LEARNING EPISODE

9
OBSERVE
PREPARING FOR TEACHING AND LEARNING

Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.

Principles of Learning What did the resource teacher do to

apply the principle of learning

1. Effective learning begins with the The teacher tells students the
setting of clear and high expectations objectives they must obtain or achieve
of learning outcomes. at the end of the lesson.

2. Learning is an active process The teacher is asking some questions

related to the topic during the
discussion and let students raise their
hands to answer the question.

3. Learning is the discovery of The teacher gave students a short quiz

personal meaning and relevance of as their assessment.
ideas.

4. Learning is a cooperative and a The teacher together with her students

collaborative process. Learning is did their part to achieve the lessons’
enhanced in an atmosphere of objective.
cooperation and collaboration

ANALYZE

1. What principles of learning were most applied? least applied?

Most applied :
 Learning is an active process
 Learning is the discovery of personal meaning and relevance of
ideas

Least applied:
 Learning is a cooperative and a collaborative process. Learning is
enhanced in an atmosphere of cooperation and collaboration

Give instances where these principles could have been applied:

 These principles of learning must be applied in every lesson
implementation for effective learning.

REFLECT

From among the principles of learning, which one do you think is the most
important?
 For me, all of the principles of learning are important.

OBSERVE
Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.

1. Write the Learning outcomes stated in the lesson.

(SMART Achieved
Learning outcomes Objectives)

Yes No Yes No

1. Classify the different Types or Genres of / /

Viewing materials

2. Identify the different Types or Genres of / /

Viewing materials

3. Know the use of each Types or Genres of / /

Viewing materials
2. Cite pieces of evidences that these learning outcomes were achieved

1. The learners passed in their quiz as part of their assessment

2. The learners perform well in their activity

3. The learners has no questions anymore about the lesson

4. The learners were happy and satisfied

ANALYZE
1. Do SMART objectives make the lesson more focused?
 Yes, because it allows the teacher to know what should really be
achieved in implementing the lesson.

REFLECT
Reflect on the Lessons learned in determining SMART learning outcomes.
 Smart learning outcomes provide the teacher a clear goal to
achieve during the lesson implementation.

OBSERVE
I will observe one Resource Teacher with the use of this observation
sheet. Using the guide questions, I shall reflect on my observations and analysis.

Teacher-Centered Student-Centered

Did the teacher lecture all the Were students involved in the teaching-learning
time? process? How? Or were they mere passive
 No recipients of instruction?
 Yes, the students and teacher
interact during discussion.

Was the emphasis on the mastery Was the emphasis on the student’s application
of the lesson or on the test? Prove. of the lesson in real life?
 Yes, cause the students  Yes, because whenever they see
perform well in their some viewing materials, they’re now
assessment able to identify it.
Was the class atmosphere Was the class atmosphere collaborative? Why?
competitive? Why?  Yes, it helps a lot in making the
 Yes, because it is neat students comfortable while
and peaceful studying.

Did the teacher focus on one Did the teacher connect the lesson to other
discipline/subject? disciplines/subjects?
 The teacher focus on  Yes
both

Was teaching-learning practice shows that teaching approach was:

a. Constructivist-connected to past experiences of the learners; learners constructed

new lesson meanings - Yes

b. Inquiry-based - Yes

c. Developmentally appropriate- learning activities fit the developmental stage of

children - Yes

d. Reflective.- Yes

e. Inclusive-no learner was excluded; teacher taught everybody - Yes

f. Collaborative-students work together - Yes

g. Integrative- lesson was multidisciplinary- e.g. in science, math concepts were

taught - Yes

ANALYZE
1. What are possible consequences of teaching purely subject matter
for mastery and for the test?
The student will not extend her knowledge because the teacher limits the
learning or in the concept and with no application.
2. If you were to reteach the classes you observed, would you be
teacher-centered or student-centered? Why?
I would be a student-centered because it encourages students to
participate and to be active in class discussion.

LINK Theory to Practice

Direction: Encircle the letter of the correct answer.

