NISHTHA FLN ONLINE COURSES AT THE FOUNDATION LEVEL - ANSWERS
NISHTHA 3.0 - MODULE 3 - FLN Understanding Learners How Children Learn - Answer Key
NISHTHA 3.0 - MODULE 4 - FLN Involvement Of Parents And Communities For FLN - Answer Key
NISHTHA 3 Module 5 Foundation Language and Literacy - Answer Key
NISHTHA 3 Module 6 Understanding 'Vidya Pravesh' and 'Balvatika' - Answer Key
NISHTHA 3.0
MODULE 3
FLN Understanding Learners How Children Learn - Answer key
Nishtha 3.0 - Module 3.0 - Quiz Answers
What includes potential interest?- Interest to which children have not been exposed and might become strong ones, once
exposed
- Interest which children suppress
- Interest to which children may transfer the interest of other children
- Interest children get rid off
Answer → Interest to which children have not been exposed and might become strong ones,
once exposed
What are the correct examples of learning
through art?
- Picture reading
- Looking at art form
- Picture clicking
- Creating body shapes and identifying patterns of movement, etc.
Answer → Creating body shapes and identifying patterns of
movement, etc.
The main purpose of the
activity/interest areas is to give children
an opportunity to
- Sit quietly
- Take rest
- Stand for long time
- Play and participate in events of their choice
Answer → Play and participate in events of their choice
What kinds of material are required for
the discovery area?
- Magnifying glasses and magnets
- Interlocking blocks and scarf
- Doll and comb
- Play dough/clay and tambourines
Answer → Magnifying glasses and magnets
What is the full form of ncf-2005?
- Narrative curriculum framework - 2005
- National classroom framework - 2005
- National curriculum framework - 2005
- National cognitive framework - 2005
Answer → National Curriculum Framework - 2005
How many ways are there to predict a
child’s need?
one
two
four
three
Answer → Three
What is the main feature of the
activity/interest areas to ensure safety of
the children?
Situated in a corner
Inaccessible to the children
big
Accessible from all sides of the classroom
Answer → Accessible from all sides of the classroom
What leads to a child’s different learning
styles and the rate of learning?
Socio-economic condition
Family background
Peer influence
Ways to absorb the information, analyse the situation, and make decision
Answer → Ways to absorb the information, analyse the situation, and
make decision
What is a positive correlation seen
between the current school work and
future academic or career goals of
children?
When children are involved in work that they enjoy
When children are involved in the work assigned to them
When children are involved in work, which is required to be completed on priority
When children complete every day’s work on time
Answer→ When children are involved in work that they enjoy
When do children learn better?
When they sit and listen to their teachers
When they engage in hands-on activities
When they share their belongings with each other
When they reach school on time
Answer → When they engage in hands-on activities
What should a teacher do before the start
of the learning experiences?
Be quite
Take attendance
Discover children’s learning needs
Ask children to be punctual to school
Answer→ Discover children’s learning needs
Learning is
An active, collaborative, and social process
Reading books
playing
One way interaction
Answer → An active, collaborative, and social process
Children who ask many questions can be
inquisitive
happy
irritating
boring
Answer → Inquisitive
Who is the centre of the teaching learning
process?
Peer group
teachers
school
children
Answer → Children
What are the three types of interactions in
the classroom?
Peer interaction, adult interaction, and material interaction
Self interaction, adult interaction, and material interaction
Peer interaction, family interaction, and material interaction
Peer interaction, neighbour interaction, and material interaction
Answer → Peer interaction, adult interaction, and material interaction
How many senses do we have?
five
seven
three
four
Answer → Five
What should be the role of a teacher in the
learning of children?
Monitor
Partner
Caretaker
Facilitator
Answer → Facilitator
What is meant by ‘interaction with
material’?
Children buy learning/play material
Children have talking toys like talking dolls, etc.
Children engage with a range of learning/play material
Children create stories and poems on learning/play material
Answer → Children engage with a range of learning/play material
What are the five senses?
See, taste, touch, smell, hear
See, taste, eat, smell, hear
See, taste, touch, smell, think
Speak, taste, touch, smell, hear
Answer→ See, taste, touch, smell, hear
What is the meaning of ‘children learn
holistically’?
Children absorb information from all sources at once
Children learn everything
Children play and enjoy
Children experience things and phenomenon
Answer → Children absorb information from all sources at once
What is meant by ‘creative intelligence’?
Addressing ideas and problems in novel and often unexpected ways
Addressing ideas and problems in often unexpected ways
Addressing ideas and problems
Addressing issues and concerns in consensus with others
Answer → Addressing ideas and problems in novel and often
unexpected ways
What should be done when space is less to
arrange all activity/interest areas in the
classroom at a time?
Accommodate all of them somehow
Rotate/change every 15 days
Arrange at least four at a time and rotate/change every 15 days
Arrange at least four
Answer → Arrange at least four at a time and rotate/change every 15
days
A child’s previous learning experiences are
derived from
Everyday experiences they encounter
Parents attitude
inheritance
Family tradition
Answer → Everyday experiences they encounter
What are the four modes of information?
Visual, auditory, kinesthetic, and oral
Visual, auditory, reading, and tactual
Visual, auditory, kinesthetic, and tactual
Visual, writing, kinesthetic, and tactual
Answer → Visual, auditory, kinesthetic, and tactual
What kinds of interests come under
‘knowing children’s interest’?
Creative interest and potential interest
Pre-existing interest and sports interest
Pre-existing interest and past interest
Pre-existing interest and potential interest
Answer → Pre-existing interest and potential interest
Children with high levels of creative
intelligence are
Frequently divergent thinkers
skilled
knowledgeable
Good at math
Answer → Frequently divergent thinkers
What should children do to become active
and autonomous learners?
Go to the school everyday
Listen to the teachers carefully
Be playful
Be inquisitive, take initiative, be confident, inventive, and reflective
Answer → Be inquisitive, take initiative, be confident, inventive, and
reflective
Being reflective helps children
Become intelligent
Show what they have learned
Get the attention of their teacher
Use their prior experiences in dealing with new situations and experiences
Answer → Use their prior experiences in dealing with new situations and
experiences
What do we mean by ‘knowing learning
styles’?
