Chhattisgarh Pre B.Ed. Mock Test - 4 - CG TET MCQ

Women during the early Vedic period enjoyed equal status with men in all aspects of life. In ancient India, through the patriarchal system was highly prevalent – all-male domination -women have enjoyed a position of respect and reverence.

KIRAN Scheme is addressing various issues related with women scientists.

KIRAN Scheme:

• In 2014, the Department of Science and Technology has restructured all the women-specific programmes under one umbrella scheme 'KIRAN'.
• KIRAN is addressing various issues related to women scientists (e.g. unemployment, relocation etc.) and aimed to provide opportunities in Research, Technology development/demonstration, Self-employment etc. So, option (C) is correct.
• KIRAN is actively involved in taking proactive measures, under the name CURIE (Consolidation of University Research for Innovation and Excellence in Women Universities).
• Under CURIE, the state-of-the-art infrastructure will be developed in women universities in order to attract, train and retain promising girls students in the S&T domain.

Emperor Zain-ul Abidin was known as “Akbar of Kashmir”. He was called so because he was one of the greatest rulers of Kashmir. Like Emperor Akbar, he was also a generous and liberal king.

In the Indian Constitution the Directive Principles of State Policy were borrowed from Ireland. Part IV (Articles 36-51) of the Indian Constitution deals with Directive Principles of State Policy.

Manganese deposits are available in Sundargarh, Keonjhar, Rayagada, and Balangir districts in Odisha. Dolomite is available in plenty only in the district of Sundargarh in Odisha. There are two major coal-bearing areas in the state which are currently being exploited namely Talcher and the Ib valley in Odisha. Iron ore is abundantly available in the districts of Mayurbhanj, Sundargarh, Keonjhar, and Jajpur in Odisha.

Repeatedly asking children to engage in learning activities either to avoid punishment or to gain a reward decreases children’s natural interest and curiosity involved in learning.

Tips to Encourage Curiosity in Children:

• Be a good role model: Your child does everything he or she sees you doing. So take advantage of this behaviour to increase their curiosity.
• Encourage your child’s interest: Your child’s curiosity will lead him or her naturally towards subjects and topics that are of interest to them.
• Give your child curiosity tools: Give your kids the ability to pursue their curiosity on their own. Try to build a good stock of books at your home as well as getting them membership in the local library.
• Let your child make mistakes: As parents, our tendency is to prevent our kids from feeling disappointed, hurt, discouraged, or rejected. But making mistakes and pulling themselves up again keeps your child curious and resilient.
• Fight boredom: Your child learns from you. When you label any activity or situation as “boring” they too will learn that only.
• Teach them how to observe: When you are with them encourage them to look around themselves and notice things that seem interesting, mysterious, exciting, etc. Teach them to look for the small details also and not just the big picture.
• Talk to your child about the impact of curiosity: Explain to your child how so many of the things that are staples in our lives are born out of someone’s curiosity about that subject.
• Give open-ended materials to play: Along with toys that have specific ways to be played with give your child open-ended materials like sand, arts and craft supplies, empty boxes, blocks that can be used in any way they want.

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement.

Evaluation needs to be integrated with the process of teaching and learning. There are different type of evaluation process that ensures meaningful learning.

The above-mentioned characteristic is related to the 'Periodicity of Evaluation' or 'Periodic Assessment'.

​​The main purpose of the Periodic Assessment is to assess the learning progress of students.

Assessment done at regular intervals provides feedback and insight to teachers regarding learners’ needs.

It helps teachers to improve instruction, do remedial teaching, and set curricular targets for a student or a group of students.

The feedback also helps students to know their errors as well as strengths and weaknesses.

Periodic Assessment is further divided into Periodic Tests (05 marks) and Multiple Assessment (05 marks).

Periodic tests are restricted to 3 in each subject in an academic year and the average of best 2 is taken for final submission of marks.

In multiple assessments, multiple and diverse techniques are used to assess the learners viz. criterion-referenced test, observation, oral tests, individual or group work, class discussion, field-work, concept maps, graphic organizers, visual representation, etc.

