Modules

1–8
Submitted by:

Ms. MA. RICHELLE R. HERRERA

Submitted to:

Ms. ALTHEA RHEA LACORTE

MODULE 1

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 DIAGNOSTIC TEST

1. B 31. B 61. A 91. D 121.A 151.A 181.B 211.A 241.D 271.A

2. C 32. D 62. C 92. D 122.B 152.B 182.C 212.C 242.C 272.C
3. D 33. C 63. C 93. A 123.D 153.B 183.A 213.B 243.C 273.C
4. C 34. A 64. C 94. A 124.B 154.D 184.B 214.A 244.D 274.A
5. C 35. B 65. C 95. B 125.C 155.A 185.A 215.B 245.A 275.D
6. A 36. A 66. D 96. B 126.D 156.A 186.B 216.B 246.B 276.D
7. C 37. D 67. B 97. D 127.A 157.B 187.C 217.D 247.A 277.A
8. D 38. B 68. C 98. C 128.D 158.B 188.A 218.A 248.B 278.C
9. C 39. C 69. C 99. A 129.A 159.B 189.D 219.D 249.C 279.B
10. C 40. A 70. A 100.D 130.A 160.B 190.A 220.B 250.D 280.C
11. D 41. D 71. D 101.C 131.A 161.B 191.B 221.B 251.C 281.C
12. C 42. A 72. A 102.A 132.C 162.A 192.B 222.A 252.D 282.D
13. D 43. B 73. B 103.A 133.B 163.C 193.D 223.D 253.D 283.C
14. C 44. B 74. A 104.D 134.B 164.C 194.C 224.A 254.A 284.B
15. A 45. C 75. C 105.C 135.A 165.A 195.B 225.C 255.B 285.B
16. A 46. C 76. C 106.A 136.D 166.C 196.B 226.C 256.C 286.B
17. A 47. B 77. D 107.A 137.D 167.B 197.A 227.A 257.A 287.A
18. A 48. A 78. A 108.A 138.A 168.A 198.B 228.D 258.D 288.C
19. D 49. A 79. C 109.A 139.D 169.B 199.C 229.D 259.C 289.D
20. B 50. D 80. C 110.C 140.B 170.A 200.D 230.A 260.C 290.A
21. A 51. C 81. A 111.B 141.B 171.A 201.A 231.B 261.C
22. B 52. A 82. B 112.A 142.A 172.D 202.C 232.B 262.C
23. C 53. B 83. B 113.A 143.B 173.A 203.D 233.C 263.C
24. B 54. A 84. D 114.C 144.B 174.A 204.D 234.D 264.D
25. A 55. C 85. C 115.C 145.C 175.C 205.A 235.C 265.D
26. A 56. B 86. C 116.A 146.C 176.D 206.B 236.C 266.A
27. C 57. C 87. D 117.A 147.C 177.B 207.A 237.C 267.B
28. C 58. D 88. A 118.D 148.B 178.B 208.C 238.D 268.A
29. C 59. B 89. A 119.B 149.A 179.D 209.D 239.A 269.D
30. A 60. A 90. C 120.C 150.A 180.C 210.B 240.C 270.A

MODULE 2

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THE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLES

1. E 26. A
2. B 27. A
3. A 28. B
4. C 29. A
5. B 30. E
6. B 31. D
7. D 32. A
8. D 33. D
9. E 34. B
10. A 35. C
11. D 36. A
12. B 37. A
13. A 38. B
14. B 39. B
15. D 40. A
16. C 41. A
17. A 42. D
18. A 43. A
19. D 44. B
20. B 45. A
21. B 46. A
22. A 47. B
23. D 48. A
24. A 49. B
25. B 50. E

MODULE 3
FOUNDATION OF SPECIAL AND INCLUSION EDUCATION

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chapter 1 activity

PRIMARY SECONDARY
AGE: 32 WORK EXPERIENCE: DATA ENTRY
CONSULTANT
GENDER: FEMALE FIRST LANGUAGE: FILIPINO
RACE: CAVITEÑO EDUCATION: COLLEGE DEGREE
SPIRITUAL BELIEF: CATHOLIC

I have gathered surveys from different people in my community. Below is the information that I
put into a spreadsheet.

Diversity Wheel

c Age between 20-30

a
t with work experience
college grad h female
o first languange is English
caviteňos l
i born in cavite
c college graduate
english 20-30 y.o catholic

female

with work
experience

From my survey most of the people that I have talked to are aged between 20-30 years
old. And almost half of them is currently working or have acquired experience from the past.
More than half of them is female and only few of them uses English as their first language. Here
in our community lots of subdivisions have been built over the past decades so the results are
many from different provinces relocated and established their home and businesses here. That is
why native Caviteňos are outnumbered. When it comes to religion majority of people here are
Iglesia ni Cristo, Catholics are only few.
1. What is the definition of diversity?
 Differences in social identities

2. Why is diversity important in the present times.

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  Diversity allows us to understand each uniqueness, and we should discover ways and
explore areas that could connect us to do collaborative works, cooperation and unity
that will lead to productivity.

3. What are the 2 dimensions in Loden’s Wheel of Diversity?

 Primary or core dimensions and secondary dimensions.

4. Why are ability and disability considered another dimension of diversity?

 Diversity encompasses respect and tolerance of differences that enable a celebration of
uniqueness.

5. How does diversity encourage innovation and problem solving

 When people from different backgrounds are working together from their unique
experiences it will spark new knowledge and innovative ideas.

1. I am proud to be identified as a mother. Being a mother has become my greatest

achievement in my life.
2. I am the eldest of the family and I felt like my father was not happy having me as the
eldest of his children. He thinks that I am weak hearted because I am a girl and that I
can’t lead as a good example for my siblings. As a child I easily cry, I am very shy and
aloof. As I grew older, I spent most of the time at home with a few friends. But now that I
am an adult, I believe that I have proven my ability and responsibility as female eldest of
the family. All my siblings are relying on me, and they look up to me because they know
that I always do my best in everything that I want to achieve.

