Principles and Strategies of Teaching

Professional Education
Principles and Strategies of Teaching
Employ activities, teaching methods, instructional materials & technology, classroom
management techniques appropriate for chosen subject areas.
Apply appropriate principles in the preparation and utilization of the conventional and
non – conventional technology tools as well as traditional and alternative teaching
strategies.

PART I – CONTENT UPDATE

I. Learning to teach
Learning to teach is a life-long process. To become an expert teacher is a complex,
multi-faceted process that continuous throughout the individual’s professional lifetime. It
will require several different kinds of knowledge – thorough knowledge of subject matter,
knowledge about schools and classrooms within them and knowledge of students and an
understanding of how teachers can help in this process (Kauchack 1993).

Content Knowledge Pedagogical Knowledge

Strategies

A. Teaching – refers to the management by an instructor of the teaching – learning

situation

B. Content Knowledge – understanding of content + ability to translate into

meaningful form for students

C. Pedagogical Knowledge – research – based connections between teaching and

learning

D. Strategies – research – based plans for actions

II. Five key Behaviors Contributing to Effective Teaching

A. Lesson Clarity
 Teacher must make their points understandable and explain concepts clearly so
their students can follow in a logical step by step order.
 Teachers’ oral delivery is clear, audible and free from distracting mannerisms.

B. Instructional Variety
 Refers to the variability or flexibility of delivering during the presentation of the
lesson
 Includes the use of learning materials, equipment, displays and space in
classroom
 Involves asking questions and discrimination of different question formats.

C. Teacher Task Orientation

 Refers to how much classroom time the teacher devotes to the tasks of
teaching academic subjects
 Takes place in a classroom where teacher – students interaction focuses more
on intellectual content that allows students an opportunity to learn and have
higher rates of achievement
 Makes classroom instruction parallel to the instructional goals and curriculum
that guide the construction of assessment of student progress

D. Engagement in the Learning Process

 Refers to the amount of time students devote to learning an academic subject
 Is also considered as the amount of time spent by the students in actively
learning the material a.k.a the engagement rate (percentage of time devoted to
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learning when the student is actually on task, engaged with instructional
materials and benefiting from the activities being presented)

E. Student Success Rate

 Refers to the rate at which students understand and correctly complete
exercises and activities
 Consists of teacher’s task orientation and student engagement as they are
closely related to student success rate
 Involves organization and planning of instruction that yields moderate to-high
success but then challenges the learner to go beyond the information given

III.Principles of Good / Successful Teaching

1. According to John Dewey
Teaching is considered good when:
 The child is made the center of the educative process;
 It is well-planned;
 The learner is made conscious of the goals or aims to be accomplished;
 It provides learning experiences;
 There is provision to meet individual differences;
 It utilizes the past experiences of the learner;
 The learner is stimulated to think and reason;
 It is governed by democratic principles;
 The method used is supplemented by another method and instructional devices;
 Evaluation is made an integral part of the teaching process; and
 Drill or review is made an integral part of teaching and learning.

2. According to James Mursell

Teaching becomes a success when it takes into consideration the following:
a. Principle of Context – setting and use of appropriate materials
Level I – Textbook only
Level II – Textbook together with supplemental materials
Level III – Non-academic and current materials
Level IV – Multi-sensory aids
Level V – Demonstration and presentation by experts
Level VI – Field experiences

b. Principle of Focus – subject matter/lesson

Level I – Page assignment
Level II – Announced topic together with page or chapter references
Level III – Broad concepts
Level IV – Specific concepts, problem, skills acquisition

c. Principle of Socialization – social setting in the classroom

Level I- Submission
Level II – Contribution
Level III – Cooperation and collaboration

d. Principle of Individualization – learner’s purposes, aptitudes, abilities and

experimental procedures
Level I – Uniform tasks
Level II – Homogeneous grouping
Level III – Contract plan
Level IV – Individual instruction
Level V – Large units with optional related activity
Level VI – Individual undertakings

e. Principle of Sequence – order/arrangement of learning tasks

Level I – Logical succession of blocks of content
Level II – Connecting learning / lesson / course through introductions, reviews
Level III – Building learner’s readiness
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Level IV – Building from emerging meanings

f. Principle of Evaluation – appraisal

Level I – through testing
Level II – Related to objectives and processes
Level III – Total learning process and results

