निर्देश : निम्नलिखित प्रश्नों के उत्तर देने के लिए सही/सबसे उपयुक्त विकल्प चुनिए :

1. निम्नलिखित में से किसे संरचनात्मक (रचनावादी) गणितीय कक्षा कक्ष का लक्षण नहीं माना जा सकता है ?

(a) प्राथमिक स्तर पर आकलन के लिए विषयपरक प्रकार की परीक्षा का उपयोग किया जाता है।
(b) गणित और दूसरे पाठ्येतर क्षेत्रों के बीच के संबंधों को उजागर किया जाता है ।
(c) गणित के अधिगम में भाषा और संवादों की भूमिका पर उचित ध्यान दिया जाता है।
(d) अध्यापक स्वीकार करता है कि दी गई अन्योन्य क्रिया को विभिन्न विद्यार्थी अलग-अलग प्रकार से समझ सकते हैं ।

2. निम्नलिखित में से कौन से कथन की सहमति गणित के संरचनात्मक (रचनावादी दृष्टिकोण) से की जा सकती है ?

(a) गणित पूर्णतया विषयपरक है।
(b) मानसदर्शन गणित का महत्त्वपूर्ण पहलू है।
(c) गणित तथ्यों को सीखने के बारे में है।
(d) गणितज्ञों से सच्चाई का आविष्कार अपेक्षित होना चाहिए।

3. निम्नलिखित में से कौन सा क्रियाकलाप बच्चो में त्रिविम समझ को विकसित करने के लिए अधिक उपयुक्त है ?

(a) चंद्रमा के उदय होने का समय लिखना।
(b) संख्याओं को संख्या रेखा पर निरूपित करना।
(c) बोतल के ऊपरी दृश्य को चित्रित करना।
(d) मानचित्र पर शहरों का स्थान निर्धारण करना।

4. गणित के अधिगम के संबंध में निम्नलिखित में से क्या सही नहीं है ?

(a) विद्यार्थियों की सामाजिक-आर्थिक पृष्ठभूमि का गणित के निष्पादन पर असर होता है।
(b) विद्यालय में दिए जाने वाले निर्देशों की भाषा का असर बच्चे के गणित के प्रदर्शन पर हो सकता है।
(c) गणित में उत्कृष्ट प्रदर्शन की प्रतिभा स्वाभाविक होती है।
(d) अध्यापक के सीखने वालों के प्रति विचारों का अधिगम परिणामों पर प्रभावशाली असर होता है।

5. निम्नलिखित शाब्दिक समस्या के प्रकार को पहचानिए ।
मेरे पास 6 पेंसिल हैं । मनीष के पास मेरे से दो अधिक हैं । मनीष के पास कितनी पेंसिल हैं ?

(a) व्यवकलित जमा
(b) व्यवकलित घटा
(c) तुलनात्मक जमा
(d) तुलनात्मक घटा

6. हिंदू-अरबी गणना-प्रणाली के लिए निम्नलिखित में से कौन सा सही नहीं है ?

(a) इसमें आधार 2 की प्रणाली का पालन किया जाता है।
(b) यह गुणनात्मक प्रकृति का है ।
(c) एक संख्या में अंक की स्थिति इसका मान बताती है।
(d) यह योगात्मक प्रकृति का है।

7. प्राथमिक स्तर पर ज्यामिति के अध्यापन के लिए वांछनीय प्रक्रिया पहचानिए ।

(a) बच्चों को प्रचुर अवसर दिए जाने चाहिए कि वे दिकस्थान की अंतर्दशी समझ का विकसित कर सकें।
(b) प्राथमिक स्तर पर व्यापक ज्यामितीय शब्दसंग्रह का विकास करना उद्देश्य नहीं होना चाहिए।
(c) प्राथमिक स्तर पर ज्यामिति को सरल मूलभूत आकृतियों की पहचान तक सीमित रखना चाहिए।
(d) अध्यापक को प्रारंभ में सरल आकृतियों की स्पष्ट परिभाषा देनी चाहिए और उदाहरण दिखाने चाहिए।

8. निम्नलिखित में से क्या गणितीय तर्कणा का सूचक है ?

