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UAE TLS Pedagogy Test study materials
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UAE TLS Pedagogy Test practice questions

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Question 1Foundations of learning and child development

In Piaget's theory, what does object permanence refer to?

  1. Recognising that another child can hold a different belief
  2. Understanding that reshaping a container does not change how much it holds
  3. Reasoning logically about abstract, hypothetical situations
  4. Knowing a hidden object still exists Correct answer.

Explanation

Object permanence is the sensorimotor-stage achievement in which an infant realises that objects continue to exist even when they cannot be seen, heard or touched. Piaget argued that it develops gradually across the first two years and is shown when the child searches for a hidden object.

Question 2Foundations of learning and child development

In Vygotsky's theory, the zone of proximal development is best described as:

  1. a developmental period of heightened sensitivity to one kind of learning
  2. the gap between solo performance and performance with guidance Correct answer.
  3. the range of tasks a child can already complete independently
  4. the point at which a child begins to reason in abstract terms

Explanation

The zone of proximal development covers what a learner cannot yet do alone but can accomplish with timely support from a more capable person. Instruction is most effective when it targets this zone rather than work the child has already mastered.

Question 3Foundations of learning and child development

Erikson placed which psychosocial crisis in infancy, roughly the first year of life?

  1. Industry versus inferiority
  2. Trust versus mistrust Correct answer.
  3. Initiative versus guilt
  4. Autonomy versus shame and doubt

Explanation

Erikson's first stage is trust versus mistrust, in which consistent, responsive caregiving builds the infant's sense that the world is reliable. The other conflicts belong to later stages of the lifespan sequence.

Question 4Foundations of learning and child development

In Pavlov's classic experiments, the bell that eventually triggered salivation on its own is an example of:

  1. an unconditioned stimulus
  2. an unconditioned response
  3. a conditioned stimulus Correct answer.
  4. a conditioned response

Explanation

A conditioned stimulus is a neutral cue that acquires the power to elicit a response after being paired repeatedly with an unconditioned stimulus such as food. Salivation produced by the bell alone is the conditioned response.

Question 5Foundations of learning and child development

In Maslow's hierarchy of needs, where does self-actualisation sit?

  1. Between esteem and belonging needs
  2. At the apex of the hierarchy Correct answer.
  3. At the base of the pyramid
  4. Immediately above safety needs

Explanation

Maslow placed self-actualisation at the top of the hierarchy, to be pursued once lower-level deficits have been reasonably met. Physiological needs form the base, followed by safety and then belonging.

Question 6Foundations of learning and child development

A pupil grasps ideas quickly when they are presented through maps, diagrams and mental imagery. This strength matches which of Gardner's intelligences?

  1. Spatial Correct answer.
  2. Interpersonal
  3. Bodily-kinaesthetic
  4. Linguistic

Explanation

Spatial intelligence concerns perceiving, transforming and recreating visual and spatial information, including maps and diagrams. Gardner treated intelligences as relatively independent capacities rather than a single general ability.

Question 7Foundations of learning and child development

In Bloom's revised taxonomy of the cognitive domain, which cognitive process is the most complex?

  1. Evaluating
  2. Applying
  3. Creating Correct answer.
  4. Analysing

Explanation

The revised taxonomy orders processes as remembering, understanding, applying, analysing, evaluating and creating, with creating at the top. Creating involves putting elements together to form a new, coherent product.

Question 8Foundations of learning and child development

In Bronfenbrenner's bioecological model, a child's immediate family and classroom make up the:

  1. macrosystem
  2. chronosystem
  3. exosystem
  4. microsystem Correct answer.

Explanation

The microsystem is the layer of settings in which the child participates directly, such as home and classroom. Bronfenbrenner emphasised that development is shaped by nested, interacting systems.

Question 9Foundations of learning and child development

A toddler calls every four-legged animal a 'dog'. In Piagetian terms, the child is using:

  1. equilibration
  2. assimilation Correct answer.
  3. decentration
  4. accommodation

Explanation

Assimilation occurs when new experience is interpreted using an existing schema, so the child fits cats and sheep into the 'dog' category. Accommodation would involve modifying the schema to distinguish these animals.