A 1. Teacher Rose believes that students need not 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 Rose negate?

A. Effective learning begins with setting clear expectations and learning

outcomes.

B. Learning is an active process.

C. Learning is the discovery of the personal meaning of ideas.

D. Learning is a cooperative and a collaborative process.

B 2. Teacher Lil avoids drills out of context. She gives real-world Math problems
for students to drill on. Teacher Lil 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.

A 3. 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 or 3 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.

A 4. Teacher Ruben wanted his students to rate their own work using the scoring
rubric which he explained to the class before the students began with their task.
Based on revised Bloom's taxonomy, in which level of cognitive processing are
the students?

[Link]

[Link]

[Link]

[Link]

C 5. You are required to formulate your own philosophy of education in the

course,TheTeaching Profession. Based on Bloom's revised taxonomy, in which
level of cognitiveprocessing are you?

[Link]

[Link]

[Link]

[Link]
LEARNING EPISODE

10 THE INSTRUCTIONAL CYCLE

ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use
of Strategies
OBSERVE

1. The more senses that are involved, the more and E.g. teacher used a video
the better the learning. on how digestion takes
place and a model of the
human digestive system.

2. Learning is an active process. Teachers can use a

variety of methods to
engage their students,
including group projects,
conversations, and role-
playing.

3. A non-threatening atmosphere enhances learning. The teacher didn’t

humiliate anyone in front
of the class and they
teach with enthusiasm so
that the student will enjoy
the while learning.

4. Emotion has the power to increase Teachers maintain the

retention and learning liveliness and happiness
in the learning
environment to get
the students enjoy the
class and avoid boring.

5. Good teaching goes beyond recall of Good thinking skills

information. concerns itself with
higher-order-thinking
skill to develop
creative and critical
thinking.

6. Learning is meaningful when it is connected Teacher uses real-life

to students’ everyday life examples to catch
student’s attention and
motivates them to
listen in the class.

7. An integrated teaching approach is far Instead of learning

more effective than teaching isolated bits of computer class, teacher
information give activities and project
that involves technology

ANALYZE

What is the best method of teaching? Is there such a thing?

There is no such thing as the best method in teaching. There are methods
that is proven to be more effective than the other. The method a
teacher can use and even experiment depends on the nature of the
students, the subject matter and the motivation of students

REFLECT

How do we select the appropriate strategy for our lessons?

We select the appropriate strategy for our lesson base on the subject
matter, objectives and assessment.

OBSERVE
1. Did the Teacher state the learning objective/intended learning
outcomes (ILOs) at the beginning of the class? Did he/she share them
with the class? How?
The teacher states the learning objective/intended learning
outcomes (ILOs) after she recap the previous lesson. She shares it to them by
asking a student to read it on the board.

2. What teaching-learning activities (TLAs) did he/she use? Did

these TLAs help him/her attain his/her lesson objective/ILOs?
Explain your answer.
The teaching-learning activities she gave use is lecture,
discussion, team learning activity, video presentation and group activity. This
activity helps her attain the lesson’s objective/ILOs.

3. What assessment task/s did the teacher employ? Is/are these

aligned to the lesson objectives/ILOs?
Group activity and written are the assessment that was being employed
by the teacher. Those assessment are aligned to the lesson’s objective/ILOs.

ANALYZE

1. What are your thoughts about Outcome-Based Teaching and

Learning (OBTL)?

Outcome-Based Teaching and Learning (OBTL) is a student-centered

approach that was being adopted by the new curriculums. OBTL focused
not on what the teacher intended to teach but rather the emphasis is on
what the outcome from the learner of that teaching is intended to be.

REFLECT
Reflect on the use of OBTL

Outcome-based teaching and learning focusses on the possible outcome

of a student as he/she finish a particular course. His/her outcome will be
the basis of all the learning that he/she gain to whole duration of the
course that he/she taken.

