Professional Education

Principles of Teaching

Prepare for the Licensure Examination for Teachers (LET) with our collection of sample questions and online practice problems focused on Professional Education. Test your exam readiness with interactive review materials that simulate the actual LET, helping you strengthen your understanding of key topics like Teaching Profession, Social Dimension of Education, Principles of Teaching, Educational Technology, Curriculum Development, Facilitating Learning, Child and Adolescent Development, Assessment of Student Learning, Developmental Reading, Field Study, and Practice Teaching. Our free practice tests are designed to help aspiring teachers succeed by providing rationale for every question. With these online resources, you can improve your chances of passing the LET and achieving your goal of becoming a licensed teacher.


1) Instead of asking her students to write about their reaction to a story, the teacher asked her students to interpret the story in dance form. What principle of learning is considered?

a) Concepts should be presented in varied and different ways

b) Effort is put forth when tasks are challenging

c) Learning by doing is more effective than just sitting and listening

d) Learning is aided by formulating and asking questions

ANSWER: B
RATIONALE: The principle considered is that effort is put forth when tasks are challenging. Interpreting a story through dance requires creativity and effort, engaging students more deeply than simply writing a reaction. Presenting concepts in varied ways, learning by doing, and formulating questions are all important but secondary in this context.

2) After reading and paraphrasing Robert Frost’s Stopping by the Woods on Snowy Evening, Teacher Marko asked the class to share any insight derived from the poem. In which domain in Bloom’s taxonomy of objectives is the term paraphrase?

a) Analysis

b) Application

c) Comprehension

d) Synthesis

ANSWER: C
RATIONALE: The correct answer is c] Comprehension. Paraphrasing a poem requires understanding and rephrasing the content in one's own words, which falls under the comprehension domain of Bloom's taxonomy. Analysis involves breaking down information, application involves using information in new situations, and synthesis involves combining elements to form a new whole.

3) The School Head wants her teachers to be constructivist in their teaching orientation.

a) I only

b) I and II

c) II only

d) I, II, and III

ANSWER: B
RATIONALE: Constructivism is based on the belief that learners actively construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Assumptions I and II reflect this philosophy. Assumption III, however, implies a more passive reception of knowledge, which is not aligned with constructivist principles. Therefore, the correct answer is "I and II."


4) Which approach is most appropriate for values education subjects?

a) Conflict Story

b) Brainstorming

c) Panel Discussion

d) Simulation

ANSWER: A
RATIONALE: A conflict story approach is effective in values education as it presents moral dilemmas that encourage students to reflect on and discuss their values and beliefs.

5) Of the three aspects of learning, which is not mentioned as needed so that the individual learner in the 21st century can learn how to learn?

a) Ability to think

b) Mathematical skills

c) Memory skills

d) Concentration

ANSWER: C
RATIONALE: This question explores key skills for effective learning in the modern era. It requires understanding of contemporary educational theories and priorities. The correct answer suggests that while memory skills are important, they are not as emphasized in 21st-century learning theories compared to critical thinking, problem-solving, and concentration skills.

6) This refers to the characteristic of a lesson plan where it must have consistency and strong connection from start to finish.

a) Symmetry

b) Coherence

c) Clarity

d) Conciseness

ANSWER: B
RATIONALE: The correct answer is coherence, which ensures that all parts of the lesson plan are logically connected and consistent throughout. Symmetry, clarity, and conciseness are important elements, but they do not specifically address the logical flow from start to finish.

7) What best indicates the effectiveness of classroom activities?

a) The utilization of varied techniques and approaches

b) The laughter and enjoyment of students

c) The application of concepts learned in daily life

d) The variety of instructional materials used

ANSWER: C
RATIONALE: The application of concepts learned in daily life is the best indicator of the effectiveness of classroom activities, as it shows that students are able to transfer and apply their learning outside of the classroom. Therefore, the correct answer is "The application of concepts learned in daily life."


8) From cluster of meaningful learning activities, which does not belong to verbal-linguistic intelligence learning?

a) Ecological field trip

b) Debates

c) Journal writing

d) Reading

ANSWER: A
RATIONALE: This question explores activities associated with different types of intelligence in Gardner's theory. It requires understanding of the characteristics of verbal-linguistic intelligence. The correct answer, ecological field trip, is more aligned with naturalistic intelligence rather than verbal-linguistic, which is better represented by the other options involving language-based activities.

9) Which principle of association states that ideas, memories and experiences are linked when one has frequent experiences with other?

a) Contiguity

b) Similarity

c) Philosophy

d) Contrast

ANSWER: A
RATIONALE: Contiguity is the correct answer because it refers to the principle that ideas and experiences that occur close together in time are often linked in our minds. Similarity, philosophy, and contrast are different types of associations but do not specifically address the frequency of experience.

10) A P.E. Teacher wrote this objective in her lesson plan, "To execute the four fundamental dance steps." When observed by the school principal, she was showing her class how to execute the basic dance steps correctly. Why did the teacher use a demonstration method to implement her objective?

a) It is a chance to show the teacher's expertise.

b) It is easier to imitate a teacher who shows the steps.

c) No student knows how to execute the steps.

d) Class time is limited to ask student to execute.

ANSWER: B
RATIONALE: The teacher used a demonstration method because it is easier for students to imitate steps shown by the teacher. This method is practical and effective for teaching physical activities like dance.

11) Mr. Cruz is tired on his discussion method of teaching, so he tried a new one. The class invited resource persons and after their talks, the class was required to participate. This is called ________.

a) debate

b) symposium

c) round table conference

d) brainstorming

ANSWER: B
RATIONALE: The correct answer is b] symposium. A symposium involves multiple speakers who present on various aspects of a topic, followed by participation or questions from the audience. A debate (option a]) focuses on opposing viewpoints, a round table conference (option c]) is a more informal discussion among all participants, and brainstorming (option d]) is typically an idea-generation session without a panel of speakers.

12) An Earth Science teacher 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) Informative learning

c) Meaningful learning

d) Transfer learning

ANSWER: C
RATIONALE: The teacher used Meaningful Learning, which involves connecting new information to existing knowledge. By using the sun as a frame of reference, she helps students relate the new information about stars to what they already know. Discovery Learning emphasizes learning through exploration, Informative Learning involves the acquisition of knowledge, and Transfer Learning focuses on applying knowledge from one context to another.

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