The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.

1. •The Teacher
As the Master
Teacher
Attributes :
 patient
Effective
Efficient To assume:
Confident a. Responsibility to
Firm society
True b. Cultivation of
Dedicated mind, the heart
and the soul of
the youth
c. To love the
beauty
,goodness and
truth

2. The Teacher
“If you plan is for one year…..plant rice; if your
plan is for ten years…. Plant a tree; but if your plan
is for eternity….. Then EDUCATE children.

3. • Pleasing personal appearance
• Sense of humor,cheerfulness, enthusiasm
PERSONAL
QUALITIES • Good physical health and personal hygiene
• Emotional stability, sound mental health and self control
• Superior intelligence
PERSONAL
QUALITIES • Flexibility, creativity, resourcefulness
• Integrity, trustworthiness, honesty, sincerity
• Promptness, efficiency
PERSONAL
QUALITIES • Refinement in words, tact and courtesy, civility
• Pleasant modulated voice
PERSONAL • Sympathy, kindness helpfulness, patience, and diligence
QUALITIES
• Fairness, impartiality, tolerance, patience
PERSONAL • Sociability, friendliness , cooperativeness
QUALITIES
• Positive outlook,encouraging attitude

4. Professional Qualities
• 1. MASTERY OF THE SUBJECT MATTER
Subject
• First essential requisite
matter
Subject
• Thorough grasp of the subject
matter
• Keep abreast and keep up with
Subject
matter
new and updated trends

5. Professional qualities
• 2. UNDERSTANDING THE LEARNER
• Knowledge on the nature of children.
understand
• Know the different levels of
understand intellectual and emotional maturity.
• Genuine concern and sincere love
understand for the children.

6. Professional qualities
• 3. UNDERSTANDING THE PRINCIPLES AND
METHODS OF TEACHING
Principles and
• Know what to teach(Subject matter).
methods
Principles and
• Know how to teach( Method).
methods
• Psychology of learning and how to sustain
Principles and interest and individual differences.
methods

7. Professional qualities
• 4.GENERAL UNDERSTANDING OF OTHER
BRANCHES/FIELD OF KNOWLEDGE
• Know how to relate the
General subject to other subjects.
understanding
• Broad understanding of
General all field of interests.
understanding

8. Professional qualities
• 5. TAKING PRIDE OF TEACHING AS A PROFESSION
• Positive outlook in life
Teaching as
a profession
and good attitude.
• Understand your task
Teaching as
a profession
and responsibility.

9. The Learner
The learner is an embodied spirit. He is a union of a
sentient body and a rational soul. His body
experiences sensations and feels pleasure and
pain. His soul is the principle of spiritual acts, the
source of intellectual abstraction, self reflection,
and free rational volition.
Body and soul exist in mutual dependence. Let us
feed the body as well as his spirit. “ Man does
not live by bread alone”.

10. The Learner
Equipped with cognitive as well as appetitive faculties.
a. cognitive- five senses- able to
see, smell, hear, touch and taste.
b. Imagination- able to form representations of
material objects which are not present to their
senses.
c. Memory- able to retain, recall and recognize past
mental acts.
d. Intellect-can form concept or ideas, and makes
judgment

11. The Learner
Appetitive – are his feelings, emotions and rational
will.
The pain and joy of an object or an activity . It is
indicated through the character of an individual.
Five elements:
1. Ability- it determines their capacity to understand
and assimilate information for their own use and
application.
Categorized into:
a. Physical-fast, average and slow achievers.
b. Mental- superior, above average and below
average.

12. The Learner
2. Aptitude- refers to the student’s innate talent or gift.
A natural capacity to learn certain skills.
3. Interest- refers to attraction or strong appeal for
something. Lessons that give them the chance to
express their deep feelings for objects or actions
will be more meaningful and easily absorbed.
4. Family and Cultural Background- student s who
come from different socioeconomic background
manifest a wide range of behaviour due to
differences in upbringing practices.

13. The Learner
5. Attitudes – students have a unique way of thinking
and reacting.
Positive attitudes are:
a. Curiosity- students are all times eager to learn.
b. Responsibility- they pursue assigned task to
completion despite personal constraints.
Accountable to their actions and decisions.
c. Creativity- being imaginative they can think of new
ways of arriving at solutions to their problems.
They can innovate procedures and techniques.

