Learning theory final past papers solved with mcqs

byWASIM AHMAD -
3
The correct answer for each question is indicated by red highlighted .
1
INCORRECT
Problem-based learning differs from the presentation and direct instruction models of teaching in that the focus of PBL is ________.
A)
presenting ideas
B)
demonstrating skills
C)
presenting concepts
D)
facilitating investigations
Feedback: Unlike the presentation or direct instruction models, in which the emphasis is on teachers' presenting ideas or demonstrating skills, a teacher's role in problem-based learning is to pose problems, ask questions, and facilitate investigation and dialogue.
2
CORRECT
Problem-based learning is characterized by ________.
A)
an emphasis on investigation of real-life situations
B)
a highly structured learning environment
C)
an emphasis on lifelong learning
D)
a competitive task structure
Feedback: Problem-based instruction facilitates the student investigation of authentic, real-life problems.
3
INCORRECT
Which of the following is not a major instructional outcome of problem-based learning?
A)
Learning adult role behaviors.
B)
Learning important life skills.
C)
Learning required academic information.
D)
Learning inquiry skills.
Feedback: Problem-based instruction was not designed to convey huge amounts of academic information to students but to present them with authentic, real-life problems for investigation.
4
INCORRECT
Theory supporting the use of problem-based learning comes from ________.
A)
Bruner's work on discovery learning
B)
Dewey's emphasis on schools as laboratories for democratic living
C)
Vygotsky's research on the role of social interaction in learning
D)
both A and B
E)
all of the above
Feedback: Bruner, Dewey, and Vygotsky provided ideas and theories that support the use of problem-based learning.
5
INCORRECT
Problem-based learning would probably be the most appropriate teaching method for which of the following topics?
A)
Math facts.
B)
Learning to key the letters a and x.
C)
Minerals.
D)
Discrimination.
Feedback: Problem-based learning is best suited for lesson topics that involve authentic, ill-defined problems that will arouse student curiosity and problem-solving skills. Straightforward, factual topics such as math and science facts or keyboarding skills would not meet these criteria.
6
CORRECT
In problem-based learning, the teacher's role is most similar to the teacher's role in ________.
A)
presentation
B)
direct instruction
C)
cooperative learning
D)
discussion
Feedback: Problem-based learning shares its intellectual roots and methods with inquiry teaching and cooperative learning.
7
CORRECT
The "zone of proximal development" is ________.
A)
the zone where students feel most comfortable learning to their potential
B)
the zone between a learner's actual development and his/her potential
C)
the zone where students have developed to their fullest
D)
the zone that identifies a student's current level of development
Feedback: The "zone of proximal development" is the label given by Vygotsky to describe the zone between a learner's actual level of development and his or her level of potential development.
8
CORRECT
Mr. Carrey is planning a problem-based unit on environmental policies for his social studies class. What would be the most effective way to choose the specific topics for students to investigate?
A)
He should select topics of which he has expert knowledge.
B)
He should ask other teachers for topic ideas.
C)
He should ask students to identify topics in the overall areas that interest them.
D)
He should pick a topic that is easy to present and plan.
Feedback: PBL topics should involve problems that are meaningful to students and appropriate for their level of intellectual development. The problem should be naturally interesting to the particular group of students with whom the teacher is working.
9
INCORRECT
Which of the following is not a criterion for a good problem situation?
A)
It must be authentic.
B)
It must be clearly structured and defined.
C)
It must be appropriate to the students' level of development.
D)
It must be such that its solution will be benefited by group effort.
Feedback: Topics appropriate for problem-based learning should be puzzling and not necessarily well defined. A sense of mystery can arouse student curiosity and thus engage them in inquiry.
10
INCORRECT
In Phase One of a PBL lesson, the teacher should ________.
A)
share the objectives and present the problem
B)
address logistical concerns and clarify behavioral expectations
C)
motivate students to participate
D)
all of the above
Feedback: In Phase One of a PBL lesson, teachers should share the objectives of the lesson, present the problem situation, address logistical concerns, clarify behavioral expectations, and motivate students to participate.
11
INCORRECT
In today's PBL lesson on landfills, students will go to the library to gather information from books and the Internet. This class is in Phase ________ of the PBL instruction model.
A)
One
B)
Two
C)
Three
D)
Four
E)
Five
Feedback: In Phase Three of PBL, data gathering and instruction, the teacher encourages students to gather data and sufficient information to generate their own ideas and test their own hypotheses.
12
INCORRECT
