Post-Test

A. Directions: Put a check mark (/) if the statement below refers to the aims of
the Early Language Literacy and Numeracy Program and a cross mark (X) if
not, on the space provided.
_________ 1. The ELLN program was designed to provide the newly hired
teachers a full understanding of the importance of the Early
Language Literacy and Numeracy Program.
_________ 2. ELLN program aims to improve reading and numeracy skills of
kinder to grade 3 pupils following the k to 12 basic education
curriculum.
_________ 3. ELLN program establish a sustainable and cost effective
professional development system for teachers.
_________ 4. The study of child development helps teachers understand how
children influence their environment, and in turn, how the
environment influence them.
_________ 5. The ELLN program intended to explain how domains of child
development are intertwined and in turn affect how children
grow, develop and learn.
__________6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong
learning.
__________7. Beginning teachers may not be given a sustainable and cost-
effective professional development system since they are
responsible for their own professional growth.
__________8. Studying child development helps teachers explain individual
variations in rate of development of their students
__________9. Developmentally appropriate practice is a perspective within early
childhood education whereby a teacher or child caregiver
nurtures a child's social/emotional, physical, and cognitive
development by basing all practices and decisions on (1) theories
of child development, (2) individually identified strengths ...
___________10. Development in the context of education maybe defined as
holistic. It is often divided into four categories that makes it
easier to observe and understand children’s behavior. These
dimensions are interdependent. Progress in one area affects
progress in others.
 POST TEST
Directions: Take another challenge of filling-up the crossword puzzle below. If
you miss one item, find out which item is it and you might need to go back to
that particular text and re-read that part. Attempt to take the test again after 30
minutes
 Post-Test
Directions: Choose the best answer and write the letter only.
1. Inclusive classrooms offer many benefits for children. Which of the following
statements demonstrated an inclusive classroom?
a. Increased acceptance and appreciation of diversity
b. Better communication and social skills
c. Greater development in moral and ethical principles
d. All of the above

2. Which of the following is one of the philosophical bases for inclusion?

a. the belief that all members of a learning community should be alike

b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable

3. An important philosophical principle underlying inclusive education for

students with disabilities is:
a. realism
b. assimilation
c. normalization
d. accommodation

4. Collaboration between professionals and families in the interest of children

with disabilities:
a. is usually not possible due to lack of interest and involvement on the part
of parents
b. means going beyond the actual legal requirements
c. means following the letter of the law
d. means professionals should do whatever parents want for their child

5. The provision of sufficient resources is a major concern of many teachers

and parents when inclusive education is proposed.
a. True
b. False

6. The practice of fully integrating all students into classroom instruction

regardless of race, gender, religion, socioeconomic status, ethnicity, physical
or mental ability, or language is known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities
 7. In general, research into inclusive education has shown_____.
a. uniformity positive results
b. uniformity negative results
c. mixed results with some positive and some negative
d. mixed results with positive effects or no differences to inclusion

8. Inclusive education enhances approach in _____.

a. Democracy
b. Socialism
c. Imperialism
d. Colonialism

9. In which type of inclusion the disabled children get regular classroom

learning.
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion

10. Which of the following is not a strategy to improve inclusive education?

a. Mainstreaming
b. Encourage students
c. Improve textbooks
d. None of the above

C. For additional assessment of your learning, answer the following questions.

1. What is Inclusive Education?

2. What are the five components of a comprehensive inclusive education

program?

3. What is the difference between an inclusive classroom and a special

education classroom?

4. Describe briefly the three Inclusive Education Program options which you
can adapt in your school.
 Post-Test

Each item consists of options lettered a, b, c, and d. Read each item carefully
and choose the letter of the correct answer. Write the letter of your
answer on the space provided.
_____ 1. The provision of Kindergarten Education (KE) to all will increase young
learners chance of completing formal schooling, reduce incidence of
school leavers, and ensure better school performance is embodied in

a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
_____ 2.
One of the goals of the Kindergarten to Grade 3 curriculum is to develop
among learners the following except one. Which one is NOT?
a. an enhanced sense of self and community
b. a deeper understanding of key concepts and ideas in the different
learning areas
c. a positive attitude toward learning
d. an increasing degree of independence in applying knowledge,
skills and values learned.

