Transcription
Yes, we are live now. Hello friends, this is Himanshi, and welcome to Let's Learn. Good evening, Namaskar, Ram Ram, Sat Sri Akal, Allah Walekum to everyone. Whatever you feel connected with. We will start today's session, and what will we understand today? We will discuss the answer key for the exam that was held on the 15th of December. So, we have already discussed both the shifts from the 14th. Today, we will talk about the 15th shift. Paper 1, which I feel, I don't have complete information about it, but you all should also check. As much as the team has checked, I feel that for Paper 1, either Paper 1 was not held that day, or its question paper could not be arranged. One of these two things happened. So, we are only discussing the answer key for Paper 2 for the exam of the 15th. The one that happened on the 14th, we discussed both of them on the same day. Now, since there are no more papers, and the answer key usually comes within 15 to 20 days, you can assume that the answer key should arrive between January 1st and January 7th. And if they are in a mood, they might surprise you completely at the very end, on the last day of the year. That's a possibility. 15th of December, Paper 2, CDP section, we will discuss. Comparatively, I would say that the language was played with in this paper. Meaning, the language was given well. We cannot say that. Before this, the exam that happened on the 14th, I, personally, objectively, as much as I am trying to understand, putting myself aside, because when teachers look, they see their own perspective. But if we look at it generally, objectively, if we try to see it by removing our bias, then the language is comparatively difficult than the paper of the 14th, right? So, the standard is the same. It's not like the level of the questions has been changed, but it has been made a little more typical. Let's try. And I feel that in this question paper, there might be one or two questions that deviate from my record of the last five years. The paper has been held for 6 years. There might have been one or two mistakes in 2018. Since then, there have been no mistakes. Either I misread the question, and then you can consider it, like in the last class, when we were discussing the last answer key, it was identified, but by mistake, another option was ticked. So, if there was confusion of that type, if it was misread, then it's a different matter. Otherwise, no mistakes were made, and even then, I corrected it immediately in the options. But yes, with this paper, I have a doubt because there are many questions where it will depend on the examiner, because it is pedagogy, not math. 2+2 is not 4. Towards what context are they trying to take it? Although, again, 99% of the time, the effort is to maintain complete accuracy. They are 100% correct. But even then, with this paper, I am carrying this doubt that one or two questions might vary from the official ones because the perspective, or the perspective from which the question was created, the way the examiner saw it, will be important here. Still, let's discuss. One or two questions here or there, and I will be happy if even a single question doesn't go here or there in the final answer key. So, the record will remain. It will feel good. See for yourself. So, Howard Gardner. The first question is, Howard Gardner. Your set, whatever it is, the questions are up and down, but the questions are the same. So, the set will not matter. Let's come to Howard Gardner proposed that intelligence, meaning intellect, what is it according to Howard Gardner? So, he talked about multiple intelligences. Can be differentiable. Gardner's theory of frames of mind. His book was titled Frames of Mind. The fourth option is correct. What is progressive education? Tell me quickly. Progressive education talks about learning by doing. Remember John Dewey. Wherever the child is active, things will work out. An approach to education that emphasizes individualized learning and student-centered classrooms. Absolutely correct, right? Standard curriculum? No, no, we need a flexible curriculum. Maximizing the use of technology and multimedia. Approach to education that disciplines? No. And just using technology and multimedia is not progressive education. The child needs to be active. It is child-centered. So, the first option is the right answer over here. Let's move on. Look at question number three. Assertion and Reason. We can call this a good question because there was a full attempt to trap us. Although, again, as per my sense, as much as I understand CBSE or the pattern of CTET, according to that, the answer I will give should be the one. But still, this is a question where one can play, and one can go in both directions. Let's come, let's understand, and let's try to read. So, if we talk about the assertion, it's a statement. Girls in middle school might often be silent and not participative in classroom discussions. Meaning, in middle school, if I talk about middle school, then we can say children aged six to fourteen, not even six to fourteen, if we say sixth to eighth class, right? Sixth to eighth class children, and we are talking about girls in that too. So, in middle school, girls are often silent, and their non-participation in classroom discussions can happen. So, it's not like they are trying to talk about gender bias. If generalized, it can be found that girls' participation is less