FACILITATING

LEARNING
1. Bruner’s theory on intellectual development moves from enactive to iconic
and symbolic stages. Applying Bruner’s how should you teach?
A. Begin with the concrete.
B. Begin with the abstract.
C. Be interactive in approach.
D. Do direct instruction.
1. Bruner’s theory on intellectual development moves from enactive to iconic
and symbolic stages. Applying Bruner’s how should you teach?
A. Begin with the concrete.
B. Begin with the abstract.
C. Be interactive in approach.
D. Do direct instruction.
Jerome Bruner (born October 1, 1915)
is an American psychologist who has
made significant contributions to human
cognitive psychology and cognitive
learning theory in educational
psychology, as well as to history and to
the general philosophy of education.
Bruner is currently a senior research
fellow at the New York University School
of Law. He received his B.A. in 1937
from Duke University and his Ph. D. from
Harvard University in 1941.
Teachers can put this idea
to work in their classrooms
by initially focusing on
presenting concrete
examples and
demonstrations, perhaps
using manipulatives, hands-
on tasks, or visual
representations.
2. Which teaching activity is founded in Bandura’s social learning theory?
A. modeling
B. lecturing
C. questioning
D. inductive reasoning
2. Which teaching activity is founded in Bandura’s social learning theory?
A. modeling
B. lecturing
C. questioning
D. inductive reasoning
Albert Bandura is an America
psychologist who has done major
studies in observational learning.
Social Learning Theory was
proposed by him. His theory added a
social element, arguing that people
can learn new information and
behaviors by watching other people
which is known as observational
learning.
According to Bandura, learning
can occur by watching others and
then modeling what they do or say.
This is known as observational
learning. There are specific steps
in the process of modeling that
must be followed if learning is to
be successful. These steps include
attention, retention, reproduction,
and motivation.
3. What is an application of BF Skinner’s operant conditioning theory?
A. use of ICT in the classroom
B. constructivist teaching
C. computer-based self instruction
D. action research
3. What is an application of BF Skinner’s operant conditioning theory?
A. use of ICT in the classroom
B. constructivist teaching
C. computer-based self instruction
D. action research
B.F. Skinner in 1948, joined the
psychology department at Harvard
University where he remained for the
rest of his life. He is famous for his
research on Operant Conditioning and
Negative Reinforcement. Skinner is one
of the first to discover Operant
Behavior.
• Programmed instruction is the name of the technology invented by the
behaviorist, B.F. Skinner to improve teaching.
• It is based on his theory of verbal behavior as a means to accelerate and
increase conventional educational learning.
• This incrementalism was important for Skinner because he believed that
the machines could be used to minimize the number of errors that students
made along the way, maximizing the positive reinforcement that students
received. Materials needed to be broken down into small chunks and
organized in a logical fashion for students to move through. Skinner called
this process “programmed instruction.”
4. A person who has had painful experiences at the dentist’s office may
become fearful at the mere sight of the dentist’s office. Which theory can
explain this?
A. generalization
B. classical conditioning
C. operant conditioning
D. attribution theory
4. A person who has had painful experiences at the dentist’s office may
become fearful at the mere sight of the dentist’s office. Which theory can
explain this?
A. generalization
B. classical conditioning
C. operant conditioning
D. attribution theory
Classical conditioning - is a type of learning that happens unconsciously.
When you learn through classical conditioning, an automatic conditioned
response is paired with a specific stimulus. This creates a behavior.

Operant conditioning - relies on a fairly simple premise: Actions that are

followed by reinforcement will be strengthened and more likely to occur
again in the future. Conversely, actions that result in punishment or
undesirable consequences will be weakened and less likely to occur again
in the future.
Generalization – is the tendency to respond in the same way to different but
similar stimuli. For example, a dog conditioned to salivate to a tone of a
particular pitch and loudness will also salivate with considerable regularity in
response to tones of higher and lower pitch.

Attribution Theory – “deals with how the social perceiver uses information to
arrive at causal explanations for events. It examines what information is
gathered and how it is combined to form a causal judgement.” (Fiske and
Taylor 1991)
5. If a child is bitten by a large, black dog, the child may fear not only that
black dog but also other large dogs. Which conditioning process is
illustrated?
A. discrimination
B. extinction
C. acquisition
D. generalization
5. If a child is bitten by a large, black dog, the child may fear not only that
black dog but also other large dogs. Which conditioning process is
illustrated?
A. discrimination
B. extinction
C. acquisition
D. generalization
6. Rene exhibits fear response to freely roaming dogs but does not show
fear when a dog is on a leash or confined to a pen. Which conditioning
process is illustrated?
A. discrimination
B. extinction
C. generalization
D. acquisition
6. Rene exhibits fear response to freely roaming dogs but does not show
fear when a dog is on a leash or confined to a pen. Which conditioning
process is illustrated?
A. discrimination
B. extinction
C. generalization
D. acquisition
Discrimination – is the ability to perceive and respond to differences among
stimuli. It is considered a more advanced form of learning
than generalization

Extinction - refers to the gradual weakening of a conditioned response that

results in the behavior decreasing or disappearing. In other words, the
conditioned behavior eventually stops.

