CTET Preparation

Get ahead in your CTET Preparation with inputs from our experts. Besides CTET, prepare for other State TETs including HTET, UPTET, RTET, MPTET and BETET. Ace the exam, and get a Teaching career this year.

Friday, 30 January 2015

CTET-FEB 2015-Practice Questions-23 Jan-Answers


1. Term PSRN in development implies
     A. problem solving, relationship and numeracy
     B. problem solving, reasoning  and numeracy
     C. perceptual skills, reasoning and numeracy
     D. perceptual skills, relationship and numeracy
Answer: Option B

2.Three persons are walking from a place A to another place B. Their speed are in the ratio of 4:3:5. The time ratio to reach B by these person will be
    A. 5:3:4
    B. 15:9:12
    C. 4:3:5
    D. 15:20:12
Answer: Option D

3. "A project is a problematic act carried to completion in its natural setting"- Who said it?
    A. Harrow
    B. Frobel
    C. Stevenson
    D.Kilpatrik
Answer: Option C

CTET-FEB2015-Practice Questions-22 Jan_Answers

1. Which one of the following pair is least likely to be correct match?
     A. Children enter in the world with certain knowledge about language- Chomsky
     B. Language and thought are initially two different activities- Vygotsky
     C. Language is contingent on thought- Piaget
     D. Language is a stimuli in environment- Bruner
Answer: Option D

2. A Class VII teacher wants to discuss the following problem in the class: "A square is divided into four congruent rectangles. The perimeter of each rectangle is 40 units. What is the perimeter of the given square?" Key mathematical concepts required to solve this problem is:
     A. area of square and rectangle, perimeter of square and rectangle definition of square and rectangle
    B. meaning of the term square, rectangle, congruent, perimeter etc.
    C. area of rectangle, perimeter of square
    D. formation of algebraic equation to solve the problem
Answer: Option A
3. You are provided with a concave mirror, a convex lens, a convex mirror and a convex lens. To obtain an enlarged image of an object you can use either
    A. concave lens or convex lens
    B. concave mirror or convex mirror
    C. concave mirror or concave lens
    D. concave mirror or convex lens
Answer: Option D

Tuesday, 27 January 2015

CTET FEB 2015_Practice Questions_21 January_Answers

1. What do we call the "acquisition of information and knowledge"
     A. Ability to learn
     B. Ability to memorize
     C. Ability to adjust
     D. Ability to think
Answer: Option A
Learning is measurable and relatively permanent change in behavior through experience, instruction, or study. Through the process of learning, learners will be acquiring information and knowledge. The processing of information into knowledge also will be taking place.

 2. The number of revolutions made by a bi-cycle wheel 56cm in diameter in covering a distance of 1.1km is
    A. 31.25
    B. 312.5
    C. 62.5
    D. 625
Answer: Option D
Total distance covered= 1.1km=1100m
Distance covered in one revolution= circumference of the bi-cycle wheel
                                                        = 2*22/7*0.28
Therefore, number of revolutions made by the wheel in covering 1100m= (1110*7)/(2*22*0.28)
                                                                                                                    =625

 3. Masses of 3 wires of same metal are in the ratio 1:2:3 and their lengths are in the ratio 3:2:1. Their resistance are in the ratio
    A. 1:4:9
    B. 9:4:1
    C. 1:2:3
    D. 27:6:1
Answer: Option D
Resistance of a wire= (resistivity * length)/area; since the metal is same, resistivity is same.
  Also density same, Density= Mass/Volume= Mass/Area * Length; Area= mass/density* length
Thus, Resistance= (resistivity*length)/(mass/density*length)= (resistivity*square of length)/mass
Thus the ratio= (3^2/1):(2^2/2):(1^2/3)
                      = 9/1:2/1:1/3= 27:6:1
                               

Science Question of the day January 27 2015

Answer the following by selecting most appropriate answer:

Q.1  Impression of an image persists on the retina of human eye for about

  1.    1 second
  2.   1/2 second
  3.    1/15 second
  4.    1/25 second

Q.2. The ultrasound equipments used for investigating medical problems work at frequency

  1. below 20 Hz
  2. between 20 Hz and 200000 Hz
  3. between 2000 Hz and 20000 Hz
  4. above 20000 Hz
 