because of several factors. Your culture might have taught you that you should remain silent, you should not answer back, this and that, 50 things can happen here. So, there is a high possibility that we will consider this correct, right? This is not a fact, keep in mind. This is an assumption, this is a generalization. This is not a 100% correct statement, but it happens. So, there can be cultural reasons for it. So, we will go with this, assuming it is correct. And there is a high probability that the examiner also thought of it this way while creating the question. So, that's one thing. What is the reason? Given their genetic makeup, girls are not competent to comprehend and cope up with the challenging curriculum in middle school. It is wrong to say that they are silent, so it means they lack genetic ability. This statement is absolutely wrong. There can be social reasons for this, that they are shy, they are not given many opportunities to speak, their speaking is not appreciated. You are a girl, and you speak so much. Such words are often heard. So, is this correct because of that reason? No, it can also be wrong. Because this is not a logical, scientific statement, but it is being said generally. "Might often" is written. Right? So, A is true, but R is not true. A can be true here. R cannot be true. R is absolutely wrong. So, A is true, but R is false. I am going with the second option here. Let's move on. This is similar to saying that girls like to play with dolls, and all. So, there is a greater cultural reason for that, not any genetic reason. Look at question number four. Look at question number four and tell me what the examiner wants to say. Question number four: The nature of assessment should be dynamic. We know this, right? D for dynamic, meaning changeable. According to the situation and need, your assessment styles should change. You don't assess every child with the same method, right? You don't teach with the same method. I have also told you that standardized assessment, standardized methods are not a very good thing. We need to be flexible. And assessment tasks should be what? How should they be? Authentic. Then, if you give standardized assessment tasks, there can be a problem. So, we will go with the fourth one. I see it as more appropriate here. So, the fourth option. Let's move on. Question number five. Read the following statements. Assertion, what is it? Read it once. Assertion is the statement. It is advisable not to rely on standardized tests while conducting assessment for learning. Meaning, when you are doing assessment for learning, individual needs should be considered. Standardized tests do not consider individual differences. Therefore, this statement is absolutely correct, right? Assessment of learning, then standardized tests will work. Next, what is your reason? In criterion-referenced testing, scores are compared to a set performance standard. Meaning, in criterion-referenced testing, scores are compared to a set performance standard. This statement is absolutely correct. Like, if it's a 150-mark paper, CRT and NRT, I told you in the marathon too. The criterion is to score 90 marks. So, this statement is absolutely correct that in criterion-referenced testing, scores are compared to a set performance standard. Did you get 60% or not? Did you get 90 marks or not? This statement is correct in itself. Right? So, both A and R are true, and R is not the direct explanation. This doesn't seem like a direct explanation. The reason here was something else, and the reason here is also something else. So, both A and R are true, but R is not the correct explanation. So, based on my understanding, the first answer here is correct. Let's move on to question number six. What does question number six say? Which of the following is an example of a question that promotes analytical skills in students? Meaning, which is an example of a question that will promote analytical skills in students? That will give the child an opportunity to analyze, to break down and see. So, if we look at "Explain the key characteristics," in explanation, analytical thinking, where more use of the brain is involved, analytical thinking will be applied. So, just by stating the key points, it's your recall power, not your analysis. "How have mammals adapted to their environment?" In this, one will have to talk about how mammals have adapted themselves to their environment. Then comes, "Tell a few examples." "Few non-examples of mammals given in the textbook." If you just pick examples and non-examples from the textbook, there won't be an opportunity for analysis. This is for understanding. "What is the definition of a mammal?" Again, this is for recall. Analysis requires thinking, putting effort into thinking, which is most applied in the third option. Look at question number seven quickly. What does this say? Just a minute, let's adjust this a bit. Yes. What is question number seven saying? Seven is saying that assertion, meaning statement: An inclusive classroom does not offer differentiable. Differentiable in an inclusive classroom. When will the differentiable batch come? When will Arun Sir's Hindi batch come? We will tell you soon. It will come. Let the result of CTET come, then we will release it. We are not in any hurry. And what to do after CTET, we will discuss that then, as we have been doing for years. So, don't worry about both these things. So, "An