This is Set 5 of 60 in the smartvidya question bank on Teaching Aptitude (UGC NET Paper 1, Unit I). Part I: Teaching: concept, objectives and levels. This set covers Reflective level of teaching, Hunt's model and comparison of levels.
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Set 5: Levels of Teaching: Reflective Level
1. The reflective level of teaching is associated with
(a) Morris L. Bigge and Maurice P. Hunt
(b) Edward Thorndike
(c) H.C. Morrison
(d) J.F. Herbart
Ans. (a) Morris L. Bigge and Maurice P. Hunt — Explanation: Bigge and Hunt advocated the reflective level, and the model of teaching for this level is known as Hunt's model. [Ref: Hunt's reflective level model]
2. The reflective level of teaching is also called
(a) thoughtless level
(b) rote level
(c) memory-cum-drill level
(d) introspective level
Ans. (d) introspective level — Explanation: At this level learners think deeply and examine problems from within, so it is called the introspective level. [Ref: Reflective level teaching]
3. Reflective level teaching is essentially
(a) textbook-centred
(b) examination-centred
(c) problem-centred
(d) fact-centred
Ans. (c) problem-centred — Explanation: Teaching at the reflective level starts from a real problem that creates tension in the learner and leads to problem-solving. [Ref: Reflective level teaching]
4. The highest level of teaching is
(a) the autonomous level
(b) the understanding level
(c) the reflective level
(d) the memory level
Ans. (c) the reflective level — Explanation: The reflective level includes memory and understanding and adds critical and creative problem-solving. [Ref: Levels of teaching]
5. At the reflective level, the role of the teacher is
(a) authoritarian and dominant
(b) completely absent
(c) limited to dictating notes
(d) democratic and secondary, while the learner plays the primary role
Ans. (d) democratic and secondary, while the learner plays the primary role — Explanation: The teacher creates a problem situation and guides, but pupils take the lead in investigating and solving it. [Ref: Reflective level teaching]
6. The motivation at the reflective level is mainly
(a) intrinsic, arising from the learner's interest in solving the problem
(b) peer pressure only
(c) extrinsic, through prizes alone
(d) fear of punishment
Ans. (a) intrinsic, arising from the learner's interest in solving the problem — Explanation: A meaningful problem creates curiosity and tension that drives the learner from within. [Ref: Reflective level teaching]
7. The steps of Hunt's reflective level model broadly include
(a) stimulus, response, reinforcement, extinction
(b) recognising a problem, forming hypotheses, testing hypotheses and drawing conclusions
(c) exploration, presentation, assimilation, organisation, recitation
(d) preparation, presentation, association, generalisation, application
Ans. (b) recognising a problem, forming hypotheses, testing hypotheses and drawing conclusions — Explanation: Reflective teaching follows the logic of scientific problem-solving: problem, hypotheses, verification and conclusion. [Ref: Hunt's reflective level model]
8. Which psychological theory forms the basis of reflective level teaching?
(a) Faculty psychology of memory
(b) Classical conditioning
(c) Cognitive and insight-based (Gestalt) theory
(d) Drill and repetition
Ans. (c) Cognitive and insight-based (Gestalt) theory — Explanation: Reflective teaching relies on insight, problem-solving and active thinking, rooted in cognitive and field theories. [Ref: Reflective level teaching]
9. Which evaluation method suits reflective level teaching?
(a) Essay-type tests and assessment of problem-solving and creativity
(b) Oral recall of facts only
(c) Matching items only
(d) True–false items only
Ans. (a) Essay-type tests and assessment of problem-solving and creativity — Explanation: Since the aim is critical and creative thinking, open-ended and essay-type assessment is suitable. [Ref: Reflective level teaching]
10. John Dewey defined reflective thinking in his book
(a) Emile
(b) How We Think
(c) Pedagogy of the Oppressed
(d) The Republic
Ans. (b) How We Think — Explanation: In "How We Think" (1910), Dewey described reflective thought as active, persistent and careful consideration of any belief in the light of its grounds. [Ref: Dewey, How We Think (1910)]
11. The learning climate at the reflective level is
(a) silent and passive
(b) closed and authoritarian
(c) open, democratic and permissive of different views
(d) strictly competitive
Ans. (c) open, democratic and permissive of different views — Explanation: Learners must feel free to question, hypothesise and disagree, so an open climate is needed. [Ref: Reflective level teaching]
12. A teacher asks students, "Why is the water table falling in our town, and what can be done?" and lets them investigate. The teacher is working at the
(a) reflective level
(b) drill level
(c) memory level
(d) understanding level only
Ans. (a) reflective level — Explanation: A real problem, hypothesis formation and investigation make this reflective level teaching. [Ref: Reflective level teaching]
