Umar Draz, Author at DocMCQs

Micro teacher is a

A. A. Teacher method

B. B. Teaching training technique

C. C. Motivational technique

D. D. none of above

Correct answer is: B. B. Teaching training technique

Explain:

Micro teaching is a (b) teaching training technique.

Microteaching is a teacher training technique where teachers practice teaching in small groups or one-on-one settings with their peers or mentors. It involves breaking down the teaching process into smaller, manageable components and providing feedback and reflection on each component. Microteaching allows teachers to focus on specific teaching skills or strategies, such as classroom management, instructional delivery, and student engagement, in a controlled and supportive environment. It is commonly used in teacher education programs to help teachers improve their teaching practices and develop their pedagogical skills. Therefore, option (b) Teaching training technique is the correct answer.

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What is the time of presentation in Micro teaching?

A. A. 1-5 min

B. B. 5-10 min

C. C. 10-15 min

D. D. 15-20 min

Correct answer is: B. B. 5-10 min

Explain:

Title: Exploring Microteaching: A Comprehensive Guide to Teacher Training Technique

Introduction:
Microteaching is a powerful teacher training technique that has revolutionized the way educators hone their teaching skills. Developed in the 1970s, Microteaching provides teachers with a structured and controlled environment to practice and refine specific teaching methods, strategies, and techniques. This comprehensive guide will explore the key aspects of Microteaching, including its purpose, process, duration, participants, and focus on competency.

Purpose of Microteaching:
Microteaching aims to enhance teaching effectiveness by providing teachers with opportunities for focused practice, feedback, and reflection on their instructional methods and techniques. It allows teachers to experiment with different teaching strategies in a supportive environment and identify areas for improvement.

Process of Microteaching:
During a Microteaching session, a teacher presents a short lesson or segment of instruction to a small group of peers or trainee teachers, known as students. The presentation typically lasts for 5-10 minutes, allowing for focused practice on specific teaching skills or techniques. After the presentation, peers provide constructive feedback on the teacher's performance, focusing on strengths and areas for improvement. The teacher then reflects on the feedback and identifies strategies for enhancing their teaching practice.

Duration and Participants:
The typical time of presentation in Microteaching ranges from 5-10 minutes, providing teachers with a manageable timeframe for focused practice. Microteaching sessions often involve a small group of 1-5 peers or trainee teachers who serve as students during the practice teaching sessions. This small group setting allows for personalized feedback and meaningful interaction among participants.

Origins and Evolution:
Microteaching originated in the 1970s as a response to the need for effective teacher training techniques. It has since become a widely used approach in teacher education programs worldwide. Over the years, Microteaching has evolved to incorporate advancements in educational technology and pedagogy, but its core principles remain focused on providing teachers with opportunities for deliberate practice and reflection.

Focus on Competency:
Microteaching emphasizes the development and mastery of specific teaching competencies, such as instructional delivery, classroom management, communication skills, and student engagement. By focusing on competency over method, Microteaching enables teachers to refine their teaching skills and adapt their instructional strategies to meet the diverse needs of their students.

Conclusion:
In conclusion, Microteaching is a valuable teacher training technique that empowers educators to enhance their teaching effectiveness through focused practice, feedback, and reflection. By providing teachers with opportunities to experiment with different teaching methods and techniques in a supportive environment, Microteaching plays a crucial role in the continuous professional development of educators worldwide.

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Pedagogy MCQS For FPSC SST Preparation . These includes Curriculum Development MCQS, Educational Psychology MCQS, Assessment and Evaluation MCQS, Administration and Management Teaching Methods MCQS

What is the No of students in micro teaching?

