a) Outline five characteristics of a good test. QUESTION FIVE: 15 MARKS b) Describe five ways a teacher can cater for slow learners in a class 10 Marks QUESTION ONE:25 MARKS a) Outline five characteristics of 'specific objectives. 5 Marks b) Explain five roles of a teacher in the teaching learning process 5 Marks e) Discuss five factors a teacher should consider when selecting a teaching approach. 5Marks cd) Describe five features of a scheme of work. 5 Marks e) Highlight five ways in which a teacher can improve verbal communication in classroom. 5 Marks a) Explain five characteristics of learners centered approach to teaching .5 Marks QUESTION TWO: 15 MARKS b) In five points,discuss what a teacher should observe in order to apply Questioning method adequately in a lesson. QUESTION THREE: 15 MARKS b) By means of appropriate examples describe the three domains of learning as described by Benjamin Bloom et.al. (1946) a) Discuss five situations that calls for use of lecture method in teaching 6 Marks 9 marks a) Explain five strategies that a teacher can use to motivate and sustain attention of learners in classroom situation. QUESTION FOUR: 15 MARKS b) Design a 40 minutes lesson plan in your teaching subject in secondary school. 10Marks 5 Marks 10 Marks 5 Marks

**QUESTION ONE:**<br /><br />**a) Five characteristics of specific objectives:**<br /><br />Specific objectives are precise learning outcomes that students should achieve after a lesson or unit of study. They are characterized by being **SMART**:<br /><br />* **Specific:** Clearly stated and focused on a particular skill or knowledge. *Example: Students will be able to identify the three branches of the US government.* (Not just "understand government")<br />* **Measurable:** Able to be assessed and quantified. *Example: Students will correctly label the parts of a cell on a diagram with 90% accuracy.*<br />* **Achievable:** Realistic and attainable within the given timeframe and resources. *Example: Students will be able to recite the multiplication table up to 10x10.* (Not memorize an entire encyclopedia)<br />* **Relevant:** Aligned with the overall curriculum goals and relevant to the students' needs. *Example: Learning about local history if studying the history of the region.*<br />* **Time-bound:** Specify a timeframe for completion. *Example: Students will be able to solve five quadratic equations within 15 minutes.*<br /><br /><br />**b) Five roles of a teacher in the teaching-learning process:**<br /><br />* **Facilitator:** Guides and supports students' learning, encouraging active participation.<br />* **Instructor:** Delivers information, explains concepts, and models skills.<br />* **Assessor:** Evaluates student learning through various methods (tests, projects, etc.).<br />* **Mentor:** Provides guidance and support to individual students, fostering their personal and academic growth.<br />* **Curriculum Designer:** Plans and organizes learning experiences, selecting appropriate materials and activities.<br /><br /><br />**c) Five factors to consider when selecting a teaching approach:**<br /><br />* **Learning objectives:** The specific skills and knowledge students need to acquire.<br />* **Student characteristics:** Age, learning styles, prior knowledge, and individual needs.<br />* **Subject matter:** The nature of the content being taught (e.g., abstract vs. concrete).<br />* **Available resources:** Materials, technology, and time constraints.<br />* **Teacher's expertise:** The teacher's comfort level and proficiency with different approaches.<br /><br /><br />**d) Five features of a scheme of work:**<br /><br />* **Topics/Units:** Outlines the specific topics or units to be covered during a given period.<br />* **Objectives:** States the learning outcomes for each topic/unit.<br />* **Activities:** Suggests learning activities and teaching strategies.<br />* **Assessment:** Specifies methods for evaluating student learning.<br />* **Time allocation:** Indicates the estimated time to be spent on each topic/unit.<br /><br /><br />**e) Five ways to improve verbal communication in the classroom:**<br /><br />* **Clarity:** Use precise language and avoid jargon.<br />* **Enthusiasm:** Project energy and passion for the subject matter.<br />* **Varied pace and tone:** Adjust delivery to maintain student engagement.<br />* **Appropriate volume:** Speak loud enough to be heard but not so loud as to be overwhelming.<br />* **Effective questioning:** Use questions to stimulate thinking and check for understanding.