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7/25/2019 Pedagogy Book
1/25
lo
upu-[oteffirfi#-Iir8faE
ru
PEDAGOGY
.
TBACHING
METHODS
INCLT]DING
INSTRUCTIONAL
PLANNING'
STRATEGIES'
,A,SSESSMENT,
LEARNING
ET\IYIROMUENT
IntrOdUCtiOn:
t*aming
is a
process
and
it
takes
time
for children
to lcam.
Tcachsr
*rould
develop
such
a safe
and
0roughtful
leaming
environment
in
which
all children can
lcam' It
requires
such teaching
activitres
and
skategles
that
all students
have activc
participation
tn
thc
leaming
process.
It
requircs
the teachers
to
encourage
children's
efforts
and acknowlcdge
thoir
ro..rr*
it is also
the
respotrsibility
of teachers
to deal
with
student's
misbehavirous
dunng
leaming
proccss
by using
timely
and
positive
strategies.
This
teaching
and
leaming
resource
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The
Tradltlonal
chlcroom:
Most
ofthe
tcaching
in
out classroom
ie done
in a
traditionsl
monologuc
way. Thc
childpn
8it
quietly
in rows
in
the
classroom,
the
teacher
does
all
thc
Atting
ana m
stuaents
passively
listen
to the
teacher.
They
speak
only
when
called on
to and
do
exactly
as they
are told-
Research
shows
that
when students
are tauSht
ih
this
way, they
gct
very littte
(about 57d
of the knowledge.
Research
also
shows
that
the leaming
of
students
improves
a
lot when
their
active
participation
is ensured.
In
a
traditional
classroom,
the
leaming
capabilities
of
most
students
are limited
merely
io copy
what
is written
on
the
board
and
they
ue
not
able to
actively
process
the
information
through
thinking,
comparison
and analysis.
Due to
this
limited
mental
ability,
students
1ose interist
in
leaming.
Another reason
is
that tcachers
do not
vary
teaching
style
to
suit
the requirements
of
the subject,
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Rererrrh
Shovr
Th.t:
I
I
ftrdcon
loam
and
rctain
more whea
askcd
to do
somcthinBjust
lcarn
infcanrioo
Studoats
lcarn
more
by
activcly
perticipatiag
ia obeorving,
rpcskir&
*Titi g,
ustroing,
tbiotins
drawing
ald
doing.
Ir.rniag
ir
oahauccd
whon
a
studcnt
applioe
his/hor
tuowlodgo
for
bcnofits
to
hinrclf rd
othen
Loming
rtylor
of
diffcrcnt chilfooo
rrry ad
bachors
fiould
&ei$
rctivitios
.rd
Grogior
.croditgly,
k9*iog
tbout
lormiag
rtylo can
hclp tcrchor
plal
louoar,
arrignncah
rad
rcdvltior.
fficctlvc
Tachlng
llvolyc:
I
Itc
usc ofrcaching
tools,
tcchiquos,
aod straicgics.
An
undcrstanding
of
how
students
leam,
how
they
proccss
information,
what
Eotivates
tb@
to
leam more,
and what
iryedes
thc
loamin3
process.
Creating
cffectivc
leaming
environmcnt
wher,e
shrdents
arc actively perticipating
md
engaged
wifi
ttre
material.
The
use
of differcnt
insbuctional
strategies for
the
developmcnt
of
skills,
valucs
aod
peyc.hological
hcaltb.
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6p.,,u
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figr4j lt
Teechlng
Strrt&ghr
Itr
the
Nctr
Currlcutum:
Mrldng Lerou
Interactlye:
Ask
questions,
cncourage
Etudcats
to
questions,
cngago
stttdtoto
iD idivi&aL
pair,
u snell{roup
activities.
Dbcurslon:
Di'''rs.io,lx
is
e
cxcrllent wBy
to
cmFgc
studnb
io thinking
md
analFing
aad
dqHiDg
an iasuc.
studcnts
respond
to one
anothet
bcttr
rh"n
interacdry
onry
*i[
tte
tcachet.
a'
*
*
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Interrctlve
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
I
Rolc
Plry:
Studonts leam
by
acting
and
ob,serving.
Some
sMents
act out a
scenario and
othets
watch
and discuss.
it*
&,r'i
i.ftJ,tufi ,*{t jv
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r*.qgrrt -,
Cooperrdvo
Lorralng:
Studcon
work
togcthcr
in
eaall
groups.
During this
goup
wodq
rudonr
ooopcrto with orch
othor.
It
mrximizor thcir lorming and
thoy
get
tho lormiag
objocdvcr
through
lntonotlvo
didogpr.
eb
e
LTu
dr
{
ttu
u
L
(
0
J11
-
lt
L.4
vt
e
tr
tl
U,
nJL,{L,(*
d.,iluv
-
ui
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y
v
d,,
i
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*
|
tl
5t
u t4v
fi
sfu$g spfu -
q
L,l
Ilqulry-B.rd fuchh3l
lt cmblc. th6
.tudontr
to ftrmo
quortlonr,
grthcr
lnformttlon,
roelwo
lt
rud
dnw
eanclulon
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t,$dol,,r
L./n
f
bt l,
L
fft
odr't.f,g,p rJt
,/{a).
trt,
i,l,ci'*
Leuon
Phnrlng: lvtany
cachers
in
Pakistaa re.ly on tcxtbooks only for teachirr.
*.r-IIl
into
thc
classroor&
ask
studcnb to
open
the
taxtbook
to a certain
page
and havc students read
a
portion
of thc
tcxt.
Then
thcy
ask studr s to answer
questions
which
requirre
thcm to
rpmduce
materid from
the text.
Most ofthe teachers teach
all subjects
(except
mrthematics)
and use
the
same
style for every zubject. By spending a little
tim
to
plan
the
lessons, the
teachcrs caa delivr lesson in meaninglrl
and interesting
way.
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r
O
Development
of Lesson
Plens:
The
lesson
plan
can be developed
concenaating on
the
following
i4ortant
points
:
1. Where
are
your
Btudents
goitrg?
(Aims,
Objectives, SLOs)
2.
How
thc
studefis
goitrg
to
gct
these airls?
(*sson
introduction and
development)
3,
How
will
you
know when thc students have
got
the aims?
(Assessment/evaluation)
'
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fif
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ct*
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Imperbnt
C.qielcnb
of r l.ecrel
Plrn
ln Teechcrs
Gridct:
1.
Stndoltt'
Lorrntng
Outcomes
(SMh):
The
topics of
different
subjects
have been
given
in frc
Nsiiood Cr,rricula
In
Gech
to,pic,
tho studcnts'
leeming
outco.mes
have
been
identifled.
In toac,hcr's
$ridog,
thc
losson
plena havc becn
devcloped
on the
base
of thes studeDts'
lorrning
outcoroe,
Each
lesson
plan
covers
1
to
3 learning outcomes.
Studcnts' leaming
outcomc8
holp
f,w
to
chrify
Oro krowlodge,
skills
and attib&s/values
to be developed
in
shnleids.
'ef4PdrqA$vtt-titt
tt
irti
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tw
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f*
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ufi
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PJu
LV
ltllt*
f*t
uLnu-7tltur
{s,
uv t c- t,/
dl
'*duutL,l
2.
Tlnr:
Nunbor
of Prrlodr:
Erch
lorron
plan
montionr ths
timo/numb.r of
pcrlodr
rcqubcd
to tsrob thc
lcroa offcctivcly.
A tmchor
mry hioltorrolf
divido
tho
tino
for
dilffi.lt
typor
of
rstivitior
givoa
in
tho
loron
plro.
