LICENSURE EXAMINATION FOR TEACHERS (LET)

WHAT TO EXPECT
FOCUS: Professional Education
Facilitating Learning

LET Competencies:
1. Analyze the cognitive, metacognitive, motivational and socio-cultural factors that affect learning
2. Organize the learning environment that promotes fairness regardless of culture, family background and gender,
responsive to learner’s needs and difficulties

PREPARED BY: Aggarao, Marivilla Lydia B.

TEACHING Faculty-Faculty of Behavioral and Social Sciences
Author of LET Materials and LET Lecturer

PART I: Content Update

Basic Concepts
Schema - Prior knowledge
Principle - Universal truths/facts
Theory
Public pronouncement of what a scientist or an independent/group of minds that have done
something and is subject for further studies/research.
Concepts/propositions that help to describe and explain observations that one has made.
Learning
- involves acquisition of new elements of knowledge, skills, beliefs and specific behavior
- - may mean one or
- more of all these things:
the act of gaining knowledge (to learn something), the knowledge gained by virtue of that act
(that which is known) the process of gaining knowledge (learning how). -Banner and
Cannon, 1997
LEARNING - It is an ongoing process of continued adaptation to our environment,
assimilation of new information and accommodation of new input to fit prior knowledge.
Adaptation - to become adjusted to new or different conditions
Assimilation - to make or become similar; to become absorbed, as knowledge
Accommodation - to settle; reconcile, adapt, adjust
Learning
- is characterized by:
a change in behavior or the capacity to change one’s behavior in the future
a relatively permanent observable/demonstrable change in the behavior of a person as a
result of interaction of the environment
occurring through practice or experience
it is not being the same as thinking as its focus is on manifest behavior rather than simply
on
thoughts
Principles/Conditions of Learning
1. Learning is an active, continuous process: it involves more than acquiring information.
2. Styles and rates of learning vary: learners may be auditory, visual, or tactile/kinesthetic.
3. Readiness affects motivation and desire to learn.
4. Learning is very effective when there is immediate application of what is being taught.
5. Life experiences influence learning.
6. Learning is facilitated when learners have knowledge of their progress towards a goal.
7. Repetition (practice) helps perfect learning.
8. Principle of effect: learning is strengthened when accompanied by satisfying feeling.
9. Principle of primacy: what is taught must be taught right at the first time.
10. Principle of intensity: teaching requires provision of vivid, exciting learning of experiences.
11. Principle of recency: the things most recently learned are the best remembered.

Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how learning
takes place
Conjectures -to conclude or suppose from incomplete evidence; guess; an indecisive opinion
Hypothesis - a set of assumptions, provisionally accepted as a basis of reasoning or unsupported
or ill supported theory

A. Behaviorism/Associative Learning Theory

It operates on a principle of “Stimulus-Response”
Prefers to concentrate on actual behavior
Ivan Petrovich Pavlov’sClassical Conditioning
 Classical means “in the established manner”
 Individual learns when a previously neutral stimulus is repeatedly paired with an
unconditioned stimulus until a neutral stimulus evokes a conditioned response.

Feature of Classical Conditioning Classroom Implications

1. Stimulus – Generalization – a  A child should be convinced that not

process by which the conditioned
response transfers to other stimuli that
is similar to the original conditioned
stimulus.
Ex. stern teacher
2. Discrimination – a process by which one
learns not to respond to similar stimuli in an
identical manner because of previous
experiences.
3. Extinction – a process by which a
conditioned response is lost.
Ex. anxiousness
all teachers in school are bad or
anything that associates to school
matters are bad.
 Help the child to distinguish the
difference between two or three
identical stimuli or to discriminate
their distinct differences.
 Fear of anxiety towards a terror
teacher gradually vanishes if in the
succeeding days you experience
pleasant treatment with the teacher.

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Edward Lee Thorndike’s Connectionism
Connectionism means learning by selecting and connecting
Thorndike Theory of Learning Classroom Implications
1. Law of Readiness – interfering with oral  Asking a child to write the alphabets
directed behavior causes frustration, causing when he/she did not learn the basic
someone to do something they do not want to strokes of writing gets frustrated and
do is also frustrating. annoyed.
a. When someone is ready to perform
some act, to do is satisfying.
b. When someone is ready to perform
some act, not to do is annoying.
c. When someone is not ready to
perform some act and is forced to do,
it is annoying.
2. Law of Exercise – the organism learns by  Practice makes perfect
doing and forgets by not doing.  Provide varied enhancement
a. Law of use – connections between activities/exercises, seatwork.
stimulus and response are
strengthened as they are used.
b. Law of disuse – connections between
a stimulus and response are weakened
when practice is discontinued.
3. Law of Effect – reward increases the  Praise students’ achievements;
strength of a connection whereas punishment encourage those low performing
does nothing. students to do better.

