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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

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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
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Atting ana m stuaents passively listen to the teacher. They speak only when called on to and
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do exactly as they are told- Research shows that when students are tauSht ih this way, they
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very littte (about 57d of the knowledge. Research also shows that the leaming of students
improves a lot when their active participation is ensured.
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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
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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
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suit the requirements of the subject,

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Going Beyond the LecturetBy using a variety of interactive activities in classrooms,
studen-ts, interest and active participation in leaming can be enhanced Such activities also
enable students to construct their own knowledge. While designing these activities, teacher
must ensure that all studctrts partioipate'
1 By : Faisal Qureshi
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Rererrrh Shovr Th.t:
I ftrdcon loam and rctain more whea askcd to do somcthinBjust lcarn infcanrioo
I 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

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Loming rtylor of diffcrcnt chilfooo rrry ad bachors fiould &ei$ rctivitios .rd
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fficctlvc Tachlng llvolyc:

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I Itc usc ofrcaching tools, tcchiquos, aod straicgics.

An undcrstanding of how students leam, how they proccss information, what
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Eotivates tb@ to leam more, and what iryedes thc loamin3 process.
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Creating cffectivc leaming environmcnt wher,e shrdents arc actively perticipating md

engaged wifi ttre material.
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The use of differcnt insbuctional strategies for the developmcnt of skills, valucs aod
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peyc.hological hcaltb.
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Teechlng Strrt&ghr Itr the Nctr Currlcutum:
Mrldng LerouInteractlye: 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 stud€nb io thinking md analFing aad
dqHiDg an iasuc. studcnts respond to one anothet bctt€r rh"n interacdry onry *i[ tte
tcachet.
2 By : Faisal Qureshi
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Interrctlve l)emonttrrtlons: Developing an environment of fun and demonstration in
classroom stimulates studentsr interest and curiosity.

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Rolc Plry: Studonts leam by acting and ob,serving. Some sMents act out a scenario and

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othets watch and discuss.
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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. *.r-IIl
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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 stud€r s to answer questions which requirre thcm to
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r€pmduce materid from the text. Most ofthe teachers teach all subjects (except mrthematics)
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and use the same style for every zubject. By spending a little tim€ to plan the lessons, the
teachcrs caa deliv€r lesson in meaninglrl and interesting way.
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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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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

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2. Tlnr: Nunbor of Prrlodr: Erch lorron plan montionr ths timo/numb.r of pcrlodr
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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
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rtirtlhfhn hrr not boa crrphrrtzod" Toachor may alro consult Oo rordomic cdcndu for tho
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nraroanpnt of wholo couno.

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Informrdon for Tercherrl This ssction includes the important information' cotrc€pt mapc
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etc. that are essontial for thc rcacher for elfective delivery ofthelesson.
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4. MrterhuRerources: It is an fuPortant part of lesson plan that the,r*, #t':'H

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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'

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5. Introductory Acflvl-der: Introductory activitios are designed to intsoduce tho lceson or
cstablisli aonncctioo with thc previous lesson. such activitics build readiaess, or€atc 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.
4 By : Faisal Qureshi
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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'-l€ctring
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

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organizing activities, demonstrative or applicative actiyitics, and creative and exprcssivc

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8. Amsgmsnt of Lorrnhg: Thio aection includes such quectionc or activiticg that can aclcra
to whrt cxtcit thc otudents' learning outcomes havc been achieved. Ass€ssment ie important
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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
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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
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tests/quiz are used at the end oflesson

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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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5 By : Faisal Qureshi
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PEDAGOGY - OBJECTIVE (MCQs)
TEACHINGMETHOD TEST- 1
1. Ths rudrr rrthod b:
of tcechbg @6o6cL
(e) Styb of O) Way of 9. Whieh one of the folow@ ctrnc!.rlrdct
Eschbg tschiDg i! pres( nt i[ tarchcr-centrcd rrthod?
(c) Arr of (o s$etiation of (a) Fmli$ G) T'ea€ha'g
tachiog fre lnowledge . alffiv
ftm ouffi (c) Neglect of (d) Atl of rto
wodd inio imovatidns abovc
ohild'e 10. The dlrunion ofl tcrchhg Ecthod L:
intrllect (a) Facbal (b) Prioc€ss
I A te.chhg mdhod corryletec wlth the (c) Enviromtal (4 An of thc

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hdp of! above
(a) Vuiorx (b) Many hctics ll. The ln6ln obJectve of chll4*ailrcd.

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bchiqucs tcrc.hlng mthod ir:
(c) Ifry pmtrrca (O lYlany (a) To dsn€l@ (b) To &vehp

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aproacbes 6€ bdning &c drillq itr
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Wh.t r tr|cbhq mttod lr? rbilitbs in chiltka

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E G@CBorh lrt rod (d uy Aca wlv
ttla urr
(c) To dst ohp (O All of 6,
+ Il b po.dHr !o lrrh rlthout r toecblng
rttil tut lt lr hrrdhl bocrur om or
12, Gi.!.rr[y
hdlpcodom
in rndEnb
ln culd{nE d
rbova

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lauott Gcurrrlly ln of
(r) Anrla tb (t) Dffiloo t rchltrG th. roL ol b.Ehc hr
" o{stw
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" ecrtodos ia (r) 6 ftarorlrr (b) To odbct thr
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(c) To bclp tbo (O All of 6a
s. whrt Htl b6
uir.d who t[. childr.[ tn $o!ra
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ctbad lmrlrdfc of thG .ovlronmnt h fu rtioo of

Ilnd wlth r chlH'r bnln? tbcir
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(e) Tcrching (b) Tcaclting hypothosc!

trrrhod t ctiqi 13. The end product of chlld-cenhod Ethod
(c) Toachingskill (O
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Tcadiog lr!
poce3s (a) Tbc O) Irysftin8 nrll
5. Whlch of the folhwins mthod is termed b
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rt m crsentld evll? of higl brEl dil&en
(a) @) Uctre-orn
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Lectrc mCuiry
Ethod dcmstration methods in
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mihod children
(c) Asci8@trt (O Dircussion (c) the '(O An of
Enhancing frc
mthod rnctbod potentiditics abovc
7. Thc cnd product of tcrcher-centred ofthe chil&en
mtl-L lN: 14. Ill which of tbe followlng tho tercher B
' r fo mmize (b) To €xpress reedy to follow the innovrtionr?
(a) (b)
6c frcb belief in Child<cntcrcd Tcachcr-
traditional rctbods c€frrcd
ageocics Elbodg
(c) To drpcod on (d) All of the (c) Both of the (O Nonc of the
tac.har'5 above abovc abovc
anbtritv 15, In whlch of the followlng; the tacher
8. Whhh of thdfo[ox'irr b not lndu&d in emphaelzec on dcnbcreffc velucr?
procesr dLrendon of tcrcher-csntr€d (a) Cbil&ceutcd O) Stld€nt-
mthodr of trechlng? rnethods
. cdGd
(a) Rcccption (b) Authority rcthodg
6 Ivlcmry
(c) (d) Discovery (c) Both of By
thc: Faisal
(@ Nm. Qureshi
of rbc
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ibovo abovo
l@,.
t6. Thr trllGnt
(r) futun of lGctur.
turc m.thod ht
(b) ,* rouowrng rlitil'ltv.rty
Economy Tolchcr lf l,ijllil:#,hc
(c) C-ommunication
lolsur
(d) Norii'of thc (a) Economy (b) Fast poce
of (c, lrmc savm8 (d) Iiree thjnking
factual abov6 26. The defect in lectirre rnethod is:
information
17. Which one of the following is not the
(a) Extra O) Lack of self_
emphasis on rhinking
teaching principle? tne lnota
(a) Lec re (b) Heuristic (c) Lack .- of (d) All of thc
method method sctentttlc
(c) Assignment (d) Projett attitude
above
method method
meihod 27. What is the imporlance of rehearsal
18. When a tea-cher is comparatively passive beforc actual demonstration carried out

