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

In education, teachers aim not only to help students learn content but also to develop higher-order thinking skills.

Key Points

• By asking students how they approached solving a problem and which strategies worked best, the teacher is encouraging metacognition.
• This questioning prompts students to reflect on their thinking processes, analyze the effectiveness of their methods, and make adjustments for future learning.
• Metacognitive skills help learners become more independent and strategic by understanding how they learn rather than just focusing on what they learn.
• This reflection supports problem-solving abilities and helps students transfer skills across different contexts, fostering deeper understanding and self-regulation.

Hint

•  Memorization involves recalling information without necessarily understanding or reflecting on the process.
• Imitation is copying the actions or strategies of others without critical thinking or personal reflection.
• Rote learning refers to repetitive memorization without comprehension or strategy awareness.

Hence, the correct answer is metacognition.

Effective teachers emphasize healthy social and interpersonal development and de-emphasize rigorous, performance driven and test - oriented approaches to the subject matter. Their orientation is towards discovery learning (active) rather than reception (passive) learning. Effective teachers help their students to internalise human values such as openness, honesty, selflessness and altruism and to realize their potential and contribute to social good.

Key Points

An effective teacher has a multifaceted personality

Along with teaching, the teacher entrusted with other activities, such as designing materials, making assignments, evaluating students' performance, counselling students (sometimes parents too) and maintaining discipline. The teacher has a multitude of roles, each equally important and requires careful handling. Let us discuss these roles briefly. 

• Teacher as a Facilitator: The teacher has to be around, helping to create a conducive learning environment, working on the periphery to provide the learners with an ethos in the classroom that supports inquiry, questioning, analysis, inductive reasoning, etc.
• Teacher as an instructional Expert: As a teacher, you have to constantly make decisions about teaching materials and methods. Hundreds of instructional decisions which teachers have to make. In addition, they are expected to know the answers to a multitude of questions about the subject which they teach and for which preparation and updating of knowledge is required. 
• Teacher as a Motivator: Nothing that the teacher does results automatically or magically in students' learning. One of the most important roles which you assume is that of a motivator
• Teacher as a Manager: Management includes supervising class activities, organizing lessons, completing forms, preparing tests, assigning grades, making teaching aids, meeting other teachers and parents, and keeping records.
• Teacher as a Leader: An effective teacher is an effective leader, using the power of the group to promote individual growth. In the role of group leader, the teacher is expected to be a referee, detective, limiter of anxiety, the target of hostile feelings and frustrations, friend and confidant, substitute parent, the object of affection, and an ego supporter.
• Teacher as a Counsellor: Although you cannot be expected to act as guidance counselors, you can be sensitive observers of human behavior.  

Hence, we can conclude that an effective teacher has a multifaceted personality.

Assessment is the systematic basis for making inferences about the learning and development of students. 

Key Points

• Assessment informs students, teachers, and parents of students' achievement at a certain point in order to celebrate success, plan interventions, and support continued progress.
• Assessment is a key component of learning because it helps students learn. When students are able to see how they are doing in a class, they are able to determine whether or not they understand the course material.
• Assessment can also help motivate students. If students know they are doing poorly, they may begin to work harder.
• Just as assessment helps students, assessment helps teachers to plan their teaching strategies. Frequent assessment allows teachers to see if their teaching has been effective.
• The assessment also allows teachers to ensure students learn what they need to know in order to meet the course's learning objectives.

Thus, it is clear that assessment helps teachers to plan their teaching strategies.

Understanding the learning process is one of the most important areas of study in educational psychology. The process of learning continues throughout life. There are various learning processes through which we acquire beliefs, attitudes, and skills.

Important Points

• In the context of the process of learning, the above-mentioned strategy helps in the development of cognitive skills.
• If the student describes the process of every mathematical problem, his mind gets trained and it helps to achieve a new developmental skill by practicing it.
• The students came to know the process of doing something. It leads to both conceptual and procedural knowledge in the mind of students rather than rote memorization.