In
tc.ch.rl'
Suidcr,
ths rlnc timo
rtirtlhfhn
hrr
not
boa
crrphrrtzod"
Toachor
may
alro
consult Oo rordomic
cdcndu for
tho
nraroanpnt of wholo
couno.
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a
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ed,,'
t
a
L/
3.
Informrdon for
Tercherrl
This ssction
includes
the
important
information' cotrcpt
mapc
etc.
that
are essontial
for
thc
rcacher
for
elfective
delivery ofthelesson.
L'vr
{
L i-v'q
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:ut
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ui
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lr,/ '
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L)1,
i LL
Pf
t
c'
LJ-,>
tlt
olh{
L
:vta
4.
MrterhuRerources:
It
is
an
fuPortant
part
of
lesson
plan
that
the,r*,
#t':'H
for
tear;hing the lesson
be
ideotified, for
example,
the
apparatus
to
be used
in
activities
(e.g
. charo, aolounid
pcncils,
ruler etc.)
and textbook
etc'
',hrbv4t
:
t
(.
:g'u14'l)'1,9
0l>
cttv
tlb
L
t
5.
Introductory
Acflvl-der:
Introductory
activitios
are designed
to
intsoduce tho lceson or
cstablisli aonncctioo
with
thc
previous
lesson.
such
activitics
build
readiaess, oratc
interest,
8nd
i&oti&
whst studcnts
alruady
know about
the topic.
tn intoauaory
activitios,
studcnt's
aucntion may
be
gaiffd
by
*lowing
pichrcs,
stating
a
problcm
or
a
dilcmma,
or
rcading
a
poco/story.
A
tcst/quiz may
be
ueod
to find
out
what
studcats
slrcady
know.
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6.
Developmental
Activitiesr
This
section
ie
the
most
inryortmt
part
of loseon
plm.
Moat
of
the
time
allotted
for
in a lasson plan,
is for
these
actir.itic&
Dcwlopmontrl
rctivitics
grow
out
of
the
introductory
activities.
These activities
are
deeignod
lo
Btt& tt
stfuts'-lctring
outcomes,
During
these
activities
new
concepts,
skills
and valum
atc
intoduccd
and
thcce
@
built
on
past
leaming.
These
activities
have this
sequetrce:
data
grthering
adivitics,
date
organizing
activities,
demonstrative
or
applicative
actiyitics,
and
creative
and exprcssivc
activities,
rrd rumuriro
thoir ruou,lodgo.
Thoy
frcititrto
tho spplication
of
knowlodgo
and
rldlL to r
nrx,
.ltution.
Thcy
uc
fonc
lly telatod
to
tho
main
idoc of tho
lorron.
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ftt
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q./*(l1;l,
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u,.l
L/Jp
lJ
t)v
o rr
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
J
r't
f,>wv
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V
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cl
q
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ilcL
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r'r
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b
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-,/,.:,,t,
rp
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A
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/,s.
{
*ll-A.
-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
rrthod
b:
(e)
Styb of
O)
Way
of
Eschbg
tschiDg
(c)
Arr
of (o
s$etiation
of
tachiog fre
lnowledge
ftm
ouffi
wodd
inio
ohild'e
intrllect
I A
te.chhg
mdhod
corryletec wlth
the
hdp of
(a)
Vuiorx
(b)
Many hctics
bchiqucs
(c)
Ifry
pmtrrca
(O
lYlany
aproacbes
r
tr|cbhq
mttod
lr?
Atr
Et ft)
A sci.cr.
Borh lrt
rod
(d
qat
uy
G@C
Wh.t
E
+ Il b
po.dHr
o
lrrh rlthout r toecblng
rttil tut lt lr hrrdhl bocrur om
lauott
(r)
Anrla tb
(t)
Dffiloo
"
o{stw
"
ecrtodos
ia
-
lilDhl
dturdoo
G)
D.livc
.
(O
{
of
eo
qlog
DOtr.
s.
whrt
Htl b6
uir.d
who
t[.
ctbad
lmrlrdfc
of
thG
.ovlronmnt h
Ilnd wlth r chlH'r bnln?
(e)
Tcrching
(b)
Tcaclting
trrrhod t ctiqi
(c)
Toachingskill
(O
Tcadiog
poce3s
5. Whlch
of
the
folhwins mthod is termed
rt m
crsentld
evll?
(a)
Lectrc
Ethod
@)
Uctre-orn
dcmstration
mihod
(c) Asci8@trt
(O
Dircussion
mthod
rnctbod
7. Thc cnd
product
of
tcrcher-centred
mtl-L
lN:
'
r
fo mmize
(b)
To
xpress
6c frcb belief
in
traditional
ageocics
(c)
To
drpcod on
(d)
All
of the
tac.har'5
above
anbtritv
8.
Whhh
of
thdfo[ox'irr
b
not
lndu&d
in
procesr
dLrendon of tcrcher-csntrd
mthodr
of trechlng?
(a)
Rcccption
(b)
Authority
(c)
Ivlcmry
(d)
Discovery
PEDAGOGY
-
OBJECTIVE
(MCQs)
TEACHINGMETHOD
TEST- 1
@6o6cL
9.
Whieh one
of
the
folow@
ctrnc .rlrdct
i
pres(
nt
i[ tarchcr-centrcd rrthod?
(a)
Fmli$ G)
T'eaha'g
.
alffiv
(c)
Neglect
of
(d)
Atl of
rto
imovatidns
abovc
10.
The
dlrunion ofl
tcrchhg Ecthod L:
(a)
Facbal
(b)
Priocss
(c)
Enviromtal
(4
An
of
thc
above
ll.
The
ln6ln
obJectve
of chll4*ailrcd.
tcrc.hlng
mthod ir:
(a)
To
dsnl@
(b)
6
.
bdning
rbilitbs
in
clil&cn
in
hdlpcodom
in rndEnb
Aca urr
chiltka
rbova
uorosr
ftr
fulhIrt
Irysftin8 nrll
ftEdom b tbc
dil&en
12, Gi. .rr[y
ln
15, In
whlch
of
the
followlng;
the
tacher
emphaelzec
on dcnbcreffc
velucr?
(a)
Cbil&ceutcd
O)
Stldnt-
.
rnethods
cdGd
rcthodg
(c)
Both
of thc
(@
Nm. of rbc
To &vehp
&c
drillq
itr
ttla wlv
(c)
To
dst
ohp
(O
All
of 6,
Gcurrrlly ln culd{nE d
ilho&
of
t
rchltrG
th.
roL ol
b.Ehc hr
(r)
6 ftarorlrr
(b)
To
odbct thr
r)
6
6c
Edlrmrdo
iltrrdor
m.rDh
irEirl d
(c)
To
bclp
tbo
(O
All
of
6a
childr.[ tn
$o ra
fu rtioo of
tbcir
hypothosc
13.
The
end
product
of chlld-cenhod Ethod
lr
(a)
Tbc
O)
devclcDmnr
.
of
higl
brEl
mCuiry
methods in
children
(c)
Enhancing
the
'(O An of
frc
potentiditics
abovc
ofthe chil&en
14. Ill which of
tbe
followlng
tho tercher B
reedy
to
follow
the innovrtionr?
(a)
Child
7/25/2019 Pedagogy Book
7/25
abovo
turc
m.thod
ht
(b)
Tolchcr
lolsur
teaching
principle?
(a)
Lec
re
method
(c)
Assignment (d)
Projett
method
ethod
meihod
18. When
a
tea-cher
is
comparatively
passive
and
th
students
are
overtly
actiie
and
sit
as
listeners
onlHhis
wiy
of teaching
method
is called:
ibovo
t6.
Thr
trllGnt
futun
of lGctur.
(r)
Economy
(c)
C-ommunication
(d)
Norii'of
thc
of
factual
information
abov6
17. Which one
of
the
following
is
not
the
19.