inclusive classroom does not offer differentiable." Inclusion is a policy that stresses equal opportunity by providing the same learning goals. Same learning goals? No. Both these statements are wrong. Not everyone has the same goal. In inclusive education, goals are set keeping in mind the child's needs. Is that correct or not? Let's move on. Next is your question number eight. Use of the people-first language, such as using the description "students with a learning disability" instead of "learning disabled student." So, instead of saying learning disabled, we say student with a learning disability. The meaning of language is different. So, we are using the language of inclusion. What are we doing here? It is in line with the human rights approach to inclusion. That, it is the human rights of a person. Don't label them as disabled. We are saying "student with a learning disability." The person is not disabled. There is a disability in learning. So, this is one correct statement. Besides this, "takes away the emphasis from disabilities and is..." No, no, no. "Is not in the true spirit." No. The first one will be correct here. Nothing else fits. That the rights of inclusion of the child are being considered here. Look at question number nine and tell me what the correct answer should be. The questions are a bit lengthy, of course. Look, try to find a solution. See, examples of assistive technological devices to cater to the needs of children with visual difficulties include: Alternative computer input devices. Yes, these are used. Braille embossers and displays. Touch and feel. Speech recognition software. Like your phone is ringing, and there is a child who cannot see. So, nowadays, there is software that will tell you by speaking whose call it is. So, that is good for a visually impaired child. Use of sign language. This is used for deaf and dumb children. First, second, and third. Or students having difficulty, or having disability with deaf and dumb. It will be used there. A, B, and C. D is not correct here. I feel there is no option for A, B, and C. The fourth option is correct. That instead of going with D, we will go with the third option here. The fourth option. A, B, and C. The matter of D, sign language will not be used here for the visually impaired. Because in sign language, we use gestures, expressions. And a child who has a visual difficulty or visual disability will have more problems seeing and understanding gestures. Is that correct or not? Let's come, let's understand. Question number 10: To support inclusion of students with autism, it is advisable to: First, create a classroom setting that is overstimulating. No. Overstimulating. A structured setup is needed. A structured setup is needed for these children. Use concrete, literal, and consistent language. This statement seems somewhat acceptable to us. Avoid giving visual support. No. They have visual difficulties. So, the third option is correct here. We will have a long discussion when the final one is ready for the next time. But yes, this is correct here. No problem. Next question. In order to address the needs of talented and creative children, gifted children are of three types. We have discussed them. Intellectually bright, whose IQ is high. Talented, who are talented. And creative, who are good in some field. Now, how to address talented and creative children in the classroom? Provide them with detailed, explicit instructions. Meaning, they need detailed instructions and explicit instructions. Ensure that they receive higher grades. Give priority to their cognitive requirements over emotional needs. Keep them engaged and interested in the learning process. If they enjoy learning, they will keep doing new things. Other things are not as applicable here. Right? Preparation for REET. We will discuss it, brother. Don't think about it from now. You are getting 86 numbers. How many are you getting? I can guarantee CDP for you. Because it is history. If you check the previous ones, all the answers turn out to be correct. Sometimes there is a rare occurrence, or it's a matter of language, or I myself said there might be doubt. So, consider it this way: out of 30, 29 are always correct. Most of the time, it's 30. If it's a very bad time, then 28. So, you can easily check here that it will match the official answer key. But for other subjects, there is no guarantee. Many times, there is a big difference. So, look into that a bit. Don't consider it final yet that you are getting 86, this is final. Right? In that case, wait a bit for the official answer key. You will see one or two numbers. So, if we talk about question number 12 here, what does it say? Question number 12 says: Teachers should deal with the failure of students in the classroom. How should a teacher deal with the failure of students? This is asked. By correcting and overcorrecting the student? No, don't overcorrect. IQ alone is not enough for anything. By identification is the right answer. Let's move on to question number 13. What does this say? What is the role of prior knowledge in constructivist learning? In constructivist learning, old knowledge, previous knowledge, which we have discussed many times, what is its role? Prior knowledge is important for building connections and facilitating new learning. I have discussed this many times that it is like a foundation. The previous knowledge that the child brings with them, you will build