SCC4 MIDTERM

TOPICS

BY
LEOMER C. OSCARES, LPT
 LESSON 1

TRANSFER OF LEARNING
TRANSFER- AN ACT OF MOVING SOMETHING OR
SOMEONE TO ANOTHER PLACE.

LEARNING- AN ACT OF GAINING KNOWLEDGE OR

SKILL BY EXPERIENCING STUDY, BEING
TAUGHT OR CREATIVE THOUGHT.
(THE NOTION WAS ORIGINALLY INTRODUCED AS
TRANSFER OF PRACTICE BY EDWARD
THORDIKE AND ROBERT S. WOODWORTH)
 TRANSFER OF LEARNING

TRANSFER OF LEARNING- IS THE STUDY OF THE

DEPENDENCY OF HUMAN CONDUCT,
LEARNING OR PERFORMANCE ON PRIOR
KNOWLEDGE.

TRANSFER OF LEARNING OCCURS WHEN

LEARNING IN ONE CONTEXT OR WITH ONE SET
OF MATERIALS IMPACTS ON PERFORMANCE IN
ANOTHER CONTEXT OR WITH OTHER RELATED
MATERIALS.
 LESSON 2

THE IMPORTANCE OF TRANSFER OF LEARNING

- THE BASIC PSYCHOLOGICAL PROBLEM IN THE
TRANSFER OF LEARNING PERSUADES THE
WHOLE PSYCHOLOGY OF HUMAN TRAINING.
THERE IS NO POINT TO EDUCATION APART
FROM TRANSFER.
THEREFORE: THE ESSENCE OF UNDERSTANDING
, INTERACTING AND CREATING ,
FURTHERMORE IT IS THE ULTIMATE AIM OF
TEACHING AND LEARNING.
 LESSON 2

2 GENERAL POINTS OF VIEW OF TRANSFER OF

LEARNING
1. GENERAL TRANSFER- OCCURS WHEN
STUDENTS LEARN GENERAL PRINCIPLES OR
ATTITUDES THAT THEY APPLY ELSEWHERE.
2. SPECIFIC TRANSFER- OCCURS WHEN
STUDENTS LEARN SPECIFIC FACTS AND
TECHNIQUES AND THEN USE THESE IN NEW
SITUATIONS THAT CONTAIN THE SAME
ELEMENTS OR FEATURES OF THE ORIGINAL
LEARNING SITUATION.
 LESSON 2

LEVELS OF TRANSFER OF LEARNING

1. POSITIVE TRANSFER – TRANSFER IS
SAID TO BE POSITIVE WHEN LEARNING
IN ONE CONTEXT IMPROVES LEARNING
OR PERFORMANCE IN ANOTHER
CONTEXT.
 LESSON 2

2. NEGATIVE TRANSFER –OCCURS

WHEN PREVIOUS LEARNING INHIBITS
OR INTERFERES WITH LEARNING OR
PERFORMANCE IN A NEW CONTEXT.
 Lesson 2

TYPES OF TRANSFER OF LEARNING

1. SIMPLE VS. COMPLEX
HAPPENS WHEN LITTLE OR NO EFFORT IS
REQUIRED TO APPLY WHAT HAS BEEN
LEARNED IN ONE SITUATION TO A NEW
SITUATION.
EX. SIMPLE- STUDENTS ARE TAUGHT HOW TO
EXECUTE THE DANCE STEPS AND FROM
THE DANCE STEPS THEY WILL CREATE A
WHOLE DANCE.
 LESSON 2

EX. COMPLEX- FROM THEIR WHOLE DANCE THEY

WILL TAUGHT TO OTHER STUDENTS WITH
COLLABORATIVE.
2. NEAR VS. FAR TRANSFER
- NEAR TRANSFER HAS BEEN SEEN AS THE TRANSFER
OF LEARNING WITHIN THE SCHOOL CONTEXT OR
BETWEEN A SCHOOL TASK AND A VERY SIMILAR
TASK.
- FAR TRANSFERIS USED TO REFER TO TRANSFER OF
LEARNING FROM THE SCHOOLCONTEXT TO A NON-
SCHOOL CONTEXT
- EX. COMMUNITY SERVICE
 LESSON 2

3. HIGH ROAD AND LOW ROAD TRANSFER

- LOW ROAD TRANSFER HAPPENS WHEN
STIMULUS CONDITIONS IN THE
TRANSFER CONTEXT ARE SUFFICIENTLY
SIMILAR TO THOSE IN A PRIOR CONTEXT
AND WELL-DEVELOPED OR SEMI-
AUTOMATIC RESPONSES.
- EX. ANSWER BY YES OR NO
 LESSON 2