The
defect
oflecture
method
is:
(a)
Lack
scientific
in
(b)
Devoid
of
the
(a)
Lecture
method
(c)
Proiect
method
attitude
(c)
A
one-wav
teaching
(a)
Project
method
(c)
Lecture
method
(b)
Heuristic
method
(b)
Assignment
method
(d)
None
of
the
above
(b)
Exercise
(d)
lntellectual
O)
Intermediate
students
(d)
All of
the
above
(b)
well-
organised
and
svstematic
(d)
dU
of
the
above
principle
of
Igqnine
by
dolns
(d)
All
Y
of
the
above
Drocess
20.
tn
which
of
(he
followirg
methods,
the
aeacher
takes
least
intreIt
towardi
the
attention
ofthe
studelts
in
a
classroom?
(b)
Assignmeot
method
(d)
Discussion
-
,
method
method
21. Which
one-oftie
following
is
required
in
Icture
method?
(a)
Trainins
(c)
Manrity
skills
22.
Cenerally,
lecture
melhod
is assumed
as
the
bqst
method
for:
(a)
High
school
students
(c)
Craduate
students
23.
The
lecture
should
bc:
(a)
Interesting
(c)
Me{ium
level
with proper
modulations
24.
In
modern
classes,
how
extent
the
authoritative
bchaviour
of
a teacher
is
suitable?
(a)
To
a
great
(b)
Not
at
all
extent
(c)
Can't
say (d)
Depend
on
rhe
teacher's
lo
l@,.
,*
lf
l,ijllil:#,hc
rouowrng
rlitil'ltv.rty
(a)
Economy
(b)
Fast
poce
(c,
lrmc
savm8
(d)
Iiree
thjnking
26.
The
defect in
lectirre
rnethod
is:
(a)
Extra
O)
Lack
of
self_
emphasis
on
rhinking
tne
lnota
(c)
Lack
.-
of
(d)
All
of thc
sctentttlc
above
attitude
27.
What
is the
imporlance
of rehearsal
beforc
actual
demonstration
carried
out
(c)
The
reacher
1d1
performs
the
experiment's
demonshation
in a
perfect
occur
during
experinrcntation
in the
classroom
conditions
All
ofthe above
fashion
28.
The
single_
most
important
point
for
demonslration
ofa
lessbn is:
(a)
Selection
of (b)
Lesson
contcnt
pointers
and
selection
of
questions
(c)
Collecr.ion
of
(d)
AII
of the
essential
abovc
appamtuses
29.
During
demonstratior,
the
topic
should
be
presented
in:
(a)
Problematic
(b)
Debatable
manner
nlanner
in
the class-room?
(a)
It
creates
self-
confidence
in
a teacher
(c)
Suspending
manner
method
is:
(a)
Economic
(c)
EliminattuU
(b)
The
teacher
becomes
familiar
with
dre
dif[culries
rvhich
may
(d)
None
of
thc
above
(b)
Ac.ivity-
orielled
(d)
All
of
tlrc
10.
Whiclr of
the
following
perception
should
be
laken
by a teacher
for prcscntation
of
conlenl
along$
ith
demonstrxtion?
(a)
Use
of
(b)
prcsenlarion
cxamples
of
riglrt
quesltons
(c)
Vivid
(d)
A
of thc
pronunctahon
above
and proper
language
fluencv
31. The
main
ciaractcristic
of
demonstration
7/25/2019 Pedagogy Book
8/25
lurking
abovo
dansas
rs
conilucted
bY
opclt
teachcrs
32.
Thc defed
of
lccturc'cumdemonstrstlon
mcthod k
thrt:
(a)
It
is
not
child-
O)
[t
creates
'-'
cenred
obstacls
in
the
dcvelopment
of
scientific
attitude
(c)
It
neSlects
(o
Alt of
the
direct
^bove
xDeriences
3f- The oiorieer
ofHeurhtic
method
13:
(a)
'
Prof
ltE.
O)
Prof'
D.S.
'
'
Armsfione
Kothari
(c)
Prof
-J.A.
(d)
Prof.
LeoPold
''
Stevenson
Thomdike
34. The
orisingl
ide, of
Armsarong
is thetl
(a)
'lTe
realistic
(b)
The
student's
'
'
aim of
science
PaniciPation
is
is discovery
tkough
pu
researches
(c)
The
puIe
(d)
researches
should
conducted
the
basis
traditional
reseaches
inmprilsory
in
pure
rsearches
The
future
ofa
munw is
safe
in
iti
pure
tesearches
To discover
None
of
the
above
Heu
nic
is
To
observe
science
be
on
of
35. The
word
"Heuristic"
is
derlved
fmm:
(a)
Geek
word
(b)
l*tin
word
-'
hzurisco
beu
ri
(c)
English
word
(d)
None
of
the
humorotts
above
36.
6In
dlscovera
methods
of
tccblng,
thc
students
8rc
-sencrauY
forcd
to
wolk as
scientists."
Th;is
stste'ment
is
propounded
bv:
/a) John
Dewev
(b)
John
Little
ici
armstong-
(O
TheodorE
Bit
37.
tLE.
Armstrong
wes
working
as
a
orofessor oft
'(a)
Chemistrv
ft)
PhYsics
lci
educrtion
(d)
PhilosoPhY
3&
The
exact
meaning
of the
terfi
He
tlisco
is:
(a)
To find
out
(b)
(c)
ro
derive
(d1
conclusions
39.
The equivalent
term
of
Eadr*ei,
which
is meant:
(a)
'l'o
visualize
(b)
science
bY
doins
(c)
T9
-
discover
(d)
scrgnoe
None
above
of the
4{1.
A torchcFcantrGd
mcthod
b
conwrt
d
lnto chlld-centrcd
mcthod,
lf r trrchGr
crn
do:
(a)
It
partially
in a
deliberate
manner
(c)
It in
a
'
reversible
ftshion
Ir
perfecly
tluough
insight
It in
the
Dresnce of
large
audience
ofth studcnts
41.
Westowry
has
presumed
Heuristic
method es:
(a)
Only.
a
O)
OnJI
a
teachmS
lraulmg
method
method
(c)
Onlv
a
(d)
OnlY
a
method
''
resdarth
mend
for
method
acquiring
knowledge
42.
Which
of
the
following
psychologicel
prlnclples
heve
been
followcd by
Heuristic
meihod?
(a)
Principle
of
O)
PrinciPle
of
freedom exDerierrc
(c)
Principle
of
(d)
Afl
of
the
activitv
above
rl3,
The central
prlnciple
of Heuristic
method
is:
(a)
l*aming
bV
G)
l*rning
doing
-
through-
-
Pe$onal
working
(c)
Leamine (O
t*aming
'-
throughlabour
th.rgh
.
expenences
rg-
Whrt is
the roh
of
a leacher
-b
Heuristic
0)
(d)
method?
(a)
Teacher
as a
(b)
friend
(c)
Temlrer
as
(O
'
creator
of
inductive
nethod
of
teaching
45,
The
maitr
chtracteristics
method
is:
(a)
Leaming
bY
(b)
doing
(c)
Independence
(d)
Teacher
as
a
stage-setter
All of
the
above
of
Heurfudc
Training
in
sciertific
method
All
of
the
above
,16.
Which
one of
the
followin*
is a,gPtnred
to
be I
defct
of
Heuristic
meahod.