(a) परिकलन में निपुणता की क्षमता
(b) विभिन्न परिस्थितियों में सही सूत्रों को स्मरण करने की क्षमता।
(c) गणितीय संकल्पनाओं की परिभाषा देने की क्षमता
(d) गणितीय प्रक्रिया की तर्कसंगतता देने की क्षमता

9. सुपर बाज़ार में सब्जियों की मूल्य सूची निम्नलिखित है:
संजय ने ½ kg टमाटर, 1 kg आलू, ½ kg गाजर, 250 g मिर्च और 6 नींबू खरीदे। उसने बिल
क्लर्क को काउंटर पर Rs. 200 का नोट दिया । उसे कितने रुपये वापिस मिलेंगे?

(a) Rs. 86.50
(b) Rs. 97.50
(c) Rs. 112.50
(d) Rs. 87.50

(EBOOK) CTET Exam Question Papers PDF Download

10. मैं एक दो अंकों की संख्या हूँ।
दहाई के स्थान पर अंक और इकाई के स्थान पर अंक क्रमिक अभाज्य संख्याएँ हैं ।
अंकों का योग 3 और 4 का गुणज है । संख्या है:

(a) 35
(b) 13
(c) 57
(d) 23

11. एक रेलवे स्टेशन पर कार पार्किंग की पार्किग दर निम्न रूप से चित्रित की गई है :

(a) 2 घण्टे तक – Rs.50
(b) 2 घण्टे से ऊपर और 5 घण्टे तक – Rs.75
(c) 5 घण्टे के पश्चात – 8 घण्टे तक प्रति अतिरिक्त घण्टा Rs. 10
(d) 8 घण्टे से ऊपर और 12 घण्टे तक – Rs.150
(e) 12 घण्टे से ऊपर और 24 घंटे तक – Rs.250

राजीव ने अपनी कार को 7.00 a.m. पर पार्क किया और उसे उसी दिन ही लेने वह 4.30 p.m. पर आया। उसे कितने रुपए का भुगतान करना होगा?
(a) Rs. 130
(b) Rs. 100
(c) Rs.135
(d) Rs.150

12. आरोही क्रम में व्यवस्थित करने पर निम्नलिखित में से कौन सी संख्या तृतीय स्थान पर होगी ?
7.07.7.70, 7.707, 7.007, 0.77

(a) 7.07
(b) 7.707
(c) 7.70
(d) 7.007

13. एक पाँच अंकों की संख्या में, दहाई के स्थान का अंक 8, इकाई के स्थान का अंक दहाई के स्थान के अंक का एक-चौथाई, हज़ार के स्थान का अंक 0, सौवें स्थान का अंक इकाई के स्थान का दुगुना और दस हजारवें स्थान का अंक इकाई के स्थान का तिगुना है । संख्या क्या है ?

(a) 46028
(b) 60482
(c) 64082
(d) 64028

14. तीन ब्रांड A, B तथा C के पेन क्रमशः 10, 12 और 24 के पकेटों में उपलब्ध है । यदि एक दकानदार को तीनों प्रकार के पेन समान संख्या में खरीदने है तो उस खरीदे जाने वाले पैकेटों की न्यूनतम संख्या क्या होगी?

(a) A = 10, B = 5, C = 12
(b) A = 12, B = 10, C = 5
(c) A = 10, B= 12, C = 35
(d) A = 5, B = 12, C = 10

15. एक वर्ग की भुजा 4 cm है । इसे काट कर 4 बराबर वर्गों में विभाजित किया गया है। प्रत्येक छोटे वर्ग का क्षेत्रफल क्या होगा ?

