PEDAGOGY MCQ 9

-
36. The Waldorf education approach emphasizes a balanced development of
(A) head and heart
(B) head and hands
(C) heart and hands
(D) head, heart, and hands
37. Plato believed that talent and intelligence are
(A) distributed genetically
(B) not distributed genetically
(C) distributed gender-wise
(D) not distributed gender-wise
38. A priori knowledge is knowledge that is known independently of
(A) analysis
(B) information
(C) experience
(D) evidence
39. A posteriori knowledge is knowledge that is known by
(A) analysis
(B) information
(C) experience
(D) evidence
40. According to John Locke, a child’s mind does not contain any
(A) innate ideas
(B) memory
(C) observation
(D) imagination
ANSWERS: PEDAGOGY QUIZZES
36. D
37. B
38. C
39. C
40. A

Comments

Post a Comment

Popular posts from this blog

Zone of Proximal Development

-
Image
 Zone of Proximal Development The zone of proximal development refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term “proximal” refers to those skills that the learner is “close” to mastering. Vygotsky's Definition of ZPD The concept, zone of proximal development was developed by Soviet psychologist and social constructivist  Lev Vygotsky  (1896 – 1934). The zone of proximal development (ZPD) has been defined as: "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). Vygotsky has developed a sociocultural approach to cognitive development. For Vygotsky, the environment in which children grow up will influence how they
Read more

PEDAGOGY MCQ 20

-
91.  For an effective teaching, the teacher must be a subject matter expert that includes I.  command over the subject II.  the ability to convey knowledge III.  the ability to apply ideas from one discipline to another (A) I only (B) II only (C) I and II only (D) I, II and III 92.  The satiation technique of classroom management is a technique where instead of punishing negative behaviors, the teacher might decide to actually __________ the negative behavior. (A) encourage (B) discourage (C) ignore (D) divert 93.  The extinction technique of classroom management is a technique where teacher __________ any negative behavior. (A) divert (B) ignore (C) encourage (D) discourage 94.  The use of a physical punishment for class management is called (A) extinction technique (B) satiation technique (C) time out technique (D) corporal punishment 95.  The technique of classroom management where the teacher punishes negative behaviors by removing an unruly student from the rest of t
Read more

Demonstrate knowledge of scope and sequence of the curriculum.

-
Image
Demonstrate knowledge of the scope and sequence of the curriculum . Interrelated concepts that refer to the overall organization of the curriculum in order to ensure its coherence and continuity. Scope refers to the breadth and depth of content and skills to be covered. Sequence refers to how these skills and content are ordered and presented to learners over time. http://www.ibe.unesco.org/es/node/12065 What does "organized developmental scope and sequence" mean? An  organized developmental scope and sequence  outlines what the early childhood curriculum focuses on and how the plans and materials support children at different stages of development. The  scope  refers to the areas of development addressed by the curriculum. Scope includes both the breadth (the curriculum addresses development across all of the  Head Start Early Learning Outcomes Framework  (ELOF) domains) and depth (curriculum content addresses specific developmental goals within each sub-domain).
Read more