General Method of Teaching MCQs
General Method of Teaching MCQs
- In teaching experienced members guide the immature one’s for
- Which is not the focal point of triangular process of teaching
- The goal of teaching is
- The rules of presenting the contents to make them easy are called
- SOLO stands for
- SOLO taxonomy consists of levels
- With reference to solo taxonomy one aspect of a task is understood
in - Two or more aspects are understood in
- Integration is developed between two or more Aspects in
- To go beyond the given in formation is
- SOLO taxonomy was presented by
- Students are passive in
- Symposium is a type of
- Heuristic means
- Arm strong was the exponent of
- According to Kilpatrick, the types of projects are
- Activity involves
- We move from specific to general in
- Practice is made in
- The Socratic method is known as
- Which is not true about projects
- Duration of lessons in macro- lesson plans is
- In British approach of lesson planning, more emphasis is on
- American approach emphasizes
- Which one is not the type of lesson plans on the basis of
objectives - Which is not true about lesson plan
- A good drama does not include
- Which is not the objective of Drama/ role play
- Drama or role play is useful for teaching
- The main types of teleconferencing identified are
- Which is not the types of teleconferencing
- Which one is accountable in cooperative learning
- Cooperative learning is an alternative to
- The number of students in cooperative learning groups are
- The essential characteristic of cooperative learning is
- The students like to spend the most of the time with
- Peer culture constitutes
- Which is not the advantage of team teaching
- The hypothesis underlying team teaching is
- CAI stands for
- Which is not the mode of CAI
- Example of psychomotor domain is that student
- Ability to develop a life style based upon the preferred value
system is - Example of cognitive domain is
- At the highest level of hierarchy is
- Student can design a laboratory according to certain specification
in which category of objective? - The number of domains in taxonomies of educational objective is
- The highest level of cognitive domain is
- The process of determing the value or worth of anything is
- Educational objectives have been divide into
- Taxonomy of educational objectives was presented in
- The classification of cognitive domain was presented by
- Cognitive domain have
- The lowest level of learning in cognitive domain is
- The highest level of learning in cognitive domain is
- The right sequence of subgroups cognitive domain is
- Knowing memorizing and recalling is concerned with
- To grasp the meaning of the material is
- To use previous learned material in new situation is
- To break down material into component parts to know its
organizational structure is - To put ideas together to form a new whole is
- To know the worth or value of material is
- The intellectual skills are reflected by
- Attitudes, values and interests are reflected by
- Which domain is concerned with physical and motor skills?
- The focus of cognitive domain is
- The affective domain was classified by
- Affective domain is divided into
- The lowest level of learning in affective domain is
- Which is placed at the highest level of learning in affective
domain - Right order of sub- groups of affective domain is
- Willingness to attend to particular phenomenon is
- Which sub- group of affective domain focuses on active
participation in - Bringing together different values into a comsistent value system
is - Affective domain focuses on adoption of a value system as a part
of life style in - Psychomotor domain was classified by Simpson in
- Affective domain was divided into subgroups by Krathwhol in
- Psychomotor domain was divided by Simpson in
- The Characteristic of behavioral objective is
- The right sequence of sub-groups of psychomotor domain is
- Objective related to affective domain is
- Bring together scientific ideas to form a unique idea is
- Which is vast in scope
- Students find/explore the in formations themselves in
- Teacher performs practically and explains in
- Role of student is active in
- Micro teacher is a
- What is the tie of presentation in Micro teaching?
- What is the No of students in micro teaching?
- Micro teaching started in
- Micro teaching focuses on the competency over
- Which is more suitable in teaching of science?
- Which one is exception?
- Which is not included in print media?
- How many senses a person uses while observing film?
- How much knowledge is gained through the sense of seeing?
- How much knowledge is gained through the sense of listening?
- How much knowledge is gained through the sense of touch?
- How much knowledge is gained through the sense of smell?
- How much knowledge is gained through the sense of taste?
- According to W. Therber,types of Models are
- Mock up models are those which explain
- A field trip is arranged for
- Interest can be created in students in specific topics of study be
the use of - The most direct experience from the following is that of
- What is true about science Text Book?
