CTET Paper 1 - December 2018 (English-Hindi-Sanskrit) (Previous Year Paper)

Development: Development describes the growth of humans throughout the lifespan, from conception to death. Development does not just involve the biological and physical aspects of growth, but also the cognitive and social aspects associated with development. 

Key Points

Role of Heredity and the Environment in Development

• Each individual is a product of the interaction between heredity and environment.
• A child born with a rich intellectual background cannot become a full-fledged personality if he/she does not get suitable environmental conditions.
• Similarly, there is the least chance of development, if you provide better environmental conditions in the form of schooling to a child who does not inherit a good intellectual ability.
• There exists a controversy regarding whether the heredity (nature) or environment (nurture) as the determining factor in the growth and development of the child.

Important Points

Importance of Heredity and the Environment:

Hence, we can conclude that certain aspects of development are influenced more by heredity and others more by the environment.

Jean Piaget said that children actively construct their understanding of the world. He believed that a child’s mind passes through a series of stages of thought from infancy to adolescence. 

Key Points

• The information does not simply enter their minds from the environment instead, his theory deals with the nature of knowledge and how humans gradually come to acquire, construct, and use it.
• Children develop an understanding of interaction with the surrounding environment. Piaget identifies four factors namely biological maturation, active exploration, social experiences, and equilibration that interact to influence thinking.
• In his theory of Cognitive Development, Jean Piaget proposed that humans progress through four developmental stages: the Sensorimotor, Preoperational, Concrete Operational, and Formal operational stages.
• Knowledge is constructed by the learner. The learner accommodates new information through the assimilation of previous information.
• Learning happens through meaning-making, it is an active process involving the learner’s active engagement in the process as well as with the world

Piaget’s Four Stages of Cognitive Development:

Hence, from the above points, it can be inferred that Learning takes place through constant practice, cannot be attributed to Piaget’s theory.

Piaget’s theory of cognitive development is based on the idea that the developing child builds cognitive structures, schemes are used to understand and respond to the world around them.

• He has developed a four-stage model of how the mind processes new information encountered.
• He explained that children progress through four stages and in the same order.

Key Points

Pre-operational stage (2-7year)

• Preoperational thinking = thinking without logical rules
• Thinking becomes representational
• Children have mental pictures in their minds, they don’t use sensorimotor input
• Use language to represent the world symbolically
• Symbolical thought: thinking in which symbols/internal images are used to represent objects, persons, and events that are not present.
• Ex-dog(pet dog, plastic dog, imagined dog), Flag (symbolizes a country)

Limitations of the pre-operational stage:

1) At this stage, the child’s thinking is still limited to the perceptual and motor characteristics of the objects or the situations.

• Perceptual characteristics refer to the externally significant characteristics of the objects like size, colour, texture, etc.
• The motor characteristics are whether the object is manipulatable, turnable, throwable and so on.
• The child at this age is generally tied down to the world of concrete objects and actions and more significantly, the perceptual and motor characteristics of these objects and actions.

2) Pre-operational thinking tends to be egocentric:

• The child at this age cannot understand the other’s point of view. In this sense, the child in this age group tends to think that what s/he thinks and understands is the understanding all have and that there can be no other view to this.

3) Pre-operational thinking tends to focus on only one aspect or dimension of a problem at a time.

• while looking at the height of an object, the child is unable to consider any changes undergone in its width. The child is unable to handle multiple characteristics. Tendency to concentrate.

4) Pre-operational thinking tends to involve ‘transductive reasoning’.

• The preoperational child cannot think from particular to general or general to particular. Like for instance, the child knows that all birds therefore the child will be unable to conclude that therefore all birds have feathers.

5. The pre-operational child cannot understand relational terms such as larger than, darker than, etc.

• For example, coming back to those, two boys in this age group, the five-year-old, every time ‘he watches a film or listens to a story, wants to know who is ‘good’ and who is ‘bad’ or who is the ‘hero’ and who is the ‘villian’.
• The young child cannot appreciate that people cannot always be categorized like that and there could be characters in the story or the film, may have shades of good and bad in them.

6. Class inclusion means that s/he cannot reason between part and whole simultaneously.

7. The child at this stage is not able to understand how things operate internally or how things relate to one another.

8) The child was unable to think that, "I would weigh the same, after all, I am the same whether I sit or stand"! But, the pre-operational child is unable to think this way. This limitation of irreversibility in the child's thinking has been amply shown in the many experiments that Piaget and his associates have conducted. These are called Experiments of conservations. 

Hence, Development of the symbolic thought is not a limitation of pre-operational thought.

Additional Information

Four Stages of Cognitive Development:

Play is an important part of a child's development and growth. It ensures the physical, emotional, social, and cognitive development of the child.

Key Points

A significant role of play in the development of young children: 

All researchers agree that children learn through play and that play fosters development. Evidence from studies reveals that children who have no -ties for play and stimulation lag behind in all areas of development.

• Through play, the children also learn concepts of big and small, tall and short, light and heavy, etc. Just as for cognitive development, the caregiver is needed to plan and conduct activities to foster development in other areas also.
• Play helps preschoolers to develop physically, socially, and intellectually.
• It provides a flexible situation which allows the child to be creative.
• It nurtures imagination which helps the child to deal with day-to-day situations.
• Improve language skills, the interactions with caregivers give the child plenty of opportunities to hear the language and motivate them to speak.
• Play is not only a way of spending time. It teaches
• • how to explore
• • how to learn
• • how to make a friend
• • how to use imagination

Hence, we can conclude that the play has a significant role in the development of young children, except it is just a pleasant way to spend time.

Critical Thinking is the ability to mentally break down a problem or an idea into parts and analyze them. Sorting, classifying, and comparing similarities and differences are all a part of this important skill. Critical thinking can also be called logical thinking.

Important Points

Ways of developing Critical thinking:

• Cognitive tools are developed to function as intellectual patterns to enable and facilitate critical thinking and higher-order learning.
• Activities like brainstorming, inductive, and deductive reasoning, and the like may help in developing critical thinking.

Importance of Critical thinking Questions: Socrates propounded the importance of asking critical (deep) questions that probe into thinking before an idea is accepted. These questions are:

• What are the different ways in which we can solve this?
• What is the best/worst-case scenario?
• Why this method is best to solve this problem?
• Where in the world would this be a problematic situation?

For this type of question, students think analytical, critically, and curiously.

The questions like:

• Do you know the answer to this?
• What is the right answer?
• Can you think of a similar situation?

The above questions do not help develop critical thinking because these questions having predefined one-word answer "Yes or No". Through this, the learner would not develop his critical thinking.

Hence, we can conclude that what are the different ways in which we can solve this? the question invites children to think critically.

John Dewey, an American philosopher has proposed the concept of 'Progressive Education' that emphasizes learning takes place through a hands-on approach so the students must interact with their environment to adapt and learn.

Key Points

Progressive Education Promotes: 

• Learning by doing and experiencing the consequences of one's own actions.
• To enhance skills and understanding of the learners as they gain knowledge by engaging with the contents and experiences.
• Cooperation Learning: The tasks can be better learned through cooperative learning. Children gain socially and academically from co-operative learning endeavors.
• The project method is one of the modern methods of teaching. It encourages the students to learn by doing.
• It promotes active learning by association and mutual co-operation of a group of peers to gain quality experiences.
• Prepare students for active participation in a democratic society.

Hence, from the above-mentioned points, it becomes clear that progressive education describes learning by doing, project method, and cooperative learning.

Progressive Education: As progressive education became more popular, it was advocated that young learners should be given the freedom to learn according to their preferences and likes. When 'constructivism' became dominant, efforts were made to provide learner-centered education through learner-controlled inputs.

Key Points

According to John Dewey;

• “Education is not preparation for life; education is life itself.” It is through education that you can change the face of the world. A school is a place where children explore a new world and society, so school reflects society and the natural world.
• Progressive Education is a “social need and function”, as a “process of living and growth” which includes both social and individual aspects that are mutually dependent on each other.

Hence, we can conclude that progressive education explains—Education is life itself as Education in schools should reflect the social and natural world.

In laymen’s language, cognition refers to your knowledge about the world. Whereas, cognitive processes are those mental processes through which we acquire information about the world around us. Thus, cognitive development refers to a child’s development in terms of information processing, conceptual resources, perceptual skill, language learning, etc.  

Important Points

• Piaget’s stage theory describes the cognitive development in children. Cognitive development involves changes in cognitive processes and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses into changes in mental operations.
• Extending the idea of moral development proposed by Jean Piaget, Lawrence Kohlberg worked throughout his life to develop a complete theory of moral development.
• Using the storytelling technique, he conducted many studies on children. The stories of his studies usually revolve around some kind of moral dilemmas. At the end of every story, he used to ask some questions from his participants (children) and analyzed their answers for underlining reasoning.

Based on his studies, he proposed that moral development consists of six stages and these six stages can be further grouped into three levels. 

• Level 1: Pre-conventional Morality - It consists of the first two levels of moral development. Here morality is judged based on the standards of adults and the consequences of an action.
• Level 2: Conventional Morality - This level consists of stages three and four. During this level, children start internalizing the value of society to judge morality.
• Level 3: Post Conventional Morality - The last level consist of stage five and six of moral development. According to Kohlberg, very few people are able to reach at this level. Here, individual perspective is given more importance over social rule and order. Individuals judge morality based on basic human rights and justice.

