Which of the following set of statements reflects the essential characteristics of teaching?
Select the correct alternative from the codes:
(i) Teaching is the same as training.
(ii) There is no difference between instruction and conditioning when we teach.
(iii) Teaching is related to learn.
(iv) Teaching is a 'task' word while learning is an 'achievement' word.
(v) Teaching means giving information.
(vi) One may teach without learning taking place.
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Assertion (A): Teaching aids have to be considered as effective supplements to instruction.
Reason (R): They keep the students in good humour.
Choose the correct answer from the codes given below:
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Which set of learner characteristics may be considered helpful in designing effective teaching-learning systems?
Select the correct alternative from the codes given below:
(i) Prior experience of learners in respect of the subject.
(ii) Interpersonal relationships of learner's family friends.
(iii) Ability of the learners in respect of the subject.
(iv) Student's language background.
(v) Interest of students in following the prescribed dress code.
(vi) Motivational orientation of the students.

A college-level assistant professor has planned their lectures to develop cognitive dimensions of students centred on skills of analysis and synthesis. Below are two sets of items Set-I consisting of levels of mental Interchange, and Set-II comprising basic requirements for promoting them. Match the two sets and indicate your answer by choosing the correct alternative from the code:
Set-I (Levels of Cognitive Interchange)
a. Memory level
b. Understanding level
c. Reflective level
Set-II (Basic requirements for promoting cognitive Interchange)
i. Allowing discriminating examples and non-examples of a point.
ii. Recording the critical points made during the presentations.
iii. Asking the students to discuss various items of information.
iv. Critically analysing the points to be made and discussed.
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