CTET 2023 -24

   ¢è

AE - 1
 ACADEMY

The E-Notes is Proprietary & Copyrighted Material of

Sachin Academy. Any reproduction in any form,
physical or electronic mode on public forum etc will lead
to infringement of Copyright of Sachin Academy and will
attract penal actions including FIR and claim of damages
under Indian Copyright Act 1957.
-ɪ Sachin Academy     Ē        Ǿ,
  È  Ʌ      Sachin Academy    ã 
    1957   Ĥ  ¢     ×   


    ɪ     Û        

         ɪ       

 ɮ
  (Growth)  (Development)
➢    ➢   ,

   , ×, 

  Ǿ ɮ ¢ɉ Ʌ ì

   ɮ       

 
Where there is a maturity in our mental, social,
   emotional or intellectual pattern, this is known
when our body structure or shape starts as development.
growing, this is known as growth.
➢   èǽ   é ɉ   
➢ ɮ   èǽ é     :- èç, £,
Growth is External Level. Development is both at external and internal
levels.
➢ ɮ      ǽ    :- à,
➢       
 Development continues throughout our life.
Growth stops after a time span.
➢  Ʌ ç Đ     :-  
          
➢ ɮ  Đ       :-  
,     Ʌ   
à         

Growth in not a seqvential process e.g., at
Development is a seqvential process. We can
times there is growth in our height whereas at
develop as much as we want. Mental
other times there is growth in our weight.
development, social development happens as
per our efforts and wishes.
➢ ɮ     (Measurement)    ➢          
 :-  , à       :-   ,   
➢ Growth can be measured, e.g., we can         
measure our height or weight.     
Development can't be measured, directly e.g.,
our social or moral development cannot be
measured, however our mental development
➢ ɮ   ×   
Growth is only quantative. ➢  ×  × ɉ  
Development is both quantitative and
qualitative.

➢ ɮ             ➢  ɮ        Èɉ 
 :-          åÈɉ  ,      Û
 ɮ
     Û  ǽ       ,  , ɮ
  Đ×      æ   

➢ Beacause of growth there may be or not may Development is possible without growth also.
be development. Example :- When a person is Some people may not grow in shape, height,
gaining weight, it is not necessary that his IQ weight but there is development in their moral,
is also increasing. social domain.
 
 ì (Maturation) :-   Û (genetic desposition)  
   Ǿ  Ĥ  
process maturation  
•  heredity  related  
•    maturity   

   (Domain of development)

 :-   (multidimensional)    multidirection Ʌ   

➢   (physical development)
➢ ××  (motor development) :-               
muscles,  ¢    control   à  

•   Ʌ   , , ,             Ʌ
   Fine Motor Skill And Gross Motor Skill

Fine Motor Skill And Gross Motor Skill

Fine motor skills - Ʌ muscles   use  

Examples –
 Writing coloring Cutting breaking chapati

Gross Motor Skills :- Ʌ muscles  Ï use  

Examples –

Swimming Jumping Running

➢   / £×  (mental / cognitive development)

➢   (social development)
➢   (Emotional Development)
➢   (Moral Development)
➢   (Language Development)
    ɮ
(Principle of Child Development)

(1)  Ĥ  ɮ (Principle of Similar Pattern)

  Ĥ×     Ǿ    Ĥ     
 :- , 

(2)     ɮ (Principle of Direction)

                    
    è (Cephalocaudal)     
      
Đ Ú  Ǿ            (Proximodistal)
         Đ  

(3)    ɮ (Principle of continuity)

   ǽ  ĤĐ    Û   ĤĐ           
   ×    
(4) Û  ç Đ  ɮ (Principle of general to specific Response)
    Û  ç Đ       ç  Û   
 :- , , , 

(5) 
 
   ɮ (Principle of Predictability)
    Èɉ            Ʌ ó  

(6)   ɮ (Principle of Unitary Process)

Í Ʌ                      
        

(7) åÈ Û  ɮ (Principle of Individual Difference)

Í   åǔÈ Û      Ʌ   
   Ʌ    
➢ Í   Ʌ individual differences, heredity and
environment  è  depend   , Û ɉ 
  individual differences  
➢  intelligence , motivation, interest etc  -   
(8) 
     Ĥ  ɮ (Principle of Spiral verses Linear Advancement)
             Ʌ           
 

(9) Û   ɮ [ Principle of Inter Development ]

, ɮ, ×, ǔ  Û Ĥ   Ûà  è    

   è

(Stage of Child Development)

1. Ĥ
  [Pre-natal Stage] (9   280 )
➢  è    (Conception)  Ǿ   

2. è [Infancy Stage] (Û - 2 )

➢  è Ʌ  
  Ǿ  -      å  Ĥ
    
➢  , ,   è
➢  (morality)  
3.  ã è [Early Childhood Stage] (2 - 6 )
➢ Ʌ Í  ( Imitation ) ɮ   
➢  è Ʌ £ (curiosity) Ï   
➢  è  toy age   
➢        (sensitive period) 
➢  è Ʌ Í ã  games Ʌ active Ǿ     

4.  åè / åè (later childhood or childhood) (6-12)

➢    (logical thinking)  è    
➢  'à è '  age    
➢  'Û è'    
➢  è  è  smart age    
➢    è Games Stage    
➢  è Ʌ Ē (storage)  Ĥ      
➢   /  / gang  è    
➢      (unique period)    

5. è [Adolescence] (12 / 13 - 18 )

 ➢          
➢  , ,  -     è    
➢ Ʌ     
➢  è  è   golden age    
➢  è Ʌ   (Hero Worship)     
➢  è Ʌ Í   (Abstract Thinking)   

ɮ
  (Intelligence)
➢ Intelligence è   Ʌ   
➢ ɮ   åÈ    , thinking   , imagination  
➢ Intelligence  multi-dimensional    Ê (complex
capabilities)     
➢ ɮ è    
➢ ɮ  (adaptation) è  Ʌ help  

ɮ  Ĥ (Type of Intelligence)

   ɮ   Ĥ  ɇ

1.  ɮ (Concrete Intelligence) :-  ɮ  Ĥ  Ʌ    ɇ   
Ĥ×¢  ɉ       ɇ  ɮ    ɇ
➢ ,   ɮ    

2. 
  ɮ
  (Abstract Intelligence) :-  ɮ
  Ʌ      
 ɉ     , È,   ɮ   

3.  ɮ ( Social Intelligence) :-     ɇ    
 ɇ  ɮ Ʌ  ɇ
➢ , å, , Ú   ɮ   ɇ

1916 . Ʌ   ɮ ɮ      Ûɉ     
  (풎풆풏풕
풂풍풂품풆)
× ퟏퟎퟎ
è ( 풄풉풓풐풏풐풍
풐품풊
풄풂풍풂품풆)

ɮ
    è
IQ è
25    ɮ (idiot)
25-49  ɮ
50- 69 
  ɮ
 
70-79 ɮ
 
80-89 Û ɮ  
90-109 Û ɮ (average)
110-119 Û ɮ  
120-129 ĭ ɮ
130-139 Ĥ ɮ
 
140   Ĥ (gifted)

Ĥ Í (Gifted Student) -

➢  decision Ʌ independent  
➢  × ¢ (self-efficacy) high  
➢ Creative ideas    
➢  curiosity  
➢ Û  support  ǽ   school  through   
➢  mental process, high category    