Thus, it could be concluded that the above-mentioned characteristic is related to the 'Periodicity of Evaluation'.

Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as a result of experience. It represents progressive changes in behaviour. It also involves the acquisition of knowledge, habits, and attitude.

Factors Affect Learning:

The main factors affecting learning are Motivation of the learner, Maturation of the learner, Teaching strategies, and Physical and emotional health of the learner.

• The Interest of the Student - The factor of interest is very closely related in nature to that of symbolic drive and reward. A favourable mental attitude facilitates learning.
• Teaching Strategies - The strategies or steps taken by the teacher to make the class environment interactive and that also engrave interest among students regarding the topic.
• Physical and Emotional Health of the Learner: Concentration needs emotional and mental poise and absence of mental conflict or complexity. Some children find it difficult to prepare for the examinations, simply because of fear of the examination and anxiety neurosis.
• Giving motivation to the learner can increase their interest in learning.
• Maturation of the learner affects learning because ​maturation is related to the structure and potential capacity. Maturation is the process by which we change, grow, and develop throughout life.

So, from the above-mentioned points, it becomes clear that all the given factors affect learning.

Sending the child to study in a special school strategy is not in line with the philosophy of inclusion to help a child with autism in your class who is finding it difficult to cope up with group activities.

Five strategies for supporting students with autism:

Communication:

• Create a communication environment that is “user friendly” for students
• Plan for all students
• Use many forms of communication, including speech, pointing and gestures, body language, pictures, objects, written language, and technology

Environment:

• Set up a visual classroom
• Analyze the environment as it relates to schedules, routines, group needs, and individual needs
• Prepare visuals in both low- and high-tech forms
• Plan how they will be used

Giving information:

• Think of using visual tools to give information to students with autism. This information might include what it going to happen and when, what choices the student has, what is changing, and so on.

Managing time:

• Time management can help students with autism understand when to start and stop activities, when something will happen, how to follow a schedule when to take a turn, and more, Hodgdon said.

Support positive behaviours:

• Use visuals to help students with autism understand classroom rules, expected behaviours, and how to handle social situations.

Piaget's theory also helps in understanding how children 'construct' knowledge. Piaget views children as active builders of knowledge and little scientists who construct their own theories of the world.

Supplementary materials are the instructional materials which:

• enables learners to understand or assimilate information from a given text.
• makes learning easy by providing additional information related to the concept.
• enrich learner's interest in various subjects.
• intensifies the process of education and also increases motivation and activity of pupils.

The idea behind supplementary learning material is to Further enrich learner's interest in various subjects.

Statement I: The use of ICT in organizing teaching-learning programmes in the universities has the potential to optimize learning outcomes.

Technology application helps students in using higher-order thinking skills such as critical thinking, analyzing, making inferences, and solving problem. ICT provides access to information and helps in establishing contacts with teachers and students at distant locations.

Thus, the use of ICT in organizing teaching-learning programmes in the universities has the potential to optimize learning outcomes

Therefore, Statement I is correct.

Statement II: Formative assessment provides support to enhancing the quality of teaching-learning sessions.

It is a daily assessment procedure linked to learning experiences. It assesses student understanding and mastery of skills. Thus, Formative assessment provides support to enhance the quality of teaching-learning sessions.

Therefore, Statement II is correct.

Therefore, Both Statement I and Statement II are correct.

Development proceeds from general to specific instead of specific to general.

Development refers to an increase in structure for better and enhanced functioning of organs along with improvements in psychology.

The theory of classical conditioning was propounded by I.V. Paulov in 1904. According to this theory, a response to a natural stimulus that is similar to a natural stimulus is classical conditioning, that is, the establishment of an association between the stimulus and the response is conditioning. Before understanding classical conditioning, it is necessary to know that there are other functions in human beings, some are innate like breathing, digestion etc and some are for psychological reasons like blinking, salivation etc.