Question 10Foundations of learning and child development

A five-year-old insists that the taller, thinner glass holds more juice after the same amount is poured from a short, wide glass. This response illustrates:

  1. a lack of object permanence
  2. egocentric speech
  3. a failure to conserve quantity Correct answer.
  4. a fully developed sense of reversibility

Explanation

Conservation requires understanding that quantity stays the same despite changes in appearance, a skill usually acquired in the concrete operational stage. The preoperational child focuses on the height of the liquid and ignores compensating width.

Question 11Foundations of learning and child development

A teacher models a strategy, allows pupils to try it with prompts and cues, then withdraws the prompts as pupils succeed. This approach is best described as:

  1. summative assessment
  2. scaffolding with gradual fading Correct answer.
  3. rote drilling of facts
  4. negative reinforcement

Explanation

Scaffolding provides temporary, responsive support that is reduced as competence grows, so responsibility shifts to the learner. Fading is an essential feature, otherwise the support becomes a permanent crutch.

Question 12Foundations of learning and child development

A pupil's break-time detention is cancelled once missing homework is submitted, and the pupil then hands in homework promptly. In operant terms, removing the detention is:

  1. negative reinforcement Correct answer.
  2. extinction
  3. negative punishment
  4. positive punishment

Explanation

Negative reinforcement strengthens a behaviour by removing an aversive condition after the desired response occurs. Because homework completion led to the removal of detention and became more frequent, the process is reinforcement rather than punishment.

Question 13Foundations of learning and child development

Which teacher comment is most likely to foster a growth mindset?

  1. Getting full marks means you do not need to practise this any more.
  2. You kept trying new strategies until it worked. Correct answer.
  3. You are naturally talented at maths, so this was easy for you.
  4. You finished the task faster than anyone else in the class today.

Explanation

Growth mindset feedback links success to effort, strategy and persistence, which supports resilience after setbacks. Praising fixed ability or speed can encourage pupils to avoid challenge and to interpret difficulty as a sign of low ability.

Question 14Foundations of learning and child development

In Kolb's experiential learning cycle, which stage follows concrete experience?

  1. Reflective observation Correct answer.
  2. Abstract conceptualisation
  3. Active experimentation
  4. Formal assessment

Explanation

Kolb's cycle runs from concrete experience to reflective observation, then abstract conceptualisation, then active experimentation. Reflection on what happened is therefore the immediate next step after the experience itself.

Question 15Foundations of learning and child development

A twelve-month-old cries when the mother leaves and seeks contact with her on return, then settles quickly. This pattern is characteristic of:

  1. avoidant attachment
  2. resistant (ambivalent) attachment
  3. disorganised attachment
  4. secure attachment Correct answer.

Explanation

Secure attachment is shown by separation distress followed by active greeting and effective soothing on reunion. The caregiver functions as a safe haven from which the infant can explore.

Question 16Foundations of learning and child development

A pupil says rules should be obeyed only to avoid punishment. In Kohlberg's framework, this reasoning belongs to the:

  1. conventional level
  2. pre-conventional level Correct answer.
  3. universal ethical stage
  4. post-conventional level

Explanation

Pre-conventional moral reasoning is self-centred and oriented to punishment, obedience and personal gain. Conventional reasoning instead focuses on social approval and maintaining the social order.

Question 17Foundations of learning and child development

In Bandura's Bobo doll research, children were most likely to imitate the adult's aggression when the model:

  1. played quietly and ignored the doll
  2. was praised for the aggressive behaviour Correct answer.
  3. was a stranger to the children
  4. was shown being punished for the behaviour

Explanation

Vicarious reinforcement increased imitation: seeing the model rewarded signalled that the behaviour was acceptable and pay-off producing. Observing punishment reduced imitation, demonstrating that consequences to others shape observational learning.

Question 18Foundations of learning and child development

A teacher presents a complex calculation in small steps and supplies worked examples to prevent pupils from becoming overwhelmed. This practice is grounded mainly in:

  1. discovery learning theory
  2. the benefits of massed practice
  3. Kohlberg's stages of moral reasoning
  4. the limited capacity of working memory Correct answer.

Explanation

Working memory holds only a small amount of information at once, so breaking tasks into steps and using worked examples reduces extraneous load. This frees capacity for the processing that builds durable schemas in long-term memory.

Question 19Foundations of learning and child development

A child clings to a parent and stays silent for several minutes before gradually joining an unfamiliar group. In Thomas and Chess's classification, this best fits which temperament?

