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Pedagogy

(Teaching Method) MCQs

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PEDAGOGY . TBACHING METHODSINCLT]DING INSTRUCTIONAL PLANNING' STRATEGIES'

,A,SSESSMENT, LEARNING ET\IYIROMUENTIntrOdUCtiOn: 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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-+W*{LuThe 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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- Lti'l-ri t u t l, i ui.- -1 v {,-,, ?{ tf, i v t lT r a,r {t {o - rE 1'Going Beyond the LecturetBy using a variety of interactive activities in classrooms,

studen-ts, interest and active participation in leaming can be enhanced Such activities also

enable students to construct their own knowledge. While designing these activities, teacher

must ensure that all studctrts partioipate'


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ftrdcon loam and rctain more whea askcd to do somcthinBjust lcarn infcanriooStudoats 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 tohinrclf rd othenLoming rtylor of diffcrcnt chilfooo rrry ad bachors fiould &ei$ rctivitios .rdGrogior .croditgly,k9*iog tbout lormiag rtylo can hclp tcrchor plal louoar, arrignncah radrcdvltior.

fficctlvc Tachlng llvolyc:I Itc usc ofrcaching tools, tcchiquos, aod straicgics.

An undcrstanding of how students leam, how they proccss information, whatEotivates tb@ to leam more, and what iryedes thc loamin3 process.Creating cffectivc leaming environmcnt wher,e shrdents arc actively perticipating mdengaged wifi ttre material.The use of differcnt insbuctional strategies for the developmcnt of skills, valucs aodpeyc.hological hcaltb.

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Teechlng Strrt&ghr Itr the Nctr Currlcutum:Mrldng Lerou Interactlye: Ask questions, cncourage Etudcats to questions, cngagostttdtoto iD idivi&aL pair, u snell{roup activities.Dbcurslon: Di'''rs.io,lx is e cxcrllent wBy to cmFgc stud€nb io thinking md analFing aaddqHiDg an iasuc. studcnts respond to one anothet bctt€r rh"n interacdry onry *i[ ttetcachet.

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- uE e :,- tt4 # /.- v' 1*-+,!+,.:,/,-t,g b r i i v L,v u,in- aInterrctlve l)emonttrrtlons: Developing an environment of fun and demonstration in

classroom stimulates studentsr interest and curiosity.

-*t2uy'.,'rtl,ti*c-i.4vwt!vwtf,r,,.F-'to,u.,/zt4Vtfi tf IRolc Plry: Studonts leam by acting and ob,serving. Some sMents act out a scenario andothets watch and discuss.

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Cooperrdvo Lorralng: Studcon work togcthcr in eaall groups. During this goup wodqrudonr ooopcrto with orch othor. It mrximizor thcir lorming and thoy get tho lormiagobjocdvcr through lntonotlvo didogpr.eb e LTu dr { ttu u L ( 0 J11 r - lt L.4 vt e t r tl U,nJL,{L,(* d.,iluv

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JvZ t,$dol,,r L./n f bt l, L fft odr't.f,g,p rJt r,/{a). trt, i,l,ci'*Leuon Phnrlng: lvtany cachers in Pakistaa re.ly on tcxtbooks only for teachirr. *.r-IIlinto thc classroor& ask studcnb to open the taxtbook to a certain page and havc students reada portion of thc tcxt. Then thcy ask stud€r s to answer questions which requirre thcm tor€pmduce 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, theteachcrs caa deliv€r lesson in meaninglrl and interesting way.

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- Lt Eb Z & ) tt +1','t tf r,if,i v t- L,/-:7.)'u i r'q6** fl! d- c! L.f, CI t :r,c r ODevelopment of Lesson Plens: The lesson plan can be developed concenaating on thefollowing 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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-3<b, l,.i Qt'n 1 tL,,v,ttl( + I $yiImperbnt 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

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'*duutL,l2. 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 fordilffi.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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w E a /,!-(1, ed,,' t a L/3. Informrdon for Tercherrl This ssction includes the important information' cotrc€pt 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':'Hfor 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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- vt x-{..>4t : t (. :g'u14'l)'1,9 0l> cttv tlb L t5. Introductory Acflvl-der: Introductory activitios are designed to intsoduce tho lceson orcstablisli aonncctioo with thc previous lesson. such activitics build readiaess, or€atc 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 apoco/story. A tcst/quiz may be ueod to find out what studcats slrcady know.


