BSAEU B.ED. 1ST SEMESTER PYQ SOLVE SERIES
2023-2025
Contents
Course
1.1.1 (1st Half): Childhood and Growing Up – Development & Its
Characteristics
Group-A (2×5=10)
(Answer any
five within 50 words each)
1. (a) Four
Emotional Characteristics of Early Childhood
- Quick mood changes: Children shift
easily from happiness to sadness or anger.
- Intense expression: Emotions such as
joy, fear, or jealousy are displayed openly and intensely.
- Egocentrism: Children express emotions
centered on their own desires, often lacking empathy.
- Dependency: They rely on adults for
emotional comfort and support, showing strong attachment.
(b) What
is Meant by Self-Concept?
- Self-concept is a child’s understanding and
evaluation of themselves—their abilities, appearance, values, and
characteristics. It develops through social interactions, experiences, and
feedback, shaping identity and self-esteem.
(c) Two
Importance of Individual Difference in Education
- Personalized teaching: Recognizing
differences helps teachers adapt methods to suit students’ unique learning
needs and paces.
- Holistic development: Addressing
individual traits fosters all-round growth and uncovers hidden potential
among children.
(d) What
is 'Accommodation'?
- In Piaget’s theory, ‘Accommodation’ is changing or
creating new cognitive schemas to incorporate experiences or new information
that cannot fit existing schemas. It allows adaptation and intellectual
development.
(e) Components
of Language
- Phonology: Sounds of language.
- Morphology: Word formation rules.
- Syntax: Sentence/grammar structure.
- Semantics: Meaning of words and sentences.
- Pragmatics: Social rules for using
language appropriately.
(f) Two
Characteristics of Personality
- Consistency: Personality patterns
remain relatively stable across different situations and time.
- Uniqueness: Each person’s personality
shows distinctive ways of thinking, feeling, and behaving.
(g) Stages
of Cognitive Development by Piaget
- Sensorimotor stage: Birth to 2 years
(sensory exploration and motor activities)
- Preoperational stage: 2–7 years
(symbolic thinking, egocentrism, language develops)
- Concrete operational stage: 7–11 years
(logical thinking, conservation, classification)
- Formal operational stage: 11+ years
(abstract and hypothetical reasoning)
Group-B (5×3=15)
(Answer any
three within 150 words each)
2. Stages
of Psycho-Sexual Development (Freud)
- Oral stage (0-1yr): Focus on
mouth—sucking, feeding; pleasure from oral activities; overindulgence or
deprivation can lead to oral fixations (e.g., overeating, smoking).
- Anal stage (1-3yrs): Focus on
anus—potty training; children experience pleasure in controlling bladder
and bowel; strict training may cause obsession with order/cleanliness or
messiness.
- Phallic stage (3-6yrs): Focus on
genitals; children notice biological sex differences; Oedipus/Electra
complex develops; successful resolution facilitates identification with
same-sex parent.
- Latency stage (6-12yrs): Sexual urges
submerge; focus shifts to socialization, learning, and friendships; energy
redirected to intellectual and social pursuits.
- Genital stage (12+yrs): Sexual desires
re-emerge with puberty; mature sexual interests; successful transition
leads to healthy personality and relationships.
- Significance: Each stage influences
personality; fixations may cause issues in adulthood, highlighting the
importance of nurturing environments.
- Role of Family in Growth and Development
- Family is the child’s first environment, providing
basic physical care, nutrition, and protection essential for healthy
biological growth.
- Emotional support from parents forms secure
attachments, influencing confidence and mental well-being.
- Values, language, customs, and ethical standards
are learned and internalized within the family.
- Family members act as role models, shaping
attitudes, habits, and behavior.
- Support during failures and encouragement during achievements
build resilience and self-esteem, preparing the child for broader social
interactions and lifelong development.
- Advantages and Disadvantages of Projective Test
Advantages:
- Useful for accessing unconscious mind and hidden
emotions that structured tests can’t reveal.
- Reduces social desirability bias; responses are
less likely to be faked.
- Provides qualitative insights into unique
personality features; helps in counseling and diagnosis.
Disadvantages:
- Highly subjective; interpretation depends on examiner’s
skill and may lack standardization.
- May not be reliable or valid for every child or
culture.
- Time-consuming and sometimes difficult to
administer on a large scale.
- How Emotional Development Is Affected by
Deprivation and Disrupted Family
- Deprivation: Lack of parental care,
affection, and stability often leads to insecurity, anxiety, and social
withdrawal. Children may develop low self-esteem, trust issues, and
difficulty managing emotions.
- Disrupted family (divorce, conflict,
separation): Increases stress, confusion, and feelings of
rejection. Such experiences can result in aggression, poor peer
relationships, and difficulty concentrating in school.
- Long-term effects: Delays in emotional
maturity, risk of behavioral problems, and poor academic achievement.
- Responsibilities of Teacher and Parents in
Language Development
- Teachers: Provide a rich language
environment, encourage reading, storytelling, group discussions, and
correct language mistakes gently.
- Parents: Talk frequently with children,
read aloud at home, encourage questions, and expose them to various
language experiences.
- Both: Promote positive reinforcement,
be patient listeners, and create opportunities for meaningful
communication.
Group-C
(10×1=10)
(Answer any
one within 300 words)
10. Stages
of Psychosocial Development by Erickson and Educational Implications
1. Trust vs.
Mistrust (0–1 yr):
- Crisis: Can I trust the world?
- Development: Trust forms when
caregivers are responsive; mistrust develops if care is inconsistent.
- Education: Teachers must create a safe,
predictable classroom—establish routines and show warmth.
2. Autonomy
vs. Shame/Doubt (1–3 yrs):
- Crisis: Can I do things myself?
- Development: Independence grows with
encouragement; over-criticism causes shame.
- Education: Allow choices and foster
self-help skills to build confidence.
3. Initiative
vs. Guilt (3–6 yrs):
- Crisis: Am I good or bad?
- Development: Initiating tasks and
exploring is met with support; discouragement causes guilt.
- Education: Encourage creativity and
exploration; avoid harsh punishment for mistakes.
4. Industry
vs. Inferiority (6–12 yrs):
- Crisis: Am I competent?
- Development: Success at school and
activities yields competence; repeated failure causes inferiority.
- Education: Recognize achievements, set achievable
challenges, build teamwork.
5. Identity
vs. Role Confusion (12–18 yrs):
- Crisis: Who am I?
- Development: Adolescents explore
identity; confusion arises without strong values/role models.
