Types of learners MCQ Quiz in தமிழ் - Objective Question with Answer for Types of learners - இலவச PDF ஐப் பதிவிறக்கவும்

Key PointsAdult Learner:

• Adult learners are 18 years of age or older and engage in learning activities for personal or professional reasons.
• Adult learners are typically characterized by their life and work experiences, self-directedness, and learning motivation.
• They may pursue education and training to advance their careers, gain new knowledge and skills, or pursue personal interests and hobbies.
• Adult learners are non-traditional learners who are categorised based on their age or level of cognitive development.
• Characteristics of adult learners are mentioned below: 
  • Autonomous and Self-learning: Adult learners tend to take responsibility for their learning and prefer to learn at their own pace and in their way.
  • Life Experience and Knowledge: Adults have accumulated experiences and knowledge from various aspects of their lives, including work, family, and community involvement. This can be leveraged in learning, as adults can bring practical knowledge and skills to the classroom.
  • Social learning: Adult learners often prefer to learn in groups or collaborate, as this provides opportunities for discussion, debate, and sharing of ideas.
  • Time flexibility for learning: Adult learners often have work and family responsibilities, requiring flexible learning schedules.
  • Goal-Oriented: 
  • Practical
  • Self-Respect
• Adult learners typically do not rely on rote learning, which involves memorization without understanding. Instead, they prefer to learn through practical application, problem-solving, and critical thinking.

 

Hence, Rote learning is usually NOT a characteristic of Adult learners.

 

The demonstration does not come under cooperative learning.

Important Points

• Cooperative learning is an approach where students work together in small groups to achieve a common goal. The main idea behind cooperative learning is that students can learn from each other and that by working together, they can achieve more than they would be working alone.
• The concept of cooperative learning was first introduced by educational psychologist Elliot Aronson in the 1960s. Aronson developed the "jigsaw" technique, a cooperative learning method where students are grouped into teams and each member is responsible for learning a specific aspect of a larger topic.
• Demonstration, on the other hand, is an approach where a teacher or expert demonstrates a skill or concept to the students. It is not a cooperative learning approach as it does not involve students working together in small groups, but rather learning through observation and instruction.

Thus, we can say Demonstration is not a cooperative learning approach as it does not involve students working together in small groups, but rather learning through observation and instruction.

Key Points

A demonstration is an approach where a teacher or expert demonstrates a skill or concept to the students. It is not a cooperative learning approach as it does not involve students working together in small groups, but rather learning through observation and instruction.

• Fishbowl is a cooperative learning approach where students take turns being "in the fishbowl" and discussing a topic while the others observe. This approach allows students to practice active listening and speaking skills while also learning from their peers.
• Jigsaw is a cooperative learning approach where students work in small groups to learn a specific aspect of a larger topic. Once they've mastered their part, they then come together with other groups to share what they've learned and create a complete understanding of the topic.
• Team-pair-solo is a cooperative learning approach where students first work in teams to complete a task, then work in pairs to build on the team's work, and finally, work alone to reflect on what they have learned.

Erikson's psychosocial theory identifies adolescence as a critical period for developing a sense of identity, a process he called "identity vs. role confusion."

Key Points

During this stage, adolescents grapple with understanding who they are and how they fit into the world around them.

Maintaining a rigid and fixed sense of self is not a common challenge because it goes against the fundamental process of identity formation that Erikson describes.

The common challenges adolescents face during this process are:

• Exploring Different Roles and Identities Through Experimentation and Self-Discovery: Adolescents often experiment with various roles, behaviors, and identities as they search for a sense of self. This might include trying out different hobbies, joining various social groups, and exploring different aspects of their personalities.
• Dealing with Peer Pressure and the Desire to Fit In with Social Groups: Adolescents are heavily influenced by their peers. The desire to fit in can lead them to conform to group norms and behaviors, sometimes at the expense of their values and beliefs.
• Establishing Independence from Parents and Caregivers, Seeking Autonomy and Control: Adolescents strive for independence and autonomy, seeking to establish control over their own lives and decisions. This often involves pushing boundaries and testing limits set by parents and caregivers.

Hence, we can conclude that maintaining a rigid and fixed sense of self and avoiding exploration and questioning of identity is not a common challenge adolescents face in this process.

First-generation learners: The learners who are the first ones in their family to get a formal education. They must get their education in a regular school even though they might encounter several difficulties in comparison to the second or third generation learners.