- HIGH LOAD TRANSFER IN CONTRAST

DEPENDS ON MINDFUL ABSTRACTION
FROM CONTEXT OF LEARNING OR
APPLICATION AND A DELIBERATE
SEARCH FOR CONNECTIONS.
EX. LOGIC OR ANALYZATION
WHY? HOW?
 LESSON 1

CRITERIA FOR SELECTING THE

APPROPRIATE INSTRUCTIONAL MATERIALS
FOR P.E AND HEALTH EDUCATION.
- THE APPROPRIATENESS OF THE
INSTRUCTIONAL MATERIALS MUST BE JUDGED
FROM PERSPECTIVE OF THE STUDENT
LEARNER WHO IS PRESUMED TO BE NAÏVE
AND UNINFORMED RATHER THAN FROM
TEACHERS PERSPECTIVE.
 LESSON 1

CRITERIA FOR SELECTING INSTRUCTIONAL

MATERIALS.
1. EMPHASIS
2. UNITY
3. COHERENCE
4. REPETITION
5. APPROPRIATE VOCABULARY
6. AUDIENCE APPROPRIATENESS
7. FORMAT
 LESSON 1

A. PREPARING INSTRUCTIONAL
OBJECTIVES. ONE OF THE MOST IMPORTANT
TASK OF A TEACHER. ( HE OR SHE SHOULD
TAKE UTMOST CARE IN FORMULATING SUCH
STATEMENTS SINCE THEY SERVE TO
COMMUNICATE CLEARLY ITS PURPOSE AT THE
SAME TIME SERVE AS BASIS IN EVALUATING
STUDENTS GROWTH.)
 LESSON 1

MAGER’S BEHAVIORAL OBJECTIVES

THREE PARTS IN PREPARING INSTRUCTIONAL
OBJECTIVES:
1. TESTING SITUATION: THIS INDICATES THE
CONDITION UNDER WHICH STATES WHAT THE
STUDENT SHOULD BE TO DO OR CHANGE IN
BEHAVIOR. IT STATES THE STANDARD
PERFORMS LEVEL THAT IS AIMED.
 LESSON 1

2. CRITERIA IN SELECTING AUDIOVISUAL

MATERIALS
A. IS IT RELEVANT TO THE LESSON?
B. IS IT SUITABLE TO THE STUDENTS AGE?
C. IS IT WELL-DESIGNED AND THE RIGHT
QUALITY?
D. IS IT OBJECTIVE?
E. IS THE EQUIPMENT EASY TO OPERATE?
 WHAT ARE INSTRUCTIONAL OBJECTIVES?

INSTRUCTIONAL OBJECTIVES MAY ALSO BE

CALLED PERFORMANCE OBJECTIVES ,
BEHAVIORAL OBJECTIVES OR SIMPLY
OBJECTIVES.
THEREFORE: OBJECTIVES ARE SPECIFIC,
OUTCOME BASED, MEASURABLE AND
DESCRIBE THE LEARNERS BEHAVIOR AFTER
INSTRUCTION.
(IN OTHER WORDS WHAT A LEARNER WILL BE
ABLE TO DO AS A RESULT OF INSTRUCTIONS)
CHARACTERISTIC OF INSTRUCTIONAL OBJECTIVES ( NB)

A. SPECIFIC- OBJECTIVES ARE VERY SPECIFIC.

B. OUTCOME BASED- OBJECTIVES ARE
OUTCOME BASED.
C. MEASURABLE- OBJECTIVES ARE
MEASURABLE.
D. DESCRIBE STUDENT BEHAVIOR- OBJECTIVES
DESCRIBE STUDENT BEHAVIORS.
WHY USE INSTRUCTIONAL OBJECTIVES?

THERE ARE REASONS THAT INSTRUCTIONAL

OBJECTIVES ARE SO IMPORTANT.
A. SERVE AS A GUIDE FOR STUDENTS
B. SERVE AS A BASIS FOR THE SELECTION OF
INSTRUCTIONAL MEDIA AND MATERIALS AND
PROCEDURES.
C. DETERMINE THE APPROPRIATE WAYS TO
EVALUATE THE LEARNING.
WHAT ARE LEARNING OUTCOMES AND OBJECTIVES?