- Education: Facilitate self-discovery,
support diverse interests, offer guidance, and respectful spaces for
expression.
6. Intimacy
vs. Isolation (Young adult):
- Crisis: Can I form intimate
relationships?
- Development: Success leads to strong
relationships and cooperation.
- Education: Encourage group activities,
empathy, communication skills.
7.
Generativity vs. Stagnation (Adult):
- Crisis: Can I contribute to the world?
- Development: Productivity and care for
others; stagnation if disconnected.
- Education: Provide opportunities for
mentorship and community service.
8. Integrity
vs. Despair (Old age):
- Crisis: Was my life meaningful?
- Development: Looking back with
satisfaction or regret.
- Education: Value lifelong learning;
promote sharing of life experiences.
- Educational implications: Recognize
students’ social and emotional needs at each stage; provide
developmentally appropriate support and challenges; foster sense of
belonging and competence; help learners navigate identity, autonomy, and
social relationships with care and understanding.
Course 1.1.1 (2nd Half): Childhood
and Growing Up—Aspects of Development
Group-A (2×5=10)
(Answer any five; each within
50 words)
1. (a) What do you mean by
'Instinct'?
- Instinct is an inborn, biologically
determined pattern of behavior that is characteristic of a species and
typically shows itself independent of learning or experience. Examples
include a baby’s sucking reflex or rooting for the breast.
(b) What is meant by 'Fluctuation
of Attention'?
- Fluctuation of Attention refers to the
natural tendency of a person's focus to shift or waver between different
stimuli or tasks, making sustained attention difficult, especially in
children or during monotonous activities.
(c) Write the elements of
'Emotional Intelligence'.
- Elements of Emotional Intelligence include:
- Self-awareness: understanding one’s own emotions;
- Self-regulation: controlling one’s emotions;
- Motivation: inner drive to achieve goals;
- Empathy: recognizing emotions in others;
- Social skills: managing relationships effectively.
(d) Establish the relation
between 'Intelligence Quotient' and 'M.A'.
- Intelligence Quotient (IQ) is
calculated as:
IQ=Mental Age (M.A)Chronological Age (C.A)×100IQ=Chronological Age (C.A)Mental Age (M.A)×100
Thus, IQ expresses a person’s
mental age relative to their actual (chronological) age.
(e) Write four factors which
hinder the nurturance of creativity in classroom.
- Restrictive teaching methods (rote learning, rigid
discipline).
- Lack of encouragement for original thought or
questioning.
- Fear of failure or ridicule among students.
- Overemphasis on conformity and standardized tests.
(f) Write two educational
implications of 'Attitude'.
- Positive attitudes towards learning enhance student
motivation and achievement.
- Teachers can model and cultivate constructive
attitudes, influencing class culture and peer relations.
(g) What is 'Intrinsic
Motivation'?
- Intrinsic Motivation refers to
engagement in a task for its own sake, driven by internal satisfaction,
curiosity, or enjoyment, rather than external rewards or pressures.
Group-B (5×3=15)
(Answer any three; each within
150 words)
2. Discuss the role of emotion in
the education of a child.
- Emotion profoundly influences learning
as it affects memory, motivation, and attention. A child experiencing
positive emotions (joy, curiosity, interest) is more receptive to learning
and able to remember new concepts better. Conversely, negative emotions
(fear, anxiety) hinder concentration and problem-solving. Teachers should
provide an emotionally supportive atmosphere, encouraging safe expression
of feelings and addressing emotional needs. Emotional support creates
trust, making it easier for children to engage with challenging tasks,
persevere through difficulties, and interact positively with peers.
Classroom strategies such as active listening, recognition of effort, and
promoting collaboration foster emotional security, thus optimizing
learning outcomes.
3. Establish with example how
'Self-efficacy' and 'Anxiety' influence each other in education.
- Self-efficacy is the belief in one’s
abilities to perform specific tasks. High self-efficacy reduces anxiety,
as children feel confident about facing challenges (e.g., a student who
believes they can solve math problems approaches exams calmly).
Conversely, low self-efficacy increases anxiety, leading to fear of
failure (e.g., a child doubtful of their ability to speak in class may
feel nervous or avoidant). Additionally, constant anxiety can erode
self-efficacy—repeated failures or harsh criticisms cause students to
doubt their capacities. Teachers can support both by setting achievable
goals, providing positive reinforcement, and creating low-stress
environments.
4. How would you identify
'Creative Students'? Write four basic features of creativity.
- Identifying creative students:
- They often ask unusual questions and find unique
solutions to problems.
- They show originality in thinking and task
approach.
- Exhibit flexibility and willingness to try new
things.
- Display persistence in exploring and refining
ideas.
- Four basic features of creativity:
1.
Originality: producing novel ideas;
2.
Fluency: generating multiple solutions or
responses;
3.
Flexibility: shifting perspectives or
approaches;
4.
Elaboration: expanding on and developing ideas
in detail.
5. Discuss any five objective
determinants of attention.
- Objective determinants of attention:
- Intensity: Loud or bright stimuli draw
attention (a ringing bell, bold colors).
- Novelty: New or unfamiliar activities
or objects attract more focus.
- Movement: Moving objects or gestures
are noticed faster than static ones.
- Change: Sudden changes in environment
(temperature, light) command attention.
- Size: Larger objects or displays are
more attention-grabbing.
6. Write about 'Verbal tests of
Intelligence'.
- Verbal intelligence tests assess
reasoning and understanding through language tasks. They include
vocabulary, comprehension, analogies, arithmetic word problems, and
reasoning with words and sentences. Examples include the verbal sections
of the Stanford-Binet or Wechsler tests. Such tests are culture-dependent
and measure cognitive processing using verbal or written language,
evaluating skills like memory, logical thinking, reading, and
communication.
Group-C (10×1=10)
(Answer any one within 300
words)
7. Discuss McClelland's Theory of
Achievement Motivation.
- McClelland’s Achievement Motivation Theory centers
on three basic needs:
- Achievement (n-Ach): The drive to
accomplish challenging goals, seek feedback, and feel pride in
accomplishments. Individuals high in n-Ach prefer tasks where success is
due to their effort, set moderately difficult goals, and thrive on
feedback.
- Affiliation (n-Aff): The desire for
social relationships, approval, and being liked or accepted. Those
dominant in this need seek harmonious relationships and are sensitive to
social cues.
