Teaching Aptitude Mock Test - 1

The Basic Education or the Craft-based Education scheme is the dynamic side of Gandhi's educational philosophy. It was greatly influenced by idealism education settings.

Let's understand it further:

Basic education	Gandhiji's basic education scheme emphasized: Education should put local crafts as a medium of education to develop child's mind, body, and soul. Education should make children self-reliant to use their talents and skills to sustain themselves.
Idealism	Plato's idealism philosophy of education emphasized: Education should be universal and should follow the same structure. Education should develop child's fullest potential both educationally and morally.

 

Hence, it could be concluded that Gandhiji's basic education was greatly influenced by idealism education settings.

NOTE:

Naturalism	The naturalism philosophy of education was propounded by 'Rousseau'. This educational philosophy emphasizes to involve learners in such activities which provides them an opportunity for self-education and self-expression.
Pragmatism	The pragmatism philosophy of education was first founded by 'Charles Sanders Perice' and was later described in detail by 'William James' and 'John Dewey'. This educational philosophy that learning by doing ensures the development of self-learning skills, emotional growth, etc.
Realism	The realism philosophy of education was propounded by 'Aristotle'. This educational philosophy emphasizes that education should be given in a way so that it could make a child able to learn and observe from real-life experiences.

Learning Difficulties refers to a state when a person faces difficulty in learning. It may be due to physical limitations/disabilities such as - impairment in hearing, visual, low intellectual functioning, and inappropriate motor coordination.

• Diagnostic evaluation/test refers to the test which helps the teachers to know the learning difficulties or gaps in learner's understanding and identifying learner's strengths, weaknesses, skills, etc.

Key Points

Essential Steps of Diagnostic Testing: 

• Identifying students who are having trouble.
• Locating the errors or learning difficulties/gaps

• Discovering the causal factors of slow learning.
• Removing learning difficulties through remedial teaching

Important Points 

The purpose of diagnostic testing:

• This test helps to know the gaps in children’s understanding.

• The diagnostic test enables the educator and students to recognize issues that they have with the subject.
• It is a comprehensive test that provides feedback to teachers and students on their strengths and weaknesses. 
• This test provides a way to identify the part which makes the child slow down in the learning process and provide appropriate feedback to the child.

Hence, from the above-mentioned points, it becomes clear that encouraging systematic recording of evidence of pupils’ progress is not the essential step in conducting diagnosis tests.

To create a successful education, good classroom management will be so much needed, because by applying this, a teacher can control, organize, assess, and prompt a class well. Based on the fact that the role of a teacher in managing classroom is needed by the teachers.Skills of an Effective teacher:

• Teachers who are firmly rooted in their subject knowledge make clearer presentations and recognize students' difficulties readily. They can handle the queries of their students effectively.
• Translate the knowledge into an appropriate curriculum of assignments, tests, games, lessons, demonstrations, etc. He/she should be able to undertake application-oriented teaching as well. 
• Provide clear presentations and explanations that tend to have students who learn more and also rate their teachers more positively. Teachers who are clear are specific and precise and not vague. They project clarity of thought and an unambiguous vision which makes their teaching more effective.
• The most essential skill of a teacher having the ability to help children form their own opinions on the texts.
• Teachers who are warm and friendly inspire and instil positive attitudes and a love for learning in their students. Such teachers are known to be more effective in terms of students' increased attention, achievement, willingness to learn, and favourable attitude towards the content.
• The teacher has to perform before teaching. He/she has to plan to teach activities like deciding appropriate content and its organization, pacing of delivery, a grouping of the students, identifying appropriate activities, etc. 
• Structuring the content or ideas in terms of a lesson, unit, syllabus, and curriculum is a comprehensive scheme that involves the application of philosophy, psychology, sociology, culture, and linguistics as its basis.
• The teacher tries to help the student to clarify his/her response. Additional information related to a question or answer can be asked to ensure whether a student has properly understood the ideal concept or not. 
• The teacher puts higher-order questions in order to increase critical thinking or awareness among ' students. 

Hence, we conclude that ability to help children from their own opinions on the texts is the most essential for a teacher.

Educational psychology is the branch of psychology concerned about the logical investigation of human learning. The investigation of learning forms, from both psychological and behavioural points of view, enables analysts to comprehend singular contrasts in insight, subjective improvement, influence, inspiration, self-control, and self-idea, and also their part in learning. 

Key Points

Application of psychological principles in education:

• Principles and theories developed in psychology are applied to different educational situations. In this way, education and psychology are interrelated with each other.
• The psychological principles are taken into consideration while preparing the curriculum. The age, interest, aptitude, abilities of learners, individual differences, etc. are considered while planning the curriculum.
• The methods of teaching, teaching techniques, as well as the motivational techniques used by the teachers are based on the theories and principles of educational psychology.
• Psychology helps in finding a solution to different educational problems through research.
• School time table is prepared to keep in mind the psychological principles.
• Effective school administrations and organization needs knowledge of psychology.
• Exceptional children are studied with the help of the knowledge of psychology.
• Psychology helps in dealing with the problem of discipline in the school.
• Educational psychology provides knowledge about the mental health of the teacher.
• Psychology provides knowledge about the evaluation procedures for fostering better learning in the school. 

Hence, we conclude that Educational psychology as a subject implies the integration of knowledge of psychology to education.

Art Education is a primary pathway to learning, a journey of discovery of the meaning of teaching for aesthetic experience. Art is an expression of ideas created by human imagination, skill, and invention.

• It is a very important aspect of school education as it helps in developing the overall personality of a child.
• It helps the students to perform better in academics and to develop their thinking potential.

Key Points

• Art is a valuable tool for children because it allows them to communicate their thoughts and emotions even before they can read a write.
• Real-life examples are natural and are capable of engaging them for long since they are often relevant and related to students' lives directly or indirectly.
• So, to teach art, the teacher should provide various activities and games that are related to them and their real-life experiences.
• For example, the teacher can ask the children to make such objects which they use or see in their real life-like water jug, butterfly, kites, etc.
• They should be encouraged to draw or to use their innovativeness to create things like a hut from waste materials.

Hint

• ​Providing art forms that they can imitate, giving examples of different art forms, and showing videos of performing arts will not be much effective as children learn more when they are engaged in doing an activity by themselves.

Hence we conclude that we can teach art by providing various activities and games that are related to them and their real-life experiences.

Teaching aids are the tools that are used by a teacher to explain their concept or lesson and make the concepts more interesting and creative. It improves learner's reading and other skills. Teaching Aids are devices by which the teacher helps the students to clarify, establish, and correlate accurate concepts, inspections, and appreciation through the utilization of more than one sensory channel. It means all the materials used to facilitate the understanding of written or spoken words. 

Teaching aids are categorized as :

• Audio aids
• Visual aids
• Audio-visual aids

Key Points

Audio-visual aids are those tools that can be heard as well as seen. These are sensory devices, they provide a sensory experience to the learner, and i.e. the learners can see and hear simultaneously using their senses. These are instructional devices that are used to communicate messages more effectively through sound and visuals. 

Audiovisual aids are classified as :

• Projected aids
• Non-Projected aids

Important Points

Projected teaching aids are the tools that project or cast or display the information with the help of audio and visual content. Project aids refer to the aids which are used to introduce concepts by projecting them on a screen. These are the types of audio-visual aids that maximize learning with the help of both auditory and visual systems.  Example: Slides, Film strips, LCD Panels, etc

Slides:

• Slides are a useful and interesting way of teaching.
• They are shown with a projector.
• Slides attract attention and create interest in the students to learn the concept. 
• Slides facilitate teacher-student participation.
• Slides assist lesson understanding.

