and punishments to change student behavior C. Establishes no
rules, and students do what they want . D. Establishes rules, and students do what they want.

Answer: C There are three basic approaches to classroom-management styles: authoritarian, laissez
faire, and authoritative. A teacher with a laissez faire style of classroom management does not set rules
and behavior expectations.

11. As part of science unit on plants, Miss Webb brought her grade three pupils to a greenhouse at the
local university. The children then returned to the classroom for hands-on learning experiences about
plants. Miss Webb can explain the value of this field trip to her principal by saying she is using which
instructional approach?

A. Anchored instruction B. Tiered instruction C. Cooperative learning D. Advance organizers

Answer: A Anchored instruction involves a concrete learning activity for students to tie information to.
The teacher uses the “anchor” to help students make connections and learn important concepts.

Tiered instruction blends assessment and instruction. Before initiating each segment of learning, the
teacher completes a preassessment to determine what students know and then prescribes content
materials and learning experiences that promote continued learning for each student. As teachers
consider students' assessed readiness levels, it becomes obvious that everyone is not at the same place
in their learning and that different tiered tasks are needed to optimize every student's classroom
experience.

•Tiered instruction aligns complexity to the readiness levels and learning needs of students. The teacher
plans different kinds and degrees of instructional support and structure, depending upon each student's
level. Tiered instruction allows all students to focus on essential concepts and skills yet still be
challenged at the different levels on which they are individually capable of working.

12. Miss Cuneta plans her grade one curriculum based on her pupils’ interests. She works with the
children’s families and other community partners to enrich her lessons and to establish learning goals
for her students. Miss Cuneta’s approach to curriculum is called which of the following ? A. Cognitive B.
Behavioral C. Standards Based D. Emergent

Answer: D emergent curriculum is most typically found in early-childhood classrooms, but it can be
noted in high grade levels that emphasize personalization of learning and community involvement. This
approach to curriculum places the student at the center of planning, and it values family and community
involvement in education

13. Teachers who are lifelong learners and professionals need to attend __________ to stay current in
their teaching areas. A. Binding arbitration B. Professional journals C. Reflective practitioners D.
Professional development

Answer: D Professional development provides teachers with the opportunity to learn. Professional
development can take place in many forms- small groups after school, large-group in-service, college
coursework, or one-one work with a school coach.

A contract provision that requires the parties to resolve contract disputes before an arbitrator rather
than through the court system. Mandatory binding arbitration may require the parties to waive specific
rights, such as their ability to appeal a decision.

• A professional journal or professional magazine is a collection of articles and images about diverse
topics of applied science and professional news items. Usually these articles are written by journalists or
scholars and are geared toward a public interested in science in general or in a specific field of applied
science. Specialized magazines may also cover very practical information for professionals in the field of
e.g. forestry, pulp and paper industry, electrical engineering, education etc. They are often published by
professional organizations in these fields. Professional journals may cover very "serious" material, but to
find consistent scholarly information you should use the scientific journals. • Professional journals, like
scientific journals and newspapers, are called "periodicals" because they are published at regular
intervals throughout the year.

• Schon (1987) defines reflection as

knowing - in - action , and explains, "When the practitioner reflects-in-action in a case he [she] perceives
as unique, paying attention to phenomena and surfacing his intuitive understanding of them, his [her]
experimenting is a once exploratory, move testing, and hypothesis testing. The three functions are
fulfilled by the very same actions". (p.72). Instruction, therefore, is encouraged to reflect in the moment
of action (teaching) in the same way students are invited to reflect on their learning. From this
perspective, situations do not present themselves as givens, but are constructed from events that are
puzzling, troubling, and uncertain (Schon, 1983).

• Reflection begins with the recognition of a dilemma and an affective response. This process of
"catching oneself" is necessary for reflectivity. This emotional awareness provides a bridge to critically
(although nonjudgementally) analyze bases assumptions and beliefs about students, learning, and one's
practice of teaching. Developing a reflective process involves asking and answering the fundamental
questions of: • What do I do? • How do I do it? • What does this mean for both myself as a professional
and those whom I serve?

14. Teachers who foster open communication with parents or guardians, colleagues, and administrators
show their ability to A. Withhold school records B. Advocate for all learners C. Stay current in the latest
research D. Exercise freedom of speech

Answer: B Early-childhood professionals understand the importance of advocating for all learners. In
order to be effective at advocacy for children, teachers must effectively communicate and collaborate
with parents/caregivers, colleagues, administrators, and other stakeholders.

15. Mrs. Pascual believes that her students should be problem solvers and active decision makers in
education. She also believes that students should be presented with real-life problem situations and
that a project-based approach to learning is best. Mrs. Pascual ‘s teaching philosophy is most influenced
by A. Gilligan B. Erikson C. Dewey D. Smith

Answer: C Dewey is considered the father of progressive education. He promoted individuality, project-
based learning, and school as a social institution. Dewey believed that real-life problem solving was a
valuable experience for learners.