Burrhus Frederic Skinner’s Operant Conditioning and Reinforcement

Operant Conditioning - using pleasant or unpleasant consequences to control the occurrence of
behavior.
Reinforcers– any consequence that strengthen a behavior
 Primary reinforcer– related to basic needs. Ex. food
 Secondary reinforcer – value of something is acquired when associated with
primary reinforcer. Ex. money to buy food
 Positive reinforcer– consequence given to strengthen a behavior
 Negative reinforcer – release from an unpleasant situation to strengthen
behavior.
Reinforcement –it is a key element to explain why and how learning occurs.
 Verbal – praise, encouragement
 Physical – touch, pats, hugs
 Non-verbal – smiles, winks, warm looks
 Activity – games, enjoyments
 Token – points, stars

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  Consumable – cookies

Punishment – any unpleasant consequence to weaken a behavior

B. Cognitive and Metacognition

Main focus is on memory (the storage and retrieval of information)
Prefer to concentrate on analyzing cognitive processes
Believe in the non-observable behavior

Basic Concepts:
1. Perception - a person’s interpretation of stimuli.
2. Encoding – putting information in memory
3. Storage – changing the format of new information as it is being stored in memory
4. Rehearsal – mental repetition of information
5. Dual Coding – holds the complex networks or verbal representations and images to promote
long term retention.
6. Retrieval – finding information previously stored in memory; recalling

David Ausubel’s Meaningful Reception Theory

Meaningful learning occurs when new experiences are related to what a learner already
knows.
May occur through:
 reception
 rote learning
 discovery learning

Meaningful Reception Learning

material is presented to the learner in a well-organized/final form and relates it to his/her existing
knowledge
Rote Reception Learning
material is presented to the learner in a well-organized/final form and is memorized
Meaningful Discovery Learning
learner arrives at the solution to a problem or other outcome independently and relates it to his/her
existing knowledge.

Jerome Bruner’s Discovery Learning Theory or

Inquiry Method/Theory of Instruction

Posits that learning is more meaningful to learners when they have the opportunity to discover on
their own the relationships among the concepts or to actively search for a solution to a problem

An approach to instruction through which students interact with their environment by exploring
and manipulating objects, wrestling with questions and controversies or performing experiments.
The idea is that students are more likely to remember concepts they discover on their own.

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Calls his view of learning “instrumental conceptualism”

Scaffolding

Wolfgang Kohler’s Insight Learning/Problem – Solving Theory

Insight – the capacity to discern the true nature of situation
- imaginative power to see into and understand immediately
• Gaining insight is a gradual process of exploring, analyzing, and structuring
perception until a solution is arrived at.
The more intelligent a person and the more experiences he has, the more capable he will be for
gaining insight.
Held that animals and human beings are capable of seeing relationships between objects and events
and act accordingly to achieve their needs.

Jean Piaget’s Cognitive Constructivism

 It emphasizes the active role of the learner in building understanding and making sense of
information.
 It is about how the individual learner understands things, in terms of developmental
stages and learning styles
Two major considerations:
1. Ages – what children can and cannot understand at different ages
2. Stages – how children develop cognitive abilities through developmental stages

Developmental Stages - it is a distinct period in the life cycle characterized by a particular sets
of abilities, motives, behavior and emotion that occur together and form a coherent pattern.

Richard Atkinson’s and Richard Shiffrin’s Information Processing Theory

The individual learns when the human mind takes in information (encoding), performs
operation in it, stores the information (storage), and retrieves it when needed (retrieval)
Memory – the ability to store information so that it can be used at a later time.

Stages of Human Memory

1. Sensory Memory – utilizes sense organs such as visual, auditory; lasts less than a second
Ex. color, shape, blowing of horn
2. Short Term Memory (STM) – selected by attention; lasts up to 13-30 seconds
Ex. telephone number
3. Long Term Memory (LTM) – lasting retention of information
- Minutes to lifetime
- Information on the LTM, if not rehearsed, can be forgotten through decay
Three components:
Episodic Memory – associated with our recall of particular times and places and a storage place
for many personal experiences.
Procedural Memory – refers to “knowing how” as opposed to “knowing that”
Semantic Memory – knowledge of general facts, principles and concepts that are not connected
to particular times and places.
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Forgetting
Inability to recall (something previously known) to the mind

Causes of Forgetting
1. Retrieval Failure- forgetting is due to inability to recall the information.
2. Decay Theory – information stored in LTM gradually fades when it is not used.
3. Interference Theory – forgetting in LTM is due to the influence of other learning

Retention- the ability to recall or recognize what has been learned or experienced.
Interference – the act or an instance of hindering, obstructing or impeding.

Robert Gagne’s Cumulative Learning

Learning skills are hierarchically arranged
Progression from stimulus-response associations to concepts, principles and problem solving.