(a)
[t
assumes
(b)
lt
treated child
' '
child as a
little
as
a
falher
of
scientist
man
(c)
lt
teuchcs
(d)
None
of thc
child
through
above
Dlavwav
47. The
ebpiication
of
Heuristic
method
in
our
clessrooms
is:
7/25/2019 Pedagogy Book
9/25
(a)
HiShlY G)
lmPractical
Dr?ctical
(cl
Fnctical
(d)
Cannot
say
$.
ift
bcst
use
of Hcuristic
method
takes
(b)
Classruom
tezahing
(c)
Educational
(d)
None
ol
thc
'' excursions
above
49. Heurhtic
method
is
oot
sultable
in
the
condition
ofl
(a)
Traditional
curriculum
(c)
Traditional
system
ol
instruction
(b)
Traditional
classroom
(d)
All
of
rhc
'
above
50.
The
tearning
of
abilitie"r
in
r frte
manner
elves birth
to:
?;i-
s;ii-
(b) spontaneity
'
develoDment
(c)
seif---'
(O
All
of
the
'' etoression
above
5f.
The
reiiiionship
betreen
teecher
and
--'
tiuO"ri
in
Heuristic
method
of
teaching
cen
be commrEd
as of:
(^j
-
-Guidd
and
O)
Friends
in
a
-'
roiiower
cooperative
venhte
(c)
Prticipants
on
(d)
All
of
the
a
mutual
above
venture
9. The'Probtem'
is defured
as:
*'
?;i
-An
O)
A
mental
''
,manswered
burden
ouestion
(c)
A
continuous
(d)
All
the
above
tenston
53. The
fundemenial
basis
of
problem-solving
rcsemblca
withi
(a)
Scientific
method
(c)
Project
method
(b)
Heuristic
' '
method
(d)
None
of
the
above
Generallv.
problem
mlving
bshaviour
originat6
inih
situation
of:
-
ohce
ln:
'(a)
Science
club
54.
GenerallY'
(oi
Une*pu"t"d
(b)
{orma
difficulties
classroom
(c)
Classroom
(d)
Routine
life
teaching
55.
Problem-solving
is
defined
as:
--'
fA
A
-
O)
A
method
of
'
'
psYchological
teaching
mnceDt
(ct
A
;eflective
(d)
All
of
the
''
lhinking
above
55.
The
importa'nt
step
of
problem-solving
method
is:
(a\
Definins
of
a
(b)
Collection
of
'-'
omblem"
adequate
data
(c)
bbservation
of
(d)
All of
tlte
ths
gvents
ubolc
57,
The
muin
chaructcrislic
ot
probl0tn-
solYirg
uethod
is:
(a)
'i.uarning
by
(bl l)ev(l('pmerrr
doirtt
-
ol
sclcntlllc
"
attitudc
tcl lnJcPendcrrr,:
(J) All
Pi
the
'
ab,.-rt c
58.
Whiclt
one
of
thc loll0wing
is
thc dcmcrit
^r
-'^t'lom-solvinrr
nrethod?
of
problem-solving
(a)
Retardcd
speed
(c)
Non-
(d)
'
availability
of
textbooks
method
and
individual
laboratory
work
(c)
Heuristic
'
'
method
and
problem-
solving
method
(b)
Entphasis
on
cxperimcntal
work
All
of
the
above
59.
Assigrment
method
is
a-
mixed
version
of:
i"t
-
t-ecn
e*um'
O)
Project
t-'
,r'i--i."-"i;"
'
'
meihod
and
demonstration
lecture
method
(d)
None
of
the
above
50- The
tvoes
ofsssignment
are
of:
h\'i
o)
3
i.i
+
(d)
6
61. ihe
meaninq
of
home
assignment
is:
--'
f"l fo
iomPlete
(b) To
comPlete
''
the
teachers'
the work
at
i".t ii tiom"
home
with the
bv
the studens
help
oftutor
(c)
TL
Prepare
the
(d) None
of
the
''
detailed
above
a@ount
of
class
work
at
home
bY
the
students
62.
School
assignment
is associated
with:
)
The
a)
The
assignment
given
to
students
ul
their
classes
exDeriments
pehormed
by
ihe studens
in
rheir school-
lab
(c)
BoUr
the
(d)
None
of
drc
''
above
above
63. The
aim
ofthe
assignmert
is:
*'
(;t
-
Th"
-
(b) The
haining
in
'-'
d*"looment
scientific
;i sticntilic
metltod
attitude
(c)
The
discovery
(d)
All
of
the
''
of scientific
above
facts
and
7/25/2019 Pedagogy Book
10/25
dahdon
of ltr
pdnctplor
5,1,
Th.
crntrrl
qudlty
of
rflfnmrnt
mrthod
(a)
SMonundcnb
(b)
Tho rMenr
lcarning
by
'-
dcvclor
hc
doinc
taken hobit
-
of
oing
placC
hardwork
(c)
The
method
is (d) It
saves
economrc
teachers
&om
exclusive
evaluation
65.
The
lmport
nt
dcfect
of
assignment
method ls:
(a)
Non-
(b)
Need
of
availabilig
of
adequate
the
textbo6ks
libnry
(c)
Need
of well-
(d)
All
'
of
the
equipped
above
laboratory
66.
Assignment
method
is
suitable
for:
(a)
High
school
(b)
Higher
and
edication
intermediate
shrdnts
shrdents
(c)
University (d)
All
of
the
studctrts
above
levels
ofstudenG
67.
The
ploneer
ofproject
mthod
is:
(a)
Iohn
Dewey
O)
W.A.
Kilparick
(c)
Borh
of
ure
(d)
None
of
the
above
above
68.
The
basic
philosophy
ofproject
method
is:
(a)
ftogessivism
@)
Idealism
(c)
Pragnatism
(d)
Individualism
69.
In
projct
method
emphssis
is leid
down
on:
G)
karnirrg
by
(b)
Leaming
by
somg
lrvlng
G)
Leaming
by
(d)
Atl
of
the
cooperation
above
and
conpetition
70.
The
role
of
e
teacher
in
projecl
tnethod is:
(a)
Like
a
frrend
ft)
Like
a
guide
(c)
Like a
co-
(a;
e[
oJ
the
workcr
above
71.
The
most important
characteristic
of
project
melhod
is;
(a)
Child-
(b)
Trainine
in
cenhedness
scientifii
(a)
Puposivcness
@)
Favourablc
activities
for
focusing
children's
afiention
(c)
Freedom
to
(d)
All
of
the
work
io
e6ove
children
73. Projcct
should
be selected
by:
(a)
The
teachers (b)
The
studcnts
or
y
only
(c)
Both
of
dre
(d)
None
of
the
above
above
74.
Tbe
nltur
of
the
projcct
should
be:
(a)
Most diffrcult (b)
Mosr
early
(c)
Average
level (d)
Can't
say
75.
Which
one
of the following
hw of learning
ls
firllilled
through projct
method?
(a)
taw
of
(b)
Law
readiness
exercise
(c)
taw
ofeffect (d)
All
of
.
rhe
above
Al\lswERs
D
3.
C
4.
D
5.
6.
D 8. t)
9.
D
10. D
ll.
D 12. D
13. D
14.
15.
16.
t7.
t8. t9.
D 2t.
c
zl.
B
C
23.
D
24.
A
25"
D
26.
D 27-
D 28. l)
,9.
30.
D
31.
D t2.
D
33.
14.
35.
16. c
37.
38.
39.
c
t0.
41,
B
12.
D 43.
44.
D
{5.
D
46.
47.
c
t8.
49,
D
50. t)
5t.
D
at
D
s3.
54.
D
D 57.
D 58.
D
59.
60.
61. 62-
B 63. D
64.
65. D
56.
67.
C 68.
c 69.
D
70.
D
71. B
72.
D
71.
C 74.
c 75.