- Power (n-Pow): The urge to influence
or control others. Individuals high on power seek leadership
opportunities, enjoy competition, and want their ideas to prevail.
- Educational implications:
- Encouraging autonomy and recognizing achievement
increases motivation.
- Setting clear, achievable goals helps students
with high n-Ach.
- Group work and collaborative projects cater to
those with high n-Aff.
- Leadership opportunities and constructive
competitions engage high n-Pow individuals.
- Applications: Understanding student
motivation allows teachers to tailor strategies, set effective challenges,
and create an environment where achievement is valued. For example,
competitive quizzes and goal-setting tasks help n-Ach students thrive,
while structured group activities benefit n-Aff students.
8. Describe Thurstone's Theory of
Intelligence. How is this theory different from Gardner’s Theory?
- Thurstone’s Theory of Primary Mental Abilities:
L. L. Thurstone rejected the idea of a single general intelligence
(g-factor) and proposed that intelligence is composed of several (seven)
independent primary mental abilities:
- Verbal comprehension
- Word fluency
- Number (arithmetic ability)
- Spatial visualization
- Associative memory
- Perceptual speed
- Reasoning
Thurstone believed that individuals vary in these abilities independently, meaning strengths in one do not necessarily correlate with strengths in others. - Difference from Gardner’s Theory:
- Thurstone: Emphasizes cognitive
abilities measured by traditional tests (logical, verbal, numerical,
spatial).
- Gardner’s Multiple Intelligences: Howard
Gardner proposed 8–9 intelligences, including linguistic, mathematical,
spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal,
naturalistic, and existential, covering broader domains (art, social
skills, self-awareness) and recognizing talents not measured by IQ.
- While Thurstone’s model remains within
academic/cognitive parameters, Gardner’s theory broadens “intelligence”
to artistic, practical, and social skills.
Course 1.1.2 (1st Half):
Contemporary India & Education
Group-A (2×5=10)
Answer any five within 50
words each.
1. (a) What do you mean by
Equalization of Educational Opportunity?
- Equalization of educational opportunity means
ensuring that all children, regardless of socioeconomic background, caste,
religion, gender, or geographical location, have fair and equal access to
quality education.
- It aims to eliminate barriers such as poverty,
discrimination, and resource disparities so every child can develop his or
her potential.
(b) What do you mean by 'POA' in
relation to Indian Education Policy?
- ‘POA’ stands for Programme of Action.
- It refers to a concrete plan or strategy outlining
how recommendations of national policies (like the National Policy on
Education) will be put into practice.
- The POA includes timetables, responsible agencies,
and resource allocation guidelines for achieving educational reforms.
(c) Clarify the elementary stage
of education in India.
- The elementary stage in India refers to the first
eight years of formal schooling, typically comprising primary (classes
I-V) and upper primary (classes VI-VIII).
- It covers the 6 to 14 years age group and focuses
on foundational literacy, numeracy, life skills, and all-round
development.
(d) Mention any four categories
of population classified as marginal groups.
- Scheduled Castes (SCs)
- Scheduled Tribes (STs)
- Minority communities (religious and linguistic)
- Economically and socially backward classes
(including Other Backward Classes—OBCs)
(e) Mention the specific
constitutional provision for free and compulsory elementary education in India.
- Article 21A of the Indian Constitution, inserted by
the 86th Amendment Act (2002), makes free and compulsory education a
fundamental right for all children aged 6–14 years.
(f) What is the Three Language
Formula?
- It is a language policy that recommends:
- Learning the regional (mother tongue) language
- Hindi (or another Indian language)
- English (or another modern language)
- The aim is to promote national integration and
linguistic diversity, and to provide greater educational and employment opportunities.
(g) Mention any two educational
items included in the Union List.
- Coordination and determination of standards in
higher education and research, including universities.
- Establishment and maintenance of institutions of
national importance (IITs, IIMs, etc.).
Group-B (5×3=15)
Answer any three, within 150
words each.
2. Illuminate the concept of
Rural University as portrayed by the Radhakrishnan Commission.
- The Radhakrishnan Commission (1948-49) proposed the
idea of Rural Universities to meet the specific needs of India’s
predominantly rural population.
- These universities would focus on rural
reconstruction by blending academic learning with practical
community-oriented projects in agriculture, health, sanitation, and
cottage industry.
- The Rural University model emphasized experiential
learning, community service, and the adaptation of education to solve
local problems, promote self-reliance, and raise the standard of rural
life.
- By integrating extension work and research relevant
to rural needs, these universities would support sustainable rural
development and reduce rural-urban imbalances.
- Write a short note on 'Fundamental Duties' of
citizens as envisaged in the Indian Constitution.
- Fundamental Duties, introduced by the 42nd
Amendment (1976), are moral obligations for Indian citizens.
- They include respecting the Constitution and
national symbols; cherishing the nation’s heritage; protecting the
environment; promoting scientific temper; defending the country; and
striving for excellence.
- These duties aim to remind citizens that rights
come with responsibilities, and to foster a spirit of patriotism, unity,
and social harmony necessary for national development.
- Give a brief description of the structure of
Education as recommended by the Indian Education Commission.
- The Indian Education Commission (Kothari
Commission, 1964-66) recommended the 10+2+3 structure:
- 10 years of general (primary and secondary)
education
- 2 years of higher secondary education
- 3 years for undergraduate degree programs
- It called for a diversified curriculum at higher
secondary level (vocational and academic streams) and emphasized universal
access to elementary education.
- Recommendations included: curriculum reform for
national integration; development of science, math, and language skills;
and more investment in secondary and technical/vocational education.
- What do you mean by universalization of Elementary
Education? What are the obstacles to achieve it? Bring two remedial
measures.
- Universalization of Elementary Education (UEE)
means that every child, regardless of background, must have access to and
complete elementary schooling (Classes I–VIII, ages 6–14).
Obstacles:
- Poverty and child labor preventing regular
attendance
- Gender discrimination, especially against girls
- Lack of infrastructure and teachers in rural/remote
areas
- Social stigma, caste bias, or language barriers
Remedial
measures:
- Implementation of schemes such as Mid-Day Meal and
scholarships to boost attendance
- Community awareness campaigns promoting importance
of girls’ and marginalized children’s education
- Improving school facilities and teacher training in
disadvantaged areas
- What are the causes of inequality and
discrimination in education? How to address these problems?