IV. MANAGING INSTRUCTION

A. Determining Instructional Objectives
 Are specific statements of intermediate learning outcomes necessary for acquiring
a terminal (specific statements describing what the learner is to do at the end of
instruction) performance

 Taxonomy of Objectives
1. Cognitive Domain – Benjamin Bloom / David Krathwohl
 Describe the knowledge that learners are to acquire
Original Revised Taxonomy
Like the original taxonomy, the revision is hierarchical in
the sense that the six major categories of the cognitive
process dimension are believed to differ in their complexity.
a. Knowledge – recalling a. Remember – Retrieving relevant knowledge from long-
previously learned material term memory
b. Comprehension – -Recognizing -Recalling
restating previously b. Understand – determining the meaning of instructional
learned material into one’s messages, including oral, written and graphic
own words communication
c. Application – using the -Interpreting -Classifying -Summarizing
knowledge into a new -Exemplifying -Comparing -Explaining
situation or problem c. Apply – Carrying out or using a procedure in a given
d. Analysis – breaking the situation
knowledge into parts and -Executing -Implementing
making relationship among d. Analyze – Breaking material into its constituent parts
ideas and detecting how the parts relate to one another and to an
e. Synthesis – producing overall structure or purpose.
wholes from the parts or -Differentiating - Organizing -Attributing
producing a new whole e. Evaluate – making judgments based on criteria and
f. Evaluation – judging standards.
the value of knowledge or -checking -Critiquing
the material learned f. Create – Putting elements together to form a coherent
whole or make an original product
-Generating (hypothesize)
-Planning (design)
-Producing (construct)

2. Affective Domain – David Krathwohl

 Describe the attitudes, feelings and dispositions that learners are expected to
develop

a. Receiving – willingness to be aware and pay attention to stimulus or phenomenon

b. Responding – reacting to an event through participation
c. Valuing – evaluating beliefs in the form of acceptance, preference, commitment
d. Organization – organizing the values in relation to each other
e. Characterization – acts in accordance with the accepted value and becomes part of
the personality

3. Psychomotor Domain – Elizabeth Simpson

 Relate to the manipulative and motor skills that learners are to master

a. Perception – awareness of sensory stimulus

b. Set – relates cues / knows
c. Guided Response – performs as demonstrated
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d. Mechanism – performs simple acts well
e. Complex Overt Response – skillful performance of complex acts
f. Adaptation – modifies acts for special problems
g. Origination – creates new movement patterns / shows creativity

B. Determining Methods
1. Factors to Consider in Choosing a Method
a. Objectives e. Teacher
b. Subject Matter f. School Environment
c. Learners g. Safety Measures
d. Educational Technology

2. Principles for Determining Method

The method must:
 Utilize the theory of self-creativity (learning by doing)
 Utilize the laws of learning
 Aid the learner in defining his own purposes by setting the situation for the
emergence of a desirable purpose. (intrinsic goal)
 Start from what is known already to the students. (inductive)
 Be based on the accepted, well-integrated educational theory and practice which is
designed to unify the work of teaching and learning
 Provide the learners with numerous and diverse learning experiences or activities.
 Challenge and encourage the learner to further activities which involve the process
of differentiation and integration.
 Provide opportunity for the learner to ask and answer questions.
 Be supplemented by other methods.

3. Types of teaching approaches / methods / strategies

 Direct / Teacher-centered approach – is teacher-centered / controlled; teachers

transmit information directly to the learner

1. Deductive method – This method begins with a rule or generalization that is

applied to specific cases or examples. It aims to test the rule or solve the given problem.
It is opposite of inductive method.
2. Demonstration or Showing method – “Learning by observation & imitation.”
In this method, the teacher (or a select group of pupils) performs the activity. The
demonstration may be live, filmed or electronically presented. The class learns through
observation and/or practice with real equipment and simulators.
3. Lecture method – Lecture as a teaching procedure for clarifying or explaining
a major idea cast in the form of question or problem (Bossing). This is very effective
when the lecture has the information or materials which pupils do not have; thus,
imparts information and develops critical thinking, largely by the use of the verbal
message, with minimal class participation. This is also considered as the most
authoritative method of teaching.

