Answer all questions in this section by circling the letter that corresponds to the correct or best option.

\
( A \) question earns one (1) mark.

1. Why should teachers differentiate their instruction?

A. It makes teaching less tedious for teachers.

B. It brings about collaboration among learners.

C. All students have access to the curriculum in a variety of ways

D. All students have access to the curriculum in the same ways

2. Which one of the following is not a characteristic of learning?

A. Learning is adjustment.

B. Leaming is growth.

C. Leaming is all knowing.

D. Learning is organising experience.

3. Which coe of these helps teachers and learner' question, organize, and visualize their understanding
of a stausion?

A. Game

B. Moulling.

C. Role play

D. Swory telling

4. A learning strategy which allows leamers to take what they know, to discover what they do not know,
is known as.

A. projet work.

B. problem - oolving

C. demonstration

D. discovery

5. Which of the following is not a principle of inclusive education?

A. All children belong.

B. All children learn in different ways.

D. Children should be treated equally.

6. A permanent change in behaviour which results from practice or other experience forms is referred

A. Knowledge.

B. Learning.

C. Teaching.

D. Value.

D. Value.

7. A state that when someone is ready to act, to do so is satisfying, but being prevented from doing so
can be annoying is referred to as...

A. The laws of effect.

B. The laws of excesses.

C. The laws of extinction.

D. The laws of readiness.

8. Difference in learners' ability to accumulate as well as assimilate information is known as....

A. Differentiated leaming

B. Leaming experience

C. Learning strategies

D. Learning styles

9. Sutements of skills, koviledge or attitades that pupils are expected to gain at the end of a given period
of instration is referred to as.

A. Ascessment.

B. Evaluation.

C. Instructional Objectives.

D instructional techniques

10. The degree to which the result of a measurement or specification can be dep called...
A. Validity.

B. Measurement.

C. Reliability.

D. Reference point.

11. Which of the following is not an educational objective in the cognitive domai

A. Application.

B. Comprehension.

C. Knowledge.

D. Organization.

12. All the following best explain the concept of learning except...

A. Learning is a process by which one acquires knowledge, skills and at attributed to inherited behaviour
pattem or physical growth.

B. Learning is considered as an activity of acquiring ideas, values, skills

C. Leaming is a behavioral change as an outcome of education and train

D. Learning is a result from maturation, drug or fatigue.

D. Learning is a result from maturation, drug or fatigue.

13. Habiba is a class six (6) learner, she is able to describe things well when she vividly sees \( ! \) the
leaming styles will best suit Habiba?

A. Auditory style.

B. Vicual style.

C. Kinesthetic style.

D. Tactile style.

14. The creative approach where learners work through a situation, a scenario, or a problem 1 . roles
and practicing what to say and do in a safe setting can be termed as.

A. Dramatization

B. Role Play

C. Storytelling
D. Game

D. Gartse

15. Leaming which takes place where the learner is actively engagh in the learnity procien is kown as

A. active and parponeful

B. inteligent and creative

C. the condact of iesersers

D. the prodact of the cevironment

16. Which of the following is not a barrier to learning in a classroom?

A. Lack of focus.

B. Negative Past experience.

C. Personal mindset.

D. Good motivation.

17. Which of the following is a criterion for formulating objectives?

A. Validity.

B. Variety.

C. Measurable.

D. Significance.

18. Educational approach and philosophy that provide all students with community membership and
greater opportunities for academic and social achievement is known as...

A. Segregation education.

B. Community education.

C. Individual education.

D. Inclusive education.

19. Which of the following is a principle of inclusive education?

A. All children learn in different ways.

B. It is every child's right not to be included.

D. All types of disabilities are to be admitted.

20. The instructional strategy in which the teacher demonstrates a new concept or approach to students
learn by observing is referred to as...

A. Demonstration.

B. Story Telling.

C. Modelling.

D. Dramatization.

THEORY QUESTIONS:

1. Explain any five (5) differences between the curriculum and the syllabus,

(20 marks)

2. Discuss five (5) educational implications of the Pavlov's Classical Conditioning.

(20 marks)

3. a. As a teacher, state and explain any four (4) principles of differentiated instruction.

(12marks)

b. Discuss any three (3) criteria you will consider in the selection of subject matter or content of the
curriculum.

(8 marks)

4. Discuss five (5) types of questioning in class.

(20 marks)

5. Describe any five (5) principles that can guide the selection of learning experiences.

(20 marks)

THEORY ANSWERS:

1. Differences between Curriculum and Syllabus:

a. Scope: A curriculum is a comprehensive plan that includes objectives, goals, strategies, and
assessment, while a syllabus is a specific guide for a particular course detailing the subjects or topics to
be covered.
 b. Duration: A curriculum is designed for a long-term educational course, while a syllabus is designed
for a short-term course or a particular subject.

c. Detail: A curriculum provides a broad overview and framework, while a syllabus provides detailed
information about each topic.

d. Flexibility: A curriculum is more flexible as it can be modified according to the needs of the students,
while a syllabus is more rigid.

e. Usage: A curriculum is used by educational institutions to design the entire educational program,
while a syllabus is used by teachers to guide their teaching for a specific course.

2. Educational Implications of Pavlov's Classical Conditioning:

a. Learning through Association: This principle can be used to associate learning material with stimuli
that evoke interest and excitement.

b. Habit Formation: Regular study habits can be formed by associating study time with positive stimuli.

c. Overcoming Fear: Fear towards a particular subject can be reduced by associating it with positive
stimuli.

d. Behaviour Modification: Unwanted behaviours can be modified by associating them with negative
stimuli.

e. Motivation: Positive reinforcement can be used to motivate students to learn.

3. a. Principles of Differentiated Instruction:

i. Content Differentiation: Varying what students learn, which could mean teaching the same material
at different complexity levels.

ii. Process Differentiation: Varying how students learn, which could involve using different instructional
strategies.

iii. Product Differentiation: Varying the complexity of the product that students create to demonstrate
their understanding.

iv. Learning Environment Differentiation: Varying the environment in which students learn, which
could involve changing the classroom layout or using technology.

b. Criteria for Selection of Curriculum Content:

ii. Depth and Breadth: The content should cover a wide range of topics and also delve deeply into each
topic.

iii. Developmentally Appropriate: The content should be suitable for the age and developmental level
of the students.

4. Types of Questioning in Class:

a. Factual Questions: These require students to recall facts or information.

b. Analytical Questions: These require students to analyze information or situations.

c. Reflective Questions: These require students to reflect on their learning and experiences.

d. Creative Questions: These require students to use their imagination and creativity.

e. Evaluative Questions: These require students to make judgments or form opinions.

5. Principles for Selection of Learning Experiences:

a. Relevance: The learning experiences should be relevant to the students' lives and interests.

b. Variety: A variety of learning experiences should be provided to cater to different learning styles.

c. Active Engagement: The learning experiences should actively engage the students.

d. Real-world Connection: The learning experiences should connect to real-world situations.

e. Challenge: The learning experiences should challenge the students and promote higher-order
thinking skills.