Pedagogy MCQs (page 67 of 100)
Learning theories, child development, motivation, philosophy of education, teaching methods, curriculum and assessment, measurement and evaluation, classroom management, guidance and counselling, inclusive education, research, planning and school leadership, and Pakistan's education system. Includes applied, scenario-based questions in the style of recent FPSC SST (General) papers. For educator, SST, ESE, lecturer and other teaching posts.
1,997 questions. Select an option to check your answer, or open "Show answer". Showing 1321–1340.
- 1321.
General aims of education are usually:
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Answer: D. Broad and long-term
Aims are broad; objectives are specific and measurable.
- 1322.
Student learning outcomes (SLOs) describe:
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Answer: B. What students should know and be able to do after learning
Pakistan's national curricula state expected learning in terms of SLOs.
- 1323.
A lesson plan is mainly prepared to:
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Answer: A. Organise teaching in a logical sequence towards clear objectives
Planning helps the teacher use time, resources and methods effectively.
- 1324.
Which is usually the first component of a lesson plan?
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Answer: A. Objectives
Objectives guide the choice of content, activities and assessment.
- 1325.
A unit plan covers:
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Answer: B. A group of related lessons on one theme or topic
It links lessons together over several weeks.
- 1326.
Backward design in curriculum planning, from "Understanding by Design", was developed by:
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Answer: D. Grant Wiggins and Jay McTighe
Planners begin with desired results, then decide on evidence, then plan learning activities.
- 1327.
The first stage of backward design is:
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Answer: C. Identify desired results
Planning starts from the end goals.
- 1328.
The word "curriculum" comes from a Latin word meaning:
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Answer: B. A race course or running track
Curriculum originally meant the course to be run.
- 1329.
Curriculum is broader than a syllabus because it includes:
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Answer: D. All learning experiences, objectives, methods and evaluation
A syllabus is an outline of content for a subject.
- 1330.
Ralph Tyler's model of curriculum development, published in 1949, starts with:
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Answer: A. Defining educational objectives
Tyler's four questions concern purposes, experiences, organisation and evaluation.
- 1331.
Ralph Tyler's 1949 book on curriculum is:
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Answer: C. Basic Principles of Curriculum and Instruction
The "Tyler rationale" became the classic objectives model.
- 1332.
Hilda Taba's model of curriculum development is described as:
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Answer: B. Grassroots and inductive, starting with teachers
Taba believed teachers who know the students should design the curriculum.
- 1333.
Lawrence Stenhouse is associated with the:
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Answer: B. Process model of curriculum
Stenhouse argued that curriculum should focus on the process of learning, not only pre-set objectives.
- 1334.
The term "hidden curriculum" was coined by:
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Answer: B. Philip Jackson
In "Life in Classrooms" (1968) Jackson described lessons that are learned without being taught directly.
- 1335.
The hidden curriculum refers to:
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Answer: C. Values and behaviours learned informally through school life
Punctuality, obedience and attitudes to authority are often learned this way.
- 1336.
The "null curriculum", meaning what schools do not teach, was described by:
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Answer: C. Elliot Eisner
Eisner argued that what is left out also teaches students something.
- 1337.
A subject-centred curriculum is organised around:
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Answer: C. Separate subjects and disciplines
Content is divided into subjects such as maths, science and history.
- 1338.
A learner-centred curriculum is organised around:
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Answer: B. The needs, interests and abilities of learners
Progressive educators such as Dewey favoured this approach.
- 1339.
A core curriculum refers to:
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Answer: A. Essential subjects or learning that all students must study
Core subjects are compulsory; electives are optional.
- 1340.
The "scope" of a curriculum refers to:
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Answer: D. The breadth and depth of content
Sequence refers to the order of content.