Family preferences
Personal preferences
School preferences
Practical preferences
Answer → Personal preferences
How many types of interaction are there in
a classroom?
three
two
one
four
Answer → Three
What are the correct examples of
activity/interest areas?
Art, discovery, block, music
Hygiene, safety, nutrition
Play, indoor, outdoor
Animals, plants, bird
Answer → Art, discovery, block, music
What influences most children’s
preferences to learning?
Peer group and neighbour
Brain wiring, history, gender, and personal experiences
School uniform
Family and drinking water facility in school
Answer → Brain wiring, history, gender, and personal experiences
Access to the natural world beyond the
classroom and hands-on experience are
the examples of boosting what kind of
intelligence?
Analytical intelligence
Practical intelligence
Creative intelligence
Sensory intelligence
Answer→ Analytical Intelligence
NISHTHA 3.0
MODULE 4
FLN Involvement Of Parents And Communities For FLN - Answer key
Nishtha 3.0 - Module 4.0 - Quiz Answers
WHAT PARENTS INVOLVE CHILDREN IN MAKING LOW COST TOYS, IT HELPS IN THE DEVELOPMENT OF
- NOT ONLY CREATIVE SKILLS BUT CHILDREN ALSO GET A CHANCE TO TALK TO THEIR PARENTS
- NOT ONLY CREATIVE SKILLS BUT CHILDREN ALSO GET A CHANCE TO BE WITH THEIR PARENTS
- NOT ONLY CREATIVE SKILLS BUT CHILDREN ALSO GET A SENSE OF PROPORTIONS AND BACKGROUND ON SPATIAL AND SHAPE CONCEPTS
- NOT ONLY CREATIVE SKILLS BUT CHILDREN ALSO GET A SENSE OF FAMILY FEELING
→ Not only creative skills but children also get a sense of proportions and background on spatial and
shape concepts
WHY THE INVOLVEMENT OF COMMUNITY IS BENEFICIAL FOR THE SCHOOL AND CHILDREN?
- COMMUNITY DOMINATES WHATEVER EXISTS IN THEIR AREA
- COMMUNITY HAS POWER
- COMMUNITY HAS MULTIPLE RESOURCES, PHYSICAL, FINANCIAL AND HUMAN WHICH CAN BE HELPFUL FOR SCHOOLS AND THE CHILDREN
- TEACHERS FEEL SECURE IF THE COMMUNITY SUPPORTS
→ Community has multiple resources, physical, financial and human which can be helpful for schools and
the children
INVOLVING PARENTS IN THE EDUCATION OF THEIR CHILD WILL
• COMPENSATE FOR LOW-QUALITY TEACHING
• MEND THE COMMUNICATION GAP BETWEEN ADMINISTRATORS AND TEACHERS
• MAKE UP FOR AN INADEQUATE READING PROGRAMME
• BE ONE IMPORTANT ELEMENT IN THE LEARNING AND GROWTH OF CHILDREN
→ Be one important element in the learning and growth of children
ASKING PARENTS/COMMUNITY TO COLLECT AND BRING IN ‘TRASHABLES’ AND RECYCLED MATERIALS WILL HELP TO
• CREATE RELEVANT, SAFE, CREATIVE TOYS/GAMES FOR FLN ACTIVITIES
• SUPPORT THE CHILDREN’S LEARNING
• UNDERSTAND THE IMPORTANCE OF WASTE MATERIALS
• ENHANCE CHILDREN’S GROWTH IN FLN ACTIVITIES
→ Create relevant, safe, creative toys/games for FLN activities
THE STIMULATING LEARNING ENVIRONMENT AT HOME CAN BE CREATED BY PROVIDING
• MAGAZINES, STORY BOOKS, TOYS, MANIPULATIVES AND RICH INTERACTION
• REGULAR OBSERVING CHILDREN’S PLAY AND WORK
• LOTS OF TOYS TO STIMULATE THINKING
• CREATING A MANIPULATIVE AREA
→ Magazines, story books, toys, manipulatives and rich interaction
PARENTS INDIVIDUALLY OR AS A GROUP CAN SET UP APPROPRIATE CONTEXTUAL TO A
• NEIGHBOURHOOD SURROUNDINGS AND EXPERIENCES
• CHILD’S SURROUNDINGS AND EXPERIENCES
• CHILD AND VILLAGE SURROUNDINGS
• SCHOOL SURROUNDINGS AND EXPERIENCES
→ Child’s surroundings and experiences
DURING A PTM, WHEN THE TEACHER TALKS ABOUT THE CHILD’S HOLDING THE BOOK USPSIDE DOWN, THE TEACHER IS TALKING TO PARENTS ABOUT A CHILD’S PROGRESS IN
• BOOKS HANDLING AND CREATIVE SKILLS
• BOOK HANDLING AND FOUNDATION LITERACY
• BOOK HANDLING AND CRITICAL THINKING SKILLS
• BOOK HANDLING AND FOUNDATION NUMERACY
→ Book handling and foundation literacy
WHAT ARE THE MODES TO ORGANIZE ADVOCACY PROGRAMMES FOR THE COMMUNITY?
• MEDIA-RESOURCES, FOLK SONGS, STREET PLAYS, PUPPET SHOWS
• DANCE
• GET TOGETHER
• MOVIE SHOW
→ Media-resources, folk songs, street plays, puppet shows
WHICH OF THE FOLLOWING IS NOT AN ACTIVITY TO PROMOTE FOUNDATIONAL NUMERACY BY THE PARENTS AT HOME?
• TRACING ALONG THE LETTER
• COUNTING SPOONS AND BOWLS
• OBSERVING NUMERALS IN A NEWSPAPER
• WRITING NUMBERS USING THE NUMBER STENCIL
→ Tracing along the letter
COMMUNITIES AND PARENTS SHOULD BE MADE AWARE OF THE LEARNING LEVELS OF CHILDREN TO
• CRITICALLY ANALYSE THE WORK OF TEACHERS
• BECOME PARTNERS WITH SCHOOLS
• ACT AS VOLUNTEER TO SUPPORT SCHOOL
• ACHIEVE BETTER LEARNING OUTCOMES
→ Achieve better learning outcomes
CREATING A FLN RESOURCE CENTER IN THE CLASSROOM/SCHOOL FOR THE PARENTS/FAMILIES WILL HELP PARENTS TO
• VISIT SCHOOL OFTEN AND MEET TEACHER ON A REGULAR BASIS
• DEVELOP INTEREST IN BOOKS/READING MATERIALS, RESOURCES
• BORROW RELEVANT BOOKS/MATERIALS TO SUPPORT CHILDREN’S LEARNING
• BUILD A BONDING WITH SCHOOL
→ Borrow relevant books/materials to support children’s learning
WHICH OF THE FOLLOWING ACTIVITY HAS BEEN SUGGESTED IN THE MISSION GUIDELINES FOR ENGAGING PARENTS?
