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    DocScanner Aug 21, 2023 11-36

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    PAVE (2) PARTI / TTI CHILD DEVELOPMENT AND PEDAGOGY / are ero a Rrerreret Directions : Answer the following questions by Feder : Fears seat % gat 32 tere ag rae selecting the correct/most appropriate option. afore Freer gfe | : Aaa wa wai ® 1. Which of the following questions promotes| Fa Seas ys oA aE critical and creative thinking in children ? eg area ater ich can be the best way to save water) 1) YM & wera & fem aad and why ? See ead ete (2) Where ‘does water come from in your 2) ae ue Hoeft et city? @) sm er F ga Pet Usa ait fact (3) How many states and how many capitals waeniai € 2 are there in your country ? @ amt aa am a aha «get (4) What is the name of your country and its siifere feat aar 2 2 Seographical location on the map ? 2. waretsrrens fear A war At aa syftrer ertt 2. What is the “role of evidence in gritical &? thinking ? (aA a as ait afi er a (1 Evidence should be evaluated in a logical pated fear Sra enfee |. arid systematic way. (2) wero eat fara factor 3 efiepe feat SAT (2) Evidence should be accepted without canfee , analysis. (3) wareiterrers fas & fare ware arses (3) Evidence is irrelevant to critical thinking. aa? : (4) Evidence should bé ignored in favour of @) afer aS va a yam A ster A personal opinion. ° . ort I 3. What doss inclusive edtication entait®) 3. Seardeft rer 3 en enfret @ 2 (D. Standard curriculum for all learners wh Rrentat 3% fee are wreraat @) Segregation and categorisation of] (2). ‘faenfilat an sat aiteransil a onere we students on the basis of their abilities PUT & aH aA (3) Provisioning of only vocational education @) aaerem ore renal at Sect to learners with special needs career fren a1 reer (4) Flexibility in the curriculum asa result of| 4) =aftera ial 4 year & ufwmegeq recognition of individual differences Terral # etter 4, — Read the following statements and chbose the |” a oF See wer at Fame a correct option : : sireaT (A): Assertion (A) : . Jean Piaget and Lev Vygotsky differ in thei ae a eres Pare we au & are at al z perspective on the influence of language on cognitive development in children. Reason (R) : » FOI): sapoctonitee andeamning, teacher provides) SHH atm, fers rau wep, am & sik opportunities and students derive informati + faene ead array : for themselves. . " ae a7 SATS Ch 3S fore SHE ay (1) (A)is true, but (R) is false i OM WE YE rE @ Both (A) and (R) are true, but (R) is nog] _{2) (A) ait (R) SF wet eu the correct explanation of (A), wel orenag 3) © SEY R), (a) (3) Both (A) and (R) are false. (3) (A) SiR) gt ergs | (4) Both (A) and (R) are true and (R) ig @ correct explanation of (A). the ) (A) Sh) Bt RAFT, cay a et cA (3) Which of the followin, ‘ing set correct ly mentions |5. the characteristics on wI sited tpn dior ws onan whe are the class ? students in| A. Advanced depth of understandi B. Fast pace of learning anstanding C. Higher dependence on understanding D. Rapid physical development Choose the correct option : (Q) A,BandC (@) BandC (3) B,CandD (4) AandB others for Which of the following statements is correct in the context of hearing impairment ? (1) Hearing impairment can affect a child’s ability to communicate effectively. (2) All children with hearing impairment need to use ‘sign language’ to communicate. (3) Hearing impairment of a child can be reliably tested by making loud noises near the child. (4) Hearing impairment is always due to a physical problem with the ear. In the context 6f inclusion, curriculum), tions are the same in learning expectat i , they are different. while in (1) enrichment; acceleration (2) modification; accommodation (3) acceleration; enrichment (4) accommodation; modification 8. According to constructivist theorists, which