Differentiation (Part-38) | S N De

 # 📚 Child Development & Pedagogy – Complete Free Notes | CDP (Pedagogy)

Title: Child Development & Pedagogy (CDP) – Complete Free Notes | Growth, Development, Intelligence, Piaget, Vygotsky, Kohlberg, NEP 2020 & More

Labels/Tags: CDP, Pedagogy, CTET, Child Development, Education Notes, Teaching Exam, NEP 2020, Piaget, Vygotsky, Kohlberg

 📘 Table of Contents

 

1. Growth and Development

2. Stages of Development

3. Principles of Development

4. Individual Differences

5. Motivation

6. Maslow's Need Hierarchy

7. Concept of IQ

8. Creativity and Intelligence

9. Gifted Children

10. Emotional Intelligence

11. Cognition and Emotion

12. Theory of Multiple Intelligence

13. Triarchic Theory of Intelligence

14. Piaget's Cognitive Theory

15. Vygotsky's Socio-Cultural Approach

16. Kohlberg's Moral Development Theory

17. Inclusive Education

18. Types of Disability

19. Types of Learning Disabilities

20. Gifted Children

21. RTE Act, 2009

22. Socialization

23. Child-Centered Education

24. Language

25. Gender

26. Bloom's Taxonomy

27. Thorndike – Trial and Error Theory

28. National Education Policy 2020

29. 21st Century Skills

30. Metacognition

 1. GROWTH AND DEVELOPMENT

 

Development is a continuous process that involves both qualitative changes and quantitative changes together.

 

- Qualitative Change: Way of doing something, ability to do something, emotional understanding, etc.

- Quantitative Change: Height, Weight, Shape.

 

> The developmental changes are Progressive, Orderly, and Sequential (POS).

 

Development is continuous – it keeps going and does not revert to a previous stage. (Not reversible but modifiable.)

 

Development occurs in multiple aspects: Mental, Social, Emotional, etc.

 

1. Broad Domains of Development

Domain	Description
Physical Development	Height, weight, size, shape, motor development, speed, accuracy and precision.
Cognitive Development	Thinking, reasoning, imagination, memory, language development and intellectual abilities.
Social Development	Learning, adapting and internalising values, norms and socially approved behaviour.
Emotional Development	Knowing, expressing and managing emotions. Emotions colour our lives.

 

Physical Development:

- Gross Motor Skills: Large muscles – arms, legs. Examples: Crawling, walking, running, jumping.

- Fine Motor Skills: Small muscles – fingers, eyes, hands. Examples: Picking up objects, drawing, painting, writing.

- Development proceeds from Gross → Fine.

 

 Cognitive Development:

- Related to mental abilities – thinking, reasoning, imagination, memory, language.

- Brain = Left Brain (Logic, Science, Math, Language) + Right Brain (Creativity, Drawing, Music, Dance).

 

 Social Development:

- Following rules of society.

- Socialisation is a lifelong process from infancy to death.

 

 Emotional Development:

- Emotions colour our lives.

- Emotional development is about knowing and managing your emotions.

- Emotions and Cognition are interrelated.

 

3. Growth vs Development

Point of Difference	Growth	Development
Nature of change	Quantitative and structural changes	Quantitative as well as qualitative changes
Area of change	Mostly physical changes	Physical, mental, cognitive, social and behavioural organisation
Measurement	Can be measured accurately in units such as kg, cm, inches	Cannot be measured in units; it is assessed or observed
Duration	Stops after a certain period	Continuous process from womb to tomb

 

Key Points:

- Growth stops after a certain time; Development is continuous.

- Maturity is related to heredity.

- Playing chess is part of development; growing taller is part of growth.

#9804

4. Stages of Development

Stage	Age Group	Key Features
Prenatal Stage	Conception to birth	Lasts around 280 days or 40 weeks. Full development depends on the mother.
Infancy	0 to 2 years	Learns through senses and motor actions. Sensitive period. Fast physical and mental development.
Early Childhood	2 to 6 years	Toy age, play age, imitative age. Fastest language development.
Later Childhood	6 to 12 years	Gang age, game/sports age, elementary school age. Latency stage. Industry vs inferiority. Concrete operational stage.
Adolescence	12 to 18 years	Transitional period, golden period, stress and storm, identity crisis, bridge period. WHO considers adolescence as 10 to 19 years.

