Pre-Licensure Examination for Teachers

Specialization: HOME ECONOMICS (Principles and Methods in Teaching T.L.E.)

The factors which determine method to be used

Aim of education
School environment
Nature of the child
Education of the teachers
Nature of the subject matter

Any method to be effective must have the following characteristics

Method must utilize the theory of self activity

It should utilize the laws of learning ( Law of Readiness, Exercise and effect)
It must aid the learner in defining his own purpose
It should be based on the accepted well- integrative education theory and practice
which is designed to unify the work of teaching and learning
Method must stimulate the thinking and learning powers of the students
It should be suited to the progress of the students in skills , ability, habits, knowledge,
ideas and attitudes

Techniques of teaching

Technique is a specific way of doing a particular task in the process of teacher guidance
of students learning activities (Williamson Lyle)
Technique refer to the quality of the activities executed by the teacher in presenting
the subject- matter to the students
It is essentially technical skill of the teacher in accomplishing the task of teaching

Teaching Aid
Teaching aids are physical means employed by the teacher for the purpose of
emphasizing, clarifying or vitalizing instruction
Kinds of Instructional Aid

General Instructional Supplies

Printed or written materials (books, penodicals, chart, clippings etc.)
Visual aid (Radio presentation, plays and dramatization)
Concrete materials (Exhibits, museums collection, measuring equipment tools,
laboratory apparatus)

Characteristics of Good Visual Aid

Large enough to be visible to everybody in the group

(Avoid decoration and prevent distraction)
Terminology should be limited within the comprehension of the learner
Important part should be accelerated by the stand constant usage in the classroom
It should be mounted in such way as to make it portable which will permit its use more
than one location

METHODS OF TEACHING
Demonstration Method

Actually showing what is to be learned

It is often used in connection with practice lecture, discussion and experiments
It is done by actual performance using the real object and models (Webster)

Suggestions for the preparation of a demonstration

-

Determine the specific purpose to be carried in

1

Study the materials to be taught

Prepare a complete lesson plan
Check on the availability of equipment
Rehearse your demo
Outline the steps on the blackboard
Be sure everyone can hear and
Prepare written materials

Discussion Method

Discussion means there is difference of opinion temporarily at least concerning a

situation. Involves an interchange of questions and idea among the participant.

Types of discussion on how to start group discussion

-

Class discussion
Panel discussion
Opposite panel
Forum
Symposium
Group discussion (buzz session, phillip session)

Techniques on how to start group discussion

-

Matching partner
Incomplete attendance
Emotionally toned pictures
Challenging questions
Reaction to specific word
Brainstorming

Laboratory Method

This method utilize the principle of learning to do by doing, thus providing for the
development of manipulative skills and managerial skills and acquisition of motor
techniques

Three types of laboratory techniques

-

Productive type
Experimental type (procedure of experimental/scientific method)
Observation type

Steps in the laboratory method

-

Planning
Executing
Evaluating

Lecture Method
This method utilize telling as a means of instructions

Type of Lecture
Pure lecture- demonstrate by the teacher
Lecture discussion- interspersed with discussion by the group
Illustrated lecture- accompanied by some forms of visual materials presented to be seen and
looked over

Advantages and Uses of Lecture Method

-

Economy of time
Attention
2

Preparation and presentation

Vitalization
Motivation
Clarity and enrichment
Speech habits

Dangers and limitation of the lecture method

-

The teacher may talk too much

Poorly planned and poorly done oral presentation waste time
Lecture invites passivity instead of active participation
Ineffective lectures fails to hold interest and attention of students and is up to increase
difficulties
The teachers likely to reduce the lecture to a dictation exercises
The lecture is likely to be poorly adapted to the apperception ability of the students

PROBLEM APPROACH

It is called by many names such problem solving, reflective thinking and scientific
method
It means guiding students into life experiences in which they will encounter real
problem to solve and then guiding them into the solution of these problem and to be
solved intelligently

Steps in problem solving

-

State the problem

Collect data
Organize data
Analyze the data
Draw conclusion
Test the conclusion

Project Method

The method is a significant practical unit of a problematic nature planned and carried
to completion by the student in a natural manner and solving the use of physical
materials to complete the unit of experience