ɮ
   ɮ (Theory of Intelligence)
➢   ɮ (Uni Factor Theory) :-   ɮ  Ĥ     Ûɉ
  åǔÈɉ Ʌ   Ĥ  ɮ
       Ʌ   
 ➢ ɮ-  ɮ (Two Factor Theory) :-    è  ɮ   
Ûɉ   ɮ  ×ɉ       × 
1. Û × G.Factor general ability :-  åǔÈ Ʌ Û ɮ
Û       Ʌ    
2. ç × S. Factor specialability :-  
   ǔ  
ɮ  

➢  ×  ɮ (Group Factor Theory) :-  ɮ  Ĥ

 ɮ    ɮ  
  ɮ
   Ĥ  Ê  Į
  Û ɉ Ʌ   

   -ɮ ɮÛ /Multiple intelligence

 theory         ɮ
      (forms) 
1.   ɮ (Verbal-linguistic Intelligence) :-  Ú  Þɉ
   £   
➢ ǔ åǔÈɉ Ʌ        , , ğ    

2.   ɮ (Logical Mathematical Intelligence) :- Ʌ

 Ê, Math Calculation    
 ➢ ǔ åǔÈɉ Ʌ       Accountant, Banker, Scientist    

3. è ɮ
  (Spatial Intelligence) :- 
  Øɉ     

➢ ǔ åǔÈɉ Ʌ       , ğ, Architecture 
  

4.   ɮ
  (Bodily Kinesthetic Intelligence) :-     
 ɮ 
➢ ǔ åǔÈɉ Ʌ        –ğ, Athlete, Dancer
   

5. × ɮ
  (Musical Intelligence) :-  ɮ     ɮ
   
➢ ǔ åǔÈɉ Ʌ       Singer, Entertainer  
 

6. åÈ ɮ (Interpersonal Intelligence) :-

  åǔÈ    interact   ,  
 ɮ 
  
 ➢ ǔ åǔÈɉ Ʌ       , ǔ ,    

7. : åÈ ɮ
  (Intrapersonal Intelligence) :-  ɮ 
  
interact    
➢ ǔ åǔÈɉ Ʌ       Úǔ× ǽ   

8. Ĥ ɮ (Naturalistic Intelligence) :-  ɮ  åǔÈ Ĥ 

   
➢ ǔ åǔÈɉ Ʌ       ,    

9. è× ɮ (Existential Intelligence) :-  ɮ  åǔÈ   

ǔè×   Ʌ         Ʌ Èɉ  ?    ?
➢ ǔ åǔÈɉ Ʌ          Philospher   

 – Multiple intelligence theory  valid     È Ʌ
- Intelligence    

➢   ɮ (THRE E DIMENSIONAL THEORY) :-  ɮ 

Ĥ  .  .      ɮ  ɮ
   ɮ   ɇ
    Ê Ĥ
 Ǿ   ×ɉ     è
(content) , Đ (operation)  × (product)!
 ➢   /   ɮ (TRIARCHIC THEORY) :-  ɮ  Ĥ è  

è  ɮ
     Ʌ  
1. × ɮ (Experiential Intelligence) :- × ɮ  ɮ ɉ  
  åǔÈ  
 ɉ        ɉ    create  

2.  ɮ (Componential Intelligence) :-  ɮ -  ɮ  åǔÈ ã
ǔÈ          ɮ  åǔÈ   ,          

3. Û× ɮ
  (Contextual Intelligence) :- Û× ɮ
  åǔÈ Ʌ 
     
   Ʌ     ǔ        åǔÈ    
   å  

 (Learning)
 Û   ×     ĤĐ  åǔÈ Ĥ× ǔèɉ     
å Ʌ           ɇ ǔè    å Ʌ
    
Important Points
➢   (adaptation)  ĤĐ 
➢   (universal) ĤĐ 
 ➢  å Ʌ  
➢    ĤĐ (mental process) 
➢ school Ʌ  Ʌ    ɮ ɉ  £        
➢   meaningful learning Ʌ  è   ɉ      Ĥ×
Encouraging 
➢     Ĥ     É è-  Self-directed 
➢ Ĥ  ¢ Ʌ , ¢- ĤĐ     Learning by doing Ǻǔç  
➢    ɮ  ǔ ɉ Ʌ  ǂ   
➢  É Ǿ   ǔ Đ  
➢ Ĥ    ¢  Đ   æ   
➢   Meaningful learning Ʌ æ, ×   è- analysis,
critical thinking and problem-solving  ĤĐ  ɇ

 Đ (Curves of Learning)

   ğ, Ĥ, ¢    Ú Ē,   etc)  Ĥ     
 Đ    Ʌ   Û
     Û
  ǔè åÈ    
 Đ  4 Ĥ   -
(i)    Đ (Straight Line Curve) :- Ʌ      
 
(ii) Û Đ (Elevation Curve) :- Ʌ    Ǿ Ʌ   
 Í            Ǿ    

(iii)   Đ (Concave Learning Curve)-: Ʌ Ǿ Ʌ  

              Ǿ   
 Í è    

(iii)   Đ -: Ʌ Ǿ Ʌ        
Ʌ        ɉ        Đ Đɉ
Û    Đ   Ǿ  

  (Learning Plateau)

  (Learning Plateau) -: Ʌ    ǽ     Ʌ   Û  
      Ʌ       

¢  è (Levels Of Teaching)

¢  è   èɉ Ʌ   -:
1 . è  è (Memory Level) -:     
➢  è Ʌ Í       
➢  ¢  ĤĐ    è 
 ➢  è  ¢   ɮ æ  £ ĤÜ  
➢   ¢    

2.   è /(Understaning Level) -:    

➢  è è  è     
➢   Ʌ    £  Í        
➢  è Ʌ Íɉ   £       ɮ   ɇ     Ĥ
  ɇ  Í  å Ĥ   Ʌ

3.  è-:
➢  ¢     è   
➢  è Ʌ Íɉ    ǔÈɉ      ĤÜ  ɇ
➢ Ʌ  Íɉ  Û ɉ ɮɉ        ÛɅ èğ Ǿ  /
     ç      ɇ

ê ¢ (Micro Teaching)

ê ¢ -: ¢    ĤǾ  ǔɅ Class Ʌ ¢ Đ ê Ǿ     
ê
  ¢        -
➢ ê ¢    Ʌ  ¢ Ĥ    
 ➢ ê
  ¢  ¢ɉ         -: æ , 
  , Ĥæ
Ĥ 

¢
  ¢  ĤĐ
I.   :-   ɫ     
II. ¢ ¢ :-      È Ʌ   ¢
   6       ,
III. Ĥǔç :-       6 ,
IV. 
   Ʌ 12 
V.  ¢ 6 
VI.  Ĥǔç 6 
 = 36 

 è (Transfer of Learning)

      /  
     /   Ĥ       è
  :- Ě  Ʌ       ĤĐ  Ĥ   

è  Ĥ
× èÛ :- × èÛ  £,   Ĥ¢  ɉ   Ʌ 
Ĥ   
     £, Ê  
   Û ɟ   Ʌ       
× èÛ    
 :-    £ è   Ʌ  Ĥ    × èÛ 

