CTET Paper 1 - September 2014 (English-Hindi-Sanskrit) (Previous Year Paper)

The term ‘development’ refers to qualitative changes in an individual such as a change in personality or other mental and emotional aspects. However, very often growth and development are used interchangeably. The process of development continues even after the individual has attained physical maturity (growth). The individual is continuously changing as he/she interacts with the environment.

Key Points

Cognitive development:- Cognitive development refers to thinking, understanding, and concept formation.

• It involves cognitive processes such as knowing, thinking, remembering, recognizing, categorizing, imagining, reasoning, decision-making, and so forth.
• According to Piaget, children’s understanding of the world expands as they experience new ideas and challenges. Children construct their own knowledge through interaction with their surroundings.

​

Important Points​

• Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence.
• Piaget’s idea is primarily known as a developmental stage theory. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. It provides a rich and varied environment.
• He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.
• Moreover, Piaget claimed that cognitive development is at the centre of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.
• Piaget’s earlier work received the greatest attention. Many parents have been encouraged to provide a rich, supportive environment for their child’s natural propensity to grow and learn.

 Thus, it is concluded that cognitive development is supported by providing a rich and varied environment.

Human development refers to the psychosocial, physical, and cognitive development of humans. It extends to the entire lifespan of humans. Physical development of humans involves growth and changes in the brain and the body including sense organs, motor skills, health, etc. Psychosocial development involves changes in personality, social relationships, and emotions. Cognitive development involves changes in memory, language, reasoning, creativity, etc.

Key Points

• Development in humans is both qualitative and quantitative.
• Qualitative change occurs when individual progress and become different from the way they were earlier like the way an individual perceives the world, behave and think.
• Quantitative change occurs when individuals acquire novel information and experiences like, the individuals become stronger, bigger, gain more weight or height.
• It is concerned with the overall and progressive changes taking place in an individual including both quantitative as well as qualitative aspects.
• It is a wide and complex process, thus there are some principles that need to be followed for a better understanding.
• Sudden changes in development are actually the result of both qualitative and quantitative development.

  Hence, it can be concluded that human development is both quantitative and qualitative.

The growth and development of an individual is greatly affected by heredity and environment as well as the interaction between heredity and environment. However, there are certain issues and controversies related to this phenomenon.

Key Points

Nature vs. Nurture

• The nature versus nurture debate is one of the oldest issues in psychology. The debate centres on the relative contributions of genetic inheritance and environmental factors to human development.
• The term ‘nature’ stands for what comes to children through genetic influences and heredity, i.e. it denotes the influence of factors inherent in the child himself from the time he is conceived.
• On the other hand, the term ‘nurture’ stands for the influence of the environment on child development, i.e. all the contextual factors that influence who we are, including our perceptions of early childhood, our social relationships and the society around us. It denotes the extrinsic forces, influences and conditions that affect the growth and development of an individual.
• In other words, the controversy on nature versus nurture concerns whether human behaviour is influenced by the environment or by the genes of an individual.
• Heredity and environment both play a significant role in the development of children. Any individual trait is the 'result' of both genetics and the environment. Heredity determines the probable biological limits, whereas the environment determines the level up to which the development is possible.

Hence, the nature-nature debate refers to ​genetics and the environment.

Socialization is the process through which communities transact or educate their members about the norms and values of society to be socially acceptable.

• Socialization is a process by which an individual becomes a member of society through a mechanism of interaction. Its purpose is to prepare individuals for future roles.​
• Public library is a passive agency of socialization because here we are not interacting directly with someone but we follow the norms and learn how to behave in public.

Hence, it could be concluded that Public library is passive agency of socialization.

Additional Information

There are two main types of socialization:

• Primary socialization: Takes place early in life. Eg- family.
• Secondary socialization: Takes place throughout one's life. Eg- peer groups.

Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of a learner's cognitive ability. 

• According to Vygotsky, social interaction is the primary cause of cognitive development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.
• In fact, as per Vygotsky’s sociocultural perspective, interaction with adults and abler peers is influence language development.
• He believed that children gain knowledge through social and cultural experiences. When the child is having interactions with peers and adults, they learn the values, beliefs, customs and language of their culture. As per his sociocultural theory, development takes place due to the intermingling of culture, social interaction (which has three components explained below), and language.

Key Points 

Language:

• Vygotsky believed that since language differs across cultures and communities, thinking/ Cognitive Development cognition also differs.
• Language is not only needed for interaction with others, it is an important aspect of the development of mental processes in the socio-cultural milieu.
• With children from diverse linguistic backgrounds in a class, it becomes important for a teacher to understand ways in which children gradually transit to the second language

Socio-cultural 

• Culture is the main determinant of cognitive development and learning. It plays a significant role in human intellectual development and how humans perceive the world.
• Vygotsky believes that social and cultural (language, customs, and practices, family, work, etc.) processes are important in the process of development. They say that children continuously learn in everyday engagements with peers and adults. And thinking and knowledge developed in this process of learning. This view of development is known as a socio-cultural perspective or social constructivism.

Thus from the above-mentioned points, it is clear that in Vygotsky's theory biological aspect of development gets neglected.

Jean Piaget, a Swiss psychologist proposed widely known perspectives about cognitive development in the stages from birth through the end of adolescence. Jean Piaget's theory focuses on the mental development of a child that moves through four different stages of intellectual development. In Piaget's view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations.

Key PointsPiaget’s Four Stages of Cognitive Development:

Hence, it can be concluded that the Sensory Motor stage is associated with when infants "think" with their eyes, ear, and hands.

Together with the development of cognition and social skills, children develop along the dimension of moral values and reasoning. They learn the rules for right and wrong and understand other laws and rules. This is called moral development.

Important Points

Piaget’s Ideas about Moral Development:- 

Stage of autonomous morality or morality of cooperation:- 

• A new stage is achieved around the age of 10. As children become less egocentric by age 9 or 10, they are also able to realize that rules are not fixed but arbitrary.
• They come to know that rules can change and it is possible to make personal decisions about obeying rules.
• The moral authority of adults is replaced in part by a morality based on cooperation and mutual understanding.
• At this stage, it is not wrong to break the rules; rather, the motives, the rules, the specific situations are all considered in making a judgment. They feel praise and punishment should be distributed in a non-arbitrary, evenhanded way.
• It is hard for children at this stage to understand that the same behaviour might evoke different responses from different people.

According to the given statement,' Ria does not agree with Rishabh about setting up a class picnic. She thinks that the rules can be revised to suit the majority. This kind of peer disagreement, according to Piaget, refers to the Morality of cooperation.

Hint

• Heteronomous morality:- In Piaget’s views, the child enters a new stage of moral development when he enters the stage of concrete operations at age 6 or 7. He called it heteronomous morality or moral realism (heteronomous means under an outside authority). In this stage, rules are regarded as unchangeable, absolute, and imposed by an external authority.

The Triarchic Theory of Intelligence is proposed by 'Robert Sternberg', an American psychologist. He is known for his research and work which are always based on human intelligence and creativity.

This theory advocates that intelligent behaviour takes place from a balance among three aspects of intelligence which are contextual, experiential, and componential intelligence. These three distinct types of intelligence are also known as practical, creative, and analytical intelligence.

• Practical intelligence: Practical intelligence is related to the contextual sub theory. Practically intelligent people are especially adept at behaving in successful ways in their external environment.
• Creative intelligence: The experiential sub theory is related to creative intelligence, which is one’s ability to use existing knowledge to create new ways to handle new problems or cope in new situations.
• Analytical intelligence: The componential sub theory is related to analytical intelligence, which is essentially academic intelligence. Analytical intelligence is used to solve problems.

Important Points

The Triarchic Theory is comprised of three sub-theories, each of which relates to a specific kind of intelligence:

• the contextual sub theory, which corresponds to practical intelligence, or the ability to successfully function in one’s environment.
• the experiential sub theory, which corresponds to creative intelligence, or the ability to deal with novel situations or issues.
• the componential sub theory, which corresponds to analytical intelligence, or the ability to solve problems.

Hence, one of the forms of Sternberg’s Triarchic Theory of Intelligence is Practical Intelligence.

An Intelligence Test is an assessment that measures the range of intellectual, memory, speed, attention, reasoning abilities, and cognitive abilities. Generally, Intelligence tests are designed specifically to assess human intelligence through the performance of various tasks.  Intelligence Quotient is the measure of a child's ability to reason and solve problems. IQ is correlated either directly or indirectly with problem-solving and educational performance.

Intelligence Quotient (IQ) can be obtained by the equation (MA/CA) * 100 = IQ, where MA is mental age and CA is chronological age.

• Mental Age is the measure of the intellectual level at which an individual functions; for example, someone described as having a mental age of 8 years would be functioning at the level of an average 8 years old.
• Chronological Age is the number of years a person has been alive

IQ Rating Scale:

• Intelligence tests are generally used to improve children's learning and abilities.
• There are different types of Intelligence tests like the Binet Intelligence Test, Wechsler Intelligence test, etc for children's assistance.

Key Points The first modern intelligence test was developed in 1904, by Alfred Binet (1857-1911). He was one of the most influential psychologists in history. He designed series of questions with the objectives to distinguish children who may have learning disabilities and mental retardation. His test was based on assumption that intelligence developed with age. Binet concentrated on mental abilities such as attention and memory, it may be used to identify children who needed additional academic assistance. Binet worked with his research assistance 'Simon' and introduced intelligence test , known as Binet-Simon Intelligence scale. The test consists of 30 different questions or tasks and the goal of the task was to assign a child a mental age based upon the average performance of children at each age.

Hence, the first intelligence test was developed by Alfred Binet.

