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PEDAGOGY

.

TBACHING

METHODS

INCLT]DING

INSTRUCTIONAL

PLANNING'

STRATEGIES'

,A,SSESSMENT,

LEARNING

ET\IYIROMUENT

IntrOdUCtiOn:

t*aming

is a

process

and

it

takes

time

for children

to lcam.

Tcachsr

*rould

develop

such

a safe

and

0roughtful

leaming

environment

in

which

all children can

lcam' It

requires

such teaching

activitres

and

skategles

that

all students

have activc

participation

tn

thc

leaming

process.

It

requircs

the teachers

to

encourage

children's

efforts

and acknowlcdge

thoir

ro..rr*

it is also

the

respotrsibility

of teachers

to deal

with

student's

misbehavirous

dunng

leaming

proccss

by using

timely

and

positive

strategies.

This

teaching

and

leaming

resource

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The

Tradltlonal

chlcroom:

Most

ofthe

tcaching

in

out classroom

ie done

in a

traditionsl

monologuc

way. Thc

childpn

8it

quietly

in rows

in

the

classroom,

the

teacher

does

all

thc

Atting

ana m

stuaents

passively

listen

to the

teacher.

They

speak

only

when

called on

to and

do

exactly

as they

are told-

Research

shows

that

when students

are tauSht

ih

this

way, they

gct

very littte

(about 57d

of the knowledge.

Research

also

shows

that

the leaming

of

students

improves

a

lot when

their

active

participation

is ensured.

In

a

traditional

classroom,

the

leaming

capabilities

of

most

students

are limited

merely

io copy

what

is written

on

the

board

and

they

ue

not

able to

actively

process

the

information

through

thinking,

comparison

and analysis.

Due to

this

limited

mental

ability,

students

1ose interist

in

leaming.

Another reason

is

that tcachers

do not

vary

teaching

style

to

suit

the requirements

of

the subject,

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Rererrrh

Shovr

Th.t:

I

I

ftrdcon

loam

and

rctain

more whea

askcd

to do

somcthinBjust

lcarn

infcanrioo

Studoats

lcarn

more

by

activcly

perticipatiag

ia obeorving,

rpcskir&

*Titi g,

ustroing,

tbiotins

drawing

ald

doing.

Ir.rniag

ir

oahauccd

whon

a

studcnt

applioe

his/hor

tuowlodgo

for

bcnofits

to

hinrclf rd

othen

Loming

rtylor

of

diffcrcnt chilfooo

rrry ad

bachors

fiould

&ei$

rctivitios

.rd

Grogior

.croditgly,

k9*iog

tbout

lormiag

rtylo can

hclp tcrchor

plal

louoar,

arrignncah

rad

rcdvltior.

fficctlvc

Tachlng

llvolyc:

I

Itc

usc ofrcaching

tools,

tcchiquos,

aod straicgics.

An

undcrstanding

of

how

students

leam,

how

they

proccss

information,

what

Eotivates

tb@

to

leam more,

and what

iryedes

thc

loamin3

process.

Creating

cffectivc

leaming

environmcnt

wher,e

shrdents

arc actively perticipating

md

engaged

wifi

ttre

material.

The

use

of differcnt

insbuctional

strategies for

the

developmcnt

of

skills,

valucs

aod

peyc.hological

hcaltb.

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Teechlng

Strrt&ghr

Itr

the

Nctr

Currlcutum:

Mrldng Lerou

Interactlye:

Ask

questions,

cncourage

Etudcats

to

questions,

cngago

stttdtoto

iD idivi&aL

pair,

u snell{roup

activities.

Dbcurslon:

Di'''rs.io,lx

is

e

cxcrllent wBy

to

cmFgc

studnb

io thinking

md

analFing

aad

dqHiDg

an iasuc.

studcnts

respond

to one

anothet

bcttr

rh"n

interacdry

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Interrctlve

l)emonttrrtlons:

Developing an

environment of fun and demonstration

in

classroom stimulates

studentsr interest

and curiosity.

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Rolc

Plry:

Studonts leam

by

acting

and

ob,serving.

Some

sMents

act out a

scenario and

othets

watch

and discuss.

it*

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Cooperrdvo

Lorralng:

Studcon

work

togcthcr

in

eaall

groups.

During this

goup

wodq

rudonr

ooopcrto with orch

othor.

It

mrximizor thcir lorming and

thoy

get

tho lormiag

objocdvcr

through

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quortlonr,

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lnformttlon,

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dnw

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Leuon

Phnrlng: lvtany

cachers

in

Pakistaa re.ly on tcxtbooks only for teachirr.

*.r-IIl

into

thc

classroor&

ask

studcnb to

open

the

taxtbook

to a certain

page

and havc students read

a

portion

of thc

tcxt.

Then

thcy

ask studr s to answer

questions

which

requirre

thcm to

rpmduce

materid from

the text.

Most ofthe teachers teach

all subjects

(except

mrthematics)

and use

the

same

style for every zubject. By spending a little

tim

to

plan

the

lessons, the

teachcrs caa delivr lesson in meaninglrl

and interesting

way.

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O

Development

of Lesson

Plens:

The

lesson

plan

can be developed

concenaating on

the

following

i4ortant

points

:

1. Where

are

your

Btudents

goitrg?

(Aims,

Objectives, SLOs)

2.

How

thc

studefis

goitrg

to

gct

these airls?

(*sson

introduction and

development)

3,

How

will

you

know when thc students have

got

the aims?

(Assessment/evaluation)

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Imperbnt

C.qielcnb

of r l.ecrel

Plrn

ln Teechcrs

Gridct:

1.

Stndoltt'

Lorrntng

Outcomes

(SMh):

The

topics of

different

subjects

have been

given

in frc

Nsiiood Cr,rricula

In

Gech

to,pic,

tho studcnts'

leeming

outco.mes

have

been

identifled.

In toac,hcr's

$ridog,

thc

losson

plena havc becn

devcloped

on the

base

of thes studeDts'

lorrning

outcoroe,

Each

lesson

plan

covers

1

to

3 learning outcomes.

Studcnts' leaming

outcomc8

holp

f,w

to

chrify

Oro krowlodge,

skills

and attib&s/values

to be developed

in

shnleids.

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2.

Tlnr:

Nunbor

of Prrlodr:

Erch

lorron

plan

montionr ths

timo/numb.r of

pcrlodr

rcqubcd

to tsrob thc

lcroa offcctivcly.

A tmchor

mry hioltorrolf

divido

tho

tino

for

dilffi.lt

typor

of

rstivitior

givoa

in

tho

loron

plro.

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tc.ch.rl'

Suidcr,

ths rlnc timo

rtirtlhfhn

hrr

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boa

crrphrrtzod"

Toachor

may

alro

consult Oo rordomic

cdcndu for

tho

nraroanpnt of wholo

couno.

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3.

Informrdon for

Tercherrl

This ssction

includes

the

important

information' cotrcpt

mapc

etc.

that

are essontial

for

thc

rcacher

for

elfective

delivery ofthelesson.

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4.

MrterhuRerources:

It

is

an

fuPortant

part

of

lesson

plan

that

the,r*,

#t':'H

for

tear;hing the lesson

be

ideotified, for

example,

the

apparatus

to

be used

in

activities

(e.g

. charo, aolounid

pcncils,

ruler etc.)

and textbook

etc'

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5.

Introductory

Acflvl-der:

Introductory

activitios

are designed

to

intsoduce tho lceson or

cstablisli aonncctioo

with

thc

previous

lesson.

such

activitics

build

readiaess, oratc

interest,

8nd

i&oti&

whst studcnts

alruady

know about

the topic.

tn intoauaory

activitios,

studcnt's

aucntion may

be

gaiffd

by

*lowing

pichrcs,

stating

a

problcm

or

a

dilcmma,

or

rcading

a

poco/story.

A

tcst/quiz may

be

ueod

to find

out

what

studcats

slrcady

know.


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6.

