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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
gct
do exactly as they are told- Research shows that when students are tauSht ih this way, they
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,
style to
students 1ose interist in leaming. Another reason is that tcachers do not vary teaching
suit the requirements of the subject,

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Going Beyond the LecturetBy using a variety of interactive activities in classrooms,
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studen-ts, interest and active participation

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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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Rererrrh Shovr Th.t:
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ftrdcon loam and rctain more whea askcd to do somcthinBjust lcarn infcanrioo
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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,
a'
k9*iog tbout lormiag rtylo can hclp tcrchor plal louoar, arrignncah rad
rcdvltior.

fficctlvc Tachlng llvolyc:


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Itc

usc ofrcaching tools, tcchiquos, aod straicgics.

An undcrstanding of how students leam, how they proccss information, what


Eotivates tb@ to leam more, and what iryedes thc loamin3 process.
Creating cffectivc leaming environmcnt wher,e shrdents arc actively perticipating md
engaged wifi ttre material.
The use of differcnt insbuctional strategies for the developmcnt of skills, valucs aod
peyc.hological hcaltb.

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Teechlng Strrt&ghr Itr the Nctr Currlcutum:

Mrldng

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Interactlye: Ask questions, cncourage Etudcats to questions, cngago


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
stttdtoto iD

tcachet.

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Interrctlve l)emonttrrtlons: Developing an environment of fun and demonstration in


classroom stimulates studentsr interest and curiosity.

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Rolc Plry: Studonts leam by acting and ob,serving. Some sMents act out a scenario and
othets watch and discuss.

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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.
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Ilqulry-B.rd fuchh3l lt cmblc. th6 .tudontr to ftrmo quortlonr, grthcr lnformttlon,

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Leuon Phnrlng: lvtany cachers in Pakistaa re.ly on tcxtbooks only for teachirr.

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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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Development of Lesson Plens: The lesson plan can be developed concenaating on the
following i4ortant points :

1.
2.
3,

Where are your Btudents goitrg? (Aims, Objectives, SLOs)


How thc studefis goitrg to gct these airls? (*sson introduction and development)
How will you know when thc students have got the aims? (Assessment/evaluation)
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Imperbnt C.qielcnb of r l.ecrel Plrn ln Teechcrs Gridct:


1. Stndoltt' Lorrntng Outcomes (SMh): The topics of different

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subjects have been given

in frc Nsiiood Cr,rricula In Gech to,pic, tho studcnts' leeming outco.mes have been identifled.
In toac,hcr's $ridog, thc losson plena havc becn devcloped on the base of thes studeDts'
lorrning outcoroe, Each lesson plan covers 1 to 3 learning outcomes. Studcnts' leaming
outcomc8 holp f,w to chrify Oro krowlodge, skills and attib&s/values to be developed in
shnleids.

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2. Tlnr: Nunbor of Prrlodr: Erch lorron plan montionr ths timo/numb.r of pcrlodr
rcqubcd to tsrob thc lcroa offcctivcly. A tmchor mry hioltorrolf divido tho tino for
dilffi.lt typor of rstivitior givoa in tho loron plro. 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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4. MrterhuRerources: It is an fuPortant part of lesson plan that


for tear;hing the lesson be ideotified, for example, the apparatus to be used in activities (e.g
. charo, aolounid pcncils, ruler etc.) and textbook etc'

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5. Introductory Acflvl-der: Introductory activitios are designed to intsoduce tho lceson or


cstablisli aonncctioo with thc previous lesson. such activitics build readiaess, oratc interest,
8nd i&oti& whst studcnts alruady know about the topic. tn intoauaory activitios, studcnt's
aucntion may be gaiffd by *lowing pichrcs, stating a problcm or a dilcmma, or rcading a
poco/story. A tcst/quiz may be ueod to find out what studcats slrcady know.

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6. Developmental Activitiesr This section ie the most inryortmt part of loseon plm. Moat of
the time allotted for in a lasson plan, is for these actir.itic& Dcwlopmontrl rctivitics grow out

of the introductory activities. These activities are

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deeignod lo Btt&
stfuts'-lctring
outcomes, During these activities new concepts, skills and valum atc intoduccd and thcce @
built on past leaming. These activities have this sequetrce: data grthering adivitics, date

organizing activities, demonstrative or applicative actiyitics, and creative and exprcssivc

activities,

rrd rumuriro thoir ruou,lodgo. Thoy frcititrto tho spplication of knowlodgo


nrx, .ltution. Thcy uc fonc lly telatod to tho main idoc of tho lorron.

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8. Amsgmsnt of

Lorrnhg: Thio

aection includes such quectionc or activiticg that can aclcra


to whrt cxtcit thc otudents' learning outcomes havc been achieved. Assssment ie important
in all phases of the lceson i.e. from intoduction to conclusion, A variety of techriques can be
used !o asscas the achievemcnt of the chosen leaming outcomes. some of these are prepared
oe part of the leaming activities; for example, the drawing and labelling ofa mai, the
qucstions for cvaluating a discussion, the final written report etc. other tools such as
tests/quiz are used at the end oflesson

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9. tr'ollow up: This section includcs enrichment activities, projects, questions or homework to
bc assigncd to thc students. Thc said activities enable the sMents to apply their lrrowledgc
and stills_in daily lifc.

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PEDAGOGY - OBJECTIVE (MCQs)
TEACHINGMETHOD TEST- 1
rrthod b:
@6o6cL
(e) Styb of
9. Whieh one of the folow@ ctrnc!.rlrdct
O) Way of
i! pres( nt i[ tarchcr-centrcd rrthod?
Eschbg
tschiDg
(c) Arr of
(o s$etiation of
(a) Fmli$
G) T'eaha'g
.
alffiv
tachiog
fre lnowledge
(c) Neglect of (d) Atl of rto
ftm ouffi
imovatidns abovc
wodd inio
ohild'e
10. The dlrunion ofl tcrchhg Ecthod L:
(a) Facbal
(b) Priocss
intrllect
(c) Enviromtal (4 An of thc
I A te.chhg mdhod corryletec wlth the
hdp of!
above
(a) Vuiorx
(b) Many hctics
ll. The ln6ln obJectve of chll4*ailrcd.
tcrc.hlng mthod ir:
bchiqucs
(a) To dsnl@ (b) To &vehp
(c) Ifry pmtrrca (O lYlany
6 bdning
&c drillq itr
aproacbes
Wh.t r tr|cbhq mttod lr?
rbilitbs in
chiltka
Atr Et
ft) Aqat
sci.cr.
clil&cn in
Aca wlv
urr
ttla
Borh lrt rod (d
uy
E G@C
(c) To dst ohp (O All of 6,

1.

Ths

rudrr

of tcechbg

Il b po.dHr

!o

lrrh rlthout r toecblng

rttil tut lt lr hrrdhl bocrur om

lauott

(r) Anrla tb (t) Dffiloo


" o{stw
" ecrtodos ia
lilDhl
dturdoo
(O { of eo
G) D.livc
.
qlog
DOtr.

s.

Htl

(r) 6

(c) To bclp tbo (O

childr.[ tn
fu rtioo of

lr!

(a) Tbc

devclcDmnr

8.