Acquisition - refers to an early stage of the learning process during which

time a response is first established. At this point in learning, the subject will
begin displaying the behavior when a stimulus is presented, so we can then
say that the behavior has been acquired.
7. Bernadette enjoyed the roller coaster when they went to Enchanted
Kingdom. Just at the sight of the roller coaster, she gets excited. Which
theory explains Bernadette’s behavior?
A. operant conditioning
B. attribution theory
C. Pavlovian conditioning
D. social learning theory
7. Bernadette enjoyed the roller coaster when they went to Enchanted
Kingdom. Just at the sight of the roller coaster, she gets excited. Which
theory explains Bernadette’s behavior?
A. operant conditioning
B. attribution theory
C. Pavlovian conditioning
D. social learning theory
7. Bernadette enjoyed the roller coaster when they went to Enchanted
Kingdom. Just at the sight of the roller coaster, she gets excited. Which
theory explains Bernadette’s behavior?
A. operant conditioning
B. attribution theory Through operant conditioning, an
association is made between a
C. Pavlovian conditioning behavior and a consequence
D. social learning theory (whether negative or positive) for
that behavior.
8. In a treatment of alcoholism, Ramil was made to drink an alcoholic
beverage and then made to ingest a drug that produces nausea. Eventually,
he was nauseated at the sight and smell of alcohol and stopped drinking
alcohol. Which theory explains this?
A. operant conditioning
B. social learning theory
C. associative learning
D. attribution theory
8. In a treatment of alcoholism, Ramil was made to drink an alcoholic
beverage and then made to ingest a drug that produces nausea. Eventually,
he was nauseated at the sight and smell of alcohol and stopped drinking
alcohol. Which theory explains this?
A. operant conditioning
B. social learning theory
C. associative learning
D. attribution theory
9. A mother gives her son his favorite snack every time the boy cleans up
his room. Afterwards, the boy cleans his room every day in anticipation of
the snack. Which theory is illustrated?
A. operant conditioning
B. classical conditioning
C. associative learning
D. Pavlovian conditioning
9. A mother gives her son his favorite snack every time the boy cleans up
his room. Afterwards, the boy cleans his room every day in anticipation of
the snack. Which theory is illustrated?
A. operant conditioning
B. classical conditioning
C. associative learning
D. Pavlovian conditioning
10. Based on Bandura’s social learning theory, whom do children often
imitate? Those who __________.
I. has substantial influence over their lives
II. Belong to their peer group
III. Belong to other races
IV. are successful and admired
A. I and IV
B. II and IV
C. I and II
D. IV only
10. Based on Bandura’s social learning theory, whom do children often
imitate? Those who __________.
I. has substantial influence over their lives
II. Belong to their peer group
III. Belong to other races
IV. are successful and admired
A. I and IV
B. II and IV
C. I and II
D. IV only
11. If you have to develop in the students a correct sense of right and
wrong, with which should you be concerned according to Freud?
A. Super-ego
B. Ego
C. Id
D. Super-ego and ego
11. If you have to develop in the students a correct sense of right and
wrong, with which should you be concerned according to Freud?
A. Super-ego
B. Ego
C. Id
D. Super-ego and ego
Id - operates based on the pleasure principle, which demands immediate
gratification of needs.

Ego – is responsible for sorting out what is real. It helps us make sense of
our thoughts and the world around us. It is also the component of our
personality we are aware of the most.

Superego - The primary action of the superego is to suppress entirely any

urges or desires of the id that are considered wrong or socially
unacceptable. It also tries to force the ego to act morally rather than
realistically.
12. If a student is encourage to develop himself to the fullest and must
satisfy his hierarchy of needs, the highest need to satisfy according to
Maslow is ________.
A. belongingness
B. safety needs
C. psychological needs
D. self-actualization
12. If a student is encourage to develop himself to the fullest and must
satisfy his hierarchy of needs, the highest need to satisfy according to
Maslow is ________.
A. belongingness
B. safety needs
C. psychological needs
D. self-actualization
Maslow’s Hierarchy of Needs
Self-actualization – is the highest
level or stage. According to the
hierarchy of needs, self-actualization
represents the highest-order
motivations, which drive us to realize
our true potential and achieve our
'ideal self'.
13. Which is/are the basic assumption/s of behaviorist?
I. The mind of a newborn child is a blank slate.
II. All behaviors are determined by environmental events.
III. The child has a certain degree of freedom not to allow himself to be
shaped by his environment.
A. III only
B. I and II
C. I and III
D. II only
13. Which is/are the basic assumption/s of behaviorist?
I. The mind of a newborn child is a blank slate.
II. All behaviors are determined by environmental events.
III. The child has a certain degree of freedom not to allow himself to be
shaped by his environment.
A. III only
B. I and II
C. I and III
D. II only
13. Which is/are the basic assumption/s of behaviorist?
I. The mind of a newborn child is a blank slate.
II. All behaviors are determined by environmental events.
III. The child has a certain degree of freedom not to allow himself to be
shaped by his environment.
A. III only
B. I and II
C. I and III • Blank slate theory argues that we are born without any
thoughts or opinions already developed.
D. II only • Education, environment, and experiences – which are
external, as well as material and/or immaterial – shape the
child’s process of development. This leaves a lasting effect
on who they become.
14. Which does Noam Chomsky assert about language learning for
children?
I. Young children learn and apply grammatical rules and vocabulary as they
are exposed to them.
II. Begin formal teaching of grammatical rules to children as early as
possible.
III. Do not require initial formal language teaching for children.
A. II only
B. I only
C. I and II
D. I and III
14. Which does Noam Chomsky assert about language learning for
children?
I. Young children learn and apply grammatical rules and vocabulary as they
are exposed to them.
II. Begin formal teaching of grammatical rules to children as early as
possible.
III. Do not require initial formal language teaching for children.
A. II only
B. I only
C. I and II
D. I and III
• Noam Chomsky’s theory of universal grammar says that we’re all born with
an innate understanding of the way language works.
• Chomsky based his theory on the idea that all languages contain similar
structures and rules (a universal grammar), and the fact that children
everywhere acquire language the same way, and without much effort,
seems to indicate that we’re born wired with the basics already present in
our brains.