Additional Information

• The Wechsler Adult Intelligence Scale (WAIS) is an IQ test designed to measure intelligence and cognitive ability in adults and older adolescents. The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler–Bellevue Intelligence Scale, released in 1939. The WAIS Test has the following test items they are Vocabulary, Information, Arithmetic, Comprehension, Similarities and Digit Span.
• Charles Spearman (1863-1945), an English psychologist and the originator of factor analysis was the first to claim that intelligence consists of general ‘g’ factor and specific ‘s’ factors. His theory is known as ‘Two Factor Theory’(1904). He did not give the intelligence test.
• Sternberg (1988) formulated the ‘Triarchic theory of intelligence’ which theorizes that there are three types of intelligence such as:
• Componential or analytical intelligence
• Experiential or creative intelligence
• Contextual or practical intelligence

Phonology is related to the system of sounds that constitute the fundamental concepts of language.

Key Points

• Phonological awareness is the ability to recognize and work with sounds in spoken language.
• Phonological awareness refers to the science of phonemes and the ability to recognize and manipulate the spoken parts of sentences and words.
• Phonological awareness is an important skill to develop in children.

Thus, Phonological awareness refers to the ability to reflect and manipulate the structure.

Gender Discrimination: It is unequal, unfair, and differential treatment or the situation in which individuals are treated differently because of their gender. Discrimination affects many aspects of the person. Education Discrimination can be on basis of age, disability, gender, caste, race, religion, etc.

Key Points

The teacher plays an important role in the classroom to prevent gender discrimination or bias in the classroom.

• A teacher must take the same and equal effort for both, considering that girls and boys are equally capable of doing all things.
• If a gender-neutral environment is not created, then it may affect the learning process of students to perform as per their abilities.
• Gender Discrimination sets limits on child's potential and has a significant impact on their learning, mental and physical health as well.
• If children experience discrimination more likely to have negative attitudes and lower academic performance.
• Same treatment to all in the classroom irrespective of all differences to create a positive learning environment.

Hence, Gender Discrimination in a classroom may lead to diminished effort or performance of students.

Learning is not something that takes place within the boundaries of a classroom; rather it takes place anywhere, anytime, and from anyone. Traditional Indian Literature has examples where people learned from trees, mountains, rivers,   insects, etc. It means learning is something that is possible anywhere.

'Learning styles' represent those characteristics that determine and characterize a person's preferred approach to learning and its use in problem-solving. Different learners display different preferences in terms of their learning styles. Learning styles are relatively more stable, though the same learner may resort to the use of a different learning style in a particular situation. Learning styles are thus relatively well-established response patterns in individuals compounded by one's learning and problem-solving processes.

Key Points

• The term ‘learning styles correspond to the understanding that every individual learns differently. Learning styles define the way how people learn and how they approach information.
• It is a pattern of behavior that human beings use for new learning. You may recall that sometimes you feel like you cannot learn something important even if you use the same method which has been suggested by your parents, colleagues, or teachers. But, then you tried to learn that in your own way and succeeded.
• It indicates that you may have a different learning style. An individual’s learning style refers to the preferential way in which the learner absorbs processes, comprehends, and retains information. Different learners learn in a variety of ways, by seeing and hearing, working alone and in groups, reasoning logically and intuitively, and sometimes by memorizing or visualizing. Thus, since, everyone is different, it is important for teachers to understand the differences in learners’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.
• 

Important Points

Examples of learning style:-

• Visual learners:- Visual learners prefer the use of images, maps, and graphic organizers to access and understand new information. The visual learning style often referred to as the spatial learning style, is a way of learning in which information is associated with images. This learning style requires that learners first see what they are expected to know. People with a visual learning style are often referred to as visual-spatial learners.
• This learning style often comes easy to the visual learner because visual learners tend to spend so much time seeing things, they often need to make the material stand out more and the information does not get lost in the mind. It stays forever so it is an effective learning style.

Hint 

• Auditory learners:- They best understand new content through listening and speaking in situations such as lectures and group discussions.
• Learners with a strong reading/writing preference learn best through words. These learners are able to translate abstract concepts into words and essays.
• Kinesthetic learners:- They best understand information through the tactile representation of information. They learn best by figuring things out by hand.

Thus, it is concluded that Visual is an example of a learning style.

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve student's performance in terms of learning and development. There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance. It actually determines whether or not the goals of education are met.

Key Points

Summative Assessment (Assessment of Learning):

• It is also known as Assessment OF Learning is to evaluate student learning by comparing it against some standard or level.
• The main objective is to rank, grade, classify and compare students periodically that indicate their level of performance.
• It is considered a Formal method of Assessment as it is conducted at a specific time.
• Example: Mid-term Exams, unit tests, final projects, semester exams, etc.

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• The goal is to collect detailed information like strengths, weaknesses, knowledge, skills, etc., and then plan the next lesson in a way to improve the performance of the students.
• It helps teachers to identify problem-facing areas, to understand and learning needs for achieving academic growth.
• It is considered an Informal Method of assessment as it can be conducted at any time or during teaching also.
• Example: Discussions, Class tests, homework, assignments, debate, plays, etc.

Assessment as Learning

• When learners are asked to assess their performance on their own, they use various assessment techniques and strategies to assess themselves.
• This practice helps learners to identify their knowledge gaps, adopt appropriate learning strategy and use assessment as a tool for new learning.
• It encourages students to take responsibility for their own learning.
• It requires students to ask questions about their learning.
• It involves teachers and students creating learning goals to encourage growth and development.
• It provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning.
• It encourages peer assessment, self-assessment, and reflection

So, If a teacher collects and reads the work of the class, then plans and adjusts the next lesson to meet student needs. He/She is doing Assessment for Learning (Formative Assessment).

Assessment is the second step of evaluating a student’s performance. It makes student’s performance more meaningful. Unless we interpret, analyze, rank-order, and compare one’s individual score with the average score of the group, we cannot find out one’s relative position in a group. 

• Assessment plays a significant role in the teaching-learning process.
• Assessment of learning helps a teacher to design his/her teaching in a better way and to know the attainment level of learners in the subject content.

Key Points

• SBA, or School-Based Assessment, is a comprehensive review of cognitive (intellectual), affective (emotional and spiritual), and psychomotor elements of a student (physical).
• SBA is a major component of the teaching and learning process.
• SBA is also exercised in all subjects in primary and secondary schools aimed at strengthening the quality system assessment and evaluation of the existing education.
• Among the goals of SBA is to get an overview of the performance of a student in learning, assess the activities carried out during the teaching and learning processes, continuous information about teaching and learning as well plan and repairing of teaching and learning.
• It observes students minutely on a daily basis to assess their values and attitudes and improves students' understanding as well as improve academic and non-academic development.

Thus, it is concluded that teachers who work under School-Based Assessment observe students minutely on a daily basis to assess their values and attitudes.

Analytic questions require breaking down information into parts and examining how those parts relate to each other. They typically involve comparing, contrasting, or explaining relationships between concepts or ideas.

Key Points

The question "How do grades differ from marks?" asks for an analysis of the distinction between two related concepts: grades and marks (or scores).

It requires understanding the nuances between these terms, such as their purposes, criteria, and implications in an educational context.

Characteristics of Analytic Questions:

• They require thoughtful analysis and understanding of concepts.
• They often involve explaining differences, similarities, causes, or effects.
• Analytic questions may require critical thinking to interpret information or connect ideas.

Hence, we can conclude that the correct answer is an Analytic question.

Girls and Boys have a similar brain with equal abilities and skills of the same age. There are no differences seem in terms of understanding level, reasoning ability, problem-solving skills, cognitive skills on basis of the gender of the same age.

 Key Points

Option(1) and  (3) are not correct because girls and boys both have similar abilities at the same age. They are generally similar in cognitive functions of similar age. It is not necessary that girls can perform better or face problems competently than boys of their age. 

Similarly, Option(4) is eliminated because it is not necessary that girls possess more linguistic and musical abilities.

So, Option(2) is correct. Girl Students are good in Mathematics as boys of their age.

Learning disabilities are disorders that affect brain functioning of understanding, reading, writing, spelling, reasoning or recalling ability. Learning disabilities can also cause problems in learning skills, language skills, mathematical operations, and coordinating movements. Learning disabilities are continual and can cause continual life-long challenges. Children with learning abilities often have average or above-average intelligence. Learning Disabilities are not contagious. Learning Disabilities are due to genetic or neurobiological factors which affect cognitive processes related to learning. Learning Disabilities can run in those whose paternal relatives have such problems (genetic), but environmental factors can also play an important role

Key Points

Difficulty in recalling sequence of letters in words and frequent loss of visual memory is associated with, language-based disability, "Dyslexia". Dyslexia is the most common learning disability.  Dyslexia is a language-based disability in which a person faces problems in understanding written words. It is also referred to as a reading disorder.  

A child suffering from Dyslexia may find it difficult to distinguish between words, 'nest' and 'best' , 'glow' and 'slow'.

 Important Points

Common Learning Disabilities:

• Dysgraphia: Dysgraphia is a writing disability in which a person finds it hard to form letters or write within a defined space. It affects a person's handwriting ability. A person with Dysgraphia may exhibit difficulty with letter spacing, trouble thinking, and writing simultaneously.
• Dyscalculia:  Dyscalculia is a mathematical disability in which a person's ability to understand numbers and grasping math concepts is affected.
• Dyspraxia:  Dyspraxia is a neurological disorder that impacts an individual ability to plan process motor tasks.
• Nonverbal Learning Disabilities: It actually refers to difficulties in decoding nonverbal behaviors or social clues. NVLD suffers struggle with understanding body language, facial expressions, tone of voice, or nonverbal aspects of communication.

Hence, Difficulty in recalling the sequence of letters in words and frequent loss of visual memory is associated with, language-based disability, "Dyslexia".

The root word of education is derived from Educatum, Educere, and Educare. Education refers to facilitating students to acquire knowledge, beliefs, values, skills, or habits. It takes place under the skilled guidance of educators or teachers. Teachers or educators help make education a systematic process and modify the behavior of the students.

