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