By R. S. Aggarwal
This publication includes all kinds of questions requested in numerous aggressive examinations; absolutely solved examples with explanatory solutions
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Extra info for A Modern Approach to Verbal & Non-Verbal Reasoning
Asked a series of closed questions (Chapter 3) about concepts which had been introduced, with each question addressed to an individual pupil. This section of the lesson lasted less than 5 minutes. Ms C. used an overhead projector (OHP) to display a graph for a bacterium which had increased its population. She then showed a contrasting graph for a second bacterium which had experienced a brief period of population growth followed by decline. Ms C. interpreted each graph in turn, explaining that different species compete for space and that the most successful increase their populations by competing successfully.
However, by setting pupils to work on 42 Assessment and learning: the classroom context problems testing their understanding of his exposition and then using focused observation and close questioning to monitor individuals' progress, this student had made extensive use of formative/diagnostic assessment! Indeed, Black (1998: 25) points out that all formative assessment 'is to a degree diagnostic'. This incident illustrates why assessment is a 'blind spot' in their practice for many student teachers.
Interpret. n: W(lS. recorded as 'Population- increase and decrease'. In Evaluate the lesson, using two blank columns to identify: (1) the teaching approaches that are employed at different stages, (2) the cognitive demands · that are made on pupils. For example are they required to memorize, t() hypothesize, to reproduce, to analyse and so on? What are your conclusions about the quality of. lg experience? · The lesson The ·lesson opened with a 10-minute exposition. Various concepts associated with population were covered: population increase and population decline.
A Modern Approach to Verbal & Non-Verbal Reasoning by R. S. Aggarwal