Which of the following outcomes is not congruent with the problem-based learning model?
A)
Mastering basic facts.
B)
Higher-level thinking.
C)
Independent learning.
D)
Decision making and problem solving.
Feedback: Problem-based learning was not designed to convey basic, factual information but to facilitate more complex thinking and real-life problem solving.
13
INCORRECT
Ms. Kozlowski is in the middle of a problem-based lesson and notices that there is some disagreement in one of the inquiry groups. She should ________.
A)
immediately intervene and get the lesson going
B)
allow for the free exchange of ideas, keep an eye on things, and get involved only if needed
C)
join the group and provide ideas that will get things back on track
D)
ignore the exchanges completely and let the group work it out
Feedback: Teacher support for the free exchange of ideas and the full acceptance of those ideas is imperative in the investigative phase of PBL. Teachers should provide needed assistance without being intrusive.
14
INCORRECT
Mr. Berger teaches social studies at the middle school. He gave his students a problem situation about development in an African country. He asked students to define national priorities for education and health care that will be most helpful in promoting economic development. Students are expected to prepare a development plan based on their priorities. They have access to a number of resources, including government publications, data from the United Nations, materials from the U.S. State Department, and standard reference works. Which of the following statements best describes this problem situation?
A)
The problem is inappropriate because it is not authentic.
B)
The problem is ill-defined and therefore inappropriate for problem-based learning.
C)
The problem is too complex for these students because it requires integrating diverse sets of information.
D)
The problem is appropriate because there are many possible solutions.
Feedback: Problem-based projects should allow for many possible solutions.
15
INCORRECT
After assigning students to work groups, Mr. Berger could help the groups get started by ________.
A)
providing a list of specific tasks each group will need to complete prior to reporting
B)
requiring each group to develop a work plan for his approval
C)
making sure that students are searching for and accurately interpreting reference materials
D)
encouraging students to fully define how they will report their solution
Feedback: A good way to get students started after a group assignment is to ensure that students are finding and accurately interpreting reference materials.
16
INCORRECT
As Mr. Berger's students begin Phase Four of their problem-based lesson, he would be using his time appropriately if he were ________.
A)
operating a video camera
B)
hanging students work on a display
C)
developing a journal for students to share their work
D)
all of the above
Feedback: In Phase Four of a PBL lesson, the teacher should assist students in planning and preparing appropriate artifacts such as reports, videos, and models that will help students share their work with others.
17
INCORRECT
Mr. Berger could best assess his students' work in this problem-based activity through ________.
A)
a series of quizzes over each step in the problem situation
B)
observing the role each student played on the team and the way the students cooperated
C)
a final essay test covering economic development in Africa
D)
using checklists and rating skills to evaluate student work and presentations
Feedback: Criterion-referenced checklists and rating scales are two devices that teachers can use to assess work and products produced by students in PBL lessons.
18
INCORRECT
Which is the best example of a problem-based lesson?
A)
Explaining the process of how to vote in a voting booth.
B)
Understanding the voting process.
C)
Understanding the presidential primary process.
D)
Conducting a mock presidential debate.
Feedback: PBL lessons do not focus on presenting ideas and demonstrating skills; rather, they involve instructional methods where teachers present authentic situations to students that allow them to experience adult roles and develop their problem-solving skills.
19
INCORRECT
The learning environment of problem-based learning is characterized by ________.
A)
competitive task and reward structures so students will complete all tasks
B)
an atmosphere of inquiry and intellectual freedom
C)
a businesslike atmosphere where students always know what to do
D)
tight controls to prevent students from getting off task
Feedback: The learning environment characterizing problem-based learning is typified by openness, active student involvement, and an atmosphere of intellectual freedom.
20
CORRECT
After students have completed and presented their solutions in PBL, the teacher should ________.
A)
review what they have learned and move on to the next unit
B)
ask groups to examine their own work and learning
C)
assess students' mastery of the objectives
D)
have students rate the contributions of each member of their group
Feedback: During the final phase of PBL, teachers should encourage students to process their own thinking and examine the way they approach the problem situation.