Developmental

Activitiesr

This

section

ie

the

most

inryortmt

part

of loseon

plm.

Moat

of

the

time

allotted

for

in a lasson plan,

is for

these

actir.itic&

Dcwlopmontrl

rctivitics

grow

out

of

the

introductory

activities.

These activities

are

deeignod

lo

Btt& tt

stfuts'-lctring

outcomes,

During

these

activities

new

concepts,

skills

and valum

atc

intoduccd

and

thcce

@

built

on

past

leaming.

These

activities

have this

sequetrce:

data

grthering

adivitics,

date

organizing

activities,

demonstrative

or

applicative

actiyitics,

and

creative

and exprcssivc

activities,

rrd rumuriro

thoir ruou,lodgo.

Thoy

frcititrto

tho spplication

of

knowlodgo

and

rldlL to r

nrx,

.ltution.

Thcy

uc

fonc

lly telatod

to

tho

main

idoc of tho

lorron.

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8.

Amsgmsnt

of Lorrnhg:

Thio

aection

includes

such

quectionc

or

activiticg

that

can

aclcra

to

whrt

cxtcit

thc

otudents'

learning

outcomes havc been achieved. Assssment

ie important

in

all

phases

of

the lceson

i.e.

from

intoduction

to

conclusion,

A variety

of techriques

can

be

used

o asscas

the

achievemcnt

of the

chosen

leaming

outcomes.

some

of

these

are

prepared

oe

part

of the

leaming

activities;

for

example,

the drawing

and

labelling

ofa

mai, the

qucstions

for

cvaluating

a discussion,

the final

written

report

etc.

other

tools

such as

tests/quiz

are used

at

the

end oflesson

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9. tr'ollow

up:

This

section

includcs

enrichment

activities,

projects, questions

or homework

to

bc

assigncd

to

thc

students.

Thc

said

activities

enable the

sMents

to

apply their

lrrowledgc

and stills_in

daily lifc.

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rudrr

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tcechbg

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(e)

Styb of

O)

Way

of

Eschbg

tschiDg

(c)

Arr

of (o

s$etiation

of

tachiog fre

lnowledge

ftm

ouffi

wodd

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I A

te.chhg

mdhod

corryletec wlth

the

hdp of

(a)

Vuiorx

(b)

Many hctics

bchiqucs

(c)

Ifry

pmtrrca

(O

lYlany

aproacbes

r

tr|cbhq

mttod

lr?

Atr

Et ft)

A sci.cr.

Borh lrt

rod

(d

qat

uy

G@C

Wh.t

E

+ Il b

po.dHr

o

lrrh rlthout r toecblng

rttil tut lt lr hrrdhl bocrur om

lauott

(r)

Anrla tb

(t)

Dffiloo

"

o{stw

"

ecrtodos

ia

-

lilDhl

dturdoo

G)

D.livc

.

(O

{

of

eo

qlog

DOtr.

s.

whrt

Htl b6

uir.d

who

t[.

ctbad

lmrlrdfc

of

thG

.ovlronmnt h

Ilnd wlth r chlH'r bnln?

(e)

Tcrching

(b)

Tcaclting

trrrhod t ctiqi

(c)

Toachingskill

(O

Tcadiog

poce3s

5. Whlch

of

the

folhwins mthod is termed

rt m

crsentld

evll?

(a)

Lectrc

Ethod

@)

Uctre-orn

dcmstration

mihod

(c) Asci8@trt

(O

Dircussion

mthod

rnctbod

7. Thc cnd

product

of

tcrcher-centred

mtl-L

lN:

'

r

fo mmize

(b)

To

xpress

6c frcb belief

in

traditional

ageocics

(c)

To

drpcod on

(d)

All

of the

tac.har'5

above

anbtritv

8.

Whhh

of

thdfo[ox'irr

b

not

lndu&d

in

procesr

dLrendon of tcrcher-csntrd

mthodr

of trechlng?

(a)

Rcccption

(b)

Authority

(c)

Ivlcmry

(d)

Discovery

PEDAGOGY

-

OBJECTIVE

(MCQs)

TEACHINGMETHOD

TEST- 1

@6o6cL

9.

Whieh one

of

the

folow@

ctrnc .rlrdct

i

pres(

nt

i[ tarchcr-centrcd rrthod?

(a)

Fmli$ G)

T'eaha'g

.

alffiv

(c)

Neglect

of

(d)

Atl of

rto

imovatidns

abovc

10.

The

dlrunion ofl

tcrchhg Ecthod L:

(a)

Facbal

(b)

Priocss

(c)

Enviromtal

(4

An

of

thc

above

ll.

The

ln6ln

obJectve

of chll4*ailrcd.

tcrc.hlng

mthod ir:

(a)

To

dsnl@

(b)

6

.

bdning

rbilitbs

in

clil&cn

in

hdlpcodom

in rndEnb

Aca urr

chiltka

rbova

uorosr

ftr

fulhIrt

Irysftin8 nrll

ftEdom b tbc

dil&en

12, Gi. .rr[y

ln

15, In

whlch

of

the

followlng;

the

tacher

emphaelzec

on dcnbcreffc

velucr?

(a)

Cbil&ceutcd

O)

Stldnt-

.

rnethods

cdGd

rcthodg

(c)

Both

of thc

(@

Nm. of rbc

To &vehp

&c

drillq

itr

ttla wlv

(c)

To

dst

ohp

(O

All

of 6,

Gcurrrlly ln culd{nE d

ilho&

of

t

rchltrG

th.

roL ol

b.Ehc hr

(r)

6 ftarorlrr

(b)

To

odbct thr

r)

6

6c

Edlrmrdo

iltrrdor

m.rDh

irEirl d

(c)

To

bclp

tbo

(O

All

of

6a

childr.[ tn

$o ra

fu rtioo of

tbcir

hypothosc

13.

The

end

product

of chlld-cenhod Ethod

lr

(a)

Tbc

O)

devclcDmnr

.

of

higl

brEl

mCuiry

methods in

children

(c)

Enhancing

the

'(O An of

frc

potentiditics

abovc

ofthe chil&en

14. Ill which of

tbe

followlng

tho tercher B

reedy

to

follow

the innovrtionr?

(a)

Child


7/25

abovo

turc

m.thod

ht

(b)

Tolchcr

lolsur

teaching

principle?

(a)

Lec

re

method

(c)

Assignment (d)

Projett

method

ethod

meihod

18. When

a

tea-cher

is

comparatively

passive

and

th

students

are

overtly

actiie

and

sit

as

listeners

onlHhis

wiy

of teaching

method

is called:

ibovo

t6.

Thr

trllGnt

futun

of lGctur.

(r)

Economy

(c)

C-ommunication

(d)

Norii'of

thc

of

factual

information

abov6

17. Which one

of

the

following

is

not

the

19.

The

defect

oflecture

method

is:

(a)

Lack

scientific

in

(b)

Devoid

of

the

(a)

Lecture

method

(c)

Proiect

method

attitude

(c)

A

one-wav

teaching

(a)

Project

method

(c)

Lecture

method

(b)

Heuristic

method

(b)

Assignment

method

(d)

None

of

the

above

(b)

Exercise

(d)

lntellectual

O)

Intermediate

students

(d)

All of

the

above

(b)

well-

organised

and

svstematic

(d)

dU

of

the

above

principle

of

Igqnine

by

dolns

(d)

All

Y

of

the

above

Drocess

20.

tn

which

of

(he

followirg

methods,

the

aeacher

takes

least

intreIt

towardi

the

attention

ofthe

studelts

in

a

classroom?

(b)

Assignmeot

method

(d)

Discussion

-

,

method

method

21. Which

one-oftie

following

is

required

in

Icture

method?

(a)

Trainins

(c)

Manrity

skills

22.

Cenerally,

lecture

melhod

is assumed

as

the

bqst

method

for:

(a)

High

school

students

(c)

Craduate

students

23.

The

lecture

should

bc:

(a)

Interesting

(c)

Me{ium

level

with proper

modulations

24.