(a) 16 cm²
(b) 8 cm²
(c) 4 cm²
(d) 1 cm²

16. आयशा के पास केवल Rs.5 और Rs. 10 के सिक्के हैं। यदि उसके पास सिक्षों की कुल संख्या 25 और Rs. 160 का धन है, तो उसके पास Rs.5 और Rs.10 के सिकों की संख्या है:

(a) क्रमश: 15 और 10
(b) क्रमशः 20 और 5
(c) क्रमश: 18 और 7
(d) क्रमशः 10 और 15

17. निम्नलिखित में से कौन सा कथन सही नहीं

(a) अभाज्य संख्याओं के केवल दो गुणनखण्ड होते हैं।
(b) एक अंक वाली केवल चार अभाज्य संख्याएँ हैं।
(c) सभी अभाज्य संख्याएँ विषम संख्याएँ होती हैं।
(d) अभाज्य संख्याएँ अपरिमित रूप से अनेक हैं।

18. वह संख्या जो 1 से 10 (दोनों सम्मिलित) तक सभी संख्याओं से विभाज्य होगी, निम्न है:

(a) 604
(b) 2520
(c) 10
(d) 100

19. मान ज्ञात कीजिए:
17.5×3-21 ÷ 7-3×12.5

(a) 120
(b) 50
(c) 52.5
(d) 12

20. एक बाग के वृक्षों में नीम के वृक्षों की संख्या एक छठवां भाग है। आधे वृक्ष अशोक के हैं और शेष यूकेलिप्टस के हैं। यदि नीम के वृक्षों की संख्या 5 है, तो बाग में यूकेलिप्टस के कितने वृक्ष हैं ?

(a) 15
(b) 20
(c) 5
(d) 10

21. एक रेलगाड़ी दिल्ली से 29 अगस्त, 2019 को 16 : 30 बजे प्रस्थान करती है और अपने गंतव्य पर 31 अगस्त को 08 : 45 बजे पहुंचती है। इस यात्रा का कुल समय है

(a) 39 घंटे 45 मिनट
(b) 40 घंटे 15 मिनट
(c) 36 घंटे 15 मिनट
(d) 38 घंटे 45 मिनट

22. निम्नलिखित में से किसमें लम्बाइयों को घटते क्रम में व्यवस्थित किया गया है?

(a) 8 m, 80 dm 8 cm, 8500 mm, 800 cm 8 mm
(b) 8500 mm, 80 dm 8 cm, 800 cm 8 mm, 8 m
(c) 8500mm, 800 cm 8 mm, 80 dm 8cm, 8 m
(d) 80 dm 8 cm, 8500 mm, 8 m, 800 cm 8 mm

23. गणित के प्राथमिक पाठयक्रम में प्रतिचित्रण’ का परिचय देने का मुख्य प्रयोजन है

A. त्रिविम विचार-क्षमता को प्रोत्साहन देना ।
B. आनुपातिक विवेचन को प्रोत्साहन देना ।
C. विषय को सरल और रुचिकर बनाना
D. संख्याओं की नीरसता को समाप्त करना ।

(a) A और B
(b) B और C
(c) A और C
(d) A और D

24. एक 180 cm लम्बी तार को एक आयत का रूप दिया गया। यदि आयत की चौड़ाई 30 cm है, तो इसकी लम्बाई क्या है ?

(a) 90 cm
(b) 120 cm
(c) 45 cm
(d) 60 cm

25. कक्षा II के छात्रों को 44 लिखने के लिए कहा गया, तो कुछ ने 404 लिखा। अध्यापक के रूप में आप इसको कैसे संबोधित करेंगे?

(a) उनको उस समूह में रखेंगे, जिसने सही लिखा है।
(b) उन्हें सही उत्तर प्राप्त करने के लिए कहेंगे।
(c) उनकी कॉपियों में सही उत्तर लिखेंगे।
(d) उन्हें मूर्त पदार्थ से विनिमय नियम समझायेंगे।

26. एन सी एफ (राष्ट्रीय पाठ्यचर्या) 2005 के अनुसार निम्नलिखित में से कौन से विषय प्राथमिक विद्यालय में गणित पाठ्यक्रम का भाग नहीं हैं ?