new knowledge on that previous knowledge, by connecting it. So, it's clear. No problem. When will it come? I told you. It should come in the first week of January. It might even come by the end of December. The answer key generally comes within 15 days, at most within 20 days. Prior knowledge is only important for learners who have a high level of intrinsic motivation. These are all useless things. So, the first option is correct here. Nothing else fits. Let's move on. Question number 14. How can teachers support students in becoming self-directed learners in a constructivist classroom? Basically, the child is active and can direct their own learning. What should the teacher do for this? So, have fun, or let the children have fun. See, by setting explicit goals? No. By encouraging students to see where the child is active. To take responsibility for their own learning and develop self-regulation skills. Simple. By providing detailed and precise instructions. This is useless. By... useless, what is it? By providing frequency. This is the only one that fits. No other option is even close to it. Look at question number 15. This is slightly blurry, but we will manage. Look, what does the poet want to say? Let's see quickly. Assertion: A middle school teacher keeps in regular touch with the parents of students of her class to understand them better. A teacher stays in touch with parents so that she can understand the children better, because they are coming from their families and coming to school. These are two important places. Reason: Communities should direct how and what the communities should direct how and what the children should learn. So, there is a possibility that R is correct here.
Let's not assume, but because my previous experience says that both will be considered correct and both are correct interpretations of each other, then we are going with the fourth. Still, you can keep a doubt of 5% in this. Look at question number 16. In order to advance problem-solving skills of learners, teachers should encourage ______ and should promote ______ thinking. To promote advanced problem-solving, what should a teacher do? We can consider verbalization as important, encourage the child to talk about a problem verbally, or try to verbalize it by speaking it out. And should promote analogical thinking. If there is a similar problem, and if they have seen a similar problem previously, they can solve the new problem with that experience. Anyway, the means and analysis one was also correct, but due to the convergent aspect, there is a slight problem here. Let's move on to question number 17. In discovery learning, students, when we talk about discovery learning, or discovery learning, which Bruner talks about, what happens in discovery learning? They consistently make new discoveries in the world through exploration and manipulation of ideas. They derive information for themselves through exploration and manipulation of ideas. Or they create new discoveries. We will go with the fourth option. There is a doubt of % that they might go with the first option, but the probability is very low that they will go with A, because it's not just about consistently making new discoveries in the world through exploration. It's not always about making new discoveries. That would be a bit too much. So, we would prefer to go with the fourth option here. Although they are using a bit of information here, so you can keep a doubt on this. Okay, so one more question was told, and this one was told. In that, there is still less doubt, but in this, there is a bit more doubt about which one to go with. Discovery learning. In discovery learning, students consistently make new discoveries in the world through exploration and manipulation of ideas. They derive information for themselves through exploration and manipulation of ideas. We can say we prefer to go with the fourth option for now, because it's not necessary that they always make new discoveries in the world. It's not like that. So, let's remove the doubt and go with the fourth option, because it's not like a new discovery will always happen. It's not like only when you make a completely new discovery like Thomas Alva Edison, then the discovery method will be used. No, many times the child tries to discover what already exists, and in that effort, they take action or perform an activity. So, we will go with the fourth option here, there is no doubt about it. Let's move on. Look at question number 18. A realizes class and hence he is unable to understand the concept. Ramesh decides to sit at the front so that he can focus his attention better. Which learning strategy is Ramesh using? That is, Ramesh is a child who feels that he is not able to pay attention in the science class and therefore has difficulty understanding the concept. So, he will sit at the front from tomorrow because his attention is not going there. That means Ramesh has reflected. Thinking about thinking. Awareness about awareness. This is metacognition, higher cognition, meta-cognition. First option. Let's move on. Look at question number 19. What does this say? Which of the following statements about emotions is correct in the context of cognition? That is, which one statement about emotions is correct, is asked. So, the first one is: Emotions help in efficient retrieval of information. No. Emotions modulate various aspects of cognition. However, the degree and