Key Points

• Inclusive education is relatively a new approach towards educating the children with learning difficulties and disabilities with that of other children together.
• This approach brings together all the learners in one classroom in a neighborhood school.
• The students then have to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum.
• Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education.
• To make the classroom inclusive the stakeholders can work on: 
• Rebuilding and reworking on the school-community ethos
• Enabling physical environment
• Building sensory attitudes
• Taking into account different learner’s abilities and skills
• Building opportunities and expectations
• Using a variety of instructional strategies.

Hence we can conclude that "Education-of-all-in-schools-for-all’ could be a tagline for inclusive education.

Divergent thinking is the process of creating multiple ideas, unique possible solutions, or ideas of a problem in a short period of time. Fluency, elaboration, originality, and flexibility are the dimensions of Divergent thinking and are associated with giftedness. Divergent thinking is important in the creative thinking process.

 Key Points

Guilford (1986) considered creative thinking as involving divergent thinking, which consists of four elements such as fluency, flexibility, originality, and elaboration. 

Let's Understand in Brief:

Hence, fluency, elaboration, originality, and flexibility are the factors associated with divergent thinking.

Gifted Students: Gifted Students are those who have advanced mental potential or extraordinary ability in one or more areas such as creativity, intellectual, academic, sports etc . when compared to other student  of same background.

 Key Points Some Characteristics of Gifted Students :

• Advanced level of reasoning powers, logical thinking, and questioning attitude.
• Problem Solving Behavior
• May be asked to spend more time on questions that deal with creating as they are curious for knowledge.
• Advanced reading ability (rapid learner ).
• Thirst for knowledge.
• Unusual alertness.
• Independent thinkers.
• Interest in experimenting and doing things differently.
• Excellent Memory.
• Highly developed curiosity.
• Wide range of interest ( extreme focus in one area).
• Advanced level of vocabulary.

Learning disabilities are disorders that affect brain functioning of understanding, reading, writing, spelling, reasoning or recalling ability. Learning disabilities can also cause problems in learning skills, language skills, mathematical operations and coordinating movements. Learning disabilities are continual and can cause continual life-long challenges. Children with learning abilities often have average or above-average intelligence.

 Key Points Diagnostic Test provides feedback on student's weaknesses and strengths in mathematics. This test may help teachers to find learning difficulties by identifying the ability, strengths, skills, and weaknesses of the students.

Steps of Diagnostic Testing:

• Identify students who are facing problems or need any academic assistance.
• Locating learning gaps and difficulties.
• Discovering causal factors of slow learning.
• Plan for specific efforts to overcome their problems and difficulties. Eg: Remedial Teaching.

Diagnostic Assessment is used to identify areas of improvement for students and helps to guide them by knowing the gaps in their understanding. This test helps to recognize the issues that students have with the subject and helps to give proper instructions and feedback for better subject-related growth.

Learning Disabilities in mathematics can be assessed most appropriately by Diagnostic Test because it helps to know the difficulty in children's understanding.

Additional Information Aptitude test

• Aptitude tests are used for predicting success in future learning activities or occupations.
• Aptitude means the special ability or capacity besides the general intellectual ability which helps an individual to acquire a required degree of proficiency in a specific field.
• The aptitude tests are likely to test how an individual will perform in a specific area without proper guidance or training.
• These tests can be used to test the sensory and motor capabilities, aptitude in teaching, music, science, painting, mathematics, etc.
• These types of tests properly anticipate the future potentialities or capacities of an individual which helps us to select the best individual for a specialized activity.

​Achievement tests are administered on students to measure their learning outcomes. These tests are more prevalent in our schools. These tests show as to what has been learned by the students, rather than to predict future performance.

A concept map is a visual representation and organization of the relationship between concepts.

 Key Points

• Concept maps are used to help students to organize and represent knowledge of the subject logically.
• Concept map begin  with the main idea, then broken down in to several topics.
• It is good for storing a large amount of information.
• It helps to displays connections between elements of the main idea of idea.
• Lines or Arrows may be used to represent how ideas are connected to one another.

Hence, Concept maps are most likely to increase ability to organize information logically.

Bandura’s Social Learning Theory of Personality is based on the premise that human behaviour is largely acquired and that the principles of learning are sufficient to account for the development and maintenance of behaviour. Bandura has done a great deal of work on social learning throughout his career and is famous for his “Social Learning Theory” which he has recently renamed, “Social Cognitive Theory”. 

Key Points

• Bandura says that the environment also reinforces modelling, whereas contemporary learning theory proposes that both reinforcement and punishment have an indirect effect on learning.
• People are more likely to follow the behaviours modelled by someone with whom they can identify. The more perceived commonalities and/or emotional attachments between the observer and the model, the more likely the observer will learn from the model. This term is known as Modelling.
• Social Modeling can be explained as when the person witnessing other people successfully completing a task is another important source of self-efficacy. According to Bandura, when a person sees another person or persons similar to oneself succeeding by one’s sustained efforts, makes the person raise the belief that they too possess the capabilities that could help them master comparable activities and succeed.
• Modelling is a principal way for children to learn. Albert Bandura's goal was to explain how toddlers learn in social situations by observing and then mimicking other people's behaviour. In essence, it was considered that learning could not be entirely explained by reinforcement alone and that the presence of others played a role as well. He noted that the repercussions of observed conduct were frequently used to determine whether or not children were adopted.

Thus from the above-mentioned points, it is clear that according to the theory of social learning of Albert Bandura, modelling is a principal way for children to learn.

Additional Information

According to Erikson:

• He developed the theory of psychosocial development which states that the personality of a child evolves through various stages.
• And an unresolved; crisis can harm a child as it will affect the development of his personality which will not come as expected.

Deductive reasoning is a logical process that act of coming to conclusion based on one or more information.

 Key Points

• It is also known as top-down thinking because it usually starts with general conclusion and ends with a specific conclusion.
• In a deductive argument, if all the premises are true , and the terms correctly applied , then it state that conclusion will also be true.
• For Example, If A=B and B=C, then deductive reasoning tells us that A=C.

Important PointsDeductive Reasoning works from more general to particular or specific. But, Inductive Reasoning move from particular observations to general theories.

Hence, Deductive Reasoning involves reasoning from general to particular.

E.L Thorndike (1874 - 1949), American Psychologist was the exponent of the theory of connectionism or trial and error theory. 

 Key Points

• Thorndike's study on animal behavior and the learning process of cats founded trial and error theory or theory of connectionism.
• He stated that connections are formed in the nervous system between stimuli and response, illustrated by the symbols S-R. It is meant that Learning is the product between stimulus and response. "Bond" is also used to describe these connections, so this theory is sometimes called as "Bond Theory of Learning".
• According to the theory, when no solution to the problem is available, then the learner adopts the method of trial and error. He first tries a solution, if it does not help him, he rejects it and switches to another solution of the problem. This process helps to reduce error and in the end, discovers the correct solution. 
• Connection is established by following these three laws.
• Law of Readiness: Readiness means preparation for action. It stated that learning occurs when an action tendency is present. If one is not ready to learn, learning can not be processed further.
• Law of Exercise: This law stated that drill or practice helps in increasing efficiency or connection are strengthened with trial or practice. For example; learning to type, learning to drive needs repetition of several actions.
• Law of Effect: This law suggested that when satisfaction follows an association, it is more likely to be repeated.

Thorndike also proposed five secondary laws for the learning process. These are as follows:

• Law of Multiple Responses: means a change in response till appropriate behavior is known.
• Law of Attitude or Set: means learner performs the task well if he has attitude set in the task.
• Law of Response by Analogy: means utilizing previous experiences in new situations.
• Pre- Potency of elements: means learner reacts only to essential situation and neglect other irrelevant features.
• Law of Associative Shifting: means learner may get a response, of which a learner is capable.

Hence, it can be concluded that when children learn a concept and use it, practice helps in reducing the errors committed by them, this idea was given by E.L Thorndike.

Additional Information According to Piaget’s Cognitive Development Theory:

• Cognitive development takes place at different rates at different stages of development.
• Cognition develops through the interaction between the child and the environment.
• Piaget’s theory focuses not only on understanding how children acquire knowledge but also on understanding the nature of the child’s intelligence.

J.B Watson's learning theory

• It explained that behaviour can be explained in terms of S-R connection in the brain. It is because the contiguity of the brain was enough to establish a connection between stimulus and response.
• Watson conducted an experiment on his eleven-year-old son. Watson presented him a white rat. His son Albert started loving that white rat. After this, Watson produced a loud sound at the time of his playing with a white rat. After this process, the child started fearing this white rat. In this way, the response of fear got conditioned along with the white rat.

Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of a learner's cognitive ability. 

• According to Vygotsky, social interaction is the primary cause of cognitive development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.
• In fact, as per Vygotsky’s sociocultural perspective, interaction with adults and abler peers is influence language development.

Emotion is a mental state associated with fear, anger, love, etc while emotional intelligence refers to the capability of an individual to recognise, control and manage one's own emotions and the emotions of others as well.

• It also involves your perception of others when you understand how they feel, this allows you to manage relationships more effectively.
• An individual with high EQ is able to communicate better, lessen their anxiety and stress, resolve conflicts, improve relationships, empathize with others, and overcome life's challenges.

Elements of emotional intelligence:

• Empathy
• Social skills
• Self-confidence
• Self-motivation
• Conscientiousness
• Handling relationships
• Motivation and adaptability
• Self-regulation/Awareness

Hence, Empathising is associated with emotional intelligence.

HintMemorising is associated with cognitive skills.

Motor Processes: voluntary activity in the muscles of the body. It involves muscular movement (including) performance of complex motor acts. 

Envisaging: an event is an amalgamation of various interconnected services coming together with a clear and concise direction to achieve the business goal. Hence, we can say it is related to cognitive skills.

The intentions, desires, goals, and needs determine human and animal behaviour. An inquiry is made into a person’s motives in order to explain that person’s actions.

Important Points

• Motives are a hypothetical state that activates behaviour and propels one towards goals.
• The meaning of motive is the reason for doing something or behaving in a specific way.
• This is a inner force that stimulates and compels a behavioural response and provides a specific direction to that response
• The motives are responsible for propelling our action tendencies towards a desired state or goal.
• Motives are not visible directly, rather they are inferred from our behaviours. For example, if we observe a student working hard day and night on her/his task, we infer that she/he is motivated to score high.
• The motives help us to make choices which also in a way help us to make predictions about behaviour. For example, if two friends always come together for a class, we predict that they are good friends, or if one is absent from the class, we may predict the other one will also be absent.

Additional Information

Motives are generally classified as primary and secondary motives.

• The primary motives are unlearned and physiologically based, such as hunger, thirst, sleep, avoidance of pain, sex, and maternal concern.
• Secondary motives are learned motives. The needs for power, achievement, affiliation, security, and status are major motivating forces in the behaviour of organizational participants.

Thus from the above-mentioned points, it is clear that the inner force that stimulates and compels a behavioural response and provides specific direction to that response is motive.

Hint

• Perseverance:-  It is a continued effort to do or achieve something despite difficulties.
• Emotion:- It is a strong feeling such as anger, love, etc.
• Commitment:- It is a responsibility or a promise to do something.

Motivation is the need within the individual to do something or to fulfill your desire. There are certain internal and external factors that are responsible for stimulating a desire and providing us with the energy to pursue our goals, needs, and desires.

Key Points

• Motivation involves three aspects that need to be understood.
• First, it talks about a need state in the organism that drives him/her towards the satisfaction of the bodily need. This need could be due to internal thoughts and feelings or could be due to external factors in the environment.
• Secondly, this need then induces a state of arousal or an action tendency.
• Thirdly, the action is directed towards attaining some goal.

Important Points

 The four terms that are related to motivation are needs, drives, incentives, and motives.

• Need is often used interchangeably with the term “motivation".
• A need is something that is necessary for organisms to live a healthy life. Needs are distinguished from wants because a deficiency would cause a clear negative outcome, such as dysfunction or death. Needs can be objective and physical, such as food and water, or they can be subjective and psychological, such as the need for self-esteem.
• Needs are a kind of natural mental programming that makes us want things. They essentially motivate us into action as a stimulated need leads to the inner tension that drives us into action.
• These are related to the biological states of cellular or bodily deficiencies that lead to drives. For example, individuals need water, food, and oxygen to survive.
• Needs are created or come into existence whenever there is a physiological or psychological imbalance. A need exists when cells in the body are experiencing a shortage of food or water.

Hint

• Incentives: This is external or is from the environment (as opposed to drive that is internal) and plays a role in motivating behaviors. It could be an object or an event. For instance, a trophy won in a game can be termed as an incentive to do well in that game.
• Inspiration:- A force or influence that inspires someone. Inspiration awakens us to new possibilities by allowing us to transcend our ordinary experiences and limitations.
• Emotion:- It is a feeling to show our anger, love, fear, etc.

Hence, we can conclude that need is often used interchangeably with the term “motivation".

The intentions, desires, goals, and needs determine human and animal behavior. An inquiry is made into a person’s motives in order to explain that person’s actions.

• An internal or external force consisting of needs drives and wants that impels people towards certain goals in life
• Motives are a hypothetical state that activates behavior and propels one towards goals.
• The meaning of motive is the reason for doing something or behaving in a specific way. Different roles have been assigned to motivational factors in the causation of behavior.

Important Points

• Affective motives deal with the need to reach satisfying feeling states and to obtain personal goals as affective motive is related to emotion.
• McGuire’s 16 motives are organized into four categories- cognitive preservation motives, cognitive growth motives, affective preservation motives, and affective growth motives.
• The cognitive motives focus on the individual's need for being adaptively oriented towards their environment and achieving a sense of meaning. Whereas affective motives relate to the need to reach satisfying states and to attain personal goals.

​Thus, it is concluded that Option 2 is correct.

Additional Information

• William James McGuire is considered by some to be the “father of cognition”. For many decades he was the premier researcher in the field of psychology and persuasion.
• McGuire developed a motive classification system that is more specific than Maslow’s.
• McGuire’s system consists of 16 different motives – these help marketers to isolate motives likely to be involved in various consumption situations.

Learning is the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended. All human beings, whether grown-ups or children engage in the process of learning, either consciously, subconsciously. It is important to understand that while we learn some ideas and concepts through instruction or teaching, we also learn through our feelings and experiences. Feelings and experiences are a tangible part of our lives and these greatly influence what we learn, how we learn, and why we learn. 

Key Points

Learning is influenced by both personal and environmental factors. Learner-related factors are personal factors that differ from person to person and learner to learner. Following are the factors that affect learning:- 

• Maturation
• Motivation
• Psychological needs
• Self-concept
• Level of aspiration
• Goals
• Interests
• Study and work habits

Important Points

The meaningful association is a factor that affects learning positively.

Meaningful association:- The more meaningful something to you, the easier for you to remember. The less meaningful, the more difficult for you to remember. By making the information more meaningful it becomes easier to remember. There are many ways to make the information meaningful.

• The information can become meaningful by associating it with the information that you already know.
• For example:- You can use association to help you remember people's names. When you are introduced to someone, associate them with the other person who has the same name.

Hence, the meaningful association is a factor that affects learning positively.

Hint

• Fear of failure, competition with peers, and pressure from parents are the negative factors that affect learning negatively.

Additional Information

• Learning has been considered partly a cognitive process and partly a social and affective one. It qualifies as a cognitive process because it involves the functions of attention, perception, reasoning, analysis, drawing of conclusions, making interpretations, and giving meaning to the observed phenomena. All of these are mental processes that relate to the intellectual functions of the individual.
• Learning is a social and affective process, as the societal and cultural context in which we function and the feelings and experiences which we have, greatly influence our ideas, concepts, images, and understanding of the world.

Concept used:

Place value is the value of each digit in a number. For example, the 5 in 350 represents 5 tens, or 50

The face value of a digit in a number defines the value of the number itself.

Calculation:

Our given number = 35362

Place value of 5 in 35362 = 5000

Face value of 5 in 35362 = 5

Difference = 5000 - 5 = 4995

Concept used:

Thousand → 1000

Hundred → 100

Tens → 10

Ones → 1

Calculation:

10 ones + 10 tens + 10 thousands 

⇒ 10 × 1 + 10 × 10 + 10 × 1000 

⇒ 10 + 100 + 10000

⇒ 10110

Given:

Given term = 210

Calculations:

Expressing 210 in terms of prime factors,

210 = 2 × 3 × 5 × 7

Sum of the positive factors of 210 

⇒ (2⁰ + 2¹) × (30 + 31) × (50 + 51) × (70 + 71)

⇒ (1 + 2) × (1 + 3) × (1 + 5) × (1 + 7)

⇒ 3 × 4 × 6 × 8

⇒ 576

∴ The sum of the positive factors of 210 is 576

Given:

Hours of working on Monday = 4.5 hours

Minutes of working on Tuesday = 190 minutes

Time of working on Wednesday = 5 : 20 a.m. to 9 : 10 a.m.

Minutes of working on Friday = 220 minutes 

Amount paid = Rs. 42 per hour

Calculations:

Working hours on Tuesday = 190/60

⇒ 19/6 hours

Working hours on Wednesday = 3 hours 50 minutes

⇒ 23/6 hours

Working hours on Friday = 220/60

⇒ 11/3

Total working hours from Monday to Friday = (9/2) + (19/6) + (23/6) + (11/3)

⇒ (27/6) + (19/6) + (23/6) + (22/6)

⇒ (27 + 19 + 23 + 22)/6

⇒ 91/6

Total amount earned from Monday to Friday = (91/6) × 42

⇒  91 × 7 

⇒ Rs. 637

∴ The total amount earned from Monday to Friday is Rs. 637

The greatest 4 digit number is 9999,

Smallest 3 digit number is 100

Sum of 9999 + 100 = 10099

Calculation:

Twenty six = 26

Twenty-six hundredths = 26/100 = 0.26

Now, Twenty-six and twenty-six hundredths = 26 + 0.26 = 26.26

∴ Twenty-six and twenty-six hundredths is written as 26.26

Given:

19009 ÷ 11

9090 ÷ 11

Calculation:

Remainder when we divide 19009 by 11 is 1

Remainder when we divide 9090 by 11 is 4

The product of remainders of (19009 ÷ 11) and (9090 ÷ 11) = 4 × 1 = 4

∴ The product of remainders of (19009 ÷ 11) and (9090 ÷ 11) is 4.

Calculation:

Total number of $\frac{1}{6}$ are there in $3\frac{1}{3}$ = $3\frac{1}{3}$ ÷ $\frac{1}{6}$

⇒ $\frac{10}{3}$ ÷ $\frac{1}{6}$ 

⇒ 20

Let x be subtracted 560045 to get 505050

⇒ 560045 - x = 505050

⇒ x = 560045 - 505050 ⇒ x = 54995

Detailed solution:

Option 1 → 

1 mm = 1/10 cm

Option 2 →

1 kg 12 grams = 1 kg + 0.012 kg

⇒ 1.012 kg

Option 3 → 

10 meter 10 cm = 1000 cm + 10 cm

⇒ 1010 cm

Option 4 → 

$\dfrac {23}{100} = 0.23$

∴ Option 4 is not correct

Given:

Quantity of milk in tank = 240.128 litres

Number of jars can fill the tank = 16

Concept used:

1 litre = 1000 millilitre

Calculation: 

The capacity of one jar = 240.128/16

The capacity of one jar = 15.008 litres

Quantity of milk in 22 jars = 15.008 × 22 litres

Quantity of milk in 22 jars = 330.176 litres

∴ 330 L 176 mL milk is required to fill 22 jars.

