CTET Exam is a mandatory exam for the Recruitment of Teachers into Government, Government aided & unaided Schools and Local bodies that are conducted twice every year. This exam is a test of candidates understanding to their subjects (of class I to VIII) and most importantly Child Development and Caring (Pedagogy). This requires a thorough preparation and assessment that are chiefly provided at Competition Gurukul.
Competition Gurukul takes it privilege to train, prepare CTET aspirants under its “CTET Coaching Programme” (CCP) where the aspirants get opportunity to have qualitative lecture sessions with highly trained & qualified teachers
Competition Gurukul
www.competitiongurukul.in
9313565406, 9015596280
An overview of the Effective Lifelong Learning Inventory (ELLI), developed from research at the University of Bristol, in the context of post-16 education, including apprenticeships. Focus on ensuring high quality learner journey post-16 through use of ELLI. Includes five factor framework for creation of positive learning environments. How ELLI improves retention and attainment. Presentation given at Post-16 Briefing, November 2016, organised by the University of Salford, UK.
Competition Gurukul takes it privilege to train, prepare CTET aspirants under its “CTET Coaching Programme” (CCP) where the aspirants get opportunity to have qualitative lecture sessions with highly trained & qualified teachers
Competition Gurukul
www.competitiongurukul.in
9313565406, 9015596280
An overview of the Effective Lifelong Learning Inventory (ELLI), developed from research at the University of Bristol, in the context of post-16 education, including apprenticeships. Focus on ensuring high quality learner journey post-16 through use of ELLI. Includes five factor framework for creation of positive learning environments. How ELLI improves retention and attainment. Presentation given at Post-16 Briefing, November 2016, organised by the University of Salford, UK.
5 factors affecting language learning strategies use (slides)Lisa Kwan
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This module, part of the NYU Partnership for Teacher Excellence Curriculum Development Project, offers methods and strategies for math and science teachers to adapt their teaching to better serve ELL students in their classes.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on MAXIMISING STUDENT SUCCESS...Eduexcellence
Paper Presentation given by Sujatha Girish on MAXIMISING STUDENT SUCCESS at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
5 factors affecting language learning strategies use (slides)Lisa Kwan
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This module, part of the NYU Partnership for Teacher Excellence Curriculum Development Project, offers methods and strategies for math and science teachers to adapt their teaching to better serve ELL students in their classes.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on MAXIMISING STUDENT SUCCESS...Eduexcellence
Paper Presentation given by Sujatha Girish on MAXIMISING STUDENT SUCCESS at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
This is a discussion of the Math questions that appeared in the CTET Paper I of January 2012.
Beyond Teaching, India's fastest growing teacher network, brings out simple and quick methods of solving these questions in this discussion.
Join us at www.beyondteaching.com for more knowledge sharing from the education world!
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Official CTET Syllabus pdf file - For complete Central Teacher Eligibility Test Exam notification 2016, CTET exam dates, Study guide for Central TET & Important dates are avilable at http://sarkarinaukriblogs.in/ctet/1686
Central Teacher Eligibility Test (CTET) Syllabus is now available at Govtjob360.in. Download CTET Syllabus Paper 1 and Paper 2 now.
For FREE Job Alert, Visit https://govtjob360.in
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxjasoninnes20
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://www.uni.edu/itq/
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is app ...
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxcurwenmichaela
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is appropriate to the age of .
Competition Gurukul is one of the best coaching centres dispensing highly valued SSC Coaching in Delhi. Call Now : 9015596280
www.competitiongurukul.in
Competition Gurukul is one of the best coaching centers dispensing highly valued BBA, BBS,BBM Coaching in Delhi. Call Now : 9015596280
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. A Subsidiary of Baluja Labs
An ISO 9001:2000 Certified Company
CTET
COACHING PROGRAM
Coaching fess Rs 10,000/-
PAPER-1 & PAPER-2
WEST DELHI CENTER
A1/17, Janakpuri,
Main Najafgarh Road, Opp.,
Metro Pillar No.636,
New Delhi-58
H E L P L I N E : 9015596280
2. CTET EXAMS KEY BENEFITS
CTET Exam is a mandatory exam for the Recruitment of Teachers
into Government, Government aided & unaided Schools and Local
bodies that are conducted twice every year. This exam is a test of
candidates understanding to their subjects (of class I to VIII) and most
importantly Child Development and Caring (Pedagogy). This requires
a thorough preparation and assessment that are chiefly provided
at Competition Gurukul.