Advantages of Projected aids:

1. It provides greater enjoyment in learning.
2. It compels attention.
3. It encourages rapid learning.
4. It makes learning realistic, permanent, and easy.

Hence, we can conclude that Slide is the projected teaching aid in Social Studies.

Additional Information

Non- projected teaching aids are those aids that are used without any projection.

These aids are those tools that are not shown through a projector. Example: Charts, Posters, Flashcards etc.

• Charts: Charts are basically used for data interpretation. Example: Pie chart. The chart can be used as a means of teaching.  A chart is a useful way to display any information with clear pictures.
• Display board: Display board displays relevant materials and catches attention. It encourages students to maximize their learning.
• Model: A model is a representation of an idea or process. It makes learning concepts interesting and clearer for students.

To understand an abstract concept like education, one is required to explicate its meaning or nature from the point of view of the functions such concepts perform or the contexts in which such concepts are appropriately used. Etymologically, the word "Education" is derived from the Latin words "educare", "educere" and "educantum".

Important Points

The nature of education may be enumerated as under:

• Education is both unipolar as well as bipolar in nature, but John Dewey, defined, education as Tripolar process.
• According to John Adams education has two aspects: the Teacher and the Child hence it is bipolar in nature.
• The Tripolar process of education considers that the development of the child takes place in and through the society, in which the teacher and the child live together.
• Thus, it is the society which will determine the aims, contents and methods of teaching.
• In this way, the process of education contains three poles, namely-(1) The Teacher, (2) The child, and (3) The society.
• Tripolar process of education is a systematic and continuous process.
• It takes place throughout the life and no matter at what stage is a child or the learner is, education can take place and it effects his/her growth accordingly through a systematic institution and regulation.

Hence, John Adams opines that education is a bipolar process because there is a constant interaction between the teacher and the taught or educator and educand.
On the other hand, John Dewey calls education a tripolar process where there is constant interaction among educator, educand and environment or teacher, student and environment.

Mathematics is the study of numbers, shape, quantity, and patterns. The nature of mathematics is logical as it relies on logic and connects learning with children's day to day life.

Teaching method: Different teaching methods are used by teachers as per the requirements of students. For choosing the one, the teacher may classify students based on their abilities or he/she can choose it based on the compatibility of the topic. 

A social constructivist framework is an approach of learning which ensures the active involvement of learners and promotes peer tutoring. It views learners as makers of meaning and creators of knowledge through social interaction.

The method of collaborative working will be evident in a mathematics classroom based on a social constructivist framework because a social-constructivist classroom gives primacy to:

• peer tutoring.
• group activity.
• dignified discussion.
• cooperative learning.
• face to face intera ction. 

Hence, it could be concluded that the social-constructivist framework is based on the idea that meaningful learning can be achieved by working collaboratively.

 Performing art is an act that needs to be presented by a physical performance from a living entity. Here the word living entity is very specially used because even animals and birds can and do present such acts.

• It is an art that exists or comes into being when it is actually being performed - intentionally or impulsively.
• It also has a specific form and has an emotional or psychological impulse that promotes it.

Key Points

• ​Performing arts can be classified as DRAMA, DANCE, and MUSIC.
• It is an integral part of education that engages the students in different activities.
• It helps students in developing their creativity and overall personality.
• Students can explore and express themselves through their performance.
•  It develops creative expression and exploration of skills.
• It develops confidence and self-belief.

Thus, it is concluded that performing arts help students in developing self-expression, creativity, and exploration of skills among students.

Educational sociology is the application of sociological principles on education. Society/culture is the keyword in any definition of educational sociology as it:

• deals with the application of sociological findings on education to solve educational problems.
• primarily focuses on research work based on the particular society's culture, values, beliefs, and norms.
• considers education as a social institution and provides with suggestions with an aim to improve the quality of education.

Hence, it could be concluded that society/culture is the keyword in any definition of educational sociology.

The ultimate aim of every language & learner is to acquire the ability to speak and write the language correctly. In order to do this, she requires knowledge of grammar in some form or the other. 

• Grammar is defined as a theory of language. We consider language as rule-governed behavior, relating to sounds, word formation, and structure. Here grammar constitutes a subset of rules relating to morphology and syntax.

Key Points

• ​The most appropriate grammar that a teacher can use is pedagogic grammar. It states rules for the most correct usage.

• Pedagogical grammar is also called ped grammar or teaching grammar. Pedagogical grammar is be based on the following:

  • grammatical analysis and description of the language,
  • a particular grammatical theory and
  • the study of the grammatical problems of learners or on a combination of approaches.
• The objective of pedagogical grammar is to present the grammar of a language in ways that are pedagogically appropriate to learners of a language.

Thus, it is concluded that to teach grammar, the most appropriate grammar that a teacher can use is Pedagogic grammar.

Hint

• Traditional grammar refers to the collection of prescriptive rules and concepts about the structure of language. It is also known as prescriptive grammar.
• Modern grammar is also known as descriptive grammar. It does not focus on how it should be used, however, it focuses on describing the English language as it is used.

Continuous and Comprehensive Evaluation' also known as 'CCE' has been introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the "Right to Education Act".

CCE refers to all-around development including both scholastic and co-scholastic aspects of a child's growth. It makes evaluation an integral part of learning through diagnostic and remedial teaching.

 Key Points

The purpose of a continuous and comprehensive evaluation is to know that how children learn and to observe and record the methods of learning to make improvements. It assesses both scholastic and co-scholastic aspects of a child's growth.  

• Purposes of CCE: 
  • enhancing the thought process and de-emphasizing memorization.
  • develop students’ ability to use the language in different situations.
  • developing student's cognitive, psychomotor and affective domains.
  • making evaluation an integral part of by diagnostic and remedial teaching.

Hint

Identify the mistakes made by children is not part of a continuous and comprehensive evaluation because identifying the mistakes will make the learner disappointed. The teacher should identify the learning gaps and strengths of the learning try to remove them by remedial measures.

Hence, we can conclude that the main purpose of the continuous and comprehensive evaluation is to develop students’ ability to use the language.

The correct answer is ​Bhagavad Gita.
Key Points

• Karma yoga is a branch of yoga based on the Bhagavad Gita.
• It teaches that a spiritual seeker should act according to his dharma (duty), without being attached to the fruits or personal consequences of such work.
• Swami Vivekananda described Karma Yoga as a mental discipline that allows a person to carry out his/her duties as a service to the entire world, as a path to enlightenment.

 

• The 6 branches of yoga:
  • ​Raja yoga
  • Jnana yoga
  • Tantra yoga
  • Hatha yoga
  • Bhakti yoga
  • Karma yoga

Idealism	Naturalism	Realism
The main exponents of idealism were Plato, Socrates, Mahatma Gandhi, etc.	The main exponents of naturalism were Aristotle and Auguste Comte.	The main exponents of realism were Spencer, Milton, Erasmus, etc.
Idealism emphasized on God and the importance of spiritual development.	Naturalists did not believe in God and stressed nature.	Realists gave importance of the external world, cause and effect and scientific progress. Realists were opposed to spiritualism.
A teacher is the centre of education.	The child is the centre of education.	The child is the centre of education.

Science is based upon investigations, observations, and experiments that aim to foster creativity among learners. It also aims to develop the scientific temper and scientific attitude among learners.

