Preliminary Examination Content: The Teacher and the School Curriculum PDF

m 6UA 6UA NAT ION AL COL LE6 £S Guegue, Pampenga Preli mina ry Exam inati on Con t m...

m 6UA 6UA NAT ION AL COL LE6 £S Guegue, Pampenga Preli mina ry Exam inati on Con t m The Teacher and The School Curriculu Score: _ _ _ __ Nam e: ~c;\c..n Go..0r~c. \\c::. ~~ Date: _ _ _ _ __ provided before each r of the correct answer in the space I. Multiple Cho e: Write the lette number. and provides all forms of supp ort for he students in organizing activities ent In scho ol. al development of the stud d. Guidance e b. Cam pus Mini stry c. Health Services a. ires Offic an ounselling services deserving students. ~ It provides Jnancial Assistance to d. Guidance Services c. Student Affairs Offic e a. Scholarshl rogram b. Heath sellln rogram tional concerns of the students. C respo s to various physical and nutri c. Health Services d. b. Scholarship Program a. G Idanc nd Counselling Cam s Mini stry hological ents with various personal and psyc ___..___ ,,. rovides professional help to stud concerns. b. Health Services c. Guidance and Counseling Services a. Cam ffairs Office ents in sectarian scho ols. des spiri tual nourishment for the stud d. c. Guid ance Counseling b. Scholarship Program us Mini st deve lopm ent? considered a source of curr iculu m ich oft following is not typically est c. Loca l b. Teacher's Personal Inter a. National,E catio n Standards ies Com m ty Needs d. Government Polic curriculum design? e, w does soci ety primarily influence al throu gh stan dard ized test b. By shaping the cultu ral and mor a. By providing edba ck labil ity of m c. By the determining the avai values in grated into the curriculu d. By cont rollin g teachers' qual ifica tions and trainings educ onal mate rials lopment? --=-~..;...._ -.-· How ean ljafn ers influ ence curriculum deve b. By ing need s com mun icated to teachers a. Through th~f feed back and learn c. By sele cting textb ooks and m committees pai: ·cfptmg in natio nwid e curr iculu ation al Polic ies ~ d. By setti ng educ edu onal mate rials int~ the cts incorporating learn ers' inter est 0. Whic h of the follo wing approaches refle curri culu m? regardless of their need s..a. Impl eme nting a ndardlzed curr iculu m for all stud ents to ensure unifo rmity b. Restricting c ricul um choi ces slze-flt8-'. ll teac hing meth odol ogy c. Emphasl g a one- interests. ses that align with their needs and e. Allowj students to choi elective cour er Influ ence s the curriculum? ~ 10: Which of the to Ing best Illustrates how subj ect matt iplin e arch part icula r disc ted based on the lates t rese a. Cum culu m frame rks are adop adm inist rativ e prefe renc es, deci de the curr iculu m based on b. Sch ool prinolp d on loca l trad ition s c. Com mun ify eder s establish curr iculu m cont ent base nal curr iculu m stan dard s. d. Edu cati l polic ies ere aligned with inter natio m? tech nolo gy Into the school curriculu c,. 11. Whet fs the primary purpose of integrating  £6£ S 6U A6 UA NA TIO NA L CO LL Guoguo, Pompanga b. To reduce teachers work In preparation of hing methods. a. To replace trad ition al teac eng age men t and lear ning c. To enhance students' ln~tructlonal materials use of text boo ks experiences d. To minimize the ement primarily addresses: ~ & 12. A sch ool' s visi l on pro stat ced ure s of the sch ool b. The specific cur ricu lum sub ject s. a. A daily operationa futu re as the ir bas es ln c. The long -ter m goals and aspirations for the che r eva luat ion taught d. The