Key Points

• It is evident from the two theories that Kohlberg's theory of moral development is directly linked with Piaget's cognitive development as the children grow older, their level of understanding of morality develops from obeying the rules set by the adults to creating individual perspective to decide what is right and what is wrong.
• It links the maturity level of an individual through cognitive as well as moral parameters.  As a person becomes more mature, he develops his own thought process and has the ability to comprehend and differentiate right and wrong.

Hence,  it can be concluded that Kohlberg’s theory has supported an association between cognitive maturity and moral maturity.

Vygotsky’s theory- Vygotsky, known for his socio-cultural development was a Russian psychologist who believed that community plays a vital role in the process of “making meaning”. He used to take the help of his two sons in his domestic works. He found that his children started work independently after having co-operation by father.

Key Points

MKO (More Knowledgeable Other)- The MKO is any person who has a higher level of ability or understanding than the learner in certain topics. Ex-teacher, peers, computer, society, etc.

Zone of proximal development- It is the area of learning where a more knowledgeable other (MKO) assists the student in developing a higher level of learning.

Scaffolding- It is temporary support given by MKO. It is stopped when the learner becomes able to perform independently.

Hence, we conclude that the Zone of Proximal Development refers to a context in which a child can almost perform a task on their own with the right level of support.

Personality is a patterned body of habits, traits, attitudes, and ideas of an individual. These are organized externally into roles and statuses and relate internally to motivation, goals, and various aspects of selfhood. Personality is all that a person is. It is the totality of one’s behaviour towards one’s own self as well as others.

Key Points

Androgynous Personality: Androgynous- being both male and female.

• A combination of both male and female personality traits is called an androgynous personality.
• Androgynous persons are described as independent and affectionate, assertive, and understanding.
• It is a balance of both masculine and feminine characteristics that have desirable implications for an individual's behavior.
• The combination of masculine and feminine characteristics afforded by androgyny is responsible for healthy adjustments in a variety of settings.

Hence, we can conclude that An androgynous personality has a balance of what are generally considered masculine and feminine traits.

Gender role refers to the role of a male or female in society based on their biological or perceived sex. It is a negative concept.

• Children acquire gender roles through media, socialization, culture and not by tutoring.
• Gender roles have been described as society’s shared beliefs that apply to individuals on the basis of their socially identified sex and inherent gender differences.
• Gender roles are usually centred on conceptions of masculinity.

Key Points

Acquiring Gender Roles:

• Socialization: Through socialization, the child learns that men are supposed to go and work, while women are supposed to take care of household work and other responsibilities regarding home.
• Media: It highly influences gender role because when a girl or a boy admires someone as their role model, they try to adapt their style which they observe in the movie, advertisement and news and they mould up their lifestyle by following them.
• Culture: It influences gender in several ways such as one’s education, skill, thinking, language, emotions and behaviour.

Hint

Tutoring doesn't affect gender roles. It provides an environment free of distraction and disruption so that child could focus on learning.

Hence, it becomes clear that children acquire gender roles through all of the following, except tutoring.

A standardized test is a test that requires all students to answer the same question at the same time and to score in a consistent manner, which makes it possible to compare their performance.

Important Points

• The question is asking about the critiques of standardized tests which include the demerits or say limitations of such types of tests.
• According to the options given, one of the critiques of standardized tests is that they represent largely the mainstream culture and are therefore biased.
• As these tests are unfair and discriminatory against students with special needs.
• These are designed for a larger operational situation crossing the barriers of a classroom which means that they can be administered to large populations.
• They give a clear picture of a child's ability as they are prepared by test experts to assess the child's abilities.
• It fails to develop critical and creative thinking among students.
• The language of such tests is easy to moderate so that each child can understand the questions and can answer them accordingly.
• In fact, researchers have found that high standardized scores have little correlation with memory, attention, and processing speed.
• ​It fails to recognize the importance of individual achievement and instead uses a conventional approach to learning that ignores students' individual interests and abilities.

​Hence, we can conclude that one of the critiques of standardized tests has been that they represent largely the mainstream culture and are therefore biased.​

Intelligence: Intelligence can be defined as the ability to grasp information, understanding concept, and solving problems.

Key Points

The theory of Multiple Intelligence is propounded by an American cognitive psychologist "Howard Gardner". This Theory proposed that Intelligence can't be tied to a single domain, it is of several kinds rather than dominated by a general factor.

This Theory suggests that if a teacher faces difficulty to make learning easy for a learner in a traditional way, he must adopt different ways according to the intelligence of the learner to facilitate effective learning.

The following table will provide a complete idea of Howard Gardener's 8 types of Intelligence.

• The remaining options are not appropriate as per the theory of multiple intelligence.

Hence, the theory of multiple intelligence says that intelligence kinds can be of several kinds.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process.

• Assessment is a systematic way of collecting information to make a judgment about student learning.
• It is integral to the teaching-learning process which helps in facilitating student learning and improving instruction.

Important Points

There are mainly two types of assessment:-

Hint

• To know children's progress, assessment for learning can be utilized and to know the achievement level, assessment of learning can be utilized.

Hence, it could be concluded that teacher can utilize both assessment for learning and assessment of learning to know children's progress and achievement level.

Evaluation is the process of collecting information and then making a decision. It is nothing but gathering data and evidence of students’ progress and achievements.

• Continuous and Comprehensive Evaluation, commonly know 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.

Important Points

The objective of CCE is to make evaluation an integral part of learning through diagnostic and remedial teaching.

• It refers to the all-round development of students which includes cognitive, psychomotor, and affective domains.
• It is an integral part of the teaching-learning process.
• It focuses on a child's achievement in different learning areas.

Hint

• CCE never labels children as slow, poor, and intelligent rather it emphasizes continuity and regularity of assessment in both scholastic and co-scholastic aspects of a child's growth.

Hence, it could be concluded that 'CCE is useful to label children as slow, poor or intelligent' is not related to Continuous and Comprehensive Evaluation.

Children are divided into different categories based on their interests, behaviour, nature, I.Q level, understandings, grasping abilities, etc.

Key Points

Gifted Learners show unusual creativity at an early age. They face the problem of confronting the world not meant for them. 

• Giftedness is a characteristic of children that refers to perform a task extraordinarily when compared with others of the same age.
• Giftedness is the interplay between heredity and environment because no child is born gifted but only with the potential for giftedness.

Characteristics of Gifted Students

• Gifted students always show unusual alertness, excellent memory, independence in their thoughts, etc.
• Learn quickly and easily and have the ability to abstract reasoning and critically see relationships between ideas and events.
• Exhibit verbal proficiency, have a high energy level, high curiosity.
• Need extra enrichment programs and special classes to satisfy and utilize intelligence.

NOTE:

• A resource-rich environment, successful parents, and a disciplined routine can't be attributed to giftedness because these extrinsic factors are not only responsible for giftedness, rather both heredity and environment contribute to it.

Hence, we can conclude that Giftedness in children can be attributed to an interplay between heredity and environment.

Socioeconomically disadvantage background refers to not just low income, but also encompasses lower educational achievement, poverty, poor health, financial insecurity, etc.

• Children coming from socioeconomically disadvantaged background need a classroom environment which values their cultural and linguistic knowledge because children from this background lack good cognitive development, phonological awareness, vocabulary, fundamental skills of reading acquisition, etc.
• So, it’s a teacher's prime duty to relate their local knowledge with the classroom environment to make them feel comfortable and participate in learning.

Hint

• Discouraging children to use their language and categorising them based on their abilities are not the solutions to deal with the children from socioeconomically disadvantage background because this behaviour may result in low self-esteem, fear of peers and shyness.

Hence, it could be concluded that children coming from socio-economically disadvantaged background need a classroom environment which values and uses their cultural and linguistic knowledge.

Creative and talented children are those who show high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc.

• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age-peers.

Key Points

Intervention needed for creative and talented children:

• Teacher's intervention is essential to realize the potential of each learner.
• Therefore, the teacher should take an active interest in meeting the demands of every personality type.
• So, it's a teacher's responsibility to use customized and stimulating instructions method to make learning interesting for them.
• The teacher can develop models and systematic experimental evaluations of programs and program models with explicit goals, objectives, and specified outcomes.

Stimulating classroom environment refers to engaged learning which includes visuals, hands-on activities, higher-order thinking, questioning, and stimulating teaching.

Hence, it can be concluded that the intervention needed for creative and talented children in the classroom rests on the use of customized and stimulating instructional methods by the teacher.

Attention Deficit Hyperactivity Disorder, also known as ADHD is a complex neurodevelopmental disorder that leads to hyperactivity in a child's behavior.

• Hyperactive children have difficulty in listening to or following directions and they get distracted easily.
• They are impulsive, over-enthusiastic, and try to do several things at once, bouncing around one activity to the next.
• The best ways to help and handle hyperactive children are:
• by including physical activity in daily life to channelize their energy in creative works.
• by breaking tasks in small pieces so that they don't get frustrated.
• by providing them alternative ways of learning to keep them busy and motivated.

Hint

• Reprimanding a hyperactive child for being restless is the worst way to handle them. It may temporarily turn-off child's negative behaviour but be ineffective in the long run.

Hence, it could be concluded that reprimanding hyperactive children often for being restless is not a suitable way to help hyperactive children learn.

Divergent thinking refers to a way of solving a problem by exploring many possible solutions. It emphasizes the idea that there is a limitless approach to any given problem.