Carol Gilligan’s Stages of the ethic of care, questions the male-centered personality psychology of Feud
and Erikson, as well as Kohlberg’s male-centered stages of moral

development. She proposed the stage theory of the moral development of women.

Erikson was a psychologist who suggested the eight stages of human development, which are based on
a crisis or conflict that a person resolves. (Trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt.
Competence vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativity vs. stagnation,
integrity vs. despair)

Smith, Stanley and Shores defined “curriculum as a sequence of potential experiences set up in the
schools for the purpose of disciplining children and youth in group ways of thinking and acting.

16. Which of the following are specific expectations of what a student must know and be able to do? A.
Goals B. Benchmarks C. Standards D. Frameworks

Answer: C National, state, and local standards guide expectations of what a student must know and be
able to do. There are two types of standards: content based and performance based.

Goals refer to the broad, general aims of schooling that are desirable for all citizens and which identity
educational priorities for a society.

Framework serves as the guide post, best example is the Teacher Education and Development Program
framework that shows how the teacher progresses from entry in the pre-service teacher education to
retirement from the practice of teaching.

17. Mr. Padilla often closes his lessons with time for students to discuss how their work went, what
areas students need help in, and what they learned. Mr. Padilla most likely values which type of
assessment for his students? A. Standardized testing B. Self-evaluation C. Portfolios D. Analytical scoring
Answer: B Self-evaluation is an important assessment strategy in which students monitor and regulate
their learning. Selfevaluation can be in free-form discussion, as Mr. Padilla does in this scenario, or in
written form. Choice C, portfolios, is the distracter here. Although Mr. Padilla may use portfolios, this
choice is too broad and not the best answer choice based on the information provided in the question.

A Analytical scoring guides typically are used to assess essays and short-answer responses, which can be
difficult to score with reliability and validity. Analytical scoring guides are particularly helpful when a
teacher is new to the assessment and when there are many items for the teacher to score.

Standards-based assessments measure student progress toward meeting goals based on local, state,
and/or national goals. Standard-based assessments can be based on content or performance standards
and can be criterion referenced or norm referenced.

18. Based on Jone’s time-on-task studies, which of the following is the most likely classroom
management problem you will face as a beginning teacher? A. Talking B. Tardiness C. Goofing off D.
School violence

Answer: A Frederic Jones studied time-ontask and found that one-half of all instructional time was lost
because students were talking (80 percent) or goofing (20 percent). Teachers can improve this problem
by carefully planning for and managing independent practice time. Three strategies to improve time-on-
task include: using teacher body language (such as the “look” or walking nearby the student),
implementing incentive systems, and providing timely individual help for students.

19. Which of the following cooperativelearning grouping practices involves individual students
completing their work and then teaming with another student to assess their work and discuss content?
A. Group investigation B. Partner check C. Whole-group instruction D. STAD

Answer: B Partner check is a cooperativelearning grouping strategy in which students work individually
to complete their work and then partner with a peer to check the assigned work and review the content.
Choices A (group investigation) and C are cooperatively-learning grouping approaches. Choice D, STAD,
is a distracter based on another cooperative-learning approach.

20. Kinesthetic, visual, and auditory are all A. Learning modalities B. Learning centers C. Brain-based
learning D. Multiple intelligences

Answer: A Learning modalities also known as learning styles, are important to consider when planning
lessons. Students have strengths in at least one of the modalities-tactile (touching), kinesthetic (doing,
movement), visual (seeing), and auditory (hearing).

21. A student who is not learning to his or her potential in one of more areas, such as reading , writing,
or mathematics, may be found to have a ___________ by a multidisciplinary team or physician. A.
Behavioral objective B. Short attention span C. Learning disability D. Personal literacy plan

Answer: C Learning disabilities are determined by a multidisciplinary team- a team of educators,

administrators, specialists, and the child’s parents- or by a physician. There are three main areas of
learning disability: reading, writing, or mathematics. Some common characteristics of students with
learning disabilities include, but are not limited to, the following: dislikes being touched, limited
vocabulary, impulsivity, short attention span, poor coordination, and distractibility.
22. Teachers must demonstrate the highest commitment to students and the teaching profession by
creating and sustaining a positive, challenging, and safe school environment. This statement is an
example of teacher’s A. Mission B. Code of Ethics C. Vision D. Action Plan

Answer: B Teachers must understand the awesome responsibility placed upon them in the teaching
profession. Profession associations and local school districts provide guidance on ethical standards for
teachers. Choice B, code of ethics, is the credited response. Teachers are responsible for creating and
sustaining a positive, challenging and safe school environment. Choices A (mission), C (vision), and D
(action plan) are terms related to strategic planning, typically at the school level.

23. Miss Duterte has a train whistle she uses to let students know that it is almost time to go to lunch,
recess, or home. Miss Duterte is using which instructional process? A. Transitional signal B. Elaboration
C. Modeling D. Positive reinforcement

Answer: A Using a train whistle to signal that it is almost time for lunch, recess, or home is known as a
transition signal. Having a classroom routine and a posted schedule implicitly signals transitions from
one activity to the next, but teachers often need to explicitly signal transitions for the wide variety of
learners in the classroom. The elementary teacher often uses a clapping pattern, a song, or a bell to
signal five minutes of work time left or time’s up.