- Which one is a standard for demonstration method?
- Wragg has suggested how many numbers of students in a micro
teaching class? - What is the merits of microteaching?
- Method is based on the facts that students learn association,
activity and cooperation is know as - Exhibition of Science fairs promote students ability of
- The ultimate focus of scientific method is on
- What is the first step in the project method of teaching
- Which one is NOT the Psychological principle of teaching?
- Which is the SECOND step in the problem solving method?
- Which is the best method of teaching Science at school level?
- Which is not the step of scientific method?
- The ultimate result of scientific method is
- Aims are
- Goals are at
- Objectives are at
- To promote science and technology is
- To important computer education is
- To identify the parts of the computer is
- “State first law of motion” indicates
(a) Spending time
(b) Qualification
(c) Quality of life
(d) Adjustment of life
(d) Adjustment of life
(a) Teaching method
(b) Teacher
(c) Pupil
(d) contents
(a) Teaching method
(a) to give information
(b) To involve pupils in activities
(c) To impart knowledge
(d) Desirable change in behavior
(d) Desirable change in behavior
(a) Method of teaching
(b) Maxims of teaching
(c) Techniques of teaching
(d) Teaching strategies
(b) Maxims of teaching
(a) System of the observed learning outcome
(b) structure of the observed learingn output
(c) Structure of the observed learning outcome
(d) System of the observed learning output
(c) Structure of the observed learning outcome
(a) 2
(b) 3
(c) 4
(d) 5
(c) 4
(a) Unistructural level
(b) Multistructural level
(c)Rational level
(d) Extended abstract level
(a) Unistructural level
(a) Unistructural lever
(b) Multistructural level
(c)Rational level
(d) Extended abstract level
(b) Multistructural level
(a) Unistructural level
(b) Multistructural level
(c) Rational level
(d) Extended abstract level
(c) Rational level
(a) Unistructural level
(b) Multistructural level
(c)Rational level
(d) Extended abstract level
(d) Extended abstract level
(a) Bloom
(b) Krath whol
(c) Simpson
(d) Biggs & collis
(d) Biggs & collis
(a) Project method
(b) Discovery method
(c) Lecture method
(d) Inquiry method
(c) Lecture method
(a) Discovery method
(b) Discussion method
(c) Lecture method
(d) Demonstration method
(b) Discussion method
(a) To investigate
(b) To show
(c) To do
(d) To act
(a) To investigate
(a) Problem solving method
(b) Project method
(c) Discussion method
(d) Heuristic method
(d) Heuristic method
(a) 2
(b) 3
(c) 5
(d) 6
(c) 5
(a) Physical action
(b) Mental action
(c) Mental action
(d) Physical and mental action
(d) Physical and mental action
(a) Inductive method
(b) Deductive method
(c) Drill method
(d) Discussion method
(a) Inductive method
(a) Inductive method
(b) Deductive method
(c) Drill method
(d) Discussion method
(c) Drill method
(a) Lecture demonstration method
(b) Discussion method
(c) Inquiry method
(d) Question- Answer method
(d) Question- Answer method
(a) It is a purposeful activity
(b) It is proceeded in social environment
(c) It is accomplished in real life
(d) It is teacher centred activity
(d) It is teacher centred activity
(a) 5-10 min
(b) 10-20 min
(c) 20-30 min
(d) 35-45 min
(d) 35-45 min
(a) Activity
(b) Teacher
(c) Content presentation
(d) Teacher and content presentation
(d) Teacher and content presentation
(a) Teacher
(b) Content presentation
(c) Learning objectives
(d) Methods
(c) Learning objectives
(a) Micro lesson plan
(b) Cognitive lesson plan