(a) प्रतिरूप
(b) अनुपात
(c) चौपड़ (टाइलिंग)
(d) सममिति

27. सूत्र का प्रयोग किए बिना अध्यापक, निम्नलिखित में से किन साधनों/शिक्षण अधिगम सामग्री का प्रयोग यह दर्शाने के लिए कर सकता है, कि विभिन्न आयामों वाले दो आयतों का क्षेत्रफल समान हो सकता है:

A. पैमाना
B. ग्राफ पेपर
C. धागा
D. टाइल

(a) केवल C
(b) A और D
(c) केवल B
(d) Bऔर D

28. प्रारम्भिक कक्षाओं में बच्चों को गणित पढ़ाने के लिए बनाई जाने वाली पाठ योजना का निम्नलिखित में से कौन सा अति महत्वपूर्ण पहलु है

(a) विद्यार्थियों को अवसर देना कि वे संकल्पनाओं की संरचना करें
(b) क्रियाकलापों को लिखना और इस सन्दर्भ में प्रश्न देना
(c) पाठ्य-पुस्तक के अनुक्रम का अनुसरण करना
(d) गणितीय संकल्पनाओं को संरचनात्मक ढंग से प्रस्तुत करना

29. निम्न में से गणित में उपलब्धि कम होने का कारण क्या हो सकता है?

(a) गणित का स्वरूप
(b) व्यक्ति की स्वाभाविक क्षमता
(c) लिंग
(d) सामालिक-सांस्कृतिक पृष्ठभूमि

30. यह समझाने के लिए, कि ¼, ⅓ से छोटा है, निम्नलिखित में से कौन पी योजना समये अधिक, उपयुक्त है?

(a) डाईनिस ब्लॉक्स (Dienes blocks) का प्रयोग
(b) संख्या चार्ट का प्रयोग
(c) लघुत्तम समापवर्तक विधि का प्रयोग
(d) कागज की पट्टियों का प्रयोग

(EBOOK) CTET Exam Question Papers PDF Download

ANSWER:
1. (a), 2. (a), 3. (d), 4. (c), 5. (c), 6. (1), 7. (a), 8. (d), 9. (d), 10. (c)
11. (d), 12. (a), 13. (b), 14. (b), 15. (c), 16. (c), 17. (c), 18. (b), 19. (d), 20. (d)
21.(b), 22. (b), 23. (a), 24. (d), 25. (d), 26. (b), 27. (d), 28. (a), 29. (d), 30. (c)

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Table of Content

Unit 1 : Introduction to IT–ITeS Industry

Unit 2 : Data Entry and Keyboarding Skills

Unit 3 : Digital Documentation

Unit 4 : Electronic Spreadsheet

Unit 5 : Digital Presentation

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DATE SHEET 2020

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DATE SHEET 2020

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Holistic development of child is the prime objective of all the educational activities planned by CBSE for its schools; whether it is teaching-learning practices, curriculum development or teachers’ training. In conformity with its drive for strengthening Experiential Learning in classrooms, CBSE is planning to conduct a three days’ ART EDUCATION SUMMIT to give exposure and insight to its teachers and Principals into the domain of Art Integrated Pedagogy and converging classroom teaching with resources like museums, art galleries and monuments etc. in collaboration with Indira Gandhi National Centre For Arts (IGNCA) and Art1st Foundation, Mumbai.

The summit will feature keynote addresses, panels, thematic workshops, interactive labs and art exhibitions. It will also give an opportunity to the participants to listen to experts of international repute from the field of academics, museums, entrepreneurship, and fine arts etc. Dignitaries from Ministry of HRD and Culture, Chairperson CBSE and other officers are expected to be present during the event.

Principals and Teachers of CBSE affiliated schools are invited to register on the links given below.

The details of the programme are as follows:

Link for Registration

For Principals

Click Here For Principals

For Arts Teachers

Click Here For Arts Teachers

Note:-

1. The registration will be on first come first serve basis.

2. Participation fee of Rs.3000/- per participant should be sent to the office of CBSE, Shiksha Sadan, 17,Rouse Avenue, New Delhi-110002 in the form of Demand Draft in favour of ‘Secretary CBSE’ payable at Delhi along with the copy of the form submitted online. The DDs should reach the CBSE office before 11th of December, 2019 for the participation to be confirmed. The participants will be provided refreshment and lunch at the venue.

