2. Learner's Characteristics 

          Characteristics of adolescent and adult learners ( Academic,         Social, Emotional and Cognitive ), Individual differences          


                                                                                                                                                                       
                                                                My Content 
Learning Introduction
Learning Environment 
        Learning
        Element of Learning
        Characteristics of Learning
        Theories of Learning 
                       a. Classical Conditioning Theory
                       b. Operant Conditioning (1938 Burrhus Frederic Skinner) 
                       c. Cognitive Theory (Psychologist Jean Piaget 1930)
                       d. Social Learning theory (Albert Bandura 1977)

Learners Characteristics
                Academics Characteristic
                Social Characteristic
                Emotional Characteristic
                Cognitive Characteristic

Characteristics of Adolescent Learner
                Academic Characteristics
                Social Characteristic
                Emotional Characteristic
                Cognitive Characteristic

 Characteristics of Adult Learner
                Academic Characteristics
                Social Characteristic
                Emotional Characteristic
                Cognitive Characteristic

Educational Implications of Individual Differences
Individual Differences of Learner
             A. Heredity
                       Intelligence
                       Physical Condition
                       Aptitude and Special Talent
                       Gender
                       Age
                       Temperament
                       Introversion - extroversion
                       Effort - making capacity
                       Criminal Tendency
             B. Environment
                         Family background
                         Community background
                         School
                                                                                                                                                                       

 Learning Introduction                                                                         

Learning is the process of acquiring new or modifiying existing knowledge, behaviours skills, values or preferences, leading to a change in understanding behavior or abilities. It canoccur through study, experirnce, observation , teaching or interaction with the environment.
Gates : Learning is modification of behaviour through experience.

Skinner : Learning is a process of progressive behaviour adaptation

Crow and Crow : Learning involves the acquisition of habits, knowledge and attitude.

Learning has also been defined as parmanent change in the capacity for performance.




Learning  


Leaming is a natural process of growth or change in a person which is manifested as a new modes or patterns of behaviour. It is a permanent change in behaviour and is the result of reinforced practice through the process of stimulus and response. 

 Learning is basically psychological in nature, few defination are offered by nsvchologist are 

 • Learning is the process where the behaviour of an organism undergoes a change a result of experience. 

 • Learning is a permanent change in capacity for performance, which is acquired through experience. 

 • Learning is the way through which human beings acquire new skills, knowledge, attitude and valves. The outcomes of learning are the new capabilities possessed by the learner. 



 Elements of Learning 

 The main components of learning are as follows 

 i. Learner 

 ii. Stimulus  

iii. The internal conditions of the learner (Attitude, Intelling, motivation etc.) 

 iv. Response  

Learning Environment                                                                                                        

To create a good teaching learning environment both the psychological instructional perspective  should be taken into account. In an effective teaching and learning environment both the teacher and student play an important role. A learning environment is a diverse platform where user's engage and interact to learn new skills. While learners can learn in an array of settings, the term refers to the more preferred and accurate alternative to the traditional classroom

Use of technology in the classroom

A quality library

Up-to-date textbook and other instructional

Safe, caring, welcoming and inclusive environment

Equipment and school supplies










Characteristics of Learning                                                                                                                         

1. It involves change. 

2. Learning involves activities. 

3. It requires interaction. 

4. It is a life long process. 

5. It occurs Randomly throughout life (whole life). 

6. It involves problems solving. 

7. It is the process of acquiring information. 

8. It involves for more than thinking. 




 Theories of Learning                                                                                                          


 a. Classical conditioning theory.  (Pavlov 1897) 

 b. Operant conditioning theory (Burrhus Frederic Skinner 1938) 

 c. Cognitive Theory (Jean Piaget 1930) 

 d. Social learning theory (Albert Bandura 1977) 


 a. Classical Conditioning Theory 

 Classical conditioning is type of conditioning in which an individual respond to stimulus the would not ordinarily generate such a response. 