of | the following statements would not be correct ? (1) Knowledge is subjective. (2) Learners construct knowledg' social and cultural context. (@) Learners need, to be _extrinsically motivated to ensure effective learning. Knowledge is pluralistic and multiple. e in their (4) PVE frafefaa #8 aac rag a fatal wma ga wanes ‘frente ‘Src ame Hh re Prenat re yar aa 3 va as oe FB xen (ora are) =r Freer oe aq tier Pe HT BRAT e | ht fret matte (2) fran amt anna ik aiephte Fan A om ae E| = @) wrt after ghia aa & fae frenfiat at ad wr 8 Shr eel A HATHA e | Fm ageardl sik agite 2 | ) PVE 9. 10. nu. Which of the following i intrinsic motivation? =” “OP * a (2) @) (4) Read the following statements and choose the correct optioi Assertion (A) : Teachers should work hard to break down students’ stereotypes of particular ethnic groups. Reason (R) : A key educational objective is to enable students to engage in critical self-reflection. (@ @) (3) @) What is the difference between mastery goals and performance goals? @ (2) (3) (4) (4) Completing the project to impress the teacher Playing a musical instrument for personal enjoyment D Studying to avoid being scolded Participating in a competition for the prize money (A) is true, but (R) is false. Both (A) and (R) are true, but (R) is not the correct explanation of (A). Both (A) and (R) are false. Both (A) and (R) are true and (R) is the correct explanation of (A). Mastery goals are focused on avoiding failure, while performance goals are focused on gaining approval and recognition from others. Mastery goals are focused on improving one’s own skills and understanding of a task, while performance goals are focused on achieving a high grade or receiving external rewards. Mastery. goals are focused on gaining approval from others, while performance goals are focused on avoiding failure, Mastery goals are focused on achieving a certain level of performance for competing with others, -— while performance goals are focused on improving one’s own skills. and understanding of a task. 9. Refafea da ater ciate sifisien Fare 8? (1) eras a mente we & fre aes Wi ecr * ay matte atrig % fee GH Ae A STAT @) sea aad s fee oe FT : ) Brean afr & fre ow fecha Hs wr 10. Prati sent at afge ver wet fret FT ar Alfa : MfraerT (A): » eat at Renal Pete ct arget a § xteate at ated & foe wei era woh safe | . RT (RK): fran a ow ye wea Renita Teer ie aren Face % fare sicenfed eT ! @ a weg ga Tee (2) (A) ait (a art was, TI, A wet carer wat BI (3) (A) site R) at TTS | wey (A) 3itC (R) AAT BF ET (RY, (A) HT TET carer | aa. ena (Prguen)_ieet oik ents sie H ae stat a? ) Tera Ter Peper 3 aa Fhe Ba wats vet cer at @ ognier sik HITE HA BE Sige BA S | A) TER Te a are sik art Al aA So st nen emit jee eke ae va we a arett more ee ae (3) Wek Te apie ra eet Bigs OF & wae sete er Pree 8 Sener ee nt (4) Ferd ae F gat & arr ofierel ae fa us fiftad en & yea A rea a wm ear ha firm one &, sas wees ae fg & astra sit orf A aa i Bae BOT om Sea Peat ort 8 12. Sibling relationships : (2) are different than relationshi parents and peers and play eres role in socialization eee childhood. : are similar to relationshi ships wit] and peers and play an eee socialization throughout childhood. throughout (2) (3) play an important ro le 0: is ee nly during early (4) donot have much role in socializati ion. Read the following stateme: nts and correct option : ee a Assertion (A): Considerable variations exist = in developmental rates among children. ‘Reason (R) i Developmental differences are an inevitable result of complex interaction of genetic and experiential variations. (1). (A)is true, but (R) is false. (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) Both (A) and (R) are false. (4) Both (A) and (R) are true and (R) is the correct explanation of (A). Which principle of development is illustrated in the following statement ? children who, are deprived of a conducive environment for learning language in their early years have some difficulty in picking language later in life.” 14. (2) Development of language is totally dependent on genetics. (2) Language and cognition are complexly interrelated. (8) Development is” disorderly and unpredictable. 