Practice Test: CDP - 2 - CTET & State TET MCQ

The correct answer is B. Highly superior social skills and maturity as compared to their peers. Gifted learners are those who, in relation to their peers their age, demonstrate high-performance ability in areas such as intellectual, creative, artistic, or leadership characteristics, or in certain academic topics.

Student traits for giftedness:

• They consistently come up with several solutions for the same issue.
• These youngsters think differently and are incredibly interested in the natural world.
• Gifted students are independent problem-solvers who can use outside assistance while still coming to their own conclusions.
• They participated in the competitive environment and are actively engaged.
• They are creative in the way they think.
• Throughout their lives, they give whatever they have their best effort.
• Students that are gifted learn concepts and are curious about the concepts' origins.

The school authorities doesn’t have a system working for exploring a child’s needs and interests so that they remain comfortable with what they like. Another reason is the algorithm which are used for teaching purpose.

The correct answer is A. Cephalo –Caudal principal of development states that development proceeds from head to toe.

• Development proceeds in the direction of the longitudinal axis. This principle of development is called principle of Cephalocaudal.
• It refers to the development that is occurring or moving along the body's long axis, particularly from head to tail.
• The baby learns to control its neck muscles throughout cephalocaudal development, which enables them to hold their head up straight and eventually gaze around. After that, they are able to turn over since they have control over their shoulder muscles.

"The growth pattern follows a genetic sequence" acknowledges the influence of genetics on development, indicating that there is a predetermined sequence in which certain traits and characteristics emerge. "Systems and functions of the organism grow at a different rate" recognizes that different aspects of development may occur at varying rates. For example, physical growth may occur at a different pace than cognitive or emotional development. "The development is continuous" suggests that development is an ongoing and continuous process, with new skills and abilities building upon previous ones over time.

"understanding it from the heart" is the correct answer, it suggests that fostering a deep understanding and emotional connection to the subject matter is the best method to help little children remember. When children genuinely comprehend and feel connected to what they are learning, it can enhance their memory retention and overall engagement with the subject. Encouraging meaningful discussions, making connections to real-life experiences, and using relatable examples are some approaches that can facilitate this understanding and emotional connection.

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.

Project-based learning involves engaging students in hands-on, collaborative projects that require them to actively explore and apply knowledge. Through project work, students have the opportunity to form associations between different concepts, engage in active learning activities, and cooperate with their peers to accomplish shared goals. This method promotes critical thinking, problem-solving skills, teamwork, and a deeper understanding of the subject matter. Information Booster

Demonstration: Teaching method where the instructor shows or models a skill, concept, or process to students, allowing them to observe and learn by example.

Problem-solving: Teaching method that engages students in actively solving problems or challenges, fostering critical thinking, analytical skills, and the ability to apply knowledge to real-world situations.

Discussion: Teaching method involving interactive dialogue between the teacher and students, promoting active participation, sharing of ideas, critical thinking, and collaborative learning through questioning, reflection, and analysis of concepts or issues.

The infant can move about, especially because of the growth of sensory and motor areas. As the child grows, senses and responds to more subtle differences in the stimuli. The infant begins to pull himself/herself to a standing position while holding on to something. Sometimes the infant lets go of the support and fall to the floor. The infant begins to touch the floor by blending his/her knees and waist.

One key principle that we must all understand is that "All Children Are Different," and that all children, regardless of their background or ability, have an equal opportunity to education. Many of our schools and educational systems are evolving toward "inclusive education," in which children from a variety of backgrounds and abilities are sought out and encouraged to attend regular schools. On the one hand, going to school boosts their learning chances by allowing them to interact with other children. Improving their academic performance also encourages them to participate in family and community activities. The youngsters with whom they interact, on the other hand, benefit as well. They acquire patience, tolerance, and understanding, as well as respect and appreciation for one other's abilities, no matter what they are. They learn to value diversity and recognise that each person is "one of a kind." All other given options are inappropriate.

The correct answer is B. Encourage them to participate in classroom activities by providing appropriate scaffolding. Children who are the first in their generation from a family to attend school are referred to as first-generation students. Their parents have finished up to the first level of formal schooling. They place a lot of faith in education and coaching sessions.

Teachers should be required to work with first-generation students.

• The teacher should support children from disadvantaged backgrounds and include them in diverse teaching-learning activities.
• The student's needs and interests should be respected by the teacher.
• Teachers must to be required to employ a variety of teaching techniques, such as hands-on activities and game-based learning.
• The teacher should respect the learner's culture and environment while also introducing them to the school's language and culture through a variety of teaching methods.

The correct sequence of steps follows in remedial teaching:

1. Identifying the students having learning difficulties.
2. Identifying the nature of problems to plan the remedial strategies accordingly.
3. Determining the factors responsible for the problem so that necessary help and guidance could be provided to overcome the problems.
4. Providing suitable remedial measures which can be in form of proper counseling of the students, physical and mental treatment of the learner, etc.

Information booster

Remedial teaching refers to targeted and specialized instruction provided to students who are struggling academically. It aims to address specific learning difficulties, fill knowledge gaps, and improve skills. Remedial teaching involves identifying individual needs, implementing tailored interventions, and providing additional support to help students achieve their educational goals.

It was Albert Bandura‘s intention to explain how children learn in social environments by observing and then imitating the behaviour of others. In essence, be believed that learning could not be fully explained simply through reinforcement, but that the presence of others was also an influence. He noticed that the consequences of an observed behavior often determined whether or not children adopted the behavior themselves.

1. Attention: We cannot learn if we are not focused on the task. If we see something as being novel or different in some way, we are more likely to make it the focus of their attention. Social contexts help to reinforce these perceptions.

2. Retention: We learn by internalizing information in our memories. We recall that information later when we are required to respond to a situation that is similar the situation within which we first learned the information.

3. Reproduction:We reproduce previously learned information (behavior, skills, knowledge) when required. However, practice through mental and physical rehearsal often improves our responses.

4. Motivation: We need to be motivated to do anything. Often that motivation originates from our observation of someone else being rewarded or punished for something they have done or said. This usually motivates us later to do, or avoid doing, the same thing.

• 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 correct answer is A. To unsure successful inclusion of students with Dysgraphia, it is important to allow use of audio recorder or a laptop in class. A type of intellectual disability called dysgraphia affects students' writing skills.

• It is a weakness that impairs the capacity for coherent writing. Children will struggle to write their ideas in an organised manner and to write and think at the same time.
• Not only does it have an impact on spelling and language development, but it also makes it difficult for kids to write numbers and letters.
• Words, letters, numbers, and alphabets are neither properly constructed nor well-structured, which may be observed in the person's writing. It mostly affects the person's coordination of verbal and written parts of numbers.
• They can record the courses using devices with recording capabilities, such as recorders and computers, and then listen to the recording to understand the material.

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