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  • 7/25/2019 Pedagogy Book

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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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  • 7/25/2019 Pedagogy Book

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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

    [email protected]

    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

    onry

    *i[

    tte

    tcachet.

    a'

    *

    *

  • 7/25/2019 Pedagogy Book

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    b

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    L,v

    u,in-

    a

    Interrctlve

    l)emonttrrtlons:

    Developing an

    environment of fun and demonstration

    in

    classroom stimulates

    studentsr interest

    and curiosity.

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    tf

    I

    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

    lntonotlvo

    didogpr.

    eb

    e

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    sfu$g spfu -

    q

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    Ilqulry-B.rd fuchh3l

    lt cmblc. th6

    .tudontr

    to ftrmo

    quortlonr,

    grthcr

    lnformttlon,

    roelwo

    lt

    rud

    dnw

    eanclulon

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    fft

    odr't.f,g,p rJt

    ,/{a).

    trt,

    i,l,ci'*

    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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    -c-

    dlo,'[email protected] *x'|/O6t4d+

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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)

    '

    76

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  • 7/25/2019 Pedagogy Book

    4/25

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    fif

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    +

    I

    $yi

    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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    '*duutL,l

    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.

    In

    tc.ch.rl'

    Suidcr,

    ths rlnc timo

    rtirtlhfhn

    hrr

    not

    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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    6,

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    olh{

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    :vta

    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'

    ',hrbv4t

    :

    t

    (.

    :g'u14'l)'1,9

    0l>

    cttv

    tlb

    L

    t

    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.

  • 7/25/2019 Pedagogy Book

    5/25

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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

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    these

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    new

    concepts,

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    built

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    leaming.

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    have this

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    date

    organizing

    activities,

    demonstrative

    or

    applicative

    actiyitics,

    and

    creative

    and exprcssivc

    activities,

    rrd rumuriro

    thoir ruou,lodgo.

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    frcititrto

    tho spplication

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    and

    rldlL to r

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    such

    quectionc

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    activiticg

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    can

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    thc

    otudents'

    learning

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    ie important

    in

    all

    phases

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    from

    intoduction

    to

    conclusion,

    A variety

    of techriques

    can

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    chosen

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    outcomes.

    some

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    oe

    part

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    activities;

    for

    example,

    the drawing

    and

    labelling

    ofa

    mai, the

    qucstions

    for

    cvaluating

    a discussion,

    the final

    written

    report

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    other

    tools

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    tests/quiz

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    the

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    enrichment

    activities,

    projects, questions

    or homework

    to

    bc

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    to

    thc

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    Thc

    said

    activities

    enable the

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    1.

    Ths

    rudrr

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    tcechbg

    rrthod

    b:

    (e)

    Styb of

    O)

    Way

    of

    Eschbg

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    (c)

    Arr

    of (o

    s$etiation

    of

    tachiog fre

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    ftm

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    inio

    ohild'e

    intrllect

    I A

    te.chhg

    mdhod

    corryletec wlth

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    hdp of

    (a)

    Vuiorx

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    bchiqucs

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    pmtrrca

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    lYlany

    aproacbes

    r

    tr|cbhq

    mttod

    lr?

    Atr

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    A sci.cr.

    Borh lrt

    rod

    (d

    qat

    uy

    [email protected]

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    + Il b

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    lrrh rlthout r toecblng

    rttil tut lt lr hrrdhl bocrur om

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    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) [email protected]

    (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

    [email protected]

    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

    [email protected]

    (b)

    6

    .

    bdning

    rbilitbs

    in

    clil&cn

    in

    hdlpcodom

    in rndEnb

    Aca urr

    chiltka

    rbova

    uorosr

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    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

  • 7/25/2019 Pedagogy Book

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    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

    [email protected],.

    ,*

    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

  • 7/25/2019 Pedagogy Book

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    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:

  • 7/25/2019 Pedagogy Book

    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

    [email protected]

    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

  • 7/25/2019 Pedagogy Book

    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

  • 7/25/2019 Pedagogy Book

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    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

  • 7/25/2019 Pedagogy Book

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    (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

  • 7/25/2019 Pedagogy Book

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    (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:

    -

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    [email protected]>-

    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

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    (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)

  • 7/25/2019 Pedagogy Book

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    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

    [email protected]

    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

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    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 -

  • 7/25/2019 Pedagogy Book

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    ls

    [email protected]'\

    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

  • 7/25/2019 Pedagogy Book

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    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

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    (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

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    152.

    155.

    156.

    157.

    15E.

    159.

    [email protected]@-

    (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

  • 7/25/2019 Pedagogy Book

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    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

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    (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

    [email protected]

    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

    @)