• SHARING OF HEALTH RECORDS
• SHARING OF TEACHER ATTENDANCE
• SHARING OF ASSESSMENT RESULTS
• SHARING OF SCHOOL BUDGET
→ Sharing of assessment results
WHAT IS IMPORTANT FOR FAMILIES TO KNOW IF THEY WANT TO SUPPORT THEIR LEARNING IN FLN?
• TEXTBOOK CONTENT
• HOMEWORK GIVEN TO CHILDREN
• DEVELOPMENT OF WORKSHEETS
• LEARNING OUTCOMES FOR EVERY STAGE
→ Learning outcomes for every stage
DEMONSTRATING AND DOING TOGETHER ART ACTIVITIES WITH LOCALLY AVAILABLE NO COST MATERIAL AT HOME IS A/AN
• INVOLVING ACTIVITY
• ENGAGING ACTIVITY
• ROTATING ACTIVITY
• CREATIVE ACTIVITY
→ Engaging activity
FOUNDATION LANGUAGE AND LITERACY SKILLS RELATE TO
• CHILDREN’S INTEREST IN DRAWING
• ARITHMETIC SCORE OF CHILDREN
• CHILDREN’S SKILLS RELATED TO LANGUAGE, EXPRESSION, COMMUNICATION, ETC
• CHILDREN’S ABILITY TO RESPOND QUICKLY
→ Children’s skills related to language, expression, communication, etc
PROVIDING DEVELOPMENTALLY APPROPRIATE TOYS/GAMES TO CHILDREN AT THE FOUNDATIONAL STAGE GIVES THEM CHANCE TO PRACTICE NEW SKILLS IN
• MATH AND LITERACY
• MOVEMENT, CREATIVITY, THINKING AND INTERACTION
• SPORTS AND FITNESS
• MUSIC AND MOVEMENT
→ Movement, creativity, thinking and interaction
PARENTS CAN FIND LOCALLY AVAILABLE TOYS AND MATERIALS, WHICH ARE NOT HARMFUL FOR THEIR CHILD AND
• FORCE THEM TO LEARN USING TOYS
• MAKE THEM LEARN IN A ROTE LEARNING WAY
• MAKE THEM LEARN ONLY THROUGH THE TOYS
• MAKE THEM LEARN IN THEIR OWN EXPLORATORY WAY
→ Make them learn in their own exploratory way
WHICH OF THE FOLLOWING IS A GOOD PRACTICE BY THE TEACHER TO SEND REGULAR UPDATES TO PARENTS?
• DIARY NOTE
• TELL VERBALLY TO A CHILD
• PIN UP THE NOTE ON THE CHILD’S UNIFORM
• LOOSE CIRCULARS KEPT IN THE CHILD’S BAG
→ Diary note
PARENTS AND COMMUNITY MEMBERS SHOULD BE INVOLVED IN THE PRESCHOOL PROGRAMME THROUGH
• WRITING LETTERS AND MAILS ONLY
• WORKSHOPS BY PROFESSIONALS
• PARENTS TEACHER MEETINGS (PTMs)
• REGULAR COMMUNICATION, WORKSHOPS, PTM AND PARENTS’ CONFERENCES
→ Regular communication, workshops, PTMs and parents’ conferences
LACK OF COMMUNICATION SKILLS AND METHODS ON BOTH THE SIDES, PARENTS AND SCHOOL, IS ONE OF THE MAJOR REASONS FOR
• LOW RESPONSE OF SUPPORT STAFF
• LOW RESPONSE OF MAHILA MANDAL
• LOW RESPONSE OF SARPANCH
• LOW RESPONSE OF PARENTS AND COMMUNITY
→ Low response of parents and community
THE LAKSHYA OR THE TARGETS FOR FOUNDATIONAL LITERACY AND NUMERACY HAVE BEEN STATED IN FOUR AREAS
• ORAL LANGUAGE, SPEAKING, WRITING AND NUMERACY
• ORAL LANGUAGE, LISTENING, WRITING AND NUMERACY
• ORAL LANGUAGE, READING, WRITING AND NUMERACY
• ORAL LANGUAGE, DRAWING, WRITING AND NUMERACY
→ Oral language, reading, writing and numeracy
MAKE HOME ENVIRONMENT PRINT RICH HELPS PARENTS AND FAMILIES IN STRENGTHENING THE CHILD’S
• WRITING SKILLS
• FOUNDATIONAL LITERACY SKILLS
• PHYSICAL FITNESS AND MOTOR SKILLS
• EXPLORATION SKILLS
→ Foundational literacy skills
PARENTS CAN SING ALONG WITH THEIR CHILDREN (TO PROMOTE FOUNDATIONAL LITERACY) AND ENCOURAGE THEM TO IDENTIFY THE
• NUMBER OF PARAGRAPH IN A POEM
• RHYMING WORDS IN A POEM/SONG
• NUMBER OF PAGES
• PRINTED WORDS
→ Rhyming words in a poem/song
WHICH OF THE FOLLOWING METHODS SHOULD BE USED TO EDUCATE PARENTS TO SUPPORT CHILDREN’S LEARNING?