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- 7 ff q {J* Q v ltlr, r ULE Lt {*tL6. Developmental Activitiesr This section ie the most inryortmt part of loseon plm. Moat ofthe time allotted for in a lasson plan, is for these actir.itic& Dcwlopmontrl rctivitics grow outof the introductory activities. These activities are deeignod lo Btt& tt stfuts'-l€ctringoutcomes, During these activities new concepts, skills and valum atc intoduccd and thcce @built on past leaming. These activities have this sequetrce: data grthering adivitics, dateorganizing activities, demonstrative or applicative actiyitics, and creative and exprcssivcactivities,

rrd rumuriro thoir ruou,lodgo. Thoy frcititrto tho spplication of knowlodgo and rldlL to rnrx, .ltution. Thcy uc fonc lly telatod to tho main idoc of tho lorron.d{e,,W f4{), -tt L $ ftt rtt q./*(l1;l, Jr6 4to Svn#t)V,f$t :uy./i! -7

- 7 stt c-,)g g /7L Fq, + b Y( e)r - rl *,, u,.l L/Jp lJ t)v o rr8. Amsgmsnt of Lorrnhg: Thio aection includes such quectionc or activiticg that can aclcrato whrt cxtcit thc otudents' learning outcomes havc been achieved. Ass€ssment ie importantin all phases of the lceson i.e. from intoduction to conclusion, A variety of techriques can beused !o asscas the achievemcnt of the chosen leaming outcomes. some of these are preparedoe part of the leaming activities; for example, the drawing and labelling ofa mai, thequcstions for cvaluating a discussion, the final written report etc. other tools such astests/quiz are used at the end oflesson

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-LtLV49. tr'ollow up: This section includcs enrichment activities, projects, questions or homework tobc assigncd to thc students. Thc said activities enable the sMents to apply their lrrowledgcand stills_in daily lifc.lp dy,l7,lt - 7 v V

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1. Ths rudrr of tcechbg rrthod b:(e) Styb of O) Way of

Eschbg tschiDg(c) Arr of (o s$etiation oftachiog fre lnowledge

ftm ouffiwodd inioohild'eintrllect

I A te.chhg mdhod corryletec wlth thehdp of!(a) Vuiorx (b) Many hctics

bchiqucs(c) Ifry pmtrrca (O lYlany

aproacbesr tr|cbhq mttod lr?Atr Et ft) A sci.cr.Borh lrt rod (d qat uyG@C

Wh.t

E+ Il b po.dHr !o lrrh rlthout r toecblng

rttil tut lt lr hrrdhl bocrur omlauott(r) Anrla tb (t) Dffiloo" o{stw " ecrtodos ia- lilDhl

dturdooG) D.livc . (O { of eo

qlog DOtr.

s. whrt Htl b6 uir.d who t[.ctbad lmrlrdfc of thG .ovlronmnt hIlnd wlth r chlH'r bnln?(e) Tcrching (b) Tcaclting

trrrhod t ctiqi(c) Toachingskill (O Tcadiog

poce3s5. Whlch of the folhwins mthod is termed

rt m crsentld evll?(a) Lectrc

Ethod@) Uctre-orn

dcmstrationmihod

(c) Asci8@trt (O Dircussionmthod rnctbod

7. Thc cnd product of tcrcher-centredmtl-L lN:

' r fo mmize (b) To €xpress6c frcb belief in

traditionalageocics

(c) To drpcod on (d) All of thetac.har'5 aboveanbtritv

8. Whhh of thdfo[ox'irr b not lndu&d inprocesr dLrendon of tcrcher-csntr€dmthodr of trechlng?(a) Rcccption (b) Authority(c) Ivlcmry (d) Discovery

PEDAGOGY - OBJECTIVE (MCQs)TEACHINGMETHOD TEST- 1

@6o6cL9. Whieh one of the folow@ ctrnc!.rlrdcti! pres( nt i[ tarchcr-centrcd rrthod?(a) Fmli$ G) T'ea€ha'g. alffiv(c) Neglect of (d) Atl of rto

imovatidns abovc10. The dlrunion ofl tcrchhg Ecthod L:(a) Facbal (b) Prioc€ss

(c) Enviromtal (4 An of thcabove

ll. The ln6ln obJectve of chll4*ailrcd.tcrc.hlng mthod ir:(a) To dsn€l@ (b)

6€ . bdningrbilitbs inclil&cn in

hdlpcodomin rndEnb

Aca urr

chiltka

rbova

uorosr ftrfulhIrt !