Explain Fleming VAK VARK Model?
Fleming’s VAK VARK Model 1
- Perceptual strength relates to auditory, visual, tactual or kinesthetic learning.
- Fleming (1987) developed a list of perceptual factors designed to help students learn more about their individual learning preferences.
- Neil Fleming’s VARK model is one of the most popular representations.
- Identifies 4 learning preferences:
1. Visual
2. Auditory
3. Read/write
4. Kinesthetic

Visual
Seeing: pictures, flow charts, diagrams, graphs, symbols, body language.
Likes information to be presented as charts, graphs and flow charts.
About 60% of people are visual learners.
Auditory
Listening/speaking: spoken words, stories, recordings, repetition, discussion, lectures, tutorials
Likes information to be presented in “Spoken word”, i.e. that is “heard”.
About 30% of people are auditory learners.
Read/write
Reading/writing: text, prose, essays, reports, printed words, newspapers


Likes to read about new information in all the various forms, lecture, notes, books, articles, web pages etc.
Kinesthetic
Move/doing: smells, tastes, case studies, multisensory experiences, role-play, lab sessions.
Learners best by doing the tasks – stimulated o0r real
About 10% of the general population are kinesthetic learners.

10 mcqs
16 subjective
1. Types of conditioning?
The theory derives from Pavlov’s classical conditioning and Skinner’s operant conditioning 2 marks
2. What is teacher talk?
“Everything that a teacher says in a classroom”.
-          The language used by the teacher for instruction in the classroom is known as teacher talk.
-          Longman dictionary of language teaching and applied linguistics defines it as
“that variety of language sometimes used by teachers when they are in the process of teaching”.
-          Teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities.
-          Teacher talk is a kind of communication-based or instruction-based talk.
 2 marks
3. What student learn using cooperative learning expect academic content?
-          Cooperative learning is a specific kind of collaborative learning.
-          Students work together in small groups on a structured activity.
-          Cooperative groups work face to face and learn to work as a team.
-          They are individually accountable for their work and the work of the group is also assessed.
In cooperative learning teacher is still in control, whereas in collaborative learning, students are fully responsible
4. What problem teacher face while using PBL?
-          PBL considered inappropriate for subjects like mathematics.
-          Success of PBL is not measureable by standard measuring tools.
-          Final product of the project may minimize the content focus of the project.
-          A teacher adopting a PBL approach may not be able to cover as much material as a conventional lecture-based course.
-          Implementing PBL can be very challenging it requires a lot of hard work and planning for the teacher.


5. Interpersonal Intelligence?
·         Interpersonal  Intelligence (people smart) is understanding others.
·         Ability is at a premium in teachers, clinicians, salespersons and politicians.
·         Dealing with other people requires skill  in the interpersonal sphere.
·         Interpersonally intelligent people enjoy:
·         Giving feedback
·         Understanding other’s feelings
·         Person-to-person communication
·         Cooperative learning strategies:
·         Group projects
·         Conducting an interview

6. What is mean by questioning technique?
Methods used for constructing and presenting questions in order to promote effective discussion and learning or to elicit information

7. Difference between Assimilator and Diverger?
 5 marks
8. Differ Diverger-CE/RO
-          Likes to watch more than do
-          Is sensitive, emotional and creative
-          Prefers group work
-          Uses own imagination for problem solving
-          Shows open mind and accepts personal feedback
Assimilator-AC/RO
(thinking and watching)
-          A thinker; needs time to think
-          Prefers a to the point, logical approach to learning
-          Likes to have clear explanation instead of practical opportunity
ence between Accomodator and Diverger or Assimilator and Converger? Choose one group? 5 marks
9. What is cerebellum?
-          Located at the back of the brain
-          Part of the brain that changes most during the teen years
-          Not finished growing even well into the early20s
-          Involved in the coordination of our muscles
-          Responsible for many learned physical skills such as posture, balance and coordination
-          Action like playing guitar takes effort first – but becomes easier with practice because the memory of how to do it is stored in the cerebellum
-          Also known as “little brain” – coordinates cognitive processes (thinking processes)
-          Physical activity enhances development of the cerebellum, so….
-          Sports/physical activities are good for the brain