Key Points

Patterns of divergent thinking identify children, who are creative because it is a creative process that involves plucking out varieties of potential results and the best solution. Brainstorming, imagination, out of the box thinking, open-ended questions are the keywords of divergent thinking.

Creative Children:

• They have the ability to create or produce something.
• They have the ability to solve problems or tasks in a creative way by means of generating many original ideas.
• A creative child is associated with divergent thinking.

Note: Disabled, dyslexic, and resilient are not related to divergent thinking.

Hence, from the above-mentioned points, it becomes clear that patterns of divergent thinking identified in creative children.

Problem-solving is a mental process and is part of the larger problem process that includes problem-finding and problem-shaping. Considered the most complex of all intellectual functions, problem-solving has been defined as a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.

Key Points

Appropriate strategies for improving students' problem-solving skills:

• Break down problems into chunks.
• Invite children to talk or write about ideas.
• Involve parents in children's problem-solving.
• Encourage children to ask open-ended questions.
• Make problem-solving a fun part of the culture of your home.
• Give extensive opportunities to solve real-world problems.
• Monitor students' effective and ineffective problem-solving strategies.

Hint

• Convergent questions: These questions assist in problem-solving and are useful for basic processes such as measuring, communicating, comparing, and contrasting. These questions are also referred to as closed-ended questions as students are not expected to contribute to an original idea.

Thus from the above-mentioned points, it is clear that asking questions with convergent answers does not describe the ways in which a teacher can model problem-solving for children in the classroom.

Emotion has been derived from the Latin term ‘emovere’ that means ‘stirred-up state’.

Key Points

There is the various definition of emotion that are discussed as follows:

• Feldman defined emotion as “feelings that generally have both physiological and cognitive elements and that influence behaviour”.
• Mishra defined emotion as “a state of being moved, stirred up or behaviourally aroused on experiencing an emotional situation and which involves external and internal physiological changes”.

Emotions can mainly be of two types, basic emotions, and self-conscious emotions.

These are discussed as follows:

Basic emotions:

• Basic emotions are a set of emotions that commonly appear in all human beings.
• These are anger, disgust, happiness, fear, sadness, and surprise.
• These emotions can be stated to be innate and are shared by all human beings.
• And though human beings can experience a broad range of emotions, researches on emotions have indicated that all the emotions are an outcome of combinations of certain basic emotions.

Self-conscious emotions:

• Self-conscious emotions, on the other hand, are emotions that necessarily require a sense of self as well as an ability in order to reflect on one's actions.
• Further, these emotions are a result of whether the expectation in terms of social norms and the rules are met or not. Examples of self-consciousness are an embarrassment, guilt, pride, shame, and humiliation.

Hence, we can conclude that fear is an emotion.

The child has different experiences during childhood. The variety of experiences accounts for some of the differences among children. The child's understanding is based upon the experiences he/she gets from the learning. 

A three-year-old child explains that milk is produced by a machine at the milk booth. The child's answer is based on his/her experience of buying milk from the milk booth because the child is interacting with the environment in which he/she lives and get the experience from that environment.

• This experience gives rise to other experiences if it will not modify or adding up with more knowledge.
• The present experience, which children have, determines the nature and course of subsequent experiences.
• Earlier experiences add up and influence the child's perceptions of the present situation.
• All of this means that one can never predict with absolute certainty that a certain experience will result in a particular development.

Key Points

As Piaget said, the child actively selects and interprets environmental information in the construction of his/her own knowledge rather than passively copying the information as presented to the senses. 

• In fact, the child ‘reconstructs’ and ‘reinterprets’ the environment to make it fit in the existing mental structures. The process of reconstructing and reinterpreting involves two mental processes assimilation and accommodation.​

Hence, we can conclude that as per the above scenario, the child's answer is based on his/her experience of buying milk from the milk booth.

Role of a Teacher- A teacher not only acts as a source of knowledge, but also act as role models, mentors, caregivers, and adviser. Teachers can actively and wisely have a sage effect on their student's lives.

• Primarily, teachers' role in a classroom is to impart knowledge to their students which will help them gain and learn new things about a specific or general subject.
• The teacher's role is not just to impart knowledge, also to find new ways of understanding and supporting their student's learning style, keeping in mind that young minds are individual on their own so they tend to have different paces and speeds.
• The role of the teacher is to inspire, motivate, encourage, and educate learners.
• The teacher role is always of a facilitator, not a dictator, being the facilitator teacher role is to assist their student to acquire and re-organize knowledge.

Key Points

A teacher has multiple roles in a classroom such as:

• Being a source of knowledge - for that the teacher is responsible for having accurate and up-to-date knowledge concerning the subject matter he or she is in charge of. Nevertheless, it is also expected from the teachers to be well informed about the current affairs and new-development happening around the world.
• Watchful of student's progress- teacher role is not limited to just imparting the knowledge but he or she has to make sure that the students grasp it accurately and remembers it( for exams mainly).
• Creating a good classroom environment - Creating a relaxed space where children learn through dialogue and inquiry. Children can interact with each other and the teacher, a positive classroom learning environment should be there.
• Role of Facilitator- The main role of a teacher is to assist children. Considering children are active learners, the teacher has to not only provide knowledge but has to assist the learner to acquire and reorganize the existing and newly acquired knowledge so that the retrieval of the knowledge is easy.

Hence, we can say that among the given options the best-suited role of a teacher is to create a relaxed space where children learn through dialogue and inquiry

The physical and psychological dimensions of the environment are important and are interrelated. The main objective of teaching-learning is to create a conducive classroom environment so that the students learn and grow in more productive ways. e. Creating a congenial classroom environment and management is one of the managerial ski1 Is which includes promoting pupil participation, and the guiding behavior of the learners.

Key Points

Creating and Promoting Rich Learning Environment in Classroom:

• Teaching includes several activities to be performed by the teacher like communicating knowledge, motivating the students, clarity of the concepts, classroom discipline, assigning and checking the homework, and interacting with the students. The classroom environment has a great bearing on the mind of the learners.
• The ultimate objective of the whole education process is to help students acquire maximum knowledge, attitude, and skills.
• Classrooms encourage rich learning when there are open activity corners and a variety of children’s literature in open shelves accessible any time of the day.  All this is feasible when the environment is healthy and congenial for learning.
• For making classroom live and constructive, there should be various types of equipment available for the classroom which is of great help for a teacher in his teaching, e.g. chalkboard, charts, flannel board, pictures, slides and, in modem times, the computer, reading corners, availability of books and newspaper.
• Students learn more effectively in an environment that meets their basic personal and psychological needs. It cannot be denied that most of the disciplinary problems in the classrooms can be prevented or greatly minimized with a favorable teaching-learning situation.

Hence, we can conclude that a classroom with open activity corners and a variety of children’s literature on open shelves accessible any time of the day, encourages rich learning.

Learning cannot take place in a vacuum. We need to direct our learners to specific learning goals and see whether these goals are achieved or not. Textbooks help teachers and learners in this regard.

Key Points

Textbook is a tool to be used in the teaching-learning process to facilitate effective and meaningful learning. It is one of the resources and reference materials available in the class.

• It helps in achieving the learning objective which identifies learning outcomes by describing what the students will be able to learn and do after the completion of the lesson.
• It provides the basic framework or ascertains a minimum of authentic content to be covered within which much of the classroom activities occur and also gives every child the best possible opportunities for learning.
• It provides security for the students because they have a kind of a road map of the course, they know what to expect and they know what is expected from them.

Hence, it could be concluded that 'They are one of the resources and reference materials available in the class' best describes the role of textbooks in the classroom. 

Additional Information

Qualities of a good textbook:

• Comprehensible inputs.
• Adequate subject matter.
• Age-appropriate materials.
• Use of appropriate vocabulary.
• Inclusion of hands-on experiences.
• sufficient number of examples and questions.

NCF was published in the years 1975, 1988, 2000,2005 by NCERT. As the name suggests National Curriculum Framework is a framework for providing syllabus, textbooks and teaching practices in school.

Key Points

NCF 2005 in the teaching-learning process have mainly proposed a pedagogical shift from behaviourism to constructivism which highlights:

• The conceptualization of the active learner in the teaching-learning context.
• Acquisition of knowledge by the learners is replaced with the approach of construction of knowledge by the learners themselves.
• NCF remarks the knowledge construction is an evolving process and learners constantly develop knowledge by actively participating and utilizing his/her previous experiences.
• Construction of knowledge to be the major focus of teaching. Learners should be viewed as agents of their own learning.
• The teacher should act as an autonomous facilitator.
• Evaluation should be used as a tool for enhancing continuous and comprehensive learning.

Hence, it could be concluded that the National Curriculum Framework - 2005 derives its understanding from constructivism.

Additional Information

This table will help you to consolidate the major difference between behaviourism, cognitivism, connectionism, and constructivism.

Motivation refers to the willingness of individual members to set and accept challenging goals and to take responsibility, their involvement in work, and their job satisfaction. It is a process that begins with a physiological or psychological need or deficiency that triggers behaviour or a drive that is aimed at a goal or an incentive.

• The purpose of motivation is to create conditions in which people are willing to work with zeal, initiative, interest and enthusiasm, with a sense of responsibility, loyalty and discipline, and with pride and confidence in the most cohesive manner, so that the goals of an organisation are achieved effectively.

