PPSC Lecturer Test Education (Subject Specialist Portion) Flashcards

24 sample cards from the Education (Subject Specialist Portion) deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. Define motivation and distinguish intrinsic from extrinsic motivation.

   Motivation is the internal process that arouses, directs, and sustains behavior toward a goal. Intrinsic motivation comes from within (interest, satisfaction, curiosity). Extrinsic motivation comes from outside the individual (rewards, grades, praise, punishment).

2. List the levels of Maslow's Hierarchy of Needs from lowest to highest.

   1) Physiological needs, 2) Safety/security needs, 3) Love and belonging (social) needs, 4) Esteem needs, 5) Self-actualization. Lower needs must be largely satisfied before higher ones become motivating.

3. Define personality and name the three components of Freud's structure of personality.

   Personality is the unique, organized, and relatively stable pattern of an individual's traits, behavior, and characteristics. Freud's structure: the Id (pleasure principle), the Ego (reality principle), and the Superego (moral/conscience principle).

4. What are the main approaches/theories used to study personality?

   Type theories (e.g., Sheldon's body types), Trait theories (e.g., Allport, Cattell's 16 factors), Psychoanalytic theory (Freud), Humanistic theory (Maslow, Rogers), and the Social-Learning/Behavioral approach.

5. Define curriculum and distinguish narrow from broad meaning.

   Curriculum (Latin 'currere' = to run, a course/racecourse) is the totality of planned learning experiences. Narrow meaning: the prescribed subjects/syllabus taught in school. Broad meaning: all guided experiences and activities (curricular and co-curricular) a learner undergoes under the school's direction.

6. Name the four foundations of curriculum.

   Philosophical, psychological, sociological, and historical foundations. (Some lists add the scientific/technological and economic foundations.)

7. What are the four basic elements/components of curriculum?

   Objectives (aims), content (subject matter), learning experiences/methods (organization), and evaluation (assessment). These four interrelated elements form the core of any curriculum.

8. Describe the Tyler Model of curriculum design and its four basic questions.

   Tyler's model (1949) is a linear objectives-based model answering: 1) What educational purposes/objectives should be attained? 2) What learning experiences attain them? 3) How are experiences organized? 4) How is attainment evaluated?

9. How does the Wheeler Model differ from the Tyler Model?

   Wheeler's model is cyclical rather than linear, with five interrelated phases (aims/goals/objectives, selection of learning experiences, selection of content, organization/integration, evaluation), and evaluation feeds back to aims, making it a continuous cycle.

10. Name common curriculum design types/patterns.

    Subject-centered design, learner/child-centered design, problem-centered design (and core design), and the activity/experience-centered curriculum. Subject-centered focuses on disciplines; learner-centered on student needs; problem-centered on real-life problems.

11. Define curriculum evaluation and distinguish formative from summative curriculum evaluation.

    Curriculum evaluation is the systematic judgment of a curriculum's worth and effectiveness. Formative evaluation occurs during development/implementation to improve the curriculum; summative evaluation occurs at the end to judge its overall effectiveness/value for decisions.

12. What is the difference between curriculum reform and curriculum change?

    Curriculum change is any alteration/modification (which may be minor or partial) in the existing curriculum. Curriculum reform is a deliberate, planned, large-scale restructuring or improvement of the curriculum to meet new educational, social, and national needs.

13. State the advantages and limitations of the lecture method.

    Advantages: economical, covers much content quickly to large groups, good for introducing topics. Limitations: teacher-centered and one-way, learners passive, ignores individual differences, weak feedback, and poor for developing skills or higher-order thinking.

14. Describe the discussion method and one of its key benefits and drawbacks.

    The discussion method is an interactive, learner-centered exchange of ideas between teacher and students on a topic. Benefit: develops critical thinking, expression, and active participation. Drawback: time-consuming and may be dominated by a few students or stray off-topic.

15. Explain the demonstration method and when it is most useful.

    In the demonstration method the teacher (or student) shows/performs a process, experiment, or skill while learners observe ('show and tell/do'). It is most useful for teaching practical skills, scientific experiments, and procedures, combining seeing with explanation.

16. Describe the inquiry method of teaching and its core steps.

    The inquiry method engages learners in investigating questions/problems to construct their own understanding. Core steps: identify/pose a problem, form hypotheses, collect and analyze data/evidence, draw conclusions, and reflect/generalize. The teacher acts as facilitator.

17. What is activity-based learning and its guiding principle?

    Activity-based learning is a child-centered approach in which students learn by doing—through hands-on activities, projects, experiments, and play. Its guiding principle is Dewey's 'learning by doing,' making the learner active and constructing knowledge through direct experience.

18. Define micro-teaching and state its standard teach-reteach cycle.

    Micro-teaching is a scaled-down, simplified teaching practice (a short 5-10 minute lesson to a small group focusing on one skill) used in teacher training. Cycle: Plan → Teach → Feedback → Re-plan → Re-teach → Re-feedback (the 'teach-reteach' cycle). It reduces complexities of class size, time, and content.

19. What is a lesson plan and what are the steps of Herbartian lesson planning?

    A lesson plan is a teacher's organized written outline of objectives, content, methods, materials, and evaluation for a single lesson. Herbart's five formal steps: Preparation/Introduction, Presentation, Association/Comparison, Generalization, and Application.

20. Explain Edgar Dale's Cone of Experience and what its base and apex represent.

    Dale's Cone of Experience classifies instructional aids/experiences from concrete to abstract. The base represents the most concrete, direct purposeful (firsthand) experiences; moving up it becomes more abstract, with verbal symbols (words) at the apex being the most abstract.

21. Distinguish measurement, assessment, and evaluation in education.

    Measurement assigns numbers/scores to a trait or performance (quantitative, e.g., a test score). Assessment is the systematic process of gathering information about learning. Evaluation is the qualitative judgment of worth/value based on measurement and assessment, leading to decisions (e.g., pass/fail, grading).

22. Distinguish formative from summative assessment, and norm-referenced from criterion-referenced tests.

    Formative assessment is ongoing, during instruction, to improve learning; summative is at the end, to judge achievement/grade. Norm-referenced tests compare a student's performance against other students (ranking); criterion-referenced tests measure performance against a fixed standard/objective.

23. Name the main types of tests by purpose, and distinguish reliability from validity.

    By purpose: achievement, aptitude, intelligence, diagnostic, prognostic, and personality/attitude tests (also essay vs objective by form). Reliability = consistency/stability of scores over repeated use. Validity = the degree to which a test measures what it is intended to measure. A test can be reliable without being valid, but a valid test must be reliable.

24. Define mean, median, and mode and give the formula for the mean.

    Mean (arithmetic average) = sum of all scores divided by the number of scores: Mean = ΣX / N. Median = the middle value when scores are arranged in order. Mode = the most frequently occurring score. All three are measures of central tendency.

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Education (Subject Specialist Portion) flashcards FAQ