2. Choral reading
is when the students read out loud to everyone
Choral reading or speaking is simply reading or speaking in unison under the direction of a leader. Choral speaking
offers genuine opportunity for problem solving as each group works out its own presentation.
Choral speaking
is projecting your voice and speaking in chorus.
The reading or reciting of a text by a group. Preparation for a performance may involve interpretation of the
text; experimentation with language, rhythm, volume, pace, and different numbers of voices; and rehearsal.
Uses of choral speaking
enjoyment of speaking poetry or prose
structured practice in articulation, resulting in greater word and phrase clarity
improvement in breathing when speaking English
use of all speech organs to their full potential
practice of the natural rhythms of English
practice of functional vocabulary and structures relevant to the English program
Types of choral speaking
1. REFRAIN is one of the most common forms of choral speaking. One
person reads the narrative portion of the text while the rest of the class
joins in the refrain.
2. UNISON calls for the whole group to read the material together.
Additional sound effects might be incorporated
3. ANTIPHON calls for the class to be divided into two or more groups,
with each group being responsible for a certain part of the selection.
4. CUMULATIVE choral reading or speaking refers to a method where
groups of voices or individual voices are added to or subtracted from then
choral reading, depending on the message or the meaning communicated
by the selection.
5. SOLO LINES is a type of choral reading where individuals read specific
lines in appropriate places throughout the group activity.
6. LINE AROUND or CHILD-A-LINE is more solo work where each line
is taken by a different person in the group.
3. Principles of Teaching
Dedicated mind, the heart and the soul of the youth c. To love the beauty ,goodness and truth True b. Cultivation
of Firm society Confident a. Responsibility to Efficient To assume: Effective patient •The TeacherAs the
MasterTeacherAttributes :
The Teacher “If you plan is for one year…..plant rice; if yourplan is for ten years…. Plant a tree; but if your plan is
for eternity….. Then EDUCATE children.
• Pleasing personal appearance • Sense of humor,cheerfulness, enthusiasmPERSONALQUALITIES • Good physical
health and personal hygiene • Emotional stability, sound mental health and self control • Superior
intelligencePERSONALQUALITIES • Flexibility, creativity, resourcefulness • Integrity, trustworthiness, honesty,
sincerity • Promptness, efficiencyPERSONALQUALITIES • Refinement in words, tact and courtesy, civility •
Pleasant modulated voicePERSONAL • Sympathy, kindness helpfulness, patience, and diligenceQUALITIES •
Fairness, impartiality, tolerance, patiencePERSONAL • Sociability, friendliness , cooperativenessQUALITIES •
Positive outlook,encouraging attitude
Professional Qualities• 1. MASTERY OF THE SUBJECT MATTER Subject • First essential requisite matter
Subject • Thorough grasp of the subject matter • Keep abreast and keep up with Subject matter new and updated
trends
Professional qualities• 2. UNDERSTANDING THE LEARNER • Knowledge on the nature of children. understand
• Know the different levels of understand intellectual and emotional maturity. • Genuine concern and sincere love
understand for the children.
Professional qualities• 3. UNDERSTANDING THE PRINCIPLES AND METHODS OF TEACHING Principles
and • Know what to teach(Subject matter). methods Principles and • Know how to teach( Method). methods •
Psychology of learning and how to sustain Principles and interest and individual differences. methods
Professional qualities• 4.GENERAL UNDERSTANDING OF OTHER BRANCHES/FIELD OF KNOWLEDGE •
Know how to relate the General subject to other subjects. understanding • Broad understanding of General all field
of interests. understanding
Professional qualities• 5. TAKING PRIDE OF TEACHING AS A PROFESSION • Positive outlook in life Teaching
as a profession and good attitude. • Understand your task Teaching as a profession and responsibility.
The LearnerThe learner is an embodied spirit. He is a union of a sentient body and a rational soul. His body
experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of
intellectual abstraction, self reflection, and free rational volition. Body and soul exist in mutual dependence. Let us
feed the body as well as his spirit. “ Man does not live by bread alone”.