OBSERVE

Observe a class activity. You shall focus on the questions that the Resource
Teacher a during the classroom discussion. Write the questions raised and
identify the level of questioning

Types of Question Examples of questions that the resource

teacher asked

1. Factual / Convergent What is courtship?

Closed/Low level

2. Divergent/Higher- How the knights and poets did courts their lady
order/Open-ended/ Conceptual during medieval times?
a. evaluation Had you ever experience being blinded by love?
How can you describe your experience?

b. inference What did you learned from the topic?

c. comparison Anything else aside form the answer of your

classmate?

d. application List down or describe your own dream of courtship

and compare it to the courtship during middle
ages.

e. problem-solving From the courtship we tackled, what did the poet

do to in the poem Laura to express his love?

3. Affective Express your ideas and feelings about love.

ANALYZE

1. Neil Postman once said: "Children go to school as question marks

and leave school as periods!" Does this have something to do with the
type of questions that teachers ask and the questioning and reacting
techniques that they employ?
Yes, it is when a student’s ask questions to their teacher during
discussion, they are curious and they tend to ask follow up questions until they
are already satisfied with the answers they get from the teacher.

REFLECT

Reflect on

The importance of using various reacting techniques

The reacting technique is one method of addressing students' learning
needs. Teachers must respond or provide feedback to students' answers or
outputs in order for them to know whether what they are saying is correct or
needs improvement. It is difficult for students if they do not receive feedback
after answering a question during recitation. A simple word like 'good' or'very
good' will help learners gain confidence to continue participating in class. A
teacher should also clearly explain to students if they are having difficulty
understanding the question so that they can correctly answer it.

LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
[Link] students learn the steps in opening a computer by making them follow the
steps.
2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content
C. Scope of subject matter
B. Intended learning outcome
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
C. Convergent
B. Conceptual
D. Inference
B 5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
LEARNING EPISODE

11 UTILIZING TEACHING-LEARNING RESOURCES AND

ICT

LIST OF AVAILABLE LEARNING RESOURCES

Available Characteristics and Teaching Approaches

Learning Unique Capabilities where the Resource is
Resources Most Useful
1. Printed  It is written  All of these resources
Resources information about are extremely
 Books a particular subject beneficial in the
and its subtopics. reading teaching
 It contains news approach, which can
around the country be either teacher-
 Newspape or around the centered or student-
rs and world centered.
magazines  It contains fictions
and real life stories
where students
 Story can define its
books moral lessons
2. Audio  It can be used for  Teacher approach
Resources the students to used for this resource
 Speakers listen songs and is the audio-lingual
also to make the method or teacher-
discussion more centered and also
loud and clear. student-centered
approach
3. Non-  It contains  This resources are
electronic Visual geographical most usefulfor the
Resources location of a student-centered
 Maps certain place- approach
 It contains pictures
 Coloring where the student
books students can color
it themselves.
 A visual
interpretation of
something like
 Visual Aids sayings.
4. ICT Resources  This resources can be
 Television  It can show to the used in the teaching
students a movie approach of flipped
or video about classroom because this
their topic is the new way of
 Computer  It can browse the providing information
internet world to the students
 Printer  It can make a hard
copy from a online
document.
 Projectors  It can be used to
make a
presentation much
bigger using the
computer
Impression about the LRC: The LRC provides all the resources that is
needed in teaching the students. It is all available and accessible for the
students as well as teachers.
Name and Signature of Observer: Cherryl Angelau E. Siquig
Name and Signature of the Learning Resource Center in-charge:
Gloria Alma Pura L. Komiya

ANALYZE
Are the learning resources/materials arranged properly according to
their functions and characteristics? YES
Do the guidelines and procedures facilitate easy access to the materials
by the teachers?
Yes, because the teachers were the ones who kept the facility in good
condition, and it was easy to access because the teacher taught the students
how to use it.
What are the strengths of this Learning Resource Center?
The Learning Resource Center has a complete, clean, well-maintained,
and full of information.
What are its weaknesses?
Some of the learning materials like computers are not functioning well.
What suggestions can you make?
They should maintained it clean and accessible.