13. Which statement about the three levels is correct?
(a) The reflective level comes before the memory level
(b) Each level is completely independent of the others
(c) The understanding level excludes all memory
(d) Each higher level includes the lower levels
Ans. (d) Each higher level includes the lower levels — Explanation: Understanding needs memory, and reflection needs both memory and understanding. [Ref: Levels of teaching]
14. Reflective level teaching is most suitable for
(a) rote practice of spelling
(b) learners with no prior knowledge
(c) pre-school children only
(d) higher classes and mature learners
Ans. (d) higher classes and mature learners — Explanation: Problem-solving and critical thinking need mental maturity and prior knowledge, so the reflective level suits older learners. [Ref: Levels of teaching]
15. Match the levels with their proponents: memory, understanding, reflective. The correct sequence of proponents is
(a) Herbart, Hunt, Morrison
(b) Herbart, Morrison, Hunt
(c) Hunt, Morrison, Herbart
(d) Morrison, Herbart, Hunt
Ans. (b) Herbart, Morrison, Hunt — Explanation: Herbart is linked to the memory level, Morrison to the understanding level and Hunt to the reflective level. [Ref: Levels of teaching]
16. Which of the following pairs is correctly matched?
(a) Memory level – insight
(b) Memory level – learner-centred
(c) Reflective level – problem-centred
(d) Understanding level – introspective
Ans. (c) Reflective level – problem-centred — Explanation: The reflective level is problem-centred; insight belongs to understanding, and the introspective label belongs to the reflective level. [Ref: Levels of teaching]
17. In reflective teaching, a "problem" should ideally
(a) be decided by the examination board
(b) be meaningful to learners and create a state of tension or puzzlement
(c) be trivial so that everyone can solve it at once
(d) have an answer printed in the textbook
Ans. (b) be meaningful to learners and create a state of tension or puzzlement — Explanation: A meaningful and challenging problem creates the tension that motivates genuine inquiry. [Ref: Hunt's reflective level model]
18. The reflective level of teaching develops which of the following most?
(a) Critical, rational and creative thinking
(b) Rote memory
(c) Obedience
(d) Handwriting speed
Ans. (a) Critical, rational and creative thinking — Explanation: Reflective teaching aims at independent, critical and original thinking. [Ref: Reflective level teaching]
19. The term "reflective practice" for teachers, including reflection-in-action and reflection-on-action, was developed by
(a) Alfred Binet
(b) Donald Schön
(c) B.F. Skinner
(d) Ivan Pavlov
Ans. (b) Donald Schön — Explanation: Donald Schön's "The Reflective Practitioner" (1983) distinguished reflection during action and reflection after action. [Ref: Schön (1983)]
20. A teacher who keeps a journal analysing what worked in each lesson and why is practising
(a) rote teaching
(b) programmed learning
(c) memory level teaching
(d) reflection-on-action
Ans. (d) reflection-on-action — Explanation: Looking back at a completed lesson to learn from it is reflection-on-action in Schön's terms. [Ref: Schön (1983)]
21. Adjusting the lesson on the spot when students look confused is an example of
(a) reflection-on-action
(b) summative evaluation
(c) rote learning
(d) reflection-in-action
Ans. (d) reflection-in-action — Explanation: Thinking and modifying actions while teaching is reflection-in-action. [Ref: Schön (1983)]
22. Which of these is NOT a feature of reflective level teaching?
(a) Learner's active role
(b) Intrinsic motivation
(c) Problem-centred approach
(d) Emphasis on rote reproduction of content
Ans. (d) Emphasis on rote reproduction of content — Explanation: Rote reproduction is a feature of memory level teaching, not of the reflective level. [Ref: Levels of teaching]
23. The reflective level of teaching corresponds to which levels of the revised Bloom's taxonomy?
(a) Receiving and responding
(b) Understanding only
(c) Analysing, evaluating and creating
(d) Remembering only
Ans. (c) Analysing, evaluating and creating — Explanation: Higher-order thinking, including analysis, evaluation and creation, is the focus of the reflective level. [Ref: Anderson and Krathwohl (2001)]
24. At which level of teaching is the learner's role most active?
(a) Reflective level
(b) Memory level
(c) All levels equally
(d) Understanding level
Ans. (a) Reflective level — Explanation: At the reflective level the learner identifies and solves problems with minimum direct control by the teacher. [Ref: Levels of teaching]
25. Which sequence shows the increasing role of the learner across levels of teaching?
(a) Reflective, understanding, memory
(b) Memory, understanding, reflective
(c) Memory, reflective, understanding
(d) Understanding, reflective, memory
Ans. (b) Memory, understanding, reflective — Explanation: The learner's participation grows from passive at the memory level to active at the understanding level and most active at the reflective level. [Ref: Levels of teaching]
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