3. No TA/DA is admissible for the participants.

4. The list of participants will be uploaded on the website of CBSE academics well before the commencement of the programme.

INTERACTIVE LABS SCHEDULE

CBSE is organizing an Art Education Summit from December 18-20, 2019 in collaboration with the Indira Gandhi National Centre for the Arts (IGNCA) and Art1st foundation, Mumbai. The goal is to address the areas of policy, teaching and learning practices, curriculum development, teachers’ training, research and advocacy, affective pedagogy, integrated arts education, and converging school education and museum education. The summit will feature keynote addresses, panels, thematic workshops, case studies, interactive labs, children’s workshops, a child art exhibition and walkthroughs.

Apart from these summit modules, Art1st Foundation will present a White Paper, based on its research, survey and learning from the AERs in seven cities. This will be used as a blueprint to emphasize on the necessity of arts education and its implementation, and will be circulated with the cultural ministry, and other stake holders.

In the Summit, the principals and teachers from schools will interact with distinguished policy makers, national and international scholars, museum directors, educational professionals, and other experts in the Art Education Summit, and will engage in the thematic workshops and open forum to examine, review, and ideate on the future of arts education in India.

Interactive Labs

December 18-20, 2019 | 10.00 am to 5.00 pm :: 5 labs :: 30 school teachers in each lab

Interactive Labs have been specially designed for school teachers, as a space of learning and growing. These labs will be facilitated by the best and brightest in our country, and present exciting and collaborative spaces for teachers to interact with experts and build capability and skills to elevate their teaching practices.

There will be five Interactive Labs that will run parallel to the Art Education Summit. Each lab will host 30 school teachers who will interact with experts to develop ideas and modules for their school curricula related to art, science, technology, community art, design thinking, waste, and sustainability to shape 'living curriculums'to nurture young minds to tackle their future.

Organizations:

1. Art Science BLR, Srishti Institute of Art, Design and Technology | Bengaluru

About:

(Art) Science BLR is a public laboratory at the Srishti Institute of Art, Design and Technology, Bengaluru, for artists and designers to engage with scientific practices. We look at the artistic, social and political implications of technologies from computing to biotechnologies. Our work exists at the intersection of art-science and pedagogy, creating spaces of dialogue and interaction between artists, designers and scientists. Since our inception in 2009, we have focused on using DIY techniques to build low-cost laboratory equipment, so as to offer more accessible forms of engagement with the life-sciences. We also run a community electronics and BioLab which encourages students and the community to make/hack and prototype.

Build your Own Lab| Morning Session: 10.00 am – 1.00 pm :: Afternoon Session: 2.00 pm – 5.00 pm

This lab will provide hands on training for teachers in cross-disciplinary collaborations between science-technology-arts. It will help the teachers to understand how scientific concepts, technological developments and creative interventions could all combine together to provide innovative and creative solutions for the multidisciplinary tasks of our times. This Lab also marks a significant shift from the STEM (Science, Technology, Engineering, and Mathematics) approaches which are prevalent in the education system to a STEAM based approach which integrates art, science and technology together. This lab will enable the teachers to use artistic skills, visual thinking, and scientific learning and thinking which will enrich their classroom teaching and personal practice. Apart from this, the experience of integration will help the teachers and students to better reflect on their own practices, material choices and outcomes. This dynamic integration will also help them to use scientific visualisation to create or tinker by broadening the ambit of learning and include the context specific requirements of their schools and the community.