(a) Rcccption (b)


(c) Ivlcmry (d)

Authority
Discovery

Irysftin8 nrll
ftEdom

dil&en

tbc

mCuiry

methods in

(c)
14.

Ill

children

the '(O An of
potentiditics
abovc
Enhancing

frc

ofthe chil&en

which of tbe followlng tho tercher B

reedy to follow the innovrtionr?

(a)

the

above

anbtritv
Whhh of thdfo[ox'irr b not lndu&d in
procesr dLrendon of tcrcher-csntrd
mthodr of trechlng?

O)
.

of higl brEl

ageocics

on (d) All of

6a

$o!ra

13. The end product of chlld-cenhod Ethod

t ctiqi
Tcadiog

dcmstration
mihod

tac.har'5

All of

tbcir

traditional

To drpcod

irEirl d

uorosr ftr
fulhIrt !

hypothosc!

(c) Asci8@trt (O Dircussion


mthod
rnctbod
7. Thc cnd product of tcrcher-centred
mtl-L lN:
' r fo mmize (b) To xpress
6c frcb
belief in
(c)

m.rDh

iltrrdor

@) Uctre-orn

Lectrc
Ethod

of

ftarorlrr (b) To odbct thr

6c
Edlrmrdo

poce3s
Whlch of the folhwins mthod is termed
rt m crsentld evll?

(a)

ilho&

12, Gi.!.rr[y
Gcurrrlly ln
ln culd{nE d
t rchltrG th. roL ol b.Ehc hr

b6

Tcaclting

rbova

in rndEnb

uir.d who t[.


ctbad lmrlrdfc of thG .ovlronmnt h
Ilnd wlth r chlH'r bnln?

whrt

(e) Tcrching (b)


trrrhod
(c) Toachingskill (O

5.

hdlpcodom

15,

Child<cntcrcd

(b)

rctbods
(c) Both of the (O
abovc

In whlch of the

Tcachcr-

cfrrcd
Elbodg
Nonc of the
abovc

followlng; the tacher

emphaelzec on dcnbcreffc velucr?

(a) Cbil&ceutcd O)

Stldnt-

rnethods
cdGd
rcthodg
(c) Both of thc (@ Nm. of
.

rbc

lo

l@,.

ibovo

t6. Thr trllGnt

futun

abovo

of lGctur.
turc m.thod ht
Tolchcr

(r)

Economy

(c)

C-ommunication

of

factual
information

(b)
lolsur
(d) Norii'of thc
abov6

17. Which one of the following is not the


teaching principle?

(a) Lec re

(c)

(b)
(d)

method
Assignment

method

18. When a

Heuristic
method

Projett
method
meihod

tea-cher is comparatively passive

and th students are overtly actiie and sit

onlHhis wiy of teaching


(a) Lecture
(b) Assignment
method
method
(c) Proiect
(d) None of the

as listeners

method is called:

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lf l,ijllil:#,hc

rouowrng

(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

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

(b) The

Lack

scientific
attitude

(c) A

in (b)

Devoid

of

a teacher

familiar with dre

dif[culries

rvhich may
occur during

Igqnine by
(d) All Y of the
dolns

one-wav

teaching

(c) The

reacher
performs the

Drocess

attention ofthe studelts in a classroom?

Project
method
Lecture
method
method

(b)
(d)

Assignmeot
method
Discussion
method

21.
Which one-oftie following is required in
Icture method?

(a)
(c)

Trainins

Manrity

(b)
(d)

Exercise
lntellectual

students

23. The lecture should bc:

(a)

Interesting

as

above

24.

svstematic

(d) dU of

the

In modern classes, how extent

the

Me{ium level

with

proper
modulations

authoritative bchaviour

suitable?

above

of a

(a) To a great (b)


extent
(c) Can't say
(d)

Not

teacher
at

(c)

questions

of (d) AII of
essential
abovc
Collecr.ion

the

(a) Problematic (b)


manner
(c) Suspending
(d)
manner

be

Debatable

nlanner

None

of

thc

above

10. Whiclr of the following perception should


be laken by a teacher for prcscntation of
conlenl along$ ith demonstrxtion?

wellorganised and

(c)

fashion

28. The single_ most important point for


demonslration ofa lessbn is:
(a) Selection of (b) Lesson
contcnt
pointers and
selection of

presented in:

O) Intermediate
students
(d) All of the
(b)

above

appamtuses

skills

(a)
students
(c) Craduate

All ofthe

29. During demonstratior, the topic should

22. Cenerally, lecture melhod is assumed


the bqst method for:
High school

1d1

experiment's
demonshation
in a perfect

above

20. tn which of (he followirg methods, the


aeacher takes least intreIt towardi the

(a)
(c)

experinrcntation
in the classroom
conditions

the

principle of

teacher

becomes

method
above
19. The defect oflecture method is:

(a)

rlitil'ltv.rty

(a) Use
of (b) prcsenlarion
cxamples
of
riglrt
quesltons
(c) Vivid
(d) A
pronunctahon above of thc
and proper
language

is

all

Depend on rhe
teacher's

fluencv

31. The main ciaractcristic of demonstration


method is:
(a) Economic

(c)

EliminattuU

(b) Ac.ivityorielled
(d) All of

tlrc

lurking

dansas
conilucted

4{1.

abovo

rs

torchcFcantrGd mcthod

opclt
32. Thc defed of lccturc'cumdemonstrstlon
mcthod k thrt:
creates
(a) It is not child- O) [t
'-' cenred
obstacls in
the

of
(o Alt of
13:

'
ltE. O) Prof' D.S.
' ' Prof
Kothari
Armsfione
(c) Prof -J.A. (d) Prof. LeoPold

Stevenson

Thomdike

34. The orisingl ide, of Armsarong is thetl


'lTe
(b) The student's
(a)
' ' aim of realistic
science PaniciPation is

is

inmprilsory in

discovery

tkough pu

pure

(c) The puIe

(d)

The future

ofa

in iti

safe
pure

researches

munw is

should
be
conducted on

tesearches

the

basis

of

traditional
reseaches

35. The word "Heuristic"

(a)
-' Geek word

hzurisco

derlved fmm:
(b)
word

is

l*tin
beu ri

word (d) None of


above
humorotts
methods of tccblng,
36. 6In dlscovera
-sencrauY

(c)

English

the

thc

forcd to wolk as
students 8rc
scientists." Th;is stste'ment is propounded
bv:

/a) John Dewev (b)


ici armstong- (O

John Little
TheodorE Bit

37. tLE. Armstrong wes working as


orofessor oft
'(a)
Chemistrv ft)
lci educrtion (d)

3& The exact

meaning of the

is:

(a) To find out


(c) ro derive
conclusions

To discover

(d1

None

scrgnoe

of the
above
term of Heu nic is

science bY
doins
(c) T9 - discover (d)

To

observe
science

None
above

the

Dresnce of

ftshion

large audience
ofth studcnts

has presumed Heuristic

a O) OnJI a
lraulmg
teachmS
method
method
(c)
Onlv a (d) OnlY a method
'' resdarth
mend for
acquiring
method
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

of

is:

(a) l*aming
- bV G) l*rning
doing
-

throughPe$onal

(c)
(O
'- Leamine
throughlabour
.

the

working

t*aming

th.rgh

expenences
-b

rg- Whrt is the roh of a leacher


method?
(a) Teacher
friend

(b)

(c)
as
' Temlrer
creator of
inductive
nethod of

(O

as

teaching

method is:

(a)

Leaming bY (b)

doing

(c)

Heuristic

Teacher as a
stage-setter

45, The maitr chtracteristics

PhYsics
PhilosoPhY
terfi He tlisco

(b)

39. The equivalent


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

It in

rl3, The central prlnciple of Heuristic method

rsearches

researches

(d)

(a) Only.

the

(a)

''

reversible

method es:

^bove

exDeriences

The oiorieer ofHeurhtic method

in

(c)
' It

41. Westowry

dcvelopment
scientific
attitude

tluough
insight

deliberate
manner

teachcrs

3f-

conwrt d

Ir

bY

(c) It neSlects
direct

lnto chlld-centrcd mcthod, lf r trrchGr crn


do:
perfecly
(a) It partially in a 0)

All of

the

above

of

Heurfudc

Training

in

sciertific
method

Independence (d)

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 falher of
as a little
man
scientist
(c) lt teuchcs (d) None of thc
child through above
Dlavwav

47. The ebpiication of Heuristic method in


our clessrooms is:

(a) HiShlY

G)
(d)

Dr?ctical

ths

lmPractical

(cl Fnctical
Cannot say
$. ift bcst use of Hcuristic method takes
ohce ln:
(b) Classruom
'(a)
Science club
tezahing
(c) Educational (d) None ol thc
'' excursions above
in the
49. Heurhtic method is oot sultable
condition ofl

(a)
(c)

Traditional
curriculum
Traditional

system

ol

(b) Traditional
classroom
(d)
' All of rhc
above

instruction

50. The tearning of abilitie"r in


elves birth to:

r frte manner

(b) spontaneity
s;ii?;i' develoDment
(c) seif---' (O All of the
'' etoression above
and

5f. The reiiiionship betreen teecher


--'
tiuO"ri in Heuristic method of teaching
cen be
commrEd as of:
-Guidd
Friends in a
(^j and
-' roiiower O) cooperative
venhte
(c) Prticipants on (d) All of the
a mutual above
venture
9. The'Probtem'
*'
-An is defured as: A mental
?;i
O)
'' ,manswered
burden
ouestion
(c) A continuous (d) All the above
tenston

53. The fundemenial


rcsemblca withi

(a)
(c)

basis of problem-solving

Scientific
method
Project
method

(b)
''
(d)

Heuristic
method

None

of

57,

uethod is:
solYirg'i.uarning

(a)

tcl

doirtt
"

by (bl

l)ev(l('pmerrr
sclcntlllc
attitudc

ol

(J) All Pi
ab,.-rt

the

58. Whiclt one of thc loll0wing is thc dcmcrit


-'^t'lom-solvinrr nrethod?
of
^r problem-solving

(a)

(b)

Retardcd

Entphasis on
cxperimcntal

speed

work

(c)
Non' availability

(d)

of

All of

the

above

textbooks
is

method
59. Assigrment
-

a-

mixed version of:

Project
i"t t-ecn e*um' O)
t-'
,r'i--i."-"i;" ' ' meihod and
demonstration

method

lecture method

and

individual
laboratory

(c)
' '

work
Heuristic

method

(d)

None

of

the

above

and

problemsolving
method
50- The tvoes ofsssignment are of:

o)
(d) 6

h\'i
i.i +

of home assignment
61.
--' ihe meaninqiomPlete
(b) To
f"l fo

''

is:
comPlete
work at

the teachers' the with the


home
i".t ii tiom"
help oftutor
bv the studens
(d)
None of the
the
(c)
Prepare
'' TL
above
detailed
a@ount of
class work at

home bY

the

Generallv. problem mlving bshaviour


54. GenerallY'
originat6 inih situation of: (oi Une*pu"t"d (b) {orma

(c) Classroom (d)

ubolc
probl0tn-

lnJcPendcrrr,:
'

classroom
Routine life

teaching

the

students

above

difficulties

gvents

The muin chaructcrislic ot

62. School assignment

(a)

is associated

o)

The
assignment

given

students
their classes

to
ul

with:

The
exDeriments

pehormed by
ihe studens in

rheir
lab

55.
--' Problem-solving- is defined as:

school-

of

(c) BoUr the (d)


A method of
A
O)
'' above
fA
above
' ' psYchological teaching
assignmert is:
ofthe
aim
63.
The
*'
- (b) The haining in
mnceDt
(;t - Th"
(ct
;eflective (d) All of the
A
'-'
scientific
d*"looment
'' lhinking
above
;i sticntilic metltod

55. The importa'nt step


method is:

of

problem-solving

(a\ Definins of a (b) Collection of


'-' omblem"
adequate data
(c) bbservation of (d) All of tlte

None

attitude

(c)
discovery (d) All of
'' The
of scientific above
facts and

drc

the

dahdon of ltr

pdnctplor
5,1,

Th. crntrrl qudlty of rflfnmrnt mrthod

(a) SMonu
Sndcnb (b) Tho rMenr
lcarning by '- dcvclor
- hc
doing
doinc taken
hobit
of
placC
hardwork
(c) The method is (d) It
saves

nt

exclusive
evaluation
assignment

of
method ls:
(a) Non(b) Need
availabilig of
adequate
the textbo6ks
libnry
(c) Need of well- (d) All ' of
equipped
above

66.

dcfect

of

(c)

(b)
and
edication
intermediate shrdnts
shrdents
(c) University (d) All of the
studctrts
above levels

children

(c)
(a)
(c)

75.

of ure (d)
above

Borh

(c) Pragnatism (d)

69. In

on:

focusing
children's
afiention

to (d) All of
io
e6ove

None

of

(b) The studcnts

of dre (d)
above
Both
Most

of

the

above

Mosr early
Can't say
Which one of the following hw of learning
ls firllilled through projct method?

level (d)

. rhe

above

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
Like a guide
the

71. The most important characteristic of


project melhod is;

(b) Trainine
cenhedness scientifii

only

None

diffrcult (b)

Average

Al\lswERs

the

Idealism

ft)
(c) Like a co- (a;
e[ oJ
workcr
above

the

be selected by:

teachers

Kilparick

Individualism
projct method emphssis is leid down

(a) Child-

activities for

of (b) Law
readiness
exercise
(c) taw ofeffect (d) All of

W.A.

above
basic philosophy ofproject method is:

(a) ftogessivism @)

or

Favourablc

(a) taw

ofstudenG

68. The

@)

74. Tbe nltur of the projcct should be:

67. The ploneer ofproject mthod is:

Dewey O)

work

73. Projcct should

the

(a)

Iohn

Freedom

(a) The

laboratory
Assignment method is suitable for:
High school
Higher

(a)
(c)

Puposivcness

teachers &om

economrc

65. The lmport

(a)

in

D
6.

ll.

16.

zl.

12.

3.

4.

8.

t)

9.

13.

14.

15.

t9.

D 2t.

23.

24.

D
D

t7.
B

t8.