• The teaching method is a way to put theory in practice with the help of principles, and management strategies. It helps the teachers to plan and present the lesson coherently.
• There are different kinds of teaching-learning methods of Science which makes learning a fruitful process and student-centered approach is one of them.

Key Points

Demonstration method:

• Demonstration method is a teacher-centric method as the teacher plays a very active role in the demonstration method, i.e., to plan a demonstration, to manage resources to be used in the demonstration, and to execute the process of demonstration.
• It is an approach in which a teacher demonstrates concepts and students learn by observing and improving understanding through auditory and visual analysis. 
• The abstract concepts which are difficult to understand are brought into their concreteness and are demonstrated through activities, pictures, movies, experiments, and charts.
• Abstract concepts like the process of photosynthesis can not be easily taught by the conventional teaching methods. So, it's necessary to use pictures, diagrams, activities that seem interesting to the students and they will indulge actively in the demonstration.

Hence, it could be concluded that the demonstration method is a teacher-centric method that incorporates visual and auditory learning among learners in a science classroom.

Additional Information

Think pair share	The teacher asks the questions to students which compels them to think. Then the students tell their answers by pairing with their peers to share their ideas with each other. In this step, both the learners in the pair listen carefully to each other's ideas. Lastly, they share their ideas with the whole class as a pair.
Investigatory project	It is that kind of project that involves the scientific process of observing, researching, collecting data, analyzing, and drawing inferences. The teacher gives the topic for the project to the students in groups so that they can learn while doing an investigation with their peers.
Natural exploration	It is a process of exploring nature by connecting with the natural environment by students so that they can learn from their own experiences i.e., by observing, analyzing, and investigating their natural surroundings. This aims at the development of a scientific attitude by exploring and understanding the scientific phenomena in nature by learning from self-exploration.

The primary aim of physical education is the physical fitness of the individual. The method can content in physical education to improve physical fitness are to be visualized.

Physical education is necessary because it will make all physically fit to healthy to stimulate and satisfying the mind to keep all the socially sound and to give leadership training.

• psychological and physical development like motor abilities like strength, speed, endurance, coordination, flexibility, agility, and balance, as they are important aspects for good performance in different games and sports.
• mental development and techniques and tactics involved in organized physical activities, games, and sports.
• acquire knowledge about the human body as its functioning is influenced by physical activities.
• understand the process of growth and development as participation in physical activities has a positive relationship with it.
• develop socio-psychological aspects like control of emotions, balanced behaviour, development of leadership and follower-ship qualities, and team spirit through participation in games and sports.
• develop positive health-related fitness habits that can be practised lifelong so as to prevent degenerative diseases.

Hence, the main objectives of physical education are to develop motor abilities like strength, speed, endurance, coordination, flexibility, agility, and balance, as they are important aspects for good performance in different games and sports.

Hint

Why the development of motor skills helps in the development of other skills:

• one of the most important requirements for growing into healthy adulthood is physical growth which supports cognitive development. Hence, the main goal is to develop physical growth i.e motor skills. 
• Physical education comprises holistic education for the development of the personality of the child to its fullest and perfection in body, mind, and spirit through engaging in regular physical activities.
• Physical education through the medium of physical activities helps individuals to attain and maintain physical fitness.
• It contributes to physical efficiency, mental alertness, and the development of qualities like perseverance, team spirit, leadership, and obedience to rules.
• It develops personal and social skills among the learners and makes a positive impact on their physical, social, emotional and mental development. 

Education: Education is a process by which the child develops its inner potential in a manner to participate meaningfully in the external environment.

Types of Education

1. Informal education is not pre-planned or deliberate. It has the following characteristics:

• It is not pre-planned.
• It is indirect, incidental, and spontaneous.
• No specific agencies or institutions are there like schools to impart this type of education.
• Given by parents, neighbors, friends, peer-groups, etc.
• No formal ends or goals or objectives. 
• Takes place from the day to day activities, experiences, and living in the family or community or even in the school and colleges incidentally either through informal interaction or by observation of various things.
• No prescribed time-table or curriculum 
• No qualified or trained teachers.
• No examinations or awarding of certificates take place - is provided by informal agencies such as home or family or community. 

Additional Information

Others types of Education:

Formal Education: It is pre-planned direct, organized, and given in specific educational institutions such as schools and colleges. It is given in classroom settings.

Non-Formal Education:  It falls within the formal and informal types of education. It is a flexible system. 

Hence, we can conclude that Education through class-room teaching is not a source of informal education. It is a source of formal education.

At the secondary stage, social sciences comprise elements of history, geography, political science and economics. The main focus will be on contemporary India and the learner will be initiated into a deeper understanding of the social and economic challenges facing the nation. In keeping with the epistemic shift proposed, contemporary India will be discussed from the perspectives of the Adivasi, Dalit and other disenfranchised populations and effort should be to relate the content much as possible to the children’s everyday lives.

Key Points

Approaches to Teaching – Pedagogy:

• Social science teaching needs to be revitalized towards helping the learner acquire knowledge and skills in an interactive environment. The teaching of social sciences must adopt methods that promote creativity, aesthetics, and critical perspectives and enable children to draw relationships between past and present, to understand changes taking place in society.
• Problem-solving, dramatization and role play are some hitherto under-explored strategies that could be employed.
• Teaching should utilize greater resources of audio-visual materials, including photographs, charts and maps, and replicas of archaeological and material cultures.
• In order to make the process of learning participative, there is a need to shift from mere imparting of information to debate and discussion. This approach to learning will keep both the learner and teacher alive to social realities.

Thus from the above-mentioned points, it is clear that all of the above is true.

To create a successful education, good classroom management will be so much needed, because by applying this, a teacher can control, organize, assess, and prompt a class well. Based on the fact that the role of a teacher in managing classroom is needed by the teachers.Skills of an Effective teacher:

• Teachers who are firmly rooted in their subject knowledge make clearer presentations and recognize students' difficulties readily. They can handle the queries of their students effectively.
• A good teacher is the one who is free from all the compulsion of the society.
• Translate the knowledge into an appropriate curriculum of assignments, tests, games, lessons, demonstrations, etc. He/she should be able to undertake application-oriented teaching as well. 
• Provide clear presentations and explanations that tend to have students who learn more and also rate their teachers more positively. Teachers who are clear are specific and precise and not vague. They project clarity of thought and an unambiguous vision which makes their teaching more effective.
• The most essential skill of a teacher having the ability to help children form their own opinions on the texts.
• Teachers who are warm and friendly inspire and instil positive attitudes and a love for learning in their students. Such teachers are known to be more effective in terms of students' increased attention, achievement, willingness to learn, and favourable attitude towards the content.
• The teacher has to perform before teaching. He/she has to plan to teach activities like deciding appropriate content and its organization, pacing of delivery, a grouping of the students, identifying appropriate activities, etc. 
• Structuring the content or ideas in terms of a lesson, unit, syllabus, and curriculum is a comprehensive scheme that involves the application of philosophy, psychology, sociology, culture, and linguistics as its basis.
• The teacher tries to help the student to clarify his/her response. Additional information related to a question or answer can be asked to ensure whether a student has properly understood the ideal concept or not. 
• The teacher puts higher-order questions in order to increase critical thinking or awareness among ' students. 

Hence, we conclude that a true teacher is the one who is free from compulsions of the society.