7 Levels of Learning
1. Signal Learning – involuntary responses are learned
Ex. hot surface touched
2. Stimulus-response Learning – voluntary responses are learned.
Ex. Getting ready to move at the sound of a fire alarm
3. Chaining/Motor – two or more separate motor/verbal responses maybe
combined or chained to develop a more complex shell
Ex. house + wife = housewife
4. Discrimination Learning – learner selects a response which applies to
stimuli.
Ex. sound of fire engine is different from other sounds/sirens
5. Concept Learning – involves classifying and organizing perceptions to
gain meaningful concepts
Ex. Concept of “triangle”, discriminate triangle from other shapes and
deduce commonality among different shapes

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 6. Principle Learning (Rule Learning) – involves combining and relating
concepts to form rules
Ex. Equilateral triangles are similar in shapes
7. Problem Solving – considered the most complex condition: involves
applying rules to appropriate problem situations
Ex. Solving mathematical problems using a given formula (find the area
of a square

Teaching for Transfer (Gagne)

Transfer – to convey or cause to pass from one place, person or things to another; direct (a
person) elsewhere for help or information.

Transfer of Learning
Types:
1. Lateral transfer – occurs when the individual is able to perform a new task about the
same level. (e.g. solving word problems given in text and later solving a similar problem
on the board)
2. Vertical transfer – occurs when the individual is able to learn more advanced/complex
skills (e.g. being able to add and multiply; being able to read and write)

Kurt Lewin’s Field Theory

 Known for the terms:
 “life space” (reality, need, aspirations, desires, goals)
 “field theory” (forces-social environment; function of both the person and
environment)
 One considers all possible factors that influence a person's behavior and consider how those
factors interact and change in time to influence the person's present state.
 “Learning is more effective when it is an active rather than a passive process”

C. Socio-cultural
Concepts:
Learning involves participation in a community of practice
Society and culture affects learning
Social learners become involved in a community of practice, which embodies certain beliefs and
behaviors to be acquired; social interaction.

Culture and Learner Diversity

Relationship of culture and learning style affect students’ learning/achievement.
* student’s color, “way of life” vs. cultural values, beliefs and norms of schools
Teacher’s cultures
- teacher’s own cultural orientations impede successful learners guided by another cultural
orientation.

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Albert Bandura’s Social / Observational Learning Theory
Known for his “Bobo doll” experiment
People learn through observation, simulation, modeling which means watching (observing),
another called a model and later imitating the model’s behavior.
Concentrates on the power of example

Models are classified as:

Real life– exemplified by teachers, parents and significant others
Symbolic – presented through oral/written symbols, e.g. books
Representational– presented through audio-visual measures, e.g. films

Concepts in Social Learning Theory

1. Vicarious Learning – learning is acquired from observing the consequences of other’s
behavior.
2. Self – regulated Learning – occurs when individuals observe, assess and judge their own
behavior against their own standards, and subsequently reward or punish themselves.
4 Phases of Observational Learning
1. Attention – mere exposure does not ensure acquisition of behavior. Observer must attend to
recognize the distinctive features of the model’s response.
2. Retention –reproduction of the desired behavior implies that student symbolically retains that
observed behavior
3. Motor Reproduction Process– after observation, physical skills and coordination are needed
for reproduction of the behavior learned.
4. Motivation al Process– although observer acquires and retains ability to perform the modeled
behavior, there will be no overt performance unless conditions are favorable

Situated Learning-Community of Practice (CoP) by Jean Lave and Wenger

Concepts
The nature of the situation impacts significantly on the process of learning.
Learning involves social relationships – situations of co-participation.
Learning is in the relationships between people.
Learning does not belong to individual persons, but to the various conversations they share.

Urie Brofenbrenner’s Ecological Systems Theory/Environmental Contexts

Learning is greatly affected by the kind of environment we are in.
Learners are understood within the context of their environment.
These environmental contexts are interrelated.

Environmental Contexts: Major Levels

1. Microsystem – innermost level
- contains the structure that has direct contact with child
2.Mesosystem– connection between the structures of the child’s microsystem

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3.Exosystem – 3rd level
- social system which the child does not function directly
4.Macrosystem– outermost level
- values, customs, laws, beliefs and resources of a culture/society
5 . Chronosystem–

If the relationships in the immediate microsystem break down, the child will not have the tools to
explore other parts of his environment resulting to behavioral deficiencies. Learning tends to
regress / slow down when the environment of the child is in turmoil

Lev Vygotsky’s Social Constructivism

It emphasizes how meaning and understanding grow out of social encounters.

Zone of Proximal Development (ZPD) - gap between actual and potential development
*Actual development – what children can do on their own
* Potential development – what children can do with help
Scaffolding –
 competent assistance or support through mediation of the environment (significant
others) in which cognitive, socio-emotional and behavioral development can occur.