5.
10.

25"

26.

27-

28.

l) ,9.

30.

31.

t2.

33.

14.

16.

35.

37.

38.

39.

t0.

41,

12.

43.

{5.

47.

t8.

44.
49,

50.

t)

46.

5t.
61.
56.
71.

at

57.

62-

67.
B

72.

D s3.
D 58.
B
C
D

54.

59.

63.

D
D

65.

68.

69.

70.

71.

74.

75.

60.

64.

TEACHING METHOD TEST - 2


L

SOLO stands

(A)
(C)

fot:

ofthe observed lsarning


outcome
Structure ofthe observed
leaming outcome
System

SOLO tqxonom! couslsts of kvels:

(A)

(c)

2
4

(B)
(D)
(B)
(D)

3.

l{ith re{erence lo SOLO taxonomy ohe aspecl ofa

4.

Unistructurallevel
Relation level
Two ot mofe aspects are understood in:

5.
6,

(A)
(C)

(A)
(C)

Unistructurallevel
Relational level

Structure ofthe observed


learning output
System ofthe observed learning
output

(B)
(D)

3
5

task

k underslood in:

Multistruclurallevel
Extended abstract levcl

(B)
(D)

Multistructuralievel
Extended abstract lcvel

Inlegration h deyeloped between th,o or morc aspects in:


(A) Unistructual level
(B) Multistructural levcl
(C) Relational level
(D) Extended bsrract levcl
SOLO taxonom! l,'as prerented by:

(A) Bloom
(B) Krarhwhol
Simpson
(Ci
(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
of life
(Cl
(D) AdjusnDent of tife
Quality
-^
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:
2
(B)
4
(D)

(A)
(c)

15, Activity involves:

3
5

(B)
Mental action
(A) Physical action
(D)
Physical and mental action
(C) Mere action
geaerul
h:
lo
spec{ic
16. lne nmve from
(B)
Dedustive method
(A) Inductive method
(D)
Discussion method
(C) Drill method
17,
(B)
Deductive method
(A) Inductive method
method
(D)
Discussion
(C) Drill method
a,s:
lnown
18. The Socralb method b
(A) Lecture demonstration method (B) Discussion method
(D)
Question-Answer method
(C) Inquiry method
plans
is:
19. Duration oflessons in macto'lesson
(B) 10-20 min'
(A) 5-10 min,
(D) 35-45 min'
(C) 20-30 min,
is an"
planning,
more
emphosis
20, In British apPrcrch of ksson
(B)
Teacher
(A) Activity
(C) Content presentation (D) Teacher and content
Presentation

21.

cmPhosizes:
American approach
-

(A) teacher
(C) Leaming ohiectives

(B)
(D)

Content presentation
Methods
ol
ohiectives?
the
hasls
on
nol he We o.f lesson ltlans

which one k
(A) Micro lesion plan
(C) Aflective lesson plan
A good dramo does nol include:
'-

(A)
icj

story
Very lonfplay
Interesting

(B)
(D)

Cognitive lesson plan


Psychomotor lcsson plan

(B)
(D)

Alive dialogues
subjcct full of foeling

Whlch ts not the obJectlve oldtama / mle play?

(A)
(C)

enjoYment

Recreation and
Development of skills
conversation
plaly ls uselullot teachlng:
role
Drama or

of

(B)
(D)

(A) History
G)
(D)
(C) Maths
are:
iden
tclecorrlerenchg
types
ol
The main
Wd
(B)
(A) 2
(c) 4
@)
Which is not the type of lekconferencing?
(A) Audio teleconferencing (B)
(C) T.V teleconferencing (D)
Wich

Do make rchearsals

Science

Languag
3
5

Video teleconferencing
Computer teleconferencing

one is accounlahle in cooperative learning?

(A)
(C)

Individual

Botha&b

29, Cooperative leaning b an allemallve to:

(A)
(C)

30,

Devclopment of social skills

Competitive models
Lesson Plans

(B)
(D)

Group

(B)

Teaching models
Micro teachings

(D)

None of a

The numher o-f $udents in coo|erative leaning groaps Lt?

(A)

3-4

(B)

s-6

&b

(D)

(c) 8-lo

leaming tt"

lo-ls

characlerls c of cooperallve
31. The-eisentlal
---toi --nff..tiv.
-"
- . interedependence
(B) Positive
t.arning
(D) Division of labour
(Ci Cooperation
i 2, The' iudents lthi to sPenil lhe moit oI the tlne wllh:
(B)
(B) Parents
(A) Teachers
Teacheri
(D)
(D) Peers
ici Relatives
stltuus:
3i.
Peer cultwe co stltubs:
3i,
-- Peet
-i;i(A) Socialization
(B)
(B) Individualization
(D)
(o) Noneofa&b
icl
ici Botha&b
teachtng?
oftewn' teachlng?
adva age ofteam,
Which is not the advantage
-31,- Whbh
(B)
(B) Better planning
ofresources
resources
utitization
utilizaiioriof
(A)
Better
ial
(D)
(ci Bitter
ofteaching
1D) Better financial bencfits of
teaching
Better use of
i6i
teachers
techniques
techniques
is:
terchlag
leam
underlyitg
hypothesb
35. The
-(B)
(B) Teacller are not competent
bore while
(Ai Teachers fell
ielt-bore
working alone
(l)) The single tcacher canllot
(C) The best
beit teachers in schools are (l))
control the class

t ., more
students
^r.^-^r bY
'-^.a.h,/tanrc
shared

sra ds fot:
CAI
" "rnl'-"-"c"rputer

(B) computer assisted instruction


interview (D) Computer analvzed inlcrview
iCj
-37.' -?Ai
(B) Drill mode
Tutorial mo-tle
(D) Question modc
(Ci Simulation mode
valu,c system k:
SA. miiy n aeveloy a ttle sl!!e hascd upon thc prefe.nad
valuing
(B)
(A) ResPonding
analyzed
Computer assiited
Whtch Lt not the nnde of CAI?

instruction

otg*irini
icj ol cognltlve
domaln ls:

toi

characterizing

_'
Example
(B) Develop an X+ay film
(A) ' Describe a topic
ip> Take responsibilitv for tools
iCi Type a letter'
At
lhe hlghesl level of hlerurch! ls:
----i;t(!) Application
understanding
(D) AnalYsis
iCi Evaluation
ohiectlves ls:
educutlonal
I . The'nimber ol domdns in loxonomles ol
Three
(B)
(A) Two
Six
(D)
tci Five
domain is:
highest level of cognitive
12.
- The(Ai
(B) AnalYsis
Synthisis
(D) Evaluation
iCj C-omprehension
anylhing is:
of
wotth
value
ot
43. The piocess of diterming the
(B)
Measurement
(A) Test
(D)
Evalualion
iCl Assessment
into:
divided
been
have
obiectives
44. Educalionat
G) Three domains
<el TJo domains
(D) Five domains
iCi Four domains was presented
in:
obieclives
45. Taxonomy of educational
-^-(B)
19s6
(A) 1946

lo
46.
47,

(c) 1e66

49,

(D)

l@>-

te76

?he classifcation of cognitive domain was presented by:

(A)
(C)

Benhjamin S.
Krathwhol

Bloom

(B)

(D)

Skinner
Simpson

Cognilive domain has:

(A)

(C)

48.