2. FLOW, India | Bengaluru

About:

Flow India is an education and culture organization with a human-centered design focus. It works with a range of Engaged Cultural, experiential and enquiry-based methodologies, supporting its stakeholders in making the real world, accessible, relevant and sustainable as a resource for learning. Since its inception in 2010, Flow has been leading efforts in embedding this approach within the sector eco-system while responding to the needs and context of different institutions across India and has set benchmarks for others in the field. Culture Connectors | Morning Session: 10.00 am – 1.00 pm :: Afternoon Session: 2.00 pm – 5.00 pm How can one engage communities, with a particular focus on young people, to contemplate on their relation with cultural heritage in order to foster reflection on a shared past, present challenges and future co-existence?’ Culture Connectors is a creative response to such a probe. The project aims to leverage the power of virtual reality and digital storytelling to make heritage accessible and engaging for young learners across the country who may not have the opportunity to access it otherwise. Using experiences framed within Flow’s  Engaged Cultural Learning pedagogy, the project will deliberate on how can we foster tolerance and empathy; collaborative dialogue and deeper inquiry into diverse cultural narratives. In this lab, teachers will engage with the exciting modules of this project to redefine our engagement with heritage by allowing learners to make personal connections, gain a bigger picture of the past and the present to understand continuity and change.

Museum Learning Masterclass | Morning Session: 10.00 am – 1.00 pm :: Afternoon Session: 2.00 pm – 5.00 pm

Explore the universality of learning with objects! The Museum Learning Masterclass is an exclusive session that introduces the pedagogy of museum and cultural learning to subject as well as art educators.It brings to the forefront, a range of international best practices that allow a seamless integration of museum objects and environments to support classroom themes of the Indian School curriculum. Through exploration of select displays, the class demonstrates strategies of promoting an enquiry-based approach to learning that fosters the development of 21st century skills.

3. Council for Arts and Social Practice | New Delhi

About:

Council for Arts and Social Practice (CASP) works through four chapters in Navi Mumbai, Kolkata, Pune and New Delhi. Established in 2013, CASP is a platform for transdisciplinary artistic research and practice to facilitate critical dialogues on cultural sustainability. It aims to integrate research and practice through meaningful conversations, community initiatives and collaborative projects, fostering a relational engagement at both individual and institutional levels. CASP facilitates dialogues and formulates critical ideas on sustainable thinking and practice by integrating experiential teaching and learning methods, promoting affective pedagogy, and facilitating public accessibility.

Creative Learning and Practice (CLaP)| Morning Session: 10.00 am – 1.00 pm :: Afternoon Session: 2.00 pm – 5.00 pm

The lab will introduce the creative learning modules implemented in the CLaP Program of CASP in 50 government schools in East Delhi which involved artful communication strategies, engaging with the architectural spaces in these schools, and enhancing cognitive and participatory skills in students. These projects are replicable models that can be implemented by teachers in their own contexts which involve integrating maths, space and time, migration and ecology, carbon footprint calculator, waste segregation and value-led learning through the mediums of art, design, and site-specific architecture. Each of the modules involve immersive practices of direct experience and interactivity with the created objects/spaces,thereby enhancing emotional learning and cognitive thinking while engaging with current issues of our time. The lab will help build a community of teachers with a commitment to transformative arts education. This will in turn help them develop the lesson plans and classroom interactions to familiarise students about the interrelations between the arts and society.

Makers Asylum | Mumbai

About:

Maker’s Asylum is a community space focussed on fostering innovation through hands on learning. It also provides access to an ecosystem of stakeholders which includes Governments, Businesses, Incubators/Accelerators, Investors and subject matter experts. The space houses various labs that are co-located in order facilitate prototyping of ideas that are interdisciplinary in nature.It is one of the first makerspaces in the country and has now become a popular community space to build prototypes, products and also houses the community of artists, designers, engineers who are building indigenous products. Maker’s Asylum has its flagship spaces located in Mumbai and Delhi and recently it launched the third space in collaboration with the French Embassy in Jaipur.

Sustainable Solutions| Morning Session: 10.00 am – 1.00 pm :: Afternoon Session: 2.00 pm – 5.00 pm

Within the framework of the United Nations Sustainable Development Goals, the focus of many societies and economies is to reach a common denominator to find solutions to issues of urbanisation that involve clean water, sanitation, quality education, responsible consumption and production, and good health and well-being. Climate change is a real-world problem and the need of the hour is for teachers to engage with children who are the future of the earth to involve themselves in finding creative solutions for the future. This lab will offer teachers a clear understanding of the framework of sustainable development, how to innovate with minimal resources (the Indian concept of Jugaad) through a robust methodology of artistic/design thinking, frugal innovation (Jugaad) and use of digital resources. Teachers will be able to enhance their ideas and skills of relating these methods to their schools.