_____ 3. Which among the following is the most distinct feature of the
Kindergarten curriculum?
a. The use of play and games in the learning process
b. The use of the learner’s mother tongue in the learning process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners

_____ 4. As defined in the Enhanced Basic Education Act of 2013, kindergarten

education is the first stage of compulsory and mandatory formal
education, which consists of 1 year of preparatory education for children
at least ______ years old as a prerequisite for Grade 1.
a. 4
b. 5
c. 6
d. 7

_____ 5. Which is true about secondary education?

I. It composed of 2 key stages, Junior HS and Senior HS

II. Senior HS comprises Grades 11 and 12
 III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III

_____ 6. Fred, an 8-year old boy, was accompanied by her mother to enroll in
Grade 1. Upon interview, it was revealed that Fred never attended
schooling and his mother cannot show any proof that he finished his
kindergarten education. The decision was for Fred to enroll in KE. Do
you think the decision made is right?

a. Yes, because he needs to be exposed in the classroom first.

b. Yes, because KE is a prerequisite to Grade 1
c. No, because he met the age requirement for grade 1
d. No, because it does not matter whether he finished KE or not

_____ 7. The following are features of learning assessment except one. Which one
is NOT?
a. Assessment provides vital information that would advise parents
of the child’s progress.
b. Assessment is crucial to identifying the child’s total developmental
needs and at the same time should determine academic
achievement.
c. Assessment is best conducted on a regular basis so that a timely
response or intervention can be made to improve learning.

d. Assessment ratings should be more qualitative or descriptive and

less numerical.

_____ 8 The SHS curriculum formulation is a step toward the realization of the
Philippine Qualifications Framework (PQF), and is the main policy tool
for the implementation of the new 13-year cycle of basic education. What
does the SHS curriculum composed of?
a. Basic Subjects, Applied Track, Specialized Subjects
b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects
d. Core Subjects, Selected Track, Specialized Subjects
_____ 9 After delivering his lesson on motion, Mr. Cruz gave a summative
assessment, recorded data on students’ scores and identified students
who passed and those who failed. He provided enrichment and
intervention activities to those who passed and failed respectively. Which
part of the learning log is being accomplished by Mr. Cruz in this
situation?
a. Objectives
b. Strategies
c. Assessment
d. Reflection
_____ 10 According to DepEd Order 31, s. 2012 entitled Policy Guidelines on
the Implementation of Grades 1 to 10 of the K to 12 Basic Education
Curriculum (BEC) Effective School Year 2012–2013, at the end of
Senior High School, the learner is expected to be prepared and
equipped with knowledge and skills for Tertiary Education,
middle-level skills development, employment, and
entrepreneurship.
After finishing SHS, Gorio devoted his time preparing and selling
delicacies in his locality for him to earn for his higher education.
Which goal of the Kto12 BEP is illustrated?
a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education
 Post-Test
Let us test how far have you gone in understanding special education by having
the post-test. Write key concepts or ideas for each heading.

WHO ARE THE CLIENTS WHY THIS PROGRAM

SPECIAL
EDUCATION

IS SPED IMPLEMENTED
 Post-Test
Modified TRUE or FALSE. Write TRUE if the statement is correct and if it is FALSE
underline the phrase or word makes it wrong and write the correct phrase or word
on the space provided for.

___________ 1. Mobile teachers are “specialized” teachers who live among the
people in remote barangays of the country.
___________ 2. Basic Literacy Program is a community-based program for non-
literate out-of-school children, youth, and adults to acquire basic reading, writing,
and numeracy skills.
___________ 3. Indigenous People Education is a program for Muslim migrants to
be able to positively contribute to the peace efforts of our government in order to
improve the quality of life of Muslim OSY and adults.
___________ 4. Radio-Based Instruction (RBI) is an alternative delivery mode using
radio broadcast to deliver the ALS programs, as a form of distance learning.
Listeners are able to acquire equivalency in basic education through the broadcast
of lesson.
___________ 5. The Basic Literacy Program is a literacy service learning
intervention utilizing literate family members to help non-literate members
upgrade their literacy skills and improve the educational opportunities of poor
families.
___________ 6. The Alternative Learning System is a parallel learning system in the
Philippines that provides a practical option to the existing formal instruction.
___________ 7. Family Basic Literacy Program (FBLP) focuses on packaging of
short-term educational activity that addresses the special needs and interest of
the street and working children.
___________ 8. Republic Act 9155 provides for the recognition and promotion of
other forms of education other than formal education.
___________ 9. The potential learner in ALS goes through a screening process to
determine whatever prior learning that he/she may have through the National
Assessment Test.
___________ 10. Parent education is a short-term course that addresses the special
needs and interest of the parents to promote pride of their work and show
ownership of their responsibilities as family and community members.
 Post-Test
Identify the special interest program being described in each number by
writing the letter that corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
_______1. This is a special program for talented and gifted children who are
provided enriched curricula in Science and Mathematics.
_______2. Teachers who handle this special program must have specialization in
English and must be knowledgeable of foreign languages like French,
Mandarin, etc.
_______3. This is a program for learners who would like to develop skills in the
fields of home economics, industrial arts, agri-fishery arts and ICT.
_______4. Teachers in this special program must be National Certificate II
holders of the subject that handle
_______5. To assess the skills of learners in this special program, teachers must
be a Trainer’s Methodology Level I or II holder of the subject they are
handling
_______6. The National Festival of Talents (NFOT) is a national event that allow
learners to display their skills in the four areas of technology
livelihood education under the old curriculum and currently under
the TVL track of the Senior High School Program
_______7. This program nurtures learners who are endowed with gifts in
dancing, acting, and singing.
_______8. Learners enrolled in this special program are given the opportunity to
invent and showcase their invention on Science, Engineering and
Technology at the national and international level.
_______9. This program offers learners the opportunity to explore the field of
media arts, broadcasting, newswriting and photography.
_______10. Learners with interest in carpentry, cosmetology, computer
programming, fish processing and similar skill-based learning must
be enrolled in this special program.
_______11. It is the counterpart of Senior High School Sports track
_______12. It is the counterpart of Senior High School Arts track
_______13. It is the counterpart of Senior High School Technical-Vocational Track
_______14. It is the counterpart of Senior High School Science, Technology and
Engineering strand