3. They say that you are less as a mother when you are a working mom. Which I am not, I
totally believe that a mother always does their best when it comes to taking care of their
family. I see to it that everything that I do, my family will always be my top priority.
4. I am a Working Mom, but I am not leaving my family behind.

Mother Asian

Richelle
Working
mom Female

Chapter 2 Activity

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 1. What are the different models of disability How would each one defines disability?
A. Moral/religious model – Views disability a punishment from God. It is punitive
and tragic in nature.
B. Biomedical/Individual Model - describes disability as a result of a health
condition, disease or injury/trauma that can disrupt the functioning of a person
in a physiological or cognitive ways.
C. Functional/Rehabilitations model – This model is like the medical model that
it conceptualizes disability as an impairment or deficit. Disability is caused by
physical, medical, or cognitive deficits. The functional / rehabilitation model
refers to the assistance given by professionals to those who have an acquired
disability in the hope of gaining back one’s functionality.
D. The social model - The social model of disability says that people are disabled by
barriers in society, such as buildings not having a ramp or accessible toilets, or
people's attitudes, like assuming people with disability can't do certain things.
E. Right-based model and twin track approach - it recognizes that disability is a
natural part of human diversity that must be respected and supported in all its
forms.

2. What is special needs education? How different is it from inclusive education?

 Special Needs Education is education for students with disabilities, in
consideration of their individual educational needs. While Inclusive education is
an educational practice that places students with disabilities in a classroom
together with normal students under the supervision of a teacher.

4. How important are models of disability? How can they affect students and the
different stakeholders of special needs and inclusive education?
 Models of disability influence thoughts and attitudes toward people with
disability and impact the education of students living with disability.

5. Is it possible for medical practitioners to embrace a social perspective of disability.

 Yes. Because somehow social perspective of disability really has big helps to
those people living with disability for them to be part of the community and to
be treated as equal in all forms which also helps improve their situation and
become a functioning part of the community.

Chapter 3 activity

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1. What is the difference between mainstreaming and inclusion? Answer in terms of philosophy,
teaching practices, services available, and student placement.
Philosophy Mainstreaming is the placement of a child with a disability (or exceptionality)
in a general education classroom, with the expectation that the student will be able to work and
produce assignments at a similar rate as students who don't have disabilities. While the
Philosophy of inclusion means all leaners with the same age can access quality education
because it is their right.
Teachers use norm-referenced and strengths-based assessment on students in
mainstreaming while in inclusion, teachers only use norm-referenced assessment. In
mainstreaming, students can access inside the classroom and outside with the use resource
rooms and therapeutic programs while in inclusion, all services are given to the student inside
the general education classroom.
Teachers use norm-referenced and strengths-based assessment on students in
mainstreaming while in inclusion, teachers only use norm-referenced assessment.
2. What is differentiation? How different are accommodations from modifications?
When should we accommodate and when do we modify?
Differentiation “It refers to a systematic approach to planning curriculum and instruction
for academically diverse learners. Accommodations allow students to learn the subject in
different ways by changing the mode of delivery of classroom instruction while modifications
change what is being taught to students with the child’s best interest in mind. Accommodation
can be used when the student is capable of doing the schoolwork’s even without the need to
lower the bar while modification can be used when the curriculum is too advanced, and teachers
have exhausted all attempts to do accommodations.

3. Explain the process of UDL.

In UDL, teachers are supposed to present information and materials in many ways,
taking into consideration that some students may have not fully absorbed the lesson the first
time it was presented. The concept of multiple means of presentation is meant to ensure that all
students can access and understand learning material. After this, teachers allow students to
express what they learned in various ways, and finally, the teacher’s uses different techniques to
reinforce learning at the student’s optimal levels.

4. Explain differentiation
Differentiation is a systematic approach to planning curriculum and instruction to cater
to a diverse set of learners and address the variety of needs that the students must make sure
that every student is given opportunities to learn, develop, use and demonstrate their learning.
It uses materials and tasks that vary in difficulty and levels of instructional support and uses
caried evaluation strategies.

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ELEMENTARY LP UDL FRAMEWORK
English

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SENIOR HIGH UDL FRAMEWORK
Mathematics

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SECONDARY UDL FARMEWORK
History

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CHAPTER 4 Activity

Activity 4.1

TRUE FALSE

FALSE FALSE

TRUE TRUE

TRUE TRUE

TRUE TRUE

Activity 4.2

What is the Best Placement for Carl?

Before we continue, let us pause and think about our sample case, Carl. Refer back to
Carl’s Assessment to review his background and the assessment results. What do you think is the
best placement for him? If he stays in his current school, what support does he need to meet
academic expectations? Should he be pulled out of the school and study in a special school.

With the proper assistance, most students with dyslexia can learn to read
and develop strategies that allow them to stay in regular classrooms.

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 True False

False False

True
True

True True

True True

 What are the different processes as well as strategies used in the pre-referral system in
an inclusive school?

The different processes or strategies used in the pre-referral system in an inclusive

education are observation of the child’s behavior, including interactions with parents,
teachers, and peer; interview of parents and teachers to gather more information about
the child; review of school records; and analysis of the child’s academic output through
error analysis, portfolio assessment, and criterion-referenced and curriculum-based
assessment. Aside from that it needs corresponding changes to manage the child’s needs
such as modification of the classroom environment in terms of (seating arrangement,
group change, and teacher’s proximity in class), instructional support, and relevant
classroom and behavior management. On the other hand, the pre-referral process is initial
identification, determination of teaching areas and strategies, implementation of teaching
programs and evaluation of teaching program.

 What are the different assessment methods and tools used to identify the strengths,
abilities, needs, and placement of children with disabilities?

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 The different assessment methods and tools used to identify the strengths,
beliefs, needs, and placement of children with disabilities are test, informal and authentic
assessment. In terms of tests, it has norm-referenced and criterion-referenced tests.
However, informal assessment has informal or non-standard assessments. Therefore,
authentic assessment whether formal or informal or observation.