× èÛ :-      £, Ê    

     Ʌ  
     × èÛ    
 :-    ß     ǔè Ʌ ×       Ʌ   
  × èÛ  
Û è :-   ĤĐ Ʌ               
   Û è  
¢ èÛ :-   è Ʌ ǔ £, 
   Ĥ¢   åǔÈ  ɮ 
Ĥ    ǔè Ʌ    ,     ¢ èÛ  ɇ  Ʌ
°   Ĥæɉ     ß    £  Û Ĥæɉ    Ʌ  
 
LEARNING DISABILITIES
 ¢
  ¢  Ê Ʌ    ¢      è (variable stage) 
1. DYSLEXIA   à 

2. DYSGRAPHIA   à 

3. DYSCALCULIA    à è

4. DYSMORPHIA ħ  è

5. DYSPHASIA   à 

6. DYSPRAXIA    à 

7. DYSTHEMIA   à

 ADHD (attention deficit hyperactive disorder) :- Ʌ Í  
 Ú Ʌ      hyper active   

è / ×Ʌ Autism -  repetitive     

 å behaviour, autism     å ǔ 
social communication Ʌ ɉ    

 RPWD act 2016 - RPWD È 1995  è  pwd act 2016 
  È 2016 Ʌ Þã
 Þã   È 1995 Ʌ 
    7
Ĥɉ   21 Ĥ         ǔæ  
  Ʌ       Ĥ °  ǔÈ 


 ɮ   È

•    ¢ğɉ Ʌ    
• è   Í   5  Ʌ  
• books, TLM,  Þ 
  /  ¢ (Locomotor disability) -  ¢ " ¢  muscles 
    "      , ,  Ʌ  è  °  
¢ 

. . 
(   Ĥ  ɮ/ Trial and Error theory)
➢    £ 
➢   Ĥ  ğ  ɮ ,        ƣ
(stimulus)      Ĥ Đ (response)       - 
Đ        

Ĥ:-     Ʌ  ã      

      Ʌ      ǔ   ° 
 
   ã 
    ɇ - 
   
      °     
   
ã  ê (
 )    

➢  Ĥ (ɮ)       Ĥ Ʌ   ğ ɉ   Ʌ   ê 
    
  2  
1. É
  
2.  

Ĥ  (Primary Law)

➢ ß   (LAW OF Excercise) :-        
 ǔ ß Ʌ  ,   Ï  Ʌ

➢ ×   (LAW OF READINESS) :-        

    ǔ ƣ Ʌ  ,   ã  Ʌ

➢ Ĥ   (LAW OF EFFECT) :-        

    ĭ           
      Ʌ è     ×  

  (Secondary Laws)

1.  ĤĐ   (LAW OF MULTIPLE RESPONSE) :-  
        ĤĐ  Ĥ  ɇ   
       
   
 2.  Đ   (LAW OF PARTIAL ACTION) :-        
  - ɉ Ʌ ǔ  Ʌ    ē     

3. ×   (LAW OF ASSIMILATION) :-    

    () £ 
  () £   °  è   ɇ
        

4.  /     (LAW OF Disposition) :-   Ʌ

           ǔ  Positive  ƣ
   Ï    Ʌ    ƣ      
 Ʌ

5.  Đ   (LAW OF ASSOCIATIVE SHIFTING) :-  

 Ĥ     Đ  Û ǔè Ʌ   Ĥ 

ERRORS
 ➢ Í  error    process   part 
➢  Í  thinking   Ʌ  resource    
➢ Students  errors  (indicate)    ÛɅ ğ ß
(mechanical drill)  ǽ 

ã    ɮ

(Social learning Theory)

➢ ã     ɇ  Ûɉ ǔ   ɮ 

➢  ɮ Ʌ 
 ɉ  å         Û å
     Û å    

 ɮ  Û ɉ     

1. ×   ɮ (Observation learning Theory)
2.   (Imitation)
3. Modelling

 Ĥ ã      Ĥ  Ʌ Ûɉ Í  3 ã 
   According, stages of learning
1. Attention 
2. Retention 
3. Reproduction  ×
4. Motivation Ĥ

PAVLAW THEORY OF CLASSICAL CONDITIONING

 ɮ (è 
  ɮ)
IP  :-   Ǿ £ 
➢  1904 Ʌ  è 
➢     ƣ  parellel   signal       ĤĐ ( response
)  , ǔ  ƣ    
    Ĥ 
   Ĥ ƣ  ,  ƣ    Ʌ   
   ,     ƣ  ȱ    Ǿ  , 
 ƣ                    
 ƣ               
  ƣ  ȱ
    Ǿ
  ,  ƣ     
    ƣ    àÛ è   

Food Bell
Unconditioned Stimulus Conditioned Stimulus

 
Unconditioned Response Conditioned Response

Stages of Classical Conditioning

1. ɮ  ( Stimulus Generalization ) :-  åǔÈ Unconditional Stimulus  Ĥ
Đ       ɮ   -  Û ɮɉ  Ĥ    Response     -
 -  ɉ      ƣ   Ǿ
    

2.  ( Extinction ) :-  Conditioned Stimulus   Unconditioned Stimulus Ĥ   
   Response        -            ƣ  
   

3.  ( Discrimination ) :- Ʌ åǔÈ Original Unconditional Stimulus  other Stimulus  
    Ǿ       -       ƣ       
     

. . è  Đ Ĥ

 
  ɮ
(Operant Conditioning Theory)
➢  ɮ  Ĥ    æɮ  Ĥ .. ǔè
ɮ  
➢ .. ǔè    Đ (Response)   
➢   Đ Ĥ   ɮ   

 è   Ĥ        
Ûɉ  È   Ʌ  
     È Ʌ      Ʌ     
         ɮ        -     
 Ʌ               Đ 
       Ʌ 
    ĤĐ    
    Đ Ĥ   ɮ  ɇ
➢  Ĥ   ç     Đ (Response)    Ʌ
ɮ (Stimulus)      (Reinforcement)  
   Đ   ê    ĤĐ Ʌ ĭ  
   Đ Ʌ 
  (Reinforcement)   ×  


  (Reinforcement) :- ǔ ɮ      Đ   ȱ   ɇ 
 
  ,  -     parents ɮ cycle  mobile  


   Ĥ   
1. × 
  ( positive reinforcement ) :-  - , , , Ĥ 
2. ×  ( negative reinforcement ) :-  - Ö  ,
     
➢ Ĥ   × 
      Ĥ Đ      × 
  
   Ĥ Đ   


  
 
 
  Ĥ    –
1.  
   (Continous Reinforcement Schedule) :- Ʌ - Đ   

     ,  - Ĥ×     Í   
2.   
  (Partial Reinforcement Schedule) :- Ʌ  Đ    
  ǔã  Đ      ,  -          

 ɮ
(Psycho - Social Dvelopment)
 ɮ  È ( Eric Erickson's ) ɮ Ĥ      É
ɮ æ Í Ʌ åǔÈ         according    8
step     
(1)    (Trust Vs Mistrust) [ 0 - 1.5/2 ] ǔ Í 
-   Ü    , Ʌ   
   ǔ Í  -   Ü
    
       Ǿ       Đ
 Í Ʌ  ƣ  Ǿ    

(2) è   /Ï  (Autonomy vs Shame /Doubt) [1 5 / 2 - 3 ]