Friday, 23 January 2015

CTET FEB 2015-Practice Questions_23 Jan

Answer the following questions by selecting the most appropriate option. Also discuss the concepts related to the same:

1. Term PSRN in development implies
     A. problem solving, relationship and numeracy
     B. problem solving, reasoning  and numeracy
     C. perceptual skills, reasoning and numeracy
     D. perceptual skills, relationship and numeracy

2.Three persons are walking from a place A to another place B. Their speed are in the ratio of 4:3:5. The time ratio to reach B by these person will be
    A. 5:3:4
    B. 15:9:12
    C. 4:3:5
    D. 15:20:12

3. "A project is a problematic act carried to completion in its natural setting"- Who said it?
    A. Harrow
    B. Frobel
    C. Stevenson
    D.Kilpatrik
 

Thursday, 22 January 2015

CTET-FEB 2015_Practice Questions_22 Jan

Answer the following questions by selecting the most appropriate options. Also discuss the concepts related to them:

1. Which one of the following pair is least likely to be correct match?
     A. Children enter in the world with certain knowledge about language- Chomsky
     B. Language and thought are initially two different activities- Vygotsky
     C. Language is contingent on thought- Piaget
     D. Language is a stimuli in environment- Bruner

2. A Class VII teacher wants to discuss the following problem in the class: "A square is divided into four congruent rectangles. The perimeter of each rectangle is 40 units. What is the perimeter of the given square?" Key mathematical concepts required to solve this problem is:
     A. area of square and rectangle, perimeter of square and rectangle definition of square and rectangle
    B. meaning of the term square, rectangle, congruent, perimeter etc.
    C. area of rectangle, perimeter of square
    D. formation of algebraic equation to solve the problem

3. You are provided with a concave mirror, a convex lens, a convex mirror and a convex lens. To obtain an enlarged image of an object you can use either
    A. concave lens or convex lens
    B. concave mirror or convex mirror
    C. concave mirror or concave lens
    D. concave mirror or convex lens


 

Wednesday, 21 January 2015

CTET FEB 2015-Practice Questions 21 Jan

Answer the following questions by selecting appropriate option. Also discuss the concepts related to each questions

1. What do we call the "acquisition of information and knowledge"
     A. Ability to learn
     B. Ability to memorize
     C. Ability to adjust
     D. Ability to think
2. The number of revolutions made by a bi-cycle wheel 56cm in diameter in covering a distance of 1.1km is
    A. 31.25
    B. 312.5
    C. 62.5
    D. 625
3. Masses of 3 wires of same metal are in the ratio 1:2:3 and their lengths are in the ratio 3:2:1. Their resistance are in the ratio
    A. 1:4:9
    B. 9:4:1
    C. 1:2:3
    D. 27:6:1


 

Monday, 19 January 2015

Special Provisions for Differently Abled Candidates of CTET Feb 2015

Special Provisions for Differently Abled Candidates of CTET Feb 2015


 In accordance with the Government of India, Ministry of Social Justice and Empowerment Department of Disability guidelines vide OM F. No. 16-110/2003-DD.III dated 26.02.2013 and subsequent CBSE OM No. CBSE/F-61/2013 dated 15.04.2013, the following instructions are applicable regarding differently abled candidates during the conduct of CTET Examination:-

1. The differently abled candidates may be given compensatory time of 50 minutes in each paper of CTET Examination for differently abled candidates who are making use of scribe/amanuensis. All
the candidates with disability not availing the facility of scribe may also be allowed compensatory time of 50 minutes.
2. The facility of scribe/amanuensis may be allowed to any person who has disability of 40% of more if so desired by the person.
3. The candidate may be permitted for opting of his/her own scribe/amanuensis or may be provided by the Centre Superintendent on his/her request. Such candidates are advised to request the centre superintendent for amanuensis one day before the examination in between 10:00 AM to 1:00 PM.
4. There will be no criteria for educational qualification, age etc. for the scribe/ amanuensis.
5. Proper seating arrangement preferably at ground floor, should be made prior to the commencement of Examination to avoid confusion.
6. The time of giving the question paper, should be marked accurately and timely supply of question paper meant for visually impaired candidates, should be ensured.
7. There should also be flexibility in accommodating any change in scribe/reader/lab assistant in case of emergency. The candidates should also be allowed to take more than one scribe/reader for
writing different papers especially for language.