Steps in Project Method

-

Purposing
Planning
Executing
Judging

Question and Answer Method

One of the most important phases of the teaching process is the art of questioning

Aim or purpose of question and answer method of teaching

-

Stimulate interest and bring about a new organization of the idea

To encourage independent thinking and analysis of the material covered by the question
To keep student find new implication in the discussion to secure information

Points to be considered in framing and asking questions

-

Be brief and definite so that only one meaning is possible

Use language which is within the comprehension of the student
Use correct grammar
Vary the type of questions, not always who
Present a problem which the students have some possibilities of solving
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Relate unfamiliar elements to familiar elements

Ask question that will stimulate thinking not simply call for a yes or a no or a one word
answer
Address the entire class before one student is called for a reply
Repeat question only when necessary
Never conduct in a routine order of calling students in an alphabetical order
Teacher should consider individual differences and question should be within the capabilities of
the students called upon to answer
Dont ask pumping questions
Dont grade students while answering questions

Characteristics of good questions

-

They
They
exist
They
They

should be interrogative in form not declarative

should bring out the subject matter in order of dependancy or logical relationship, if such
should not be the end on themselves, but should carry the thought forward
should call up associated facts

COOPERATIVE LEARNING APPROACH

This is an approach where students work as a team in learning academic content and
skills to address social and human relation goals and objectives

Instructional goals of cooperative learning

Academic achievement
-

Aims to improve students performance task and allows peer tutoring

Acceptance of diversity
Social skill development

Basic principles of cooperative learning:

-

Face-to-face heterogeneous learning teams

Positive interdependence
Individual accountability
Explicit training in interpersonal skills
Reflection

Desirable principle of cooperative learning group

-

Initiator
Clarifier
Contributor
Listener
Summarizer
Encourage

- evaluator
- tension reliever
- checker
- gopher
- others

Cooperative Learning Methods

Students Teams Achievement Division (STAD) by Slavin, 1996

-this is a heterogeneous team using devices to master the academic materials and then
student help each other learn the materials through tutoring, quizzing one another
and/ or carrying on team discussion

Team-Games Tournaments (TGT)- SLAVIN

-This teaching strategy uses the same teams instructional format and worksheet as
STAD but students play academic games in weekly tournament instead of quizzes

Jigsaw (Eliot Arouson)

-This is a strategy wherein each member of a team works on a specific material but
with the member of the other team working with the same materials, after individual
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work on their respective material they will return to their home team and teach other
member what they have learned

Learning Together
-This is a strategy where students working in a heterogenous group complete a single
group product, share ideas and help each other with answer, and ask for help from
each other before asking the teacher and the teacher praises and rewards the group on
the basis of group performance.

Multiple Intelligences

This is an approach that aims to develop or enhance the individuals different facets of
intelligence and to equally recognize and value them.
The approach is based on the theory that intelligence is not unitary but
multidimensional and in the real world an individuals activities involve a blend of
different intelligences
Multiple intelligences are:
-linguistic intelligence
-spatial intelligence
- Logical mathematical intelligence
-Bodily- kinesthetic intelligence
-Musical intelligence
-Intrapersonal intelligence
-Interpersonal intelligence

EVALUATION IN HOME ECONOMICS

The team evaluation is used to identify the process of determining the strength or value
of work done. It is a way of measuring the result of educational activities (Morgan)
Evaluation or appraisal in education is a process that when properly used and
understood result in teacher student growth. It is the ability to size up progress and
chart new direction, the ability to see errors and weaknesses and set up steps for their
improvement (Synder)
Evaluation is the process of gathering and weighing evidences which will reveal changes
in the behavior of students (Magneson)

Points to consider when evaluating

-

Evaluation is a joint concern of teacher, students and parents

Evaluation program is a goal set up
Evaluation means more than testing. It gives opportunity for planning, making judgement,
reasoning, and decision making,
Evaluation involves selecting and/ or preparing and using as well as deciding values of the
finished job or product.
Evaluation need to be continuous throughout a unit problem or process as well as the end of
the learning unit or problem
Evaluation measures the process as well as the producer