Coaching Program Features
3 Months Coaching Program
Covers Entire Syllabus
5 Days Class Sessions
Daily 30 Minutes Mock Test
Backup & Doubt Classes at Weekends
3. A Set of 5 Mock Test Series in the last Week of the
Coaching Program
Key Coaching Benefits
High Quality Class Sessions from Highly
Qualified, Experienced & trained Teachers
Exclusive focus on Concept Development & Problem
Solving
Special Methodologies, Tips & Tricks of Finding Solution
Individual Teachers for each Subject
An IT-Based Infrastructure with WiFi Connectivity
Special Learning Aids including lecture notes, audio-
video tools
Free Study Materials
4. CTET EXAMS PATTERN
Paper-I (Class I to V Class)
1. Child development & pedagogy - 30 marks
2. Language I (medium & instruction) - 30 marks
3. Language II ( chosen from a list other than language 1) - 30 marks
4. Mathematics - 30 marks
5. Environment studies - 30 marks
Paper-II (Class VI to VIII)
1. Child development & pedagogy - 30 marks
2. Language I ( Medium & Instruction) - 30 marks
3. Language II ( Chosen from a list other than Language1) - 30 marks
4. Social Studies - 60 marks
Total Question - 150
Total Marks - 150 marks
CUT OFF MARKS
The candidates appearing in CTET will be issued Marks Statement by CBSE.
The Candidates securing 60% and above marks will be issued Eligibility
Certificate.
School Managements (Government, Local bodies, Government aided and
unaided) may consider giving concessions to person belonging to SC/ST,
6. COVERAGE
Paper I (for classes I to V) Primary Stage
I. Child Development and Pedagogy
(30 Questions)
a) Child Development (Primary School Child)
(15 Questions) – Topics Covered
Concept of development and its relationship with learning
Principles of the development of children
Influence of Heredity & Environment
Socialization processes: Social world & children (Teacher, Parents,
Peers)
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
Concepts of child-centered and progressive education
Critical perspective of the construct of Intelligence
Multi Dimensional Intelligence
Language & Thought
Gender as a social construct; gender roles, gender-bias and
educational practice
Individual differences among learners, understanding differences
based on
diversity of language, caste, gender, community, religion etc.
Distinction between Assessment for learning and assessment of
learning; School-
Based Assessment, Continuous & Comprehensive Evaluation:
perspective and
practice
Formulating appropriate questions for assessing readiness levels of
learners; for
enhancing learning and critical thinking in the classroom and for
assessing learn
Achievement.
b) Concept of Inclusive education and understanding children
with special needs (5 Questions) - Topics Covered
7. Addressing learners from diverse backgrounds including disadvantaged and
deprived
Addressing the needs of children with learning difficulties, ‘impairment’ etc.
Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy
(10 Questions) - Topics Covered
How children think and learn; how and why children ‘fail’ to achieve success in
school performance.
Basic processes of teaching and learning; children’s strategies of learning;
learning as a social activity; social context of learning.
Child as a problem solver and a ‘scientific investigator’
Alternative conceptions of learning in children, understanding children’s
‘errors’
as significant steps in the learning process.