REFLECT
1. What learning materials in the Learning Resources Center caught
your interest the most? Why?
It is the arrangements of the reading materials wherein it is very
organized according to its subjects and grade level.
2. Which gadgets/materials are you already confident to use/operate?
It is the television using flash drive wherein I operate it to watch an
educational movie that is related to our topic.
3. Which ones do you feel you need to learn more about?
The use of television wherein it connected to the laptop. I do not know
how to operate it and I need to learn the proper way to use it.

Activity 11.2 Observing Technology Integration in the Classroom

OBSERVE

OBSERVATION SHEET NO. REPORT

Date of Observation: November 15, 2022
School: Palina East National High School
Subject: English Topic: Conflict
Grade/Year Level: Grade 10
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: Grade 10

Date of Observation: November 15, 2022
Subject Matter: ENGLISH
Brief Description of Teaching Approach Used by the Teacher:
The teacher used the approach of students-centered and lipped classroom
because the teacher thinks that by using this two approach the learning will be
active and not boring.
Teaching Aid Strengths Weaknesses Appropriateness
used of the Teaching
Aids used
 Pictures  It can help  Students will  Students can
students to misinterpret able to visualize
visualize the the picture. the certain
important situation about
points of the the topic.
discussion

 Laptop  It is a new way  The students  It is really

and to share the in the back of appropriate that
Television information to the class will when using a
the students or not see the computer as a
a modernized presentation teaching aids it
book to be properly must the
exact. especially if projector as a
the font size partner so that
is too small. the students in
the back can
also see clearly
to the
presentation.
Use the Technology Integration Form to analyse the class you observe.
Refer to the Technology Integration Matrix on p.123, in which level of
technology integration do you think the teacher you observed
operated? Why?
In my opinion, the level of technology integration of the class that I
had observed is in level 5 or in the “transformation” stage. In
transformation stage, the teacher creates a rich learning environment
in which students regularly engage in activities that woul have been impossible
to achieve without technology. As I had observe, the teacher used projector in
showing the class about the lesson. The teacher also used slide presentation
and provides hand-outs for her students. In my opinion, if the teacher
uses only the traditional way, then the class objectives may not have been able
to be reached.
Based on the Technology Integration Matrix, what is the
characteristics of the learning environment in the class that you
observed? Point your observations that justify your answer.
The characteristic of the learning environment in the class would
be ‘goal-directed’. The students used technology tools (projector, slide
presentation) to set goals, plan, activity, and monitor progress and evaluate
results rather simply completing assessments without reflections. As I have
observed, after individual activity, the teacher provided immediate
feedbacks which in turn the students will give their defense and opinion on
how they have arrived with their answers. The teacher is open to the original
ideas of the students even if it is not based on the class discussion. The teacher
encourages her students to think outside the box and to go on the realm of
creativity and imagination.
Over-all, were the learning resources used effectively? Why?
Why not? Give your suggestions.
The over-all learning resources are excellent. The teacher is mater in
integrating technology to her class. She utilized the information found online and
present it during the actual discussion. The teacher managed to use all resources
very effectively in a sense that the students were able to like, listen, and love the
discussion as shown in the majority of the class who got perfect, there were no
students who gat a failing score during the assessment
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly
and what would you do differently if you would teach the same lesson
to the same group of students? Why?
Well, to be honest I may her zeal and mastery in manipulating laptop and
projector in the class for the smoothness of her lesson. I appreciate and like her
method in giving the students hand-out during class discussion. Her
method is fast, sweep accurate, and modern; it facilitates students
learning in an optimum level. The way she handles her class is anchored with the
philosophy that the students are the center of the curriculum so do I. The over-
all performance of the teacher is excellent and ideal for education student like
me.

