Teaching Learning Process MCQ Quiz - Objective Question with Answer for Teaching Learning Process - Download Free PDF

Self-learning activities are tasks or exercises designed to help students take charge of their learning outside direct teacher instruction. These activities promote independent thinking, exploration, and the ability to learn at one's own pace. 

Key Points

•  Self-learning activities are designed to support learner autonomy. They encourage students to make choices, set goals, manage their time, and reflect on their understanding without constant teacher direction.
• This builds confidence, critical thinking, and problem-solving skills. Examples of such activities include research projects, learning journals, educational games, and online modules.
• These tasks allow learners to engage meaningfully with content, take ownership of their learning, and build self-discipline and motivation, which are essential for long-term academic success.

Hint

•  Group memorization involves repetition rather than independent learning and often lacks deep understanding.
• Passive listening is a teacher-led method that does not involve student control over learning.
• Syllabus completion focuses on finishing content rather than developing skills for self-directed inquiry or reflection.

Hence, the correct answer is learner autonomy.

In constructivist learning theories, children are seen as active participants in the learning process. When faced with new situations, they often engage in trial-and-error, make predictions, test ideas, and adjust their understanding based on outcomes. This mirrors the behavior of scientists, who construct knowledge through observation, experimentation, and analysis.

Key Points

•  When children test hypotheses and observe outcomes, they demonstrate inquiry-based thinking, a hallmark of the scientific method. This kind of behavior encourages critical thinking, problem-solving, and deeper understanding.
• It shows they are not merely receiving information but constructing knowledge through active exploration.

Hint

•  Being a passive recipient or a rote memorizer reflects a more traditional, teacher-centered model, where students repeat or absorb information without understanding.
• An emotional learner may focus more on feelings and relationships rather than analytical reasoning in unfamiliar situations.

Hence, the correct answer is scientific investigator.

Critical thinking involves analyzing, evaluating, and synthesizing information rather than simply recalling facts. It requires students to make connections between ideas, question assumptions, and reflect on their reasoning. In science education, engaging students in hands-on activities that require prediction, observation, and reasoning is a proven way to develop critical thinking.

Key Points

•  When a teacher conducts an experiment and encourages students to predict outcomes based on prior knowledge, followed by reflection, she is fostering critical engagement.
• This strategy pushes students to think deeply, justify their ideas, and revise them based on evidence, core elements of scientific and critical reasoning.

Hint

•  Asking students to memorize, watch passive lectures, or complete true/false worksheets mainly promotes rote learning or basic comprehension. These do not stimulate the analytical and reflective processes essential for critical thinking.

Hence, the correct answer is conduct an experiment and have students predict and reflect on outcomes based on prior knowledge.

Addressing this diversity is essential for inclusive and effective teaching. Teaching-Learning Materials (TLMs) and Audio-Visual (AV) aids play a crucial role in creating an engaging and supportive environment that reaches all learners. These tools provide alternative ways to present information, making it easier for students to connect with the content.

Key Points

• Providing multisensory inputs that cater to varied learning needs is the key way TLMs and AV aids support classroom diversity. When teachers use charts, models, videos, audio clips, and interactive tools, they stimulate multiple senses—visual, auditory, and kinesthetic.
• This approach helps visual learners grasp concepts through images, auditory learners through sounds, and tactile learners through hands-on experiences.
• Such resources bridge learning gaps, make abstract ideas concrete, and allow students with different strengths and challenges to access the same content in ways that suit them best. This aligns with inclusive education goals and differentiated instruction strategies.

Hint

•  Reducing the need for direct teaching misunderstands the purpose of TLMs, which are meant to support—not replace—teacher interaction.
• Completing the syllabus faster is not the primary goal of using these aids; the focus is on quality and depth of understanding.
• While keeping students engaged is important, simply engaging them without addressing individual learning styles does not fully utilize the potential of TLMs and AV aids.

Hence, the correct answer is providing multisensory inputs that cater to varied learning needs.

Children come to school with their own understandings and ideas about the world, shaped by personal experiences and observations. These pre-existing notions may not always align with scientifically accepted explanations. Recognizing and addressing these ideas is crucial in effective teaching, as they can either facilitate or hinder new learning.

Key Points

• Misconceptions or alternative conceptions are ideas held by children that differ from scientific facts or concepts. For example, a child might believe the sun moves around the Earth because of how it appears, which conflicts with the scientific explanation.
• Identifying these misconceptions helps teachers design lessons that directly address and correct them, guiding students toward accurate scientific understanding. These ideas are natural starting points in the learning process, but need careful attention to transform them into correct knowledge.