 Indirect/Learner-centered approach – is learner-controlled; students search for

information

1. Concept development method – subject matter is taught to enable pupils to

develop concepts. (A concept is an idea or representation of the common element or
attribute by which groups or classes may be distinguished. It is also a general idea or
understanding, especially one derived from specific instances or occurrences). This
method involves the essential components of higher-order thinking skills like listing,
grouping, labeling, regrouping and synthesizing.
2. Discovery method – this method refers to an inductive method in guiding
learners to discuss and organize ideas and processes by themselves. They will undergo
the process of observation, comparison and abstraction, generalization and application.
It means keeping them use ideas already acquired as means of discovering new ideas.
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3. Inductive method – this would help pupils discover important rules or truth for
themselves through careful observations of specific cases or examples leading to
generalizations. It is the opposite of deductive method.
4. Laboratory method – this method is effectively used in Science and other
related subjects. Apparatus and materials are used to discover or verify facts and to
study scientific relationship. Activities range from observation to
investigation/experimentation, which in turn provide learners with firsthand experience.
5. Problem-solving method – this is an application of John Dewey’s reflective
thinking theory. This makes use of a problem as a nucleus which will make pupils work
toward its solution. Essentials to this are statements of the problem & hypothesis and
evaluation & verification of solution/result.
6. Project method – this method is characterized by learners planning, directing
and executing activities which are purposeful, natural, lifelike and significant. Projects
may be classified as physical or material projects, learning projects and intellectual or
problem projects.

 Other Models / Teaching Strategies

 Brainstorming- is a process for generating creative ideas and solutions through
intensive and freewheeling group discussion. It consists of individual or more in which
a deliberate attempt is made to think creatively about all possible approaches and
solutions to a given problem.
 Constructivist Teaching – believes that learning occurs as learners are
creatively involved in a process of meaning and knowledge construction rather than
passively receiving information. Learning becomes possible when tasks are authentic,
set in meaningful context, and related to the real world. At the end, critical thinkers,
motivated and independent learners are created.
 Cooperative learning – it is successful teaching strategy in which small teams,
each with students of different levels of ability, use a variety of learning activities to
improve their understanding of a subject. Each member of a team is responsible not
only for learning what is taught but also for helping teammates learn, thus creating an
atmosphere of achievement.
 Dale’s Cone of Experience – a pictorial device that presents bands of experience
arranged according to degree of abstraction
 Distance Learning – or distance education is a mode of delivering education and
teaching, often on an individual a basis, to students who are not physically present
in a traditional setting such as c classroom. It provides “access to learning when
the source of information and the learners are separated by time and distance, or
both.”
 Field trip – it occurs outside the classroom and offers an opportunity for students
to get exposure to “real” people and events and the opportunity to make
connections with others.
 Metacognitive Teaching – “Thinking about thinking.” Teachers guide learners to
become more strategic thinkers by helping them understand the way they are
processing information. It can be done using any of the following processes:
advance organization, organizational planning, directed attention, selective
attention, self-monitoring, self-evaluation, auditory representation.
 Multiple Intelligences (MI) – Developed by Howard Gardner, MI believe that
children’s thinking and learning skills vary widely from child to child. It aims to
develop learners who are analytic, interactive & introspective. Listed below are the
nine intelligences human beings are said to possess:
1. Verbal-Linguistic – well-developed verbal skills and sensitivity to the sounds,
meanings and rhythms of words
2. Mathematical-Logical – ability to think conceptually and abstractly, and capacity to
discern logical or numerical patterns
3. Musical – ability to produce and appreciate rhythm, pitch and timber
4. Visual-Spatial – capacity to think in images and pictures, to visualize accurately and
abstractly
5. Bodily-Kinesthetic – ability to control one’s body movements and to handle objects
skillfully
6. Interpersonal – capacity to detect and respond appropriately to the moods,
motivations and desires of others.
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7. Intrapersonal – capacity to be self-aware and in tune with inner feelings, values,
beliefs and thinking processes.
8. Naturalist – ability to recognize and categorize plants, animals and other in nature
9. Existential – sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why do we die, and how did we get here.

