CTET Paper-2 Printout

Description

The Central Teacher Eligibility Test (CTET) Paper 2 is conducted for candidates who intend to teach Classes VI to VIII. It covers several subjects, and a comprehensive set of notes should include the following sections:

1. Child Development and Pedagogy
2. Language I
3. Language II
4. Mathematics and Science (for Mathematics and Science teachers)
5. Social Studies/Social Science (for Social Studies/Social Science teachers)

1. Child Development and Pedagogy

1. Child Development (Primary School Child):

– Concept of development and its relationship with learning

– Principles of development of children

– Influence of Heredity & Environment

– Socialization processes: Social world & children (Teacher, Parents, Peers)

– Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives

– Concepts of child-centered and progressive education

– Critical perspective of the construct of Intelligence

– Multi-Dimensional Intelligence

– Language & Thought

– Gender as a social construct; gender roles, gender-bias, and educational practice

– Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.

– Distinction between Assessment for learning and Assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice

– Formulating appropriate questions for assessing readiness levels of learners; enhancing learning and critical thinking in the classroom and for assessing learner achievement.

1. Concept of Inclusive Education and Understanding Children with Special Needs:

– Addressing learners from diverse backgrounds including disadvantaged and deprived

– Addressing the needs of children with learning difficulties, ‘impairment’ etc.

– Addressing the Talented, Creative, Specially abled Learners

1. Learning and Pedagogy:

– How children think and learn; how and why children ‘fail’ to achieve success in school performance.

– Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

– Child as a problem solver and a ‘scientific investigator’

– Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.

– Cognition & Emotions

– Motivation and learning

– Factors contributing to learning – personal & environmental

2. Language I

1. Language Comprehension:

– Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar, and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

1. Pedagogy of Language Development:

– Learning and acquisition

– Principles of language Teaching

– Role of listening and speaking; function of language and how children use it as a tool

– Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form

– Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders

– Language Skills

– Evaluating language comprehension and proficiency: speaking, listening, reading, and writing

– Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom

– Remedial Teaching

3. Language II

1. Comprehension:

– Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar, and verbal ability.

1. Pedagogy of Language Development:

– Same as Language I (concepts of language acquisition, principles of teaching, role of listening and speaking, challenges in teaching language, evaluation of skills, etc.)

4. Mathematics and Science

1. Mathematics:

– Content:

– Number System

– Algebra

– Geometry

– Mensuration

– Data Handling

– Pedagogical Issues:

– Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning

– Place of Mathematics in Curriculum

– Language of Mathematics

– Community Mathematics

– Evaluation through formal and informal methods

– Problems of Teaching

– Error analysis and related aspects of learning and teaching

– Diagnostic and Remedial Teaching

1. Science:

– Content:

– Food

– Materials

– The World of the Living

– Moving Things People and Ideas

– How things work

– Natural Phenomena

– Natural Resources

– Pedagogical Issues:

– Nature & Structure of Sciences

– Natural Science/Aims & objectives

– Understanding & Appreciating Science

– Approaches/Integrated Approach

– Observation/Experiment/Discovery (Method of Science)

– Innovation

– Text Material/Aids

– Evaluation – cognitive/psychomotor/affective

– Problems

– Remedial Teaching

5. Social Studies/Social Science

1. Content:

– History:

– When, Where and How

– The Earliest Societies

– The First Farmers and Herders

– The First Cities

– Early States

– New Ideas

– The First Empire

– Contacts with Distant lands

– Political Developments

– Culture and Science

– New Kings and Kingdoms

– Sultans of Delhi

– Architecture

– Creation of an Empire

– Social Change

– Regional Cultures

– The Establishment of Company Power

– Rural Life and Society

– Colonialism and Tribal Societies

– The Revolt of 1857-58

– Women and reform

– Challenging the Caste System

– The Nationalist Movement

– India After Independence

– Geography:

– Geography as a social study and as a science

– Planet: Earth in the solar system

– Globe

– Environment in its totality: natural and human environment

– Air

– Water

– Human Environment: settlement, transport and communication

– Resources: Types-Natural and Human

– Agriculture

– Social and Political Life (Civics):

– Diversity

– Government

– Local Government

– Making a Living

– Democracy

– State Government

– Understanding Media

– Unpacking Gender

– The Constitution

– Parliamentary Government

– The Judiciary

– Social Justice and the Marginalized

1. Pedagogical Issues:

– Concept & Nature of Social Science/Social Studies

– Class Room Processes, activities and discourse

– Developing Critical thinking

– Enquiry/Empirical Evidence

– Problems of teaching Social Science/Social Studies

– Sources – Primary & Secondary

– Projects Work

– Evaluation