Key Points

While establishing the steps of motivation, an executive should be guided by certain rules. According to Jucius, these rules are:

• Self-interest and Motivation:
• People are by nature, selfish. When a person realises that his own interests are best served by the attainment of an organisation’s goals, he is likely to be motivated.
• A motivated student becomes interested in learning further and develops an interest in the subject or concept the teacher is teaching. These students can be considered motivated if they ask questions seeking clarification from the teacher regarding their doubts, or want to enhance their knowledge towards that particular subject.
• Attainability: It is necessary to establish goals that are attainable and when such goals are achieved, it leads to employee satisfaction. Unattainable goals frustrate people.
• The Human Element: Motivation appeals to emotions and feelings. The executive, who is most successful as a motivator, can trace his success invariably to his skill in dealing with peoples’ feelings. He can bring out the best in people because he makes them feel good, feel significant, feel worthwhile, and feel that they are growing.

Thus from the above-mentioned points, it is clear that the children in a class can be considered to be motivated if they ask questions seeking clarification from the teacher.

How children learn :

• Children come to school with a fund of knowledge, understanding, and experiences already with them.
• Children develop new knowledge through the process of active construction i.e.they use their own knowledge and understanding to build new understanding. Further, they develop an understanding that makes sense to them.
• Direct experiences, the interaction between teacher and students, and interaction between students among themselves are important for this process.
• All children cannot be expected to learn at a uniform speed as each child has his/her own pace of learning. Flexibility is, therefore, very important in providing learning time.
• Children’s learning proceeds from the concrete to abstract, from familiar to unfamiliar, and from specific to general. Learning experiences for children, therefore, need to be planned to keep these principles in mind.
• Children differ in the way they think, reason out and respond. Therefore we can not expect every child to behave in the same way in a particular situation. Children learn better if they are encouraged and appreciated.
• Children learn easily when the content is interesting and relevant to their immediate environment. Children’s learning is more effective if the teaching-learning process is joyful and activity-based. There is no ‘one right way’ through which all children learn. Every teacher needs to experiment and try alternatives to see what is effective in which situation.

Ways to improve children's learning:

• Teachers should facilitate children to interact with each other in real-life situations so that they can learn from each other in context.
• The best learning materials for primary school children are the actual objects, living and non-living things in the local environment of the child. Since it is not possible to procure and interact with real objects always, you have to prepare and develop a variety of learning materials connected to real-life situations in the form of charts, pictures, worksheets, and models. Whatever teaching-learning material is collected or developed should be child-friendly.
• You can involve children in preparing/collecting learning materials. Try to make learning materials with locally available materials as far as possible. Encourage and help pupils to choose from a variety of learning materials to match their learning needs and preferences.

Hence, the most suitable way to improve children's learning is to make children interact with each other in real-life situations.

The environment in which learning takes place may be described as a composite of natural conditions, circumstances and influences, and sociocultural contexts in which an individual is situated. Therefore, you can say that the learning environment is the total of the surroundings in which individuals interact to enrich experiences and thus leading to learning.

• Teaching includes several activities to be performed by the teacher like communicating knowledge, motivating the students, clarity of the concepts, classroom discipline, assigning and checking the homework, and interacting with the students.
• Peer group behavior is another component in the efficacy of the learning environment for individual students. All these components constitute the psychosocial aspects of the learning environment.
• The physical environment is another factor that determines and limits the scope of the learning environment in a school.

Key Points

Role of discipline in a learning environment:​

• Discipline also has a significant role in a learning environment which helps children to regulate and monitor their own learning.
• Discipline is essential to maintain a learning environment in school. If a child is not disciplined, he will never be able to implement his plans in real life which will later cost him way too much. If there will be no discipline in a school, the students will be free to do anything.
• Discipline in the class can be maintained by force or fear but that is not a real discipline. In the classroom, discipline should be the result of the gradual building up of habits of self-control and cooperation and carried out by pupils not because it is imposed from authority but because of the recognition of its necessity and value.
• Discipline, thus understood, will result in the cultivation of certain desirable attitudes, habits, and values in the individual pupils.

Additional Information

To support these issues, classroom management by the teacher should be practiced well.

• To create silence in the class
• Teacher to give instructions

And in teaching-learning practice, rote memorization is never followed.

Hence, we can say that the discipline which has a significant role in a learning environment is of the kind which helps children to regulate and monitor their own learning

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

• Assessment in mathematics refers to the process of collecting, receiving, and using data for improvement of the mathematical learning process.

Key Points

The assessment of mathematics learning at primary stage should be focus on:

• development of reasoning skills
• development of mathematical language
• development of the social personal qualities of the children.
• the understanding of how children learn mathematics.
• development of the mathematical concept and their application in daily life.
• use suitable method to solve mathematical problems and answers the questions.

Assessment Areas in Mathematics:

• Mathematical Communication
• Disposition towards Mathematics
• Mathematical reasoning
• Concepts and procedures
• Social personal qualities
• Using Mathematical Knowledge to Solve Problems.

Hence, we can conclude from the above information that the preciseness in answering mathematics problems is not focused while performing assessment at the primary level.

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

• Organization of Instructions: Any teacher of mathematics must make his/her own choice while organizing instruction.
• The following sequence should be followed in the development of a mathematical concept in elementary classes:

Key Points

• Providing Learning Experiences: The achievement of objectives depends upon suitable and well-organized learning experiences which are presented to the pupil in order to produce effective learning. The purpose of providing learning experiences 
• Learning experience should be varied in order to be effective. Children differ in maturity, interests and abilities.
• To meet the requirements of individual differences the learning experiences should be imaginative and easily adaptable to the interests of the pupil.
• To explain a complex mathematical idea by making children do or think in parts.
• To provide an opportunity to analyse and make a generalization.
• To develop new vocabulary and to use known vocabulary.
• To coordinate the idea of mathematics and some other ideas, social or related to other branches of knowledge.
• To provide experience in the process of problem-solving, i.e., planning a situation, gathering information, solving the problem and verifying the result.
• Explaining through language: Teacher usually uses the language of mathematics to explain and express mathematical ideas precisely. In fact, Mathematics has its own language, its own tools and mode of operations.
• Drawing pictures: Through learning experiences, the child learns to draw neatly and accurately different constructions (Pictures) in geometry based on the theorem.
• Using symbolic representation: These learning experiences encourage the pupil to express the relationships precisely, using mathematical language, symbols and methods of representation.

Hence, we can conclude that III, IV, I, II is a correct sequence should be followed in the development of a mathematical concept in elementary classes.

Arithmetic refers to the mathematics of all sorts of numbers like rational, irrational, real, or complex which includes operations such as addition subtraction, multiplication, and division.

Important Points

• In the scenario given in the question, we notice that the student has subtracted the smaller digit from the larger digit one by one which means his concept regarding mathematics and arithmetic is clear but he has misconceptions regarding subtraction which carry 1 in hand.
• The child has misconceptions about place value in the process of subtraction.

Hence, we can conclude that the child has misconceptions about place value in the process of subtraction.

Assessment in mathematics refers to the process of collecting, receiving, and using data for improvement of the mathematical learning process.

Key Points

The steps of the cycle of assessment can be arranged as follows:

Planning and organization of teaching-learning assessment: In this step the teacher plan and organize the teaching-learning assessment. At the planning stage teacher must keep in the mind the following aspect: 

• Analyze the course content into different content units and decide the weightage that is to be given to each in the test.
• Decide the weightage to be given to different objectives being tested.
• Decide the weightage to be given to different forms of questions to be used in preparing a question paper.
• Decide the weightage to be given to time and marks for different forms of questions.
• Decide the weightage to be given to the difficulty level in the test.

Teaching-Learning integrated with assessment: In this, the teacher integrates the teaching-learning process with the assessment or evaluation approach.

• The approach of evaluation solely for grading and ranking and it has been changed to approach integrating evaluation with learning activities that support learners' construction of knowledge.
• The evaluation must be an integral part of the learning process rather than an interruption for it.

Developing progress reports: In this stage, the teacher compiles academic work and develop progress reports assembled to evaluate the curriculum quality, learning progress, academic achievement, etc. 

• The teachers use many evaluation tools like portfolios, rubrics, written tests, assignments, etc. to develop progress reports.
• The main aim of the assessment is to collect information on learner’s achievement and progress and provide direction for ongoing teaching and learning process.

Communicating feedback on children's learning and progress: In this stage, the teachers appraise the learners and monitor their learning, and guide the instruction at the process and provide feedback helpful to learners.

• Teachers monitor learners' learning and provide ongoing feedback to learners.
• This feedback will also help the teacher to analyze which methods and techniques should opt for effective teaching-learning.

Hence, we can conclude that the proper sequence is II, I, III, IV.

Roman Numerals:  The symbolic representation  (V, IV, XXV)  in this is from left to right, starting with the symbol representing the largest number. Many Roman numeral equivalents require more symbols and are more difficult to write and apply than Arabic numerals.

Key Points

• Normally, the range of numbers used in such occupations is from  1 to 100.
• There are other limited uses of Roman numerals in architecture and design, different businesses, and general consumer applications.
• The Roman numerals do not employ place value, so calculations are difficult to perform using these numerals.
• Roman numerals  don't use place value  as our numbers do. In Roman numerals, the digit  " V "  only but in number, we use  "5" with its place value .ie five stands for five ones.
• The representation of numbers in Hindu-Arabic numerals is simple and not cumbersome, compared to Roman numerals and other systems of numerals.

Hence, we can conclude that the Roman numerals do not employ place value, so calculations are difficult to perform using these numerals.

