Concept of Teaching MCQ Quiz in मल्याळम - Objective Question with Answer for Concept of Teaching - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Education is a process of bringing about changes in the individuals in desired directions i.e., enabling them to perform certain skills, to develop a certain understanding, etc. The desirable outcome of a learning experience as a result of participating in some instructional activities, are to be subjected to a proper framework of classification.

Bloom’s Taxonomy of Educational Objectives

• He has adopted a three-dimensional division of Learning experiences which are classified into three domains, that is, Cognitive, Affective and Psychomotor. (knowing, feeling, doing: Head, -Heart, Hand).
• According to Bloom, learning of concepts and abstractions involves a higher order of cognitive learning outcome such as constructing, formulating, investigating, etc. whereas learning of facts and sequences, learning roles and action sequences and learning of awareness and valuing makes use of the lower/basic order of the cognitive learning outcome, as understood from the figure given below:
   

Hence, from the given points and figure, it is clear that learning of concepts and abstractions is an example of higher-order of cognitive learning outcome.

Taxonomy of Educational Objectives, a framework for classifying educational objectives and thinking behaviors that are believed to be important in the process of learning, was established in 1956 by Benjamin Bloom, commonly referred to as Bloom's Taxonomy.

Key Points The desired learning outcome, or how people will act, think, or feel as a result of engaging in specific instructional activities, can be divided into three categories or domains:

• Cognitive domain: There are six stages of the cognitive domain. They have been pictured by Bloom as a stairway. Knowledge, comprehension, application, analysis, synthesis, and assessment are the levels in order from lowest to greatest.
• Psychomotor domain: Skill-based domain. It deals with physical coordination, movements, and motor skills. It includes imitation, manipulation, precision, articulation, and naturalization.

• Affective domain:  Attitude-based domain. It deals with growth in emotional areas. It includes receiving, responding, valuing, organizing, and characterizing.

Thus, it can be inferred that Bloom classified the change in behavior in 3 domains.

Additional Information Given below are the six stages of cognitive learning:

Let's Understand the Levels of Affective Domain in Brief:

• Receiving: When a learner shows sensitivity to certain stimuli.
• Responding:  It is defined as the tendency to respond to an object or stimuli.
• Valuing: It refers to the acceptance of behavior and commitment to it. One values certain behaviors not by desires but by commitment.
• Organizing: It refers to organizing the value system which is attained when one develops one’s code of conduct or standard of public life.
• Characterizing: It deals with behavior as per values or attitudes a child has imbibed; children show teamwork.

Bloom’s Psychomotor Domains: These domains are nothing but manual or physical skills. It deals with physical coordination, movements, and motor skills. It includes imitation, manipulation, precision, articulation, and naturalization (given by R. H. Dave in 1971).

• Imitation: Psychomotor activity initializes here in which the child attempt to imitate actions in crude form.
• Manipulation: The action takes place according to the instructions along with imitation. For example, a child tries to learn a dance step by watching a tutorial. So, actions are manipulated rather than automated.
• Precision: It means that the child has attained some levels of perfection. He is more advanced in imitating tasks which leads to further refinement.
• Articulation: After rigorous practice, the child not only becomes perfect in the act he kept on imitating but also can be involved in new actions and perform them in harmony with previous actions.
• Naturalization: This takes place when the child does actions effortlessly and his reflexes are spontaneous since the actions imitated have become part of his routine.

Teaching: Teaching is a skillful application of knowledge, experience, etc. to facilitate learning.

Effective teaching:

• It is should be an effective way of teaching
• The teacher tries to ensure students achievement to motivate them 
• It includes some steps like- design, content selection, delivery, assessment, and reflection.
• The teacher has complete knowledge of the subject matter as well as how to transfer it for the students.
• Teaching aim to bring changes in learner and motivate learner by helping them how to think

Qualities of a teacher to become an effective teacher:

• Motivate student in learning
• Teaching tries to facilitate learning from every aspect
• Consider individual differences in the class
• Self-organized
• Have strong communication skill
• A good listener to all the problems and ideas of student
• Adaptable to the changing environment
• Warmth and affectionate about students
• Value real-world learning
• Have patience
• Evaluate and provide feedback
• Focus on collaboration
• Have good management skill

• Behavior is the way in which a person acts towards others or towards a situation
• It should be well accepted by others

• Communicating, Teacher enthusiasm are positive behavior of a teacher to become an effective teacher

The communication process is active and interactive at a very high level in the Reflective Level Of Teaching.