è    ' è '    Í   ,   Ï        
  
       è    
     É -       
  Í         
(3)   /  (Initiative vs Guilt) [3 - 6 ]
 Í Ʌ   ¢  °      
ǔ£ (Curiosity)       Ï × 
   ×
          
  
 ȱ-   ×        ȱ    
  (Guilt feeling ) ǂ  Ǿ    

(4)    (Industry vs Inferiority) [6 -12 ] [ã

è]   Ʌ Í ȱ-             Į
   
     Í       Í     ¢
              Ǿ    

(5)   ħÛ (Identity vs Confusion) [12-18 ] [

è]
  Ʌ Í Ʌ      Ï ×    
    Í
ɮ æ         è    

(6) ×   (Intimacy vs isolation) [18-35] [

åèè]
× Ʌ  
    ç àÛ    ç àÛ    
    -
      ǔ ×    
     
 
  ç àÛ           ǔ   ɇ

(7) ×  è (Generativity vs Stagnation) [ 35-65 ] [Ú-åèè]

× Ʌ  
     Ʌ Ï   , 
        , 
  -  Ʌ
       Ʌ ǔè    

(8) à
    (Integrity vs Despair) [65  ] [Ĥè]
 Ĩ Ʌ    Íȱ 
   
        ç  
  ɉ        ȱ    ȱ 
  ȱ Ï     à
        Ï ȱ
          

 
£×   ɮ
Cognitive Deveopment Theory
➢   èɪɇ  £ 
➢      -2 Í Ʌ  ì (Biological Maturation)
  -2  è   Ʌ   Ʌ concept    
  according Í Đ £ -   Û £      Ʌ  ɮ 
    
  according Í  thinking, adult  Ĥ (types) Ʌ      quantity Ʌ 

Concept of Cognitive Development

1. 
   (Adaptation) :-   
      
        ĤĐ
  
(i) ×× (Assimilation) :-  £   £  
 ××   
Example:

(ii)  (Accommodation) :-  £ Ʌ  

        
Example:

à /  (Equilibration) :-  ɮ Í ×× 

  ĤĐ      

è (Schema) :-    Ʌ     è     Ĥ   
 Ĥ       è      Ʌ è Ĥ   ĤĐ Û 
  
 Organisation () :-   ɮ Ʌ £× Ĥ   è  åè
, ÛɅ è       

  £×    è  

1.   è Sensory Motor Stage (0 - 2  ) :- 
è Ʌ Í  £Û  Ú    
 Ʌ "èè×" (Object Permanance)        Í 
 Ʌ è    Ǿ         è      

2.  - Đ× è / Pre-Operational Stage (2 - 7 ) :-  Đ     è  
Ʌ Í    ɉ    ,  ,   Đ   
 stage Ʌ Í Ĥɉ (symbols)  use  Ʌ 
      cycle Þ    mind
Ʌ cycle   image    
 stage Ʌ ê   å (gold directed behaviour)  ¢    
(i)  (Animism) :-  Í    è Ʌ    
(ii)  Ʌ (Egocentrism ) :-  Í   Ǿ           ,    ,  
  
(iii)  (Irreversibility ) :- Ʌ Í è, É, è      
Eg :- 4 + 6 = 10
6+4=?
(iv)  Ĥ×,   , , , Đ   Ê   concept    è Ʌ   

(v) Û (centration) :-   Ʌ  è     

Ú    Ĥ   centration   
(vi) ¢ (conservation) -   è  size  shape Ʌ change 
  quantity   Ĥ    Í    
(vii) Đɮ (seriation) - Ʌ Í è / Øɉ    Ʌ      
3.  Đ× è / concrete operational stage (7 - 11) :-  è Ʌ Í   
ɉ              Ǿ     
➢  è Ʌ , , , , ¢, Đɮ  Ê  concept      

➢ ×  (hypothetical thinking) :-    è Ʌ    

 Í          
Eg:  ǽ      Í answer È  Ʌ oxygen   

4.  Đ× è (11-15  ) Formal Operational Stage :-

 £  Í è  
➢ Ʌ Í       
➢ ×  :- Ʌ Í        

  ɮ   -      ɉ  Đ     
 Í  Í       è  ¢     
 Ʌ      ɮ
Moral Developement Theory
➢     £  , Ûɉ   ɮ  
  ɮ 

➢  (Morality ):-      Ʌ  

      Í     
      

  

(i)    (Moral Dilemma) :-      Ʌ

decision    è     
Ex :                   

(ii)   (Moral Reasoning) :-      Ʌ decision  Ʌ  ĤĐ  
       Ʌ           
    3 Level   -
(1) Ĥ Ǿ   è / Pre Conventional Stage (4 - 10 ) :- 
è Ʌ Í      Ʌ     è Ʌ   
 
  ɉ     
   Ʌ   -
(i)    £ -  Û (Punishment & Obedience) :- Ʌ Í 
   £             Í  
         
(ii) × ¢  Û (Instrumental Relativists individualism) :-  è  "
  "     È Ʌ 

å            

Ex :  Í  
  Í  Ʌ   
  Í       

(2) Ǿ   è (Conventional Stage) [10 - 13 ] :-  è Ʌ

Í 
    ɉ           according
 /      
    Ʌ   -
(i) Í  /    Û
  (Good boy
and Good girl) :- 
       
 (earns approval)   

(ii) 
  åè Û
  (Law and Order Orientation ):- Ʌ Í
   åè         È
   accident   , Red Light       
 

(3)  Ǿ  (Post Conventional Stage) [13   ] :-

Ʌ decision          ,  È    È 

  è  

(i)   Û (Social Contract Orientation) :- Ʌ        
    ,                   red Light
           

(ii)   ɮ Û

  (Universal Ethical Principles
Orientation) :- Ʌ  
      ã  
  ɉ 

  å    Ʌ  
   ɉ       
 
 ➢   ɮ    ɮ        , Ûɉ   
   experiment Ʌ    Ĥ  
➢ male & female  moral reasoning Ʌ culture  differences  importance   

×è   è ɮ

(Social Cultural Theory)
➢  ×è  Ǿ £ , Ûɉ  è ɮ 
Ĥ 
➢  ɮ    Í    è  : Đ (Interaction)
     : Đ       
         ,  Ʌ  (Learning)

×è   × Concept

(i) ZPD (Zone Proximal Development) / è /    ¢" : - è  (real
development)  è "   (potential development)  è  
   è   ¢    

(ii) Scaffolding ( / ) :- åè ɮ    Temporary help 
Guidence  Scaffolding ( /  (  
MKO More Knowledgable other Teacher, Parents, Friend etc

    –

➢      Ǿ Ʌ            
➢ ×è          
➢  £×    (facilitate)  

➢   /   (private speech) :- Ʌ Í      
        

 è
   ɮ
Inborn Theory

      

     Í Ʌ    Û (Innate) ¢   
     Í  èç (mind) Ʌ  Device    Í    
Device LAD

Language Aquisition Device

 Ē 

Example:

➢ Û  å (Universal Grammar)  ɮ   Grammar Û   

è     level  

(i)   (Surface level) :- Ʌ Í  Úɉ / ɉ        
Ex : à , , ,  , 
(ii)   (Deep level) :- Ʌ ɉ    £   
 Bloom’s Taxonomy of Educational Objective
Ʌ       Û ͯ ¢ ɮ æɉ    
(i) £× ¢ (cognitive domain)
(ii) × ¢ (affective domain)
(iii) Đ× ¢ (psychomotor domain)
1. £× ¢ (Cognitive Domain)
➢     1956 Ʌ     ¢  à     ɮ æ  
   ¢   à è ( low level )  Ʌ è ( high level )     Ǻç
 6  Ʌ    

(i) £ (Knowledge)

(ii)  (Comprehension)
(iii) Ĥ (Application)
(iv) æ (Analysis)
(v) æ (synthesis)
(vi) ã (evaluation)

2. × ¢ ( Affective Domain )

➢ Ʌ        × Ǿ      - , ×, Ĥ 
3. Đ× ¢ ( Psychomotor Domain )
➢Ʌ  , motor skills  ¢     
 Ʌ ¢  Ĥ ¢
(Child centered and Progressive Education)

 Ʌ ¢ (Child Central Education)

 Ʌ ¢   '  '(Jonn Dewey)   Ʌ ¢  
¢    Í  Ʌ    ¢ Ĥ     Ʌ ¢ 
   Ǿ (Interest), Ĥ ɉ  ¢  Ú Ʌ   ¢
Ĥ       Í   Ʌ ¢ Ĥ    ¢ ǽ 
 

Ĥ ¢ (Progressive Education)

 Í     ɉ ( Attitudes ), Í ( Interests )       ¢-è 
   Ĥ ¢   
➢ Ĥ ¢   ¢ Í       Í ¢  
➢ Ĥ ¢  Í   (all round)    
➢ Ĥ ¢ ' ' (learning by doing) Ĥ    
➢ progressive education Ʌ seating arrangement, time table, flexible  
 ➢ Ʌ    (collaborative learning )   
➢ according to CBSE - progressive education Ʌ Í  Ʌ active participant   social
skill  

Ĥ ¢ Ʌ È Ï  (USA)  £   (Jonn Dewey)    

   ¢  Ģ Ĥ (Tripolar Process)   

Ģ Ĥ (Tripolar Process)

Teacher  ɫĐ

  (dependent variable)

è  (independent variable) Úè  (intermediate variable)

➢  Ʌ  Ʌ ¢   '   '     

 ĥ
æ× ɮ
(Psychoanalytic Theory)
 ɮ  Ĥ  ĥ     è     ɮ
Ʌ   èç  æ   
Ûɉ  type   
  ɮ  
(Conscious mind) (Sub Conscious mind) (UnConscious mind)
(10%) (90%)
  Present  Ʌ Ʌ  £   Ʌ  Ʌ    

ɉ  related     Time      ɇ   

          

ĥ  åÈ× (Personality)   ɉ Ʌ  

(i) Id ( ) :- Ʌ åÈ     æ   , Ü, Sex  
Satisfied      æ   ãɉ    
Í       

(ii) Ego () :-  æ  Í  ç       

 implementation    ɉ     

(iii)   (Super Ego) :-   ɮ  ɉ  According     
åÈ   Super Ego Ï    ɉ      ,     
 
➢ Oedipus complex :- Ʌ     Ï Ü   
  

➢ Electra complex :- Ʌ     Ï Ü    
 

➢ è (Narcissism) :- Ʌ åÈ    Ï Ü   

 (ADJUSTMENT)
 (ADJUSTMENT) :- ǔè  
          
æ  ç    
 (Maladjustment) :-   åǔÈ  Ʌ  æ        
   

  ×
➢  (STRESS) :-  åǔÈ     Ǿ        Ʌ   
 ➢ ɮ /  (HATRED / WORRY) :-  åǔÈ   ǔè      
   ɮ   
   
➢  (COMPRESSION):-  Ĥ     × à   åǔÈ  Ʌ  


➢   (FRUSTRATION) :-   Í Ʌ     à ×      
➢ ɮɮ (CONFLICT) :-     Ʌ  ǔÈ      åǔÈ   ɮɮ ×Û 
 

 ¢  È (Defence mechanism)

  ǔÈȱ   ǔ åǔÈ  ǔè Ʌ      ǔÈ     è
    Ǿ Ʌ è  

    åÈ  ¢× Èɉ       Ĥ    –
1. Ĥ×¢  (Direct Method)
2. Ĥ×¢  (Indirect Method)

Ĥ×¢  (Direct Method) :-      Ĥ×¢    Û åÈ  Ǿ Ʌ  
Ĥ×¢  (Indirect Method) :-      Ĥ×¢    Û åÈ  Ǿ Ʌ
 
1.  (Rationalisation) :- Ʌ  åÈ        
    ĤĐ
   ,  -      Ú    

2.  (Repression) :- Ʌ åÈ  ç Ʌ ,      Ʌ    
3.  (Suppression) :-  åÈ   Í      Forcefully  Í     
4. ¢ (Compensation) :- Ʌ åÈ  ¢  ɉ    
  ¢     ,
 -  à   ɮ  heel  sandals 

5. ×/ × (Identification) :- Ʌ åÈ  

  åÈ  åÈ×  Ĥ 
   åÈ× Ʌ   Ĥ   ,  -         Ǿ    

6. Ĥè (Displacement) :-  åÈ  ,   Í  åÈ  Ʌ   
   Û    åÈ   è   ,  - office Ʌ boss   
   Í  è
  
7. Ĥ (Regression) :-   åÈ            past Ʌ 
  ,  - è   Í   ã    

8.  (Sublimation) :- Ʌ åÈ   Í, Ĥ  ç   è
ɮ æɉ     ,  -  Ʌ è
  Í    boxer 
 , ã
 
(ASSESSMENT, EVALUATION)

 (Assessment) :-    Ʌ  ɫ   ĤĐ      Teaching
Learning Process       ĤĐ  

➢    improve         primary object   

concept     confusion Í     

  Ĥ   

1. ×  2. × 

1. ×  (Formative Assessment) :-        × 
   Í   Ʌ   è    

2. ×  (Summative Assessment) :-    Ʌ     × 
 

Assessment of Learning – Summative Assessment (  )

Assessment for Learning – Formative Assessment (   )

Assessment as Learning – Self Assessment (  Ǿ Ʌ )

Evaluation ã
  :-  , è, åÈ   
 /      àÛ Ʌ 
  ã     ×  × ɉ   

Continuous Comprehensive Evaluation

  å ã (CCE) :- ç ¢  1986   – “   å ã 
ã  ͯ ¢  -ͯ ¢ ɉ      ¢  à    ”      
CCE  ǽ   ã ã   ɉ     (less frequent)  
 ɉ  

SCHOOL BASED ASSESSMENT (SBA) :- Ʌ teacher  ɉ  

   ¢ (capabilities)     

 ×× ã (dynamic assessment)  Í  ç 

æ   Ʌ help   

ã  
 (Validity) :-  ã    ,  è Ʌ    ¢    Ʌ    
æ (Reliability) :- Û Û   èɉ Ʌ  Ĥæ, ¢  ¢   
 :
  Ĥ      æ 
å (Practicality) :- ã  ĤĐ, ,   Ĥ-  Ǻç  è,
å    

èç -  ãɨ Ʌ      ¢  Ĥ   

å - Ʌ  ɉ    

PORTFOLIOS ( )

