Which of the following does not reflect teaching for understanding'?

• Teach students to provide examples to illustrate how a law works
  
  

• Help students see similarities and differences and generate analogies
  
  

• Enable students to memorise isolated facts and procedures
  
  

• Ask students to explain a phenomenon or a concept in their own words

Constructivism as a theory

• emphasises the role of the learner in constructing his own view of the world
  
  

• emphasises on memorising information and testing through recall
  
  

• emphasises on the dominant role of the teacher
  
  

• focuses on the role of imitation

In co-operative learning, older and more proficient students assist younger and lesser skilled students. This leads to

• intense competition

• higher moral development

• conflict between the groups

• higher achievement and self-esteem

When previous learning makes no difference at all to the learning in a new situation, it is called

• zero transfer of learning

• absolute transfer of learning

• positive transfer of learning

• negative transfer of learning

Thinking is essentially

• a cognitive activity

• a psychomotor process

• a psychological phenomenon 

• an affective behavior

In a child-centered classroom, children generally learn

• individually and in groups

• mainly from the teacher

• individually

• in groups

A teacher always helps her learners link the knowledge they have derived in one subject area with the knowledge from other subject areas. This helps to promote

• reinforcement

• correlation and transfer of knowledge

• individual differences

• learner autonomy

A teacher engages her learners in a number of group activities such as group discussions, group projects, role plays, etc. The learning dimension it highlights is

• learning as a social activity

• learning through recreation

• language-guided learning

• competition-based learning

A teacher uses audio-visual aids and physical activities in her teaching because of they

• provide relief to the teacher

• facilitate effective assessment

• provide a diversion to learners

• utilize maximum number of senses to enhance learning

Teachers should study the errors of their students as they often indicate the

• pathways for ability grouping

• need for a differentiated curriculum

• extent of their knowledge

• remedial strategies needed