LEARNING OUTCOMES REPRESENTS THE SKILLS

THAT LEARNERS CAN EXPECT TO
DEMONSTRATE AFTER COMPLETING THE
INSTRUCTIONS.
THEREFORE: OUTCOME STATEMENTS MUST BE
SPECIFIC, OBSERVABLE AND MEASURABLE)
OBJECTIVES ARE CLEAR AND CONCISE
STATEMENTS THAT DESCRIBES THE INTENDED
OUTCOMES OF INSTRUCTION.
FOLLOWING THE ABCD’S OF INSTRUCTIONAL
OBJECTIVES IS A GREAT WAY TO MAKE SURE
YOU INCLUDE ALL THE NECESSARY
INFORMATION IN AN OBJECTIVE.
A- IS THE AUDIENCE, ALWAYS THE STUDENTS
B- IS THE BEHAVIOR OR THE ACTION VERB.
C- IS THE CONDITION FOR THE OBJECTIVES.
D- IS THE DEGREE OF ACHIEVEMENT OR
ACCEPTABLE CRITERIA.
 CRITERIA

CRITERIA - THE CRITERIA ARE SPECIFIED AS THE

ACCEPTABLE LEVEL OF ACHIEVEMENT
DESIRED. TO TELL HOW WELL THE LEARNER
MUST PERFORM.
FOR EXAMPLE:- PERCENT OF CORRECT
RESPONSE
-WITHIN GIVEN TIME PERIOD
- IN COMPLIANCE WITH CRITERIA PRESENTED
BY FACULTY.
 ORDER AND TENSE

THERE IS A PREFFERED ORDER WHEN WRITING

OBJECTIVE. THE CONDITION IS USUALLY
PLACED FIRST FOLLOWED BY THE BEHAVIOR
OR VERB AND THEN CRITERIA.
“OBJECTIVES ARE WRITTEN IN THE FUTURE
TENSE. “
A. RECALL- AFTER ATTENDING LECTURE AND
READING THE ASSIGNED MATERIALS, THE
STUDENTS WILL STATE THE FUNCTION OF A
THERMOMETER.
C. INTERPRETATION- AFTER ATTENDING
LECTURE AND STUDYING THE ASSIGNED
MATERIALS THE STUDENTS WILL
DEMONSTRATE HOW A THERMOMETER
WORKS.
D. PROBLEM- AFTER ATTENDING LECTURE AND
STUDYING THE ASSIGNED MATERIALS.
(INCLUDING PROBLEM SETS THE STUDENTS
WILL FORMULATE THE DEGREE IN “C” GIVEN
THE DEGREES IN “F” OR VICE VERSA.
 NON-FUNCTIONAL VERBS

THE FOLLOWING VERBS CANNOT BE MEASURED

OR ARE UNNECESSARY. THEY SHOULD BE
AVOIDED WHEN OBJECTIVES.
- ABLE TO - SHOW INTEREST IN
- APPRECIATION FOR - KNOWS
- AWARENESS OF - HAS KNOWLEGDE
- CAPABLE OF - LEARN
- COMPREHEND - MEMORIZER
- CONCIOUS OF - UNDERSTAND
- FAMILIAR WITH - WILL BE ABLE TO
 EXAMPLES OF OBJECTIVES FOR COGNITIVE DOMAIN

A. POOR: TO INCREASE THE STUDENTS ABILITY TO

VISUALLY IDENTIFY WHITE ON A DIFFERENTIAL.
BETTER: THE STUDENTS WILL IDENTIFY CORRECTLY
ALL WHITE CELLS ON DIFFERENTIAL.
B. POOR: THE STUDENTS WILL GAIN KNOWLEDGE OF
AUTOMATED CHEMISTRY TEST.
BETTER: THE STUDENTS WILL STATE THE
PRINCIPLE FOR EACH AUTOMATED CHEMISTRY
TEST.
C. POOR: DEFINE WHAT IS PHYSICAL FITNESS
BETTER: DEFINE PHYSICAL FITNESS
BLOOM’S TAXONOMY OF EDUCATIONAL
OBJECTIVES:
BLOOM’S DOMAIN
1. COGNITIVE (ABOUT KNOWING)
2. AFFECTIVE (ABOUT ATTITUDES AND
FEELINGS)
3. PSYCHOMOTOR (ABOUT DOING)
 COGNITIVE DOMAIN

A HIERARCHY OF 6 LEVELS ( THE HIERARCHY IS

WHAT IS MOST UNDER QUESTION AT PRESENT)
1. KNOWLEDGE- THE RECALL OF SPECIFIC OF
SPECIFIC ITEM. (UNDERSTAND)
2. COMPREHENSION- CAN RECALL BUT CAN DO
A LITTLE MORE (REMEMBER)
3. APPLICATION- ALL OF THE ABOVE , BUT CAN
TAKE INFORMATION OF AN ABSTRACT
NATURE ANS USE IT IN CONCRETE SITUATION
(APPLYING INFORMATION)
 COGNITIVE DOMAIN