As per earlier CTET examinations, there will be separate Question Paper for Visually Impaired candidates.   

www.ctet.nic.in

Question Of the Day

Select the most appropriate Option:


Q. A teacher distributed newspaper in Class V and asked the students to read the cricket scores of Indian team in latest match. Then she asked them to draw bar graph of the scores. The teacher is trying to 
(A) make the class joyful and communicating
(B) enhance reasoning power of the students
(C) help the students to make connections between mathematical concepts and real life

(D) teach them through project approach

(CTET Paper 1-  Feb 2014)

Important Dates for CTET applicants


Important Dates for CTET applicants



1
Check Status & Particulars of candidates whose fees received*

16.01.2015*

2
Online Corrections in Particulars

16.01.2015 to 23.01.2015

3
Download Admit Card from Board’s website



02.02.2015




*In case the name and particulars of the candidate is not shown in the final list of candidates on CTET website www.ctet.nic.in on 16.01.2015, the candidate should approach the Assistant Secretary, CTET Unit, CBSE between 10:00 A.M. to 5:00 P.M. from 16.01.2015 to 23.01.2015 giving proof of the of the payment of fees either through Bank Challan or through Credit/Debit Card for considering his/her candidature for CTET- FEB 2015 examination.

www.ctet.nic.in

Wednesday, 14 January 2015

Teaching Methods...

The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you — your educational philosophy, classroom environment, learners, school mission and the curriculum. A teacher's tack is select the most appropriate method for the content transaction and assessment, focusing on the improvement of learning process.

Find below some useful links to have further reading on teaching methods...

1. http://teach.com/what/teachers-teach/teaching-methods
2. http://www.hec.gov.pk/InsideHEC/Divisions/LearningInnovation/Documents/Learning%20Portal/NAHE%20(Presesation)/COMMON%20TEACHING%20METHODS.pdf
3. http://www.agastya.org/why/why-rebuild-education-in-india/teaching-and-learning-methods
4. http://www.gmu.edu/resources/facstaff/part-time/strategy.html
5. http://vi.unctad.org/files/daaddlteachtools/html/1001282.html

Tuesday, 13 January 2015

Highlights on Teaching Learning Process

Teaching learning process is the heart and soul of schooling which involves planning, implementing, assessing/reviewing and modifying. The curriculum, teacher, student, class room environment related factors are crucial in the meaningful teaching learning process.
Find below some useful links explains the different aspects of teaching learning process:
1.https://www.uoguelph.ca/tss/id/ta/tahb/tah8g.html
2. http://www.edpsycinteractive.org/materials/tchlrnmd.html
3. http://education.ky.gov/curriculum/docs/pages/characteristics-of-highly-effective-teaching-and-learning-(chetl).aspx
4. http://www.education.vic.gov.au/school/teachers/support/pages/unpacked12.aspx
 

Monday, 12 January 2015

Theories of Intelligence

Intelligence is been considered as the mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. There are several theories of intelligences. For the detailed reading, please find the following links:
1. http://otec.uoregon.edu/intelligence.htm
2.http://www.bhel.com/dynamic_files/press_files/pdf/pdf_14-Mar-2005.pdf
3. http://en.wikibooks.org/wiki/Applied_History_of_Psychology/Theories_on_Intelligence
 

Sunday, 11 January 2015

Intelligence Tests..


Have you ever asked yourself, what is intelligence? Intelligence can be described as the ability to have skills, necessary to face the requirements and challenges, which man is daily confronted with. According to the Webster’s Dictionary, “intelligence is a capacity to perceive and comprehend meaning, information, news”.
Nowadays a new, more complex and extensive conception of intelligence has been developed, and the determination can be simply expressed as: Intelligence is a skill to solve complex problems in the changing circumstances. One cannot say, that IQ = Intelligence, because not all the aspects of the intelligence can be reliably measured. Intelligence can have different forms, co-existing with each other, and not all of them are easily measurable. Besides, sometimes it is difficult to place certain expressions of intelligence (like intuition) into one or another category. (Retrieved from http://www.allthetests.com/iq-test-intelligence.php3)

