PCK 3

Social Literacy
1. It is the development of social skills in a social setting helping people to communicate in a respectful
manner.

Ans: Social Literacy

2. A person with good social skills is confident enough to make a sincere apology for her error.

Ans: Apologizing

3. Thea wishes to become friends with Anna. One day, she approached her with a smile on her face,
greeting her by waving and asking how she was. What type of social skill does Thea demonstrate?

Ans: Greetings

4. Riya does a good job starting a conversation with her peers and because she focuses and listens well,
she knows what exactly to say to keep that conversation going. What does Riya show?

Ans: Social Skills

5. Everyone in a room can sense that an individual is socially dominant due to their personal presence

Ans: Social Perception

6. This is defined in literature as the ability to interact with others in a given social context in specific
ways that are socially acceptable or valued and at the same time personally beneficial to others.

Ans: Social skill

7.What is the most important rule we have here at school?

Ans: Listening to teachers and all other staff

8. Conversations also require that you preview or think about what effect your words or actions may
have on your listener before you say or do them. From what type of social skills it belongs?

Ans: Previewing or planning

9. The purpose of it is to establish a connection, share information, and create a positive social
interaction

Ans: Initiating conversation

10. It Recognizes emotions and thoughts, understanding how they influence behavior, and assessing
personal strengths and weaknesses.

Ans: Self-management
11. Understanding the perspective of others, showing empathy for diverse groups of people, and finding
support through family, school, and community relationships.

Ans: Social awareness

12. It develops social interaction skills in students which include working together, communicative
attitudes and solidarity by making efforts to implement group work that will encourage students to work
together in teams.

Ans: Teacher

13. Social-emotional learning is the process of developing and using social and emotional skills. It’s the
skillset we use to cope with feelings, set goals, make decisions, and get along with and feel empathy for
others.

Ans: Emotional intelligence

14. Is similar to perspective taking but means that you are able to feel what the other person feels,
allows you to really connect with other people.

Ans: Empathy

15. It allows individuals to build and maintain positive relationships, navigate complex social situations,
and effectively advocate for themselves and others.

Ans: Social Literacy

Traditional Media Literacy

1. It refers to the ability to access, analyze, evaluate, and understand various forms of media, including
print, digital, audio, and visual content.

Ans: Media Literacy

2. Encourage students to ask questions and think critically about the media they encounter.

Ans: Critical thinking skills

3. It is to provide educational, information, news and entertainment on audience.

Ans: Mass Media

4. Which of the following are examples of "media"?

a. TV, movies, magazines, newspapers, video games, music, radio, and advertising

b. social networks, photo and video sharing websites, and other online content

Both A & B

5. One of the issues of mass media which define as the collection and misuse of personal data by media
companies and advertisers.
Ans: Privacy Invasion

6.It is defined as the rapid spread of false or misleading information through mass media that can have a
significant societal consequence.

Ans: Fake news and Misinformation

7. It is a skill that helps you to interpret media messages accurately.

Ans: Critical thinking Skills

8. A skill that enables you to determine the credibility of different media forms such as blogs, websites,
videos, and social media accounts.

Ans: Evaluation skills

9. A skill enables you to understand how media messages are constructed and disseminated.

Ans: Analysis skills

10. A skill allows you to analyze and question information to determine its validity.

Ans: Inquiry skills

11. It is defined as a research methodology used in mass communication studies, media studies, cultural
studies and the social sciences.

Ans: Media analysis

12. A core element of media analysis define as " words, meanings, symbols l, picture, ideas, theme or
any message that can be communicated ".

Ans: content

13. Helps in identifying how groups in society are represented in the media.

Ans: critique of media

14. Refers to a set of mathematical, statistical, and computational methods that are use to analyze and
solve problems in various fields including business, economics, engineering, and social sciences.