Functions of evaluation
-

Evaluation furnishes evidence of change in student

Serve as incentive to learning
It brings to light misconception and difficulties
Measure the degree of mastery
Furnish a basis for guidance
Determine needed curriculum change
Determine needed modification in instructional method

Different devices for Evaluation

Testing method
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a. Oral Test as measuring device its limitation is manifold. It supplies too

restriction a sampling of what students know. This has to be supplemented by
written or performance test.
b. Essay Test Limitation of this kind of test are difficult to score.
- In scoring essay test, the identity of student be known if possible,
when papers are being scored. Answer to question be scored in a way
that it should be carefully compared with the key in each instance.
c. Teacher-made Test this include true-false, completion, multiple choice ,
matching type which are develop in an attempt to overcome the shortcoming of
the traditional essay type.

Suggestion for constructing test items:

Check items against objectives of the lesson.
Eliminate factors which tend to confuse students or slow down their rate of
answering like:
See to it that students has a copy of the test
Phrase directions and items in such a way that they can be understood.
Underline crucial words in test items and instruction
Formulate clear and brief instructions

Use technique which will discourage guessing.

- Arrange random order true and false items and correct and incorrect
response and in multiple choice items.
- Avoid having correct responses longer than the other.

Observe the rule of rhetoric, grammar, and punctuation.

Avoid items which have no answer upon which all experts will agree.
Avoid specific determiner which are usually associated with true or false
statements.

Performance test
This has been devised to indicate the relative ability of students in the particular
jobs. To be satisfactory done meet these criteria:
- It must not demand expensive supplies
- It must not require too long time
- It must cover as many as possible of fundamental skills in a particular
field
- The score must be scorable in objectives means.

Types of Evaluation

Formative evaluation- is camed out in time when a program is being developed;

produces information that is feed back during the development of the program in order
to improve it its aim is refinement or improvement.
Summative evaluation- is conducted after a program is developed. Its purpose is to
determine the worth of the program. Its aims are to determine impact or outcomes.
External evaluation- is conducted by representative of a part of a system not
managed by the element being evaluated.
Internal evaluation- is conducted by a component of the system level being
evaluated.
Input evaluation- include need assessment
Process evaluation- is concerned with what goes on in a program, It includes
determining whether a certain procedure or step of the lesson has been fully complied
Product evaluation- determining whether the output presented quality in alliance
with the criteria for evaluation.
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Assessment- means measuring the process of learners and identifies issues to work on to make
program successful.
Assessment techniques
Knowledge and performance test
Feed backing and feed forwarding
Observation/learners journal
Literacy checklist
Choice cards
Portfolio
Anecdotal records
ASSESSMENT AND EVALUATION
A. Definition
Assessment- is the act of gathering information on daily basis in order to understand
an individual student is learning needs.
Assessment data insists teachers in planning and adapting further instruction
Teachers can enhance students understanding of their process and needs by
involving them in self-assessment, where they gather data about their own learning
strategies and understanding. Participation that will set accurate and realistic
personal learning goals and also to discuss data regarding on students abilities and
needs
Evaluation- is the culminating act of interpreting the information gathered during daily
assessment for making decisions or judgments about students learning and progress.
It often occurs at the end of the activity, a unit or reporting period, and provides
information to students, teachers, parents and others about the students progress
to date.
Assessment and Evaluation procedures should correspond with the curriculum
objectives and instructional practices. In addition, they should be sensitive to the
developmental characteristics of early adolescents.
B. Purposes
To guide and improve instruction and student learning
C. Guided Principles for continuous assessment and evaluation
1. They are essential components of teaching-learning process.
2. It is most effective to use a variety of assessment and evaluation techniques.
3. It is important to communicate assessment and evaluation plans and criteria in
advance.
4. It should be fair and equitable, demonstrating sensitivity to any situations.
5. It should help students by providing positive feedbacks and encouragement.
6. It should be well-communicated to students and parents regularly and in
meaningful ways.
7. The use of a variety of techniques and tools and the collection of students
assessment development information as learners.
D. Types of Assessment and Evaluation
1. Diagnostic Assessment- Provides teachers with instructional starting points.

