SAINT JOSEPH INSTITUTEOF TECHNOLOGY

Butuan City

SEMI FINAL EXAM IN FS 2

NAME : _______________________________ DATE : _____________________

TEST I. MULTIPLE CHOICE. SELECT THE BEST ANSWER BY ENCIRCLING THE

1. Teacher Edna believes that students need not to know the intended learning outcome of her
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Edna negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning in an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and collaborative process.
2. Teacher Omar noticed that in group work, students just leave the work to the leader and so
vowed never to give group work again. Against which principle of learning is Teacher
Omar’s decision?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. In her desire to finish the content of the course syllabus, Teacher Jayvee just lectures while
students listen. Which principle of learning does Teacher Jayvee violate?
A. Learning is the discovery of the personal meaning of ideas.
B. Learning is a cooperative and a collaborative process.
C. Effective learning begins with setting clear expectations and learning outcomes.
D. Learning is an active process.
4. Teacher Archie asks her students to see the connection of their new lesson to their own
personal experiences and share the same with the class. Teacher Archie believes in which
principle of learning?
A. Learning is a cooperative and a collaborative process.
B. Effective learning begins with setting clear expectations and learning outcomes.
C. Learning is an active process.
D. Learning is the discovery of the personal meaning of ideas.
5. Teacher Lillian avoids drills out of context. She gives real-world Math problems for students
to drill on. Teacher Lillian is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
6. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or3 domains- cognitive, skill
and affective, or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
 7. Teacher Katherine shared this lesson objective/learning outcome with her students: ‘Before
the period ends, all of you must be able to identify the topic sentence and supporting
sentences of a given paragraph. ‘Teacher Katherine drilled them on subject-verb agreement
to ensure that they can write a good paragraph then gave a ten-sentence paragraph for the
students to determine subject-verb agreement before the class period ended. Did Teacher
Katherine use the lesson objectives/learning outcome as guide in the development of her
lesson?
A. Yes
B. No
C. C. A little, because subject-verb agreement is a must in paragraph writing.
D. Very much, because she made use of a ten-sentence paragraph for the end-of-the-period
quiz.
8. Here is a lesson objective: ‘At the end of the lesson, the students must be able to develop a
positive attitude towards work.’ Is this SMART objective?
A. Partly, it is in the affective domain.
B. Very much, it is specific.
C. Not at all, develop is a non-behavioral term.
D. D. Yes, if the word ‘ develop’ is replaced with ‘ create’ ‘’

Teacher Camille taught the parts of a microscope, demonstrated how to focus it under the low power
objective, then asked 3 students to try to focus it with her guidance as the class looked on. She asked
the class if the 3 students did focus the microscope correctly and ended her lesson citing the ‘don’ts
and explaining the why’s behind the don’ts in focusing the microscope. Before she did all these, she
asked the class if it is/is not important for them to learn how to focus the microscope.