Non-formal education has emerged as an alternative system of education for continuing education courses. Due to the limitation of a formal system of education and also because of individuals requirements and circumstances, a child may not be able to attend the school regularly.  Non-formal education was organized to provide the facility of education to all the children who are not part of the formal system of education for whatever reason. For example, distance education, online lecture, webinar, seminar. Its characteristics are:

• Learning is organized by educational institutions but non-credential.
• It has flexible and suitable timings, shorter duration, the flexibility of participation, etc. 
• It is providing greater relevance to the needs of the target group.
• It is equivalence to the school system. 

Informal Education

• All the experiences gained by a child that can be used during lifetime are part of education.  The education provided by the family, community, or media is called informal education. It is neither pre-planned nor deliberate.
• The objectives of informal education are neither fixed nor formalized. Each family provides experiences to enable the child to learn its customs, traditions, beliefs, attitudes, and values but these differ from one family to another.

Formal Course: The formal course of learning has defined objectives, pre-determined course of topics, planned course of action, and systematically chosen methods or techniques. These sets of formal courses being taught in a formal setting (Formal education).

High school education: High school education is dealing with senior secondary education (10+1, 10+2).

Hence, we conclude that Continuing education courses are an example of Non-formal education.

Plato is known as the father of idealism as he espoused the view that Idealism is a philosophical approach that has its central tenet the ideas are the only true reality, the only thing worth knowingabout 400 years BC in his famous book, The Republic.

Art is a means of self-expression of ideas and emotions imaginatively, creatively and freely through different kinds of materials, media and techniques. Art creates on awareness in a person and develops the sense of beauty and aesthetic appreciation.

Key PointsArt is the spontaneous reaction of the child to his/her environment. Various art forms help the child to explore various means of communication or expression. It encourages him/her to express freely in his/her own way. These areas of expression prepare the children as maker or producers, performers, audience, critics and art evaluators. The art education comprises two major areas — visual arts and performing arts. Each of these are quite different in nature. In visual art ideas and emotions are expressed through medium and materials etc., whereas in performing arts these are expressed through body gestures and movement, actions etc.

The major modes of expression adopted by children includes:

Visual Arts

• Drawing and painting
• Print making
• Collage
• Clay modeling
• Mask making
• Model making

Performing Arts

• Music
• Rhythmic Movement and Dance
• Creative Drama
• Puppetry

Thus, it can be concluded that the art education comprises two major areas visual arts and performing arts.

Assessment in Mathematics-Assessment is an integral part of the teaching-learning process as it is a prime tool for monitoring the progress and shaping learning.

As Mathematics has a big role in society, assessment should aim at much more than just the test given at the end of completion of the course.

Key Points 

• The emphasis on testing procedural knowledge and facts than the mathematization of thinking and abilities of a child is one of the major reason's for student's failure in mathematics at the school level during our assessment process
• The emphasis on testing procedural knowledge and facts actually promotes rote learning in mathematics, as the marks are assigned on the procedure given by the teacher. in the class.
• The students who failed due to their inability of recalling the rote procedure are considered weak students as per the assessment.
• Instead, the focus should be given to the thinking and reasoning ability of the students, to bring out their creativity as every individual is unique in their own kind.

Hence, we can conclude that The assessment based on rote memory emphasizes testing procedural knowledge and facts than the mathematization of thinking and abilities of a child is one of the reasons why students failed the assessment 

Additional Information The assessment in Mathematics should be based on students daily learning progress.

These can be helpful in the assessment of the child in mathematics

• Continuous and Comprehensive evaluation
• Rating Scale
• Anecdotal record
• Checklist
• Rubrics

The brainstorming process is developed by Alex F. Osborn. It is the oldest and best-known technique for stimulating creative thinking. It is the most fruitful exercise to solve complex and critical problems.

• In Brainstorming, many creative minds work together and apply their diverse thinking patterns to achieve the same learning goals. Ideas are generated spontaneously by the learners.
• It is a teaching-learning process in which the student is the active role player. The teacher gives one problem or topic to the entire class and allots time.
• Within the given time, the student must create ideas. The role of the teacher in this method is just considering all the ideas and arise on conclusions based on the healthy discussion.
• The importance is given to the number of ideas rather than quality.
• It is applicable when designing and want to expand in all directions.
• This is more acceptable when the researcher has to maintain a deadline or time is limited.

Explanation: The brainstorming method is not applicable for solving a tough math problem because math problems need a particular solution not generating a number of ideas. Brainstorming is not applicable to tough issues it more focused on simple problems. Before running the project to reduce water wastage it is important to acquire a lot of ideas within a short period. 

Characteristics of Brainstorming Process:

• Quantity is more important than quality as in each time span, how many questions are prepared by the child based on the topic is considered.
• Associating different ideas to come up with a new one as in this process thought arising in the mind of the learner is noted down for further discussion and use.
• Generation of unusual ideas as it just demands the active participation of the child in the learning process by making them think and note the ideas in his own style. 

To create a successful education, good classroom management will be so much needed, because by applying this, a teacher can control, organize, assess, and prompt a class well. Based on the fact that the role of a teacher in managing the classroom is needed by the teachers. Role of teacher: 

• The teacher involves students at every stage of the teaching-learning process and uses interactive styles (like prompting children to use different strategies or encouraging active reflection to develop greater understanding and self-awareness) of communication to facilitate his/her learning potential. 
• A teacher has to be a role model for children to imitate and follow. His/her personality develops to reach towards a humanistic behaviour (behavioural role).
• As a school teacher, you will have a role to be the fulcrum of the school-based planning process (procedural role) as envisaged in the RTE Act and lead the group to the desired objectives of development.
• Physical activity can be conducted, for example, they can be taken to the laboratory, or art/craft can be promoted.
• You may give interest inventories listing a large number of activities and may ask to rank these from most to least preferred.
• Teacher observation may help, the teacher may also watch for attentiveness during the classroom lesson.
• Discussing the students' interests at home with their parents. 
• The teacher will be that of a friend, facilitator, guide, or intervener who should be able to create a conducive learning environment for every child through planned activities.
• The learning experiences must be planned and organized taking these into account.
• Direct experiences, the interaction between teachers and students, and interaction between students among themselves are important for this process.
• The teacher should adjust time and allow slower students more time to complete their assignments. 

Hence, we conclude that the above statement is about interactive role.

Education is purposive in the sense that it is directed towards achievement in some goal or the other directly or indirectly depending on the different forms of education-formal informal and non-formal.

Key Points

• Physical education is a part of health education that emphasizes to improve physical and mental fitness by participating in a wide range of activities.
• Being a teacher I think that physical education is as important as school work because a physically active individual is more likely to be happy and healthy, which makes them a better student in the classroom.
• Including physical activities like standing on the toe or taking a long breath during the teaching-learning process will freshen up their mind and body. It will also channelize their energy and will be an appropriate strategy in order to regain their attention if needed.
• Physical education has always been considered an essential aspect of the curriculum right from the time when individuals realized the importance of education. 
• It is necessary because it will make all physically fit and healthy to stimulate and satisfy the mind to keep all the socially sound and to give leadership training.

Thus, it is concluded that physical education is as important as school work because a physically active individual is more likely to be happy and healthy, which makes them a better student in the classroom.

Addition subtraction and multiplication are the basic operators of mathematics. Without these operators, not a single mathematical problem can be solved.

• The process of addition, subtraction, and multiplication are taught to the students as they learn to count the numbers. It is taught to the students in primary classes.