direction. This is correct. We will simply go with this. Emotions affect your cognition in various ways. Cognition and emotion is a topic that comes up. Let's move on. Let's look at the 20th question. How can teachers increase intrinsic motivation in students? That is, to promote intrinsic motivation, what should be done? Learning for the sake of learning. We have discussed this so many times. Learning for the joy of learning. They are learning for enjoyment. The reason is not external. So, by inculcating the joy of learning, when there is joy in learning, the reason will not be external, then intrinsic motivation will come automatically. The reason is not external, the reason is internal. Chase excellence, and success will chase you. This dialogue reflects this. This is a question that they have twisted a bit. It's about intrinsic and extrinsic motivation. Let's read it carefully. Look. Which of the following statements correctly describes the relationship between intrinsic and extrinsic motivation? What is this relationship called? Intrinsic motivation can impact extrinsic motivation, but they cannot impact each other. Intrinsic and extrinsic motivation. Look, they are exclusive in themselves. If seen with common sense, intrinsic motivation and extrinsic motivation are mutually exclusive. Individuals cannot be motivated by both at the same time. So, we are assuming this here. You can put a doubt on this, because this question is like this. One more was told, and this is a question where there can be a doubtful situation about which one to go with. Intrinsic and extrinsic, because sometimes the examiner's mood also matters, from what perspective they are making the paper, and especially in pedagogy, multiple answers can be correct. We will go with the fourth option. Although here, intrinsic and extrinsic motivation can both impact individual behavior, but they operate independently of each other. We can say that intrinsic and extrinsic motivation can both affect an individual's behavior, but they operate independently of each other. Yes, we have to go with the second one, or this second one seems better to me here compared to the fourth. The statement about being mutually exclusive, individuals cannot be motivated by both at the same time. They can be, for different things. So, we will go with the second one here. The possibility of doubt seems less here than in the fourth one. So, mark the second one from my side. Otherwise, let's see what they consider the answer for this question in the answer key. Look at question number 22. What does it say? Look at question number 2 quickly. Academic performance and intellectual abilities are enriched in graduated settings. The above argument points primarily towards which of the following debates of development? That is, performance can improve, intellectual ability can improve, if the environment is better. This is the entity versus incremental view of ability. Entity says that intelligence or ability is fixed. Whereas the incremental view says that if there is a good environment and effort is made, then ability can be increased. So, the first option is the right answer. Don't gain knowledge prematurely about what should be this or that. Wait patiently for the official answer key. Only one or two questions go here and there, not more. And even that is a very rare case, because the paper itself has been made by playing with the language. So, the possibility increases here. Otherwise, there is no problem with the paper. Look, if we talk about the assertion, what is it? When we look at childhood as a single category, we lose out on the social and cultural differences between. This statement is absolutely correct. Both statements are correct: childhood is a social construct. So, both A and R are true, and R is the correct explanation of A. Fourth option. A and R are both correct, and R is the correct explanation of A. Simple. Fourth option. Let's move on to question number 24. Which of the following factors is not proposed by Jean Piaget as affecting change in cognition? So, for this, I have simply given you a mnemonic, MES. So, there is only one thing in it, which is cultural tools, which Vygotsky talks about, and Piaget does not talk about it among these four factors. He has talked about all the others. So, the second option is correct here. Let's move on to question number 25. Jean Piaget assumes that the process of learning is dependent solely on heredity. That is, Jean Piaget assumed that the process of learning is dependent on heredity, and development is a result of interaction between heredity and environment. This statement is correct. But this is talking about something else. Something else is happening here. So, both A and R are true, and R is not the correct explanation. I would prefer to go with this here. Okay. We prefer to go with A, because R is not false. It is the result of interaction between heredity and environment. Yes, but it is not explaining A. This is clear. It is not explaining A, that heredity has a greater impact on intelligence. This is assumed. We can go with this. So, the first option is correct. Look at question number 26. According to Jean Piaget, when children cannot handle new experiences within their existing cognitive structures, what do they do? So, there will be disequilibrium. The word dissonance is not used by Piaget. At least there will be disequilibrium. They experience