14. The Learner
d. Persistence- students sustain interest in a
learning activity not mindful of the extra time
and effort being spent.
Basic example to this is:
Gardner’s Multiple Intelligence Theory

15. Intelligence as Disposition
Disposition intelligence Sensitive to:
Verbal linguistic Sounds, meanings,
structures and styles of
language
Logical- Mathematical Patterns, numbers and
numerical data, causes and
effects, objective and
quantitative reasoning
Spatial Intelligence Colors, shapes, visual,
puzzles, symmetry, lines,
images
Bodily -Kenisthetic Touch, movement, physical
self, athleticism
Musical Intelligence Tone, beat, tempo, melody,
pitch, sound

16. The Learning Environment
• It consists of the physical, as well as the
psychological environment, that surrounds the
learner and that influences his/her learning.
• It is the classroom and all the instructional
features and the non-threatening classroom
climate needed in planning and implementing
all teaching and learning activities.

17. The Learning Environment
1. Arrangement of Furniture
The furniture, like the table for demonstrations located in front of the room and the
chairs facing it are neatly arranged with sufficient spaces in- between for ease in
moving around. Display shelves for safekeeping of projects, collections, and
outstanding outwork are located at the sides.
Attached to the wall is a bulletin board and in front is the white board or blackboard
used for discussion and illustrations related to the lessons.
2. Physical Condition of the Classroom
1) it must be clean and orderly
2) one or two frames , create a pleasant and inviting aura.
3) Natural light and flowing fresh air add to their comfort and ease as they tackle
the learning tasks.
4) Free from noise coming from the surroundings, students’ concentration and interest
are easily sustained.
5) The doors and windows could be opened and closed with less difficulty and noise
with light fixtures that could easily be found.

18. The Learning Environment
3. Classroom proceedings
The clear and enthusiastic voice of the teacher that elicits equally eager and keen
responses from the students help create a conducive and beneficial ambiance
for learning.
Supplies and materials must be prepared earlier . A system of distribution and
retrieval must be observed.
Positive mood set by both parties, the teacher and the learner, could keep the
activities lively and flawless.
4. Interactions
Diverse situation may exist in the classroom at any given time. Teachers must be
sensitive to positive and negative interactions and must immediately undertake
an instant revision or adjustment in the methodology when necessary.

19. The Learning Environment
A FACILITATIVE LEARNING ENVIRONMENT
PINE AND HORNE (1990)
It is an environment:
a. which encourages people to be active.
b. which promotes and facilitates the individual’s discovery of the personal
meaning of idea.
c. which emphasizes the uniquely personal and subjective nature of learning, in
which difference is good and desirable.
d. which consistently recognizes people’s right to make mistakes.
e. which tolerates ambiguity.
f. in which evaluation is a cooperative process with emphasis on self- evaluation.
g. which encourages openness of self rather than concealment of self.
h. in which people are encouraged to trust themselves as well as in external
sources.
i. in which people feel they are respected.
j. in which people feel they are accepted.
k. which permits confrontation.
a place therefore where people feel they are respected and accepted for who they
are and for what they say and do is a conducive atmosphere of learning.

20. The Learning Environment
A place
therefore, where people feel they are
respected and accepted for who
they are and for what they say and
do is a conducive atmosphere of
Learning.

21. EFFECTIVE BULLETIN BOARDS
• Don’t be afraid to express yourself when it comes
to your bulletin boards. Spice up your room by
trying a different approach to look.
 Take pictures of the students and school activities
and post them.
 Use wrapping paper, cloth, or lace for the
background.
 Use it as a “message center” for your students.
 Post assignments.

22. EFFECTIVE BULLETIN BOARDS
 Use 3-D items such as cornstalks or toy
spaceships to accent a theme.
 Color,color,color
 Make your own cut-outs using copies from a
book or the computer. You can trace them onto
the bulletin board with the help of an overhead
projector.
 Use twisted brown butcher paper to make a vine-
like border.
 Be creative and have fun!

23. TEACHING PRINCIPLES
• They are guides to make teaching and learning
effective, wholesome and meaningful.
• Webster, says a principle is a comprehensive
law or doctrine which an accepted or
professed rule of action or conduct is derived.
• Latin word princeps- which means the
beginning or the end of all
facts, circumstances or state of affairs.