The LearnerEquipped with cognitive as well as appetitive faculties.a. cognitive- five senses- able to see, smell, hear,
touch and taste.b. Imagination- able to form representations of material objects which are not present to their
senses.c. Memory- able to retain, recall and recognize past mental acts.d. Intellect-can form concept or ideas, and
makes judgment
The Learner Appetitive – are his feelings, emotions and rational will. The pain and joy of an object or an activity . It
is indicated through the character of an individual. Five elements:1. Ability- it determines their capacity to
understand and assimilate information for their own use and application.Categorized into:a. Physical-fast, average
and slow achievers.b. Mental- superior, above average and below average.
4. The Learner2. Aptitude- refers to the student’s innate talent or gift. A natural capacity to learn certain skills.3.
Interest- refers to attraction or strong appeal for something. Lessons that give them the chance to express their deep
feelings for objects or actions will be more meaningful and easily absorbed.4. Family and Cultural Background-
student s who come from different socioeconomic background manifest a wide range of behaviour due to
differences in upbringing practices.
The Learner5. Attitudes – students have a unique way of thinking and reacting.Positive attitudes are:a. Curiosity-
students are all times eager to learn.b. Responsibility- they pursue assigned task to completion despite personal
constraints. Accountable to their actions and decisions.c. Creativity- being imaginative they can think of new ways
of arriving at solutions to their problems. They can innovate procedures and techniques.
The Learnerd. Persistence- students sustain interest in a learning activity not mindful of the extra time and effort
being spent.Basic example to this is: Gardner’s Multiple Intelligence Theory
Intelligence as DispositionDisposition intelligence Sensitive to:Verbal linguistic Sounds, meanings, structures and
styles of languageLogical- Mathematical Patterns, numbers and numerical data, causes and effects, objective and
quantitative reasoningSpatial Intelligence Colors, shapes, visual, puzzles, symmetry, lines, imagesBodily -
Kenisthetic Touch, movement, physical self, athleticismMusical Intelligence Tone, beat, tempo, melody, pitch,
sound
The Learning Environment• It consists of the physical, as well as the psychological environment, that surrounds the
learner and that influences his/her learning.• It is the classroom and all the instructional features and the non-
threatening classroom climate needed in planning and implementing all teaching and learning activities.
The Learning Environment 1. Arrangement of Furniture The furniture, like the table for demonstrations located in
front of the room and the chairs facing it are neatly arranged with sufficient spaces in- between for ease in moving
around. Display shelves for safekeeping of projects, collections, and outstanding outwork are located at the sides.
Attached to the wall is a bulletin board and in front is the white board or blackboard used for discussion and
illustrations related to the lessons. 2. Physical Condition of the Classroom1) it must be clean and orderly2) one or
two frames , create a pleasant and inviting aura.3) Natural light and flowing fresh air add to their comfort and ease
as they tackle the learning tasks.4) Free from noise coming from the surroundings, students’ concentration and
interest are easily sustained.5) The doors and windows could be opened and closed with less difficulty and noise
with light fixtures that could easily be found.
The Learning Environment 3. Classroom proceedingsThe clear and enthusiastic voice of the teacher that elicits
equally eager and keen responses from the students help create a conducive and beneficial ambiance for
learning.Supplies and materials must be prepared earlier . A system of distribution and retrieval must be
observed.Positive mood set by both parties, the teacher and the learner, could keep the activities lively and flawless.
4. Interactions Diverse situation may exist in the classroom at any given time. Teachers must be sensitive to positive
and negative interactions and must immediately undertake an instant revision or adjustment in the methodology
when necessary.
The Learning Environment A FACILITATIVE LEARNING ENVIRONMENT PINE AND HORNE (1990) It is an
environment:a. which encourages people to be active.b. which promotes and facilitates the individual’s discovery of
the personal meaning of idea.c. which emphasizes the uniquely personal and subjective nature of learning, in which
difference is good and desirable.d. which consistently recognizes people’s right to make mistakes.e. which tolerates
ambiguity.f. in which evaluation is a cooperative process with emphasis on self- evaluation.g. which encourages
openness of self rather than concealment of self.h. in which people are encouraged to trust themselves as well as in
external sources.i. in which people feel they are respected.j. in which people feel they are accepted.k. which permits
5. confrontation. a place therefore where people feel they are respected and accepted for who they are and for what
they say and do is a conducive atmosphere of learning.
The Learning Environment A placetherefore, where people feel they are respected and accepted for who they are
and for what they say and do is a conducive atmosphere of Learning.
