SAMAR STATE UNIVERSITY

Arteche Blvd., Catbalogan City, Philippines 6700

College of Education

SSU-OVPAA-FR-014
04-Feb-2019 Rev. 3

MIDTERM EXAMINATION in PROF.ED. 2A

(Facilitating Learner-Centered Teaching: The Learner-Centered Approaches with Emphasis on Trainers Methodology I)
Second Semester, SY: 2018-2019

Multiple Choice. (Directions) Read and understand each item carefully. Shade the letter on your answer sheet that
corresponds to your chosen answer. STRICTLY NO ERASURE.
1. What is a system of instruction that places the student in its heart?
A. Student-Centered Learning B. Teacher-Centered Learning C. Student-Centered D. Teacher-Centered
2. Teacher in a student-centered learning plays a role of a facilitator. What else should a teacher portray in this setting?
A. Discussant B. Facilitator C. Formator D. Teacher
3. When does a constructive process occur best in a student-centered learning?
A. when what is learned is relevant and meaningful to the learner
B. when learning is thoroughly imbibed by students and apply them
C. when students are challenged to understand the world’s complexities
D. when students experience the world’s richness and be able to apply the learning
4. Students take greater responsibility for their own learning and do not rely exclusively on the teacher to provide
direction. What is meant by this statement?
A. Students do not have to be told what to do and when to do it. They are encouraged to be truth-seekers and
meaning-makers.
B. Students will change too, not just in the way they see their teachers, but also in the way they see themselves.
C. Teachers are not the only ones who will change the way they see themselves and the role they play.
D. They recognize the importance of every learning activity in which they engage.
5. What would you do to set the learning challenge as the first event for student-centered learning?
A. Set the learning challenge
B. Define the student’s individual learning goals relative to the course.
C. Create an objective or a goal statement and situate it within an authentic context.
D. Promote fluent access to knowledge along the way to meeting the learning challenge.
6. What other way would a teacher plan to help students define their individual learning goals relative to the course?
A. The teacher assesses and identifies learning requirements of the students.
B. Teacher states why it is important for students to define learning goals and objectives.
C. The teacher sets goals to get the students to produce work and to carry out their activities.
D. Teacher promotes fluent access to knowledge along the way to meeting the learning challenge.
7. Why is learning not useful event through there is already the accumulation of content knowledge during group
activity?
A. Learning cannot be useful if the learning will never be used in real- life situations.
B. Learning is not useful because course requirements are not submitted to the teacher.
C. Learning hardly becomes useful unless knowledge or information is structured into meaningful patterns.
D. Learning will never be useful due to unacceptance of students’ ability to think and define the categories of
their own performance.
8. What evidence can you find in a classroom set up relative to class interaction?
A. Teacher and students tackle on something.
B. Students listen attentively during class discussion.
C. Teacher calls students to give their ideas about the discussed topic.
D. Students become passionately engaged in discussion and debate stimulated by a lecture topic.
9. What judgment would you make about the student-centered learning approach in teaching-learning process?
A. Attention, focusing, critical and creative thinking are necessary processes for life-long learning.
B. Classroom tasks and activities that connect with students’ interests, needs, and personal goals, and are
considered important.
C. Student-centered learning activities are collaborative and interactional which reflect the manner in which
these tasks are performed in real life.
D. Teaching methods and learning activities increase the students’ power of concentration and elaboration
on the material inside and outside of the classroom.
10. Their attention span is very short, thus they need engaging and entertaining activities so as not to lose their interest.
To whom this characteristic refers to?
 A. Adolescent Learner B. Adult Learner C. Intermediate Learner D. Young Learner

