Pedagogy MCQ Quiz in मराठी - Objective Question with Answer for Pedagogy - मोफत PDF डाउनलोड करा

Educational psychology

• Educational psychology is the branch of psychology concerned with the scientific study of human learning.
• Educational psychology involves the study of how people learn, including topics such as student outcomes, the instructional process, individual differences in learning, gifted learners, and learning disabilities.
• Psychologists who work in this field are interested in how people learn and retain new information.
• Also, problems associated with the teaching and training of students
• The educational psychologist studies the cognitive development of students and the various factors involved in learning, including aptitude and learning measurement, the creative process, and the motivational forces that influence dynamics between students and teachers.

Therefore, ‘Educational Psychology’ has developed owing mainly to the interactive relationship of Behaviour Sciences, Educational processes and various methods of inquiry in Psychology

Key Points

 The correct answer is 3. Semester Grade Point Average.

SGPA:

• SGPA stands for Semester Grade Point Average.
• It is a measure of a student's academic performance in a single semester. It is calculated by averaging the grade points of all the courses taken in a semester.
• The grade point system is a way of assigning a numerical value to a student's academic performance. In most cases, A is worth 4 points, B is worth 3 points, C is worth 2 points, D is worth 1 point, and F is worth 0 points.
• To calculate SGPA, you would add up the grade points of all the courses taken in a semester and then divide by the number of courses. For example, if a student took four courses and received grades of A, B, C, and D, their SGPA would be:
• (4 points + 3 points + 2 points + 1 point) / 4 = 2.5 points
• SGPA is a useful tool for tracking a student's academic progress. It can also be used to determine eligibility for scholarships and other academic honors.

The correct answer is C, D and E only

Explanation:

Key Points

• Portfolio assessment is a type of assessment that involves collecting a variety of student work over time.
• This work can include essays, projects, presentations, and reflections.
• The portfolio is then used to assess the student's progress and to identify their strengths and weaknesses.
• Portfolio assessment is often used in conjunction with other assessment methods, such as tests and quizzes.
• This allows teachers to get a more comprehensive picture of the student's learning.

The key features of portfolio assessment include:

• Engaging students in assessing their own progress: 
  • Portfolio assessment gives students the opportunity to reflect on their learning and to set their own goals. This helps students to become more self-directed learners.
• Providing opportunities for reflection:
  • ​ Portfolio assessment also gives students the opportunity to reflect on their feelings about learning. This can help students to understand their own learning process and to identify areas where they need to improve.
• Linking assessment and teaching to learning: 
  • Portfolio assessment should be used to inform teaching and learning. This means that the teacher should use the portfolio to identify areas where the student needs more support and to plan accordingly.

Therefore, the features listed in options C, D, and E are all essential components of portfolio assessment.

• Option A is incorrect because portfolio assessment should not prohibit collaboration between teachers and students.
• Option B is incorrect because portfolio assessment should not only address the student's achievements.

Key Points

• Creative Commons is a nonprofit organization providing free, legally robust tools and licenses to enable creators to share their work while retaining certain rights. Creative Commons licenses are a set of standardized permissions that creators can apply to their creative works, such as text, images, music, videos, and more.

The arrangement of the Creative Commons licenses in increasing order of restrictions:

• CC-BY (Creative Commons Attribution): This license allows others to distribute, remix, tweak, and build upon the original work, even commercially, as long as they give appropriate credit to the original creator or licensor. This license has the fewest restrictions, allowing for the broadest use of the work.
• CC-BY-SA (Creative Commons Attribution-ShareAlike): This license includes the permissions of CC-BY, but it adds a requirement that any derivative works or adaptations of the original work must be released under the same or a compatible license. If someone modifies or builds upon the original work, they must share their derivative work under the same CC-BY-SA license.
• CC-BY-NC (Creative Commons Attribution-NonCommercial): This license allows others to remix, adapt, and build upon the original work as long as they give appropriate credit. However, this license prohibits commercial use of the work, so others cannot use it for commercial purposes without obtaining additional permission.
• CC-BY-ND (Creative Commons Attribution-NoDerivatives): This license allows others to redistribute the original work commercially and non-commercially as long as it is unchanged and credited to the original creator. No derivative works or adaptations are allowed under this license.
• CC-BY-NC-ND (Creative Commons Attribution-NonCommercial-NoDerivatives): This license is the most restrictive as it combines the restrictions of CC-BY-NC and CC-BY-ND. It prohibits commercial use, does not allow derivative works, and requires proper attribution to the original creator.

Hence The correct answer is: option 2) C, A, B, D, E

Key Points

 Handal and Lauvas define reflective teaching as "a process in which teachers systematically analyze their teaching practice to improve it." They identify three levels of reflective teaching:

The correct sequence of the reflective level of teaching, as stated by Handal and Lauvas (1987), is as follows:

Level of action:

• This stage involves actively engaging in teaching activities and implementing instructional strategies in the classroom.
• Teachers are focused on delivering lessons, facilitating student learning, and managing the classroom environment.
• During this stage, teachers are primarily concerned with the immediate actions and tasks related to teaching.