Cognition & Emotions
Motivation and learning
Factors contributing to learning – personal & environmental
II. Language I (English As Elective)
(30 Questions)
a) Language Comprehension
(15 Questions) – Topics Covered
Reading unseen passages – two passages one prose or drama and
one poem with questions on comprehension, inference, grammar and
verbal ability (Prose passage may be literary, scientific, narrative or
discursive)
b) Pedagogy of Language Development
(15 Questions) – Topics Covered
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as
a tool
Critical perspective on the role of grammar in learning a language for
8. communicating ideas verbally and in written form
Challenges of teaching language in a diverse classroom; language difficulties,
errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening,
reading
and writing
Teaching- learning materials: Textbook, multi-media materials, multilingual
resource of the classroom
Remedial Teaching
III. Language – II (Hindi As Elective)
(30 Questions)
a) Comprehension
(15 Questions) – Topics Covered
Two unseen prose passages (discursive or literary or narrative or
scientific) with question on comprehension, grammar and verbal
ability
b) Pedagogy of Language Development
(15 Questions) – Topics Covered
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as
a tool
Critical perspective on the role of grammar in learning a language for
communicating ideas verbally and in written form;
Challenges of teaching language in a diverse classroom; language difficulties,
errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening,
reading
and writing
Teaching – learning materials: Textbook, multi-media materials, multilingual
resource of the classroom
Remedial Teaching
9. IV. Mathematics
(30 Questions)
a) Content
(15 Questions) – Topics Covered
Geometry
Shapes & Spatial Understanding
Solids around Us
Numbers
Addition and Subtraction
Multiplication
Division
Measurement
Weight
Time
Volume
Data Handling
Patterns
Money
b) Pedagogical issues
(15 Questions) – Topics Covered
Nature of Mathematics/Logical thinking; understanding children’s
thinking and reasoning patterns and strategies of making meaning
and learning
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation through formal and informal methods
Problems of Teaching
Error analysis and related aspects of learning and teaching
Diagnostic and Remedial Teaching
V. Environmental Studies
(30 Questions)
a) Content
(15 Questions) – Topics Covered
10. Family and Friends:
Relationships
Work and Play
Animals
Plants
Food
Shelter
Water
Travel
Things We Make and Do
b) Pedagogical Issues
(15 Questions) – Topics Covered
Concept and scope of EVS
Significance of EVS, integrated EVS
Environmental Studies & Environmental Education
Learning Principles
Scope & relation to Science & Social Science
Approaches of presenting concepts
Activities
Experimentation/Practical Work
Discussion
CCE
Teaching material/Aids
11. Paper II (for classes VI to VIII)
Elementary Stage
I. Child Development and Pedagogy
(30 Questions)
a) Child Development (Elementary School Child)
(15Questions) – Topics Covered
Concept of development and its relationship with learning
Principles of the development of children
Influence of Heredity & Environment
Socialization processes: Social world & children (Teacher, Parents, Peers)
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
Concepts of child-centered and progressive education
Critical perspective of the construct of Intelligence
Multi Dimensional Intelligence
Language & Thought
Gender as a social construct; gender roles, gender-bias and educational
practice
Individual differences among learners, understanding differences based
diversity of language, caste, gender, community, religion etc.
Distinction between Assessment for learning and assessment of learning;
School-
Based Assessment, Continuous & Comprehensive Evaluation: perspective and
practice
Formulating appropriate questions for assessing readiness levels of learners;
for enhancing learning and critical thinking in the classroom and for assessing
arner achievement.
b) Concept of Inclusive education and understanding children with
special needs
(5 Questions) – Topics Covered
Addressing learners from diverse backgrounds including disadvantaged and
12. deprived
Addressing the needs of children with learning difficulties, ‘impairment’ etc.
Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy 10 Questions
How children think and learn; how and why children ‘fail’ to achieve success in
school performance.
Basic processes of teaching and learning; children’s strategies of learning;
o learning as a social activity; social context of learning.
Child as a problem solver and a ‘scientific investigator’
Alternative conceptions of learning in children, understanding children’s
‘errors’
as significant steps in the learning process.
