(a) Teaching and learning are integrally related.
(b) There is no difference between teaching and training.
(c) Concern of all teaching is to ensure some kind of transformation in students.
(d) All good teaching is formal in nature.
(e) A teacher is a senior person.
(f) Teaching is a social act whereas learning is a personal act.
(1) (a), (b) and (d)
(2) (b), (c) and (e)
(3) (a), (c) and (f)
(4) (d), (e) and (f)
(1) Prior experience of the learner
(2) Educational status of the parents of the learner
(3) Peer groups of the learner
(4) Family size from which the learner comes.
Set – I (Method of teaching)
(b) Discussion in groups
Instructional procedure Set – II (Basic requirements for success/effectiveness)
(i) Small step presentation with feedback provided
(ii) Production of large number of ideas
(iii) Content delivery in a lucid language
(iv) Use of teaching-aids
(v) Theme based interaction among participants
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (ii) (iii) (iv) (v)
(3) (iii) (v) (ii) (i)
(4) (iv) (ii) (i) (iii)
(a) A teacher awards grades to students after having transacted the course work.
(b) During interaction with students in the classroom, the teacher provides corrective feedback.
(c) The teacher gives marks to students on a unit test.
(d) The teacher clarifies to doubts of students in the class itself.
(e) The overall performance of a student’s us reported to parents at every three months interval.
(f) The learner’s motivation is raised by the teacher through a question-answer session.
(1) (a), (b) and (c)
(2) (b), (c) and (d)
(3) (a), (c) and (e)
(4) (b), (d) and (f)
Reason (R): All learning results from teaching.
Choose the correct answer from the following code:
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.
Set – I (Research types)
(a) Fundamental research
(b) Applied research
(c) Action research
(d) Evaluative research
Set – II (Characteristics)
(i) Finding out the extent of perceived impact of an intervention
(ii) Developing an effective explanation through theory building
(iii) Improving an existing situation through use of interventions
(iv) Exploring the possibility of a theory for use in various situations
(v) Enriching technological resources
(a) (b) (c) (d)
(1) ii (iv) (iii) (i)
(2) (v) (iv) (iii) (ii)
(3) (iii) (ii) (iii) (iv)
4 (ii) (iii) (iv) (v)
(1) Reflect, Observe, Plan, Act
(2) Observe, Act, Reflect, Plan
(3) Act, Plan, Observe, Reflect
(4) Plan, Act, Observe, Reflect
(1) Suggested solution of the problem, Deducing the consequences of the solution, Perceiving the problem situation, Location of the difficulty and testing the solutions.
(2) Perceiving the problem situation, Locating the actual problem and its definition, Hypothesizing, Deducing the consequences of the suggested solution and Testing the hypothesis in action.
(3) Defining a problem, Identifying the causes of the problem, Defining a population, Drawing a sample, Collecting data and Analysing results.
(4) Identifying the causal factors, Defining the problem, Developing a hypothesis, Selecting a sample, Collecting data and arriving at generalization and Conclusions.
(1) Following the prescribed format of a thesis
(2) Data analysis through qualitative or quantitative technique
(3) Defining the population of research
(4) Evidence based research reporting
(1) Preparing research summary
(2) Presenting a seminar paper
(3) Participation in research conference
(4) Participation in a workshop