• ASKING THEM TO STAY IN TOUCH WITH OTHER PARENTS
• KEEPING FORMAL AND INFORMAL INTERACTIONS OPEN TO THE CONVENIENCE OF PARENTS
• ASKING THEM TO SEEK GUIDANCE FROM COMMUNITY LEADERS
• ASKING THEM TO READ THE NEWSPAPER DAILY
→ Keeping formal and informal interactions open to the convenience of parents
WHEN SCHOOLS ARE FRIENDLY AND WELCOMING TO FAMILY MEMBERS, IT IS EASIER TO
• PLAN A JOYFUL EVENING WITH THE PARENTS
• INVOLVE PARENTS IN OFFERING DONATION TO THE SCHOOL
• GIVE PLENTY OF HOME ASSIGNMENTS
• CRAFT SUCCESSFUL PARTNERSHIP PROGRAMMES
→ Craft successful partnership programmes
PARENTS SHOULD BE MADE AWARE OF THE LEARNING OUTCOMES IDENTIFIED FOR
• DIFFERENT CLASS LEVELS
• BALVATIKA AND CLASS I
• BALVATIKA
• CLASS II AND III
→ Different class levels
HOW CAN THE PARENTS/GUARDIANS BE ASSISTED IN PROVIDING HOME SCHOOLING TO CHILDREN WITH DISABILITIES?
• APPOINTMENT OF SPECIAL EDUCATORS
• RESOURCE CENTRES WORKING IN CONJUNCTION WITH SPECIAL EDUCATORS FOR HOME SCHOOLING
• NO NEED OF ANY ASSISTANCE AS THE PARENTS ARE ALREADY CAPABLE
• SPECIAL TEACHER TAKES CARE OF THE CHILDREN AT HOME
→ Resource centres working in conjunction with special educators for home schooling
PARENTS’ INVOLVEMENT IS CRITICAL AT THE FOUNDATIONAL STAGE AND IT COMPRISES OF CHILDREN IN THE AGE GROUP OF
• 5 TO 9 YEARS
• 3 TO 6 YEARS
• 4 TO 8 YEARS
• 3 TO 8 YEARS
→ 3 to 8 years
TEACHER IS FOLLOWING A GOOD COMMUNICATION PRACTICE IF THE TEACHER
• ACKNOWLEDGES THE NOTE FROM THE PARENT AND ADDS OWN COMMENTS TO FACILITATE FURTHER
COMMUNICATION
• ACKNOWLEDGES THE NOTE FROM THE PARENT AND DOES NOT FACILITATE FURTHER COMMUNICATION
• ACKNOWLEDGES THE NOTE FROM THE PARENT BUT BLOCKS FURTHER COMMUNICATION
• TALKS TO AND COMMUNICATES TO SELECTED PARENTS
→ Acknowledges the note from the parent and adds own comments to facilitate further communication
ATTENDING PTM REGULARLY HELPS PARENTS TO KNOW ABOUT CHILDREN’S PROGRESS
• FOUNDATIONAL NUMERACY
• ENVIRONMENTAL STUDIES
• FOUNDATIONAL LITERACY
• IN ALL DEVELOPMENTAL AREAS
→ In all developmental areas
PARENTS CAN CREATE PRINT AND NUMERACY RICH ENVIRONMENT BY LABELING DIFFERENT PARTS OF THE HOUSES LIKE
• ROOM, KITCHEN, PARTS OF THE BODY, SCHOOL BAG, ETC
• ROOM, KITCHEN, DOOR, PARTS OF THE BODY, TIFFIN BOX ETC
• ROOM, KITCHEN, TOILET, PARTS OF THE BODY, TIFFIN BOX ETC
• ROOM, KITCHEN, SCHOOL BAG, TOILET, DOOR, ETC
→ Room, kitchen, school bag, toilet, door, etc
THERE ARE MANY WAYS TO DEVELOP STRONGER BOND BETWEEN SCHOOLS AND FAMILIES. WHICH OF THE FOLLOWING IS MOST REQUIRED FOR THIS PURPOSE?
• PARENTS MAKE GOOD DISHES AND SHARE WITH THE TEACHERS
• THERE IS A CONTINUOUS COMMUNICATION BETWEEN BOTH ON ALL THE ASPECTS OF CHILDREN’S
LEARNING AND DEVELOPMENT
• AWARDS ARE GIVEN TO PARENTS IF THEY HAVE GOOD RELATION WITH THE TEACHER
• TEACHERS SEND ONLY GOOD REPORTS OF CHILDREN TO THEIR PARENTS
→ THERE IS A CONTINUOUS COMMUNICATION BETWEEN BOTH ON ALL THE ASPECTS OF CHILDREN’S LEARNING AND
DEVELOPMENT
WHAT IS THE MAIN REASON FOR DIVIDE BETWEEN PARENTS’ EXPECTATIONS AND THEIR ACTUAL SUPPORT FOR THE EDUCATION OF CHILDREN?
• PARENTS ARE NOT WILLING
• PARENTS AND TEACHERS ARE NOT PROPERLY ORIENTED ON THE DEVELOPMENT OF MEANINGFUL
PARTNERSHIPS
• CHILDREN ARE CONFUSED BETWEEN HOME AND SCHOOL
• TEACHERS DON’T WANT ANY SUGGESTIONS FROM PARENTS
→ Parents and teachers are not properly oriented on the development of meaningful partnership
NISHTHA 3 Module 5 Foundation Language and Literacy - Answer key
Nishtha 3.0 - Module 5.0 - Quiz Answers
WHAT IS INDEPENDENT READING?
• WHEN MOST OF THE INSTRUCTIONS GIVEN BY THE TEACHER
• WHEN MOST OF THE HELP PROVIDED BY THE TEACHER
• WHEN MINIMAL SUPPORT IS GIVEN BY THE TEACHER
• WHEN MINIMAL SUPPORT GIVEN BY PEER
→ When minimal support is given by the teacher
AN ACTIVE LEARNER
• READS SILENTLY IN CLASS
• IS A NAUGHTY CHILD OF THE CLASS
• PARTICIPATES IN CLASSROOM ACTIVITIES
• IS THE MONITOR OF THE CLASS
→ Participates in classroom activities
IN A LANGUAGE CLASSROOM, A TEACHER USES PICTURE TALK BECAUSE
• IT’S A GOOD ACTIVITY TO PREVENT CHILDREN FROM MAKING NOISE
• IT IS A GOOD FUN ACTIVITY FOR CHILDREN TO LEARN ABOUT PICTURES
• IT’S AN IMPORTANT STEP IN READING WITH MEANING TEXT
• IT HELPS IN THE IDENTIFICATION OF VARIOUS OBJECTS
→ it’s an important step in reading with meaning text
CHILDREN WHO ARE MULTILINGUAL HAVE THE ADVANTAGE OF BEING
• CALM
• CRITICAL THINKERS
• COURAGEOUS
• CONSTRUCTIVE AND CRITICAL THINKERS
→ Constructive and critical thinkers
FOR THE HOLISTIC DEVELOPMENT OF CHILDREN A TEACHER NEEDS TO DESIGN ACTIVITIES BY INTEGRATING ………………
• LSRW
• READING AND WRITING SKILLS
• SPEAKING AND WRITING SKILLS
• READING AND LISTENING SKILLS
→ LSRW
WHAT IS THE INTERREGNUM PERIOD IN LANGUAGE LEARNING?