Howard Gardner's Multiple Intelligences

Intelligence – refers to general mental ability of a person
- capacity to resolve problems or to fashion products that are valued in a more
cultural setting
Achievements – refers to the previous learning of a person in a certain subject area.
Multiple Intelligence – capacity of a person to possess and adapt two or more
intelligences.
Intelligence Competence Examples

1. Linguistic – sensitivity to spoken - Ability to learn  Writers, poets,

and written language language lawyers, speakers
- Capacity to use
language to
accomplish certain
goals
2.Logical/mathematical – analyzes - Ability to detect  Scientists,
problems logically, carry out patters, reason mathematicians
mathematical operations, and deductively and think
investigate issues scientifically. logically.
3. Musical – skill in the performance, - Capacity to  Musicians,
composition and appreciation of recognize and composers
musical patterns. compose musical
pitches, tones and
rhythms.

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 4. Bodily kinesthetic – using one’s - Ability to use mental  Athletes, dancers
whole body or body parts to solve abilities to coordinate
and convey ideas. bodily movements.
5. Spatial – recognize and use Capacity to  Engineers
patterns of wide space and more understand, appreciate
confined areas. and maximize the use
of spaces
6. Interpersonal – working - Capacity to  Educators, sales
effectively with others. understand the people, religious
intentions, counselors,
motivations and politicians
desires of other
people.
7. Intrapersonal – working - Capacity to
effectively with oneself understand oneself,
appreciate one’s
feelings, fears and
motivations
8. Naturalist – appreciation of the - Ability to recognize,  Nature lover,
environment/nature. categorize and grow environmentalist
upon certain features
of the environment

Robert Sternberg’s Triarchic Intelligence (1988), focuses on three main components of

intelligence:

Practical intelligence--the ability to do well in informal and formal educational settings;

adapting to and shaping one's environment; street smarts.
Experiential intelligence--the ability to deal with novel situations; the ability to effectively
automate ways of dealing with novel situations so they are easily handled in the future; the
ability to think in novel ways.
Componential intelligence--the ability to process information effectively.Includes
metacognitive, executive, performance, and knowledge-acquisition components that help to steer
cognitive processes.

Daniel Goleman’s Emotional Intelligence

Highlights the role of emotion in the success or happiness of an individual which eventually
affects behavior or learning.

William Glasser’s Control Theory

Behavior is inspired by what satisfies a person’s want at any given time (human needs).

David Kolb’s Learning Styles

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Learning Styles – are tools utilized by learners to cope and adjust to the learning environment
Four learning styles
Learning Styles
1. Convergers– rely on abstract
conceptualizing and experimenting
- they like to find specific, concrete
answers and move quickly to solution
- unemotional, since they prefer to deal
with things rather than with people.
Ex. physical sciences and engineering
2. Assimilators – rely most on abstract
conceptualizing and reflective
observation
- interested in theoretical concerns than
in applications.
Ex. research and planning
3. Divergers – rely on concrete
experience and active participation
- generate ideas and enjoy working with
people.
Ex. counseling and consulting
4. Accommodators – rely on concrete
experience and active experimentation
- risk – taking, action oriented,
adoptable in new situations.
Ex. marketing, business, sales
Types of Learners
Types of Learners/Perceptual
Channel
1. Auditory learners – prefer to learn
by listening/auditory perceptual
channel.
2. Visual learners – prefer print
materials/visual perceptual channel
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Educational Implications
 Teacher should provide learning
tasks that have specific answers
like numbers and figures/units.
 Teacher should provide learning
tasks that call for integration of
materials/situational activities
 Teacher should provide group
activities since learners enjoy
working in groups.
 Teacher should provide learning
tasks that call for hands-on
approach.
Educational Implications/Learning
Preferences
 Lecturing is the teaching
approach that works best for
them.
 Songs/poems are useful and
effective learning tools.
 Reading/responding to visual
cues, such as the chalkboard or
transparencies
 Textbooks and pictures are
useful and effective learning
tools.
 3. Tactile learners – like to
manipulate objects/tactile perceptual
channel
4. Kinesthetic or whole body
learners – like to learn through
experiential activities/kinesthetic
perceptual channel.
 Hands-on or laboratory
methods of learning are most
appropriate for learners.
 Tracing diagrams or using
texture examples.
 Simulations, exploratory
activities and problem-solving
approach of teaching.
 Pacing or dancing while
learning new material.

Part II
MOTIVATION

Motivation
An internal state or condition (sometimes described as a need, desire or want) that serves to
activate or energize behavior and give it direction.
Although motivation cannot be seen directly, it can be inferred from behavior we ordinarily refer
to as ability. Ability refers to what a person wants to do.
In order to do this effectively, it is necessary to understand that motivation comes in two forms.

Two Kinds of Motivation:

Extrinsic Motivation
– When students work hard to win their parents’ favour, gain teachers’ praise or earn high
grades; their reasons for work and study lie primarily outside themselves.
- Is fuelled by the anticipation and expectation of some kind of payoff from an external source

Intrinsic Motivation
– when students study because they enjoy the subject and desire to learn it, irrespective of the
praise won or grades earned; the reasons for learning reside primarily inside themselves
- Fuelled by one’s own goal or ambitions

Principles of Motivation
The environment can be used to focus the student’s attention on what needs to be learned.
Incentives motivate learning
Internal motivation is longer lasting and more self – directive than is external motivation, which
must be repeatedly reinforced by praise or concrete rewards.
Learning is most effective when an individual is ready to learn, that is when one want to know
something.
Motivation is enhanced by the way in which the instructional material is organized.