 Han Petrovich Pavlov 

 Classical conditioning is learning through association and this was discovered by Parlor, a Russion physiologist. In simple terms two dtimuli are linked together to produce a new learned response in a person or animal. 

 The stimulus for a flow of salive (lala ros) is the taste of food. But often the mouth waters on hearing it. Thus, one situation is replaced for another to elicit behaviour. 

 In this learning involves a conditioned stimulus and an unconditioned stimulus. Here, the meat was unconditioned stimulus; it caused the dog to react in a specific manner. 

 The reaction that took place when the unconditioned stimulus takes place was termed as an unconditioned reponse. The Bell aras conditioned stimulus. 

CR, CS, UR, US 

 when the bell was combined with the meat, it produced a response when presented alone. This is a conditioned response. 


 b. Operant Conditioning (1938 Burrhus Frederic Skinner) 

 Theory giveing by B. F. Skinner. Here, a particular behaviour is followed by a reward on punishment.  Operant Conditioning (instrument Conditioning) is a method of learning that takes place with the rewards and punishments for any behaviour. Through this an association is mode between a behavior and a conceconce.


 c. Cognitive Theory (Psychologist Jean Piaget 1930) 


 Cognitive means an individual's throughts, understanding, knowledge of interpretations or ideas about his environment and himself. 

 This is a process of learning through constructive  and active and through processes by memory on practice. 

 Ex.- teaching of how to look at time. Some one would have thought you the meaning of the big hand and little hand and you might have practiced telling the time. 

 This process of learning takes place entirely inside the mind and did not involve any behaviours or physical motions. It is cognitive, meaning an internal thought process. 


 d. Social Learning theory (Albert Bandura 1977) 


 The social learning theory also known as observational learning, states that an individual  learn by just by being told about something or observing what happens to other people. One can learn things by observing parents, models, teachers, motion pictures, Peers, bosses, TV artists, etc. Many patterns of behaviour are learned by just watching the behaviours of others and observing its consequenres for them.

Other

Five major learning theory.
            i. Behaviorism
            ii. Cognitivism
            iii. Constructivism
            iv. Humanism
             v. Connectivism

i. Behaviorism : 

Learners Characteristics                                                                    


Learner characteristics can be identified by collecting the information based on their cognitive, academic, emotional and social characteristics.


i) Academics Characteristic

These characteristics of respondents including the education type, education level and knowledge.


ii) Social Characteristic

It includes understanding of complexities of moral issues, values, cultural and religious issues, politics etc.


iii) Emotional Characteristic

It includes unpredictability of mood swings, self consciousness, emotional attachment etc.


iv) Cognitive Characteristic

It can be described such as memory, mental pressure, solve problems, intellectual skill, remembers, organizes and store information in the brain.


                                             Learner


                      A) Adolescent Learner (10 to 18)            B) Adult Learner (18 up)



Characteristics of Adolescent Learner                                                 

a. Academic Characteristics

i) Demand the relevance in learning and what is being taught.

ii) Moving from concrete to abstract thinking.

iii) High achievement when challenged and engaged.

iv) Prefers active over passive learning.

v) Interest in interacting with peers during learning activities.


b. Social Characteristics

i) Modeling behavior after that of older students, not necessarily that of parents and other adults.

ii) Experimenting with way of talking and acting as part of searching for a social position with peers.

iii) Exploring questions of racial and ethnic identity and seeking peers who share the same background.

iv) Feeling frightened by the initial middle school experience.

v) Liking fads and being interested in popular culture.

vi) Seeking approval of peers and others with attention-getting behaviors.


c. Emotional Characteristics

i) Mood swing marked by peaks of intensity and by unpredictability.

ii) Needing to release energy, with sudden outbursts of activity.

iii) A desire to become independent and to search for adult identity and acceptance.

iv) Self-consciousness and being sensitive to personal criticism.

v) Concern about physical growth and maturity.

vi) A belief that their personal problems, feelings and experiences are unique to themselves.

vii) Over reacting to ridicule, embarrassment and rejection.


d. Cognitive Characteristics

i) An understanding of the complexity of moral issues ( question values, cultural expressions and religious teachings ).

ii) Being capable of and interested in participating in democracy.

iii) Impatience with the pace of change and understanding how difficult it is to make social changes.

iv) An intense curiosty and wide range of intellectual pursuit few of which are sustained over the long term.

v) An ability to be self-reflective.