Irysftin8 nrllftE€dom b tbcdil&en

12, Gi.!.rr[y ln

15, In whlch of the followlng; the tacheremphaelzec on dcnbcreffc velucr?(a) Cbil&ceutcd O) Stld€nt-

. rnethods cdGdrcthodg

(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& oft rchltrG th. roL ol b.Ehc hr(r) 6 ftarorlrr (b) To odbct thr(r) 6

6cEdlrmrdoiltrrdor

m.rDhirEirl d

(c) To bclp tbo (O All of 6achildr.[ tn $o!rafu rtioo oftbcirhypothosc!

13. The end product of chlld-cenhod Ethodlr!(a) Tbc O)

devclcDmnr .

of higl brElmCuirymethods inchildren

(c) Enhancing the '(O An of frcpotentiditics abovcofthe chil&en

14. Ill which of tbe followlng tho tercher Breedy to follow the innovrtionr?(a) Child<cntcrcd (b) Tcachcr-

rctbods c€frrcdElbodg

(c) Both of the (O Nonc of theabovc abovc


abovoturc m.thod ht(b) Tolchcr

lolsur

teaching principle?(a) Lec re

method(c) Assignment (d) Projett

methodmethod meihod18. When a tea-cher is comparatively passive

and th€ students are overtly actiie and sitas listeners onlHhis wiy of teachingmethod is called:

ibovot6. Thr trllGnt futun of lGctur.(r) Economy

(c) C-ommunication (d) Norii'of thcof factualinformation

abov6

17. Which one of the following is not the

19. The defect oflecture method is:(a) Lackscientific

in (b) Devoid of the

(a) Lecturemethod

(c) Proiectmethod

attitude

(c) A one-wavteaching

(a) Projectmethod

(c) Lecturemethod

(b) Heuristicmethod

(b) Assignmentmethod

(d) None of theabove

(b) Exercise(d) lntellectual

O) Intermediatestudents

(d) All of theabove

(b) well-organised andsvstematic(d) dU of theabove

principle ofIgqnine bydolns

(d) All Y of theabove

Drocess20. tn which of (he followirg methods, the

aeacher takes least int€reIt towardi theattention ofthe studelts in a classroom?

(b) Assignmeotmethod

(d) Discussion

- , method method21. Which one-oftie following is required in

I€cture method?(a) Trainins(c) Manrity

skills22. Cenerally, lecture melhod is assumed as

the bqst method for:(a) High schoolstudents

(c) Craduatestudents

23. The lecture should bc:(a) Interesting

(c) Me{ium levelwith propermodulations

24. In modern classes, how extent theauthoritative bchaviour of a teacher issuitable?(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 rhinkingtne lnota

(c) Lack .- of (d) All of thcsctentttlc aboveattitude

27. What is the imporlance of rehearsalbeforc actual demonstration carried out

(c) The reacher 1d1performs theexperiment'sdemonshationin a perfect

occur duringexperinrcntationin the classroomconditionsAll ofthe above

fashion28. The single_ most important point for

demonslration ofa lessbn is:(a) Selection of (b) Lessoncontcnt pointers and

selection ofquestions

(c) Collecr.ion of (d) AII of theessential abovcappamtuses

29. During demonstratior, the topic should bepresented in:(a) Problematic (b) Debatable

manner nlanner

in the class-room?(a) It creates self-

confidence ina teacher

(c) Suspendingmanner

method is:(a) Economic

(c) EliminattuU

(b) The teacherbecomesfamiliar with dredif[culriesrvhich may

(d) None of thcabove

(b) Ac.ivity-orielled

(d) All of tlrc

10. Whiclr of the following perception shouldbe laken by a teacher for prcscntation ofconlenl along$ ith demonstrxtion?(a) Use of (b) prcsenlarion