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

Three subgroups

Five

subgroups

(B)

(D)
The lowest letel of leaning in cognitive domain is:
(A) Comprehension
(B)
(D)
The highest letel of learning in cognilive domain is:
(A) Evaluation
(B)
(C) Analysis
(D)

(C) Knowledge

Four subgroups
Six subgroups

Application
Synthesis
Synthesis

Application

Knowing memorizing arul recalling is concemed wilh:

5L
52,

(A)
(C)

Comprehension

Knowledge
To grusp the nwaning of the matefial is:

(B)
(D)

Application
Evaluation

(A)
(C)

To use

Comprehension
(B)
Application
Knowledge
(D)
Synthesis
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?


Cognitive Domain
(B) Affective Domain
Psychomotor Domain
(D) Evaluative Domain
The focus of cognitive domain is:
(A) Physical and Motor Skills
(B)
Intellectual Skills
(C) Attitudes and Interests
(D)
None ofabovc
The affectiee domain was clatsilied by:
(A) Benjamin S. Bloom
Simpson
(C) Krathwhol
Bumer
Affective domain is divided into:
(A) four subgroups
(B)
Five subgroups

(A)
(C)

(B)
@)

(C)

(D) Seven subgroups


(A) Responding
(B) Valuing
(C) Attending
(D) Organizing
63, llhtch ls placed al the hlghest level of learnlng ln aJfectlve domaln?
(A) Attending
(B) Responding
(C) Organization
(D) Characterization
Six

subgroups

62.

The lowesl level

64.

ll/illingness to attend to pa icular phenomenon ls:


(A) Attending / Receiving
(B)

(C)

oflearning in affectivc domain is:

(D)

Valuing

65, Brining togelher dwrent

(A)
(C)

66. Atlective

(A)
(C)

67.

(B)
(D)

Valuing

(B)
(D)

t982

72.

was divided lnto subgroups

The characterktic ol behavioral objective is:


Observable and Immeasurable
(B)
Observable and measurable
@)

(A)
(C)

75.

of tife stlle in:

Characterizalion

Five subgroups
Seven subgroups

Non-observable and measurable


Non-observable and
immeasurable

ObJective rclated to allective domain is:


Student can pain a picture
Students can draw a graph
Students values honesty
Students can write a letter
nglrrg together sclentw ideas to form a unlque tdea is:

(A)
(C)

(B)
(D)

(A) Application
(C) Synthesis
73, Which it vat in Scope?
(A) Teaching Tactic
(C) Teaching Straregy
71,

pa

(B) 1972.
(D) 1992
by Krathh,hol in:
(B) t964
(D) l e84

(A) l9s4
(c) 1974
69, Psychomolor domaia was divlded by simpson in:
(A) Four subgroups
(B)
(C) Six subgroups
(D)

71.

Organization

domain focuses on adoption of a value system as a


Responding
Valuing

68, AJfectlve domain

70,

Organization

values into a conslstent value slstem is:


Attending / Receiving
Responding

Organization
Psychomotor domain was classilied by Simpson in:
te62

(A)
(c)

Responding

(B)
(D)
(B)

(D)

Analysis
Evaluation
Teaching Technique
Teaching Method

Students tind/explorc the information themselees in :

(A)

Lecture method

(c) Both

Teacher petforms pructically and

None

(B)
(D)

Discovery method
Problem solving method

(B)
(D)

Prbblem solving method

Discovery method

*plains in:

(A) Lecture method


(C) Demonstrationmethod
Rob of student is active in:
(A) Discovery method
(C) Inquiry method
Micro teaching is a:

(B)
(D)

All ofabove

(A)
(C)
What is

(B)
(D)

Tcaching motlrod

Motivstional tocht quc

th. thtrc olpaettatbn ln mlcrctachhg?

(A)
(c)

1-5

min.
min

1o-ts

lfher ls lhc no, of studena

(A)
(c)

l-ls

tlctotachlrtg?

10-ls

Mlctuuachw sturtcd lrt:

(A)
(c)

Tcachcr training tcchniquc


Nooc ofabovc

(B)
(D)

5'lgrin

(B)
(D)

s-10
15-20

(B)
(D)

le60

leso
l97o
Miefibdchhg locuEes on the comp@tqt over:

15-20 min

1e80

(B) Skills
(A) Methods
(D) Observations
(C) Contents
science?
Which k more saituble in teachw of
(B) Demonstationmethod
(A) trcnlre method
(D) Project method
(C) Discussion method
|Vhlch onc is *ception?
(B) Magazines
(A) Books
(r)) r.v
(C) Diagrams
lrtdutlot! h Prlat nedle?
Vhlch b
(B) Magazines
(A) ^otBookr
(D) T.V
(C) Diagrams
IIow nwty setset t Pcnoa uses whllc obscmlag fila?
(B) 2
()
I

(c)

td Ho*

4
of
scebg?
nuch *aowlcdgc ts gabctl throtlglh lhc *nsc

(A)
(C)

E7.

(D)

(B)
(D)

75oh
60/o

How auch *ttowledgc ls


7s%

(A)
(C)

60/o

,iuch

gdttd

thmugh thc scna of llstenhg?

(B)
(D)

Hote

89.

6%
IIow much *aoteledge is gattted thtough the sense of

(A)
(c)

(A)
(C)

9A Ho*

gL
92.

(A)
(C)

Acconliag

(B)
(D)

(B)

75o/o

(D)

60/o

,r.ach hnowledgc ls

7s%
60/o

galncd ,hrough the

b l{, Therber, qpa

(A) 2
(c) 4

of

(A)

Extemal structurt

sen$e

13o/o
3o/o

ell?
13%

3o/o

oftaste?

(B)
(D)

13Yo

3%

olmodels are:

Moch ap models aru those which rylait?


Principles or working
machine

(C)

13o/o
3o/o

golr.cd throagh the rcasc oltouch?

EE,

knowledgc
75%

13o/o

lo/o

(B)
(D)

(B)

Intema[ structure

(D)

Intemal and extemal sfucture

93. A Jbkl tlP ls arranged for:


Makinc an

see other people doing things


excusion (B)
rAt
iqJ. tiit.t*ing or tttion .- (D). -Allof the above ot
bi
use
gl. tate)-estcan be cteaed h sideni ta spectltc topcts ol
Y:f{allthe
(A) Chalk board
(D) All of the above
iCi Bulletin board lhe
fotlo$'iny ii that oI:
dbecl exPerience fiom
'
'-95. -The';oil
picturei
1n) v.isualtriPsvmbol
6i- Motion
(D) , Field
iCi Demonshation
in t microleaching clo,r,s?
sru'dints
of
number
many
16. |rrig; has suggesred how
-(B) 25 to-30
(T) i5"o +o
(D) 5 to lo
icl t5 to 2o
.

gT,Melhodbasedonlhefactsthalstudentsleatn'tssocialion,bctivilyandcoopefofionLs
known os:

(B) !t:j"tl
1ij Demonstration
Discussion
iCi iroblem-sotving
JP of:
abiliu
promote
students
- 98. Exh'tbitbn of science fahs
and application
(A) Knowledge *o "".pttiit"tr* tPi
9:]y"h"nsion
skills
order
Lower
(D)
stitts
iCi nigner ofoiter
on:
melhod
sclcntific
ultlmate locus
'-(A)
'-99. The
- IlypothJsis formulation (B) observations
iO Formulation ofa law/theory
(C) Experimentatio; of kdchlng?"ru0, wn)i L ne tiri step in the Proiect method
(B) Determination of objectives
p"t"*in"tion
oiJ"iJititt
(A)
inl Distributioh ofwork
(Ci Planning
principle ofuachlag?
-<gl Proceed from complex to
t01, whii one h ,tot th; Psychotogtcat
'""
proce"a r,om
io
1;t
simple
abstract"onirete
Proieed from simple to di{ficult
(D)
to
known
from
(C) Proceed
unknown
at.school level?
102. Whtch ts ttiiii naloa olaochiag sclence
(B) AnalYtical
(A) Lctu
(D) Demonsttation
icj Direct
of
scbntfu
ts nol the step
n3,
- 'nethod? (B) Experiment
-"- lryhih
-?At
observation
(D) lnterview
ibi Prediction
rusutt o! sclentlfic method?
I0l," -The-uitlmate
-oii<nowtedge lPl Developme-nt of senses
oevelophent
(At
(D) Noneofa&b
tci sotha&b
Ls

Aba's are:
105. ''-iAi National expectations
iCi Leaming expectations
106. Gools
'--.
-- ( are at:National level
,
i"j classroom level
Obieclives are
107. "-6t*
- at:
'""
National level
iCi Classroom level

(B)
(D)
(B)
(D)
(B)
(D)

Institution expectations
None of the above
Subje-ct level

All of the

above

Subject level
All of the above

ls

l@d'\

lOE. Inquiry mems:

To investigare
(B) To learn
tQ To
(C)
reach
(D) To find
109. Inquiry melhod lnclades:
(A) Observation
(B) Experiments
answering
Questioning
(t
) Showing
.-19)
-_..
110, IThich
one is the besl fot large griup instructiini
(A) Lcture method
(B) Demonstration method
Project method
(D)
Inquiry method
!C)
- for higher classes is:
II- - l,- Useful
(A) Lecture method
(B) Demonstration method
(C)
Project merhod
@) Inquiry method
--- contponent of lesson planning is:
I 2.
Fitst
(A) Objective
(B) presentation
(C) Homework
(D) Summary
I I 3' The reachttlg method recom,nended
eremeitary schoii scrence in pahi*an is:
(A) Lecture method ror
(Bi proiect method
(C)
Activity method
ipi Ladoratory method
-- _ _
I I 1, Demo nslrutlo n mean :
(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
project merhod
(D)
..- _,.
119, Who.sayr that poJeet ls a puryosefal acrlvtty?
Deway
(!
(B) Stevenson
(C) Baltard
(nj Kilpatrick
120, Whlch tr not the step ofproject ,nethod?
Planning
(B) Execution
t4] Analysis
(C)
(D) Evaluation
_
-- Programned
I2l.
leanlng toas presented b!:
(A) J.S. Burner
(B) Benjamin Bloom
(C)
John
Dewey
(D)
B.r. Skinner
_
^- Podlolio
122.
is the collection ol:
(A) School
(B) Teacher work
- (C) Student record
r.vork
(D) Office
-'-- work
123, In progammed learnlng, kaning tokes placeiider: (A) Nahral conditions
(B)
conditions
(C) Controlled conditions io) Arrificial
plaru:eJ condirions
1

l2l, ?l,r/chhj mthod bafid upon thc osturrllptlon ol


,lould b. told er llfiL

(A)
(C)

ac pottlblt

h:

(B)
(D)

Hourlstlcs Mcthod
Dlsoussion Method
125. An owrall proccdurc whlch ls adopted by a teachet

(A)
(C)

HctbGtt Sryac./. that tha

he .t

DomonstrationMcthod
Lccture Method
achieve certaln goals ls:

lo

(B) Technique
Strategy
(D) Tactic
126, Selection of dilfercnt media for different stutlents is done hr:
(A) Role Playing
(B) Individualizedlnstruction
(C) Programmedlnstruction
(D) ComputerAssistantlnstruction
127.

Method

A rcpeated perfomonce ol leaniny act until altainment of tlcsired level of skill to. do
the act cotec y is:

(A)
(C)
(Ll

IzE. A ptocess

(B)
(D)

DemonslrationMethod

Method

proJect
Project Method

in i)hich a smoll gtoup

Problem Solving Method

Drill Method

ossembles to comfiunicote with each othe4 using

spea*lng, listeaing aad non-verbal prucesses

objec ves is:

(A)
(C)

(B)
(D)

(A)

(B)
(D)

in otder to

achieve inslruclional

Lecture Method
Discussion Method
DemonstrationMethod
Question Answer Method
129. During discussion method, teachet passes/announces a:
Exercise
Activity

(C)

Topic
Question
130. The surface catco
catego1t ln SOLO Toxonomy consists of:

(A)

(C)

(B)
(D)

Five Stages
Three Stages

Four Stages

Two Stages

13L The 'sutface'


calepon in SOLO Tomnomy consists oI:
'surface' calegor!

(A)

(c)

Prestructural and

Unistructural

(B)

Unistructural and

Multistructural
Multistructural and Relationat

(D)

Relational and extended


Abstract

132, The 'deep' category in SOLO Tdxonom! consists oI:

(A)

(C)

Prestructural and

Unistructural (B)

Multistructural and

Relational

Unistracutural and

Multistructural
(D)

Relational and Extended


Abstract
Understandiug tlre structure
the material
Use the material in new

I 33. Synthesis reqaires:

(A)

Formulation ofnew structural

(B)

(c)

material
Judge the value of material

(D)

of

situalion
134. Microteaching is a technique ofteaching:
In classroom
By more than one teacher

(A)
(C)

135. The

(B)
(D)

Subject in detail

A narow and specific skill

ftxation of correcl infomatiot, through rcpetitiofi is caased by:

(A)

(C)

Lecture

Activity

Method
Melhod

(B)

(D)

136. The domain which deals wirh physical abilities and

(A)

Affective

Domain

(B)

Demonstration Method

Dri[ Method
coo ination objectives

is called:

psychomotor Domain

DomEin

(C)

Cognltlvc
Lccail. ,rrelhod b gcncrully dcscrhcd as:

(D)

Solo Taxonomy

137,
---

G) Child Centered
iAj Tcachir Conteied
(D) Education Centered
Ccntered
iCi Activity
h
dertved
lrom the Greeh-word:
138. The'nante ol lleuristlc method
(B) Hero
(A) Hennrles
(D)
None ofthe abovo
ici Heurises
the behovloar
j6e.

"reiimng b

lorm hterye$onal influence

pountlal olanothet

almed ot the changing

is the vlew Prcsenled by:

'(A) ti.l. cug.


