UNIT 3, CHAPTER 1

GUIDE QUESTION

1. Why are teachers required of lesson plan/course syllabi and other forms of
instructional plan?
 Lesson planning produces more unified lessons. It gives teachers the opportunity
to think deliberately about their choice of lesson objectives, the types of activities
that will meet these objectives, the sequence of those activities, the materials
needed. The syllabus is a part of the process of planning the course syllabus is
takin to a contract, in that it sets out course requirements and policies regarding
grading, academic integrity, student conduct, attendance, late work, and other
issues.

2. Distinguish among course plan, unit plan, lesson plan. How are they related
to one another?
 The difference between unit plan and lesson plan is that a lesson plan elaborates,
basically, on objectives of a particular lesson and how teaching is planned in a
way to achieve those objectives. A unit plan, on the other hand, covers a wider
area; a unit that can include many lessons. And the course planning refers to
planning courses of instructions. It serves as a guide for the teacher as well as for
the students in creating conductive atmosphere for worthwhile learning and
purposeful activities. Course plan, lesson plan and unit plan both enhance the
standards of specially secondary and tertiary education by pre-planning to meet
lesson and unit objectives.

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3. What are meant by PELCs and PSLCs? What are they?
 The PELCs is Philippine Elementary Learning Competencies, and PSLCs is
Philippine Secondary Learning Competencies. This is the example of yearly
instructional plan for basic education. And PSLCs it is for tertiary level, it is called
as a course syllabus other term for this is the course plan or course study.

4. Outline the parts of a lesson plan including the sub-parts in the procedure or
lesson development.
 First is the objectives sub-parts of this are the primary objectives, ancillary
objectives
 Topic or subject matter
 Materials
 Procedure or lesson development, sub-parts for this are focusing event, teaching
procedure, formative check, and students’ participation.
 Evaluation
 Assignment

5. What are meant by primary and ancillary objectives? Give an example for
each.
 Primary objectives - the main things you want to do.
 Ancillary objectives divide a lesson into segments and highlights the important.

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6. With what does lesson development begin and end?
 We need to visualize our lesson from beginning to end:

 what materials will be needed

 how much time does the lesson take
 is the lesson appropriate for the students' level of comprehension
 are you addressing a variety of learning styles and teaching at more than the basic
level of recall
 are you comfortable with the content - do you know the content well enough to
teach it

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 UNIT 3 CHAPTER 2

GUIDE QUESTIONS

1. What are other names for lesson objectives?

 The lesson or instructional objectives are also called performance objectives. And
they have three synonyms the learner objectives, behavioral objectives and
specific objectives.

2. Why are they preferably called learner’s objectives rather than teacher’s
objectives?
 They preferred called learners objectives because they are not concerned with
what teachers are supposed to do but rather with what students must be able to do
after teaching.

3. Are performance objectives the same as process objectives?

 The performance objectives refers to student mastery of the content such as facts,
concepts, skills, and generalizations. We can say that this is the same with the
process objectives because the process objectives focus on mental skills like
observation, organizing, categorizing, evaluation, drawing inferences and the like.

4. What are enabling objectives? Can they be also called ancillary or secondary
objectives?
 It states the instructor's expectations of student performance at the end of a
specific lesson or unit. And yes they can be also called ancillary or secondary
objectives.
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5. Performance objectives are SMART? Spell out the meaning of the acronym.
 The establishment of all objectives should be created using the S.M.A.R.T.
philosophy. What do we mean by a S.M.A.R.T. objective? S.M.A.R.T. is an
acronym that is used to guide the development of measurable goals. Each
objective should be:
 Specific
 Measurable
 Attainable
 Result-Oriented and reliable
 Time-Oriented and terminal

6. Distinguish among objectives in the cognitive, affective and psychomotor

domains.
Arranged from highest to lowest:
 Evaluation - Requires the formation of judgments and decisions about the
value of methods, ideas, people, and products. Must be able to state the bases
for judgments.
 Synthesis - Requires production of something unique or original. At this level,
one is expected to solve unfamiliar problems in unique way, or combine parts
to form a unique or novel solution.
 Analysis - Identification of logical errors or differentiate among facts,
opinions, assumptions, hypotheses, conclusions. One is expected to draw
relations among ideas and to compare and contrast.

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  Application - Use previously acquired information in a setting other than the
one in which it was learned. Because problems at this level are presented in a
different and applied way, one cannot rely on content or context to solve the
problem.
 Comprehension - Some degree of understanding is required in order to change
the form of communication, translate, restate what has been read or heard, see
connections or relationships among parts of a communication (interpretation),
draw conclusions, see consequences from information (inference).
 Knowledge - Remember or recall information such as facts, terminology,
problem-solving strategies, rules

7. Applying Mager’s model, what are the parts of a performance objective?

Explain each part.
 A performance
The objective must specify “what learners must be able to DO or PERFORM
when they demonstrate mastery of an objective.” So, as we’ve said before, the key
is the learner must do something.
 Conditions
The next thing to do is to state the conditions, if any, in which the learner must
complete the performance.
 Criteria
The third part of a Mager three-part, performance-based learning objective is the
criterion or criteria. Or it: “Having described what you want your students to do,
you can increase the communication power of an objective by telling them HOW
WELL you want them to be able to do it

8. In which type of learning is Marger’s performance objectives most

appropriate?
 For me I think the criterion of success.
 UNIT 3 CHAPTER 3

GUIDE QUESTIONS

1. Why is there no single best method for teaching?


 There is no single best strategy or method because it can be that teaching strategy
may not be best for their school but it may best for the other school. This means
that there are different factors that have to be consider in the choice of teaching
strategy.

