Which of the following is the lowest level of affective behavior, according to Krathwohl?
A. The arrangement of Krathwohl’s Affective Domain is Responding. Valuing, Organization, and Characterization.
Some of Teacher Rosanna’s students have been continually observed to have and problems in comprehending her Math lessons, in which she keeps on lecturing. What is the best thing for Teacher Rosanna to do in order to help her students catch up with the lessons?
A. Keep on teaching even if her style does not change.
B. Give pop quizzes to her students.
C. Encourage student participation during every meeting.
D. Give her students low grades.
C. Teachers must make students participate in every lesson by letting them recite even if their answers are wrong because students tend to participate more if the teacher appreciates their efforts and at the same time corrects them constructively.
This component serves as the piece de resistance (finale) of goal-oriented instruction.
A. activity conceptualization
B. objective formulation
C. topic identification
D. Evaluation is the culmination of Goal-Oriented Instruction.
For lesson plans to have a consistent and strong connection from start to finish, it must have ____________.
B. Coherence is a characteristic of the instructional plan that shows “interconnectedness” and smooth flow from beginning to the end.
Teachers like Mrs. Pauline Macabulos and Mr. Kenneth Vinluan, who provide a variety of learning activities to their high school students, believe that __________.
A. Proactive teaching is a new method of teaching.
B. Giving students rewards makes them participate in class even more.
C. Students who are exposed to a variety of teaching strategies learn better.
D. Individual differences must be emphasized when planning activities for the class.
D. The concept of Individual Differences expects the teacher to provide varied learning activities to suit the needs of the various learning style of the students.
Which of the following assumptions serves as the basis of the utilization of Performance Objectives?
A. Tangible performance changes when learners undergo the learning process.
B. When a teacher teaches well, learners tend to be successful.
C. Not all learning can be seen.
D. Performance objectives ensure that students learn.
A. Tangible performance changes when learners undergo the learning process serves as the basis of the utilization of Performance Objectives.
“Porma” (form) over substance is evident in students in one of these instances.
A. Harvey submitted his comprehensive written report to Mrs. Topacio even if it was slightly soiled with tomato ketchup.
B. Kesha submitted her written report on time to Mrs. Yalung even if it reeked of the cigarette she smoked before class.
C. Joel submitted his written report to Mr. Chow a week in advance.
D. Olivia submitted her poorly written report, which was printed on perfumed stationery, to her English for Research teacher Dr. Verchez.
D. A student who focuses more on the outside appearance of report rather than the content of the report is guilty of the negative trait known as “porma over substance”
Who was responsible for stating that modelling is essential in pedagogy?
D. Albert Bandura proposed a theory commonly known as Social Learning Theory which primarily puts emphasis on Modelling.
Comprehension skills comprise the following except for _____________.
A. Finding the main idea
B. Recreational reading
C. Sequencing events chronologically
D. Reading critically
B. Sequencing events, critical reading and finding the main idea are all part of comprehension skills except for recreational reading.
This is not a feature of cooperative learning.
A. Individual accountability
B. Face-to-face interaction
C. Positive interdependence
D. Group accountability for learning
A. Individual accountability for learning is not an element of cooperative learning since group accountability is promoted in this model of learning.