 How is accommodation different from modifications?

The accommodation differs from modification through supporting and helps the
learning or every student with disabilities, because the accommodation are
supports provided to students to help gain full access to class content and
instruction, without altering the curriculum standards and competencies expected
and to demonstrate accurately what they. In general education, accommodation
provides classroom for children with disabilities, barriers are removed from
accessing education that’s why children can work around the effect of their
disabilities. Nevertheless, modifications are provided for students with significant
or severe disabilities where content are altered, and the performance outcomes
are changed in relation to what are expected of the same age, that’s why if the
instruction and assessment are modified, a student with disability is still given
the right to access the same learning opportunities as other students in the
general education class, but the tasks are more respectful and appropriate to the
student’s abilities and needs.

 Why should parents of children with disabilities be involved in the process of planning
and decision making?

The parents of children with disabilities should be involved in the process of

planning and decision making because they are the primary caregivers and direct
influence on their children. Parents know their child’s background, strengths and
abilities, and history of difficulties. They are involved, because it will equip them to
better understand their child’s disability and accompanying strengths, uniqueness,
as well as specific techniques and strategies that they can practice at home. At this
point, it might continuity the practices implemented that need and helps their
children with disabilities.

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 Reflect:

Schools that abide by highly traditional views of teaching and learning

oftentimes view accommodations, such as time extension in tests and exams or
providing an alternative output to supplement a lengthy written report, as being “unfair”
to typically developing children. It is argued that expectations and provision of whatever
support should be the same for all children. Knowing the different components as well
as views on inclusive education, do you agree? Explain your answer.

Schools that abide by highly traditional views of teaching and learning may view
accommodations as unnecessary or disruptive to their established methods of instruction.
They may also have misconceptions about certain accommodations, such as thinking that
they are lower academic standards or give an unfair advantage to students who receive
them. However, it's important to note that accommodations are intended to level the
playing field for students with disabilities and help them access the same education as
their non-disabled peers.

1. Which of the following statements is false about the pre-referral process in inclusive and
special education?
a. The pre-referral process begins with observation of the child.
b. The final step in the pre-referral process is the diagnosis of a child’s disability.
c. Looking into the child’s academic history is a step in the pre-referral process.
d. Changing the classroom environment is an example of a pre-referral strategy.

2. Which type of assessment tool compares a child’s performance based on the established
standards and competencies and can be used to describe student performance?
a. Norm-reference tests
b. Portfolio assessments
c. Informal assessments
d. Criterion-referenced tests

3. How will an educational team determine the best placement for a child with disabilities?
Create a flowchart or a mind map to show the different aspects to be considered for a child’s
proper placement.

Written reffral Assessment

Assesment plan
requesting seny to completed,
soecial Parent/Guardian Report is
( signature
education required ) written, Initial
Assesment IEP is held
submitted

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Child Found
Child found Ineligible
Eligible to receive
*Subsquent special education
* No services
offered
services
IEP's held, *IEP is developed
*Parent can
4. Five-year-old Renee has been observed by her teachers to show restlessness and hyperactivity
during whole-class activities, but she enjoys singing, dancing, and listening to stories about
animals and unicorns. What steps in the pre-referral process will you suggest to the team to find
ways to the team to find ways to help Renee?

1. Address Renee's hyperactivity and restlessness.

These may include providing her with fidget toys or sensory tools, allowing her to take
breaks, or adjusting the pace and structure of classroom activities. Teachers can work
with Renee and her family to identify which interventions work best.

2. Collect data on Renee's behavior.

Understand the frequency, duration, and intensity of her hyperactivity and restlessness.
Teachers can use observation tools, checklists, or behavior-tracking sheets to collect
data over a period.

3. Consult with school support staff

This includes the school psychologist, social worker, or special education teacher. These
professionals can provide additional strategies and resources to help Renee, such
as social-emotional interventions, counseling, or academic support.

4. Involve Renee's parents in the pre-referral process.

Teachers can communicate with parents about the strategies being used in the
classroom, the data collected, and the support being provided by school staff. Parents
can also provide valuable insight into their child's strengths and needs.

5. Referral for further evaluation.

The team can conduct a comprehensive evaluation to determine whether Renee has a
disability and is eligible for special education services.

1. State the various child development theories and discuss each one.

 Psychosocial Development Theory of Erik Erikson - Personality develops in a

predetermined order through eight stages of psychosocial development, from infancy to
adulthood. During each stage, the person experiences a psychosocial crisis that could
positively or negatively affect personality development.
 Cognitive Developmental Theory of Jean Piaget - Humans progress through four
developmental stages: the sensorimotor stage, preoperational stage, concrete
operational stage, and formal operational stage.
 Sociocultural Theory of Lev Vygotsky - Vygotsky's sociocultural theory about child
development says that cognitive development occurs because of social interactions. In
this way, learning is innately collaborative. He believed social negotiation was essential
for building knowledge and understanding concepts.
 Social Learning Theory of Albert Bandura - Albert Bandura's social learning theory
suggests that observation and modeling play a primary role in how and why people

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 learn. Bandura's theory goes beyond the perception of learning being the result of direct
experience with the environment.

2. What are the various child development theories in relation to the different milestones of
each stage?

 Psychosocial Development Theory of Erik Erikson - Erikson theory starts at infancy

when children are in the stage of trust against mistrust. Children’s development
continues as they grow and at each stage, they confront new challenges and gain new
abilities that will benefit them throughout their lives.
 Cognitive Developmental Theory of Jean Piaget – Piaget’s theory states that each stage
has its own time for development. In relation to milestone stages every milestone stage
of a person is developing from sensorimotor to formal operational stage.
 Sociocultural Theory of Lev Vygotsky – Vygotsky theory believed that children are
learning through social interactions so what they learn throughout their life is from what
he/she see through social interaction. Through these milestones stages are built in
knowledge they acquire from their social environment and learn also through
collaborative way.
 Social Learning Theory of Albert Bandura – For Banduras’ theory in relation to
milestones stages, Learning and development are acquired through observation from
the people around them. Modeling plays an important role in how and why people
learn.