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and th€ students are overtly actiie and sit in the class-room?
as listenersonlHhis wiy of teaching (a) It creates self- (b) The

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method is called: teacher
(a) Lecture confidence in becomes
(b) Assignment

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a teacher familiar with dre
method method
(c) Proiect (d) None of the dif[culries
rvhich may

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method above
19. The defect oflecture method is: occur during
experinrcntation
(a) Lack in (b) Devoid of the in the classroom

or
scientific principle of conditions
attitude Igqnine by (c) The reacher 1d1 All ofthe above
dolns performs the
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(c) A one-wav (d) All Y of the experiment's
teaching above demonshation
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Drocess
20. tn which of (he followirg methods, the in a perfect
fashion
aeacher takes least int€reIt towardi the 28. The single_ most important point for
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attention ofthe studelts in a classroom? demonslration ofa lessbn is:

(a) Project (b) Assignmeot (a) Selection of (b) Lesson
method method contcnt
(c) pointers and
(d)
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Lecture Discussion
method selection of
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21.
method method questions
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Which one-oftie following is required in (c)

I€cture method?
of (d) AII of
Collecr.ion the
(a) Trainins (b) essential abovc
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Exercise appamtuses
(c) Manrity (d) lntellectual 29. During demonstratior, the topic should be
skills presented in:
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22. Cenerally, lecture melhod is assumed as (a) Problematic (b)

the bqst method for: Debatable
manner
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(a) nlanner
High school O) Intermediate (c) Suspending (d) None of thc
students students
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manner
(c) Craduate (d) All of the above
10. Whiclr of the following perception should
students above be laken by a teacher for prcscntation of
23. The lecture should bc: conlenl along$ ith demonstrxtion?
(a) Interesting (b) well- (a) Use of (b) prcsenlarion
organised and cxamples of riglrt
svstematic quesltons
(c) Me{ium level (d) dU of (c) Vivid (d) A
pronunctahon above of thc
the
with proper above

24.
modulations
In modern classes, how extent and proper
the language
authoritative bchaviour of a teacher is fluencv
suitable? 31. The main ciaractcristic of demonstration
(a) To a great (b) Not at all method is:
extent
(c) Can't say (a) Economic (b) Ac.ivity-
(d) Depend on rhe orielled
7 teacher's (c) EliminattuUBy : Faisal
(d) Qureshi
All of tlrc
 lurking abovo 4{1. A torchcFcantrGd mcthod b conwrt d
dansas rs lnto chlld-centrcd mcthod, lf r trrchGr crn
do:
conilucted
opclt
bY
(a) It partially in a 0) Ir
perfecly
teachcrs deliberate tluough
manner insight
32. Thc defed of lccturc'cumdemonstrstlon (c) in It in
mcthod k thrt:
(a) It is not child- O) [t creates
' It reversible
a (d)
Dres€nce of
the

'-' cenred obstacl€s in ftshion large audience

the ofth€ studcnts
dcvelopment 41. Westowry has presumed Heuristic
of scientific method es:
a O) OnJI a
attitude (a) Only.

o
(c) It neSlects (o Alt of the teachmS lraulmg
direct method method

nf
exDeriences ^bove (c) Onlv a (d) OnlY a method
'' resdarth
3f- The oiorieer ofHeurhtic method mend for

r.i
13:
' ltE. O) Prof' D.S. method
' ' Prof
(a) acquiring
Armsfione Kothari knowledge

ne
(c) Prof -J.A. (d) Prof. LeoPold
'' 42. Which of the following psychologicel
Stevenson Thomdike prlnclples heve been followcd by Heuristic
meihod?
34. The orisingl ide, of Armsarong is thetl

or
(a) 'lTe (b) The student's (a) Principle of O) PrinciPle of
' ' aim of realistic
science PaniciPation is freedom exDerierrc€
is (c) Principle of (d) Afl of the
sc
discovery inmprilsory in
tkough pu€ pure activitv above
researches r€searches rl3, The central prlnciple of Heuristic method
ee

(c) The puIe (d) The future ofa is:

(a) l*aming
researches munw is
in iti
safe - bV G) l*rning
doing through-
should be pure
-
oy

conducted on tesearches Pe$onal

the basis of working
traditional (c)
'- Leamine (O t*aming
pl

reseaches throughlabour th.rgh

35. The word "Heuristic" derlved fmm:
is . expenences
-b
m

(a)
-' Geek word (b) l*tinword rg- Whrt is the roh of a leacher Heuristic
hzurisco beu ri method?
(a) Teacher a
word (d) None of
.e

(c) English the as (b) Teacher as a

humorotts above friend stage-setter
36. 6In dlscovera methods of t€ccblng, (c)
' Temlrer as (O All of the
w

