LU 9

1. The planning phase of a teaching session primarily helps to:
   A. Deliver lectures more quickly
   B. Identify irrelevant content
   C. Structure the "what," "how," and "when" of teaching
   D. Avoid learner participation

2. The key difference between a learning objective and a learning outcome is:
   A. Objectives focus on what learners gain; outcomes focus on what teachers intend
   B. Objectives are vague; outcomes are detailed
   C. Objectives reflect intent; outcomes reflect actual, measurable results
   D. Objectives apply to students; outcomes apply to institutions

3. According to Bloom's taxonomy, the affective domain refers to:
   A. Cognitive processing
   B. Skill performance
   C. Emotional attitudes and values
   D. Sensory-motor coordination

4. Which of the following verbs corresponds to the analysis level in the cognitive domain?
   A. Recall
   B. Apply
   C. Categorize
   D. Demonstrate

5. A well-written learning outcome should be:
   A. Broad and aspirational
   B. Unmeasurable and abstract
   C. SMART and learner-centered
   D. Only relevant at course level

6. Which best illustrates the "Application" level in cognitive learning?
   A. Justifying a conclusion
   B. Describing a model
   C. Practicing a skill in simulation
   D. Recalling definitions

7. In planning, "Move from known to unknown" ensures:
   A. Teacher-centered delivery
   B. Effective use of technology
   C. Building on prior learner knowledge
   D. Reducing content complexity

8. The purpose of identifying learning domains in lesson planning is to:
   A. Reduce lesson time
   B. Limit learners to memorization
   C. Choose appropriate teaching methods
   D. Avoid using assessment tools

9. The phrase “if you don’t know where you’re going, any bus will do” emphasizes the importance of:
   A. Teaching aids
   B. Assessment strategies
   C. Learning outcomes
   D. Time management

10. Which domain primarily deals with manual and manipulative skills?
    A. Affective
    B. Cognitive
    C. Psychomotor
    D. Reflective

11. A lesson plan should contain a summary to:
    A. Skip revision activities
    B. Prepare for unrelated topics
    C. Link content to future sessions and reinforce key points
    D. Replace the need for evaluation

12. Which of the following is a teacher activity in a teaching plan?
    A. Completing group worksheets
    B. Watching a video
    C. Explaining the importance of a model
    D. Writing a reflective journal

13. Which factor must be considered in choosing the teaching method?
    A. Learners' favorite color
    B. Day of the week
    C. Complexity of subject matter
    D. Internet connection speed

14. What is a major benefit of defining learning outcomes?
    A. Limits assessment types
    B. Makes objectives obsolete
    C. Helps learners know what is expected
    D. Eliminates the need for materials

15. The synthesis level of Bloom's taxonomy involves:
    A. Judging the value of information
    B. Designing a new framework
    C. Memorizing definitions
    D. Explaining differences

16. A measurable outcome should:
    A. Be hard to assess
    B. Use specific observable verbs
    C. Focus only on group performance
    D. Avoid quantitative indicators

17. SMART learning outcomes do not include:
    A. Specific
    B. Multidisciplinary
    C. Time-restricted
    D. Relevant

18. Which learning domain would be assessed by evaluating attitude change after a health education session?
    A. Psychomotor
    B. Affective
    C. Cognitive
    D. Reflective

19. "Allowing learners to know what is expected of them" is the function of:
    A. Audio-visual aids
    B. Time management
    C. Clear learning outcomes
    D. Reinforcement exercises

20. In teaching plan structure, learner activities may include:
    A. Delivering PowerPoint
    B. Note-taking
    C. Reviewing teaching materials
    D. Preparing audiovisuals

21. Which of the following best illustrates the evaluation level of cognitive learning?
    A. Compare and critique two models
    B. Create a new teaching plan
    C. Draw a concept map
    D. Recall facts from memory

22. What would be the least effective way to engage learners in setting outcomes?
    A. Co-creating goals with them
    B. Assigning generic outcomes without discussion
    C. Offering choices within outcome expectations
    D. Discussing expectations during session start

23. A teaching plan should include breaks primarily to:
    A. Allow for feedback and review
    B. Help facilitators check email
    C. Reduce syllabus content
    D. Skip learning evaluation

24. Which of the following statements best explains content selection?
    A. Choose content based on availability of slides
    B. Include everything related to the topic
    C. Prioritize what is essential and based on learner needs
    D. Avoid content with assessment value

25. According to Bloom, which of the following is not a cognitive domain?
    A. Comprehension
    B. Emotion
    C. Application
    D. Evaluation

26. The process of collecting relevant subject matter includes:
    A. Skipping learner assessment
    B. Searching evidence and literature
    C. Copying past lesson plans
    D. Asking students for teaching materials

27. “Rehearsing” in a teaching plan refers to:
    A. Practicing delivery and flow
    B. Skipping content not essential
    C. Reviewing with learners
    D. Gathering AV tools

28. What is the most suitable verb for a knowledge-level outcome?
    A. Design
    B. Judge
    C. Identify
    D. Construct

29. An effective teaching session requires:
    A. Use of complex language
    B. Content memorization only
    C. Logical sequence and scaffolding
    D. Unstructured discussion

30. Which principle supports the use of real-life examples in lessons?
    A. Known to unknown
    B. Abstract to concrete
    C. Practice-theory relevance
    D. Comprehension to evaluation

31. A good teaching plan helps ensure:
    A. Flexible timing always
    B. Important points are emphasized and nothing critical is missed
    C. Teachers avoid student participation
    D. Learners are passive

32. Which of the following is not typically considered during teaching plan development?
    A. Number of participants
    B. Presenter’s fashion choice
    C. Time of day
    D. Learning environment

33. “Draw, list, define” are typical verbs for which domain level?
    A. Synthesis
    B. Knowledge
    C. Evaluation
    D. Application

34. The psychomotor domain is best assessed by:
    A. Multiple-choice tests
    B. Reflective journals
    C. Skill demonstration
    D. Group discussion

35. A teaching plan provides structure for delivery. Its core benefit is to:
    A. Reduce the need for teaching
    B. Avoid repetition of content
    C. Serve as a comprehensive guide
    D. Replace student self-study

36. In lesson planning, highlighting key points with color supports:
    A. Artistic teaching
    B. Assessment design
    C. Visual learning and memory
    D. Technology integration

37. Learning outcomes guide teachers by:
    A. Defining personal learning goals
    B. Helping plan relevant content and activities
    C. Promoting content-based evaluation
    D. Eliminating need for learner engagement

38. One example of relevant outcome writing is:
    A. Learning something exciting
    B. Achieving outcomes unrelated to goals
    C. Aligning with course objectives and learner needs
    D. Avoiding deadlines for learners

39. “Assess, argue, justify” are best used for:
    A. Knowledge level
    B. Comprehension level
    C. Evaluation level
    D. Synthesis level

40. A lesson that transitions from concrete to abstract is:
    A. Ignoring basic principles
    B. Starting with general theories
    C. Grounded in experience before exploring concepts
    D. Disorganized and ineffective

✅ Answer Key

1. C

2. C

3. C

4. C

5. C

6. C

7. C

8. C

9. C

10. C

11. C

12. C

13. C

14. C

15. B

16. B

17. B

18. B

19. C

20. B

21. A

22. B

23. A

24. C

25. B

26. B

27. A

28. C

29. C

30. C

31. B

32. B

33. B

34. C

35. C

36. C

37. B

38. C

39. C

40. C