PRINCIPLE OF TEACHING 2(with TLE)

CHAPTER 1
The following are practices of OBE. Put a check (/) when the given is in accordance with OBE lesson and (X),
if not.
1. In a teacher study group, the teachers got the content of Grade 3 Science then formulated the outcomes.
2. Another teacher study group formulated first the outcomes then determined the content to be taught.
3. A group of teachers was asked to prepare a curriculum guide. They outlined the scope and sequence of
the course.
4. Teachers base their assessment task on content.
5. Teachers base their assessment on learning outcomes.

CHAPTER 2
Identify the approach described.
1. All people are of equal value and consequently, all educational settings should make high-quality,
balanced provision to help all learners achieve their full potential.
2. Teacher asks students to research on community issues; introduces math concepts in a practical,
mechanical context, and creates opportunities for IP students to learn in relation to their cultures.
3. Students learn effective questioning techniques. They begin researching to pursue answers and will,
consequently, make their own discoveries.
4. Plan and develop new provisions and resources to make sure that, as far as possible, the needs of all
children in different developmental stages can be met.
5. Work against discrimination.
6. Teachers meet young children where they are and are given challenging and achievable learning goals.
7. Teacher takes into consideration the needs of learners.
8. Relate subject matter content to meaningful situations that are relevant to students’ lives.
9. Students are responsible for one another’s learning as well as their own.
10. Learners learn best when they build knowledge based on their experiences rather than through
passively receiving information.
11. Active learning environments promote hands-on learning experiences.
12. Research shows that learning-centered teaching leads to increased student engagement with the
content.
13. In addition to building a knowledge base, the content facilities students to learn to solve real problems.
14. A teacher is aware that cultural differences and similarities exist and have an effect on values, learning
and behavior.
15. Active learning environments allow children to interact with objects in their environment, as well as
their peers and teachers.
16. Teaching focuses on student learning rather than on what the teacher is doing.
17. Classroom approach incorporates the students’ social and emotional growth into their academic
learning, stemming from the notion that learners learn best through social interaction.
18. Children learn best when they are explicitly taught social and emotional skills along with their
academic lessons.
19. Use effective research-based reading remediation programs so all children are reading at grade level by
the end of third grade.
20. As learning progresses, more and more details are introduced.
21. Learning is extended, reinforced and broadened each time a concept is revisited.
22. Teaching begins with the child’s language.

Choose the letter of the correct answer.

a. Direct instruction helps student’s master ________.
a. Problem solving
b. Self-discipline
 c. Basic skills
d. Conceptual information
b. Which of the following topics would require the use of direct instruction?
a. Re-igniting the passion for teaching
b. Bike maintenance and repair
c. The Urgency of the K to 12 Curriculum
d. The Constitutional of the “pork barrel”
c. When you begin your lesson with the guiding principles on curriculum development, which method do
you use?
a. Direct
b. Indirect
c. Indirect provided you give examples
d. Direct and indirect
d. The Mother Tongue-Based Multilingual Education (MTB-MLE) is ____ in method since it starts from
the known to the unknown.
a. Inductive
b. Deductive
c. Inductive first then deductive
d. Deductive first then inductive
e. If you haven’t mastered content yet, it is best to go ____ in method.
a. Inductive
b. Deductive
c. Inductive first then deductive
d. Deductive first then inductive
f. The role of the teacher in direct instruction is more of a ____.
a. Coach
b. Lecturer
c. Facilitator
d. Proctor
g. Which does the teacher do in the inductive method?
a. Coaches
b. Facilitates
c. Lectures
d. Assesses
h. Which is the last step of the direct instruction model? The teacher should ______.
a. Demonstrate the skill correctly
b. Provide guided practice
c. Attend to skill transfer
d. Review the objectives given in the introduction