thc
-sencrauY
students 8rc forc€d to wolk as creator of above
w

scientists." Th;is stste'ment is propounded inductive

bv: nethod of
/a) John Dewev (b)
w

John Little teaching

ici armstong- (O TheodorE Bit 45, The maitr chtracteristics of Heurfudc
37. tLE. Armstrong wes working as a method is:
orofessor oft (a) Leaming bY (b) Training in
'(a) Chemistrv ft) PhYsics doing sciertific
lci educrtion (d) PhilosoPhY
(c) Independence (d)
method
All of
3& The exact meaning of the terfi He tlisco the
is: above
(a) To find out (b) To discover ,16. Which one of the followin* is a,gPtnred to
(c) ro derive (d1 of the
None be I def€ct of Heuristic meahod.
(a)
conclusions above [t assumes (b) lt treated child
' ' child
39. The equivalent term of Heu nic is as a little as a falher of
Eadr*ei, which is meant: scientist man
(a) 'l'o visualize (b) To observe (c) lt teuchcs (d) None of thc
science bY science child through above
doins Dlavwav
8 T9 - discover (d)
(c) None of the 47. The ebpiicationByof: Faisal Qureshi
Heuristic method in
scrgnoe above our clessrooms is:
 (a) HiShlY ths gvents ubolc
G) lmPractical
57, The muin chaructcrislic ot probl0tn-
Dr?ctical
(cl Fnctical (d)
Cannot say uethod is:
solYirg'i.uarning
$. ift bcst use of Hcuristic method takes (a) - by (bl l)ev(l('pmerrr
doirtt ol sclcntlllc
ohce ln:
'(a) (b) Classruom " attitudc
Science club
tezahing tcl lnJcPendcrrr,:
' (J) All Pi the
(c) Educational (d) None ol thc ab,.-rt c
'' excursions above 58. Whiclt one of thc loll0wing is thc dcmcrit
49. Heurhtic method is oot sultable in the -'^t'lom-solvinrr nrethod?
^r problem-solving
of
condition ofl (a) Retardcd (b) Entphasis on
(a) Traditional (b) Traditional speed cxperimcntal
curriculum classroom work
(c) Traditional (d)
' All of rhc (c) Non- (d) All of the
system ol above ' availability of above

o
instruction textbooks
50. The tearning of abilitie"r in r frte manner method mixed version of:

nf
59. Assigrment is a-
-
elves birth to: i"t t-ecn e*um' O)
t-' ,r'i--i."-"i;" ' ' meihod and
Project
?;i- s;ii-
' develoDment
(b) spontaneity demonstration

r.i
(c) seif---' (O All of the method and lecture method
'' etoression above individual

ne
and laboratory
5f. The reiiiionship betreen teecher
--' work
tiuO"ri in Heuristic method of teaching (c) Heuristic (d) None of the
' '
or
cen be
(^j -
commrEd as of:
-Guidd Friends in a method and above
-' roiiower O) cooperative
and problem-
sc
venhte solving
(c) Prticipants on (d) All of the method
50- The tvoes ofsssignment are of:
a mutual above o)
ee

venture h\'i 3

9. The'Probtem'
*' -An is defured as: A mental i.i + (d) 6
?;i O) of home assignment
--' ihe meaninqiomPlete
61. is:
oy

'' ,manswered burden f"l fo (b) To comPlete

ouestion '' the teachers' the with the work at
(c) A continuous (d) All the above i".t ii tiom" home
pl

tenston bv the studens help oftutor

basis of problem-solving (c) the (d) None of the
m

53. The fundemenial '' TL Prepare

detailed above
rcsemblca withi
(a) (b)
'' Heuristic a@ount of
.e

Scientific
method method class work at
(c) Project (d) None of the home bY the
w

method above students

is associated with:
Generallv. problem mlving bshaviour
54. GenerallY' 62. School assignment
w

originat6 inih€ situation of: - (a) The o) The

(oi Une*pu"t"d (b) {orma assignment exDeriments
w

difficulties classroom given to pehormed by

students ihe studens in
(c) Classroom (d) Routine life
their classes
ul
rheir school-
teaching lab
--' Problem-solving- is defined as:
55.
fA A O) A method of (c) BoUr the (d)
'' above
None of drc
' ' psYchological teaching above
*'
63. The aim ofthe assignmert is:
- (b) The haining in
(ct
mnceDt
A ;eflective (d) All of the (;t - Th"
'' lhinking above
'-' d*"looment scientific

55. The importa'nt step of ;i sticntilic metltod

problem-solving
attitude
method is:
(a\ Definins of a (b) Collection of (c) discovery (d) All of the
'-' omblem" '' The
of scientific above
adequate data
(c) bbservation of (d) All of tlte facts and
9 By : Faisal Qureshi
 dahdon of ltr
pdnctplor
5,1, Th. crntrrl qudlty of rflfnmrnt mrthod
Sndcnb (b) Tho rMenr
(a) SMonu
lcarning by '- dcvclor - hc
doinc taken
doing hobit of
placC hardwork (a) Puposivcness @) Favourablc
(c) The method is (d) It saves activities for
economrc teachers &om focusing
exclusive children's
evaluation afiention
65. The lmport nt of
dcfect assignment (c) Freedom to (d) All of the
method ls: work io e6ove
(a) Non- (b) Need children

o
of
availabilig of adequate 73. Projcct should be selected by:

nf
the textbo6ks libnry (a) The teachers (b) The studcnts
(c) Need of well- (d) All ' of the or y only

r.i
equipped above (c) of dre (d)
Both None of the
laboratory
above

ne
66. Assignment method is suitable for: above
(a) (b)
High school Higher
74. Tbe nltur€ of the projcct should be:
and edication (a) Most diffrcult (b)
Mosr early

or
intermediate shrd€nts (c) Average level (d) Can't say
shrdents 75. Which one of the following hw of learning
(c) University (d) All of the
sc
ls firllilled through proj€ct method?
studctrts above levels (a) taw of (b) Law
ofstudenG
readiness
ee

67. The ploneer ofproject m€thod is: exercise

(a) Iohn Dewey O) W.A. (c) taw ofeffect (d) All of . rhe
Kilparick above
oy

(c) of ure (d)

Borh None of the Al\lswERs
above above D 3. C 4. D 5.
68. The
pl

basic philosophy ofproject method is:

(a) ftogessivism @) 6. D 8. t) 9. D 10. D
Idealism
(c) Pragnatism (d) ll. D 12. D 13. D 14.
m

15.
Individualism
69. In proj€ct method emphssis is leid down 16. t7. t8. t9. D 2t. c
zl.
.e

on: B C 23. D 24. A 25" D

G) karnirrg by (b) Leaming by 26. D 27- D 28. l) ,9. 30. D
somg
w

lrvlng 31. D t2. D 33. 14. 35.

