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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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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.
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Rolc Plry: Studonts leam by acting and ob,serving. Some sMents act out a scenario and
othets watch and discuss.
it*
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.
Development of Lesson Plens: The lesson plan can be developed concenaating on the
following i4ortant points :
1.
2.
3,
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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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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
tt
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
activities,
d{e,,W
f4{),
and
rldlL to
8. Amsgmsnt of
Lorrnhg: Thio
ct
-LtLV4
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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1.
Ths
rudrr
of tcechbg
Il b po.dHr
!o
lauott
s.
Htl
(r) 6
childr.[ tn
fu rtioo of
lr!
(a) Tbc
devclcDmnr
8.
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
(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
t ctiqi
Tcadiog
dcmstration
mihod
tac.har'5
All of
tbcir
traditional
To drpcod
irEirl d
uorosr ftr
fulhIrt !
hypothosc!
m.rDh
iltrrdor
@) Uctre-orn
Lectrc
Ethod
of
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
whrt
5.
hdlpcodom
15,
Child<cntcrcd
(b)
rctbods
(c) Both of the (O
abovc
In whlch of the
Tcachcr-
cfrrcd
Elbodg
Nonc of the
abovc
(a) Cbil&ceutcd O)
Stldnt-
rnethods
cdGd
rcthodg
(c) Both of thc (@ Nm. of
.
rbc
lo
l@,.
ibovo
futun
abovo
of lGctur.
turc m.thod ht
Tolchcr
(r)
Economy
(c)
C-ommunication
of
factual
information
(b)
lolsur
(d) Norii'of thc
abov6
(a) Lec re
(c)
(b)
(d)
method
Assignment
method
18. When a
Heuristic
method
Projett
method
meihod
as listeners
method is called:
,*
lf l,ijllil:#,hc
rouowrng
in the class-room?
(a) It creates selfconfidence in
(b) The
Lack
scientific
attitude
(c) A
in (b)
Devoid
of
a teacher
dif[culries
rvhich may
occur during
Igqnine by
(d) All Y of the
dolns
one-wav
teaching
(c) The
reacher
performs the
Drocess
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
(a)
Interesting
as
above
24.
svstematic
(d) dU of
the
the
Me{ium level
with
proper
modulations
authoritative bchaviour
suitable?
above
of a
Not
teacher
at
(c)
questions
of (d) AII of
essential
abovc
Collecr.ion
the
be
Debatable
nlanner
None
of
thc
above
wellorganised and
(c)
fashion
presented in:
O) Intermediate
students
(d) All of the
(b)
above
appamtuses
skills
(a)
students
(c) Craduate
All ofthe
1d1
experiment's
demonshation
in a perfect
above
(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
(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
is
inmprilsory in
discovery
tkough pu
pure
(d)
The future
ofa
in iti
safe
pure
researches
munw is
should
be
conducted on
tesearches
the
basis
of
traditional
reseaches
(a)
-' Geek word
hzurisco
derlved fmm:
(b)
word
is
l*tin
beu ri
(c)
English
the
thc
forcd to wolk as
students 8rc
scientists." Th;is stste'ment is propounded
bv:
John Little
TheodorE Bit
meaning of the
is:
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
a O) OnJI a
lraulmg
teachmS
method
method
(c)
Onlv a (d) OnlY a method
'' resdarth
mend for
acquiring
method
knowledge
42. Which
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
(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
PhYsics
PhilosoPhY
terfi He tlisco
(b)
It in
rsearches
researches
(d)
(a) Only.
the
(a)
''
reversible
method es:
^bove
exDeriences
in
(c)
' It
41. Westowry
dcvelopment
scientific
attitude
tluough
insight
deliberate
manner
teachcrs
3f-
conwrt d
Ir
bY
(c) It neSlects
direct
All of
the
above
of
Heurfudc
Training
in
sciertific
method
Independence (d)
All of
the
above
(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
(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
r frte manner
(b) spontaneity
s;ii?;i' develoDment
(c) seif---' (O All of the
'' etoression above
and
(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
(a)
(b)
Retardcd
Entphasis on
cxperimcntal
speed
work
(c)
Non' availability
(d)
of
All of
the
above
textbooks
is
method
59. Assigrment
-
a-
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
home bY
the
ubolc
probl0tn-
lnJcPendcrrr,:
'
classroom
Routine life
teaching
the
students
above
difficulties
gvents
(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
of
problem-solving
None
attitude
(c)
discovery (d) All of
'' The
of scientific above
facts and
drc
the
dahdon of ltr
pdnctplor
5,1,
(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
69. In
on:
focusing
children's
afiention
to (d) All of
io
e6ove
None
of
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
conpetition
70. The role of e teacher in projecl tnethod is:
(a) Like a frrend
Like a guide
the
(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
@)
Dewey O)
work
the
(a)
Iohn
Freedom
(a) The
laboratory
Assignment method is suitable for:
High school
Higher
(a)
(c)
Puposivcness
teachers &om
economrc
(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.
