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  • Assessment in Education
  • Educational Psychology
general-methods-of-teaching
  • CHAPTER # 1 THE CONCEPT, FEATURES, PLANNING AND PRINCIPLES OF TEACHING
  • 1.1 CONCEPT OF TEACHING
  • TEACHING DEFINED
  • THE NATURE OF TEACHING
  • 1.2 PRINCIPLES OF TEACHING
  • PSYCHOLOGICAL PRINCIPLES OF TEACHING
  • MAXIMS OF TEACHING
  • 1.3 FEATURES OF TEACHING
  • 1.4 PLANNING OF TEACHING
  • CHAPTER # 2 INTRODUCTION TO TEACHING STRATEGIES
  • 2.1 MEANING AND CONCEPT OF TEACHING STRATEGY
  • MEANING AND CONCEPT OF TEACHING METHOD
  • DIFFERENCE BETWEEN TEACHING STRATEGY AND METHOD
  • TYPES OF INSTRUCTIONAL STRATEGIES
  • MEANING AND CONCEPT OF TEACHING TACTICS
  • TECHNIQUES OF TEACHING
  • 2.2 DETERMINING A STRATEGY FOR INSTRUCTION
  • CAUSES FOR VARIETY OF TEACHING STRATEGIES
  • SIGNIFICANT TEACHING STRATEGIES
  • 2.3 CRITERIA FOR DETERMINING TEACHING STRATEGY
  • CHAPTER # 3 TEACHING STRATEGIES AND TAXONOMIES
  • B. AFFECTIVE DOMAIN:
  • C. PSYCHOMOTOR DOMAIN:
  • 3.2 SOLO TAXONOMY
  • EXAMPLES OF DIFFERENT PERFORMANCES
  • SOLO TAXONOMY CATEGORY DEFINITIONS
  • THE PSYCHOLOGICAL BASIS OF THE FOUR LEVELS
  • CHAPTER # 4 GENERAL METHOD OF TEACHING
  • 4.1 LECTURE METHOD
  • MERITS OF LECTURE METHOD
  • DEMERITS OF LECTURE METHOD
  • 4.2 RECITATION METHOD
  • CONDUCTING THE RECITATION
  • RECITATION SUGGESTIONS
  • 4.3 DISCUSSION METHOD
  • FORMS OR TYPES OF DISCUSSION
  • ADVANTAGES OF DISCUSSION METHOD:
  • LIMITATIONS OF DISCUSSION METHOD:
  • 4.4 DEMONSTRATION METHOD
  • ADVANTAGES OF DEMONSTRATION METHOD:
  • DISADVANTAGES OF DEMONSTRATION METHOD
  • 4.5 HEURISTICS METHOD
  • ADVANTAGES OF HEURISTICS METHOD:
  • MERITS OF PROJECT METHOD
  • DEMERITS AND LIMITATIONS OF PROJECT METHOD
  • 4.7 ACTIVITY METHOD
  • DIFFERENT TYPES OF ACTIVITIES
  • VARIOUS ACTIVITIES SUGGESTED IN THE CURRICULUM
  • 4.8 PROBLEM SOLVING METHOD
  • CHARACTERISTICS OF A GOOD PROBLEM
  • STEPS IN PROBLEM SOLVING
  • ADVANTAGES OF PROBLEM SOLVING
  • 4.9 INDUCTIVE METHOD
  • 4.10 DEDUCTIVE METHOD
  • 4.11 DRILL METHOD
  • 4.12 QUESTION-ANSWER METHOD
  • TYPES OF QUESTIONS:
  • CHARACTERISTICS OF GOOD QUESTIONS:
  • 4.13 GROUP DIFFERENTIATED METHOD
  • Group Discussion method Advantages:
  • CHAPTER # 5 INNOVATIVE METHODS OF TEACHING
  • CHARACTERISTICS OF MICRO TEACHING
  • MICRO TEACHING PROCEDURE
  • PHASES OF MICRO TEACHING PROCEDURE
  • MICRO TEACHING SETTING
  • ADVANTAGES OF MICRO TEACHING
  • LIMITATIONS OF MICRO TEACHING:
  • 5.2 SIMULATION METHOD
  • STAGES OR STEPS OF PROCEDURE IN SIMULATION
  • ADVANTAGES OF SIMULATED TEACHING
  • 5.3 PROGRAMMED INSTRUCTION
  • MEANING AND CONCEPT OF PROGRAMMED INSTRUCTION
  • CHARACTERISTICS/ FEATURES OF PROGRAMMED INSTRUCTION
  • TYPES OF PROGRAMMED INSTRUCTION
  • ADVANTAGES AND APPLICATIONS OF PROGRAMMED INSTRUCTION
  • LIMITATIONS OF PROGRAMMED LEARNING
  • 5.4 COMPUTER ASSISTED INSTRUCTION (C.A.I.)
  • ADVANTAGES OF A COMPUTER
  • LIMITATIONS
  • 5.5 TEAM TEACHING
  • COMPONENTS OF TEAM TEACHING
  • ADVANTAGES OF TEAM TEACHING
  • 5.6 PEER TUTORING
  • 5.7 INDIVIDUALIZED INSTRUCTION
  • PRINCIPLES OF INDIVIDUALIZED INSTRUCTION
  • 2. PROCEDURE 3.MERITS OF INDIVIDUALIZED TEACHING
  • 5.8 COOPERATIVE LEARNING
  • FEATURES OF COOPERATIVE LEARNING
  • INITIATING COOPERATIVE LEARNING IN THE CLASSROOM
  • 5.9 TELECONFERENCING
  • ADVANTAGES OF TELECONFERENCING
  • 5.10 ROLE PLAYING OR DRAMATIZATION
  • Principles Of Dramatization:
  • DRAMATIZATION CHARACTERISTICS :