Key Points

These children face the following challenges:

• These learners do not get adequate motivation to pursue academic studies.
• Their families do not have the sustained enthusiasm to educate their children which might affect the learner’s towards education and teaching
• The space facilities in the home might not be adequate which might make it difficult to study independently at home.
• These children have very less exposure to the outside world.
• Apart from the lack in enthusiasm they are ignorant about health, have low self-confidence, malnutrition, etc.
• They generally belong to the socio-economically disadvantaged communities like Scheduled Castes (SCs), Scheduled Tribes (STs) and Other Backward Classes (OBCs).

Hence, we can conclude that the first generation learner may experience the greatest difficulty with Self-study.

Imitation is reared into humans from childhood. Children make their first learning through imitation. It was Aristotle who observed that imitation is natural in human beings since childhood. Imitation is the ability to see others and do what they do. It is an innate ability that gets triggered at birth. 

Creativity is the capability of an individual to bring novelty to his thoughts, ideas, perceptions, and activities. Any creative individual can create or discover something that is new, raw, and fresh in terms of principles, predictions, possibilities, and any new object.

• It is universal and everyone possesses creativity to some extent. Although creative abilities are natural endowments, still we can nourish and nurture them through training or education.

Key Points

• A creative child is more adaptable, expresses his ideas fluently, and shows flexibility in thinking or learning.
• These children have divergent thinking and are very curious in nature and they grab things fastly than of their age-peers.
• They show high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc. 

Important Points

The teacher can use different methods to increase the creativity of a child:

Encouraging originality and flexibility	The constant rote memorization, passive learning, copying facts discourage creative expression. The teacher always must encourage originality from the part of children and should ask them a variety of questions to bring flexibility in their answers.
Removal of hesitation and fear	The teacher should remove the hesitation and fear from the children, by allowing those children to say or write anything no matter how crude they are.
Provide opportunities	Provide ample opportunities for multiple thinking by sharing their creative and constructive ideas in the class.
Freedom to respond	The teacher should allow adequate freedom to children in responding to a situation. They should be encouraged to think about as many ideas as they may think for the solution of a problem.
Developing healthy habits in children	Self-confidence, persistence, and tolerance of criticism are some of the qualities that are necessary for creative output. The teacher should help students to imbibe these qualities and they should be encouraged to tolerate the criticism of their creative expression.
Use of the creative resources	A teacher should use the brain-storming, debates, three-dimensional models, and miniatures to help students in developing creativity for the attainment of various concepts.

Hence, we can conclude that to develop creativity in your students, the teacher will provide an opportunity for multiple thinking.

Adult learning is the acquisition of new ideas, skills, attitudes, experiences and understanding by people whose primary occupation in life is other than learning or studentship. Adult education is a practice of teaching adults who didn't attend school on a regular basis or left school before completing a certain level of schooling. It aims to develop the personality of adults and to make them self-reliant.

Key Points

• Adults are motivated to learn as they experience needs and interests that learning will satisfy; therefore, these are the appropriate starting points for organizing adult learning activities. For example, adults will typically pursue formal coursework only when those courses become meaningful, beneficial, or rewarding. It needs internal motivation.
• An adult's orientation to learning is life-centered; therefore, the appropriate units for organizing adult learning are life situations, not subjects. Experience is the richest resource for adults' learning; therefore, the core methodology of adult education is the analysis of experience. It means it is more self directed and requires less guidance.
• Adults desire teachers who will direct or channel their thinking in challenging and creative ways. Individual differences among people increase with age; Thus, adult education must make optimal provision for differences in style, time, place, and pace of learning. 

Thus, it can be concluded that, above mentioned point, "It is subject-centered rather than problem-centered" is incorrect.

Concept of Adolescence

• Adolescence is the transitional stage from childhood to adulthood that occurs between ages 13 and 19.
• The physical and psychological changes that take place in adolescence often start earlier, during the preteen or "tween" years: between ages 9 and 12.
• Adolescence can be a time of both disorientation and discovery. The transitional period can raise questions of independence and identity; as adolescents cultivate their sense of self, they may face difficult choices about academics, friendship, sexuality, gender identity, drugs, and alcohol.
• Most teens have a relatively egocentric perspective on life; a state of mind that usually abates with age. 
• Relationships with family members often take a backseat to peer groups, romantic interests, and appearance, which teens perceive as increasingly important during this time.
• The stages of adolescence include early adolescence from age 10 to 14, mid-adolescence from age 15-17, and late adolescence from age 18-24. 

Socialization and Adolescence

• Broadly, socialization refers to the process by which youth are helped to acquire the skills necessary to function competently and successfully as members of their social group or culture.
• Early theoretical models viewed socialization as a largely unidirectional process whereby parents transmitted cultural norms and standards to their children, with the goal of reproducing them in successive generations.