 Panel – this consists of a group of three to six persons having a purposeful

conversation on an assigned topic with or without active participation by the
audience. The panel is usually seated at a table in full view of the audience.
 Peer Tutoring – the assignment of students to help one another on a one-on-one
basis or in small groups in a variety of situations.
 Problem-based learning – challenges students to learn through engagement in a
real problem. Learning takes place within the contexts of authentic tasks, issues
and problems – that are aligned with real-world concerns.
 Reflective Teaching – is a response to past experience and involves conscious
recall and examination of the experience as a basis for evaluation and decision-
making and as a source for planning and action.
 Role playing – it involves a spontaneous portrayal (acting out) of a situation,
condition, or circumstance that is similar to real-life.
 Simulation – is an enactment of a make believe episode as much like the real
thing as possible.
 Small-group Instruction – works best in rooms with movable furniture. It can
provide interesting challenges, permit students to progress at their own pace,
provide a psychologically safe situation in which to master the material, and
encourage them to contribute to class activities. Grouping may be done using
ability, interest, skill, viewpoint, activity or project, integration and arbitrary.
 Socratic Method – question and answer used by Socrates. The teacher does not
give information directly but instead asks students series of questions. Its goal is to
help students, process information and engage in deeper understanding of topics.
It can be used at any grade level and with all subject areas, and lessons can be
adapted to fit a changing society.
 Symposium – is a formal activity where two to five persons talk on or discuss a
topic, especially an academic topic or social problem before an audience.

C. Determining Learning Activities

 Are activities engaged in by the learner for the purpose of acquiring certain skills,
concepts or knowledge with or without teacher’s guidance. It provides
opportunities for students to model ways of thinking and learning, practice skills
and processes, extend knowledge, learn from a wide range or sources (including
other students), gain feedback on progress, engage deeply in the subject matter,
and participate actively in the learning process.

1. Principles in Selecting Learning Activities

a. Learners must profit from the experience
b. Learning activities must provide for the attainment of a set of objectives.
c. Learning activities must be authentic and contextualized to meet the needs and
interests of the learners.
d. Learning activities must challenge the learners to ask questions.
e. Learning activities must provide opportunities for content mastery as well as broad
and deep study.

2. Criteria in Selecting Learning Activities

a. Appropriateness c. Variety
b. Feasibility d. Optimal Value

D. Determining Instructional Materials

 Are educational resources used to improve students’ knowledge, abilities, and
skills to monitor their assimilation of information and to contribute to their overall
development and upbringing.

1. Types of Instructional Materials

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a. Concrete Objects – includes objects from nature
b. Representation of Concrete Objects and Phenomena – includes three-
dimensional materials (castings, globes and experimental models), two-
dimensional materials (charts, pictures, photographs, maps, diagrams, and
drawings) and audiovisual materials (motion pictures, film clips, filmstrips, slide
sequences, transparencies, records and tape recordings, and radio and television
broadcasts).
c. Descriptions of such objects and phenomena – include scientific, scholarly,
reference and methodological teaching aids as well as textbooks of problems and
exercises, books for recording scientific observations, laboratory manuals, manuals
for production training and programmed textbooks
2. Principles in the Selection and Utilization of Instructional Media
a. Motivation e. Preparation of i. Practice
b. Individual Differences learning j. Repetition
c. Learning Objectives f. Participation k. Application
d. Organization of g. Feedback
Content h. Reinforcement

E. Determining Evaluation Instrument

 Any of the means by which one obtains information on the progress of the learner
and the effectiveness of instruction