Causes:
- Socio-economic disparities (poverty, lack of
resources)
- Casteism, religious discrimination, and gender bias
- Regional imbalances (rural/urban divide)
- Language barriers and lack of inclusive curriculum
- Solutions:
- Policy measures: scholarships, reservations, and
free text books for marginalized groups
- Infrastructure development in rural/remote schools
- Curriculum reforms for inclusivity and
multi-lingualism
- Teacher sensitization and continuous training on
diversity and equity
Group-C (10×1=10)
Answer any one, within 300
words.
7. Discuss in brief the thoughts
of Swami Vivekananda about Culture and Education.
- Swami Vivekananda saw education as the holistic
development of human beings—physical, intellectual, emotional, and
spiritual.
- He believed that education is not merely the
accumulation of knowledge, but the manifestation of the perfection already
present in a human.
- According to Vivekananda, culture and education are
connected; education should nurture moral values, self-confidence, and the
ability to serve society.
- He emphasized “character-building” above all,
stating that education must foster courage, self-discipline, and a strong
will.
- Vivekananda criticized the rote-based colonial
education system and wanted education to teach life skills and practical
knowledge relevant to India’s needs.
- He championed women’s education and marginalized
communities’ upliftment through education.
- Cultural aspect: He advocated the blending
of India’s rich spiritual and cultural traditions with modern scientific
knowledge.
- Educational implication: Teachers must focus
on values, service, national pride, and encourage self-reliance. True
education should empower individuals to overcome challenges and contribute
positively to the country and humanity.
- Briefly discuss the recommendations of the Kothari
Commission regarding reforms of the examination system at different stages
of school education.
- The Kothari Commission (1964-66) made landmark
recommendations for examination reform:
- Reduce emphasis on terminal, high-stakes exams and
promote continuous and comprehensive evaluation (CCE).
- Recommend internal assessments, project work, and
practical examinations to assess overall development—intellectual,
emotional, and physical.
- Diversify evaluation methods to encourage
understanding, creativity, and critical thinking, not just rote
memorization.
- Avoid subjecting students, especially at lower
levels, to frequent external exams.
- Standardize question papers and grading systems
for improvement in reliability and fairness.
- Introduce a semester system and modular assessments,
wherever possible.
- The aim was to reduce undue stress, curb
malpractices, and ensure examinations become tools for diagnosis and
constructive feedback, not barriers to learning.
Course 1.1.2 (2nd Half): Contemporary India &
Education Policy Framework for Education in India
Group-A (2×5=10)
Answer any five (within 50
words each).
1. (a) Mention two functions of
NAAC.
- Assessment & Accreditation: NAAC
assesses and accredits higher educational institutions in India for
quality assurance.
- Quality Benchmarking: It develops
quality benchmarks and guidelines, helping institutions improve academic
processes and infrastructure.
(b) What is the relation between
Unemployment and Population Explosion?
- Direct Link: Rapid population growth
increases the labor force, but if job creation lags, unemployment rises.
- Resource Pressure: Overpopulation
strains resources, limiting employment opportunities in both rural and
urban sectors.
(c) Mention two objectives of
NCFTE (2009).
- Professional Teacher Training: To
enhance the quality, relevance, and professionalism of teacher education
in India.
- Reflective Practice: Encourage teachers
to develop critical and reflective thinking for inclusive and effective
classroom practices.
(d) Write two barriers of Adult
Education.
- Illiteracy and Lack of Motivation: Many
adults have no prior schooling and see little practical use for education.
- Socio-Economic Constraints: Work
commitments, poverty, and social norms often prevent adults—especially
women—from attending classes.
(e) State two importance of
institutional planning.
- Resource Optimization: Ensures
efficient use and allocation of financial, human, and material resources
within an educational institution.
- Goal-Oriented Development: Helps set
clear, achievable targets and timelines for academic and infrastructural
improvement.
(f) Write two differences between
leadership and supervision.
- Nature of Action: Leadership is about
inspiring and motivating; supervision focuses on overseeing and
controlling activities.
- Approach: Leadership fosters innovation
and collaboration; supervision stresses adherence to rules and procedures.
(g) Mention two functions of
NCERT.
- Curriculum Development: NCERT develops
national curriculum frameworks, textbooks, and teaching materials for
school education.
- Educational Research: Conducts
pedagogical research and offers training for teachers and educational
administrators.
Group-B (5×3=15)
Answer any three within 150
words each.
2. Briefly discuss the function
of RMSA.
- Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims
to expand and improve quality secondary education (classes IX–X).
- Key functions:
- Strengthen infrastructure: Build new schools,
classrooms, laboratories, libraries.
- Universal access: Increase enrollment of
disadvantaged groups, especially girls and marginalized communities.
- Quality improvement: Upgrade teacher skills via
training and modernizing teaching methods; ensure equitable pupil-teacher
ratios.
- Remove barriers: Provide scholarships, bicycles,
and other incentives to enable attendance.
- The program addresses regional, economic, gender,
and social disparities, supporting the vision of inclusive and holistic
secondary education.
- Explain the role of Education in controlling
student unrest in India.
- Promoting Democratic Values: Education
fosters tolerance, mutual respect, and skills to resolve conflicts
peacefully.
- Channelizing Energy: Co-curricular
activities, student councils, and debates engage youth, reducing
involvement in disruptive actions.
- Addressing Grievances: Open forums and
grievance redressal systems in educational institutions help students
voice concerns constructively.
- Developing Critical Thinking: A
well-rounded education teaches students to question, analyze, and express
dissent responsibly.
- By making students feel heard and valued, education
transforms unrest into informed dialogue, reducing agitation and violence.
- Write the functions of DIET.
- District Institute of Education and Training
(DIET):
- Organizes in-service training and workshops for
primary school teachers.
- Develops and implements innovative educational
programs at district level.
- Conducts classroom-based research and pilots new
methods/materials.
- Provides academic support to schools for
curriculum and pedagogy.
- Coordinates community engagement and awareness for
UEE (Universalization of Elementary Education).
- Supports educational planning in collaboration
with local administration.
- Explain the importance of Women Education in
developing India.
- Empowerment: Educated women gain confidence
and participate more fully in social, political, and economic activities.
- Social Benefits: Women’s education
reduces child marriage, improves health/nutrition, and leads to smaller,
healthier families.
- Economic Progress: Enhances women’s
employability, productivity, and income, uplifting entire families and
breaking the cycle of poverty.
- National Development: Educated women
contribute to nation-building, drive community change, and ensure better
educational outcomes for future generations.
- Briefly discuss the characteristics of Educational
Planning.