11. They need help and support from the teacher and to be provided with constructive feedback. Who is being described
in this statement?
A. Adolescent Learner B. Adult Learner C. Intermediate Learner D. Young Learner
12. How would you describe an adult learner in terms of their approach towards learning?
A. Experience in learning is what matters for adult learners.
B. Adults become dependent from their teachers’ guidance.
C. Learning for adults are exploratory and they need more activities to be performed.
D. Adults learning movement is from dependency to increasing self-directedness as they mature.
13. As a teacher in the near future, how will you teach adult learners to make learning more memorable and significant?
A. Discuss topics and relate those in real-life situations
B. Involve adult learners into some meaningful activities wherein they can share their experiences.
C. Tackle subjects that have immediate relevance to our adult learners and should have impacts into their job or
personal life.
D. Keep adult learners motivated to learn by internal rather than external factors and see to it that they are using
everything they learned in their daily lives.
14. Adult learners can direct their own learning. Which statement proves the claim that adult learners can actually learn
from their own?
A. They are ready to learn when they assume new social or life roles.
B. They draw on their accumulated experiences as their resource for learning.
C. They come to the classroom with a wide range of knowledge, expectations, and experiences.
D. They can initiate their learning even without the help of others in planning, carrying out, and evaluating their
learning activities.
15. What is the motive of the concept of andragogy in relation to teaching and learning process?
A. To help adult learners gain knowledge and strategies in solving problems and be able to apply new
learnings immediately.
B. To help young learners gain knowledge and strategies in solving problems and be able to apply new
learnings immediately.
C. To help adolescent learners gain knowledge and strategies in solving problems and be able to apply new
learnings immediately.
D. To help primary learners gain knowledge and strategies in solving problems and be able to apply new
learnings immediately.
16. The basic metacognitive strategies are connecting new information to former knowledge, selecting thinking strategies
deliberately. Based from these metacognitive strategies, what is missing?
A. planning, monitoring, and evaluating thinking processes C. monitoring and evaluating learning
B. executing, assessing and facilitating learning activities and process D. accepting and challenging learning
17. What is the basic tenet about metacognition in relation to cognitive and metacognitive factors of learning?
A. keeping “what we know” and “what we don’t know” C. thinking what “we do not know”
B. knowing "what we know" and "what we don't know" D. learning what “we don’t know”
18. The successful learner can link new information with existing knowledge in meaningful ways. What factor of learning
is emphasized in this statement?
A. Construction of Knowledge B. Knowledge Building C. Learning Process D. Knowledge
19. Which statement support the goals of the learning process in the cognitive and metacognitive factors of learning?
A. Teachers may be seen as the goal-oriented persons to help learners in all activities.
B. The successful learner will eventually share meaningful, coherent representations of knowledge to others.
C. The successful learner, over time and with support and instructional guidance, can create meaningful,
coherent representations of knowledge.
D. Educators cannot assist learners in creating meaningful learning goals and objectives that are consistent with
both personal and educational aspirations and interests.
20. What is the main idea of the notion that “learning does not occur in vacuum” in the context of learning?
A. Technologies and instructional practices must be appropriate for learners' level of prior knowledge.
B. Learning is influenced by environmental factors, including culture, technology, and instructional practices.
C. Motivation to learn is in turn influenced by the learner’s emotional states, beliefs, interests, goals and habits of
thinking.
D. Learner should be able to create and use a repertoire of thinking and reasoning strategies to achieve complex
learning goals.
21. Vygotsky’s Theory, known as Socio-Cultural Theory of Learning posits that through both informal conversations and
formal schooling, adults convey to children the ways in which the culture interprets and responds to the world. How
would you explain this theory to your students?
A. Introduce the Vygotsky’s Theory to the class and be able to elucidate the ideas presented by the theories.
B. Demonstrate the meaning of the Socio-Cultural Theory of Learning to students so they may realize the
necessity to interact with others.
C. Present to students that through these kinds of interactions, children learn from adults the kind of behavior
 they are expected to exhibit within their own culture.
D. Tell students that this theory would like them to understand that learning is most effective when differential
within and across physical, intellectual, emotional and social domains is taken into account.
22. How would you help children accomplish difficult tasks according to Vygotsky’s Theory?
A. As a teacher, assist the students in accomplishing difficult tasks.
B. As a teacher, ignore students in doing some difficult tasks.
C. Reprimand students who commit mistakes in doing tasks.
D. Guide students to learn many things from the tasks.
23. Children appropriate their culture’s tools in their own idiosyncratic manner. What ideas justify this statement?
A. Children but transform these ideas, strategies and other cognitive tools to suit their own needs and purposes.
B. Children see or hear things and transform these ideas, strategies and other cognitive tools to suit their own
needs and purposes.
C. Children internalize what they see or hear in a social context, but transform these ideas, strategies and other
cognitive tools to suit their own needs and purposes.
D. Children do not necessarily internalize what they see or hear in a social context, but transform these ideas,
strategies and other cognitive tools to suit their own needs and purposes.
24. What benefit does interaction of adults bring to the learnings of children?
A. This pushes a child to act on the phenomenon and share it with other children.