In

modern

classes,

how

extent

the

authoritative

bchaviour

of

a teacher

is

suitable?

(a)

To

a

great

(b)

Not

at

all

extent

(c)

Can't

say (d)

Depend

on

rhe

teacher's

lo

l@,.

,*

lf

l,ijllil:#,hc

rouowrng

rlitil'ltv.rty

(a)

Economy

(b)

Fast

poce

(c,

lrmc

savm8

(d)

Iiree

thjnking

26.

The

defect in

lectirre

rnethod

is:

(a)

Extra

O)

Lack

of

self_

emphasis

on

rhinking

tne

lnota

(c)

Lack

.-

of

(d)

All

of thc

sctentttlc

above

attitude

27.

What

is the

imporlance

of rehearsal

beforc

actual

demonstration

carried

out

(c)

The

reacher

1d1

performs

the

experiment's

demonshation

in a

perfect

occur

during

experinrcntation

in the

classroom

conditions

All

ofthe above

fashion

28.

The

single_

most

important

point

for

demonslration

ofa

lessbn is:

(a)

Selection

of (b)

Lesson

contcnt

pointers

and

selection

of

questions

(c)

Collecr.ion

of

(d)

AII

of the

essential

abovc

appamtuses

29.

During

demonstratior,

the

topic

should

be

presented

in:

(a)

Problematic

(b)

Debatable

manner

nlanner

in

the class-room?

(a)

It

creates

self-

confidence

in

a teacher

(c)

Suspending

manner

method

is:

(a)

Economic

(c)

EliminattuU

(b)

The

teacher

becomes

familiar

with

dre

dif[culries

rvhich

may

(d)

None

of

thc

above

(b)

Ac.ivity-

orielled

(d)

All

of

tlrc

10.

Whiclr of

the

following

perception

should

be

laken

by a teacher

for prcscntation

of

conlenl

along$

ith

demonstrxtion?

(a)

Use

of

(b)

prcsenlarion

cxamples

of

riglrt

quesltons

(c)

Vivid

(d)

A

of thc

pronunctahon

above

and proper

language

fluencv

31. The

main

ciaractcristic

of

demonstration


8/25

lurking

abovo

dansas

rs

conilucted

bY

opclt

teachcrs

32.

Thc defed

of

lccturc'cumdemonstrstlon

mcthod k

thrt:

(a)

It

is

not

child-

O)

[t

creates

'-'

cenred

obstacls

in

the

dcvelopment

of

scientific

attitude

(c)

It

neSlects

(o

Alt of

the

direct

^bove

xDeriences

3f- The oiorieer

ofHeurhtic

method

13:

(a)

'

Prof

ltE.

O)

Prof'

D.S.

'

'

Armsfione

Kothari

(c)

Prof

-J.A.

(d)

Prof.

LeoPold

''

Stevenson

Thomdike

34. The

orisingl

ide, of

Armsarong

is thetl

(a)

'lTe

realistic

(b)

The

student's

'

'

aim of

science

PaniciPation

is

is discovery

tkough

pu

researches

(c)

The

puIe

(d)

researches

should

conducted

the

basis

traditional

reseaches

inmprilsory

in

pure

rsearches

The

future

ofa

munw is

safe

in

iti

pure

tesearches

To discover

None

of

the

above

Heu

nic

is

To

observe

science

be

on

of

35. The

word

"Heuristic"

is

derlved

fmm:

(a)

Geek

word

(b)

l*tin

word

-'

hzurisco

beu

ri

(c)

English

word

(d)

None

of

the

humorotts

above

36.

6In

dlscovera

methods

of

tccblng,

thc

students

8rc

-sencrauY

forcd

to

wolk as

scientists."

Th;is

stste'ment

is

propounded

bv:

/a) John

Dewev

(b)

John

Little

ici

armstong-

(O

TheodorE

Bit

37.

tLE.

Armstrong

wes

working

as

a

orofessor oft

'(a)

Chemistrv

ft)

PhYsics

lci

educrtion

(d)

PhilosoPhY

3&

The

exact

meaning

of the

terfi

He

tlisco

is:

(a)

To find

out

(b)

(c)

ro

derive

(d1

conclusions

39.

The equivalent

term

of

Eadr*ei,

which

is meant:

(a)

'l'o

visualize

(b)

science

bY

doins

(c)

T9

-

discover

(d)

scrgnoe

None

above

of the

4{1.

A torchcFcantrGd

mcthod

b

conwrt

d

lnto chlld-centrcd

mcthod,

lf r trrchGr

crn

do:

(a)

It

partially

in a

deliberate

manner

(c)

It in

a

'

reversible

ftshion

Ir

perfecly

tluough

insight

It in

the

Dresnce of

large

audience

ofth studcnts

41.

Westowry

has

presumed

Heuristic

method es:

(a)

Only.

a

O)

OnJI

a

teachmS

lraulmg

method

method

(c)

Onlv

a

(d)

OnlY

a

method

''

resdarth

mend

for

method

acquiring

knowledge

42.

Which

of

the

following

psychologicel

prlnclples

heve

been

followcd by

Heuristic

meihod?

(a)

Principle

of

O)

PrinciPle

of

freedom exDerierrc

(c)

Principle

of

(d)

Afl

of

the

activitv

above

rl3,

The central

prlnciple

of Heuristic

method

is:

(a)

l*aming

bV

G)

l*rning

doing

-

through-

-

Pe$onal

working

(c)

Leamine (O

t*aming

'-

throughlabour

th.rgh

.

expenences

rg-

Whrt is

the roh

of

a leacher

-b

Heuristic

0)

(d)

method?

(a)

Teacher

as a

(b)

friend

(c)

Temlrer

as

(O

'

creator

of

inductive

nethod

of

teaching

45,

The

maitr

chtracteristics

method

is:

(a)

Leaming

bY

(b)

doing

(c)

Independence

(d)

Teacher

as

a

stage-setter

All of

the

above

of

Heurfudc

Training

in

sciertific

method

All

of

the

above

,16.

Which

one of

the

followin*

is a,gPtnred

to

be I

defct

of

Heuristic

meahod.

(a)

[t

assumes

(b)

lt

treated child

' '

child as a

little

as

a

falher

of

scientist

man

(c)

lt

teuchcs

(d)

None

of thc

child

through

above

Dlavwav

47. The

ebpiication

of

Heuristic

method

in

our

clessrooms

is:


9/25

(a)

HiShlY G)

lmPractical

Dr?ctical

(cl

Fnctical

(d)

Cannot

say

$.

ift

bcst

use

of Hcuristic

method

takes

(b)

Classruom

tezahing

(c)

Educational

(d)

None

ol

thc

'' excursions

above

49. Heurhtic

method

is

oot

sultable

in

the

condition

ofl

(a)

Traditional

curriculum

(c)

Traditional

system

ol

instruction

(b)

Traditional

classroom

(d)

All

of

rhc

'

above

50.

The

tearning

of

abilitie"r

in

r frte

manner

elves birth

to:

?;i-

s;ii-

(b) spontaneity

'

develoDment

(c)

seif---'

(O

All

of

the

'' etoression

above

5f.

The

reiiiionship

betreen

teecher

and

--'

tiuO"ri

in

Heuristic

method

of

teaching

cen

be commrEd

as of:

(^j

-

-Guidd

and

O)

Friends

in

a

-'

roiiower

cooperative

venhte

(c)

Prticipants

on

(d)

All

of

the

a

mutual

above

venture

9. The'Probtem'

is defured

as:

*'

?;i

-An

O)

A

mental

''

,manswered

burden

ouestion

(c)

A

continuous

(d)

All

the

above

tenston

53. The

fundemenial

basis

of

problem-solving

rcsemblca

withi

(a)

Scientific

method

(c)

Project

method

(b)

Heuristic

' '

method

(d)

None

of

the

above

Generallv.

problem

mlving

bshaviour

originat6

inih

situation

of:

-

ohce

ln:

'(a)

Science

club

54.