(c) Affective lesson plan
(d) Psychomotor lesson paln
(a) Micro lesson plan
(a) It is develops confidence
(b) It helps in oderly delivny of contents
(c) It is developed by students
(d) It saves from haphazard teaching
(c) It is developed by students
(a) Interesting story
(b) Alive dialogues
(c) Very long play
(d) Subject full of feelings
(c) Very long play
(a) Recreation and enjoyment
(b) Development of social skills
(c) Development of skills of conversation
(d) Do make rehearsals
(d) Do make rehearsals
(a) History
(b) Science
(c) Malts
(d) Language
(a) History
(a) 2
(b) 3
(c) 4
(d) 5
(b) 3
(a) Audio teleconferencing
(b) Video teleconferencing
(c) T.V teleconferencing
(d) Computer teleconferencing
(c) T.V teleconferencing
(a) Individual
(b) Group
(c) Both a & b
(d) None of a & b
(c) Both a & b
(a) competitive models
(b) Teaching models
(c) lesson plans
(d) Micro teaching
(a) competitive models
(a) 3-4
(b) 5-6
(c) 8-10
(d) 10-15
(a) 3-4
(a) Effective learning
(b) Positive interdependence
(c) Cooperation
(d) Division of labour
(b) Positive interdependence
(a) Teachers
(b) parents
(c) Relatives
(d) Peers
(d) Peers
(a) Socialization
(b) Individualization
(c) Both a & b
(d) None of a & b
(a) Socialization
(a) Better utilization of resources
(b) Better planning
(c) Better use of teaching techniques
(d) Better financial benefits of teachers
(d) Better financial benefits of teachers
(a) Teachers feel bore while working alone
(b) Teachers are not competent
(c) The best teachers in schools are shared by more students
(d) The single teacher cannot control the class
(c) The best teachers in schools are shared by more students
(a) Computer analyzed instruction
(b) Computer assisted instruction
(c) Computer assisted interview
(d) Computer analyzed interview
(b) Computer assisted instruction
(a) Tutorial mode
(b) Drill mode
(c) Simulation mode
(d) Question mode
(d) Question mode
(a) Demonstrates awareness to environmental pollution
(b) Performs an experiment
(c) Can computer results of two experiments
(d) Can narrate a story
(b) Performs an experiment
(a) Responding
(b) Valuing
(c) Organizing
(d) Characterizing
(d) Characterizing
(a) Describe a topic
(b) Develop an X-ray film
(c) Type a letter
(d) Take responsibility for tools
(a) Describe a topic
(a) Understanding
(b) Application
(c) Evaluation
(d) Analysis
(c) Evaluation
(a) Analysis
(b) Synthesis
(c) Evaluation
(d) Knowledge
(b) Synthesis
(a) Tow
(b) Three
(c) Five
(d) Six
(b) Three
(a) Synthesis
(b) Analysis
(c) Comprehension
(d) Evaluation
(d) Evaluation
(a) Test
(b) Measurement
(c) Assessment
(d) Evaluation
(d) Evaluation
(a) Two domains
(b) Three domains
(c) Four domains
(d) Five domains
(b) Three domains
(a) 1946
(b) 1956
(c) 1966
(d) 1976
(b) 1956
(a) Benjamin S. Bloom
(b) Skinner
(c) Krathwhol
(d) Simpson
(a) Benjamin S. Bloom
(a) Three subgroups
(b) Four subgroups
(c) Five subgroups
(d) Six subgroups
(d) Six subgroups
(a) Comprehension
(b) Application
(c) Knowledge
(d) Synthesis
(c) Knowledge
(a) Evaluation
(b) Synthesis
(c) analysis
(d) Application
(a) Evaluation
(a) Knowledge, Comprehension, Application, Synthesis, analysis,
Evaluation
(b) Knowledge, Comprehension, application, Evaluation, analysis,
Synthesis
(c) Knowledge, Comprehension, Evaluation, application, Analysis,
Syntesis
(d) Knowledge, Comprehension, application, analysis, Synthesis
Evaluation
(d) Knowledge, Comprehension, application, analysis, Synthesis
Evaluation
(a) Cpmprehension
(b) Application
(c) Knowledge
(d) Evaluation
(c) Knowledge
(a) Comprehension
(b) Applicatin