 Characteristics of Adult Learner

a. Academic Characteristics

1) Adult require the big picture view of what they're learning. They need to know how the small parts fit into the larger landscape.

2) Adult are results-oriented. They have specific expectations for what they will get out of learning activities and will often drop out of valuntary learning if their expectations aren't met.

3) Many adults prefer to learn by doing rather then listening to lectures.



b. Social Characteristics

1)Many self-directed adult learning prefer a learning community with whom they can interact and discuss question and issues.

2) Most adult learners have numerous responsibilities and commitments to Family, Friends, Community and Work. Carving out time for learning affects adult learners.

3) They want to be treated with respect.


c. Emotional Characteristics

1) Adults typically prefer a sense of control and self-direction. They like options and choice in their learning environment. Even adults who feel anxiely from self-direction may learn to appreciate this approach if given proper initial support.

2) Depending on their age and physical condition, adult learners may acquire psychomotor skills more slowly than younger students and have more difficulties reading small fonts and seeing small images on the computer screen.

3) Through experience, adults may fear a subject, have anxiety about a subject or feel anger about forced changes in job responsibilities or policies. These emotions can interfere with the learning process.

4) Adults like to gain competence in workplace skills as it boosts confidence and improves self-esteem.


d. Cognitive Characteristics

Adults learners oftens take responsibility for their own success or failure at learning.

              They are self motivated and they are ready to earn they are more intellectually stable than adolescents.

i) They are autonomous and self-directed.
ii) They want to apply new knowledge and skill immediately.










 Educational Implications of Individual Differences

  • It is wrong to expect uniformity in gaining proficiency or success in a particular field from a group of students. On account of their subnormal intelligence. Previous background, lack of proper interest, aptitude and attitude etc. Some students lag behind in one or the other area of achievement.
  • All students cannot be benefited by a particular method of instruction and a unifrom and rigid curriculum.
  • A teacher should be sensitive to individual differences.
  • A teacher's challenge is to acknowledge and celebrate the difference among children and work to maximize the growth in each child.








 Individual Differences of Learner                                                      

  • No two individuals can be exactly a like in their resulting development and adjustments. The unique characteristics and traits emerges as children pass from one to another.
  • The rate of development is not the same for all individuals. Some develop and learn faster than the others. sometimes the gap is wide
  • Learning is most effective when differences in learner's language, cultural and social behaviours are taken into account.
  • Individual differences is the uneven rate of growth and development among individuals.
Individual difference mainly two fact

                                                                    Personality

          A. Heredity (inherit Aqurie, not  habit)             B. Environment (not inherit Aqurie, habit)


A. Heredity

We inherit almost all the things we need for growth and development. Heredity gives all potentials for growth and development.

  1. Intelligence ( Mental Ability )   

  • Some are more intelligent than the others. And those who are more intelligent progress and grow faster than those who are less intelligent.
  • People differ in intellectual abilities and capacities like reasoning and thinking, power of imagination, creative expression, concentration etc.
  • On the basis of these differences they are usually classified as idiot, imbecile, moron, border line, normal, very superior and genius.
  • Recent psychologists viewed intelligence as multiple abilities. It is necessary for a teacher to have a through understanding of intellectual abilities of students.

   2. Physical Condition   

  • It has been observed that some people are born bigger, healthire and stronger than the others. Naturally, healthire and stronger than the others, difference in motor ability.
  • There exist wide differences in motor abilities such as reacting time, speed of action, steadiness, rate of muscular movment, manual dexterity and resistance to fatigue etc.
  • But there are also people who are born with handicaps such as deafness, muteness, defective arms or legs and the like.
  • Naturally, normal people develop faster and better and are able to attain higher status than the handicapped people.