GenerallY'

(oi

Une*pu"t"d

(b)

{orma

difficulties

classroom

(c)

Classroom

(d)

Routine

life

teaching

55.

Problem-solving

is

defined

as:

--'

fA

A

-

O)

A

method

of

'

'

psYchological

teaching

mnceDt

(ct

A

;eflective

(d)

All

of

the

''

lhinking

above

55.

The

importa'nt

step

of

problem-solving

method

is:

(a\

Definins

of

a

(b)

Collection

of

'-'

omblem"

adequate

data

(c)

bbservation

of

(d)

All of

tlte

ths

gvents

ubolc

57,

The

muin

chaructcrislic

ot

probl0tn-

solYirg

uethod

is:

(a)

'i.uarning

by

(bl l)ev(l('pmerrr

doirtt

-

ol

sclcntlllc

"

attitudc

tcl lnJcPendcrrr,:

(J) All

Pi

the

'

ab,.-rt c

58.

Whiclt

one

of

thc loll0wing

is

thc dcmcrit

^r

-'^t'lom-solvinrr

nrethod?

of

problem-solving

(a)

Retardcd

speed

(c)

Non-

(d)

'

availability

of

textbooks

method

and

individual

laboratory

work

(c)

Heuristic

'

'

method

and

problem-

solving

method

(b)

Entphasis

on

cxperimcntal

work

All

of

the

above

59.

Assigrment

method

is

a-

mixed

version

of:

i"t

-

t-ecn

e*um'

O)

Project

t-'

,r'i--i."-"i;"

'

'

meihod

and

demonstration

lecture

method

(d)

None

of

the

above

50- The

tvoes

ofsssignment

are

of:

h\'i

o)

3

i.i

+

(d)

6

61. ihe

meaninq

of

home

assignment

is:

--'

f"l fo

iomPlete

(b) To

comPlete

''

the

teachers'

the work

at

i".t ii tiom"

home

with the

bv

the studens

help

oftutor

(c)

TL

Prepare

the

(d) None

of

the

''

detailed

above

a@ount

of

class

work

at

home

bY

the

students

62.

School

assignment

is associated

with:

)

The

a)

The

assignment

given

to

students

ul

their

classes

exDeriments

pehormed

by

ihe studens

in

rheir school-

lab

(c)

BoUr

the

(d)

None

of

drc

''

above

above

63. The

aim

ofthe

assignmert

is:

*'

(;t

-

Th"

-

(b) The

haining

in

'-'

d*"looment

scientific

;i sticntilic

metltod

attitude

(c)

The

discovery

(d)

All

of

the

''

of scientific

above

facts

and


10/25

dahdon

of ltr

pdnctplor

5,1,

Th.

crntrrl

qudlty

of

rflfnmrnt

mrthod

(a)

SMonundcnb

(b)

Tho rMenr

lcarning

by

'-

dcvclor

hc

doinc

taken hobit

-

of

oing

placC

hardwork

(c)

The

method

is (d) It

saves

economrc

teachers

&om

exclusive

evaluation

65.

The

lmport

nt

dcfect

of

assignment

method ls:

(a)

Non-

(b)

Need

of

availabilig

of

adequate

the

textbo6ks

libnry

(c)

Need

of well-

(d)

All

'

of

the

equipped

above

laboratory

66.

Assignment

method

is

suitable

for:

(a)

High

school

(b)

Higher

and

edication

intermediate

shrdnts

shrdents

(c)

University (d)

All

of

the

studctrts

above

levels

ofstudenG

67.

The

ploneer

ofproject

mthod

is:

(a)

Iohn

Dewey

O)

W.A.

Kilparick

(c)

Borh

of

ure

(d)

None

of

the

above

above

68.

The

basic

philosophy

ofproject

method

is:

(a)

ftogessivism

@)

Idealism

(c)

Pragnatism

(d)

Individualism

69.

In

projct

method

emphssis

is leid

down

on:

G)

karnirrg

by

(b)

Leaming

by

somg

lrvlng

G)

Leaming

by

(d)

Atl

of

the

cooperation

above

and

conpetition

70.

The

role

of

e

teacher

in

projecl

tnethod is:

(a)

Like

a

frrend

ft)

Like

a

guide

(c)

Like a

co-

(a;

e[

oJ

the

workcr

above

71.

The

most important

characteristic

of

project

melhod

is;

(a)

Child-

(b)

Trainine

in

cenhedness

scientifii

(a)

Puposivcness

@)

Favourablc

activities

for

focusing

children's

afiention

(c)

Freedom

to

(d)

All

of

the

work

io

e6ove

children

73. Projcct

should

be selected

by:

(a)

The

teachers (b)

The

studcnts

or

y

only

(c)

Both

of

dre

(d)

None

of

the

above

above

74.

Tbe

nltur

of

the

projcct

should

be:

(a)

Most diffrcult (b)

Mosr

early

(c)

Average

level (d)

Can't

say

75.

Which

one

of the following

hw of learning

ls

firllilled

through projct

method?

(a)

taw

of

(b)

Law

readiness

exercise

(c)

taw

ofeffect (d)

All

of

.

rhe

above

Al\lswERs

D

3.

C

4.

D

5.

6.

D 8. t)

9.

D

10. D

ll.

D 12. D

13. D

14.

15.

16.

t7.

t8. t9.

D 2t.

c

zl.

B

C

23.

D

24.

A

25"

D

26.

D 27-

D 28. l)

,9.

30.

D

31.

D t2.

D

33.

14.

35.

16. c

37.

38.

39.

c

t0.

41,

B

12.

D 43.

44.

D

{5.

D

46.

47.

c

t8.

49,

D

50. t)

5t.

D

at

D

s3.

54.

D

D 57.

D 58.

D

59.

60.

61. 62-

B 63. D

64.

65. D

56.

67.

C 68.

c 69.

D

70.

D

71. B

72.

D

71.

C 74.

c 75.

D


11/25

TEACHING

METHOD

TEST -

2

L

SOLO

stands

fot:

(A)

System ofthe

observed

lsarning

outcome

(C)

Structure

ofthe

observed

leaming

outcome

SOLO

tqxonom

couslsts

of

kvels:

(A)

2

(c)

4

(B)

Structure

ofthe

observed

learning

output

(D)

System

ofthe

observed

learning

output

(B)

3

(D)

5

(B)

Multistruclurallevel

(D)

Extended

abstract levcl

(B)

Multistructuralievel

(D)

Extended

abstract lcvel

3.

l{ith

re{erence

lo

SOLO

taxonomy

ohe aspecl

ofa task

k

underslood

in:

(A)

Unistructurallevel

(C)

Relation

level

4.

Two

ot

mofe

aspects

are understood

in:

(A)

Unistructurallevel

(C)

Relational level

(A)

2

(c)

4

15,

Activity

involves:

5.

Inlegration

h

deyeloped

between

th,o or

morc aspects

in:

(A)

Unistructual

level (B)

Multistructural

levcl

(C)

Relational

level

(D)

Extended

bsrract

levcl

6,

SOLO

taxonom

l,'as

prerented

by:

(A)

Bloom

(B)

Krarhwhol

_

-

(Ci

Simpson

(D)

Biggs

&

Colis

7,

Sladents

are

passlve

in:

(A)

Project

method

(B)

Discovery method

(C)

Lecture

method

(D)

Inquiry

method

8,

Symposium

is

a

type

of:

(A)

Discovery

method

(B).

Discussiou

merhod

(C)

Lecture

method

(D)

Demonstration

method

9.

In

teaching,

expe

enced

members gulde

the immaturc

one,s

for:

(A)

Spending

time

(B)

eualification

-^

(Cl

Quality

of life

(D)

AdjusnDent

of tife

I

0, Which

is nol

the

focal

pot

ol niangular

process

of teaching?