2. What are the factors to consider in the choice of a teaching method? Explain
each.
 The instructional objectives. Are the term used to describe the procedures and
the outcomes expected. This is the result of learning. Everything learnt in the
class has its objective to the subject, objective to the Teacher and objectives to the
learner and the school policies.
 The nature of the subject matter. The nature of what is taught determine the
method used. Some of the topic is direct relied to a certain method of teaching.
When subject matter is quite difficult it is necessary that we employ the deductive
method. We might end up more inefficient and ineffective when we proceed
inductively.
 The learners. The learners have different learning speed and also some have
great ability (gifted student) while other learn slowly. The rate of learning
affected the teaching method and teaching aids used. The lecture method and
video demonstration could be well for the gifted students while the slow learned
student needs the great teacher attention on demonstration.
 School policies. Every school has a policy. If they have a cases that even if it is a
strategy that proven for its effectiveness but if the school not allow it for any
reason we don’t need to insist on it.
3. Distinguish between deductive and inductive method.
 A deductive approach involves the learners being given a general rule, which is
then applied to specific language examples and honed through practice exercises.
An inductive approach involves the learners detecting, or noticing, patterns and
working out a 'rule' for themselves before they practice the language.

4. Give the strengths and minuses of both methods.

 Advantage of the deductive method is the coverage of a wider scope of subject
matter, and No bother on the part of the teacher to lead learners to the
formulation of the generalization or rule.
 Disadvantage of the deductive is it is not supportive of the principle that
learning is an active process, and lessons appears uninteresting at first.
 Advantage for inductive methods are the learners are more engaged in the
teaching-learning process, learning becomes more interesting at the outset
because we begin with the experiences of our students, and it helps the
development of our learners’ higher-order-thinking-skills.
 Disadvantage for inductive methods are it require more time and so less subject
matter will be covered, and it demands expert facilitating skills on the part of
the teacher.
5. Between deductive and inductive method, which is more interactive?
 For me I think the inductive method is more interactive.

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 UNIT 3 CHAPTER 4

GUIDE QUESTIONS

1. Distinguish between summative and formative evaluation, criterion

references and norm-reference evaluation.
 Summative evaluation is evaluation that takes place at the end of a unit or
section of instruction while the formative evaluation is takes place during the
lesson during the lesson or projects and tells the evaluator what is happening.
The formative assessment process guides teachers in making decisions about
future instruction, and the criterion of success this is the minimum acceptable
level of performance or standard of performance which we can consider as
level of proficiency. In norm-reference evaluation, we interpret evaluation
results or scores against the scores of others.

2. What is meant by performance assessment? Give examples.

 Performance assessment is more authentic than mere paper-and-pencil test.
This is the practical test in skill. Example laboratory subjects and computer.

3. Between norm-reference and criterion-reference evaluation, which one is the

more appropriate for mastery learning or outcomes-based education model?
 For me the criterion-reference evaluation is more appropriate for mastery
learning.

4. What is one strength of portfolio assessment?

 Involves students in own assessment.
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 UNIT 3 CHAPTER 5

GUIDE QUESTIONS

1. Three main functions of homework are practice, preparation, and

elaboration. Explain each.
 Practice assignments/homework reinforce newly acquired skills.
 Preparation assignments/homework help students get ready for activities that
will occur in the classroom.
2. What are other functions of homework?
 It helps to reinforce what's being taught in the classroom. It enables parents to
actively engage in their child's education.

3. Why should the amount of homework among primary and intermediate

pupils and high school students be different?
 It should be different because of the level of the mind and the time spent.

4. “Good mother is bad mother” What does this means in relation to homework.
 It means that some of the parents are the one who do the homework of the
students, they tolerating their student to become a lazy.
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UNIT 4 CHAPTER 1
GUIDE QUESTOINS

1. What are you expected to do in each of the three phases of lesson

development?
 I’m just expecting that my students are capable of learning and achieving
and to set high expectations.

2. Discuss at least two strategies that can be used in each phase.

 The K-W-L strategy and Sentence completion. The K- stands for the
student know about the topic, W for what they want to know, and L for
what they has learned. And to make use of sentence completion as a
beginning strategy, we simply to come up with incomplete sentences that
fits our purpose for the students to complete.

3. Is a well written plan a guarantee to a well-executed lesson?

 For me, Yes.

4. What are meant by the medial and final summaries? What are their
functions?
 This elements is basically a check for understanding at the midpoint of the
lesson.
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UNIT 5 GUIDE QUESTIONS

1. Are all “what” questions to be avoid?

 Yes, because it indicate with LOTS.

2. Should you encourage asking “directing questions? What are the advantages
or disadvantages of such type of questions? How can they improve?
 Yes, because when we encourage to ask them directing questions this is the way
on how we encourage them to answer in the correct answer. The advantage for
this type of questions some may give honest answer but the other may stop to
attempting to ask more.

3. How should you react if the answer given is a pure guess?

 I would say it depends on the class. If it's correct and you suspect they just
guessed, you could ask them how they arrived at that answer. If not, ask them
what assumptions are they making and why they chose that answer. If it's way
off, you could walk them through the problem and show them reasons why it
couldn't be that. As you do that more and more, they may be less likely to just
blurt out an answer if they think it's going to be challenged.
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