• Social changes are particularly notable as adolescents become more autonomous from their parents, spend more time with peers, and begin exploring romantic relationships and sexuality.
• Friendships, cliques, and crowds become increasingly central contexts for adolescent socialization.
• As adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important. Despite spending less time with their parents, most teens report positive feelings toward them.
• Although peers take on greater importance during adolescence, family relationships remain important too. One of the key changes during adolescence involves a renegotiation of parent-child relationships.
• During children's younger years, their social sphere included their family, a few friends, a couple of teachers, and perhaps a coach or other adult mentor. But during adolescence, teens' social networks greatly expand to include many more people and many different types of relationships. 
• Youth develop the capacity to form closer, more intimate relationships with others. They also begin to form romantic attachments; and, as the desire for a romantic relationship increases, youth may begin to question their sexual orientation and gender identity.
• They both learn about and hone their talents and abilities through classroom and after-school activities that give them exposure to multiple cooperative and individual working environments, as well as to a myriad of skill exposures that let them both identify interests and grow in those interests.

Conclusion: from the above discussion, it is very clear that in the socialization of adolescence parents, peer group, and school environment plays an important role. Hence, option (3) is correct.

The correct response is Inclusiveness.
Key Points

 

Why Inclusiveness is the Most Important Quality:

Creates a Positive Learning Environment: Inclusiveness fosters a sense of belonging and respect for all students, regardless of individual differences. This leads to increased engagement, collaboration, and overall well-being, essential for effective learning.
Promotes Fairness and Equity: An inclusive monitor ensures everyone has equal opportunities to participate and contribute, preventing the dominance of specific groups or individuals. This aligns with the core values of education and empowers all students to reach their full potential.
Builds Trust and Respect: By demonstrating fairness and empathy, an inclusive monitor earns the trust and respect of their peers. This creates a more positive and cooperative classroom dynamic, where students feel comfortable seeking help and expressing themselves freely.

Additional Information 

Popularity: While popularity can indicate leadership potential, it doesn't guarantee inclusivity. Popular students might favor their friends or exclude others, hindering a positive learning environment.
Closeness to the Teacher: This can create favoritism and undermine fairness in the student community. The monitor should represent the students, not just the teacher's perspective.
Assertiveness: While assertiveness helps manage the class, it shouldn't come at the expense of sensitivity and understanding. An effective leader inspires and motivates, not just asserts their authority.

 

 

The correct answer is Learner's maturity level, academic performance level, and motivational dispositions.

Key Points Adolescent Learners:

Adolescent learners are individuals who fall within the age range of 10 to 19 years old, which is a critical period of physical, social, emotional, and cognitive development. Adolescents are transitioning from childhood to adulthood and are faced with a multitude of changes, including hormonal changes, changes in social relationships, and changes in academic expectations.

Factors affecting Adolescent Learners:

• Maturity Level: Learners' maturity level refers to their level of emotional, social, and cognitive development. Maturity level can have a significant impact on how learners approach learning, engage with the learning process, and interact with others in the learning environment.
• Academic Performance Level: In the context of learning, maturity can influence learners' ability to engage with the material, process information, and apply what they have learned. Mature learners tend to be more self-directed, take responsibility for their own learning, and are able to set and achieve goals. They also tend to be more motivated and engaged in the learning process.
• Motivational Dispositions: Motivational dispositions are the underlying attitudes and beliefs that influence an individual's motivation to learn. For adolescent learners, there are several motivational dispositions that can have a significant impact on their engagement and success in the learning process:
• Interest: Adolescents are more likely to engage with and be motivated by material that they find interesting and relevant. Therefore, educators can help to foster interest by using teaching aids that are interactive, hands-on, and relevant to adolescents' lives and experiences.
• Self-efficacy: Self-efficacy refers to an individual's belief in their own ability to succeed. Adolescents who have high self-efficacy are more likely to be motivated and engaged in the learning process. Educators can help to foster self-efficacy by providing opportunities for success, offering constructive feedback, and encouraging learners to take risks and challenge themselves.
• Goals: Adolescents who set and work towards specific, achievable goals are more likely to be motivated and engaged in the learning process. Educators can help learners to set goals by breaking down larger tasks into smaller, achievable steps and by providing opportunities for learners to reflect on their progress.
• Autonomy: Adolescents are developing a sense of independence and autonomy, and may be more motivated when they have opportunities to make choices and take ownership of their learning. Educators can provide opportunities for autonomy by allowing learners to select topics or methods of learning, and by encouraging learners to take responsibility for their own progress.

Hence, the correct answer is Learner's maturity level, academic performance level, and motivational dispositions.