B. Children will be able to understand the phenomenon or event and will try to act on it as intended.
C. Experiences like these would bring children to a higher level of thinking which could help them in solving
real-life problems
D. This encourages children to think about phenomenon or event which both of them experience, attach labels to
it and recall the principles underlying it.
25. Apprenticeship is actually a guided participation where a novice works with an expert mentor for a certain period to
learn how to perform complex tasks in a particular domain. Why is cognitive apprenticeship important in a classroom?
A. Teachers think of the benefits that students can avail from the cognitive apprenticeship.
B. Students may be able to share with classmates the learnings they get from the teachers’ assistance.
C. Teachers give efforts to make students learn in so many ways; thus, adopting the cognitive apprenticeship.
D. Students’ learning benefits from teachers who think of their relationship with students as cognitive
apprenticeship using scaffolding, guided participation or tutoring to help the student learn.
26. Would it be better if students be allowed to explore in his own capability in order to learn without applying cognitive
apprenticeship?
A. Yes, because a student would be able to realize his/her weaknesses and strengths.
B. Yes, because learning has many facets and students are the ones who knew the ability of cognitive processing.
C. No, let students explain what they are doing and why, and allow the mentor to examine or analyze the
learners’ knowledge, reasoning and problem-solving strategies.
D. No, mentors could be able to help learners in many ways by engaging themselves in the situations presented
by learners and eventually realize to help them based from own experiences and learnings.
27. Each person has his own individuality contributing to variations or differences within and among individuals. What is
being pertained to in the statement?
A. Differences B. Individual C. Individual Component D. Individual Differences .
28. Sternberg considers intelligences as a mental activity directed towards purposive adaptation to selection, shaping of
real world environment relevant to one’s life. What are the domains to focus on in this theory of intelligence?
A. Practical, experiential and componential intelligence C. Experiential and componential intelligence
B. Nominal, informational and experiential i9ntelligence D. Nominal and informational intelligence
29. Which statement support the function of operational definition of intelligence in a human being?
A. It looks into the “true” nature of the characteristics being defined. C. It finds to operate meaning.
B. It is done through the measure or the test that was used. D. It operates to learn things.
30. What will you add to “learn and solve problems”, the abilities of a person in order to be considered intelligent?
A. learn problems B. recognize problems C. problems D. solution
31. One-factor or Uni-factor theory asserts that all abilities are reduced to a single capacity of general intelligence. As a
learner, what will you apply to justify the theory?
A. common sense B. rationality C. reasoning D. sensible ideas
32. What is the distinction between the g factor and s factor of intellectual abilities under the Charles Spearman’s Two-
factor Theory?
A. The g factor is a inborn ability, while the s factor is from the environment.
B. The g factor is a universal ability, while the s factor is support with the environment.
C. The g factor is a universal inborn ability, while the s factor is acquired from the environment.
D. The g factor translates to the guts of the inborns’ability, while the s factor denotes secrecy from the
environment.
33. What motive is there when Robert Sternberg created his theory known as Robert Sternberg’s Triarchic Theory of
Intelligences?
A. Sternberg believes that intelligence can be adapted from the environment.
B. Sternberg would like present the idea that intelligence can be reinforced with study and practice.
C. Sternberg improves study and practice which was presented from his works that focuses on “street smarts”
 versus “school smarts”.
D. Sternberg would like to impart his belief that intelligence can be improved with study and practice which was
presented from his works that focuses on “street smarts” versus “school smarts”.
34. What would you recommend to students in their ways of learning and studying to certainly achieve their goal in
learning?
A. Learner should interact with and respond to the learning environment.
B. Learner should accept difficult information needed for the success of his/her learning process.
C. Learn in your own way and pace in order to attain the learnings that you desire and be able to succeed.
D. Learner should process, and retain new and difficult information needed for the success of his/her learning
endeavor.
35. What are the three styles of motivation in the context of teaching-learning process?
A. goal-oriented, relationship-oriented, and learning-oriented
B. outcomes-based, self-motivation and learning motivation
C. self-reflecting, experience and environment
D. planning, objective and learning motivation
36. As a teacher, how will you give students as much control over their own education as possible?
A. Provide students with opportunities to explore new information and concepts
B. Give all students the opportunity to achieve the highest standard of learning to attain the highest grades
C. Activate prior knowledge that students may have relative to the concepts being explored –help students to tap
into this knowledge.
D. Assess students in a variety of ways (tests, papers, projects, presentations, etc.) to give students more control
over how they show their understanding to you.
37. All humans have a need to feel safe. Security needs are about keeping oneself from harm. How can this statement be
related to classroom setting?
A. If a student is unwell, then little else matters.
B. If a student does not feel safe, he or she cannot concentrate on learning.
C. If a student cannot understand security, he/she will never understand learning.
D. If a student allows to be bothered by some sort of external harm, then learning is possible.
38. How will you become a role model for student’s interest in terms of motivation to learn?
A. Give comments and it should pertain to particular performances, not the performer.
B. Deliver lessons with energy and enthusiasm because your passion motivates students to learn..