Key Points

• Primary class students tend to get easily distracted and to teach them, generally, in every subject, the play way method is used.
• Play is a natural instinct of children. It has been effectively used for teaching. While playing pupils recognize their own needs, they help in planning activities, accept guidance, and set up their own goals.
• Through their mutual cooperation and participation, the maximum amount of learning results. During play, learning becomes real, interesting, and easily adjustable to individual needs.
• The learning process becomes interesting and the atmosphere is more free, informal, and familiar for children. The play-way method helps in developing desirable attitudes and skills. It gives confidence to learners.
• Many types of games and toys are now available to children which have their roots in mathematical concepts/ideas. These games use patterns, quizzes, and puzzles.
• Many types of dominoes, number checkers, counting frames, patterns of magic squares, puzzle boards, or blocks are now commercially available. These may be effectively used for teaching in the classroom. 

Thus, it is concluded that the Play way method is used to teach addition, subtraction, multiplication to students.

Additional Information

• Inductive-Deductive Method: Induction is a form of reasoning in which a general law is derived from a study of particular objects or specific processes.
• In deduction, the taw is accepted and then applied to a number of specific examples. The child does not discover the law but develops skills in applying the same, proceeds from general to particular, or abstract to concrete
• Analysis synthetic method aims and analysis available data and synthesizing or discovering new information through the use of existing information.
• Problem-solving method is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles.

Language is a symbolic, rule-governed system, shared by a group of people to express their thoughts and feelings. In a child, language development takes place through language acquisition and language learning. 

• Language acquisition refers to the subconscious process of learning a native or second language because of the innate capacity of the human brain.
• It is a natural process whereby children acquire language by observing and repeating what they hear in their native environment.

 Key Point

• Language acquisition does not require any formal instruction, children acquire the language without being taught.
• Children need to learn communication skills in the language when they acquire a language as it makes them able to use language effectively for communication.
•  Language acquisition must make the learners able to communicate by providing them the opportunities to use the language in real-life situations that is while asking the mother for anything, seeking permission from the mother to play, etc.

Thus, it is clear that children need to learn communication skills in the language when they acquire a language.

HintChildren need to learn Phonology, lexicon, grammar and pragmatics when they learn a language formally. 

India is a country where agriculture is the prime occupation. It is necessary for the younger generation to learn about crop production so that they can inherit the legacy of agriculture and optimize in such a way that India prospers through agriculture.

Key Points

• To do so, the students need to learn about crop production in a way that they grab the practical knowledge of the subject, not just the textual concept.
• This would require knowing the practical aspects that can be done by visiting nursery nearby and gathering information regarding different types of production of crops and preparing reports.
• This would give a lot of clarity to the teacher and students about the practical process of crop production and they would be able to effectively teach and learn the concepts. 

​Hence, it is concluded that if a science teacher has to teach crop production in his class the best or most appropriate way of teaching this topic is to visit a nursery nearby and gather information regarding different type of production of crop and prepare report.

Hint

• ​Reading the chapter from the textbook and teaching the students would not be an efficient method as this method would lead the students to engage more in rote memorization.
• To prepare a crop production-related activity in the class, the teacher himself needs to first understand the process practically and it is only possible by visiting a nursery.
• The teacher will take the test only after teaching the concept not before that so taking a test from the crop production chapter is not the appropriate method.

The Choice Based Credit System (CBCS) is a concept proposed by the University Grants Commission of India (UGC) to give students an effective learning platform by moving from the conventional marks and percentage-grading system to standard credit-based assessment method.

• The Choice Based Credit System (CBCS) provides a choice for students to select from the prescribed courses (core, elective, or minor or soft skill courses).
• The CBCS system allows and encourages students in higher education to pick a course of their own choice. The introduction of the systems opens the door to smart and integrated classroom learning opportunities whilst preserving the aims and objectives of education.

Following are the advantages of the Choice Based Credit System (CBCS)-

• Students have the opportunity to choose courses of their own choice and interest
• The Credit System allows students to study at their own phase as per their interests
• Students can enroll for additional courses at their own interest to earn more credits
• Students moving from old to new college/ university can transfer the credits to the new migrating institution
• It shifted the focus from teacher-centric to student-centric education.
• It allows students to pursue one part of the course in one institution and the remaining in the other. The standard CBCS assessment method makes the evaluation of the performance of students easy on a single scale
• The guidelines for the System are set by the UGC commission of India
• The System improves the job opportunities for students
• The System is applicable for all central, state, and recognized colleges/ universities in the country.

Disadvantages of CBCS System:

• Lacks accurate estimation of marks
• Increases workload for professors and lecturers
• Since no two students have the same timetable, this creates confusion among the students.

  

However, improving classroom attendance and reducing examination anxiety among students are not incorrect options. But a student-centric approach is a holistic term that covers everything. A choice-based credit system does play a vital role in improving classroom attendance and reducing examination anxiety among students.

As the question demands the best possible advantage of the CBCS system, it is better to pick an umbrella statement like- ‘Shift in focus from teacher-centric to student-centric education’ rather than picking individual benefits.

India is one of the largest and oldest democracies in the world. NCF- 2005 is built on the understanding of this foundation. There is a growing number of teachers and administrators who are raising the concern of making the teaching-learning process more democratic for everyone, especially for students.

• A democratic classroom is a kind of learning environment where children’s voices are heard, and child-centered pedagogy is practiced. The teaching-learning process is executed by both teachers and students.
• In a democratic classroom, it is not just the content for children’s learning but the medium through which their learning takes place also matters. Enabling democratic participation is also means of empowering the weak and the marginalized.

Key Points

Characteristic of democratic social studies classroom:

​Centered around student choice and self-direction:

• In a democratic classroom, students have a say in what they learn, how they learn, and how the classroom functions. The democratic classroom is centered around student choice and self-direction.
•  If a student has the freedom to choose to learn in a way that interests him/her, then he/she will have more meaningful learning. Students have opportunities to choose reading materials and topics for their projects.

Develops group feeling rather than an individualistic feeling: 

• Democratic classrooms function as a group. If one of the members has a problem, all of them try to address that problem. The classroom develops group feelings rather than individualistic feelings. Critical thinking is fostered in the classroom.
• Students are asked to question and evaluate the learning task. They do not blindly accept what is taught to them. They discuss and discover so that they may judge themselves. Students are encouraged to be helpful, ask questions, and think for themselves.

Providing fair chance to all the students to participate:

• In a democratic classroom, teachers share their responsibility in decision making, provide equality and student-centered education, create environment for effective communication.
• They give importance to all the students, treat them equally and provide a fair chance to all the students to express their views freely, establish rules and regulations along with students, encourage students to participate, and show love and respect to individuals.

Thus, it is concluded that centered around teacher choice and his teaching is not a characteristic of a democratic social studies classroom.

Art Education is a primary pathway to learning, a journey of discovery of the meaning of teaching for aesthetic experience. The field of creative arts and careers is gaining momentum in the recent world. The globe has woken up to the importance and the potential of arts in their economic, social, educational and cultural aspects.  

Key PointsArt education is the area of learning that is based upon :

•  The visual, tangible art
•  The performing arts.

There are different forms where students can develop an interest in art education. An artist uses paper, canvas, clay, metal, paint etc. which can be moulded or transformed to create some physical or art object like drawing, painting, sculpture.

• The different types of performing arts accepted and understood are; Theatre, Music Dance, Puppetry. To develop interest among students regarding art education, it is necessary to help them choose and execute an art form they like to engage themselves in.
• Art allows the children to develop their own free expression of what they are and how they feel. It allows them to learn in a more creative way than structured lessons. imagination and vivid expressions (imagery) create opportunities for positive educational encounters leading to a passion for learning

Thus, it is necessary to lead students to discover the enormous variety of visual and performing arts based on their interests and they like to engage themselves.

