Free LET Exam Flashcards

"Is." The subject is "one," not "teachers"; a prepositional phrase can never contain the subject. Contrast "The teachers are absent," where the plural noun itself is the subject.

A misplaced modifier sits beside the wrong word, but the word it should modify is present, so reordering fixes it. A dangling modifier has no logical subject in the sentence at all, so the sentence must be rewritten to supply one.

Use "nang" as an adverbial marker (tumakbo nang mabilis), as a conjunction meaning "so that" or "when," and between repeated verbs (umiyak nang umiyak). "Ng" marks the object or the possessor. Substituting "ng" before an adverb is a standard LEPT trap.

Actor focus puts the doer in the "ang" slot: Bumili ang guro ng libro. Object focus puts the thing acted upon there: Binili ng guro ang libro. The verb affix changes with focus, so word order alone does not decide it.

A primary source was produced by a participant or eyewitness during the period studied, such as Pigafetta's chronicle. A secondary source interprets that evidence afterwards. External criticism tests a source's authenticity; internal criticism tests the credibility of what it says.

It framed the First Philippine Republic and was promulgated by Emilio Aguinaldo on January 21, 1899, with the Republic inaugurated on January 23, 1899. It is distinct from the 1897 Biak-na-Bato Constitution, which set up only a provisional republic.

Noli Me Tangere (1887) exposes colonial abuse and appeals for reform through awareness and education. El Filibusterismo (1891) is darker, testing revolution and revenge through Simoun. The pair traces Rizal's growing doubt that peaceful reform alone could work.

Republic Act No. 1425, the Rizal Law of June 12, 1956. It requires courses on Rizal's life, works, and writings in all schools, colleges, and universities, with unexpurgated Noli and Fili as basic texts in college. A student may be exempted on religious grounds from reading the novels, never from the course.

Economic globalization is the integration of markets, capital, and production across borders. Cultural globalization is the worldwide circulation of media, ideas, and practices. The two can move in opposite directions, as when a state opens its economy while resisting cultural homogenization.

Seventeen goals, adopted in 2015 under the 2030 Agenda and targeted for 2030. They succeeded the eight Millennium Development Goals, which ran from 2000 to 2015. LEPT items usually ask you to match a classroom activity to one specific goal.

A deontologist judges the act by the duty or rule it obeys, so the lie is wrong even when it helps. A utilitarian judges it by consequences, so the same lie is right if it produces the greatest overall good.

It claims right and wrong are fixed only by a culture's own norms. The standard objection is that this makes moral reform incoherent: a reformer who opposes their own culture's norms would automatically be wrong, so no culture could ever improve.

The median, 12. The mean is 29, dragged up by the outlier 98, and represents no actual score in the set. Use the median for skewed data and reserve the mean for roughly symmetric distributions.

It is a 10 percentage-point rise but a 20% relative increase, since 10 divided by 50 is 0.20. LEPT items exploit this gap, so read whether the question asks for points or for percent change.

Mitosis yields two genetically identical diploid cells for growth and repair. Meiosis yields four genetically varied haploid gametes and halves the chromosome number. Crossing over in prophase I creates that variation and does not occur in mitosis.

Temperature is the average kinetic energy per particle; heat is total thermal energy, which also depends on mass. The pool holds vastly more water, so it stores more thermal energy despite its lower temperature.

Subject is what is depicted. Form is how the work is made: medium, line, color, and composition. Content is the meaning it conveys. A non-representational work still has form and content but no recognizable subject.

Elements are the visual components used: line, shape, form, space, texture, value, and color. Principles are how those components are arranged: balance, emphasis, rhythm, proportion, harmony, and unity. Elements are what you use; principles are how you organize them.

Self-concept is descriptive, the set of beliefs answering "who am I." Self-esteem is evaluative, the judgment of worth attached to those beliefs. A learner can hold an accurate self-concept and still carry low self-esteem, so the two are assessed separately.

The "Me" is the internalized attitudes of others, the socialized self that meets group expectations. The "I" is the spontaneous part that responds before that reflection. Mead traces the self through the play stage, the game stage, and the generalized other.

Section 14 sets two parts at the elementary level, professional education and general education, and three at the secondary level, adding the field of specialization. Section 13 requires the written examination to be given at least once a year.

It amended Section 15(e)(3) of RA 7836 so an arts and sciences graduate needs at least eighteen units in professional education, raised from ten. It also limited para-teacher special permits to examinees who failed within five percentage points of the passing average, valid two years and renewable once.

Board for Professional Teachers Resolution No. 435, series of 1997, adopted under RA 7836. It is a board resolution, not a statute, which separates it from RA 4670, the Magna Carta for Public School Teachers. The Code covers public and private school teachers at the preschool, primary, elementary, and secondary levels.

Essentialism transmits a core of enduring knowledge and skills through teacher-directed instruction. Progressivism begins from learner interest and experience and teaches through problem solving. Essentialism asks what every educated person must know; progressivism asks how the learner grows.

Seven, adopted nationally through DepEd Order No. 42, series of 2017. The Board's Enhanced Table of Specifications tags every LEPT curriculum unit with the PPST domains it serves, so the domain names are directly testable rather than background reading.