Concept Used:

One right-angled = 90° 

Calculation:

four and two-third = 4 + 2/3

⇒ 14/3

According to the question,

⇒ (14/3) × 90° = 420° 

∴ The number of degrees in four and two-third right-angles is 420.

Formula used:

The volume of the cuboid = length × breadth × height

Calculation:

Total volume of the water tank = 11 × 10 × 9 = 990 m³

The volume of the tank with water = 11 × 10 × 6 = 660 m³

The part of the tank filled with water = 660/990 = 2/3

The part of the tank empty = 1 - 2/3 = 1/3

∴ 1/3 part of the tank is empty

Given:

Perimeters of a rectangle = Perimeter of a square

Perimeter of square = 96 cm

Breadth of rectangle = Side of square - 4

Formula used:

Perimeter of rectangle = 2 × (Length + Breadth)

Perimeter of square = 4 × Side of square 

Area of rectangle = Length × Width 

Calculations:

Let the side of square be x and the length of rectangle be L

Perimeter of square = 4x 

⇒ 4x = 96

⇒ x = 24 cm

Breadth of rectangle = 24 - 4

⇒ 20 cm

Perimeter of rectangle = 2 × (L + 20) 

⇒ 2 × (L + 20) = 96

⇒ L + 20 = 48

⇒ L = 28 cm

Area of the rectangle = 28 × 20

⇒ 560 cm²

∴ Two times the area of the rectangle is = 2 × 560 = 1120 cm2

Given:

Numbers₁ = 4, 5 and 6

Numbers₂ = 5, 6 and 9

Concept used:

The least common multiple of two or more given numbers is the least number which is exactly divisible by all the given numbers

Calculation:

According to the question

LCM of number s₁(4, 5 and 6) = 60

LCM of number s₂(5, 6 and 9) = 90

Difference = LCM of number s₂ - LCM of number s₁

⇒ 90 - 60

⇒ 30

∴ The difference between given numbers is 30.

NCF 2005 is one of the three national curriculum frameworks In India published by NCERT. It provides a guideline to teachers and schools to choose learning experiences to give children. The main aim of teaching mathematics as per NCF 2005 is to develop the mathematization ability of students.

According to NCF 2005, the objective of teaching mathematics is:-

• Learn the concepts of mathematics from different branches of mathematics, which are algebra, trigonometry, geometry, etc.
• Use proper mathematical concepts to solve problems.
• Use different types of mathematical representation like diagrams, formulae, chart tables, etc.

 Key PointsThere are two types of aims of teaching mathematics which are higher aim and narrow aim.

Narrow aim of teaching mathematics:-

• To develop numeracy related skills
• To develop useful proficiency in number, number operations like addition, subtraction, multiplication and division and measurement, decimal, etc.
• To develop generalization ability.

Higher aim of teaching mathematics:-

• To appreciate the usefulness, power, and beauty of mathematics.
• To develop problem-solving skills
• To develop visualization, representation, and optimization skills
• To develop mathematical communication.

Hence, the teaching of numbers and operations at the primary level caters to the narrow aim of education.

The addition is the term used to describe adding two or more numbers together. The plus sign '+' is used to denote an addition. The addition is one of the four basic operations of arithmetic which are subtraction, multiplication, and division. Regrouping is a method of addition from which we can add two or more numbers.

Important Points 

 Here, the students responded to the question as $\underline{\dfrac{\begin{matrix}\ \ \ \ \ \ \ 4562 \\ +728\end{matrix}}{\ \ \ \ \ 11842}}$so he is having a misconception about place-value in the process of addition.

• He is not using the digit at the appropriate place, so he has done the wrong addition.
• Here the child has a misconception about the unit digit when the digits are different for two numbers addition.
• The teacher should try to clear the conceptual understanding of students regarding the place value and face value of numbers.
• For example, $\underline{\dfrac{\begin{matrix}\ \ \ \ \ \ \ 4562 \\ + 0728\end{matrix}}{\ \ \ \ \ 4280}}$

Hence, the response reflects that the child lacks the concept of place value.

Additional Information

• The skill of addition:- skill of addition is adding two or more numbers together.
• Concept of order property by addition:- Order property of addition refers to two sets of addition in which numbers interchanged then the answer will remain the same. 5+2=2+5

Multidisciplinary means involving different subjects of study in one activity. So, a multidisciplinary problem means problems related to different subjects of study. multidisciplinary approach aims to cross boundaries between disciplines.

There are 4 disciplines:-

• Business- accounting, economics, finance, management, marketing
• Humanities- art, history, languages, literature, music, philosophy, religion, theatre
• Natural and applied sciences- biology, chemistry, physics computer, science, engineering, geology, mathematics, medicine
• Social sciences- anthropology, education, geography, law, political science, psychology, sociology

 Key PointsIn option 1 "draw the flag of India and identify the number of lines of symmetry in the flag" following disciplines are used:---

1. Visual art- painting, sculpture, drawing, watercolour, graphics and architecture comes under this discipline.
2. History- from history we learn that the national flag of India is a horizontal rectangular tricolour of India with saffron, white and green colour with Ashok chakra in navy blue at its centre.
3. Mathematics:- in mathematics study, we learn about symmetry. Indian flag has only one line of symmetry. symmetry is the property of being symmetrical in size, shape and relative position of parts on opposite sides of a dividing line. mirror symmetry is the symmetry in which half of the object is the mirror image of the other.

Hence, option 1 is the correct answer because it is a multidisciplinary problem.

Place value charts show place value and periods of numbers. Place value is the value of a digit because of its position in the number. The digits are broken into periods separated by commas. ThHTO pattern is a table used to find the value of each digit in a number based on its position. Th stands for Thousands, H stands for Hundreds, T stands for Tens, and O stands for Ones.

 Key PointsThere are two systems of numeration:-

1. National system- The first period is one's period consists of three place values ones,  tens, and hundreds. other periods on left have two place values.

2. International system- all periods have three place values each.

Hence, the concept of place value is reflected by the above table.

Additional InformationPosition of numbers on Abacus:

• The standard abacus can be used to perform addition, subtraction, multiplication, and division.
• Abacus can also be used to extract square roots and cubic roots.
• abacus has a series of vertical rods on which wooden beads move freely.
• The number showing on the spike abacus helps students to understand the number and its place value.

Equivalence of tens and ones:

The digits in the base 10 place value system have special relation. as digits from ones to tens to hundreds, each place is 10 times the value of the place to its right.

Van Hiele's model is a theory that describes how students learn geometry. He explained 5 levels of geometric thinking. Students pass through the levels step by step. each level has its own linguistic symbols and network of relationships.

There are 5 levels in which van Hiele described how children learn to reason in geometry.

Level 0: Visualization-

• At this level, the child focuses on individual shapes of geometry.
• The child will simply learn to distinguish between shapes without any description.
• Children view figures without analyzing their properties.
• Students may not be able to recognize the figure if it is rotated.

Level 1: Analysis- 

• Students learn and identify parts of figures and see figures in a class of shapes.
• They can describe a shape's properties and understand that shapes in a group have the same properties.

Level 2: Informal deduction/ Abstraction-

• The student starts to recognize the relationship between the properties of shape.

Level 3: Formal deduction:-

• Students able to understand more complex geometrical concepts
• They can think of interrelated properties, and relations between axioms, theorems, postulates, and definitions.
• They can understand abstract statements and make conclusions more in logic than intuition.

Level 4: Rigor

• This is the last level of learning geometrical reasoning.
• They can compare geometrical results in different axiomatic systems even in absence of concrete examples.
• This is college mathematics level.

Hence, children who can are able to classify shapes based on their appearance are in the visualization stage.

Van de Walle in 2004 stated that Mathematics is a creative field of study so ideas can be expressed and represented with symbols, charts, graphs, and diagrams. representation has an important place in mathematical education. it helps to understand mathematical ideas and to use these ideas.

According to Van de Walle, there are 5 ways to represent mathematical thinking and ideas:-

1. Manipulative models
2. Static pictures
3. Written symbols
4. Spoken/written language
5. Real-world situations or contexts

Hence, manipulative modes, static pictures, written symbols, spoken and written language real-world situations are 5 ways to represent mathematical thinking and ideas.

Additional InformationGeometrical proof-

• Geometrical proofs are given statements that prove a mathematical concept to be true. It starts with a known fact and steps to show that a given assertion is true.
• There are various methods of proving:-
• Direct proof, Proof by contradiction, proof by induction.

Mathematical curriculum:- Mathematical curriculum is the overall experience of mathematics learning. It should stimulate interest in learning mathematics. it helps students understand and acquire basic and mathematical concepts.

Mathematical vocabulary:- mathematical vocabulary are some terms that are used in math. it has a major contribution in many content areas. it is also important for language development and mathematical proficiency. For eg- addition, subtraction, add, multiply, etc

The mathematical wall is a resource in the classroom. This helps students to make good progress in mathematics. It includes words, pictures, diagrams, and manipulatives. Math walls should be interactive, ever-changing, and meet the student's needs.

Mathematical thinking can be represented in the following ways on the math wall. 

• Anchor charts
• Math vocabulary
• Concepts of any topic

Important PointsMath wall has the following benefits:-

• it is a creative way to express mathematical thinking to every student.
• give an opportunity to learn from each other.
• helpful in finding math vocabulary.
• Students' math work or strategies can be shown on the wall by his name.

Hence, the Math wall gives an opportunity of expression to every child and to learn from each other.

Visual memory-

• Visual memory is one of the basic components of learning. it allows a person to remember what one has seen in the recent and distant past. it allows children to remember what a symbol, object, shape, shape, or for looking like.
• Any problem in visual memory leads to a profound effect on every type of academic learning.
• Visual memory comes in two forms:-

1. Short-term visual memory- in this case, visual information can be stored in a memory system for a few seconds.
2. Long-term visual memory- visual information can be stored for a longer time.