 

> WHO considers 10–19 years as adolescence.

 

 Heredity × Environment:

- Both contribute equally to development.

- Heredity is fixed/static; Environment is dynamic/changeable.

- Heredity sets a range; Environment shapes development within that range.

 

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 4. PRINCIPLES OF DEVELOPMENT

 

- Development is continuous.

- Development is sequential/orderly.

- Rate of development varies from person to person.

- Development proceeds from general to specific.

- Development is a product of Heredity × Environment.

- Development is predictable.

- Constant interaction between all factors of development.

- All types of development are interrelated (PCSE).

 

 Principles of Direction:

- At birth, a child's head is 1/4 (25%) of the body.

 

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 5. INDIVIDUAL DIFFERENCES

 

- Found in every species – no two individuals are exactly alike.

- Variations add colour and beauty to nature.

- Differences exist in: height, weight, strength, hair colour, intelligence, creativity, personality, etc.

 

 Basis of Individual Differences:

- Intelligence, Aptitude, Interest, Personality, Values

 

 For Teachers:

- Uniform instructions ✗

- Differentiated instruction ✓

- Create heterogeneous groups (not homogeneous).

- Respect individual differences; don't laugh at others.

 

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 6. MOTIVATION

 

- Motivation influences the direction, persistence, and vigor of goal-directed behaviour.

- Intrinsic Motivation: Internal drive.

- Extrinsic Motivation: Reward, salary, marks.

- B.F. Skinner: Motivation is like a National Highway – better motivation = better success rate.

- We should promote intrinsic motivation in children.

 

 Cycle of Motivation: NDA – GAR (Need → Drive → Action → Goal → Adjustment → Reward)

 

> Mid-Day Meal scheme started in 1995.

 

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 7. ABRAHAM MASLOW'S NEED HIERARCHY

 

From bottom to top:

1. Physiological Needs (Food, Water, Shelter, Sleep)

2. Safety Needs

3. Love/Belonging Needs

4. Esteem Needs

5. Self-Actualisation

 

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 8. CONCEPT OF IQ

 

- IQ = (Mental Age / Chronological Age) × 100

- Average IQ = 90–110

- Intelligence word originated from Latin "Intelligere" meaning "to understand."

- Intelligence is more influenced by heredity.

- Intelligence = ability to reason, adapt, and learn.

 

 Classification (Stanford-Binet Scale):

 

| Category | IQ Range |

|----------|----------|

| Genius/Gifted | Over 140 |

| Very Superior | 120–139 |

| Superior | 110–119 |

| Average | 90–109 |

| Dull | 80–89 |

| Borderline Deficiency | 70–79 |

| Moron | 50–69 |

| Imbecile | 20–49 |

| Idiot | Below 20 |

 

 Key Milestones:

- 1905: First intelligence test – Alfred Binet & Theodore Simon

- 1908: Concept of Mental Age – Alfred Binet

- 1912: IQ Concept – William Stern

 

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 9. CREATIVITY AND INTELLIGENCE

 

- Relationship between creativity and intelligence is positive.

- Terman (1920s): High IQ does NOT necessarily mean creative.

 

 Elements of Creativity (FFOE):

- F – Fluency

- F – Flexibility

- O – Originality

- E – Elaboration

 

 J.P. Guilford's Two Types of Thinking:

 

| Divergent Thinking | Convergent Thinking |

|-------------------|-------------------|

| Open-ended | Closed-ended |

| Related to creativity | Related to intelligence |

| Out of the box | MCQ, solving problems |

| Multiple solutions | Limited solutions |

 

> Every divergent thinker is not necessarily creative, but every creative person MUST have divergent thinking.