• PROCESS OF LEARNING A SECOND LANGUAGE
• DEVELOPMENT OF SELF-CONTAINED SYSTEM OF EXPRESSIONS
• BEGINNING OF THE PROCESS OF WRITING
• DEVELOPMENT OF THOUGHTS
→ Development of a self-contained system of expressions
LINGUISTIC ASPECT OF READING BELIEVES IN THE DEVELOPMENT OF THESE SKILLS
• GRAPHO-PHONIC AWARENESS, SEMANTIC, SYNTAX AND PRAGMATICS
• GRAPHO-PHONEMIC AWARENESS
• SEMANTIC AND SYNTAX UNDERSTANDING
• SEMANTIC, SYNTAX AND PRAGMATICS UNDERSTANDING
→ grapho-phonic awareness, semantic, syntax and pragmatics
FOR BETTER LEARNING OPPORTUNITIES A TEACHER MUST PROVIDE
• MORE BOOKS
• FREEDOM TO CHILDREN FOR EXPLORATION
• READ ALOUD SESSIONS
• CONTINUOUS EVALUATION
→ Freedom to children for exploration
THE ACTIVITY OF READING AND WRITING
• HAPPENS ONLY INSIDE THE CLASSROOM
• OCCUR PARALLEL TO EACH OTHER
• ARE NOT LINKED TO EACH OTHER
• OCCUR SEPARATELY
→ Occur parallel to each other
PICTURE READING INVOLVES
• ORAL SKILLS
• DECODING
• THINKING AND DECODING
• ORAL SKILLS AND THINKING ABILITIES
→ Oral skills and thinking abilities
MOTHER TONGUE IS
• FIRST LANGUAGE A CHILD LEARNS IN A SCHOOL
• THE LANGUAGE CHILD USES IN SCHOOL
• HINDI LANGUAGE
• FIRST LANGUAGE ACQUIRED BY THE CHILD
→ First language acquired by the child
THE PRIORITY OF A LANGUAGE CLASSROOM IS
• TO MAKE THE CLASSROOM BEAUTIFUL
• TO CREATE A PRINT-RICH ENVIRONMENT FOR CHILDREN
• TO TEACH DECODING
• TO TEACH ERROR FREE WRITING
→ To create a print-rich environment for children
THE ULTIMATE GOAL OF READING IS
• TO MAKE ON THE PRONUNCIATION
• TO EXTRACT MEANING FROM THE TEXT
• TO BREAK WORDS INTO PARTS SO THAT AUDIENCE CAN UNDERSTAND THE WORDS
• TO READ LOUDLY SO THAT EVERYONE CAN HEAR
→ To extract meaning from the text
CONTEXT IS IMPORTANT IN LANGUAGE LEARNING BECAUSE IT HELPS CHILDREN TO
• FORMULATE THEIR STORIES
• DECODE AND READ
• ROTE MEMORISE
• GRASP THE MEANING OF THE PARTICULAR WORD
→ Grasp the meaning of the particular word
THE READING MATERIAL DISPLAYED IN THE CLASSROOM SHOULD BE
• BOUGHT FROM THE MARKET
• AS MANY AS POSSIBLE
• AT A HEIGHT WHERE CHILDREN CAN TOUCH AND READ THEM EASILY
• AT A HEIGHT WHERE CHILDREN CANNOT TOUCH THEM TO KEEP THEM SAFE AND INTACT
→ At a height where children can touch and read them easily
THE INTERESTING PHENOMENA IS THAT LANGUAGES ARE LEARNT IN THE ………….. WAY.
• PRODUCTIVE
• SAME
• BORING
• CRITICAL
→ same
THE COGNITIVE ASPECT OF LANGUAGE FOCUSES ON
• MINDFUL READING
• DEVELOPMENT OF BRAIN CELLS
• MEANING MAKING
• MENTAL PROCESS AND STRATEGIES
→ Mental process and strategies
A CHILD’S LANGUAGE IS NOT JUST A MEDIUM OF LEARNING BUT ALSO AN EXPRESSION OF THOUGHTS, …………… AND INNOVATION.
• IDEAS
• OPINION
• CREATIVITY
• JUDGMENT
→ creativity
CHILDREN WHO RECEIVE MEANINGFUL FOUNDATIONAL LITERACY AND NUMERACY SKILLS ARE/HAVE
• AVERAGE LEARNERS
• BETTER GRADES
• BETTER LEARNING LEVELS ACROSS GRADES
• GOOD SPEAKERS
→ Better learning levels across grades
LITERACY LEARNING IS
• A COMPLEX DEVELOPMENTAL PROCESS
• A NORMAL PROCESS ACQUIRED IN SCHOOL
• A VERY DIFFICULT PROCESS
• AN EASY PROCESS TO LEARN LANGUAGE
→ A complex developmental process
CHILDREN’S MAGAZINES ARE A GOOD WAY OF POSSIBILITIES FOR CHILDREN
• TO LEARN DECODING
• TO HAVE FUN WITH
• TO LEARN READING
• TO ENGAGE THEM WITH THE PRINT
→ To engage them with the print
PICTURE READING INVOLVES
• DECODING
• ORAL SKILLS AND THINKING ABILITIES
• ORAL SKILLS
• THINKING AND DECODING
→ Oral skills and thinking abilities
IN A LANGUAGE CLASSROOM, OPEN-ENDED INSTRUCTIONS PLAY AN IMPERATIVE ROLE AS
• IT GIVES AUTONOMY TO CHILDREN TO SPEAK
• IT HELPS A TEACHER TO ASSESS CHILDREN
• IT GIVES AUTHORITY TO THE TEACHER TO SPEAK
• IT ALLOWS CHILDREN TO EXPAND THEIR KNOWLEDGE AND EXPERIENCE
→ It allows children to expand their knowledge and experience
THE GENRES OF LITERATURE, SUCH AS STORY, POEM, RHYMES, ETC. HELPS TEACHER TO ENGAGE CHILDREN IN
• THE CLASSROOM
• MEANINGFUL AND RELEVANT WAYS
• ACTIVITIES
• ASSESSMENTS
→ Meaningful and relevant ways
THE PROCESS OF WRITING HAPPENS PARALLEL TO READING BECAUSE
• BOTH ARE SEPARATE
• IT CANNOT HAPPEN IN ISOLATION
• BOTH ARE INTER-CONNECTED
• IT IS BORING
→ Both are inter-connected
WHAT IS THE SILENT PERIOD?