ACTIVITY 11. 3 Exploring Education

OBSERVE
Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
It is all about the Figurative Language. The objectives are;
 understand the figurative language
 identify the following types and meanings of figurative language:
metaphor, simile, alliteration, personification, onomatopoeia, hyperbole,
and idiom.
 explain what figurative language is and why authors use it in their writing.
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the lesson.
ANALYZE
Electronic Resources Evaluation Form

Grade/Year Level Grade 10

Subject Matter/Topic
(Based on the class you Figurative Language
observed)
Lesson  understand the figurative language
Objectives/Learning  identify the following types and meanings of figurative
Outcomes language: metaphor, simile, alliteration, personification,
onomatopoeia, hyperbole, and idiom.
 explain what figurative language is and why authors use
it in their writing.

Name and Describe Put a check if the resource satisfies the criterion Describe how
Type of the you can use it
Electronic Electronic if you were to
Resources resource teach in the
(include class you
author/publ observed.
isher/
source
Accur Approp Clea Compl Motiva Orga
ate riate r ete ting nized
Canva It is an      
Australian
graphic
design
platform
that is used
to create
social
media
graphics
and
presentatio
ns.
Google Google      
Forms Forms is a
survey
administrati
on software
included as
part of the
free, web-
based
Google
Docs
Editors
suite
offered by
Google.
Google It is a     
Meet video-
communica
tion service
developed
by Google.
It is one of
two apps
that
constitute
the
replacemen
t for
Google
Hangouts,
the other
being
Google
Chat.

REFLECT
1. Describe your experience in surfing the internet for appropriate
electronic resources for the class? What made it easy? Difficult?
When looking for relevant electronic resources for the class on the
internet, I must first study the outline of the materials that appear on Google. I
must determine whether it is relevant to my topic. Yes, it is challenging, but with
the assistance of various websites, it becomes quite simple.
internet,
When
I must
looking
first study
for relevant
the outline
electronic
of theresources for the class on the
2. How did you choose which electronic resources to include here?
What did you consider? Explain. Which of the new trends in Education
4.0 would you like to explore more for your work as a teacher? Why?
When choosing an electronic resource, there are several
factors to consider. The first point to consider is credibility. It
entails choosing resources that have already been demonstrated and
tested. The following factor to consider is appropriateness. There are
numerous other irrelevant items that you should not mention if you search on
Google. The next step is to make yourself available. Choose materials that are
easily accessible.

3. Reflect on your technology skills. What skills do you already have,

and what skills would you continue to work on to be better at utilizing
education 4.0 resources?
I must admit that after years of surfing the web and using electronic
devices and equipment, I am now a moderately skilled or technologically savvy
user. Using Microsoft Word, PowerPoint, Excel, and Publisher, as well as
manipulating videos, movies, and music, and even creating connected games.
I'm also a member of slideshare, linked in, and work press. My spreadsheet skills
are likely to be the technology skills I will continue to improve. Other tools and
code that are used in it are unfamiliar in me.
ACTIVITY 11.4 Professional Development Through MOOCS

PPST Domain Competencies I MOOCS related MOOC Provider

want to work to the
on competency/ies
(include a short
description)
1. Content Mother Tongue, Strategies for
Knowledge and Filipino and Teaching Perfect Coursera
Pedagogy English in Tenses and
teaching and Modals
learning
2. The Learning Learner safety School Safety and Education world
Environment and security Security Services
3. Diversity of Learners with Autism and
Learners disabilities, Neurodiversity: edX
giftedness and Building Your
talents Child's Strengths
4. Curriculum Learning Evidence-Based Education world
and Planning outcomes aligned Programs: Ensure
with learning Quality
competencies Implementation
5. Assessing Feedback to The 5 W's of Education world
and Reporting improve learning Effective
Feedback
6. Community Engagement of Meeting the Education world
Linkages and parents and the Parents -- Making
Professional wider school the Most of
Engagement community in the Parent-Teacher
educative process Conferences
7. Personal Philosophy of What's Your Education world
Growth and teaching Teaching
Professional Philosophy?
Development
ANALYZE
From among the MOOCs you explored, pick at least one which
you believe are the most appropriate for you. Describe the MOOCs
below.

