3.1 Pretest-ST Summer 20201

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Question 1 of 5

1. Question
Prior to planning for teaching, the teacher should know and be aware of certain procedures and applications. Mark all statements that you think are true/correct.
- How to design a learning plan and learning episodes.
- To ensure that the learning episodes are aligned with the objectives of the learning plan.
- The objectives of the teaching activities and the desired measurable outcomes.
- Names, addresses and phone numbers of all learners.
- Learners’ targeted proficiency and performance levels
- Where and name of the person who will proctor the assessment activities.
- The time-duration of implementing learning plan and learning episodes.
- Educational institution policy and regulations for dispensing teaching materials.
- The format of reporting learners achievement to the school administration.
- The overall objectives of the course-curriculum.
Question 2 of 5

2. Question
Backward Design is a planning framework that is applied in planning curricula, learning plans and learning episodes. It is used widely in diverse teaching and administrative activities. Whether it sounds familiar or unfamiliar to you, try to answer the following questions to the best of your knowledge.

Mark the incorrect choice in the following:

Backward planning design is the procedure that is demonstrated ______________________________.
- When teaching starts with the end in mind
- When the teacher is not happy with the predetermined curriculum
- When the eye is focused on the outcome of learning activities
- When a measurable performance assessment is preconceived and stated
Question 3 of 5

3. Question
It is a fact that all learners’ in the classroom are not cognitively equal or learn in the same way. Nevertheless, teachers are challenged to deliver instruction and enable students to apply knowledge and produce language outputs as planned. What do you think a well prepared/trained/experienced teacher would do to overcome this challenge?

Mark all what you think is correct in the following strategies:
- To find out what the learners already know and able to do
- Deliver instruction in different ways
- Allow for different means of assessing learner’s performance
- Report slower learners to the school administration
- Personalize learning by forming small groups and cooperative learning
Question 4 of 5

4. Question
Backward design is a process that educators use to design learning experiences and instructional techniques to achieve specific learning goals. The following question propes your information and familiarity with this process:

To the best of your knowledge, match each statement in column 1 with the appropriate statement in column 2:
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- Puts the focus clearly on learning outcomes, and on the questions and tasks that will provide evidence of that learning.
- What do we want students to know, understand and be able to do?
- How will we know that a student has or has not achieved the learning outcomes?
- Modifications or variations in response to student needs in one or more of the following areas: content, process or product
- The backward design approach
- Learning intentions or objectives
- Evidence of learning
- Differentiated instruction usually implies

Use of Target Language in comprehensive input and output is one of effective teaching strategies. The following question tests our knowledge and application that principle:

To the best of your knowledge, match each statement in column 1 with the appropriate statement in column 2:

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All that learners say, read, hear, write, and view – production and reception of language on the part of learners, educators, and materials
Learning is best achieved by doing
They understand and retain what they hear and they use it to form their own messages
Authentic texts and realia around the classroom.
Before looking at letters or characters, and before trying to figure out details.
To briefly explain a concept that would take too long to act out or demonstrate, or to allow for brief processing of an idea

The use of target language refers to

Just like learning to ride a bike or any other important skill

When learners hear large amounts of comprehensible input and they are engaged in meaning-making

When possible, the language-rich environment may also include

Learners should search for overall meaning

Use of English is reserved for very strategic purposes such as

3.1 Pretest-ST Summer 20201

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