Exam Study PK
  • Home
  • About
  • Assessment in Education
  • Educational Psychology
  • Home
  • About
  • 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

How much knowledge is gained through smell?

How much knowledge is gained through smell?

(a) 75%
(b) 13%
(c) 6%
(d) 3%

✅ Correct option: (d) 3%
Explanation: Smell contributes roughly 3% to learning.

Previous Post

How much knowledge is gained through listening?
Next Post

How much knowledge is gained through taste?
On this page
    © 2025 Exam Study PK. All rights reserved.
    Design with by @Tauseef Ahmad
    • Sign up