cxamples of riglrtquesltons

(c) Vivid (d) A of thcpronunctahon aboveand properlanguagefluencv

31. The main ciaractcristic of demonstration


lurking abovodansas rsconilucted bY

opcltteachcrs

32. Thc defed of lccturc'cumdemonstrstlonmcthod k thrt:(a) It is not child- O) [t creates'-' cenred obstacl€s in

thedcvelopmentof scientificattitude

(c) It neSlects (o Alt of thedirect

^boveexDeriences3f- 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 isis discovery

tkough pu€researches

(c) The puIe (d)researchesshouldconductedthe basistraditionalreseaches

inmprilsory inpurer€searchesThe future ofamunw is safein iti puretesearches

To discoverNone of theaboveHeu nic is

To observescience

beonof

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 above36. 6In dlscovera methods of t€ccblng, thc

students 8rc -sencrauY forc€d to wolk as

scientists." Th;is stste'ment is propoundedbv:/a) John Dewev (b) John Littleici armstong- (O TheodorE Bit

37. tLE. Armstrong wes working as aorofessor oft'(a) Chemistrv ft) PhYsicslci educrtion (d) PhilosoPhY

3& The exact meaning of the terfi He tlisco

is:(a) To find out (b)(c) ro derive (d1

conclusions39. The equivalent term of

Eadr*ei, which is meant:(a) 'l'o visualize (b)

science bYdoins

(c) T9 - discover (d)scrgnoe

Noneabove

of the

4{1. A torchcFcantrGd mcthod b conwrt dlnto chlld-centrcd mcthod, lf r trrchGr crndo:(a) It partially in a

deliberatemanner(c) It in a' reversibleftshion

Ir perfeclytluoughinsightIt in theDres€nce oflarge audienceofth€ studcnts

41. Westowry has presumed Heuristicmethod es:(a) Only. a O) OnJI a

teachmS lraulmgmethod method

(c) Onlv a (d) OnlY a method'' resdarth mend formethod acquiring

knowledge42. Which of the following psychologicel

prlnclples heve been followcd by Heuristicmeihod?(a) Principle of O) PrinciPle of

freedom exDerierrc€(c) Principle of (d) Afl of the

activitv aboverl3, The central prlnciple of Heuristic method

is:(a) l*aming bV G) l*rning

doing - through-- Pe$onalworking

(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

inductivenethod ofteaching

45, The maitr chtracteristicsmethod is:(a) Leaming bY (b)

doing

(c) Independence (d)

Teacher as astage-setterAll of theabove

of Heurfudc

Training insciertificmethodAll of theabove

,16. Which one of the followin* is a,gPtnred tobe I def€ct 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 aboveDlavwav

47. The ebpiication of Heuristic method inour clessrooms is:


(a) HiShlY G) lmPracticalDr?ctical(cl Fnctical (d) Cannot say

$. ift bcst use of Hcuristic method takes

(b) Classruomtezahing

(c) Educational (d) None ol thc'' excursions above

49. Heurhtic method is oot sultable in thecondition ofl(a) Traditional

curriculum(c) Traditional

system olinstruction

(b) Traditionalclassroom

(d) All of rhc' above

50. The tearning of abilitie"r in r frte mannerelves 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 teachingcen be commrEd as of:(^j - -Guidd and O) Friends in a-' roiiower cooperative

venhte(c) Prticipants on (d) All of the

a mutual aboveventure

9. The'Probtem' is defured as:*' ?;i -An O) A mental'' ,manswered burden

ouestion(c) A continuous (d) All the above

tenston53. The fundemenial basis of problem-solving

rcsemblca withi(a) Scientific

method(c) Project

method

(b) Heuristic' ' method


Generallv. problem mlving bshaviouroriginat6 inih€ situation of:

-

ohce ln:'(a) Science club

54. GenerallY'

(oi Une*pu"t"d (b) {ormadifficulties classroom

(c) Classroom (d) Routine lifeteaching

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-solvingmethod 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 oftextbooks

method andindividuallaboratorywork

(c) Heuristic' ' method andproblem-solvingmethod

(b) Entphasis oncxperimcntalworkAll of theabove

59. Assigrment method is a- mixed version of:

i"t - t-ecn e*um' O) Projectt-' ,r'i--i."-"i;" ' ' meihod anddemonstrationlecture method


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 thebv the studens help oftutor