Important PointsSigns of poor visual memory:-

1. Difficulty in retaining mathematical facts
2. Difficulty in telling time
3. Difficulty in copying information from a book or the board
4. Difficulty recognizing letters or numbers.
5. Confuses in letters or words
6. Difficulty in memorizing numbers such as phone numbers.

Hence, a possible indicator of a problem in visual memory is difficulty in retaining mathematical facts and telling time.

Perception of objects begins soon after birth. from earliest days to 18 months babies can see differences between common objects. they can differentiate different types of objects. At three and four years of age, children learn several aspects of shapes, both two-dimensional and three-dimensional. learning the shape name is easy but analyzing them is much harder.

 Important Points

• Young children can see the difference between two congruent rectangles in which one is rotated differently. They may not explain the basis of this difference but they can recognize the difference. The basis for their discrimination is only that shapes look different.
• Children can see differences between triangles and rectangles they may even know the names triangle and rectangle but they may not be able to analyze the basis for their discrimination. they may not have knowledge about the properties of shapes.
• The objective of teaching shapes of different objects is:-
• Identifying specific shapes
• Recognize shapes in the environment.
• Help children to understand signs and symbols.

Hence, The objective of the given game is to help children to recognize same shapes in different orientations.

A Geo-board is a mathematical instrument used to introduce basic concepts in plane geometry such as perimeter, area, and characteristics of triangles and other polygons. It consists of a physical board in which nails are placed at equal distances. Geoboards come in 5 by 5 pin arrays and 10 by 10 pin arrays. polygon figures can be made on a geoboard by stretching rubber bands across the nails.

Key Points Following concepts are helpful to understand by Geoboard:-

• Basic concepts and shapes in-plane geometry
• Properties of triangles and other polygons
• Property of similar figures
• Calculating Area of a polygon
• Calculating perimeter of polygon
• Help students having dysgraphia
• Used as a mathematical game that facilitates the understanding of students in playful learning.

Hence, the geoboard is an effective tool to teach geometrical shape and their properties.

Mathematical proficiency is the ability to understand concepts and competently apply five interdependent strands of mathematical proficiency.

These five interdependent strands are as follows:-

1. Conceptual understanding
2. Procedural fluency
3. Strategic competence
4. Adaptive reasoning
5. Productive disposition

 Important Points

The following should be the sequence of developing proficiency in mathematics language-

1. Everyday language- everyday language is used so that students can understand the problem easily,
2. Mathematized situation language- then mathematized situation language is used so that child can correlate with the given problem.
3. Language of mathematical problem solving- a child can understand language without even considering the situation.
4. Symbolic language- children require an upper level of visualization to solve the problem. it uses characters or symbols to represent concepts.

Hence, Everyday language → Mathematized situation language → Language of Mathematical problem solving → Symbolic language is the correct sequence of mathematical proficiency.

Procedural fluency refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately and efficiently.

Flexibility in mathematics is the ability to maintain and shift among multiple representations of numbers and between problem-solving strategies in an adaptive manner. Flexible thinking is when children are able to generate multiple solutions of the same problem.

 Important PointsThere are two types of mathematical flexibility:-

1. Representation flexibility-

• Students think about the number and their relationship in different ways.
• For example, a fraction may be represented as a numerical ratio, a pace on a number line, or a slice of pie.
• Being able to represent mathematical concepts in multiple ways supports conceptual understanding and allows students to see deeper similarities among math problems.

2. Procedural flexibility-

• Students consider different strategies to solve a problem.
• procedural flexibility allows students to shift away from more cumbersome procedures to use more efficient strategies.
• it improves speed and supports greater accuracy in mathematical thinking and problem-solving.

Hence, flexibility in mathematics refers to the ability to solve a particular kind of problem using more than one approach.

Addition of sum of two or more numbers. the addition has the following strategies:-

• counting on
• compensating
• regrouping

Important PointsCompensating:- compensating is a way of adding by taking such numbers in addition that we find easier. we round a number to make it easier to solve a sum. For example-  if we want to add 37 and 19, 37+19, then first we add 1 in 19 so, 37+20 becomes **57, now we will subtract 1 from 57, so the **answer will be 56.

Hence, compensating is the correct answer.

Additional InformationDirect modeling:- 

• Direct modeling is when students show exactly what is happening in the problem by using pictures. It is a powerful strategy that provides a foundation for more advanced strategies that follow.
• eg- if there are 8 bags of cookies with the same amount of cookies in each bag. if there are 48 cookies then how many cookies are in each bag? Direct modeling increases problem-solving skills.

Regrouping:-

• Regrouping can be defined as the process of making groups of tens when carrying out addition and subtraction with two-digit numbers or larger. It is rearranging groups in place value to carry out an operation.

Incrementing:-

• The increment is a small, unspecified, nonzero change in the value of a quantity. Increment describes regular, measurable movements that are usually small.

Mental math is the process of doing mathematical calculations in our minds without using a calculator, pen, or paper.

some examples of mental math are-

• how much time is left for class to get over?
• calculating money during shopping.

 Important PointsImportance of mental maths;-

• Stimulate the brain and boost the learning capabilities.
• Develop the mental computation process.
• Increases the observation skills of a person
• Helps to build relationships between numbers.
• The concentration level of a person improves, make the brain sharp, strong, and more efficient.

Hence, mental math activities provide a chance to develop mental computation procedures.

If a child has a problem differentiating between members, operation symbols, coins, and clock hands then it will be a visual processing problem.

Important PointsVisual processing:- It is the process of perceiving and processing information by the brain that can be seen through our eyes. Children who have visual processing issues have a problem in interpreting information with their eyes but they don't have impaired vision. children don't recognize the difference between shapes, letters, symbols, and numbers.

• struggle to copy notes from the blackboard.
• difficulty identifying words
• confuses in letters, shapes, and numbers.
• has trouble with reading.
• they can't remember what they saw.

Hence, visual processing is the correct answer because it is related to problems related to differentiation of numbers, operations, etc.

Additional InformationAuditory memory:-  Auditory memory or echoic memory is a type of memory that stores audio information (sound). It reflects an individual ability to listen to information presented orally and repeat it immediately then recall it after 20-30 minutes. Children with weak auditory memory may have problems in

• follow instructions,
• remember terms and information that have been presented orally,
• recognize sounds and match them to letters and
• understand what they have read.

Working memory:- Working memory is the temporary memory in a cognitive system with limited capacity that can hold information temporarily.

• Working memory holds information for a few seconds.
• It can hold only 5 to 7 information at a time. it has a small capacity.
• It stores and manipulates information.
• It depends on control of attention and mental effort.

Language processing:- Language processing is the way in which humans use words to communicate ideas and feelings. If there is a problem with this then humans will have problems understanding a language.

Concept:

• Various types of materials are available to humans.
• Different materials have different properties.
• On the basis of their properties materials are used for different purposes.

Explanation:

About Bronze:

• Bronze is a metal, like aluminium, iron and copper.
• It is reddish-brown in colour.
• It is made by melting copper and tin in a furnace.
• It is not a  good conductor of electricity.
• Tribal people have been using bronze to make many things for thousands of years.

​Thus, Bronze is a mixture of two metals copper and tin.

Concept:

• Food items are cooked in a variety of ways.
• Some are baked and some are fried.
• Some are roasted while some are steamed.

Explanation:

Baking:

• Baking is the process of cooking food in an oven or an enclosed baking utensil.
• Example: Baking birthday cake in the oven.

Frying:

• Frying is the process of cooking food in hot oil.
• Example: Frying potato chips.

Roasting:

• Roasting is a cooking method that uses dry heat where hot air covers the food.
• Example: Roasting vegetables on the grill.

Boiling:

• Boiling is the method of cooking food in boiling water.
• Example: Boiling potatoes in water.

Kneading:

• Kneading is a process in the making of dough by mixing water and flour.
• Example: Kneading dough for roti.
• It is not a cooking method.

Rolling:

• Rolling is the process of flattening dough using a rolling pin.
• Example: Rolling dough in a round shape for roti.
• It is not a cooking method.

Soaking:

• Soaking means putting an item into water or liquid for a long period of time.
• Example: Soaking chana in water.
• It is not a cooking method.

​Thus, baking, frying, roasting are methods of cooking food.

Explanation:

About Mount Everest:

• The World's Highest Peak Mount Everest.
• It is situated in Nepal.
• The height of Mount Everest is 8848 m (8900 m approx).
• It is always covered with snow.
• Nepali name: Sagarmatha.
• Tibetan name: Chomolungma.
• It is named after a Surveyor General of India George Everest.
• The peak is located in the Mahalangur sub-range of the Himalayas.

Thus, Mount Everest is a part of Nepal and the height of its peak is 8900 m.

• Tenzing Norgay and Edmund Hillary were the first men to climb Mount Everest.
• Junko Tabei was the first woman to climb Mount Everest.
• Avtar Singh Cheema was the first Indian man to climb Mount Everest.
• Bachhendri Pal was the first Indian woman to climb Mount Everest.

Explanation:

About Desert Oak:

• It is found in the dry and arid regions of Australia.
• It grows almost 10 ft tall.
• It has very few leaves
• Its roots go very deep in search of water.
• The depth of these roots is nearly 30 times the height of the tree.
• This water is stored in the tree trunk.
• Local people use a thin pipe to drink this water.

Important Points

• Plants that grow in the desert have to withstand long dry spells of summer and extreme weather condition.
• Hence their leaves stem and roots get modified to prevent loss of excess water and to store water.
• Some common adaptation seen in desert plants are:
• They have a long root that goes deep in search of water.
• they have reduced or very few leaves.
• The stem is modified to store water.
• Additionally, leaves may turn into spines to protect from predators.