As a teacher, you are responsible for creating an environment where learners fully involve in process of mathematical thinking or knowledge generation; so that it can energize the construction of new mathematical concepts. 

For example, a teacher was developing her/his teaching of the concept of physical properties of the objects for teaching the class.

• If a child is told to express his observations about the objects around then he will be able to understand and observe the physical properties of objects around them carefully before reaching any conclusion.
• It will develop critical thinking and reasoning skills among the learner.
• It is the best way to make a child learn the concepts of shapes and other physical properties of objects around.

Hence, we can conclude that It makes the children observe the physical properties of an object informally which deepens their understanding of shapes.

Observe a few illiterate adults doing arithmetic calculations: This is not very difficult - you will find that many shopkeepers who have to do accounts and calculations have never been to school do the arithmetic calculations.

Key Points

Several strategies can be applied:

• Ask them questions about how they did the calculations. Compare their methods to the ones we usually use in schools for solving the same kinds of problems.
• Discussed by the teachers in the classroom as an alternate strategy in solving related problems.
• You may have to talk to a couple of people and find out their level of understanding before you hit upon any illiterate doing mathematics.
• Try and find out the process that she adopts to solve arithmetic problems.

Hence, we conclude that this problem should be discussed by the teachers in the classroom as an alternate strategy in solving related problems.

Heterogeneous Groups: Heterogeneous groups are those groups, where the strata of students having different interests, abilities, and needs.

Purpose of dividing the students into Heterogeneous groups:

• The teacher should handle a heterogeneous group of children in a classroom by grouping the children of different abilities so that they can learn from each other.
• Same age/grades peer tutoring is another arrangement that can be used in a heterogeneous class in which students are at different levels of learning.
• Since they are of the same age group, they constitute a cohesive group.
• Peer tutor is generally selected by the student themselves under the guidance of their teachers. Anyone who is best in a particular field becomes the tutor of the group for that particular activity.

Let us explain it with the help of an example:

Suppose student A of your class is very good at Maths but comparatively weak in language. He may tutor his group in Maths but seek the help of student B of the same group who is good in language. In this way, both students are benefitted from each other.

Hence, we can conclude that the teacher handles a heterogeneous group of children in a mathematics classroom by grouping the children of different abilities so that they can learn from each other.

“Learning outcomes” specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes. Learning outcomes flow from a needs assessment.

The learner will be able to:

• Define classwise competencies and skills to be achieved.
• Understand shapes and articulate their observable properties as similarities and differences among them.
• Develop own methods of performing operations on numbers in daily life (addition, subtraction, multiplication, and division).
• Develop language and symbolic notations with standard algorithms of performing number operations.
• Collect , represent and interpret simple data from her/his contexts and use them in everyday life.
• Identify and extend simple patterns in shapes and numbers.

Hence, we can conclude that The learning outcomes in mathematics are developed to define classwise competencies and skills to be achieved.

An active learning classroom is that classroom in which the learning is always surrounded by learning activities planned and organized by the teacher. For example, Children engaged in the exploration.

Key Points

Characteristics of Active learning Classroom:

• Students can learn at their own pace.
• Teachers can devote their time to students who need help.
• It is confirmed that the students are involved in learning activities.
• New teaching techniques like self-learning, group learning, peer education are implemented.
• The distance between the teacher and the student is greatly reduced.
• The teacher acts as the facilitator of learning.
• Students have liberty in learning.

Hence, we can conclude from the above that children engaged in the exploration, is an activity.

Teaching Pre-number Concepts: Before learning to read and write numerals, the child needs to know how to count. Counting is generally taught by teaching the child to repeat number names in order --- one, two, three, four, and so on. However, it is also true that the ability to recite number names is different from the ability to count.

Key Points

Ways to Develop the Skill of Counting among Children:

Seriation: Ordering or seriating involves arranging more than two things in gradation of size, shape, colour, or any other attribute so that there is a sequence from the first to last.

• This method can be used in developing counting skills as per their size, colour, and shape.
• The simplest seriating activity is asking children to copy a pattern.
• For example, make a row of seeds that increase in size and ask children to make a similar row using seeds from a heap and count the total number of different seeds.

Creating Groups: This can also develop counting skills. The teacher divides the objects into groups and the student can count the number of objects in one group. When the number of items in one group is less or more than those in the other, then the concept of ‘more than’ and ‘fewer than’ arises.

One-to-One Correspondence: The one-to-one correspondence teaching method is usually used for teaching Pre-number Concepts.

• Teachers use everyday activities to help the child develop an idea of one-to-one correspondence.
• For example, ask him to check whether there are as many plates as the number of people who are going to eat. As he does so, he is setting up people and plates in one-to-one correspondence.

Hint

Reciting number names randomly does not necessarily mean that the child knows how to count.  Sometimes, children continue reciting the numbers even after each pebble has been touched and counted. This also leads to incorrect counting.

Hence, we can conclude that the reciting several names randomly is not required to be learned as pre-number concept.

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

• As per the Scenario given in the question, we can say that child used the area of the rectangle as a general idea of the area of any closed shape.
• The child is not confused between the concept of area and perimeter because he has a general idea about the concept of area, so there is no chance of confusion.

Hence, we can conclude that the child used the area of the rectangle as a general idea of the area of any closed shape.

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

Key Points

Mathematics learning:

• Studies show everyone can learn math with a little effort. Some people do have an inborn talent for math. However hard work can improve math skills just as much as a natural inclination. In fact, hard work may pay off more long term than innate talent.
• It is a myth that girls are weaker in mathematics.
• There are different methods to learn mathematical skills, it is not only be learned by rigorous practice.

Hence, we can conclude that "everybody can learn mathematics" is true concerning mathematics learning.

Teaching Methods: Different methods of teaching mathematics have been proposed by different educators. Knowledge of these methods may help in working out a teaching-learning strategy. A teacher should adopt an approach considering the nature of the children, their interests and maturity, and the resources available. 

Key Points

Inductive Method: Mathematics in the making is experimental and inductive.

• Induction is a form of reasoning in which a general law is derived from a study of particular objects or specific processes.
• The child can use measurement, manipulator, or constructive activities, patterns, etc. to discover a relationship that he shall himself, later, formulate in symbolic form as a law or rule.
• For example, to teach the Pythagoras theorem, a teacher has distributed a sheet on which four right-angled triangles were drawn and asks the child to find the relationship between the sides of a triangle.
• Through this process, he is trying to make students understand/discover the concept behind theorem by using inductive method.

Additional Information

Hence, we can conclude that in the above situation, the teacher used the Inductive method of teaching.

A concept map is a “mind tool” which facilitates strategic actions. It can be used as an excellent planning device for planning instruction. It helps in organizing and planning learning activities to enhance the learning experiences of the learners.

Key Points

• Mapping the concepts may increase your ability to provide meaningful learning experiences to learners by integrating concepts.
• The creation of these map concepts are hierarchal in nature, they are interlinked with each other.
• Concept maps should be constructed by both teacher and learner but the learners get more benefits in learning mathematical concepts.
• It generates ideas, designs a complex structure, communicates complex ideas, aid learning in mathematics by explicitly integrating new and prior knowledge and to assess understanding
• It facilitates to identify concepts and sub-concepts that you want to emphasize.
• The concept map facilitates the teacher to reconceptualize the course content.
• It helps to understand the relationship between facts and concepts in mathematics through cross-links, which leads to the development of the lesson plan based on constructivist pedagogy.

Hence, we can conclude that concept maps should be constructed by teachers only is not true about 'concept maps'.

Calculation:

$\frac{2}{3} + \frac{4}{5}$

= $\frac{(5\times2)+(3\times4)}{15}$

= $\frac{(10+12)}{15}=\frac{22}{15}=1\tfrac{7}{15}$

Concept:

A parallelogram has opposite sides parallel and equal in length.

A rhombus is a quadrilateral where all sides have equal length.

A rectangle is a quadrilateral shape where every angle is a right angle. Also, opposite sides are parallel and of equal length.

A square has equal sides and every angle is a right angle. Also, opposite sides are parallel.

Calculation:

Figure 1: It is a parallelogram

Figure 2: It is a parallelogram and square

Figure 3: It is a parallelogram and rectangle

Figure 4: It is a parallelogram and rhombus

So all are parallelogram

∴ The correct answer is option 2 as we have to find the incorrect statement.

Mistake PointsPlease read the question carefully, we have to find the incorrect statement. 

∴ The correct answer is option 2 as we have to find the incorrect statement.

Concept used:

Thousand → 1000

Hundred → 100

Tens → 10

Ones → 1

Calculation:

Eleven thousand eleven hundred eleven = 11 × 1000 + 11 × 100 + 11

⇒ 11000 + 1100 + 11

⇒ 12111

Mistake Points

This Q was asked by CTET in 2018, The Question and option are official and the solution is correct.