1. MOOC Title Meeting the Parents -- Making the Most of Parent-Teacher

Conferences
Provider: Education world
Objectives of the MOOC: Research has shown that parental involvement is the
most important factor in a student's success in school. For many parents,
however, that involvement is limited to attendance at parent-teacher
conferences.
Content Outline:
 Make parents aware of conference dates and goals.
 Make it as easy as possible for every parent to attend the conferences.
 Prepare teachers to conduct successful conferences.
 Schedule conferences and notify parents.
 Make it possible for all parents to get the maximum benefit from the
conferences
 Plan ahead for a pleasant and productive conference.
Why did you pick up this MOOC?
I choose this MOOC because it is important to have a communication
between the teacher and the parents in order to inform them about the
performance of their child in school if they are excelled or not.
REFLECT
1. How can MOOCs help you in your future career as a professional
teacher and as a lifelong learner?
MOOCs offer an affordable, flexible way to learn new skills, advance a
career, and deliver quality educational experiences. MOOCs have the potential to
help individuals enjoy learning and acquire knowledge in a variety of ways.
2. What did you learn from the way the providers use technology in the
MOOCs?
I learned that technology provide a lot of opportunities for many people to
have good education. Nowadays, distance is not a barrier for learning, and it's all
because of the help of technology and at the same time MOOCs.
3. How will you prepare yourself for MOOCS, as a learner, and as a
teacher who may someday teach a MOOC?
MOOC helps you learn concepts at your own leisure and at your own
pace. Knowing the concepts is what you need to be a better contributor, be it as
a teacher or any other role. With time there is new understanding being found,
and keeping oneself updated lifelong helps you be an excellent teacher lifelong.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct
answer.
1. [Link] is evaluating a website for her Literature class. She is making sure
that factual pieces of information found on the site are well-documented,and
pictures and diagrams are properly labeled. She is also checking that there are
no misspelled words nor grammarerrors. Which criterion is she focusing on?
A. Appropriateness
[Link]
[Link]
[Link]
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making surethe app is uncluttered in appearance, is arranged in some order of
difficulty, and that iconsrepresent what they were intended to represent. Which
criterion is she focusing on?
A. Organization
[Link]
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding
outwhether the app taps the skills found in the Grade 8 standards to ensure that
this app willhelp meet her objectives. She wants to make sure it is not too easy
nor too difficult for [Link] criterion is she focusing on?
A. Organization
C. Currency
[Link]
D. Appropriateness
4. A Science teacher uses a powerpoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizers. Students then use this to create their own graphic
organizers to classify animals. This shows technology integration which is
[Link]-constructive
B. adoption-constructive
[Link]-constructive
D. transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice
in addingmixed fractions. The students then work independently with the app to
provide themsufficient practice in adding mixed fractions. This shows technology
integration which is
[Link]-active
B. adoption-active
C. infusion-active
[Link]-active
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will
work together with other Grade 7 classes in their school campuses in Visayas and
[Link] will create posters and a video clip to communicate a message
about peace. They will use social media to spread their peace campaign. This
project involves technology integration which is
A. entry-active
B. adoption-constructive
C. transformation-constructive
D. adaptation-collaborative
[Link] are responsibilities of the Learning Resource/ Audio-Visual/Educational
Technology Center of a school EXCEPT
A. make available technology equipment for the use of teachers and students
B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students' technology project for them
[Link] Learning Resource/Audio-visual/Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available
in the city which are relevant to the different subjects they teach. This fulfills
which function?
A. Recreational reading center
B. A link to other community resources
[Link] of learning
[Link] of resources
[Link] Learning Resource/Audio-visual/Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest
presenter [Link] fulfills which function?
A. Center of resources
[Link] agency
[Link] of teaching
D. Recreational reading center
10. MOOCs are considered massive because
A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts
11. MOOCs are open because
A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected
to the internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester
12. MOOCs are considered as a course because
A. they have a guide or a syllabus that indicates content, objectives, activities,
and assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor's degree
D. they are graded