24. TEACHING PRINCIPLES
It has Five Areas to consider:
1. Respect for individual
2. Democracy, as a way of life
3. Providing suitable condition for the
development and maintenance of a sound
personality
4. Improving group living in the classroom
5. Improving the classroom environment

25. TEACHING PRINCIPLES
Respect for the individual
It explains the respect for self –confidence and
intellectual, and emotional integrity of the
individual.
Expressions such as:
a. Learning by doing
b. Understanding before memorizing.
Have become a principle as well as theory of today.

26. TEACHING PRINCIPLES
Democracy as a way of life.
One of the major goals of education in the Philippines is
to foster, promote and develop democracy as a way of
life.
It implies:
a. Respect for potentialities of individual
b. Obligation of each individual to contribute to the
welfare of the group of which he is a member.
c. Participation in experience which will foster social,
economic, intellectual, and physical growth
d. Right of every individual to make a choice
commensurate with his intellectual capacity and
maturity.

27. TEACHING PRINCIPLES
Providing suitable conditions
It means that school life is of great importance
in determining the present and the future
mental health and strength of personality of
the learner. It includes therefore, the
objectives of education and the learning
materials and various methods being
utilized.

28. TEACHING PRINCIPLES
Improving group living
It means that, a teacher should understand
what group dynamics is all about and what
techniques must be used intelligently for
group leadership.
Lastly , in Improving the Classroom
Environment.
Teacher should see to it that the physical
environment of his classroom will provide a
maximum degree of best condition
conducive to learning.

29. PRINCIPLES OF LEARNING
Learning is an experience which occurs inside
the learner and is activated by the learner.
The process of learning is primarily
controlled by the learner and not by the
teacher.

30. PRINCIPLES OF LEARNING
It is a discovery of the personal meaning and
relevance of ideas.
Students more readily internalize and
implement concepts and ideas which are
relevant to their needs and problems.

31. PRINCIPLES OF LEARNING
Learning (Behavioral Change) is a consequence
of experience.
If experience is the best teacher, then
teacher should make use of experiential
learning

32. PRINCIPLES OF LEARNING
Learning is a cooperative and collaborative
process.
“Two heads are better than one” and
cooperation fosters learning.

33. PRINCIPLES OF LEARNING
Learning is an evolutionary process.
Behavioral change requires time and
patience. Things that are worthwhile in
life take time.

34. PRINCIPLES OF LEARNING
One of the richest resources for learning is the
learner himself.
As a teacher, you must draw these
learners’ ideas, feelings and experiences,
you midwife the birth of ideas.

35. PRINCIPLES OF LEARNING
The process of learning is emotional as well as
intellectual.
People are feeling beings as well as
thinking beings and when their feelings
and thoughts are in harmony learning is
maximized.

36. PRINCIPLES OF LEARNING
The process of problem solving and learning are
highly unique and individual.
As people become more aware of how
they learn and solve problems and
become exposed to alternative models
used by other people.

37. Instructional planning
Commonly known as Lesson planning
- A guarantee of 100% learning and a guide for
teachers in presenting the lessons
systematically.
- A written instructional plan is an antidote to
aimlessness.

38. - Types
a. Yearly instructional plan for Basic Education
1. Philippine Elementary Learning
Competencies (PELCs)
2. Philippine Secondary Learning Competencies
(PSLCs)
3. For tertiary level, it is called as course
syllabus other term for this is the course plan
or course of study.

39. -
- Lesson plan could be done weekly or daily.
Elements of lesson plan
a. Objective
b. Topic or subject matter
c. Materials
d. Procedure or lesson development
e. Evaluation
f. Assignment

40. -
Objectives
It maybe a statement or question in nature.
Like ,”To explain the causes of the thinning
down of the ozone layer.
Maybe converted into, What are the causes of
the thinning down of the ozone layer?

41. 1. COGNITIVE -mind
2. AFFECTIVE –feeling and appreciation
3. PSYCHOMOTOR- action or to do things.