For some more detailed reading, please find the following links





 

 

 

 

 

Saturday, 10 January 2015

Andragogy Vs Pedagogy

Nowadays, the emerging systems of education have become full of variations to us. In the past, we only used to attend physical classes in schools, colleges, and universities. Nowadays, schooling may be done in many ways like having a home schooling, and the modern, online class. The evolution of the learning system in the world led to the development of many teaching methods and approaches depending on the goal and vision of the school. Two major and common methods of teaching are andragogy and pedagogy.
(retrieved from http://www.differencebetween.net/miscellaneous/difference-between-andragogy-and-pedagogy/)

It will be better to have a deep understanding about pedagogy and andragogy. A teacher can design and develop suitable learning experiences, assessment strategies for the better teaching learning process, by opting for the suitable pedagogical principles. Some detailed comparison of Pedagogy vs. Andragogy is given below:




(retrieved from http://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html)
Also please find the below links for further reading
1. http://www.diffen.com/difference/Andragogy_vs_Pedagogy
2. http://www.umsl.edu/~henschkej/andragogy_articles_added_04_06/monts_Andragogy%20or%20Pedagogy.pdf
3. http://web.njit.edu/~ronkowit/teaching/andragogy.htm

Thursday, 8 January 2015

Learning Theories..Some useful weblinks

Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed, and knowledge and skills retained.
(retrieved from en.wikipedia.org/wiki/Learning_theory_(education))
Also refer the following links
http://en.wikibooks.org/wiki/Learning_Theories
http://www.greatmathsteachingideas.com/wp-content/uploads/2013/05/Learning-Theory-v5.jpeg
http://davidwees.com/eportfolio/sites/default/files/WeesD.jpg

Wednesday, 7 January 2015

Tips for taking Multiple Choice Examinations

Taking Multiple Choice Exams

Studying for a multiple choice exam requires a special method of preparation distinctly different from an essay exam. Multiple choice exams ask a student to recognize a correct answer among a set of options that include 3 or 4 wrong answers (called distracters ), rather than asking the student to produce a correct answer entirely from his/her own mind.
For many reasons, students commonly consider multiple choice exams easier than essay exams. Perhaps the most obvious reasons are that:
  • The correct answer is guaranteed to be among the possible responses. A student can score points with a lucky guess.
  • Many multiple choice exams tend to emphasize basic definitions or simple comparisons, rather than asking students to analyze new information or apply theories to new situations.
  • Because multiple choice exams usually contain many more questions than essay exams, each question has a lower point value and thus offers less risk.
Despite these factors, however, multiple choice exams can actually be very difficult and are in this course. Consider that:
  • Because multiple choice exams contain many questions, they force students to be familiar with a much broader range of material than essay exams do.
  • Multiple choice exams also usually expect students to have a greater familiarity with details such as specific dates, names, or vocabulary than most essay exams do. Students cannot easily "bluff" on a multiple choice exam.
  • Finally, because it is much more difficult for a teacher to write good multiple choice questions than to design essay questions, students often face higher risks due to unintended ambiguity. [This is NOT the case with Vogeler's tests!]
To prepare for a multiple choice exam, consider the following steps:
  • Begin studying early
    Multiple choice exams tend to focus on details, and you cannot retain many details effectively in short-term memory. If you learn a little bit each day and allow plenty of time for repeated reviews, you will build a much more reliable long-term memory.
  • Make sure that you identify and understand thoroughly everything that your instructor emphasized in class.
    Pay particular attention to fundamental terms and concepts that describe important events or features, or that tie related ideas and observations together. These are the items that most commonly appear on multiple choice exams.
  • As you study your class notes and your assigned readings, make lists and tables.
    Concentrate on understanding multi-step processes, and on ideas, events, or objects that form natural sequences or groupings. Look for similarities and differences that might be used to distinguish correct choices from distracters on an exam.
If your textbook highlights new vocabulary or key definitions, be sure that you understand them. Sometimes new words and concepts are collected at the end of a chapter. Check to be sure that you have not left any out by mistake. Do not simply memorize the book's definitions. Most instructors will rephrase things in their own words as they write exam questions, so you must be sure that you really know what the definitions mean.
  • Brainstorm possible questions with several other students who are also taking the course.
  • Practice on sample questions, if you have access to a study guide or old exams.
     
