NIOS DELED 502

E1. State any three characteristics of learning with examples.

E2. State any two reasons as to why intrinsic motivation is better than extrinsic

motivation for learning.

E3. What can you do to discourage your students to avoid imitating

undesirable/deviant behaviour of a model?

E4. State your role as a teacher in helping your students for observational

learning.

E5. State any two ways to motivate your students to perform in observational

learning.

E6. Considering trial and error method of learning, give an example that you

have experienced as a teacher.

E7. State the two basic qualities of an active student.

E8. What are the principles of discovery learning?

E9. State the steps of problem solving.

E10. State the importance of perception in meaning making.

E11. What is the way of modifying behaviour through operant conditioning?

E12. What is the difference between negative reinforcement and punishment?

E13. Why should we provide more teaching-learning materials for children

reading in primary schools?

E14. What is the importance of group learning for cognitive development of

children?

E15. What is the role of previous experience in constructing new knowledge?

E1. Any three from the list given;

Learning is a continuous process.

.● Learning is goal directed.

.● Learning is intentional

● Learning is an active process.

● Learning is individualistic

● Learning is the outcome of the interaction of the individual with the

environment.

● Learning is transferable

E2. (i) Intrinsic motivation comes from within whereas extrinsic motivation is

dependent on others to provide. (ii) Intrinsic motivation is longer lasting than

the extrinsic motivation.

E3. By showing the model is punished for the deviant behaviour.

E4. (i) help the student to focus attention on the specific aspects, (ii) encourage

mental rehearsal of the actions, (iii) provide scope/activities to practice the

observed actions, (iv) motivate the student to learn from observation.

E5. (i) providing reward and (ii) Discussing with student and encouraging for selfassessment.

E6. Law of exercise, Law of effect, and Law of readiness.

E7. (i)Actively participating in all activities, and (ii) Asking probing questions.

E8. Principles of activity, Principle of logical thinking, Principle of proceeding from

known to unknown, Principle of purposeful experiences, Principle of searching

for alternatives.

E9. Identifying and defining the problem, Analysis of the problem, Formulating

hypothesis,

Testing the hypothesis, and Verification of the result.

E10. Meaning of an object or an event comes from our perceptions, When we

change or modify our perceptions we change or modify the meaning earlier

formed thus we also modify our experience or gather new experience. Thus

perception shapes our learning.

E11. By variation of providing reinforcements.

E12. Negative reinforcement provides relief as the unpleasant stimuli is removed

and thus strengthen the occurrence of the desired behaviour. On the other

hand punishment is unpleasant and hinders in occurrence of the desired

behaviour.

E13. Concrete operations are strengthened by manipulation of variety of concrete

objects, hence during the primary school years (age 7 – 11 years) provision of

more teaching-learning materials is necessary.

E14. Group learning provides scope for more social interactions which is necessary

for healthy cognitive development.

E15. Previous experience connects similar elements/concepts from the new situation

and helps in new construction

E1. Which of the above three situations is/are more controlled by the teacher?

E2. In which situation the students feel free to act with a purpose?

E3. Which of the following is NOT a characteristic of a teacher-centered

approach?

A. The students are writing down the dictation given by the teacher.

B. The students are developing different models using clay and paper in groups.

C. The students are doing mass drill in the field. Give at least one reason for your

answer.

E4. Which of the following statements is/are TRUE for the teacher-centered

approach?

A. Courses prescribed for a class can be completed in time.

B. Students can develop proper reading ability.

E5. Some statements are given below. Indicate which is/are appropriate for

the Subject Centered Approach:

a) Teacher rarely uses the textbook in the class.

b) Questions given at the end of the chapter are answered by the students.

c) Emphasis is given on the real life experiences.

d) Students always try to memorize the content.

e) Textbook is considered as the main source of learning.

E6. Why most of the teachers do not follow the learner centred approach?

Which of the following is/are the answer(s) to the above question?

i) They lack required knowledge and skill competencies to plan for classroom

transaction following the approach.

ii) They are not willing to give up the habit of traditional approach.

iii) Learner centred approach is difficult to follow.