D
7/25/2019 Pedagogy Book
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TEACHING
METHOD
TEST -
2
L
SOLO
stands
fot:
(A)
System ofthe
observed
lsarning
outcome
(C)
Structure
ofthe
observed
leaming
outcome
SOLO
tqxonom
couslsts
of
kvels:
(A)
2
(c)
4
(B)
Structure
ofthe
observed
learning
output
(D)
System
ofthe
observed
learning
output
(B)
3
(D)
5
(B)
Multistruclurallevel
(D)
Extended
abstract levcl
(B)
Multistructuralievel
(D)
Extended
abstract lcvel
3.
l{ith
re{erence
lo
SOLO
taxonomy
ohe aspecl
ofa task
k
underslood
in:
(A)
Unistructurallevel
(C)
Relation
level
4.
Two
ot
mofe
aspects
are understood
in:
(A)
Unistructurallevel
(C)
Relational level
(A)
2
(c)
4
15,
Activity
involves:
5.
Inlegration
h
deyeloped
between
th,o or
morc aspects
in:
(A)
Unistructual
level (B)
Multistructural
levcl
(C)
Relational
level
(D)
Extended
bsrract
levcl
6,
SOLO
taxonom
l,'as
prerented
by:
(A)
Bloom
(B)
Krarhwhol
_
-
(Ci
Simpson
(D)
Biggs
&
Colis
7,
Sladents
are
passlve
in:
(A)
Project
method
(B)
Discovery method
(C)
Lecture
method
(D)
Inquiry
method
8,
Symposium
is
a
type
of:
(A)
Discovery
method
(B).
Discussiou
merhod
(C)
Lecture
method
(D)
Demonstration
method
9.
In
teaching,
expe
enced
members gulde
the immaturc
one,s
for:
(A)
Spending
time
(B)
eualification
-^
(Cl
Quality
of life
(D)
AdjusnDent
of tife
I
0, Which
is nol
the
focal
pot
ol niangular
process
of teaching?
(A)
Teachingmethod
(B)
Teacher
(C)
Pupil
(D)
Contents
11, The
goal
ofteaching
it:
(A)
To
give
information (B)
To involve pupils in activities
,,
(C)
To
impart
knowledge
(D)
Desirable
cirange
in
behaviour
12. The
rules
ofptesenting
the
contents
to
make them
easy are calletl:
(A)
Methods
of teaching
(B)
Maxirns of teaching
_
(C)
Techniques
ofteaching
(D)
Teaching
strategiei
13,
Heurklic
t reans:
(A)
To investigate
(B)
To slrorv
(C)
To
do
(D)
To act
11.
According
to
Kilpatick,
the t)pes
ofpmjects
arc:
(B)
(D)
3
5
7/25/2019 Pedagogy Book
12/25
(A)
Inductive
method
(B)
(C)
Drill
method
(D)
18. The
Socralb
method
b
lnown
a,s:
(A)
Lecture demonstration
method
(B)
(C) Inquiry
method
(D)
19.
Duration
oflessons
in
macto'lesson
plans
is:
(A)
5-10 min,
(B) 10-20 min'
(C)
20-30
min,
(D)
35-45
min'
20,
In
British apPrcrch
of
ksson
planning,
more emphosis is
an"
(A)
Activity
(B)
Teacher
(C) Content
presentation
(D)
Teacher
and content
Presentation
21.
American
approach
cmPhosizes:
(A)
-
teacher
(B)
Content
presentation
(C)
Leaming
ohiectives
(D)
Methods
which one
k
nol
he
We
o.f lesson
ltlans
on
the
hasls
ol ohiectives?
(A)
Micro
lesion
plan
(B)
Cognitive
lesson
plan
(C)
Aflective
lesson
plan
(D)
Psychomotor
lcsson
plan
A
good
dramo
does
nol include:
'-
(A)
Interesting
story
(B)
Alive
dialogues
icj
Very lonfplay
(D)
subjcct
full
of
foeling
3
5
(B)
(D)
(B)
(D)
16.
17,
(A)
Physical
action
(C) Mere
action
lne
nmve
from
spec{ic
lo
geaerul
h:
(A)
Inductive
method
(C)
Drill
method
Whlch ts not
the
obJectlve
oldtama /
mle
play?
(A)
Recreation
and
enjoYment
(B)
(C)
Development
of skills
of
(D)
conversation
Drama
or
role
plaly
ls uselullot
teachlng:
(A)
History G)
(C)
Maths
(D)
The
main
types
ol
tclecorrlerenchg iden
Wd
are:
(A) 2
(B)
(c)
4
@)
Which is
not the type
of lekconferencing?
(A)
Audio
teleconferencing
(B)
(C)
T.V teleconferencing
(D)
Wich
one
is accounlahle
in cooperative
learning?
Mental
action
Physical
and
mental
action
Dedustive
method
Discussion method
Deductive
method
Discussion
method
Discussion
method
Question-Answer
method
Devclopment
of
social
skills
Do
make rchearsals
Science
Languag
Video
teleconferencing
Computer
teleconferencing
Group
None
of
a
& b
Teaching
models
(D)
Micro
teachings
(A)
Individual
(C)
Botha&b
29,
Cooperative
leaning b an
allemallve
to:
(A)
Competitive
models
(C)
Lesson
Plans
(B)
(D)
(B)
30,
The
numher
o-f $udents
in
coo|erative
leaning
groaps
Lt?
(A)
3-4
(B)
s-6
7/25/2019 Pedagogy Book
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(c) 8-lo
(D) lo-ls
31.
The-eisentlal
characlerls
c of
cooperallve
leaming
tt"
-
. .
-"
---toi
--nff..tiv.
t.arning
(B)
Positive
interedependence
(Ci Cooperation
(D) Division
of labour
i 2,
The'
iudents
lthi
to sPenil
lhe
moit
oI
the
tlne
wllh:
(A) Teacheri
(B)
Parents
ici Relatives (D)
Peers
3i,
Peer
cultwe
co
stltuus:
--
-i;i
Socialization
(B) Individualization
ici
Botha&b
(o) Noneofa&b
31,
Whbh
is
not
the
advantage
ofteam,
teachlng?
-
-
ial
Better
utilizaiioriof
resources
(B) Better
planning
i6i
Bitter
use
ofteaching 1D)
Better
financial
bencfits
of
techniques
teachers
35.
The
hypothesb
underlyitg
leam
terchlag
is:
--
-
(Ai Teachers ielt-bore
while
(B)
Teacller
are
not
competent
working
alone
(C)
The
beit
teachers
in
schools
are
(l))
The
single
tcacher
canllot
^r.^-^r
t .,
'-^.a.h,/tanrc
control
the
class
(A) Teachers
(B)
ici Relatives
(D)
3i. Peet
cultwe
co
stltubs:
(A)
Socialization
(B)
icl
Botha&b
(D)
31,
Which
is
not
the adva
age
oftewn'
teachtng?
(A) Better
utitization
ofresources
(B)
(ci
Better
use
of
teaching
(D)
techniques
35.
The
hypothesb
underlyitg
leam
terchlag
is:
(Ai Teachers fell
bore
while
(B)
working
alone
(C)
The
best
teachers
in
schools
are
(l))
shared
bY
more
students
CAI
sra
ds
fot:
"rnl'-"-"c"rputer
analyzed
instruction
(B)
computer
assisted
instruction
iCj
Computer
assiited
interview
(D)
Computer
analvzed
inlcrview
37.
Whtch
Lt
not the
nnde
of CAI?
-
'
-?Ai
Tutorial mo-tle
(B)
Drill
mode
(Ci
Simulation
mode
(D)
Question
modc
SA.
miiy
n
aeveloy
a ttle
sl e
hascd
upon
thc
prefe.nad
valu,c
system
k:
(A) ResPonding (B)
valuing
icj
otg*irini toi
characterizing
iCi
Evaluation
(D)
AnalYsis
1
I
. The'nimber
ol domdns
in
loxonomles
ol
educutlonal
ohiectlves
ls:
(A) Two
(B)
Three
tci Five
(D)
Six
12.