First child development theory Psychosocial Theory of Erik Erikson for me

from childhood through maturity, Erikson believed, personality develops in a
fixed order via eight phases of psychosocial development. The individual
goes through a psychosocial crisis at each level, which can have either a
beneficial or bad impact on their personality development.

3. Enumerate and discuss the various domains of development.

 Physical - it refers to physical changes such as size and strength. The development occurs
in both gross and fine motor skills. The development of the senses and their uses are
also part of the physical domain which is influenced by illness and nutrition.
 Social and emotional – A child’s experience, expression, and management of emotions
along with the ability to establish positive relationships with others.
 Language – It is the process of acquiring language in a consistent order without the need
for teaching from the environment.
 Cognitive – Process which refers to remembering, problem solving and decision making.

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4. Using the Venn diagram below, compare and contrast the different stages in child
Development.

INFANCY/ EARLY CHILDHOOD MIDDLE CHILDHOOD/ ADOLESCENCE

*Smile to every people,

shy or afraid to every
 *He/she can form stronger
people encounter. Friendship.
*Cooperates with other  *Can show more independence from
parents.
Children  *Can speak clearly.
*Can respond to simple
request

 They enjoy every people they see.

 Can rely on every task given
 Can communicate to people around
them.

PRACTICE

1. This domain refers to the process of acquiring language in a consistent order without the need
for explicit teaching from the environment.

a. Physical
b. Language
c. Socio-emotional
d. Cognitive

2. The stage in child development where puberty begins.

a. Infancy
b. Early childhood
c. Middle childhood
d. Adolescence

3. Which of the following is a typical milestone in early childhood development and is under the
social domain? A child ____________.
a. Begins to smile at people.

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b. Reaches for a toy with one hand.
c. Turns head toward sounds.
d. Walks up and down stairs

4. All are commonly accepted principles of child development EXCEPT for:

a. The rate of development differs among children.
b. Development occurs in a relatively orderly process.
c. Child development does not follow a predictable pattern.
d. Development takes place gradually.

1. Enumerate and define the different learners with additional needs.

 Learners who are Gifted and Talented - This group refers to students whose talents,
abilities, and potential are developmentally advanced.
 Learners with Difficulty seeing - Learners with difficulty in seeing are those with issues
regarding sights that interface with academics.
 Learners with Difficulty Hearing - This refers to students with an issue regarding hearing
that interferes with academics.
 Learners with Difficulty Communicating - Some learners are observed to have difficulty
communicating, either verbally expressing their ideas and needs and/or in
understanding what others are saying. Some may have had a clinical diagnosis of a
disability while others display developmental delays and difficulty in the speech and
language domain.
 Learners with Difficulty Moving/ Walking – Classified into 2 types, Physical Disability is a
condition that substantially limits one or more basic physical activities in life (i.e.,
Walking, climbing stairs, reaching, carrying, or lifting). While Mobility Impairment is
describing any difficulty which limits functions of moving in any of the limbs or in fine
motor abilities. Mobility Disabilities can stem from a wide range of causes and be
permanent, intermittent, or temporary.
 Learners with Difficulty Remembering and Focusing - The International Classification of
Functioning, Disability and Health of the World Health Organization provides definitions
of specific mental functions and focusing. Memory functions include short-term
memory, long-term memory, and retrieval, while attention functions include sustaining,
shifting, dividing and sharing attention.
 Learners with Difficulty with Self-Care - Self-care often refers to a person’s capacity to
perform daily living activities or specific to body care such as the following skills: washing
oneself, brushing teeth, combing, trimming nails, toileting, dressing eating, drinking, and
looking after ones’ health.

2. What accommodations can be given to learners with communications difficulties

Allow the child to sit near the teacher and the blackboard, away from auditory and visual
distractions such as the window and the door. Get the child’s attention before giving directions.
Call the child’s name or use a pre-arranged signal.

3. What are the similarities and differences between learners with Developmental Coordination
Disorder
and Stereotypic Movement Disorder?

Developmental coordination disorder (DCD) is characterized by marked impairment in the

acquisition and performance of motor skills. Stereotypic movement dis- order is a common

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childhood disorder which is repetitive, hard to control, aimless motor activity interrupts
everyday life or causes self-infliction of a child.

4. Compare and contrast the learners with additional needs based on the identification and
learning characteristic.

The similarities of all learners with additional needs is that it intervenes in the learning
process of the students which leads them to be advanced or behind with their normal
developing classmates, that’s why they sometimes struggle since it affects the students ability to
participate in normal classroom activities, therefor the teacher needs to be flexible enough to
meet the needs of the students. The learner who are gifted and talented comparing to others in
terms of identification and leaning characteristics is different because they don’t have difficulty
in terms of studying and acquiring knowledge, instead the teacher only needs to advance their
teaching style to meet their desire in learning. For those with difficulty in seeing the only
difference it has with others special needs is that they more needed an audio leaning materials
than other learner with special needs. And for those learners with difficulty in hearing, its
difference to others is the opposite of the learner with difficulty in seeing since they needed
more visual learning materials than audio materials. For those with difficulty in communicating,
the difference with others is that they have that impairment that hinders them to fully express
what they feel. For those with difficulty in moving and walking its difference is that it only
hinders them in participating in school activities, but they can communicate well. And for those
with difficulty in remembering and focusing its difference is they needed more interventions in
learning since their difficulty is already about how they learn and focus which is slightly similar
for those with difficulty in self-care because the teacher needs to be more patient since this
disability already affect how the student thinks and behave.