1d of language (4) There is a sensitive perio , development. (5) 12. 14. renee 2 enforce FATE aartteren # TeTET @ & ot areaaet 4 @ safirer Fora @ 1 (4) Ay marten H saftes yfer ei 2 | reat arerdt a ofp er wet Few FT ae ifae : HST (A): a aes Breer i et firraré até! nT (R) : FRenar a ata ara wo SPE ctor € | @ wae wywrTel @ (ay ae ce Se eT 8, FEY a, (2) FT wet caren Fe B @ (asic artnet é | 4) (ay ators St wee TP, (A) AT BE mare é | grafted wer i fre % fea frais wt qatar men & 2? ye om pot ae Hi a aes FRE gas area & fara TEA, HE TG ST Haron gH ats for el?” w peste ecg cutee \ 2) wm aft sagaft afer wa 8 eR Sea PVE 15. taught to read : © distractions, @) texts, (8) through use of strict punishment ensure corrective reading. ) 16. The underlying principle ‘understanding-based_teaching’ is the belief| that : (1) learners’ abilities and needs are diverse which cannot be catered to without focusing on standard instructions. (2) teacher has the ‘right’ knowledge. (3) to do so. ac) transmission of facts to students. How can a teacher help Aman who struggling with problem-solving s] @ 17. Encourage him to by generate ideas ‘Tell him to give up on the problem: taking risks Provide him with the answers 18. A conducive (1) fear of punishment and embarrassment <2) co-operative learning (3) competitive ethos (4) conditioning and reinforcement Students struggling with ‘dyslexia’ can be by encouraging them to study in multiple by providing higher grade level reading| through systemic phonological training. learners are passive recipients and the learners can construct knowledge when provided with a facilitative environment learners know little and teaching involves complex _problems_develop Is torm and Discourage him from experimenting and classroom environment for learning in middle classes centres around (6) 15. ae fren st ardaer ay Re, HET to of | is 16. 1. 18. & Rrara so aaa 2 : () 3S af frat FH ser FAS fore Steaniga @e | sa ths ean & oer Be HEH | gurrers var gifted He % fer FET Shari Sea | 4) rrr eae sfareer 3 HEA & | Susana fem’ a ified fagia 7 favara @ fi : <0) Prenat A aprard afte srraerenar fae A fag ara Sati oe care Sif fre fea rad fee aaa 2 | (2) frend Pifeea ueaeat & oft free & ag aa? THe I x tar ae & fae eH germs aaa wera fing sre RRrereli aT aT Fair at ad (ay Freel a aaa & site fran H feenPa 3 fare gear see eT & afta arena @ 9g @ ot} TTT ater fernfira et Hw fern feet ve AEE wm AaT a? A@ ater ae sit fran sea we & fae sitentea a @ See es a coca trots @ 32 rir iat sf 88 8 ete (4) TITRE a (2) (3) () Bat ait after & sx (2) Aart saftey (3) sired ater sae ait yadem i & UE 19. Lev Vygotsky believed that develo, o a (2) is discontinuous in nature pment 19, Sq aeMTCEA ET fm eco: (2) isan unfolding of genetic cy sepa ora | (3) results directly f Programming. (2) startin =I al wy "ted ly from maturation, (ay eg afro sear & ater 8 results directly from social interaction, (4) SL arenes ek & ao Nl amet 20. According to Piaget, the & ‘ 0, Ram sgAM, WEA ae different stages : e four qualitatively rae - B (2) vary vastl a @ At far aepfed FI FT theworld. across the various cultures in faa ert é1 (2) illustrate that children’s mi ay are Rewer Fat TH SS miniature adult minds. oe a va eat s erica € (3) are dependent the ; _@ & safes ws T t the children. upon the genetic codes off (4) ait & fare ee (4) represent universal pahifire act @ | : development of children. pattems off 9, feafefera @_ =e fo He a1. Which of the following is a