Reflective Level Of Teaching: 

• The main proponent of Reflective Level Of Teaching is Hunt.
• It is the highest level of teaching.
• It involves the use of a problem-centric approach.
• The classroom environment is open at this level of teaching.
• It leads to the development of creative skills.
• Learners occupy the primary position and participate actively in learning, while teachers play a democratic role.
• It develops the skills of learners for solving real-life problems.
• The techniques used are student-centered.
• It involves evaluation of attitude, beliefs, involvement in learning, and development of critical and creative skills. 
• For meeting the above-mentioned objectives, the communication process is very active, interactive, and transformative at this level of teaching.

Thus, option 1 is the correct answer.

1. Memory Level Of Teaching:

• The main proponent of Memory Level Of Teaching is Herbart.
• It is the initial level of teaching.
• The habit of rote learning is developed at this stage. 
• Focuses on memorization of facts and information by the learners.
• Teachers occupy the primary position with their authoritarian and dominant role, while learners occupy the secondary position.

2. Understanding Level Of Teaching:

• The main proponent of the Understanding Level Of Teaching is Morrison.
• Emphasis is on the mastery of the subject by developing understanding and insights.
• Learners get to know about the meaning of concepts, generalizations, principles, and theories.
• Teachers and learners play an active role.
• Techniques used are teacher-centered and subject-centered.

​3. Autonomous Development Level:

• The autonomous development level is student-centered.
• There is little or no leadership, direction, coercion, prescription, or imposition of student thought or behavior to promote self-feelings leading to a sense of freedom.
• 'Intellectual development is something that just naturally happens'.
• The obvious implication of this level is that there is no need for any kind of formal teaching.

Questions are an aid in the learning process and hence questioning skills is one of the important teaching skills required to be developed to conduct a successful classroom session by the teacher. Effective teachers use productive questions to help students advance in their thinking and to construct their own understandings.

Questions can be classified into:

Content-based Questions:

• The content-based questions are designed to test the superficial knowledge of facts and information that doesn’t require any higher level of cognitive abilities.
• They used cue words such as state, define, identify, etc.
• The type of content-based questions may include:

1. Fact-based questions:
   • ​​Fact is anything that is absolute truth and universally applicable.
   • These questions are designed to simply check the knowledge of facts memorized by the students.
2. Convergent questions:
   • These questions assist in problem-solving and are useful for basic processes such as measuring, communicating, comparing, and contrasting.
   • These questions are also referred to as closed-ended questions as students are not expected to contribute to an original idea.
3. Close-ended questions: These are questions that only accept one correct answer.

Process-based Questions:

• They are designed to test the mastery of a subject as well as the ability to analyze the various processes of a system.
• They use cue words such as describe, explain, list out, analyze, etc.
• The type of process-based questions may include:
  1. Concept-based questions: ​​These questions are designed to focus on transferable understandings that help students to make sense of their learning.
  2. Divergent questions: These questions stimulate children to think independently. They are encouraged to do use their higher-order cognitive ability by combining original and known ideas into new ideas or explanations. Questions that students answer by analysis, synthesis, or evaluation using their related knowledge of a question, a problem, or a situation are referred to as divergent questions.
  3. Open-ended questions: They may have multiple answers. Open questions are those that encourage divergent and evaluative thinking processes.

Benjamin Bloom categorized the changes in behavior into three categories of domains.

• Cognitive domain related to head.
• The affective domain is related to the heart.
• The psychomotor domain is related to the hand.

Key PointsBloom concentrated on the study of the cognitive domain. The classification of objectives is known as Bloom's taxonomy of objectives or Taxonomy of educational objectives in 1956. The lowest level of the cognitive domain is knowledge.

Hence, it becomes clear that knowledge is the lowest level of the cognitive domain.

The correct answer is Memory level

We have different levels of teaching that are

1. Memory level of teaching
2. Understanding level
3. Reflective level.
4. Autonomous development level

Key Points

•  Memory level of teaching
  • It is the first and thoughtless level of teaching. It is concerned with memory or mental ability that exists in all living beings.
  • It is the lowest level of teaching.
  • At this level, the thinking ability does not play any role. students only cram the facts, information, formulas, and laws that are taught to them. the teaching is nothing but learning the subject matter by rote.
  • The main focus is laid on capturing and systematic presentation of ideas and information.

