DSSSB PRT Mock Test - 8 - DSSSB TGT/PGT/PRT MCQ

Triangle, square and rhombus are shapes. Tangent is not.

Vinoba Bhave, the Indian social reformer and disciple of Mahatma Gandhi, was the first Indian to receive the Ramon Magsaysay Award. He was honored with this prestigious award in 1958 for his significant contributions to community leadership and constructive work in social transformation. The Ramon Magsaysay Award is often considered the Asian equivalent of the Nobel Prize and is presented to individuals and organizations that have made outstanding contributions to public service, community development, and selfless dedication to their fellow citizens in Asia.

Myanmar (Burma) borders Bangladesh to the southeast.

India's first automobile in-plant railway siding was inaugurated at Suzuki Motor Gujarat Private Limited, a wholly-owned subsidiary of Maruti Suzuki India Limited (MSIL). This initiative aims to enhance efficiency in transportation and reduce carbon emissions in logistics operations.

Vatican City is the smallest independent state in the world, both in terms of land area and population. It is the spiritual and administrative center of the Roman Catholic Church.

Among the districts of the Andaman and Nicobar Islands, Great Nicobar receives the highest amount of rainfall.

Graham's law of effusion states that the rate of effusion of a gas is inversely proportional to the square root of its molar mass.

X × 32 + 8 – 40  = X × 30
2X = 32
X = 16
Hence, Option A is correct.

In ΔQRS, QR = RS
⇒ ㄥRQS = ㄥRSQ (because angles opposite to equal sides are equal).
Thus:

ㄥRQS + ㄥRSQ = 180° - 100° = 80°
ㄥRQS = ㄥRSQ = 40°
ㄥPQS = 180° – 40° = 140°  (sum of angles on a line = 180°)

Then again, ㄥQPS = ㄥQSP (since angles opposite to equal sides are equal)

ㄥQPS + ㄥQSP = 180° – 140° = 40°
ㄥQPS = ㄥQSP = 20° 

When the signal happened distance left was 150 km.
150/(s) – 150/(s + 15) = 1/2 hours Æ s = 60.

Let 3889 + 12.952 - x = 3854.002.

Then x = (3889 + 12.952) - 3854.002

= 3901.952 - 3854.002

= 47.95.

In a class there are 20 boys and 15 girls. The ratio of boys to girls is:
To find the ratio of boys to girls, we simply put the number of boys first, followed by the number of girls. So, it's 20 : 15. However, to simplify the ratio, we can find the greatest common divisor (GCD) of 20 and 15 and divide both numbers by it:

GCD of 20 and 15 is 5.
Divide both numbers by 5: 20 ÷ 5 = 4, 15 ÷ 5 = 3.
So, the simplified ratio is 4 : 3, which corresponds to option (a).

As we know that ,
Equivocal means doubtful or ambiguous, clear will be opposite to that, Quaint means strangely delightful.
Hence , Clear is antonym word of Equivocal . Option C is correct . 

According to the given context we are talking about a person who requires physical proof or document in order to believe something.

A Doubting Thomas: Somebody who requires documentary evidence and proof to believe in something 

Bull in China shop: One who causes damage 

A drop in the bucket: A very small part of something big 

A Mare’s nest: A false invention 

A man of straw: A weak person 

According to the given context, the best idiom to be used in the blank is option A since it expresses the desired meaning perfectly.

The passage explicitly mentions the digital divide as a pressing concern, indicating the challenges faced by those without access to digital tools and literacy.

दिये गए विकल्पों में सही विकल्प बगीचा हैं।

Key Points

• माधवदास की कोठी के सामने बगीचा था। 
• संदर्भ पंक्ति:- माधवदास ने अपनी संगमरमर की नयी कोठी बनवाई है l उसके सामने बहुत सुहावना बगीचा भी लगवाया है l 

Additional Information

• बगीचा शब्द में उर्दू प्रत्यय हैं ।
• बगीचा - बग + ईचा।  
• प्रत्यय:- शब्द के उपरांत जिस शब्द का प्रयोग किया जाता है वह प्रत्यय है।

The Triarchic Theory of Intelligence is proposed by 'Robert Sternberg', an American psychologist. He is known for his research and work which are always based on human intelligence and creativity.
Key Points

The Triarchic Theory is comprised of three elements, each of which relates to a specific kind of intelligence:

• the contextual element, which corresponds to practical intelligence, or the ability to successfully function in one’s environment.
• the experiential element, which corresponds to creative intelligence, or the ability to deal with novel situations or issues.
• the componential element, which corresponds to analytical intelligence, or the ability to solve problems.