4. ANALYSIS- CAN BREAK DOWN A

COMMUNICATION INTO ITS CONSTITUENT
PARTS, REVEALING THE RELATIONSHIPS
AMONG THEM. ( ANALYSIS, REASONING)
5. SYNTHESIS- CAN PULL TOGETHER MANY
DISORGANIZED ELEMENTS OR PARTS SO AS TO
FORM A WHOLE ( CREATE)
EVALUATION- MAKES JUDGEMENT ABOUT THE
VALUE A MATERIAL OR METHODS ( EVALUATE)
 GUIDE IN FORMULATING OBJECTIVES

REMEMBER ( NAME, DESCRIBE, RELATE, FIND,

LIST, WRITING AND TELL)
UNDERSTANDING ( EXPLAIN, COMPARE,
DISCUSS, RESTATE, PREDICT, TRANSLATE,
OUTLINE.
APPLYING ( SHOW, COMPLETE, CLASSIFY,
EXAMINE, ILLUSTRATE, SOLVE, USE)
ANALYZE ( EXPLAIN, COMPARE, CONSTRAST,
EXAMINE, IDENTIFY, INVESTIGATE,
CATEGORIZE)
 GUIDE IN FORMULATING OBJECTIVES

EVALAUTE ( DESCRIBE, RATE, CHOOSE,

RECOMMEND, JUSTIFY, ASSESS, PRIORITIZE.
CREATE ( CREATE, INVENT, PLAN, COMPOSE,
CONSTRUCT, DESIGN, IMAGINE)
 AFFECTIVE DOMAIN

A HIERARCHY OF 5 LEVELS ( THE HIERARCHY IS WHAT IS

MOST UNDER QUESTION AT PRESENT)
1. RECEIVING: IS WILLING TO NOTICE A PARTICULAR
PHENOMENON.
2. RESPONDING: MAKES RESPONSE FIRST WITH
3. VALUING: ACCEPTS WORTH OF A THING
4. ORGANIZATION: ORGANIZES VALUES DETERMINES
INTERRELATIONSHIP; ADAPTS BEHAVIOR TO VALUE
SYSTEM.
5. CHARACTERIZATION: GENERALIZES CERTAIN VALUES
INTO CONTROLLING TENDECIES ; CONSISTENCY;
INTEGRATES THESE INTO TOTAL PHILOSOPHYOF LIFE
OR WORD VIEW.
 PSYCHOMOTOR DOMAIN

THE PSYCHOMOTOR DOMAIN CONCERNS THINGS

STUDENTS MIGHT PHYSICALLY DO:
THE LEVELS OF THIS DOMAIN ARE
CATEGORIZED AS:
1. REFLEX : OBJECTIVES NOT USUALLY
WRITTEN AT THIS “LOW LEVEL”
2. FUNDAMENTAL MOVEMENTS:
APPLICABLE MOSTLY TO YOUNG
CHILDREN
EX. CRAWL, RUN, JUMP, CHANGE DIRECTION
 PSYCHOMOTOR DOMAIN

3. PERCEPTUAL ABILITIES: CATCH, WRITE,

BALANCE, DISTINGUISH , MANIPULATE
4. PHYSICAL ABILITIES: STOP, INCREASE,
MOVE QUICKLY, CHANGE, REACT.
5. SKILLED MOVEMENTS: PLAY, HIT, SWIM,
DIVE AND USE.
6. NON-DISCUSSIVE COMMUNICATION:
EXPRESS, CREATE AND DESIGN.
 LESSON 2

INSTRUCTIONAL EFFECTIVENESS. RELIES

ON THE FREQUENT ASSESSMENT OF
STUDENT PERFORMANCE. ASSESSMENT
CONSISTS OF EVALUATING A VARIETY
OF STUDENT ACTIVITIES AND
PRODUCTS OVER A LONG TIME TO
DETERMINE THE LEVEL OF
COMPETENCY IN THE PERFORMANCE
OF CRITICAL CLASSROOM OBJECTIVES.
 LESSON 2

CHARACTERISTICS OF EFFECTIVE INSTRUCTION

1. STUDENT CENTERED CLASSROOM.
EDUCATORS SUPPORT ALL STUDENTS IN
MAKING CORRECTION TO CONSTRUCT NEW
LEARNING IN ORDER TO MAKE DECISIONS
AND SOLVE PROBLEMS.
2. TEACHING FOR UNERSTANDING.
INSTRUCTION FACILITIES THE
CONSTRUCTION OF DEEP CONCEPTUAL AND
PROCEDURAL KNOWLEDGE.
 LESSON 2

3. ASSESSMENT FOR LEARNING. SELF AND POOR

ASSESSMENT IS PLANNED AND STRUCTURAL BY
EDUCATOR AND STUDENTS IN ORDER TO DEVELOP
LIFE LONG LEARNING SKILLS.
4. REGOROUS AND RELEVANT CURRICULUM.
CONCEPTS AND SKILLS ARE APPLIED TO
SITUATIONS, ISSUES AND PROBLEMS IN THE
WORLD BEYOND SCHOOL.
5. TEACHER FOR LEARNING DIFFERENCES.
INSTRUCTION IS FOCUSSED ON “BIG IDEAS” THE
ESSENTIAL CONCEPTS AND SKILLS WITHIN THE
CONTEXT.
 LESSON 2