  1. easy
  2. slow to warm up Correct answer.
  3. difficult
  4. average

Explanation

Slow-to-warm-up children withdraw mildly from new situations and then adapt gradually once familiar. Difficult temperament, by contrast, involves intense and prolonged negative reactions across many situations.

Question 20Foundations of learning and child development

A teacher revisits key vocabulary in brief sessions spread across several weeks instead of one long block. This choice is best supported by research on:

  1. massed practice
  2. spaced practice and retrieval Correct answer.
  3. cramming before tests
  4. matching tasks to learning styles

Explanation

Spacing study episodes over time, especially when each involves recalling the material, produces more durable learning than a single massed session. The forgetting and effortful retrieval between sessions strengthen long-term retention.

Question 21Foundations of learning and child development

How did Vygotsky interpret the self-directed speech young children produce while solving a task?

  1. As purely imitative behaviour with no regulatory purpose at all
  2. As self-guidance that later becomes inner speech Correct answer.
  3. As a sign that the child has entered the formal operational stage
  4. As evidence of cognitive immaturity that disappears without any function

Explanation

Vygotsky saw private speech as a tool children use to plan and regulate their own actions, which gradually internalises to become inner speech. Its frequency tends to rise when tasks are difficult, supporting this regulatory interpretation.

Question 22Foundations of learning and child development

In information-processing accounts, why can an experienced player reproduce a complex game position from memory far better than a novice?

  1. Novices rehearse less because they are less motivated
  2. Adults possess a wholly unlimited working-memory capacity
  3. Familiar configurations are grouped into meaningful chunks Correct answer.
  4. Experts solve problems without drawing on long-term memory

Explanation

Expertise rests on rich schemas in long-term memory that let meaningful patterns be encoded as single chunks, easing the load on working memory. The advantage largely disappears when pieces are placed randomly, which shows it is pattern knowledge rather than raw capacity.

Question 23Foundations of learning and child development

On reunion, a toddler approaches the caregiver, then freezes and turns away, showing contradictory and apprehensive behaviour. This is classified as:

  1. avoidant attachment
  2. disorganised attachment Correct answer.
  3. secure attachment
  4. resistant attachment

Explanation

Disorganised attachment is marked by contradictory, incomplete or frozen behaviours in the Strange Situation, suggesting the caregiver is simultaneously a source of comfort and alarm. It is often associated with frightening or unpredictable caregiving.

Question 24Foundations of learning and child development

A student argues that a law is unjust because it violates a principle of fairness and should be changed even at personal cost. This reasoning reflects:

  1. stage 4 maintaining social order
  2. post-conventional principled reasoning Correct answer.
  3. stage 3 good-boy orientation
  4. stage 1 punishment avoidance

Explanation

Post-conventional reasoning evaluates laws against overarching ethical principles such as justice, and can justify changing or resisting an unjust law. Conventional reasoning, by contrast, treats existing rules and social approval as the basis of right action.

Question 25Foundations of learning and child development

A child's progress improves because parents and teachers begin sharing consistent expectations for homework. In Bronfenbrenner's model, this influence comes from the:

  1. macrosystem
  2. microsystem
  3. exosystem
  4. mesosystem Correct answer.

Explanation

The mesosystem consists of the connections and interactions between the child's microsystems, such as the home-school relationship. Coordination between parents and teachers is therefore a mesosystem influence rather than a property of either setting alone.

Question 26Foundations of learning and child development

According to Piaget, a child first searches for a toy that has been hidden under a blanket, showing that the object continues to exist even when out of sight. This achievement is the key marker of which stage?

  1. Formal operational stage
  2. Concrete operational stage
  3. Sensorimotor stage Correct answer.
  4. Preoperational stage

Explanation

Object permanence develops during the sensorimotor stage, roughly the first two years, as infants move from reflex-driven action to intentional searching for hidden objects. The later stages presuppose this achievement and are defined instead by symbolic thought, conservation and abstract reasoning.

Question 27Foundations of learning and child development

In Pavlov's classic experiments, a bell was sounded shortly before food was presented. After repeated pairings, the bell alone produced salivation. This salivation to the bell alone is best described as:

  1. a neutral stimulus
  2. a conditioned response Correct answer.
  3. an unconditioned stimulus
  4. an unconditioned response

Explanation

A response that appears to a previously neutral stimulus after it has been paired with an unconditioned stimulus is a conditioned response, and the bell has become a conditioned stimulus. The unconditioned response is the unlearned reaction, salivation to food, which occurs without any training.

