Wiley's CTET Exam Goalpost Big Book, Paper II, Social Studies/Social Science, Class VI-VIII

-20% Wiley's CTET Exam Goalpost Big Book, Paper II, Social Studies/Social Science, Class VI-VIII
CTET Exam Goalpost Big Book, Paper II, Social Studies/Social Science (Class VI to VIII) is the FIRST book of its kind that comes with detailed solutions, not just the answer keys, for each and every question included in it. It promotes self-evaluation by enabling you to not only practice and revise concepts, but also keep track of your progress. This book helps you overcome the doubts and fears generally associated with exams, expand your span of concentration, hone your time management skills and practice extensively for the competitive exam.

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AuthorDT Editorial Services
ISBN-139788126570492
FormatPaperbound
Pages704 Pages
CategoryEntrance Exams, Exam Preprations, Highier Studies, Educational Books

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CTET Sept. 2016

CTET Feb. 2016   

CTET Sept. 2015

Child Development and Pedagogy

 

Module 1 

• Concept of Child Development and Pedagogy development and its relationship with learning

• Principles of the development of children

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

• Motivation and learning

 

Module 2

• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

• Critical perspective of the construct of intelligence

• Multidimensional Intelligence

• Language & thought

• Cognition & emotions

 

Module 3 

• Influence of heredity & environment

• Factors contributing to learning - personal & environmental

• Socialisation processes: Social world & children (Teachers, Parents, Peers)

• Gender as a social construct, gender roles, gender bias and educational practice

 

Module 4 

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

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

• Child as a problem solver and a ‘scientific investigator.

 

Module 5 

• 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

 

Module 6 

• Distinction between assessment for learning and assessment of learning, school-based assessment, continuous and comprehensive evaluation: perspective and practice

• Formulating appropriate questions for assessing the readiness levels of learners, enhancing learning and critical thinking in the classroom and assessing learner achievement

• Concepts of child-centered and progressive education

English Language

Module 7 

• Prose-based Reading Comprehension (RC) and related questions

 

Module 8 

• Poetry-based Reading Comprehension (RC) and related questions

 

Module 9 

• Learning and acquisition

• Principles of teaching language

• Critical perspective on the role of grammar in learning a language for communicating ideas in both verbal and written form

 

Module 10 

• Language skills

• Role of listening and speaking: Function of language and how children use it as a tool

• Evaluation of language comprehension and proficiency in speaking, listening, reading and writing

 

Module 11

• Challenges of teaching language in a diverse classroom: Difficulties, errors and disorders

• Remedial teaching

• Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom

• Micro teaching and lesson planning

 

Hindi Language

Module 12 

•????? ??????? ??? ?? ?? ?????? ??????

 

Module 13 

•????? ???????? ??? ?? ?? ????? ??????

 

Module 14 

•???? ????? ?? ?????????????

•????? ??? ?????

•????-?????? ?? ????????

•????-?????? ??? ??????? ?? ??????

 

Module 15 

•???? ????

•???? ?????? ??? ????? ??? ????? ?????????? ?? ??????

•?????? ?????? ?? ?????????

 

Module 16 

• ?????? ??? ???? ???? ????????

• ?????????? ??? ?????????? ??????

• ??????-????? ???????

• ??? ?????

Social Studies

Module 17 

• When, Where and How

• The Earliest Societies

• First Farmers and Herders

• The First Cities

• Early States

 

Module 18 

• New Ideas

• The First Empire

• Contacts with Distant Lands

• Political Developments

• Culture and Science

 

Module 19

• New Kings and Kingdoms

• Sultans of Delhi

• Architecture

• Creation of an Empire

• Enquiry/Empirical Evidence

 

Module 20 

• Social Change

• Regional Cultures

• Establishment of Company Power

• Rural Life and Society

• Colonialism and Tribal Societies

 

Module 21 

• The Revolt of 1857-58

• Challenging the Caste System

• Women and Reform

• The Nationalist Movement

• India after Independence

 

Module 22 

• Geography as a Social Study and as a Science

• Planet: Earth in the Solar System

• The Globe

 

Module 23 

• Environment in its Totality: Natural and Human Environment

• Human Environment: Settlement, Transport and Communication

 

Module 24 

• Resources: Types – Natural and Human

• Air

• Water

• Agriculture

 

Module 25 

• Government

• Local Government

• State Government

• Parliamentary Government

 

Module 26 

• Democracy

• The Constitution

• The Judiciary

• Social Justice and the Marginalised

 

Module 27 

• Diversity

• Unpacking Gender

• Making a Living

• Understanding Media

 

Module 28 

• Concept and Nature of Social Science/Social Studies

• Developing Critical Thinking

 

Module 29 

• Classroom Processes, Activities and Discourses

• Sources: Primary and Secondary

• Project Work

• Enquiry/Empirical Evidence

 