 One of the major problems with the Indian education system, as it stands now, is the way examinations are being conducted. The entire education system is centred around examinations and these examinations focus on;

• Student‘s knowledge is often limited to rote memorizing and reproducing the same in the examinations. Their innate talents are not recognized; instead, their capability in writing examination is being tested. It is restricted to only by-hearting/rote memory.
• It is the rigid board examinations that are only helping in classifying students as meritorious and slow-learners i.e. in terms of pass or fail. This leads to unhealthy discrimination.
• The tests and examinations conducted at present are only testing the memory power of the students; they are not measuring the higher-order skills of learning like analysis, synthesis and problem-solving.
• The examinations are mechanical correcting and posting of marks is done routinely. There is no scope for remedial teaching and testing to know how far a student is lagging behind.

Thus, NCF 2005 also emphasized the need for reforms in the present examination system by making them child friendly and stress-free. There is a body of research and studies conducted by eminent Indian educationists behind this move, which have been repeatedly mentioned in various education committees formed to reform and revitalize the Indian education system.

Hence, it is concluded that modern-day examinations focus on the capacity to memorize and reproduce.

The prose is written in words, phrases, sentences, paragraphs, and chapters. It utilizes punctuation, grammar, and vocabulary to develop its message. The prose is made up of fiction and non-fiction.

• Prose is a form of language that exhibits a grammatical structure and a natural flow of speech, here the common unit of verse is based on meter or rhyme, the common unit of prose is purely grammatical, such as a sentence or paragraph.

Key Points

Structural approach:

• It deals with the patterns and structure of a specific language and studies the rules of structured grammar.
• A learner in this approach is expected to be grammatically accurate while writing or speaking a language as it gives importance to the speech and formation of language habits.
• It helps an individual to use a language academically or professionally in a well-organized and structured manner.
• Every language has its unique pattern made up of words, one should need to learn and master these patterns to use the language fluently.
• When a learner has mastered the one set of patterns and structure of a language only then he can move to the next set of patterns.
• In this approach, errors are seen as serious defects and need to be removed immediately before they become habits.

Hence, it is clear that the teacher is using the structural approach of language teaching while discussing the grammatical aspects of a prose lesson.

Additional Information

Oral Approach	It includes the repetition of the pattern of written text verbally. It helps to cure the pronunciation-related problems of students while learning a new language. It helps the learners with intensive practice in hearing and saying particular words or phrases.  It helps the students notice the correct form or pronunciation of a word or phrase.
Balanced Approach	While teaching the language, the teacher should see that the different aspects of it are fully taken care of listening, speaking, reading and writing should be equally emphasized. Each aspect has its own importance. It is not proper if a teacher teaches grammar and ignores other things. In the same way, emphasis on written work alone does not help much.  Thus a sort of balance between the different aspects of language should be maintained.
Communicative approach	The goal of language learning is communicative competence. The communicative approach seeks to develop real communication in a natural setting environment.        It laid emphasis on engaging learners in more useful and authentic language to make them effective communicators in a social context.

The teacher is best known for imparting knowledge to the students in an amiable student-friendly environment through a series of instructions in the most succinct manner. The teacher constantly nurtures and strives to make the subject matter clearly understood to the students by involving the methodology best suited for enhancing the learning process.

Key Points

The professional functions of a good teacher are primarily focused to disseminate the knowledge(Subject matter) to the students in the most convenient way to the students. Some of the functions in this regards are as follows:

1. Curriculum planning of the assigned course.
2. Conduct the classes as per the schedule.
3. Demonstrating explanation techniques so that the concepts are explained with citing real-life examples to help the students easily identify the underlying concepts through practical demo.
4. Allowing the students to actively engage in the classroom session.
5. Providing practical work, project, assignment in order to help the students develop an interest in the study and develop a sense of scientific enquiry and arouse inquisitiveness.
6. Communicate learning expectation to the students.
7. To evaluate the student's study outcome through timely conduct of the examination.
8. To create an ambience of the learning environment through proper teaching aid and student involvement.

Making the subject clearly understandable to the student through proper methodology will naturally enable the student to score high marks in the Examination.

Hence it is the utmost responsibility and duty of the teacher to be able to teach the students well and enable them to retain the knowledge. 

Therefore, helping the students to understand the subject clearly is consider to be the most important function of a good teacher.                                                 

The primary aim of physical education is the physical fitness of the individual. The method can content in physical education to improve physical fitness are to be visualized.

• Physical education is a process through which an individual obtain optimal, physical, mental and social skills and fitness physical activity Lumpkin (1986)
• Physical education is a meaningful and worthwhile experience obtained through participation in physical activities that are physically wholesome mentally stimulating and satisfying and socially sound William (1966).

Physical education is necessary because it will make all physically fit to healthy to stimulate and satisfying the mind to keep all the socially sound and to give leadership training.

• develop motor abilities like strength, speed, endurance, coordination, flexibility, agility and balance, as they are important aspects for good performance in different games and sports.
• develop techniques and tactics involved in organised physical activities, games and sports.
• acquire knowledge about the human body as its functioning is influenced by physical activities.
• understand the process of growth and development as participation in physical activities has a positive relationship with it.
• develop socio-psychological aspects like control of emotions, balanced behaviour, development of leadership and follower-ship qualities and team spirit through participation in games and sports.
• develop positive health-related fitness habits which can be practised lifelong so as to prevent degenerative diseases.

So the main aim of Physical Education is all-round development of a person.

Effective teaching is essential to the teaching and learning process. To achieve this, teachers make use of various teaching techniques and strategies to facilitate learning in students.

The Think-aloud Strategy:

• Thinking aloud is the concurrent verbalization of thoughts while performing a task.
• It requires students to say out loud what they are thinking about when reading, solving math sums or simply responding to questions posed by teachers.
• It helps students to identify strategies to monitor their thinking and understanding of the text.
• It is a strategy that helps one to investigate what the learner thinking strategies and performance.
• It provides a basis for investigating the mental processes underlying complex tasks.
• Using this strategy, students can be asked questions to think by the teachers during reading and students' thoughts can be observed.
• The thinking-aloud strategy includes both teachers’ and students' thinking-aloud processes and helps to develop individual skills.

 

Hence, it can be concluded from the given points that the think-aloud procedure is a technique used to investigate learner strategies and performance.

Questioning is a powerful technique of teaching social sciences. Through this technique, the teacher transacts a lot of learning experiences. The teacher asks questions and the responses given by the students are strengthened and elaborated.

Key Points

• ​Questions can be used to find out how well students understand a particular block of information, to shift students’ attention from one point to another, to increase retention of important points by isolating and emphasizing them, and to put students in the right direction before starting assignments.
• Questioning facilitates high order thinking skills like analysis, synthesis, and evaluation in the students

• Probing questions are meant for motivating students to go beyond their initial responses and help themselves in solving the problem.
• For example, to a response, like “Barter economy means exchange of goods for goods.” The teacher may say “Good” and ask the student to provide an example of “barter economy”.

Thus, it is concluded that in the above-mentioned phenomenon, the teacher is probing questions to the child.

