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