Curriculum transaction MCQ Quiz in मल्याळम - Objective Question with Answer for Curriculum transaction - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

The teaching process takes the learner along with herself/himself in order to stimulate, promote, and endorse learning.

The teaching-learning process takes place in three phases:

Pre-active preparation stage

• Before beginning actual teaching the instructor must be aware of the teaching objectives to be achieved at the end of the process.
• The aims are fixed keeping in mind the level (interest, capability, aptitude, psychology, background, etc.) of learners, content, and expectations (of teacher, learner & society), etc.

​Pre-active planning stage

• After fixing the goals, the next level is analyzing the content. The analysis of the content should be done accordingly since the aims are clear and the matter is organized, the teacher must prepare strategies to accompany the teaching and make it more interesting and creative. Efforts should be made to make the learning experience of the learner as effective as possible.
• This stage includes documentation of the plan.
• Deliverables and requirements are defined and a schedule is created.

Activities will be considered most relevant for the pre-active stage of teaching​ are:-

• Writing of instructional objectives- Planning objectives before the lesson plan is the starting point of every planning.
• Preparation of Lesson Plan-  Preparation and documentation of the lesson planning is the main part of the pre-active planning stage 

Note: 

• Presentation of content in relation to objectives - Interactive stage
• Preparing a guideline for improvement in teaching - Post- active stage
• Asking probing questions - Interactive stage

Reflection

• "reflection’ that means a continuous thought process by teachers on understanding their various activities and how they perform in the classrooms, reflecting on their classroom practices.
• Reflection is one of the crucial aspects of the teaching-learning process that helps the teachers to analyze their own practices and improve upon them. In fact, reflecting on different aspects of teaching is fairly instinctive for most of the teachers
• Reflection on activities taken up in the school and generating discussion on key issues of concern that require to be addressed. It prompts us to evaluate our own instructional practices in the classrooms.

Think-pair-share

• The teacher introduces a problem related to higher-order thinking ability like analysis, synthesis, evaluation, and construction, etc. before learners.
• All learners are provided five minutes so that they can respond properly to the solution of the problem. After it, they are given time for sharing their thinking with peers in small groups.
• Also, they have to listen to others and discuss it with other classmates. At least, they have to have a consensus on the appropriate method for the solution of the problem.
• At the end of the class, all groups share related processes and outcomes of discussion during a follow-up discussion.
• This is the most suitable and appropriate strategy for collaborative learning in encouraging reflection amongst learners.

Individual and Group interactive sessions

• An individual interactive session where the individual discusses his/her views on the theme or topic assigned by the teacher.
• Group interactive sessions a theme or topic is presented or initiated by someone, either by a member of the group or a teacher.
• Elements of interactive sessions:
  • Chairperson
  • Speaker
  • Participants
  • Recorder 

Question and Anser session

• In this session, the teacher posses question, and the students answer the question. It is an oral activity in the class which enhances the speaking skills of students.
• Realize the relevance and importance of activities that enhance oral skills and translate this realization into actual classroom practice. Thus every classroom should provide numerous opportunities for oral language practice through discussion, reporting, and question and answer sessions. 

Individual - work assignment based sessions

• In this session, the teacher assigns work assignment individually, and the student has to work on assigned topics. In this session, the student discusses his/her assignment and discloses his/her work.
• These assignments develop understanding and critical thinking in the student.
• It is essential to keep in mind that class-appropriate assignments may be chosen for your students.

Curriculum Transaction

• Curriculum Transaction is the effective and desired implementation of the curriculum contents based on the aims and objectives listed in the curriculum.
• Curriculum Transaction incorporates effective planning for providing learning experiences for its learners, organization of planning, administration/implementation of the organized planning, and evaluation of the implementations by the implementer and the experts in the relevant field.

Hence, From the above information we can analyze that, Epistemology the branch of philosophy has direct relevance for deciding transactional strategies of the curriculum.