(c) TL Prepare the (d) None of the'' detailed above

a@ount ofclass work athome bY thestudents

62. School assignment is associated with:) Theo(a) The

assignmentgiven tostudents ultheir classes

exDerimentspehormed byihe studens inrheir 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 metltodattitude

(c) The discovery (d) All of the'' of scientific above

facts and


dahdon of ltrpdnctplor

5,1, Th. crntrrl qudlty of rflfnmrnt mrthod

(a) SMonuSndcnb (b) Tho rMenrlcarning by '- dcvclor hcdoinc taken hobit - ofdoingplacC hardwork

(c) The method is (d) It saveseconomrc teachers &om

exclusiveevaluation

65. The lmport nt dcfect of assignmentmethod ls:(a) Non- (b) Need of

availabilig of adequatethe textbo6ks libnry

(c) Need of well- (d) All ' of theequipped abovelaboratory

66. Assignment method is suitable for:(a) High school (b) Higherand edicationintermediate shrd€nts

shrdents(c) University (d) All of thestudctrts above levels

ofstudenG67. The ploneer ofproject m€thod is:

(a) Iohn Dewey O) W.A.Kilparick(c) Borh of ure (d) None of theabove above

68. The basic philosophy ofproject method is:(a) ftogessivism @) Idealism(c) Pragnatism (d) Individualism

69. In proj€ct method emphssis is leid downon:G) karnirrg by (b) Leaming bysomg lrvlngG) Leaming by (d) Atl of thecooperation above

andconpetition

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 theworkcr above

71. The most important characteristic ofproject melhod is;(a) Child- (b) Trainine incenhedness scientifii

(a) Puposivcness @) Favourablcactivities forfocusingchildren'safiention(c) Freedom to (d) All of thework io e6ove

children73. Projcct should be selected by:

(a) The teachers (b) The studcntsor y only

(c) Both of dre (d) None of theabove 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 learningls firllilled through proj€ct method?(a) taw of (b) Law

readiness exercise(c) taw ofeffect (d) All of . rhe

aboveAl\lswERs

D 3. C 4. D 5.6. D 8. t) 9. D 10. Dll. D 12. D 13. D 14. 15.16. t7. t8. t9. D 2t. czl. B C 23. D 24. A 25" D26. D 27- D 28. l) ,9. 30. D31. D t2. D 33. 14. 35.16. c 37. 38. 39. c t0.41, B 12. D 43. 44. D {5. D46. 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. D56. 67. C 68. c 69. D 70. D71. B 72. D 71. C 74. c 75. D


TEACHING METHOD TEST - 2L SOLO stands fot:(A) System ofthe observed lsarning

outcome(C) Structure ofthe observed

leaming outcomeSOLO tqxonom! couslsts of kvels:

(A) 2(c) 4

(B) Structure ofthe observedlearning output

(D) System ofthe observed learningoutput

(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 levcl6, SOLO taxonom! l,'as prerented by:(A) Bloom (B) Krarhwhol

_ - (Ci Simpson (D) Biggs & Colis7, Sladents are passlve in:(A) Project method (B) Discovery method(C) Lecture method (D) Inquiry method8, Symposium is a type of:(A) Discovery method (B). Discussiou merhod(C) Lecture method (D) Demonstration method9. In teaching, expe enced members gulde the immaturc one,s for:(A) Spending time (B) eualification

-^ (Cl Quality of life (D) AdjusnDent of tifeI 0, Which is nol the focal pot ol niangular process of teaching?(A) Teachingmethod (B) Teacher

(C) Pupil (D) Contents11, The goal ofteaching it:

(A) To give information (B) To involve pupils in activities,, (C) To impart knowledge (D) Desirable cirange in behaviour12. The rules ofptesenting the contents to make them easy are calletl:

(A) Methods of teaching (B) Maxirns of teaching

_ (C) Techniques ofteaching (D) Teaching strategiei13, Heurklic t reans:

(A) To investigate (B) To slrorv(C) To do (D) To act11. According to Kilpatick, the t)pes ofpmjects arc:

(B)(D)

3

5


(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

Presentation21. 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

35

(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)

conversationDrama 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 actionPhysical and mental action

Dedustive methodDiscussion method

Deductive methodDiscussion method

Discussion method

Question-Answer method

Devclopment of social skillsDo make rchearsals

ScienceLanguag

Video teleconferencingComputer teleconferencing

GroupNone 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


(c) 8-lo (D) lo-ls31. 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:- <el TJo domains G) Three domains

iCi Four domains (D) Five domains

45. Taxonomy of educational obieclives was presented in: -^--(A) 1946 (B) 19s6

Example ol cognltlve domaln ls:_' (A) ' Describe a topic (B) Develop an X+ay film

iCi Type a letter' ip> Take responsibilitv for tools

At lhe hlghesl level of hlerurch! ls:----i;t- understanding (!) Application


l@>-

Four subgroupsSix subgroups

ApplicationSynthesis

SynthesisApplication

ApplicationEvaluation

ApplicationSynthesis

52, To use prceious learned male al in new situotion is:(A) Comprehension (B) Application(C) Knowledge (D) Analysis53' To btea* down matetw lnto component pa s ro *rrow lrs oiganlzatlonal sl,,ucrarc ls:(A) Comprehension (B) Application(C) Analysis (D) Synthesis51. To put ideas together to form a new whole is:(A) Evaluarion (B) Synthesis(C) Analysis (D) Application55, 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 Domain57. Allitudes, values and lnterects arc rcllected hy:(A) Cognirive Domain (B) Affecrive Domain(C) Psychomotor Domain (D) Evaluative Domain58. Il/htch domain is concemed with physical and motor skills?

lo (Wds Uqw ry-to44u lilttcnlots, -lc8/ilots' Gaillo

(c) 1e66 (D) te7646. ?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) Knowledge5L 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 SkillsNone ofabovc

(B) Simpson

@) Bumer

Five subgroups


(C) Six subgroups (D) Seven subgroups62. 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 subgroupsSeven subgroups

Non-observable and measurableNon-observable andimmeasurable

Teaching TechniqueTeaching Method

Discovery methodNone

Discovery methodProblem solving method

Prbblem solving methodAll ofabove

(B) Students can draw a graph(D) Students can write a letter

(B) Analysis(D) Evaluation

(B)(D)

(B)(D)

(B)(D)


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

J5

Intema[ structure

(C) Extemal structurt (D) Intemal and extemal sfucture


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 logT,Melhodbasedonlhefactsthalstudentsleatn'tssocialion,bctivilyandcoopefofionLs

known os:

1ij Demonstration (B) !t:j"tliCi 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 -<gl Proceed from complex to

abstract simple

(C) Proceed from known to (D) Proieed from simple to di{ficult

unknown

102. Whtch ts ttiiii naloa olaochiag sclence at.school level?

(A) L€ctu€ (B) AnalYtical

icj Direct (D) Demonsttation

n3, lryhih ts nol the step of scbntfu 'nethod?-"- -?At observation

- (B) Experiment

ibi Prediction (D) lnterview

I0l, The-uitlmate rusutt o! sclentlfic method?-- " - - (At oevelophent oii<nowtedge lPl Developme-nt of senses

tci sotha&b (D) Noneofa&b

105. Aba's are:'-- '- iAi National expectations (B) Institution expectations

iCi Leaming expectations (D) None of the above

106. Gools are at:'--. -- ( , National level (B) Subje-ct level

i"j classroom level (D) All of the above

107. Obieclives are at:'"" "-6t* - National level (B) Subject level

iCi Classroom level (D) All of the above


ls l@d'\lOE. Inquiry mems:

tQ To investigare (B) To learn(C) To reach (D) To find109. Inquiry melhod lnclades:

(A) Observation (B) Experiments

.-- -_.. 19) Questioning answering (t ) Showing110, IThich one is the besl fot large griup instructiini(A) L€cture method (B) Demonstration method

- - - - !C) Project method (D) Inquiry methodII 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 methodI I 1, Demo nslrutlo n mean s :

(11 To perform (B) To develop(C) To show (D) To observeI I t, Il.tbcd model lor tessoa ptannlng has st€ps:(A) Three (B) Four(C) Five (D) Six116, Dlscovery method ls advanced ,rwthod of:(A) Heuristic merhod (B) Inquiry method(C) Borha&b @) Noneofa*U

(A) Two (B) Three(C) Four (D) FivelIE. Mcthod based on Deway,s phllosophy is:(A) Lecture method (B) Demonstration method..- _,. (C) Inquiry method (D) project merhod119, Who.sayr that poJeet ls a puryosefal acrlvtty?