C. Test students and it should be a means of showing what students have mastered, not what they have not.
D. Teach by discovery. Students find as satisfying as reasoning through a problem and discovering the underlying
principle on their own.
39. How will you engage students to learn in the course of your discussion?
A. Guide students the time to think and share in class his/her experiences
B. Inform students about how your course prepares students for future opportunities.
C. Design assignments that are appropriately challenging in view of the experience and aptitude of the class.
D. Facilitate students’ reflection so they become cognizant of what they have discovered, the connections they
have made and their learning process.
40. When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. What
inference can you make out of Maslow’s concept on self-actualization?
A. Teachers can be of help to students to satisfy their human needs.
B. Teachers can devote more attention to their students’ needs and studies.
C. Teachers should call students’ attention to be alarmed with the result of their performance.
D. Teachers should help students satisfy their human needs so that students experience fewer frustrations and,
therefore, can devote more attention to their studies.
41. Biological needs consist of the need for air, food, water, and maintenance of the human body. What is the relevance
of satisfying those needs in the light of learners?
A. There is no connection between human’s biological needs and schooling.
B. A hungry or tired student may not be able to perform in school so well as expected.
C. Students can perform activities required of them even if they were not able to eat and rest.
D. Teachers should not interfere with the students’ needs and should monitor only the academic performance.
42. What judgment would you make about the relevance of the need for esteem in students’ lives?
A. When these needs are frustrated, the person feels inferior, weak, helpless, and worthless.
B. Students will be able to address more problems and requirements in school if the need for esteem is satisfied.
C. When esteem needs are satisfied, a person feels selfish and self-motivated to learn many things since there is
already the feeling of confidence to face all school challenges.
D. When esteem needs are satisfied, a person feels self-confident and valuable as a person in the world; thus,
there is a greater chance of students’ involvement in all class and school activities.
43. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent
representations of knowledge. What cognitive and metacognitive factor of learning is being referred to by the
statement?
A. Goals of the Learning Process C. Subject Matter Process
B. Nature of the Learning Process D. Strategized Learning
44. Habit formation in motor learning and learning that involves the generation of knowledge are examples of what
cognitive and metacognitive factor of learning?
A. Goals of the Learning Process C. Subject Matter Process
B. Nature of the Learning Process D. Strategized Learning
45. Which statement support the idea behind the Construction of Knowledge as one factor in the cognitive and
metacognitive factor of learning?
A. The successful learner can link new information with existing knowledge in meaningful ways.
B. The successful learner cannot link new information with existing knowledge in meaningful ways.
C. The successful learner can twist new information with existing knowledge in meaningful ways.
D. The successful learner can avoid new information with existing knowledge in meaningful ways.
46. In what way will an educator be able to help learners apply the concept Construction of Knowledge?
A. Educator may assist learners in creating meaningful learning goals that are consistent with both personal and
educational aspirations and interests.
B. Educator needs to learn the ways learners create meaningful learning goals that are consistent with both
personal and educational aspirations and interests.
C. Educator should create meaningful learning goals that are consistent with both personal and educational
aspirations and interests.
D. Educator should be consistent with both personal and educational aspirations and interests.
47. Learning is influenced by environmental factors, including culture, technology, and instructional practices. How will
you enhance the learning of your students?
A. by discussing topics that are required within the quarter
B. by using appropriate video clips or movies that can enrich students’ ability to learn
C. by inviting students to attend a party after a chapter test to unwind and enjoy life
D. by giving a lecture about different socio-cultural factors that influence men and their learning
48. Why is learning of complex subject matter most effective when it is intentionally done?
A. because learners need to process their thoughts intentionally to link with the environment
B. because the learner himself/herself has the purpose and the strong will to construct meaning from the gained
information and experiences
C. because it is necessary to intentionally process the information acquired during class discussion and the
experiences learned
D. because intentionally learned knowledge is more valuable than just by mere memorization of facts without
thoroughly understanding them
49. There is an intimate, dynamic interplay between mind wandering and metacognition. How does metacognition work
with mind wandering?
A. Wandering mind demonstrates many insights that leads to 'normal' functioning of the brain.
B. Wandering mind brings many unique insights into the normal daily functioning of a human being.
C. Metacognition creates information for the wandering mind to process, leading to better understand the
presented knowledge.
D. Metacognition serves to correct the wandering mind, suppressing spontaneous thoughts and bringing
attention back to more "worthwhile" tasks.
50. What judgment would you make about the use of regulation checklist (RC) relative to the regulation of one’s
metacognition?
A. RCs follow a certain format that easily provide individuals the knowledge on how to regulate his
metacognition.
B. RCs are easy to conduct because they guide individuals to double check their way of thinking as a result of
evaluating one’s cognition.
C. RCs are useful because they help individuals to implement a sequence of thoughts that allow them to go over
their own metacognition.
D. RCs complete the process of thinking among individuals who desire to obtain a sequence of thoughts that
allow them to go over their own metacognition.