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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

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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Affective domain focuses on adoption of a value system as a part of life style in

A. A. Responding

B. B. Valuing

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:

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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Psychomotor domain was classified by Simpson in

A. A. 1962

B. B. 1972

C. C. 1982

D. D. 1992

Correct answer is: B. B. 1972

Explain:

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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Affective domain was divided into subgroups by Krathwhol in

A. A. 1954

B. B. 1964

C. C. 1974

D. D. 1984

Correct answer is: B. B. 1964

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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Psychomotor domain was divided by Simpson in

A. A. Four subgroups

B. B. Five subgroups

C. C. Six subgroups

D. D. Seven subgroups

Correct answer is: D. D. Seven subgroups

Explain:

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The Characteristic of behavioral objective is

A. A. Observable and Immeasurable

B. B. Non- observable

C. C. Observable and measurable

D. D. None of above

Correct answer is: C. C. Observable and measurable

Explain:

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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The right sequence of sub-groups of psychomotor domain is

A. Perception, Complex over response, Set, Guided, response, Mechanism, adaptation, Organization

B. Set, Origination, Guided response, Mechanism Complex overt response, Adaptation, perception

C. Guided response, Mechanism, perception, Set, Adaptation, Organization, Complex overt response

D. Perception, Set, Guided response, Mechanism, Complex overt response, adaptation, Origination

Correct answer is: D. Perception, Set, Guided response, Mechanism, Complex overt response, adaptation, Origination

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Objective related to affective domain is

A. A. Student can paint a picture

B. B. Student can draw a graph

C. C. Student values honesty

D. D. Student can write a letter

Correct answer is: C. C. Student values honesty

Explain:

The objective related to the affective domain is (c) Student values honesty.

Objectives related to the affective domain focus on the development of attitudes, beliefs, values, and emotional responses. These objectives describe desired changes in learners' feelings, motivations, and behaviors. In the provided example, the objective "Student values honesty" reflects a desired change in the student's attitude or value system, emphasizing the importance of honesty as a guiding principle.

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Bring together scientific ideas to form a unique idea is

A. A. Application

B. B. analysis

C. C. Synthesis

D. D. Evaluation

Correct answer is: C. C. Synthesis

Explain:

Bringing together scientific ideas to form a unique idea is (c) 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. Therefore, synthesizing scientific ideas to form a unique idea aligns with the concept of synthesis in Bloom's Taxonomy.

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The truth of the conclusion of an inductive argument is___________?

A. A. Certain

B. B. experience

C. C. Observation

D. D. Probable

Correct answer is: D. D. Probable

Explain:

The truth of the conclusion of an inductive argument is (D) probable.

Inductive reasoning involves drawing general conclusions based on specific observations or evidence. Unlike deductive reasoning, where the conclusion follows necessarily from the premises, inductive reasoning allows for the possibility that the conclusion may be true but not certain. Instead, the conclusion is considered probable, as it is based on the available evidence or observations. Inductive arguments aim to support the likelihood or probability of the conclusion rather than providing absolute certainty.

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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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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:

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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 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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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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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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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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