met hod s for tea developing th ur elements of cur ricu lum sch ool mig ht pro mot e? es tha t the g Is an example of a core valu ii i l j D 13. Whlc of the follob.win a. Ana ncl Inn rofi t tion and creativity Com pet itive Spo rts c. Adm inistrative Efficacy d. ible for? s Is a facu lty mem ber respons P 4. Wh ich of he follo win g role sch ool' s budget c. Supervising.. poli cy b. Man agin g Ze a. Set ting sch l-wi de ing the cur ricu lum to ma,aml d. Developing and imp lem ent extracu cula r activities s tea ng and learning proces effi cien t fac ulty me mb ers ? key cha racteristics of effective and C 5. Wh at are the b. Preference for min ima l professional development a. Avoidance of personal and chin g styl es and stra teg ies c. Abi lity to ado pt to new tea stud ent s' inte rac tion chin g al methods of tea d. Stri ct adherence to trad ition ibili ty of sch ool adm inis trat ors ? ons he following is a primary resp ing the nat ion al cur ricu lum ~ 0 16. Wh ich of ratio n of the sch ool b. Dev elop a. Oversee in e dail y ope d. Set ting aca dem ic cati on pol icy fram ew c. Designing the national edu st ards for ot er schools win g task? y involved in whi ch of the follo ~ 17. Sch ool ministrators are typicall b. Cre atin g less on pla ns c. inst ruc tion al leaders a. Serve as rric ulum and extboo.ks d. Conducting seminars for: 0. The board f Trustees is responsible b. Con duc ting par ent -tea che r con fere nce s ssroom man age men t a. Day -to- day s d. Con duc t stra teg ic pla nning and esigning school's daily activitie gove anc e of the sch ool the "gra ssro ots app roa ch" , wh ich 9. Wh ose mo del of cur ricu lum dev elop men t is call ed in dev elo ping -...1::L-'- ricu lum should particip ate ns tha t the tea che rs who tea ch or imp lem ent the cur mea it? c. Rob ert B. Fox d.Thannerand b. Benjamin Blo om a. Hilda Taba Thanner Wh at stu den ts kno w and can do. r Mikey gathers information about wha t her jCL -O 20. Tea che pro ces s is she adhering to? d. Cu rric ulu m b. Monitoring c. Curriculum Assessment a. Pilo t Testing Evaluation the s c correct answer. _ ~1-~d8J!tl~cstlon: Write o , ~~,,,.... divided into sep ara te fg:t ,·0. 1 A mo de curriculum in which content is !"c ~c ::. Ce ning areas. be Int ated in all oth er lear and dis tinc t sub ject s tha t can stru ed by the edu oat ion al sta kenolde Ultt l2 pe of curriculum con rs at , ~uc ,m~ c:.o dcd Cur rlC4 icy and gui del ine s, eral and usually consists of pol ,~ the National Level. It Is more gen.,,,~ ·NAT IONA L COL LE6E 6UA 6UA ; /'.,,, S Guagu a, Pamp anga - they are the / as teach ers \.~n x~ 23. The center of the e~ti ve process end ·culum ~~~~ ,JIIJ, ,D..o d t ~ e ~ ~~-~ articu lated In the revised cum ~ the share d vision Gs»R» Q4.~ fl~.ts. uality and and asses smen t process. and encapsulates the curri cu~, teac ng tor evalu ating and ensur ing the Q ency respo nsible ¼~~,~~ k,g:1'Y'--J 25. The standards of educa tion th 15 men t agenc y In Basic educa tion depar tment at t>esr>,\r"C.1'\ C>\ 3"c!~'"ion 2. It is t pern n grams, projects, and activit ies. or ~o-,\,c :..\- '°Deyrp!'Q,E,. T. term used to descr ibe the need tor speci fic skills the curric ulum plann ers/de velop ers. qualif icatio ns in the job marke hat Intl eftce of an educa tional ~\"''(\'"-''-'!'!\. refers to various curric ulum conte nt or topics of learni ng exper iences. taugh t to stude nts because absence to what is essen tial for C\,.'lr\ cu\'-'m 33. It is the cen tr~e for all educa tors as stude nt acces s to rigoro us acade mic exper ience s........ t_eaching and learning, so that ctiona l Desig n Fram ework. in 1 ~~. lt is th oundation of K-10 Instru ~L\C \e.