Hence, it could be concluded that the Logical-mathematical element is not a type of intelligence described by Sternberg.

Learning is defined as a process of behaviour modification through experiences, exercise, and efforts.

Key Points

• Learning is not something that takes place within the boundaries of a classroom; rather it takes place anywhere, anytime and from anyone.
• Heutagogy is a “student-centric teaching and learning strategy where the learning is determined by the learner.” It is also known as self-determined learning.

Hence, it is clear from the above points that the field of study of the theory and practice of self-determined learning that focuses on the importance of knowing how to learn is known as Heutagogy.

NOTE-

• Epistemology- is one of the branches of philosophy, which is concerned with the theory of knowledge. It refers to the origin, nature, and limits of human knowledge.
• Andragogy- It is derived from the Greek word 'Andros’ meaning adult and ‘gogus’ meaning the art and science of helping adults learn.
• Pedagogy- It is the methods and practices used in teaching children. It means the art and science of teaching children.

A lesson plan outlines in detail the various steps which the teacher proposes to undertake in his/ her class.

• A lesson plan concerns itself with the teaching of one period.
• Planning for a lesson means identification of the sequence and style of presentation and evaluation procedure to be adopted for classroom teaching of a lesson.

Key Points Steps in the lesson plan:

• The steps followed in the Herbertian method of lesson planning are:

1. Introduction
2. Presentation: It involves stating the object of the lesson and exposure of students to new information. The actual lesson begins and both teacher and students participate. A teacher should make use of different teaching aids to make this lesson effective.
3. Association (or comparison)
4. Generalization
5. Application
6. Recapitulation, and
7. Home assignment/homework

Hence, it can be concluded that most of the teaching aids prepared for the lesson are used during the presentation step.

A standardized test is a type of assessment that measures the learning of an individual, where every individual gets the same test and the same grading system in a predetermined way.

• Standardized tests are far better than and fairer than non-standardized tests.

Key Point

• The preparation of a standardized test is based on objective-based teaching.
• Objectives are predetermined and cover the range of content that needs to be taught in the lesson.
• Objectives make sure that every child receives the same knowledge in the same manner.
• It reduces the chances of bias or someone being left out.
• Objective-based teaching involves systematic teaching where knowledge can be shared in many ways to help children understand it.
• Objective-based teaching has specific goals that the teacher tries to fulfil.

Additional Information

• Content-based teaching involves teaching students directly the content of the lessons, with or without predetermined planning.

Thus, it can be concluded that the preparation of a standardized test is based on objective-based teaching.

The teaching-learning activities of a classroom mainly depend on the actions taken by the teacher. The teacher conducts various activities in a teaching-learning process to facilitate the student's learning experiences.

Key PointsThe questions asked by the teacher in a natural classroom setting can be classified mainly into two types:

Open-ended questions:

• The respondents are free to share, clarify and put their views. These questions may have more than one correct answer.
• The students will elaborate on their point of view and the teacher will be able to see things from a student's perspective.

For example,

• In how many ways can you open the lid of a tin, without using a can opener?
• Suppose all the petrol on the earth gets evaporated suddenly?

Hint

• ​Close-ended questions may generally have one answer and provide limited insight.
• The respondents respond in limited ways like responding with ‘yes’ or ‘no’, putting the sign ‘correct’ or ‘incorrect’, etc.​

Hence, It can be concluded that open-ended questions allow someone to give a free-form answer.

Kothari Commission (1964-66) was set up under the Chairmanship of Dr. D. S. Kothari to formulate a coherent education policy for India. The Commission was most comprehensive in nature, it reviewed almost all aspects of the education system without limiting itself to any one particular aspect.Key PointsKothari Commission recommended Three-Language Formula in education:

• The First Language: It has to be studied must be the mother tongue or the regional language.
• The Second Language: In Hindi-speaking States, the second language will be English or some other modern Indian language. In non-Hindi-speaking States, the second language will be Hindi or English.
• The Third Language: The third language is taught at a later stage in school, and that too for a shorter time, as it is needed only in limited context i.e. in a social situation where neither first nor second language could help the child to communicate.