• Referencehttps://www.healthline.com/health/childrens-health/chomsky-
theory#bottom-line
15. What does Gagne’s hierarchical theory propose for effective instruction?
A. sequence instruction
B. reward good behavior
C. Be concerned with the socio-emotional climate in the classroom.
D. teach beginning with concrete
15. What does Gagne’s hierarchical theory propose for effective instruction?
A. sequence instruction
B. reward good behavior
C. Be concerned with the socio-emotional climate in the classroom.
D. teach beginning with concrete
• Gagne suggests that learning tasks for intellectual skills can be organized
in a hierarchy according to complexity: stimulus recognition, response
generation, procedure following, use of terminology, discriminations,
concept formation, rule application, and problem solving. The primary
significance of the hierarchy is to identify prerequisites that should be
completed to facilitate learning at each level. Prerequisites are identified
by doing a task analysis of a learning/training task. Learning hierarchies
provide a basis for the sequencing of instruction.
The following illustrates a teaching sequence corresponding to the nine instructional events for the
objective, Recognize an equilateral triangle:

• Gain attention – show variety of computer generated triangles

• Identify objective – pose question: “What is an equilateral triangle?”
• Recall prior learning – review definitions of triangles
• Present stimulus – give definition of equilateral triangle
• Guide learning- show example of how to create equilateral
• Elicit per formance – ask students to create 5 different examples
• Provide feedback – check all examples as correct/incorrect
• Assess performance- provide scores and remediation
• Enhance retention/transfer – show pictures of objects and ask students to identify equilaterals

Reference:https://www.instructionaldesign.org/theories/conditions-
learning/#:~:text=Gagne%20suggests%20that%20learning%20tasks,rule%20application%2C%20an
d%20problem%20solving.
Read the text below and answer #16 - #17.
SITUATION
Mrs. dela Cruz developed a lesson on the concept of fraction as follows:
First, she presented one whole pizza then asked a pupil to cut it into two.
She called one part of the pizza ½ and the two parts 2/2. Then she wrote ½
and 2/2 on the board. She proceeded to ask another pupil to divide the half
parts of the cake into two again, and then wrote ¼, 2/4 and ¾. Then she
went back to the fractions she wrote on the board. She asked her pupils for
the meaning of ½, 1/3, ¼, 2/4.
16. Which part of the lesson is the symbolic stage?
A. Dividing the pizza further into two
B. Using the model of fractions
C. Writing the fractions ½, ¼, 1/3, 2/4 on the board
D. Dividing the pizza further into four
16. Which part of the lesson is the symbolic stage?
A. Dividing the pizza further into two
B. Using the model of fractions
C. Writing the fractions ½, ¼, 1/3, 2/4 on the board
D. Dividing the pizza further into four

She made it sure that her students would understand

the lesson by simply writing the correct fractions as
being discussed in the class aside from citing other
examples to explain it further.
17. Does the development of the lesson on fraction conform to the bottom-
up arrangement of the learning experiences in Edgar Dale’s Cone of
experience?
A. Yes
B. cannot be determined
C. No
D. Up to the second phase of the lesson only
17. Does the development of the lesson on fraction conform to the bottom-
up arrangement of the learning experiences in Edgar Dale’s Cone of
experience?
A. Yes
B. cannot be determined
C. No
D. Up to the second phase of the lesson only
18. Would it be easier to understand and retain the concept of fractions if
Mrs. dela Cruz began the lesson on fractions with the meaning of ½, 1/3, ¼,
etc.?
A. No, for better learning the teacher proceeds from the concrete to the
abstract.
B. Yes provided the teacher proceeds to the concrete.
C. Yes provided the teacher includes a concrete application of the abstract.
D. It depends on the teaching skills of the teacher.
18. Would it be easier to understand and retain the concept of fractions if
Mrs. dela Cruz began the lesson on fractions with the meaning of ½, 1/3, ¼,
etc.?
A. No, for better learning the teacher proceeds from the concrete to the
abstract.
B. Yes provided the teacher proceeds to the concrete.
C. Yes provided the teacher includes a concrete application of the abstract.
D. It depends on the teaching skills of the teacher.
The purpose of teaching through a concrete to abstract sequence of instruction is to ensure students
develop a tangible understanding of the math concepts/skills they learn. When students are
supported to first develop a concrete level of understanding for any mathematics concept/skill, they
can use this foundation to later link their conceptual understanding to abstract mathematics learning
activities. Having students represent their concrete understandings (representational) by drawing
simple pictures that replicate or mimic their use of concrete materials provide students a supported
process for transferring their concrete understandings to the abstract level. Moreover, teaching
students how to draw solutions to problem solving situations provides an excellent strategy for
problem solving in the future

Reference: The University of Kansas retrieved from:

http://www.specialconnections.ku.edu/?q=instruction/mathematics/teacher_tools/concrete_to_repres
entational_to_abstract_instruction#:~:text=The%20purpose%20of%20teaching%20through,math%2
0concepts%2Fskills%20they%20learn.&text=Students%20are%20provided%20many%20opportuniti
es,Representational.
Read the following and answer 19 – 20.
SITUATION
After reading and paraphrasing Robert Frost’s Stopping by the Woods on a
Snowy Evening, Mr. Marquez asked the class to share any insight derived
from the poem.
19. On which assumption about the learner is M. Marquez’s act of asking
the class to share their insight based?
A. Learners are producers of knowledge not only passive recipients of
information.
B. Learners are meant to interact with one another.
C. Learners are like empty receptacles waiting to be filled up.
D. Learners have multiple intelligences and varied learning styles.
19. On which assumption about the learner is M. Marquez’s act of asking
the class to share their insight based?
A. Learners are producers of knowledge not only passive recipients of
information.
B. Learners are meant to interact with one another.
C. Learners are like empty receptacles waiting to be filled up.
D. Learners have multiple intelligences and varied learning styles.
 Constructivism is the theory that says learners construct knowledge
rather than just passively take in information. As people experience the
world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-existing
knowledge.
20. The class was asked to share their insights about the poem. The ability
to come up with an insight stems from the ability to ___________.
A. comprehend the subject that is being studied
B. analyze the parts of a whole
C. evaluate the worthiness of a thing
D. relates and organizes things and ideas
20. The class was asked to share their insights about the poem. The ability
to come up with an insight stems from the ability to ___________.
A. comprehend the subject that is being studied
B. analyze the parts of a whole
C. evaluate the worthiness of a thing
D. relates and organizes things and ideas
21. Visual imaginary helps people store information in their memory more
effectively. Which is one teaching implication of this principle?
A. You will not object your students daydream in class.
B. Instruct students to take notes while you lecture.
C. Encourage your students to imagine the characters and situation when
reading a story.
D. Tell them to read more illustrated comics.
21. Visual imaginary helps people store information in their memory more
effectively. Which is one teaching implication of this principle?
A. You will not object your students daydream in class.
B. Instruct students to take notes while you lecture.
C. Encourage your students to imagine the characters and situation when
reading a story.
D. Tell them to read more illustrated comics.
HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
22. It is sound to encourage students to define terms in their own words
because ___________.
A. defining the terms in their own words helps them memorize the definition
faster
B. students remember information better when they mentally process it in
some way
C. this is one opportunity to brush up with their English
D. they ought to connect the terms that they learn with other terms
22. It is sound to encourage students to define terms in their own words
because ___________.
A. defining the terms in their own words helps them memorize the definition
faster
B. students remember information better when they mentally process it in
some way
C. this is one opportunity to brush up with their English
D. they ought to connect the terms that they learn with other terms
Every child has different learning preferences. Among the different
ways of learning, some prefer to learn by hearing, some by seeing,
others by doing, some by reading and others by asking questions. One
thing all students have in common is that they all learn best when they
can incorporate items and topics that interest them into their studies,
for example, building blocks, music, fashion, airplanes, etc.
23. Teacher Z always checks on entry knowledge and skills before she
proceeds to her new lesson. On which principle is teacher Z’s practice
grounded?
A. Effective teaching proceeds from the concrete to the abstract.
B. Attention is essential for learning.
C. Learning increases when the lesson is relevant.
D. New learning builds on previous learning.
23. Teacher Z always checks on entry knowledge and skills before she
proceeds to her new lesson. On which principle is teacher Z’s practice
grounded?
A. Effective teaching proceeds from the concrete to the abstract.
B. Attention is essential for learning.
C. Learning increases when the lesson is relevant.
D. New learning builds on previous learning.

Research on cognition has shown that successful learning involves linking

new knowledge to what is already known. These links can take different
forms, such as adding to, modifying, or reorganizing knowledge or skills.
24. Which is a classroom application of this principle: “Students learn more
effectively when they elaborate on new information.” Ask your students to
_________.
A. writes the principle five times
B. commits the principle to memory
C. analyze the principle from different points of view
D. print the principle in bigger letters then put it in a place where they can
read it time and again.
24. Which is a classroom application of this principle: “Students learn more
effectively when they elaborate on new information.” Ask your students to
_________.
A. writes the principle five times
B. commits the principle to memory
C. analyze the principle from different points of view
D. print the principle in bigger letters then put it in a place where they can
read it time and again.

Analyzing differing viewpoints is a way to teach students how to harness flexibility in

their thinking. Harnessing flexible thinking will enable students to adapt when
confronted with change, generate solutions to problems, and adjust to the unexpected.
25. What is an application of Vygotsky’s idea of scaffolding?
A. Give the learner a task that challenges her ability.
B. From the start leave the learner to herself because she has the power for
self-learning.
C. Don’t spoil the learner by doing what she ought to do.
D. Give the learner the necessary assistance until she can be on her own.
25. What is an application of Vygotsky’s idea of scaffolding?
A. Give the learner a task that challenges her ability.
B. From the start leave the learner to herself because she has the power for
self-learning.
C. Don’t spoil the learner by doing what she ought to do.
D. Give the learner the necessary assistance until she can be on her own.
• Lev Vygotsky was born in Russia in
1896.
• He died at the young age of 37 from
tuberculosis.
• Due to his early death, most of his
theories were left undeveloped,
although some of his writing being
translated from Russian.
• His work in the last 10 years of his life
has become the foundation of much
research and theory in cognitive
development.
 To help learners achieve independence, Vygotsky outlined
scaffolding as a tool for growth. Learners complete small, manageable
steps in order to reach the goal. Working in collaboration with a skilled
instructor or more knowledgeable peers help students make connections
between concepts.
26. Which is a classroom application of the theory on operant conditioning?
A. Reinforce a good behavior to increase the likelihood that the learner will
repeat the response.
B. Create a classroom atmosphere that elicits relaxation.
C. Helps the students see the connectedness of facts, concepts and
principles.
D. Make students learn by operating manipulative.
26. Which is a classroom application of the theory on operant conditioning?
A. Reinforce a good behavior to increase the likelihood that the learner will
repeat the response.
B. Create a classroom atmosphere that elicits relaxation.
C. Helps the students see the connectedness of facts, concepts and
principles.
D. Make students learn by operating manipulative.
27. Which is an underlying assumption of the social cognitive theory?
People _______.
A. are social by nature
B. learn by observing others
C. learn by trial-and-error
D. learn by association
27. Which is an underlying assumption of the social cognitive theory?
People _______.
A. are social by nature
B. learn by observing others
C. learn by trial-and-error
D. learn by association
Bandura's social learning theory emphasizes the importance of observing
and modeling the behaviors, attitudes, and emotional reactions of others.
This theory supposes that most human behavior is learned observationally
through modeling. Social learning theory explains human behavior in terms
of continuous reciprocal interaction between cognitive, behavioral, and
environmental influences.
28. Based on Bandura’s theory, which conditions must be present for a
student to learn from a model?
I. Attention III. Motor reproduction
II. Retention IV. Motivation