Theories of Motivation

1. Drive Theory (Clark Hull)

• Drive is a condition of arousal on tension that motivates behavior

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 • Drives most typically have been considered to involve
physiological survival needs; hunger, thirst, sleep, pain, sex.
• A drive results from the activation of a need
• Need – a physiological deficiency that creates condition of
disequilibrium in the body

2.Self – Efficacy (Albert Bandura)

Self – efficacy – it is the belief that one has capabilities to execute the courses of actions required
to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in
essence competence) self – efficacy is the belief (whether or not accurate) that one has the power
to produce that effect.

Self – efficacy relates to a person’s perception of his/her ability to reach a goal while, self –
esteem relates to a person’s sense of self – worth.

3. Self – Determination (E. Deci)

Self – determination – comes from the sense of autonomy that a person has when it comes to
things that he does and the choices he makes.

4. Theory of Achievement Motivation (Atkinson)

 Motivation to perform is affected by two variables
 Expectancy – people must believe than they can accomplish a task, that is, they
should have expectancy about what they want to achieve.
 Value – they should place an importance or value in what they are doing.

5. Attribution Theory (B. Weiner)

People’s various explanations for successes and failures – their beliefs about what causes
attributions.
Dimensions underlying people’s attribution. People can explain events in many different ways.
For example, a tennis player may attribute his/her wins and successes in matches to things like –
luck, health, effort, mood, strengths and weaknesses of his/her opponents, climate, his/her fans
etc.

TECHNIQUES IN MOTIVATING LEARNERS

Challenge them - offer student’s opportunities to undertake real challenges. Encourage them to
take intellectual risks.
Build on strengths first - Opportunity to use their talents to achieve success.
Offer choices - offering choices develop ownership. When child makes decisions he/she is more
likely to accept ownership and control of the results.
Provide a secure environment which permits children to fail without penalty. Learning how to
deal with failure is critical for developing motivation and successful learning.

III. ACHIEVING LEARNING OUTCOMES

A. Definitions

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- Learning outcomes specify what a learner is expected to know, understand or to be able to do
as a result of a learning process.
- Measuring learning outcomes provides information on what particular knowledge (cognitive);
skill or behavior (psychomotor and affective). Students have gained after instruction is
completed.

B. Importance
• Communicate expectations to learners
• Review curriculum and content
• Design appropriate assessment
• Evaluate the effectiveness of learning

C. Three learning domains (KSA)

C.1. Cognitive Learning Domain
– development of knowledge and intellectual skills
- mental skills (knowledge)

Basic Concepts: Cognitive Learning

1.Fact – something that is true, something that actually exists
2. Concept – basically the main idea
3. Generalization –the formation of a general notion by putting together general concepts
4. Thinking – rational; reasoning

Types of Thinking
1 Problem Solving – process involved in the solution of a problem.

2. Critical Thinking
a. Careful and deliberate determination of whether to accept, reject, suspend
judgement on a claim
b. Reasonable reflective thinking that is focused in deciding whether to believe or do
c. Comprises the mental processes, strategies and representations people use to solve
problems, make decisions, and learn new concepts

3. Creative Thinking
 Involves the ability to produce new forms in an art or mechanics or to solve
problems by novel methods
 Creativity consist in coming up with a new and relevant ideas
 Creativity has two kinds
a. Cognitive – involved in problem solving
b. Aesthetic – relating to artistic creation

4. Metacognition
-meta– after; beyond; higher

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 -cognition– way of thinking; perceiving; knowing
 Refers to the idea of “knowing about knowing”, involves the study of how we
think about our own thinking in order to develop strategies for learning.
 Is the capacity to monitor and regulate one’s own thinking or mental capacity.
 From of thinking in which an individual develops an awareness of his
characteristics, attitudes, beliefs, and actions.

Principles in Achieving Cognitive Learning and Their Classroom Implications

 Content: Teach tacit heuristic knowledge as well as textbook knowledge.
 Situated Learning: Teach knowledge and skills that reflect the way the
knowledge will be useful in real life.
 Modeling and Explaining: Show how a process unfolds and tell reasons why it
happens that way.
 Coaching and Feedback: Pay personalized attention to performance, coupled
with appropriate hints, helps, and encouraging feedback.
 Articulation and Reflection: make students think about and give reasons for
their actions/own performance.
 Exploration: Encourage students to try out different strategies and observe their
effects.
 Sequence: Proceed in an order from simple to complex, with increasingly
diversity.

