Gender constancy Gender equality Gender equity Gender stereotyping

encourages multiple answers; is fixed on one correct solution is fixed on one correct solution; encourages multiple answers Promotes mathematical abilities; promotes verbal abilities Promotes verbal abilities; promotes mathematical abilities

Inclusive teaching means “teaching in ways that do not exclude”. Inclusive teaching means “adopting pedagogies that support needs of all learners”. An inclusive classroom “accommodates differences in language styles and promotes collaboration”. An inclusive classroom centres around “fixed curricula and standard assessment”.

Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true but (R) is not the correct explanation of (A). (A) is true but (R) is false. Both (A) and (R) are false.

Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true but (R) is not the correct explanation of (A). (A) is true but (R) is false. Both (A) and (R) are false.

An internal attribution for success and an external attribution for failure An external attribution for success and an internal attribution for failure Internal attribution for failure as well as success External attribution for failure as well as success

Standardized testing is the best way to measure student learning Students should be passive recipients of knowledge from their teachers Learning should be based on authentic tasks Curriculum should be predetermined and universal

Social Development Cognitive Development Moral Development Motor Development

Disequilibrium Inner speech Adaptation Organization

Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true but (R) is not the correct explanation of (A). (A) is true but (R) is false. Both (A) and (R) are false.

Intrapersonal : skill in understanding and relating to others Logical-Mathematical : skill of dance or athletic abilities Musical : performance or composition skills Spatial : skill of appreciating the natural world

Learning depends on learner’s previous knowledge Learning implies reorganisation of prior conceptual schemes Learning is facilitated by social action Learning as a product rather than a process

Divergent thinking Functional fixedness Passive imitation Response Set

at the first stage in the first level at the second stage in the first level at the third stage in the second level at the fifth stage in the third level

awareness and sensitization towards diverse traditions. evidencing and encouraging identity-based stereotypes. isolation in the classroom on the basis of social affiliation. same-ability grouping of students in the classroom.

It is given only at the end of the task. It is broad and generic. It is only focused on the outcomes. It is specific, timely and actionable.

the limbs continue to grow faster than the hands and feet. development proceeds from head to toe. development of language occurs rapidly as it is a sensitive period for development. Physical development occurs rapidly with the development of fine motor skills.

Both (A) and (R) are true and (R) is the correct explanation of (A). Both (A) and (R) are true but (R) is not the correct explanation of (A). (A) is true but (R) is false. Both (A) and (R) are false.

An assessment given at the beginning of a new concept to determine students’ prior knowledge. An assessment given during the class to provide ongoing feedback to students and teachers. An assessment task that is helpful in comparing students as per a standard set of criteria. An assessment used to identify misconceptions in a student’s learning.

Difficulty in creative problem solving Difficulty in phonological processing Difficulty in physical coordination Difficulty in spatial awareness

Questions that ask for a simple definition of a term Questions that ask for the student’s personal opinion Questions that ask for examples that validate the text Questions that ask for a summary of a text

biological, functional functional, biological operative, physical social, psychological

Cognition and emotion are two independent systems. Emotion and cognition are interdependent on each other. Cognition influences emotions but reverse is not true. Emotions influence cognition but reverse is not true.

When teachers use concrete examples to refer to abstract concepts. When teachers stress upon and enforce the use of formal language. When teachers ignore and dismiss the mother tongue of the children. When teachers begin from signs and symbols rather than concrete objects.

Motivation that comes from external rewards Motivation that comes from personal enjoyment of the task Motivation that comes from competition with others Motivation that comes from a fear of punishment

(a), (b) (a), (b), (c) (a), (b), (c), (d) (a), (b), (c), (d), (e)

Anarchic Cephalocaudal Linear Proximodistal

Coordination of senses Decentering Hypothetical reasoning Object permanence

Concrete Operational stage Formal Operational stage Sensory-motor stage Pre-operation stage

Learners receive knowledge passively from others Learners actively construct knowledge Effective learning is activated by lecturing and explaining Effective learning takes place through the process of recall and rehearsal