  • DRAMATIZATION STEP:
  • DRAMATIZATION ADVANTAGES:
  • CHAPTER # 6 THE PRINCIPLES OF SELECTION OF METHODS
  • 6.1 FACTORS THAT DETERMINE The Method TO BE USED
  • 6.2 PRINCIPLES BASE FOR SELECTING TEACHING METHODS
  • CHAPTER # 7 LESSON PLANNING
  • MEANING AND DEFINITION OF LESSON PLAN
  • 7.2 APPROACHES TO LESSON PLAN
  • (1) HERBARTIAN APPROACH TO LESSON PLANNING ADVANTAGES
  • (II) MORRISON'S APPROACH
  • (III) BLOOM'S EVALUATION APPROACH
  • (III) BLOOM'S EVALUATION APPROACH continue....
  • 7.3 TYPES OF LESSON PLANNING
  • 7.4 EVALUATION OF LESSON PLANNING
  • SOLO taxonomy was presented by
  • Students are passive in
  • Symposium is a type of
  • Heuristic means
  • Armstrong was the exponent of
  • According to Kilpatrick, the types of projects are
  • Activity involves
  • We move from specific to general in
  • Practice is made in
  • The Socratic method is known as
  • Which is not true about projects
  • Duration of lessons in macro-lesson plans is
  • In British approach of lesson planning, more emphasis is on
  • American approach emphasizes
  • Which one is not the type of lesson plans on the basis of objectives?
  • Which is not true about lesson plan?
  • According to Stones & Morris, Teaching strategy is
  • Strategies are broad methods of teaching” according to
  • Training is used to
  • The main types of teleconferencing identified are
  • Which is not the type of teleconferencing
  • Which one is accountable in cooperative learning
  • Cooperative learning is an alternative to
  • The number of students in cooperative learning groups are
  • The essential characteristic of cooperative learning is
  • The students like to spend most of the time with
  • Peer culture constitutes
  • Which is not the advantage of team teaching
  • Cognitive domain have
  • The lowest level of learning in cognitive domain is
  • The highest level of learning in cognitive domain is
  • The right sequence of subgroups of cognitive domain is
  • Knowing/memorizing and recalling is concerned with
  • To grasp the meaning of the material is
  • To use previously learned material in new situation is
  • To break down material into component parts is
  • Objective related to affective domain is
  • Bring together scientific ideas to form a unique idea is
  • Cognitive domain have
  • The lowest level of learning in cognitive domain is
  • The highest level of learning in cognitive domain is
  • The right sequence of subgroups of cognitive domain is
  • Knowing/memorizing and recalling is concerned with
  • To grasp the meaning of the material is
  • To use previously learned material in new situation is
  • To break down material into component parts is
  • Objective related to affective domain is
  • Bring together scientific ideas to form a unique idea is
  • Which is vast in scope
  • Students find/explore information themselves in
  • Teacher performs practically and explains in
  • Role of student is active in
  • Micro teaching is a
  • Time of presentation in Micro teaching is
  • Number of students in micro teaching is
  • Micro teaching started in
  • Which is not the mode of CAI
  • Example of psychomotor domain is that student
  • Ability to develop a lifestyle based on preferred value system is
  • Example of cognitive domain is
  • At the highest level of hierarchy is
  • Student can design a laboratory according to specification in
  • The number of domains in taxonomy of educational objectives is
  • The highest level of cognitive domain is