Chose option is correct,

If 11111 is not given in option by CTET then there must be some other correct option

and that is 11000 + 1100 + 11 = 12,111

Calculation:

CD = 39000 - 25000 = 14000

Number of division between CD = 7 

The value of each division of CD = 14000/7

= 2000

Similarly, for CE

CE = 61000 - 39000 = 22000

Number of division between CE = 11

The value of each division of CD = 22000/11

= 2000

For AB

Number of division between AB = 4 + 7 = 11

The value of each division = 2000

The distance between points A and B, AB = 11 × 2000

= 22000

Calculation:

The total amount of sugar = $3\tfrac{1}{4}$ kg

The size of each packet = $\frac{1}{16}$ kg

$Total \ number \ of \ packets=\tfrac{Total \ amount \ of \ sugar}{The \ size \ of \ each \ packet}$

⇒ Total number of packets = $3\tfrac{1}{4}\over{1\over 16}$ 

⇒ Total number of packets = $\frac{13\ \times\ 16}{4}$

∴ The total number of packets is 52

Given:

Journey Started = 18 : 40

Journey Finished = 22 : 30

Concept:

1 hour = 60 minutes

Journey Completion Time = Journey Finished - Journey Started

Calculation:

Journey Completion Time = Journey Finished - Journey Started

= 22 : 30 - 18 : 40 = (21 + 1 hour) ∶ 30 - 18 : 40

⇒ 21 ∶ (60 + 30) - 18 : 40

⇒ 21 ∶ 90 - 18 : 40

⇒ 3 hours 50 minutes

Given:

We have two containers measuring 200 ml and 300 ml. There are some combinations of filling a bucket of 2000 ml.

Calculation: 

4 × 200 + 4 × 300 = 800 + 1200 = 2000

7 × 200 + 2 × 300 = 1400 + 600 = 2000

1 × 200 + 6 × 300 = 200 + 1800 = 2000

6 × 200 + 3 × 300 = 1200 + 900 = 2100

∴ 6 and 3 is not the correct combination of containers to fill a 2000 ml bucket

Concept:

For making calculation easy and quick, we take approximation in the decimal system.

Given:

$\frac{7.1 \times 3.85}{9.09}$

Calculation:

We considered,

⇒ 7.1 ≈ 7

⇒ 3.85 ≈ 4

⇒ 9.09 ≈ 9

Then,

$\frac{7.1 \times 3.85}{9.09}$≈ $\frac{7 \times 4}{9}$

Formula Used:

Area of Square = a × a

Where,

a = Side of Square.

Perimeter of Rectangle = 2 (l + b)

Where,

l = Length of rectangle, b = Breadth of rectangle.

Given:

Area of small grid = 4 sq. unit

Calculation:

Area of small grid = 4 sq. unit

⇒  a × a = 4 sq. unit

a = 2 unit.

Then, 

The required perimeter of the rectangle whose,

l = 4  small grid = 4 × 2 = 8 unit.

b = 2 small grid = 2 × 2 = 4 unit.

So,

Perimeter of Rectangle = 2 (l + b)

=  2 (8 + 4)

= 24 unit.

Given:

The marks obtained by a student are,

75, 75, 75, 75, 75

We have to find the median of the given numbers.

Concept:

First, we have to arrange the given data in ascending order then we have to see how many numbers of data (n) is given

If n is odd then, Median = {(n + 1)/2}th term

If n is even then, Median = [(n/2)th term + {(n/2) + 1}th term]/2

Calculation:

Arranging the given data in ascending order get,

75, 75, 75, 75, 75

Here,

The total number of data (n) = 5, which is an odd number

Then,

(n + 1)/2th term = 3th term = 75

Required median = (n + 1)/2th term = 3th term

⇒ 75

∴ The median of the given numbers is 75.

Explanation:

We can see that the given diagram is a pyramid with a triangular base. There is a total of four triangles involve in this geometry.

When the outer three triangles are rotated as given, with respect to the centre triangle, we will get geometry like this.

∴ Option 2 will be the correct option.

Concept:

Pie-chart: It is a diagram consisting of a circle divided into parts to show the size of particular parts in relation to the whole circle. The Sum of all parts of the pie chart is always equalled to the whole circle.

Calculation:

Let the total value of the pie chart be x.

Hence, from the figure,

Red = $\frac{1}{2}\ of \ x\ = \frac{x}{2}$

According to the question, 

$\frac{x}{2} = 40\ \Rightarrow \ x = 80$

Therefore,

White part = $\frac{1}{8}\ of \ x = \frac{x}{8}$

$\Rightarrow \frac{80}{8} = \ 10$

Concept:

Front view: It is the view when the object is seen from the front.

Top view: It is the view of an object when it is seen from the top.

Side view: It is the view of an object when it is seen from the side (left or right) of an object.

Explanation:

Clearly, we can see that option 1 gives the correct view of solid when it is seen from the top.

Given:

Cost of each packet = Rs. 250

Total number of packet = 200

Cost of each = Rs. 250

Total dozens = 20

Calculation:

We know that, 

Cost of each packet = Rs. 250

Hence cost of 200 packet

= 200 × 250 = Rs. 50000

Also, 

Cost of each dozens = Rs. (250 × 12)

Hence, cost of 20 dozens

= 20 × 12 × 250 = Rs. 60000

Clearly, we can see that cost of 20 dozen is more than the cost of 200 packets

Concept:

Even: Any number in which digits at once place is 0, 2, 4, 6 or 8.

For example 2, 48, 1000 are even number.

Calculation:

Given number series is

1 - 1 + 1 - 1 + 1 - 1......

We can see that numbers changes sign at every position and, the sign of numbers in alternate place are same. Hence,

Sum of first two terms

= 1 - 1 = 0

Sum of next two terms

= 1 - 1 = 0

We can see that sum of every pair is zero.

∴ For an even number of total terms, the value of the series will be zero.

Explanation:

• Jammu & Kashmir, the new UT, is located in the northern part of India.
• Goa, the smallest state, is located in the southwestern part of India.
• Bihar, the 13^th largest state, is located in the eastern part of India.

Thus, while searching the location of Jammu & Kashmir and Goa with respect to Bihar, we'll find them north-west and south-west of Bihar respectively.

Explanation:

• Evaporation is a type of vaporization that refers to the process of a liquid changing into gas.
• The process of the liquid changing into vapour even below its boiling point is called evaporation.​
• The factors affecting evaporation are explained below:​

Thus, the process of evaporation will be the slowest when both surface area and temperature decreases.

Concept:

• A map is a visual representation of an area, drawn on a flat surface.
• It helps to illustrate specific and detailed features of a particular area regarding distance, direction, etc.
• It also shows countries, rivers, roads, forests, and many such things that can't be seen, such as boundaries and temperature.
• Mapping skill refers to the act of visualizing spatial relationships and geographical information which includes relative positions of places, directions, and distances.

Important Points

Activities that a teacher can give to the students while teaching about map skills are as follows:

• The teacher can ask the students to identify the geographical setting by looking at the colours of the map.
• The teacher can ask the students to locate different places on a map.
• The teacher can ask the students to identify the scale of the map and determine the distance between two given points.
• The teacher can ask the students to identify directions through a map.

Hence, the ability to understand the relative position of places, distances, and directions is a mapping skill.

Additional Information

• Directional skill: It is about directional awareness that a child learns as they become mobile. It is a motor skill that refers to the understanding of left-right, up-down, front-back, etc.
• Positional skill: It is about placement or arrangement in order and takes years to develop.
• Graphic Skill: It is about the technical skill to design software programs such as Photoshop, Sherif, etc.

National Curriculum Framework commonly known as ‘NCF’ is driven with the vision to address issues such as equality of opportunities, assessing learning, quality experiences, educational purposes, etc.

There are four NCF published in India by NCERT, which are as follow:

1. NCF 1975
2. NCF 1988
3. NCF 2000
4. NCF 2005

An integrated curriculum means connecting various curricular areas in such a manner that it becomes truly wholesome and far more enriching from a learner’s point of view. However, there are obvious concerns linked to any form of an integrated curriculum.

Important Points

NCF 1975:

• The National Curriculum Committee had recommended in the 1975 policy document 'The Curriculum for the Ten-year School: A Framework', that a single subject 'Environmental Studies' be taught at the primary stage. It had proposed that in the first two years i.e., classes I and II, Environmental Studies will look at both the natural and the social environment, while in classes III — V there would be separate portions for social studies and general science called Part I and Part II.

NCF 1988:

• The National Policy on Education (1986) and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage.

NCF 2000:

• The NCF-2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to the science and social studies from classes II to V.

NCF 2005:

• The NCF-2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years. The National Focus Group on ' Teaching of Science' recommended the introduction of ideas and concepts pertaining to science and social science as 'Environmental Studies' at the primary stage and also recommended to further strengthen it with health and physical education as an important component.

Hence, we can conclude that the National Curriculum Framework (NCF)2000 recommended Environmental Studies to be taught as an integrated curricular area at the primary level.

Additional InformationNCF 1988:

Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure.

Concept:

• Every region follows different agricultural practice.
• Depending on the type of crop and scale of farming various agricultural practices are adopted.

Explanation:

About Shifting Cultivation:

• It is a type of subsistence farming in which the farmer cultivates on a plot of land temporarily, and when he finds the land infertile to grow due to soil exhaustion, they move on to another plot.
• It is largely practised in the north-eastern region of India, including Assam, Manipur, Mizoram, Nagaland, etc.
• This way of farming is also known as "Jhum Kheti".
• It is also called Slash and burn agriculture.
• It is a shifting cultivation practice.
• It is also known as fire-fallow cultivation.
• Forest land is cleaned and ashes are added to the soil.
• Cultivated spots/ areas are usually small.
• Short periods of crop occupation alternate with long fallow periods.
• Field rotation is practised instead of crop rotation.
• The farmer cultivates on a plot of land temporarily.
• When finding the land infertile to grow due to soil exhaustion, they move on to another plot.

Thus, the North-eastern region practice shifting cultivation in India.