24. Which of the following are you LEAST likely to see in a student-centered lesson? A. Discovery
learning B. Cooperative learning C. Direct instruction D. An experiment

Answer: C Student-or learner-centered instructional approaches actively involve the student in hands-on
activities filled with more spontaneous student talking and observing, such as cooperative learning
(Choice B), discovery learning (Choice A), and an experiment (Choice D). Direct instruction, the credited
response, is a teacher-centered approach in which the teacher leads students through a careful series of
activities that involve modeling and guided practice.

25. Which of the following best exemplifies a signal in a lesson transition? A. Stating “1-2-3. eyes on me”
B. Giving a student a warning for talking out of turn C. Opening the lesson with a motivating activity D.
Telling the students to continue reading and writing

Answer: A Stating a familiar chant, such as “1-2-3, eyes on me” provides students with a signal or notice
that the teacher is about to give directions about the lesson transition. Choice B (giving a student a
warning for talking out of turn) is a signal that an individual student is not following directions, not a
signal for the lesson transition. Choice C (opening the lesson with a motivating activity) is a positive way
to open a lesson and does not include a signal. Choice D (telling the students to continue reading and
writing) includes a signal but does not involve a lesson transition.

26. Academic learning time is A. Engaged time in which students show a high success rate B. Time in
which students are actively involved in a subject C. Allocate time with academic subjects D. Time
scheduled for an academic subject

Answer: A Academic learning time is engaged time (that is, allocated time in which students are actively
involved with academic subject matter) in which students show a high success rate.Academic learning
time is engaged time with a high success rate. Many researchers suggest that students should get 70 to
80 percent of the answers right when working with a teacher. When working independently, and
without a teacher available to make corrections, the success rate should be even higher if students are
to learn effectively.

• Academic learning time has to do with quality; it is the amount of time students spend actively
working on tasks of an appropriate difficulty. Success breeds success. When a teacher targets the
instruction of a new concept or skill so students can succeed at least 75% of the time, students are more
engaged and achieve at higher levels. Computer game makers use this same research concept. They
create captivating games designed with advancing levels of difficulty so that even novice players,
intrigued by the challenge, and can “find the ring” or “enter the magic door” frequently enough to
maintain their interest. For the teacher, striking the balance between challenge and success in the
classroom is more demanding and complex than any game, particularly with a heterogeneous group of
students. To deliver lessons designed to maximize academic learning time, teachers must:

•accurately diagnose each student’s knowledge and skill level •prescribe learning tasks appropriate to a
student’s levels •structure engaging lessons around the learning tasks and give clear, concise task
directions •have substantive teacher-student interaction during the lesson, such as: modeling, guiding
students as they practice, asking probing questions, giving corrective feedback

27. A reflective teacher is likely to A. Give a second overview of subject already covered once during
class time B. Ask students to grade their own work and then justify that grade C. Consider the teaching
strategies used in class that day and evaluate their effectiveness D. Bend the curriculum toward the
interests of the students instead of following a standard curriculum

Answer: C Reflective teaching involves teachers continually analyzing their own practices. Reflective
teaching is a process where teachers think over their teaching practices, analyzing how something was
taught and how the practice might be improved or changed for better learning outcomes. Some points
of consideration in the reflection process might be what is currently being done, why it's being done and
how well students are learning. You can use reflection as way to simply learn more about your own
practice, improve a certain practice (small groups and cooperative learning, for example) or to focus on
a problem students are having. Let's discuss some methods of reflective teaching now.

28. What did Jacob Kounin identify when analyzing effective classroom management? A. Skills such as
withitness, overlapping, and avoidance of fragmentation B. The use of wait times by teachers to increase
student learning C. The design of the curriculum to match students interests D. The use of technology to
effectively manage lesson planning and student interaction

Dr. Kounin recognized the connection between the actions of the teacher while teaching, and student
behavior. He believed that effective teaching and effective classroom management is established
through the mastery of the following five areas: withitness, overlapping, movement management,
smoothness, and group focus. Additionally, he purported that classroom organization, planning,
proactive interventions, and student involvement were essential to a well-run, productive classroom.

Preventive (versus Reactive) Discipline Withitness – The teacher should be aware of what is happening
in the classroom at all times. S/he needs to have “eyes in the back of the head.”. “It is not necessary to
know what the teacher knows is going on – it is what the students believe she knows.” (Kounin, 1981)

•Overlapping – This word pertains to the ability to do many things at the same time (i.e., “multi-
tasking”). Kounin stated that this ability is closely related to being “withit” (see above). In his mind, they
worked hand-in-hand to produce a powerful effect. •One without the other reduces the teacher’s
effectiveness (Kounin, 1988).