IV. Lesson Plan

 A daily plan
 Sets forth the proposed program or instructional activities for each day
 Is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time
 Components
Hunter Gagne Slavin Good & Brophy
1. Review 1. State learning 1. Review
2. Anticipatory 1. Gain attention 2. Review
Set prerequisites
3. Objective 3. Inform learner of
objective
4. Recall prior
knowledge
4. Input 5. Present the 3. Present new 2. Development
stimulus material
material
6. Modeling 5. Provide learning 4. Conduct 3. Assess
guidance learning probes
6. Check for 6. Elicit
understanding performance
7. Guides 7. Provide
practice feedback
8. Independent 5. Provide 4. Seatwork
practice independent
practice
8. . Assess 6. Assess 5. Accountability
performance performance &
provide
feedback
9. Ensure retention 7. Provide 6. Homework
& transfer practice &
review
7. Special
reviews
V. Art of Questioning
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Good teaching involves good questioning especially when large groups of students are
being taught. Skillful questioning can arouse the students’ curiosity, stimulate their
imagination and motivate them to search out new knowledge (Ornstein 1990).
A. Type of Questions
1. According to the thinking process
a. Low – level questions – emphasizes memory and simple recall of information.
Example: Who is Maria Montessori? What are the stages of Cognitive
Development?
b. High – level questions – go beyond memory and factual information.
Example: Why do we need to consider the learners in developing a curriculum?
What are some of the benefits of aligning the curriculum with the identified
standards?
2. According to the type of answer required
a. Convergent – have one or best answer; normally starts with what, who, when and
where. Example: What are the three sources of change? Who is the proponent of
multiple intelligences?
b. Divergent – open ended and usually have many appropriate answers; usually starts
with how or why; there is more opportunity for students to exchange ideas and
differing opinions. Example: How do you differentiate effective teacher from
efficient teacher? Why do we need to conduct needs?
3. According to the degree of personal exploration or valuing
 Students explore their feelings and attitudes, analyze their experiences and
express their ideas
B. Technique in Questioning
1. Wait time – interval between asking a question and the student response is
between 3-4 seconds
2. Directing – ask the question and then call a student’s name
3. Probing – The teacher stays with the same student, asking for clarification,
rephrasing the question or asking related question.

VI. Classroom Management

Classroom management is an integral part of teaching and techniques of
managing students must be delivered skillfully by the teacher. The teacher’s
personality, philosophy and teaching style will directly affect his or her managerial and
disciplinary approach.
Following are approaches grounded in research and are applicable in the
classroom. They are distinct from each other yet share common features. All are based
on a mixture of psychology, classroom experience and common sense. All blend
elements of prevention with techniques for intervention (Omstein, 1990).

A. Approaches to Classroom Management

1. Assertive Approach
 Based on Lee and Marlene Canter’s model of discipline in which teachers insist on
responsible behavior by their students
 Expects teachers to specify rules of behavior and consequences for disobeying
them and to communicate these rules and consequences clearly
 Assumes that classroom management liberate students because it allows them to
develop their best traits, skills and abilities and provides them with psychological
security in the classroom and an effective learning environment.

2. Business – Academic Approach

 Developed by Evertson and Emmer, emphasizes the organization and
management of students as they engage in academic work
 Involves a high degree of “time on task” and academic engaged time” for
students. The idea is that when students are working on their tasks there is a little
opportunity for discipline problems to arise.

3. Behavioral Modification Approach

 Rooted in the classical work of James Watson and the more resent work of B.F.
Skinner
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 It involves a variety of techniques and method ranging from simple rewards to
elaborate reinforcement training.
 Assumes that behavior is shaped by the environment and pay little attention to the
causes of problems

4. Group Managerial Approach

 Based on Jacob Kounin’s research
 Emphasizes the importance of responding immediately to group students behavior
that might be inappropriate or undesirable in order to prevent problems rather
than having to deal with them after they emerge
 If the misbehavior is not noticed, is ignored or is allowed to continue for too long, it
may create a “ripple effect”

5. Group Guidance Approach

 Based on the works of Fritz Redl
 Focuses on manipulating the surface behavior of the students on group basis
 Discipline and classroom control are produced through group atmosphere and is
enhanced group support

6. Acceptance Approach
 Rooted in humanistic psychology
 Maintains that every person has a prime need of acceptance
 Also based on the democratic model of teaching in which the teacher provides
leadership by establishing rules and consequences but at the same time allows
students to participate in decisions and to make choices

7. Success Approach
 Rooted in humanistic psychology and democratic model of teaching
 Deals with general psychological and social conditions. Teacher should not excuse
bad behavior on the part of the student. They need to change whatever negative
classroom condition exists and improve conditions that will lead to student
success.