Hint

•  Accurate prior knowledge refers to a correct understanding, which these pre-existing ideas often are not.
• Scientific hypotheses are testable explanations formed during scientific inquiry, not children’s initial beliefs.
• Inherited beliefs imply ideas passed down culturally or socially, which may or may not be misconceptions.

Hence, the correct answer is misconceptions or alternative conceptions.

Teaching takes place at three levels progressively- memory level of teaching, understanding level of teaching, and reflective level of teaching. 

• Teachers must keep in mind the developmental stage of the learners so that desired educational objectives can be achieved.

Important Points

Three identifiable levels of teaching-learning:

• Memory level: It is that where simple processes of recall and recognition are insisted.
• Understanding level: It is one where seeing of relationship or insight is stressed.
• Reflective level: It is that where critical thinking or problem solving is the chief concern.

Key Points

Presentation step is prominent in the syntax of the teaching model of memory level and understanding level. It is the most important step as it gives the major status to the subject matter.

In the Presentation Step:

• The teacher introduces new knowledge in an interactive manner before the learners.
• The teacher tries to connect the previous knowledge of the learners with a new set of knowledge.
• The teacher believes that when any topic is presented properly to the students they learn them in a coherent way.

Hence, it could be concluded that the presentation step is prominent in the syntax of the teaching model of memory level and understanding level.

Microteaching:

• Microteaching has been considered an effective technique for the development of teaching skills in teachers.
• Microteaching is like the simulation technique for developing teaching skills.
• This approach is used to shape the teacher's behavior based on an effective feedback mechanism.

Key PointsAs the term itself indicates, microteaching is scaled-down teaching in which the teacher teaches a short lesson to a small group of students for a short period. One teaching skill is practiced at a time. Thus microteaching is a miniature form of teaching in which teaching is scaled down in terms of class size, time, complexity, and activities with a focus on developing a specific teaching skill.

 Confusion PointsAssumptions in microteaching: The following are the essential assumptions in microteaching:

• microteaching is real teaching but it aims at developing teaching skills in teachers and not developing students' abilities.
• Microteaching is carried out under a non-complex environment (in contrast with a complex classroom environment),
• Microteaching ensures mastery learning. The teacher practices the skill till he/she achieves perfection in his/her behavior.
• Microteaching brings a high degree of control in practicing teachers
• Microteaching is a highly individualized approach to training, and
• Microteaching depends highly on an effective feedback mechanism.

Hence, we can conclude that Micro-teaching is scaled-down teaching. 

Hint"Microteaching is a real teaching" this is an assumption in microteaching because it has nothing to do with students' learning. It totally focuses on teachers' teaching skills.Additional Information 

• In this technique, the student-teacher is required to teach a small group of students for up to 15-20 minutes, focusing on a particular aspect of teaching. E.g. Skill of set induction, Skill of Questioning, Skill of Blackboard Writing, etc.

Micro-teaching is defined as teaching in miniature where it is scaled down in size of the class time and task with focus on a specific teaching skill.

Key Points

• The concept of micro-teaching is a training concept that can be applied at various pre-service and in-service stages in the professional development of teachers.
• Microteaching sessions involve one student teacher, the class instructor (or school supervisor who provides feedback to the student-teacher), and a small group of peers.
• These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment before putting them into practice with students.
• In the Indian model of micro-teaching, developed by NCERT the duration of Micro Teaching is as under:
  • Teach - 6 minutes
  • Feedback  - 6 minutes
  • Re-plan - 12 minutes
  • Re-teach - 6 minutes
  • Re-feedback - 6 minutes
  • Total - 36 minutes

There are six steps of micro-teaching which are as follows -

Hence, it could be concluded that total time taken in the Indian Model of Micro Teaching is 36 minutes.

Key Points

• Functional fixedness is a cognitive bias that limits problem-solving by restricting the individual's perception of an object or concept to its typical or traditional function.
• It can be a barrier to effective problem-solving because it limits the number of possible solutions that people can consider.
• For example, if you are trying to open a jar of pickles and you don't have a jar opener, you might be tempted to use a butter knife. However, if you are suffering from functional fixedness, you might not think of using the butter knife as a makeshift jar opener.

Additional Information 

• Divergent thinking, focused attention, and analogical thinking are all important skills for effective problem-solving. However, functional fixedness can be a major barrier to finding solutions to problems.
• By overcoming functional fixedness, people can increase their chances of finding creative and effective solutions to problems.

Hence, it can be concluded that Effective problem-solving requires elimination of functional fixedness.

Microteaching is a teacher training technique used to measure the attainment of teaching skills by the teaching of a small unit of content to the small group of students in a small amount of time.