Gandhi was a firm believer in the essential unity of man and all lives. His faith in God, truth and non-violence enabled him to lead a much-disciplined life and attain a spirit of moral superiority in all his actions. According to him "The process of learning should be as far as possible a pleasurable one and not laborious." Gandhi’s ‘Message to the Students’ envisions their role in nation-building and service to society. He envisioned a society free of exploitation and injustice and a social structure based on moral and equitable principles. Also Note:

• He considered fearlessness as the most fundamental quality without which the goals of Swaraj and Swadeshi remain unfulfilled.
• He campaigned for spirituality as the highest virtue in this materialistic civilisation and society and taught the students virtues of such values. Love for motherland, mankind and mother-tongue are crucial elements that need to be fostered.
• Gandhi advised the students to get rid of the infatuation with the English language and not let the Western culture and standards encroach upon their lives.
• Gandhi stressed on personal purity, character-building, celibacy, duty towards parents, faith in God, religion and scriptures and Gita to be the guiding forces of the youth.
• Gandhi advised the girl students against copying the western culture or English language for these are no standards of a ‘modern girl’ image. He also cautioned them against the unruly behaviour of men and advised them to initiate a crusade against the rude behaviour of the students.

Hence, we conclude that the above statement is given by Mahatma Gandhi.

A review of the efforts made in India to develop a curriculum in Physical Education and Sports at National level is as under.

The National Plan of Physical Education and Recreation

• For the first time in the history of the country the Union Education Ministry on the recommendation of central Advisory Board of Physical Education and Recreation framed a syllabus in Physical Education for classes I to XI.
• The Ministry of Education published the National test in Physical Education and Recreation in a book with a graded syllabus test.
• The Plan was sent to the State Government and Union Territories. The National Plan facilitated the introduction of modern Physical Education in schools.

The National Fitness Corps Programme (NFC)

The NFC Programme framed by the Union Education Ministry in 1965, in response to the recommendation of the Kunzru Committee (1959) to adopt measures for proper coordination of various youth Development schemes such as Physical Education, scouting and guiding NDS (National Discipline Scheme) A.C.C (Auxiliary Cadet Corps) N.C.C (National Cadet Corps).

National Council of Education Research and Training (NCERT) Syllabus

In 1965 the Kothari Education Commission made several recommendations on the reconstruction of education from the primary level to the University level by introducing 10+2+3 pattern of education. Physical Education became one of the seven compulsory subjects in the school curriculum.

In this context, the National Council of Educational Research and Training (NCERT) undertook a project for preparing curriculum in Physical Education for class I to X

National Education Policy (NPE) 1986 and Programme of Action August 1992

National Sports Policy 1984 was formulated with objective of raising the standard of sports in the country. The National Education Policy of 1986 also incorporated the objectives of the National Sports Policy. So far as the school and education sector was concerned, it was recommended that Physical Education and yoga should be introduced at least for 45 minutes per day. 

School education must focus on the following aspects, which contribute immensely to the development of young minds as they step into adulthood.

Key Points

• School is the foremost fountain of knowledge children are exposed to. It gives a chance for them to acquire knowledge in various fields of education such as people, literature, history, mathematics, politics, and other numerous subjects.
• This contributes to cultivation in the thought process. When one is exposed to the influences coming from various cultural sources, their own world and existence become vast.
• School is the first avenue of socializing for a child. Up till then, parents and immediate family members are the only people the child has human interactions with.
• In schools, children are exposed not only to new ideas but also to same-aged compatriots. This instills sociable practices such as empathy, friendship, participation, assistance which turn out to be important in their adulthood.
• School uses a coordinated approach to develop, implement and evaluate healthy eating and physical activity policies and practices that help in building a healthy child.
• It gives valuable lessons to the child in terms of knowledge, growth, and development, by practicing healthy eating and activity policies.
• The school provides knowledge for being social and interactive with different people. It also teaches students how to become responsible as a citizen.

Therefore, the best way to promote a healthy lifestyle a school should use a coordinated approach to develop, implement and evaluate healthy eating and physical activity policies and practices.

Syllabus refers to the content of what is to be taught and the knowledge, skills, and attitudes which are to be deliberately fostered; together with stage-specific objectives. That syllabus is very often confined in the textbook. 

• The syllabus contains the online of the course objectives and time required to achieve them.
• It is a descriptive set of subjects that has to be taught in the class and at the end of the session.
• Syllabus explains the summary of different topics covered or units that will be taught in a specific subject or discipline under that particular course.
• It pertains to a particular level of instruction, and to achieve the objectives of such a syllabus, different institutions may use different courses.
• A syllabus is a document based on past information that gives guidance on the details of the transmission of knowledge. These details pertain to the selection, classification, distribution, transmission, and evaluation of knowledge. 

Hence, we conclude that the syllabus contains the online of the course.

There is no single and definite way of learning mathematics even at the earliest stage of learning. There are some basic ways related to the learning of mathematics during the early stages of school learning. These are the ways of learning which you can facilitate in the classroom situations:

• Manipulation of objects: It is through the manipulation of concrete objects that the children acquire mathematical skills at the early stage. Acquisition of any mathematical skill at the early stage like comparison, categorization, counting, fundamental four operations, cannot be possible without manipulation of concrete objects. Provision of a variety of objects both familiar and novel, should be made available to children in the classroom for their free handling so that it would be easier for you to facilitate their learning of desired mathematical concepts.
• Placing tasks in meaningful contexts: In real situations, where the mathematics serves real purposes, young children quickly and easily develop their own informal and largely effective methods. Evidence from research about the ways children learn seem to suggest that what we need to do is to start with real problems and work from them to abstract representations.
• Representation in multiple ways: Another important element that is required to help children move towards abstract thinking in mathematics involves helping them to develop their representational abilities. As has been stated earlier, mental representation or simply representation is the mental imagery of the object, event or process as perceived by the individual. It is now an established fact that children should be given opportunities to make their own representations of mathematical problems, processes and procedures before they are introduced to the conventional symbols.
• Developing alternative strategies: When the children can form representations, they can also develop ways to calculate and solve mathematics problems other than the prescribed ways given in the textbooks. That a child can evolve his/her own method of calculation, stems from the observations of totally non-schooled children performing calculations of various types required in their daily lives which are different from those given in textbooks.
• Problem-solving and problem-posing: Solving mathematics problems and the process of problem-solving, although are different, have a lot of similarity in understanding the problem, suggesting and trying out different possible procedures of solution and solving the problem. Problem-solving abilities can be developed when we encourage children in solving problems independently or in groups without providing any direct support.

Hence, all the above points are true.

The arts education comprises of visual and performing arts including heritage crafts. For activity-based subjects like arts and craft, schools should allocate block periods, which is two periods of 40-45 minutes each.

• On an average, schools have 40 periods per week (for primary) and 48 periods in upper primary. Out of this,1/4 time should be allocated for arts education. 
• Schools should assure that every student at this level is given an equal opportunity to participate in art activities, take active part in the art-making or doing processes and should be encouraged to express themselves. 

The objectives of learning in arts education are to:

• Accustom students with basics of visual and performing arts.
• Encourage students for free expression and creativity.
• Acquaint students with basic elements /principles of design.
• Develop an insight towards sensibility and aesthetic appreciation.
• Make children understand cultural diversity by recognising different traditional art forms prevalent in the country. 

Hence, According to the guidelines by NCERT, One-fourth of the total time should be allocated for art education in schools.

Learning Curve:

• The learning curve is a graphical representation that indicates the progress or lack of improvement in a given activity.
• A learning curve is a graphical representation of the relationship between how proficient people are at a task and the amount of experience they have.
• Proficiency (measured on the vertical axis) usually increases with increased experience (the horizontal axis), that is to say, the more someone performs a task, the better he or she gets at it.
• There are several characteristics of the learning curve.
• Some of them are as follows:
  • The learning progress at any stage is not always uniform.
  • The last stage of the learning curve is called a plateau.
  • The scope for learning is very low in the final stages of the curve.