Movement Management – This term refers to the pace of a lesson. The momentum should be
consistent, monitored, and adjusted in order to prevent slow-downs and stoppages. The pace of the
lesson should be modulated so that it keeps the attention of the students. Because s/he is prepared, the
teacher knows what s/he will do next in the lesson, what the students will be doing next, and facilitates
smooth transitions between parts of the lesson. Unexpected happenings and interruptions are handled
quickly and smoothly so that the lesson flows well, and keeps students attentive and ontask.

•Smoothness – Smoothness refers to the teacher’s ability to keep the classroom running in an organized
fashion. Teaching a lesson while maintaining the students focus, transitioning from one subject to the
next without losing the students or having a lot of disruption. Orchestrating the events, procedures, and
movement/traffic patterns are factors in development of a well-managed classroom. It is important to
avoid “flipflops” and “dangles”

•Group Focus – Group focus is the ability to keep all students actively participating in a lesson. Teachers
can do this by having class discussion, calling on students unannounced (choose these students wisely),
and asking questions just to name a few.

• Proficient Classroom Management Avoids: • Dangling - “Dangles” occur when a teacher leaves a topic
without having finalized it, provides a summation, or otherwise drawn the lesson to a full conclusion. If a
lesson is important enough to teach, it is important enough to finish. To avoid dangles, teachers work on
proficient planning and the timeliness of their lesson presentation. They should not be surprised by the
time on the clock: “Oh my! It’s almost time to go to lunch. Clean up quickly and line up at the door.”
(Additionally, this teacher better have a practiced and ingrained procedure for “cleaning up” and “lining
up at the door”, or the madness that is about to ensue from the dangle will be magnified exponentially.)

•Flip-Flopping - A “flip-flop” is somewhat like a “dangle”. It occurs when a teacher is teaching a lesson
on one topic, but then inserts unrelated material from a previous lesson. This act destroys student
concentration, and they are now confused as to where to focus their attention. Once a lesson has been
concluded, and another one begun, avoid reminiscing back to previous material (except to relate the
earlier material directly to this new subject matter in order to facilitate comprehension). Teachers
should avoid leaving a topic on which the students are focused in order to introduce unrelated material.

•Thrust - Thrusting occurs when teachers fail to give clear, well-worded directions when group attention
was upon them. Non-descript directives result in student confusion, complaints, multiple questions as to
what to do, conversations with other students, refusals to work, and so forth. Teachers then find
themselves answering the same question multiple times, having to address misbehavior, and pulling
students who did comprehend off-task.

• Becoming "Stimulus-Bound"- Teachers who allow themselves to be distracted by outside stimuli, move
the class’ attention to that distraction. The students are now off-task, have trouble re-engaging in the
task, and engage in misbehavior. Teachers also become bound up in the wrong focus when they draw
student attention away from the lesson to make spontaneous announcements (“Oh…Remember that
field trip permission slips are due tomorrow.” Or “Mr. Lee! Before Ms. T. goes to the deli, please tell her
to order a vegemite sandwich for me.” {Non-Australians: Conduct an internet search for the term…
Oops, did I just get stimulus bound again?}), or attend to nonessential conversations with other teachers
who walk into the room.

29. Teachers who demonstrates “withitness” are A. Aware of students behavior in the classroom at all
times B. Able to do several things at once C. Able to smoothly manage transitions between activities D.
Very punctual and well organized

Answer: A Teachers with the skill of withitness are aware of what is happening in the classroom at all
times.

30. Researchers investigating male and female experiences in the classroom found that A. Girls and boys
call out about equally B. Girls call out to more and are more likely to be reprimanded for calling out C.
Boys call out more, but teachers are less likely to accept their responses D. Boys call out more, but are
less likely to be reprimanded for calling out

Answer: D Boys call out more than girls. One of the reasons boys get to answer questions as well as talk
more is that they are assertive in grabbing teacher attention. Boys are more likely than girls to call out
answers to the questions. However, when boys call out the answers to questions, teachers are likely to
accept their responses. When girls call out the answers, teachers often remind them to raise their
hands.

31. Lower-order questions are appropriate in all of the following situations EXCEPT A. Introducing new
information B. Working on problem-solving skills C. Reviewing previously learned material D. Working
on drill and practice

Answer: B is the exception. Low inquiry questions. These questions focus on previously learned
knowledge in order to answer questions posed by teacher, who requires the students to perform One of
the following tasks: 1. Elicit the meaning of a term 2. Represent something by a word or a phrase 3.
Supply an example of something

4. Make statements of issues, steps in a procedure, rules, conclusions, ideas and beliefs that have
previously been made 5. Supply a summary or a review of what was previously said or provided 6.
Provide a specific, predictable answer to a question

32. According to Bloom’s taxonomy, “application level” question requires students to A. Recall or
recognize information B. Arrange and organize information mentally C. Use a rule, a classification
system, directions, or the like in solving problems D. Use creative thinking in solving problems for which
there is no single right answers

Answer: C What’s Bloom’s Taxonomy? Bloom’s Taxonomy is a classification of thinking organized by

levels of complexity. It gives teachers and students an opportunity to learn and practice a range of
thinking and provide a simple structure for many different kinds of questions.