Thus, Desert Oak is found in Australia.

Concept:  

• Speed = Distance/Time
• Average Speed = (Total distance covered / Total time taken)

Given:

• Time is given in 24hrs format.
• Train departure time from Gandhidham:16^th July 2014 at 05:15 hours.
• Arrival time of the train at  Nagercoil: 18^th July 2014 at 04:45 hours.
• The distance between Gandhidham and Nagercoil is 2649 km.

Explanation:

Time is taken for the complete journey:

• From 16^th July 2014 at 05:15 hours to 17^th July 2014 at 05:15 hours = 24 hours
• From 17^th July 2014 at 05:15 hours to 18^th July 2014 at 04:45 hours = 23 hours 30 min
• Total time is taken = 47.5 hours

Average Speed = (Total distance covered / Total time taken) = 2649km/47.5 hrs = 55.76km/hr ~ 56 km/hr

Thus, the average speed of the train was nearly 56 km/hr.

Confusion PointsTime is given in 24 hr format.

Concept:

• The honeybee is a flying insect native to the Asian subcontinent.
• These are known for the sweet honey they produce.
• Honeybees collect nectar from flowers.
• This nectar is converted to honey in their hives.
• Honey can be collected from these beehives.

Explanation:

• Honeybees lay their eggs from October to December.
• It is the best time to start bee-keeping.
• Honeybees are attracted to the Lichi flowers.
• In artificial culture, sugar is given to make the syrup (nectar) for honeybees.
• Medicines are used to clean the beehives.
• Boxes are needed for keeping bees and storing honey produced by them.

Thus, the best period for the people of Bihar state to start bee-keeping is October to December.

Additional Information

• The scientific name of honeybee: Apis Indica.
• The practice of rearing honeybee to obtain honey is known as Apiculture.

The Correct answer is: a, b and c

Concept:

• Khejedli or Khejarli is a village in the Jodhpur district of Rajasthan.
• The name of the town is derived from Khejadi trees that were once abundant in the village.

Key Points

About Khejadi tree:

• Its scientific name is Prosopis cineraria.
• It is known by different names across India.
• Example: Shami in Maharastra & Uttar Pradesh, Jammi in Telangana, Khijro in Gujarat, Khejri in Rajasthan, Janti in Haryana, and Jand in Punjab.
• It is a species of flowering tree in the pea family, Fabaceae.
• The Khejadi tree is found mainly in desert areas.
• It can grow without much water.
• Its bark is used for making medicines.
• People cook and eat its fruits.
• Its wood is such that it is not affected by insects.
• Animals in the area eat the leaves of the Khejadi.

​Therefore,

a. This tree is mainly found in desert areas: Correct

b. It grows without much water: Correct

c. It is a shady tree and children like to play in its shade: Correct

d. It stores water in its trunk and people use thin pipes to drink this water: Incorrect

Additional Information

About the Khejadli village:

• In the Khejadli village, no tree is cut and no animal is harmed.
• The people of Khejadli village take the responsibility of protecting the Khejadi trees upon themselves as a part of their culture.
• The people of Khejadli village are well known for their revolt against the king, who has ordered the felling down of these Khejadi trees for wood.
• The people hugged the trees and did not let them go and died saving them.
• Even today, the people of this area, called Bishnois, continue to protect plants and animals.
• Even though in the middle of the desert, this area is green and animals roam freely without fear.

Explanation:

The following are the key points related to the elephant:

• The elephant is the largest existing mammal on the Earth
• The oldest female elephant becomes the head of the herd.
• There are 10 to 12 female elephants and young ones in a herd.
• There is no male elephant in the herd, they leave when they turn 14 or 15.
• An adult elephant can eat up to 100kgs (1 quintal) of leaves and twigs in one day.
• A three-month-old elephant weighs about 200 kgs (2 quintals).
• Elephants do not rest much and sleep for only 2-3 hours per day.
• Elephants are usually found in tropical habitats.
• Elephants love to play with mud and water. The mud keeps their skin cool.
• Their big ears also work like fans. The elephants flap these to keep themselves cool.

​Thus,

Elephants like to take too much rest because of their heavy bodies: Incorrect

A three-month-old baby elephant generally, weighs about 2 quintals: Correct

An adult elephant can eat even more than 2 quintals of leaves and twigs in one: Incorrect

Elephants sleep for 8 to 10 hours a day: Incorrect

Concept:

• Every region has a different house.
• The type of house depends on the climatic conditions in the region.
• Houses are built specially to suit the needs of the people.

Explanation:

Description of houses of different places:

​Thus, the village must be in Assam.

Additional Information

Explanation:

• Braille, a universally accepted system of writing used by and for blind persons and consisting of a code of 63 characters.
• Each character made up of one to six raised dots arranged in a six-position matrix or cell.
• These Braille characters are embossed in lines on paper and read by passing the fingers lightly over the manuscript.
• Louis Braille, who was blinded at the age of three, invented the system in 1824.
• He invented it while he was a student at the Institution Nationale des Jeunes Aveugles (National Institute for Blind Children), Paris.
• World Braille Day is annually celebrated on January 4, the birthday of Braille inventor, Louis Braille in 1824.

Thus, the Braille script is based on 6 points.

Concept:

• Different birds have different characteristics.
• All have different beaks, necks feathers, eyes etc.

Explanation:

Mynah:

• Mynah birds are species in the family starlings.
• Mynah is best known for their ability to talk and to mimic any sounds.
• Mynah found in Africa, India, and Southeast Asia.
• In India Mynah known as Maina.
• Mynahs are medium in height and have sturdy feet.
• They can move their head backwards with a jerk.

Owl:

• An owl is a nocturnal bird, which means it sleeps during the day and is awake at night.
• Owls are carnivores. They eat rodents, small and medium-sized mammals, insects, fish, and other birds.
• Owls can rotate their neck back up to 270 degrees.
• Owl can move its neck backwards to a large extent.

​

​Crow:

• They are the most common birds.
• They are black-greyish in colour.
• They bob their head.

​Koel:

• They are the cuckoo birds of India.
• They are known for their sweet songs.
• They lay eggs in other birds nest.
• They are blackish-bluish in colour.
• They cannot move their neck backwards to a large extent.

**​Thus, the Owl bird can rotate its neck backwards to a large extent.**​

The correct answer is Kerala.

Key Points 

Food in different places:

Thus, in Kerala, people grow eatables such as tapioca and coconut in their courtyards and they find food prepared using these to be very tasty.

Concept:

• Proper food and diet are necessary for fast recovery from any disease.
• A doctor advises different types of food for different diseases.

Explanation:

Diseases and their treatment:

Thus, this patient must be suffering from Anaemia.

Concept:

• Different birds have different type of vision.
• The type of vision they have depends on their source of food.

Explanation:

Monocular vision:

• Birds with eyes on the sides of their heads have a wide visual field.
• It is useful for detecting preys.
• Such birds can focus on two different things at a time.
• When they look straight ahead, both their eyes focus on the same object.
• They don't have to move their heads to see around.
• They can see four times as far as we can.
• Example: Kites, Eagles, Vultures.

Binocular vision:

• While those with eyes on the front of their heads have binocular vision.
• Such birds can estimate distances when hunting.
• They have to move their heads to see around.
• The binocular vision of birds makes them see distinctly.
• Example: Owl, Crows, Doves, Peacock, Nightingales, Parrots, Pigeons etc.

Thus, Kites, Eagles and  Vultures can see four times as far as we can see.

Concept:

Direction is divided into 8 sections, 4 cardinal directions, and 4 ordinal directions.

• The four cardinal directions are the directions north, east, south, and west, commonly denoted by their initials N, E, S, and W.
• East and west are perpendiculars (at right angles) to north and south.
• East is in the clockwise direction of rotation from north and west is directly opposite east.
• The ordinal directions are northeast (NE), southeast (SE), southwest (SW), and northwest (NW).
• NE, SE, SW, and NW lie in between the cardinal directions north and east, south and east, south and west, and north and west respectively.

Explanation:

Thus, Shimla and Bhopal are located North and South respectively, with respect to Delhi.

Environmental studies or EVS is​ the study of the environment in the context of earth and living things. It is more concerned with the scientific attitude to explore, investigate, and develop an understanding of our natural, human, social and cultural dimensions of local and wider environments.  

Key Points

Environmental Studies is a multidimensional subject that covers important principles from various academic fields. It is a broad field that studies the basic principles of EVS as well as associated subjects such as social science, science, language, mathematics, etc. EVS emphasizes the following points:

• The contents of EVS are organized thematically. Topics of both social studies and science are integrated because at the primary level students are not matured enough to study 'heavy' subjects like science and social science. Also, the reduced curriculum makes learning meaningful at a primary stage.
• Provides scope for children’s expressions–oral and written and other creative expressions, etc.
• Children learn about their environment through exploring and experiencing it, gathering and analysing information based on their observations and experiences, and constructing their own knowledge, enriching and enhancing it.
• Learning is planned to progress from what the child already knows, to what is to be learnt, from local to global, or from the immediate environment to community and society and beyond.
• Chapters begin with key questions initiating children into thinking and constructing their own knowledge.

Thus from the above-mentioned points, it is clear that EVS stands for Environmental Studies.

Learning Environmental Studies at Primary Level is designed to forge an integrated perspective that draws upon insight from Science, Social Science and Environmental Science. Environmental Education at this level is all about preparing learners to become global citizens with the ability to think critically, to develop sensitivity and respect for the natural and socio-cultural environment. The teacher plays a pivotal role in the formal education system where the teacher’s active participation and innovativeness are crucial for effective teaching and learning to occur. 

