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Teaching-Learning Resources — Hard

15 questions 18 min PYQ-grade reasoning

  1. Q1. Consider the following statements about teaching-learning resources: I. Resources motivate learners and remove the dullness of a long classroom session. II. Resources are useful only for primary classes and become unnecessary at the upper-primary stage. III. Resources save the time of the teacher because content does not have to be repeated again and again. Which of the statements are correct?

  2. Q2. A class 7 teacher in Rampur pins paper cut-outs of fruits on a flannel board to teach a Hindi poem, and pastes learner-made posters on a bulletin board for a science exhibition. Both flannel board and bulletin board are classified as

  3. Q3. Which of the following pairings of teaching-learning resource to its category is NOT correct?

  4. Q4. A teacher of class 7 in a rural Bihar school regularly gives every learner specific, individual feedback on their work and adapts the next lesson to what each learner needs. As per McCombs's research, this practice turns the classroom into a

  5. Q5. Consider the following statements about classroom seating: I. Learners seated in the 'T-zone' (the front row and the middle column) get more attention from the teacher. II. The semicircle formation makes the classroom more interactive than rows and columns (Marx et al., 1999). III. Traditional rows and columns positively enhance classroom interaction and learner-teacher relationship. Which statements are correct?

  6. Q6. Assertion (A): Per Judson (2006), the teacher is the key determinant of how a classroom environment functions as a learning resource. Reason (R): Even when the same textbooks, chalk and blackboard are available, learner outcomes vary because the teacher decides how those resources are used.

  7. Q7. A class 8 teacher takes her learners to a nearby botanical garden where they spend a day with a horticulturist learning how to graft plants. This kind of community-resource arrangement is called

  8. Q8. Which of the following is NOT correct about 'community as a learning resource'?

  9. Q9. A class 7 SST teacher wants the community to act as a resource for a unit on biodiversity for her 12-year-old learners. Which of the following is the MOST appropriate community resource for this purpose?

  10. Q10. Regarding improvised resources, consider the following statements: I. Improvised resources can be used to teach large classes effectively. II. Improvised resources arouse interest of learners because they are made from things learners see in daily life. III. Improvised resources are always more accurate than readymade laboratory equipment. Which statements are correct?

  11. Q11. A class 7 SST teacher in a school with no printed atlas draws a blank outline map of India on a large chart paper herself and uses it across the year for political-map and physical-map exercises. This is best categorised as

  12. Q12. Assertion (A): The quality of improvised resources in a school depends primarily on the skill of the teacher. Reason (R): Teacher skill in improvisation should be improved through seminars, workshops and in-service training programmes.

  13. Q13. ICT tools may be grouped into three categories — input devices, output devices and other tools. Which set is correctly placed?

  14. Q14. An upper-primary teacher is choosing a YouTube clip to teach class 7 about gender equality. As per the selection criteria for teaching-learning resources, which is NOT a correct criterion to apply?

  15. Q15. Which of the following statements about integrating teaching-learning resources into a lesson is NOT correct?

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