On the space provided before each number, write the word ‘Track’ if what is
described is a Senior High School ‘Track’, otherwise write ‘Strand’ if what is
being described is a SHS strand.
__________1. Leaners with special inclination in Science, Technology, Engineering
and Mathematics attend SHS schools offering STEM.
__________2. Learners who opt to pursue tertiary education take the ‘Academic’
__________3. Those who are not sure what to course to take in college are given
the opportunity to explore through the General Academic Subject
(GAS)
__________4. Learners who like to obtain National Certificate Level II, III or IV join
the Technical Vocational (TVL)
__________5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,
Tour Guiding take NC II or higher to be able to work
__________6. Learners who plan to become sports trainer explore on this
__________7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
__________8. Those learners who want to become marine engineers take pre-
baccalaureate Maritime
__________9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
_________10. These are SHS courses or subjects
 Post-Test
Put a check (/) on the statement which you think is true of the
Indigenous Peoples Education Program and some IP characteristics. If not,
mark it with X.

A. Indigenous Peoples Education Program

____1. Indigenous Peoples’ Education Program (IPED) address the
special Educational needs of the students from the different
indigenous group.
____2. The IPED falls under the Student Inclusion Programs of DepEd.
____3. A teacher must always be ready to accept and teach an IP
learner who may be displaced by difficult circumstances like
urban resettlement or disaster.
____4. A reflective teacher can inspire and change the life of an IP
learner.
____5. An IP learner has a similar learning style and needs with other
non IPs.
____6. All strategies are applicable to IP learners.
____7. A teacher should stick to one strategy in teaching IPs.
____8. An IP learner should be isolated in the classroom so that
teachers can respond directly to his/her learning needs.
____9. A teacher should allow an IP learner to mix with others during
games and sports activities.

B. IP Characteristics
____1. One of the characteristics of the Indigenous People (IP) is their
reverent attitude to their cultural beliefs and traditions.
____2. The cultural beliefs and traditions of the IPs vary from place to
place thus a teacher must be well versed with the type of IPs in
his/her locality.
____3. Everyone has an opportunity to be educated regardless of race,
tribe, culture, traditions and dialect.
____4. IPs can only learn through observation, repetition and practice.

Fill in the columns below to identify the characteristics and needs of IP

learners and the possible challenges and actions to address their needs.
Characteristics of Needs of IP Possible Possible Actions
the IP Learner Learner Challenges
 Post-Test
Read the items carefully. Write TRUE if the statement is correct and write FALSE
if not and modify the statement to make it correct.

_________1. Gifted learners can only be catered fully if not mixed in a regular class.
_________2. Diversity of learners refer to difference in terms of gender, race, and
culture.
_________3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
_________4. A learner having a chronic illness can be considered as a learner in
difficult circumstances.
_________5. Responding to the strengths, needs and learning preferences of
individual students helps create an inclusive learning experiences
_________6. IP learners learn best when taught in a contextualized manner.
_________7. One-size-fits-all approach is possible in addressing diversity of learners.
_________8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
_________9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
_________10. Gender sensitivity is very important in dealing with diverse
learners.
Post-Test: Identify the following :

1) It refers to the methods and processes used to direct learning.