~ , and inclus ive. er-cen tered, devel opme ntally appro priate which define s the curric ulum as le ulum that outlin es what l eleme nt of a curric t d ~ D~~c X\'1(; 3. he funda menta / end of a lesson. stude nts are expec ted to learn and achiev , / e by.,,the / / / / Ill. En ~rati on: sourc es amfin fluenc es of curric ulum ~ 36 ) Three Major 37. Coe,~ ¼\ 38. Cv.'Q\e.c.,\ V\.°'-\\ 1 ~, typA nf tA~t Wnt tlrl prnvirlA thA m('Htt ~Aft II Inform Rf inn for thP. fnllnwlne questio. Are students g satisfacto ry progress in learning the metric system? '%J i>. Di-ag,tv5t '- 0 1 c. Ptacorrn,-nt.:i. Sun-,mcniv0 t developin g a curriculum , which of these are necessar y actions to accompli sh a goal in e ucatlon? a. Guidance and counsellinJ( b. Placement and evaluation c. Administ ration and supervisi on d. Teaching and learning C ~ ~ Our!ng C!.!!!!c!.!!um !mptem.e..~!et!on. h~w dQ 'l.!e ~!..!ge !.earners' !!!~ti'-~fo!"!? a. Look for attention a ecognition b. Have the obvious desire to learn c. Avoid puni d. vvish for a reward C 13 ich of the following ls related to learner-centered curriculum ? a. Students ere more focused on cognitive learning. b. The teaching and learning process are dominate d. c: Presentations ere catered to students' needs, interests and capabilities. d. The ~~--n ::;\~lt l~d-a:; d vo~tlt.at-Od, 'w·~'ikt-1 ic.conduch:c tctcu:-r::n g. d) /\ ¥- As for discipline, some class activities require quiet behavior on the part of the stuaents , wn1te et otner times more liveliness is requirea, wnat wouca 1>e your criterion. or inapprop riate students ' behavior in a classroom? a. How often have the ~tudents-done this before -- 1'.....!'\Ill fiJ~.r.ir.J (np,_n thf' Ml lrtf\n~ ,Ar~ \n-r.l A~,.- c. Whether the stud are at'her/liis.desk.~ ·. , ~ --:~-- ___ - - - ~ u. __~.:.....~ -"-~:"-W-- -"'..,,_ ,.J-~-..~... --~....~-..... - -,,,,...---,n{n; ~,,..,.......;_ ~u"!. ~~~~'{-'f ':.... rR2!~"uv-.., -.-c,. ------ - ~ -. ou have presented th'E,lesson·on habits and habitats of amphibians. - :. At the end of the lesson, you asked if there were any questions about the lesson. There are none. You can take this mean that. a. The students did not understand whet you were talking about. b. YO!! need t~ esk-s.pecmc q!.!estlons to eU~!t re.!ponse. c. The students are not interested in amphibians. d. Tht1 :,iudtmi. nmmd evsryit1i ngifuli·yu a'vepr~n mleti. D a commun ity leader, which of the following should a teacher not do'? a. ay an active role in the activities in the commun ity. h. Snlir.it rlpn;:1tinn::; from !;t;dCAhnlrtAr~ in thf\ r.ommun ity for thf\ tlE\ttf\rmf \nt of thA educational system. ~ -...... _ - C. "7Uj:ij)vn uu:n:n" - - _ ,...... _ -:":1.--!.1_:_._..._... :---.-.u- rvt l \;ff. a 10'\,vfl n11"mty...... _: __.,~.,__,,,_ :_ l'v trnJ,1tv-...o- n1Vf1 _,,,..""'~ lt1 ~.:::,.. \lh,,. d. 1no~~n sure that her decisions will not be influenced by the community politi. C. Refers to a set of common_ subjects. disciplines. or courses that students must complete before graduating or advancing to a different level. o-..'-'nri7nnt al. nQaic1n -.,_..,, _____ ---c,- b. 'lertJcsU:l~gn d. Huma11istic Design 0 ~ i,3. Thruuwr ihi~ l'tfifTrft:I Ut1Vt,loptrn,irn:ral-lifts µ1uul,nn -~tvi11g~ kiiuu'hms un, expusing them to practica l situations and issues that are important to them and their commun ity. b. Problem-Solving Design b. Teacher-Pupils Design c. Thematic Design d. Humanistic Design