LET Elementary Principles and Strategies of Teaching Reviewer 2026

Answer: B. Start where the learner is by connecting new learning to prior knowledge.

Step 1: Identify what the teacher is doing — she is asking what pupils already know before introducing new content. Step 2: This matches the principle of starting where the learner is, which means connecting new material to prior knowledge and moving from the known to the unknown. Step 3: Option A is about having clear goals, which is not what is being highlighted here. Step 4: Option C contradicts learner-centered teaching. Step 5: Option D contradicts the principle that individual differences matter. The correct principle is always to bridge prior experience to new learning.

Answer: C. The pupils will identify the three branches of the Philippine government.

Step 1: A behavioral objective uses an observable, measurable action verb. Step 2: 'Appreciate,' 'understand,' and 'know' are internal verbs — you cannot directly observe or measure them. Step 3: 'Identify' is an observable action: a teacher can check whether a pupil correctly names or points to the three branches. Step 4: On the LET, when you see 'understand,' 'appreciate,' or 'know,' eliminate those options as properly stated behavioral objectives. Step 5: Always choose the option with an action verb that produces visible, measurable learner behavior.

Answer: D. with at least 80% accuracy

Step 1: Mager's ABCD model has four parts — Audience, Behavior, Condition, and Degree. Step 2: Audience = who is the learner (the Grade 2 pupil). Step 3: Behavior = the observable action (will solve them). Step 4: Condition = the givens or circumstances (given a set of ten addition problems). Step 5: Degree = the standard of acceptable performance, expressed as a criterion — here, 'at least 80% accuracy.' This tells us how well the pupil must perform to meet the objective.

Answer: B. Remember, Understand, Apply, Analyze, Evaluate, Create

Step 1: The Anderson and Krathwohl 2001 revision uses verbs and a new order. Step 2: The six levels from lowest to highest are: Remember, Understand, Apply, Analyze, Evaluate, Create. Step 3: Option A is wrong because Create and Evaluate are reversed. Step 4: Option C lists the original 1956 taxonomy using nouns (Knowledge, Comprehension, etc.) — the LET often asks about the REVISED version, so be careful. Step 5: Option D jumbles the order. Memorize the acronym RU-3A-EC: Remember, Understand, Apply, Analyze, Evaluate, Create.

Answer: C. Create

Step 1: Identify the key verb — 'design an original poster.' Step 2: 'Create' is the highest level in Bloom's revised taxonomy; it involves producing something new by putting parts together. Step 3: 'Evaluate' would require judging against criteria (e.g., 'which poster is most effective and why?'). Step 4: 'Apply' would use existing knowledge in a familiar task (e.g., sorting a list of waste items into categories). Step 5: 'Remember' is simple recall. Since the pupils are creating something original, the cognitive level is Create.

Answer: D. Remember

Step 1: The verb 'list' signals retrieval of stored information. Step 2: 'Remember' is the lowest level of Bloom's revised taxonomy and involves recalling or recognizing facts, terms, and basic concepts. Step 3: 'Understand' would require the pupil to explain or summarize in their own words. Step 4: 'Apply' would require using the information in a new situation. Step 5: Since listing planets from memory is purely a recall task, the cognitive level is Remember.

Answer: D. Characterizing

Step 1: Krathwohl's affective taxonomy moves from lowest to highest: Receiving, Responding, Valuing, Organizing, Characterizing. Step 2: 'Receiving' is simply being willing to listen or pay attention. Step 3: 'Responding' is participating when asked. Step 4: 'Valuing' is showing commitment to a value in specific situations. Step 5: 'Characterizing' (also called Internalizing Values) is the highest level — the learner acts consistently from a deeply held value that defines their character, even without external prompting. The pupil's habitual, self-initiated helping behavior is at the Characterizing level.

Answer: C. Detailed Lesson Plan (DLP)

Step 1: DepEd recognizes different levels of planning detail based on teacher experience. Step 2: The Detailed Lesson Plan (DLP) contains a full description of what the teacher and learners will say and do during the lesson — it serves as a script and guide for teachers who are still developing their teaching routines. Step 3: The Daily Lesson Log (DLL) is a streamlined weekly template used by experienced teachers who no longer need a full script. Step 4: The semi-detailed plan falls between the two but is still not as comprehensive as the DLP. Step 5: The principle is: less experienced teachers write more detailed plans.

Answer: C. There is a lack of constructive alignment between the outcome and the assessment.

Step 1: Constructive alignment (Biggs) means that intended learning outcomes, teaching activities, and assessment tasks must all target the same ability and cognitive level. Step 2: Teacher Rico's outcome requires pupils to construct a physical model — a psychomotor, Create-level task. Step 3: His assessment asks pupils to define terms — a cognitive, Remember-level task. Step 4: The outcome and assessment are pointing to completely different targets, so the lesson is NOT aligned. Step 5: The correct fix is to assess pupils by having them actually build and demonstrate the circuit, matching the level and nature of the outcome.

Answer: B. Activity, Analysis, Abstraction, Application

Step 1: The 4A's is a widely used lesson structure in Philippine elementary schools. Step 2: The sequence always starts with Activity — pupils engage in a concrete experience or task. Step 3: Analysis follows — pupils discuss and examine what happened in the activity, guided by the teacher's questions. Step 4: Abstraction — the teacher draws out the concept, generalization, or rule from the discussion. Step 5: Application — pupils apply the new learning to a new situation or task. Remember: Activity → Analysis → Abstraction → Application.

Answer: C. Approach

Step 1 – Identify what is being described: the teacher's belief or viewpoint about how knowledge is acquired. Step 2 – Recall the hierarchy: an APPROACH is a philosophical viewpoint or set of beliefs about teaching and learning – the broadest level. A STRATEGY is a long-term plan of action. A METHOD is a systematic procedure or set of steps. A TECHNIQUE is the teacher's personal, immediate act in carrying out a step. Step 3 – Match: because the item describes a belief ('knowledge is constructed by the learner'), the correct term is APPROACH. Step 4 – Eliminate distractors: Technique is the narrowest level (a personal act), Method is a procedure, Strategy is a plan – none describe a philosophical belief. The answer is APPROACH.

Answer: B. Technique

Step 1 – Note the key descriptors: 'particular way,' 'personal,' 'specific,' and 'immediate classroom act.' Step 2 – Recall the hierarchy: a TECHNIQUE is the most specific level – it is the teacher's personal art or style in carrying out a step. Step 3 – The scenario describes HOW the teacher personally executes a single instructional act (asking probing questions), not a broad philosophy, a long-term plan, or a systematic procedure. Step 4 – Eliminate: Approach = broad belief; Strategy = long-term plan; Method = systematic procedure. None fit 'personal style of asking a question.' Step 5 – The correct answer is TECHNIQUE.