- Goal-Oriented: Educational planning
sets clear, achievable educational goals and policies.
- Systematic Process: Involves
step-by-step procedures: need assessment, resource allocation,
implementation, and evaluation.
- Inclusive: Takes into account the needs
of various stakeholders (students, teachers, community).
- Continuous & Flexible: Adapts to
changing societal needs, technology, and global trends.
- Optimizes Resources: Ensures efficient
use of financial, human, and material resources for best results.
Group-C (10×1=10)
Answer any one within 300
words.
7. Briefly discuss the role of
quality management in school. Explain the functions of Head teacher as a
leader.
Role of Quality Management in
School:
- Continuous Improvement: Quality
management fosters a culture of excellence, encouraging regular assessment
of teaching, learning outcomes, and infrastructure for ongoing refinement.
- Standard Setting: Defines academic and
behavioral standards, ensuring uniformity and fairness in evaluation,
discipline, and co-curricular engagement.
- Stakeholder Involvement: Engages
students, parents, staff, and community in feedback, policy-making, and
goal-setting to build ownership and transparency.
- Professional Growth: Encourages regular
teacher training, reflective practices, and sharing of innovations,
uplifting instructional quality.
- Data-Informed Decision Making: Utilizes
examination results, attendance, and surveys to identify areas for
improvement and to celebrate achievements.
- Resource Utilization: Optimizes
materials, finances, and human skills for maximum output, boosting morale
and fostering accountability.
- Safe, Supportive Environment: Ensures
emotional, psychological, and physical safety, promoting positive
relationships and learning.
Functions of Head Teacher as a
Leader:
- Visionary: Articulates a clear vision,
mission, and values for the school, aligning activities with long-term
goals.
- Academic Leader: Guides curriculum
implementation, teaching strategies, and assessments, focusing on student
achievement and holistic growth.
- Manager: Organizes day-to-day
operations, supervises staff, allocates resources effectively, and ensures
compliance with regulations.
- Mentor: Supports and motivates staff
and students; encourages professional development and innovation.
- Mediator: Resolves conflicts among
stakeholders diplomatically; upholds fairness and integrity.
- Change Agent: Drives reforms,
technology adoption, and new initiatives; adapts to educational trends.
- Community Builder: Bridges
relationships among teachers, parents, students, and the community,
creating a collaborative environment.
- Quality Monitor: Sets and monitors
performance benchmarks for students and staff; ensures continuous
improvement.
- Decision Maker: Makes timely, informed
decisions based on data and stakeholder input.
- Ethical Role Model: Demonstrates
honesty, empathy, and responsibility, setting high moral standards.
8. Write short notes on
i) NCTE
- National Council for Teacher Education (NCTE): Statutory
body formed in 1995 to regulate teacher education in India.
- Key roles: Setting norms/standards for
teacher training, recognizing institutions, monitoring and assuring
quality of teacher education, and conducting research/advising government
on teacher-related policy.
- Ensures teacher education courses (B.Ed., D.El.Ed.,
etc.) meet national quality parameters for competent educators.
ii) Tribal Education
- Tribal Education refers to tailored
educational programs addressing the needs of children from India’s Scheduled
Tribes.
- Features:
- Mother tongue-based and culturally sensitive
curricula.
- Scholarships, hostels, and special incentives to
boost enrollment and retention.
- Bridge courses and community participation to
address gaps in learning and preserve indigenous traditions.
- Challenges: Linguistic diversity,
geographic isolation, poverty, and prejudice. Initiatives like
EMRS (Eklavya Model Residential Schools) and special policies aim to
ensure equity and inclusion for tribal learners.
Course 1.1.5: Understanding
Discipline & Subjects
Group-A (2×5=10)
Answer any five; each within
50 words.
1. (a) Define Discipline.
- Discipline in academic context refers
to a specific branch of knowledge, learning, or scholarly instruction
(e.g., science, mathematics, social science).
- It includes distinctive methods, concepts, content,
and perspectives for systematic study and inquiry.
(b) What is metalinguistic
awareness?
- Metalinguistic awareness is the ability
to reflect upon and consciously think about the nature, structure, and functions
of language.
- It involves recognizing language as a system,
understanding nuances, and manipulating language (e.g., detecting wordplay
or grammar errors).
(c) Write any two aims of
teaching Mathematics in school.
- Develop logical, analytical, and reasoning skills
for problem-solving.
- Enable precise quantitative understanding for daily
life and advanced studies.
(d) Why is it said that Science
is a Social process?
- Science is called a social process because
it grows through collaborative efforts, exchange of ideas, peer review,
and builds upon collective human experience.
- Scientific knowledge evolves with contributions
from societies and is influenced by cultural, ethical, and social
contexts.
(e) Mention two relationships of
Mathematics and Language.
- Mathematical concepts and reasoning are often
communicated through language—definitions, proofs, explanations.
- Mathematical symbols and structures have linguistic
parallels (e.g., syntax and grammar in equations and sentences).
(f) Mention two objectives of
studying Social Science at school level.
- Promote understanding of society, history, and
cultural values for responsible citizenship.
- Equip students with skills to analyze social issues
and actively participate in civic life.
(g) State two relationships of
Social Science with language.
- Language is the primary medium for discussing,
debating, and documenting social phenomena.
- Social science texts and case studies foster
reading, critical thinking, and communication skills.
Group-B (5×3=15)
Answer any three; each within
150 words.
2. Write a note on
"Education is a multidisciplinary field of studies".
- Education draws from multiple disciplines to
create a comprehensive understanding of teaching, learning, and child
development.
- It integrates psychology (understanding learners’
behaviour), sociology (context of learners’ social background), philosophy
(values and aims of education), history (evolution of educational
thought), and subject content (science, math, languages, arts).
- Pedagogical methods are refined through research in
these diverse areas, leading to better curricula and inclusive practices.
- For example, educational policy involves social
science and economics; assessment design uses principles from statistics,
psychology, and linguistics.
- Thus, education as a multidisciplinary field
ensures holistic teacher training, addresses diverse classroom needs, and
responds to societal changes, equipping teachers and students for
real-world challenges.
- What are the steps of scientific method?
- Scientific method is a systematic
process for inquiry and knowledge creation:
- Observation: Identify a phenomenon or
problem.
- Question: Formulate specific questions
based on observation.
- Hypothesis: Propose a tentative,
testable explanation.
- Experimentation: Plan and conduct experiments/collect
data to test the hypothesis.
- Analysis: Interpret and analyze
results.