A. A. 1-5

B. B. 5-10

C. C. 10-15

D. D. 15-20

Correct answer is: B. B. 5-10

Explain:

Title: Exploring Microteaching: A Comprehensive Guide to Teacher Training Technique

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Pedagogy MCQS For FPSC SST Preparation . These includes Curriculum Development MCQS, Educational Psychology MCQS, Assessment and Evaluation MCQS, Administration and Management Teaching Methods MCQS

Micro teaching started in

A. A. 1950

B. B. 1960

C. C. 1970

D. D. 1980

Correct answer is: B. B. 1960

Explain:

Title: Exploring Microteaching: A Comprehensive Guide to Teacher Training Technique

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Pedagogy MCQS For FPSC SST Preparation . These includes Curriculum Development MCQS, Educational Psychology MCQS, Assessment and Evaluation MCQS, Administration and Management Teaching Methods MCQS

Taxonomy of educational objectives was presented in

A. A. 1946

B. B. 1956

C. C. 1966

D. D. 1976

Correct answer is: B. B. 1956

Explain:

The Taxonomy of Educational Objectives was presented in (b) 1956. It was developed by Benjamin Bloom and his colleagues, with the publication of "Taxonomy of Educational Objectives: The Classification of Educational Goals," commonly known as Bloom's Taxonomy. This taxonomy categorizes educational objectives into cognitive domains, providing a framework for classifying learning outcomes and objectives in educational settings.

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The classification of cognitive domain was presented by

A. A. Benjamin S. Bloom

B. B. Skinner

C. C. Krathwohl

D. D. Simpson

Correct answer is: A. A. Benjamin S. Bloom

Explain:

The classification of cognitive domain was presented by (A) Benjamin S. Bloom. Benjamin S. Bloom, an American educational psychologist, is renowned for his work on educational taxonomy, particularly for his development of Bloom's Taxonomy. Bloom's Taxonomy categorizes educational objectives into cognitive domains, which include various levels of thinking skills, such as remembering, understanding, applying, analyzing, evaluating, and creating.

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Cognitive domain has

A. A. Three subgroups

B. B. Four subgroups

C. C. Five subgroups

D. D. Six subgroups

Correct answer is: D. D. Six subgroups

Explain:

Apologies for the oversight. You're correct. In the revised version of Bloom's Taxonomy, there are indeed six subgroups in the cognitive domain. These are:

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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The lowest level of learning in cognitive domain is

A. A. Comprehension

B. B. Application

C. C. Knowledge

D. D. Synthesis

Correct answer is: C. C. Knowledge

Explain:

The lowest level of learning in the cognitive domain is (c) Knowledge.

In Bloom's Taxonomy, knowledge represents the most basic level of cognitive learning. It involves the recall of factual information, concepts, or principles without necessarily understanding their meaning or significance. This level lays the foundation for higher-order thinking skills and serves as a prerequisite for understanding, applying, analyzing, evaluating, and creating within the cognitive domain.

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The highest level of learning in cognitive domain is

A. A. Evaluation

B. B. Synthesis

C. C. Analysis

D. D. Application

Correct answer is: A. A. Evaluation

Explain:

You are correct. In the original Bloom's Taxonomy, the highest level of learning in the cognitive domain is indeed (a) Evaluation.

Here's an elaboration of each option according to the original taxonomy:

(a) Evaluation: Involves making judgments or assessments based on criteria and standards. At this level, learners critically evaluate information, arguments, or theories, considering evidence, logic, and relevance. They make informed judgments and decisions, weighing the strengths and weaknesses of different options or viewpoints.

(b) Synthesis: Involves integrating, combining, or creating new ideas, concepts, or products from existing knowledge or elements. This level was originally categorized as the second-highest level of cognitive learning in the revised taxonomy.

(c) Analysis: Involves breaking down information into its component parts and understanding relationships between them. At this level, learners examine and dissect complex ideas, concepts, or systems to identify patterns, structures, or underlying principles.

(d) Application: Involves using learned information in new or concrete situations. At this level, learners demonstrate their understanding by applying knowledge, principles, or procedures to solve problems, make decisions, or perform tasks in real-world contexts.

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The right sequence of subgroups cognitive domain is

A. A. Knowledge, Comprehension, Application, Synthesis, analysis, Evaluation

B. B. Knowledge, Comprehension, application, Evaluation, analysis, Synthesis

C. C. Knowledge, Comprehension, Evaluation, application, Analysis, Synthesis

D. D. Knowledge, Comprehension, application, analysis, Synthesis Evaluation

Correct answer is: D. D. Knowledge, Comprehension, application, analysis, Synthesis Evaluation

Explain:

The correct sequence of subgroups in the cognitive domain, according to the original Bloom's Taxonomy, is:

(d) Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

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Knowing/ memorizing and recalling is concerned with

A. A. Comprehension

B. B. Application

C. C. Knowledge

D. D. Evaluation

Correct answer is: C. C. Knowledge

Explain:

Knowing, memorizing, and recalling are concerned with (c) Knowledge.