REVISED BLOOM’S TAXONOMY OF OBJECTIVES REMEMBERING Recalling information, Recognizing,

listing, describing, retrieving, naming finding TEACHER’S ROLE Directs, tells, shows, examines,
questions, evaluates STUDENT’S ROLE Responds, absorbs, remembers, recognizes, memorizes, defines,
describes, retells, passive recipient
UNDERSTANDING Explaining ideas or concepts, interpreting, summarizing, paraphrasing, classifying,
explaining TEACHER’S ROLE Demonstrates, listens, questions, compares, contrasts, examines STUDENT’S
ROLE Explains, describes, outlines, restates, translates, demonstrates, interprets, active participants

APPLYING Using information in another familiar situation, implementing, carrying out, using, executing
TEACHER’S ROLE Shows, facilitates, observes, evaluates, organizes, questions STUDENT’S ROLE Solves
problems, demonstrates use of knowledge, calculates, compiles, completes, illustrates, constructs,
active recipient

ANALYZING Breaking information into parts to explore understanding and relationships, comparing,
organizing, deconstructing, interrogating, finding TEACHER’S ROLE Probes, guides, observes, evaluates,
act as a resource, questions, organizes, dissects STUDENT’S ROLE Discusses, uncovers, argues, debates,
thinks deeply, tests, examines, questions, calculates, investigates, inquires, active participant

EVALUATING Justifying a decision or course of action, checking, hypothesizing, critiquing, experimenting,

judging TEACHER’S ROLE Clarifies, accepts, guides STUDENT’S ROLE Judges, disputes, compares,
critiques, questions, argues, assesses, decides, selects, justifies, active participant

CREATING Generating new ideas, products, or ways of viewing things, designing, constructing, planning,
producing, inventing TEACHER’S ROLE Facilitates, extends, reflects, analyzes, evaluates STUDENT’S ROLE
Designs, formulates, plans, takes risks, modifies, creates, proposes, active participants

33. The practical realities of cooperative learning are not all commendable. Which of the following is
NOT of the potentially negative aspects? A. Higher visibility and criticism in front of a group can reduce
student self-esteem B. Cooperative learning may take more time than direct teaching C. It is a more
difficult, involved process to achieve accurate grading D. Outgoing students may dominate the small
group

Answer: A Cooperative learning has been shown to improve self-esteem and motivation.

34. Mary Budd Rowe’s research on wait time indicates that to encourage greater student participation
A. Decrease wait time 1 (the pause after asking a question) and wait time 2 (after a student response) B.
Decrease wait time 1 (the pause after asking a question) but increase wait time 2 (after a student
response)

C. Increase wait time 1 ( the pause after asking a question) but decrease wait time 2 (after a student
response) D. Increase wait time 1 ( the pause after asking a question) and wait time 2 (after a student
response)

Answer: D Teachers should increase both wait time 1 ( the pause after a question) and wait time 2 (after
a student response) to encourage greater student participation. Wait time is a purposeful pause of time
that a teacher uses to give a student and the remainder of the class a chance to think and more deeply
formulate a response. Research studies have shown that teachers usually wait less than one second
between asking a questions and

moving to response. Be sure to give students time to think. Effective discussion leaders use wait time
and refrain from interrupting the thinking process with a prompt or another question.
The concept of "wait-time" as an instructional variable was invented by Mary Budd Rowe (1972). The
"waittime" periods she found--periods of silence that followed teacher questions and students'
completed responses--rarely lasted more than 1.5 seconds in typical classrooms. She discovered,
however, that when these periods of silence lasted at least 3 seconds, many positive things happened to
students' and teachers' behaviors and attitudes. To attain these benefits, teachers were urged to "wait"
in silence for 3 or more seconds after their questions, and after students completed their responses
(Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987).

35. When used effectively, corrective feedback is A. A focus on personal behavior, including personality
traits to eliminate future problems B. Not tied to specific performance, but uses a general statement
about performance C. Tied to specific performance, and not personal in nature

D. Both a focus on personal behavior and tied to specific performance

Answer: C Corrective feedback is not personal in nature. Feedback will help students identify their own
areas of strengths and weaknesses. By understanding the role of feedback, parents and practitioners will
be able to work with students and clients to help them develop beliefs that facilitate motivation and
performance.

36. The role of the teacher in direct teaching is best described as a A. Personal tutor who tracks
individual students’ progress and needs B. Strong leader who structures the classroom C. Project
manager who can design handson learning activities D. Discussion leader who is well verse in the
Socratic method

Answer: B Strong leader who structures the classroom. This best describes the teacher’s role in mastery
learning. When a teacher uses a mastery-learning approach, he or she uses a group-based, teacher-
centered, instructional approach to provide learning conditions for all students to achieve mastery of
assigned information

37. In deep teaching, A. The emphasis is on preparing students for standardized tests B. Teachers work
to broaden the curriculum and include more topics C. Direct instruction is emphasized. D. The
curriculum may be narrowed and critical thinking emphasized

Answer: D the curriculum may be narrowed and critical thinking emphasized. Deep teaching emphasizes
problem solving and critical thinking, not passing standardized tests. Teachers cover less material but
study the knowledge and ideas in greater depth.