The
highest
level
of
cognitive
domain
is:
-
(Ai
Synthisis
-
(B)
AnalYsis
iCj
C-omprehension
(D)
Evaluation
43.
The
piocess of
diterming
the
value ot
wotth
of
anylhing
is:
(A) Test
(B)
Measurement
iCl
Assessment
(D) Evalualion
44.
Educalionat
obiectives
have
been
divided
into:
-
7/25/2019 Pedagogy Book
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l@>-
Four
subgroups
Six
subgroups
Application
Synthesis
Synthesis
Application
Application
Evaluation
Application
Synthesis
52, To
use
prceious
learned
male
al
in new
situotion
is:
(A)
Comprehension
(B)
Application
(C)
Knowledge
(D)
Analysis
53'
To btea*
down
matetw
lnto component pa
s
ro *rrow
lrs
oiganlzatlonal
sl,,ucrarc
ls:
(A)
Comprehension
(B)
Application
(C)
Analysis
(D)
Synthesis
51.
To
put
ideas
together
to
form
a new
whole
is:
(A) Evaluarion (B)
Synthesis
(C)
Analysis
(D)
Application
55,
To
know
lhe worth
ot
value
ofmate
ot is:
(A)
Analysis
(B)
-
Applicarion
.
(C)
Knowledge
(D)
Evaluation
56,
The intellectual
skilk
aru relected
by:
(A)
Cognitive
Domain
(B)
Affective
Domain
(C)
Psychomotor
Domain
(D)
physical
Domain
57. Allitudes,
values
and
lnterects
arc
rcllected hy:
(A)
Cognirive
Domain
(B)
Affecrive
Domain
(C)
Psychomotor
Domain (D)
Evaluative Domain
58. Il/htch
domain
is
concemed
with
physical
and
motor
skills?
lo
(Wds
Uqw
ry-to44u
lilttcnlots,
-lc8/ilots'
Gaillo
(c)
1e66
(D)
te76
46. ?he
classifcation
of
cognitive
domain
was
presented
by:
(A)
Benhjamin
S.
Bloom
(B)
Skinner
(C)
Krathwhol
47,
Cognilive
domain
has:
(A)
Three
subgroups
(D)
Simpson
(B)
(D)
(C)
Five
subgroups
(D)
48. The
lowest
letel of leaning
in
cognitive
domain
is:
(B)
(B)
(D)
(B)
(D)
(C)
Knowledge
(D)
49,
The
highest
letel of
learning
in cognilive
domain
is:
(B)
(D)
Knowing
memorizing
arul recalling
is concemed
wilh:
(A)
Comprehension
(B)
(A)
Comprehension
(A)
Evaluation
(C)
Analysis
(C)
Knowledge
5L
To
grusp the
nwaning of
the
matefial
is:
(A)
Comprehension
(C)
Knowledge
(A)
Cognitive
Domain
(C)
Psychomotor
Domain
The
focus
of
cognitive
domain is:
(A)
Physical
and
Motor
Skills
(C)
Attitudes
and
Interests
The affectiee
domain
was
clatsilied
by:
(A)
Benjamin
S. Bloom
(C)
Krathwhol
Affective
domain
is
divided
into:
(A)
four
subgroups
(B)
(B)
Affective
Domain
(D)
Evaluative
Domain
Intellectual
Skills
None
ofabovc
(B)
Simpson
@)
Bumer
Five
subgroups
7/25/2019 Pedagogy Book
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(C)
Six
subgroups (D)
Seven
subgroups
62.
The
lowesl
level
oflearning
in affectivc
domain
is:
(A)
Responding (B)
Valuing
(C)
Attending
(D)
Organizing
63,
llhtch
ls
placed
al
the hlghest
level
of learnlng ln aJfectlve domaln?
(A)
Attending
(C)
Organization
64.
ll/illingness
to attend to
pa
icular
phenomenon
ls:
(A)
Attending /
Receiving
(C)
Valuing
65,
Brining togelher
dwrent
values into
a conslstent value
slstem is:
66. Atlective
domain
focuses
on
adoption
of a
value
system
as a
pa
of
tife stlle in:
(A)
Responding
(C)
Organization
67.
Psychomotor domain
was
classilied
by
Simpson
in:
(A)
te62
(c)
t982
68, AJfectlve
domain was
divided
lnto
subgroups
by Krathh,hol in:
(A)
l9s4
(c)
1974
69, Psychomolor
domaia was
divlded by
simpson
in:
(A)
Four
subgroups
(B)
(C)
Six
subgroups (D)
70,
The characterktic
ol
behavioral
objective
is:
(A)
Observable and Immeasurable
(C)
Observable
and
measurable
71.
ObJective
rclated
to
allective
domain
is:
(A)
Student
can
pain
a
picture
(C)
Students
values
honesty
72.
B nglrrg
together
sclentw ideas
to
form
a unlque tdea is:
(A)
Application
(C)
Synthesis
73, Which it
vat
in
Scope?
(A)
Teaching
Tactic
(C)
Teaching
Straregy
71,
Students
tind/explorc
the
information
themselees
in
:
(A)
Lecture
method
(B)
(c)
Both
(D)
75.
Teacher
petforms
pructically
and
*plains
in:
(A)
Lecture
method
(C)
Demonstrationmethod
Rob
of
student is
active
in:
(A)
Discovery
method
(C)
Inquiry
method
Micro
teaching is
a:
(A)
Attending
/ Receiving
(C)
Valuing
(B)
Responding
(D)
Characterization
(B)
Responding
(D)
Organization
(B)
Responding
(D)
Organization
(B)
Valuing
(D)
Characterizalion
(B)
1972.
(D)
1992
(B)
t964
(D)
l e84
(B)
@)
Five subgroups
Seven subgroups
Non-observable
and measurable
Non-observable
and
immeasurable
Teaching Technique
Teaching Method
Discovery
method
None
Discovery method
Problem
solving
method
Prbblem
solving
method
All ofabove
(B)
Students
can draw
a
graph
(D)
Students
can
write
a
letter
(B)
Analysis
(D)
Evaluation
(B)
(D)
(B)
(D)
(B)
(D)
7/25/2019 Pedagogy Book
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What
is th.
thtrc
olpaettatbn
ln
mlcrctachhg?
(A)
1-5
min.
(B)
5'lgrin
(c)
1o-ts
min
(D)
15-20 min
lfher
ls
lhc no,
of
studena
l
t
tlctotachlrtg?
(A)
Tcaching
motlrod
(C) Motivstional
tocht
quc
(A)
l-ls
(c)
10-ls
Mlctuuachw
sturtcd
lrt:
(A) leso
(c)
l97o
(A)
trcnlre
method
(C) Discussion
method
|Vhlch
onc is
*ception?
(A)
Books
(C)
Diagrams
Vhlch
b
^ot
lrtdutlot
h
Prlat
nedle?
()
I
(c)
3
(A)
75oh
(C)
60/o
(A)
75%
(c)
6%
(A)
Bookr
(B)
Magazines
(C)
Diagrams
(D)
T.V
IIow
nwty
setset
t
Pcnoa
uses
whllc obscmlag
fila?
(B)
Tcachcr
training
tcchniquc
(D)
Nooc
ofabovc
(B)
le60
(D)
1e80
(B)
Demonstationmethod
(D)
Project
method
(B)
Magazines
(r))
r.v
(B)
2
(D)
4
(B)
13o/o
(D)
lo/o
(B)
s-10
(D)
15-20
Miefibdchhg
locuEes
on
the
comp@tqt
over:
(A)
Methods
(B)
Skills
(C)
Contents
(D)
Observations
Which
k
more saituble
in teachw
of
science?
td
Ho*
nuch
*aowlcdgc
ts
gabctl
throtlglh
lhc
*nsc
of scebg?