Question 28Foundations of learning and child development

A two-year-old insists on choosing her own shoes and pulling on her coat, and protests loudly when an adult does these things for her. In Erikson's psychosocial framework, this behaviour is best understood as:

  1. The child is negotiating trust versus mistrust with the main caregiver
  2. The child is working through industry versus inferiority at school
  3. The child is working through autonomy versus shame and doubt Correct answer.
  4. The child is testing initiative versus guilt through pretend play

Explanation

Erikson placed the struggle of autonomy versus shame and doubt in toddlerhood, when children assert control over their bodies, choices and possessions. Adults who permit safe independence while keeping firm limits support autonomy, whereas over-control or ridicule can breed shame and doubt.

Question 29Foundations of learning and child development

A four-year-old says 'I goed to the park' and 'two foots'. Which explanation of these errors is best supported by research on language development?

  1. The child is repeating incorrect forms heard from adults or peers
  2. The child is overgeneralising a rule, showing active rule construction Correct answer.
  3. The child has not yet been reinforced for using the correct irregular forms
  4. The child has stored each word as a separate item and is retrieving them wrongly

Explanation

Overregularisation shows that the child has extracted a pattern from the language heard and applies it beyond the irregular forms, which is evidence of rule construction rather than pure imitation. Such errors often appear after the child has used the correct irregular forms and fade as the exceptions are learned.

Question 30Foundations of learning and child development

A teacher lets pupils choose which research topic to pursue, sets work that stretches them with help available, and includes partner tasks with classmates. Which framework best predicts that this combination will support intrinsic motivation?

  1. Behaviourist reinforcement theory, because the tasks supply rewards for effort
  2. Piaget's stage theory, because the tasks match concrete operational thinking
  3. Self-determination theory, through autonomy, competence and relatedness Correct answer.
  4. Information-processing theory, because the tasks reduce working-memory load

Explanation

Self-determination theory holds that intrinsic motivation is sustained when the setting meets three psychological needs: autonomy, competence and relatedness. Topic choice supports autonomy, suitably challenging tasks with support build competence, and partner work supports relatedness.

Question 31Curriculum, planning and instructional design

Which sequence best describes the three stages of backward design?

  1. Diagnose learners, group by ability, then assign practice
  2. Identify desired results, determine evidence, then plan learning Correct answer.
  3. Plan activities first, deliver lessons, then design an assessment
  4. Select a textbook, sequence chapters, then write worksheets

Explanation

Backward design starts from the desired results, then identifies acceptable evidence, and only then plans learning experiences. This order keeps activities and assessment tied to the intended learning. Starting with activities or textbook chapters risks coverage without clear evidence of learning.

Question 32Curriculum, planning and instructional design

Which sequence arranges cognitive processes from lower to higher in the revised Bloom's taxonomy?

  1. Remember, apply, understand, evaluate, analyze, create
  2. Remember, understand, apply, analyze, evaluate, create Correct answer.
  3. Understand, remember, apply, analyze, evaluate, create
  4. Apply, remember, understand, create, analyze, evaluate

Explanation

The revised taxonomy orders processes as remember, understand, apply, analyze, evaluate, and create. Each later process generally calls for more complex cognitive work than the one before it. Curriculum objectives can use this hierarchy to plan appropriate challenge.

Question 33Curriculum, planning and instructional design

A teacher writes an objective requiring students to design a water-saving plan, then uses a multiple-choice quiz on water facts. What is the main alignment problem?

  1. The quiz measures recall, not design performance Correct answer.
  2. The objective is not measurable
  3. The quiz is too short to motivate students
  4. The lesson lacks cooperative group work

Explanation

Constructive alignment requires the assessment to elicit the same cognitive demand as the objective. A design task calls for production or evaluation, whereas a multiple-choice quiz on facts mainly samples recall. The teacher should revise the assessment or the objective so they match.

Question 34Curriculum, planning and instructional design

Which objective is SMART?

