In the two sets given below Set - I indicates methods of teaching while Set -…
2018
In the two sets given below Set - I indicates methods of teaching while Set - II provides the basic requirements for success/effectiveness. Match the two sets and indicate your answer by choosing from the code :
Set - I | Set - II |
|---|---|
(Method of teaching) | (Basic requirements for success/effectiveness) |
(a) Lecturing | (i) Small step presentation with feedback provided |
(b) Discussion in groups | (ii) Production of large number of ideas |
(c) Brainstorming | (iii) Content delivery in a lucid language |
(d) Programmed Instructional procedure | (iv) Use of teaching-aids |
(v) Theme based interaction among participants |
Code :
Answer: C. (a) (b) (c) (d) (iii) (v) (ii) (i) — Concept: Every teaching method rests on a characteristic mode of learner engagement, and its "basic requirement for success" is the condition that this mode…
- A.
(a)
(b)
(c)
(d)
(i)
(ii)
(iii)
(iv)
- B.
(a)
(b)
(c)
(d)
(ii)
(iii)
(iv)
(v)
- C.
(a)
(b)
(c)
(d)
(iii)
(v)
(ii)
(i)
- D.
(a)
(b)
(c)
(d)
(iv)
(ii)
(i)
(iii)
Attempted by 2 students.
Show answer & explanation
Correct answer: C
Concept: Every teaching method rests on a characteristic mode of learner engagement, and its "basic requirement for success" is the condition that this mode depends on most directly. Matching a method to its requirement therefore means naming the condition that is specific to that method, not a practice that is generally useful in any classroom.
Applying it to each method:
Method | Characteristic mode of learner engagement | Condition that mode depends on |
|---|---|---|
Lecturing | One-way verbal exposition: the teacher presents and the class listens, so the content reaches the learner chiefly through the teacher’s language. | Content delivery in a lucid language — item (iii) |
Discussion in groups | Structured exchange among the participants themselves, held together by a common theme so that the talk stays purposeful. | Theme based interaction among participants — item (v) |
Brainstorming | Free, judgement-deferred generation of ideas; Osborn’s rule is that quantity breeds quality, so evaluation is postponed until the list is long. | Production of large number of ideas — item (ii) |
Programmed Instructional procedure | Skinner’s linear programming: content is broken into tiny frames, the learner responds to each one, and reinforcement follows at once. | Small step presentation with feedback provided — item (i) |
Cross-check — why the leftover item stays unpaired:
Set - II carries five items for four methods, so exactly one item is deliberately extra.
"Use of teaching-aids" — item (iv) — is the extra one: charts, models and projections can strengthen a lecture, a discussion or a programmed sequence alike, so no single method loses its defining character without them. A "basic requirement" in this sense must be method-specific, and this one is not.
Result: (a) → (iii), (b) → (v), (c) → (ii), (d) → (i).