Post assignments. Use it as a “message center” for your students. Use wrapping paper, cloth, or lace for the
background. Take pictures of the students and school activities and post them. EFFECTIVE BULLETIN
BOARDS• Don’t be afraid to express yourself when it comes to your bulletin boards. Spice up your room by trying
a different approach to look.
Be creative and have fun! Use twisted brown butcher paper to make a vine- like border. Make your own cut-outs
using copies from a book or the computer. You can trace them onto the bulletin board with the help of an overhead
projector. Color,color,color Use 3-D items such as cornstalks or toy spaceships to accent a theme. EFFECTIVE
BULLETIN BOARDS
TEACHING PRINCIPLES• They are guides to make teaching and learning effective, wholesome and meaningful.•
Webster, says a principle is a comprehensive law or doctrine which an accepted or professed rule of action or
conduct is derived.• Latin word princeps- which means the beginning or the end of all facts, circumstances or state
of affairs.
TEACHING PRINCIPLES It has Five Areas to consider:1. Respect for individual2. Democracy, as a way of life3.
Providing suitable condition for the development and maintenance of a sound personality4. Improving group living
in the classroom5. Improving the classroom environment
TEACHING PRINCIPLES Respect for the individual It explains the respect for self –confidence and intellectual,
and emotional integrity of the individual. Expressions such as:a. Learning by doingb. Understanding before
memorizing.Have become a principle as well as theory of today.
TEACHING PRINCIPLES Democracy as a way of life. One of the major goals of education in the Philippines is to
foster, promote and develop democracy as a way of life. It implies:a. Respect for potentialities of individualb.
Obligation of each individual to contribute to the welfare of the group of which he is a member.c. Participation in
experience which will foster social, economic, intellectual, and physical growthd. Right of every individual to make
a choice commensurate with his intellectual capacity and maturity.
TEACHING PRINCIPLES Providing suitable conditionsIt means that school life is of great importance in
determining the present and the future mental health and strength of personality of the learner. It includes therefore,
the objectives of education and the learning materials and various methods being utilized.
TEACHING PRINCIPLES Improving group livingIt means that, a teacher should understand what group dynamics
is all about and what techniques must be used intelligently for group leadership. Lastly , in Improving the Classroom
Environment. Teacher should see to it that the physical environment of his classroom will provide a maximum
degree of best condition conducive to learning.
PRINCIPLES OF LEARNING Learning is an experience which occurs inside the learner and is activated by the
learner. The process of learning is primarily controlled by the learner and not by the teacher.
PRINCIPLES OF LEARNING It is a discovery of the personal meaning and relevance of ideas. Students more
readily internalize and implement concepts and ideas which are relevant to their needs and problems.
6. PRINCIPLES OF LEARNING Learning (Behavioral Change) is a consequence of experience. If experience is the
best teacher, then teacher should make use of experiential learning
PRINCIPLES OF LEARNING Learning is a cooperative and collaborative process. “Two heads are better than one”
and cooperation fosters learning.
PRINCIPLES OF LEARNING Learning is an evolutionary process. Behavioral change requires time andpatience.
Things that are worthwhile in life take time.
PRINCIPLES OF LEARNING One of the richest resources for learning is the learner himself. As a teacher, you
must draw these learners’ ideas, feelings and experiences, you midwife the birth of ideas.
PRINCIPLES OF LEARNING The process of learning is emotional as well as intellectual. People are feeling beings
as well as thinking beings and when their feelings and thoughts are in harmony learning is maximized.
PRINCIPLES OF LEARNING The process of problem solving and learning are highly unique and individual. As
people become more aware of how they learn and solve problems and become exposed to alternative models used
by other people.
Instructional planningCommonly known as Lesson planning- A guarantee of 100% learning and a guide for teachers
in presenting the lessons systematically.- A written instructional plan is an antidote to aimlessness.
- Typesa. Yearly instructional plan for Basic Education1. Philippine Elementary Learning Competencies (PELCs)2.
Philippine Secondary Learning Competencies (PSLCs)3. For tertiary level, it is called as course syllabus other term
for this is the course plan or course of study.
-- Lesson plan could be done weekly or daily. Elements of lesson plan a. Objective b. Topic or subject matter c.