(! Deway (B) Stevenson(C) Baltard (nj Kilpatrick120, Whlch tr not the step ofproject ,nethod?

t4] Planning (B) Execution

-- _ (C) Analysis (D) EvaluationI2l. Programned leanlng toas presented b!:(A) J.S. Burner (B) Benjamin Bloom_ ^- _ (C) John Dewey (D) B.r. Skinner122. Podlolio is the collection ol:

(A) School record (B) Teacher work- (C) Student r.vork (D) Office work123, In progammed learnlng, kaning tokes placeiider: - -'--(A) Nahral conditions (B) Arrificial conditions(C) Controlled conditions io) plaru:eJ condirions


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

materialJudge 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. dothe 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 usingspea*lng, listeaing aad non-verbal prucesses in otder to achieve inslruclionalobjec ves is:(A) Lecture Method(C) Question Answer Method

129. During discussion method, teachet passes/announces a:(A) Exercise (B) Activity

(D) Question130.

(C) TopicThe surface catcosurface 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)MultistructuralRelational and extendedAbstract

Unistracutural andMultistructuralRelational and ExtendedAbstract

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


(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

<Ci Organized (D) All of above

112. Sirutlolton is an elaborute We of:(A) Role plaY (B) Gaming

ici Socio drama (D) All of above

113. Bosb ledure ln lesson plannhg is:(A) Content (B) Method

ici objective (D) Evaluation

|il, The'mcthod based on the psychologlcal prlnciple ol "Tttal and Enor' ls:

(A) Heuristic metlod @) Problem solving method

<Ci Project method (D) Activity method

115, ) iat*rt pirpr t a skltl indeperulently at the leeel ofPsychontotot don'aln b:(A) lmitation (B) ManiPulation

fCj Precision (D) Articulation

146. guesltontng by flttdents ls a slgn of

-

lea:hw .

I,t) sxperim"ntal (B) Scholastic

icj syit"r"ti" (D) Motivated

(C) Social status\v,, vvrr.r er---

148. Modvolion, in the process oflearning, oeates interest lot learning anung young:

147. Frcquent corrcctbn of wrong answers

among ctadents of lovter:(A) Economic status

(A) Children(C) Leamers

environmenl is called:(A) Range ofreaction(C) Range of response

151. Career educalion should begin in:

r4g.A.psychologislusingt,hemethodofnaturalisticobsefvolionwouldobsemehehariour ts it htpens outside lhe ltboratory or:(A) Library (B) Examination hall

(C) Hospital (D) Ctinic

150. iie prociss nhereby the genetic lactors limit an individual's responsiemess to the

is least likely to

(B) Socioeconomicstatus(D) Status

(B) Motivators(D) Students

(B) Range ofaction(D) Range of experiment

promote achlevement


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


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) Effectthe 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 oll4,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 islo 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 correctresponses, 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 principleof:(A) Development (B) performance


(C) Continuity (D) Inten€lation

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 thqtaslwfor proposcd:

(A) Herbert(C) Coleman

(A) Frobel(C) Flander

AchWfuma_hdcpcadal sady.(A) Disorganized(C) DtucourseTh. 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*@) Discouagementocialcd wllh toatlet o

(B) Traits(D) L€aming

@) Faculty

@) Studies

(B) Undcrstasting

@) Corrclation

(B) Sinon@) Edmond

(C) Suggestions @) PrcPosals

Yho datctoptd lhe h@acttvc arrottds cdegory syslcm h cdtcdbnlor brocadngth e leac h er c$cdtc nass?

(B) Pestalozzi

dl siroohonu wlll aqerfunce the geoufi d@ary w h

Th, te , 'Ac dcot clerrr.nF' ls closcly owciatal wllh toaslet of

Aadt ach.t lo starl w tt w l havc to cstabltsh to?Pott tetth the:

Studen6 who do b.4a h, hlth &hool tend to do bcaer b colkga lhb ts an

annplc oft.ptiltvc:(A) Participation(C) TransfcrcnccYho tden@d thc luv ttldnd qcs of ch drca's bttclledtal d*'.Ioprnql?