2) It is the process of systematically planning, developing,
evaluating, and managing the instructional process by using
principles of teaching and learning.
3) It is a template teachers use to log parts of their daily lesson. The
DLL covers a day’s or a week’s worth of lessons and contains the
following parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection.
4) It is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular
topic. A typical DLP contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and
Reflection.
5) This is a part of the DLL and DLP in which teachers shall
indicate special cases including but not limited to continuation of
lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day in cases of class
suspension, etc.
6) This part of the DLL and DLP refers to the learning area-based
facts, concepts, and procedures that students need to learn.
7) It pertains to the particular content that the lesson focuses on
8) The knowledge, skills, and attitudes that students need to
demonstrate in a lesson.
 Post Test
Tell whether you Agree or Disagree with the given statements on
Contextualization. Write A if you Agree or D if you disagree

III. When you contextualize a lesson, you are either localizing or

indigenizing it.
IV. We can only contextualize the materials that we use in the teaching
learning process ex. Reading selections, outputs, teaching
materials.
V. When we translate stories specified in the Teacher’s Guide to the
locality’s language, that is localization.
VI. We contextualize lessons to make them more relevant to the needs
and context of the learners.
VII. Contextualized Teaching and Learning is a group of instructional
strategies designed to link the learning of basic skills, and academic
or occupational content by focusing teaching and learning directly
on concrete applications in a specific context that is of interest to
the student.
VIII. The way teachers act, the way they plan and execute their class
programs, how they manage the classroom and how they set up the
teaching and learning environment are key aspects of students’
success and are central when defining and conceiving curricular
contextualization.
IX. Curriculum contextualization includes contextualizing learning
spaces and environment, teaching methodologies and strategies
and classroom assessment.
X. The recognition and consideration of the community’s context and
values in the content and performance standards and competencies
is contextualization.
 H. Post –Test
Tell what particular School Form provides the information and/or being described
in the following statements. Write the SF number on the space provided before
each item.
____1. It gives the number of promoted, irregular and retained students of your
class.
____2. This provides the number of students who belong to the levels of
proficiency per class.
____3. This provides the daily attendance of the learners in a class.
____4. It is the list of books issued to the learners at the beginning of the school
year.
____5. This contains the basic profile of the learners in a class.
____6. It gives the record of movement and attendance of learners in the school for
the month.
____7. This form reflects the General Average and Action Taken per learner.
____8. This form provides the school’s summary report on promotion and the
level of proficiency
____9. It is the academic profile of the learner per grade or year level.
____10. This form tells the student’s health and nutritional status.
 POST TEST
Directions: Below are groups of sentences that describe a classroom situation.
For Group A statements, identify positive action/s that a beginning teacher would
do for each situation to maintain a positive teaching-learning environment. For
statements/situations in Group B, identify creative ways that a teacher could do
to sustain the positive classroom environment.

A.

1. When the lesson begins, I have to wait for quite a long time for

students to settle.…

2. I lose quite a lot of time because of learners interrupting the lesson

3. There is much noise most of the time in my classroom

4. I create rules in the class that sometimes are not strictly enforced

5. I sometimes engage in ambiguous or Inconsistent treatment of

misbehavior B.

6. Leaners in my class cares to create pleasing learning environment

7. All learners in my class are engaged in the activities that I give them

8. Learners can ask questions about our topic/lesson at any time

9. I have carefully arranged the learner’s work and study area to

minimize classroom distractions

10. I have provided lessons and tasks that bring my learners together to

building team work and leadership skills.

 Post Test
Now that you have gone through the different types of bullying and
child protection policy, let us bring back the questions in the Pre-test. Read
the situations again and this time support your answers with the
explanations required.
Situation 1.
Student A is a silent type of student. He doesn’t want to talk to anyone in
school because he has a defect in the way he talks. He stammers and can’t
talk straight. One of his classmates always teases him and say bad words
about him in front of everybody in the classroom.
What kind of bullying is this? As a teacher, what actions are you
going to take to address this?
Situation 2.
While eating his snacks one morning, Jerry was being pushed, shove, kicked, and
teased by three of his classmates because they don’t like him. He pleaded to leave
him alone but they teased him even more. They always do this when there are no
teachers around.

If you were the teacher, what are you going to do? Why?
Situation 3
A Grade 9 female student was a very active FB user. One instance, she mistakenly
uploaded a message which has many grammatical errors. She received bad
comments and even humiliated her for her sentence construction.

What kind of bullying is this? Why do you say so?

Situation 4
Darna is a Grade 4 gay pupil. Everyone in his class knows that he has
feminine ways. Every time he goes out of the classroom, one of his classmates
imitated the way he talks, walks and even the way he laughs. They humiliate him
because of his sexual orientation and gender identity.

What do you call this kind of bullying? If you were the teacher of this
pupil, what would you do?

Situation 5
A girl named Karen was always alone. She seldom participates in classroom
activities. Her adviser noticed and called her one afternoon. At first, she hesitated
to open up but later on said that one of her classmates always say bad words to
her. She cried out loud. She does not want to go to school anymore because she
was afraid that she might get hurt by her classmate. She has lost confidence and
felt inferior.

Is this an example of bullying? What damage has been caused by the

bullying? Do you think that an emotional damage was done? Why?