- Conclusion: Draw conclusions—support,
refute, or revise the hypothesis.
- Communication: Share findings with the
scientific community for critique and replication.
- This iterative process ensures objectivity,
reliability, and the continuous refinement of knowledge.
- Discuss briefly the philosophical basis of Social
Science.
- Social science is grounded in philosophical
traditions of empiricism, rationalism, and humanism.
- Empiricism: Relies on observation and
evidence for studying society; social facts and behaviors are examined
through data collection and analysis.
- Rationalism: Utilizes logic, reasoning,
and theoretical frameworks to understand social laws, ethics, and structures.
- Humanism: Emphasizes human values,
dignity, and social justice; seeks to improve society through critical
inquiry and reforms.
- Social sciences address questions about human
behavior, rights, governance, and culture, drawing from both scientific
logic and moral philosophy.
- Discuss the relationship between intellectual
development and language development.
- Intellectual development and language
development are closely interrelated.
- Language provides the tools for conceptualizing,
thinking, and reasoning; intellectual growth, in turn, drives language
expansion.
- As children’s cognitive abilities mature (e.g.,
memory, attention, logic), they use and understand more complex language
structures.
- Language rich environments foster critical
thinking, creativity, and higher-order cognition.
- According to Vygotsky, interaction and verbal
communication are fundamental for developing thought processes and
intelligence.
- Briefly discuss about the aesthetics in
Mathematics.
- Aesthetics in mathematics refers to the
appreciation of beauty, elegance, and harmony in mathematical concepts,
proofs, patterns, and solutions.
- Mathematicians value simplicity (Occam’s Razor),
symmetry, and creativity (e.g., elegant proofs, fractal design).
- Aesthetic appeal can make mathematical exploration
more engaging, foster deeper understanding, and motivate discovery.
- Visual representation (e.g., geometry, graphs) and
logical elegance often inspire mathematicians, paralleling artistic
appreciation.
Group-C (10×1=10)
Answer any one; within 300 words.
7. Discuss the correlation
between Mathematics and Social Science.
- Mathematics and social science, though distinct,
are closely correlated in modern academia.
- Quantitative Research: Social sciences
use mathematical tools (statistics, probability, data analysis) to study
social phenomena, test hypotheses, and validate models in areas like
economics, psychology, and sociology.
- Demography & Economics: Population
studies, market analyses, and resource planning all rely heavily on
mathematical techniques for data collection, interpretation, and
predictions.
- Social Measurements: Voting behavior,
public opinion polls, and happiness indices are quantified and analyzed
using mathematical frameworks.
- Simulations & Modelling: Mathematical
modeling is essential for understanding social dynamics—migration,
epidemics, education trends—enabling policy planning and forecasting.
- Interdisciplinary Development: The
fusion has led to disciplines like econometrics, psychometrics, and
mathematical sociology.
- Benefits: Mathematics brings accuracy,
objectivity, and scalability to social science research, while social
science provides real-world contexts for applying mathematical ideas.
- Conclusion: The two fields complement
each other—mathematics powers analytical rigor in social inquiry, and
social science offers opportunities for meaningful application of
mathematical methods.
8. Judge the essentiality of
language in education.
- Language is at the heart of all teaching and
learning processes.
- Medium of Instruction: It is the primary
means of delivering knowledge, discussing concepts, and expressing ideas
across subjects.
- Cognitive Development: Language shapes
thinking, expands vocabulary, and aids memory and understanding.
- Communication Skills: Enables students
to interact, question, collaborate, and articulate their learning,
critical for academic and social success.
- Cultural Transmission: Language conveys
cultural values, ethics, and traditions, enhancing identity and social
cohesion.
- Inclusivity: Multilingual education
ensures wider access and participation, especially for linguistically
diverse and marginalized groups.
- Assessment & Reflection: Language
is used for evaluating comprehension and encourages reflective thinking
(writing, reasoning, debate).
- Teacher’s Role: Teachers with strong
language skills can clarify complex topics, motivate learners, and foster
curiosity.
- Conclusion: Without language, education
loses its effectiveness, as the transmission, transformation, and
application of knowledge all depend on meaningful communication.
Course
1.1.4: Language Across the Curriculum
Group-A
Answer any five (each within
50 words, but here elaborated for better understanding)
1(a). What is Schema?
A schema is a mental structure or
knowledge framework that organizes and interprets information in the mind.
Schemata (plural) help individuals understand new information by connecting it
to pre-existing knowledge or experiences. For example, our schema for ‘school’
includes classrooms, teachers, and learning, so we interpret any new
school-related information through this lens. Schemas assist memory and
comprehension by giving context to new information.
1(b). What do you mean by
lesson developing questions?
Lesson developing questions are
questions used by teachers during a lesson to facilitate deeper understanding,
guide learning, and enhance critical thinking. Unlike recall questions, these
prompt students to analyze, explain, compare, predict, or apply what they are
learning. Through such questions, teachers help students construct knowledge
step by step, making the learning process interactive and exploratory.
1(c). Mention any four
components of language.
The four major components of
language are:
- Phonology: The study of the sound
system of a language.
- Morphology: The study of the structure
and formation of words.
- Syntax: Rules for constructing
sentences; the arrangement of words to form meaningful sentences.
- Semantics: The meaning of words and
sentences.
Other components sometimes discussed include Pragmatics (language use in context) and Vocabulary (lexicon).
1(d). Write two features of
home language.
- First Language Acquisition: Home
language is the primary language a child learns from birth, within their
family and immediate community.
- Cultural Identity: It reflects the family’s
cultural heritage, social practices, and values, and forms the basis of a
child's identity, emotional expression, and initial learning.
1(e). What is transactional
text? Give one example of transactional text. (1+1)
Transactional text refers to any written or spoken text created to
communicate information, exchange ideas, or accomplish a specific purpose,
particularly in practical or functional contexts.
Example: A formal letter, an email, a notice, an application, or
even a message requesting information.
1(f). Mention two advantages
of practicing multilingualism in the classroom.
- Cognitive Development: Exposure to
multiple languages improves students’ problem-solving abilities,
creativity, and mental flexibility.
- Cultural Competence and Inclusion: Multilingualism
fosters respect for cultural differences and helps all students feel
valued, regardless of their linguistic backgrounds.
1(g). Write two major roles of
teacher in teaching social science.
- Facilitator of Critical Thinking: The
teacher encourages debate, discussion, and analysis, helping students
think critically about social issues and current events.