,*

Icachlng d whlth Lvcl ls lachebcerrLrcd?


l@r l@b(A) Amateur(C) AuthoritarianThc medlum o{ cdncdon should be:(A) National laoguage(C) Mother tanguage

(A) Self(C) hstitution

(A) Forwer(Q Casually

(A) Eloncntsry group

(C) Ptimry goup

(A) Rcgistar(Q Vio+Principal

(l) lvfcotal approaclr(C) Fomal approrh

tn. Teaahtng ti calkd a noble pro@n becuse it b a type of vwtcc ptovilcd b fie:

195. A 'r|rrrsful

a noantctut ls lhc one who lnows o lol bat ll wdrd nwv'hi,&(A) An'tudo(C) Comnunicatton

195. Oa whonlt lb rtc n&h rWadbWy ol sehoo, n@qawrt?

l9E. Vno fl thC 'd IcGt on thil olthc l,,rttttrg thd wil Moa lU ltr& ofsclod dbvq*a has My fr*at pl@ by qc tr?

193. Ibopfu oal Irum rchool nuans to leove the school:

(B) Society

@) Department

@) For tho time being(D) Nonc ofthcao

@) Concrete

@) Professional

(B) Internationallanguage

@) Regional laoguage

@) Supplomontary groq(D) Sccondary gorp

(B) DealLrg'@) Mannon

@) School doan(D) Principel

@) llamlapproacn@) Infornal approach

194. b lar at to&llthg ag.ncy ls conocmc4 a nhool cut bc coaddcrcd dan:

ln. A@l fin sa/,fu ot not tll*.,thq, Wbr ln lh.tr physbal o*

(A) MryGr' (C) Bloom

(B) Frcbcl(D) KohIb€rB

lLc t fr, Wqerrd Mtw qMney @d c.Wrl cho|S. b tto *etfuydqc tut *d@ **aw aianl eugc ,dr,s:

200. Nout &crlmt e4lta frd_tet rryba o afuw fu.

(A) Itought(C) Stlodads

(A) Ord(C) Iraacd

@) chrm. (D) Envilomcot

(B) Evahsivt@) r}omryh

E:l. c 2^ c a A {, B 5. cG D ,- c & B 9. D lo A11. D TL B 13. A t( c 15. D16. A 17. c It D 19. D 2n D2t. c XL A 23. c 14 D 25. A,s. B t. C ?4. c 29. A 30. A31. B t2. D 33. A 3{. D 35. c


lo l@-x. B t7. D 38. D 39. 40. c11. B 12. D 13. D 11. B 15. B

46. A 47. D 48. C 49. A 50. C

31. A 32. B 53. C 54. B 55. D

56. A 37. B s& C 59. B 60. c61. B 62. C 63. D 64. A 65. D

66. D 61, B 6t. B 69, D 70. c71. C 72. c 73. c 74. B 15, c76. D 77. B 78. B 79. B 80. B

81. B 82. D tB. D 84. D 85. B

E5, A E7. B tt. c a). D 90. D

91, B 92. A 9t D 94. D 9S. D

96. D 97. B 9t. B 99. D 100. B

l0t. B 102. D 103. D l0{. A 105. A

106. B l07. A t0t. A r09. C rl0, A

1ll. A 112. A l13. c I I't c I15. cu6. c 117, D 1l& D r19, D 120. C

121. D 12?- c r23. c 124, A r23: c125- B tn.' D l2& B 179, c r30. D

l3l. B r32. D r33. A 134. D 135. D

t3c B t37. A r3& c 139. A r40. ct{1. D ral. D 1,t3. c l,l4 A r45. D

1.15. D to. B 14& c 1.19. D 150. A

r51. D 15t. B 153. D 154. A 155. D

156. A r57. D 158, B 159. A 160. B

161. A 16," c 163. B tu. D 155. B

l5G B I6it. D 15& A 169. B r70. C

171. A fiL D 173. A 171.. D 175. A

t7c D 1T'. c l7& D 179. C 180. A

Itr. C It2" A 1&1. B 184. C It5. A

Itc D 1a7. c 18& D r89. A 190. c19l. A |lr2. B 193. A r9{. D l9s. A

196 D tn. A t9& c 199. D 200. A

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