• NO LEARNING PERIOD
• PERIOD OF SILENCE
• PERIOD OF SELF-NEGOTIATED LEARNING
• PERIOD OF NO INTAKE
→ Period of self-negotiated learning
READING AS A SKILL REQUIRES
• PHONEMIC AWARENESS AND PREDICTION
• PREVIOUS KNOWLEDGE/EXPERIENCES
• PHONEMIC AWARENESS, PREVIOUS KNOWLEDGE AND PREDICTION
• PREDICTION AND PREVIOUS KNOWLEDGE
→ Phonemic awareness, previous knowledge and prediction
WHAT IS GUIDED READING?
• WHEN NO INSTRUCTION IS GIVEN BY THE TEACHER
• WHEN MOST INSTRUCTIONS ARE GIVEN BY THE TEACHER
• WHEN FEWER INSTRUCTIONS ARE GIVEN BY THE TEACHER
• WHEN LESS HELP IS GIVEN BY THE TEACHER
→ When most instructions are given by the teacher
READING ESSENTIALLY IS A PROCESS OF …………….
• INTONATION
• PRONUNCIATION
• MEANING MAKING
• DECODING
→ Meaning making
LANGUAGE CONVEYS MEANINGFUL MESSAGES IF IT IS IN
• MOTHER TONGUE
• CONTEXT
• CLEAR
• FORMAL
→ context
LANGUAGE PLAYS A KEY ROLE IN SHAPING THE ……………. OF THE CHILDREN ABOUT THE WORLD.
• PERSONALITY
• CREATIVE SKILL
• IDEOLOGY
• PERCEPTION
→ perception
MOTHER TONGUE HELPS CHILDREN TO BECOME
• SMART
• DIVERGENT THINKER
• IGNORANT
• BACKWARD
→ Divergent thinker
A TEACHER MUST PROVIDE AMPLE OPPORTUNITY TO CHILDREN FOR …………… IN THE LANGUAGE CLASSROOM.
• SELF-EXPRESSION
• WRITE
• READ ALOUD
• PLAY
→ Self-expression
THE PRINT-RICH ENVIRONMENT IS ESSENTIAL FOR CHILDREN AS IT ENABLES
• PEER ASSESSMENT
• CLASSROOM TO BECOME ATTRACTIVE AND COLOURFUL
• SELF-MOTIVATION TO READ WITH COMPREHENSION
• DISCUSSION IN THE CLASSROOM
→ self-motivation to read with comprehension
WHAT IS SHARED READING?
• SLOW READING
• WHEN MOST HELP IS GIVEN BY THE TEACHER
• WHEN NO HELP IS GIVEN BY THE TEACHER
• FAST READING
→ When most help is given by the teacher
THE INTERESTING PHENOMENA IS THAT LANGUAGES ARE LEARNT IN THE ………….. WAY.
• PRODUCTIVE
• SAME
• BORING
• CRITICAL
→ same
CHILDREN UNDERSTAND AND EXPLORE THE NUANCES OF LANGUAGE WHEN THEY
• ENGAGE MORE AND MORE WITH LSRW ACTIVITIES
• READ ALOUD
• LISTEN QUIETLY TO THEIR TEACHER
• PARTICIPATE IN CLASSROOM DISCUSSIONS
→ Engage more and more with LSRW activities
NISHTHA 3 Module 6 Understanding 'Vidya Pravesh' and 'Balvatika' - Answer Key
Nishtha 3.0 - Module 6.0 - Quiz Answers
WHAT IS THE CORRECT EXAMPLE OF PHONOLOGICAL AWARENESS?
• FLIPPING PAGES OF A BOOK FROM FRONT-TO-BACK
• IDENTIFICATION OF RHYMING WORDS
• AWARENESS OF PUNCTUATION MARKS, LOGOS AND LABELS
• IDENTIFICATION OF BOOK’S TITLE, AUTHOR, ILLUSTRATOR, FRONT PAGE
→ Identification of rhyming words
WHAT IS MEANT BY DIY?
• DESIGN
• DANCE, ILLUSTRATE AND BE YOUTHFUL
• DO IT YOURSELF
• DO IT YESTERDAY
→ Do It Yourself
WHAT IS MEANT BY THE WEEKLY SCHEDULE?
• NUMBER OF WEEKS FOR WHICH THE PROGRAMME HAS TO BE IMPLEMENTED
• DESIGNING LESSON PLAN FOR A WEEK
• LISTING OF ACTIVITIES TO BE CONDUCTED FOR A WEEK
• DAY-WISE SCHEDULING OF ACTIVITIES TO BE CONDUCTED FOR A WEEK
→ Day-wise scheduling of activities to be conducted for a week
WHAT TERM IS USED FOR PRESCHOOL III IN NEP – 2020?
• BALVIKAS
• BALBADI
• ANGANWADI
• BALVATIKA
→ Balvatika
WHAT PROCESS OF ASSESSMENT IS SUGGESTED IN VIDYA PRAVESH AND BALVATIKA?
• TEST
• SUMMATIVE
• OBSERVATION
• CONTINUOUS AND MULTI-DIMENSIONAL
→ Continuous and multi-dimensional
VIDYA PRAVESH IS MEANT FOR THE CHILDREN OF WHAT STAGE OF SCHOOLING?