5. What educational approaches can be used to teach learners how to care for themselves?

Health Education: Providing comprehensive health education that covers topics such as
nutrition, exercise, sleep, hygiene, and mental health can help learners understand the
importance of self-care and develop healthy habits. This can be done through classroom lessons,
workshops, or guest speakers.

PRACTICE 1.

What problem refers to vocabulary and comprehension difficulty?

a. Fluency disorder
b. Language disorder
c. Articulation disorder
d. Phonological disorder

2. Which technique will work best for learners with communication difficulty?
a. Use sign language to supplement their speech.
b. Use visuals and hands-one experiences in teaching.

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c. Exaggerate speech for learners to understand.
d. Allow the child to sit near the window to help him / her calm down.

3. What disorder is characterized by clumsiness and slow motor skills?

a. Dysgraphia
b. Cerebral Palsy
c. Stereotypic Movement Disorder
d. Developmental Coordination Disorder

4. What support should be prioritized for learners with motor difficulties?

a. Extended time in school
b. Opportunity to lead in class.
c. Safe access to classrooms and school facilities
d. Access to join extra-curricular activities.

5. What specific learning disability refers to math difficulties?

a. Dyslexia
b. Dyspraxia
c. Dysgraphia
d. Dyscalculia

6. Which of the following is not needed in the diagnosis of ADHD?

a. The behaviors are due to learning and / or personality disorders.
b. Behaviors must be displayed in at least two different settings.
c. The behaviors have been persisting for the past 6 months.
d. The behaviors have been observed before the child reaches age 12.

7. Which of the following accommodations will help learners with memory and attention
difficulties?
a. Have regular graded recitations so learners will develop their memory.
b. Use advanced organizers and interactive learning activities to sustain their interest.
c. Provide challenging activities, such as longer texts to read, to keep them engaged.
d. Give daily timed worksheets to train the

MODULE 4
Module Facilitating Learning

1. What’s the most effective learning time for students in a lecture classroom? Circle the correct
answer.
A. the first 5 minutes
B. the first 15 minutes

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C. the last 5 minutes

2. Learning is a process by which is modified or changed through experience or training.

A. True B. False
3. Behavioristics learning theory focuses on the study of overt behavior.
A. True B. False
4. Cognitive learning involves muscular coordination and physical skills.
A. True B. (false) expert
5. The computer programs that are derived from branch of computer science research is called
link system.
A. True B. False
6. Metacognition is the knowledge already known by somebody when confronted with new
information.
A. True B. False
7. Transfer of learning is a set of conjectures and hypotheses which explain the process of
learning on how learning takes place.
A. True B. False
8. Cognitive learning strategies are goal directed, intentionally invoked, effortful, and are not
universally applicable but situation specific.
A. True B. False
9. Motivation is the process of arousing and sustaining interest in an activity to achieve a goal.
A. True B. False
10. They need to develop relationships involving reciprocal affection in safety needs.
A. True B. False
11. Extrinsic motivation is more beneficial than intrinsic motivation.
A. True B. False
12. The learner is a “receptacle” for knowledge.
A. True B. False
13. The learner creates his or her own learning actively.
A. True B. False
14. Each person is a unique learner, i.e., constructs meaning in his or her own way.
A. True B. False
15. Individual brains establish new patterns of synaptic connection to established ideas.
A. True B. False
16. Every student learns all the time, both in and out of the classroom.
A. True B. False

17. Learning occurs best in the context of a compelling problem.

A. True B. False
18. Direct hands-on experience fosters better learning.
A. True B. False
19. Building lasting cognitive connections requires considerable periods of reflection.
A. True B. False
20. Learning occurs best when in an enjoyable context.
A. True B. False

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21. Effective learning is social and interactive.
A. True B. False
22. It is not helpful or important to quiz students often.
A. True B. False
23. Mind mapping means linking established concepts to new situations. Instructors should let
students make the connections themselves.
A. True B. False
24. Which theory operates on the "stimulus-response principle", which means all behaviors are
caused by external stimuli?
A. Contextual theory B. Cognitive theory
C. Behaviorists theory D. Constructivist theory
25. Ms. Erika in her Biology class accompanies her discussion with interesting visual aids. She
strongly believes that students learn better when lessons are presented with images, real or
imagined aside from mere lecture method. Which learning theory does she uphold?
A. Dual-Coding Theory B. Information Processing Theory
C. Meaningful Reception Learning Theory D. Social Cognitive Theory

26. Miss Rita is an excellent Physical Education teacher. She started teaching volleyball to her
Grade 2 class. Despite all her efforts, her class does not seem to learn how to play the game.
What law of learning was disregarded?
A. Law of Disuse B. Law of Exercise
C. Law of Effect D. Law of Readiness
27. Teacher jay, a physical education teacher, demonstrates the new skill to be learned so that
his students can watch him and later reproduce the skill. What learning theory is associated with
the situation?
A. Dual-Coding Learning Theory B. Information Processing
C. Schema Learning Theory D. Social Learning
28. Patrice 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 B. Generalization
C. Extinction D. Practice

29. A music teacher is careful in planning activities for each lesson. He praises liberally and
rewards correct answers. What view of learning is exhibited?
A. Classical conditioning B. Operant conditioning
C. Meaningful learning D. Social learning

30. Which of the theories of learning presents or states that learning skills are hierarchically
arranged?
A. Cumulative Learning B. Social Cognitive Learning
C. Meaningful Learning D. Theory of Instructions

31. 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 for the students.
C. When the materials to be learned are related to what students already know.
D. Students find the lessons easy and relevant to what were assigned to.

32. Rita easily remembers dates and events in history. What component of LTM does Rita have?
A. Creative thinking B. Reflective thinking
C. Critical thinking D. Logical thinking

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33. Earth Science has just completed a unit on the sun. As she recognizes her next unit on other
stars, she uses the sun as a frame of reference. What view of learning was used?
A. Discovery learning B. Meaningful learning
C. Informative learning D. Transfer learning
34. Which is an application of cognitive approach to motivation?
A. Explain the reasons for studying the topic.
B. Create a supportive classroom climate for students.
C. Provide clear and prompt feedback on assignments.
D. Begin lessons with challenging questions and conflicting events.

