Planning Teaching-Learning — Practice

Q1. The term 'school environment' is best described as

• A. Only the school building and its physical infrastructure
• B. A broad term that incorporates several facets of schooling
• C. The principal's leadership style alone
• D. The grades and tracks given to learners

Q2. The physical environment of a school refers to its material and tangible conditions and includes three sub-environments. These are

• A. Natural, Built and Socio-economic & Cultural
• B. Mental, Emotional and Spiritual
• C. Curricular, Co-curricular and Extra-curricular
• D. Academic, Sports and Library

Q3. A positive school environment must satisfy four basic psychological needs of learners. These are

• A. Food, sleep, shelter and clothing
• B. Safety, belonging, autonomy and competence
• C. Marks, ranks, prizes and praise
• D. Homework, tests, projects and exams

Q4. The Annual (Yearly) Plan is defined as a document that

• A. Records each day's attendance of class 7 students
• B. Provides an overview of the course in the curriculum — units to be taught and time to be devoted
• C. Lists only the questions asked in the year-end examination
• D. Notes the disciplinary actions taken during the year

Q5. A Unit Plan has how many sections, and what are they?

• A. Three — title, content, homework
• B. Four — objectives, content, time, exam
• C. Five — introduction, objectives, contents, hints for teachers and evaluation
• D. Eight — purpose, anticipatory set, input, modelling, guided practice, checking, independent practice, closure

Q6. Clark (1983) defined planning as 'a basic psychological process in which a person visualizes the future, inventories means and ends, and constructs a framework to guide his or her future action.' A good plan can best be called a

• A. Punishment chart
• B. Blueprint for learning
• C. Mark sheet
• D. Time-table only

Q7. Which set names four pioneer psychologists of behaviourism whose ideas underlie behaviourist lesson planning?

• A. Piaget, Vygotsky, Bruner, Ausubel
• B. Pavlov, Skinner, Watson, Thorndike
• C. Erikson, Freud, Jung, Adler
• D. Gardner, Goleman, Sternberg, Spearman

Q8. In the eight-step Behaviourist lesson plan, 'Closure' is the step where the teacher

• A. Locks the classroom door before starting the lesson
• B. Reviews the lesson, asks assessment questions and tells what the class will learn next
• C. Punishes learners who did not complete the homework
• D. Distributes worksheets for the next chapter

Q9. In the Behaviourist lesson plan, the step called 'Anticipatory Set (Focus)' is best described as

• A. Final examination at the end of the unit
• B. A short activity or prompt that focuses learners' attention before the lesson begins
• C. Independent homework done at home
• D. A graphic demonstration of the desired behaviour

Q10. A concept map is defined as a spatial or graphical display where labelled nodes represent ___ and lines or arcs represent ___ between pairs of concepts.

• A. Students; teachers
• B. Concepts; relationships
• C. Marks; ranks
• D. Periods; subjects

Q11. The idea of concept maps in the 1970s was developed by

• A. Jean Piaget
• B. Joseph Novak
• C. B. F. Skinner
• D. Lev Vygotsky

Q12. Who is regarded as the originator of the Constructivist school of thought in the 20th century?

• A. B. F. Skinner
• B. Edward Thorndike
• C. Jean Piaget
• D. Ivan Pavlov

Q13. In the Constructivist 5-E lesson planning model, the five E's stand for

• A. Enter, Examine, Edit, Expand and Exit
• B. Engage, Explore, Explain, Elaborate and Evaluate
• C. Educate, Energise, Enrol, Exercise and Earn
• D. Effort, Energy, Endurance, Excellence and Engagement

Q14. In a constructivist classroom, the role of the upper-primary teacher (e.g., Ms. Anita teaching class 7) is best described as

• A. An authority who tells learners exactly what to memorise
• B. A facilitator whose role is to help learners in constructing knowledge
• C. An examiner whose only job is to grade learners
• D. A timekeeper who reads out the textbook word-by-word

Q15. 'diverse learners' in an upper-primary classroom is described as learners who come from

• A. Only the same family background
• B. Only one linguistic group
• C. Socially, economically, culturally and linguistically diverse families, communities and of different abilities
• D. Only urban high-income families