CHAPTER 3
Put a check (/) on items that apply to a constructivist classroom and (X), if not.
1. The teacher is not open to negotiation with students regarding the scope of subject.
2. Learners are immersed in experiences within which they may engage in meaning-making inquiry,
action, imagination, invention, interaction, hypothesizing and personal reflection.
3. There is so much teaching-to-the-test.
4. There is a feeling that there exists a barrier between the students and teacher.
5. Assessing is primarily done to help students learn.
6. Teaching involves negotiation.
7. Power sharing is felt by students.
8. It is highly interactive.
CHAPTER 7 – Lesson 4
A. Identify the specific aspect of communicative competence referred to.
1. I have to avoid culture-bias in my conversation.
2. I admire the CEO of the corporation. He can eloquently share his ideas.
3. You ask a native speaker of the English language to please speak more slowly because you hardly
can catch his words. You are not a native speaker of the speaker’s language.
4. Sensing that the one you are talking to does not get what you want to convey, you make use of
gestures.
5. You are extra careful in your choice of words of guest introduction lest you utter words that offend
your audience composed of government officials occupying key positions.
6. The boy assembled his toy car by following instructions found in the manual.
7. His letter consists of run-on sentences.
8. His words are suitable for a particular purpose and a particular audience in a particular social
context.
9. Her composition ignored all rules on subject-verb agreement.
10. You refer to the dictionary to look for the meaning of a word you don’t understand.

B. The following are principles about language in general. Identify the specific competence (grammar,
sociolinguistic, discourse, strategic) referred to.
1. Language is systematic.
2. Languages have a sound system.
3. Languages have a grammatical system.
4. Language is used in conversations.
5. People sometimes speak or write in monologues.
6. Language is used interactively in conversation.
7. Language has referential meaning.
8. Language has social meaning.
9. Language has cultural meaning.
10. There are variations in language due to regional, status, and stylistic differences.
11. A speaker does not know a certain word, thus will plan to either paraphrase, or ask what that word
is in the target language.
12. I must know how words, phrases and sentences are put together to create conversations, speeches,
email messages and newspaper articles.
13. How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say
then? How can I express my ideas if I don’t know the name of something or the right verb to use?
14. What words do I use? How do I put them into phrases and sentences?
15. Which words and phrases fit this setting and this topic? How can I express a specific attitude
(courtesy, authority, friendliness, respect) when I need to?

CHAPTER 7 – Lesson 5
Match the statements explaining each principle of language teaching in Column 1 with the principles in Column
2.
Column 1
1. Learners are driven to perform by the promise of positive reinforcement, tangible or intangible; long or
short-term. (Cognitive Domain)
2. Success in learning is dependent on the time and effort learners spend in mastering the language
learning process according to their ability. (Cognitive Domain)
3. Learning a language also involves learning about cultural values and ways of thinking, feeling or
acting. (Socioaffective Domain)
4. Taking a gamble and experimenting with language slightly “beyond” what is certain or known
promotes language development and growth. (Socioaffective Domain)
 5. Success in learning a language requires that the learners believe that they can learn it. (Socioaffective
Domain)
6. Providing a realistic context to use language is thought to lead to better long term retention, as opposed
to rote learning. (Cognitive Domain)
7. Second language learners generally follow a systematic process, during which they need feedback
(teacher, peer and self) to eliminate logic errors and achieve competence. (Linguistic Domain)
8. A leaner’s native language creates both facilitating and interfering effects on learning. (Linguistic
Domain)
9. Subconscious processing of language for fluency can only be achieved without overanalyzing or too
much attention to language forms. (Cognitive Domain)
10. Learning a new language involves developing a second identity with a new mode of thinking. This new
identity can be fragile and defensive. (Socioaffective Domain)
11. The most potent learning “rewards” to enhance performance are those that come from the needs, wants,
and desires within the learner. (Cognitive Domain)
12. Fluency and use are just as important as accuracy and usage. Instruction must aim at organizational,
pragmatic and strategic competence as well as pronounciation, intonation and stress. (Linguistic
Domain)