Learning abilities and needs

Motivational and interests levels

2.

Formative

Assessment- focuses on the processes and products of learning.

Continuous and planned
Students progress toward the curriculum objectives
Feedback to students
Instructional decisions and adaptations

E. The Evaluation Process

Preparation
phase

Assessment
phase

Evaluation
phase

Reflection
phase

F. Student Assessment and Evaluation

Middle Level students are at various cognitive, emotional, social and physical stages of
development: therefore assessment and evaluation techniques must be sensitive to this
range of abilities and address individual progress. It is unrealistic to expect students who
are at various stages of development to perform at the same level of competence and
ability.
G. Assessment and Evaluation Strategies and Sample Templates
1. Observation- occur on a continuous basis during students early learning activities and
experiences
2. Anecdotal Notes- comments concerning various aspects of student learning (e.g.
concept development reading abilities, group interaction or summarizing skills)
3. Checklists- are usually completed while students are engaged in activities or processes
are list of specific criteria that pertain to aspects of learning experience.
Used to record certain knowledge, skill, thinking and research processes abilities
and attitudes with respect to identified activity.
4. Rating Scales- record the extent on which certain criteria have been achieved by the
student, the extent to which certain characteristics are present in the students work.
Checklists convert into rating scales
Designed as number lines or holistic scales or rubrics.
Clear and concise
5. Rubrics- a form of holistic rating scale describe expectations at each level of the rating
scale and are used to determine student progress in comparison to the stated
expectation.
Expressed numerically depending upon the objectives
Develop critical thinking skills in areas such as self-reflection and self assessment.
6. Portfolios- are collection of relevant work that reflects students individual efforts,
development and progress over a designated period of time.
Provide students growth overtime, including abilities, knowledge, skills processes
and attitudes.
Setting goals for further personal learning, self-assessment and reflection.
7. Interviews/conferences- are productive means of assessing individual achievements
and needs.
Discussions discovers students perception of their own learning experiences.
Conferences- focus on specific skills, process, activity or product or they can be in
general nature.
8. Projects and presentation- depends upon the objectives and the purpose of the
activity.
Teacher will set criteria for such aspects of learning skill development, group
interaction, attitude, concept attainment and development and application of
knowledge and skills.
9. Quizzes, Tests and Examination are often used in assessing students knowledge of
content However, they may used to asses higher level thinking skills and learning
process.

Oral or written
Question is constructed to allow students to demonstrate that they
understand the process
Formats of test items is based on the objective being assessed
PART II: ANALYZING TEST ITEMS