   3. Aptitude and Special Talent   

  • Gifted with special aptitude and talents in music, painting, acting, science, mathematics and the like.
  • These children often show excellence of perfoemance and leadership in their respective fields of specializations for above the ordinary individuals. Variations occur among the individuals in relation to the specific tastes and interests.
  • In a similar way, people are found to have different aptitudes. Some have mechanical aptitude, while the others have scholastic, musical or artistic aptitudes.

   4. Gender   

  • Males are expected to be aggressive, fearless and capable of doing heavier work. Females are expected to be passive, demure, prim and the like.
  • Hence, to a large extent, gender determines the direction of the growth and development of individuals.

   5. Age    

  • Age is a big factor in making one different from another. Generally, older learners have more physical strength and higher level of comprehension than younger ones.
  • Maturation and readiness are important in learning. Mature learners have greater capacity to receive instruction.

   6. Temperament   

  • ( Emotional maturity and stability ) those who are easily irritated and tensed even with trivial thing, symptomatic of emotional immaturity and stability.
  • In some individuals, positive emotions like love, affection and amusement and the like are prominent whereas, in some negative emotions are more powerful. Individuals also differ in the manner they express their emotions. Some are emotionally stable and mature, while others are emotionally unstable and immature.
  • Generally, chidren who are more emotionally nature and stable are more patient in studying their lessons, hence, learn faster than those who are more temperamental.

   7 Introversion - extroversion   

  • Introverts prefer to work  / job that can performed in peace, quiet and with less contact with other people.
  • Extroverts are usually gregarious and like the dominants, enjoy interacting with people.

   8 Effort - making capacity   

  • An important trait, one with much effort - making capacity studies and work harder, concentrates more and exhibits steadiness in his work.
  • Those who have more of this trait usually ahead faster than those who have less.

    9. Criminal Tendency   

  • Psychologists can prove that criminal tendency is inherited.
  • Children who have this tendency are usually bullies, trouble makers and they commit many anti-social acts in or out of school.
  • Usually end up in early death or in prison or in perpetual hiding from the agents of the law unless the criminal tendency is redirected or softened by the enviroment.




   B. Environment     


   i. Family background   

              Includes level of education and value orientation of parents is an other determinant.
  • If the parents suffer from ignorance and wrong values, the children like wise suffer and the adverse consequences because such parents with the right values can grow and develop more progressively than children coming from poor families.
  • Naturally, children of affluent families can pursure higher education which is usually denied to children of poor families.

    ii. Community background    

  • It can be observed that children of individuals coming from these different types of communities differ markedly in their values, manners, actions and thinking.
  • The city children has an edge over the rural children in the field of informal learning.

   iii. School    

  • It is very important factors in learning and development. Good school can develop pupils better that the poor ones.
  • Since we supposedly are teaching individuals, not groups of individuals, it is the function of the school within its budgetary personnel and curricular limitations to provide adequate schooling for every learner no matter how much he differs from every other learner ______ crow and crow.
  • Role of School
  1. Proper knowledge of the individuals potentialities.
  2. Ability grouping.
  3. Adjusting the curriculum.
  4. Adjusting the method of teaching.
  5. Adopting special programmes or methods for individualizing instruction.






















Notes-

What is effective Teaching?
Effective teaching is the ability to use knowledge and skills to improve student learning and achievement by using appropriate instructional strategies and creating a positive learning environment that meets diverse student needs.

key of effective teaching

Student Centered Approach
subject matter expertise
clear communication
engaging instruction
positive classroom environment
adaptability
commitment to self-improvement

















Question-
1. Understanding theories and principles of children's learning is of fundamental importance 
a. For effective teaching.                                   b. For effective curriculum planning. 
c. For motivation of the learner.                        d. All the above
Ans: 

2. The most appropriate meaning of learning is 
a. Inculcation of knowledge                      b. Modification of behaviour 
c. Personal adjustment                               d. Acquisition of skills
Ans: 