• CHILDREN COMPLETING GRADE I
• CHILDREN IN PRESCHOOL
• CHILDREN ENTERING GRADE III
• CHILDREN ENTERING GRADE I
→ Children entering Grade I
WHAT IS THE DURATION FOR THE IMPLEMENTATION OF BALVATIKA?
• 3 YEARS
• 2 YEARS
• 1 YEAR
• 4 YEARS
→ 1 year
THE MAIN PURPOSE OF THE ACTIVITY/INTEREST AREAS IS TO GIVE CHILDREN OPPORTUNITY FOR
• REST
• STANDING
• FREE PLAY
• SITTING
→ Free play
WHAT ARE THE COMPETENCIES AND CONCEPTS COVERED UNDER THE DEVELOPMENTAL GOAL 1?
• SELF-CONCEPT, PRO-SOCIAL BEHAVIOUR, HEALTH, NUTRITION, HYGIENIC PRACTICES, SELF-PROTECTION,
MOTOR SKILLS
• PRO-SOCIAL BEHAVIOUR, NUMBER SENSE, READING WITH COMPREHENSION
• TALKING AND LISTENING, READING WITH COMPREHENSION, WRITING WITH A PURPOSE
• SENSORY DEVELOPMENT, COGNITIVE SKILLS, CONCEPT FORMATION, AND NUMBER SENSE
→ Self-concept, pro-social behaviour, health, nutrition, hygienic practices, self-protection, motor skills
AS PER THE NEP-2020, THE LEARNING CRISIS POINTS OUT WHICH TWO ASPECTS?
• FOUNDATIONAL LITERACY AND NUMERACY
• HEALTH AND WELLBEING, AND NUMERACY
• FUNDAMENTAL LITERACY AND NUMERACY
• FOUNDATIONAL NUMERACY AND ENVIRONMENT AWARENESS
→ Foundational literacy and numeracy
WHAT IS THE CORRECT EXAMPLE OF BALANCE IN ACTIVITIES?
• OUTDOOR AND GROSS MOTOR ACTIVITIES
• LITERACY AND NUMERACY ACTIVITIES
• GREET AND MEET ACTIVITIES
• TEACHER-INITIATED AND CHILD-INITIATED ACTIVITIES
→ Teacher-initiated and child-initiated activities
AMONG THE FOLLOWING, WHICH ACTIVITIES COME UNDER THE DAILY/ROUTINE ACTIVITIES AS PER THE WEEKLY SCHEDULE?
• GREET AND MEET, CIRCLE TIME AND FREE EXPRESSION
• PTM
• BAL MELA
• CULTURAL PROGRAMME
→ Greet and meet, circle time and free expression
THE NEP – 2020 TALKS ABOUT WHAT KIND OF INTERVENTION TO BE GIVEN IN THE EARLY GRADES?
• HOME – BASED
• THEME – BASED
• LAY-BASED, ENQUIRY BASED, AGE AND DEVELOPMENTALLY APPROPRIATE
• ASSESSMENT - BASED
→ Lay-based, enquiry based, age and developmentally appropriate
THE ACTIVITIES AND WORKSHEETS OR THE LEARNING EXPERIENCES SUGGESTED IN VIDYA PRAVESH AND BALVATIKA SHOULD BE BASED ON
• CONCEPTS
• THEMES
• COMPETENCIES
• COMPETENCIES AND CONCEPTS
→ Competencies and concepts
WHAT KIND OF FREEDOM IS GIVEN TO THE TEACHERS WITH RESPECT TO THE ACTIVITIES, WORKSHEETS AND ILLUSTRATIONS?
• LET CHILDREN AND PARENTS DEVELOP THEM
• MAKE THE WORKSHEETS COLOURFULFOR CHILDREN
• MODIFY OR CONTEXTUALISE THEM
• NOT TO USE THEM
→ Modify or contextualise them
WHEN SHOULD THE WORKSHEETS BE GIVEN TO THE CHILDREN?
• WHENEVER CHILDREN WANT
• AT THE BEGINNING OF THE ACTIVITIES
• AFTER CHILDREN HAVE SUFFICIENT OPPORTUNITIES TO PLAY WITH CONCRETE OBJECTS OR TOYS AND
PLAY-BASED ACTIVITIES
• BEFORE CHILDREN HAVE SUFFICIENT OPPORTUNITIES TO PLAY WITH CONCRETE OBJECTS OR TOYS AND
PLAY-BASED ACTIVITIES
→ After children have sufficient opportunities to play with concrete objects or toys and play – based
activities
WHAT IS THE FULL FORM OF FLN MISSION?
• FOUNDATIONAL LEARNING OF NUMERACY MISSION
• FUNDAMENTAL LITERACY AND NUMERACY MISSION
• FOUNDATIONAL LITERACY AND NUMERACY MISSION
• FOUNDATIONAL LANGUAGE AND NUMERACY MISSION
→ Foundational Literacy and Numeracy Mission
AT WHICH STAGE OF LIFE IS THE BRAIN DEVELOPMENT RAPID?
• ADOLESCENCE STAGE
• LATE CHILDHOOD STAGE
• ADULTHOOD
• EARLY CHILDHOOD STAGE
→ Early childhood stage
FOR HOW MANY TERMS ARE THE ASSESSMENT SCHEDULES SUGGESTED FOR THE ASSESSMENT AND RECORDING OF CHILDREN’S PROGRESS?
• ONE
• FOUR
• THREE
• TWO
→ Three
HOW WILL CONTINUOUS ASSESSMENT GIVEN IN VIDYA PRAVESH AND BALVATIKA HELP TEACHERS?
• PREPARE FINAL RESULT OF EACH CHILD
• ADAPT AND MODIFY TEACHING – LEARNING STRATEGIES, PLAY MATERIAL, ACTIVITY AREAS
• DECIDE WHO HAS PERFORMED BEST
• COMPLETE ONE STAGE OF EDUCATION/LEARNING
→ Adapt and modify teaching – learning strategies, play material, activity areas
FOUNDATIONAL STAGE AS GIVEN IN NEP – 2020 COVERS THE AGE GROUP OF
• 2 TO 8 YEARS
• 3 TO 8 YEARS
• 4 TO 8 YEARS
• 6 TO 8 YEARS
→ 3 to 8 years
WHAT IS THE PURPOSE OF TRANSITION ACTIVITIES?