(B) A Flanders
(D) P'B' Frost
tcj M.C. Morrison way ofdescribing
the-learner's:
110. Solo to$norny ptovides slslernatic
(B)
Understanding
(A) euitity
(D)
Skill
ici Performance
141, Lesson Plan ma*es lhe work:
(B) Systematic
(Ai Regular
(D) All of above
<Ci Organized of:
112. Sirutlolton is an elaborute We
(B) Gaming
(A) Role plaY
(D) All of above
drama
ici Socio
plannhg
is:
ln
lesson
113. Bosb ledure
(B) Method
(A) Content
(D)
Evaluation
objective
ici
and Enor' ls:
ol
prlnciple
psychologlcal
"Tttal
the
on
based
|il, The'mcthod
(A) Heuristic metlod
@) Problem solving method
(D) Activity method
method
Project
<Ci
at
the leeel ofPsychontotot don'aln b:
indeperulently
pirpr
a
skltl
t
iat*rt
115, )
(B) ManiPulation
(A) lmitation
(D) Articulation
Precision
fCj
lea:hw
a
slgn
of
guesltontng
ls
by
flttdents
146.
(B)
Scholastic
sxperim"ntal
I,t)
(D)
Motivated
syit"r"ti"
icj
is least likely to promote achlevement
147. Frcquent corrcctbn of wrong answers
among ctadents of lovter:
.

148.

(A)
(C)

Economic status

(A)
(C)

Children

\v,,

status
Social er--vvrr.r

(B)
(D)

Socioeconomicstatus
Status

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

(B)
(D)

Motivators
Students

r4g.A.psychologislusingt,hemethodofnaturalisticobsefvolionwouldobseme
hehariour ts it htpens outside lhe ltboratory or:

(B) Examination hall


(A) Library
(D) Ctinic
(C) Hospital
an individual's responsiemess
limit
genetic
the
150. iie prociss nhereby
lactors
environmenl is called:
(B) Range ofaction
(A) Range ofreaction
(D) Range of experiment
(C) Range of response
in:
151. Career educalion should begin

to the

loroffi--@l@(B)

152.

155.

156.

157.

15E.

159.

Fifrh grade
(A) l" grade
(D)
Kindergarten
icj sixttr graae
oI:
theory
Thc Gestall l{heo sts tugtwnted lhe lnslght
(B)
Lcarning
(A) Understsnding
(D) Association
iCi votivation
ln
Gioup tests tlrut have notms lor each gtu c und thut are utlmlnistered
oe
culled:
insttuction
o!
u
munuul
unwm prucedures tisretl i
iciiia*ce
"un
(B) Qualified tesrs
testJ
Developmentai
1A1
(D) Standardized tests
tests
ici
'lfien Normaiized
children become uctive mernbets of theb peet gtoup?
(B) ln adulthood
(A) In adolescence
(D)
ln childhood
age
mearly
icj
the cldss is not a sound menlal
wlth
matks
prpit's
test
iiouins in-iraiufirot
hygiene:
(B) Standard
1i) sehaviour
(D) PrBctice
icj ruurt
class are well below grude level in
science
in
a
studenls
ol
Vn"n iii
^1ortg
ihoaW plan nany hands-o,, activilies?
reading, who
(B) Parents
(A) ieaoher
(D) PrinciPal
edu"rto,
icj
deuelopment of:
iiours mon importanl conlribution lo educalian was hlslevel
(B) Primary
111 secondaty iev"l
(D) Kindergarten
rlementarylevel
icj
Whol is a 'dyslexla'?
@) Reading disorder
(ei''' iirtening aisotaer
@) Leaming disorder
iCj Mental d-isorder
wllh putposelul acltttities thdt legitlmke the

iie

teacher should prot'lde the chltd

need

lor

movetnerrt to be successful wilh an:

(B) Overintelligent child


ctritd
(D) overboard child
ici orerage ctrild
and:
160. A cnild weai in studies can be improved through counsellingclasses
(B)
Remedial
iaj reaching ctasses
Disciplinary classes
icj Experimlntal classes can be(D)
included?
16f, in which teaching" aid, a blackboord
(B) Audio aid(A) Visual aid
(D) Casual aid
icj e.uaio-visud aia
as the sit alion
162, Ai ellective teachet shall ensare competilion ot
demands.
@) Teaching(A) Punishment
(D) Comlnunication
cooperation
icj
p mary-leacher because i! helps the
a
mtst
psychotog
is
ol
chitd
|or
163. kiowledge
1.e.j-"Overactive

teachet in underslarrdhg the:

ofchildren
iCj .l,ttitudes qfchildren

(A)
164,

Nature

(B)
(D)

Behaviour ofchildren
Differences ofchildren

of lhe world" is
The blatement "chitdren activel! conslruct lheir understu"ding
attdbuled lo:
@) Frobel
Kohlberg

(A)

lo @& ttauqaAe trUorteirttf rottlr


t6S.

(C)

(C)
166.
167.

169,

l7l.

172,

Mncmonic device

trhe dlscovery mahod of tearning is

(A)
(C)

(D)

(A)
(C)

(D)

Classroom
Creattve xrriting shoald be an activity planned

(A)
(C)

a:

Ground

Assembly

for:

(B)
(D)

All children

High class students


Elementary students
Special children
The moverrrenl of behaviour modirtcation, h,hercin tokens arc awurded
responses, is a .el\eclion o1f lhorndi*e ,s law of:

(B)
(D)

Behaviour
Correlation

(A)
(C)

for

correct

Achievement
Effect

school and classroom environment, the child's


a hest way,

development is

(B)

Cognitive
Leaming
Psychological
(D) Cultural
To guide student,s growth should be a teachefs:
(A) Domain
G) Matter

(C)

Attitude
(D) Motto
A teacher who creates intercsts in the subjcct amongst the Etudents is the mosl:
(A) Competent
(B) Authoritative

(C)

171.

Tachistoscope
None ofthese

exzmplifted b! expeingnrafion
(B) Science laboratory

(B)
(D)

deJined

176.

(B)
(D)

tn not nL ol

Habitual reading
Eifective reading
Oral reading
Silent reading
The carrent iew ofchild.hood assumes that chitdhood is o unique period o!:
(A) Growth
(B) Evolution
(C) Planning
(D) Exposure
The best procedarc for a teacher to adopl with a pupil who
fteque ly strarnme?s is
lo suggest lhat the parcnts see*:
(A) Medicinal help
(B) Professional help
(C) Tutorial help
(D) Parental help
Remaining ealm and jast tooking at studenls is a best way to control noise in:
Laboratory
(B) School

173. Ia

175.

best

Class
School

Plagct

th,, nadlag progrua lo

(A)
(C)

(A)
(C)

174.

lO-

An increase in comprehension skill is most likel! lo rcsult fiom guided:

168.

170,

(D)

Pavlov

Vtto, b cellrd e omll tmchlm us.d


l4,ccdl
(A) Dlgital devicc

I Uilc

(D)

Complex

Who advanced lhe idea of the five

(A) Pestalozzi
(C) Justin Pfifer

fomat

Commanding

slept in leaming?