Direction: Write the letter of the correct answer on the blank before the number
1. There is a discussion on differences opinion concerning a situation. What type of discussion where
is the large public gathering at which problems of general interest are presented usually by a speaker
expert in this subject then follow by quest on period?
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A. Forum
C. Panel discussion
B. Group discussion
D. Symposiums
Letter B is not the right answer because group discussion is commonly used in classroom. Panel
discussion in letter C means a small group discussion came on by small group before an audience
while symposium in letter D is somewhat like a panel and also Partakes the nature of lecture but
several speakers present their point so the correct answer is letter A.
2. The teacher wanted to get many ideas or views in a short time so she divided the class into a
small
group. The technique she used is.
A. Buzz session
C. Philip 66
B. Debate
D. Panel discussion.
Letter B is a discussion technique where there the topic to composition. Philip 66 of letter C means 6
persons discussing answers questions for 6 minutes while panel discussion of letter D takes two group
one group ask questions and the other group serve as the panel answering question so the correct
answer is letter A.
3. The objective of the lesson is Enumerate the different food preservation methods Which of the
following evaluation is the congruent object?
A. Checklist of the different methods of food preservation
B. Compare the different food preservation methods
C. Demonstration the different food preservation methods
D. Write the different food preservation methods
Letter A present a list of specific criteria Letter B is not yet the scope of the lesson. For letter C
nothing is mentioned about showing the different method so letter D is the correct answer.
4. What test is given when the teacher wants to know the learning abilities of the students?
A. diagnostic test
C. Rating Scale
B. Formative test
D. Summative test
Letter B a formative test is given after instruction to determined whether the student learned or
master the lesson presented letter C rating scale- there are criteria that has to be met as agreed in
the letter D- summative test is given as the end of the unit after series of activities has been
undertaken so the right answer is letter A.
5. Construction of the bulletin board is one of instructional aids to really serve the purpose there are
principles to follow. One of them is.
A. Display of student work
B. Arouses interest in a new unit or activity
C. It should be at eye level
D. Mount pictures and articles on pleasing color combination
Letter A refers to used of bulletin board letter B refers to the purpose and letter D is one of the
suggestion on how to put a bulletin board so letter C is the correct answer.
6. For her review Gina uses matching type of terms and its definition she is uses mastering lesson?
A. Method
C. Style
B. Strategy
D. technique
7. The following are examples of printed materials for instruction except?
A. Books
C. motion picture
B. cartoon
D. Posters
8. Amy shows the class concrete example of the different hemming stitches what part of the lesson is
this?
A. Preparation
C. Companson and abstraction
B. Presentation
D. Evaluation
9. Mary explains and show to her class how to sew the different hemming stitches? What method of
teaching is she using?
A. Demonstration method
C. Laboratory method
B. Problem solving method
D. Project method
10. The teacher made students expenenced the actual preparation and cooking of fresh lumpia. What
method of teaching does he uses?
A. Inductive method
C. Project method
B. Laboratory method
D. Scientific method
11. There several factors affecting Students achievement which the teacher should consider which
should not be included in the list?
A. Aesthetic appreciation
C. Specific skills
B. Knowledge
D. Students preference
12. After the days lesson, the teacher Dory gave a test to determined whether her students
mastered the lesson. What type of test it his?
A. Anecdotal note
C. Formative test
B. Diagnostic test
D. Summative test
13. If you want to evaluate the student works following criteria, which of these Instrument will you
use?
A. aptitude
C. Oral test
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B. checklist
D. written test
14. What do you call the assessment technique that enables that the student to Reflect on their
indivual reading, work and experience.
A. Interview
C. portfolio
B. observation
D. project
15. If you want to assess the students master the content of the lesson. What evaluate instruments is
used.
A. Diary
C. rubric
B. Narrative report
D. test
16. Learning by doing is the principle of
A. Laboratory
C. problem solving
B. lecture
D. project
17. The step of every lesson which includes the setting of the goals and motivating students to realize
the purpose is called?
A. Planning
C. Executing
B. Purposing
D. Evaluating
18. The following are evidences of improving the laboratory activity except
A. Activity progresses smoothly without interruption
B. Students work depending on what the teacher tells
C. Attention is sustained throughout the period
D. desired output is produced
19. Which of the following is the good question?
A. These are the good for the body, arent they?
B. Smoking is type of food preservation, yes or no?
C. how will you know if you are buying fresh fish?
D. Nora, what is nutrition?
20. A technique in teaching learning activity which a real life situation is presented by two or more
people
A. dramatization
B. Pantomime
C. role playing
sD. TV-assisted lesson