E7.
How auch
*ttowledgc
ls
gdttd
thmugh thc scna
of llstenhg?
(A)
7s%
(B)
13o/o
(C)
60/o
(D)
3o/o
EE,
Hote
,iuch
knowledgc
k
golr.cd
throagh
the
rcasc
oltouch?
(B)
13o/o
(D)
3o/o
89.
IIow much
*aoteledge
is
gattted
thtough the
sense
of
s
ell?
(A)
75o/o
(C)
60/o
(B) 13%
(D)
3o/o
9A
Ho*
,r.ach hnowledgc
ls
galncd
,hrough
the sen$e oftaste?
(A)
7s%
(B)
13Yo
(C)
60/o
(D)
3%
gL
Acconliag
b
l{, Therber,
qpa
olmodels
are:
(A) 2
(B)
(c) 4
(D)
92. Moch
ap models
aru
those
which
rylait?
(A)
Principles
or
working
of
(B)
machine
J
5
Intema[
structure
(C)
Extemal
structurt
(D)
Intemal and extemal sfucture
7/25/2019 Pedagogy Book
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93.
A
Jbkl
tlP
ls
arranged
for:
rAt
Makinc an
excusion
(B)
see
other
people
doing
things
bi
iqJ.
tiit.t*ing
or
tttion
.-
(D).
-Allof
the
above
gl.
tate)-est
can
be
cteaed
h sideni
ta spectltc
topcts
ol
Y:f{allthe
use
ot
(A)
Chalk
board
iCi
Bulletin
board (D)
All
of
the above
95.
The';oil
dbecl
exPerience
fiom
lhe
fotlo$'iny
ii
that
oI:
.
'-
-
'
6i-
Motion
picturei 1n)
v.isual
svmbol
iCi
Demonshation
(D)
,
Field
triP
16.
|rrig;
has
suggesred
how
many
number
of
sru'dints
in
t
microleaching
clo,r,s?
--
(T)
i5"o
+o
(B)
25 to-30
icl
t5
to
2o
(D)
5 to
lo
gT,Melhodbasedonlhefactsthalstudentsleatn'tssocialion,bctivilyandcoopefofionLs
known
os:
1ij
Demonstration
(B)
t:j"tl
iCi iroblem-sotving JP
-
Discussion
98.
Exh'tbitbn
of
science
fahs
promote students
abiliu
of:
-
(A) Knowledge
*o
"".pttiit"tr*
tPi
-
9:]y"h"nsion
and
application
iCi
nigner
oiter
stitts
(D)
Lower
order
skills
99.
The
ultlmate
locus
of
sclcntific
melhod
Ls
on:
'-
'-(A)
-
IlypothJsis
formulation
(B)
observations
(C) Experimentatio;
iO
Formulation
ofa
law/theory
ru0,
wn)i
L
ne
tiri
step
in
the
Proiect
method
of kdchlng?-
(A)
p"t"*in"tion
oiJ"iJititt
" -
(B)
Determination
of
objectives
(Ci Planning
inl
Distributioh
ofwork
t01,
whii
one
h
,tot
th;
Psychotogtcat
principle
ofuachlag?
'""
1;t
proce"a
r,om
"onirete
io -
7/25/2019 Pedagogy Book
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ls
l@d'\
lOE.
Inquiry
mems:
tQ
To
investigare
(B)
To
learn
(C)
To
reach
(D)
To
find
109.
Inquiry
melhod
lnclades:
(A)
Observation
(B)
Experiments
.--
-_..
19)
Questioning
answering
(t
)
Showing
110,
IThich
one
is the
besl
fot
large
griup
instructiini
(A)
Lcture
method
(B)
Demonstration
method
-
- -
-
C)
Project
method
(D)
Inquiry
method
II l,
Useful
for
higher
classes
is:
(A)
Lecture
method
(B)
Demonstration
method
-
-
-
-
(C)
Project
merhod
@)
Inquiry
method
I
1 2. Fitst
contponent
of
lesson
planning
is:
(A)
Objective
(B)
presentation
(C)
Homework
(D)
Summary
I I
3'
The reachttlg
method
recom,nended
ror
eremeitary
schoii
scrence
in
pahi*an
is:
(A)
Lecture
method (Bi
proiect
method
- -
_
_
(C)
Activity
method
ipi
Ladoratory
method
I I 1,
Demo
nslrutlo
n
mean
s
:
(11
To perform
(B)
To develop
(C)
To
show
(D)
To
observe
I
I
t, Il.tbcd
model
lor
tessoa ptannlng
has
stps:
(A)
Three
(B)
Four
(C)
Five
(D)
Six
116,
Dlscovery
method
ls
advanced
,rwthod
of:
(A)
Heuristic
merhod (B)
Inquiry
method
(C) Borha&b
@)
Noneofa*U
(A)
Two
(B)
Three
(C)
Four
(D)
Five
lIE.
Mcthod
based
on
Deway,s phllosophy
is:
(A)
Lecture
method
(B)
Demonstration
method
..- _,.
(C)
Inquiry
method
(D)
project
merhod
119,
Who.sayr
that
poJeet
ls
a
puryosefal
acrlvtty?
(
Deway
(B)
Stevenson
(C)
Baltard
(nj
Kilpatrick
120, Whlch
tr
not
the
step
ofproject
,nethod?
t4]
Planning
(B)
Execution
--
_
(C)
Analysis
(D)
Evaluation
I2l.
Programned
leanlng
toas
presented
b :
(A)
J.S.
Burner
(B)
Benjamin
Bloom
_
^-
_
(C)
John
Dewey
(D)
B.r.
Skinner
122.
Podlolio
is
the
collection
ol:
(A)
School
record
(B)
Teacher
work
-
(C)
Student
r.vork
(D)
Office
work
123,
In
progammed
learnlng,
kaning
tokes
placeiider:
-
-'--
(A)
Nahral
conditions (B)
Arrificial
conditions
(C)
Controlled
conditions
io)
plaru:eJ
condirions
7/25/2019 Pedagogy Book
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l2l,
?l,r/chhj
mthod
bafid
upon
thc
osturrllptlon
ol HctbGtt
Sryac./.
that tha
he
.t
,lould b.
told
er llfiL
ac
pottlblt
h:
125.
An owrall
proccdurc
whlch
ls
adopted
by a teachet
lo achieve
certaln
goals
ls:
126,
Selection
of
dilfercnt
media
for
different
stutlents
is done hr:
(A)
Role
Playing
(C)
Programmedlnstruction
(A)
Hourlstlcs
Mcthod
(C)
Dlsoussion
Method
(A)
Method
(C)
Strategy
(C)
Multistructural
and
Relational
(D)
I 33.
Synthesis
reqaires:
(A)
Formulation
ofnew
structural
material
Judge
the value
of material
134.
Microteaching
is
a technique
ofteaching:
(A)
In classroom
(C)
By
more
than one
teacher
(B)
DomonstrationMcthod
(D)
Lccture
Method
(B)
Technique
(D)
Tactic
(B)
Individualizedlnstruction
(D)
ComputerAssistantlnstruction
(B)
Discussion
Method
(D)
DemonstrationMethod
the material
(D)
Use the
material
in
new
situalion
(B)
Subject
in detail
(D)
A narow
and specific
skill
127.
A
rcpeated perfomonce
ol
leaniny
act
until altainment
of
tlcsired
level of
skill to. do
the
act
cotec
y
is:
(A)
DemonslrationMethod
(B)
Problem
Solving
Method
(C)
Project
Method
Ll
proJect
Method
(D)
Drill Method
IzE.