ELEMENTS OF EFFECTIVE INSTRUCTION

1. QUALITY OF INSTRUCTION. A SHOULD MAKE SENSE
TO STUDENTS.
2. APPROPRIATE LEVELS OF INSTRUCTION. A LESSON
SHOULD BE NEITHER TOO DIFFICULT NOR TOO EASY
FOR THE STUDENTS.
3. INCENTIVE. STUDENTS SHOULD BE MOTIVATED TO
LEARN THE MATERIAL.
4. TIME. STUDENTS SHOULD HAVE ENOUGH TIME TO
LEARN THE MATERIAL BEING TAUGHT
5. ALLOCATED TIME. TEACHER ALLOCATED AND USES
ENGAGE TIME STUDENT ON TASKS.
 LESSON 3

ART OF QUESTIONING. IS THE BASIS OF

TEACHING TASK ENCOURAGES RECALLING,
DEPENDS THE LEARNING PROCESS OF
COMPREHENSION, PROMOTES THE
IMAGINATION AND PROBLEM-SOLVING ,
SATISFIES THE SENSE OF CURIOSITY AND
INCREASES THE CREATIVITY.
 LESSON 3

“TO QUESTION WELL ,IS TO TEACH WELL. IN THE

SKILLFULL USE OF THE QUESTION MORE THAN
ANYTHING ELSE LIES FINE ART OF TEACHING ,
FOR IN IT WE HAVE THE GUIDE TO CLEAR AND
VIVID IDEAS, THE GUIDE TO IMAGINATION,
THE STIMULUS TO THOUGHT, THE INCENTIVE
TO ACTION”
 LESSON 3

“IF THE QUESTION IS IMPORTANT ENOUGH TO

ASK , SHOULDN’T ALL STUDENTS HAVE THE
OPPORTUNITY TO ANSWER IT?
FREQUENCY. A GREATER NUMBER OF
QUESTIONS TEND TO EDUCATE GREATER
TEACHING EFFECTIVENESS (IF QUESTIONS
AREN’T ALL LOWER LEVEL)
PLANNING. IS ESSENTIAL TO ASKING
EFFECTIVE QUESTIONS AT A VARIETY OF
LEVELS.
 LESSON 3

EQUITY. ELIMINATE BIAS BY ASKING ALL

STUDENTS ALL QUESTIONS. HERE ARE SOME
TECHNIQUES TO PROMOTE EQUITY AND
IMPROVE THE DEPTH OF UNDERSTANDING IN
QUESTIONING AND ALLOW THE WHOLE CLASS
TO RESPOND.
EX. NOT TO BE PRACTICED
- CHORAL RESPOND
- SHUTTLE THE DECK ( RANDOM CALL)
- VALUE LINE
 LESSON 3

PROMPTING . “WHAT TO DO WHEN STUDENTS

CAN’T RESPOND.
TRY THIS SEQUENCE: ORIGINAL QUESTION
ALTERNATIVE QUESTION ( ASK SOMETHING
IN A DIFFERENT WAY)
OPEN-ENDED QUESTION (DESCRIPTION OR
COMPARISON)
ALTERNATIVE RESPONSE ( GIVE STUDENTS
AN EITHER OR OPTION)
 LESSON 3

WAIT-TIME. AFTER POSING QUESTONS, WAIT

AT LEAST 3 SECOND BEFORE ASKING FOR A
RESPOND .
2 PARADIGMS
 2 PARADIGMS
TRADITONAL QUESTIONING
PARADIGM
TEACHER QUESTIONS (PAUSE)
CALL ON STUDENTS (PAUSE)
STUDENT RESPONDS OR TEACHER
INTERVENES (PAUSE)
GO BACK TO “TEACHER’S
QUESTIONS”
COOPERATING QUESTION
PARADIGM
TEACHER QUESTIONS (PAUSE)
ALL INDIVIDUALS THINK (PAUSE)
ALL INDIVIDUALS RESPOND (TEAM
MEMBERS AND TEACHERS
INTERVENE) (PAUSE)
RESPONSES ARE SHARED WITH
THE CLASS.
GO BACK TO “TEACHER
QUESTIONS”
 LESSON 3