  1. Be exposed to fractions through a variety of classroom activities
  2. Solve two-step word problems with 80% accuracy Correct answer.
  3. Understand the main ideas and details of the nutrition unit
  4. Appreciate the lasting importance of reading independently every day

Explanation

A SMART objective is specific, measurable, achievable, relevant, and time-bound. 'Solve two-step word problems with 80% accuracy' names an observable performance and a criterion. The other options use vague verbs such as appreciate, understand, or be exposed, which cannot be measured directly.

Question 35Curriculum, planning and instructional design

A curriculum team places addition of fractions before equivalence of fractions. What is the most likely consequence?

  1. Students lack the foundation needed for the skill Correct answer.
  2. The assessment blueprint becomes unnecessary
  3. Teachers will need fewer formative checks
  4. Students will learn faster because the topic is challenging

Explanation

Scope and sequence planning depends on prerequisite relationships among concepts. Adding fractions with unlike denominators requires equivalence, so placing it first removes a needed foundation. The likely result is confusion and re-teaching rather than faster learning.

Question 36Curriculum, planning and instructional design

What does a curriculum map primarily help a school identify?

  1. The personal learning style of every teacher
  2. Gaps, overlaps, and sequencing across grades and subjects Correct answer.
  3. The number of textbooks to order for the year
  4. The exact test score each student will achieve

Explanation

A curriculum map records what is taught, when, and how it connects across the school. Its main value is revealing gaps, unnecessary repetition, and sequencing problems. It is a planning and review tool rather than a score forecast or purchasing list.

Question 37Curriculum, planning and instructional design

Which planned activity is best described as formative assessment?

  1. An exit ticket used to adjust tomorrow's lesson Correct answer.
  2. A placement test given before the school year
  3. A final examination administered at the end of term
  4. A standardized test reported to the district

Explanation

Formative assessment is used during learning to inform teaching and improve student understanding. An exit ticket collected at the end of a lesson provides immediate evidence for adjusting the next lesson. End-of-term and standardized tests are primarily summative because they judge achievement after instruction.

Question 38Curriculum, planning and instructional design

A teacher plans one task with tiered versions: a supported version with sentence frames, a core version, and an extension version. Which planning principle does this best illustrate?

  1. Curriculum compacting
  2. Standardized pacing
  3. Differentiated instruction Correct answer.
  4. Summative alignment

Explanation

Differentiated instruction plans varied entry points or support levels so learners can work toward the same essential outcome. Tiered tasks are a common differentiation strategy because they adjust challenge and scaffolding. Curriculum compacting is different: it streamlines content for students who have already mastered it.

Question 39Curriculum, planning and instructional design

Which planning choice best reflects Universal Design for Learning?

  1. Requiring all students to use one printed worksheet
  2. Teaching only to the class's dominant learning style
  3. Adding extra homework for students who finish early
  4. Offering multiple ways to access content and respond Correct answer.

Explanation

UDL builds flexibility into the curriculum from the start by providing multiple means of engagement, representation, and action or expression. Offering varied access and response options reflects that proactive design. A single required worksheet is the opposite of flexible design.

Question 40Curriculum, planning and instructional design

A teacher models a strategy, then has students work in pairs with a checklist, then work independently. What is the main purpose of this sequence?

  1. To gradually remove support as competence grows Correct answer.
  2. To increase the difficulty of the assessment
  3. To reduce the number of learning objectives
  4. To ensure every student receives the same task

Explanation

This sequence is scaffolding: explicit modeling is followed by guided practice and then independent practice. The support decreases as learners gain competence, which is consistent with the zone of proximal development. It is not intended to make the assessment harder or reduce objectives.

Question 41Curriculum, planning and instructional design

Which element is most essential in a lesson plan's opening?

  1. A complete list of all homework answers for the week
  2. A seating chart that will be used all term
  3. The final examination schedule for the whole term
  4. A hook activating prior knowledge and stating the goal Correct answer.

Explanation

An effective opening orientates learners by connecting to what they already know and making the learning goal clear. This supports attention, relevance, and readiness for the new content. Administrative lists and schedules do not serve that instructional purpose.

Question 42Curriculum, planning and instructional design

A unit plan allocates 60% of time to review and 10% to new core content. What is the most appropriate planning response?