Shifting cultivation in India:​​

Shifting cultivation in the world:

• Lading in South-east Asia.
• Milpa in Central America.
• Chitemene or Tavy in Africa.
• Chena in Sri Lanka.

Concept:

• A dam is a barrier that blocks flowing water or sends it in a new direction.
• A dam can be made of various materials.
• People throughout the world have built dams since ancient times.

Explanation:

About Dams:

• A dam must be high enough and strong enough to keep the water from flowing forward.
• People build dams to keep rivers from flooding and to save water.
• During heavy rains, a river’s waters may rise too high.
• Without a dam to contain it, the extra water is wasted as it flows away unused.
• With a dam in place, a deep reservoir, or pool, of water builds up behind the dam.
• This extra water can be put to many good uses.
• It might be used as a lake for boating or swimming, for drinking water, for farm irrigation, or in manufacturing.

​

About Hydropower generation:

• The force created by water rushing through pipes in a dam is useful in hydropower generation.
• The flowing water makes wheels called turbines spin.
• The turbines run machines called generators, which produce electricity.
• This type of power is known as hydroelectric power.
• It is also very costly to construct due to logistical challenges.
• Sustainable growth refers to the needs of the present without compromising the ability of future generations to meet their own needs.
• Hydropower generated from dams does not encourage sustainable growth.
• They disrupt the natural ecology of rivers, damage forests, and biodiversity.
• It displaces thousands of indigenous people from their river lifelines.
• They release large amounts of greenhouse gases, disrupt food systems, water quality and agriculture.

​Thus, 

• Dams encourage sustainable growth: is not true
• It does not pollute water or air: is true
• Hydropower facilities can have large environmental impacts: is true
• Dams displace indigenous people from their river lifelines: is true

Concept:

Greenhouse Effect: 

• Solar energy trapped by the earth atmosphere and radiate slowly so as to cover our earth with a warm blanket. This is the natural process of the greenhouse effect on earth to maintain its temperature and makes the earth perfect for life.

Explanation:

Carbon Dioxide:

• Carbon dioxide enters the atmosphere through burning fossil fuels, solid waste, trees and wood products.
• It is added as a result of certain chemical reactions.
• Carbon dioxide is removed from the atmosphere when it is absorbed by plants as part of the biological carbon cycle.

Methane: 

• Methane is emitted during the production and transport of coal, natural gas, and oil.
• Methane emissions also result from livestock and other agricultural practices and by the decay of organic waste in municipal solid waste landfills.

​Water vapour:

• Water vapour is the largest contributor to the Earth’s greenhouse effect.
• On average, it probably accounts for about 60% of the warming effect.

​Thus, all of the above are greenhouse gases.

Global Warming:

• An increase in the average temperature of the earth's surface due to the greenhouse effect is called global warming.
• It also refers to the increase in the average temperature of the air and sea at the earth's surface.

Mistake Points

Global warming and the Greenhouse effect both are different things.

Cold Deserts are deserts having extremely cold winters. These deserts are generally found in mountainous areas.

Ladakh is the only cold desert in India, situated in the Himalayas. It doesn't get affected by the monsoon as it lies in the rain shadow region of the Himalayas. The rainfall in this region is as low as 10 cm annually.

Additional Information

• The Antarctic Polar Desert covers the continent of Antarctica and has a size of about 5.5 million square miles.
• The second-largest desert is the Arctic Polar Desert.
• Antarctica is the coldest place on Earth.
• Some Major Deserts of the world are:-

Concept:

• Sulphur dioxide is a colourless gas.
• It is a toxic gas responsible for air pollution.
• It is released naturally by volcanic activity.
• The major man-made source of SO₂ is the burning of fossil fuels.
• It reacts easily with substances to form harmful compounds like sulphuric acid, sulfurous acid, etc.

Explanation:

• Taj Mahal is turning yellow due to sulphur dioxide.
• It causes acid rain that reacts with the marble of Taj Mahal and causes damage to it.
• The increased level of sulphur dioxide is due to a large number of power plants and industries set up in Agra.

Thus, sulphur dioxide is responsible for turning Taj Mahal yellow.

Explanation:

About Golconda Fort:

• The fort was built by the Kakatiya dynasty in the 13th century.
• It is considered one of India's most outstanding citadels.
• The Golconda fort epitomises the sumptuous 'Nawabi' culture of the time.
• Later, the Golconda fort came into the possession of the Bahmani dynasty.
• Still later, the Qutub Shahi dynasty took over and made Golconda it's capital.
• Golconda fort owes much of its present grandeur to Mohammad Quli Qutub Shah.
• It was originally known as Mankal and built on a hilltop in 1143.
• It is situated around 11km from Hyderabad, Telangana on the top of the granite hill.
• It is famous for its impenetrable structure.

Kakatiya Dynasty:

• The Kakatiya dynasty was a South Indian dynasty that ruled between the 12th and 14th centuries.
• Their area included most of the eastern Deccan region comprising present-day Andhra Pradesh and Telangana, and parts of eastern Karnataka and southern Odisha
• Their capital was Orugallu, now known as Warangal.

Thus, the Golconda Fort was built by the Kakatiya  Dynasty.

Chola Dynasty:

• The Chola Empire was founded by Vijayalaya.
• He took over the Tanjore kingdom in the 8th century and led to the rise of the mighty Cholas by defeating the Pallavas.
• The Brihadisvara temple, the Gangaikondacholisvaram, and the Airavatesvara temples were built during their reign.

Chalukya Dynasty:

• The Chalukya dynasty ruled large parts of southern and central India between the 6th and the 12th centuries.
• The Chalukyas who ruled from Badami were the Western Chalukyas.
• The ones who ruled from Kalyani are referred to as Later Western Chalukyas and the Chalukyas of Vengi are known to historians as the Eastern Chalukya.

Pallava Dynasty:

• The Pallava Dynasty existed from 275 CE to 897 CE.
• The Pallava Dynasty was ruling a portion of southern India.
• The capital of the Pallava Dynasty was Kanchipuram.
• Pallavas are most noted for their patronage of architecture and they have established the foundations of medieval South Indian architecture.

Concept:

• Density is the mass per unit of volume of a substance.
• Density = Mass/Volume.

​Given:

Density = 15 g/mL 

Volume = 3 mL

Explanation:

To solve the equation for value of mass,

Mass = Density × Volume

= 15 g/ml × 3 ml

= 45 g

Thus, the mass of an object with a density of 15 g/mL and a volume of 3 mL is 45 g.

CONCEPT:

The difference between scalar and vector is given by:

EXPLANATION:​

• Acceleration due to gravity, momentum, weight are examples of vector quantities that refer to both the magnitude and direction of the medium.
• Mass is a scalar quantity. So option 1 is correct.

Concept:

Light:

• Light is a form of energy, which produces the sensation of vision in our eyes.
• The objects around us reflect light.
• The reflected light reaches our eyes and make that thing visible to us.
• Luminous objects like Sun, stars, electric bulbs etc have their own light and they are considered a source of light.
• Non Luminous objects are those objects which do not have their own light but reflect the light coming from some source.
• Light travels in a straight line in a given medium.

Explanation:

• Opaque objects allow no light to pass through. Eg- Mirror.
• Translucent objects allow partial light to pass through. Eg- wax paper.
• Transparent objects allow all the lights to pass through. Eg- glass.

Thus, an object in which no light rays can pass through is called opaque.

Convex is defined as a polygon with all its interior angles less than 180°.

Concept:

Acceleration due to gravity:

• The acceleration achieved by any object due to the gravitational force of attraction by any planet is called acceleration due to gravity by the earth.
• As each planet has a different mass and radius so the acceleration due to gravity will be different for a different planet.

Weight: 

• The weight(w) of an object is the force of gravity on the object and may be defined as the mass (m) times the acceleration of gravity (g).
• Weight is a force, the SI unit of weight is Newton.
• Weight (F) = m x g

​Moon vs Earth:

• The mass of the moon is 1/100 times and the radius of the moon is 1/4 times that of the earth.
• Since the acceleration due to the gravity of the moon is one-sixth of that of the earth.
• So the weight of any object on the Moon = 1/6 × Weight of any object on the Earth surface.

​Given:

Mass (m) = 10 kg

Acceleration of gravity (g) = 9.8 m/s²

Explanation:

Weight (F) = m × g = 10 kg × 9.8 m/s² = 98 N

Thus, the weight of an object on the surface of the earth whose mass is 10 kg on the moon's surface is 98N.

 Mistake Points

• Mass does not change from place to place.
• Therefore, the mass of the body on the moon and the mass of the same body on earth will be the same. i.e 10 kg.
• However, the weight of the body will be different on the two planets as it changes from place to place depending on the influence of gravity.

Additional Information

Concept:

• Solubility: The solubility of a substance is its maximum amount that can be dissolved in a specified amount of solvent at a specified temperature.
• The rate of dissolving is the rate at which a solute dissolves in a solvent.

Explanation:

The rate of dissolving depends on the surface area (solute in solid state), temperature and amount of stirring.

Activity-based learning: As the name suggests, actively involves learners in the construction and re-construction of knowledge based on his or her individual experiences. ​Activity-based approach helps to achieve hands-on experience effectively.

 Key Points

• ​It provides opportunities to use multiple senses. For example, helping children to adopt and nurture a plant will be the most suitable strategy to make students sensitised for 'conservation of trees' because it will involve them in active participation and make learning alive for them.
• Text-books themselves have a number of suggested activities, so that higher levels of retention can be achieved through active involvement in learning.
• There is an acknowledged need for students to be actively involved in the process of learning, and to develop practical skills which will be useful to them in their later lives.