KINDS OF QUESTIONS
A. REFLECTING
SENTENCE PROMPTS ( SO YOU’RE THINKING
THAT…, SOUNDS LIKE YOUR CONCERNED…..,
YOU FEEL BECAUSE…….)
B. OPEN-ENDED QUESTIONS
ALLOWS OTHER PERSON TO EXPRESS WHAT IS
ON HIS/HER MIND TO TELL YOU WHAT HE/
SHE CONSIDERED TO BE IMPORTANT.
(GIVE MAXIMUM LATITUDE TO SPEAK FREELY)
 LESSON 3

C. CHOOSE ENDED QUESTIONS

LIMIT THE LENGTH OF THE RESPONSE TO A FEW
WORDS.
( CALL A PRECISE PIECE OF INFORMATION, THE
SHORT RESPONSE FOCUSES DIRECTLY ON A
SPECIFIC POINT)
 LESSON 3

QUESTIONING LEVEL
2 CLASSIFICATION STRATEGIES FOR BUILDING AND
EVALUATING CLASSROOM QUESTIONS.
BLOOM’S TAXONOMY REVISED BLOOM’S
1956 2001
KNOWLEDGE REMEMBER
COMPREHENSION UNDERSTAND
APPLICATION APPLY
ANALYSIS ANALYZE
SYNTHESIS EVALUATE
EVALUATION CREATE
 LESSON 3

A. KNOWLEDGE/REMEMBER LEVEL
SIMPLY REMEMBERING THE FACT ABOUT A
TOPIC WE ARE STUDYING .
EX. LIST THE PLANETS IN ORDER FROM
SMALLEST TO LARGEST
LIST THE CHRACTERISTIC OF A HEALTHY
LIFESTYLE
- THE STUDENTS RECALLS OR RECOGNIZES
INFORMATION.
 LESSON 3

B. COMPREHENSION/ UNDERSTAND LEVEL

ABLE TO SHOW THAT YOU UNDERSTAND THE
MAIN IDEA ABOUT THE TOPIC.
EX. DESCRIBE ONE OF THE PLANETS IN TERMS
OF ITS PHYSICAL CHARACTERISTICS.
- ALL STUDENTS CHANGES INFORMATION INTO
A DIFFERENT SYMBOLIC FORM.
 LESSON 3

C. APPLICATION/ APPLY LEVEL

BLOOM SAW PEOPLE BEING ABLE TO USE THE
INFORMATION THEY HAD LEARNED IN THE
STUDY OF THE TOPIC.
EX. EXPLAIN THE DIFFEREMCE BETWEEN A
STAR AND A PLANET WHEN VIEWING WITH
THE NAKED EYE.
- STUDENTS SLOVES A PROBLEM USING THE
KNOWLEDGE AND APPROPRIATE
GENERALIZATIONS.
 LESSON 3

D. ANALYZE LEVEL
NEED TO TAKE APART INFORMATION OR
KNOWLEDGE YOU HAVE GAINED AND LOOK AT
THE SMALLER ELEMENTS THAT WORK
TOGETHER TO MAKE UP THE LARGER PARTS.
EX. COMPARE AND CONTRAST THE NINE PLANETS
IN TERMS OF : SURFACE, TEMPERATURE,
DISTANCE FROM THE SUN, SIZE AND MASS.
- THE STUDENTS SEPARATES INFORMATION INTO
COMPONENTS PARTS.
 LESSON 3

E. EVALUATION/ EVALUATE LEVEL

ASKED TO GIVE A JUDGEMENT OR OPINION AND
BE ABLE TO SUPPORT YOUR DECISION.
EX. DO YOU THINK THE U.S. GOVERNMENT IS
JUSTIFIED IN SPENDING MONEY ON SPACE
EXPLORATION? WHY OR WHY NOT?
- THE STUDENT MAKES QUALITATIVE AND
QUATITATIVE JUDGEMENTS ACCORDING TO
SET STANDARDS.
 LESSON 3

F. SYNTHESIS/ CREATE LEVEL

LEVEL IS CREATIVE . YOU WILL THINK ABOUT
DESIGNING NEW THINGS OR USING THE ART
TO EXPRESS UOUR IDEAS.
EX. FANTASIZE AND DESCRIBE A GUIDED FOUR
THROUGH ONE OF THE PLANETS.
- THE STUDENTS SOLVES A PROBLEM BY
PUTTING INFORMATION TOGETHER THAT
REQUIRES ORIGINAL, CREATIVE THINKING.
 LESSON 3

LEVELS OF THINKING SKILLS

A. LOWER LEVEL THINKIN ( KNOWLEDGE,
UNDERSTANDING AND APPLICATION)
B. HIGHER LEVEL THINKING ( EVALUATION,
ANALYSIS AND CREATION)
 LESSON 3

