Teaching Aptitude.

Question 1

scaffold instruction

Answer 1

Gradual support removal

Question 2

Probing

Answer 2

Feedback ( follow up questions)

Question 3

Instructional variety

Answer 3

Different teaching styles and methods to keep students engaged

Question 4

Teacher Task - orientation

Answer 4

Maintaining a clear and organised approach to teaching task and activities

Question 5

Engagement in the learning process

Answer 5

Interactive activities

Question 6

student success rate

Answer 6

Implementation of strategies that improve student’s achievement and ensure that learning objectors an met efficiently

Question 7

Priorities Understanding over Exposure

Answer 7

Focus on fostering a deep understanding of a few critical concepts rather than superficially covering a vast amount of material ( quality over quantity)

Question 8

Clear, Explicit and Repetitive instruction

Answer 8

Clearly articulate key ideas and their purposes. Breaking down complex information into manageable parts

Question 9

Making use of student’s ideas and contributions

Answer 9

Incorporate them into lessons to make learning more relevant and engaging

Question 10

structuring

Answer 10

Organise lessons in beginning, middle and end

Question 11

Questioning

Answer 11

To stimulate critical thinking and check for understanding

Question 12

demonstrating Enthusiasm and empathy

Answer 12

Enthusiasm for the subject and empathy for students

Question 13

Effective teaching behavior

Answer 13

1. Scaffold instruction ( gradual support removal)
2. Probing (feedback)
3. Instructional variety
4. Teacher task-orientation
5. Engagement in the learning process
6. Student success rate
7. Prioritise understanding over exposure
8. Clear, explicit and repetitive instruction
9. Making use of student’s ideas and contributions
10. Structuring
11. Questioning
12. Demonstrating enthusiasm and empathy

Question 14

Teaching support system

Answer 14

Combination of tools and resources that help teachers improve the effectiveness of the teaching and learning process

Question 15

TSS types

Answer 15

0 l. Traditional ( teacher centric)
02. Modern (student centric)

Question 16

Modern TSS

Answer 16

1. Mind / concept map
2. Brain storming
3. Think -pair-share
4. Fishbowl technique
5. Buzz group method

Question 17

Fishbowl technique

Answer 17

1. Inner and outer circle
2. Good listening and speaking skills

Question 18

Buzz group

Answer 18

Group discussion (3-4 people)

Question 19

Levels of teaching

Answer 19

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

Question 20

Memory level

Answer 20

Thoughless teaching
Rote learning
Lowest level
Drill and remembering
Recalling

Question 21

Understanding level

Answer 21

Comprehend meaning
Positive and negative examples
Relationship between the fact and concept

Question 22

Reflective level

Answer 22

Highest level of thoughtfulness
Cognitive and critical thinking
Problem solving and discussion

Question 23

Bloom’s taxonomy

Answer 23

1956, Benjamin bloom
3 learning domain
Cognitive (mind)
Psychomotor (mind)
Affective (body)

Question 24

Cognitive ( bloom’s taxonomy)

Answer 24

Knowledge
Comprehension
Applicator
Analysis
Synthesis
Evaluation

Question 25

Psychomotor ( bloom's taxonomy)

Answer 25

Imitation Manipulation Precision Articulation Naturalisation

Question 26

Affective ( bloom's taxonomy)

Answer 26

Receiving Responding Valuing Organisation Characterisation

Question 27

Bloom's taxonomy (revised) Cognitive

Answer 27

2001 Remember Understanding Apply Analyse Evaluate Create

Question 28

Models of teaching

Answer 28

Pedagogy (teacher centric) ( children learning)( ml ) Andagogy (children centric )( adult learning )( ul) Heutagogy ( self directed ) (rl)

Question 29

Jean Piaget

Answer 29

Swiss psychologist Contributed significantly to the understanding of children's cognitive development Cognitive development theory

Question 30

Cognitive development theory

Answer 30

Sensorimotor stage ( 0-2 years) Proportional stage (2-7 years) Concrete operational stage (7-11 years) Formal operational stage (11-years and later)

Question 31

Sensorimotor stage (cognitive development theory)

Answer 31

Learn about their environment through their reflex, senses, and motor activities O-2 years

Question 32

Proportional stage ( cognitive development theory)

Answer 32

Mental representation develop language, and begin to lose symbols to enpresent problems 2-'11 years

Question 33

Concrete operational stage ( cognitive development theory)

Answer 33

Capable of thinking logically about concrete problems (7-11 years)

Question 34

Formal operational stage ( cognitive development theory)

Answer 34

Abstract concepts I can think hypothetically and deductively I(ll years and later)

Question 35

Cooperate learning theory

Answer 35

Use of small groups through which students work together I maximise their own and each other barring Given by John dewy

Question 36

Key elements of cooperative learning theory

Answer 36

Positive interdependence Individual and group accountability Interpersonal and small group skills Face to face promotive interaction Group processing

Question 37

Two types of evaluations

Answer 37

Summative evaluation Formative evaluation

Question 38

Formative evaluation

Answer 38

During the learning period (Texts, quizzes, discussions ) Provide feedback to both teacher and student

Question 39

Summative evaluation

Answer 39

End of a learning period More reliable than formative evaluation Semester- board exams, final grades)

Question 40

Criterion reference test (CRT)

Answer 40

Students performance against a fixed set of criteria Score is independent Percentage

Question 41

Norm referenced testing ( NR T)

Answer 41

' Compares a students knowledge or skills to the knowledge or skills of the norm Percentile