Hence, it could be concluded that Kothari Commission suggested three language formula in Education.

Child-centered education prioritizes the kid, with the notion that every child deserves an education that allows them to reach their full potential. In addition, it emphasizes the child's overall well-being. It has grown in popularity among parents as a result of this.

Key Points

• The goal of education is to limit a child's conduct; no instruction should be based on a child's underlying tendencies, motives, or feelings. In terms of the qualities of child-centered education, this statement is incorrect.
• Education's objective is to assist children in becoming responsible citizens. Citizens who are responsible put their knowledge and skills to good use for themselves and others. They contribute to the human race's growth in areas such as equality, fairness, and peace.
• Education may provide learners with the agency and sense of purpose they need, as well as the skills they need to alter their own lives and contribute to the lives of others. The actual goal of education and school is to assist you in becoming a "better" and more capable person than you were previously.
• The empowerment of all students toward knowledge and learning is an essential goal of education. Democratic principles of equality, fairness, freedom, and respect for human dignity and rights are founded on sensitivity to others' feelings and well-being, as well as a growing knowledge and awareness of the world.

As a result, we can see that the goal of education is to limit a child's conduct and that no instruction should be based on a child's underlying inclinations, motives, or feelings is incorrect in terms of the features of child-centered education.

Important Points

• A teacher must understand child psychology in order to succeed in any subject. Understanding variances in student characteristics can be aided by child psychology for instructors and future teachers. Child psychology is crucial in assisting teachers in creating a positive socio-emotional atmosphere in the classroom so that learning can take place.
• When developing the syllabus, take into account the teacher's needs as well as the school's resources. A successful school building responds to changing instructional programs and, at the very least, provides a pleasant, safe, secure, accessible, well-lit, well-ventilated, and aesthetically beautiful physical environment.
• Understanding child growth and learning aid in the planning of future steps for assisting children's progress. Providers can design realistic, suitable learning goals for children by understanding the sequence of knowledge or skill development in each particular area. The instructor should know everything there is to know about the kid, including fundamental behavior, needs, mental level, interests, talents, personality, and so on.

Learning is the process by which an individual acquires new knowledge, skills, values, or attitudes, and can apply them to future situations.

Key Points

• The assertion is true: Teachers often use examples and experiences from students' daily lives and local surroundings to make their lessons more engaging and relevant. By incorporating familiar objects, people, and places into the curriculum, teachers can help students to connect new concepts and ideas to their existing knowledge and experiences.
• The reason (R) is also true and provides the correct explanation for (A): Learning is not just a cognitive process but is influenced by the social and cultural context in which it occurs. Students bring their own experiences, beliefs, and values to the learning environment, and these factors can affect their understanding and engagement with the material. By acknowledging and incorporating students' sociocultural backgrounds, teachers can create a more inclusive and meaningful learning experience for all students.

Hence, it is concluded that Both (A) and (R) are true and (R) is the correct explanation of (A).

Evaluation is done to assess or evaluate someone's performance in a specified field. It is a component of assessment in education. The teacher does the evaluation of the student's performance do analysis and to get an idea of the achievement of a student.

• Co-scholastic activities are those activities that are usually outside the normal classroom and do not provide any academic grades. They supplement the classroom curriculum and complement the learning.​

Key Points

Co-scholastic areas include dance, painting, art and craft, drama, sculpture, music, and other forms of visual and performing arts, work education, and morals. All these co-scholastic areas can be evaluated by observing how a child is performing, improving, using innovation and his own abilities.

• All these activities help a teacher to identify the inner talents of a child. The teachers are also able to test the decision-making and problem-solving abilities of a child while evaluating his co-scholastic areas.
• The teacher uses the various methods of evaluation to evaluate the co-scholastic areas:
  • Observation method - The teacher observes the mental processes, physical activity, and his way of behaving while performing.
  • Reinforcement method - The teacher provides feedback to the students and reinforces them to improve their skills and abilities. It includes peer appraisal where the achievements are being appraised by their peers.
  • Competition method - The teacher conducts a small competition to assess their skills and abilities and reward the winning students. It helps a student to self - appraise his own achievement and talents which will push him for further improvement.

Hence, it could be concluded that the all above-mentioned evaluation techniques can be used for the assessment of pupils' growth in co-scholastic areas.