21. The objective of the lesson is Prepare one-dish meal. What evaluate instrument is appropriate?
A. Oral test
B. performance test
C. scorecard
D. written object test
22. Which of the following instruction materials is latest product of technology?
A. Flash card
C. Television
B. OHP
D. TV assisted lessons
23. This a cooperative learning technique by which students help one another through tutoring having
discussion, giving quizzes
A. Learning together
C. STAD
B. Jigsaw
D. Team-Games tournament
24. Jane can do accurate computation of budget for their marketing, she processes
__________intelligence.
A. Bodily Kinesthetic
C. Logical
B. Linguistic
D. Spatial
25. Lia accept her weakness and tries to improve, She has __________intelligence
A. Interpersonal
C. Linguistic
B. Intrapersonal
D. Spatial
PART III: ENHANCING TEST TAKING SKILLS
Direction: Write the letter of the right answer on the blank before the number
1. When follow the procedure to accomplish the objectives of the lesson and the result is achieved
then you use an effective.
A. approach
C. Style
B. Method
D. Technique
2. The following are part of Teachers method of teaching which is not?
A. Expression on her Face
C. Accomplishment of school report
B. Comradeship of her voice and manner
D. Tone of her voice
3. The main of goal of the new method is personality development through the following except
A. Proper reduction of activities and assignment
B. Proper stimulation
C. Proper direction
D. Proper guidance
4. Which of the following statement is true?
A. The new method of teaching are most effective method
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B. There is subject which can be taught effectively using the traditional method
C. The wise and efficient teacher throw aside traditional method
D. Teacher embrace progressive method because they are new.
5. The specific way of doing a particular task is/
A. Approach
C. Style
B. Method
D. technique
6. The following are printed instrumental materials except
A. Books
C. Posters
B. Clippings
D. Still firms
7. Mrs. Ada posted the artwork of the students in a board. What kind of bulletin board is this?
A. Announcement
C. For short term events
B. Display of student artwork
D. A board long term events
8. A bulletin board which contain picture at the right side and words at the left side follows the art
principle of ___________
A. Balance
C. Proportion
B. Emphasis
D. Rhythm
9. Which of the following bulletin board follows the principle of bulletin board selection and
arrangement?
A. There are announcement and posters disployed in one bulletin board.
B. A bulletin board of all projects in Home Economics.
C. The bulletin board is close to the ceiling of the room.
D. there is one picture in the center of the bulletin board 72 x 120
10. Small pictures were used in a small bulletin board. This follows the principle of
A. color
C. Proportion
B. Emphasis
D. Rhythm
11. A cut picture from a colored magazine was posted on a cartolina before attaching in a bulletin in a
bulletin board. What was observed?
A. Color
C. Space
B. Line
D. Texture
12. How will you connect pictures to words?
A. Place words under picture
C. Use broken lines
B. Use ribbon and lining
D. Let it hang
13. Bulletin board should be hang _____________of the one residing in the room
A. Eye level
C. None level
B. Head level
D. Toe level
14. Joylee showed how to make a simple cake decoration she used
A. Deductive
C. Inductive
B. Demonstrative
D. Project
15. Buzz session is a type of ___________ method
A. demonstration
C. project
B. Discussion
D. Question and answer
16. This is the type of small group discussion carried on by small group before an audience
A. Class discussion
C. Panel discussion
B. Forum
D. Symposium
17. Mrs. Rodriguez assigned a topic where one group would be Pro and the other is one con
position the technique used in _________________
A. Buzz Discussion
C. Debate
B. brainstorming
D. Philip 66
18. There are three types of laboratory method the productive type observational and the
experimental it is ___________ type it is conducted to find out what will happen or what procedure is
best.
A. Experimental
C. Productive
B. Observational
19. This method utilizes telling as a means of instruction
A. Discussion method
C. Project method
B. Planning
D. purposing
20. The following are steps in project method except _____________
A. Executing
C. Presenting
B. Planning
D. Purposing
21. Miss Erich wants to display the output of her student in the area of clothing. It would be more
challenging if she makes her students put up ____________
A. Bulletin board
C. Film showing
B. Exhibit
D. Sales Bazaar
22. The students collected articles on home management. The teacher asks them to take down the
key points read and make a reflection. This is contained in their ___________
A. Diary
C. Rubric
B. Portfolio
D. Test
23. Which of the following objectives belong to the psychomotor domain?
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A. Discuss the different ways of nutrients conservation.

B. Show appreciation on the beauty of well arranged flowers.
C. Prepare a cover following principles.
D. List down all the ingredients needed in the recipe
24. Which of the following situations show values integration?
A. Enumerate the values you learn in the lesson.
B. While scaling the fish honey sees to it that there is a prepared container for the scales.
C. Practice these values
D. Do the good things as I tell you
25. Which of the following objectives is appropriate written?
A. Write consecutively the procedure in baking muffins
B. Write the procedure in baking muffins
C. Write what to do in baking muffins
D. Write the procedure

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