Cognition & Emotions
Motivation and learning
Factors contributing to learning – personal & environmental
II. Language I (English As Elective)
(30 Questions)
a) Language Comprehension
(15 Questions) – Topics Covered
Reading unseen passages – two passages one prose or drama and one
poem with questions on comprehension, inference, grammar and
verbal ability (Prose passage may be literary, scientific, narrative
or discursive)
b) Pedagogy of Language Development
(15 Questions) – Topics Covered
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as
a tool
Critical perspective on the role of grammar in learning a language for
communicating ideas verbally and in written form;
Challenges of teaching language in a diverse classroom; language difficulties,
errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening,
reading and writing
13. Teaching- learning materials: Textbook, multi-media materials, multilingual
resource of the classroom
Remedial Teaching
II. Language I (HINDI As Elective)
(30 Questions)
a) Comprehension
(15 Questions) – Topics Covered
Two unseen prose passages (discursive or literary or narrative or
scientific) with question on comprehension, grammar and verbal
ability
b) Pedagogy of Language Development
(15 Questions) – Topics Covered
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as
a tool
Critical perspective on the role of grammar in learning a language for
communicating ideas verbally and in written form;
Challenges of teaching language in a diverse classroom; language difficulties,
errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening,
reading and writing
Teaching – learning materials: Textbook, multi-media materials, multilingual
resource of the classroom
Remedial Teaching
IV. Mathematics and Science
(60 Questions )
(i) Mathematics 30 Questions
a) Content
(20 Questions) – Topics Covered
14. Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
Algebra
Introduction to Algebra
Ratio and Proportion
Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Construction (using Straight edge Scale, protractor, compasses)
Mensuration
Data handling
b) Pedagogical issues
(10 Questions) – Topics Covered
Nature of Mathematics/Logical thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problem of Teaching
(ii) Science 30 Questions
a) Content
(20 Questions) – Topics Covered
I. Food
Sources of food
Components of food
Cleaning food
15. II. Materials
Materials of daily use
III. The World of the Living
IV. Moving Things People and Ideas
V. How things work
Electric current and circuits
Magnets
VI. Natural Phenomena
VII. Natural Resources
b) Pedagogical issues
(10 Questions) – Topics Covered
Nature & Structure of Sciences
Natural Science/Aims & objectives
Understanding & Appreciating Science
Approaches/Integrated Approach
Observation/Experiment/Discovery (Method of Science)
Innovation
Text Material/Aids
Evaluation – cognitive/psychomotor/affective
Problems
Remedial Teaching
V. Social Studies/Social Sciences
(60 Questions)
a) Content
(40 Questions) – Topics Covered
I. History
When, Where and How
The Earliest Societies
16. The First Farmers and Herders
The First Cities
Early States
New Ideas
The First Empire
Contacts with Distant lands
Political Developments
Culture and Science
New Kings and Kingdoms
Sultans of Delhi
Architecture
Creation of an Empire
Social Change
Regional Cultures
The Establishment of Company Power
Rural Life and Society
Colonialism and Tribal Societies
The Revolt of 1857-58
Women and reform
Challenging the Caste System
The Nationalist Movement
India After Independence
II. Geography
Geography as a social study and as a science
Planet: Earth in the solar system
Globe
Environment in its totality: natural and human environment
Air
Water
Human Environment: settlement, transport and communication
Resources: Types-Natural and Human
Agriculture
III. Social and Political Life
Diversity
Government
Local Government
Making a Living
17. Democracy
State Government
Understanding Media
Unpacking Gender
The Constitution
Parliamentary Government
The Judiciary
Social Justice and the Marginalised
b) Pedagogical issues
(20 Questions)
Concept & Nature of Social Science/Social Studies
Class Room Processes, activities and discourse
Developing Critical thinking
Enquiry/Empirical Evidence
Problems of teaching Social Science/Social Studies
Sources – Primary & Secondary
Projects Work
Evaluation
18. Page 18 of 19
TEACHING METHODOLOGY
Introduction on Basics with
Shortcuts
Class Assignments on Basics
Covered
Doubt Clearance on the given
assignment
Home assignment parallel to class
Assignment
Doubt Clearance on Home
Assignment
Weekly revision + Comprehensive
Mock Test on entire week topics
Our emphasis in all interaction to make your basics strong and shortcuts instead of cramming
formulas. A Special orientation on vedic Maths is provided with these sessions to speed your
calculation. In bank PO/ Clerk exams there are 15-20 questions based on calculation where you
need to be fast and precise due to none of this option. Above flow chart is adopted for all Topics.
19. Page 19 of 19
Course Duration: _____________________________________________________
Class Duration: _______________________________________________________
Batch Timings:________________________________________________________
Batch Strength:_______________________________________________________
Online Test Facility: ___________________________________________________
Computer Lab Facility: _________________________________________________
Doubt Classes: _______________________________________________________
Fees Details:_________________________________________________________
Study Material Assignments
Test Series (Till Selection Every Sunday)
Online Test
Online Resource Access
OMR Based Test Practice
Daily Test Topic Wise
Current Affair Monthly Magazine
Date: (Counselor Signature)
Course Details & Facilities
Address: A1/17, Janakpuri, Main Najafgarh Road,
Opp Pillar No. 636, New Delhi- 110058
Contact: 011-65495934, 011-4166
9015596280, 9313565406
Website: www.competiongurukul.in