CDP Test- 4 - CTET & State TET MCQ

1. Confirmation Inquiry - Students confirm a principle through an activity when the results are known in advance.
2. Structured Inquiry- Students investigate a teacher-presented question through a prescribed procedure.
3. Guided Inquiry- Students investigate a teacher-presented question using student designed/ selected procedures.
4. Open Inquiry - Students investigate questions that are student formulated through student designed/selected procedures.

The Five Components of Emotional Intelligence

• Self-awareness. The ability to recognize and understand personal moods and emotions and drives, as well as their effect on others. Hallmarks* of self-awareness include self-confidence, realistic self-assessment, and a self-deprecating sense of humor. Self-awareness depend on one's ability to monitor one's own emotion state and to correctly identify and name one's emotions.
• Self-regulation.The ability to control or redirect disruptive impulses and moods, and the propensity to suspend judgment and to think before acting. Hallmarks include trustworthiness and integrity; comfort with ambiguity; and openness to change.
• Internal motivation. A passion to work for internal reasons that go beyond money and status -which are external rewards, - such as an inner vision of what is important in life, a joy in doing something, curiosity in learning, a flow that comes with being immersed in an activity. A propensity to pursue goals with energy and persistence. Hallmarks include a strong drive to achieve, optimism even in the face of failure, and organizational commitment.
• Empathy. The ability to understand the emotional makeup of other people. A skill in treating people according to their emotional reactions. Hallmarks include expertise in building and retaining talent, cross-cultural sensitivity, and service to clients and customers. (In an educational context, empathy is often thought to include, or lead to, sympathy, which implies concern, or care or a wish to soften negative emotions or experiences in others.) It is important to note that empathy does not necessarily imply compassion. Empathy can be 'used' for compassionate or cruel behavior. Serial killers who marry and kill many partners in a row tend to have great emphatic skills!
• Social skills. Proficiency in managing relationships and building networks, and an ability to find common ground and build rapport. Hallmarks of social skills include effectiveness in leading change, persuasiveness, and expertise building and leading teams.

• Pre-Linguistic Stage 0-18 Months
• Before Speech and Language
• Emerging Language Stage 1.5 - 2 Years
• Speech and Language are Beginning
• Developing Language Stage 2-3 Years
• Language is Still Developing

The GATB consisted of 12 separately scored and timed subtests that were used to compute nine aptitude scores. Test administration did not require a professional and took 2.5 hours. The test was appropriate for individuals in Grades 9 through 12 or for those in the workforce. Subtests included Name Comparison, Computation, Three-Dimensional Space, Vocabulary, Tool Matching, Arithmetic Reasoning, Form Matching, Mark Making, Place (a pegboard test), Turn (another pegboard test), Assemble, and Disassemble. The sub-tests involve both verbal and quantitative reasoning and both verbal and performance measures. Some subtests were highly speeded and were appropriate for clerical positions. Aptitude scores are computed; most commonly used are cognitive (including general, verbal, and numerical aptitudes), perceptual (including spatial aptitude, form perception, and clerical perception), and psychomotor (including motor coordination, finger dexterity, and manual dexterity) composites.

Egocentrism refers to the child's inability to see a situation from another person's point of view. The egocentric child assumes that other people see, hear, and feel exactly the same as the child does. In the developmental theory of Jean Piaget, this is a feature of the preoperational child.

Higher-Order Conditioning is a type of conditioning emphasized by Ivan Pavlov. It involves the modification of reaction to a neutral stimulus associated with a conditioned stimulus that was formerly neutral. An example of higher-order conditioning is outlined in the diagrams below. For example, after pairing a tone with food, and establishing the tone as a conditioned stimulus that elicits salivation, a light could be paired with the tone. If the light alone comes to elicit salivation, then higher order conditioning has occurred.

Scaffolding is an instructional technique in which a teacher provides individualized support by incrementally improving a learner's ability to build on prior knowledge. Scaffolding can be used in a variety of content areas and across age and grade levels.

Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition.Bruner's Scaffolding theory states that that children need support and active help from their teachers and parents if they are going to become independent learners as they mature. Children are more dependent on people who have more knowledge then they do.

“The reason for my today’s position is due to my yesterday’s thinking about what I should be tomorrow” - these words of Mc Iver are the best example for Achievement motivation

Inquiry Level

1. Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance.

2. Structured Inquiry : Students investigate a teacher-presented question through a prescribed procedure.

3. Guided Inquiry: Students investigate a teacher-presented question using student designed/selected procedures.

4. Open Inquiry : Students investigate questions that are student formulated through student designed/selected procedures