A
ptocess
in i)hich
a smoll
gtoup
ossembles
to comfiunicote
with
each othe4 using
spea*lng,
listeaing
aad
non-verbal
prucesses
in
otder to
achieve
inslruclional
objec
ves
is:
(A)
Lecture
Method
(C)
Question
Answer
Method
129. During
discussion
method,
teachet
passes/announces
a:
(A)
Exercise
(B)
Activity
(D)
Question
130.
(C)
Topic
The surface catco
urface
catego1t
ln
SOLO
Toxonomy
consists of:
(A)
Five
Stages
(B)
Four Stages
(D)
Two
Stages
C)
Three
Stages
13L
The
'surface'
calepon in
sutface'
calegor
in SOLO
Tomnomy
consists
oI:
(A)
Prestructural
and
Unistructural
(B)
Unistructural
and
(c)
Multistructural
and
Relationat (D)
Multistructural
Relational
and extended
Abstract
Unistracutural and
Multistructural
Relational
and Extended
Abstract
Understandiug tlre structure
of
132,
The
'deep'
category
in
SOLO Tdxonom
consists
oI:
(A)
Prestructural
and
Unistructural (B)
(B)
(c)
135.
The
ftxation
of
correcl
infomatiot,
through
rcpetitiofi is caased
by:
(A)
Lecture
Method (B)
Demonstration
Method
(C)
Activity
Melhod
(D)
Dri[
Method
136.
The
domain which
deals wirh
physical abilities and
coo
ination
objectives is
called:
(A)
Affective
Domain
(B)
psychomotor
Domain
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(C)
Cognltlvc
DomEin
(D)
Solo
Taxonomy
137, Lccail.
,rrelhod
b
gcncrully dcscrhcd
as:
--
--
iAj
Tcachir
Conteied G)
Child
Centered
iCi
Activity
Ccntered
(D) Education
Centered
138.
The'nante
ol lleuristlc
method
h
dertved
lrom
the
Greeh-word:
(A) Hennrles
(B) Hero
ici Heurises (D)
None
ofthe
abovo
j6e.
"reiimng
b
a
lorm
hterye$onal
influence
almed
ot the
changing
the behovloar
pountlal olanothet
is the
vlew
Prcsenled
by:
.
'(A)
ti.l.
cug.
(B) A
Flanders
tcj
M.C.
Morrison
(D) P'B'
Frost
110.
Solo
to$norny
ptovides slslernatic
way
ofdescribing
the-learner's:
(A) euitity
(B) Understanding
ici
Performance
(D) Skill
141,
Lesson
Plan
ma*es
lhe
work:
(Ai Regular
(B)
Systematic
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152.
155.
156.
157.
15E.
159.
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
7/25/2019 Pedagogy Book
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lo
@&
ttauqaAe
trUorteirttf
rottlr
I
Uilc
(C)
Pavlov
(D)
Plagct
(B)
Tachistoscope
(D)
None
ofthese
(B)
Science
laboratory
(D)
Ground
(B)
Eifective
reading
(D)
Silent
reading
(B)
Evolution
(D)
Exposure
(B)
Professional
help
(D)
Parental
help
(B)
School
(D)
Assembly
(B)
High
class students
(D)
Special
children
(B)
Achievement
(D)
Effect
the child's
(B)
Leaming
(D)
Cultural
G)
Matter
(D)
Motto
(B)
Authoritative
(D)
Commanding
(D)
Johann
Herbert
lO-
development
is
t6S.
Vtto,
b
cellrd e omll
tmchlm
us.d
h
th,,
nadlag
progrua
lo tn
not
nL
ol
l4,ccdl
166.
trhe
dlscovery
mahod
of
tearning
is
best exzmplifted
b
expeingnrafion
h
a:
(A)
Dlgital
devicc
(C)
Mncmonic
device
(A)
Class
(C)
School
(A)
Habitual
reading
(C)
Oral
reading
(A)
Growth
(C)
Planning
(A)
Medicinal
help
(C)
Tutorial
help
(A)
Laboratory
(C)
Classroom
(A)
Behaviour
(C)
Correlation
173.
Ia
school
and
classroom
environment,
deJined
k
a
hest
way,
(A)
Cognitive
(C)
Psychological
(A)
Competent
(C)
Complex
176.
(C)
Justin
Pfifer
167.
An
increase
in comprehension
skill
is most likel
lo
rcsult
fiom
guided:
168.
The
carrent
iew
ofchild.hood
assumes
that
chitdhood
is
o unique period
o :
169,
The
best
procedarc
for
a
teacher to
adopl with
a
pupil
who
fteque
ly
strarnme?s
is
lo
suggest
lhat the
parcnts
see*:
170,
Remaining
ealm
and
jast
tooking
at studenls
is
a
best way
to control
noise
in:
l7l.
Creattve
xrriting
shoald
be
an
activity
planned
for:
(A)
All
children
(C)
Elementary
students
172,
The
moverrrenl
of behaviour
modirtcation,
h,hercin
tokens
arc
awurded
for
correct
responses,
is
a .el\eclion
o1f
lhorndi*e
,s
law
of:
174.
To
guide
student,s
growth
should
be
a teachefs:
(A)
Domain
(C)
Attitude
175.
A
teacher
who
creates
intercsts
in
the subjcct
amongst
the
Etudents
is
the
mosl:
Who
advanced
lhe
idea
of the
five
fomat
slept in
leaming?
(A)
Pestalozzi
(B;
Jarnes
Franklin
171.
"Dewlopment
is
a
never
endig
process.',
This
idea is
ossocialed
with
the
principle
of:
(A)
Development
(B)
performance
7/25/2019 Pedagogy Book
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(C)
Continuity
(D)
Intenlation
Who
proposed
the
in
portanl
lheo
es of
noral
development?
The
discovery
nuthod
of leachhg
ir
bes
eerrrplifred
by
hdePeadenl:
(A)
Work
projects
(B)
Test
projects
(C)
Study
projects
(D)
Tutorial
projects
A teacher
who bves
b
-
wlll
be
lil@d
the
,nost b
studenls'
(A)
Tcaoh
(B)
Work
(C)
Study
(D)
Evaluate
Wio
pnanud
thc cdncutonal
phlloco\hy
lhal
"thc
lndtvtil.al
ilev'hPs
thtough
thc hcsd,
lhc hcafl, and
th. ho,,d"l
(A)
Kohlbcrg
(C)
Podaloat
(A)
Ideas
(B)
Solutions
Ethdoaot
-
b
t2tttctt
b
lho
oblacrtla thol
t
l,ach.t
should
natc
an
aenil b
urd.ts/r{,,d
il .
pounltawAr
of
fi.d.nls.
(A)
Psychology
(B)
PhilosoPhY
(c)
E0rics
@)
Sociologt
Thc
tcaehq latruduccs
a
ProbhrrlFsotvi,,.g
tcson
wtth
a
good motttulon
and
thqt
aslwfor
proposcd:
(A)
Herbert
(C)
Coleman
(A)
Frobel
(C)
Flander
AchWfuma_
hdcpcadal
sady.
(A)
Disorganized
(C)
Dtucourse
Th. te n
'Aeilbal
clount'
(A)
Feelings
(C)
Characteristics
(A)
Society
(C)
Stdcnts
(A)
Piaget
(C)
Kohlbcrg
@)
Pestalozi
(D) Kohlberg
(B)
Ftobol
(D)
Hcrbut
(B)
Dlscrimin*
@)
Discouagement
ocialcd
wllh
toatlet
o
(B)
Traits
(D)
Laming
@)
Faculty
@)
Studies
(B)
Undcrstasting
@)