SOLO stands
(A)
(C)
fot:
(A)
(c)
2
4
(B)
(D)
(B)
(D)
3.
4.
Unistructurallevel
Relation level
Two ot mofe aspects are understood in:
5.
6,
(A)
(C)
(A)
(C)
Unistructurallevel
Relational level
(B)
(D)
3
5
task
k underslood in:
Multistruclurallevel
Extended abstract levcl
(B)
(D)
Multistructuralievel
Extended abstract lcvel
(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)
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)
(B)
(D)
Alive dialogues
subjcct full of foeling
(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
(A)
(C)
Individual
Botha&b
(A)
(C)
30,
Competitive models
Lesson Plans
(B)
(D)
Group
(B)
Teaching models
Micro teachings
(D)
None of a
(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
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
(A)
(C)
Benhjamin S.
Krathwhol
Bloom
(B)
(D)
Skinner
Simpson
(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
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
(A)
(C)
(B)
@)
(C)
subgroups
62.
64.
(C)
(D)
Valuing
(A)
(C)
66. Atlective
(A)
(C)
67.
(B)
(D)
Valuing
(B)
(D)
t982
72.
(A)
(C)
75.
Characterizalion
Five subgroups
Seven subgroups
(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
70,
Organization
Organization
Psychomotor domain was classilied by Simpson in:
te62
(A)
(c)
Responding
(B)
(D)
(B)
(D)
Analysis
Evaluation
Teaching Technique
Teaching Method
(A)
Lecture method
(c) Both
None
(B)
(D)
Discovery method
Problem solving method
(B)
(D)
Discovery method
*plains in:
(B)
(D)
All ofabove
(A)
(C)
What is
(B)
(D)
Tcaching motlrod
(A)
(c)
1-5
min.
min
1o-ts
(A)
(c)
l-ls
tlctotachlrtg?
10-ls
(A)
(c)
(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
(A)
(C)
60/o
,iuch
gdttd
(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
(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:
(C)
13o/o
3o/o
EE,
knowledgc
75%
13o/o
lo/o
(B)
(D)
(B)
Intema[ structure
(D)
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'\
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
(A)
(C)
ac pottlblt
h:
(B)
(D)
Hourlstlcs Mcthod
Dlsoussion Method
125. An owrall proccdurc whlch ls adopted by a teachet
(A)
(C)
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
Drill Method
(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
(A)
(c)
Prestructural and
Unistructural
(B)
Unistructural and
Multistructural
Multistructural and Relationat
(D)
(A)
(C)
Prestructural and
Unistructural (B)
Multistructural and
Relational
Unistracutural and
Multistructural
(D)
(A)
(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)
(C)
Lecture
Activity
Method
Melhod
(B)
(D)
(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
pountlal olanothet
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:
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
need
lor
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)
(C)
(C)
166.
167.
169,
l7l.
172,
Mncmonic device
(A)
(C)
(D)
(A)
(C)
(D)
Classroom
Creattve xrriting shoald be an activity planned
(A)
(C)
a:
Ground
Assembly
for:
(B)
(D)
All children
(B)
(D)
Behaviour
Correlation
(A)
(C)
for
correct
Achievement
Effect
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
(A)
(C)
(A)
(C)
174.
lO-
168.
170,
(D)
Pavlov
I Uilc
(D)
Complex
(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
(B)
(A) Tcaoh
(C) Study
(D)
Evaluate
(A)
(C)
(B)
(D)
Kohlbcrg
Podaloat
Ftobol
Hcrbut
Ethdoaot
aenil b
(A) Psychology
(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
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
@)
@)
Society
Stdcnts
Studen6 who do b.4a
h,
Participation
Transfcrcncc
(A)
(C)
Piaget
Studies
annplc oft.ptiltvc:
(A)
(C)
Faculty
ttldnd
qcs
(B)
@)
colkga lhb ts an
Undcrstasting
Corrclation
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
Self
hstitution
(B)
@)
Society
Department
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b fie:
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