Hence, it is clear that in the context of the process of learning, the above-mentioned strategy helps in the development of cognitive skills.

In a mathematics classroom, students with hearing impairments benefit most from resources that support visual learning and accessible communication.

 Key Points

• Video lessons with captions are helpful because captions provide written text of spoken content, making it easier for hearing-impaired students to follow along.
• Interactive whiteboards also help by visually displaying information, diagrams, and interactive content that do not rely on hearing.
• A sign language interpreter plays a crucial role by translating spoken language into sign language, ensuring students can understand instructions and explanations.
• Audio recordings are less useful for students with hearing impairments since they primarily depend on sound.

Hence, the correct answer is 'a, b, and d'.

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.

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. 

Flanders Interaction Analysis Categories System (FIACS)

• This (FIACS) technique was developed by Dr. Ned A. Flander.
• It is an observation technique that records classroom interaction in ten categories.
• This system measures only the verbal behavior of teachers.
• Interaction analysis is primarily concerned with analyzing the influence patterns of the teacher and distinguishes those acts of the teacher which increases pupils' freedom of action from those acts that decrease it.

Description of Categories:

In the Flanders ten category system, all the events that occur in the classroom are classified into three major sections:

1. Teacher-talk, 
2. Student-talk,
3. Silence or confusion.

These sections are subdivided in order to make the total pattern of teacher-pupil interaction more meaningful.

1) Teacher talk is divided into two sub-heads viz., indirect influence, and direct influence.

1. Indirect influence consists of four observation categories:
   1. accepting feeling 
   2. praising or encouraging
   3. accepting ideas
   4. asking questions
2. Direct influence is divided into three categories:
   1. lecturing 
   2. giving directions,
   3. criticizing or justifying authority.

2) Student talk consists of only two categories:

1. responding to the teacher
2. initiating talk

3) the last category which is silence or confusion used to handle anything else that is not the teacher or student talk.

Hence, it could be concluded that Flander is basically linked with 'FIACS'. 

Descriptive survey: It is a technique of research that is used to establish the opinions of a specified population. The purposes of descriptive studies can be explained as describing, explaining, and validating research findings.

A descriptive survey includes different types of surveys and Longitudinal Survey is one of them. 

Longitudinal study: 

• It determines the pattern of change in relation to time, a longitudinal design is used for example, when you wish to study the proportion of people adopting a program over a period.
• Longitudinal studies are also useful when you need to collect factual information on a continuing basis
• In longitudinal studies the study population is visited a number of times at regular intervals, usually over a long period, to collect the required information
• These intervals are not fixed so their length may vary from study to study.
• The longitudinal study can be seen as a series of repetitive cross-sectional studies.

Hence, it could be concluded that when the development of the same subject is studied over a period of time, the study is called a longitudinal study.

Important Points

Cross-Sectional Study:

• This design is best suited to studies aimed at finding out the prevalence of a phenomenon, situation, problem, attitude, or issue, by taking a cross-section of the population.

Life history Study: 

• It is a qualitative data collection method in which individuals are asked to write their life over a period of time in their own words.

Survey Study:

• It is a technique to collect accurate information by asking questions on a broad range of things to draw conclusions and make important decisions.

Students come to the class with their own knowledge and ideas about the world around them. They are driven by curiosity and keep observing things, correlating, guessing, and exchanging information. Ways of doing this could include class discussions, group investigation, and other collaborative work like gathering information from newspapers, the internet, professionals, people, in general, and so on.

Curiosity is the natural instinct that implies wanting to know more about something through research and interaction. It encourages children to seek new information, interact with their environment and the people who surround them. This instinct also stimulates personal growth.