3. Teachers knowledge on student's needs and interests are covered by the subject 
a. Philosophy of education                            b. Psychology of education 
c. Sociology of education                              d. Politics of education
Ans: 

4. The most important challenge before a teacher is [June 1997] 
a. To maintain discipline in the class.                         b. To make students do their homework. 
c. To prepare question paper.                                      d. To make teaching-learning process enjoyable.
Ans: 

5. The psychological aspects of the classroom are best managed by [December 1998] 
a. The class teacher                            b. The subject teacher 
c. The principal                                  d. The student themselves
Ans: 

6. Students can be classified into four types on the basis of their learning. Which one of the following seeks meaning and reasoning to the learning? [December 2000] 
a. Innovative learner                                  b. Analytic learner 
c. Common sense learner                           d. Dynamic learner
Ans: 

7. Instruction that takes into account various types of learners and learning styles and is adapted accordingly is said to be 
a. Teacher-centred                        b. Differentiated 
c. Direct instruction                     d. None of the above
Ans: 

8. A heavy emphasis on measurable outcomes leads to 
a. Rote learning                         b. Memorization 
c. Both (a) and (b)                     d. None of the above
Ans: 

9. Teachers who are enthusiastic in the classroom teaching 
a. Lack proficiency in the subjects, which stays hidden under their enthusiasm. 
b. Simply dramatize to hold the student's attention. 
c. Involve their students in the teaching-learning process. 
d. All the above
Ans: 

10. Diversity in student demographics requires common academic standards to 
a. Provide a common benchmark for assessment. 
b. Promote genuine learning for high-performing students. 
c. Ensure that all states have the same requirements as required by the Central government. 
d. None of the above
Ans: 

11. Intuitive thinking 
a. Is part of the process of discovery.                 b. Has been encouraged by traditional teaching. 
c. Is not a cognitive process.                               d. None of the above
Ans: 

12. While presenting your ideas in a classroom it is better to [December 2000] 
i. Recognize that there can be other views. 
ii. Recognize that students are not a homogenous mass. 
iii. Take dissenting views also in consideration. 
a. Both i and iii 
b.Only (iii) 
c. Only ii and iii 
d. i, ii and iii
Ans: 

13. 'Individual differences' in learning process are given the least importance in 
a. Naturalism                          b. Realism 
c. Idealism                              d. Pragmatism
Ans: 

14. Arrange the following experimental learning activities adopted by a teacher in cyclic order. 
i. Accommodation 
ii. Converging 
iii. Assimilation 
iv. Diverging 
Codes :  
a. (i), (ii), (iii) and (iv) 
b. (iv), (iii), (ii) and (i) 
c. (ii), (iii), (iv) and (i) 
d. (iii), (i), (ii) and (iv)
Ans: 

15. We usually say that no two students are alike. They may differ from each other in terms of 
a. Upbringing and social status                     b. Aptitude 
c. Attitude                                                      d. All the above
Ans: 

16. Reinforcement is provided by any factor that increases the probability that a response will be repeated. Which of the following can be factor(s) of reinforcement? 
a. Praise                                                            b. Token reward 
c. Simply succeeding in a task                         d. All the above
Ans: 

17. When you complete your math's exercise, you can play the computer game. Using such kind of reinforcement wherein student's favourite activity can be used to reinforce a student's engagement in a less popular activity is termed as 
a. Premack principle                           c. Pavlov experiment 
b. Thorndike law                                 d. None of the above
Ans: 

18. Morphographs is the term associated with 
a. Corrective spelling                                    b. Corrective reading 
c. Corrective learning                                    d. Corrective behaviour
Ans: 

19. Which of the following description(s) apply in context of constructivist approach and cognitive theory of learning? 
a. Learners as active participants in learning process.                   b. Seeking to interpret. 
c. Using multiple sources of information.                                      d. All the above
Ans: 