A. I, II, III, and IV

B. III and IV
C. I and II
D. I, II and III
28. Based on Bandura’s theory, which conditions must be present for a
student to learn from a model?
I. Attention III. Motor reproduction
II. Retention IV. Motivation

A. I, II, III, and IV

B. III and IV
C. I and II
D. I, II and III
 American psychologist Albert Bandura stressed that individuals may
simply learn from the behavior rather than imitate it. Observational learning
is a major component of Bandura’s social learning theory.

• Attention - If an organism is going to learn anything from a model, he or

she must be paying attention to it and the behavior it exhibits. Bandura and
others have shown that humans pay more attention to models that are
attractive, similar to them, or prestigious and are rewarded for their
behaviors.
• Retention - being able to remember the behavior that was witnessed. If the
human or animal does not remember the behavior, there is a less than
probable chance that they will imitate it. We learn by internalizing
information in our memories. We recall that information later when we are
required to respond to a situation that is similar the situation within which
we first learned the information.
• Motor Reproduction - This requisite of behavior concerns the physical and
mental ability of the individual to copy the behavior he or she observed.
For instance, a young child may observe a college basketball player dunk
a ball. Later, when the child has a basketball, he or she may attempt to
dunk a ball just like the college player.
• Motivation - We need to be motivated to do anything. Often that motivation
originates from our observation of someone else being rewarded or
punished for something they have done or said. This usually motivates us
later to do, or avoid doing, the same thing.
29. Teacher R, as science teacher makes sure all eyes are on her as she
demonstrates the proper behavior for lighting a Bunsen burner. Whose
theory supports teacher R’s practice?
A. Vygotsky’s
B. Glasser’s
C. Piaget’s
D. Bandura’s
29. Teacher R, as science teacher makes sure all eyes are on her as she
demonstrates the proper behavior for lighting a Bunsen burner. Whose
theory supports teacher R’s practice?
A. Vygotsky’s
B. Glasser’s
C. Piaget’s
D. Bandura’s
29. Teacher R, as science teacher makes sure all eyes are on her as she
demonstrates the proper behavior for lighting a Bunsen burner. Whose
theory supports teacher R’s practice?
A. Vygotsky’s
B. Glasser’s
C. Piaget’s
D. Bandura’s
The social learning theory of Bandura emphasizes the
importance of observing and modeling the behaviors,
attitudes, and emotional reactions of others.
30. Teacher D claims: “If I have to give reinforcement, it has to be given
immediately after the response.” Which theory supports Teacher D?
A. operant conditioning theory
B. social-cognitive theory
C. cognitive theory
D. humanist theory
30. Teacher D claims: “If I have to give reinforcement, it has to be given
immediately after the response.” Which theory supports Teacher D?
A. operant conditioning theory
B. social-cognitive theory Positive reinforcement strengthens a
C. cognitive theory response by presenting something
pleasant after the
D. humanist theory response, and Negative
reinforcement strengthens a response
by reducing or removing something
unpleasant.
31. One learns Math by building on Math lessons previously learned. This is
an application of the ______ theory.
A. physiological
B. constructivist
C. S-R
D. humanist
31. One learns Math by building on Math lessons previously learned. This is
an application of the ______ theory.
A. physiological
B. constructivist
C. S-R Constructivism is based on the idea that people
actively construct or make their own knowledge,
D. humanist
and that reality is determined by your
experiences as a learner. Basically, learners
use their previous knowledge as a foundation
and build on it with new things that they learn.
Read the following and answer the question.
Teacher F teaches a multigrade class in a very remote barrio. Most of
the children hike one and half an hours to school every day. By the time they
reach the school, they are exhausted, hungry and sleepy. As a result, most
children were not learning. She presented her problem in a meeting with
parents attended only by a few and gave suggestions on what school and
community can do. In the meeting it was agreed that parents to take turn to
cook camote, bananas, cassava or what have they for the children’s snacks.
The health worker was asked to do Operation Timbang for the children.
Those underweight were beneficiaries of supplementary feeding program
funded by the barangay.
32. Which theory backs up Teacher F’s suggestions on feeding program and
parents’ giving snacks?
A. Piaget’s cognitive development theory
B. Bruner’s theory
C. Maslow’s hierarchy needs
D. Glasser’s control theory
32. Which theory backs up Teacher F’s suggestions on feeding program and
parents’ giving snacks?
A. Piaget’s cognitive development theory
B. Bruner’s theory
C. Maslow’s hierarchy needs
D. Glasser’s control theory
Maslow’s Hierarchy of Needs

If these needs are not satisfied, the

human body cannot function
optimally. Maslow considered
physiological needs the most
important as all the other needs
become secondary until these needs
are met.
33. Recent researchers reveal limitations of behaviorists’ views but they
continue to influence education. Which of these demonstrate/s the influence
of behaviorist theories over effective learning?
A. blended learning
B. problem solving, HOTs
C. journal writing
D. programmed instruction
33. Recent researchers reveal limitations of behaviorists’ views but they
continue to influence education. Which of these demonstrate/s the influence
of behaviorist theories over effective learning?
A. blended learning
B. problem solving, HOTs
C. journal writing
D. programmed instruction
Programmed instruction is based on Skinner's "operant conditioning", a behaviorist theory stating
that learning is change in behavior, i.e. the individual's response to events (stimuli). Behavior can
be conditioned by rewarding the right stimulus-response patterns. It is also a method of
presenting new subject matters to students in a graded sequence of controlled steps. Students
work through the programmed material by themselves at their own speed and after each step test
their comprehension by answering an examination question or filling in a diagram.