Ans: quantitative techniques

15. A much more common for media analysis these days.

Ans: qualitative techniques

Cyber Literacy/Digital Literacy

1.It Describes electronic technology that generates, stores, and process data. (answer digital) \
A. Digital
2. It is the ability to read and use written information and to write appropriately in a range of contexts.
A. Literacy
3. It is a person's ability to access information and communication methods via technology tools such as
(smartphones, tables, laptops, and desktop pcs.
Ans: digital literacy/ Cyber literacy

4. It is the practice of protecting systems, networks and programs from digital attacks.
Ans: Cyber Security
5. It is a traditional value that is now being applied to a new medium, the internet. Being responsible
when using internet is referred to as
Ans: Cyber Citizen
6. It is the sensitive Information, such as personal information, identify and passwords are often
associated with personal property and privacy and may present security concerns it leaked.
Ans: Internet Security
7. They disguise as a trustworthy source.
Ans: Phishing Scammer
8. They deceive the users in various ways.
Ans: Internet Scams
9. They disguised to collect and transmit private inform.
Ans: Malware
10.What does Internet safety, online safety or cyber safety means
Ans: Trying to be safe on the internet.
11. It is also called cyber safety or internet safety.

Ans: Digital safety

12. It is the 3rd on ways how to be a good citizen.

Ans: Use the internet to help you with your schoolwork but give credit to the sources you use and
critically analyze everything you search online.
13. It is the 4th on ways how to be a good citizen.
Ans: Use the internet purposefully to learn more about anything you are interested in to help your
research relevant and needed data or information and to stay connected with friends throughout the
world.
14. It is the 10th on ways how to be a good citizen.
Ans: Use only the computers that you are allowed to use. Avoid hacking.
15. What does internet safety, online safety or cyber safety means
Ans: Trying to be safe on the internet.

Ecological Literacy
1. It is the ability to understand the natural system that is related to our life.

Ans: Ecological literacy

2. Self organizing systems that have special characteristics of life and interact with their environment

Ans: Principle of living system

3. According to ______ the goal of ecological design is to transform how human acts in the world to
provide food, shelter, energy, materials, and seek their livelihood

Ans: David Orr

4. Core aspect of ecological literacy except the one

Ans: Dimetation

5. Connecting students to natural systems provides them with a deep sense of place and an
understanding of their local environment.

Ans: Principle of living system

6. Ecological literacy is also guided by an understand of systems, or systems thinking sometimes

called_____

Ans: Holistic

7. This understanding to the redesign of organizations, communities, business, and societies to align
with ecological principles.

Ans: Design inspired the nature

8. It basically means how to rearrange mind from chaos to order, from confusion to clarity.

Ans: Meditation

9. Development that meets that needs of the present without compromising the ability of future
generations to meet their own needs.

Ans: Design inspired the nature

10. Concerned with the impact of human activities on the environment, such as pollution, climate
change, and deforestation.

Ans: Outer ecology

11. Study of the relationships between living organisms and their physical environment.

Ans: Inner ecology

12. Includes the mind (thinking), emotion (feeling), and spirit (essence).

Ans: System thinking

13. His work has convincingly shown that a mind-body program, which contains meditation, can be
effective in not only preventing, but in cases even reversing, coronary-artery blockage.

Ans: David Orr

14. Ecology encourages harmonious living within the species and adaptation of a lifestyle that protect
the ecology of life.
Ans: Eco friendliness

15. It is a way of thinking about the world in terms of its interdependent natural and human systems,
including a consideration of the consequences of human actions and interactions within the natural
context.

Ans: Ecological literacy

PCK 2

Curriculum Design
1. What curriculum component includes a multitude of teaching methods and educational activities that
will enhance learning?

Ans: Learning experiences

2. Which of the following is NOT a component of the curriculum design?

Ans: Interest

3. It is a term used to describe the purposeful, deliberate, and systematic organization of curriculum
within a class or course.

Ans: Curriculum Design

4. What type of curriculum design revolves around student needs , interest and goals, this approach
aims to empower learners to shape their education through choices.

Ans: Learner -centered design

5. The following are types of curriculum design except:

Ans: Child- centered design

6. Which of the following are not characteristics of subject centered curriculum?

Ans: Child is an important factor

7. It is a type of sequencing method requiring the organization of content from easy to difficult.

Ans: Simple to Complex

8. Which of the following is NOT used to sequence the curriculum content?

Ans: Learning experiences

9. According to him, Sequencing Curriculum Content is essential in curriculum design.

Ans: Print (1993)

10. This is to measure student learning and to provide feedback to students and teachers

Ans: The assessment

11. It should be evaluated on a regular basis to ensure that it is meeting the needs of the learners and is
achieving the desired outcomes?