B. Management of Routine
Routine is simply a set of procedure for handling both daily occurrences and minor
interruptions of instructions

1. ADVANTAGES
a. Students will have more opportunity to learn and achieve more.
b. Teachers can devote more time for quality instruction

2. EXAMPLE
a. Checking of attendance
b. Distribution of materials
c. Submission of test papers
d. Coming in and going out of the classroom
e. Payment of fees

C. Management of Time
The quantity and quality of academic instructional and engaged time affect student
performance. Time in school can be divided into 4 categories relating to academic
work (Omstein 1990).

1. Mandated time – the number of days and hours in the school calendar specified
by the state and school laws.

2. Allocated time – the portion of time in school allocated to different subjects and
other activities in academic and non-academic areas
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3. Academic instructional time – the time the teacher actually spends in class
giving instruction through various means in particular subjects and skills

4. Academic-engaged time – the time the students spend in performing academic

work
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PART II – ANALYZING ITEMS
Directions: Read and analyze each item and select the correct option that answers each
question. Analyze the items using the first 5 items as your sample. Write only the letter
of your choice in your answer sheet.
1. To ensure that the lesson will go on smoothly, Teacher A listed down the steps she
will undertake together with those of her students. This practice relates to
A. Teaching style C. Teaching strategy
B. Teaching method D. Teaching technique

The correct Option is B because teaching method consists of steps which are logically
arranged aimed at achieving the specific aims of instruction.

2. The class of Grade 6 – Einstein is scheduled to perform an experiment on that day.

However, the chemicals are insufficient. What method may then be used?
A. Project C. Lecture
B. Laboratory D. Demonstration

The correct answer is D because the insufficiency of chemicals to use dictates that the
teacher performs the experiment while the rest of the class observes.

3. Teacher C gives the class specific topic as assignment which they have to research
and pass the following day. However, the students could not find any information
about it. What method should Teacher C use to teach the assignment?
A. Project method C. Lecture method
B. Discovery approach D. Demonstration method

The correct option is C because lecture method is effective when the lecturer or teacher
has the information or materials which students do not have.

4. Picture models and the like arouse students’ interest on the day’s topic. In what
part of the lesson should the given materials be presented?
A. Initiating activities C. Evaluation activities
B. Culminating activities D. Developmental activities

The correct option is A because instructional materials like picture is used to motivate
the students. This takes place at the start of the lesson, i.e.. during the initiating
activities.

5. In Bloom’s taxonomy of educational objectives, the domains are stated from the
lowest to highest level. Which of the following objectives belongs to the lowest
level?
A. To identify the characters in the story
B. To differentiate active from passive voice
C. To give the available resources that could be recycled to useful things
D. To explain the procedure in changing improper fraction to mixed number.

The correct option is A because identifying the characters in the story requires simple
recall of information from the text read; a characteristic of information in the knowledge
level which is the lowest level in Bloom’s taxonomy.

6. The class of IV – Kalikasan is tasked to analyze the present population of the

different cities and municipalities of the National Capital Region for the last five
years. How can they best present their analysis?
A. By means of a table C. By means of a graph
B. By looking for a pattern D. By guessing and checking

7. There are several reasons why problem-solving is taught in Math. Which is the
LEAST important?
A. It is the main goal for the study of Math
B. It provides the content in which concepts and skills are learned and applied.
C. It provides an opportunity to develop critical and analytical thinking
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D. It provides pupils an opportunity to relate Math with the real world.

8. Teacher D teaches in a remote high school where newspapers are delivered

irregularly. Knowing the importance of keeping the students aware of current
affairs, what is probably the best way to keep the students updated?
A. Gather back issues of newspapers and let pupils compile them.
B. Urge the pupils to listen to stories circulating in the community.
C. Encourage the pupils to listen to daily broadcast from a transistor radio.
D. The teacher should try all available means to get the newspaper delivered to the
school.

9. Devices can make a lecture more understandable and meaningful. What is the
most important thing a teacher should consider in the selection and utilization of
instructional materials?
A. Objectives of the lesson
B. Availability of instructional materials
C. Attractiveness of instructional materials
D. Degree of interest on the part of the students

10. Teacher E asks student A to identify and analyze events, ideas or objects in
order to state their similarities and differences. In which part of the lesson does
said activity take place?
A. Preparation D. Application
B. Generalization E. Comparison & abstraction
C.