from:http://edutechwiki.unige.ch/en/Programmed_instruction#:~:text=Programmed%20instruction%20is%20based%20on,the%20right%20stimulus%2Dresponse%20patterns .
34. “Learning has taken place when a strong bond between stimulus and
response is formed.” This is based on the theory of __________.
A. constructivism
B. categorization
C. predisposition
D. Connectionism
34. “Learning has taken place when a strong bond between stimulus and
response is formed.” This is based on the theory of __________.
A. constructivism
B. categorization
C. predisposition
D. Connectionism
Edward Thorndike was the psychologist who first proposed that
connectionism is key to learning. He said that learning is about responding
to stimuli.
Connectionism is closely related to the word 'connect,' which is just what
happens in this theory. The stimulus and its response are connected in a
person's mind, like associating chocolate cake with drooling. This
connection between stimulus and response is called a stimulus-response
bond, or an S-R bond. The stronger the S-R bond, the better a person has
learned the lesson.
35. According to Ausubel, one of the ways to strengthen the students’
cognitive structure is by using an instructional tool called _________.
A. cross-referencing
B. spiral approach
C. advance organizer
D. narrative
35. According to Ausubel, one of the ways to strengthen the students’
cognitive structure is by using an instructional tool called _________.
A. cross-referencing
B. spiral approach
C. advance organizer
D. narrative
An advance organizer is relevant introductory materials presented in advance
in any format of text, graphics, or hypermedia. Instructors may use an
advance organizer to present a framework for module content
Ausubel’s idea of an “advance organizer” is to relate what a student already
knows to the new content to be learned and thus increase retention. Advance
organizers should be at a higher level of abstraction, generality, and
inclusiveness than the content to be presented. ( Ausubel 1968)

• Reference: Teaching Online Pedagogical Repository

Retrieve from:https://topr.online.ucf.edu/advance-
organizer/#:~:text=Ausubel's%20idea%20of%20an%20%E2%8
0%9Cadvance,the%20content%20to%20be%20presented.
36. Thorndike’s law of effects states that a connection between stimulus and
response is strengthen when the consequence is ___________.
A. repeated
B. negative
C. pleasurable
D. positive
36. Thorndike’s law of effects states that a connection between stimulus and
response is strengthen when the consequence is ___________.
A. repeated
B. negative
C. pleasurable
D. positive
According to the Law of Effect, if a
response results in a satisfying state
of affairs, the S-R connection is
strengthened.
37. Watson applied classified conditioning in his experiments and results
showed that behavior is learned through stimulus-response associations,
specifically the development of emotional responses to certain stimuli. This
helps us in ___________.
A. interpreting reflexes as emotions
B. understanding fears, phobias and love
C. connecting observable behavior to stimulus
D. understanding the role of overt behavior
37. Watson applied classified conditioning in his experiments and results
showed that behavior is learned through stimulus-response associations,
specifically the development of emotional responses to certain stimuli. This
helps us in ___________.
A. interpreting reflexes as emotions
B. understanding fears, phobias and love
C. connecting observable behavior to stimulus
D. understanding the role of overt behavior
• The Little Albert Experiment was a famous psychology experiment
conducted by behaviorist John B. Watson and graduate student Rosalie
Rayner.
•  Previously, Russian physiologist Ivan Pavlov had conducted experiments
demonstrating the conditioning process in dogs. Watson took Pavlov's
research a step further by showing that emotional reactions could be
classically conditioned in people.
• John B. Watson and Rosaile Rayner conducted an experiment in 1920
called the Little Albert Experiment. The experiment involved a 9-month old
baby, and the whole purpose of the experiment was to induce fear in little
Albert.
• Conditioned Emotional Response works in the same theory as the
Classical Conditioning learning method. Its response can be referred as
learned emotional reaction or response to certain conditioned stimulus.
38. Skinner is known for his theory based upon the notion that learning is a
result of change in overt behavior, meaning, an individual responds to
events that occur in the environment. This theory came to be known as
__________.
A. connectionism
B. stimulus-response association
C. classical conditioning
D. operant conditioning
38. Skinner is known for his theory based upon the notion that learning is a
result of change in overt behavior, meaning, an individual responds to
events that occur in the environment. This theory came to be known as
__________.
A. connectionism
B. stimulus-response association
C. classical conditioning
D. operant conditioning
Changes in behavior are determined by the
way an individual responds to events
(stimuli) in the environment.
39. The leading proponent of social learning theory is Bandura. He believes
that _________.
A. behavior can influence both the environment and the person
B. learning stays with the individuals until needed
C. reinforcement influences cognitive processes
D. people learn from one another such as by modeling
39. The leading proponent of social learning theory is Bandura. He believes
that _________.
A. behavior can influence both the environment and the person
B. learning stays with the individuals until needed
C. reinforcement influences cognitive processes
D. people learn from one another such as by modeling