Important Points

A learning curve is a plot of proxy measures for implied learning (proficiency or progression toward a limit) with experience.

• The horizontal axis represents experience either directly as time (clock time, or the time spent on the activity), or can be related to time (a number of trials, or the total number of units produced).
• The vertical axis is a measure representing 'learning' or 'proficiency' or another proxy for "efficiency" or "productivity". It can either be increasing (for example, the score in a test) or decreasing (the time to complete a test).

​​

So, performance vs. time is the correct option. As the horizontal axis represents time and the vertical axis represents proficiency that is performance.

Additional Information Interest, Attention, Motivation, Learning, Achievements, Habit---all these terms are not relevant in the case of a learning curve.

Selecting learning experiences for learners is a major consideration when planning a course. Learning by nature is an active process and students learn better when they are involved with their learning and they learn in different ways.

Edgar Dale’s Cone of Experience:

• The Cone was originally developed in 1946, by Edgar Dale and was intended as a way to describe various learning experiences and their retention rates.
• The cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). The arrangement in the cone is not based on its difficulty but rather based on abstraction and the number of senses involved.
• The base of the cone is characterized by more concrete experiences, such as direct experiences (real-life experiences), contrived experiences (interactive models) and dramatic participation (role plays).

• The middle of the cone is slightly more abstract and is characterized by learners realistically “observing” the experience. It includes demonstrations, field trips, exhibits, motion pictures, and audio recordings or still pictures.
• The peak of the cone is the most abstract where the experiences are represented non-realistically by symbols, either visual or verbal i.e. listening to the spoken word.
• The cone shows that the further you progress down the cone, the greater the learning and the more information is likely to be retained. So the teacher must provide a combination of these learning experiences for better learning and retention.

 

 

Hence, it can be seen from the given points that the ‘Cone of Experience’ related to teaching and learning was suggested by Edgar Dale.

The act of listening essentially includes meaning. While having a conversation the listener has to instantly make sense of the conversation. To promote listening skills, it is important to use cues, it is an effective way to promote listening and deeper understanding. To promote listening skills, it is important to use cues, it is an effective way to promote listening and deeper understanding. 

Key PointsA teacher should adopt the following strategies to develop the listening skills of students:

• Students should be encouraged to pay attention to their listening by giving them a specific task i.e., summarize a story, web series, or conclude the speech by some prominent personalities of the world on a special occasion, etc.
• The teacher should provide them abundant opportunities for listening to students through which they will be able to improve their skill of listening.
• It can be done by indulging the students in several activities that require purposeful listening like debates and discussions, etc.
• Also, a teacher should ask questions in between the learning process and provides them feedback that will help the students in understanding and also it will make them more attentive during the teaching-learning process.

Hence, it is concluded that "A & B" options are correct regarding the development of listening skills among students.

Hint

•  The students should be encouraged to listen to others carefully first and when they stop speaking, then they should speak instead of speaking in between the conversation. A good listener is the one who lets the speaker finish from his side and understands him carefully then shares their perspectives by speaking.

Tolman’s sign gestalt learning theory

Edward C. Tolman (1886-1959) developed a theory of learning, combining the advantages of Stimulus-Response theories and Cognitive Field Theories. His system stands in between S-R theories and cognitive field theories. His system was rooted in behaviorism but he was opposed to S-R associationism. He developed a system that recognizes the cognitive aspect of behavior without sacrificing the objectivity of behaviorism.

• In order to facilitate the learning process, Tolman proposes three basic components to be employed:
  • the significant, that is the desired outcome, goal, or behavior,
  • the sign, referring to the stimuli that prompt learners to take action, and
  • means-end relations, referring to a learner's internal thought.
• Tolman believed individuals do more than merely respond to stimuli; they act on beliefs, attitudes, changing conditions, and they strive toward goals. Tolman is virtually the only behaviorists who found the stimulus-response theory unacceptable because reinforcement was not necessary for learning to occur.
• He put forth the notion that there are three parts of learning which work together as a gestalt. Those three parts are- the significant, the sign, and the means-end – relation.
• The sign learning theory presents learning as the acquisition of knowledge through meaningful behavior (Tolman, 1948). Tolman viewed learning (and behavior) on a molar level, that is, as whole, purposeful, and goal driven rather than on a molecular level as mere physiological responses
• Tolman’s experiments include:
  • Experiment on reward expectancy: in animal experiments, Tolman and his associates trained subjects to learn a maze with a preferred food as a reward. They observed that if they switched to a less preferred reward, the rats displayed disgust. If the reward is absent or changed, the behavior is disrupted but is not considered a reinforcer of correct behavior.
  • The experiment of place learning: demonstrate the existence of spatial expectations. T maze –rat starts at different location but reward always in the same end of the maze. The rats develop a wider spatial map that includes more than just the specific trained paths. They found out that rats not only develop a narrow map of the correct route, but a very wide map of the overall layout.
• Laws of learning by Tolman
  • Capacity law: This relates to traits, characteristics, and aptitudes of the learner which determine the type of tasks and situations which can be mastered successfully.
  • Stimulus law: It deals with conditions inherent in the material itself such as the belongingness of its parts and how successfully it leads to an insightful solution.
  • Laws concerning the manner of presentation: It is concerned with the manner of presentation of material such as frequency of presentation, distribution of practice, and use of rewards.

Conclusion:  Tolman in his sign gestalt theory talked about place learning, reward expectancy, and latent learning. Hence, option (3) is correct.

The teaching method is a way to put theory into practice with the help of principles, and management strategies. It helps the teachers to plan and present the lesson coherently.

Important Points

Demonstration​ method:

• The demonstration method is a teacher-centric method as the teacher plays a very active role in the demonstration method, i.e., to plan a demonstration, to manage resources to be used in the demonstration, and to execute the process of demonstration.
• It is an approach in which a teacher demonstrates concepts and students learn by observing and improving understanding through auditory and visual analysis. 
• The abstract concepts which are difficult to understand are brought into their concreteness and are demonstrated through activities, pictures, movies, experiments, and charts.
• Abstract concepts like the process of photosynthesis can not be easily taught by conventional teaching methods. So, it's necessary to use pictures, diagrams, activities that seem interesting to the students and they will indulge actively in the demonstration.
• Learning can become effective if it is organized through different activities. If the students are taught through demonstration of an activity they can be encouraged to develop the capabilities of examination or observation i.e., the skill of scrutinizing.
• While observing an activity, several questions may arise in their mind. Naturally they are building an inclination for queries. Thus demonstration helps in learning.

Hence, it can be concluded that option 2 is correct.

'Continuous and Comprehensive Evaluation' also known as 'CCE' has been introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the "Right to Education Act".

• CCE refers to all-around development including both scholastic and co-scholastic aspects of a child's growth. It makes evaluation an integral part of learning through diagnostic and remedial teaching.

Key Points

• The purpose of continuous and comprehensive evaluation is to know that how children learn and to observe and record the methods of learning to make improvements. It assesses both scholastic and co-scholastic aspects of child's growth.  
• Other Purposes of CCE:                  
  • enhancing the thought process and de-empha sizing me morization.
  • developing student's cognitive, psychomotor and affective domains.
  • making evaluation an integral part of by diagnostic and remedial teaching.                   

Hence, it could be concluded that the purpose of continuous and comprehensive evaluation is to know that how children learn.