Ans: The evaluation

12. It is designed to them to meet their needs, including their age, interest and learning styles.

Ans: The learner

13. It is designed to be engaging and effective and should use a variety of _________ to reach all
learners.

Ans: The teaching methods

14. To understand the laws and principle students should learn basic_____________ knowledge and
concepts.

Ans: Prerequisite

15. It is a type of sequencing method requiring organization of the content from ________ to
____________

Ans: General to specific

Curriculum Development
1. It is defined as the process of selecting, organizing, executing and evaluating the learning experiences
on the basic needs, abilities and interests of learners, and on the basis of the nature of the society or
community.
Ans: Curriculum development
2.These are examples of Different Curriculum Development except one.
Ans: Curriculum Development
3.Term used for models whose steps proceed in a more or less sequential, straight line from beginning
to end.
Ans: Linear
4.Who contributed to the theoretical and pedagogical foundations of content development and critical
thinking in social studies curriculum and helped to lay the foundation of education for diverse student
populations?
Ans: Hilda Taba
5. This model emphasis the cyclical nature of curriculum development where it is a continuous process.
Ans: Nicholls and Nicholls Model for Curriculum Development
6. This model asserts that curriculum should be a continuous cycle which is responsive to changes in the
education sector and makes appropriate adjustments to account for these changes.
Ans: Wheeler's Model of Curriculum Development
7.This step include knowledge about the environment where the curriculum is going to be implemented,
the social structure of that society, the traditions and needs of the community
Ans: Situational Analysis
8.This is used to check the progress of students.
Ans: Evaluation
9. It emphasizes how students are learning, what their thinking is, and how it will impact future learning.
Ans: Process model
10.This is the STAGES OF WALKER'S MODEL OF CURRICULUM DEVELOPMENT that define belief,
theories, conception, point of view, aims, objectives.
Ans: Platform
11.This is the STAGES OF WALKER'S MODEL OF CURRICULUM DEVELOPMENT applying them to practical
situation, arguing about, accepting, refusing,changing
adapting.
Ans: Deliberation
12. This is making decision about the various process components.
Ans: Curriculum
13. This is the Curriculum developer can begin with any of the elements The model allows curriculum.
Ans: Strength
14. It define Appears confusing and seems to lack direction.
Ans: Weakness
15.STAGES OF WALKER'S MODEL OF CURRICULUM DEVELOPMENT three phases except one:
Ans: Strength

Curriculum Implementation
It is the process wherein the students acquire knowledge, skills, and attitudes.

Putting into practice the written curriculum that has been designed in the syllabi, course of study,
curricular guide & subject.

THREE (3) DOMAINS OF CURRICULUM IMPLEMENTATION

• Cognitive

• Affective

• Psychomotor

FOUR (4) IMPLICATIONS IN CURRICULUM IMPLEMENTATION

• Shift from what is the current to a new enhanced curriculum.

• Change in knowledge, actions & attitude of the person involved.

• Change in behavior using the few states in & resources.

• The change in which requires efforts hence goals should be achievable.

RESPONSIBILITIES OF CURRICULUM WORKERS ARE:

• Develop technical methods and tools to carry out curriculum planning in the schools (or school district
or state agency).

• Blend theory building with practice;

• Obtain curriculum knowledge and apply it in the real world of classrooms and schools.

TEACHERS

• The most visible among the curriculum workers. Their roles as implementers of the curriculum are
very crucial. It is through their expertise, creativity, and commitment that any curriculum success is
attributed.

LEVELS OF CURRICULUM IMPLEMENTATION

• Basic education level secretaries;

• Secretary of education;

• Undersecretaries;

• Assistant secretaries;

• Bureau Officers

National Level works in/to;

• Undertaking national educational research and studies.

• Enhancing the employment status, professional competence welfare, and working conditions of all
person of the department.