Hence, we conclude that helping children to adopt and nurture a plant will be the best way to sensitize students towards conservation of trees.

The survey method is a technique to collect accurate information by asking questions on a broad range of things to draw a conclusion and make important decisions.

• It enables the learner to interact with the community and for active participation by connecting them with the real situation.
• The survey helps to understand the concept of data handling and questionnaire construction and make learning meaningful.
• The objective of this survey is just to connect children with a real-life situations and make learning alive.
• Survey research is useful in describing the characteristics of a large population, demographic structure of a population, and its emerging trends and patterns.

Note that it can not help the community understand the diseases that they suffered from as it can only help in analysis, for example, how many people suffered, its symptoms etc.

Enquiry approach is a child-centered approach that emphasizes active involvement in the construction of knowledge. It is a primary tool to connect the child with their own experiences by posing questions and making decisions in the search of new understanding.

Key Points

Enquiry approach includes high order thinking skills, problem-solving, creative activities and sharing ideas.

• In Inquiry Approach, the students are given a problem or a discrepant event. The students will ask the teacher questions to collect the data and they through interaction find out a satisfactory solution to a given problem or explanation to the given discrepant event. In this approach, the teaching-learning process is totally controlled by the students.
• The Inquiry Approach is the extension of the discovery approach. In any inquiry discovery is always there but vice versa is not true. In this method cause and effect relationship is established and the teacher provides no cues to the students.

Hence, we can conclude that in the above situation most appropriate approach that Priya employed is the Enquiry approach.

Additional Information

• Cognitive approach: It refers to the way a human thinks and makes decisions by his/her own experiences and senses.
• Experiential learning approach: It refers to learning by gaining experience through active involvement. Hands-on learning, field trips, internships could be the forms of it.
• Humanistic approach: It focuses on the ways to help improve an individual's self-image to make him/her feel worthwhile.

Community is a group of people living in a particular area, sharing common norms, religion, values, and customs. Being human we need a bunch of people who are alike in some way, to feel the sense of belongingness.

Key Points

Community is an important teaching and learning resource, because:

• lt provides a learning opportunity in real settings.
• It ensures the maximum social development of learners.
• It helps learners to be a part of the community and to interact with it.
• It enables learners to be sensitized to different people and issues.
• It enlivens class environment and encourages learners' active participation.

So it could be concluded that community is a valuable teaching-learning resource which makes learning constructive and productive by linking learners and classrooms with the real world.

EVS is a subject that is concerned with the development of learner's awareness about environmental issues.

• In EVS teaching-learning, linking classroom learning to life outside school implies the idea of 'going beyond the textbook'.
• It enables a teacher to connect children's conceptual understanding with their own experiences and to create authenticity in learning to make them feel familiar with the topic.

Key Points

Children learn EVS best when they are exposed to real-world settings to construct knowledge by going beyond the textbooks. It enables learners to:

• explore and connect to their surroundings.
• develop an awareness about environmental issues.
• be sensitized towards environmental issues and concerns.
• connect their conceptual understanding with their own experiences.
• develop their insight into the functioning of several things in their environment.

Hence, it could be concluded that in EVS teaching-learning, linking classroom learning to life outside school and enriching it implies going beyond the textbooks.

Nuclear Family: A nuclear family consists of only one set of parents and their children. An extended family (commonly known as the ‘joint family’) can take different forms, but has more than one couple, and often more than two generations, living together

Extended family: Joint family, family in which members of a unilineal descent group (a group in which descent through either the female or the male line is emphasized) live together with their spouses and offspring in one homestead and under the authority of one of the members.

Key Points

As per the question:

• The definition of a family is incorrect​: Both the definition is explained by the teacher in the question is correct
• Rama is insensitive towards her students.​: Rama is not insensitive towards her students because he is explaining the concept of family by taking examples of family members.
• The concept of family has to be taught like this: The concept of family has not to be taught as the teacher has taught in the question.
• In the question, the teacher has followed a teacher-centric approach which will bound the thinking of the students, they can not able to think in a constructive way.
• There are multiple forms of family-like patriarchal family and matriarchy family, but in the question, the teacher is explaining the only two forms of families.

The teaching-learning approach is not inclusive: The teaching-learning approach followed by the teacher is not inclusive because the teacher is not including all the children in the teaching-learning process and make the learner passive.

Inclusive Education means education for all children in school. It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

Hint

Inclusive Teaching and Learning Approach: It is the way of teaching which promotes active engagement and inclusion of all students. In this, such content, material, and ideas have to be chosen which are diverse to suit children's understanding. Instead of merely explaining the terms, a teacher should do the following:

• For class III, the teacher can use materials like family-picture, pencil, crayon, marker, a string of yarn, so that every type of student can connect to it, because in an EVS class, a teacher, for example, finds a child with hearing disability, he will not be able to understand.
• He should tell them about all kind of families mentioned in the book
• He should later tell how each type of family differs, let them have a discussion, offer them ideas about grandparents, foster care families, etc.
• The above-mentioned materials can be used to draw a picture of a family, making a family tree.

Hence, we conclude that in the above situation the teaching-learning approach is not inclusive.

Co-curricular activities in EVS are those activities that are usually organized in the classroom to provide opportunities for students to develop their special talents and to creatively express themselves through various forms.

Key Points

Picture reading, field visits, and using the blackboard are important activities in an EVS classroom to make the learning alive.

• Picture reading: It is an important educational tool for children ages 4 to 8 years old. Picture books are books without words or sometimes just a few words. It immensely helps in increasing the child's visual thinking, observation skills, and language development.
• Field visit: It provides opportunities to bridge the gap between a theoretical and practical aspect of learning. It introduces such concepts, ideas, and hands-on experiences that can't be provided in a classroom environment.
• Using Blackboard: Blackboard is a teaching aid with a reusable writing surface. The teacher uses the blackboard to facilitate learning, improve reading skills, and a present new lesson.

Hence, we can conclude that all of the above are the activities in EVS class.

Environmental Science is the study of interrelationships between human activities and the environment.

Key Points

• Environmental Science is an unusual academic discipline in that it requires scientific knowledge about the natural world, as well as an understanding of ways in which humans interact with the natural world.
• It examines the effects of human actions on the environment and the means by which policies, regulations, and decisions influence human actions.
• Environmental Studies learning could lead to holistic learning with the following curriculum.

Important Points

Learning Environmental Studies can lead to holistic learning with the following curriculum:

• Integrated curriculum: It emphasizes purposeful and relevant learning by interconnecting different themes and ignore traditional subject barriers.
• Inclusive curriculum: It refers to that content that should be accessible to as many learners as possible to fulfill their specific educational needs.
• Thematic curriculum: Its content is arranged around themes that are familiar to the children. It includes familiar area language as the medium of instruction to make them feel connected.

Hence, we can conclude that all the above are correct regarding the Environmental Studies curriculum.

EVS textbooks should focus on concepts that are more scientific and concrete. EVS subject textbooks concern with a learner-centered approach with respect to individual differences therefore it has to respect the different backgrounds of the student.

Key Points

• The profession of a snake charmer is hereditary and they inherit it without inflicting any harm to the snake as they earn money by displaying them and by selling its poison to medicine companies which saves many lives in snake bites.
• In spite of that, if they are declined by the government to continue with their ancestral profession, the government should provide alternative professions for their livelihood.

Note: Here it is intended to make children aware and sensitized about not harming any living being and the importance of livelihood.

Hence, we can conclude that the EVS textbook has a chapter on snake charmer. It is intended to make children aware and be sensitized that snake charmers may not harm snakes and they need to be provided with alternatives before depriving them of their livelihoods.

The Mid Day Meal Programme (MDM) is also called the school lunch or school meal programme.

• As the name indicates, the children attending elementary sections of schools are the chief beneficiaries.
• The supply of one supplementary meal is the main purpose of this programme.
• The reason why the MDM programme was started was that the home diets of these children are often inadequate from the nutritional viewpoint.
• They will, therefore, hardly be able to concentrate on their studies and benefit from the education, which is being provided at great cost to the exchequer.
• If we see this in the EVS contest then we find that mid-day meal is a good teaching-learning opportunity for EVS teaching-learning.

Key Points

Objectives of mid-day meal

• To improve the nutritional status and the attentiveness of school children attending primary sections (I to V).
• To improve school enrolment and attendance on one hand and to reduce dropout rates on the other.
• Caste prejudices have been reduced as all the students eat and work together.

Hence, we can conclude that it is a good teaching-learning opportunity for EVS teaching-learning.

The National Advisory Committee’s (NAC) Report authored by Prof Yash Pal was titled as ‘Learning without burden’.

• This was also called the Yash Pal Committee Report.
• The Ministry of HRD of the Government of India had set up the NAC in March 1992 to reform the higher education system in India.

Yashpal Committee’s Report:

• The objective is to reduce the burden or load to the children in India.
• It observes that learning has become a burden for students. It visions to initiate certain systematic change, ensuring quality education for all and making examinations flexible and non-threatening.

NOTE: In the context of environmental studies, learning without burden implies to reduce a load of incomprehension by connecting knowledge to life outside the school and by shifting away learning from the rote method.

Hence, it becomes clear that a load of incomprehension needs to be reduced implies 'learning without burden' in the context of environmental studies.