<br /><br /><br />**QUESTION TWO:**<br /><br />**a) Five characteristics of learner-centered approaches:**<br /><br />* **Active learning:** Students are actively involved in the learning process, not just passive recipients of information.<br />* **Student autonomy:** Students have choices and control over their learning.<br />* **Collaboration:** Students work together and learn from each other.<br />* **Focus on individual needs:** Instruction is tailored to meet the diverse needs of learners.<br />* **Real-world application:** Learning is connected to real-world situations and problems.<br /><br /><br />**b) Five observations for applying the questioning method:**<br /><br />* **Student engagement:** Are students actively participating and responding to questions?<br />* **Types of questions:** Are a variety of question types being used (e.g., open-ended, closed-ended)?<br />* **Wait time:** Is sufficient wait time provided after asking a question?<br />* **Distribution of questions:** Are questions directed to all students, or just a few?<br />* **Questioning purpose:** Are questions used to assess understanding, stimulate thinking, or guide discussion?<br /><br /><br />**QUESTION THREE:**<br /><br />**a) Five situations that call for the lecture method:**<br /><br />* **Introducing new concepts:** Providing an overview of a topic before more in-depth exploration.<br />* **Presenting complex information:** Explaining intricate ideas in a structured manner.<br />* **Summarizing key points:** Reviewing important information at the end of a unit.<br />* **Motivating students:** Inspiring interest in a topic through engaging delivery.<br />* **Bridging gaps in knowledge:** Filling in missing information or clarifying misconceptions.<br /><br /><br />**b) Three domains of learning (Bloom's Taxonomy - revised version):**<br /><br />* **Cognitive (Knowledge):** Mental skills (knowledge, comprehension, application, analysis, synthesis, evaluation). *Example: Recalling the formula for the area of a circle (remembering), explaining the process of photosynthesis (understanding), using knowledge of grammar to write a sentence (applying).*<br />* **Affective (Attitude):** Growth in feelings or emotional areas (receiving, responding, valuing, organization, characterization). *Example: Showing interest in a subject (receiving), participating in class discussions (responding), demonstrating a commitment to learning (valuing).*<br />* **Psychomotor (Skills):** Manual or physical skills (perception, set, guided response, mechanism, complex overt response, adaptation, origination). *Example: Dribbling a basketball (guided response), playing a musical instrument (mechanism), creating a dance routine (origination).*<br /><br /><br />**QUESTION FOUR:**<br /><br />**a) Five strategies to motivate and sustain attention:**<br /><br />* **Variety:** Use a mix of teaching methods and activities.<br />* **Relevance:** Connect learning to students' interests and real-world experiences.<br />* **Challenge:** Provide appropriately challenging tasks that promote a sense of accomplishment.<br />* **Positive reinforcement:** Encourage and praise effort and achievement.<br />* **Active engagement:** Involve students actively in the learning process.<br /><br /><br />**b) 40-minute lesson plan:** This requires a specific subject and will vary greatly. However, a general framework would include:<br /><br />* **Topic:** Clearly stated topic.<br />* **Objectives:** Specific learning outcomes.<br />* **Materials:** Resources needed.<br />* **Procedure:** Step-by-step outline of activities, including introduction, main activity, and closure.<br />* **Assessment:** How student learning will be evaluated.<br /><br /><br />**QUESTION FIVE:**<br /><br />**a) Five characteristics of a good test:**<br /><br />* **Validity:** Measures what it is intended to measure.<br />* **Reliability:** Produces consistent results.<br />* **Objectivity:** Grading is free from bias.<br />* **Practicality:** Easy to administer and score.<br />* **Usability:** Provides useful information about student learning.<br /><br /><br />**b) Five ways to cater to slow learners:**<br /><br />* **Provide extra support:** Offer individualized instruction and tutoring.<br />* **Break down tasks:** Divide complex tasks into smaller, manageable steps.<br />* **Use varied teaching methods:** Cater to different learning styles.<br />* **Provide frequent feedback:** Offer encouragement and guidance.<br />* **Create a positive learning environment:** Foster a sense of belonging and confidence.<br />