  1. Keep it because review always improves scores
  2. Add more topics to fill the remaining time
  3. Rebalance time toward core content and review Correct answer.
  4. Remove all formative assessment to save time

Explanation

Pacing should reflect the priority of the standards and the needs of learners. Spending most of the unit on review leaves too little time for new core content. The teacher should rebalance so essential content receives adequate time while review remains targeted.

Question 43Curriculum, planning and instructional design

Why should a teacher begin a new unit by checking what students already know?

  1. It allows the teacher to skip planning the lesson
  2. It removes the need for any formal assessment
  3. It helps connect new content to existing mental frameworks Correct answer.
  4. It guarantees students will pass the unit test

Explanation

Prior knowledge check connects new information to existing schemas, which supports comprehension and retention. It also gives the teacher data for adjusting instruction. It does not guarantee results or replace assessment and planning.

Question 44Curriculum, planning and instructional design

Which is the best example of an essential question for a unit on ecosystems?

  1. Which page of the textbook defines a food web?
  2. What are the four steps of photosynthesis?
  3. What is the date of the ecosystem field trip?
  4. How do living and nonliving things interact? Correct answer.

Explanation

An essential question is open-ended, thought-provoking, and central to the discipline. 'How do living and nonliving things interact?' invites sustained inquiry across the unit. Factual questions and logistical questions do not frame enduring understanding.

Question 45Curriculum, planning and instructional design

A teacher plans a project where students collect local weather data and present trends in graphs. Which planning approach does this best represent?

  1. Cross-curricular science and mathematics integration Correct answer.
  2. Independent silent reading
  3. Single-subject drill and practice
  4. Test-preparation review

Explanation

The project combines science data collection with mathematical representation and analysis. That is cross-curricular integration because two disciplines are used together to complete an authentic task. Drill, test review, and silent reading are separate single-focus activities.

Question 46Curriculum, planning and instructional design

A table of specifications shows that 70% of test items target 'remember' and 5% target 'create,' while the unit's standards emphasize analysis and evaluation. What is the best revision?

  1. Add tasks assessing analysis and evaluation Correct answer.
  2. Remove all performance tasks to shorten the test
  3. Keep the blueprint because item counts are balanced
  4. Increase the number of recall items to improve reliability

Explanation

A table of specifications should match the cognitive demand of the standards, not just the number of items. If the standards emphasize analysis and evaluation, the assessment needs tasks at those levels. Adding recall items would worsen the mismatch.

Question 47Curriculum, planning and instructional design

What is vertical articulation in curriculum planning?

  1. Scheduling subjects in the same daily order
  2. Aligning content and skills across grade levels Correct answer.
  3. Grouping students by achievement within a class
  4. Sharing resources among teachers of the same grade

Explanation

Vertical articulation connects what is taught in one grade or level to what comes before and after it. The goal is coherent progression without gaps or unnecessary repetition. Sharing within a grade is horizontal articulation, and grouping is an in-class organization decision.

Question 48Curriculum, planning and instructional design

In a competency-based curriculum, what most strongly determines when a student advances?

  1. Completion of the textbook's chapters
  2. Demonstration of the required competencies Correct answer.
  3. The teacher's overall impression of effort
  4. The number of hours spent in the classroom

Explanation

Competency-based education is organized around explicit competencies that learners must demonstrate. Advancement depends on evidence of mastery rather than seat time or content coverage. Effort and textbook completion may be observed but are not the defining criterion.

Question 49Curriculum, planning and instructional design

Which feature is most essential in the design of a project-based learning unit?

  1. A driving question and an authentic product Correct answer.
  2. A lecture delivered before every activity
  3. Individual competition with no collaboration
  4. A single correct answer known in advance

Explanation

Project-based learning is organized around a meaningful driving question and an authentic product or performance. These features create sustained inquiry and application of knowledge. A predetermined single answer or lecture-first structure does not capture the approach.

Question 50Curriculum, planning and instructional design

Which sequence best reflects an inquiry-based lesson?

  1. Assign a worksheet on the topic, then review all answers as a class
  2. Explain the concept, give notes, then ask students to copy definitions
  3. Pose a question, explore data, explain, then apply to a new case Correct answer.
  4. Give the answer, then ask students to verify it silently

Explanation

Inquiry-based instruction typically begins with a question or problem, allows exploration of evidence, develops explanation, and then applies understanding to a new situation. This sequence places student investigation before formal explanation. Copying definitions or verifying a given answer reverses that emphasis.