Key Points

• Literature approach is a teaching method that uses literature to teach students about different subjects. This approach can be used to teach a variety of subjects, including history, science, and math.
• The literature approach is based on the idea that students learn best when they are engaged and interested in the material they are learning. By using literature, teachers can create a more engaging and interesting learning environment for their students.
• There are many different ways to use the literature approach in the classroom. One way is to use literature as a springboard for discussion and debate. Teachers can use literature to introduce students to different perspectives and ideas. They can also use literature to help students develop their critical thinking skills.
• Another way to use the literature approach is to use literature as a way to teach students about different cultures and time periods. By reading literature from different cultures and time periods, students can gain a better understanding of the world around them.
• The literature approach is a versatile and effective teaching method that can be used to teach a variety of subjects. By using literature, teachers can create a more engaging and interesting learning environment for their students.

Here are some of the benefits of using the literature approach in the classroom:

• It can help students develop their critical thinking skills.
• It can help students learn about different cultures and time periods.
• It can help students develop their imaginations and creativity.
• It can help students learn to appreciate different forms of literature.
• It can help students develop their writing skills.

If you are a teacher who is looking for a way to make your lessons more engaging and interesting, the literature approach is a great option to consider.

Hence, the Literature Approach is not a Curriculum Approach but a  teaching method.

The four major curriculum approaches are:

• Behavioral Approach. This approach focuses on the development of specific, measurable, and observable learning objectives.
• Managerial Approach. This approach focuses on the efficient and effective management of the curriculum.
• Reconceptualist Approach. This approach challenges the traditional view of the curriculum and emphasizes the importance of student experience and voice.
• Humanistic Approach. This approach focuses on the development of the whole child, including their social, emotional, and intellectual needs.

Key Points

• Educational technology is a study investigating the process of analyzing, designing, developing, implementing, and evaluating the instructional environment and learning materials to improve teaching and learning.
• It is important to remember that educational technology (also referred to as instructional technology) aims to improve education. 

​​Hence Option 2 is the correct answer.

In economics, cost is used when reference is made to the production of goods and services. It implies the cost of resources utilised in the production of goods and services. It can be expressed in monetary terms. It has always to be with reference to, or for, an economic transactor such as a producer, or ' seller, or buyer/consumer. Literature in economics has distinguished between real cost and money cost

Key Points The term cost-benefit analysis implies a systematic comparison of the magnitude of the costs and benefits of some form of investment in order to assess economic profitability. All forms of investment involve a sacrifice of the present consumption in order to secure future benefits in the form of higher levels of output or income.

The very idea of cost immediately poses the question: cost for whom? Cost can be defined from the supplier's point of view as well as from the consumer's point of view. Moreover, the cost can also be of various forms. Let us briefly discuss the types of costs below.

• Private costs: These concern individuals in families and represent costs that the individuals and the families must bear in return for the education received. This cost is the most difficult part of doing a cost-benefit analysis. Examples of such expenditures are:
  • Tuition and examination fees and other such fees;
    • Institutional supplies;
    • Manuals and books;
    • Transport;
    • Uniforms;
    • Foregone earnings. 
• Social costs: These costs concern society, and refer to such costs (or expenditures) as are borne out as a result of all education and training activities in a society at a given point in time.                                                                                

Hence, with the above-given information, we can conclude that private cost is the most difficult part of the cost-benefit analysis.

In the category system, teacher behaviour is first divided into various units. A behaviour unit is then classified into categories. In this system, at regular intervals of the observation period the category is observed. 

