reflects gender stereotype. challenges gender stereotype. reduces gender bias. promotes gender equality.

a teacher should follow fixed curriculum. the emphasis should be on competition among students. ample opportunities should be provided for construction of knowledge. students should be labelled on the basis of their academic scores.

demotivate the children to learn. act as a scaffold for learning. cause withdrawal tendency among students. be meaningless in process of learning.

School is a secondary socialization agent and family is a primary socialization agent. School is a primary socialization agent and peers are secondary socialization agents. Peers are primary socialization agents and family is a secondary socialization agent. Family and mass-media both are secondary socialization agents.

Intelligence Quotient (IQ) can be measured only by objective tests. Intelligence in one domain ensures intelligence in all other domains. There are several forms of intelligences. There are no individual differences in intelligence.

Pre-conventional Conventional Post-conventional Formal conventional

Cultural tools Attribution Motivation Equilibration

Psychological tools Stimulus-response association Zone of proximal development Schemas

Development of abstract thinking Centration in thought Hypothetico deductive thinking Ability to conserve and seriate objects.

Development has the same rate of growth across cultures for everyone. Development occurs only through learning that takes place in school. Development occurs only during the period of childhood. Development is multidimensional.

sensory, concrete, abstract. abstract, sensory, concrete. concrete, abstract, sensory. abstract, concrete, sensory.

a hindrance to the process of learning. a failure on the part of teacher. criteria for making ability-based groups. important for planning of teaching-learning process.

performance oriented goals. undifferentiated instructions segregation of students based on their social identity. providing opportunities aiming at maximizing potential of individual children.

Retarded student Handicapped student Student with physical disability Student with crippled body

use multiple audio-visual aids. use constructive pedagogical approaches. do individualized educational planning. practice rigid structures for pedagogy and assessment.

Low comprehension Divergent thinking Hyperactivity Inattentiveness

avoid talking about aspects related to diversity. draw examples from diverse settings. use standardized assessment for all. use statements that strengthen negative stereotypes.

focusing on drill and practice. encouraging fixed process of solving the problems. encouraging use of analogies. generating fear among students.

punishing the child. focusing on mastery-oriented goals. giving very easy tasks to children. focusing on rote-memorisation.

has no relation to cognition. can have negative impact on cognition. is very effective to motivate the children to learn. should be generated frequently in teaching-learning process.

Rote memorization of content Exploration of relationships between concepts Observation without analysis Imitation and repetition

she can decide degree of punishment accordingly. understanding of errors are meaningful in the teachinglearning process. she can segregate those who made more errors in comparison to others. learning is solely based on correction of errors.

information is presented in disconnected chunks. they are intrinsically motivated. learning is socially contextualized. content is represented through multiple ways.

high arousal, high fear. low arousal, high fear. moderate arousal, no fear. no arousal, no fear.

have no role to play in are solely dependent on adults for play an active role in are solely dependent on textbooks in

Ability is improvable. Ability is fixed. Efforts don't make any difference. Failure is uncontrollable.

competitions. textbook-centric pedagogy. frequent examinations. inquiry and dialogue.

Cognitive immaturity. Self-regulation. Ego-centricism. Psychological disorder.

labelling of students. segregation of students for abilitybased groups. identifying students' needs and requirements. identification of high-achievers for prize distribution.

heredity only. environment only. neither heredity nor environment. interplay of heredity and environment.