(c) Knowledge
(d) Synthysis
(a) Comprehension
(a) Comprehension
(b) Application
(c) Knowledge
(d) analysis
(b) Application
(a) Comprehension
(b) application
(c) Analysis
(d) Synthesis
(c) Analysis
(a) Evaluation
(b) Synthesis
(c) Analysis
(d) Application
(b) Synthesis
(a) Analysis
(b) Application
(c) Knowledge
(d) Evaluation
(d) Evaluation
(a) Cognitive Domain
(b) affective domain
(c) Psychomotor
(d) None of above
(a) Cognitive Domain
(a) Cognitive Domain
(b) Affective Domain
(c) Psychomotor Domain
(d) None of above
(b) Affective Domain
(a) Cognitive Domain
(b) Affective Domain
(c) Psychomotor domain
(d) None of above
(c) Psychomotor domain
(a) Physical and Motor skills
(b) Intellectual Skills
(c) Attitudes and Interests
(d) None of above
(b) Intellectual Skills
(a) Benjamin S. Bloom
(b) Simpson
(c) Krathwhol
(d) Burner
(c) Krathwhol
(a) four subgroups
(b) Five subgroups
(c) Six subgroups
(d) seven subgroups
(b) Five subgroups
(a) Responding
(b) Valuing
(c) Attending
(d) Organization
(c) Attending
(a) Attending
(b) Responding
(c) Organization
(d) Characterization
(d) Characterization
(a) Attending, Responding, Valuing, characterization, Organization
(b) attending, Responding, Characterization, Valuing, Organization
(c) Attending, Valuing, Responding, Organization, Characterization
(d) Attending, Responding, Valuing, Organization, Characterization
(d) Attending, Responding, Valuing, Organization,
Characterization
(a) Attending/ Receiving
(b) Responding
(c) Valuing
(d) Organization
(a) Attending/ Receiving
(a)Attending/ Receiving
(b) Responding
(c) Valuing
(d) Organization
(b) Responding
(a) Attending/ Receiving
(b) Responding
(c) Valuing
(d) Organization
(d) Organization
(a) Responding
(b) Valuing
(c) Organization
(d) Characterization
(d) Characterization
(a) 1962
(b) 1972
(c) 1982
(d) 1992
(b) 1972
(a) 1954
(b) 1964
(c) 1974
(d) 1984
(b) 1964
(a) Four subgroups
(b) Five subgroups
(c) Six subgroups
(d) Seven subgroups
(d) Seven subgroups
(a) Observable and Immeasurable
(b) Non- observable
(c) Observable and measurable
(d) None of above
(c) Observable and measurable
(a) Perception, Set, Guided response, Mechanism, Complex overt
response, adaptation, Origination
(b) Perception, Complex over response, Set, Guided, response,
Mechanism, adaptation, Organization
(c) Set, Origination, Guided response, Mechanism Complex overt
response, Adaptation, perception
(d) Guided response, Mechanism, perception, Set, Adaptation,
Organization, Complex overt response
(a) Perception, Set, Guided response, Mechanism, Complex overt
response, adaptation, Origination
(a) Student can paint a picture
(b) Student can draw a graph
(c) Student values honesty
(d) Student can write a letter
(c) Student values honesty
(a) Application
(b) analysis
(c) Synthesis
(d) Evaluation
(c) Synthesis
(a) Teaching tactic
(b) Teaching Technique
(c) Teaching Strategy
(d) Teaching Method
(c) Teaching Strategy
(a) lecture method
(b) Discovery method
(c) Both
(d) none
(b) Discovery method
(a) Lecture method
(b) discovery method
(c) demonstration method
(d) Problem solving method
(c) demonstration method
(a) Discover method
(b) Problem solved method
(c) Inquiry method
(d) All above
(d) All above
(a) Teacher method
(b) Teaching training technique
(c) Motivational technique
(d) none of above
(b) Teaching training technique
(a) 1-5 min
(b) 5-10 min
(c) 10-15 min
(d) 15-20 min
(b) 5-10 min
(a) 1-5
(b) 5-10
(c) 10-15
(d) 15-20
(b) 5-10
(a) 1950
(b) 1960
(c) 1970
(d) 1980
(b) 1960
(a) Method
(b) Skills
(c) Contents
(d) None of above
(b) Skills