Key Points

When you repeatedly ask children to engage in learning activities just to avoid punishment or to gain a reward eventually it will decrease children’s natural interest and curiosity involved in their learning experiences.​ 

Important Points

Tips to Encourage Curiosity in Children:

• Be a good role model: Your child does everything he or she sees you doing. So take advantage of this behaviour to increase their curiosity.
• Encourage your child’s interest: Your child’s curiosity will lead him or her naturally towards subjects and topics that are of interest to them. 
• Give your child curiosity tools: Give your kids the ability to pursue their curiosity on their own. Try to build a good stock of books at your home as well as getting them membership in the local library.
• Let your child make mistakes: As parents, our tendency is to prevent our kids from feeling disappointed, hurt, discouraged, or rejected. But making mistakes and pulling themselves up again keeps your child curious and resilient.
• Fight boredom: Your child learns from you. When you label any activity or situation as “boring” they too will learn that only.
• Teach them how to observe: When you are with them encourage them to look around themselves and notice things that seem interesting, mysterious, exciting, etc. Teach them to look for the small details also and not just the big picture.
• Talk to your child about the impact of curiosity: Explain to your child how so many of the things that are staples in our lives are born out of someone’s curiosity about that subject.
• Give open-ended materials to play: Along with toys that have specific ways to be played with give your child open-ended materials like sand, arts and craft supplies, empty boxes, blocks that can be used in any way they want.

Therefore, we can say that repeatedly asking children to engage in learning activities either to avoid punishment or to gain a reward decreases children’s natural interest and curiosity involved in learning.

Planning is preparing a sequence of action steps to achieve some specific goal. If you do it effectively, you can reduce much the necessary time and effort of achieving the goal.

• In disciplinary terms, planning is referred to as a ‘management technique’. A plan is like a map. When following a plan, you can always see how much you have progressed towards your goal and how far you are from your destination. Knowing where you are is essential for making good decisions on where to go or what to do next.

Key Points

• Year Plan: 
  • It is an outline of many units of the whole curriculum and also the time required to realize the curriculum. At the very beginning of the year, your first task is to plan for the whole year by considering the units to be covered in a subject and the number of periods available for each unit in the whole year. You need to analyze the content and plan for teaching-learning, revising, and testing. You also have to consider the holidays and vacations when you allot the time for each unit.
• Unit Plan: 
  • The unit is an outline of the program of action after determining the subunits. It is a detailed plan which consists of intended learning outcomes, teaching-learning strategies and activities, and assessment tools for the learning outcomes. A detailed analysis of the unit and its sub-units is required while preparing the unit plan.
• Lesson Plan: 
  • A lesson plan is for a particular period and may be of 30/40 minutes as per your school schedule. It is a very detailed and specific plan consisting of intended learning outcomes, a description of teaching-learning strategies and activities, and an actual tool for assessment of the learning outcomes. 

Confusion Points

It should be noted that the difference between the unit and the lesson plan is that in a lesson plan, a single chapter is taken into consideration, while in a unit plan, subunits (or subchapters) are taken into consideration.

• Relationship between lesson plan, unit plan, and year plan.

Hence, we conclude that the above statement is about both unit and lesson plan. 

Grouping in the classroom: In our schools, the students are organized in grades or classes based on their level of achievement in the prescribed curriculum. Grouping help and guides students in the formation of the right types of groups to achieve the desired results. The students placed in a class, by and large, belong to the same age group.

Grouping based on Ability:  Grouping based on ability levels alone is attempted if the primary learning goal is the enhancement of students' attainments. In the context of ability levels, the groups can be homogeneous and heterogeneous. 

• Homogenous Group: In these groups, all members of the group are of the same ability or attainment level: high, average, or low. 
  • Homogeneous or ability grouping refers to the process of teaching students in groups that are stratified by achievement, skill, or ability levels.
  • It provides opportunities for students to learn at their own pace and ability.
  • This type of grouping is frequently used in classrooms and schools to increase reading achievement. 
  • Homogeneous groups of students can progress and move from one ability level to the next when the focus is set on their ability of concern. 
• Heterogeneous Group: Heterogeneous group students of different ability levels are included. 

NOTE: 

• Grouping based on Age level and Grade level is not much need for the attainment of learning goals. 

From the above, we can conclude that In most schools today the primary consideration for homogeneous grouping is based on ability level.