limitation of| fares % ficaia ft ait 8? Piaget's theory of cognitive development ? DW sar fee Haren At PT (1) It overemphasizes the role of |: in reap ae ' cognitive development. el @) ae darian fears H saftenra Fraarsit (2) It does not account for individual a ora H aa ae | . differences in cognitive development. gag dara fara HF Sfew caret FT (3) It does not account for the role of} often at war i agi cae 2 | biological . factors in cognitive 4) ae darren fare aepfa_ it development amis erat wa Ht AT aad (4) It does not account for the influence of) ran?! culture and social factors on cognitive = development. oo, Prafatar aerit a afee gar Tet fact FT aan aif: 22, Read the following statements and choose the TRA (A): correct option : wate ad cat, St fe ser vir A feat z “Assertion (A) : : a Oa fare wa HfL very year Lata, a Class VII teacher invites ¢ Soe aibae att cm you eB ret aT A Female maths professor and a male nurse to Fat aur | ES fer elass to disouss careers in these fields. Reason (R): ®: Gender differences are innate and not afte (Sgt) aiag sere & otk wart HreTH acquired through society: a aftatea wet 2 (2) (A)is true, but (R) is false. or (aaa, FY WTAE (2) Both (A) and (R) are true, but (R) is not 2) (A) BC (R) At ES, TET BW, (A) Ft the correct explanation of (A). aa ae Te 21 (3) Both (A) and (R) are false. 3) @sk@ atime! (@) Both (A) and (R) are true and (R) is the @ wat Ak (A) Ht et correct explanation of (A). PAVE 23, 24, 25. 26. 27. (8) progressive classroom, the students : do not ask many questions. B. ask questions to the teacher. C. ask questions to each other. D. ask themselves questions. Choose the correct option : @) BandD (2) Band (3) B,CandD (4) A 4, Expectations associated with being male or female are referred to as ‘and these are learned (1) gender roles; throughout: childhood and into adulthood ” (2) gender constancy; initially during, adolescence (3) gender stereotypes; only during middle childhood (4) gender bias; mainly during early, childhood 25. Which of the following views about supports, the respectful]. intelligence consideration of diversity among learners? (1) Intelligence is not influenced by environmental factors. Intelligence is not influenced by genetic @ factors. (3) 1Q tests are the only measure of intelligence. (4) Intelligence is multidimensional and can change over time. Who among the following critiqued the concept | 26. of ‘general intelligence and proposed an alternative theory of intelligence ?. (1) Jean Piaget (2) Howard Gardner (3) Lev Vygotsky (4) Charles Spearman Lawrence’ Kohlberg’s theory has been |27. critiqued by Carol Gilligan for : (1) ignoring gender differences in moral reasoning. Q (2) not applying quantitative methods of analysis. (g) presenting a stage-theory of moral development. (4) collecting data by means of real-life situations. 23. We wnat ay 4, Freel = A atte od wet BL Rare ae | eo Teh Data a I Da re ee: @ BsikD 2) BRC (3) BCD @aA ven a effet _—____ Fe aT sara @1 ' sree BE TET ae Fea; ST fapeTaeN Sax eteaniten; Sacer Wer ATE a mana Ft Si ‘aret wt @ (2) ar ar ety Segre ey or 8 wee gees af & del & frafatan # a stam shearer fret & dre fafiea & warnpi fra a7 waa we 8 w Fegan cel 9 rahe oe te . (2) ye sete el @ ens a | @ ae awa ® fee gyate via et Se ccrend tate a & 0 Spent aos me | feafafad 4 & feet gener af A seer A ancien i afk alg wt UH sofort frgia vented frat 2 - oe (sta fragt @) (3) wap aed Be dita Beret & fagia A ante aa OF ie oo 4 aire a @ Saag? | A Ren ae fagctor 3 ware aehai A ay Ag et 3 fee Ht 7g 8 | Saw Rare ar Um worfigia sega eet 2) (3) @) ee ee PE (9) 28 A Pea en as jo Belp hor students develop [28. we Fefirat art) Fh safe is, Which of the following] aia fafa a Haze wen wet @ | ne 5 would be most effective ? aaah ef Providing frequent grades an Preafeiad ah conifer see et? de motivate