Materials d. Procedure or lesson development e. Evaluation f. Assignment
Maybe converted into, What are the causes of the thinning down of the ozone layer? It maybe a statement or
question in nature. Like ,”To explain the causes of the thinning down of the ozone layer. - Objectives
1. COGNITIVE -mind2. AFFECTIVE –feeling and appreciation3. PSYCHOMOTOR- action or to do things.
objectives can be coined in the acronym SMARTS- specificM- measurableA- attainableR- result – oriented or
reliableT- time bound and terminal
Taxonomy of Educational Objectives Cognitive domain Affective domain Psychomotor Start with infinitivesTo
define, to distinguish, to acquire To separate, to positively respond To distinguish by touchingTo identify, to recall,
to recognize To commend, to follow To endure, to improveTo interpret, to differentiate To approve, to practice To
play the pianoTo read, to make, to determine To appreciate, to feel To dance skillfully, to exploreTo conclude, to
extend To avoid, to resolve To write , to balanceTo draw, to explain To balance, to help To strengthen, to reach
Levels of cognitive domain1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
Levels of affective domain by: Kratwohl Taxonomy1. Receiving2. Responding3. Valuing4. Organization5.
Characterization
Levels of Psychomotor Domain1. Observing2. Imitating3. Practicing4. Adapting but Simpson (1972)added another
three from Blooms Domain and these are :5. Precision6. Speed7. Distance and Technique
7. basic parts of lesson plana. Objectivesb. Subject matterc. Materialsd. Procedure or lesson developmente.
Evaluationf. assignment
b.topic or subject matter Main course of the lesson The center of the discussionc. Materials instructional materials
and media and to make the abstract concrete.
c. procedure-It starts with motivatione.g. prayer-Then checking of attendance and I.D. plus the uniform-Review the
past lesson-Apply a method
in a procedure,Five major elementsa.motivationb. Teaching procedure( use of pivotal questionsc. Formative check(
evaluation or assessmentd. Student participatione. closure
Homework or AssignmentThey are the synapse strengthenersThey enforce the retention of concepts.It will serve as
the preparation for the next lesson.
Role of the Teacher In Doing Activities as Part of the Lesson.1. Develop a list of study questions that focus on the
objectives of the lesson.2. Develop the anticipated answers to the question, it is important that the teacher have a
firm idea of what are correct or incorrect answers.3. Establish time frame for completing the activity. Students need
to feel a sense of urgency, so don’t give them more time than you think they will need.4. Supervise during this
activity, NOT A TIME TO GRADE PAPERS, MAKE PHONE CALLS, PLAN FOR THE NEXT LESSON, OR
LOCATE THE ANSWERS TO THE QUESTIONS IN THIS LESSON.5. Assist students in locating information,
but do not find it for them6. Keep students on task and eliminate distractions.7. Plan for reporting of answers.
SELECTION AND USE OF TEACHING STRATEGIES1. LEARNING IS AN ACTIVE PROCESS. It means that
we have to actively engage the learners in learning activities if we want them to learn what we intend to teach. As
the saying goes: What I hear, I forget What I see, I remember. What I do, I understand
SELECTION AND USE OF TEACHING STRATEGIES2. THE MORE SENSES THAT ARE INVOLVED IN
LEARNING, THE MORE AND THE BETTER THE LEARNING.Humans are intensely visual animals. Senses of
Learning 750% 5.5 4 3 3 sight hearing touch taste smell
SELECTION AND USE OF TEACHING STRATEGIES3. A NON –THREATENING ATMOSPHERE
ENHANCES LEARNINGIt deals with physical and psychological climate of the classroomPhysical – the board,
ventilation, proper lighting condition, order and tidiness and painting of the room.Psychological- is an offshoot of
our personality as a teacher.
SELECTION AND USE OF TEACHING STRATEGIES4. EMOTIONS HAS THE POWER TO INCREASE
RETENTION AND LEARNINGWe tend to remember and learn more those that strike our hearts! Let us add an
emotional touch to learning.5. LEARNING IS MEANINGFUL WHEN IT IS CONNECTED TO STUDENTS’
EVERYDAY LIFE.
SELECTION AND USE OF TEACHING STRATEGIES6. GOOD TEACHING GOES BEYOND RECALL OF
INFORMATION. It is to develop creative and critical thinking. It should reach the levels of application, analysis,
synthesis and evaluation to hone our students’ thinking skills.
