A college level assistant professor has planned his/her lectures with an…
2016
A college level assistant professor has planned his/her lectures with an intent to develop cognitive dimensions of students centered on skills of analysis and synthesis. Below, given are two sets of items — Set-I relates to the levels of cognitive interchange and Set-II relates to the basic requirements for promoting them. Match the two sets and select the correct answer from the codes given below:
Set – I (Levels of Cognitive Interchange) | Set – II (Basic requirements for promoting cognitive interchange) |
|---|---|
a. Memory level | i. Giving opportunity for discriminating examples and non-examples of a point. |
b. Understanding level | ii. Recording the important points made during the presentations. |
c. Reflective level | iii. Asking the students to discuss various items of information. iv. Critically analyzing the points to be made and discussed. |
Codes :
- A.
a
b
c
ii
iv
i
- B.
a
b
c
iii
iv
ii
- C.
a
b
c
ii
i
iv
- D.
a
b
c
i
ii
iii
Show answer & explanation
Correct answer: C
This item tests the 'Levels of Teaching' framework used in teaching aptitude: teaching can operate at the Memory level, the Understanding level, or the Reflective level, and each level calls for a distinct kind of classroom activity (cognitive interchange) that promotes learning at that level — memory-level teaching promotes rote recall, understanding-level teaching promotes grasping relationships and concepts, and reflective-level teaching promotes independent, critical thinking.
Set-I Level | Set-II Requirement | Why This Pairing |
|---|---|---|
a. Memory level | ii. Recording the important points made during the presentations. | Memory-level teaching aims at accurate recall and retention, so its matching activity is simply noting down what was presented. |
b. Understanding level | i. Giving opportunity for discriminating examples and non-examples of a point. | Understanding-level teaching aims at grasping a concept's boundaries, so its matching activity is telling examples of a point apart from non-examples of it. |
c. Reflective level | iv. Critically analysing the points to be made and discussed. | Reflective-level teaching aims at independent, higher-order thinking, so its matching activity is critically analysing the points made. |
Set-II lists a fourth item, 'iii. Asking the students to discuss various items of information,' which is not used in the code below — group discussion alone does not uniquely mark any one of the three levels, so it serves only as an additional, unused requirement in the list.
Putting the three pairings together gives the code a-ii, b-i, c-iv.