students” ‘ades and feedback cy Prenfhit a aifientea ser & fare erTTaTe te sit wfagiee sem eT (2) Encouraging student: r s to reflect ie i own learning and evaluate their pate (oy Prenbat at scenfes aor Pe 3 eae TA (3) Assigning texts to students to memorize safer, mh fier at afte oreh onfe aT and encouraging them again a fo ropeat! gy nf arg we % fore owe eT information from the textbook rouge eect (4) Providing students with detailed and at oie : . prescriptive instructions for all learning fen aan ait tasks to) Fraidl a wh cat & aa fee ; afte Pagarerrs Fea Ta FCT 29, Read the folowing statements and choose the|a9, Prafertac aerit at fg sar a = correct option : . A fae, — Assertion (A): wri) As ‘Teachers should ask students to identify their gqaon Hwa a ® fag own examples and non-examples of the oe aad 2 ES ccuc at concept for strengthening the concept. Feseret A Tea BH fore FET cafes | Reason (B): arm): 3 BRT (R) : ‘Thinking of examples leads to strengthenin; was at H det 3 dace A Tae of the concept while non-examples tend to] faq aren & satis M-3aTe™ frenfat at ara confuse the students. wail (2) (A)is true, but (R) is false. : HRA TERT! (2) Both (A) and (R) are true, but (R) is not] gh (a) oie ®) wee YA the correct explanation of (A). erent 81 & (3) Both (A) and (R) are false. : @ ait (aint él . (@)- Both (A) and (R) are true and (R) is the] (4) Ok ap tee # aa wD, BE correct explanation of (A). 1 30 General principles of learning suggest that|30, 28H & BATT fergie wart & fi Pree Feet : wera trad @ af free : students learn better if teacher = (1) first introduces the concept in its symbolic form and then moves to its physical form. (2) first discusses what is ™ @) Wet saa A se ores wT A sega Ft otk fac aah afer FT ae ot known to the @ WaT at a hed aa student and then comes to what the al ag vat rrareh student already knows. ¢ a (3) first introduces the concept, overall and] yay Ra saga Pes then moves on to the intricacies of it. RR me ont ; afer (4) first discusses the concepts in terms off nN ee es rea ae F Togie. and reason and then grants ah at ae A sear opportunity to verify the ideas. biballiss PAVE (10) # Candidates have to do questions 31 to 90 [EITHER from Part II (Mathematics and |Science) OR from Part HI (Social Studies! |Social Science), rerehal at mera1 a90 aa TTL (TTA ay Fara) ar amr in (arr greert! AAT) ferara) at E 1 PART II ‘art It MATHEMATICS AND SCIENCE / afta a fart Directions : Answer the following questions by selecting the correctimost appropriate option. 31. A teacher in het class discusses various examples from daily life situations like a railway line crossing several other lines, a road crossing two or more roads, alphabets like ‘H’, ‘2’, ete. Which of the following concept(s) can be introduced through these examples ? A. Line segment B. Transversal C. Parallel lines D.” Right angles Choose the correct option : (1) Band (2) OnlyA (3) AandD (4) OnlyB Which among the following is the most appropriate way to teach mathematics.? @ 32. Find the gaps in learning and address them only (2) Find the low performers and make them + sit in the front row of the class (8) Teach every student with the same approach (4) Motivate the learners to develop their existing capabilities Pear Paeafetee sea & ee 39 fer EAL Ta sage herrer GAT | 31. wm Rito amet aan Hh afew tar RR a & Fafira serait A sat et @, 38 ae or tall at a aah EE ta A, 2 steer afin agai at an HC EE CH ASH, fish sobre 38 “Hr, 2’, FT | frafatea #8 Prefer saereovoraaresit ar oftea ga saree gre feat at era B ? A. tars B. fs Sat tar Cc. ania tare D. wrarT wel raed a aa Fifa : @ Bake @) Fata @) AsikD 4) FAB frafefad 4 & sta aftr fret ar waters sage ata 2? aftr awe 1g aat a na a at we & aati Fer ae sah ae ae At wear at He man ht afr the H Sert (3) THIS saa gr wes Rene st GerT (4) Sftenrnctat et seh fren