  • The process of determining the value or worth of anything is
  • Educational objectives have been divided into
  • To put ideas together to form a new whole is
  • To know the worth or value of material is
  • The intellectual skills are reflected by
  • Attitudes, values and interests are reflected by
  • Which domain is concerned with physical and motor skills?
  • The focus of cognitive domain is
  • The affective domain was classified by
  • Affective domain is divided into
  • The lowest level of learning in affective domain is
  • Highest level of affective domain
  • In teaching, experienced members guide immature ones for
  • Which is NOT the focal point of triangular process of teaching?
  • The goal of teaching is
  • The rules of presenting contents to make them easy are called
  • SOLO stands for
  • Cognitive domain have
  • SOLO taxonomy consists of levels
  • One aspect of a task is understood in
  • Two or more aspects are understood in
  • Integration between two or more aspects occurs in
  • To go beyond the given information is
  • Right order of affective domain subgroups
  • Willingness to attend to a phenomenon is
  • Which focuses on active participation?
  • Bringing together different values into a consistent system is
  • Adoption of value system as a life style is
  • Psychomotor domain was classified by Simpson in
  • Affective domain was divided by Krathwhol in
  • Psychomotor domain was divided by Simpson into
  • Characteristic of behavioral objective is
  • The condition which increases possibility for accepting a particular response in future is called the
  • Reinforcement is used for how many purposes.
  • These activities which a teacher is to do before teaching are called
  • Which type of curriculum is derived from the work of Piaget?
  • Which type of curriculum is derived from the work of Piaget?
  • Who is considered the grandfather of behaviourism?
  • What are the features of cognitive apprenticeship?
  • What is Media Research?
  • Who suggests methodical procedures in planning and preparation for demonstration?
  • Stands for real things that are to be studied
  • Visual messages are
  • Micro teaching focuses on the competency over
  • Which is more suitable in teaching of science?
  • Which one is exception?
  • Which is not included in print media?
  • How many senses a person uses while observing film?
  • How much knowledge is gained through the sense of seeing?
  • How much knowledge is gained through listening?
  • How much knowledge is gained through smell?
  • How much knowledge is gained through taste?
  • The E-rate is
  • Computer applications were first used in school in
  • The form of examination which influences curriculum implementation tremendously is called
  • Textbook is the instruction tool
  • Term formative evaluation was created by
  • How many levels are there in cognitive domain?
  • Curriculum planning is ultimately concerned with
  • The study of goodness is referred to as
  • The function of philosophy is
  • The first step in teaching model is
  • The objective of education according to Charter Act was

Affective domain is divided into

Affective domain is divided into

(a) Four subgroups
(b) Five subgroups
(c) Six subgroups
(d) Seven subgroups

✅ Correct option: (b) Five subgroups
Explanation: Affective domain has five levels: Receiving, Responding, Valuing, Organization, Characterization.

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