7. AN INTEGRATED TEACHING APPROACH IS FAR MORE EFFECTIVE THAN TEACHING ISOLATED
BITS OF INFORMATION. INTELLIGENCE EXAMPLES OF CLASSROOM ACTIVITIES Verbal Linguistic
Discussion, debates, journal writing, conferences, essays, stories, poems, storytellin g, listening activities, reading
Logical- Mathematical Calculations, experiments, comparisons, number games, using evidence, formulating and
testing hypothesis deductive and inductive reasoning Spatial Concept maps, graphs, charts, art projects,
metaphorical thinking, visualization , videos, slides, visual presentations Bodily- Kenisthetic Role- playing, dance,
8. athletic activities, manipulative, hands-on demonstrations concept miming Musical Playing, music, singing, rapping,
whistling, clapping, analysing sounds and music Interpersonal Community- involvement projects, discussions,
cooperative learning, team games, peer tutoring, conferences, social activities, sharing Intrapersonal Student choice,
journal writing, self evaluation, personal instruction, independent study, discussing feelings, reflecting Naturalist
Ecological fieldtrips , environmental study, caring for plants and animals, outdoor work, pattern recognition
RESEARCH AND BRAIN- BASED INSTRUCTIONAL STRATEGIES concrete symbolic abstract Research-
based
BRAIN- BASED INSTRUCTIONAL STRATEGIES1. Authentic Problem Solving –Example-comparing the mini
polls at school result to national elections result. In tabulating the result, discuss the reasons for the differences.2.
Project- based multi-mediaexample – class will work on the memories of World War II and produce a song from
that era and display a collage of photographs and other memorabilia.3. Role plays as Meaning Makers-Example- A
sari-sari store to give elementary pupils experience in making a budget, stay within the budget and counting change
for bills.4. Visuals are powerful aids in retention as well as understanding. To help students organize their thinking,
teachers use graphics.
BRAIN- BASED INSTRUCTIONAL STRATEGIES Examples of Graphics 1. Graphic Organizers for
Classification
BRAIN- BASED INSTRUCTIONAL STRATEGIES 2. Descriptive Pattern Organizer FACT FACT FACT TOPIC
FACT FACT
BRAIN- BASED INSTRUCTIONAL STRATEGIES3. Time Sequence Pattern Organizer • Date/time event • Venue
• Date/time event • Venue • Date/ time event • Venue
BRAIN- BASED INSTRUCTIONAL STRATEGIES 4. Episode Pattern Organizer duration place time cause
episode effectpersons person person person
BRAIN- BASED INSTRUCTIONAL STRATEGIES Concept Pattern Organizer example characteristic concept
characteristiccharacteristic Example Example Example Example Example
CLASSROOM MANAGEMENT1. Assertive Discipline (Canter 1976) – teaches students to accept the
consequences of their actions - More on positive and praises than punishments.- Be responsible of the actions you
are acted upon.
CLASSROOM MANAGEMENT2. Theory X and Theory Y (McGregor 1967). Theory X is Newtonian and Y is
post- Newtonian - X suggests that people will do the minimum possible amount of work necessary to accomplish a
task. - Y- suggests that all people want to succeed, but there are obstacles in their path which inhibit their progress..
If these obstacles are removed, then they can succeed as well as anyone else.
CLASSROOM MANAGEMENT3. Control Theory (William Glasser,1984)- called as Reality Therapy-is a series of
steps to help children understand their choices they are making. - he suggests that there are four basic needsa.
Loveb. Controlc. Freedomd. FunThese are necessary for healthy psychological balance
CLASSROOM MANAGEMENT4. Behaviorism ( Skinner)- molding all children to conform by use of standard
punishments and rewards. - The initial condition are individuals and the equations are those behavioristic techniques
set out to modify the individuals.
CLASSROOM MANAGEMENT5. Transactional Analysis( Harris,1967) studies the interactions of behavior
between teachers and students. He even suggests three stages of development called ego-states, Child, Parent, and
Adult.In order for teachers to be successful in this theory, they need to remain in the Adult ego and be able to
9. recognize the ego- state of students around them.Teachers can recognize the games that students may play in a child
ego- stateAnd teach students to behave in an Adult ego- state.
CLASSROOM MANAGEMENT6. Ginott Model- concentrates on the communication between teacher and student.
It concentrates on avoiding criticism and trying to understand the student’s feelings.7. Kay Model- students are
intrinsically motivated to behave properly if they are taught how to do it. Role of the teacher is to teach students how
to monitor themselves.