(B;
(D)

Jarnes Franklin

Johann Herbert

"Dewlopment is a never endig process.', This idea is ossocialed with the principle
of:

(A) Development

(B)

performance

(D) Intenlation
Continuity
Who proposed the in portanl lheo es of noral development?
Herbert
@) Pestalozi
(D) Kohlberg
(C) Coleman
The discovery nuthod of leachhg ir bes eerrrplifred by hdePeadenl:
(C)

(A)

(A)
(C)

(B)
(D)

projects
Study projects

Work

Test projects
Tutorial projects

wlll be lil@d the ,nost b! studenls'


Work

A teacher who bves b

(B)

(A) Tcaoh
(C) Study

(D)

Evaluate

phlloco\hy lhal "thc lndtvtil.al ilev'hPs thtough


Wio pnanud thc cdncutonal
thc hcsd, lhc hcafl, and th. ho,,d"l

(A)
(C)

(B)
(D)

Kohlbcrg

Podaloat

Ftobol

Hcrbut

b t2tttctt b lho oblacrtla thol


urd.ts/r{,,d il . pounltawAr of fi.d.nls.

Ethdoaot

aenil b

(A) Psychology

l,ach.t should natc an

(B)

PhilosoPhY

(B)
@)

PrcPosals

(B)

Pestalozzi

(c) E0rics
@) Sociologt
Thc tcaehq -latruduccs a ProbhrrlFsotvi,,.g tcson wtth a good motttulon and thqt
aslwfor proposcd:

(A) Ideas
(C) Suggestions

Solutions

Yho datctoptd lhe h@acttvc arrottds cdegory syslcm h cdtcdbnlor brocadng

th

e leach er

(A)
(C)

c$cdtc

nass?

Frobel

dl

siroo
honu wlll aqerfunce the geoufi d@ary w h

Flander

AchWfuma_
hdcpcadal sady.

(A)
(C)

(B)
@)

Disorganized

Dlscrimin*

Discouagement
o
toatlet of
ocialcd wllh toaslet
Th.
te n, 'Ac
clount' ls closcly owciatal
Th, te
dcot clerrr.nF'
'Aeilbal
Traits
Feelings
(D) Laming
(C) Characteristics
Dtucourse

(B)

(A)

Aadt
(A)
(C)

ach.t lo starl w tt w

havc to cstabltsh to?Pott tetth the:

@)
@)

Society

Stdcnts
Studen6 who do b.4a

h,

Participation
Transfcrcncc

Yho tden@d thc luv

(A)
(C)

Piaget

Studies

hlth &hool tend to do bcaer

annplc oft.ptiltvc:

(A)
(C)

Faculty

ttldnd

qcs

(B)
@)

colkga lhb ts an

Undcrstasting
Corrclation

of ch drca's bttclledtal d*'.Ioprnql?


(B) Sinon

Kohlbcrg
@) Edmond
Icachlng d whlth Lvcl ls lachebcerrLrcd?

,*

l@r

l@b

(A)
(C)

@)
@)

Concrete
Professional

(A)

(B)
@)

Internationallanguage
Regional laoguage

Amateur
Authoritarian
Thc medlum o{ cdncdon should be:
National laoguage
(C) Mother tanguage

tn.

Teaahtng

(A)
(C)

ti calkd

a noble

pro@n

becuse it b a type of vwtcc ptovilcd

Self

hstitution

(B)
@)

Society
Department

(B)

DealLrg
Mannon

b fie:

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


(A) Forwer
@) For tho time being
(D) Nonc ofthcao
(Q Casually
194. b lar at to&llthg ag.ncy ls conocmc4 a nhool cut bc coaddcrcd dan:
(A) Eloncntsry group
@) Supplomontary groq
(D) Sccondary gorp
(C) Ptimry goup
a noantctut ls lhc one who lnows o lol bat ll wdrd nwv'h
195. A
i,&'r|rrrsful

(A) An'tudo
(C) Comnunicatton

195.

ln.

lb rtc n&h rWadbWy ol sehoo, n@qawrt?


Rcgistar
@) School doan
(D) Principel
(Q Vio+Principal
not
tll*.,thq,
Wbr ln lh.tr physbal o*
A@l fin sa/,fu ot
Oa whonlt

(A)

(l)

l9E.

'@)

(C)
Vno

Fomal approrh

fl

sclod

(A)
' (C)

@)
@)

lvfcotal approaclr

thC

'd

IcGt

dbvq*a

has

llamlapproacn
Infornal approach

on thil olthc l,,rttttrg thd wil Moa

My

fr*at pl@

by

qc

tr?

Frcbcl

Bloom

(B)
(D)

Iraacd

@)

r}omryh

MryGr

lU ltr& of

KohIbrB

fr, Wqerrd Mtw qMney @d c.Wrl cho|S. b tto *etfuy


dqc tut *d@ **aw aianl eugc ,dr,s:
(A) Itought
@) chrm
(D) Envilomcot
(C) Stlodads
.
200. Nout &crlmt e4lta frd_tet
rryba o afuw fu.
(A) Ord
(B) Evahsivt
lLc

(C)

E:
l.

D
D
A

11.
16.

2t.

,s.

B
B

31.

2^

,TL

{,

&

9.

13.

17.

It

XL

23.

?4.
33.

t.

t2.

t(

19.

c
c

14

3{.

29.

B
D

D
D
A
D

5.

lo
15.

2n
25.
30.
35.

c
A
D
D
A
A

lo
x.
11.

B
B

66.

A
A
A
B
D

71.

46.
31.
56.

61.

76.
81.
E5,

91,
96.

l0t.
106.

1ll.

D
B
A
B
D
B
B

u6.

121.

r51.

D
B
B
B
D
D
D

156.
161.

125-

l3l.
t3c
t{1.
1.15.

l@t7.

38.

50.

B
B
C
B

53.

C
C

11.
49.
54.

s&

59.

B
B

55.
60.

64.

65.

69,

73.

70.
15,

c
c

77.

78.

82.

D
B

tB.

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D

80.
85.

tt.

a).

9t

94.

B
D

9t.

99.

l0{.

105.

l07.

t0t.

D
B
D
A

D
B
B
D
D
D
D

r09.

rl0,

B
B
D
D
B
A
A

112.
117,

I't

I15.

r19,

120.

r23:

62.
61,
72.

E7.

92.
97.
102.

63.

6t.

103.

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D
B

74.
79.
84.

90.
9S.

100.

12?-

r23.

l2&

r30.

r32.

D
D

124,
179,

r33.

134.

135.

D
D

c
c
c

139.

r40.
r45.

154.
159.

171..

A
A
D
A
A
D
B
D

179.

tn.'
t37.

r3&

ral.

1,t3.

14&

to.

1a7.

18&

|lr2.

193.

D
B
B
A
A
D
B
D
A

t9&

l5G

I6it.

15&

171.

A
D

19l.
196

D
A
D

13.

Itc

15.

48.

A
A

40.

153.
158,
163.

Itr.

39.

12.
47.
32.
37.

15t.
r57.
16,"

t7c

fiL

173.

1T'.
It2"

l7&

1&1.

tn.

l,l4
1.19.

tu.

150.
155.
160.
155.

c
A
D
B
B

r70.

175.
180.

184.

It5.

A
A
A

r89.

190.

r9{.

l9s.

199.

200.

169.

aaaaat|!lalalallltaaalilllatiaal

A
A