42. objectives can be coined in the acronym
SMART
S- specific
M- measurable
A- attainable
R- result – oriented or reliable
T- time bound and terminal

43. Taxonomy of Educational Objectives
Cognitive domain Affective domain Psychomotor
Start with infinitives
To define, to distinguish, to acquire To separate, to positively respond To distinguish by touching
To identify, to recall, to recognize To commend, to follow To endure, to improve
To interpret, to differentiate To approve, to practice To play the piano
To read, to make, to determine To appreciate, to feel To dance skillfully, to explore
To conclude, to extend To avoid, to resolve To write , to balance
To draw, to explain To balance, to help To strengthen, to reach

44. Levels of cognitive domain
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

45. Levels of affective domain
by: Kratwohl Taxonomy
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization

46. Levels of Psychomotor Domain
1. Observing
2. Imitating
3. Practicing
4. Adapting but Simpson (1972)added another
three from Blooms Domain and these are :
5. Precision
6. Speed
7. Distance and Technique

47. basic parts of lesson plan
a. Objectives
b. Subject matter
c. Materials
d. Procedure or lesson development
e. Evaluation
f. assignment

48. b.topic or subject matter
Main course of the lesson
The center of the discussion
c. Materials
instructional materials and media and
to make the abstract concrete.

49. c. procedure
-It starts with motivation
e.g. prayer
-Then checking of attendance and I.D. plus the
uniform
-Review the past lesson
-Apply a method

50. in a procedure,
Five major elements
a.motivation
b. Teaching procedure( use of pivotal questions
c. Formative check( evaluation or assessment
d. Student participation
e. closure

51. Homework or Assignment
They are the synapse strengtheners
They enforce the retention of concepts.
It will serve as the preparation for the next
lesson.

52. Role of the Teacher In Doing Activities
as Part of the Lesson.
1. Develop a list of study questions that focus on the objectives of
the lesson.
2. Develop the anticipated answers to the question, it is important
that the teacher have a firm idea of what are correct or
incorrect answers.
3. Establish time frame for completing the activity. Students need
to feel a sense of urgency, so don’t give them more time than
you think they will need.
4. Supervise during this activity, NOT A TIME TO GRADE
PAPERS, MAKE PHONE CALLS, PLAN FOR THE NEXT LESSON, OR
LOCATE THE ANSWERS TO THE QUESTIONS IN THIS LESSON.
5. Assist students in locating information, but do not find it for
them
6. Keep students on task and eliminate distractions.
7. Plan for reporting of answers.

53. SELECTION AND USE OF TEACHING
STRATEGIES
1. LEARNING IS AN ACTIVE PROCESS.
It means that we have to actively engage the
learners in learning activities if we want
them to learn what we intend to teach.
As the saying goes:
What I hear, I forget
What I see, I remember.
What I do, I understand

54. SELECTION AND USE OF TEACHING
STRATEGIES
2. THE MORE SENSES THAT ARE INVOLVED IN
LEARNING, THE MORE AND THE BETTER THE
LEARNING.
Humans are intensely visual animals.
Senses of Learning
750%
5.5
4
3 3
sight hearing touch taste smell

55. SELECTION AND USE OF TEACHING
STRATEGIES
3. A NON –THREATENING ATMOSPHERE
ENHANCES LEARNING
It deals with physical and psychological climate
of the classroom
Physical – the board, ventilation, proper lighting
condition, order and tidiness and painting of
the room.
Psychological- is an offshoot of our personality
as a teacher.

56. SELECTION AND USE OF TEACHING
STRATEGIES
4. EMOTIONS HAS THE POWER TO INCREASE
RETENTION AND LEARNING
We tend to remember and learn more those
that strike our hearts! Let us add an
emotional touch to learning.
5. LEARNING IS MEANINGFUL WHEN IT IS
CONNECTED TO STUDENTS’ EVERYDAY LIFE.

57. SELECTION AND USE OF TEACHING
STRATEGIES
6. GOOD TEACHING GOES BEYOND RECALL OF
INFORMATION.
It is to develop creative and critical thinking. It
should reach the levels of
application, analysis, synthesis and
evaluation to hone our students’ thinking
skills.