G) Leaming by (d) Atl of the 16. c 37. 38. c
cooperation above 39. t0.
w

and 41, B 12. D 43. 44. D {5. D

46. c t8.
w

conpetition 47. 49, D 50. t)

70. The role of e teacher in projecl tnethod is: 5t. D at D s3. 54. D
(a) Like a frrend ft) Like a guide D 57. D 58. D 59. 60.
(c) Like a co- (a; e[ oJ the 61. 62- B 63. D 64. D
workcr above 56. 67. C 68. c 69. D
65.
D
71. The most important characteristic of 70.
project melhod is; 71. B 72. D 71. C 74. c 75. D
(a) Child- (b) Trainine in
cenhedness scientifii

10 By : Faisal Qureshi
 TEACHING METHOD TEST - 2
L SOLO stands fot:
(A) System ofthe observed lsarning (B) Structure ofthe observed
outcome learning output
(C) Structure ofthe observed (D) System ofthe observed learning
leaming outcome output
SOLO tqxonom! couslsts of kvels:
(A) 2 (B)
(c) 4 (D)
3
5
3.

o
l{ith re{erence lo SOLO taxonomy ohe aspecl ofa task k underslood in:
(A) (B)

nf
Unistructurallevel Multistruclurallevel
(C) Relation level (D) Extended abstract levcl
4.

r.i
Two ot mofe aspects are understood in:
(A) Unistructurallevel (B) Multistructuralievel

ne
(C) Relational level (D) Extended abstract lcvel
5. Inlegration h deyeloped between th,o or morc aspects in:
(A) Unistructual level (B) Multistructural levcl
6,
(C) Relational level
or(D) Extended bsrract levcl
sc
SOLO taxonom! l,'as prerented by:
(A) Bloom (B) Krarhwhol
(Ci Simpson (D) Biggs & Colis
ee

_ -
7, Sladents are passlve in:
(A) Project method (B) Discovery method
oy

(C) Lecture method (D) Inquiry method

8, Symposium is a type of:
pl

(A) Discovery method (B). Discussiou merhod

(C) Lecture method (D) Demonstration method
m

9. In teaching, expe enced members gulde the immaturc one,s for:

(A) Spending time (B) eualification
.e

(Cl of life (D) AdjusnDent of tife

-^ Quality
I 0, Which is nol the focal pot ol niangular process of teaching?
w

(A) Teachingmethod (B) Teacher

w

(C) Pupil (D) Contents

w

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:
(A) 2 (B) 3
(c) 4 (D) 5
15, Activity
11 involves: By : Faisal Qureshi
 (A) Physical action (B) Mental action
(C) Mere action (D) Physical and mental action
16. lne nmve from spec{ic lo geaerul h:
(A) Inductive method (B) Dedustive method
(C) Drill method (D) Discussion method
17,
(A) Inductive method (B) Deductive method
(C) Drill method (D) Discussion method
18. The Socralb method b lnown a,s:
(A) Lecture demonstration method (B) Discussion method

o
(C) Inquiry method (D) Question-Answer method

nf
19. Duration oflessons in macto'lesson plans is:
(A) 5-10 min, (B) 10-20 min'

r.i
(C) 20-30 min, (D) 35-45 min'

ne
20, In British apPrcrch of ksson planning, more emphosis is an"
(A) Activity (B) Teacher
(C) Content presentation (D) Teacher and content
21. or Presentation
sc
American approach cmPhosizes:
(A) teacher
-
(B) Content presentation
(C) Leaming ohiectives (D) Methods
ee

which one k nol he We o.f lesson ltlans on the hasls ol ohiectives?

(A) Micro lesion plan (B) Cognitive lesson plan
oy

(C) Aflective lesson plan (D) Psychomotor lcsson plan

A good dramo does nol include:
'-
(A) story (B)
pl

Interesting Alive dialogues

icj Very lonfplay (D) subjcct full of foeling
m

Whlch ts not the obJectlve oldtama / mle play?

(A) Recreation and enjoYment (B) Devclopment of social skills
.e

(C) Development of skills of (D) Do make rchearsals

w

conversation
Drama or role plaly ls uselullot teachlng:
w

(A) History G) Science

(C) Maths (D) Languag
w

The main types ol tclecorrlerenchg iden Wd are:

(A) 2 (B) 3
(c) 4 @) 5
Which is not the type of lekconferencing?
(A) Audio teleconferencing (B) Video teleconferencing
(C) T.V teleconferencing (D) Computer teleconferencing
Wich one is accounlahle in cooperative learning?
(A) Individual (B) Group
(C) Botha&b (D) None of a &b
29, Cooperative leaning b an allemallve to:
(A) Competitive models (B) Teaching models
(C) Lesson Plans (D) Micro teachings
12 By : Faisal Qureshi
30, The numher o-f $udents in coo|erative leaning groaps Lt?
(A) 3-4 (B) s-6
 (c) 8-lo (D) lo-ls
---toi --nff..tiv. leaming tt"
-"
31. The-eisentlal characlerls c of cooperallve
t.arning - . interedependence
(B) Positive
.

(Ci Cooperation (D) Division of labour

i 2, The' iudents lthi to sPenil lhe moit oI the tlne wllh:
(A) Teachers
Teacheri (B) Parents
(B)
ici Relatives (D) Peers
(D)
3i.
3i, Peer cultwe co stltubs:
-- Peet stltuus:
-i;i(A) Socialization (B) Individualization
(B)
ici Botha&b
icl (o) Noneofa&b
(D)
-31,- Whbh
Which is not the advantage oftewn' teachlng?
adva age ofteam, teachtng?
(B) Better planning
(A)
ial Better ofresources
utilizaiioriof
utitization resources (B)

o
(ci Bitter
i6i ofteaching
Better use of teaching 1D) Better financial bencfits of
(D)

nf
techniques
techniques teachers

- terchlag is:
--
35. The hypothesb underlyitg leam

r.i
(Ai Teachers fell bore while
ielt-bore (B) Teacller are not competent
(B)

ne
working alone
(C) The best beit teachers in schools are (l)) (l)) The single tcacher canllot
t ., more
^r.^-^r bY
shared '-^.a.h,/tanrc
students control the class

" "rnl'-"-"c"rputer
CAI sra ds fot:
analyzed or
instruction (B) computer assisted instruction
sc
iCj Computer assiited interview (D) Computer analvzed inlcrview
-37.' -?Ai
Whtch Lt not the nnde of CAI?
ee

Tutorial mo-tle (B) Drill mode

(Ci Simulation mode (D) Question modc
valu,c system k:
oy

SA. miiy n aeveloy a ttle sl!!e hascd upon thc prefe.nad

(A) ResPonding (B) valuing
otg*irini
icj ol cognltlve toi characterizing
pl

_'
Example domaln ls:
(A) ' Describe a topic (B) Develop an X+ay film
m

iCi Type a letter' ip> Take responsibilitv for tools

.e

----i;t-
At lhe hlghesl level of hlerurch! ls:
understanding (!) Application
w

iCi Evaluation (D) AnalYsis

I . The'nimber ol domdns in loxonomles ol
ohiectlves ls:
w

1
educutlonal
(A) Two (B) Three
w

tci Five (D) Six

12. domain is:
- The(Ai highest level of cognitive
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:
- G) Three domains
<el TJo domains (D) Five domains
iCi Four domains was presented in:
45. Taxonomy of educational obieclives -^--
(A) 1946 (B) 19s6
13 By : Faisal Qureshi
 lo (Wds Uqw
ry-to44u lilttcnlots, -lc8/ilots' Gaillo
l@>-
(c) 1e66 (D) te76
46. ?he classifcation of cognitive domain was presented by:
(A) Benhjamin S. Bloom (B) Skinner
(C) Krathwhol (D) Simpson
47, Cognilive domain has:
(A) Three subgroups (B) Four subgroups
(C) Five subgroups (D) Six subgroups
48. The lowest letel of leaning in cognitive domain is:
(A) Comprehension (B) Application
(C) Knowledge (D) Synthesis
49, The highest letel of learning in cognilive domain is:
(A) Evaluation (B) Synthesis

o
(C) Analysis (D) Application

nf
Knowing memorizing arul recalling is concemed wilh:
(A) Comprehension (B) Application

r.i
(C) Knowledge (D) Evaluation
5L

ne
To grusp the nwaning of the matefial is:
(A) Comprehension (B) Application
(C) Knowledge (D) Synthesis
52, To use
(A) Comprehension or
prceious learned male al in new situotion is:
(B) Application
sc
(C) Knowledge (D) Analysis
53' To btea* down matetw lnto component pa s ro *rrow lrs oiganlzatlonal sl,,ucrarc ls:
ee