FIVE BASIC TYPES OF QUESTIONS

1. FACTUAL- ANSWER BASED ON OBVIOUS FACTS
OR AWARENESS
-THE LOWEST LEVEL OF COGNITIVE OR AFFECTIVE
PROCESS AND ANSWERS ARE FREQUENTLY
EITHER RIGHT OR WRONG.
EX. WHAT IS THE FORMER NAME OF JAKARTA?
ANSWER: BATAVIA
NAME THE SHAKESPEAR PLAY ABOUT THE PRINCE
OF DENMARK
ANSWER: HAMLET
 LESSON 3

2. CONVERGENT- ANSWER TO THESE TYPES OF

QUESTIONS ARE USUALLY WITHIN A VERY
FINITE RANGE OF ACCPETABLE ACCURANCY.
- THESE MAYBE AT SEVERAL DIFFERENT LEVELS
OF COGNITION.

3. DIVERGENT- THESE QUESTIONS ALLOW

STUDENTS TO EXPLORE DIFFERENT
AWARENESS AND CREATE MAY DIFFERENT
VARIATION AND ALTERNATIVE ANSWERS OR
SCENARIOS .
 LESSON 3

EX. IN THE LOVE RELATIONSHIP OF HAMLET OR

OPHELIA WHAT MIGHT HAVE HAPPENED TO
THEIR RELATIONSHIP AND THEIR LIVES IF
HAMLET NOT BEEN SO OBSESSED WITH THE
REASONS OF HIS DEATH?
 LESSON 3

4. EVALUATE- THESE TYPES OF QUESTIONS

USUALLY REQUIRE SOPHISTICATED LEVELS OF
COGNITIVE AND OR EMOTIONAL JUDGEMENT.
EX. WHAT ARE THE SIMILARITIES AND
DIFFERENCES BETWEEN THE DEATH OF
OPHELIA COMPARED TO THAT OF JULIET?
WHAT ARE THE SIMILIRATIES AND
DIFFERENCES BETWEEN ROMAN
GLADIATORIAL GAMES AND MODERM
FOOTBALL?
 LESSON 3

5. COMBINATIONS- THESE ARE QUESTIONS THAT

BLEND ANY COMBINATION OF THE ABOVE.

“SOMETIMES QUESTIONS ARE MORE

IMPORTANT THAN ANSWER”
BY: NANCY WILLARD
TABLE OF SPECIFICATION

SCC4
PROCESS ON TEACHING PE AND HEALTH
 UNDERSTAND
CONTEN CLASS NUMBE REMEBER
ING
APPLYING ANALYZI EVALUAT CREATING
ING (LOWER NG ING (HOTS)
T SESSIO R OF (LOWER-
(LOWER
ORDER ORDER (HOTS) ( HOTS)
NS I.TEMS ORDER THINKING THINKING
SKILLS)
THINKING SKILLS)
SKILLS)
CHAPTER 1 I. I. I. I. I. I.
PHYSICAL II. 11, 12, 13 II. II. 19,20 II. II. II.
FITNESS, 8HRS. 8 III. III. 16, 17, 18 III. III. III. III.
LOCO AND IV IV IV. IV IV IV
NON LOCO

CHAPTER 11 I. 1,2,3,4,5,6 I. I. I. I. I.
CHARACTE
7HRS. II. II.7,8,9,10 II. II. II. II.
RISTIC OF A 17 III. 14,15 III. III. III. III. III.
HEALTHY IV IV IV IV IV. 21-25 IV
LIFE STYLE

I. I. I. I. I. I.
II. II. II. II. II. II.
III. III. III. III. III. III.
IV IV IV IV IV IV

I. I. I. I. I.
I. II. II. II. II. II.
II. III. III. III. III. III.
III. IV IV IV IV IV
IV

I. I. I. I. I. I.
II. II. II. II. II. II.
III. III. III. III. III. III.
IV IV IV IV IV IV

13HRS. 25PTS.
 EXAMPLE OF TYPE OF EXAM

GENERAL DIRECTION: READ THE DIRECTIONS

CAREFULLY AS THEY ARE PART OF THE EXAM.
USE BLACK OR BLUE PEN ONLY. WRITE
LEGIBLY ON THE TEST PAPER. FOLLOW THE
ALLOTED TIME IN ANSWERING THIS EXAM. NO
CHEATING, MIND YOUR OWN BUSINESS.
 EXAMPLE FOR MULTIPLE CHOICE