C.2. Affective Learning Domain

(Krathwohl)
- deals with attitudes, motivation, willingness to participate
- valuing what is being learned
- incorporating the values of a discipline as a way of life
- growth in feeling or emotional areas (attitude)

Basic Concepts: Affective Learning

 Beliefs – an accepting of something or someone as true or reliable without asking for
proof.
 Attitudes – a particular feeling or way of thinking about something.
 Values – important and enduring beliefs or ideals shared by the members of a culture
about what is good or desirable and what is not.

Principles in Achieving the Development of Attitudes and Values and Their Classroom
Implications
 Every interaction with children provides an opportunity to teach values.
 Children learn about our values through daily interaction with us.
 Children learn through our example
 Children learn values through the way we do things as a family.
 Children learn values and beliefs through their exposure to the larger world.
 Children learn values through our explanations of the world.

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C.3 Psychomotor Learning Domain
(Anita J. Harrow)
Includes physical movement that involves coordination of the mind and body
Manual of physical skills

Basic Concepts: Psychomotor Learning

Capacity – the facility or power to produce, perform or deploy.
Ability – competence in an activity or occupation because of ones’ skill, training, or other
qualification.
Skill – learned capacity to carry out predetermined results often with the minimum outlay of
time, energy, or both.

PRINCIPLES INVOLVED IN ACHIEVING PSYCHOMOTOR LEARNING AND THEIR CLASSROOM

IMPLICATIONS
1. The psychomotor domain is best assessed in a face to face situation.
2. It focuses on performing sequences of motor activities to a specified level of motor
operations for a child of given age.
3. Learning materials and activities should involve the appropriate level of motor capabilities.
4. Use teaching methods that actively involve students and present challenges.
5. Psychomotor learning is facilitated by providing activities or situations that engage learners
to perform.

Acknowledgement goes to various authors

/mlba

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 PARTII: PracticeItems

1. Which of the theories of learning presents or states that learning skills are hierarchically
arranged?
A. Insight Learning
B. Meaningful Learning
C. Cumulative Learning
D. Social Cognitive Learning
2. Chloe easily remembers dates and events in history. What component of LTM does
Chloe makes use of?
A. Episodic Memory
B. Procedural Memory
C. Semantic Memory
D. Working Memory
3. A burglary occurred in Janna’s neighborhood. Since then, Janna is very careful of
locking their doors and closing windows. What theory best explains Jason’s behavior?
A. Social Learning
B. Social Constructivism
C. Field Theory
D. Vicarious Learning
4. Mr. Teddy informed his constituents during their in-service training that they should be
conscious of observing “recess time” in the morning and in the afternoon so that students
may have the chance to eat their “baon”. According the Maslow’s hierarchy of needs what
could be the very reason why Mr. Teddy emphasized that student should take a break?
A. Security need
B. Love and Belonging need
C. Esteem need
D. Physiological need
5. Jim is always eager to go to school because he is interested to learn a lot of new
things. What type of motivation is applicable in this situation?

A. External motivation C. Achievement motivation theory

B. Internal motivation D. Self-determination motivation theory
6. Which of the following statements about motivation is false?
A. External motivation is longer, lasting and more self-directive than
internal motivation
B. Internal motivation is fueled by one’s goals or ambitions
C. Motivation is enhanced by the way in which the instructional material is
organized
D. Motivation to perform is affected by expectancy and value

MLBAGGARAO 2019
7. Ms. Jade, after learning the statements made by her colleague about their newly
appointed principal, she is carefully deliberating of whether to accept, reject or suspend
judgment in such claim. What type of thinking does Ms. Jade has?
A. Creative thinking
B. Critical thinking
C. Reflective thinking
D. Logical thinking
8. It occurs when the individual is able to learn more advanced/complex skills like being
able to add and multiply and being able to read and write. What kind of transfer is
described?
A. General
B. Specific
C. Lateral
D. Vertical
9. He postulated that behaviors can be measured, trained, and changed and that all
behaviors are acquired through conditioning. Who is this proponent that eventually known
to be the Father of Behaviorism?
A. Edward Lee Thorndike
B. Albert Bandura
C. James Watson
D. John Watson
10. Ms. Kyra told her Grade 5 students to study the different wonders of the world and
where they could be found. Just before dismissal, she reminded them to review the capital
city of both Asian and Western countries as well. What component of long term memory
is developed?
A. Episodic Memory
B. Semantic Memory
C. Procedural Memory
D. None of the above

11. Earl is a transferee and feels uneasy with his new school. His teacher is very
accommodating, warm and caring. Earl felt comfortable with the teacher’s display of
genuine warmth. The teacher is consistent in his manner and Earl began to associate
school with the teacher’s warmth. Which theory is being illustrated?
A. Meaningful learning
B. Operant conditioning
C. Classical conditioning
D. Observational learning

12. Mr. Santos, a Chemistry teacher automatically assigns the most gorgeous girl in his
class to be the class secretary and the most handsome boy to be the class president. He
perceives students who are attractive to be kind, intelligent and funny. In Edward Lee
Thorndike’s Connectionism, this is known as physical attractiveness stereotype and
the "what is beautiful is good" principle is called?
A. Law of Readiness
B. Law of Effect
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 C. Halo Effect
D. Law of Exercise