CLASSROOM MANAGEMENT8. Jones Model- assumption of this model is a child needs to be controlled and that
teachers can achieve this control through body language, administration, and parental support.According to
Edwards,1993, Stopping Instruction, Staring, Sitting close to the student are all powerful intimidation techniques
which should stop students from misbehaving.
DIFFERENT APPROACHES AND METHODS Steps to follow:a. Provide the rationale.b. Demonstrate the skill.c.
Provide guided practice.d. Check for understanding and provide feedback.e. Provide extended practice and transfer.
DIFFERENT APPROACHES AND METHODS How to do it?1. Explain the rationale and objectives of the lesson.
Inform them of how long the lesson will take.2. Provide motivation and draw commitments from them.3. Conduct
the demonstration4. Assign practice for short periods of time. Continue practice to the point of over learning for
complete mastery.5. Provide feedback, videotaping of performance, tests or written comments.6. Focus on
performance evaluation rather than on pencil-and- paper test. The student should exhibit the skill mastered.
DIFFERENT APPROACHES AND METHODS Example:a. Deductive method- is a teacher- dominated. It begins
with the abstract rule, generalization, principle and ends with specific examples and concrete details.
Advantages and disadvantages:A. Coverage of a wider scope by stating at once the rule or the principle at the
beginning of the class, we cover more subject matter over a period of time.- No bother on the part of a teacher to
lead the learners to the formulation of the generalization or rule.D. It in not supportive of the principle that learning
is an active process. Less involvement on the part of the learner.- Lesson appears uninteresting at first. Due to
abstract presentation at start then it will look irrelevant and uninteresting.
b. Inductive methodIs less teacher directed than the deductive method. It begins with specificdetails, concrete data
and examples and ends with an abstract generalization , rule or principle.
Reflect on ……….. 1. Socratic,on which the image is a wise, somewhat crusty teacher who purposely gets into
arguments with students over the subject matter through artful questioning.
Reflect on ……….. 2. )Town –Meetingon which the teachers whom adapt this style use a great deal of discussion
and play a moderate role that enables students to work out answers to problem by themselves.
Reflect on ……….. 3.Compulsive typeon which the teacher is fussy(choosy), teaches things over and over, and is
concerned with functional order and structure.
Reflect on ……….. 4. Boomeron which the teacher shouts in a strong voice, “You’re going to learn, there is no
nonsense in the classroom.
Reflect on ……….. 5. ) Maverickon which everybody loves the teacher, except perhaps the principal. She raises
difficult questions and presents ideas that disturb.
Reflect on ……….. 6. ) Quiet one on which the teacher is calm, sincere butdefinite. The teacher commands both
respect and attention.
10. Reflect on ……….. 7. ) Entertaineron which the teacher is free enough to joke and laugh with the students.
Reflect on ……….. 8. Explanatory on which the teacher is in command of thesubject matter and explains particular
subjects of the lesson.
Reflect on ……….. 9. Interactiveon which through dialogue and questioning, the teacher facilitates the development
of student ideas.
Reflect on ……….. 10. Pragmaticon which the teacher guides the students’activities and facilitates self- instruction
and independent learning.
Kinds of Test and Evaluation1.Matching type- matching column A to the other column.2. Fill in the Blanks-
formulating questions by writing a statement with a blank portion on it.3. Multiple choice- it is with a complete
statement and giving three or more choices below the statement.
Kinds of Test and Evaluation4. Completion form- completing the sentence by adding phrase or words quite related
to fill in the blanks.5. enumeration- it is to ask for multiple answers by putting the numbers depending on the item
being asked.
Kinds of Test and Evaluation6. True or False- it is by giving a statement and then analyze it if it is true or not based
on the lesson previously discussed.7.Objective essay- it is to answer the question verbatim. It means that the answers
will be based on the words and phrases coming from the lesson and not your own ideas and opinions.
Kinds of Test and Evaluation8. Subjective essay- it could be answered either by your own opinion or based on the
statement and explanation from the book.9. Puzzle type- the most artistic and unique kind of test on which you will
consider the horizontal and vertical items.
Evaluation could be written or in verbal way depending on the strategy applied by the teacher. Alternative
assessment can be one of the evaluations.Ex: Field trips, Thesis defense, exhibits, field demonstration and inside
competitions.