➢    Ĥ       Í   ç  Ʌ 
   Ē (collection)   
➢ Ʌ Í  ɉ, Ĥ  ɉ      
➢    Í  ×      - åÈ, 
¢/ͯ ¢, è    
➢ Í       ɮ æ        ã
     

RECORD ()
1. Anecdotal record :- Ʌ Í           - behaviour, skills, attitude etc.
2. Cumulative record :- Ʌ Í  È  à       - academic, attendance,
acheivements etc.
 ¢  
Teaching Methods
è   (problem solving method) :- Ʌ students   problem    ǔ
, students    knowledge    è  Ʌ   hint    

 Step
1 è  
 
2 è  
3 è  related information  collect 
4 è  
5   å Ĥ

1.   (Inductive Method) :-   Ʌ  ɉ, ɉ  Ĥɉ  Ú  
     ¢ "  Ʌ"   ,  ɮɉ "   "     
  Ʌ   
1-     
2- è  ê  
3- ç  Û  
4- £  £  
5-     
6- Ĥ×¢  Ĥ     ɇ

2.   (Deductive Method) :-   Ʌ Ĥ ɮɉ  ɉ  £    
 æ” "    ɉ       " ¢ Ʌ" 
  Ʌ ¢     ɇ "
  Ʌ
i. Ĥ  Ĥ×¢  
ii. ê  è  
iii. Û  ç  
iv. £  £  
v. “    "   ɇ

è   (Problem solving method) :- Ʌ students   problem   
 solution, student    knowledge  

3. ĤÈ  (Project method) :-  Ĥ “  ”     Û     ɉ
           Ʌ ɮ è Ǿ       è  
 è  ɉ         è  ɮ    
4. Ĥ×¢  (Direct method) :-   Ʌ    å  ɉ  £   
     Ʌ    
      Úè   Û     
      ã ɮ   -    ß ɮ   

   Ʌ ¢    Ĥ        Ʌ   Ú    
        Ĥ Ǿ   Ʌ

5. æ  (Analysis method) :-   Ʌ è   -  Ʌ    Ú 
¢        

6. æ  (Synthesis method) :- æ  æ   

       æ 
  æ  æ        Ʌ  è   -     è  
       Ĥ Ĥ Ï (Geometry) Ʌ    

7.   (Simulation method) :-   Ʌ          
        Ʌ   ¢    ,     
      Û  ¢  Í      ɇ  ¢   ,
 Í            ɮ Í    ¢  ç 
  ɇ

8. åÉ  (Lecture Method) :- åÉ  Ʌ  Ø ,   åÉ    
åÉ   ¢   Ĥ        Ʌ ¢   Ĥ  
  ¢ Ʌ ¢        è  è (Memory Level)  ¢
     £ Ʌ åÉ   Ĥ      åÉ ¢ 
Ʌ ɫ è   è  Ĥè       

 Chunking () :- Ʌ Í  concept  Ʌ        mobile no 
10 ɉ  É  3   ɉ  ɉ Ʌ     


(Socialization)
 :-    ĤĐ  ǔ   ɮ           
(Continuously)      complex process   Ĥ×¢  Ĥ×¢ ɉ Ǿ    

 ɉ  Ĥ (Types of Socialization Agents)

Í    É    Ʌ    –
(1) Đ Ʌ (Active Agency) :-  Í  -    
- , è, , æ, èèØ, È, è 
(2) çĐ Ʌ (Passive Agency) :-  Í  - Ĥ  
-  è ,  è,   è ,  
   Agency
(1)  family :-   à             
(2) School, Teacher, Games, Media,  è :-  socialisation  secondary agencies 

 / Đ  

Heredity & Environment
Heredity :-   (Genes)  (, ,  , , , ɮ ) 
  
   Ʌ Transfer  ɇ    Đ  ɇ
Environment :-  Ĥ ɇ  ɉ     , è, ,
,   Jeans
➢   Ʌ ɉ  ×
    
➢  (Development = Heridity & Environment)

Sex Determination /  

XY XX
   Ʌ    Sex Chromosomes   ɇ X  Y
Total Chromosomes = 46 ( 23  )

× ɮ (Principal of Heredity)

Ĥ×  ɮ (Principal of Regression) :-  

 ɉ  ×Û    ɮ  -
  ɮ  Í    ɮ    ɮ  Í 

ã  ɮ (Galton’s Theory) :-  

   Í Ʌ 
     Transfer  ɇ
 -    ã  ɮ    ɮ (Biometry Theory)   

   ɮ :-   -  ĤÜ    ×  ,     
  
Ʌ   (Continuosly)    

Ē Ʌ :- ÛɅ “  ”    Ûɉ   ɉ  Ĥ   
   

Cognition, Emotion and Mind Mapping

£ cognition :-       Ē   ç 
 Ʌ    è
 , åÈ,    Ĥ   
    £    £      Đ     - ã, , , 

£×   

1.  (Attention) :- £  Ĥ   Í    
2. è  (Memory) :-  Í      ɉ         à
    Ʌ È    
3. Meta Cognition :- Ʌ           Ĥè    Meta
cognition Í     è ã        Ʌ help 
 

  (Mind Maping)

➢  ɮ     £ Ʌ        Đ
 Û (research)    È Ʌ     Đ 
      

 (Emotion)
  è    åÈ     ,  -  ɉ ɮ     

  Ĥ (Types of Emotions)

È          Û 14 Ĥ   Ĥ          


 Ĥ  à 


 (Escape)  (fear)


 ×  (Combat) Đ (anger)
  (repulsion) 
  (disgust)
£ (curiosity) æ (wonder)
¢ (parental) ×ã (love)
 (appeal)  (distress)
× (construction) ×  (feeling of creativeness)
 Ĥ  (acquisition) è×   (feeling of ownership)
 (gregariousness)  (feeling of loneliness)
 (sex) 
  (lust)
×- (self-assertion) ç   (positive self-feeling)
 Û (submission) × (negative self-feeling)

-Û (food seeking) 

 (appetite)
 (laughter)  (amusement)

➢ £    Ʌ   

 MOTIVATION (Ĥ)

MOTIVATION (Ĥ) :- Ĥ    È    /

    ,  åÈ  ê
      Ē   ,  -      Í  È
 

Ĥ (Motivation)  Ĥ   

1. Internal motivation ( Ĥ)
2. External motivation (é Ĥ)

1. Internal motivation ( Ĥ) :-   åÈ        Ǿ 
Ĥ      Ĥ   ,  -      teacher     
 Ǿ  Ĥ 

2. External motivation (é Ĥ) :-   åÈ       é Ǿ   
  
ɮ Ĥ     é Ĥ   ,  - Í   Ú    
Ǿè/ /Ĥ/  
PRINCIPLE OF MOTIVATION – (Ĥ  ɮ)
1. Maslow Hierarchy needs Theory (è  æ Đ
 ) OR Self-actualization Theory
× ɮ  ɮ :-  ɮ  Ĥ Abraham.H.Maslow (1968-1970) Ħ  è 

è  
   5   æ  
1.   æ (Physiological Needs)
2. ¢   ( Safety Needs )
3. ×  æ ( Belonginess Needs )
4. à  æ ( Esteem Needs)
5. × ɮ  æ ( Self Actvalization )