(A) Comprehension (B) Application

(C) Analysis (D) Synthesis
oy

51. To put ideas together to form a new whole is:

(A) Evaluarion (B) Synthesis
(C) Analysis (D) Application
pl

55, To know lhe worth ot value ofmate ot is:

(A) Analysis
m

(B) - Applicarion
. (C) Knowledge (D) Evaluation
.e

56, The intellectual skilk aru relected by:

(A) Cognitive Domain (B) Affective Domain
w

(C) Psychomotor Domain (D) physical Domain

w

57. Allitudes, values and lnterects arc rcllected hy:

(A) Cognirive Domain (B) Affecrive Domain
w

(C) Psychomotor Domain (D) Evaluative Domain

58. Il/htch domain is concemed with physical and motor skills?
(A) Cognitive Domain (B) Affective Domain
(C) Psychomotor Domain (D) Evaluative Domain
The focus of cognitive domain is:
(A) Physical and Motor Skills (B) Intellectual Skills
(C) Attitudes and Interests (D) None ofabovc
The affectiee domain was clatsilied by:
(A) Benjamin S. Bloom (B) Simpson
(C) Krathwhol @) Bumer
Affective domain is divided into:
(A) four subgroups (B) Five subgroups
14 By : Faisal Qureshi
 (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 (B) Responding
(C) Organization (D) Characterization
64. ll/illingness to attend to pa icular phenomenon ls:
(A) Attending / Receiving (B) Responding
(C) Valuing (D) Organization
65, Brining togelher dwrent values into a conslstent value slstem is:
(A) Attending / Receiving (B) Responding

o
(C) Valuing (D) Organization

nf
66. Atlective domain focuses on adoption of a value system as a pa of tife stlle in:
(A) Responding (B) Valuing

r.i
(C) Organization (D) Characterizalion
67.

ne
Psychomotor domain was classilied by Simpson in:
(A) te62 (B) 1972.
(c) t982 (D) 1992
68, AJfectlve domain
(A) l9s4 or
was divided lnto subgroups by Krathh,hol in:
(B) t964
sc
(c) 1974 (D) l e84
69, Psychomolor domaia was divlded by simpson in:
ee

(A) Four subgroups (B) Five subgroups

(C) Six subgroups (D) Seven subgroups
oy

70, The characterktic ol behavioral objective is:

(A) Observable and Immeasurable (B) Non-observable and measurable
(C)
pl

Observable and measurable @) Non-observable and

immeasurable
m

71. ObJective rclated to allective domain is:

(A) Student can pain a picture (B)
Students can draw a graph
.e

(C) Students values honesty (D)

Students can write a letter
72. B nglrrg together sclentw ideas to form a unlque tdea is:
w

(A) Application (B) Analysis

(C) Synthesis (D)
w

Evaluation
73, Which it vat in Scope?
w

(A) Teaching Tactic (B) Teaching Technique

(C) Teaching Straregy (D) Teaching Method
71, Students tind/explorc the information themselees in :
(A) Lecture method (B) Discovery method
(c) Both (D) None
75. Teacher petforms pructically and *plains in:
(A) Lecture method (B) Discovery method
(C) Demonstrationmethod (D) Problem solving method
Rob of student is active in:
(A) Discovery method (B) Prbblem solving method
(C) Inquiry method (D) All ofabove
Micro teaching is a:
15 By : Faisal Qureshi
 (A) Tcaching motlrod (B) Tcachcr training tcchniquc
(C) Motivstional tocht quc (D) Nooc ofabovc
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) l-ls (B) s-10
(c) 10-ls (D) 15-20
Mlctuuachw sturtcd lrt:
(A) leso (B) le60
(c) l97o (D) 1e80

o
Miefibdchhg locuEes on the comp@tqt over:

nf
(A) Methods (B) Skills
(C) Contents (D) Observations

r.i
Which k more saituble in teachw of science?
(A) trcnlre method (B) Demonstationmethod

ne
(C) Discussion method (D) Project method
|Vhlch onc is *ception?
(A) Books
(C) Diagrams or (B) Magazines
(r)) r.v
sc
Vhlch b lrtdutlot! h Prlat nedle?
(A) ^otBookr (B) Magazines
ee

(C) Diagrams (D) T.V

IIow nwty setset t Pcnoa uses whllc obscmlag fila?
(B) 2
oy

() I
(c) 3 4 (D)
pl

td Ho* nuch *aowlcdgc ts gabctl throtlglh lhc *nsc of scebg?

(A) 75oh (B) 13o/o
m

(C) 60/o (D) lo/o

E7. How auch *ttowledgc ls gdttd thmugh thc scna of llstenhg?
.e

(A) 7s% (B) 13o/o

(C) 60/o (D)
w

3o/o

EE, Hote ,iuch knowledgc k golr.cd throagh the rcasc oltouch?

(A)
w

75% (B) 13o/o

(c) (D)
w

6% 3o/o

89. IIow much *aoteledge is gattted thtough the sense of s ell?

(A) 75o/o (B) 13%
(C) 60/o (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) J
(c) 4 (D) 5
92. Moch ap models aru those which rylait?
(A) Principles or working of (B) Intema[ structure
machine
16 (D) By : Faisal Qureshi
(C) Extemal structurt Intemal and extemal sfucture
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 ot

use
gl. tate)-estcan be cteaed h sideni ta spectltc topcts ol
(A) Chalk board Y:f{allthe
iCi Bulletin board lhe (D) All of the above
' fotlo$'iny ii that oI:
'-95. -The';oil dbecl exPerience fiom
picturei
.