20. Organized bodies of knowledge that we build up about particular objects, situations or phenomena are termed as 
a. Schemas or mental schemata                             b. Memory 
c. Cognition                                                           d. None of the above
Ans: 

21. The taking in of new information is termed as 
a. Assimilation                                    c. Cognition 
b. Accommodation                              d. Reception
Ans: 

22. The term which is used to refer to the variety of ways in which teachers and others help or support learners to move beyond their current level of understanding by giving them cues, suggestions or even direct guidance at appropriate moments in their investigations or activities is known as 
a. Scaffolding                c. Reinforcement 
b. Cognition                  d. None of the above
Ans:

23. The changes in behaviour (learning) are the net result of environmental influences, interacting with innate predispositions and processes within the learner 
a. Neo-behavioural theory                            b. Cognitive theory 
c Behavioural theory                                     d. None of the above
Ans: 

24. The students or individuals may develop beliefs (positive or negative) about their own ability to cope effectively in a variety of situations. This can be termed as 
a. Self-efficacy                                  b Self-regulation 
c. Ego                                                 d. Confidence
Ans: 

25. The ability of an individual to think about one's own thought processes, self-monitor and modify one's learning strategies as necessary is termed as 
a. Metacognition                           c. Simple cognition 
b. Self-regulation                          d. None of the above
Ans: 

26. Teachers blame a student's learning problems on 
a. Lack of motivation                                        b. Lack of intelligence 
c. Casual parental attitude                                 d. None of the above
Ans: 

27. The memory that refers to our memory of meaningful facts, rules, definitions, concepts and principles is termed as 
a. Semantic memory                               b. Episodic memory 
c. Procedural memory                             d. None of the above
Ans: 

28. An individual's awareness of his or her own memory processes and the ways in which storage and retrieval of information can be enhanced is termed as 
a. Semantic memory                            b. Episodic memory 
c. Procedural memory                         d. Meta memory
Ans: 

29. Which of the following can impact process listening in an adverse manner? 
a. Excess of listened material - message overload                      b. Very high speed of speaking 
c. A good amount of hearing loss                                                d. All the above
Ans: 

30. The most important aspect of communication, which is listening can be improved by 
a. Linking listening to monetary reward system.
b. Making the contents interesting and need based. 
c. Enhancing voice effectiveness and impressiveness. 
d. All the above
Ans: 

31. Listening to a lecture is basically 
a. Informational listening                             b. Evaluative listening 
c. Emphatic listening                                    d. Dynamic Listening
Ans: 

32. The evaluative listening is basically about 
a. To accept or reject an idea given to the listener. 
b. To evaluate the speaker's credibility and personality. 
c. Both (a) and (b). 
d. None of the above
Ans: 

33. According to Francis Gallon, heredity does not go to immediate parents but to remote ancestors. Only 50% of the heredity is due to 
a. Parents                                    c. Grand parents 
b. Great-grandparents                d. None of the above
Ans: 

34. Arrange the following teaching processes in order. 
i. Relating the present knowledge with the previous knowledge. 
ii. Evaluation iii. Re-teaching 
iv. Formulation of teaching objectives. 
v. Presentation of materials. 
Codes: 
a. (i), (ii), (iii), (iv), (v) 
b. (ii), (i), (iii), (iv), (v) 
c. (v), (iv), (iii), (i), (ii) 
d. (iv), (i), (v), (ii), (iii)
Ans: 

35. A student helps a teacher to solve the problem during the course of lecture in classroom. He is 
a. An emphatic listener                         b. An evaluative listener 
c. A realistic listener                             d. None of the above
Ans: 

36. The process of communication enhances through 
a. The feeling of belongings and commonness.             b. Security and freedom to make choices. 
c. Informal environment                                                d. All the above
Ans: 

37. Which one of the following is a product of learning? 
a. Intelligence                                    c. Skills 
b. Maturation                                     d. Memory
Ans: 