E8. Which of the following is NOT a characteristic of Competency Based

Approach?

A) The students are practicing the multiplication table chart.

B) Individual students are learning at their own pace.

C) They are taking peer assistance in the group.

E8. Indicate which of the following statements are correct and which are wrong:

a. Competency is a learning objective.

b. All the competencies are not achievable.

c. Competencies can be evaluated.

d. In Competency Based Teaching the teacher uses varieties of TLMs and conduct

activities.

e. There is no need of remedial teaching in competency based approach to learning.

f. Competencies are achieved at the level of mastery.

g. Activities are key to achieving competencies.

E9. Give four examples of competency statements on any subject in primary classes

E10. Which one of the following is not based on the constructivist approach?

i) Learner’s previous knowledge plays an important role in the construction of

knowledge.

ii) Learning is an active meaning making process.

iii) A learner’s strong memory power is the basis of his construction of knowledge

E11. Which of the following does not come under constructivist approach?

a. Students make meaning from their own experiences.

b. Assessment of outcome of learning is more important than the learning process.

c. Teacher facilitates learning rather than instructing children to learn.

E1. Situations 1 and 2.

E2. Situation 3.

E3. B

E4. A and C

E5. b and e

E6. i and iii.

E8. A

E9. a,c, d,f,and g are correct and b,e are wrong.

E10.iii

E11.B

E1. Under what conditions the demonstration method is suitable?

E2. What are the differences between Inductive and Deductive methods of

teaching?

E3. Some statements about inductive and deductive methods are given below. Read

the statements carefully and write ‘I’ for Inductive Method and ‘D’ for Deductive

Method against the statement concerned.

a) It starts with formulae / rules / concepts etc and ends in solution of the problem.

b) It starts with examples and ends in formulae /rules / concept.

c) It encourages actual observation particular instances and thinking

d) The method is suitable for lower classes of primary education

e) This method is applicable in solving problems

f) It is more time consuming.

E4. Which principle of play way method helps in cultivating self-discipline?

E5. Why play-way is considered more suitable for early stage of school

education?

E6. State any three limitations of the project method.

E-7 State any four advantages of the Discovery method.

E8. Some statements about the Discovery Method are given below. Tick

against the statements as True (T) or False (F), giving reason for your

choice.

1. In discovery method emphasis is given on observation and reasoning power.

2. This method is suitable for the students of lower classes

3. The teacher acts as co-student.

4. There is no need of homework.

5. Students learn formally in this method.

6. Learning becomes permanent.

7. The habits of self activity and self – dependence are fostered.

E1. When materials are insufficient for individual experimentation, experiment is

hazardous to handle, experiment is time consuming.

E2.

INDUCTIVE METHOD                               DEDUCTIVE METHOD

● It proceeds from particular to                     ● It proceeds from general to particular,

general, from concrete to abstract.                  from abstract to concrete.

● It takes care of the needs and                     ● The child is provided with information

interest of the children.                                   It is a of facts principles and theories.

developmental process.

● It encourages discovery and                       ● It establishes linkage with real life

stimulates thinking.                                         observation and knowledge already

gained.           

You may go through the method described in the text and write down other

differences.

E3. (a) D, (b) I, (c) I, (d) I, (e) D , (f) I.

E4. Principle of responsibility.

E5. Play is the natural instinct of children; play provides pleasure to young children,

E6. (i) It is not always possible to employ it in all subject areas of the curriculum.

(ii) It is difficult for an average teacher to plan a project and ensure the

participation of all students in it.

(iii) There is a lack of proper coordination in the experience/knowledge acquired

through project method.

E7. Any four of the following:

– It develops a scientific and critical attitude in the students

– It fosters the art of testing patiently, observing keenly, and conducting

experiments neatly, cleanly and responsibly.

– It develops self effort, self-confidence, self-reliance and self-determination.

– This method provides enough training to prepare them for life.

– As the students learn facts through their own labour, learning becomes

more effective and permanent