- Connector to Real-life Contexts: Teachers
relate theories and concepts to students’ real-life experiences, enabling
learners to see the relevance of social science in their daily lives.
Group-B
Answer any three (each within
150 words, but here elaborated for clarity and completeness)
2. What is dialect? Discuss
the need of learning dialects in a classroom. (2+3)
A dialect is a
particular form of a language specific to a region, community, or social group,
characterized by unique pronunciation, vocabulary, and grammar. Dialects can
differ significantly from the standard or official language.
Importance of Learning
Dialects in the Classroom:
- Inclusivity: Recognizing and valuing
students' dialects makes them feel respected and included, boosting their
self-confidence and participation.
- Bridging Home and School Language: When
teachers allow dialects in the classroom, they help students transition
smoothly to the standard language, ensuring better comprehension.
- Preservation of Cultural Heritage: Encouraging
the use of dialects maintains linguistic diversity and helps students
appreciate their own cultural backgrounds.
- Enhanced Communication: Understanding
dialects allows better communication between teachers and students,
especially in linguistically diverse areas.
- Prevents Alienation: Prohibiting
dialects may make students feel isolated or less intelligent, discouraging
classroom engagement.
3. Discuss about different
types of questions with examples.
Teachers and educators use
various types of questions to facilitate learning. Key types include:
- Closed Questions: Require brief,
specific answers such as ‘yes’ or ‘no’, or a factual response.
Example: “Is the earth round?” - Open-ended Questions: Invite longer,
elaborated responses, reflection, or opinions.
Example: “Why do you think conservation of forests is important?” - Probing Questions: Follow-up questions
that seek clarification or deeper insight.
Example: “Can you explain what you mean by ‘community development’?” - Recall Questions: Test memory of facts
or previously learned content.
Example: “Who was the first President of India?” - Rhetorical Questions: Asked for effect,
not needing an answer.
Example: “How can we ignore such an important issue?” - Higher Order Questions: Require
analysis, synthesis, or evaluation (Bloom’s Taxonomy).
Example: “How would you solve this problem differently?”
Each question type serves a unique instructional purpose — from checking basic understanding to developing analytical skills.
4. Write down the importance
of 'Language across the Curriculum'.
‘Language across the Curriculum’
(LAC) emphasizes that language is not confined to language subjects alone, but
is an integral part of learning across all disciplines. Its importance
includes:
- Comprehension of Concepts: Students use
language to make sense of new knowledge in science, mathematics, social
studies, etc.
- Critical Thinking: LAC encourages
discussion, analysis, and argumentation, essential for higher-order
thinking.
- Effective Communication: Mastery of
subject-specific vocabulary enables learners to express their ideas
clearly and appropriately in each subject.
- Bridging Gaps: It supports students who
speak different languages or dialects, ensuring they are not disadvantaged
in any discipline.
- Holistic Development: By incorporating
language skills in every subject, LAC fosters integrated development of
reading, writing, and oral proficiency, equipping students to succeed in
academic and professional life.
5. Explain the role of the
teacher in using discussion as a strategy in the classroom.
The teacher plays a crucial role
in facilitating effective classroom discussions:
- Planning and Structuring: Selects
topics suitable for discussion, sets clear objectives, and establishes
ground rules for respectful communication.
- Facilitation: Encourages participation
from all students, especially the quiet ones, by posing open-ended and
probing questions.
- Guidance: Steers the conversation to
remain focused, provides clarifications, and manages conflicts or
misunderstandings.
- Modeling Active Listening: Shows how to
listen to others' points of view and respond thoughtfully.
- Assessment: Observes and assesses both
the content of student contributions and their communication skills.
- Fostering Inclusivity: Ensures that all
voices are heard and appreciated, and creates a safe environment for
sharing diverse opinions.
Discussion as a strategy helps build critical thinking, collaboration skills, and a deeper understanding of content.
6. Write features of narrative
text. Give one example of a narrative text. (4+1)
Features of Narrative Text:
- Story Structure: Has a clear beginning,
middle, and end, often following a sequence of events (plot).
- Characters: Involves specific people,
animals, or sometimes objects who perform actions in the story.
- Setting: Describes time and place where
the events happen.
- Conflict and Resolution: Presents a
problem or conflict faced by the characters and how it is resolved by the
end of the story.
- Descriptive Language: Uses detailed
language and imagery to create vivid pictures in the reader’s mind.
- Dialogue: Often contains conversations
between characters.
Example:
A classic example of narrative text is the fairy tale "Hansel and
Gretel," where children get lost in the forest, face danger, and
eventually overcome the witch to return home.
Group-C
Answer any one (within 300
words; detailed answers below)
7. What is meant by
multilingualism? Discuss the features of a multicultural classroom. Discuss the
role of teacher in a multicultural classroom. (2+4+4=10)
Multilingualism refers
to the ability to use multiple languages for communication. In educational
settings, multilingualism occurs when students and/or teachers use and interact
in more than one language, either in the classroom or in the broader school
community.
Features of a Multicultural
Classroom:
- Diverse Student Population: Students
from a variety of linguistic, cultural, ethnic, and religious backgrounds
learn together.
- Cultural Representation: Learning
resources, activities, and school events reflect and celebrate different
cultures, traditions, and languages.
- Equity and Inclusion: All students are
given equal opportunities to participate and express themselves, regardless
of their background.
- Curriculum Integration: Topics and
materials incorporate multicultural perspectives, promoting mutual respect
and understanding.
- Language Support: Provision for using
home or regional languages along with the standard or official language
for better comprehension.
- Celebration of Festivals and Traditions: The
classroom observes cultural events and practices from various communities,
promoting awareness and appreciation.
Role of the Teacher in a
Multicultural Classroom:
- Inclusive Facilitator: Creates a
welcoming environment where students feel respected and valued,
encouraging the use of different languages and cultural references.
- Curriculum Adapter: Adjusts teaching
methods and materials to make learning accessible for all, using examples
and references relevant to diverse learners.
- Cultural Mediator: Bridges gaps between
different cultural groups, helps resolve misunderstandings, and encourages
positive interactions.
- Promoter of Tolerance and Empathy: Models
and teaches respect, acceptance, and appreciation for differences, helping
students develop social and emotional skills.
- Language Supporter: Recognizes the
importance of students’ home languages for learning and encourages
code-switching or translanguaging where appropriate.
- Challenger of Stereotypes: Addresses
and dispels myths or prejudices, fostering a safe and accepting classroom
climate.