• Enhancing the total development of learners through local and national programs and/or projects.

• Define regional educational policy framework.

• Develop educational plan for the region.

• Develop regional educational standards.

REGIONAL LEVEL

• Monitoring of regional monitoring outcomes.

• Undertake research projects.

• Ensure strict compliance of national criteria.

• Formulation of budget for regional educational plan.

• Development and implementation of educational plan.

• Planning and managing the effective use of all personnel.

• Hiring, placing and evaluating of employees.

• Monitoring the utilization of funds.

DIVISION SUPPERINTENDENT is/are responsible for;

• Providing professionals and instructional advice and support to the school heads and teachers/-
facilitators of school and learning center in the district or cluster.

DISTRICT SUPERVISOR is/are responsible for;

• Setting the mission, vision, and goals of school.

• Creating an environment within the school.

• Implementing the school curriculum.

SCHOOL HEADS is/are responsible for;

• Setting the mission, vision, and goals of school.

• Creating an environment within the school.

• Implementing the school curriculum.

• Developing the school educational program and improvement plan.

HIGHER EDUCATION LEVEL

TWO LEVELS OF CHED THAT RESPONSIBLE FOR IMPLEMENTATION ON HIGHER EDUCATION LEVEL

• CHED CENTRAL OFFICE - Focuses on the development of policies and sets national direction for higher
education in the country.

• CHED Office for Program Standards (OPS) is responsible for curricular matters.

• REGIONAL OFFICE - Responsible for monitoring and implementation of the policies and guidelines
developed by Central Office.

Regional Quality Assurance Team (RQAT) has the duty to ensure that all HEIs in their regions must
comply CHED requirements and policies.

Who will approved on the changes of curriculum and curriculum proposal in States and Universities?

• ACADEMIC COUNCIL

• BOARD OF REGENTS

Where do States and Universities send the proposal?

• Commission on Higher Education (CHED)

THINGS TO CONSIDER IN IMPLEMENTING THE CURRICULUM

 Curriculum broadly defines to the knowledge and skills pupils are expected to learn which includes the
following;

• learning standards or learning objectives they are expected to meet;

• the units and lessons that teachers teach;

• the assignments and projects given to the pupils;

• the books, materials, videos, presentations and readings used in the classroom;

• and the tests, assessments and other methods used to evaluate pupils’ learning.

Curriculum Evaluation
1. Assessing the curriculum’s relevance to current societal needs, technological advancements, and
changes in the field of study.

Ans: Relevance

2. He explained the curriculum evaluation in terms of ‘antecedents’, ‘transactions’ and outcomes

Ans: Stake (1969)

3.Emphasizes the cause-and-effect relationship in the curriculum process?

Ans: Hilda Taba’s social model

4. It refers to the process of collecting data systematically to assess the quality, effectiveness, and
worthiness of a program.

Ans: Curriculum Evaluation

5. The purpose is to get information on how to utilize resources optimally to meet the objectives of the
curriculum.

Ans: Input evaluation

6. This is one of the most critical aspects of a successful education.

Ans: Curriculum Evaluation

7. How will it be determined that students have met the objective?

Ans: Evaluation

8. It is used to evaluate the achievement of children the skills they need to learn and the effectiveness of
schools in teaching these skills.

Ans: Test result

9. Tools that set out specific criteria, which educators and students may use to gauge skills development
or progress.
Ans: Checklist

10. These are the three types of decision according to Cronbach (1963) except for one.

Ans: Diagnose the needs

11. It refers to what actually happens in lessons, including what is done by both teachers and learners.

Ans: Transactions

12. This is the most critical component of the overall model. It addresses the curriculum implementation
decisions.

Ans: Process Evaluation

13. It refers to those aspects in which curriculum is taught, such as: time available and the other sources
provided.

Ans: Antecedents

14. Identifying areas in the curriculum that need improvement, updating, or modification to enhance its
effectiveness.

Ans: Quality Improvement

15. This term connotes learner’s achievements, the effects of the curriculum on the attitudes of the
students, as well as teacher’s feelings about teaching the curriculum.

Ans: Outcomes