Ĥ Đ
1.æ (Need)
2. /Ĥ Ĥ (Drive)
3. ɮ /  (Stimulus / Arousal)
4. ê - ç å (Goal Directed Behaviour)
5.  (Achievement)
6. ɮ/   (Reduction of Arousal)
 ×  × ¢
Diagnostic & Remedial Teaching

× ¢ (Diagnostic Teaching) :-      " "

 Ʌ Í   / ɉ / ɉ      

× ¢ (Remedial Teaching) :- Í  ɉ     

       ¢  × ¢   

  
(Language And Thinking)
 :-  ɉ  
 ɉ          Ʌ    

  è  Đ

£ Đ
 -  -  - 
Listening - Speaking - Reading - writing
L S R W
   ɮ

1. È  ɮ (PRINCIPLE OF MATURITY) :- È  Ĥ    ɉ 

èɉ     !  -  Ʌ , ,  , ɉ,   è   È  ɇ   
Í     åÈ  ɉ  -Ĥ  Í  

2.  ( è   )  ɮ (PRINCIPLE OF LINKAGE) :- è Ʌ Íɉ
 ɉ    è (   )     ɇ  Íɉ     è 
 ɇ  Í ã  

3.  ( )  ɮ (PRINCIPLE OF IMITATION) :- £ɉ    
ɉ  ɉ    
    ɇ

 (THINKING)
 (THINKING) :-   è        Ʌ  
×Û  ɇ     

➢     è ×Û      è     
  Ĥ
1. è Û (AUTISTIC THINKING) (è Ʌ   ) :-  ã    è
èǾ   è   

2.   (REALISTIC THINKING) :-   è   

3 Types of ealistic Thinking

1.   (CONVERGENT THINKING) :- Ʌ è      Ʌ   
è       ,  -    – ã
➢  ɮ      ( Close Ended )    

2.   (DIVERGENT THINKING) :- Ʌ è      Ʌ     Ʌ
è  ã (Imagination) È  × (Creativity)  Ĥ   Ĥ    
    - ã     Ʌ 
➢  ɮ    È  ( Open Ended )    

3. ×  (CRITICAL THINKING) :- 

  ɉ        è 
×   
  Û Ĥ
1. Ĥ×¢×  (CONCRETE THINKING) () :-  Ʌ       Ʌ  
Ĥ×¢×     à è   

2. Ĥ××  (ABSTRACT THINKING) () :-  Ʌ       Ʌ 
 Ĥ××   

3. ã  (IMAGINARY THINKING) :-  ɉ      ã  ɇ

ã   

4.   (LOGICAL THINKING) :-    è   Ʌ  ,  , 
         è  

GENDER
G ENDER :-     (socially construct)   ɮ 
  

G ENDER BIAS (ɇ Ē) :- Ʌ male  female Ʌ

      school competition Ʌ boys  girls
Ʌ  girls  Ĥ  
 ➢  teacher   ɉ        Ʌ    

Gender Sterotyping (ɇ Ǿ ) :-   / Ø      

,    gender stereotyping     :-        ǽ
 

¢  , (RTE) 2009

➢  2002 Ʌ   86 Ʌ  ɮ Í  21    3  Ú
 6  14     Íɉ  Ý   ¢   
Ĥ   

➢  Ĥ    4 è, 2009   Ʌ   

 ,  1 Ĥ, 2010     Ʌ   

➢ RTE  Official   - The Right of Children to free and compulsory Education Act 2009
(ã    ¢    2009)

 12 :
➢ RTE 2009  
  Ĥ èɉ Ʌ  Ĥ Ʌ  ɮɉ
  ͯ ¢   − 25%
13 :
➢ Ĥ åÈ    ã  10 
  
    

14 :
➢     Û Ĥ     è Ʌ ɮ Ʌ Ĥ
      

15 :
➢ Í  ¢  (academic year)  à Ʌ Ĥ  

16 :
➢ Student    class Ʌ fail      ɮ  


17 :
➢ Í        Ĥ   
24 :
➢ ¢  å

 27 :
➢ RTE 2009  ACCORDING ¢   ¢  Ʌ     (, 
 ,
Ĥ)  

➢ RTE 2009   Ĥ ¢ Ʌ   ¢     – 30 : 1

➢ RTE 2009   Í Ĥ è    ¢  
 
  – 35 : 1

➢ RTE 2009   ¢ 1  8   Ĥ   èɉ  É

200     ɮ  ¢    – 40 : 1
➢  Ĥ è  150   Í     Ĥ –  ĤÚ  5 ¢
➢ RTE 2009   ¢    Ü Ʌ Û      – 45 

➢ RTE 2009   Ĥ è  Û ¢       − 800 
, 200 

➢ RTE 2009   Í Ĥ è  Û ¢       − 1000  , 220 

➢ RTE 2009    ¢    ç   

− ¢ 8 

➢ RTE 2009   ¢ 1  5          

  – 1 km

➢ RTE 2009   SMC (SCHOOL MANAGEMENT COMMITTE E )  Ú¢   - 
 ➢     è       
× ɮ Ĥ   

➢ RTE 2009    æ  Í  

¢ åè    -  ¢ åè

➢ ¢   , 2009  ĐÛ   ¢-¢   

  

➢ RTE 2009  ACCORDING å Í   Ý ¢- 18    

NCF 2005
ç ɫ  Ǿ  2005
NATIONAL CURRICULUM FRAMEWORK 2005

ç ɫ  Ǿ  2005   è       
       È   Ĥ    
ç ɫ  Ǿ  2005   ɮ
➢ £  è      
Knowledge should be linked to the outdoor life of the school.

➢     Ĥ  È  

Study should be freed from the rote system.

➢ ɫ ɫè Ʌ  

Curriculum should not be textbook centered.

➢ ɮ Ʌ    ¢  Û Ĥ  ɉ   

The education provided in the school should be linked to the various types of activities.

➢ ç ãɉ  Ĥ è ɮ   

Students should be pre pared for national value

ç ɫ  Ǿ  2005  Ĥ

 
 
 Đ (child active)  ,  è        ɉ

 ,    ,   ,  è 

  

 Đ (learning active)    (social activity) 

 Ʌ  (-)   
     (Dicipline)        
  è, ,     ×
      , è   à
 
Ĥ è (Primary Level)  ɫ    Ʌ     × è 
 
 (multilingual) ¢ ¢   (  )   

         - , , , 
  Ĥ  
   £    

  - £  £   ,  

ɮɉ     ¢ Ʌ ¢ 
    ¢ ɉ     Ĥ  
  ǽ
 ç   (punishment and vengeance)   



-ͯ ¢ ɉ Ʌ Íɉ  ɉ (parents)    

 ɫĐ   Ʌ ¢ Ĥ    Ĥ  

ãɉ          è  

è (Library) Ʌ Íɉ  è è    Ʌ 
 è Đɉ Ʌ    è  ɋ  (aesthetic sense)   Ʌ 

¢ɉ      (innovation)     

 (Community)    (human resource)  Ǿ Ʌ ĤÈ    Ʌ 

 è  Ê (Eligibility)   ɫĐ  

ɉ    (all round development)   ɫ 

 ɮɉ     (Inclusive environment)  