Column 2
A. Native language effect
B. Communicative competence
C. Anticipation of rewards
D. Language-culture connection
E. Language ego
F. Meaningful learning
G. Interlanguage
H. Automaticity
I. Self-confidence
J. Strategic investment
K. Risk taking
L. Intrinsic motivation
M. Extrinsic motivation
N. Interactive teaching

CHAPTER 8 – Lesson 2
Below are quoted statements. Identify the guiding principle/s in teaching of Araling Panlipunan alluded to.
a. The task of the teacher today is not to complete the learning process
But to continue it;
Not to cover the whole subject
But to help students understand the process of acquiring knowledge;
Not to encourage the answering of questions
But to question the answer;
Not to stress remembering and reviewing
But to build a program of practical applications for students so that they will remember and review;
Not to dictate
But to guide students toward living fuller and more responsible lives.
(Sharkan, 1982)
b. The more dumb the teacher, the better for the student.
c. Good teacher is bad teacher.
d. Clarify values through subject matter.
e. Instruction is for information, formation and transformation.
f. “Life is either a daring adventure or nothing at all.” – Helen Keller, The Open Door
 g. “Don’t handicap your children by making their lives easy.” – Robert A. Heinlein
h. “What I hear, I forget. What I hear and see, I remember a little. What I hear, see and ask questions
about or discuss with someone else, I begin to understand. What I hear, see, discuss, and do, I acquire
knowledge and skill. What I teach to another, I master. – Mel Silberman
i. “In training a child to activity of thought, above all things we must beware of what I will call ‘inert
ideas’ – that is to say, ideas that are merely received into the mind without bein utilized, or tested, or
thrown into fresh combinations.” – Alfred North Whitehead
j. “You cannot escape the responsibility of tomorrow by evading it today.” – Abraham Lincoln
k. “The mind is not a vessel to be filled, but afire to be kindled.” – Plutarch
l. “Above all, we must realize that no arsenal, or no weapon in the arsenals of the world, is so formidable
as the will and moral courage of free men and women. It is a weapon our adversaries in today’s world
do not have.” – Ronald Reagan
m. “Children must be taught how to think, not what to think.” – Margaret Mead
n. “Education is all a matter of building bridges.” – Ralph Ellison
o. “Difficulties strengthen the mind, as labor does the body.” – Seneca
p. “All that is necessary for the triumph of evil is that good men do nothing.” – Edmund Burke
q. “If God does not exist, then everything is permitted.” – Dostoevsky, The Brothers Karamazov

CHAPTER 13 – Lesson 1
Read each statement then write TRUE or FALSE.
1. The teaching of PE in the K to 12 Curriculum is dominated by sports aimed at athletic achievement.
2. In the K to 12 Curriculum, health-related fitness and physical activities are the points of emphasis in
the teaching of PE.
3. The teaching of PE is meant to help form a graduate who lives an active life for fitness and health in
his/her prime years.
4. The motto of PE teaching in the K to 12 Curriculum is “Move to learn; Learn to move.”
5. In the K to 12 PE, there are no dances, only games.
6. Physical fitness includes assessment through fitness tests and records.
7. PE discusses four learning strands/big topics.
8. The teaching of PE looks forward to students influencing their families, their school and the
community to achieve and maintain health-related fitness.

CHAPTER 13 – Lesson 2
Read each statement then write TRUE or FALSE.
1. The teaching of Health in the K to 12 Curriculum focuses only on the physical aspect.
2. In the K to 12 Curriculum health-related fitness and physical activities are the points of emphasis in the
teaching of Health.
3. The teaching of Health is meant to help form a graduate who lives an active life for fitness and health
only in his/her prime years.
4. The motto of Health teaching in the K to 12 Curriculum is “Move to learn; Learn to move.”
5. In the K to 12 Health, community and environmental health is not discussed.
6. The health curriculum in K to 12 is not culture-responsive.
7. Health excludes substance use and abuse.
8. Health education in K to12 discourages the use of cooperative learning activities because health is
something personal.
ANSWER KEYS