Key Points

The NCF 2005 indicates the following as some of the objectives of teaching EVS:

• To train children to locate and comprehend relationships between the natural, social and cultural environment;
• Learning in the classroom must be linked to life outside the school. Children must be encouraged to explore their immediate environment.​
• To develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social and cultural aspects of life rather than abstractions;
• To create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces;
• To nurture the child's curiosity and creativity, particularly about the natural environment (including artefacts and people), the children must be encouraged to ask questions.
• To develop an awareness about environmental issues;
• To engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.
• To emphasise design and fabrication, estimation and measurement as a prelude to the development of technological and quantitative skills at later stages;
• To be able to critically address gender concerns and issues of marginalisation and oppression with values of equality and justice, and respect for human dignity and rights.

Thus from the above-mentioned points, it is clear that teachers must ensure perfect discipline in the classroom is not the objective of teaching EVS  at the primary stage.

Teaching Skills: Teaching skills are defined as a group of teaching acts or behaviors intended to facilitate students learning directly or indirectly. It is employed extensively in daily teaching. A few of the essential skills employed by a teacher are communication, creativity, questioning, explaining, reinforcing, classroom management, etc.

Benefits of Questioning:

• It is one of the ways of conducting formative assessments.
• It improves thinking skills.
• The purpose of questioning is to get a clear idea about how much the students have learned and understood the lesson.
• It helps the teacher in assessing the understanding level of students.
• Asking quality questions from time to time can monitor students’ progress of learning and instill confidence in them.
• Questions can be rephrased in many different ways to encourage them to answer.
• It helps the teacher in knowing which student is facing difficulty and in which specific lesson so that he/she can provide more clarity.

Hence, we conclude that Anchal is trying to improve thinking skills.

EVS Teacher focuses on developing in children curiosity and awareness about their surroundings; knowledge and understanding of their environment and their relationships or connections; developing affect attributes (appreciation, values, and attitudes) and skills of observation and measurement; a collection of information and its processing; creative expressions, etc. 

Key Points

• Going beyond the textbook" refers to connect the child's conceptual understanding with their own experiences to create authenticity in learning and make them feel familiar with the topic.
• So, connecting classroom learning with real-life experience will be the appropriate strategy to be followed.
• Teaching-learning of EVS is as much about attitudes and values as about knowledge and information.
• teaching strategies used for EVS must allow children to work together, examine multiple viewpoints, link concepts of the textbooks to their real lives, and take positive action.
• These activities meet different requirements of learners having multiple intelligences.

• A teacher can ask the students to the nearby park and asking them to observe the birds carefully. By doing this students will gain background knowledge of the birds, along with an overview of how they fly, eat, speak etc and how much they are important for the environment.
• They will participate in a hands-on demonstration to visually demonstrate.
• Students will also write a description of each bird, as well as develop their own ideas about birds. They can make a table of contents for the sample taken from the park.
• Chart, diagrams, posters, flash-cards are a few examples of TLMs which can be used for better understanding.

Thus from the above-mentioned points, it is clear that Nalini is using different approaches of learning in order to meet different requirements of learners having multiple intelligences.

In EVS, methods or teaching strategies such as surveys, projects, field trips, games, play-cards, brainstorming, narratives, discussion, experimental investigations, etc., have been found more effective in maximizing learner’s participation in the teaching-learning process (directly or indirectly).

Key Points

Take the students to the play-field and make them play different games on different days will help the child in the following ways:

• It helps in the longer retention of information.
• Development of pro-social behaviour like caring, sharing, collaboration, compassion and respect for other’s feelings and rights.
• Recognising their role in different settings and their value for example through the celebration of birthdays and appreciate and display their contribution/ work
• This facilitates the formation and attainment of concepts among children. They concretize the abstract concepts; thus children are able to understand them and not resort to rote learning.
• Turn-taking games and activities such as listen and move, finger game etc. Drawing, painting, colouring etc.

Thus it is clear that take the students to the play-field and make them play different games on different days will be more effective for maximum involvement of students in teaching the topic of 'Games we play.

Assessment is a process of collecting relevant information on student learning. It is one of the crucial components of the teaching-learning process. Assessment does more than just measuring learning.

Important Points

Formative Assessment:

• It is a type of assessment that refers to monitor the child's progress throughout the learning and teaching process.
• Oral testing, anecdotal records, portfolios, class test, etc are the tools of formative assessment.
• It provides feedback to the teachers regarding the effectiveness of their teaching.

Key Points 

Formative Assessment task in EVS:

• Considering the example of using an atlas, you can provide feedback about the work the students have completed using the atlas and provide ideas for adjusting, rethinking, and articulating their learning.
• Words, pictures, illustrations, and/or exemplars of students’ work are displayed around the classroom. Draw a labelled diagram of the given experimental set-up.
• Students are involved in the collaborative assessment of their work with peers and/or teachers. Perform the given practical activity and record the observations.
• On-going feedback from the teacher and other students are taking place
• Students and teachers are using student-friendly language when assessing their work.
• The teacher divided the pupils into small groups and assigned each group a project relating to water pollution that is most effective in the teaching-learning of water pollution in primary classes as primary students learn easily by doing and through co-operation and activity.

Thus from the above-mentioned points, it is clear that explain the definitions of important terms given in the lesson is not a suitable Formative Assessment task in EVS.

EVS at class IV level, have broad objectives. It will empower you to develop knowledge, ideas, values, and attitudes about the environment and world of the learners that make them aware to inculcate habits of being more environmentally sensitive and friendly. 

Key Points

Students should be sensitized towards wildlife conservation as it would develop their concern for the environment. Pledging not to buy animal-based products would be the best practice for sensitizing students towards wildlife conservation.

Approaches to make students sensitized towards wildlife conservation:

• Enabling them to know the importance and benefits of conserving animals.
• Motivating them to conserve animals for the betterment of the environment.
• Making them learn to take care of the animal along with their own development.
• Different viewpoints to the same concern, based on different beliefs, priorities, culture and context, get generated. Children learn to respect and appreciate diversity
• Such learning processes develop divergent thinking, reflective thinking, listening abilities and inter-personnel skills among children
• Helps to bring real-life situations into the classroom
• Helps to inculcate positive inter-relationships
• To sensitize the students to the 'concept of protection of animals' a teacher should motivate each student to adopt and nurture one animal.
• Foster a reasoned and sensitive concern for the quality of the environment and the management of natural resources.

Thus from the above-mentioned points, it is clear that this would help the students to co-relate classroom learning to real-life situations.

Environmental studies are the study of the environment in the context of earth and living things. It is more concerned with the scientific attitude to explore, investigate, and develop an understanding of our natural, human, social and cultural dimensions of local and wider environments.

Key Points

• At the primary level, social studies and social science are taught in an integrated manner based on real-life situations as Environmental Studies (EVS) that includes six themes ​(Family and Friends, Food, Shelter, Water, Travel, Things we make and do).
• For example, to connect with students a teacher instead of explaining facts and figures theoretically about "Nutrition", can ask the students to open their tiffin boxes, see the contents, followed by her explanation.
• The textbook of environmental studies at the primary level is based on these themes which refer to the thematic approach. It is also known as a multi-disciplinary approach where many concepts/topics are being taught in a collective manner.
• While teaching EVS, the teacher has to conduct various activities based on a child-centred approach as the main aim of all teaching activities is to make the child an active participant in the learning process.
• In EVS learning, the abstract concepts which are harder to understand are made simpler through experiments, demonstration, and activities to take them further to concrete concepts so that students can easily internalize them.

​Hence, the teacher can ask the students to open their tiffin boxes, see the contents, followed by her explanation.

A balanced question paper is one that has a question stem that presents the respondent with both (all reasonably plausible) sides of an issue. Balanced questions are generally closed-ended questions, but there is nothing inherently wrong with using open-ended questions in which the question stem is balanced.

Key Points

Once the teacher or the test constructor is aware of the characteristics that a good test must possess, s/he can proceed to construct a test, which may be either a unit test or a full-fledged question paper covering all the aspects of the syllabus. Whether the test is a unit test for use in classroom testing or a question paper for use in final examinations, the steps of test construction are the same, which are as follows:

• Prepare a Design: The first step in preparing a test is to construct a design. A test is not merely a collection of assorted questions, To be of any effective use, it has to be planned in advance keeping in view the objectives and the content of the course and the forms of questions to be used for testing these.
• Preparing a BluePrint: After deciding on the design of the test, the blueprint is prepared. The blueprint is a three-dimensional chart that shows the placement of each question in respect of the objective and the content area that it tests. It also indicates the marks carried by each question.
• Writing and editing the questions: After the blueprint is ready, questions are to be prepared according to the dimensions defined in the blueprint.
• Preparing the Scoring Key and the Marking Scheme: The scoring key is to be prepared for objective 'type questions and the marking scheme for other questions. The scoring key gives the alphabet of the correct answer and the marks carried by each question.
• Preparing Question-wise Analysis: After the question paper and marking scheme are finished, it is desirable to prepare a question-wise analysis. This analysis helps in tallying the questions in the test with the blueprint.

So, it can be concluded that ii, iv, i, iii is the correct sequence.

Environmental education can develop students‘ skills and knowledge to deal with current environmental issues. Environmental learning can increase students‘ critical ecological awareness of both local and global environments.

• Environmental education can also increase environmental literacy, foster and encourage responsible citizenship, develop and teach personal, civic, and global responsibilities, and generally help to prepare students for adopting sustainable lifestyles.
• Environment education has attracted the attention of decision-makers, scientists, and even laymen in many parts of the world. They are becoming increasingly conscious of issues such as famines, droughts, floods, scarcity of fuel, firewood and fodder, pollution of air and water, Transportation, Population, problems of hazardous chemicals and radiation, depletion of natural resources, extinction of wildlife, and dangers to flora and fauna.

Key Points 

• Travelling using public transportation helps to reduce the number of vehicles on the road. This not only saves electricity but also reduces pollution in the air.

Thus from the above-mentioned points, it is clear that the best suggestion would be using public transport system for travelling.