(A)

Teachingmethod

(B)

Teacher

(C)

Pupil

(D)

Contents

11, The

goal

ofteaching

it:

(A)

To

give

information (B)

To involve pupils in activities

,,

(C)

To

impart

knowledge

(D)

Desirable

cirange

in

behaviour

12. The

rules

ofptesenting

the

contents

to

make them

easy are calletl:

(A)

Methods

of teaching

(B)

Maxirns of teaching

_

(C)

Techniques

ofteaching

(D)

Teaching

strategiei

13,

Heurklic

t reans:

(A)

To investigate

(B)

To slrorv

(C)

To

do

(D)

To act

11.

According

to

Kilpatick,

the t)pes

ofpmjects

arc:

(B)

(D)

3

5


12/25

(A)

Inductive

method

(B)

(C)

Drill

method

(D)

18. The

Socralb

method

b

lnown

a,s:

(A)

Lecture demonstration

method

(B)

(C) Inquiry

method

(D)

19.

Duration

oflessons

in

macto'lesson

plans

is:

(A)

5-10 min,

(B) 10-20 min'

(C)

20-30

min,

(D)

35-45

min'

20,

In

British apPrcrch

of

ksson

planning,

more emphosis is

an"

(A)

Activity

(B)

Teacher

(C) Content

presentation

(D)

Teacher

and content

Presentation

21.

American

approach

cmPhosizes:

(A)

-

teacher

(B)

Content

presentation

(C)

Leaming

ohiectives

(D)

Methods

which one

k

nol

he

We

o.f lesson

ltlans

on

the

hasls

ol ohiectives?

(A)

Micro

lesion

plan

(B)

Cognitive

lesson

plan

(C)

Aflective

lesson

plan

(D)

Psychomotor

lcsson

plan

A

good

dramo

does

nol include:

'-

(A)

Interesting

story

(B)

Alive

dialogues

icj

Very lonfplay

(D)

subjcct

full

of

foeling

3

5

(B)

(D)

(B)

(D)

16.

17,

(A)

Physical

action

(C) Mere

action

lne

nmve

from

spec{ic

lo

geaerul

h:

(A)

Inductive

method

(C)

Drill

method

Whlch ts not

the

obJectlve

oldtama /

mle

play?

(A)

Recreation

and

enjoYment

(B)

(C)

Development

of skills

of

(D)

conversation

Drama

or

role

plaly

ls uselullot

teachlng:

(A)

History G)

(C)

Maths

(D)

The

main

types

ol

tclecorrlerenchg iden

Wd

are:

(A) 2

(B)

(c)

4

@)

Which is

not the type

of lekconferencing?

(A)

Audio

teleconferencing

(B)

(C)

T.V teleconferencing

(D)

Wich

one

is accounlahle

in cooperative

learning?

Mental

action

Physical

and

mental

action

Dedustive

method

Discussion method

Deductive

method

Discussion

method

Discussion

method

Question-Answer

method

Devclopment

of

social

skills

Do

make rchearsals

Science

Languag

Video

teleconferencing

Computer

teleconferencing

Group

None

of

a

& b

Teaching

models

(D)

Micro

teachings

(A)

Individual

(C)

Botha&b

29,

Cooperative

leaning b an

allemallve

to:

(A)

Competitive

models

(C)

Lesson

Plans

(B)

(D)

(B)

30,

The

numher

o-f $udents

in

coo|erative

leaning

groaps

Lt?

(A)

3-4

(B)

s-6


13/25

(c) 8-lo

(D) lo-ls

31.

The-eisentlal

characlerls

c of

cooperallve

leaming

tt"

-

. .

-"

---toi

--nff..tiv.

t.arning

(B)

Positive

interedependence

(Ci Cooperation

(D) Division

of labour

i 2,

The'

iudents

lthi

to sPenil

lhe

moit

oI

the

tlne

wllh:

(A) Teacheri

(B)

Parents

ici Relatives (D)

Peers

3i,

Peer

cultwe

co

stltuus:

--

-i;i

Socialization

(B) Individualization

ici

Botha&b

(o) Noneofa&b

31,

Whbh

is

not

the

advantage

ofteam,

teachlng?

-

-

ial

Better

utilizaiioriof

resources

(B) Better

planning

i6i

Bitter

use

ofteaching 1D)

Better

financial

bencfits

of

techniques

teachers

35.

The

hypothesb

underlyitg

leam

terchlag

is:

--

-

(Ai Teachers ielt-bore

while

(B)

Teacller

are

not

competent

working

alone

(C)

The

beit

teachers

in

schools

are

(l))

The

single

tcacher

canllot

^r.^-^r

t .,

'-^.a.h,/tanrc

control

the

class

(A) Teachers

(B)

ici Relatives

(D)

3i. Peet

cultwe

co

stltubs:

(A)

Socialization

(B)

icl

Botha&b

(D)

31,

Which

is

not

the adva

age

oftewn'

teachtng?

(A) Better

utitization

ofresources

(B)

(ci

Better

use

of

teaching

(D)

techniques

35.

The

hypothesb

underlyitg

leam

terchlag

is:

(Ai Teachers fell

bore

while

(B)

working

alone

(C)

The

best

teachers

in

schools

are

(l))

shared

bY

more

students

CAI

sra

ds

fot:

"rnl'-"-"c"rputer

analyzed

instruction

(B)

computer

assisted

instruction

iCj

Computer

assiited

interview

(D)

Computer

analvzed

inlcrview

37.

Whtch

Lt

not the

nnde

of CAI?

-

'

-?Ai

Tutorial mo-tle

(B)

Drill

mode

(Ci

Simulation

mode

(D)

Question

modc

SA.

miiy

n

aeveloy

a ttle

sl e

hascd

upon

thc

prefe.nad

valu,c

system

k:

(A) ResPonding (B)

valuing

icj

otg*irini toi

characterizing

iCi

Evaluation

(D)

AnalYsis

1

I

. The'nimber

ol domdns

in

loxonomles

ol

educutlonal

ohiectlves

ls:

(A) Two

(B)

Three

tci Five

(D)

Six

12.

The

highest

level

of

cognitive

domain

is:

-

(Ai

Synthisis

-

(B)

AnalYsis

iCj

C-omprehension

(D)

Evaluation

43.

The

piocess of

diterming

the

value ot

wotth

of

anylhing

is:

(A) Test

(B)

Measurement

iCl

Assessment

(D) Evalualion

44.

Educalionat

obiectives

have

been

divided

into:

-


14/25

l@>-

Four

subgroups

Six

subgroups

Application

Synthesis

Synthesis

Application

Application

Evaluation

Application

Synthesis

52, To

use

prceious

learned

male

al

in new

situotion

is:

(A)

Comprehension

(B)

Application

(C)

Knowledge

(D)

Analysis

53'

To btea*

down

matetw

lnto component pa

s

ro *rrow

lrs

oiganlzatlonal

sl,,ucrarc

ls:

(A)

Comprehension

(B)

Application

(C)

Analysis

(D)

Synthesis

51.

To

put

ideas

together

to

form

a new

whole

is:

(A) Evaluarion (B)

Synthesis

(C)

Analysis

(D)

Application

55,

To

know

lhe worth

ot

value

ofmate

ot is:

(A)

Analysis

(B)

-

Applicarion

.

(C)

Knowledge

(D)

Evaluation

56,

The intellectual

skilk

aru relected

by:

(A)

Cognitive

Domain

(B)

Affective

Domain

(C)

Psychomotor

Domain

(D)

physical

Domain

57. Allitudes,

values

and

lnterects

arc

rcllected hy:

(A)

Cognirive

Domain

(B)

Affecrive

Domain

(C)

Psychomotor

Domain (D)

Evaluative Domain

58. Il/htch

domain

is

concemed

with

physical

and

motor

skills?

lo

(Wds

Uqw

ry-to44u

lilttcnlots,

-lc8/ilots'

Gaillo

(c)

1e66

(D)

te76

46. ?he

classifcation

of

cognitive

domain

was

presented

by:

(A)

Benhjamin

S.