Additional Information

• Understanding level
  • The teaching at the understanding level is of a higher quality than the one at the memory level.
  • It is more useful and thoughtful from the point of view of mental capabilities.
  • At this level of teaching, the teacher explains the student the relationship between principles and facts and teach them how these principles can be applied.
  • The memory level teaching barrier is essential to be crossed for this level of teaching.
• Reflective level
  • The introspective level of teaching is also known as the reflective level.
  • This is the most advanced level of the teaching-learning method.
  • This is because teaching does not end until the students have grasped the idea.
  • This is a more advanced stage in which the learner advances one step further through the concept to comprehend the concept’s multiple dimensions
• Autonomous development level 
  • The is student-centered.
  • It is little or no leadership, direction, coercion, prescription, or imposition of student thought or behavior by a teacher to promote self-feelings leading to a sense of freedom
  • Autonomous learning is also called self-directed learning

​Hence we can conclude that the correct answer is memory level.

Bloom’s Psychomotor Domains: These domains are nothing but manual or physical skills. It deals with physical coordination, movements, and motor skills. It includes imitation, manipulation, precision, articulation, and naturalization (given by R. H. Dave in 1971).

• Imitation: Psychomotor activity initializes here in which the child attempt to imitate actions in crude form.
• Manipulation: The action takes place according to the instructions along with imitation. For example, a child tries to learn a dance step by watching a tutorial. So, actions are manipulated rather than automated.
• Precision: It means that the child has attained some levels of perfection. He is more advanced in imitating tasks which leads to further refinement.
• Articulation: After rigorous practice, the child not only becomes perfect in the act he kept on imitating but also can he involve new actions and perform them in harmony with previous actions.
• Naturalization: This takes place when the child does actions effortlessly and his reflexes are spontaneous since the actions imitated have become part of his routine.

Hence, we conclude that the above statement refers to precision.

The correct answer is 'A, C and E only'

Key Points

• Implicit (Unconscious) Memory:
  • Implicit memory is a type of long-term memory that does not require conscious thought to recall. It allows us to perform tasks without conscious awareness of these previous experiences.
  • It includes skills, habits, and conditioned responses that are acquired and used unconsciously.
• Priming:
  • Priming is a phenomenon where exposure to one stimulus influences the response to a subsequent stimulus, without conscious guidance or intention.
  • It is a form of implicit memory because the influence occurs without conscious awareness.
• Classical Conditioning Effects:
  • Classical conditioning is a type of learning in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response.
  • These conditioned responses are stored as implicit memories.
• Procedural Memory:
  • Procedural memory involves motor skills and behavioral habits, such as riding a bike or typing on a keyboard.
  • These skills are performed automatically without conscious thought, making them a part of implicit memory.

Additional Information

• Episodic Memory:
  • Episodic memory is a type of explicit memory that involves the conscious recollection of previous experiences along with their context in terms of time, place, associated emotions, etc.
  • It is not a part of implicit memory as it requires conscious effort to recall.
• Semantic Memory:
  • Semantic memory is another type of explicit memory involving the recollection of facts and general knowledge about the world.
  • Like episodic memory, it requires conscious thought and is therefore not a part of implicit memory.

There is a close relationship between teaching and learning. A teacher is said to be teaching when it is helping someone else to learn.

 Key Points

• The quality of a teacher’s teaching is directly related to the quality of learning that is taking place in his students.
• A teacher interacts with his students under three types of relationships; viz., authoritative, democratic, and laissez-faire.
• These relationships create distinctive personality characteristics among the students.

The teaching-learning process generally operates at three levels;

1. Memory level
2. Understanding level
3. Reflective level​

• The memory Level of teaching covers only the knowledge-based objective of Bloom's taxonomy where the students learn to identify, recall, or remember the objects, events, ideas, and concepts and retain them in memory.
• Memory level teaching lacks insight.
• Psychologically, it is cognitive level teaching.

Therefore the memory level of teaching-learning means committing factual information to memory without involving any purpose.

Additional Information

Teaching-learning at the understanding level involves exploration, presentation, assimilation, organization, and recitation through oral presentation or in the form of written notes.

• The reflective level is at the highest in the hierarchical order of the mental process.
  • ​The students at this level develop curiosity, interest, inquiry, and persistence which culminates in a scientifically determined conclusion or solution of a problem.​
• Creative teaching is defined as educational exchanges facilitated by the teacher that are “unique, customized and meaningful” and that is exciting, engaging, and innovative.
• Creative teaching is complex, involving a broad range of skills, experience, and perspectives.​