11. Which part of the lesson is involved in the giving of situation or activities
based on the concepts learned?
A. Preparation C. Application
B. Generalization D. Comparison & abstraction

12. Teacher F wants the class to find out the effect of heat on matter. Which
method will help him accomplish his objective?
A. Project method C. Problem method
B. Laboratory method D. Expository method

13. In Math, Teacher G presents various examples of plane figures to her class.
Afterwards, she asks the students to give the definition of each. What method did
she use?
A. Inductive C. Deductive
B. Laboratory D. Expository

14. Teaching Tinikling to I-Maliksi becomes possible through the use of

A. Inductive method C. Demonstration method
B. Expository method D. Laboratory method

15. What is the implication of using a method that focuses on the why rather
than the how?
A. There is best method
B. A typical one will be good for any subject.
C. These methods should be standardized for different subjects.
D. Teaching methods should favor inquiry and problem solving

16. When using problem solving method, the teacher can

A. Set up the problem
B. Test the conclusion
C. Propose ways of obtaining the needed data
D. Hel the learners define what is it to be solved

17. Which of the following characterizes a well-motivated lesson?

A. The class is quiet.
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B. The children have something to do.
C. The teacher can leave the pupils to attend to some activities.
D. There are varied procedures and activities undertaken by the pupils.

18. Learners must be developed not only in the cognitive, psychomotor but also
in the affective aspect. Why is development of the latter also important?
A. It helps them develop a sound value system.
B. Their actions are dominated by their feelings.
C. It helps them develop an adequate knowledge of good actions.
D. Awareness of the consequences of their action is sharpened.

19. Which of the following attributes characterizes a learner who is yet to

develop the concept?
A. The learner can identify the attributes of the concept.
B. The learner can summarize the ideas shared about the concept.
C. The learner can distinguish examples from non-examples.
D. The learner gets a failing grade in the test given after the concept has been
discussed.

20. The strategy of teaching which makes use of the old concept of “each-one-
teach-one” of sixty’s is similar to
A. Peer learning C. Partner learning
B. Independent learning D. Cooperative learning

21. Which part of the lesson does the learner give a synthesis of the things
learned?
A. Motivation C. Evaluation
B. Application D. Generalization

22. Educational objectives are arranged from simple to complex. Why is this?
A. Each level is built upon and assumes acquisition of skills from the previous level.
B. Objectives are broad and value-laden statements that lead to the philosophy of
education.
C. Be idealistic and ambitious to begin with grandiose scheme for using taxonomy in
all levels.
D. These are guidelines to be taught and learned where teachers and students
evaluate learning.

23. Which of the following is NOT true?

A. Lesson plan should be in constant state of revision.
B. A good daily lesson plan ensures a better discussion.
C. Students should never see a teacher using lesson plan.
D. All teachers regardless of their experiences should have daily lesson plan.

24. In Music, Teacher I wants to teach the class how to play the piano in the Key
of C. Which of the following should be his objective?
A. To play the piano in the Key of C chords.
B. To improve playing the piano in the Key of C.
C. To interpret properly the chords of Key of C in the piano.
D. To exhibit excellent playing of piano in the key of C.

25. When using the instructional material, what should the teacher primarily
consider?
A. The material must be new and skillfully made.
B. It must be suited to the lesson objective.
C. The material must stimulate and maintain students’ interest.
D. It must be updated and relevant to Filipino setting.
Principles and Strategies of Teaching
Professional Education
Principles and Strategies of Teaching
Professional Education

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the
letter of the best answer.

1. Student A wishes to write a lesson plan. Which question should s/he asks
herself/himself?
A. What materials will I need?
B. How will I get things started?
C. What do I want to accomplish?
D. What exercises will I give my students?

2. Which of the following characterizes best an effective classroom manager? One

who is friendly yet
A. Rigid
B. Demanding
C. Business-like
D. Buddy-buddy

3. Which of the classroom activities below is effective?

A. The concept learned is applicable to daily life.
B. The techniques and approaches used are varied.
C. The variety of instructional materials used is evident.
D. The laughter and enjoyment of students are contagious.