NCF 2005  ɉ     

(1)   (Learning by doing)
(2) ¢  (Inspection method)
(3) ¢  (Test method)
(4)   (Collective Law)
(5)   (Mixed method)

➢ NCF 2005 Ʌ ¢  Ĥ Ǻç ¢ £  è  ǔã 
  (Facilitator)  ,    / Ʌ   ĤĐ
Ʌ  ɉ ɮ Íɉ    
 NEP 2020
➢ NEP     JUNE 2017 Ʌ ISRO   Chief Dr K Kasthuri Rangan 
Úê Ʌ            2019 Ʌ NEP  
  
➢ National Education Policy 2020,  1968   1986   èÛ  
 ¢  
➢ NEP 2020   Ʌ  Ï     ¢ ¢  GDP  6% è 
   ê   
➢ CABINET ɮ MHRD     EDUCATION MINISTRY       
➢  2030  Ú   Û
  Ē Ê    B.ed Ē    

➢  ¢    M. phil  Ü    

School Education
➢     10+2  è åè  3  18    Í  
ɫ  ¢ è   5 + 3 + 3 + 4   åè Ʌ   
 

    ɮ –

➢ ×  (Conceptual Understanding)         ɮ (Rote Learning Method)
  ¢    
➢  (Multilingualism)    Ĥ×  , È    Í £× 
 
➢     ã Continues Evaluation          Ʌ   ¢ 
Ʌ Ʌ  ¢   ã  ɮ æ Í    ĤĐ Ʌ    
➢ ɉ  Progress  ã Evaluation   ""   (national assessment center)
 è  
➢ Í  ¢  Ú    È 5th  È 8th         / 
 
(Mother tongue) / è  
➢ Ï  Ǿ      Ïɉ Ʌ “Three Language formula”    
formula Ʌ        Û  ã  Ǿ Ʌ (
 )  
(Sanskrit)  Ú
➢ ç ¢  2020  ,      ç  ,        
ɮ  Ǿ  Ĥ    ã    Ʌ Ʌ
➢ ¢     È   Ǿ Ʌ è  Classical Language (Tamil, Telugu,
Kannada, Malayalam, Odisha, Pali, Farsi)   Ú
➢ Ú è   È ã  Ǿ Ʌ    (, , , ĥɅ, , è,
    Ǿ)  Ú
 
➢ NEP 2020 - "      "  "  " (standardization to
flexibility)     Ĥè   
➢  Í  ç ¢, ×,  ,   ×  (Critical
Thinking)      Ē    Ĥ× 
➢  ¢ (inclusive education ) =    
➢ å   2016 (RPWD)   ¢   
åè  Ǿ Ʌ define   ,  Û  å  Í  
 
➢ NEP 2020  ACCORDING å Í    È  , È   
Ĥ× STUDENTS    ¢   ¢  Ĥ     
➢ Class 6   ͯ ¢ ɫĐ Ʌ å ¢       Ʌ Internship 
åè   
➢ ɫĐ  è  Ĥ× subject Ʌ        Ʌ   
× ,  ,  , æ    ǽ Ú   
➢ ç ɫè - è  Curriculum Ʌ , ,         
        è  national text book Ʌ    
➢ ECCE (Early childhood care and education ) Ʌ É
  Ǿ   ,  , 
,  ,   è ¢     
 ➢ "è  module "      play  module   NCERT  SCERT ɮ 
Í      È 1st Ʌ     Ýɉ       
➢ NEP 2020   learning () Ĥ× (Experiential)    è  
(learning by doing )  Ĥ× subject Ʌ       
➢ NCERT & SCERT   Ʌ Ïɉ / Ʌ  Ĥ  ɮ  students  school based
assessment        parents     progress card     
èǽ    progress card (Ĥ )  Ē 360 Ē  (Multi-dimentional)
    students  £× (Cognitive), × (Affective )  (Psychomotor
domain ) Ʌ       æ  , Students      

TAG WORDS
NEGATIVE WORDS
➢  /  /  / ONLY
➢  /   (Memories) / è  (ROTE)
➢   (unishment) /  / è /  / × (Discourage) /  (Fear)
➢ è Ʌ (Textbook) / ¢ Ʌ (Teacher centered)
➢  è (Blank paper) /  ɪ
➢ ɇ 
➢ Í   /   / ɉ  ×   
➢ çĐ (Passive)
➢  / å / Í / Ē  ¢
➢  / £ 
➢ 
➢ åÉ (Lecture) / åÉ /  (Definition)
➢  (Standardized)
➢   ß (Drill & Practice)
➢  (Algorithm)
➢  È   (Segregation & labelling)
➢  (Comparison)
➢ ×  (Summative assessment)
➢ ¢ (Ignore)
➢ (Discipline)
➢ (Control)

POSITIVE WORDS
➢ ɍ 
➢   (Learning by doing) / è 
  (Hand on activity)
➢ à /  / Ĥ× (Encourage)
➢ £ (Curiosity)
➢  Ʌ (Child Centered)
➢ å 
➢ è /     
➢  (Democratic) / Ĥ 
➢  ¢ / ¢
➢ Ǻæ  å Ē
➢ 
➢ Û Û Ʌ -Ĥ
➢  (Opportunity)
➢ Đ (Active)
➢  (Understand)
➢ (Discover)
➢×  (Critical Thinking)
➢ (Sensitive)
➢×  (Formative assessment)
➢ (Errors) / ħ (Misconceptions)
➢  (Mother tongue)
➢ (Multilingualism)
➢ (Discussion)
➢ (Emotion)
 ¢  Ē (Teaching Learning Material)
➢ ¢ ĤĐ  , ,     ǔ   Úɉ  Ĥ    ÛɅ
¢   Ē  
➢  Ĥ, ǽ  è    
➢          èç           
 

¢  Ē  Ĥ (Types of TLM)

1. Ûɉ     Ĥ  Ē  

(a) å  Ē (Audio Learning Material) :-  Ĥ  Ē  Í 
  £ 
ǔ       ,  ,   , Ē,  ğ, 

     Ē Ê  Ĥ

(b) Ǻæ Ē (Visual Learning Material) :-  Ĥ  Ē  Í   £  ǔ
      , æɪ,  , Ý , ğ, Ê, ğ,  ğ, ,

, è, èɬ, ã èĚÜ 

æɪ Ý  ã è

È   Ê

(c) å - Ǻæ Ē (Audio-Visual Learning Material) :-  Ĥ  Ē  Í  

     £  ǔ       -  ,  , Ü, ğ,
, 
  Ü 

 
 

2.    
(a)   ( Hardware Approach )
(b) 
   ( Software Approach )
3. ¢   
(a) Ĥ¢ Ē (projective material) :- ǔ ɉ  Ĥ     Ǿ    Ĥ¢
Ē     - è, ã ǔèĚ, over head projector  
(b) Ĥ¢ Ē (non-projective material) :- ǔ ɉ  Ĥ     Ǿ   
Ĥ¢ Ē     - æɪ,  , ɫè  

4. NCERT  
(a) ĒÈ ğ - comics - cartoon
(b) èÜ Ē - Þ,  , Ý 
(c) ğ Ē - 
(d) Įå Ē -  ,    , Ê
(e) Ĥ¢ Ē - è, ã ǔèĚ
(f) ĤĐ Ē -   ¢ğ ħ