Answering Multiple Choice Questions
There are many strategies for maximizing your success on multiple choice exams. The best way to improve your chances, of course, is to study carefully before the exam. There is no good substitute for knowing the right answer. Even a well-prepared student can make silly mistakes on a multiple choice exam, however, or can fall prey to distracters that look very similar to the correct answer.  Here are a few tips to help reduce these perils:
  • Before you begin taking the exam, enter all pieces of required information on your answer sheet
If you are so eager to start that you forget to enter your name and ID number, your results may never be scored. Remember: your instructor will not be able to identify you by handwriting or similar text clues.
  • Always cover up the possible responses with a piece of paper or with your hand while you read the stem, or body of the question.
Try to anticipate the correct response before you are distracted by seeing the options that your instructor has provided. Then, uncover the responses.
  • If you see the response that you anticipated, circle it and then check to be sure that none of the other responses is better.
  • If you do not see a response that you expected, then consider some of the following strategies to eliminate responses that are probably wrong.
None of these strategies is infallible. A smart instructor will avoid writing questions for which these strategies work, but you can always hope for a lapse of attention.
  1. Responses that use absolute words, such as "always" or "never" are less likely to be correct than ones that use conditional words like "usually" or "probably."
  2. "Funny" responses are usually wrong.
  3. "All of the above" is often a correct response. If you can verify that more than one of the other responses is probably correct, then choose "all of the above."
  4. "None of the above" is usually an incorrect response, but this is less reliable than the "all of the above" rule. Be very careful not to be trapped by double negatives.
  5. Look for grammatical clues. If the stem ends with the indefinite article "an," for example, then the correct response probably begins with a vowel.
  6. The longest response is often the correct one, because the instructor tends to load it with qualifying adjectives or phrases.
  7. Look for verbal associations. A response that repeats key words that are in the stem is likely to be correct.
  8. If all else fails, choose response (b) or (c). Many instructors subconsciously feel that the correct answer is "hidden" better if it is surrounded by distracters. Response (a) is usually least likely to be the correct one.
If you cannot answer a question within a minute or less, skip it and plan to come back later. Transfer all responses to the answer sheet at the same time, once you have marked all questions on your exam. (If you try to do several things at once, you increase the probability of making a mistake. Saving the relatively mindless job of filling in bubbles until the last step reduces the probability of making silly errors.)
  • Be sure that you have filled the appropriate bubbles carefully IN PENCIL.
 our instructor will probably never take a close look at your answer sheet, so if you fail to fill in bubbles completely or if you make stray marks, only the computer will notice, and you will be penalized. Erase any accidental marks completely.
  • Take the time to check your work before you hand in the answer sheet.
Unlike an essay exam, on which you may later appeal a grade on the grounds that the instructor misunderstood your response, a multiple choice exam offers you no opportunity for "partial credit." If you filled the wrong bubble, your answer is 100% wrong.
Source: Center for Teaching Excellence
(Retrieved from http://people.uwec.edu/ivogeler/multiple.htm)
Also refer: http://www.macewan.ca/web/services/ims/client/upload/10%20tips%20for%20Writing%20Multiple%20Choice%20Exams%20-%20Web.pdf
http://bio150.chass.utoronto.ca/tips/testtips.htm
 

Tuesday, 6 January 2015

CTET 2015: Correction In Registration Form

A lot of people have been asking us information on how to make correction in the submitted form because they submitted incorrect information by mistake. Here are the rules related to correction of information in online form.


  1. The candidate particulars entered can be edited till the payment of fees has not been made. 
  2. The candidate’s particulars cannot be changed/edited once the examination fees have been submitted. So request you to be careful while entering information. 
  3. However, don't sweat if you entered something by mistake. CBSE would allow on-line corrections from 16.01.2015 to 23.01.2015. through the CTET website
  4. Please note: CBSE will not accept nay changes through offline mode i.e. through fax/application or by email etc. No correspondence in this regard will be entertained.


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