58. 7. AN INTEGRATED TEACHING APPROACH IS
FAR MORE EFFECTIVE THAN TEACHING
ISOLATED BITS OF INFORMATION.
INTELLIGENCE EXAMPLES OF CLASSROOM
ACTIVITIES
Verbal Linguistic Discussion, debates, journal
writing, conferences, essays, stories, poems, storytellin
g, listening activities, reading
Logical- Mathematical Calculations, experiments, comparisons, number
games, using evidence, formulating and testing
hypothesis deductive and inductive reasoning
Spatial Concept maps, graphs, charts, art projects,
metaphorical thinking, visualization , videos, slides,
visual presentations
Bodily- Kenisthetic Role- playing, dance, athletic activities, manipulative,
hands-on demonstrations concept miming
Musical Playing, music, singing, rapping, whistling, clapping,
analysing sounds and music
Interpersonal Community- involvement projects, discussions,
cooperative learning, team games, peer tutoring,
conferences, social activities, sharing
Intrapersonal Student choice, journal writing, self evaluation,
personal instruction, independent study, discussing
feelings, reflecting
Naturalist Ecological fieldtrips , environmental study, caring for
plants and animals, outdoor work, pattern recognition

59. RESEARCH AND BRAIN- BASED
INSTRUCTIONAL STRATEGIES
concrete
symbolic abstract
Research-
based

60. BRAIN- BASED INSTRUCTIONAL
STRATEGIES
1. Authentic Problem Solving –
Example-comparing the mini polls at school result to national
elections result. In tabulating the result, discuss the reasons for
the differences.
2. Project- based multi-media
example – class will work on the memories of World War II and
produce a song from that era and display a collage of photographs
and other memorabilia.
3. Role plays as Meaning Makers-
Example- A sari-sari store to give elementary pupils experience in
making a budget, stay within the budget and counting change for
bills.
4. Visuals are powerful aids in retention as well as understanding. To
help students organize their thinking, teachers use graphics.

61. BRAIN- BASED INSTRUCTIONAL
STRATEGIES
Examples of Graphics
1. Graphic Organizers for Classification

62. BRAIN- BASED INSTRUCTIONAL
STRATEGIES
2. Descriptive Pattern Organizer
FACT
FACT FACT
TOPIC
FACT FACT

63. BRAIN- BASED INSTRUCTIONAL
STRATEGIES
3. Time Sequence Pattern Organizer
• Date/time
event • Venue
• Date/time
event • Venue
• Date/ time
event • Venue

64. BRAIN- BASED INSTRUCTIONAL
STRATEGIES
4. Episode Pattern Organizer
duration
place
time
cause episode effect
persons person
person
person

65. BRAIN- BASED INSTRUCTIONAL
STRATEGIES
Concept Pattern Organizer example
characteristic
concept
characteristic
characteristic
Example
Example Example
Example
Example

66. CLASSROOM MANAGEMENT
1. Assertive Discipline (Canter 1976) – teaches
students to accept the consequences of their
actions
- More on positive and praises than
punishments.
- Be responsible of the actions you are acted
upon.

67. CLASSROOM MANAGEMENT
2. Theory X and Theory Y (McGregor 1967). Theory X
is Newtonian and Y is post- Newtonian
- X suggests that people will do the minimum
possible amount of work necessary to accomplish
a task.
- Y- suggests that all people want to succeed, but
there are obstacles in their path which inhibit
their progress.. If these obstacles are removed,
then they can succeed as well as anyone else.

68. CLASSROOM MANAGEMENT
3. Control Theory (William Glasser,1984)- called as Reality
Therapy-is a series of steps to help children understand
their choices they are making.
- he suggests that there are four basic needs
a. Love
b. Control
c. Freedom
d. Fun
These are necessary for healthy psychological balance

69. CLASSROOM MANAGEMENT
4. Behaviorism ( Skinner)- molding all children to
conform by use of standard punishments and
rewards.
- The initial condition are individuals and the
equations are those behavioristic techniques
set out to modify the individuals.

70. CLASSROOM MANAGEMENT
5. Transactional Analysis( Harris,1967) studies the
interactions of behavior between teachers and
students. He even suggests three stages of
development called ego-states, Child, Parent, and
Adult.
In order for teachers to be successful in this theory, they
need to remain in the Adult ego and be able to
recognize the ego- state of students around them.
Teachers can recognize the games that students may play in
a child ego- state
And teach students to behave in an Adult ego- state.

71. CLASSROOM MANAGEMENT
6. Ginott Model- concentrates on the
communication between teacher and student.
It concentrates on avoiding criticism and trying
to understand the student’s feelings.
7. Kay Model- students are intrinsically motivated
to behave properly if they are taught how to
do it. Role of the teacher is to teach students
how to monitor themselves.

72. CLASSROOM MANAGEMENT
8. Jones Model- assumption of this model is a
child needs to be controlled and that teachers
can achieve this control through body
language, administration, and parental
support.
According to Edwards,1993, Stopping
Instruction, Staring, Sitting close to the student
are all powerful intimidation techniques which
should stop students from misbehaving.