Module 30 

 • Problems of Teaching Social Science/Social Studies

• Evaluation

Unique Features of the Book
 
Useful Links
 
Exam Goalpost Pedagogy
 
Central Teacher Eligibility Test
 
Syllabus
 
 
 
Section 1. Solved Papers 
 
CTET Feb. 2016
 
CTET Sept. 2015
 
 
 
Section 2. Child Development and Pedagogy
 
 
 
Module 1
 
·Concept of development and its relationship with learning
 
·Principles of the development of children
 
·Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning
 
·Motivation and learning
 
 
 
Module 2
 
·Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
 
·Critical perspective of the construct of intelligence
 
·Multidimensional Intelligence
 
·Language & thought
 
·Cognition & emotions
 
 
 
Module 3
 
·Influence of heredity & environment
 
·Factors contributing to learning - personal & environmental
 
·Socialisation processes: Social world & children (Teachers, Parents, Peers)
 
·Gender as a social construct, gender roles, gender bias and educational practice
 
 
 
Module 4
 
·Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.
 
·How children think and learn; how and why children ‘fail’ to achieve success in school performance.
 
·Child as a problem solver and a ‘scientific investigator.
 
 
 
Module 5
 
·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
 
 
 
Module 6
 
·Distinction between assessment for learning and assessment of learning, school-based assessment, continuous and comprehensive evaluation: perspective and practice
 
·Formulating appropriate questions for assessing the readiness levels of learners, enhancing learning and critical thinking in the classroom and assessing learner achievement
 
·Concepts of child-Centered and progressive education
 
 
 
Section 3. English Language
 
 
 
Module 7
 
·Prose-based Reading Comprehension (RC) and related questions
 
 
 
Module 8
 
·Poetry-based Reading Comprehension (RC) and related questions
 
 
 
Module 9
 
·Learning and acquisition
 
·Principles of teaching language
 
·Critical perspective on the role of grammar in learning a language for communicating ideas in both verbal and written form
 
 
 
Module 10
 
·Language skills
 
·Role of listening and speaking: Function of language and how children use it as a tool
 
·Evaluation of language comprehension and proficiency in speaking, listening, reading and writing
 
 
 
Module 11
 
·Challenges of teaching language in a diverse classroom: Difficulties, errors and disorders
 
·Remedial teaching
 
·Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom
 
·Micro teaching and lesson planning
 
 
 
Section 4. Hindi Language
 
Module 12
 
Module 13
 
Module 14
 
Module 15
 
Module 16
 
 
 
Section 5. Social Studies
 
Module 17
 
·When, Where and How
 
·The Earliest Societies
 
·First Farmers and Herders
 
·The First Cities
 
·Early States
 
 
 
Module 18
 
·New Ideas
 
·The First Empire
 
·Contacts with Distant Lands
 
·Political Developments
 
·Culture and Science
 
 
 
Module 19
 
·New Kings and Kingdoms
 
·Sultans of Delhi
 
·Architecture
 
·Creation of an Empire
 
·Enquiry / Empirical Evidence
 
 
 
Module 20
 
·Social Change
 
·Regional Cultures
 
·Establishment of Company Power
 
·Rural Life and Society
 
·Colonialism and Tribal Societies
 
 
 
Module 21
 
·The Revolt of 1857-58
 
·Challenging the Caste System
 
·Women and Reform
 
·The Nationalist Movement
 
·India after Independence
 
 
 
Module 22
 
·Geography as a Social Study and as a Science
 
·Planet: Earth in the Solar System
 
·The Globe
 
 
 
Module 23
 
·Environment in its Totality: Natural and Human Environment
 
·Human Environment: Settlement, Transport and Communication
 
 
 
Module 24
 
·Resources: Types – Natural and Human
 
·Air
 
·Water
 
·Agriculture
 
 
 
Module 25
 
·Government
 
·Local Government
 
·State Government
 
·Parliamentary Government
 
 
 
Module 26
 
·Democracy
 
·The Constitution
 
·The Judiciary
 
·Social Justice and the Marginalised
 
 
 
Module 27
 
·Diversity
 
·Unpacking Gender
 
·Making a Living
 
·Understanding Media
 
 
 
Module 28
 
·Concept and Nature of Social Science / Social Studies
 
·Developing Critical Thinking
 
 
 
Module 29
 
·Classroom Processes, Activities and Discourses
 
·Sources: Primary and Secondary
 
·Project Work
 
·Enquiry / Empirical Evidence
 
 
 
Module 30
 
·Problems of Teaching Social Science / Social Studies
 
·Evaluation
 
 
 
Index—QR Codes

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  • ISBN: 9788126570492
  • Total Pages: 704 Pages
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Tags: Wiley's CTET Exam Goalpost Big Book, Paper II, Social Studies/Social Science, Class VI-VIII, DT Editorial Services, Wiley, Educational Book, Entrance Exams, Higher Studies, , 9788126570492