#CTET #CDP #Pedagogy #TeachingExam #NEP2020 #Piaget #Vygotsky #Kohlberg #ChildDevelopment #EducationNotes #FreeNotes

 10. GIFTED CHILDREN (3 Types)

1. Intellectually Bright (IQ 140+) – e.g., Einstein

2. Talented – e.g., Sachin Tendulkar

3. Creative – e.g., M.F. Hussain

 

- Need enriched curriculum with challenging tasks.

- Intellectually bright children need HOTS (Higher Order Thinking Skills).

 11. EMOTIONAL INTELLIGENCE

 

- First introduced by Salovey & Mayer.

- Book "Emotional Intelligence" written by Daniel Goleman.

- Aristotle's Quote: "Anybody can become angry... but to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy."

 

 5 Components:

1. Social Skills

2. Self-Awareness

3. Motivation

4. Empathy (putting yourself in someone's shoes)

5. Self-Regulation

 

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 12. COGNITION AND EMOTION

 

- Bi-directional and interrelated.

- Both influence each other (not just one-way).

- Zajonc believed Emotion and Cognition are independent.

 

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 13. THEORY OF MULTIPLE INTELLIGENCE – Howard Gardner

 

- Also known as multi-dimensional intelligence.

- 8 types (verified by NCERT).

- Each intelligence is independent of the others.

- Intelligence is NOT a single entity.

 

| # | Intelligence | Description | Examples |

|---|-------------|-------------|----------|

| 1 | Linguistic | Word-smart; reading, writing, speaking, debating | Tagore, Vivekananda |

| 2 | Logical-Mathematical | Scientific thinking, problem solving | Einstein, APJ Abdul Kalam |

| 3 | Spatial | Visual images, patterns | Sailors, Painters, Architects, Pilots, Surgeons |

| 4 | Musical | Rhythms, producing/creating music | A.R. Rahman, Lata Mangeshkar |

| 5 | Bodily-Kinaesthetic | Using body flexibly & creatively | Athletes, Dancers, Gymnasts |

| 6 | Interpersonal | Understanding others' behaviour & feelings | Gandhi, Mother Teresa |

| 7 | Intrapersonal | Awareness of own feelings, motives, meaning of life | Philosophers, Buddha |

| 8 | Naturalistic | Sensitivity to the natural world | Farmers, Botanists, Zoologists |

 

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 14. TRIARCHIC THEORY OF INTELLIGENCE – Robert Sternberg

 

| Component | Description |

|-----------|-------------|

| Componential (Analytical) | Think abstractly, process information effectively |

| Experiential (Creative) | Formulate new ideas, combine unrelated facts |

| Contextual (Practical) | Shape environment to maximize strengths (Street Smarts) |

 

 Louis Thurstone – 7 Primary Mental Abilities (PMA):

S – Spatial, P – Perceptual, N – Numerical, V – Verbal Comprehension, W – Word Fluency, M – Memory, R – Reasoning

 

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 15. PIAGET'S COGNITIVE DEVELOPMENT THEORY

 

- Piaget was a Swiss psychologist.

- Child is an Active Constructor of knowledge / "Little Scientist."

- Schema = Mental structures (existing/previous knowledge).

- Piaget is a Radical Constructivist.

- Development is discontinuous (in 4 stages).

- Collective Monologue (3–5 years).

 

 4 Elements (MESE):

1. M – Maturation/Genetics

2. E – Experience/Activity

3. S – Social Interaction

4. E – Equilibration

 

 Process of Equilibration:

Equilibration → Adaptation (Assimilation + Accommodation) + Organisation

 

- Assimilation: Adding new information to existing schema.

- Accommodation: Modifying/adjusting existing schema for new information.

 

 4 Stages (SPCF):

 

| Stage | Age | Key Features |

|-------|-----|--------------|

| Sensorimotor | 0–2 yrs | Object permanence, deferred imitation, goal-directed behaviour, senses are teachers |

| Pre-Operational | 2–7 yrs | Lacks logic, lacks reversibility, animism, egocentrism, symbolic thought, lack of conservation, centration |

| Concrete Operational | 7–11 yrs | Logic for concrete things, classification, conservation, reversibility, seriation, decentration |

| Formal Operational | 11–15 yrs | Abstract thinking, hypothetico-deductive reasoning |

 

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 16. VYGOTSKY'S SOCIO-CULTURAL APPROACH

 

- Russian psychologist; Social Constructivist.