Bandura goes on to explain that "Fortunately, most human behavior is learned

observationally through modeling: from observing others one forms an idea of how
new behaviors are performed, and on later occasions, this coded information
serves as a guide for action."
40. Miss Reyes observed that one of her students excels in activities
requiring strength, speed, flexibility, and balance and hand-eye coordination.
According to Howard Gardner, such natural intelligence can be
identified as __________.
A. bodily-kinesthetic
B. verbal-logical
C. interpersonal
D. verbal-linguistic
40. Miss Reyes observed that one of her students excels in activities
requiring strength, speed, flexibility, and balance and hand-eye coordination.
According to Howard Gardner, such natural intelligence can be
identified as __________.
A. bodily-kinesthetic
B. verbal-logical
C. interpersonal
D. verbal-linguistic
Bodily-kinesthetic - is one of eight types of learning styles defined in Howard
Gardner's theory of Multiple Intelligences. Bodily kinesthetic learning style or
intelligence refers to a person's ability to process information physically
through hand and body movement, control, and expression. It is also known
as the physical learning style or tactile-kinesthetic learning style.
Verbal - People who are strong in linguistic-verbal intelligence are able to
use words well, both when writing and speaking. These individuals are
typically very good at writing stories, memorizing information, and reading.

Logical - People who are strong in logical-mathematical intelligence are

good at reasoning, recognizing patterns, and logically analyzing problems.
These individuals tend to think conceptually about numbers, relationships,
and patterns.
Interpersonal - Those who have strong interpersonal intelligence are good at
understanding and interacting with other people. These individuals are
skilled at assessing the emotions, motivations, desires, and intentions of
those around them.
41. Learning styles refer to the preferred way individual processes
information. Classify a student who learns best through verbal lectures,
discussions, talking things through and listening to what others have to say.
He/she is a/an ___________.
A. visual learner
B. auditory learner
C. analytic
D. global
41. Learning styles refer to the preferred way individual processes
information. Classify a student who learns best through verbal lectures,
discussions, talking things through and listening to what others have to say.
He/she is a/an ___________.
A. visual learner
B. auditory learner
C. analytic
D. global
Auditory Learner - you learn by hearing and listening. You understand and
remember things you have heard. You store information by the way it
sounds, and you have an easier time understanding spoken instructions
than written ones. You often learn by reading out loud because you have to
hear it or speak it in order to know it.
Visual Learners - Learners who gravitate toward visual learning appreciate
seeing things in order to help them learn, rather than hearing or
experiencing them. Understanding learners who prefer to be taught visually
is important for teachers who want to create lesson plans that help all their
students.

Analytical learners - are primarily interested in acquiring new and accurate

facts that lead to their understanding of concepts and processes. They learn
by thinking through their experiences, judging the accuracy of what they
encounter, and examining details.
Global learners - develop strong self-evaluation and self-criticism, are open
to the widest range of ideas and concepts, and distinguish bias from truth. A
global learner also draws on knowledge from sources outside of their
country, and interprets it without country or regional bias.
42. Which intelligence is described as the ability to seek connections
involving one’s place in the family, school, community and “role in the
world.” They ask “why are we here?” this intelligence is termed
____________.
A. naturalist
B. linguistic
C. intrapersonal
D. existentialist
42. Which intelligence is described as the ability to seek connections
involving one’s place in the family, school, community and “role in the
world.” They ask “why are we here?” this intelligence is termed
____________.
A. naturalist
B. linguistic
C. intrapersonal
D. existentialist
is the ability to use intuition, thought and
meta-cognition to ask (and answer) deep
questions about human existence.
43. Erikson was influenced by Sigmund Freud and came up with a theory
which serves as a basis for analyzing personality and development to help
facilitate the teacher’s understanding of various environmental factors that
affect own behavior and those of his/her students’, as well. This theory came
to be known as _________.
A. emotional development
B. moral
C. personality development
D. psycho-social
43. Erikson was influenced by Sigmund Freud and came up with a theory
which serves as a basis for analyzing personality and development to help
facilitate the teacher’s understanding of various environmental factors that
affect own behavior and those of his/her students’, as well. This theory came
to be known as _________.
A. emotional development
B. moral
C. personality development
D. psycho-social
Erikson maintained that
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 which could
have a positive or negative
outcome for personality
development.
44. The theme Vygotsky’s socio-cultural theory emphasizes the role of
appropriate assistance given by the teacher to accomplish a task. Such help
enables the child to move from the zone of actual development to a zone of
proximal development. Such assistance is termed ___________.
A. competency technique
B. scaffolding
C. active participation
D. collaboration
44. The theme Vygotsky’s socio-cultural theory emphasizes the role of
appropriate assistance given by the teacher to accomplish a task. Such help
enables the child to move from the zone of actual development to a zone of
proximal development. Such assistance is termed ___________.
A. competency technique
B. scaffolding
Scaffolding is an instructional technique in which a
C. active participation teacher provides individualized support by
D. collaboration incrementally improving a learner’s ability to build
on prior knowledge.
45. From the point of view of Bronfenbrenner’s ecological system theory,
how would one explain why being born to a poor family makes a person
work harder?
A. The macro system affects an individual’s behavior.
B. Culture determines a person’s behavior.
C. A person’s highest need is self-actualization
D. Eros or life instincts help the individual to survive.
45. From the point of view of Bronfenbrenner’s ecological system theory,
how would one explain why being born to a poor family makes a person
work harder?
A. The macro system affects an individual’s behavior.
B. Culture determines a person’s behavior.
C. A person’s highest need is self-actualization
D. Eros or life instincts help the individual to survive.
Bronfenbrenner's Ecological
Systems Theory views child
development as a complex
system of relationships
affected by multiple levels of
the surrounding environment,
from immediate settings of
family and school to broad
cultural values, laws, and
customs.
• The macrosystem is a component of Bronfenbrenner's ecological
systems theory that focuses on how cultural elements affect a child's
development, such as socioeconomic status, wealth, poverty, and
ethnicity. Thus, culture that individuals are immersed within may
influence their beliefs and perceptions about events that transpire in life.
or example, a child living in a third world country would experience a
different development than a child living in a wealthier country.