1n) v.isualtriPsvmbol
6i- Motion (D) , Field
iCi Demonshation of in t microleaching clo,r,s?
--16. |rrig; has suggesred how many number sru'dints
(B) 25 to-30
(T) i5"o +o

o
icl t5 to 2o (D) 5 to lo

nf
gT,Melhodbasedonlhefactsthalstudentsleatn'tssocialion,bctivilyandcoopefofionLs

r.i
known os:
1ij Demonstration (B) !t:j"tl
iCi iroblem-sotving Discussion

ne
promote students
JP of:
abiliu -
- -
98. Exh'tbitbn of science fahs and application
(A) Knowledge *o "".pttiit"tr* tPi 9:]y"h"nsion
stitts
or (D) Lower order skills
iCi nigner ofoiter sclcntific melhod on:
'-(A)
'-99. The Ls
sc
- IlypothJsis formulation (B) observations
ultlmate locus

(C) Experimentatio; of kdchlng?- iO Formulation ofa law/theory

ee

ru0, wn)i L ne tiri step in the Proiect method "-

(A) p"t"*in"tion oiJ"iJititt (B) Determination of objectives
inl Distributioh ofwork
oy

(Ci Planning
t01, whii one h ,tot th; Psychotogtcat
'"" -<gl Proceed from complex to
principle ofuachlag?
1;t io
pl

proce"a r,om
abstract"onirete (D)
simple
to Proieed from simple to di{ficult
m

(C) Proceed from known

unknown
.e

102. Whtch ts ttiiii naloa olaochiag sclence

at.school level?
(A) L€ctu€ (B) AnalYtical
w

icj Direct (D) Demonsttation

w

-"- lryhih
n3, -?At ts nol the step of scbntfu - 'nethod? (B) Experiment
observation
w

ibi Prediction (D) lnterview

I0l," -The-uitlmate
-- - rusutt o! sclentlfic method?
(At oevelophent oii<nowtedge lPl Developme-nt of senses
tci sotha&b (D) Noneofa&b
105. '-
'-- Aba's are:
iAi National expectations (B) Institution expectations
iCi Leaming expectations (D) None of the above

'--. -- ( are at:National level

106. Gools
(B) Subje-ct level
, (D)
i"j classroom level All of the above

107. "-6t*
'"" - at:
Obieclives are
(B)
National level Subject level
17
iCi Classroom level (D) By
All: Faisal Qureshi
of the above
 ls l@d'\
lOE. Inquiry mems:
tQ To To investigare (B) To learn
(C) 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) L€cture method (B) Demonstration method
Project method (D)
!C)
II- - l,- Useful
- for higher classes is: Inquiry method

(A) Lecture method (B) Demonstration method

(C) Project merhod

o
---
I 2. - contponent of lesson planning is:
Fitst
@) Inquiry method

nf
1
(A) Objective (B) presentation
(C) Homework

r.i
(D) Summary
I I 3' The reachttlg method recom,nended eremeitary schoii scrence in pahi*an is:
(A) Lecture method ror

ne
(Bi proiect method
-- _ _
(C) Activity method
ipi Ladoratory method
or
I I 1, Demo nslrutlo n mean :
s
(11 To perform (B) To develop
(C) To show
sc
(D) To observe
I I t, Il.tbcd model lor tessoa ptannlng has st€ps:
(A) Three (B) Four
ee

(C) Five (D) Six

116, Dlscovery method ls advanced ,rwthod of:
oy

(A) Heuristic merhod (B) Inquiry method

(C) Borha&b @) Noneofa*U
pl

(A) Two (B) Three

m

(C) Four (D) Five

lIE. Mcthod based on Deway,s phllosophy is:
.e

(A) Lecture method (B) Demonstration method

(C)
w

..- _,. Inquiry method (D) project merhod

119, Who.sayr that poJeet ls a puryosefal acrlvtty?
w

(! Deway (B) Stevenson

(C) Baltard
w

(nj Kilpatrick
120, Whlch tr not the step ofproject ,nethod?
Planning
t4] Analysis (B) Execution
_
-- Programned (C) (D) Evaluation
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
- (C) Student record r.vork
(B) Teacher work
(D) Office
123, In progammed learnlng, kaning tokes placeiider: -
-'-- work
(A) Nahral conditions (B) Arrificial conditions
(C) 18 Controlled conditions By : Faisal Qureshi
io) plaru:eJ condirions
 l2l, ?l,r/chhj mthod bafid upon thc osturrllptlon ol HctbGtt Sryac./. that tha he .t
,lould b. told er llfiL ac pottlblt h:
(A) Hourlstlcs Mcthod (B) DomonstrationMcthod
(C) Dlsoussion Method (D) Lccture Method
125. An owrall proccdurc whlch ls adopted by a teachet lo achieve certaln goals ls:
(A) Method (B) Technique
(C) Strategy (D) Tactic
126, Selection of dilfercnt media for different stutlents is done hr:
(A) Role Playing (B) Individualizedlnstruction
(C) Programmedlnstruction (D) ComputerAssistantlnstruction
127. A rcpeated perfomonce ol leaniny act until altainment of tlcsired level of skill to. do

o
the act cotec y is:
(A) (B)

nf
DemonslrationMethod Problem Solving Method
(C)
(Ll proJect Method
Project Method (D) Drill Method

r.i
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

ne
objec ves is:
(A) Lecture Method (B)
Discussion Method
(C) (D)
or
Question Answer Method DemonstrationMethod
129. During discussion method, teachet passes/announces a:
(A) (B)
sc
Exercise Activity
(C) Topic (D)
Question
130. The surface catco
catego1t ln SOLO Toxonomy consists of:
ee

(A) Five Stages (B) Four Stages

(C) Three Stages (D) Two Stages
oy

13L The 'sutface' calepon in SOLO Tomnomy consists oI:

'surface' calegor!
(A) Prestructural and Unistructural (B) Unistructural and
pl

Multistructural
(c) Multistructural and Relationat (D) Relational and extended
m

Abstract
132, The 'deep' category in SOLO Tdxonom! consists oI:
.e

(A) Prestructural and Unistructural (B) Unistracutural and

w

Multistructural
(C) Multistructural and Relational (D) Relational and Extended
w

Abstract
I 33. Synthesis reqaires:
w

(A) Formulation ofnew structural (B) Understandiug tlre structure of

material the material
(c) Judge the value of material (D) Use the material in new
situalion
134. Microteaching is a technique ofteaching:
(A) In classroom (B) Subject in detail
(C) By more than one teacher (D) A narow and specific skill
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:
19 (A) Affective Domain (B) psychomotor Domain
By : Faisal Qureshi
 (C) Cognltlvc DomEin (D) Solo Taxonomy

--
137,
--Lccail. ,rrelhod b gcncrully dcscrhcd as:
iAj Tcachir Conteied G) Child Centered
(D) Education Centered
iCi Activity Ccntered
138. The'nante ol lleuristlc method h dertved lrom the Greeh-word:
(A) Hennrles (B) Hero
ici Heurises (D) None ofthe abovo
the behovloar
almed ot the changing
j6e. "reiimng b a lorm hterye$onal influence
pountlal olanothet is the vlew Prcsenled by:
'(A) ti.l. cug. (B) A Flanders
.

