A) school administration B) student motivation C) Educational psychology D) curriculum foundations
A) Experiential learning activities B) intended learning outcome C) traditional subject like math and science D) Hidden curriculum
A) outcomes that are not intended by curriculum designers B) secret subjects taught in school C) subjects that are not part of the official school program D) things learned by students from their interaction within the school environment
A) the teaching method employed by teacher B) the physical layout of the school C) the physical layout of the school D) a list of learning competencies or standard student should achieve E) the historical development of institutions
A) Curriculum as planned learning experience B) Ideal/Recommended curriculum C) curriculum as content / subject matter D) curriculum as a discipline
A) curriculum as content / subject matter B) Curriculum as a discipline C) Ideal/ Recommended curriculum D) Curriculum as planned learning experience
A) a research methodology B) a list of learning outcomes C) a set of experiences D) a series of topics under each subject area
A) there are no expert in curriculum studies B) most curriculum researches are clear and straightforward C) it helps define the curriculum product they will produce D) all curriculum projects will succeed with a clear definition
A) Three B) Nine C) Five D) Seven
A) the actual curriculum experience by student B) what scholars propose as the most appropriate curriculum for learners C) what teachers informally decide to teach D) a curriculum that is mandated by the government
A) Curriculum as planned learning experience B) Curriculum as content or subject matter C) Ideal/ Recommended curriculum D) Curriculum as a discipline
A) teacher preference and student interests B) Administrative convenience C) Economic fluctuations and global events D) various curricular problems and issues
A) provide financial support B) they are ignored in its development C) they are the sole determinants of its content D) they influence its development
A) Learned curriculum B) implemented curriculum C) Intended, official, or written curriculum D) Ideal/Recommended curriculum
A) Approved state curriculum guides B) Parental expectations C) Student textbooks D) Teacher lesson plans
A) Department of Tourism B) Department of Health C) Department of Education D) DPWH
A) CHED curriculum B) proposed curriculum by a private university C) The K-12 curriculum D) TESDA competencies
A) what professional organization recommend B) the results of the curriculum or what students actually learned in school C) what teachers intent to teach D) the curriculum prescribed by the government
A) good members of the society B) high-earning individuals C) international travelers D) famous personalities
A) Students cognitive abilities B) school culture C) parent involvement D) teachers professionals skills
A) Curriculum intent B) Learning experiences C) Content D) Evaluation
A) Student only B) Professionals organizations C) Government agencies D) Teachers and curriculum workers
A) Self-Actualization Conception B) Technological Conception C) Cognitive Processes Conception D) Social Reconstructionist Conception
A) Implemented Curriculum B) Intended, Official or Written Curriculum C) Learned Curriculum D) Recommended Curriculum
A) Spiral B) Problem-centered C) Subject-centered D) Learner-centered
A) Curriculum as content B) Curriculum as a discipline C) Curriculum as subject matter D) Curriculum as planned learning experiences
A) Curriculum as implemented practice B) Curriculum as subject matter C) Curriculum as discipline D) Curriculum as planned learning experiences
A) Replace content with technology B) Are based solely on written exams C) Focus only on classroom discipline D) Are helpful in implementing curriculum content
A) Methods for political decision-making B) Strategies for evaluating cultural norms C) Knowledge about learning processes and student characteristics D) Information about cultural traditions
A) Prioritize only technological processes B) Reject traditional subjects C) Combine elements from various curriculum conceptions D) Use only one curriculum model
A) Intended curriculum B) Recommended curriculum C) Hidden Curriculum D) Implemented curriculum
A) Step-by-step classroom procedures B) Specific measurable skills C) Broad statements of what the curriculum hopes to achieve D) School policies
A) Null or Censored Curriculum B) Entitlement Curriculum C) Supported Curriculum D) Hidden Curriculum
A) Learning experiences are more important than content B) Content replaces the need for learning experiences C) Learning experiences help the learner understand and master the content D) Content and learning experiences serve completely separate purposes
A) Sociology B) Psychology C) Anthropology D) Political science
A) History B) Psychology C) Anthropology D) Sociology
A) Specific learning outcomes and competencies B) Philosophical beliefs of the school C) Broad lifelong aims D) Social expectations of the community
A) The history of the school B) Activities provided to help students achieve objectives C) Student seating arrangements D) The content found in textbooks
A) It is only for administrators B) It is a list of textbooks C) It guides teaching and learning D) It is a rigid plan
A) Classroom seating arrangements B) Tests and quizzes C) Concepts, values, and skills D) Behavioral rules and regulations
A) Social Reconstructionist Conception B) Technological Conception C) Self-Actualization Conception D) Academic Rationalist Conception
A) implemented curriculum may be modified from the intended curriculum is B) intended curriculum depends on student performance C) They are always identical D) Implemented curriculum is ignored in schools
A) Assess teacher performance B) Grade students C) Determine effectiveness of learning experiences D) Rank schools
A) Student characteristics B) Educational objectives C) Cultural rituals D) Learning methods
A) Achieved Curriculum B) Hidden curriculum C) Entitlement Curriculum D) Null or Censored Curriculum
A) The official syllabus B) Unintended lessons, values, and norms learned in school C) Co-curricular activities D) Teacher's lesson plan
A) Classroom design B) Required study periods C) Annual school events D) Curriculum content
A) Social Reconstructionist Conception B) Academic Rationalist Conception C) Technological Conception D) Self-Actualization Conception
A) Curriculum planner B) Student C) Principal D) Teacher
A) Evaluate national educational policies B) Organize student assessment methods C) Design laboratory activities D) Understand cultural influences on learning
A) Solely grading students B) Writing textbooks C) Passive delivery of content D) Active participation in planning and implementation
A) A result of students' interactions in school B) A set of topics intentionally removed from the curriculum C) Directly taught through formal lessons D) Represented in standardized assessments
A) Entitlement Curriculum B) Hidden Curriculum C) Achieved Curriculum D) Entitlement Curriculum
A) Cognitive Processes B) Social Reconstructionist C) Technological D) Academic Rationalist
A) Social Reconstructionist Conception B) Cognitive Processes Conception C) Technological Conception D) Academic Rationalist Conception
A) Ideal/Recommended Curriculum B) Written Curriculum C) Intended Curriculum D) Implemented Curriculum
A) Hidden Curriculum B) Supported Curriculum C) Entitlement Curriculum D) Achieved Curriculum
A) Recommended curriculum B) Ideal Curriculum C) Implemented curriculum D) Intended curriculum
A) A way to ensure teaching efficiency B) A mix of many curriculum conceptions C) A tool to improve society and solve social problems D) A process for mastering school subjects
A) Hidden Curriculum B) Supported Curriculum C) Entitlement Curriculum D) Achieved or Learned Curriculum |