Art1st Foundation | Mumbai

About:

Art1st Foundation, since its establishment in 2009, has consistently addressed issues in our art education system through curricular and teacher training programmes, publications, films, workshops, research, exhibitions and seminars. It has nurtured learning programmes with schools, children, art teachers, educators, and NGOs across India. Its vision is to create and develop learning environments thatnurture and strengthen imagination, visual literacy, creative skills and cultural awareness of children and educators. At Art1st, art is considered a powerful medium through which we can understand ourselves and transform the world around us. Their work draws inspiration from the abundant traditions of Indian visual art, be it folk or fine art, photography or performance. It highlights the significant contribution that these arts have played in India’s aesthetic, sociocultural and political history.

Partner a Master: Artist-Mentor Program

Morning Session: 10.00 am – 1.00 pm :: Afternoon Session: 2.00 pm – 5.00 pm

Partner a Master: Artist-Mentor Program is an initiative that fosters the notion of creativity as applied imagination for children in private and public schools. This entails introducing children to artists’ studios as spaces of imaginative learning, discovery and transformative thinking. Employing art as a pedagogical tool, this initiative emphasizes on visual literacy, collective learning, and the role of the arts in cognitive and creative competencies. In this lab, teachers will be introduced to the way artists work in studios and public spaces by interacting directly with contemporary national and international artists. Artists will directly speak to teachers about their creative processes and methods, in the spirit of the lab transforming into an artists’s studio. Hands-on exercises, analysis and discussion based on a seminal project of the artists will be done, with teachers producing ideas and artworks that they can implement in their schools with their students.

This lab will be divided into two parts: in the first two days, teachers will interact with two contemporary Indian artists each day who will mentor them on visual thinking and process-based learning.

On the third day, teachers will e-interact with Elke Zobl, an associate professor at the University of Salzburg through a webinar. She focuses on artistic, cultural and media practices in respect to questions of participation, community engagement and cultural mediation. Through a day long participation, she will introduce the teachers to the toolbox Making Art, Making Media, Making Change!

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Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy (30 Questions)

a) Child Development (Elementary School Child) (15 Questions)

• Concept of development and its relationship with learning
• Principles of the 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; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs (5 Questions)

• 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

c) Learning and Pedagogy (10 Questions)

• 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

II. Language-I (30 Questions)

a) Language Comprehension (15 Questions)

• 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)

b) Pedagogy of Language Development (15 Questions)

• 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

III. Language-II (30 Questions)

a) Comprehension (15 Questions)

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

b) Pedagogy of Language Development (15 Questions)

• 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

IV. Mathematics and Science (60 Questions)

(i) Mathematics (30 Questions)

a) Content (20 Questions)

1.    Number System

• Knowing our Numbers
• Playing with Numbers
• Whole Numbers
• Negative Numbers and Integers
• Fractions

2.    Algebra

• Introduction to Algebra
• Ratio and Proportion

3.    Geometry

• Basic geometrical ideas (2-D)
• Understanding Elementary Shapes (2-D and 3-D)
• Symmetry: (reflection)
• Construction (using Straight edge Scale, protractor, compasses)
• Mensuration
• Data handling

b) Pedagogical issues (10 Questions)

• Nature of Mathematics/Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• Remedial Teaching
• Problem of Teaching

i) Science (30 Questions)

a) Content (20 Questions)

1.    Food

• Sources of food
• Components of food
• Cleaning food

2.    Materials

• Materials of daily use

3.    The World of the Living

4.    Moving Things People and Ideas

5.     How things work

• Electric current and circuits
• Magnets

6.    Natural Phenomena
7.    Natural Resources

b) Pedagogical issues (10 Questions)

• 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

V. Social Studies/Social Sciences (60 Questions)

a) Content (40 Questions)