- Knowledge is constructed by the child through social interaction.

- Development is continuous (opposite of Piaget).

- Cognitive development happens through social processes.

- Language is the biggest tool for development.

- Process of Internalisation.

 

 Key Concepts:

- ZPD (Zone of Proximal Development): Difference between what a child can do alone vs. with support.

- MKO (More Knowledgeable Other): Learning from someone more knowledgeable.

- Scaffolding: Temporary help until the child can do it independently.

 

 Three Forms of Language:

1. Social Speech (2+ years) – talking to others

2. Private Speech (3+ years) – talking to oneself

3. Silent Inner Speech (7+ years) – thinking internally

 

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 17. KOHLBERG'S THEORY OF MORAL DEVELOPMENT

 

- Used only boys in experiments → Gender-biased theory.

- Carol Gilligan criticized it for lacking feminine perspective.

- Morality = knowing right from wrong.

- Inspired by Piaget's cognitive theory.

- Heinz Dilemma experiment.

 

 3 Levels, 6 Stages:

 

| Level | Age | Stages |

|-------|-----|--------|

| Pre-Conventional | 4–10 yrs | Stage 1: Punishment-Obedience; Stage 2: Individualism/Exchange (tit-for-tat) |

| Conventional | 10–13 yrs | Stage 3: Good Boy/Nice Girl; Stage 4: Law & Order |

| Post-Conventional | 13+ yrs | Stage 5: Social Contract; Stage 6: Universal Ethical Principle |

 

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 18. INCLUSIVE EDUCATION

 

- Education should be given based on children's needs.

- Segregation is against the law of nature.

- UN 1993: Equal opportunity for all deprived children.

- 86th Constitutional Amendment: Free education for ages 6–14 (for disabled: 6–18 years).

- In Inclusive Education: System changes, NOT the child.

- Inclusive Education is better than Integrated Education.

- BALA = Building As Learning Aid.

 

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 19. TYPES OF DISABILITY

 

1. Visual Disability

2. Auditory Disability

3. Intellectual Disability

4. Locomotor Disability

5. Learning Disability

 

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 20. TYPES OF LEARNING DISABILITIES

 

| Disability | Description |

|-----------|-------------|

| Dyslexia | Difficulty in reading; confuses letters like 'b' and 'd' |

| Apraxia | Motor disorder; difficulty in fine motor skills (writing, walking) due to brain damage |

| Dyspraxia | Type of apraxia; coordination problem between hands and eyes; sensory integration disorder |

| Aphasia | Language & communication disability due to brain damage |

| Dysphasia | Partial/complete inability to communicate due to brain damage |

| Alexia | Inability to read due to brain damage (acquired dyslexia) |

| Dysgraphia | Writing disability; problems with hand, fingers |

| Dyscalculia | Difficulty in understanding math/numbers (also called Number Dyslexia) |

| Dysthymia | Persistent low mood/depression affecting learning |

| Dysmorphia | Body parts appear small/incomplete; comparing body with others affects learning |

 

 Disability Acts:

- PWD Act 1995: 7 disabilities

- RPWD Act 2016: Revised; 21 disabilities included; implemented from 15 June 2017

 

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 21. RTE ACT, 2009 (Right to Education)

 

- Prepared in 2009, implemented on 1 April 2010 (Exception: J&K).

- 86th Amendment, 2002 → Article 21-A: Free & Compulsory Education.

- Age group: 6–14 years (Disabled: 6–18 years).

- Age-wise admission (no test).

 

 Key Provisions:

- No corporal punishment (physical/mental).

- No admission fee.

- Government teachers cannot do private tuition.

- No school without recognition.

- Private schools: 25% seats for BPL/EWS students.