As a curriculum planner, you need to keep various considerations in view during the task of curriculum planning and development. These considerations collectively influence every curriculum Planning decision regarding the planning and development of a need-based curriculum. Important considerations discussed below:

• National level Goals and Considerations
• Social Goals
• Family Aspirations

Thus, the concept of curriculum development excludes International considerations.

Differentiated instruction is doing something different for every student in the class.

Differentiated instruction is a teaching approach that tailors instruction to all students learning needs. All the students have the same learning goal, but the instruction varies based on the student’s interests, preferences, strengths, and struggles. Thus differentiated instruction is not about making different groups of students or activity for undisciplined students or focusing on the group that never change. It is all about different types of instruction for all students in the classroom keeping in mind their interests, readiness, attitude, etc.

Different teaching methods are used by teachers as per the requirements of students. For choosing the one, the teacher may classify students based on their abilities (ability grouping) or s/he can choose it based on the compatibility of the topic.

Therefore, from the above explanation, the correct match is (a) - (ii), (b) - (i), (c) - (iii), (d) - (iv).

The pattern followed here is :

The question mark can be replaced by the given pattern:

After arranging the given words in alphabetical order , we get:

• Plain
• Plane
• Player
• Plenty

The pattern followed here is ,

Thus , QAS is the correct answer.

The logic followed is:

In column-wise operation ,

(First number × second number) - Third number = fourth number

In column 1:

In column 2:

Similarly ,

Thus , the correct answer is "161".

From the above figures , it is clear that ‘b’ , ‘c’ , ‘f’ and ‘d’ are adjacent to ‘a’.

Therefore , the side opposite to ‘a’ will be ‘e’.

Thus , when ‘e’ is at the top then ‘a’ will be at the bottom.

The pattern here is:

"UX" is the next term of the series.

The comma (,) represents the shortest pause. We use commas (,) to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet. So, we need to insert a comma (,) after the two independent clauses "I'm not sure yet" and "but I think I'll become a teacher".

The full stop (.) represents the greatest pause and separation and it is used to mark the end of a declarative or an Imperative sentence. So, we need to use a full stop (.) at the end of the sentence.

Also, the verb "become" must be in the lower case as it is used in the middle of the sentence.

Thus, the correct sentence is, "I'm not sure yet, but I think I'll become a teacher".

Illiteracy is an obstacle to progress.

The given sentence is talking something about illiteracy as an obstacle and progress. The use of the word ''obstacle'' in the sentence indicates a thing that blocks one's way or prevents or hinders progress.

Therefore, the most appropriate preposition to be filled in the blank is 'to'. 'To' means approaching or reaching a particular condition.

'मेरी बात सुनने की कृपा करें।' यह वाक्य व्याकरण की दृष्टि से शुद्ध है।

• अशुद्ध वाक्य : एक फूलों की माला लाओ।
• शुद्ध वाक्य : फूलो की एक माला लाओ।
• अशुद्ध वाक्य : नेता जी का का राष्ट्र आभारी है।
• शुद्ध वाक्य : नेताजी का राष्ट्र आभारी है।
• अशुद्ध वाक्य : यहां शुद्ध गाय का दूध मिलता है।
• शुद्ध वाक्य : यहाँ गाय का शुद्ध दूध मिलता है।

जो पहले कभी नहीं हुआ: अभूतपूर्व

अभूतपूर्व एक विशेषण है और यह उन क्रियाओं के आगे या किसी घटना के आगे लगाया जाता है जो पहले कभी हुई नहीं हो जैसे सचिन तेंदुलकर द्वारा लगाए गए शतक या चांद पर मनुष्य का पहुंचना आदि। यह ऐसी घटनाएं हैं जो पहले नहीं हुई उन्हें अभूतपूर्व कहा जाता है।

जिन वर्णों का उच्चारण पारंपरिक वर्णमाला के बीच अर्थात वर्ण एवं व्यंजनों के बीच स्थित हों, उन्हें अंतस्थ व्यंजन कहते हैं। य, र, ल सभी वर्ण अंतस्थ व्यंजन हैं। य,व-अर्द्धस्वर, र- लुंठित वर्ण, ल-पार्श्विक वर्ण है।