The hidden curriculum is the unplanned values and norms learners absorb from routines, rules, and teacher behavior. The written curriculum is the official document of intended outcomes. A teacher can deliver the written curriculum faithfully and still teach an unintended hidden lesson.

Tyler's model is deductive and administrator-down, starting from broad aims. Taba's is inductive and grassroots, starting with teachers diagnosing learner needs and building units upward. Both address objectives, content, learning experiences, and evaluation; they differ in who initiates the process.

Republic Act No. 10533, the Enhanced Basic Education Act of 2013. It fixed basic education at kindergarten plus twelve years, adding two years of senior high school, and mandated spiral progression. Its mother tongue instruction for kindergarten to Grade 3 was discontinued by RA 12027 in October 2024.

Concepts recur across grade levels at increasing depth rather than being completed in one year. In science it means all strands appear every year, instead of devoting one whole year to biology and another to chemistry.

Remember, understand, apply, analyze, evaluate, create. The 2001 Anderson and Krathwohl revision uses verbs and swapped the top two levels, so create now outranks evaluate. The Board's Table of Specifications tags LEPT items with these six verbs: remember and understand are easy (30%), apply moderate (50%), and analyze, evaluate, and create difficult (20%).

"Understand" is not observable, so it cannot be assessed directly. A usable objective names an observable behavior, the condition, and the criterion, for example explaining in writing how light energy becomes chemical energy while naming three reactants.

Deductive teaching states the rule first, then supplies examples and practice. Inductive teaching presents examples first and guides learners to derive the rule themselves. Inductive costs more time but builds discovery and retention; deductive is faster for well-defined procedures.

It orders learning experiences by degree of abstraction, from direct purposeful experience at the base to verbal symbols at the apex. It does not assign retention percentages such as remembering 10% of what we read; those figures were added later and are unsupported.

Technological, pedagogical, and content knowledge. TPACK is the overlap where a chosen tool fits both the subject matter and the teaching method. Adopting an app because it is new, without that fit, is technology use rather than technology integration.

The concrete operational stage, roughly ages seven to eleven. The child can now decenter and mentally reverse an action, so pouring water into a taller glass no longer changes the perceived amount. Preoperational children still center on a single dimension.

The zone is the gap between what a learner manages alone and what they manage with guidance. Scaffolding is the temporary support supplied inside that gap. It must be withdrawn as competence grows, otherwise support hardens into dependence.

Initiative versus guilt, roughly ages three to six, resolved into the virtue of purpose. Encourage child-led play and projects; ridiculing their ideas breeds guilt. Industry versus inferiority follows in the elementary years, and identity versus role confusion in adolescence.

Conventional reasoners (stages 3 and 4) obey to win approval or to uphold law and order. Postconventional reasoners (stages 5 and 6) test the rule against a social contract or universal principles and may defy an unjust one. Kohlberg scores the reasoning offered, not the act itself.

Gardner proposes distinct kinds of intelligence, such as linguistic or bodily-kinesthetic, describing what a person can do. Learning styles claim a preferred channel for receiving information. Gardner himself rejected the equation of the two, though LEPT distractors often blur them.

Deficiency needs must be met before esteem and self-actualization can drive learning, so feeding programs and a safe classroom climate come before motivational appeals. Ignoring the lower needs makes higher-order engagement strategies ineffective, not merely slower.

Yes. A consistently miskeyed test returns the same wrong result every administration, so it is reliable but not valid. Validity asks whether the test measures the intended construct; reliability asks only about consistency. Reliability is necessary for validity but never sufficient.

Diagnostic runs before instruction to locate prior knowledge and misconceptions. Formative runs during instruction to adjust teaching and feed back to learners. Summative runs after to certify achievement. The same quiz can serve any of the three, depending on how its results are used.

Use an analytic rubric when learners need feedback on separate criteria, since it scores each criterion on its own scale and totals them. A holistic rubric assigns one overall level, which is faster for grading large batches but hides which criterion failed. Both must be shared before the task begins.

The difficulty index is the proportion answering correctly, so a high value marks an easy item. A negative discrimination index means low scorers outperformed high scorers, which signals a miskeyed or misleading item that should be revised or dropped.

Field Study is structured observation and documentation of teaching-learning episodes in a real school. Teaching Internship is supervised practice teaching in which the pre-service teacher takes over instruction. Observation precedes assistantship, which precedes full classroom responsibility.

Action research is conducted by the teacher on a problem in their own classroom and cycles through plan, act, observe, and reflect to improve that practice. Basic research pursues generalizable knowledge and is judged on external validity, which action research does not claim.

Reflection-in-action happens while teaching, adjusting on the spot when a lesson stalls. Reflection-on-action happens afterwards, analyzing what worked and why. A teaching portfolio mainly documents reflection-on-action; live classroom improvisation demonstrates reflection-in-action.

Each artifact must be tied to a stated competency and carry a reflection explaining what it shows about growth. The volume of collected material is not evidence; the reasoned selection and the reflection carry the assessment weight.

A rule states expected behavior and carries consequences, such as respecting another's speaking turn. A procedure is a routine for accomplishing a task, such as how papers are submitted. Rules are enforced; procedures are taught by rehearsal until automatic.

A descriptive record captures observable behavior and quoted words that another observer could verify. An evaluative note states a judgment such as "the lesson was poor," which cannot be checked. Sound reflection requires the evidence to stay separable from the inference.