anarsit at frat act & faq sitearfea or 82, (2) ‘SPACE FOR ROUGH WORK wy ard & fey arTe p-WE e Which of the following is true for Cont ise fio iat coe) ® RR nd Comprehensive Evaluation (CqRy) | freer 48 eT wan? a (CCE)? ait cea H, arene Hare (a) In CCE, assessment process. j GQ) Pear oft ares apaia assessment of previous easeinaaee od ars, weer & er ait cafes understanding level and learning process, aa ATR a TE arcs (2) For CCE, teachers feel that each one off (2) reat oft bd ei & them has to give some home assignment Tega we & fi sri a every day to assess children’s learning. afin ar arraert FE wfater FS (3) CCE is all about converting marks into seri ar afeg a grades. ; @ fin aft SIT aaa iat (4) In CCE, there is more testing and less fet vhaféa we aA! iter teaching. (a Prat ott ears AEaIEA a, 34, Which ofthe following is/are essential features oaftras & afte Raeror =H 2 ie ew aoe of a concept map in mathematics ? ga. Prafefad 4 & eat fired a? ‘A, It represents a conceptual analysis of a aafera set srTereere Soa ait at Soa HH . ‘concept using contributory sub-concepts. A. 3e simran Ia dances fae a B. They are directional, ‘with arrows J sera ; showing which concepts are prerequisite rrefirt ae SS ara Reavers 2 ain catia for which others. BF ia Raat Sore fae C. They cannot be used for diagnostic ‘ mafia #1 . purposes to identify difficulties in aren 3 eat 4 8 TE aot Jearning a particular concept. c. y eater, s fe aa saat Fanfre D. They cannot be used frequently as they Se fee frm at Fra |, are very time consuming. pe ep areare sea Eh aT ST HT wafer Choose the correct option : * ag age BH ard é 1 () BandD “edt Rrneg ar TAA IAT : (2) Only q@ BaitD (3). Cand D (@) *aaC (@ AandB (3) eateD i A ‘ 35. Which of the following is not true about) a. ase ae at i Praftitea Ha er wet nature of mathematics ? . "ag BR? . (1) Mathematics at school level requires Cy eet wae as frentiat 3 faire special aptitude in learners. aragen erft & 1 ; (2) Primary concepts in mathematics are ) Mea mati saurond sept H oma abstract in nature. . até (3) Mathematics is based on deductive (3) aftra Prrareree feta sarees @ | reasoning. @) afra sa aati fava ft Gert H see (4) Mathematics is much more abstract and ates omg oft vegeta & oh wa seh hierarchic than most of the other subjects Seay #1 which children learn at the same age. SPACE FOR ROUGH WORK /%H sare & fore TE ee te PVE 36. 37. 38. Which of the following statements are appropriate regarding “Argumentation” in a mathematics classroom ? A. It can be understood as a line of| reasoning that intends to show or explain why a mathematical result is true. B. It is always helpful in mathematics in the same manner as in other empirical disciplines. C. It can also be a part of the heuristic approach in mathematics education. D. It is less useful for elementary grade students as its assessment will be difficult. Choose the correct option : (@) AandC (2) BandC (3) AandB (@ AandD Which of the following statements is not correct with regard to a mathematics textbook ? (1) Examples in a mathematics textbook should be related to daily life of the students. (2) A mathematics textbook should have solved examples only. (3) A textbook of mathematics should not be very thick or heavy. (4) A mathematics textbook should have varied exercises to give practice to students. A conjecture in mathematies is : (1) not important at all as it does not help in developing mathematical understanding. (2) a proposition or conclusion that has been proved. (8) important for students of secondary level only. (4) a proposition or conclusion that is assumed to be true on a tentative basis without proof. (12) 36. 37. afta A wer a “obfaah” Hu A frraftiftsa Ha ated wer Tar E ? A Ama G tes A AT eae 8 fe afbrca eors I HV B, 2 9 agen ea

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