38. Educator Larry Cuban found that over nearly a century, teaching A. Has undergone remarkably little
change B. Has progressed from teacher-centered to strikingly student-centered C. Has risen in status
from a semiprofession to full-fledged profession D. Has remained constant in its willingness to challenge
the status quo

Answer: A Cuban was struck by how little teaching has changed over a century. First, he focuses on the
case of a Silicon Valley high school between 1998 and 2010 to demonstrate how new technologies were
incorporated and blended into preexisting instructional practices, with little actual reform in the ways in
which teachers taught or students learned. The second case is a historical account of the ways in which
science curricula have been restructured multiple times over the past century, each change made with
the hope that classroom practices would necessarily shift accordingly and result in more and deeper
student learning of scientific concepts.

Yet despite decades of change, there remains tension around how best to teach science and how best to
assess what students know. Finally, Cuban presents the case of test-driven accountability policy from
the 1990s to the present. He demonstrates how accountability policies aim to alter both individual and
organizational behavior and how they have done so—in both intended and unintended ways. This is not
a new analysis, but it is illustrative of Cuban’s larger point about the pattern of structural changes aiming
to “shift dramatically what teachers do in their classroom after they close the door”

39. Which of the following advice is the most appropriate teaching strategy for the classroom? A. Focus
on the needs of the best students, rather than that of each individual. B. Put yourself in your student’s
shoes and think about how they perceive you. C. Teaching should involve only academic aspects, not
social or cultural aspects D. Expect complete cooperation from students at all times.

Answer: B this includes having a good attitude & caring about students. Each day effective teachers
bring a positive attitude & enthusiasm to the classroom, which helps make the classroom a place where
students want to be. The better teacher you become, the more rewarding your work will be.The more
respect and success you achieve in the eyes of your students, the better you will feel about your
commitment to teaching.

40. Which of the following researchers, during the late 1880s, argued for the importance of observing
teaching and learning in the classrooms for improving education? A. John Dewey B. William James C. E.L.
Thorndike D. Leta Hollingsworth

Answer: B William James- Father of Educational Psychology -Argued that laboratory psychology
experiments often can't tell us how to effectively teach children -Emphasized the importance of
observing teaching and learning in classrooms for improving education

Dewey is considered the father of progressive education practice that promotes individuality, free
activity, and learning through experiences, such as project-based learning, and artsintegration activities.
He theorized that school is primary a social institution and a process of living, not an institution to
prepare for future living. He believed that school should teach children to be problem solvers by helping
them learn to think as opposed to helping them learn only the content of the lesson. He also believed
tht students should be active decision makers in their education. Dewey advanced the notion that
teachers have rights and must have more academic autonomy.

Leta Stetter Hollingworth started her research career by challenging the variability hypothesis that
supposedly explained and justified female inferiority. Most likely sparked by the obstacles she had
encountered simply due to being a woman, Leta was the first psychologist to research this topic. She
compared the mental and physical variability of males and females of different age groups, and
concluded that there are no significant differences in variability between genders. These findings
disproved the variability hypothesis and allowed that men and women are equally capable of attaining
eminence (Benbow, 1990).

•Leta’s research in the early 1920’s focused on identifying gifted children, and how to interact with
them based on their unique needs. Leta published Special Talents and Defects in 1923, and in 1926
Gifted Children: Their Nature and Nurture summarized the results of a three-year experiment that
identified characteristics of exceptional children’s family life, mental condition, and temperament, as
well as proposing an appropriate curriculum in school.

Edward Thorndike is famous in psychology for his work on learning theory that lead to the development
of operant conditioning within behaviorism.

41. Solo taxonomy consists of ______ levels A. 2 B. 3 C. 4 D. 5

Answer: D One model that might prove more useful is the Structure of Observed Learning Outcome
(SOLO) taxonomy. It is a model that describes levels of increasing complexity in a learner's
understanding of subjects (Biggs, Collis, 1982). It aids both trainers and learners in understanding the
learning process. The model consists of five levels in the order of understanding:

•Pre-structural - The learner doesn't understood the lesson and uses a much too simple means of going
about it—the learner is unsure about the lesson or subject. •Uni-structural - The learner's response only
focuses on one relevant aspect—the learner has only a basic concept about the subject. •Multi-
structural - The learner's response focuses on several relevant aspects but they are treated
independently—the learner has several concepts about the subject but they are disconnected.
Assessment of this level is primarily quantitative.

•Relational - The different aspects have become integrated into a coherent whole— the learner has
mastered the complexity of the subject by being able to join all the parts together. This level is what is
normally meant by an adequate understanding of a subject. •Extended abstract - The previous
integrated whole may be conceptualized at a higher level of abstraction and generalized to a new topic
or area—the learner is now able to create new ideas based on her mastery of the subject.

42. With reference to Solo taxonomy one aspect of a task is understood in A. Unistructural level B.
Multistructural level C. Relational level D. Extended-abstract level

Answer: A Uni-structural - The learner's response only focuses on one relevant aspect—the learner has
only a basic concept about the subject.