Planning and reflection:

• After the level of action, teachers enter the stage of planning and reflection. In this stage, teachers reflect on their teaching practices and evaluate their effectiveness.
• They analyze the outcomes of their instructional strategies, assess student learning, and consider the strengths and weaknesses of their teaching methods.
• Teachers also engage in self-reflection, identifying areas for improvement and setting goals for future teaching.
• This stage involves a thoughtful examination of teaching practices and the identification of strategies to enhance teaching effectiveness.

Level of ethical consideration:

• The final stage of the reflective level of teaching is the level of ethical consideration. In this stage, teachers reflect on the ethical implications of their actions and decisions in the teaching process.
• They consider the moral and ethical dimensions of teaching, such as treating students fairly, maintaining confidentiality, respecting diversity, and fostering a positive and inclusive classroom environment.
• Teachers critically evaluate the ethical consequences of their instructional decisions and strive to align their teaching practices with ethical principles.

Hence the correct sequence is Level of action; Planning and reflection; Level of ethical consideration.

The main difference between Pedagogy and Methodology is

Pedagogy is a discipline that deals with the theory and practice of education and

The methodology is a systematic, theoretical analysis of the methods applied to a field of study.

Key Points Pedagogy

• pedagogy is the discipline that deals with the theory and practice of teaching.
• It informs teaching strategies, teacher actions, and teacher judgements and decisions by considering theories of learning, and understanding of students and their needs and interests of individual students.
• It includes how the teacher interacts with students and the social intellectual environment the teacher seeks to establish.
• Spanning a broad range of practice, its aim range from furthering liberal education to the narrower specifics of vocational education.
• Instructive strategies are governed by the pupil's background knowledge and experience, situation, environment, and learning goals set by the student and teacher.

Methodology

• The methodology is the systematic, theoretical analysis of the methods applied to a field of study.
• It has also been defined as - the study or description of methods. 
• It comprises the theoretical analysis of methods and principles associated with a branch of knowledge.
• It encompasses paradigm, theoretical model, phases and qualitative techniques.
• It does not set out to provide solutions. It is, therefore, not the same as a method.
• It offers the theoretical underpinning for understanding the method, set of methods, or best practices that can be applied to a specific case, like calculating a specific result.

Thus, option 4 is correct.

Hence, we can conclude that pedagogy differs from methodology as it is subjective and teacher specific. 

Pedagogy:

Pedagogy refers to the methods and principles used in teaching and education. It involves the study of teaching and learning, and the design of educational experiences and instruction to support student learning.

Key Points

Pedagogy encompasses a wide range of topics, including:

• Student development and learning: Understanding how students learn, what motivates them, and how to design instruction that supports their growth.
• Curriculum design: Developing and implementing effective curriculum, including goals, objectives, and assessment methods.
• Instructional strategies: Selecting and using instructional strategies that engage students and support their learning, such as project-based learning, inquiry-based learning, and problem-based learning.
• Classroom management: Creating a positive and supportive learning environment, including strategies for managing student behavior and engaging students in learning.
• Assessment: Designing and using assessments to evaluate student learning, provide feedback, and inform instruction.
• Cultural and social context: Understanding the role of cultural, social, and historical contexts in shaping student learning and experiences.

Pedagogy is a dynamic and evolving field, as educators continuously seek new and innovative ways to support student learning and success

Key Points

• This theory of meaningful verbal learning deals with three concerns:-
  • How knowledge (curriculum content) is organized
  • How the mind works to process new information (learning).
  • How a teachers can apply these ideas about curriculum and learning when they present new material to students (instruction).
• This model is designed to strengthen students’ cognitive structure.
• The Advance Organizer Model has three phases of activity. Phase one is the presentation of the advance organizer; Phase two is the presentation of the learning task or learning material; and Phase three is the strengthening of cognitive organization.
• Phase three tests the relationship of the learning material to existing ideas to bring about an active learning process.

Hence, we can conclude that C, A, B, D is the correct order of sequence.

Key Points

• Pedagogy as practiced today in the classroom is mostly a teacher‐centered, input‐output model.
• It entails inputs by the teacher. It envisages a prototype output in the learner, confined within the philosophy — ‘What is relevant for examination is relevant for education’.

• Paulo Freire was one of the most influential philosophers of education of the twentieth century.
• He worked wholeheartedly to help people both through his philosophy and his practice of critical pedagogy.
• Freire’s goal was to eradicate illiteracy among people from previously colonized countries and continents. His insights were rooted in the social and political realities of the children and grandchildren of former slaves.
• His ideas, life, and work served to ameliorate the living conditions of oppressed people. This article examines key events in Freire’s life, as well as his ideas regarding pedagogy and political philosophy.
• In particular, it examines conscientização, critical pedagogy, Freire’s criticism of the banking model of education, and the process of internalization of one’s oppressors.

As a humanist, Freire defended the theses that:

• (a) it is every person’s ontological vocation to become more human;
• (b) both the oppressor and the oppressed are diminished in their humanity when their relationship is characterized by oppressive dynamics;
• (c) through the process of conscientização, the oppressors and oppressed can come to understand their own power; and
• (d) ultimately the oppressed will be able to authentically change their circumstances only if their intentions and actions are consistent with their goal.