38. Which of the following explains the mental growth most suitably? 
a. A growth pattern runs parallel to the physical growth. 
b. It is an erratic pattern. 
c. It is not an erratic pattern. 
d. Uniform rise to the middle teens and gradual levelling off during middle twenties.
Ans: 

39. While comparing hearing and listening, we can say that 
a. Hearing is a physical process and listening is a psychological process. 
b. Hearing is a psychological process and listening is a physical process. 
c. Both are mainly physical processes. 
d. Both are biological processes.
Ans: 

40. Which of the following statements is true? 
a. The human relationships are not affected by listening. 
b. When communicating, college students spend over half of their lives listening. 
c. Listening constitutes just a small fraction of our overall communication. 
d. None of the above.
Ans: 

41. When a person listens and attempts to understand the other person's viewpoint, it can be termed as 
a. Active listening                                        b. Empathetic listening 
c. Critical listening                                      d. None of the above
Ans: 

42. Which gender tends to listen in order to solve problems, is less attentive to nonverbal cues and interrupts to switch topics? 
a. Men                                         c. Both genders  
b. Women                                    d. Neither gender
Ans: 

43. Critical thinking 
a. Focuses solely on the details instead of the main point. 
b. Ignores the context in which communication is occurring. 
c. Is important when making judgments about the message being presented. 
d. Is only associated with listening
Ans: 

44. Asking questions to clarify information, paraphrasing messages and identifying confusing areas are basically 
a. Barriers to listening.                                                                                 b. Listening for fun. 
c. Techniques for checking your understanding of a message.                    d. None of the above
Ans: 

45. Suggestions for lecture listening include 
a. Focusing on the delivery part and avoiding summarizing and reviewing the information. 
b. Poor attention in order to think creatively, listening for details and ignoring lecture cues. 
c. Not to make notes so as to focus better on lecture and message delivery. 
d. Finding areas of interest to you, avoiding distractions and listening for main ideas.
Ans: 

46. The ability to locate, evaluate and effectively use information is an important trait known as 
a. Critical thinking                                    c. Hearing 
b. Information literacy                              d. Selective attention
Ans: 

47. At primary level, it is better to teach in mother language because 
a. It develops self-confidence in children.            b. It makes learning easy. 
c. It is helpful in intellectual development.          d. It helps children to learn in natural atmosphere.
Ans: 

48. The best approach to motivate students is by 
a. Giving them suitable prizes.                            b. Providing them proper guidance. 
c. Giving examples all the time.                          d. Delivering speech in class.
Ans: 

49. The best way a teacher can try to inculcate good values among students is 
a. Storytelling                                                                   b. By developing sense of discipline. 
c. Ideal behaviour of teacher themselves.                         d. To take their parents into confidence.
Ans: 

50. How the students should be motivated to get success in life? 
a. Selected study                          c. Intensive study 
b. Incidental study                       d. Rote learning
Ans: 

51. The problem of absenteeism can be tackled in a better way through 
a. Reduction of the weight of curriculum.                  b. Sympathy of teachers. 
c. Attractive environment of the school.                     d. Motivation of the students.
Ans: 

52. The best remedy of a student's problems related with learning is 
a. Suggestion for hard work                                     b. Supervised study in library 
c. Suggestion for private tuition                               d. Diagnostic teaching
Ans: 

53. Emotional adjustment of students is effective in 
a. Personality formation                    c. Discipline 
b. Class teaching                                d. All the above
Ans: 

54. Who among the following is described as 'Father of Psychoanalysis'? 
a. Erik H. Erikson                          c. Jerome S. Bruner 
b. Jean Piaget                                d. Sigmund Freud
Ans: 

55. The main proponent of the cognitive theory of teaching is 
a. N. L. Gage                                     c. B. F. Skinner 
b. Shiv Kumar Mitra                         d. McDonald
Ans: 

56. Practical knowledge of language is learnt at 
a. School                                        b. Language laboratory 
c. Language teaching                     d. Language instruction
Ans: 