73. DIFFERENT APPROACHES AND METHODS
Steps to follow:
a. Provide the rationale.
b. Demonstrate the skill.
c. Provide guided practice.
d. Check for understanding and provide
feedback.
e. Provide extended practice and transfer.

74. DIFFERENT APPROACHES AND METHODS
How to do it?
1. Explain the rationale and objectives of the lesson. Inform them of
how long the lesson will take.
2. Provide motivation and draw commitments from them.
3. Conduct the demonstration
4. Assign practice for short periods of time. Continue practice to the
point of over learning for complete mastery.
5. Provide feedback, videotaping of performance, tests or written
comments.
6. Focus on performance evaluation rather than on pencil-and-
paper test. The student should exhibit the skill mastered.

75. DIFFERENT APPROACHES AND METHODS
Example:
a. Deductive method- is a teacher- dominated. It
begins with the abstract rule, generalization,
principle and ends with specific examples and
concrete details.

76. Advantages and disadvantages:
A. Coverage of a wider scope by stating at once the rule
or the principle at the beginning of the class, we
cover more subject matter over a period of time.
- No bother on the part of a teacher to lead the learners
to the formulation of the generalization or rule.
D. It in not supportive of the principle that learning is an
active process. Less involvement on the part of the
learner.
- Lesson appears uninteresting at first. Due to abstract
presentation at start then it will look irrelevant and
uninteresting.

77. b. Inductive method
Is less teacher directed than the deductive
method. It begins with specific
details, concrete data and examples and ends
with an abstract generalization , rule or
principle.

78. Reflect on ………..
1. Socratic,
on which the image is a wise, somewhat crusty
teacher who purposely gets into arguments
with students over the subject matter
through artful questioning.

79. Reflect on ………..
2. )Town –Meeting
on which the teachers whom adapt this style
use a great deal of discussion and play a
moderate role that enables students to work
out answers to problem by themselves.

80. Reflect on ………..
3.Compulsive type
on which the teacher is fussy(choosy), teaches
things over and over, and is concerned with
functional order and structure.

81. Reflect on ………..
4. Boomer
on which the teacher shouts in a strong
voice, “You’re going to learn, there is no
nonsense in the classroom.

82. Reflect on ………..
5. ) Maverick
on which everybody loves the teacher, except
perhaps the principal. She raises difficult
questions and presents ideas that disturb.

83. Reflect on ………..
6. ) Quiet one
on which the teacher is calm, sincere but
definite. The teacher commands both respect
and attention.

84. Reflect on ………..
7. ) Entertainer
on which the teacher is free enough to joke and
laugh with the students.

85. Reflect on ………..
8. Explanatory
on which the teacher is in command of the
subject matter and explains particular subjects
of the lesson.

86. Reflect on ………..
9. Interactive
on which through dialogue and questioning, the
teacher facilitates the development of student
ideas.

87. Reflect on ………..
10. Pragmatic
on which the teacher guides the students’
activities and facilitates self- instruction and
independent learning.

88. Kinds of Test and Evaluation
1.Matching type- matching column A to the
other column.
2. Fill in the Blanks- formulating questions by
writing a statement with a blank portion on it.
3. Multiple choice- it is with a complete
statement and giving three or more choices
below the statement.

89. Kinds of Test and Evaluation
4. Completion form- completing the sentence
by adding phrase or words quite related to fill
in the blanks.
5. enumeration- it is to ask for multiple answers
by putting the numbers depending on the
item being asked.

90. Kinds of Test and Evaluation
6. True or False- it is by giving a statement and
then analyze it if it is true or not based on the
lesson previously discussed.
7.Objective essay- it is to answer the question
verbatim. It means that the answers will be based
on the words and phrases coming from the lesson
and not your own ideas and opinions.

91. Kinds of Test and Evaluation
8. Subjective essay- it could be answered either
by your own opinion or based on the
statement and explanation from the book.
9. Puzzle type- the most artistic and unique kind
of test on which you will consider the
horizontal and vertical items.

92. Evaluation could be written or in verbal way
depending on the strategy applied by the
teacher.
Alternative assessment can be one of the
evaluations.
Ex: Field trips, Thesis defense, exhibits, field
demonstration and inside competitions.