10. Student directed learning
-          Students define the problem and select the line of action for its solution.
-          For example, student making their own interpretations of literature and art.
Students to interact with the wider community and reflect upon their experiences
11. Implication of MI
MI theory challenges the widely held belief that intelligence is a unitary trait that can be adequately measured by an IQ test.
MI theory claims that there are many ways to be smart and that those abilities are expressed in our performances, products and ideas.
MI theory does not direct teachers to practices, but serves as a catalyst.
MI theory offers both a framework and a language to use to develop practices that best fit one’s context
12. Rationale for using Authentic Learning
What is Authentic Learning?
-          A pedagogical approach facilitating students to explore, discuss and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. (Donovan, Bransford & Pellegrino, 1999).
It is defined as:
-          Learning that is implanted into meaningful, real – life situations.
-          Learners presented with realistic problems/projects to investigate and converse in ways applicable to their lives.
The learning environments are multidisciplinary similar to a real world application (managing a city, building a house, flying an airplane, setting a budget, solving a crime)
Students build on skills for real life success:   e.g. judgement, patience and flexibility

1.      Situated cognition
Knowing is inseparable from doing and all knowledge is p-laced inactivity connected with social, cultural and physical context
2.      1st intelligence test was developed
During the early 1900s, the French government asked psychologist Alfred Binet to help decide which students were mostly likely to experience difficulty in schools.
3.      Prefrontal cortex 
4.      The CEO of brain
5.      - Control thoughts and thus everything
6.      Located in front of the brain just behind forehead
Also known as the seat of good judgment, controls:
7.      Reasoning ability
8.      Goal and priority setting
9.      Ability to make sound judgments
10.  Planning/organizing multiple tasks
11.  Behavior
12.  Self control
13.  Emotional control
14.  Determining right from wrong
15.  Determining cause and effect relationships
16.  This section of brain develops last (by age 25)
As such they are prone to errors of judgment.
17.  Are high risk-takers
They are not reckless because they underestimate risks, but because they overestimate rewards – or, rather, find rewards more rewarding than adults do
4. Two types of transformational learning 
There are two domains of learning in Mezirow’s Theory:
-          Instrumental learning is learning to control and manipulate the environment or other people, e.g. task oriented learning (cause/effect).
Communicative learning is learning what others mean when they communicate with us. It involves feelings, intentions, values, moral issues and meanings
5. Collaborative learning benefits
-          Cooperative learning is a specific kind of collaborative learning.
-          Students work together in small groups on a structured activity.
-          Cooperative groups work face to face and learn to work as a team.
-          They are individually accountable for their work and the work of the group is also assessed.
In cooperative learning teacher is still in control, whereas in collaborative learning, students are fully responsible
6. Final outcome of transformational
·         The outcome of transformational learning is development that is irreversible; we do not go back to levels of less understanding.
·         Transformational learning change people. They are different afterward, in ways they and others can recognize.
Transformative Learning: It is about YOU
8. Gagne's theory categories
Gagne’s taxonomy of learning (1972) is classified as an instructional theory as it has great significance for the design of instructional materials.
- It tells a part the types of outcomes that learning produces – i.e. the categories of learned capabilities – observed as human performances – that have common characteristics.
- The taxonomy comprises five major categories of learning:
1. Verbal information
2. Intellectual skill
3. Cognitive strategy
4. Attitude
5. Motor skill
- Each of the categories leads to a different class of human performance.

(Gagne, Briggs and Wager,1992)

9. discriptions of motor skills
Executing movements in a number of organized motor acts such as playing sports or dividing a car.
Conditions
Capability to perform a sequence of physical movements.
Conditions
It involves three stages:
1. Learning the sequence of the movement.
2. Practicing the movement.
3. Refining the movement based on the feedback received from the environment
11. nine instructional events

13. why ask questions?

o Check the students understanding of key points.
o Check for mastery of basic concepts.
o Stimulate interaction among students, as well as between student and instructor.

How transformational learning takes place?

1  Building a new story for new information which can lead to re-examination and modification of old stories.
2. Seeking of others’ experiences, perspectives and stories that will lead to further transformative learning
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