1.    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

2.    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

3.    Social and Political Life

• Diversity
• Government
• Local Government
• Making a Living
• Democracy
• State Government
• Understanding Media
• Unpacking Gender
• The Constitution
• Parliamentary Government
• The Judiciary
• Social Justice and the Marginalised

b) Pedagogical issues (20 Questions)

• 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

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PAPER I (FOR CLASSES 1 TO V) PRIMARY STAGE

I. Child Development and Pedagogy (30 Questions)

a) Child Development (Primary School Child) (15 Questions)

• Concept of development and its relationship with learning
• Principles of the 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; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs (5 Questions)

• 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

c) Learning and Pedagogy (10 Questions)

• 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

II. Language I (30 Questions)

a) Language Comprehension (15 Questions)

• 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)

b) Pedagogy of Language Development (15 Questions)

• 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

III. Language - II (30 Questions)

a) Comprehension (15 Questions)

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

b) Pedagogy of Language Development (15 Questions)

• 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

IV Mathematics (30 Questions)

a) Content (15 Questions)

• Geometry
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money

b) Pedagogical issues (15 Questions)

• 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

V. Environmental Studies (30 Questions)

a) Content (15 Questions)

• Family and Friends:

1. Relationships
2. Work and Play
3. Animals
4. Plants

• Food
•  Shelter
• Water
• Travel
• Things We Make and Do

b) Pedagogical Issues (15 Questions)

• Concept and scope of EVS
• Significance of EVS, integrated EVS
• Environmental Studies & Environmental Education
• Learning Principles
• Scope & relation to Science & Social Science
• Approaches of presenting concepts
• Activities
• Experimentation/Practical Work
• Discussion
• CCE
• Teaching material/Aids
• Problems

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Method of Submission of Online Application Form:

• STEP1: Log on to CTET official website www.ctet.nic.in.
• STEP2: Go to the link “Apply Online” and open the same.
• STEP3: Fill in the Online Application Form and note down Registration No./Application No.
• STEP4: Upload Scanned Images of latest Photograph and Signature
• STEP5: Pay Examination Fee by e-challan or debit/credit card and net banking
• STEP6: Print Confirmation page for record and future reference.

SCHEDULE OF EXAMINATION

THE SCHEDULE OF CTET- DECEMBER-2019 IS GIVEN BELOW:
(The Paper-l will be held in the morning session and Paper-II in the evening session)

Important Date

• Date for making on-line application: 19-08-2019 to 18-09-2019
• Date of Examination : 8^th December, 2019 (Sunday)
• Last date for submission of on-line Application: 18-09-2019
• Last date for submission of fee: 23-09-2019 (Before 15:30 Hrs.)

ELIGIBILITY

The following persons are eligible for appearing in the CTET.

Minimum Qualifications for becoming Teacher for Classes I-V: Primary Stage

• Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known)
• Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002.
• Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor of Elementary Education (B.EI.Ed).
• Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Education (Special Education)*.
• “Graduation with at least 50% marks and Bachelor of Education (B.Ed)”

“(a) who has acquired the qualification or Bachelor of Education from any NCTE recognized institution shall be considered for appointment as a teacher in classes I to V provided the person so appointed as a teacher shall mandatorily undergo a six month Bridge Course in Elementary Education recognized by the NCTE, within two year of such appointment as primary teacher”.

Minimum Qualifications for becoming Teacher for Classes VI-VIII: Elementary Stage

• Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known).
• Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed).
• Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.
• Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor in Elementary Education (B.EI.Ed).
• Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed.
• Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special Education)*.
• Any candidate having qualified B.Ed. Programme recognized by the NCTE is eligible to appear in TET/CTET. Moreover, as per the existing TET guidelines circulated vide NCTE letter dated 11-02-2011, a person who is pursuing any of the teacher education courses (recognized by the NCTE or the RCI, as the case may be) specified in the NCTE Notification dated 23rd August 2010 is also qualified to appear in the TET/CTET.

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CENTRAL TEACHER ELIGIBILITY TEST FREQUENTLY ASKED QUESTIONS

Note : FAQ is subject to revision and only for the general information. It cannot be treated as a legal document.

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