- Pupil-Teacher Ratio: 30:1 (Primary), 35:1 (Elementary).

- Primary school within 1 km; Upper Primary within 3 km.

- Class 1–5: Minimum 200 working days, 800 teaching hours.

- Class 6–8: Minimum 220 working days, 1000 teaching hours.

- Teacher works 45 hours/week (including preparation).

- Above 150 children: 5 teachers + 1 Head Teacher.

 

 Teacher Categories:

- Class 1–5: PRT (Primary Teacher)

- Class 6–10: TGT (Trained Graduate Teacher)

- Class 11–12: PGT (Post Graduate Teacher)

 

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 22. NATIONAL CURRICULUM FRAMEWORK 2005 (NCF)

 

- Published by NCERT (NCFs published in 1975, 1988, 2000, 2005).

- Shift from textbook-centric to child-centric education.

- Translated into 22 languages (8th Schedule).

- Prepared under chairmanship of Prof. Yash Pal.

 

 Main Objectives:

1. Connect knowledge to life outside school.

2. Free learning from rote methods.

3. Make curriculum child-centric (not textbook-centric).

4. Connect education with various activities.

5. Create students committed to national values.

 

 Based on Constructivism.

 Teacher's role: Facilitator.

 Language teaching: Multilingualism.

 Emphasis on Learning by Doing.

 

 5 Methods:

1. Learning by Doing

2. Inspection Method

3. Test Method

4. Group Learning

5. Mixed Method

 

> "Learning Without Burden" (1993) report based on NCF 2005.

 

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 23. SOCIALIZATION

 

- A lifelong process where a person learns from society.

- Influenced by: Parenting, Cooperation, Imitation, Reward & Punishment.

 

 Agencies:

- Active Agencies: Family, friends, neighbours, school (child is active).

- Passive Agencies: Public library, railway station, airport (no direct influence).

 

 Units of Socialization:

Family, School, Teacher, Media

 

> Use gender-neutral language: Cameraperson (not Cameraman), Chairperson (not Chairman).

 

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 24. CHILD-CENTERED EDUCATION

 

- Supported by John Dewey.

- Activities planned according to children's needs.

- Children are curious, creative, and have innate ability to learn.

- In India, credit goes to Gijubhai Badheka.

- Progressive School started in 1896.

- Emphasis on Learning by Doing.

- Child becomes an active participant.

- Learning for present life.

- Textbook is just a medium, NOT the ultimate authority.

- Errors are a natural part of learning.

- Wrong concepts = Alternative/Naive Conceptions → corrected through classroom discussion.

 

 John Dewey's Tripolar Education:

1. Teacher → Independent variable

2. Student → Dependent variable

3. Curriculum → Intervening variable

 

> Learning is a social, active, and democratic process.

 

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 25. LANGUAGE

 

 Types:

Oral, Written, Sign/Symbolic

 

 Natural Order:

Listening → Speaking → Reading → Writing (LSRW)

 

 According to Montessori:

Listening → Speaking → Writing → Reading

 

 Noam Chomsky:

Language acquisition is innate – children are born with the ability to learn language.

 

 Parts of Language:

| Component | Description |

|-----------|-------------|

| Phoneme | Smallest unit of sound (a, k, ch, ph) |

| Morpheme | Smallest unit of word (pen, copy, Ram) |

| Syntax | Sentence arrangement/grammar rules |

| Semantics | Meaning of sentences |

 

 Assessment Types:

- CRT (Criterion Referenced Test): Fixed percentage (e.g., 33% for 12th, 60% for CTET).

- NRT (Norm Referenced Test): Merit-based selection (e.g., KVS, DSSSB).

 

 Portfolio:

A file containing sequential information of all aspects of a child's life – achievements, weaknesses, progress.

 

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 26. GENDER

 

- Gender = Social construct.

- Sex = Biological construct.

- Gender Stereotype: Fixed notions about men and women (e.g., "women are weak in math").

- Gender Bias: Favouring one gender.

- Teachers must maintain Gender Parity and use Gender Neutral Language.