13. Which of the following best describes what meaningful learning is?
A. When what is to be learned is new and easy for the students
B. Materials presented are difficult and challenging to the students
C. When the materials to be learned is related to what students already
know
D. Students find the lessons easy and relevant to what was assigned to
them

14. Based on Bandura’s theory, which conditions must be present for a student to learn
from a model?
I. Attention
II. Retention
III. Motor Reproduction
IV. Motivation
A. I and II
B. II and III
C. I, II, III and IV
D. III and IV

15. Fear, anxiety, phobias over something should not be ignored because it leads to
personality disorder. These behaviors are understood because of who?
A. Edward Thorndike
B. John Watson
C. B.F. Skinner
D. Ivan Pavlov

16. Which principle is observed by Ausubel’s schema theory?

A. There is no need to provide background information
B. Children can be taught on how to study
C. Learners have stock knowledge of things based on background
information and experience
D. Teachers must presume that learners know everything

17. Teacher Hannah does experiments and demonstrations first before asking her
students do as what she has shown. She gives feedback right after the students have
performed for improvement and mastery of the skill taught. This is an illustration of whose
theory?
A. Howard Gardner
B. Albert Bandura
C. Jean Piaget
D. Erik Erikson

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18. Vygotsky claimed that social interaction is important for learning. What does this
imply?
A. Children learn from adults and other children
B. Children are independent problem solvers
C. Since they are not capable of instruction, children in the crib have no learning
yet
D. Children learn well by passive presentation of information

19. The Grade 3 students of Mrs. Zap are inspired to recite during their class because
they know that every time they give the correct answer to her question raised, she would
immediately give those points and they observed that she puts them in her class record
right away. What schedules of reinforcement did she utilize?
A. Fixed ratio
B. Variable ratio
C. Fixed interval
D. Variable interval

20. Applying for other situation are expected from the students to complete the process
of learning and it is when learning in one context enhances a related performance in
another context. What principle applies to this condition?
A. Expectation
B. Retention
C. Transfer
D. Performance

21. All learners possess certain kind of intelligence and according to Robert Sternberg’s
Triarchic Intelligence, there are students who have the ability to do well in formal and
informal educational settings and they are labelled as “street smarts” because they
perfectly perform well both in the academe and non-academe life. What type of
intelligence was explained in the given statement?
A. Practical Intelligence
B. Experiential Intelligence
C. Componential Intelligence
D. None of the above

22. Mr. Lim is a well-loved Math teacher by his Grade 10 students because after teaching
a concept, he gives an exercise to be answered individually on their seats after which he
would call on someone to solve it on the board. What type of teaching for transfer was
practiced?
A. General
B. Specific
C. Vertical
D. Lateral

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23. You have required your Grade 8 students to bring to class the materials needed for
sewing because you will teach them the skills on how to sew properly. What component
of long term memory is enhanced?
A. Episodic Memory
B. Semantic Memory
C. Procedural Memory
D. None of the above

24. In psychomotor learning domain, this refers to the level of proficiency to carry out
sequences of action in a consistent way and one is capable to become an expert because
of frequent exercise
A. Capacity
B. Ability
C. Skill
D. None of the above

25. What should the teacher do to help students learn psychomotor skills?
A. Teacher uses verbal explanation and description of the movements in
addition to live demonstration of the movements
B. Teacher provides feedback to the learner about his/her progress
C. Teacher encourages the learner to practice, in order to maintain his/her
sharpness of the movements
25. A person who has painful experiences at the dentist’s clinic may become fearful at
the mere sight of the dentist’s clinic building. Which theory explains this?
A. Operant conditioning C. Values and expectancy theory
B. Attribution theory D.Classical conditioning
26. Which of the following changes is an instance of learning?
A. growing heavier C. feeling drowsy after taking drug
B. learning to walk D. associating red light with stop
27. All are outcomes of learning, EXCEPT one. Which is the exception?
A. maturation and development C. habits and attitudes
B. knowledge and understanding D. abilities and skills
28. In classical conditioning, which are paired together in order to elicit the desired
response?
A. CS and NS C. UCS and NS
B. CS and CR D. UCR and NS
29. Two hyperactive pupils, Rose Ann and Ronna are seated next to each other. Every
time Rose Ann pays attention and completes her tasks, Teacher Bert praises her. In this
condition, the teacher notes that Ronna’s behavior has also improved even without
specific reinforcement from her. What is demonstrated by Ronna?
A. observational learning C. vicarious learning
B. social learning D. self-regulated learning
30. In observation and imitation learning, what should be the learner’s response when
the teacher initially models the behavior?
A. reproduce and match C. shows satisfaction
B. imitate and practice D. pay attention