In Bloom's Taxonomy, the "Knowledge" level involves the recall of factual information, concepts, or principles. It encompasses the ability to remember previously learned material and retrieve it from memory. This level represents the most basic form of cognitive learning, focusing on the acquisition of information without necessarily understanding its meaning or significance.

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To grasp the meaning of the material is

A. A. Comprehension

B. B. Application

C. C. Knowledge

D. D. Synthesis

Correct answer is: A. A. Comprehension

Explain:

To grasp the meaning of the material is (a) Comprehension.

In Bloom's Taxonomy, "Comprehension" involves understanding the meaning or significance of information by explaining or interpreting it in one's own words. It goes beyond mere recall of facts (Knowledge) and involves demonstrating understanding of concepts, principles, or ideas presented in the material.

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To use previous learned material in a new situation is

A. A. Comprehension

B. B. Application

C. C. Knowledge

D. D. analysis

Correct answer is: B. B. Application

Explain:

To use previously learned material in a new situation is (b) Application.

In Bloom's Taxonomy, "Application" involves using learned information in new or concrete situations. It requires learners to apply knowledge, principles, or procedures to solve problems, make decisions, or perform tasks in real-world contexts. This level focuses on the transfer of learning from one situation to another and the ability to adapt knowledge to novel situations.

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To break down material into component parts to know its organizational structure is

A. A. Comprehension

B. B. application

C. C. Analysis

D. D. Synthesis

Correct answer is: C. C. Analysis

Explain:

To break down material into component parts to understand its organizational structure is (c) Analysis.

In Bloom's Taxonomy, "Analysis" involves breaking down information into its component parts and understanding relationships between them. It requires learners to examine and dissect complex ideas, concepts, or systems to identify patterns, structures, or underlying principles. This level focuses on gaining deeper insights into the structure and organization of the material.

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To put ideas together to form a new whole is

A. A. Evaluation

B. B. Synthesis

C. C. Analysis

D. D. Application

Correct answer is: B. B. Synthesis

Explain:

To put ideas together to form a new whole is (b) Synthesis.

In Bloom's Taxonomy, "Synthesis" involves integrating, combining, or creating new ideas, concepts, or products from existing knowledge or elements. It requires learners to demonstrate creativity and innovation by generating original solutions, designs, or perspectives that go beyond what has been previously learned or experienced. This level focuses on the creation of new insights or perspectives through the integration of diverse elements.

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To know the worth or value of material is

A. A. Analysis

B. B. Application

C. C. Knowledge

D. D. Evaluation

Correct answer is: D. D. Evaluation

Explain:

To know the worth or value of material is (d) Evaluation.

In Bloom's Taxonomy, "Evaluation" involves making judgments or assessments based on criteria and standards. It requires learners to critically evaluate information, arguments, or theories, considering evidence, logic, and relevance. This level focuses on making informed judgments and decisions, weighing the strengths and weaknesses of different options or viewpoints.

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The intellectual skills are reflected by

A. A. Cognitive Domain

B. B. affective domain

C. C. Psychomotor

D. D. None of above

Correct answer is: A. A. Cognitive Domain

Explain:

The intellectual skills are reflected by (a) Cognitive Domain.

The cognitive domain, as defined in Bloom's Taxonomy, encompasses intellectual skills related to thinking and learning. It includes various levels of cognitive processes such as remembering, understanding, applying, analyzing, evaluating, and creating. These skills involve mental activities such as recalling information, comprehending concepts, solving problems, and synthesizing ideas.

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Attitudes, values and interests are reflected by

A. A. Cognitive Domain

B. B. Affective Domain

C. C. Psychomotor Domain

D. D. None of above

Correct answer is: B. B. Affective Domain

Explain:

Attitudes, values, and interests are reflected by (b) Affective Domain.

The affective domain, as described in educational psychology, pertains to the emotional and motivational aspects of learning. It involves the development of attitudes, beliefs, values, and interests that influence an individual's behavior and decision-making. This domain focuses on fostering positive attitudes towards learning, promoting empathy and social responsibility, and cultivating a sense of self-awareness and emotional regulation.