 

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 27. BLOOM'S TAXONOMY

 

Three Domains of Learning:

 

| Domain | Represents |

|--------|-----------|

| C – Cognitive | Head (Knowledge, thinking) |

| A – Affective | Heart/Emotions (Feelings, attitudes) |

| P – Psychomotor | Hand/Conative (Physical skills) |

 

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 28. THORNDIKE – TRIAL AND ERROR THEORY

 

 3 Primary Laws of Learning:

1. Law of Readiness

2. Law of Exercise

3. Law of Effect

 

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 29. NATIONAL EDUCATION POLICY 2020 (NEP 2020)

 

- Based on Dr. K. Kasturirangan Committee Report (31 May 2019).

- MHRD renamed as Ministry of Education.

 

 New Structure: 5 + 3 + 3 + 4

 

| Stage | Age | Name |

|-------|-----|------|

| 5 years | 3–8 yrs | Foundational Stage |

| 3 years | 8–11 yrs | Preparatory Stage |

| 3 years | 11–14 yrs | Middle Stage |

| 4 years | 14–18 yrs | Secondary Stage |

 

 Key Features:

- 360-degree multi-dimensional report card.

- Reduction in curriculum to core concepts.

- Holistic, Integrated, Enjoyable, and Engaging learning.

- Recognizing unique capabilities of each student.

- Full equity and inclusion.

- Gender Inclusion Fund.

- KGBV up to Grade 12.

- Focus on 21st Century Skills.

 

 On Language:

- No language imposed.

- Mother tongue/regional language till Grade 5.

- Sanskrit as option at all levels.

- Three-language formula.

- Multi-lingual flexibility.

- Indian Sign Language (ISL).

 

 Shift: From Standardization → Flexibility.

 

 30. 21st CENTURY SKILLS

 

1. Critical Thinking

2. Creativity

3. Collaboration

4. Communication

5. Information Literacy

6. Media Literacy

7. Technological Literacy

8. Leadership

9. Initiative

10. Productivity

11. Social Skills

12. Flexibility

 

 Activities:

- Critical Thinking: Impromptu debate, Ask Yourself, Riddles, Gap Fill, Cross-questioning

- Innovation: Project-Based Learning, Virtual Reality, Two is Enough

- Collaboration: Hands-on Project, Chain Game, Dumb Charades

- Communication: Guide for the Blindfold, Talk-in-Pairs, Students Class

- ICT/Media Literacy: Design an app, Blog/Website/PPT

- Flexibility: Flipped Classroom, Make up a new Game, Shuffle

 

 31. METACOGNITION

 

- Thinking about thinking; Awareness about awareness.

- Understanding one's own thought processes.

 

 4 Key Points:

1. Plan & Organise

2. Monitor your own work

3. Direct your learning

4. Self-reflection

 

 

 📌 IMPORTANT MCQs FROM THE NOTES

 

Q1. What is the structure of school education as recommended by NEP 2020?

- A. 5+3+3+4 ✅

- B. 2+3+3+4

- C. 2+5+3+2+2

- D. 5+3+3+2+2

 

Q2. What kind of report card is proposed in NEP 2020?

- A. Relative performance comparison

- B. Paper-pencil test performance

- C. 360-degree multi-dimensional report card ✅

- D. Summative uni-dimensional report card

 

Q3. The shift proposed in NEP 2020 is from:

- A. Standardization to flexibility ✅

- B. Formative to summative assessment

- C. Conceptual understanding to learning for exams

- D. Multidisciplinary to rigidity

 

Q4. 'Knowledge or awareness of self as knower' depicts:

- A. Metacognition ✅

- B. Misconception

- C. Mnemonics

- D. Motivation

 

Q5. Metacognition is:

- A. Intuitive theories about everyday phenomena

- B. The process of thinking about one's own thinking ✅

- C. Modifying existing schemes

- D. Visual hierarchical representation

 

Q6. Critical thinking involves:

- A. Metacognition, Analysis, Reflection ✅

- B. Metacognition, Analysis

- C. Analysis, Reflection

- D. Metacognition, Reflection