Author name: Umar Draz

The percentages of knowledge gained through each sense are commonly known as the "Learning Pyramid" or "Cone of Learning." While these percentages are often cited, it's important to note that the exact numbers can vary depending on the context and individual differences in learning styles. Additionally, the validity of these percentages has been questioned, and some educational experts caution against relying too heavily on specific figures.

However, based on the traditional Learning Pyramid, the percentages are typically stated as follows:

How much knowledge is gained through the sense of seeing?
75% %
How much knowledge is gained through the sense of listening?
(b) 13%
How much knowledge is gained through the sense of touch?
6%
How much knowledge is gained through the sense of smell?
3%
How much knowledge is gained through the sense of taste?
3%
Again, it's essential to interpret these percentages with caution and recognize that learning is a complex process influenced by various factors beyond sensory input alone.

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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 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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docmcqs.com is Pakistan No.1 online Platform to prepare all types of Exams including PPSC, FPSC, KPSC, SPSC, Ministry of Defence, And for all one paper MCQs , Pedagogy MCQs, docmcqs general knowledge MCQs, current affair MCQs and a lot more

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

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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docmcqs.com is Pakistan No.1 online Platform to prepare all types of Exams including PPSC, FPSC, KPSC, SPSC, Ministry of Defence, And for all one paper MCQs , Pedagogy MCQs, docmcqs general knowledge MCQs, current affair MCQs and a lot more

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

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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docmcqs.com is Pakistan No.1 online Platform to prepare all types of Exams including PPSC, FPSC, KPSC, SPSC, Ministry of Defence, And for all one paper MCQs , Pedagogy MCQs, docmcqs general knowledge MCQs, current affair MCQs and a lot more

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

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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docmcqs.com is Pakistan No.1 online Platform to prepare all types of Exams including PPSC, FPSC, KPSC, SPSC, Ministry of Defence, And for all one paper MCQs , Pedagogy MCQs, docmcqs general knowledge MCQs, current affair MCQs and a lot more

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

Simpson's Psychomotor Domain is a classification system that outlines different levels of motor skills and physical abilities. Developed by R. H. Dave Simpson in 1972, this taxonomy provides a framework for educators to describe and categorize the development of physical skills in learners. The levels in Simpson's Psychomotor Domain are hierarchical, with each level building upon the previous one. Here are the levels in Simpson's Psychomotor Domain, along with descriptions of each:

Perception:
This level involves the ability to use sensory cues to guide physical movements.
Learners develop the ability to interpret visual, auditory, and tactile cues to understand their environment and respond accordingly.
Set:
Set refers to the readiness or mental preparation to perform a physical skill.
At this level, learners develop the focus, concentration, and mental attitude necessary to engage in physical activity effectively.
Guided Response:
Guided Response involves the imitation or following of demonstrated movements or instructions.
Learners observe a model or receive verbal instructions and then attempt to replicate the movements with guidance and assistance.
Mechanism:
Mechanism refers to the ability to perform a physical skill with a degree of proficiency and coordination.
At this level, learners develop the motor coordination and control necessary to execute movements accurately and efficiently.
Complex Overt Response:
Complex Overt Response involves the coordination of multiple motor skills to perform a task or activity.
Learners combine and sequence movements in a coordinated manner to achieve a specific goal or outcome.
Adaptation:
Adaptation refers to the ability to modify or adjust movements in response to changing conditions or circumstances.
Learners demonstrate flexibility and adaptability in their motor skills, making adjustments as needed to meet the demands of the task or environment.
Origination:
Origination is the highest level in Simpson's Psychomotor Domain and involves the ability to create new movements or perform tasks independently.
At this level, learners demonstrate mastery of motor skills and the ability to innovate, improvise, and problem-solve in physical activities.
These levels provide a framework for educators to assess and plan instruction in physical education, sports training, and other domains where motor skills are essential. By understanding the progression of skills outlined in Simpson's Psychomotor Domain, educators can tailor their teaching methods and interventions to support learners' development of physical abilities effectively.

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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

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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docmcqs.com is Pakistan No.1 online Platform to prepare all types of Exams including PPSC, FPSC, KPSC, SPSC, Ministry of Defence, And for all one paper MCQs , Pedagogy MCQs, docmcqs general knowledge MCQs, current affair MCQs and a lot more

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

Simpson's Psychomotor Domain is a classification system that outlines different levels of motor skills and physical abilities. Developed by R. H. Dave Simpson in 1972, this taxonomy provides a framework for educators to describe and categorize the development of physical skills in learners. The levels in Simpson's Psychomotor Domain are hierarchical, with each level building upon the previous one. Here are the levels in Simpson's Psychomotor Domain, along with descriptions of each:

Perception:
This level involves the ability to use sensory cues to guide physical movements.
Learners develop the ability to interpret visual, auditory, and tactile cues to understand their environment and respond accordingly.
Set:
Set refers to the readiness or mental preparation to perform a physical skill.
At this level, learners develop the focus, concentration, and mental attitude necessary to engage in physical activity effectively.
Guided Response:
Guided Response involves the imitation or following of demonstrated movements or instructions.
Learners observe a model or receive verbal instructions and then attempt to replicate the movements with guidance and assistance.
Mechanism:
Mechanism refers to the ability to perform a physical skill with a degree of proficiency and coordination.
At this level, learners develop the motor coordination and control necessary to execute movements accurately and efficiently.
Complex Overt Response:
Complex Overt Response involves the coordination of multiple motor skills to perform a task or activity.
Learners combine and sequence movements in a coordinated manner to achieve a specific goal or outcome.
Adaptation:
Adaptation refers to the ability to modify or adjust movements in response to changing conditions or circumstances.
Learners demonstrate flexibility and adaptability in their motor skills, making adjustments as needed to meet the demands of the task or environment.
Origination:
Origination is the highest level in Simpson's Psychomotor Domain and involves the ability to create new movements or perform tasks independently.
At this level, learners demonstrate mastery of motor skills and the ability to innovate, improvise, and problem-solve in physical activities.
These levels provide a framework for educators to assess and plan instruction in physical education, sports training, and other domains where motor skills are essential. By understanding the progression of skills outlined in Simpson's Psychomotor Domain, educators can tailor their teaching methods and interventions to support learners' development of physical abilities effectively.

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The characteristic of a behavioral objective is (c) Observable and measurable.

Behavioral objectives are statements that describe specific observable behaviors that learners should be able to demonstrate after instruction. These objectives are typically framed in terms of what the learner will be able to do, and they are written in a way that allows for clear observation and measurement of the behavior. By making objectives observable and measurable, educators can assess whether learning outcomes have been achieved and track progress effectively.

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docmcqs.com is Pakistan No.1 online Platform to prepare all types of Exams including PPSC, FPSC, KPSC, SPSC, Ministry of Defence, And for all one paper MCQs , Pedagogy MCQs, docmcqs general knowledge MCQs, current affair MCQs and a lot more

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