General Review
1.
Individual differ from one another because of:
A. Hereditary
influences
B. Environmental
influence
C. Sexual
differences
D. Cultural
influences
E. All
of these
Answer: E
2.
Adjust to individual variation should be of
utmost concern to:
A. The
teacher
B. The
parents
C. The
administrator
D. The
leaner
E. The
counselor
Answer: A
3.
The so-called “lock-step” instruction in the
classroom is a direct violation of the principle of:
A. Reinforcement
B. Growth
and development
C. Motivation
D. Individual
differences
E. Transfer
learning
Answer: B
4.
Every child learns at his own rate. In a class
of 40, it would be therefore be expected that:
A. There
would be at least two groups of learners.
B. There
would about 40 different learning rates.
C. Majority
would have the same learning rate.
D. Some
would be slow, some fast, and others average.
E. Each
child’s rate would be difficult to determine.
Answer: D
5.
The practice on promoting pupils on the basis of
age rather than achievement or ability most likely results in:
A. A
wide range of differences among these pupils in the classroom.
B. A
restricted range in personality, interest and attitudes among these pupils in
the classroom.
C. The
development of healthy, well-adjust individual.
D. A
homogeneous class in all aspects but one.
E. Establish
of rapport between teacher and pupil.
Answer: A
6.
A good procedure to get a social isolate
participate more in group activities would be:
A. To
place in a position when he is forced to carry out group responsibility.
B. To
use social pressure of the class to get him to participate.
C. To
build up his confidence by recognizing the work he has done.
D. To
talk to him and convince him to join the others.
E. To
praise him in front of the class even though he does not deserve it.
Answer: A
7.
In planning a curriculum design, to priority
should be given:
A. To
defining and classifying teaching-learning goals.
B. To
setting up strategies for evaluating the plan of work.
C. To
determining concepts that make up teaching-learning units.
D. To
anticipating the roles of the individual teacher.
E. To
defining the roles of the individual teacher.
Answer: A
8.
Generally positive reinforcement has far more
desirable effects that negative reinforcement. In this regard, it would be wise
for the teacher:
A. To
employ the same reinforce for all types of learners.
B. To
vary the types of reinforce based on their effectiveness to different kinds of
learners.
C. To
use the same reinforce for the same individual all throughout the year.
D. To
changes the reinforce as often as possible.
E. To
adopt reinforce used by other teachers.
Answer: B
9.
In adjusting to the fact of individual
differences among learners, teachers ordinarily make errors. Which of the
following is not on error:
A. Teach
as one wishes to teach, regardless of maturational level, special ability or
interest.
B. Follow
the lesson plan by step and to the letter.
C. Spend
more time with slow learners; leave the fast learners alone.
D. Think
of the learners in terms of one’s self – in speed or slowness of thought,
temperament and attitude.
E. Group
learners on the basis of social maturity; frequently reorganize these groups
whenever learning progress is manifested.
Answer: E
10.
In curriculum making, which of the following
factors should be consider first?
A. Part-time
employment opportunities for students.
B. Kinds
of job available in the community.
C. Competencies
of teachers.
D. Vocational
interest of learners.
E. Community
resources.
Answer: E
11.
Order and discipline are necessary in order to
get anything done. The real problem regarding discipline that should concern
teachers, administrators and parents is:
A. Deciding
whether to have discipline of not.
B. Determining
the aims and methods of discipline.
C. Selecting
the personnel to carry out rules of discipline in school.
D. Employing
modern ways of effecting discipline.
E. Considering
the pros and cons of discipline.
Answer: B
12.
A teacher observes that in her class of 45 there
are about five ability groups. She finds difficulty in adjusting her lessons to
the level of all groups. The best thing for the teacher to do would be to:
A. Divide
the class into five ability groups, then teach one group after the other.
B. Adopt
differentiated lessons and assignments.
C. Prepare
multi-level lessons and use group work for practice exercises.
D. Reduce
the groups into two and teach them separately.
E. Let
the bright ones teach the slower one.
Answer: B
13.
Before, the curriculum was planned by experts
and handed down to the teachers to be followed closely. Today, the teachers, as
well as the learner, the administrators and even the parents are given a hand
in curriculum planning. This is what we called:
A. Innovative
planning
B. Purposive
planning
C. Traditional
planning
D. Long-rage
planning
E. Cooperative
planning
Answer: E
14.
It has been said that transfer is never complete
nor automatic, what is the implication of his statement for teaching?
A. Mastery
of subject matter assures proper application in any related situation, so the
teacher must strive for this.
B. To
be sure that the different learning-products we seek are achieved, we have to
teach for them.
C. Teaching
must ne learner-centered not is learner-centered, not subject matter-centered.
D. The
learner is responsible for injecting meaning into what ha have learned.
E. We
have to emphasize that transfer will occur when right time comes.
Answer: A
15.
The non-graded plan in the elementary school can
best be described as:
A. A
school policy that does away with evaluation of learning progress.
B. A
policy to achieve heterogeneity within the classroom.
C. An
organizational setup which enables teachers to provide for remedial work to
those who need it whenever necessary.
D. A
grouping procedure which combines the best feature of the many prior bases for
grouping such as promotion and` acceleration.
E. A
promotion policy which allows everybody to pass at the end of the school year.
Answer: D
16.
Current emphasis on behavior objectives in
instruction brought about the use of “performance criteria” in the training of
teachers. “Performance criteria” refer to specific teacher behaviors as he/she
intent with children in the classroom. The behavior listed below, except
one, are good examples of this. Which is the exception?
A. Providing
for individual differences.
B. Asking
evaluation questions.
C. Providing
reinforcement of student answers.
D. Phrasing
questions so that they may be answered the first time without additional
information.
E. Guiding
students in solving problems with aid of “lead question.”
Answer: C
17.
Variability in terms of instructional procedures
and materials, cognitive level of discourse and students tasks has been found
to be positively related to student achievement. What would be the most
accurate interpretation of this statement?
A. Schools
equipped with teaching materials produce highly achieving students.
B. Variety
of teaching procedures materials, and students tasks may lead to confusion
hence retard student achievement.
C. The
more varied the instructional procedures, materials, levels of discourse and
student tasks are, the higher the probability that student achieve more.
D. Good
teachers employ varied instructional procedures, materials.
E. High
student achievement is caused by variability in instruction procedures,
materials, levels of discourse and student activities.
Answer: C
18.
The principle of readiness has greatly affected
education in recent years. For instance, some teachers wait for readiness to
appear before teaching a child a new activity; others feel that readiness can
be taught, therefore opportunity and encouragement are important. Despite
differences in interpretation regarding this principles, there is an important
point that is involved, which one is this?
A. To
“calm troubled waters”.
B. To
avoid overemphasis upon trivial matters and minor difficulties.
C. To
focus matters in their true perspective.
D. To
avoid overestimation of the wisdom of one’s own words.
E. To
contribute to all of the above.
Answer: B
20.
Which of the following objectives is expressed
in behavioral terms?
A. To
name the steps in problem solving.
B. To
develop skills in critical thinking.
C. To
understand the value of logical reasoning.
D. To
gain insight into the process approach.
E. To
develop positive attitude towards one’s culture.
Answer: A
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