• Micro-teaching is one of the most influential innovations in teacher education. It emerged as a partial solution to some of the inadequacies of the traditional teacher-training program. 
• The concept underlying micro-teaching assumes that teaching consists of various skills. Teaching practice becomes effective only on the acquisition of specific skills.

Key Points

•  Testing of previous knowledge comes under the skill of introduction as in this skill:
  • the teacher tests the previous knowledge of the students by asking them questions.
  • the teacher connects the child with their own experiences by encouraging discovery learning.
  • the teacher tries to connect them with the new chapter by activating their previous knowledge.

Hence, it could be concluded that testing of previous knowledge comes under the skill of introduction. 

Additional Information

Other Skills of Microteaching:

• Skill of writing instructional objectives
• Skill of introduction a lesson
• Skill of Blackboard writing
• Skill of fluency in questioning
• Skill of probing questioning
• Skill of explaining
• Skill of demonstration
• Skill of reinforcement
• Skill of Achieving closure

Professor H. C. Morrison (1871- 1945), (the University of Chicago) has described five steps in his teaching model at the understanding level which include:

Hence, it could be concluded that the correct sequence of five steps in Morrison's teaching model at the understanding level is Exploration, Presentation, Assimilation, Organization, and Recitation. 

Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. 

• It is a mental process and is part of the larger problem process that includes problem finding and problem shaping.
• Considered the most complex of all intellectual functions, problem-solving has been defined as a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills. 
• It is the framework or pattern within which creative thinking and reasoning take place. It is a basic skill needed by today's learners. 
• There are several elements that work as an obstacle in the development and process of problem-solving such as anxiety, negative mental set, frustration, low self-efficacy, etc.

Key Points

Insight is not an obstacle in problem-solving as insight :

• is the solution to a problem arrives ‘all of a sudden’ flash of insight when a person is struggling. 
• enhances an individual's ability to perceive and understand something or someone instinctively.
• doesn't rely on behavior or observation, it is the sudden realization of a problem's solution using intuition.

Hence, it could be concluded that 'Insight' is not an obstacle in problem-solving.

B.S. Bloom has proposed a taxonomy which is a set of three hierarchical models that refers to the classification of educational learning objectives.

Bloom's Taxonomy Identified Three Domains of Learning:

1. Cognitive Domain: It involves knowledge and the development of intellectual skills. 
2. Affective Domain: It includes how we deal with things emotionally, such as feelings, values, appreciation, etc.
3. Psychomotor Domain:  It includes physical movement, coordination, and use of the motor-skill areas.

Important Points

The cognitive domain involves mental skills which are categorized into six levels of learning that serve in the development of intellectual skills and acquisition power. 

The cognitive domains as per Bloom's taxonomy:

• Remember: Retrieving the relevant knowledge from long-term memory.
• Understand: Construct meaning from instructional messages, including oral, written, and graphic communication.
• Apply: Carry out or use a procedure in a given situation.
• Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
• Evaluate: Make judgments based on criteria or standards.
• Create: Put elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

Hint

NOTE: Valuing is related to affective domain and it refers to the acceptance of behavior and commitment to it. One values certain behaviors not by desires but by commitment.

Hence, it could be concluded that valuing is not related with the cognitive domain.

Teaching Learning Materials (TLMs):

• These are a set of tools that facilitate learning by providing the required input that meets the objectives.
• It consists of a variety of resources that are used by a teacher to teach the concepts outlined in the curriculum, and by the learner in learning and deriving knowledge out of the course.

Universal Design of Learning is an educational framework that implies providing teaching-learning materials in accessible formats to diverse learners.

It is a dynamic side of education which benefit the learners by:

• planning the class curriculum effectively.

• developing a flexible learning environment.

• improving accessibility to ample opportunities.

• providing a variety of strategies and resources.

Note: Universal Humanistic Approach of teaching allows students for social personal development and gives importance to learner's thoughts, feelings, and emotions in overall development.

Hence, providing teaching-learning materials in accessible formats to the diverse learners implies Universal Design of Learning.

Teaching-learning process- It is an interactive process primarily involving classroom activities, which takes place between teacher and pupil, and occurs during certain definable activities during learning in the classroom.

Key Points Activities in teaching-learning activity-

• The teaching-learning process is child-centred learning. The main focus is on the holistic development of the students where the students take part actively.
• The activities in the teaching-learning process are 
• Assessment of the students learning. to get the feedback.
• In the teaching-learning process, the teacher sets the expected learning outcomes of the students so that they can be achieved during the process of learning.
• Classroom transactions involved the all the activity which is required in the learning are taken care such as the infrastructure,

Hence we can conclude that the teacher assessment is not the classroom process.

Additional Information

•  The evaluation of the teacher is not the major component of the classroom process because the evaluation of the teacher is done by the school authority.