35. The first people power was held on February 25, 1986. What kind of knowledge is
presented?
A. Conditional Knowledge B. Domain-Specific Knowledge
C. Cognitive Knowledge D. Procedural Knowledge
36. The students of Mrs. Reyes were not able to learn the concepts that she presented yesterday
so she taught the same concepts again but this time using a different teaching method. What
principle of learning was applied?
A. Concepts should be presented in varied and different ways.
B. Effort was put forth when tasks are challenging.
C. Learning by doing is more effective than just by sitting and listening.
D. Learning is aided by formulating and asking questions.

37. Alvin is a transferee and feels uneasy with his new school. His teacher is very
accommodating, warm, and caring. Alvin felt comfortable with the teacher’s display of genuine
warmth. The teacher is consistent in his manner and Alvin began to associate school with the
teacher's warmth. Which theory is being illustrated?
A. Meaningful learning B. Classical conditioning
C. Operant conditioning D. Observational learning
38. After just being introduced to another guest at the party, Tom cannot remember the name of
the guest he was introduced to. In what memory stage was the information stored in?
A. Episodic memory B. Sensory memory
C. Semantic memory D. Working memory.

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

40. How would you help a student who is intelligent but is underachieving in class?
A. Provide challenging activities which he/she can accomplish.
B. Recognize his talents by asking him/her to help other students with their work.
C. Identify the immediate causes of difficulties that cause his/her to be an under achiever.
D. Allow him/her to work with the slow learner group to cope with the academic needs of the
lesson.

41. Mrs. Corpuz always makes sure that her pre-school classroom is well organized and clean.
She puts up interesting and colorful visuals on the bulletin boards. What principle of motivation
was applied?
A. Incentives motivate learning.
B. Internal motivation is longer lasting and more self-directive than external motivation.
C. Motivation is enhanced by the way in which instructional material is organized.
D. The environment can be used to focus the student's attention on what needs to be learned.

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42. For every correct answer, the teacher would give a star to her students. What schedule of
reinforcement was used?
A. Fixed interval B. Variable interval
C. Fixed ratio D. Variable ratio
43. Marga, a six-year-old, always asked her playmates to sit in front of her small blackboard and
she plays teacher. Her mother is a teacher. What theory explains Marga's behavior?
A. Classical Conditioning B. Social Learning
C. Operant Conditioning D. Information Processing

44. 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, to maintain his/her sharpness of the movements.
D. All of the above
45. The teacher presented a new lesson where the students were asked to work on a new
project which was somewhat complicated. The students showed interest while working on the
project. What principle applies to the situation?
A. Effort was put forth when tasks are challenging.
B. Lessons should be presented in varied and different ways.
C. Meaningful materials are readily learned than nonsense materials.
D. Teachers should provide opportunities for meaningful and appropriate practice.

46. Maturation should precede certain types of learning. How does this apply in the classroom?
A. Concepts should be taught from simple to complex.
B. Consider the age level of students in assigning tasks.
C. Follow the interest of students in assigning tasks.
D. Give the same task to all students in a particular grade level.

47. Luz easily learns a lesson when she is working with laboratory equipment but hardly
remembers a lesson the teacher lectured on. What type of learner is Luz?
A. Auditory Learner B. Tactile Learner
C. Kinesthetic Learner D. Visual Learner
48. Learn how to structure a course to facilitate both linear and non-linear learning?
A. Work on Course Redesign B. Better Cultural Awareness
C. Redesign Classrooms and Schools D. Enhance Listening Skill

49-50. Name at least 2 teaching methods that you can use to make your lectures more
interactive.

I would use Group learning and inquiry-based learning.

MODULE 5
TECHNOLOGY FOR TEACHING AND LEARNING

1. B 26. B
2. D 27. D
3. B 28. A

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 4. A 29. D
5. A 30. A
6. A 31. C
7. B 32. A
8. C 33. A
9. B 34. A
10. B 35. A
11. D 36. A
12. B 37. D
13. D 38. A
14. D 39. B
15. C 40. C
16. C 41. C
17. C 42. D
18. D 43. D
19. B 44. B
20. D 45. D
21. B 46. B
22. C 47. A
23. C 48. C
24. B 49. B
25. D 50. A

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Module 6
The Teacher & The Community, School Culture & Leadership

Answer the following questions:

1. What is the function of schools according to John Dewey's statement?
For Dewey schools should be the acquisition of growth for young learners so they
will grow and develop as an individual who will be a good and beneficial member of the
society.

2. Who creates schools?

Society creates the schools.

3. What is the relationship between schools and society?

Schools are the reflection of the larger society outsides its walls, It is the place of learning and
nurturing for the preparation in the society.

REFLECTION:
1. Why was the focus of education different for different groups of people in different places and
at different periods in world history? What does this point to regarding relationship of schools
and society?
Because education develop true time. People and society from different era are living in the
environment with different needs and wants so does the education was particularly adjusting to
needs of the society in their time. Other societies focus on religious beliefs, moral values and
social norms in education. While others focus on the practical skills for survival such as farming,
hunting, and basic literacy. In the modern time education has become more standardized and
institutionalized, with formal schooling and specialized training for different profession taking
greater emphasis.

2. Given the different characteristics of the different periods in Philippine history, what were the
goals of education /schools during the:
a. Pre-colonial
Education was informal, Education at this time focuses on survival for living and teaching
them the basic needs in life.

b. Spanish period
In this time education focuses on religious instruction.

c. American regime
At this time Americans promoted democratic ideals and the way democratic of life.

d. Japanese regime
the teaching of Tagalog, Philippine History, and Character Education was reserved for
Filipinos. Love for work and dignity of labor was emphasized.
e. post-colonial period
Education aimed at the full realization of democratic ideals and way of life.