8. Discuss the contributions
of Bloomfield in the theory of language development.
Leonard Bloomfield (1887–1949)
was a leading figure in the development of modern linguistics, especially
through his work, ‘Language’ (1933). His major contributions
include:
- Structural Linguistics: Bloomfield laid
the foundation for the scientific study of language by focusing on
observable and measurable aspects, such as phonology, morphology, and
syntax, rather than meaning or mental processes.
- Descriptive Approach: He
emphasized describing languages as they are spoken,
rather than prescribing rules, which was crucial for the study of
previously undocumented languages.
- Behaviorism in Language Learning: Bloomfield
believed that language acquisition is a result of habit formation through
stimulus and response, influenced by the prevailing theories of
behaviorism. He downplayed the role of meaning and mental processes in
favor of observable behavior.
- Analysis of Linguistic Units: He
developed methods for segmenting language into smaller units like phonemes
and morphemes, allowing for a systematic analysis of language structure.
- Influence on Structuralism: His work
inspired the next generation of linguists, and the field of structural
linguistics grew out of his theories, shaping the study and teaching of
language throughout the 20th century.
- Language Classification: He also
contributed significantly to the classification and comparative analysis
of world languages, especially Native American languages.
Bloomfield’s focus on scientific,
observable analysis revolutionized linguistic theory, making it possible to
analyze any language systematically, and his ideas greatly influenced language
teaching, analysis, and research.
Course
1.1.EPC-1 (“Reading and Reflecting on Texts”)
Group-A
Answer any five; each within
50 words (here, more elaborately for clarity)
1(a). What is the full form of
EPC?
EPC stands for Enhancing
Professional Capacities. In the B.Ed. curriculum, EPC courses are designed
to strengthen prospective teachers’ practical skills, such as reading,
reflecting, communication, and classroom management, required for effective
teaching.
1(b). Write two disadvantages of
Silent and Loud reading.
Silent Reading Disadvantages:
- Can cause lack of engagement—readers may skim or
lose focus, resulting in superficial understanding.
- Less development of pronunciation and speaking
skills, as the practice does not reinforce sound and articulation.
Loud Reading Disadvantages:
- Slower than silent reading, making it less
efficient for large volumes of text.
- Can be distracting or impractical in public or
communal settings due to noise.
1(c). What is passive and active
vocabulary?
- Active Vocabulary: Words a person uses
regularly in speaking or writing; one can easily recall and apply these in
communication and is comfortable using them.
- Passive Vocabulary: Words a person
understands when reading or hearing them but rarely uses in their own
speech or writing. This vocabulary reflects receptive skills and is much
broader.
1(d). Mention two differences
between Intensive and Extensive reading.
|
Intensive Reading |
Extensive Reading |
|
|
1. |
Focuses on detailed
understanding; slow, analyzes every word and phrase for comprehension. |
Focuses on general
understanding and enjoyment; faster, over large amounts of text. |
|
2. |
Often involves academic or
prescribed texts with dictionary use. |
Involves materials chosen by
the reader, like novels, for pleasure, with less reliance on the dictionary. |
1(e). What is SCROL technique?
SCROL is a structured
reading comprehension strategy with five steps:
- Survey the text,
- Connect new ideas to prior knowledge,
- Read actively for key points,
- Outline the structure and main details,
- Look back and check comprehension and
accuracy.
1(f). What is Skimming?
Skimming is a rapid
reading technique where the reader glances quickly through a text to get the
main idea or gist, without focusing on details. It helps in previewing material
or locating key information efficiently.
1(g). Mention the characteristics
of Empirical Text.
Characteristics of Empirical
Text:
- Based on observation and experience rather than
theory.
- Drawn from real-life events, data, or
experimentation.
- Aims for practical application and verifiable facts
rather than abstract concepts or speculation.
Group-B
Answer any three; each within
150 words (here, more elaborately for completeness)
2. Elucidate necessary activities
to develop reading skill.
Activities that foster reading
skills include:
- Storytelling & Story Retelling: Engages
imagination, improves comprehension, and helps organize thoughts.
- Reading Aloud: Enhances pronunciation,
intonation, and fluency.
- Discussion & Questioning: Encourages
comprehension and critical thinking by having students discuss what they
read or answer questions.
- Word Games & Vocabulary Exercises: Games
like charades or crossword puzzles enrich vocabulary and make learning
fun.
- Group Reading Sessions: Supportive
environment for peer learning.
- Story Mapping and Mind Maps: Visualize
story elements or concepts to strengthen understanding.
- Prediction Exercises: Ask students to
predict outcomes, promoting inference skills.
- Reflective Journals: Writing
reflections on readings develops deeper thought and personal connection to
texts.
3. Name two types of texts with
example. Mention the characteristics of each text.
|
Type |
Example |
Characteristics |
|
Narrative Text |
Fairy tale, e.g., “Cinderella” |
Story structures (beginning,
middle, end); has characters, setting, plot, and dialogue. |
|
Expository Text |
Science article |
Presents facts, explanations,
or instructions; organized with headings, sub-points, and logical sequencing. |
4. Discuss any two strategies to
develop metacognitive skills to enhance comprehension and retention.
- Self-Questioning: Ask oneself questions
before, during, and after reading (What do I expect? Do I understand this?
What remains unclear?)—boosts active engagement and self-monitoring.
- Summarization: After reading, summarize
in your own words. This helps identify main points and internalize
information.
Other strategies include using
graphic organizers, making predictions, and reflecting on one’s own
understanding for better retention.
5. Analyze different levels of reading
with suitable examples.
- Literal Level: Understanding facts and
explicit information (e.g., “What is the main character’s name?”)
- Inferential Level: Reading between the
lines to infer meaning (e.g., “Why did the character act this way?”)
- Critical Level: Evaluating and forming
opinions (e.g., “Do you agree with the character’s decision?”)
- Creative Level: Applying reading to new
contexts, creating alternate endings, or linking to personal experiences.
6. Mention the problems of
reading a text. Suggest remedial measures to overcome those problems.
Common Problems:
- Limited vocabulary or background knowledge.
- Lack of concentration and motivation.
- Difficulty in decoding complex sentences.
- Poor reading fluency or comprehension.
Remedial Measures:
- Use pre-reading activities to build context and
vocabulary.
- Encourage repeated and guided reading.
- Apply active reading strategies like annotation and
note-taking.
- Introduce graphic organizers and visuals for better
understanding.
- Provide varied, level-appropriate texts to
cultivate interest.
