Pedagogy MCQs

The inductive method moves from specific examples and observations toward a general rule, principle or conclusion. Students examine particular cases and discover the underlying generalisation themselves, which promotes understanding and retention. It contrasts with the deductive method, which starts from a general rule and applies it to specific instances. Induction is 'example to rule'; deduction is 'rule to example.'

A behavioural (instructional) objective must be both observable and measurable, stating what the learner will be able to do, under what conditions and to what standard. Action verbs like 'list,' 'solve' or 'demonstrate' make the outcome visible and assessable, unlike vague verbs such as 'understand' or 'appreciate.' Clear behavioural objectives allow teachers to plan instruction and judge whether learning has occurred.

Extinction, drawn from behaviourist psychology, works by deliberately ignoring (not reinforcing) an undesirable behaviour so that, deprived of attention, it gradually fades away. Minor attention-seeking misbehaviour often persists because it is rewarded by a teacher's reaction; withholding that reinforcement removes the motive. Extinction must be applied consistently and is unsuitable for harmful or unsafe behaviours.

Thorndike's Law of Readiness states that learning is most effective when the learner is physically and mentally prepared and willing to act; when ready, forming the stimulus-response bond is satisfying, and being blocked is annoying. For teaching, this means arousing interest, motivation and prerequisite readiness before instruction — a learner who is prepared and eager learns far more efficiently than one who is not.

Essentialism stresses transmitting the essential knowledge, basic skills and useful cultural heritage that students need to become productive members of society. It focuses on core subjects — reading, writing, arithmetic and disciplined study — through a teacher-centred, structured approach. By passing on proven, practical knowledge and cultural essentials, essentialism aims to build competent, well-grounded citizens.

'Emile, or On Education' (1762) was written by Jean-Jacques Rousseau. It is a landmark treatise arguing that education should follow the child's natural development in stages, protecting natural goodness from the corrupting influences of society ('naturalism'). Rousseau's child-centred ideas profoundly shaped modern progressive education and the belief that children should learn through experience suited to their age.

Howard Gardner proposed the theory of Multiple Intelligences, arguing that intelligence is not a single general ability but several relatively independent kinds — linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalistic. It encourages teachers to recognise diverse talents and vary instruction so that learners can engage through their stronger intelligences.

In Bloom's revised taxonomy, the cognitive levels ascend from lowest to highest: Remembering, Understanding, Applying, Analysing, Evaluating and Creating. Remembering — recalling facts and basic concepts — is the simplest, foundational level. Higher levels require deeper processing. Teachers use this hierarchy to frame objectives and questions that move learners from mere recall toward critical and creative thinking.

Dyslexia is a specific learning disability affecting reading — the accurate and fluent recognition of words, decoding and spelling — despite normal intelligence and adequate teaching. It stems from differences in how the brain processes language, not from poor eyesight or low ability. Recognising dyslexia lets teachers use structured, multisensory approaches and reasonable accommodations to support affected learners.

'Assessment for learning' is formative assessment — ongoing evaluation during the learning process whose purpose is to give feedback that improves teaching and learning. It includes questioning, quizzes, observation and feedback that guide next steps. It contrasts with 'assessment of learning' (summative), which measures achievement at the end. Formative assessment actively shapes and supports learning as it happens.