Bloom

(B)

Skinner

(C)

Krathwhol

47,

Cognilive

domain

has:

(A)

Three

subgroups

(D)

Simpson

(B)

(D)

(C)

Five

subgroups

(D)

48. The

lowest

letel of leaning

in

cognitive

domain

is:

(B)

(B)

(D)

(B)

(D)

(C)

Knowledge

(D)

49,

The

highest

letel of

learning

in cognilive

domain

is:

(B)

(D)

Knowing

memorizing

arul recalling

is concemed

wilh:

(A)

Comprehension

(B)

(A)

Comprehension

(A)

Evaluation

(C)

Analysis

(C)

Knowledge

5L

To

grusp the

nwaning of

the

matefial

is:

(A)

Comprehension

(C)

Knowledge

(A)

Cognitive

Domain

(C)

Psychomotor

Domain

The

focus

of

cognitive

domain is:

(A)

Physical

and

Motor

Skills

(C)

Attitudes

and

Interests

The affectiee

domain

was

clatsilied

by:

(A)

Benjamin

S. Bloom

(C)

Krathwhol

Affective

domain

is

divided

into:

(A)

four

subgroups

(B)

(B)

Affective

Domain

(D)

Evaluative

Domain

Intellectual

Skills

None

ofabovc

(B)

Simpson

@)

Bumer

Five

subgroups


15/25

(C)

Six

subgroups (D)

Seven

subgroups

62.

The

lowesl

level

oflearning

in affectivc

domain

is:

(A)

Responding (B)

Valuing

(C)

Attending

(D)

Organizing

63,

llhtch

ls

placed

al

the hlghest

level

of learnlng ln aJfectlve domaln?

(A)

Attending

(C)

Organization

64.

ll/illingness

to attend to

pa

icular

phenomenon

ls:

(A)

Attending /

Receiving

(C)

Valuing

65,

Brining togelher

dwrent

values into

a conslstent value

slstem is:

66. Atlective

domain

focuses

on

adoption

of a

value

system

as a

pa

of

tife stlle in:

(A)

Responding

(C)

Organization

67.

Psychomotor domain

was

classilied

by

Simpson

in:

(A)

te62

(c)

t982

68, AJfectlve

domain was

divided

lnto

subgroups

by Krathh,hol in:

(A)

l9s4

(c)

1974

69, Psychomolor

domaia was

divlded by

simpson

in:

(A)

Four

subgroups

(B)

(C)

Six

subgroups (D)

70,

The characterktic

ol

behavioral

objective

is:

(A)

Observable and Immeasurable

(C)

Observable

and

measurable

71.

ObJective

rclated

to

allective

domain

is:

(A)

Student

can

pain

a

picture

(C)

Students

values

honesty

72.

B nglrrg

together

sclentw ideas

to

form

a unlque tdea is:

(A)

Application

(C)

Synthesis

73, Which it

vat

in

Scope?

(A)

Teaching

Tactic

(C)

Teaching

Straregy

71,

Students

tind/explorc

the

information

themselees

in

:

(A)

Lecture

method

(B)

(c)

Both

(D)

75.

Teacher

petforms

pructically

and

*plains

in:

(A)

Lecture

method

(C)

Demonstrationmethod

Rob

of

student is

active

in:

(A)

Discovery

method

(C)

Inquiry

method

Micro

teaching is

a:

(A)

Attending

/ Receiving

(C)

Valuing

(B)

Responding

(D)

Characterization

(B)

Responding

(D)

Organization

(B)

Responding

(D)

Organization

(B)

Valuing

(D)

Characterizalion

(B)

1972.

(D)

1992

(B)

t964

(D)

l e84

(B)

@)

Five subgroups

Seven subgroups

Non-observable

and measurable

Non-observable

and

immeasurable

Teaching Technique

Teaching Method

Discovery

method

None

Discovery method

Problem

solving

method

Prbblem

solving

method

All ofabove

(B)

Students

can draw

a

graph

(D)

Students

can

write

a

letter

(B)

Analysis

(D)

Evaluation

(B)

(D)

(B)

(D)

(B)

(D)


16/25

What

is th.

thtrc

olpaettatbn

ln

mlcrctachhg?

(A)

1-5

min.

(B)

5'lgrin

(c)

1o-ts

min

(D)

15-20 min

lfher

ls

lhc no,

of

studena

l

t

tlctotachlrtg?

(A)

Tcaching

motlrod

(C) Motivstional

tocht

quc

(A)

l-ls

(c)

10-ls

Mlctuuachw

sturtcd

lrt:

(A) leso

(c)

l97o

(A)

trcnlre

method

(C) Discussion

method

|Vhlch

onc is

*ception?

(A)

Books

(C)

Diagrams

Vhlch

b

^ot

lrtdutlot

h

Prlat

nedle?

()

I

(c)

3

(A)

75oh

(C)

60/o

(A)

75%

(c)

6%

(A)

Bookr

(B)

Magazines

(C)

Diagrams

(D)

T.V

IIow

nwty

setset

t

Pcnoa

uses

whllc obscmlag

fila?

(B)

Tcachcr

training

tcchniquc

(D)

Nooc

ofabovc

(B)

le60

(D)

1e80

(B)

Demonstationmethod

(D)

Project

method

(B)

Magazines

(r))

r.v

(B)

2

(D)

4

(B)

13o/o

(D)

lo/o

(B)

s-10

(D)

15-20

Miefibdchhg

locuEes

on

the

comp@tqt

over:

(A)

Methods

(B)

Skills

(C)

Contents

(D)

Observations

Which

k

more saituble

in teachw

of

science?

td

Ho*

nuch

*aowlcdgc

ts

gabctl

throtlglh

lhc

*nsc

of scebg?

E7.

How auch

*ttowledgc

ls

gdttd

thmugh thc scna

of llstenhg?

(A)

7s%

(B)

13o/o

(C)

60/o

(D)

3o/o

EE,

Hote

,iuch

knowledgc

k

golr.cd

throagh

the

rcasc

oltouch?

(B)

13o/o

(D)

3o/o

89.

IIow much

*aoteledge

is

gattted

thtough the

sense

of

s

ell?

(A)

75o/o

(C)

60/o

(B) 13%

(D)

3o/o

9A

Ho*

,r.ach hnowledgc

ls

galncd

,hrough

the sen$e oftaste?

(A)

7s%

(B)

13Yo

(C)

60/o

(D)

3%

gL

Acconliag

b

l{, Therber,

qpa

olmodels

are:

(A) 2

(B)

(c) 4

(D)

92. Moch

ap models

aru

those

which

rylait?

(A)

Principles

or

working

of

(B)

machine

J

5

Intema[

structure

(C)

Extemal

structurt

(D)

Intemal and extemal sfucture


17/25

93.

A

Jbkl

tlP

ls

arranged

for:

rAt

Makinc an

excusion

(B)

see

other

people

doing

things

bi

iqJ.

tiit.t*ing

or

tttion

.-

(D).

-Allof

the

above

gl.

tate)-est

can

be

cteaed

h sideni

ta spectltc

topcts

ol

Y:f{allthe

use

ot

(A)

Chalk

board

iCi

Bulletin

board (D)

All

of

the above

95.

The';oil

dbecl

exPerience

fiom

lhe

fotlo$'iny

ii

that

oI:

.

'-

-

'

6i-

Motion

picturei 1n)

v.isual

svmbol

iCi

Demonshation

(D)

,

Field

triP

16.

|rrig;

has

suggesred

how

many

number

of

sru'dints

in

t

microleaching

clo,r,s?

--

(T)

i5"o

+o

(B)

25 to-30

icl

t5

to

2o

(D)

5 to

lo

gT,Melhodbasedonlhefactsthalstudentsleatn'tssocialion,bctivilyandcoopefofionLs

known

os:

1ij

Demonstration

(B)

t:j"tl

iCi iroblem-sotving JP

-

Discussion

98.

Exh'tbitbn

of

science

fahs

promote students

abiliu

of:

-

(A) Knowledge

*o

"".pttiit"tr*

tPi

-

9:]y"h"nsion

and

application

iCi

nigner

oiter

stitts

(D)

Lower

order

skills

99.

The

ultlmate

locus

of

sclcntific

melhod

Ls

on:

'-

'-(A)

-

IlypothJsis

formulation

(B)

observations

(C) Experimentatio;

iO

Formulation

ofa

law/theory

ru0,

wn)i

L

ne

tiri

step

in

the

Proiect

method

of kdchlng?-

(A)

p"t"*in"tion

oiJ"iJititt

" -

(B)

Determination

of

objectives

(Ci Planning

inl

Distributioh

ofwork

t01,

whii

one

h

,tot

th;

Psychotogtcat

principle

ofuachlag?

'""

1;t

proce"a

r,om

"onirete

io -


18/25

ls

l@d'\

lOE.

Inquiry

mems:

tQ

To

investigare

(B)

To

learn

(C)

To

reach

(D)

To

find

109.

Inquiry

melhod

lnclades:

(A)

Observation

(B)

Experiments

.--

-_..

19)

Questioning

answering

(t

)

Showing

110,

IThich

one

is the

besl

fot

large

griup

instructiini

(A)

Lcture

method

(B)

Demonstration

method

-

- -

-

C)

Project

method

(D)

Inquiry

method

II l,

Useful

for

higher

classes

is:

(A)

Lecture

method

(B)

Demonstration

method

-

-

-

-

(C)

Project

merhod

@)

Inquiry

method

I

1 2. Fitst

contponent

of

lesson

planning

is:

(A)

Objective

(B)

presentation

(C)

Homework

(D)

Summary

I I

3'

The reachttlg

method

recom,nended

ror

eremeitary

schoii

scrence

in

pahi*an

is:

(A)

Lecture

method (Bi

proiect

method

- -

_

_

(C)

Activity

method

ipi

Ladoratory

method

I I 1,

Demo

nslrutlo

n

mean

s

:

(11

To perform

(B)

To develop

(C)

To

show

(D)

To

observe

I

I

t, Il.tbcd

model

lor

tessoa ptannlng

has

stps:

(A)

Three

(B)

Four

(C)

Five

(D)

Six

116,

Dlscovery

method

ls

advanced

,rwthod

of:

(A)

Heuristic

merhod (B)

Inquiry

method

(C) Borha&b

@)

Noneofa*U

(A)

Two

(B)

Three

(C)

Four

(D)

Five

lIE.

Mcthod

based

on

Deway,s phllosophy

is:

(A)

Lecture

method

(B)

Demonstration

method

..- _,.

(C)

Inquiry

method

(D)

project

merhod

119,

Who.sayr

that

poJeet

ls

a

puryosefal

acrlvtty?

(

Deway

(B)

Stevenson

(C)

Baltard

(nj

Kilpatrick

120, Whlch

tr

not

the

step

ofproject

,nethod?

t4]

Planning

(B)

Execution

--

_

(C)

Analysis

(D)

Evaluation

I2l.

Programned

leanlng

toas

presented

b :

(A)

J.S.

Burner

(B)

Benjamin

Bloom

_

^-

_

(C)

John

Dewey

(D)

B.r.

Skinner

122.

Podlolio

is

the

collection

ol:

(A)

School

record

(B)

Teacher

work

-

(C)

Student

r.vork

(D)

Office

work

123,

In

progammed

learnlng,

kaning

tokes

placeiider:

-

-'--

(A)

Nahral

conditions (B)

Arrificial

conditions

(C)

Controlled

conditions

io)

plaru:eJ

condirions


19/25

l2l,

?l,r/chhj

mthod

bafid

upon

thc

osturrllptlon

ol HctbGtt

Sryac./.

that tha

he

.t

,lould b.

told

er llfiL

ac

pottlblt

h:

125.

An owrall

proccdurc

whlch

ls

adopted

by a teachet

lo achieve

certaln

goals

ls:

126,

Selection

of

dilfercnt

media

for

different

stutlents

is done hr:

(A)

Role

Playing

(C)

Programmedlnstruction

(A)

Hourlstlcs

Mcthod

(C)

Dlsoussion

Method

(A)

Method

(C)

Strategy

(C)

Multistructural

and

Relational

(D)

I 33.

Synthesis

reqaires:

(A)

Formulation

ofnew

structural

material

Judge

the value

of material

134.

Microteaching

is

a technique

ofteaching:

(A)

In classroom

(C)

By

more

than one

teacher

(B)

DomonstrationMcthod

(D)

Lccture

Method

(B)

Technique

(D)

Tactic

(B)

Individualizedlnstruction

(D)

ComputerAssistantlnstruction

(B)

Discussion

Method

(D)

DemonstrationMethod

the material

(D)

Use the

material

in

new

situalion

(B)

Subject

in detail

(D)

A narow

and specific

skill

127.

A

rcpeated perfomonce

ol

leaniny

act

until altainment

of

tlcsired

level of

skill to. do

the

act

cotec

y

is:

(A)

DemonslrationMethod

(B)

Problem

Solving

Method

(C)

Project

Method

Ll

proJect

Method

(D)

Drill Method

IzE.

A

ptocess

in i)hich

a smoll

gtoup

ossembles

to comfiunicote

with

each othe4 using

spea*lng,

listeaing

aad

non-verbal

prucesses

in

otder to

achieve

inslruclional

objec

ves

is:

(A)

Lecture

Method

(C)

Question

Answer

Method

129. During

discussion

method,

teachet

passes/announces

a:

(A)

Exercise

(B)

Activity

(D)

Question

130.

(C)

Topic

The surface catco

urface

catego1t

ln

SOLO

Toxonomy

consists of:

(A)

Five

Stages

(B)

Four Stages

(D)

Two

Stages

C)

Three

Stages

13L

The

'surface'

calepon in

sutface'

calegor

in SOLO

Tomnomy

consists

oI:

(A)

Prestructural

and

Unistructural

(B)

Unistructural

and

(c)

Multistructural

and

Relationat (D)

Multistructural

Relational

and extended

Abstract

Unistracutural and

Multistructural

Relational

and Extended

Abstract

Understandiug tlre structure

of

132,

The

'deep'

category

in

SOLO Tdxonom

consists

oI:

(A)

Prestructural

and

Unistructural (B)

(B)

(c)

135.

The

ftxation

of

correcl

infomatiot,

through

rcpetitiofi is caased

by:

(A)

Lecture

Method (B)

Demonstration

Method

(C)

Activity

Melhod

(D)

Dri[

Method

136.

The

domain which

deals wirh

physical abilities and

coo

ination

objectives is

called:

(A)

Affective

Domain

(B)

psychomotor

Domain


20/25

(C)

Cognltlvc

DomEin

(D)

Solo

Taxonomy

137, Lccail.

,rrelhod

b

gcncrully dcscrhcd

as:

--

--

iAj

Tcachir

Conteied G)

Child

Centered

iCi

Activity

Ccntered

(D) Education

Centered

138.

The'nante

ol lleuristlc

method

h

dertved

lrom

the

Greeh-word:

(A) Hennrles

(B) Hero

ici Heurises (D)

None

ofthe

abovo

j6e.

"reiimng

b

a

lorm

hterye$onal

influence

almed

ot the

changing

the behovloar

pountlal olanothet

is the

vlew

Prcsenled

by:

.

'(A)

ti.l.

cug.

(B) A

Flanders

tcj

M.C.

Morrison

(D) P'B'

Frost

110.

Solo

to$norny

ptovides slslernatic

way

ofdescribing

the-learner's:

(A) euitity

(B) Understanding

ici

Performance

(D) Skill

141,

Lesson

Plan

ma*es

lhe

work:

(Ai Regular

(B)

Systematic


21/25

152.

155.

156.

157.

15E.