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1. List 2 things that the school head does as an instructional leader and 2 things as an
administrative leader.
School head as an instructional leader Supervise instruction by observing teachers while
they teach, conducting post observation, conferences with individual teachers. While School
head as and administrative leaders is responsible for improvement and fund sourcing and
managing the day-to-day operations of school.

2. Based on your observations of school heads, with which role is the school head more
occupied? Prove your answer.
School heads as administrative leaders are more occupied because they are consistent with the
national educational policies, plans and standards. The school heads as administrative leaders
have authority and accountability to perform.

Answer the following questions:

3. Based on your list (in the activity phase of this lesson) how does an administrative leader
differ from an instructional leader?
Instructional leadership is a term that is used to describe the role of educators in leading and
supporting teaching and learning in schools. Administrative leadership, on the other hand, refers
to the role of school administrators in providing direction and guidance to the school
community.

4. In your own opinion, which between the two leadership roles – administrative and
instructional – should be given more time by the school head
Both administrative and instructional leadership are important roles to perform by the
school heads. Each of the roles has a crucial importance for the maintaining of schools. So, for
me a balance for both roles should be addressed and performed duly by the school head.

Questions to Ponder

1) Explain in 200-250 words Spencer's Philosophical Thoughts on Education.

In teaching methods, Spencer advocated the automatic learning based on students and
emphasized the role of interest in the process of teaching, In the aspect of moral education,
Spencer put forward that individual self-preservation is the most important moral principle and
coined the moral evolution formula. To survive in a complex society, Spencer favors specialized
education over that of general education, we need social engineers who can combine
harmoniously the findings of specialized knowledge. This is particularly true in the field of
medicine. The expert who concentrates on a limited field is useful, but if loses sight of the
interdependence of things he becomes a man who knows more and more about less and less.
We must be warned of the deadly peril of over specialism. Of course, we do not prefer the other
extreme, the superficial person who knows less and less about more and more. Spencer
educational thought was described as utilitarian because it is more useful and practical. He
believes that we need to be fit into our society. He is most focused on vocational and
professional education that are based on the scientific and practical objectives,

2) What are the foundations of the history of education?

Primitive education, Early romans, Medieval period, And renaissance period, and
Reformation period.

3) What are the various forms of violence?

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 Physical violence, Psychological, Sexual, Spiritual, Cultural, and Emotional violence.

4) Comparison of Manager and Leader.

Managers are administrative, Work focused, have subordinates, and do things right. While
Leaders are Innovative, people focused, have followers and with integrity.

5) Behavior Styles in Situational leadership.

The situational leadership model uses four styles: telling, selling, participating, and
delegating. The leader begins by considering the follower's psychological maturity and task
maturity. Effective leaders can manipulate their directive and supportive behaviors to the needs
of their followers.

6) What are the functions of a school head.

 Lead in setting Vision, mission, and goals of the school
 Organize/expand school, community and local government networks and groups that
will actively participate in school improvement.
 Lead in developing the school improvement plan.
 Lead in developing and maintaining the school’s management information system.

7) What can schools do for communities in return?

 Classroom used by community organizations for meetings.
 The school used as a polling place and venue for medical mission which it may co-
sponsor with the Rural Health unit.
 School used by the Rural Health Unit for mothers' class on childcare.
 School used as an evacuation center.
 School facilities used for community assemblies.
 The school basketball court is used for local celebrations and barangay sports league.
 Schools conduct livelihood skills-training programs for parents and out-of-school youths
by using school resources.
 Livelihood skills-training for parents and out-of-school youths by teachers themselves.

8) Theories of Social Science.

 Structural-functional Theory
 Conflict Theory
 Symbolic Interactionist Theory

9) The Top Ten Global Issues and How They can be addressed.
 Climate change, reduction of greenhouse emission and spreading of education on the
importance of going green can help make a big difference.
 Pollution, teaching people the importance of proper disposal of waste.
 Violence should be addressed and beware of as this happens everywhere. Listening to
the survivors and important for their psychological well-being and learning the signs of
abuse and how you can help.
 Security and well-being, the united nation is working toward increasing the well-being
of people throughout the world.
 Lack of education, there are many organizations that work directly with the issue of
education in providing the proper tools and resources to aid schools.
 Unemployment promotes education for everyone and makes job training more
accessible.
 Malnourishment and hunger, fighting poverty through proper training for employment,
education and the teaching of cooking and gardening skills, people who are suffering will
be more likely to get jobs, earn enough money to buy food and even learn how to make
their own food to save money.

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10) What can the community do for schools.
 Brigada Eskwela
 Curriculum development
 Work experience program

Module 11
The Teaching Principles and Method in Major and Special Field

Part 1 Part 2
1) A 1) B
2) C 2) B
3) C 3) D
4) D 4) A
5) B 5) C
6) B 6) B
7) D 7) A
8) D 8) D
9) D 9) B
10) A 10) A
11) A 11) B
12) B 12) B
13) A 13) D
14) C 14) C
15) B 15) B
16) C
17) D
18) A
19) A
20) b

Answer the following question.

1. In your own words, define 'Teaching as a profession, as a vocation, and as a mission

Teaching is a profession because it imparts knowledge and skills to students in a way that will
help them achieve their full potential.
Teaching is a vocation because people who pursue teaching have innate love and passion for
teaching. They go for teaching because it is their calling and purpose, and it is rewarding for
them.
Teaching is a mission because teachers are entrusted with a task that will contribute to the
betterment of this world in their own unique way and that is to teach and nurture children to
become better people in society.

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Module 13
Building and Enhancement New Literacies Across the Curriculum

Chapter 1

1. Given the traditional/conventional concept of literacy, how literate are you?

I am Literate because I Can read and write and, I am good when it comes to
comprehension.

2. How deep is your level of comprehension?

I think I am at a good level of comprehension as I can be able to read and understand what I
am reading at the same time I can also explain and converse whatever I have read.