9. Based on Kendall’s and Marzano’s new taxonomy, in what domains was teacher Camille ’s
lesson?
I. Information ( Declarative knowledge)
II. Mental procedures ( Procedural knowledge)
III. Psychomotor procedures ( Physical skills)
A. I and II C. II and III
B. II only D. I, II and III
10. Which part of teacher Camille ’s lesson consists of mental procedure ( procedural
knowledge)?
I. Asking the class if the 3 students focused the microscope correctly
II. Explaining the why’s behind the don’ts
III. Focusing the microscope
A. I only C. II only
B. I, II and III D. I and II
11. Based on Bloom’s taxonomy, which part of Teacher Camille’s lesson is in the psychomotor
domain?
A. The 3 pupils focusing the microscope
B. The pupils listening to the don’ts in focusing the microscope
C. Asking the class if it is important to learn how to focus the microscope
D. Explain the why’s behind the don’ts
12. If Teacher Camille ’s lesson objective/intended learning outcome is to focus the microscope
correctly, could she have just shown the class how to do it without explaining the parts of the
microscope and their corresponding functions?
A. No
B. Yes, 21st century students learn skill very fast
C. Yes, but risky.
D. No, it is basic for students to know the function of each part. This guides the students on how
to focus the microscope.
13. Teacher Jover wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their tasks. Based on revised Bloom’s
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
14. You are required to formulate your own philosophy of education in the course, the Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are
you?
A. Analyzing C. Applying
B. Creating D. Evaluating
15. Teacher Julie requires his class to conduct research, write a research report and defend the
same before a panel of experts. In which level/s of processing will the students be engaged?
I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge utilization
A. I, II, III and IV C. II, III and IV
B. III and IV D. I, III and IV
16. Teacher Anne encourages her students to make the intended learning outcome their own and
explained that she expected them to monitor now and then their own progress toward the
intended learning outcome and act accordingly. In which level of processing will Teacher
Anne ’s students act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system
17. Teacher Ann sees to it that her class sees the importance of the grammar lessons in English
and so gets intrinsically motivated to learn. In which level of processing is the class expected
to act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system
18. Teacher Ann demonstrated the deductive method of teaching in her English class. Based on
her teaching demo, she asked the class to outline the steps of a deductive teaching method.
The student’s outlines served as the starting point of the class discussion on the steps of the
deductive method. Did teacher Ann go deductive?
A. No, she went inductive.
B. Yes, she began with the concrete.
C. Yes, she went deductive.
D. D. Both deductive and inductive.
19. Teacher Ann said: ‘This is the rule on how to multiply fractions. To illustrate, let’s give
examples, ‘Then he gave fractions to the class for them to multiply. How did teacher Ann
proceed?
A. Inductively C. Deductively
B. Inductive then deductively D. Deductively then inductively
20. It is less interactive and requires relatively shorter period of time to cover content. Which
teaching method is described?
A. Inductive C. Both inductive and deductive
B. Deductive D. Both but more deductive
21. Which method is more interactive?
A. Deductive
B. Deductive, if teacher wants to
C. Inductive
D. Inductive, if the teacher chooses to
22. When you begin teaching with the generalization that bring in details, which method you
employ?
A. Deductive
B. It depend on your type of generalization
C. Inductive
D. It depends on the quantity of details you bring in
23. When you begin with concrete experienced then come in with conclusion, which method do
you employ?
A. Deductive
B. It depends on your type of generalization
C. Inductive
D. It depends on the quantity of details you bring in
 24. Learning is an active process. Which one is an application of this principle?
A. Let students learn the steps in opening a computer by making them follow the steps.
B. Group students for work or project that way project becomes less expensive.
C. Teach your content from a multidisciplinary perspective.
D. Avoid drills which are out of context.
25. The more senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Teach using mostly verbal symbol.
B. Employ cooperative learning.
C. Invite parents as resource speaker in class.
D. Bring students to field trips with consent of school and parents.
26. A non-threatening atmosphere enhances learning. Which practice is an offshoot of this
principle?
A. No praising C. No bullying
B. No scolding D. No homework
27. Emotion has the power to increase retention and learning. To apply this principle, teacher
must _____.
A. Spice class with his/her sense of humor
B. Make course difficult for students to remember and learn
C. Touch students ‘ emotion when he/she teaches
D. Be emotional when he/she teaches
28. Good teaching goes beyond recall of information. So what must a teacher do?
A. Use multisensory aids to teaching.
B. Teach as many facts as you can.
C. Teach for test purposes only. Teach to the test.
D. Make students connect acts learned to from concepts and abstractions.
29. Learning is meaningful when it is connected to students’ everyday life. What is an application
of this principle in teaching?
A. Teacher asks the class to show applications of what they learned to their daily life.
B. Teacher makes everyday life the starter of his/her lesson.
C. Teacher narrates true-to-life stories.
D. Teacher asks students to come up with clippings of Filipino life.
30. An integrated teaching approach is far more effective than teaching isolated bits of
information. What then should teacher avoid?
A. Teaching to the test C. Summarizing lesson
B. Knowledge utilization D. Use of problem solving method

TEST II. EXPLAIN BRIEFLY

1. DIFFERENTIATE DEDUCTIVE FROM INDUCTVE METHOD

TEST III. GIVE AT LEAST 3 INSIGHTS WHILE YOU ARE NOW OBSERVING THE CLASSES .

GOOD LUCK !!!