what? Disequilibrium. And when there is disequilibrium, the process of adaptation will occur. Assimilation and accommodation will be used, and the child will bring their schema back into balance. Fourth option is the right answer over here. Let's move on. Look at question number 28. What does it say? Let's understand quickly. While Piaget views children as active in manipulating ideas, they are not passive. And according to Vygotsky, they are not passive in social interaction either. So, only the first option remains, and there is no other option that is even close to being correct. So, the first option is correct. Let's move on. Two more questions, two or three, 28, 29, and 30. What is or are the basis for determining the stage of moral development in Lawrence Kohlberg's theory? That is, what are the bases for determining the stage of moral development in Lawrence Kohlberg's theory? This is asked. Simply, you have to see what the answer should be. If we talk about the basis, the child's age, yes, people have given different answers at different ages. The answer given by the individual for or against stealing. The answer is not important here. Kohlberg said that reasoning is important. The reason given for making a decision is important. A and C will be correct here. I would prefer to go with the first option here. Okay. A and C. First option. Let's move on to question number 29. According to Lev Vygotsky, the essence of cognitive development is. That is, in which option will you find the essence of cognitive development? This time they have twisted the language a bit, and many people were also troubled. Let's try to understand what they are saying about Vygotsky and what we can find useful. According to Lev Vygotsky, the essence of cognitive development, that is, the main point of cognitive development is: Learning to adapt to the environment. Environment. Social. Look, environment, physical environment, and social environment are two different things. This is generally not discussed with you. Environment can also be trees and plants. Whereas in the social environment, people will come, society will come. So, this statement seems correct about Piaget, but it does not seem correct about Vygotsky. Although they do not specify, the environment can be anything. But when only environment is written, in 99% of cases, it is talking about the normal environment, the physical environment, not the social environment. This is my observation. So, we are not going with this. Identification. What is left? Only the fourth option is left, and there are no other options. So, it is not necessary that you always know all the terms. If you are using elimination, and eliminating options, then you often reach the correct answer. So, mastering the use of psychological tools. This includes cultural tools. Psychological tools. Language is psychological, isn't it? It is psychological. What your Vygotsky is talking about, or mental models, they are all related to this. So, mastering the use of psychological tools. This will include cultural tools, stories, language, all of these will be included. So, if the language changes a little bit, it doesn't mean you should panic. You will also look at other options. They are not going with Vygotsky at all. One more question, the last question. It is also about Vygotsky. Look. According to Lev Vygotsky, ______ plays an essential role in helping learners progress through the zone of proximal development. In ZPD, what plays an important role? More knowledgeable other (MKO). Someone who knows more than you. Maturation. Vygotsky is not talking about maturation. Positive reinforcement. He is not talking about positive reinforcement. Physical environment. He is not talking about the physical environment. He talks more about the social environment. So, only the first option remains, and there is no other option. Out of 30 questions, how many did you get right? You can tell. Barely, we talked about one or two questions, I think we talked about two questions where doubt is possible. Even then, there is a very high probability that that is the correct answer. Officially, what we discussed. But still, one should not be God. No one in the world knows 100%. So, we always leave a small scope, saying, yes, maybe it happens, but it doesn't happen, that's a different matter. Okay. So, this is one thing. Yes, the language of this paper, I would say, yes, they have given good language. Okay. Otherwise, take care, and all the best. Your answer key will also come in the next 15 days, and we will continue to discuss what to do next. Take some rest too, and plan for the future again. Okay. Take care. Bye-bye. Thank you. Like, share, subscribe. You can tell in the comments how many marks you got, and hopefully, it was helpful to you. I am getting a lot of your comments and emails. All the best. For whoever gets a good score, we will do an interview. There will be no normalization. There is no discussion of normalization either. It is not on the सीटेट website. And when they said it could be implemented, it was not implemented then either. We have no evidence of that. When papers were being conducted for months, normalization was not applied even then. Even when they gave a notice that they might apply it, they have not given it this time. So, there is no tension. There is nothing like normalization. It is a qualifying exam. Okay. Take care. Bye. This is based on my experience. सीटेट.