(MUSIC)
MULTIPLE CHOICE: SELECT AMONG THE GIVEN CHOICES OF THE
CORRECT ANSWER. WRITE THE LETTER OF YOUR ANSWER ON
THE SPACE PROVIDED BEFORE EACH NUMBER. (10PTS.)
______1. WHICH OF THE FOLLWOWING TRADITIONAL PHILIPPINE MUSIC WHEREIN INFLUENCE BY OTHER
CULTURES AS A RESULT OF EITHER INTERCULTURAL MEETINGS THAT MADE UP OF PERCUSSION MUSIC USING THE
GONG TO EXPRESS A FIVE-TONE OR SEVEN TONE NOTATION?
A. ETHNIC C. KORIDO
B. HISPANIC D. SARSUELA
___________2. A CONDUCTOR, AS WELL AS A MUSIC EDUCATION TEACHER, WHICH USED FOLK AND TRIBAL SONGS AS
THEMES AS WELL AS INDIGENOUS MUSICAL INSTRUMENT.
A. ALFREDO BUENAVENTURA C. LUCRECIA KASILAG
B. ANTONIO MOLINA D. RYAN CAYABYAB
___________3. THE FOLLOWING ARE INSTRUMENTS USED DURING HARVEST, COURTSHIP AND WORSHIP MUSIC
EXCEPT____________?

A. AFIW C. KORIDO
B. BALINGBING D. KUDLONG
 EXAMPLE FOR TRU OR FALSE

(ART)
TRUE OR FALSE: WRITE T IF THE STATEMENT IS
CORRECT AND F IF THE STATEMENT IS
INCORRECT. (10PTS.)
___________1. PICTURES EXPRESSES FEELINGS AND MANIPULATES REALITY TO
CREATE SUBJECTIVE MOODS AND ATMOPHERE.
___________2. A GOOD TRAVEL PHOTOGRAPH IS WHAT YOU SEE IN THE PLACE
COMBINED WITH WHAT THE EYES SEE AS A TRAVELER.
___________3. FILIPINO PHOTOGRAPHERS CAPTURE AN INSPIRING JOURNEY OF
CREATIVE EXCELLENCE.
 EXAMPLE FOR MATCHING TYPE

MATCHING TYPE: MATCH THE COLUMN A TO

COLUMN B. WRITE THE LETTER OF YOUR
CORRECT ANSWER ON THE SPACE PROVIDED.
(10PTS.)
COLUMN A COLUMN B
__________1. CONCIST OF HEAD SPINS AND STUNTS A. BREAKDANCE
__________2. THE BODY SHOULD STOP IN THE MIDDLE B. CRIP TALK
OF A DANCE MOVE AND HOLD IT AND
SYNCHORNIZED WITH THE MUSIC
__________3. OVERALL BODY FLUID OF MOTION WITH C. HIGH V
ARM AND BODY WAVE MOVES
D. LOW V
 SAMPLE QUESTIONS FOR PHYSICAL EDUCATION

MULTIPLE CHOICE:

__________1. THE EXERCISE BUILDS ENDURANCE BY KEEPING THE HEART PUMPING FOR AN
EXTENDED PERIOD OF TIME.
A. AEROBIC C. MOTION
B. ENERGETIC D. MOVEMENT

___________2. AN EXPRESSIVE DANCE TECHNIQUE WHICH IS A COMBINATION OF A VARIETY

OF DANCES.
A. CHEERDANCE C. YOGA BOTH BALLET
B. HIP-HOP ABS D. ZUMBA
____________3. A FESTIVAL CONSIDERED AS ONE OF THE MAJOR POPULAR PHILIPPINE
FESTIVAL CELEBRATIONS HONORING THE STO. NINO THROUGH STREETDANCING ALONG
WITH THE BEAT OF THE DRUMS.
A. ATI-ATIHAN C. KADAYAWAN FESTIVAL
B. DINAGYANG FESTIVAL D. SINULOG FESTIVAL
 EXAMPLE OF IDENTIFICATION

IDENTIFICATION: IDENTIFY THE FOLLOWING

STATEMENTS. CHOOSE THE ANSWER INSIDE
THE BOX AND WRITE THE ANSWER ON THE
SPACE PROVIDED. (10PTS.)
 IDENTIFICATION FOR HEALTH

YERBA NIYOG-NIYOGAN
PANSIT-PANSITAN LAGUNDI

______1. FOR INSECT BITES, COUHGS AND COLDS.

______2. FOR TREATING ARTHRITIS AND GOUT
______3. FOR THE TREATMENT OF THE SKIN ALLERGIES.
 EXAMPLE FOR ESSAY

ESSAY: EXPLAIN THE QUESTION BREIFLY:

(10PTS.)
THE FOLLOWING ARE THE CRITERIA FOR ESSAY
QUESTION.
- IDEA/CONTENT 3PTS.
- GRAMMAR 1PT.
- NEATNESS 1PT.

1-5. HOW COULD ONE BE PROTECTED FROM QUACKERY?

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6-10. WHY DO SOME PEOPLE PATRONIZE FAKE HEALTH PRODUCTS AND HEALTH SERVICES?
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