57. In which domain does the following objective fall? At the end of the lesson, the learner should be able to hit the football using the head.
 a. Affective domain                              b. Cognitive domain 
c. Psychomotor domain                         d. Both (a) and (c)
Ans: 

58. Planning or arranging the student's environment in order to predict the consequences of a student's behaviour is referred to as 
a. Prompting                          c. Shaping 
b. Reinforcement                   d. Stimulus control
Ans: 

59. Which theory of learning has found that knowledge of internal processes is crucial to the understanding of learning? 
a. Cognitive theory                               b. Stimulus-response theory 
c. Operant conditioning theory             d. Classical conditioning theory
Ans: 

60. Which aspect of evaluation is used when a teacher ensures that students complete an exercise in mathematics and also makes sure that instructions are clear and specific? 
a. Validity                          c. Reliability 
b. Practicality                    d. Consistency
Ans: 

61. Which of the following is not a characteristic of a slow learner? 
a. Limited vocabulary                                      b. Short span of attention 
c. Abstract thinking                                          d. Limited range of interests
Ans: 

62. A teacher used the following statement to change the behaviour of a student who was a smoker. 'Smoking is healthy for the nation'. This is an example of: 
a. Cognitive dissonance                         b. Conceptual conflict 
c. Meaningful learning                          d. Challenge
Ans: 

63. The best way to memorize is 
a. Study for long time                           b. To understand the concept 
c. To read loudly                                   d. To write the concept
Ans: 

64. Attitudes, concepts, skill and knowledge are products of 
a. Learning                                    b. Research  
c. Heredity                                    d. Explanation
Ans: 

65. Which of the following is not a product of learning  
a. Attitude                                     b. Concepts 
c. Knowledge                               d. Maturation 
Ans: 

66. Some students in a class exhibit great curiosity for learning. It may be because such children  
a. Are gifted                                             b. Come from rich families  
c. Show artificial behaviour                    d. Create indiscipline in the class
Ans: 

67. Which of the following applies in the case of discovery learning? 
1. It is a constructivist approach based 
2. It was introduced by Jerome Bruner 
3. It is a method of Inquiry-Based Instruction 
Codes: 
a. 1 and 3 
c. 1 and 2 
b. 2 and 3 
d. 1, 2 and 3
Ans: 

68. Which of the following statements is/are correct in the context of learning process? 
a. The context can be both field independent and field dependent 
b. The learners are always reflective in nature 
c. There is no scope for practical thinkers 
d. All of the above
Ans: 

69. Which of the following can be described as the emotional changes during adolescence stage? 
1. It is stage of conscience formation 
2. It is invincible stage of thinking and acting 
3. The genetic changes to environmental factors are called as a differential susceptibility model 
4. There is reawakening of libido 
5. The outcomes are worse for girls than in case of boys 
Codes: 
a. Only 1, 2 and 3 
b. Only 2, 3 and 4 
d. All of the above 
c. Only 1, 3 and 5
Ans: 

70. Which of the following changes are more prominent during the social changes of adolescence? 
a. It is period of storm and stress during transition 
b. There is feeling of homophily as there is mix up transition from single sex to mixed sex. 
c. There deviant peer contagion that may show other signs of approval 
d. All of the above
Ans: 

71. Which one of the following is a product of learning? 
a. Intelligence                                       c. Skills 
b. Maturation                                        d. Memory
Ans: 

72. The ability to locate, evaluate, and effectively use information is an important trait known as 
a. Critical thinking                                  b. Information literacy 
c. Hearing                                               d. Selective attention
Ans: 

73. Consider the following statements: 
1. The curriculum covers the whole spectrum of teaching-learning activities in the school 
2. The syllabus is not restricted to examinable portions of the curriculum 
Which of the following statements of the above is/are true? 
a. Only 1                                      c. Both 1 and 2 
b. Only 2                                      d. None of the above
Ans: 

74. The individual differences among learners arise due to 
a. Aptitude and intelligence          b. Personality and attitude 
c. Prior knowledge                       d. All of the above
Ans: 

75.