Important Points 

• The Charles Galloway System of Interaction Analysis represents a good example of the category interaction analysis. This system of Interaction Analysis was developed by Charles Galloway in the form of a teachers’ training technique.
• It is basically a category type system involving categorization of all sets of possible verbal and non-verbal behaviour of a teacher in the classroom while interacting with the students. 
• Assumptions of Charles Galloway System: Non-verbal communication of a teacher do, has a significant role in classroom interaction.
• As one cannot see when he/she behaves, so, feedback is necessary for the behaviour. The non-verbal cues are important, as they can reinforce and can motivate a student. Non-verbal communication can be more effective during interaction in the classroom.
• Becoming aware of his non-verbal events occurring around us, one can achieve a better understanding of himself.
• Training of teachers enhances the aspect of non-verbal communication in teachers. The system is based upon the theory of modification of the teacher’s behaviours.

Thus we can conclude that silence or Confusion is not the part of the Galloway System of Interaction Analysis. 

Reflective level of teaching:

• • It is a problem-centric approach to teaching.
  • The reflective model of teaching is developed by Hunt.
  • At this level, the student is made to face a real problematic situation. The student by understanding the situation and using his critical abilities succeeds in solving the problem
  • At this level, the emphasis is laid on identifying the problem, defining it, and finding a solution to it. The student’s original thinking and creative-abilities develop at this level.
  • The aim is to develop the reflective power of learners so that they can solve problems of their lives by reasoning, logic, and imagination and lead successful and happy lives.

Transactional Communication :

• A model of communication where all persons are engaged in sending (encoding) and receiving (decoding) messages simultaneously, the sender and receiver each take turns to send or receive messages.
• In this model communication is a dynamic process in which there is an interactive relationship between the sender and the receiver and each person is affecting each other.
• This model believes that there is a continuous process of feedback in communication.

• The model is mostly used for interpersonal communication, group discussions, reporting, and is also called a circular model of communication.

From the above-explained points, we can conclude that when a teacher is organizing reflective level academic deliberations in the classroom. The scope for transactional communication will be optimum in such a situation. 

A module is a portion of a curriculum. As it is based on a limited number of objectives that the learner is expected to achieve and the school is expected to be able to assess and certify. It is an autonomous portion of the curriculum.

Some essential features of a module are:

• A module aims at developing a clearly identifiable and certifiable portion of the curriculum, expressed in terms of competence objectives.
• The module is decided according to the interest of the learner.
• The module should permit students to work independently of a teacher. so, promote Self-learning.
• The module should connect to the knowledge and interest of the teacher.
• The module is self-sufficient as it has materials and facilities that are easy to obtain.
• It is Self-evaluating. It follows the formative evaluation. In a module, there are questions at the end of each topic.
• It includes statements of learning outcomes, Learning outcomes are statements of what skills, knowledge, or learning a student will have once they have completed the module.

​​Therefore, the essential features of the module are:

• It is self-sufficient
• Self-learning
• Self-evaluation
• Statements of learning outcomes

The correct answer is - A - III, B - I, C - IV, D - II

Key Points

• Curriculum as a plan
  • Associated with Tyler and Hilda Taba, who emphasized systematic planning and organizing educational experiences.
• Curriculum as an Experience
  • Linked to Crow and Crow, who viewed curriculum as a set of learning experiences and activities.
• Curriculum as a subject matter
  • Identified with Doll, focusing on the content and subjects to be taught.
• Curriculum as an objective
  • Related to B.F. Skinner, emphasizing clear, measurable objectives in the curriculum.

Additional Information

• Tyler and Hilda Taba
  • Both educators are known for their influential work in developing the concept of curriculum planning and design.
  • Tyler’s rationale and Taba’s grassroots model are key frameworks in curriculum development.
• Crow and Crow
  • Famous for their contributions to educational psychology and the understanding of learning experiences.
  • They emphasized the importance of student experiences in the learning process.
• Doll
  • Known for emphasizing the importance of subject matter in the curriculum.
  • Focuses on the core content that students need to learn.
• B.F. Skinner
  • A pioneer in behaviorism, Skinner emphasized the use of clear objectives and measurable outcomes in education.
  • His work influenced the development of programmed instruction and behavior modification techniques in teaching.