(a) Lecture method
(b) demonstration method
(c) Discussion method
(d) Project method
(d) Project method
(a) Books
(b) Magazine
(c) Diagrams
(d) T.V
(d) T.V
(a) Books
(b) Magazine
(c) Diagrams
(d) T.V
(d) T.V
(a) 1
(b) 2
(c) 3
(d) 4
(b) 2
(a) 75%
(b) 13%
(c) 6%
(d) 3%
(a) 75%
(a) 75%
(b) 13%
(c) 6%
(d) 3%
(b) 13%
(a) 75%
(b) 13%
(c) 6%
(d) 3%
(c) 6%
(a) 75%
(b) 13%
(c) 6%
(d) 3%
(d) 3%
(a) 75%
(b) 13%
(c) 6%
(d) 3%
(d) 3%
(a) 2
(b) 3
(c) 4
(d) 5
(b) 3
(a) Principles or working of machine
(b) Internal structure
(c) External structure
(d) None of above
(a) Principles or working of machine
(a) Making an excursion
(b) See other people doing things
(c) Note the meaning of action
(d) all of the above
(d) all of the above
(a) Chalk board
(b) Fellalin
(c) Bulletin board
(d) All of above
(d) All of above
(a) Motion pictures
(b) Visual symbol
(c) Demonstration
(d) field trip
(d) field trip
(a) There is no difference between textbook and curriculum
(b) Our teachers take textbook as curriculum
(c) Our teacher do not take textbook as a part curriculum
(d) Textbook does not help in the selection of instructional
activities
(b) Our teachers take textbook as curriculum
(a) Student should observe the demonstration and teacher should not
tell important finding
(b) To keep accuracy of results the teacher should dictate the
result
(c) Demonstration should be pre- tested to remove the weakness in
demonstration
(d) all of the above
(c) Demonstration should be pre- tested to remove the weakness in
demonstration
(a) 33 to 40
(b) 25 to 30
(c) 15 to 20
(d) 5 to 10
(d) 5 to 10
(a) Feedback helps in the improvement of method of teaching
(b) Due to shortage of time you divide the lesson plan into small
units and thus gain mastery over the content
(c) It helps in self evaluation and teacher build up confidence in
them
(d) all of the above
(d) all of the above
(a) Demonstration
(b) Project
(c) Problem- solving
(d) discussion
(b) Project
(a) Knowledge order skills
(b) Comprehension and application
(c) Higher order skills
(d) Homer order skills
(b) Comprehension and application
(a) Hypothesis formulation
(b) Observation
(c) Experimentation
(d) Formulation of a law theory
(d) Formulation of a law theory
(a) Determination of activities
(b) Determination of objectives
(c) Planning
(d) distribution of work
(d) distribution of work
(a) Proceed from concrete to abstract
(b) Proceed from complex to simple
(c) Proceed from known to unknown
(d) Proceed from simple to difficult
(b) Proceed from complex to simple
(a) Testing hypothesis
(b) Recognition and definition of problem
(c) Conclusion
(d) Formulation of hypothesis
(d) Formulation of hypothesis
(a) Lecture
(b) Analytical
(c) direct
(d) Demonstration
(d) Demonstration
(a) Observation
(b) Experiment
(c) Prediction
(d) Interview
(d) Interview
(a) Development of knowledge
(b) Development of senses
(c) Both a & b
(d) None of a & b
(a) Development of knowledge
(a) National expectations
(b) Institution expectations
(c) Learning expectations
(d) None of the above
(a) National expectations
(a) National level
(b) Subject level
(c) Classroom level
(d) All of the above
(b) Subject level
(a) National level
(b) Subject level
(c) Classroom level
(d) All of the above
(a) National level
(a) Aim
(b) Goals
(c) Objective
(d) All of the above
(a) Aim
(a) Aim
(b) Goal
(c) Objective
(d) All of the above
(b) Goal
(a) Aim
(b) Goal
(c) Objective
(d) All of the above
(c) Objective
(a) Knowledge
(b) Comprehension
(c) application
(d) Evaluation
(a) Knowledge
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