159.

loroffi--@l@-

(A)

l"

grade

(B)

Fifrh

grade

icj

sixttr

graae

(D)

Kindergarten

Thc

Gestall

l{heo

sts tugtwnted

lhe

lnslght

theory

oI:

(A)

Understsnding

(B)

Lcarning

iCi

votivation

-

(D) Association

Gioup

tests

tlrut

have

notms

lor

each

gtu

c

und

thut are

utlmlnistered

ln

iciiia*ce

"un

unwm

prucedures

tisretl

i

u munuul

o

insttuction

oe culled:

1A1

Developmentai

testJ

(B)

Qualified

tesrs

ici

Normaiized

tests

(D)

Standardized

tests

'lfien

children

become

uctive

mernbets

of theb

peet

gtoup?

(A) In adolescence

(B) ln

adulthood

icj

mearly

age

(D)

ln

childhood

iiouins

in-iraiufirot

prpit's test

matks

wlth

the

cldss

is

not

a sound

menlal

hygiene:

1i)

sehaviour

(B)

Standard

icj ruurt

(D)

PrBctice

Vn"n

iii

^1ortg

ol

studenls

in

a

science

class

are

well below

grude

level

in

reading,

who

ihoaW

plan

nany

hands-o,,

activilies?

(A) ieaoher

(B)

Parents

icj

edu"rto,

(D)

PrinciPal

iiours

mon importanl

conlribution

lo educalian

was

hls

deuelopment

of:

111

secondaty

iev"l

(B)

Primary

level

icj

rlementarylevel

(D)

Kindergarten

Whol

is

a

'dyslexla'?

(ei'''

iirtening

aisotaer

@)

Reading

disorder

iCj

Mental

d-isorder

@)

Leaming

disorder

iie

teacher

should

prot'lde

the

chltd

wllh

putposelul

acltttities

thdt

legitlmke

the

need

lor

movetnerrt

to

be

successful

wilh

an:

1.e.j-"Overactive

ctritd

(B) Overintelligent

child

ici

orerage

ctrild

(D) overboard

child

160.

A

cnild

weai

in

studies

can be

improved

through

counselling

and:

iaj

reaching

ctasses

(B) Remedial

classes

icj

Experimlntal

classes

(D)

Disciplinary

classes

16f,

in

which teaching

aid,

a blackboord

can

be

included?

(A)

Visual

aid

"

(B) Audio

aid-

icj

e.uaio-visud

aia

(D)

Casual

aid

162,

Ai

ellective

teachet

shall

ensare

competilion

ot

-

as

the

sit

alion

demands.

(A)

Punishment

@)

Teaching-

icj

cooperation

(D)

Comlnunication

163.

kiowledge

ol chitd

psychotog is

a

mtst

|or

p mary

leacher

because

i

helps

the

teachet

in

underslarrdhg

the:

(A)

Nature

ofchildren

(B)

Behaviour

ofchildren

iCj

.l,ttitudes

qfchildren

(D)

Differences

ofchildren

164,

The

blatement

"chitdren

activel

conslruct

lheir

understu"ding

of

lhe

world"

is

attdbuled

lo:

(A)

Kohlberg

@)

Frobel


22/25

lo

@&

ttauqaAe

trUorteirttf

rottlr

I

Uilc

(C)

Pavlov

(D)

Plagct

(B)

Tachistoscope

(D)

None

ofthese

(B)

Science

laboratory

(D)

Ground

(B)

Eifective

reading

(D)

Silent

reading

(B)

Evolution

(D)

Exposure

(B)

Professional

help

(D)

Parental

help

(B)

School

(D)

Assembly

(B)

High

class students

(D)

Special

children

(B)

Achievement

(D)

Effect

the child's

(B)

Leaming

(D)

Cultural

G)

Matter

(D)

Motto

(B)

Authoritative

(D)

Commanding

(D)

Johann

Herbert

lO-

development

is

t6S.

Vtto,

b

cellrd e omll

tmchlm

us.d

h

th,,

nadlag

progrua

lo tn

not

nL

ol

l4,ccdl

166.

trhe

dlscovery

mahod

of

tearning

is

best exzmplifted

b

expeingnrafion

h

a:

(A)

Dlgital

devicc

(C)

Mncmonic

device

(A)

Class

(C)

School

(A)

Habitual

reading

(C)

Oral

reading

(A)

Growth

(C)

Planning

(A)

Medicinal

help

(C)

Tutorial

help

(A)

Laboratory

(C)

Classroom

(A)

Behaviour

(C)

Correlation

173.

Ia

school

and

classroom

environment,

deJined

k

a

hest

way,

(A)

Cognitive

(C)

Psychological

(A)

Competent

(C)

Complex

176.

(C)

Justin

Pfifer

167.

An

increase

in comprehension

skill

is most likel

lo

rcsult

fiom

guided:

168.

The

carrent

iew

ofchild.hood

assumes

that

chitdhood

is

o unique period

o :

169,

The

best

procedarc

for

a

teacher to

adopl with

a

pupil

who

fteque

ly

strarnme?s

is

lo

suggest

lhat the

parcnts

see*:

170,

Remaining

ealm

and

jast

tooking

at studenls

is

a

best way

to control

noise

in:

l7l.

Creattve

xrriting

shoald

be

an

activity

planned

for:

(A)

All

children

(C)

Elementary

students

172,

The

moverrrenl

of behaviour

modirtcation,

h,hercin

tokens

arc

awurded

for

correct

responses,

is

a .el\eclion

o1f

lhorndi*e

,s

law

of:

174.

To

guide

student,s

growth

should

be

a teachefs:

(A)

Domain

(C)

Attitude

175.

A

teacher

who

creates

intercsts

in

the subjcct

amongst

the

Etudents

is

the

mosl:

Who

advanced

lhe

idea

of the

five

fomat

slept in

leaming?

(A)

Pestalozzi

(B;

Jarnes

Franklin

171.

"Dewlopment

is

a

never

endig

process.',

This

idea is

ossocialed

with

the

principle

of:

(A)

Development

(B)

performance


23/25

(C)

Continuity

(D)

Intenlation

Who

proposed

the

in

portanl

lheo

es of

noral

development?

The

discovery

nuthod

of leachhg

ir

bes

eerrrplifred

by

hdePeadenl:

(A)

Work

projects

(B)

Test

projects

(C)

Study

projects

(D)

Tutorial

projects

A teacher

who bves

b

-

wlll

be

lil@d

the

,nost b

studenls'

(A)

Tcaoh

(B)

Work

(C)

Study

(D)

Evaluate

Wio

pnanud

thc cdncutonal

phlloco\hy

lhal

"thc

lndtvtil.al

ilev'hPs

thtough

thc hcsd,

lhc hcafl, and

th. ho,,d"l

(A)

Kohlbcrg

(C)

Podaloat

(A)

Ideas

(B)

Solutions

Ethdoaot

-

b

t2tttctt

b

lho

oblacrtla thol

t

l,ach.t

should

natc

an

aenil b

urd.ts/r{,,d

il .

pounltawAr

of

fi.d.nls.

(A)

Psychology

(B)

PhilosoPhY

(c)

E0rics

@)

Sociologt

Thc

tcaehq latruduccs

a

ProbhrrlFsotvi,,.g

tcson

wtth

a

good motttulon

and

thqt

aslwfor

proposcd:

(A)

Herbert

(C)

Coleman

(A)

Frobel

(C)

Flander

AchWfuma_

hdcpcadal

sady.

(A)

Disorganized

(C)

Dtucourse

Th. te n

'Aeilbal

clount'

(A)

Feelings

(C)

Characteristics

(A)

Society

(C)

Stdcnts

(A)

Piaget

(C)

Kohlbcrg

@)

Pestalozi

(D) Kohlberg

(B)

Ftobol

(D)

Hcrbut

(B)

Dlscrimin*

@)

Discouagement

ocialcd

wllh

toatlet

o

(B)

Traits

(D)

Laming

@)

Faculty

@)

Studies

(B)

Undcrstasting

@)

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