Q. Effectiveness of teaching has to be judged in terms of

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Q. In which teaching method learner’s participation is made optimal and proactive?

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Q. One of the most powerful factors affecting teaching effectiveness is related to the

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Q. Assertion (A): Formative evaluation tends to accelerate the pace of learning.
Reason (R): As against summative evaluation, formative evaluation is highly reliable.

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Q. Which of the following set of statements represents acceptable propositions in respect of teaching-learning relationships? Choose the correct code to indicate your answer.

(i) When students fail in a test, it is the teacher who fails.
(ii) Every teaching must aim at ensuring learning.
(iii) There can be teaching without learning taking place.
(iv) There can be no learning without teaching.
(v) A teacher teaches but learns also.
(vi) Real learning implies rote learning.

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Q. Assertion (A): Learning is a life long process.
Reason(R): Learning to be useful must be linked with life processes.

Choose the correct answer from the following code:

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Q. The typical feature of an information-rich classroom lecture is in the nature of being

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Q. Internal and external factors that affect message reception by the students in the classroom are referred to as

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Q. A teacher in a classroom has immediate control over

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Q. What do communicated words carry in a classroom situation ?

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Q. As a good classroom communicator, you are supposed to know your

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Q. Figure out the components of non-verbal communication in a classroom from the following :

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Q. Which of the following set of statements reflects the basic characteristics of teaching ?
Select the correct alternative from the codes :

(i) Teaching is the same as training.
(ii) There is no difference between instruction and conditioning when we teach.
(iii) Teaching is related to learning.
(iv) Teaching is a ‘task’ word while learning is an ‘achievement’ word.
(v) Teaching means giving information.
(vi) One may teach without learning taking place.

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Q. Which of the following factors affect teaching ?
Choose the correct code to indicate your answer.

(i) Teacher’s internal locus of control.
(ii) Learner-motivation.
(iii) Teacher’s biographical data.
(iv) Teacher’s self efficacy.
(v) Learner’s interest in co-curricular activities.
(vi) Teacher’s skill in managing and monitoring.
(vii) Teacher’s knowledge of the subject including general knowledge.

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Q. Which combination of methods of teaching is likely to optimise learning ?

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Q. Assertion (A): Teaching aids have to be considered as effective supplements to instruction.
Reason (R): They keep the students in good humour.

Choose the correct answer from the codes given below :

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Q. The purpose of formative evaluation is to

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Q. Which of the following learner characteristics are likely to influence the effectiveness of teaching aids and evaluation systems to ensure positive results?

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Q. Which set of learner characteristics may be considered helpful in designing effective teaching-learning systems? Select the correct alternative from the codes given below:

(i) Prior experience of learners in respect of the subject.
(ii) Interpersonal relationships of learner’s family friends.
(iii) Ability of the learners in respect of the subject.
(iv) Student’s language background.
(v) Interest of students in following the prescribed dress code.
(vi) Motivational-orientation of the students.

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Q. A college level assistant professor has planned his/her lectures with an intent to develop cognitive dimensions of students centered on skills of analysis and synthesis. Below, given are two sets of items Set - I consisting of levels of cognitive interchange and Set - II comprising basic requirements for promoting them. Match the two sets and indicate your answer by choosing the correct alternative from the code:

Set - I Set - II
(Levels of Cognitive (Basic requirements for promoting
Interchange) cognitive interchange)
a. Memory level i. Giving opportunity for discriminating examples
and non-examples of a point.
b. Understanding level ii. Recording the important points made
during the presentations.
c. Reflective level iii. Asking the students to discuss various
items of information.
iv. Critically analyzing the points to be
made and discussed.
Codes:
a b c

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