• HELP CHILDREN MOVE FROM ONE TOY TO THE ANOTHER
• HELP CHILDREN MOVE FROM HOME TO THE SCHOOL
• HELP CHILDREN MOVE FROM ONE ACTIVITY TO THE ANOTHER
• HELP CHILDREN MOVE FROM ONE PLAYMATE TO ANOTHER
→ Help children move from one activity to another
WHAT KIND OF MATERIAL IS SUGGESTED IN VIDYA PRAVESH AND BALVATIKA?
• WOODEN MATERIAL
• CHILDREN MADE MATERIAL
• INDIGENOUS/LOCALLY , LOW-COST OR NO-COST MATERIAL
• COMMERCIAL MATERIAL
→ Indigenous/locally, low-cost or no-cost material
WHAT IS A TEACHER EXPECTED TO DO IN CASE THERE IS MORE THEN ONE LANGUAGE AS MOTHER TONGUE/HOME LANGUAGE?
• USE THE LANGUAGE THE TEACHER KNOWS
• ALLOW THE LANGUAGE MAXIMUM CHILDREN KNOW
• ALLOW AS MANY LANGUAGES AS ARE IN THE CLASSROOM TO BE USED FOR EXPRESSION
• USE THE LANGUAGE OF INSTRUCTION
→ Allow as many languages as are in the classroom to be used for expression
WHAT IS THE AGE OF PRESCHOOL III?
• 6+
• 3+
• 4+
• 5+
→ 5+
NEP – 2020 ADVOCATES THAT LEARNING OF CHILDREN SHOULD BE IN CONTINUUM FROM
• HOME TO PRESCHOOLS
• EARLY PRIMARY GRADES TO PRIMARY GRADES
• PRESCHOOL TO THE EARLY PRIMARY GRADES
• HOME TO EARLY PRIMARY GRADES
→ Preschool to the early primary grades
FOR HOW MANY TERMS ARE THE ASSESSMENT SCHEDULES SUGGESTED FOR THE ASSESSMENT AND RECORDING OF CHILDREN’S PROGRESS?
• FOUR
• TWO
• THREE
• ONE
→ Three
WHAT IS FREE PLAY?
• CHILD-INITIATED SMALL GROUP ACTIVITY
• TEACHER – INITIATED SMALL GROUP ACTIVITY
• CHILD – INITIATED LARGE GROUP ACTIVITY
• TEACHER – INITIATED LARGE GROUP
→ Child-initiated small group activity
WHAT IS MEANT BY THE WEEKLY SCHEDULE?
• LISTING OF ACTIVITIES TO BE CONDUCTED FOR A WEEK
• DESIGNING LESSON PLAN FOR A WEEK
• DAY-WISE SCHEDULING OF ACTIVITIES TO BE CONDUCTED FOR A WEEK
• NUMBER OF WEEKS FOR WHICH THE PROGRAMME HAS TO BE IMPLEMENTED
→ Day-wise scheduling of activities to be conducted for a week
BALVATIKA IS MEANT FOR THE CHILDREN OF WHAT STAGE OF SCHOOLING?
• CHILDREN IN PRESCHOOL III
• CHILDREN IN PRESCHOOL II
• CHILDREN ENTERING GRADE I
• CHILDREN IN PRESCHOOL I
→ Children in preschool III
WHAT IS THE DAILY DURATION (IN HOURS) FOR THE IMPLEMENTATION OF VIDYA PRAVESH AND BALVATIKA?
• SIX HOURS PER DAY
• FOUR HOURS PER DAY
• TWO HOURS PER DAY
• THREE HOURS PER DAY
→ Four hours per day
WHAT LANGUAGE SHOULD BE PREFERRED AS A MEDIUM OF INSTRUCTION?
• MOTHER TONGUE OR THE LANGUAGE FAMILIAR TO MOST CHILDREN
• HINDI
• ENGLISH
• ANY LANGUAGE
→ Mother tongue or the language familiar to most children
WHICH OF THE FOLLOWING DOCUMENT IS PART OF THE FLN MISSION?
• NATIONAL EDUCATIONAL POLICY – 2020
• VIDYA PRAVESH
• THE PRESCHOOL CURRICULUM
• GUIDELINES FOR PRESCHOOL EDUCATION
→ Vidya Pravesh
WHAT IS THE DURATION FOR THE IMPLEMENTATION OF VIDYA PRAVESH IN WEEKS?
• 6 WEEKS
• 16 WEEKS
• 24 WEEKS
• 12 WEEKS
→ 12 weeks
LEARNING CRISIS AMONG CHILDREN OF WHAT STAGE OF SCHOOLING IS MENTIONED IN NEP – 2020?
• PRIMARY SCHOOLS
• SECONDARY SCHOOLS
• PRESCHOOL AND PRIMARY SCHOOLS
• PRESCHOOLS
→ Primary schools
WHICH DOCUMENT IS MENTIONED AS LEVEL-3 IN THE FLN MISSION GUIDELINES?
• THE PRESCHOOL CURRICULUM
• VIDYA PRAVESH
• NATIONAL EDUCATIONAL POLICY – 2020
• BALVATIKA
→ Balvatika
WHAT IS PORTFOLIO?
• COLLECTION OF TOYS AND LEARNING MATERIAL
• RECORD OF PUNCTUALITY OF EACH CHILD TO THE SCHOOL
• RECORD OF PERSONAL PROFILE OF EACH CHILD SUCH AS ADMISSION, HEALTH, ETC.
• COLLECTION OF CONCRETE WORK SAMPLE OF EACH CHILD
→ Collection of concrete work sample of each child
WHAT IS THE SPECIFIC PURPOSE OF VIDYA PRAVESH AND BALVATIKA?
• ENSURE SMOOTH TRANSITION OF CHILDREN TO THE PRIMARY GRADES
• PROVIDE DEVELOPMENTALLY APPROPRIATE MATERIAL TO THE CHILDREN
• ENSURE SMOOTH TRANSITION OF CHILDREN TO THE PRESCHOOLS
• PROVIDE LEARNING ENVIRONMENT TO THE CHILDREN
→ Ensure smooth transition of children to the primary grades