4. When is praise effective? When it

A. Describes students present accomplishments
B. Shows spontaneity, variety and other signs of credibility
C. Focuses students attention on their own task relevant behavior
D. Provides information to students about their competence and the value of their
accomplishments

5. Which of the following is a divergent question?

A. How is water purified?
B. What are the parts of a sentence?
C. What is the most populated country in Asia?
D. What is the formula in getting the weight of an object?

6. Which of the following reading skills belongs to a higher level?

A. Drawing conclusion
B. Stating the main idea
C. Following directions
D. Noting specific details

7. Which of the following questions is classified as low level?

A. What is Science?
B. How is city differentiated from a province
C. If given a chance to become a government official, what reform/s will you
advocate? Why?
D. Who among the Filipino heroes and heroines do you like best? Explain.

8. Why does the teacher have to plan the day’s activities?

A. This is expected by pupils.
B. This is required of a teacher.
C. The ability of the teacher is tested.
D. The accomplishment of the objectives is dependent on the plan.

9. Which of the following should the teacher use to start the class discussion?
A. Narrow question
B. Convergent question
C. Memory question
Principles and Strategies of Teaching
Professional Education
D. Divergent question

10. What of the following characterizes best a well-managed class? When

learners
A. Are controlled by the teacher
B. Blindly obey teachers’ instructions
C. Pursue their task without inhibition
D. Are engaged in an activity that leads them to realize the set goal

11. Which of the following belongs to a lower-order thinking skills?

A. Teaching for meaning
B. Encouraging creativity
C. Asking convergent questions
D. Making the students aware of their mental processes

12. When should Teacher M undertake the task of setting up routine activities?
A. Every homeroom period
B. On the very first day of school
C. Every day at the start of the sessions
D. As soon as the students have adjusted to their schedule

13. Which of the following marks a conductive environment?

A. Excessive praise
B. Individual competition
C. Long assignments
D. Cooperative learning

14. Which of the following helps develop critical thinking?

A. Asking low-level questions
B. Blind obedience to authority
C. Asking convergent questions
D. Willingness to suspend judgment until sufficient evidence is presented

15. Teacher N wants to develop the comprehension skills of his pupils. How
should his questioning proceed?

I. Literal II. Interpretational III. Critical IV. Integration

A. I, II, III, IV C. C. I, II, IV, III

B. B. I, III, II, IV D. D. IV, III, II, I

16. Which of the following counters the teacher’s role as facilitator of learning?
A. Does more talk than learners
B. Does less talk compared to learners
C. Makes use of interactive teaching strategies
D. Caters to multiple intelligences in the classroom

17. Which of the following practices violates the guidelines in asking questions?
A. Avoid cognitive memory questions
B. Call on pupils before asking the questions
C. Use probing questions to follow up incomplete answers
D. Sequence questions so that higher level questions build on the answers to lower
level questions

18. Which of the following show cooperation?

A. Doing all the work alone
B. Letting others copy from you
C. Collaborating with others in a group
D. Allowing others to dominate in the decision-making
Principles and Strategies of Teaching
Professional Education

19. Which of the following violates good discipline?

A. Practice
B. Attention
C. Modeling
D. Punishment

20. Asking a series of questions to a student is violation of which technique in

questioning?
A. Wait time
B. Prompting questions
C. Redirection
D. Probing questions

21. Which of the following should Teacher O practice more if he wants to give his
students the opportunity to think critically?
A. Provide questions with clues
B. Give questions that require analysis
C. Give questions that deviate from the main topic
D. Allow the children to ask questions during the class discussion

22. Which guideline in asking questions must Teacher P use to develop reflective
thought and critical thinking among her lessons?
A. Probing
B. Prompting
C. Wait time
D. Redirection

23. Which of the following practices is an effective way to start a lesson?

A. Checking the attendance
B. Scolding someone who was late
C. Evaluating the work done the previous day
D. Reminding the pupils of standards of listening

24. Which of the following routines is the best way to start a class?
A. Ringing the bell
B. Greeting each other
C. Making the child line up
D. Asking the children to clean the room

25. What is the most effective way to distribute papers/materials in class?

A. Give pupils papers one by one.
B. Let the pupils come to the teacher one by one.
C. Ask a leader pupil to distribute the papers.
D. Instruct pupils to “Get one and pass”.