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Which domain is concerned with physical and motor skills?

A. A. Cognitive Domain

B. B. Affective Domain

C. C. Psychomotor domain

D. D. None of above

Correct answer is: C. C. Psychomotor domain

Explain:

The domain concerned with physical and motor skills is (c) Psychomotor Domain.

The psychomotor domain encompasses skills related to physical movement, coordination, and manipulation. It involves the development of fine and gross motor skills, as well as the ability to perform tasks that require manual dexterity, hand-eye coordination, and physical agility. Activities within the psychomotor domain may include tasks such as writing, typing, playing musical instruments, sports, and other hands-on activities that involve physical movement and coordination.

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The focus of cognitive domain is

A. A. Physical and Motor skills

B. B. Intellectual Skills

C. C. Attitudes and Interests

D. D. None of above

Correct answer is: B. B. Intellectual Skills

Explain:

Cognitive Domain (b) Intellectual Skills:
The cognitive domain, as classified by Bloom's Taxonomy, focuses on intellectual skills related to thinking and learning. It encompasses various levels of cognitive processes, including remembering, understanding, applying, analyzing, evaluating, and creating.
Remembering: Involves recalling or recognizing factual information, concepts, or principles.
Understanding: Involves comprehending the meaning or significance of information by explaining or interpreting it in one's own words.
Applying: Involves using learned information in new or concrete situations.
Analyzing: Involves breaking down information into its component parts and understanding relationships between them.
Evaluating: Involves making judgments or assessments based on criteria and standards.
Creating: Involves generating new ideas, concepts, or products from existing knowledge or elements.
The cognitive domain focuses on the development of intellectual skills such as critical thinking, problem-solving, decision-making, and creativity, which are essential for academic success and lifelong learning.

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The affective domain was classified by

A. A. Benjamin S. Bloom

B. B. Simpson

C. C. Krathwohl

D. D. Burner

Correct answer is: C. C. Krathwohl

Explain:

You're correct, and I apologize for the oversight. While Benjamin Bloom is well-known for his work on the cognitive domain of learning, it was David Krathwohl, together with Benjamin Bloom, who further developed the taxonomy to include the affective domain.

David Krathwohl, a colleague of Bloom's, collaborated on the revision of Bloom's Taxonomy in the 1960s. This revision included the addition of the affective domain, which focuses on attitudes, beliefs, values, and emotions. Krathwohl played a significant role in expanding the taxonomy to encompass these important aspects of learning and development. Therefore, the affective domain was indeed subdivided by Krathwohl. Thank you for bringing this to my attention.

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Affective domain is divided into

A. A. four subgroups

B. B. Five subgroups

C. C. Six subgroups

D. D. seven subgroups

Correct answer is: B. B. Five subgroups

Explain:

The affective domain is divided into (b) Five subgroups.

These subgroups, as outlined in Bloom's Taxonomy of the Affective Domain, are:

Receiving: The willingness to attend to certain stimuli or information.
Responding: The willingness to actively participate or respond to stimuli.
Valuing: The internalization of values and beliefs, leading to commitment.
Organization: The organization of values into a coherent belief system.
Characterization by value or belief: The internalization of values to the extent that they become part of one's behavior and identity.
These subgroups represent a hierarchical structure that describes the development of attitudes, beliefs, and values in learners.

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The lowest level of learning in affective domain is

A. A. Responding

B. B. Valuing

C. C. Attending

D. D. Organization

Correct answer is: C. C. Attending

Explain:

The affective domain is divided into (b) Five subgroups.

These subgroups, as outlined in Bloom's Taxonomy of the Affective Domain, are:

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Which is placed at the highest level of learning in affective domain

A. A. Attending

B. B. Responding

C. C. Organization

D. D. Characterization

Correct answer is: D. D. Characterization

Explain:

The affective domain is divided into (b) Five subgroups.

These subgroups, as outlined in Bloom's Taxonomy of the Affective Domain, are:

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What is the brief title of the latest UN Convention about the welfare of persons with disabilities??

A. CHR

B. CRC

C. MDG

D. CRPD

Correct answer is: C. MDG

Author name: Umar Draz