43. To go beyond the given in formation is A. Unistructural level B. Multistructural level C. Relational
level D. Extended-abstract level

Answer: D Extended abstract - The previous integrated whole may be conceptualized at a higher level of
abstraction and generalized to a new topic or area—the learner is now able to create new ideas based
on her mastery of the subject.

44. Solo taxonomy was presented by A. Bloom B. Simpson C. Krathwhol D. Biggs & Collis

•Answer: D SOLO can be used not only in assessment, but in designing the curriculum in terms of the
learning outcomes intended, which is helpful in implementing constructive alignment. SOLO can also
explain why those who use low complexity arguments in political or marital disputes usually win – in the
short term. But in politics that’s all you need. •SOLO was first described by Kevin Collis and John Biggs in
Evaluating the Quality of Learning: The SOLO Taxonomy

45. Students are passive in A. Project method B. Lecture method C. Discovery method D. Inquiry method
Answer: B Lecture Method of teaching is the oldest teaching method applied in educational institution.
This teaching method is one way channel of communication of information. Student’s involvement in
this teaching method is just to listen, and sometimes pen down some notes if necessary during the
lecture, combine the information and organized it.

Project method, Discovery method, and Inquiry method require active participation of students.

46. Symposium is a type of A. Discovery method B. Discussion method C. Lecture method D.

Demonstration method

Answer: B Discussion Method. Symposium is a meeting or conference for the discussion of some
subject, especially a meeting at which several speakers talk on or discuss a topic before an audience.

47. According to Kilpatrick, the types of projects are A. 2 B. 3 C. 4 D. 5

The project method is a medium of instruction which was introduced during the 18th century into the
schools of architecture and engineering in Europe when graduating students had to apply the skills and
knowledge they had learned in the course of their studies to problems they had to solve as practicians of
their trade, for example, designing a monument, building a steam engine. In the early 20th Century,
William Heard Kilpatrick expanded the project method into a philosophy of education. His device is
child-centred and based in progressive education. Both approaches are used by teachers worldwide to
this day. Unlike traditional education, proponents of the project method attempt to allow the student to
solve problems with as little teacher direction as possible. The teacher is seen more as a facilitator than
a deliver of knowledge and information.

• Students in a project method environment should be allowed to explore and experience their
environment through their senses and, in a sense, direct their own learning by their individual interests.
Very little is taught from textbooks and the emphasis is on experiential learning, rather than rote and
memorization. A project method classroom focuses on democracy and collaboration to solve
"purposeful" problems. • Kilpatrick devised four classes of projects for his method: construction (such as
writing a play), enjoyment (such as experiencing a concert), problem (for instance, discussing a complex
social problem like poverty), and specific learning (learning of skills such as swimming).

48. We move from specific to general in A. Inductive method B. Drill method C. Deductive method D.
Discussion method

•Answer: A Two very distinct and opposing instructional approaches are inductive and deductive. Both
approaches can offer certain advantages, but the biggest difference is the role of the teacher. In a
deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students,
and then expecting students to complete tasks to practice the concepts; this approach is very teacher-
centered. Conversely, inductive instruction is a much more student-centered approach and makes use
of a strategy known as ‘noticing’. Let’s take a closer look at the differences between inductive and
deductive instruction, and find out how noticing can be used in the language classroom to better
facilitate student learning.

49. Practice is made in A. Inductive method B. Drill method C. Deductive method D. Discussion method
Answer: B –A drill lesson takes up the same material over and over again until it is mastered. The same
activity is practiced until it becomes automatic. It follows, therefore, that only material that is important
or of lasting values should be drilled on.

50. The hypothesis underlying team teaching is A. Teacher feels bore while working alone B. Teacher are
not competent C. The best teachers in schools are shared by more students D. The single teacher cannot
control the class

Answer: C In team teaching a group of teachers, working together, plan, conduct, and evaluate the
learning activities for the same group of students. In practice, team teaching has many different formats
but in general it is a means of organizing staff into groups to enhance teaching. Teams generally
comprise staff members who may represent different areas of subject expertise but who share the same
group of students and a common planning period to prepare for the teaching. To facilitate this process a
common teaching space is desirable. However, to be effective team teaching requires much more than
just a common meeting time and space.

51. Which is not the mode of ComputerAssisted Instruction? A. Tutorial mode B. Simulation mode C.
Drill mode D. Question mode

Answer: D Computer-assisted instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and
most often refers to drill-and-practice, tutorial, or simulation activities. Computermanaged instruction
(CMI) Computer-managed instruction is an instructional strategy whereby the computer is used to
provide learning objectives, learning resources, record keeping, progress tracking, and assessment of
learner performance. Computer based tools and applications are used to assist the teacher or school
administrator in the management of the learner and instructional process.

52. Ability to develop a life style based upon the preferred value system is: A. Responding B. Valuing C.
Organizing D. Characterizing

Answer : D The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
The five major categories are listed from the simplest behavior to the most complex:

Receiving Phenomena: Awareness, willingness to hear, selected attention. Responds to Phenomena:

Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning
outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in
responding (motivation).

•Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to these values are expressed in the learner's
overt behavior and are often identifiable.

Organization: Organizes values into priorities by contrasting different values, resolving conflicts between
them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing
values.

•Internalizes Values (characterization): Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most important characteristic of the learner. Instructional
objectives are concerned with the student's general patterns of adjustment (personal, social,
emotional).

53. The affective domain was classified by: A. Bloom B. Simpson C. Krathwhol D. Bruner

Answer: C The affective domain describes learning objectives that emphasize a feeling tone, an emotion,
or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and conscience. We found a large
number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and
emotional sets or biases. [from Krathwohl et al, 1964 ]

54. Which is placed at the highest level of learning in affective domain? A. Attending B. Responding C.
Organization D. Characterization

Answer: D Internalizes Values (characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most important characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of adjustment (personal,
social, emotional).

55. The right sequence of sub-group of psychomotor domain is: A. Perception, Set, Guided response,
Mechanism, Complex overt response, Adaptation, Origination B. Perception, Complex overt response,
Set, Guided response, Mechanism, Adaptation, Organization C. Set, Origination, Guided response,
Mechanism, Complex overt response, Adaptation, Perception

D. Guided response, Mechanism, Perception, Set, Adaptation, Organization, Complex overt response

Answer: A Perception, Set, Guided response, Mechanism, Complex overt response, Adaptation,
Origination

56. Bringing together scientific ideas to form a unique idea is: A. Application B. Analysis C. Synthesis D.
Evaluation

Answer: C Synthesis - the combining of the constituent elements of separate material or abstract
entities into a single or unified entity (opposed to analysis, ) the separating of any material or abstract
entity into its constituent elements.

57. Mock up models are those which explain: A. Principles of working of machines B. Internal structure
C. External structure D. None of the above

Answer: A a mockup, or mock-up, is a scale or fullsize model of a design or device, used for teaching,
demonstration, design evaluation, promotion, and other purposes. A mockup is a prototype if it
provides at least part of the functionality of a system and enables testing of a design.

58. An overall procedure which is adopted by a teacher to achieve certain goal is: A. Method B.
Technique C. Strategy D. Tactic

Answer: C Strategy refers to the science of developing a plan to attain goal and to guard against
undesirable results. It means the art of using psychological plan in order to increase the probabilities and
favorable consequences of success and to lessen the chances of failure
Method refers to the series of related and progressive acts performed by a teacher and the students to
attain the specific objectives of the lesson. It is a plan involving sequence of steps to achieve a given goal
or objective

Technique refers to the personalized style of carrying out a particular step of a given method. It is a skill
employed by the teacher in carrying out the procedures or act of teaching

Tactic is a distractor.

59. Selection of different media for different students is done in: A. Role playing B. Individualized
instruction C. Programmed instruction D. Computer Assisted Instruction

•Answer: B Individualized instruction is also known as differentiated instruction. •Individualized

instruction strategy refers to those classroom practices of teaching which recognize the uniqueness of
each student learner and thus provide for adequate tutorial guidance, and other support services suited
to bring about a wholesome development in the person (mind, body, and spirit).

Individualized instruction is about using teaching strategies that connect with individual student’s
learning strategies. The ultimate goal is to provide a learning environment that will maximize the
potential for student success. Differentiated instruction is an instructional theory that allows teachers to
face this challenge by taking diverse student factors into account when planning and delivering
instruction. Based on this theory, teachers can structure learning environments that address the variety
of learning styles, interests, and abilities found within a classroom.

•To differentiate or to individualize instruction is to recognize students varying background knowledge,

readiness, language, preferences in learning, interests, and to react responsively. The intent of
individualizing instruction is to maximize each student’s growth and individual success by meeting each
student where he or she is, and assisting in the learning process. It provides the opportunity for students
to learn at their own pace, in their own way, and be successful.

• Role-playing refers to the changing of one's behavior to assume a role, either unconsciously to fill a
social role, or consciously to act out an adopted role. While the Oxford English Dictionary offers a
definition of roleplaying as "the changing of one's behavior to fulfill a social role", in the field of
psychology, the term is used more loosely in four senses: • To refer to the playing of roles generally such
as in a theatre, or educational setting; • To refer to taking a role of an existing character or person and
acting it out with a partner taking someone else's role, often involving different genres of practice; • To
refer to a wide range of games including role-playing video game (RPG), play-by-mail games and more; •
To refer specifically to role-playing games.

Programmed instruction is a method of presenting new subject matters to students in a graded

sequence of controlled steps. Students work through the programmed material by themselves at their
own speed and after each step test their comprehension by answering an examination question or filling
in a diagram.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used

to present the instructional material and monitor the learning that takes place. CAI uses a combination
of text, graphics, sound and video in enhancing the learning process.
60. Microteaching is a technique of teaching: A. In classroom B. Subject in detail C. By more than one
teacher D. A narrow and specific skill

Answer: D