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31. Which of the following statement is false?
A. Critical thinking is a process, the goal of which is to make reasonable
decisions about what to believe and what to do
B. Creative thinking is the generation of thoughts, ideas, decisions and
actions often by novel and unexpected means
C. Metacognition is the capacity to monitor and regulate one’s own thinking
or mental activity
D. None of the above
32. Arrange the following types of learning according to the cumulative learning theory.
1) problem solving learning 3) rule learning
2) discrimination learning 4) concept learning
A. 2-1-3-4 C. 2-3-4-1
B. 2-4-3-1 D. 2-1-4-3
33. Chacko is always fearful of freely roaming dogs but does not mind dogs in a pen or
on a leash. What feature of classical conditioning is exhibited?
A. Discrimination C. Generalization
B. Extinction D. Practice
34. Which of the following instructional events support learning at retrieval phase?
A. gaining attention
B. informing learners of the objectives
C. recalling prior knowledge
D. presenting the stimulus materials
35. What does Robert Gagne’s hierarchy theory propose for effective instruction?
A. Reward good behaviour
B. Sequence instruction
C. Be concerned with the socio-emotional climate in the classroom
D. Teach beginning with the concrete
36. Marko was praised for writing legibly and continues to do so. Which principle of
behavioral learning is observed?
A. Premack Grandma Rule C. Contingency
B. Reinforcement D. Consequence
37. A child is able to read the word “chair” after pairing it with a picture of chair. In
classical conditioning, which makes this possible?
A. positive association C. unconditioned stimulus
B. neutral stimulus D. act of reading
38. To remember the six digits 8,4,3,9,4,5, the Math teacher puts them together in two’s
84, 39, 45 or, in threes, 843, 945. This control process of retaining information is
referred to as _____________.
A. Rehearsing C. Remembering
B. Interfering D. Chunking
39. Teacher Mila considers the physical structure and ambience of her class in conducting
her class sessions and sees to it that it is free of noise around. When the nature of
situation has a significant effect on the process of learning, which theory supports this
statement?

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 A. Learning modalities C. Situated learning

B. Individual differences D. Learning styles

40. Mr. Jose is a well-loved Math teacher by his Grade 10 students because after
teaching a concept, he gives an exercise to be answered individually on their seats after
which he would call on someone to solve it on the board. What type of teaching for
transfer was practiced?
A. General C. Vertical
B. Specific D. Lateral
41. Kara excels in classifying different types of leaves and rocks. She loves to collect
specimens and catalogues them. Her strength is?
A. Intrapersonal intelligence C. Spatial intelligence
B. Existential intelligence D. Naturalistic intelligence
42. When assessing students work for creativity, what will be your first concern?
A. the notion of newness C. the aesthetic elements
B. quality of production D. the degree of intellectual contents
43. Mrs. Aggarao, the Home Economics teacher, constantly gives verbal guidance to her
pupils while practicing a sewing skill. What is the value of giving verbal guidance in
improving pupils learning behavior?
A. it promotes the growth of interest in the new learning tasks
B. it serves as informational feedback
C. it facilitates perfection of skills
D. it directs pupils’ attention to more adequate and better techniques
44. Ms. Edz, a PE teacher begins a complicated dance step by simple swaying of arms
and body in slow motion guiding her students through the intended movements. What
principle is applied by the teacher?
A. present only tasks that students can perform successfully
B. provide opportunities for students to test their learning effort
C. model effective learning and study strategies
D. provide sufficient support (scaffolding)
45. Giving Maria a piece of candy every time she answers a question correctly is an
example of?
A. secondary reinforcement C. partial reinforcement
B. primary reinforcement D. none of these
46. What should the teacher do to help students learn psychomotor skills?
A. Teacher uses verbal explanation and description of the movements in
addition to live demonstration of the movements
B. Teacher provides feedback to the learner about his/her progress
C. Teacher encourages the learner to practice, in order to maintain his/her
sharpness of the movements
D. All of the above
47. Unconsciously, we tend to assign beautiful and handsome students to lead the class
activities because good looking students are perceived to be smart and intelligent. What
law is referred to? A. Law of Set and Attitude C. Halo
Effect
B. Exercise D. Multiple Response

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48. Why should teachers provide positive feedback and realistic praise?
A. to motivate the students to study
B. so the students will know what to do
C. to be liked and loved by the students
D. so the students will praise him/her
49. Teacher Jem believes that learning is habit-formation. She likewise believes that
effective learning takes place when students are prepared to learn, they always practice
what has been taught and that favorable conditions follow such appropriate behaviors.
To whom among the following does her belief coincide with?
A. Jerome Brunner C. Edward Lee Thorndike
B. Erik Erikson D. Howard Gardner
50. You have required your Grade 8 students to bring to class the materials needed for
sewing because you will demonstrate to them the skills on how to sew dress. What
component of the long term memory is enhanced?
A. Episodic Memory C. Procedural Memory
B. Semantic Memory D. None of the above

To God be the Glory!

and
GOD BLESS US ALL!

“I cannot control the behaviors of others

but I can do great things to master my own.”
--mlba—

MLBAGGARAO 2019