• Reference: Simply Psychology retrieved

from:https://www.simplypsychology.org/Bronfenbrenner.html
46. The process of problem solving and learning is highly unique and
individual. Tis principle means ___________.
A. students can adapt alternative problem solving models
B. students can modify their own personal styles
C. each students become aware of learning styles can be changed
D. each student has his/her own distinctive style of learning and solving
problems
46. The process of problem solving and learning is highly unique and
individual. Tis principle means ___________.
A. students can adapt alternative problem solving models
B. students can modify their own personal styles
C. each students become aware of learning styles can be changed
D. each student has his/her own distinctive style of learning and solving
problems

The idea behind multiple intelligence theories is not that people learn in only one
way, but that people are stronger in different areas and can demonstrate their
knowledge and abilities in different ways.
47. According to Piaget’s stages of cognitive development, between ages 12
and 15 children reach formal operational stage. What are they capable of
doing at this stage?
A. Can focus on only one aspect of a situation or event.
B. Can solve abstract problems and think deductively.
C. Can reason inductively or deductively
D. Can do multi-tasking
47. According to Piaget’s stages of cognitive development, between ages 12
and 15 children reach formal operational stage. What are they capable of
doing at this stage?
A. Can focus on only one aspect of a situation or event.
B. Can solve abstract problems and think deductively.
C. Can reason inductively or deductively
D. Can do multi-tasking
• The formal operational stage is the fourth and final stage of Jean
Piaget's theory of cognitive development.
• At this point in development, thinking becomes much more sophisticated
and advanced. Learners can think about abstract and theoretical concepts
and use logic to come up with creative solutions to problems. Skills such
as logical thought, deductive reasoning, and systematic planning also
emerge during this stage.
48. At the pre-operational stage of Piaget’s cognitive development, the child
can see only his point of view and assumes that everyone also has his same
point of view. What is this tendency called?
A. Transductive reasoning
B. Animism
C. Egocentrism
D. Conservatism
48. At the pre-operational stage of Piaget’s cognitive development, the child
can see only his point of view and assumes that everyone also has his same
point of view. What is this tendency called?
A. Transductive reasoning
B. Animism
C. Egocentrism
D. Conservatism
Egocentrism - refers to the child's inability to see a situation from another
person's point of view. The egocentric child assumes that other people see,
hear, and feel exactly the same as the child does.

Animism - is the belief that inanimate objects are capable of actions and
have lifelike qualities. An example could be a child believing that the
sidewalk was mad and made them fall down, or that the stars twinkle in the
sky because they are happy.
Transductive reasoning - is when a child fails to understand the true
relationships between cause and effect. It refers to when a child reasons
from specific to specific, drawing a relationship between two separate
events that are otherwise unrelated. For example, if a child hears the dog
bark and then a balloon popped, the child would conclude that because the
dog barked, the balloon popped.
Conservatism/ Conservation - refers to a logical thinking ability that allows a
person to determine that a certain quantity will remain the same despite
adjustment of the container, shape, or apparent size,
49. A child was shown an amount of water in glass. The teacher poured the
whole amount to a much taller and narrower glass and marked this glass A.
the same amount was poured in a shorter and wider glass, marked glass B.
when asked which has more water, A or B, the answer was, “Glass A”. in
what stage of cognitive development is the child and what is this ability
called?
A. Concrete operational stage: Conservation
B. Formal operational Stage: Deductive reasoning
C. Sensori-motor stage: Symbolic functions
D. Pre-operational stage: Centration
49. A child was shown an amount of water in glass. The teacher poured the
whole amount to a much taller and narrower glass and marked this glass A.
the same amount was poured in a shorter and wider glass, marked glass B.
When asked which has more water, A or B, the answer was, “Glass A”. in
what stage of cognitive development is the child and what is this ability
called?
A. Concrete operational stage: Conservation
Realizing something can
B. Formal operational Stage: Deductive reasoning have same properties, even
if it appears differently.
C. Sensori-motor stage: Symbolic functions
D. Pre-operational stage: Centration
50. In which order do the 3 goals during childhood be attained according to
Erickson?
A. autonomy, initiative, trust
B. trust, autonomy, initiative
C. initiative, trust, autonomy
D. autonomy, trust, initiative
50. In which order do the 3 goals during childhood be attained according to
Erickson?
A. autonomy, initiative, trust
B. trust, autonomy, initiative
C. initiative, trust, autonomy
D. autonomy, trust, initiative
Trust vs. Mistrust - is the first stage in Erik Erikson's theory. This stage
begins at birth continues to approximately 18 months of age. During this
stage, the infant is uncertain about the world in which they live, and looks
towards their primary caregiver for stability and consistency of care.
Success in this stage will lead to the virtue of hope. By developing a sense
of trust, the infant can have hope that as new crises arise, there is a real
possibility that other people will be there as a source of support.
Autonomy vs. Shame and Doubt - This stage occurs between the ages of 18
months to approximately 3 years. According to Erikson, children at this
stage are focused on developing a sense of personal control over physical
skills and a sense of independence. If children in this stage are encouraged
and supported in their increased independence, they become more
confident and secure in their own ability to survive in the world. Success in
this stage will lead to the virtue of will.
Initiative vs. Guilt - During this period the primary feature involves the child
regularly interacting with other children at school. Central to this stage is
play, as it provides children with the opportunity to explore their
interpersonal skills through initiating activities. Success in this stage will lead
to the virtue of purpose, while failure results in a sense of guilt.