3. As a pre-service teacher? What kind of' written materials should you be able to read and
understand? Are you reading these materials? How well?
I am reading all the modules that my school is providing me, together with that as
preparation, I also read books about social science for grade 11-12. Because I want to have an
idea of the topics that I am going to teach in the future. I am reading these materials frequently
now.

4. Which of the literacies are you knowledgeable in? Which of the new literacies do you lack
knowledge in?
I think I am knowledgeable about the media and cyber/Digital literacies while I don’t have
many ideas about Critical literacies.

5. Although reading education in the Philippines aims to develop Functional/Practical literacy in

learners, what level of literacy is being developed when classroom practices focus more on
memorization rather than on understanding and application?
It is rote or surface level of literacy.
6. Compare and contrast the traditional concept of literacy to the modern view of literacy?
If traditional literacy means the ability to read and write effectively, then digital literacy
means the ability to communicate and create digitally. Digital literacy or modern literacy is now a
fundamental component of literacy learning, from teaching reading comprehension to writing
and communication.

7. Describe the changes in the 21st century that have led to the rise of new literacies?
“New literacies” that arise from new technologies include things like text-messaging,
blogging, social networking, podcasting, and videomaking. These digital technologies alter and
extend our communication abilities, often blending text, sound, and imagery.

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8. What teaching strategies and forms of assessment could you use to help develop functional
literacy?
making connections, visualizing, questioning, inferring, determining importance, and
synthesizing.

Chapter 2
GLOBALIZATION AND CULTURAL AND MULTICULTURAL LITERACIES

1. What makes a person Filipino? If a person has Filipino parents but is born in another country,
is he/ she still a Filipino? What about a person with foreign parents is born and raised in the
Philippines, is he/she Filipino? Explain your reasoning.
A person can be considered Filipino if they have Filipino citizenship. Citizenship can be
acquired through various means, such as by birth, naturalization, or marriage to a Filipino
citizen. 2. If a person has Filipino parents but is born in another country, they can still be
considered a Filipino citizen.

2. Have you interacted with people who have a different culture from yours? How was your
interaction with them? Was it clear? Was it productive? Was It respectful? What could you have
done for a better interaction?
In my previous job I was working with Korean nationalities. My boss and colleagues are
Korean people. My interaction with them was good and memorable. I have learned about their
culture, I have met incredible individuals and made friends with them.

3. What skills and knowledge do you need to improve in becoming multi-culturally literate?
Cross Cultural Communication -- Verbal and nonverbal communication skills in interaction
with those who are culturally different from oneself. Teamwork, the ability to work in culturally
diverse groups toward a common goal. Listening -- The intention and ability to attend to what
others are saying.

4. Why should you as an individual respect and value people who are different from you?
We are all equally living in this world and all of us deserve to be respected and valued, no
matter what our status is or from where we came from. We must live harmoniously with others
so we can build a good community.

Chapter 4
Financial Literacy

Question to Ponder
Which characteristic closely resembles your attitude about money? Explain your answer.

I am a bit Frugal and Pleasure because I spend below my means at the same time in some
other occasion, I also want to reward myself for all the hard work that I have done. We must
have the right control over everything; too much is bad, however with the right balance it will
benefit us also.

Chapter 7

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Artistic and Creative Literacy

We all have different interpretations of this painting. Kindly write yours.

I am not an artist, but I will interpret this to my best understanding, this painting me shows
a woman with beautiful colors I think it represents a happy and healthy woman.

1. What is your personal definition of creativity?

It is the ability to use imagination in a different way. Creativity is when you look at things
from a unique perspective.

2. Recall some of the creative classroom activities you had in school. What made them creative?
Back in my days I only remember when our teacher wanted us to make a slogan from the
topic she would give.

3. Is creativity the same as innovativeness? Read various definitions on these two concepts and
organize your notes using a Venn diagram.

Creativity
It will result to Innovation
 Express ideas a product that
 Different ways of thoughts will benefit us.  Is a process.
 Creative process  Implementation of ideas
 Imagination  Measurable ideas

4. Refer to the characteristics of artistically literate students. Examine yourself and tell whether
you possess any of the characteristics mentioned.

I like to draw however I am not that good, but I find drawing a hobby of mine. I draw oftentimes
when I am sad and stressed.

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5. Explain this quote from Picasso: All children are born artists. The problem is to remain as an
artist as we grow up.

Sometimes being an artist Is hard to maintain up to adulthood, I believe because there

are a lot of factors that affect this while growing up. Mostly the environment and sometimes the
people around us contribute to those factors. Not all are supportive about our hobby or wants.
Sometimes the influence of people around us makes us change our minds to become artists.

Chapter 8
Critical Literacy

1. Assess your critical literacy skills by answering the following questions with YES or NO

a. Do you evaluate your sources before using them in your essays? __Yes____

b. Do you support your opinions and claims with experts’ ideas? _Yes___

c. Do you read with critical eye? ___Yes__

d. Do you manage the vast amount you need to read? __Yes__

e. Do you verify the date and information before accepting them? Yes__

2. Let us explore your personal literacy histories by recalling and writing below your answers to
the following:

a. Your first memories of reading (what, where, with whom?)

My mom was my first teacher, and I will never forget how she taught me to read
abakada. We start our reading sessions every afternoon after we eat our lunch and then after a
couple of hours, she would order me to sleep.

b. Favorite reading as a child and as an adult

Asa child I always read fairytales, and when I was an adult, I remember reading English
books about romance. I also read the book of twilight and harry potter I am a fan of fiction
books.

c. The most important book/s or authors in your life

For me it’s the Bible.

d. The main roles and purpose of reading in your life (as a parent, professional, for pleasure,
religious purposes, etc.?

Mostly I read books out of curiosity and to gather information. Now as a parent I
sometimes read books so I could also share my knowledge with my child, especially now that she
is studying. Schools now are way more advanced than before so I feel like studying once more so
I could be able to nurture and teach my child also.

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