tcj M.C. Morrison way ofdescribing (D) P'B' Frost

110. Solo to$norny ptovides slslernatic the-learner's:

o
(A) euitity (B) Understanding

nf
ici Performance (D) Skill
141, Lesson Plan ma*es lhe work:

r.i
(Ai Regular (B) Systematic
<Ci Organized of: (D) All of above

ne
112. Sirutlolton is an elaborute We
(A) Role plaY (B) Gaming
ici Socio
ln
drama
plannhg is: or (D) All of above
sc
113. Bosb ledure lesson
(A) Content (B) Method
ici objective (D) Evaluation
ee

|il, The'mcthod based on the psychologlcal prlnciple ol "Tttal and Enor' ls:
(A) Heuristic metlod @) Problem solving method
method (D) Activity method
oy

<Ci Project
the leeel ofPsychontotot don'aln b:
115, ) iat*rt pirpr t a skltl indeperulently at
(A) lmitation (B) ManiPulation
pl

fCj Precision (D) Articulation

m

146. guesltontng by flttdents ls a slgn of lea:hw

I,t) sxperim"ntal (B) .
Scholastic
.e

icj syit"r"ti" (D) Motivated

147. Frcquent corrcctbn of wrong answers is least likely to promote achlevement
-
w

among ctadents of lovter:

(B)
w

(A) Economic status Socioeconomicstatus

(C) status
Social er--- (D) Status
w

\v,, vvrr.r
young:
148. Modvolion, in the process oflearning, oeates interest lot learning anung
(A) Children (B) Motivators
(C) Leamers (D) Students
r4g.A.psychologislusingt,hemethodofnaturalisticobsefvolionwouldobseme
hehariour ts it htpens outside lhe ltboratory or:
(A) Library (B) Examination hall
(C) Hospital (D) Ctinic
150. iie prociss nhereby the genetic lactors limit an individual's responsiemess to the
environmenl is called:
(A) Range ofreaction (B) Range ofaction
(C) Range of response (D) Range of experiment
151. 20
Career educalion should begin in:
By : Faisal Qureshi
 loroffi--@l@-
(B)
(A) l" grade Fifrh grade
icj sixttr graae (D) Kindergarten
152. Thc Gestall l{heo sts tugtwnted lhe lnslght theory oI:
(A) Understsnding (B) Lcarning
- (D) Association
iCi votivation ln
Gioup tests tlrut have notms lor each gtu c und thut are utlmlnistered
iciiia*ce unwm prucedures tisretl i u munuul o! insttuction oe culled:

1A1
"un
Developmentai testJ (B) Qualified tesrs
ici tests (D) Standardized tests
'lfien Normaiized
children become uctive mernbets of theb peet gtoup?
(A) In adolescence (B) ln adulthood

o
icj mearly age (D) ln childhood

nf
155. iiouins in-iraiufirot prpit's test matks wlth the cldss is not a sound menlal

r.i
hygiene:
1i) sehaviour (B) Standard
icj ruurt (D) PrBctice

ne
156. Vn"n iii ol studenls in a science class are well below grude level in
reading, who ^1ortg
ihoaW plan nany hands-o,, activilies?

or
(A) ieaoher (B) Parents
icj edu"rto, (D) PrinciPal
sc
iiours mon importanl conlribution lo educalian was hlslevel deuelopment of:
157.
111 secondaty iev"l (B) Primary
ee

icj rlementarylevel (D) Kindergarten

15E. Whol is a 'dyslexla'?
(ei''' iirtening aisotaer
oy

@) Reading disorder
iCj Mental d-isorder @) Leaming disorder
wllh putposelul acltttities thdt legitlmke the
iie
pl

159. teacher should prot'lde the chltd

need lor movetnerrt to be successful wilh an:
(B) Overintelligent child
m

ctritd
1.e.j-"Overactive
ici orerage ctrild (D) overboard child
.e

and:
160. A cnild weai in studies can be improved through counsellingclasses
iaj reaching ctasses (B) Remedial
w

icj Experimlntal classes can be(D) Disciplinary classes

w

16f, in which teaching" aid, a blackboord included?

(B) Audio aid-
(A) Visual aid
w

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) Natureofchildren (B) Behaviour ofchildren
iCj .l,ttitudes qfchildren (D) Differences ofchildren
of lhe world" is
164, The blatement "chitdren activel! conslruct lheir understu"ding
attdbuled lo:
21 (A) Kohlberg @) Frobel By : Faisal Qureshi
 (C)
lo @& ttauqaAe trUorteirttf rottlr I Uilc
lO-
Pavlov (D) Plagct
t6S. Vtto, b cellrd e omll tmchlm us.d h th,, nadlag progrua lo tn not nL ol
l4,ccdl
(A) Dlgital devicc (B) Tachistoscope
(C) Mncmonic device (D) None ofthese
166. trhe dlscovery mahod of tearning is best exzmplifted b! expeingnrafion h a:
(A) Class (B) Science laboratory
(C) School (D) Ground
167. An increase in comprehension skill is most likel! lo rcsult fiom guided:
(A) Habitual reading (B)
Eifective reading

o
(C) Oral reading (D)
Silent reading

nf
168. The carrent iew ofchild.hood assumes that chitdhood is o unique period o!:
(A) Growth (B) Evolution

r.i
(C) Planning (D) Exposure
169,

ne
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
170,
(C) Tutorial help
or(D) Parental help
sc
Remaining ealm and jast tooking at studenls is a best way to control noise in:
(A) Laboratory (B) School
(C)
ee

Classroom (D) Assembly

l7l. Creattve xrriting shoald be an activity planned for:
(A) All children (B)
oy

High class students

(C) Elementary students (D) Special children
172, The moverrrenl of behaviour modirtcation, h,hercin tokens arc awurded
pl

responses, is a .el\eclion o1f lhorndi*e ,s law of:

for correct

(A)
m

Behaviour (B) Achievement

(C) Correlation (D) Effect
.e

173. Ia school and classroom environment, the child's development is

k
w

deJined a hest way,

(A) Cognitive (B)
Leaming
w

(C) Psychological (D) Cultural

174.
w

To guide student,s growth should be a teachefs:

(A) Domain G) Matter
(C) Attitude (D) Motto
175. A teacher who creates intercsts in the subjcct amongst the Etudents is the mosl:
(A) Competent (B) Authoritative
(C) Complex (D) Commanding
176. Who advanced lhe idea of the five slept in leaming?
fomat
(A) Pestalozzi (B; Jarnes Franklin
(C) Justin Pfifer (D) Johann Herbert
171. "Dewlopment is a never endig process.', This idea is ossocialed with the principle
of:
(A)
22 Development (B) performance
By : Faisal Qureshi
 (C) Continuity (D) Inten€lation
Who proposed the in portanl lheo es of noral development?
(A) Herbert @) Pestalozi
(C) Coleman (D) Kohlberg
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

o
Wio pnanud thc cdncutonal
- phlloco\hy lhal "thc lndtvtil.al ilev'hPs thtough

nf
thc hcsd, lhc hcafl, and th. ho,,d"l
(A) (B) Ftobol

r.i
Kohlbcrg
(C) Podaloat (D) Hcrbut
t

ne
Ethdoaot b t2tttctt b lho oblacrtla thol l,ach.t should natc an
aenil b urd.ts/r{,,d il . pounltawAr of fi.d.nls.
(A) Psychology (B)
or
PhilosoPhY
(c) E0rics @) Sociologt
sc
Thc tcaehq -latruduccs a ProbhrrlFsotvi,,.g tcson wtth a good motttulon and thqt
aslwfor proposcd:
(A) Ideas (B)
ee

Solutions
(C) Suggestions @) PrcPosals
Yho datctoptd lhe h@acttvc arrottds cdegory syslcm h cdtcdbnlor brocadng
oy

th e leach er c$cdtc nass?

(A) (B) Pestalozzi
pl

Frobel
(C) Flander dl
siroo
m

AchWfuma_ honu wlll aqerfunce the geoufi d@ary w h

hdcpcadal sady.
.e

(A) Disorganized (B) Dlscrimin*

(C) @)
w

Dtucourse Discouagement
Th, te
Th. te n, 'Ac clount' ls closcly owciatal
dcot clerrr.nF'
'Aeilbal toatlet of
ocialcd wllh toaslet o
w

(A) Feelings Traits (B)

(C) Characteristics (D) L€aming
w

Aadt ach.t lo starl w tt w l havc to cstabltsh to?Pott tetth the:

(A) Society @) Faculty
(C) Stdcnts @) Studies
Studen6 who do b.4a h, hlth &hool tend to do bcaer b colkga lhb ts an
annplc oft.ptiltvc:
(A) Participation (B) Undcrstasting ,*
(C) Transfcrcncc @) Corrclation
Yho tden@d thc luv ttldnd qcs of ch drca's bttclledtal d*'.Ioprnql?
(A) Piaget (B) Sinon
(C) Kohlbcrg @) Edmond
23 Icachlng d whlth Lvcl ls lachebcerrLrcd? By : Faisal Qureshi
 l@r l@b
(A) Amateur @) Concrete
(C) Authoritarian @) Professional
Thc medlum o{ cdncdon should be:
(A) National laoguage (B) Internationallanguage
(C) Mother tanguage @) Regional laoguage
tn. Teaahtng ti calkd a noble pro@n becuse it b a type of vwtcc ptovilcd b fie:
(A) Self (B) Society
(C) hstitution @) Department
193. Ibopfu oal Irum rchool nuans to leove the school:
(A) Forwer @) For tho time being

o
(Q Casually (D) Nonc ofthcao

nf
194. b lar at to&llthg ag.ncy ls conocmc4 a nhool cut bc coaddcrcd dan:

r.i
(A) Eloncntsry group @) Supplomontary groq
(C) Ptimry goup (D) Sccondary gorp

ne
195. A a noantctut ls lhc one who lnows o lol bat ll wdrd nwv'h
i,&'r|rrrsful
(A) An'tudo
(C) Comnunicatton or '@)
(B) DealLrg
Mannon
sc
195. lb rtc n&h rWadbWy ol sehoo, n@qawrt?
Oa whonlt
(A) Rcgistar @) School doan
ee

(Q Vio+Principal (D) Principel

ln. A@l fin sa/,fu ot not tll*.,thq, Wbr ln lh.tr physbal o*
oy

(l) lvfcotal approaclr @) llamlapproacn

(C) Fomal approrh @) Infornal approach
pl

l9E. Vno fl thC 'd IcGt on thil olthc l,,rttttrg thd wil Moa lU ltr& of
dbvq*a My fr*at pl@ qc tr?
m

sclod has by
(A) MryGr (B) Frcbcl
.e

' (C) Bloom (D) KohIb€rB

fr, Wqerrd Mtw qMney @d c.Wrl cho|S. b tto *etfuy
lLc t
w

dqc tut *d@ **aw aianl eugc ,dr,s:

(A) Itought @) chrm
w

(C) Stlodads . (D) Envilomcot

w

200. Nout &crlmt e4lta frd_tet rryba o afuw fu.

(A) Ord (B) Evahsivt
(C) Iraacd @) r}omryh

E:
l. c 2^ c a A {, B 5. c
G D ,- c & B 9. D lo A
11. D TL B 13. A t( c 15. D
16. A 17. c It D 19. D 2n D
2t. c XL A 23. c 14 D 25. A
,s.24 B t. C ?4. c 29. A
By : Faisal Qureshi A
30.
31. B t2. D 33. A 3{. D 35. c
 lo l@-
c
x. B t7. D 38. D 39. 40.
B
11. B 12. D 13. D 11. B 15.
D C 49. A 50. C
46. A 47. 48.
31. A 32. B 53. C 54. B 55. D
56. A 37. B s& C 59. B 60. c
B 62. C 63. D 64. A 65. D
61.
66. D 61, B 6t. B 69, D 70. c
71. C 72. c 73. c 74. B 15, c
B 78. B 79. B 80. B
76. D 77.
B 82. D tB. D 84. D 85. B
81.
B tt. c a). D 90. D
A E7.

o
E5,
B 92. A 9t D 94. D 9S. D
91,

nf
97. B 9t. B 99. D 100. B
96. D
D l0{. A 105. A
l0t.

r.i
B 102. D 103.
106. B l07. A t0t. A r09. C rl0, A
c c

ne
1ll. A 112. A l13. c I I't I15.
D 120. C
u6. c 117, D 1l& D r19,
c c A r23: c
or
121. D 12?- r23. 124,
125- B tn.' D l2& B 179, c r30. D
D
sc
l3l. B r32. D r33. A 134. D 135.

t3c B t37. A r3& c 139. A r40. c

A D
ee

t{1. D ral. D 1,t3. c l,l4 r45.

D to. B 14& c 1.19. D 150. A
1.15.
D A 155. D
oy

r51. D 15t. B 153. 154.

B A 160. B
156. A r57. D 158, 159.
A c 163. B tu. D 155. B
pl

161. 16,"
A B r70. C
l5G B I6it. D 15& 169.
A
m

171. A fiL D 173. A 171.. D 175.

A
t7c D 1T'. c l7& D 179. C 180.
.e

Itr. C It2" A 1&1. B 184. C It5. A

Itc c D r89. A 190. c
w

D 1a7. 18&
A |lr2. B 193. A r9{. D l9s. A
19l.
w

D tn. A t9& c 199. D 200. A

196
w

aaaaat|!lalalallltaaalilllatiaal

25 By : Faisal Qureshi