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 consisting of levels of cognitive interchange and Set – II comprising basic requirements for promoting them. Match the two sets and indicate your answer by choosing the correct alternative from the code : Codes :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.
| a | b | c |
| ii | i | iv |
At the memory level the aim is retention of facts, so recording the important points made during the presentation suits it: a-ii.
At the understanding level students must grasp the meaning of a concept, which is promoted by discriminating examples and non-examples of a point: b-i.
At the reflective level students think critically and independently, which requires critically analyzing the points to be made and discussed: c-iv.
Asking students to discuss various items of information is not needed for this matching.
Hence, a-ii, b-i, c-iv.
Similar Questions
The basic requirements for organizing teaching at reflective level deal with
The emphasis in memory level teaching is on which of the following?
(a) Organisation of thought and ideas
(b) Seeing of relationship among facts
(c) Systematic presentations to enable quick reproduction
(d) Critical thinking
(e) Mastery of correct sequencing of facts
(f) Segregating one feature from another
Choose the correct option from those given below: -A teacher gives lot of positive and negative examples to support his / her presentations in the classroom. This will be related to which level of teaching?
According to Bloom’s traditional taxonomy, the highest level of learning in cognitive domain is:
Which of the learning outcomes are intended in teaching organized at understanding level?
Which of the following is not a prescribed level of teaching?
Important Questions from Levels of teaching
- Match the levels of teaching:
List - I List - II (i) Memory level (a) Cognitive field theory of learning (ii) Understanding level (b) Gestalt field theory (iii) Reflective level (c) Thorndike's connectionism The basic requirements for organizing teaching at reflective level deal with
The emphasis in memory level teaching is on which of the following?
(a) Organisation of thought and ideas
(b) Seeing of relationship among facts
(c) Systematic presentations to enable quick reproduction
(d) Critical thinking
(e) Mastery of correct sequencing of facts
(f) Segregating one feature from another
Choose the correct option from those given below: -A teacher gives lot of positive and negative examples to support his / her presentations in the classroom. This will be related to which level of teaching?
According to Bloom’s traditional taxonomy, the highest level of learning in cognitive domain is:
