Karnataka D.El.Ed 2nd year Question Paper 2022 Education as Practice

D.El.Ed
Question
Paper

ÊÜÞ¨ÜÄ EñܤÃÜWÜÙÜá
MODEL ANSWERS
ÓÜíPæàñÜ ÓÜíTæ : 442-EK
Code No. : 442-EK
w.GÇ….Cw. ©Ì£à¿á ÊÜÐÜì
D.El.Ed. SECOND YEAR
ÎûÜ|
EDUCATION
ÃÜã{¿ÞX ÎûÜ|
EDUCATION AS PRACTICE
PܮܰvÜ ÊÜáñÜᤠCíXÉÐ… ÊÜÞ«ÜÂÊÜá
Kannada & English Medium
©®ÝíPÜ : 12. 07. 2022 ] [ WÜÄÐÜu AíPÜWÜÙÜá : 60
Date : 12. 07. 2022 ] [ Max. Marks : 60
PܮܰvÜ ÊÜÞ«ÜÂÊÜá
»ÝWÜ I
ŸÖÜá&BÁáR¿á EñܤÃÜWÜÙÜá ±ÜÅ£Áãí¨Üá ÓÜÄ EñܤÃÜPæR Jí¨æãí¨Üá AíPܨÜíñæ
1 × 10 = 10
1. (B) ÓÝÊÜÞiPÜ ÊÜáñÜᤠÓÝíÓÜ¢£PÜ ±ÜÅQÅÁáWÜÚWæ ±ÝÅÊÜááSÂñæ ¯àvÜáñܤ¨æ
2. (A) ñÝñÝRÈPÜÊݨܨÜáª
3. (C) GÇÝÉ »ÝXà¨ÝÃÜÃÜá
4. (C) ÊÜåèÇÝÂíPÜ®ÜÊÜâ ±ÜÄàûæ ÊÜáñÜᤠÓÜÄ¿Þ¨Ü EñܤÃÜWÜÙÜ ÊÜáãÆPÜ ÊÜÞñÜÅ ®Üvæ¿ááñܤ¨æ
5. (A) ÃÝŸp…ì Wݬæ
6. (B) ÊÜáPÜRÙÜ ÊæçË«ÜÂÊÜá¿á AWÜñÜÂWÜÙÜ A¬ÜáÓÝÃÜ ¯ÝsÜÁãàg¬æWæ ÓÜíŸí˜Ô¨æ
7. (D) PÜÈPÝ ±ÜÅQÅÁá¿á GÇÝÉ ÖÜíñÜWÜÙÜÈÉ¿áá ®Üvæ¿ááñܤ¨æ
8. (D) I, II ÊÜáñÜᤠIII

9. (A) ÎûÜ|¨ÜÈÉ WÜáOÝñܾPÜñæ ñÜÃÜÆá AÊÜÍÜÂPÜ
10. (D) I ÊÜáñÜᤠII

D.El.Ed. – II [ Turn over

442-EK 2

»ÝWÜ II
D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ±ÜÅÍæ°WÜÚWæ ÓÜíü±Ü¤ÊÝX EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ
A«Üì ±ÜâoPæR ËáàÃÜ©ÃÜÈ 2 × 5 = 10

11.  ÊæçWÝp…ÔR ÓÝÊÜÞiPÜ AÊÜPÝÍÜ ¯ÝñÜÅ ÊÜáñÜᤠPÜÈPæ¿á ÊæáàÇæ WÜÊÜá¬ÜÖÜÄÔ¨ÜÃÜá.
 PÜÈPݦì ÊÜáñÜᤠCñÜÃÜÃÜ ®ÜvÜáÊæ PÜÈPæ ÊÜáñÜᤠÓÜÊÜáÓæ ±ÜÄÖÜÄÓÜáËPæ BWÜáÊÜâ¨ÜÄí¨Ü
AÊÜâWÜÚWæ ÊæçWÝp…ÔR ÊÜáÖÜñÜÌ ­àw¨ÜÃÜá.
 BÇæãàbÓÜáÊÜ ÊÜáñÜᤠñÝQìPÜ ÓÝÊÜá¥ÜÂìÊÜâ ÊÜáãÆ»ÜãñÜÊÝX ÓÝÊÜÞiPÜ ±ÜÅQÅÁá¿á
¶ÜÆÊæí¨Üá ®Üí¹¨ÜªÃÜá.
 ÓÜÊÜá¿á Ÿ¨ÜÇݨÜíñæ, ÓÝÊÜÞiPÜ aÜoáÊÜqPæWÜÙÜÈÉ »ÝWÜÊÜ×ÓÜáÊÜ ÊÜáãÆPÜ ¬ÜÊÜá¾
ÓÝÊÜÞ¥ÜÂìWÜÙÜá Ÿ¨ÜÇÝWÜáñܤÊæ.
 ÊÜáWÜá CñÜÃÜÃæãí©X®Ü ÓÜíŸí«Ü¨Ü ÊÜáãÆPÜ £Ú¿áÆá PÜÈ¿ááñܤ¨æ.
 PÜÈPæ¿áá ÊÜáPÜRÙÜá, ÊÜáñܤÊÜÃÜ ±æäàÐÜPÜÃÜá, ÎûÜPÜÃÜá, Óæ°à×ñÜÃÜá ÖÝWÜã ÓÜÖܱÝtWÜÙÜ ±ÜÃÜÓܳÃÜ
AíñÜÃ…QÅÁá¿á ( Mutual interaction ) ¶ÜÆÊÝX¨æ.
¿ÞÊÜâ¨Ý¨ÜÃÜã 4 AíÍÜWÜÙÜá ½×4=2
12. PÜÈPÝ ±ÜÅQÅÁá¿áÈÉ AorOæ/BÓÜÃæ ÓÝRé¶æäàÈxíW… ¿á®Üá° ŸÙÜÓÜáÊÜ ÊÜÞWæãàì±Ý¿á
 ÊÜáPÜRÚWæ ñÜÊÜá¾ ÓÜÌíñÜ A®Üá»ÜÊÜWÜÙÜ B«ÝÃÜ¨Ü ÊæáàÇæ þÝ®Ü PÜqrPæãÙÜÛÆá AÊÜPÝÍÜ
¯àvÜáÊÜâ¨Üá.
 Jí¨Üá ¯ÁãàiñÜ PÝ¿áìÊÜ®Üá° ¯ÊÜì×ÓÜÆá E¨ÝÖÜÃÜOæ / ÊÜÞWÜì¨ÜÍÜì®Ü
ÊÜÞvÜáÊÜâ¨Üá.
 ÓÜÊÜáÓæ ¯ÜÄÖÝÃÜWÜÚWæ ÊÜáÔ¤ÐÜR ÊÜáí¥Ü¬Ü ŸÙÜÓÜáÊÜâ¨Üá.
 þÝ±Ü®Ü ñÜíñÜÅWÜÙÜ®Üá° £ÚÓÜáÊÜâ¨Üá.
 FÖæ, ¯ÄàûæWÜÚWæ AÊÜPÝÍÜ ¯àvÜáÊÜâ¨Üá
 ÓÜÊÜáÓæ ±ÜÄÖÝÃÜPæR ÓÜáÚÊÜâ, ÓÜãaÜ®æWÜÙÜ®Üá° ¯àvÜáÊÜâ¨Üá.
 ÊÜáPÜRÚWæ ÊÜááí¨ÜáÊÜÄ¿áÆá »ÝWÜÍÜ@ ±ÜÄÖÝÄst ÓÜÊÜáÓæ / E¨ÝÃÜOæWÜÙÜ®Üá°
¯àvÜáÊÜâ¨Üá.
 ñܯÜÎàÆá ¯Üqr¿á¬Üá® ÓÝí¨Ü¼ìPÜÊÝX ŸÙÜÓÜÆá ÓÜÆÖæ ­àvÜáÊÜâ¨Üá.
Êæáà騆 ¿ÞÊÜâ¨Ý¨ÜÃÜã 4 AíÍÜWÜÙÜ ÓÜíü±Ü¤ ËÊÜÃÜOæ ½×4=2

D.El.Ed. – II

3 442-EK

13. ñÜÃÜWÜ£¿á ¯ÊÜìÖÜOæ¿á ÊÜñÜì®æ ÊÜÞ±ÜìwÓÜáËPæ ¿á ԨݜíñÜ
 D ԨݜíñÜÊÜâ ¹.G¶…. ÔR¬Ü®Ã…ÃÜÊÜÃÜ PÝ¿áìÊܬÜá® B«ÜÄÔ¨æ.

 ŸÖÜáÊÜÞ¬Ü ÊÜáñÜᤠÎûæ¿á ÊÜÂÊÜÓ槿á¬Üá® B«ÜÄÔ g¬ÜÃÜ ÊÜñÜì¬æ¿á¬Üá® Ÿ¨ÜÇÝÀáÓÜÆá
ÓÝ«ÜÂ˨æ.

 A¯æàüñÜ ÊÜñÜì¬æWÜÙܬÜá® ÖæãWÜÚPæ, ŸÖÜáÊÜÞ®Ü, ®ÜÓÜá®ÜWÜáÊÜ BqPæWÜÙÜ ÊÜáãÆPÜ
Eñæ¤àiÓÜŸÖÜá¨Üá.

 PÝ¿áì˫ݬÜWÜÙܬÜá® ¯ÝÈÓÜ©¨ÜªÃæ Îûæ&»è£PÜ, ÖæaÜác&ŸÃÜÊÜ~Wæ PÝ¿áì, ËÍæàÐÜ
ÓèPÜ¿áìWÜÙܬÜá® ×í¯Üvæ¿ááÊÜâ¨Üá ÊÜááíñݨÜÊÜâ BXÃÜŸÖÜá¨Üá.

 ÊÜá®ÜáÐÜÂÃÜ ¸ÝÖÜ E©ªà±ÜPÜWÜÚWæ ±ÜÅ£QÅÀáÓÜáñݤÃæ ÊÜáñÜᤠA¼±æÅàÃÜOæ ÖæaÝcX
¸ÝÖÜÂÊÝXÃÜáñܤ¨æ. D ԨݜíñÜÊܬÜá® AíXàPÜÄÓÜáÊÜ ÎûÜPÜÃÜá, ñæãí¨ÜÃæ (WÜÇÝpæ) C¨ÜªÈÉ
ñÜÊÜá¾ ÊÜá«ÜÂÊÜ£ì PÜÅÊÜáWÜÙÜ®Üá° D ®Üí¹PæWÜÙÜ B«ÝÃÜ¨Ü ÊæáàÇæÁáà ¯íñÜá PÝ¿áì
Ë«Ý®ÜWÜÙÜ®Üá° Óݧ²ÓÜáÊÜÃÜá.
14. ñÜñÜÌþÝ­ QÅÓæãr¶ÜÃ… ˬ…c ÊÜáñÜᤠÓær¬… ÖèÓ…ÃÜ ÊÝÂTÝ®ÜWÜÙÜ®Üá° JÙÜWæãíw¨æ.
±ÜsÜÂPÜÅÊÜá
 Jí¨Üá ¯©ìÐÜr ÍæçûÜ~PÜ WÜáÄ¿á®Üá° A®ÜáÐÝu®ÜWæãÚÓÜÆá Áãàist aÜoáÊÜqPæWÜÙÜ
ÓÜÊÜáãÖÜ.

 WÜáÄWÜÚWæ ±ÜäÃÜPÜÊÝX þÝ®Ü, PèÍÜÆWÜÙÜá ÊÜáñÜᤠÊÜá®æãà»ÝÊÜWÜÙÜ®Üá° JÙÜWæãíwÃÜáñܤÊæ.

 ¸æãà«Ü®Ý Ë«Ý®ÜWÜÙÜá, PÜÈPÝ ÓÝÊÜÞXÅWÜÙÜá ÊÜáñÜᤠÊÜåèÆÂÊÜÞ±Ü®Ü CÊÜâWÜÚWæ
ÓÜíŸí˜Ô¨Ü ÊÜÞ®ÜPÜWÜÙÜ ÖæàÚPæWÜÙÝXÊæ.

 ÊÜáWÜá訆 PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÜ Áãàg®æ.

±ÜsÜÂÊÜÓÜá¤

 Jí¨Üá ¯ÜsÜÂÊÜÓÜá¤ÊܬÜá® ¯ÜsÜÂPÜÅÊÜá©í¨Ü ¯Üvæ¿áÇÝX¨Üáª, A¨Üá ¸æãà˜ÓܸæàPݨÜ
ËÐÜ¿áÊÜÓÜá¤ËWæ ÖÝWÜã þÝ®Ü, PèÍÜÆWÜÙÜá ÊÜáñÜᤠÊÜá®æãà»ÝÊÜ®æWÜÙÜ®Üá° JpÝrX
ÖÜíñÜPÜR®ÜáWÜá|ÊÝX®Ü ¯©ìÐÜr Eª¨æàÍÜWÜÙæãí©Wæ E¨æªàÍÜ ±ÜäÊÜìPÜÊÝX ¸æÙæÓÜáÊÜâ¨ÜPæR
ÓÜíŸí˜ÔÊæ.

D.El.Ed. – II [ Turn over

442-EK 4

15. Óݧ®Ü bñÜÅ| ±Ü£ÅPæ¿á ±ÜÅPÝÃÜ ñÜÃÜWÜ£¿á ÓÜíÊÜÖÜ®ÜÊÜ®Üá° ÊÜÞWÜì¨ÜÎìÓÜáÊÜ ÊÜáãÆ ñÜñÜÌWÜÙÜá



 ®Üá°

 AÍÜPܤñæ Öæãí©ÃÜáÊÜ ÊÜáPÜRÙÜã ÓæàĨÜíñæ, ±ÜÅ£ ÊÜáWÜá訆 Êæç¿áQ¤PÜ AWÜñÜÂWÜÙÜ®Üá°
DvæàÄÓÜáÊÜâ¨Üá.






¿ÞÊÜâ¨Ý¨ÜÃÜã ®ÝÆáR AíÍÜWÜÙÜá
16. ÓÜí±Ü®Üã¾ÆÊÝX aÜoáÊÜqPæWÜÙÜ®Üá° PÜÈPæWæ ±ÜäÃÜPÜÊÝX ŸÙÜÔPæãÙÜáÛËPæ
 /


 /



17. ËÊÜáÍÝìñܾPÜ bíñÜ®Ý PèÍÜÆ¨Ü ZoPÝíÍÜWÜÙÜá
 ËÍæÉàÐÜOÝñܾPÜ ÊÜáñÜᤠÓÜíÍæÉàÐÜOÝñܾPÜ ÓÝÊÜá¥ÜÂìWÜÙÜá
 ËÐÜ¿á ¯ÐÜuñæ
 ±ÜÄOÝÊÜáWÜÙÜ®Üá° F×ÓÜáÊÜâ¨Üá
 Ÿá©œÊÜáñæ¤
 ñÝQìPÜ bíñÜ®æ
¿ÞÊÜâ¨Ý¨ÜÃÜã GÃÜvÜá ZoPÝíÍÜWÜÙÜ®Üá° ËÊÜÄÔ

D.El.Ed. – II

5 442-EK

18. Ÿá©œÊÜáí¥Ü®ÜPæR BÁáR ÊÜÞvÜŸÖÜá¨Ý¨Ü ËÐÜ¿áWÜÙÜá
 ®ÜPÝÃÝñܾPÜ ÁãàaÜ®æWÜÙÜ®Üá° CÆÉÊÝXÓÜáÊÜ ËË«Ü Ë«Ý®ÜWÜÙÝÊÜâÊÜâ
 WÝí˜ g¿áí£¿á¬Üá® BaÜÄÓÜáÊÜ ÖæãÓÜ Ë«Ý¬ÜWÜÙܬÜá® ÁãàbÔ.
 PÜáw¿ááÊÜ ¯àÄ®Ü ÓÜÊÜáÓæÂWÜÙÜ®Üá° ¯»ÝÀáÓÜáÊÜ ±Ü¿Þì¿á ÊÜÞWÜìWÜÙÜ®Üá° ÓÜãbÔ.
 ñÜÃÜWÜ£¿á¬Üá® BÓÜQ¤¨Ý¿áPÜÊܬݮXÓÜŸÆÉ ËË«Ü AíÍÜWÜÙÜá ¿ÞÊÜâÊÜâ
 AÃÜ|¬ÝÍÜÊܬÜá® ñÜvæWÜorÆá PæçWæãÙÜÛŸÖÜá¨Ý¨Ü PÜÅÊÜáWÜÙÜá ¿ÞÊÜâÊÜâ
 ÍÝÇÝ ÊÜáPÜRÙÜÈÉ «ÜãÊÜá±Ý®ÜÊÜ®Üá° PÜwÊæáÊÜÞvÜáÊÜ ËË«Ü Ë«Ý®ÜWÜÙÜ®Üá° ±ÜqrÊÜÞw.
 ÃÜÓ椿á ÊæáàÇæ ÊÝÖÜ®ÜWÜÙÜ®Üá° PÜwÊæá ÊÜÞvÜáÊÜ ËË«Ü Ë«Ý®ÜWÜÙÝÊÜâÊÜâ
 ÓÜÊÜáÓÝ ±ÜÄÖÝÃܨÜÈÉ ñÝQìPÜ bíñÜ®æ¿á ±ÝñÜÅÊæà®Üá
Êæáà騆 AíÍÜWÜÙÜÈÉ A¥ÜÊÝ ±ÜÅÎûÜOݦì bí£ÓÜáÊÜ ¿ÞÊÜâ¨Ý¨ÜÃÜã ®ÝÆáR

»ÝWÜ III
D PæÙÜX®Ü ±ÜÅ£ ±ÜÅÍæ°WÜã (a) A¥ÜÊÝ (b) BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ Jí¨ÜPæR EñܤÄÔ.
±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ Jí¨Üá ±Üâo ËáàÃܨÜíñæ EñܤÄÔ 5 × 8 = 40

19. a) ÊæçWÝp…ÔR¿á ԨݜíñÜ¨Ü ±ÜÅÊÜááS AíÍÜWÜÙÜá
I. ¿áá ËPÜÓÜ®Ü Eíoá



II. ÓÜíÓÜ¢£¿áá þÝ®ÝñܾPÜ ËPÜÓÜ®ÜÊÜ®Üá° ±ÜÅ»ÝËÓÜáñܤ¨æ. ÊÜÂQ¤Àáí¨Ü ÓÜíÓÜ¢£¿á®Üá°
¸æà±ÜìwÓÜÆá ÓÝ«ÜÂËÆÉ.
 ÓÜíÓÜ¢£¿á AíÍÜWÜÙÝ¨Ü ÊÜåèÆÂWÜÙÜá, ÓÝ«Ü®ÜWÜÙÜá, ÓÜí±Ü®Üã¾ÆWÜÙÜá, »ÝÐæ,
ÓÜíPæàñÜ ÊÜáñÜᤠÓÜíþæ ¯Ü¨Üœ£WÜÙܬÜá® ÊÜáWÜá PÜÈ¿ááñܤ¨æ.
 ÓÜíÓÜ¢£ÁãÙÜWæ þÝ®ÜËÃÜáñܤ¨æ. ÓÜíÓÜ¢£¿á ÓܨÜÓÜÂÃÜ ÓÜÖÜÁãàWÜ©í¨Ü þÝ®Ü
ÖÜíaÜƳvÜáñܤ¨æ.
 ÊÜáWÜá訆 ËPÜÓÜ®ÜÊÜâ ÓÝÊÜÞiPÜ&ÓÝíÓÜ¢£PÜ ÊÜá«ÜÂÔ§PæÀáí¨Ý¨Ü ±ÜÅQÅÁá.

D.El.Ed. – II [ Turn over

442-EK 6

III.

 ¿áá

¿á®Üá°




 ñܤ¨æ ÖÝWÜã WÜáÃÜá£ÓÜÆá
1+2+2=5

b) aÜoáÊÜqPæ¿Þ«ÝÄñÜ PÜÈPÝ ±Ü¨Üœ£¿á ¯×ñÝ¥ÜìWÜÙÜá
 ñÜÃÜWÜ£¿áá ÖæaÜác ÖÝÂív…Õ&B¬… ÊÜáñÜᤠÊæáçív…Õ B¬… PÜÈPæWæ ÓܧÙÝÊÜPÝÍÜ
J¨ÜXÓܸæàPÜá.
 ÊÜáPÜRÙÜá PÜáñÜãÖÜÈWÜÙÝWÜáÊÜíñæ ÊÜÞvÜáÊÜâ¨Üá
 ±ÜÄÓÜÃÜ A«Ü¿á®Ü ñÜÃÜWÜ£¿á hæçËPÜ ÊÜÓÜá¤WÜÙÜá, AhæçËPÜ ÊÜÓÜá¤WÜÙÜá, ÓÜáñܤȮÜ
Zo¬æWÜÙÜ ŸWæY PÜãñÜãÖÜÆ ÊÜáãwÓÜáÊÜâ¨Üá.
 ®æàÃÜ / ±ÜÅñÜÂûÜ A®Üá»ÜÊܨÜñܤ WÜÊÜá®ÜÊÜ×ÓÜáÊÜâ¨Üá
ÓÜáñܤÊÜááñÜ¤È®Ü ±ÜűÜíaÜ¨Ü BWÜáÖæãàWÜáWÜÙÜ®Üá° WÜÊÜá¯Ô A®æÌàÑÓÜÆá ÓÝPÜÐÜár
AÊÜPÝÍÜWÜÙÜ®Üá° Öæãí©¨ÝªÃæ.
 Jí¨Üá ¯©ìÐÜr ËÐÜ¿áÊÜÓÜá¤Ë®Ü PÜáÄñÜá ÖÜÆÊÜâ ŸWæ¿á A¬Üá»ÜÊÜWÜÙܬÜá®
J¨ÜXÓÜáÊÜâ¨Üá.
E¨Ý.
i) ÓÜÓÜÂWÜÙÜ iàÊÜ®Ü aÜPÜÅÊÜ®Üá° PÜÈ¿ááÊÝWÜ ÓÜÓÜÂWÜÙÜ®Üá°, ¹àgWÜÙÜ®Üá° ®æoár
¸æÙÜÊÜ~Wæ ËàüÓÜÆá AÊÜPÝÍÜ.
ii) ÓÜÓÜÂÊÜ®Ü ( Nursery ) PæR »æàq PæãvÜáÊÜí£ÃܸæàPÜá.
 D aÜoáÊÜqPæ¿Þ«ÝÄñÜ Ë«Ý®Ü ÃÜaÜ®ÝÊÝ© ñÜñÜÌÊÜ®Üá° B«ÜÄÔ¨æ. Gí¨ÜÃæ ñÜÊÜá¾
þÝ®ÜÊÜ®Üá° ñÝÊæà PÜqrPæãÙÜÛÆá ñÝÊæà ÓÜQÅ¿áÊÝX ñæãvÜXÔPæãÙÜÛÆá AÊÜPÝÍÜ
ÊÜÞwPæãvÜáÊÜâ¨Üá. 1×5=5

D.El.Ed. – II

7 442-EK

20. a) ¨ÜêÑrPæãà®Ü


 1986 NCF 2005


Wæ

 ÖÜíbPæ ¨ÜêÑr¿áñܤ ÓÝWÜÆá ÓÜíŸí˜Ô¨Ü »ÝXà¨ÝÃÜÃÜÈÉ ÍÝÇæ¿á E¨æªàÍÜ, ÊÜáPÜRÙÜ
PÜÈPæ ÊÜááíñÝ¨Ü AíÍÜWÜÙÜ PÜáÄñÜ ¯ÃÜíñÜÃÜ ÓÜíÊÝ¨Ü AWÜñÜÂ˨æ.

 ¨ÜêÑrPæãà®Ü¨Ü ±ÜÅQÅÁá¿á®Üá° PÝ¿áìaÜoáÊÜqPæ¿á Jí¨Üá ÖÜíbPæ¿Þ¨Ü
E¨æªàÍÜ GíñÜÆã A¥ÜìÊÜÞwPæãÙÜÛŸÖÜá¨Üá.

 ÍÝÇæ¿áá Jí¨Üá ÓÜÊÜáá¨Ý¿áÊÝWܸæàPݨÜÃæ, AÈÉ®Ü ÓܨÜÓÜÂÃÜá ±ÜÃÜÓܳÃÜ PÝÙÜi
Öæãí©ÃܸæàPÜá.

 E¨æªàÍÜ¨Ü ÓܳÐÜrñæ C¨ÝªWÜ, B ±ÜÅQÅÁá ±Üä|ìÊÜÞvÜÆá ÓÜáÆ»ÜÊÝWÜáñܤ¨æ.
ÊæáàÈÌaÝÃÜOæ


 /

 ®Üã娆 »ÝÊÜ®æWÜÙÜ®Üá° ±ÜâÑuàPÜÄÓÜáÊÜâ¨ÜQRíñÜ, AWÜñÜÂ˨ݪWÜ WÜáÃÜá£Ô ®æÃÜÊÜâ
J¨ÜXÓÜáÊÜâ¨Üá ÊÜááSÂÊÝWÜáñܤ¨æ.

 CñÜÃÜÃævæWæ PÝÙÜi, ÓÜÊÜáá¨Ý¿á¨æãÙÜWæ ÊÜÞ¬ÜËà¿áñæ¿á¬Üá® ŸÆ¯ÜwÓÜáñܤ¨æ.
3×2=5

D.El.Ed. – II [ Turn over

442-EK 8

b) Jí¨Üá ÓÜíÓæ§¿á ¿áÍÜÔÌ PÝ¿áì¯ÊÜìÖÜOæ¿áÈÉ ÔŸºí©WÜÙÜ ±ÝñÜÅ

 ÎûÜPÜÃÜá ÍÝÇÝ ±ÜÅQÅÁá¿áÈÉ AñÜÂíñÜ ±ÜÅÊÜááSÃÜá.

 ¯ÃÜíñÜÃÜ ÊÜ꣤±ÜÃÜ ¸æÙÜÊÜ~Wæ AÊÜPÝÍÜÊÜ®Üá° J¨ÜXÓܸæàPÜá.

 ÓÜÌ¿áí PÜÈPæ, ÓÜÖæãà¨æãÂàXÁãí©X®Ü aÜaæì, PÜÈPݦìWÜÙÜ ÓÜÊÜáá¨Ý¿á¨Ü
»ÝWÜÊÝX, QÅ¿Þ ÓÜíÍæãà«Ü®æ, ÓÜÖÜÁãàWÜ¨Ü ÓÜíÍæãà«Ü®æ ÓæàÊݯÃÜñÜ ñÜÃܸæà£
ÊÜááíñݨÜÊÜâWÜÙÜ ÊÜááTÝíñÜÃÜ ÊÜ꣤¯ÜÃÜ ¸æÙÜÊÜ~WæWæ BWÜŸÖÜá¨Üá.

 ÍÝÇæÁãÙÜWæ C¨Üá ÓÜÖܨæãÂàXWÜÙÜ ñÜÃÜWÜ£ ËàûÜOæ, ×ÊÜÞ¾×£ ¯àvÜáËPæ /
±Üvæ¿ááËPæ, ÓÝÊÜáã×PÜ ÓÝÌÊÜÇæãàPÜ®Ü aÜoáÊÜqPæWÜÙÜá, ÓÜÖÜ&¸æãà«Ü®æ, ×Ä¿á
ÎûÜPÜÄí¨Ü ÓÜÖÝ¿á.

 ÔŸºí©WÜÙÜÈÉ ÓÜÖæãà¨æãÂàXñÜÌ G¬Üá®ÊÜâ¨Üá AÊÜÃÜ ÊÜ꣤¯ÜÃÜ ËPÝÓÜ ÖÝWæÁáà
ÍÝÇæ¿á A¼ÊÜê©œWæ AñÜÂíñÜ ±ÜÅÊÜááSÊݨÜá¨Üá.

Jí¨Üá ÓÜíÓæ§¿á ¿áÍÜÔÌ PÝ¿áì¯ÊÜìÖÜOæ¿áÈÉ ÓÜí±Ü®Üã¾ÆWÜÙÜ ±ÝñÜÅ

 ÍÝÇæ¿áá ñܬܮ ¨ÜãÃܨÜêÑr¿á¬Üá® ÓݘÓÜÆá ÓÜí¯Ü¬Üã¾ÆWÜÙÜá AWÜñÜÂ.

 ÊÜáãÆ»ÜãñÜ ÓèPÜ¿áì ÊÜáPÜRÙÜ AWÜñÜÂWÜÙÜá, ¸æãà«Ü®Ý&PÜÈPÝ ÓÝÊÜÞXÅWÜÙÜ
ñÜ¿ÞÄPæ ÓÜPÝìÃÜ ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá° J¨ÜXÓÜáñܤ¨æ.

 Öæbc®Ü ÓÜí±Ü®Üã¾ÆWÜÚWæ ÓܧÚà¿áÊÝX ±ÜäÃæçÔPæãÙÜÛÆá ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá°
ÓÜíWÜÅ×ÓÜŸÖÜá¨ÝX¨æ.
 ÓÜÊÜáá¨Ý¿á©í¨Ü, ¯ÜíaÝ¿áñ…ÃÝh… ÓÜíÓæ§WÜÚí¨Ü, ÓÜPÝìÃæàñÜÃÜ ÓÜíÓæ§WÜÚí¨Ü
ÓÜíWÜÅ×ÓÜŸÖÜá¨ÝX¨æ.
 ÍÝÇæWÜÙÜá ÖÜ|PÝÓÜ®Üá° ®Ý¿á¿ááñÜ ÖÝWÜã ±ÝÃܨÜÍÜìPÜÊÝX ¯ÊÜì×Óܸ æàPÜá.
 ÖÜ|PÝÓÜ®Üá° ÊæaÜcÊÜÞvÜáÊÜ ¯«ÝìÃÜWÜÙÜá ÎûÜ|¨Ü ¨ÜãÃܨÜêÑr ÊÜáñÜᤠÊÜåèÆÂWÜÚí¨Ü
PÜãw¨Ü B¨ÜÂñæWÜÙÜ®Üá° B«ÜÄÔÃܸæàPÜá.
 ÍÝÇæ¿á GÇÝÉ ÓܨÜÓÜÂÃÜá ÖÝWÜã ÓÜÊÜáá¨Ý¿á¨Ü g®Ü ÍÝÇæ¿á®Üá° ÃÜüÔ
¯ÊÜì×ÓÜáÊÜ gÊݸݪĿá®Üá° Öæãí©¨ÝªÃæ. 2½ + 2½ = 5

D.El.Ed. – II

9 442-EK

21. a) ÓÝí±ÜŨÝÀáPÜ ñÜÃÜWÜ£ ÊÜáñÜᤠJÙÜWæãÙÜáÛÊÜ PÜÈPÝ Óæ°à× ñÜÃÜWÜ£WÜÙÜ ®ÜvÜá訆 ÊÜÂñÝÂÓÜWÜÙÜá

ÊÜáPÜRÙÜá

b) ¸æãà«Ü®Ý Ë®ÝÂÓÜ¨Ü g®Ü²Å¿á ÊÜÞ¨ÜÄ¿áá D PæÙÜX®Ü ±ÜÅQÅÁáWÜÙÜ®Üá° JÙÜWæãíw¨æ
 ËÍæÉàÐÜOæ ¸æãà«Ü®Ý WÜáÄWÜÙÜá ÊÜáñÜᤠE¨æªàÍÜWÜÙÜ®Üá° ÊÝÂTݯÓÜÇÝXÃÜáñܤ¨æ.
PÜÈPÝ ±ÜÄÓÜÃÜÊÜ®Üá° WÜáÃÜá£ÓÜÇÝXÃÜáñܤ¨æ. ÎûÜ| ¯Ü¨Üœ£WÜÙܬÜá® WÜ|¬æWæ
ñæWæ¨ÜáPæãívÜá, PÝÆÃæàTæ¿á®Üá° ÁãàiÓÜÇÝXÃÜáñܤ¨æ.
 Ë®ÝÂÓÜ ( Design ) ËÐÜ¿áÊÜÓÜá¤Ë®Ü ËÍæÉàÐÜOæ¿á®Üá° ñÜíñÜÅWÜÙÜá,
ÓÜí±Ü®Üã¾ÆWÜÙÜá ÖÝWÜã ÊÜåèÇÝÂíPÜ®Ü ÓÝ«Ü®ÜWÜÙÜ®Üá° JÙÜWæãíwÃÜáñܤ¨æ.

D.El.Ed. – II [ Turn over

442-EK 10

 A¼ÊÜê©œ Ë®ÝÂÓÜ ±ÜÅQÅÁá¿áÈÉ WÜáÃÜá£Ô¨Ü ÓÜí±Ü®Üã¾ÆWÜÙÜá ÊÜáñÜá¤
ÓÝÊÜáXÅWÜÙÜ®Üá° ÓÜêÑrÓÜáÊÜ A¥ÜÊÝ ÓÜíWÜÅ×ÓÜáÊÜâ¨Ü®Üá° C¨Üá JÙÜWæãíwÃÜáñܤ¨æ.
 A®ÜáÐÝu®Ü Ë®ÝÂÓÜÊÜ®Üá° A®ÜáÐÝu®ÜWæãÚÓÜáÊÜâ¨Üá.
 ÊÜåèÆÂÊÜÞ±Ü®Ü D Êæáà騆 ±ÜÅ£ ±ÜÅQÅÁá¿á®Üá° ÓÝÌÊÜÇæãàPÜ®Ü ÊÜÞw,
Ë®ÝÂÓÜÊÜ®Üá° ±ÜÄÐÜRÄÓÜáÊÜâ¨Üá CÈÉ AÊÜÍÜÂPÜ ÎûÜPÜÃÜá ñÜÊÜᾨæà B¨Ü
BÇæãàaÜ®æWÜÙÜ®Üá° WÜÊÜá®Ü¨ÜÈÉÄÔPæãívÜá ®æçg PÜÈPÝ ±ÜÄÓÜÃÜÊÜ®Üá° C¨ÜÄí¨Ü
ÓÜêÑrÓÜŸÖÜá¨Üá.
ÎûÜPÜÃÜá ñÜÊÜᾨæà B¨Ü BÇæãàaÜ®æWÜÙÜ®Üá° WÜÊÜá®Ü¨ÜÈÉÄÔPæãívÜá ®æçg PÜÈPÝ ±ÜÄÓÜÃÜÊÜ®Üá°
C¨ÜÄí¨Ü ÓÜêÑrÓÜŸÖÜá¨Üá. 1×5=5

22. a) NCF 2005ÊÜñÜì®ÝÊÝ©Àáí¨Ü ÃÜaÜ®ÝÊÝ©¿áñܤ ÎûÜ| ¯Ü¨Üœ£¿áÈÉ¬Ü ¬æÇæ
Ÿ¨ÜÇÝÊÜOæ¿á PÜáÄñÜá ÖæàÙÜáñܤ¨æ.
 ÎûÜPÜ&Pæàí©ÅñÜ ÎûÜ| ¯Ü¨Üœ£Àáí¨Ü ÊÜáWÜá Pæàí©ÅñÜ ÎûÜ | ¯Ü¨Üœ£Wæ ¬æÆ
Ÿ¨ÜÇÝWܸæàQ¨æ.
 ÍÝÇÝ ±ÜÅQÅÁáWÜÙÜá ÊÜáPÜRÙÜ®Üá° ÓÝÊÜÞiàPÜÃÜ|WæãÚÓÜáÊÜâ¨ÜÃÜ ÖÝWÜã PÜÈPæ¿á
WÜÅÖÜ| ÍÜQ¤¿á ÊæáàÇæ WÜÊÜá®Ü.
 QÅ¿ÞñܾPÜ ÊÜáñÜᤠÓÜêg®ÝñܾPÜ ÓÝÊÜÞ¥ÜÂìWÜÙÜ PÜvæ WÜÊÜá®Ü.
 PÜÈPæ QÅ¿ÞñܾPÜ ÊÜáñÜᤠÓÝÊÜÞiPÜÊݨÜá¨Üá GíŸá¨ÜÃÜ ÊæáàÇæ ¬Üí ¹Pæ.
 ±ÜsÜÂPÜÅÊÜáÊÜâ ÊÜáPÜRÙÜ A¼±ÝÅ¿áWÜÙÜ®Üá° ÊÜÂPܤ±ÜwÓÜÆá, PÝ¿áìaÜoáÊÜqPæ
ÊÜÞvÜáÊÜ, ±ÜÅÍæ°WÜÙÜ®Üá° PæàÙÜáÊÜ, ÓÜíÍæãà«Ü®æ ÊÜÞvÜáÊÜ, PÜáñÜãÖÜÆ ÖÝWÜã
þݮܨæãí©Wæ A®Üá»ÜÊÜWÜÙÜ®Üá° ÓÜËáàPÜÄÔPæãÙÜÛÆá AÊÜPÝÍÜ .
 CñÜÃÜÃæãí©Wæ PÜÈ¿áÆá AÊÜPÝÍÜ.
 ñÜÃÜWÜ£ PæãàOæWÜÙÜÈÉ ÓÝPÜÐÜár ÓܧÙÝÊÜPÝÍÜWÜÙÜá CÃܸæàPÜá.
 ÎûÜPÜÃÜá ÊÜáñÜᤠ±ÜÄÓÜÃÜ, ÓÜáWÜÊÜáPÝÃÜÃÜ ±ÝñÜÅÊÜ®Üá° ¯ÊÜì×ÓܸæàPÜá.
 ÎûÜPÜÃÜ WÜÊÜá®Ü ¸æãà«Ü®Ý WÜáÄWÜÙÜñܤ CÃÜáñܤ¨æ.
 ñÜÃÜWÜ£¿áá ÓÝÊÜáã×PÜÊÝX J²³ñÜÊÝ¨Ü ±ÜÅhÝÓÜñݤñܾPÜ ¯¿áÊÜáWÜÚWæ
Ÿ¨ÜœÊÝXÃÜáñܤ¨æ.

D.El.Ed. – II

11 442-EK

 ÊÜáPÜRÙÜÈÉ ÓÜÌ¿áí ÎÓÜá¤&ÊÜåèÆ / ÖÜÊÝÂÓÜÊÜ®Üá° ÃÜã{ÓÜáÊÜâ¨Üá A£
ÊÜááSÂÊÝWÜáñܤÊæ.
 ÊÜáPÜRÙÜá ÓÜÌ¿áí BvÜÚñÜ ÓÜí×ñæ¿á ÃÜaÜ®æ¿á ±ÜÅQÅÁáWÜÙÜ®Üá° ÖÝWÜã
±ÜÅhÝÓÜñݤñܾPÜ PÝ¿áì¯ÊÜìÖÜOæ¿á £àÊÜÞì®Ü PæçWæãÙÜÛÆá ¸æàPÝ¨Ü PèÍÜÆWÜÙÜ®Üá°
PÜÈ¿ááñݤÃæ.
¿ÞÊÜâ¨Ý¨ÜÃÜã 5 AíÍÜWÜÙÜá 1×5=5

b) PÜÈPݦì Pæàí©ÅñÜ ñÜÃÜWÜ£WÜÙÜÈÉ ÎûÜPÜÃÜ ±ÝñÜÅ
 ¸æãà«Ü®æ&PÜÈPæWæ ×ñÜPÜÃÜÊÝ¨Ü ±ÜÄÓÜÃÜÊÜ®Üá° ÎûÜPÜÃÜá ÓÜêÑrÓܸæàPÜá,
ÎûÜPÜ&˨ݦìWÜÙÜ ®ÜvÜá訆 ÓÜíÊÝ¨Ü ËaÝÃÜ Ë¯ÊÜá¿áPæR ±ÜäÃÜPÜÊÝXÃܸæàPÜá.
 ñÜÃÜWÜ£ ÓÜíÊÜÖÜ®Ü / AíñÜÃ…QÅÁáWÜÙÜá ÓÝÊÜÞiPÜ ®Ý¿á ÊÜáñÜᤠÓÜÊÜáñæ¿á
ñÜñÜÌWÜÚí¨Ü ÃÜã²ñÜÊÝWÜáÊÜíñæ ®æãàwPæãÙÜáÛÊÜâ¨Üá ÎûÜPÜÃÜ gÊݸݪĿÞX¨æ.
 ÊÜáPÜRÚWÝX PÜÈPÝ Óܯ°ÊæàÍÜWÜÙÜ®Üá° Ë®ÝÂÓÜWæãÚÔ, A®ÜáPÜãÈÓÜáÊÜâ¨Üá ÎûÜPÜÃÜ
±ÝñÜÅÊÝXÃÜȨæ.
 ÊÜáPÜRÙÜá ñÜÊÜá¾ A®Üá»ÜÊÜWÜÙÜ®Üá° ÊÜÂPܤ±ÜwÓÜÆá, B A®Üá»ÜÊÜWÜÚí¨Ü ÊÜáPÜRÙÜá
A¥ÜìPÜívÜáPæãÙÜáÛÊÜíñæ / ±ÜÅQÅÁáWæãÚÓÜáÊÜíñæ ÓÜÖÝ¿áÊÝWÜáÊÜ Íæãà«Ü®Ý
±ÜÅÍæ°WÜÙÜ®Üá° PæàÙÜáÊÜ ÊÜáãÆPÜ, AÊÜÄWæ ÎûÜPÜÃÜá AÊÜPÝÍÜ J¨ÜXÔPæãvܸæàPÜá.
 ÊÜáPÜRÙÜá ñܱÜâ³WÜÙÜ®Üá° ÊÜÞvÜÆá A®ÜáÊÜâ ÊÜÞwPæãvÜáÊÜíñÜÖÜ, »Ü¿áÊÜááPܤÃÝX
PÜÈ¿áÆá ÓÝ«ÜÂÊÝWÜáÊÜíñÜÖÜ ÓÜáÃÜüñÜ ±ÜÄÓÜÃÜÊÜ®Üá° ÎûÜPÜÃÜá ¯ÊÜÞì|
ÊÜÞvܸæàPÜá. AÆɨæ þÝ®Ü¨Ü ÃÜaÜ®æ¿áá ÓÝÊÜÞiPÜÊÝX BWÜáÊÜâ¨ÜÄí¨Ü ÓÜÖÜPÝÄ
PÝ¿áì ÊÜáñÜᤠÓÝÊÜÞiPÜ AíñÜÃ…&QÅÁáWæ ÎûÜPÜÃÜá AÊÜPÝÍÜ ÊÜÞwPæãvܸæàPÜá.
1×5=5
23. a) PÜÇæ ÊÜáñÜᤠÓèí¨Ü¿áì ±ÜÅþæ¿á®Üá° ¸æÙæÓÜÆá ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá° ÓÝ«Ü®ÜWÜÙÝX
ŸÙÜÔPæãÙÜáÛËPæ
 ¿ÞÊÜâ¨æà ÓÜí±Ü®Üã¾Æ PÜÈPݨÝÃÜÃÜÈÉ Óèí¨Ü¿áì ±ÜÅþæ ¸æÙæÓÜáÊÜí£ÃܸæàPÜá.
PÜÈPÝ ÓÜí±Ü®Üã¾ÆWÜÙÜ ÊÜáqrWæ AÊÜâWÜÙÜ ¸ÝÖÜ ±ÜÅÓÜᤣ BPÜÐÜìPÜÊÝXÃܸæàPݨÜá¨Üá
ÊÜááSÂ.
 ÓÜí±Ü®Üã¾Æ¨Ü ÓÜáÓÜíWÜñÜñæ, ŸÙÜPæ¿á ÓÝ«ÜÂñæ, AÊÜâWÜÙæãí©Wæ WÜáÃÜá£ÔPæãÙÜÛÆá
CÃÜáÊÜ AÊÜPÝÍÜWÜÙÜá.

D.El.Ed. – II [ Turn over

442-EK 12

 PÜÈPÝ ÓÜí±Ü®Üã¾ÆWÜÙÜá ÓÜíÍæãà«Ü®æWæ AÊÜPÝÍÜ ÊÜÞwPæãvÜáÊÜí£ÃܸæàPÜá.
 PÜÈPæ¿á®Üá° ÓÜÊÜáWÜÅÊÝX PÜqrPæãvÜáÊÜí£ÃܸæàPÜá.
 ÓÜí¯Ü¬Üã¾ÆWÜÙܬÜá® ŸÙÜÓÜáÊÜ Äࣿáã ŸÖÜÙÜ ÊÜááSÂ.
 ÓÜí¯Ü¬Üã¾Æ ŸÙÜPæWæ ÓÜáÆ»Ü G­ÓÜáÊÜí£ÃܸæàPÜá.
 ÓÜí±Ü®Üã¾ÆWÜÙÜ ŸÙÜPæ¿á ÊæáàÇæ ÊÜáPÜRÚWæ AÊÜÃÜÈÉÃÜáÊÜ Óèí¨Ü¿áì ¯ÜÅþæ¿á
AÄÊÝWÜáñܤÊæ.
 PÜÈPÝ ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá° ÓÜgájWæãÚÓÜÆá bñÜÅPÜÇæ, ÓÜíXàñÜ, ®ÜêñÜÂ, ®ÝoPÜ,
ÓÝ×ñÜÂ, ËË«Ü PÝŶ…rWÜÙÜá ÊÜááíñÝ¨Ü PÜÇÝ ¯ÜÅPÝÃÜWÜÙܬÜá® ÓÜí¯Ü¬Üã¾ÆWÜÙܬÜá®
ñÜ¿ÞÄÓÜáÊÝWÜ ŸÙÜÔPæãÙÜÛ¸æàPÜá.
 PÜÈPÝ ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá° WÜáÃÜá£ÓÜáÊÝWÜ, Ë®ÝÂÓÜWæãÚÓÜáÊÝWÜ Óèí¨Ü¿áì
PÝÙÜiWÜÙÜá E±Ü¿ááPܤñæ A±Ü¤ñæ¿á PÜvæ WÜÊÜá®Ü ¯àvܸæàPÜá. 1×5=5

b) ¸æãà«Ü®æãà±ÜPÜÃÜ|, ¸æãà«Ü®Ý PÜÈPÝ ÓÝÊÜáXÅ ÖÝWÜã PÜÈPÝ ÓÜí±Ü®Üã¾Æ WÜÅ×Pæ¿áÇÝɨÜ
Ÿ¨ÜÇÝÊÜOæWÜÙÜá
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 ¸æãà«Ü®æ Gí¨ÝWÜ ÊÜááSÂÊÝWÜáÊÜâ¨Üá ¸æãà«ÜPÜ, ÎûÜPÜ Pæàí©ÅñÜ ñÜÃÜWÜ£¿áÈÉ
¸æãà«Ü®æãà±ÜPÜÃÜ|WÜڨܪÊÜâ. AÊÜâ ÎûÜPÜÃÜ ÊÜÞ×£ ¨ÝqÓÜáÊÜ PÝ¿áPܨÜÈÉ
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 ÍæçûÜ~PÜ bíñܬæWÜÙÜá Ÿ¨ÜÇݨÜíñæ ñÜÃÜWÜ£¿á Pæàí¨ÜÅ ÊÜáWÜá GíŸ bíñܬæ JñÜá¤
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 DWÜ PÜÈPݨÝÃÜÃæà ñÜÃÜWÜ£¿á Pæàí¨ÜÅ ¹í¨ÜáWÜÙÜá, ÎûÜPÜÃÜá PÜÈPæ¿á®Üá°
A¬ÜáPÜãÈÓÜáÊÜÊÜÃÜá. B¨ÜªÄí¨Ü PÜÈPæWæ ÓÜÖÝ¿áÊÝWÜÆá ŸÙÜÓÜáÊÜ GÆÉÊܬÜã®
PÜÈPÝ ÓÝÊÜÞXÅWÜÙÜá Gí¨Üá WÜáÃÜá£ÓÜáÊÜ ÓÜí±ÜÅ¨Ý¿á ¸æÙæÀáñÜá.
 ÊÜáPÜRÙÜá PÜÈ¿ááÊÜâ¨Üá A¬Üá»ÜÊÜPæR ŸÃÜáÊÜ ÓÜíWÜ£WÜÙܬÜá®.
 ÓÜí±Ü®Üã¾ÆWÜÙÜá ÖæãÓÜ þÝ®Ü¨Ü Íæãà«Ü®æ¿áÈÉ ñæãvÜXÔPæãÙÜáÛÊÜí£ÃܸæàPÜá.
 ÊæçþݯPÜ bíñÜ®æ¿áÈÉ, Êæç¿áQ¤PÜ ÖÜávÜáPÝo¨ÜÈÉ ñæãvÜXÔPæãÙÜÛ¸æàPÜá.
1×5=5

D.El.Ed. – II

13 442-EK

24. a) D PæÙÜX®Ü ñÝÙæ±Üqr PÜÈPæ¿á ÓÜí±Ü®Üã¾ÆWÜÙÜ LbñܱÜä|ì BÁáR PÜáÄñÜíñæ ¸æãà«Ü®æ¿á
Êæã¨ÜÆá ÖÝWÜã B®ÜíñÜÃÜ ÓÝÌÊÜÇæãàPÜ®ÜPæR ÓÜÖÜPÝÄ¿ÞX¨æ. ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá°
­àvÜáÊÝWÜ A¥ÜÊÝ ŸÙÜÓÜáÊÝWÜ CÊÜâWÜÙܬÜá® ÊÜá¬ÜÔÕ¬ÜÈÉoárPæãÙÜÛ¸æàPÜá.

/

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 ÓÜí¯Ü¬Üã¾ÆÊܬÜá® ÖæàWæ ŸÙÜÓÜÇÝWÜáñܤ¨æ ±ÜÅÓݤ²ñÜ aÜoáÊÜqPæ¿á
B«ÝÃܨÜÈÉ G®Üá°ÊÜâ¨Ü®Üá° ÁãàiÓÜÇÝX¨æÁáà 
 GÆÉ PÜÈPݨÝÃÜÃÜ AÊÜÍÜÂPÜñæWÜÙÜ®Üá° ±ÜäÃæçÓÜÆá ¸æàPݨÜÐÜár
±ÜÅÊÜÞ|¨ÜÈÉ C¨æÁáà
 ÓÜí±Ü®Üã¾ÆÊÜâ ÓÝÊÜÞiPÜ PÝÙÜiWÜÙÜ®Üá° ±ÜÄWÜ~Ô¨æÁáà 
 ÓÜí±Ü®Üã¾ÆÊÜâ ¿ÞÊÜâ¨Ý¨ÜÃÜã ñܱÜâ³ ±ÜÄPÜƳ®æWÜÚWæ
GvæÊÜÞwPæãvÜáÊÜ ÓÝ«ÜÂñæWÜÚÊæÁáà 
 ±ÜÅ£ ñÜÃÜWÜ£¿á A®ÜíñÜÃÜ PÜÈPæ ÓÝ«ÜÂÊÝÀáñæà
ÓÜí±Ü®Üã¾ÆÊÜâ ñܮܰ E¨æªàÍÜ DvæàÄÔñæà Öè¨Üá / CÆÉ
PÝÃÜ|WÜÙÜ®Üá° ¯àw.
 Joár A¼±ÝÅ¿á
Êæáà騆 ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ûæàñÜÅWÜÚWæ ñÝÙæ±Üqr 1×5=5

D.El.Ed. – II [ Turn over

442-EK 14

b) PÜÈPÝ ÓÜí±Ü®Üã¾ÆWÜÙÜÈÉ H¯ÃܸæàPÜá A¥ÜÊÝ H¯ÃܸÝÃܨÜá G®Üá°ÊÜâ¨Ü®Üá° PæÙÜX®Ü
PæãàÐÜrPܨÜÈÉ ÓÜãbÔ¨æ

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PÜÈ¿áᣤÃÜáÊÜ ±ÜÄPÜƳ®æWæ ±ÜÄPÜƳ®æWæ
±ÜÅÓÜá¤ñÜ˨Ü᪠PÜÈPæWæ ÓÝWܸæàPÝ¨Ü ¬æàÃÜÊÝX ÓÜíŸí˜Ô¨Ü
©PÜR®Üá° ÓÜãbÓܸæàPÜá. AWÜñÜÂ˨ݪWÜ PÝÃÜ|ÊÝWÜáñܤ¨æ.
ÓÜıÜwÓÜÆá ÓÝ«ÜÂËÃܸæàPÜá.
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25. a) ÓÜêg®ÜÎàÆ bíñÜPÜÃÜ WÜá|ÆûÜ|WÜÙÜá


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D.El.Ed. – II

15 442-EK

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b) ±ÝñÝż®Ü¿á
 ¯ÝñÝż¬Ü¿áÊÜâ ŸÖÜÙÜ ÓÜí¨Ü»ÜìWÜÙÜÈÉ ŸÙÜÓÜÇÝWÜᣤÃÜáÊÜ ÊÜáñÜᤠiàÊÜ®Ü PèÍÜÆWÜÙÜ
¸æÙÜÊÜ~Wæ¿áÈÉ ÊÜááSÂÊÝ¨Ü aÜoáÊÜqPæ.
 ˨ݦìWÜÙÜ A¥ÜÊÝ g®ÜÃÜ WÜáí±Üâ Jí¨Üá Wæãñݤ¨Ü ËÐÜ¿áÊÜÓÜᤠA¥ÜÊÝ ®ÝoPÜ
ÓÝ×ñÜ嬆 ÊæáàÇæ QÃÜá®ÝoPÜÊÜ®Üá° A¼®ÜÀáÓÜáÊÜíñæ ±æäÅàñÝÕ×ÓÜáÊÜ ñÜíñÜÅ.
 D ¯ÜÅQÅÁá¿áÈÉ Ë¨Ý¦ìWÜÙÜá Jí¨Üá ­©ìÐÜr ËÐÜ¿áÊÜÓÜá¤Ë¬Ü ŸWæY PæÆÊÜâ
¨ÜêÑrPæãà®ÜWÜÙÜ®Üá° ¸æÙæÔPæãÙÜáÛñݤÃæ.
 ±ÝñÝż®Ü¿áÊÜ®Üá° Cwà ñÜÃÜWÜ£ ®æãàvÜáñܤ¨æ ÊÜáñÜᤠJí¨Üá ¯©ìÐÜr
ÓÜí¨Ü»ÜìÊÜ®Üá° b£ÅÓÜÇÝWÜáñܤÊæ.
 ¯ÝñÝż¬Ü¿á ŸÚPÜ ËÐÜ¿áÊÜÓÜᤠÊÜáñÜᤠÊÜááSÂÆûÜ|WÜÙܬÜá® ÊÜáPÜRÙæãí©Wæ
aÜbìÓܸæàPÜá.
 aÜaæì¿á®Üá° PèÍÜÆ¨Ü ÊæáàÇæ ÖÝWÜã PèÍÜÆ¨Ü ¯©ìÐÜr ZoPÝíÍÜWÜÙÜ ÊæáàÇæ
Pæàí©ÅàPÜÄÓܸæàPÜá.

D.El.Ed. – II [ Turn over

442-EK 16

 PèÍÜÆÂPæR ®ÜÊÜá¾®Üá° ÓÜíÊæà¨Ü®ÝÎàÆÃÝXÓÜáÊÜâ¨ÜÃæãí©Wæ ÖÜÆÊÝÃÜá ÓÜí¨Ü»ÜìWÜÙÜ
±ÝñÝż®Ü¿áWÜÙÜ®Üá° ®æãàw¨ÝWÜ A¨Ü®Üá° ¸æÙæÔPæãÙÜáÛÊÜ AÊÜPÝÍÜWÜÙÜ®Üá°
¯àvÜáñܤ¨æ.
WÜáí±Üâ aÜaæìWÜÙÜá
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WÜÊÜá®ÜPæàí©ÅàPÜÄÓÜáÊÜâ¨Üá CÊÜâWÜÙÜ Pæã®æ¿áÈÉ ÊÜáPÜRÙÜ®Üá° WÜáí±Üâ aÜaæì¿áÈÉ
ñæãvÜXÔPæãÙÜáÛÊÜâ¨Üá ÊÜááSÂ.
 WÜáí±Üâ aÜaæì¿áÈÉ WÜÊÜá¯ÓܸæàPÝ¨Ü AíÍÜWÜÙÜá
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ñæãvÜXÔPæãÚÛ.
ii) Ÿá©œÊÜáí¥Ü¬Ü©í¨Ü BÃÜí¼Ô aÜoáÊÜqPæÀáí¨Ü AÊÜÃÜá H¬Ü¬Üá®
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iii) Ÿá©œÊÜáí¥Ü¬Ü¨ÜÈÉ H¬ÝÀáñÜá GíŸá¨ÜÃÜ ÊæáàÇæ WÜÊÜá¬Ü Pæàí©ÅàPÜÄÓÜÆá
ÓÝ«ÜÂÊÝWÜ©¨ÜªÃæ A¨Üá ÖæàWæ ¬ÜvæÀáñÜá GíŸá¨Ü¬Üá® A¬ÜáPÜÅÊÜáÊÝX
®æ®Ü²Ô.
iv) ÊÜáPÜRÙÜá H®Ü®Üá° A¥ÜìÊÜÞwPæãÙÜÛÆá ÓÝ«ÜÂÊÝÀáñÜá G®Üá°ÊÜâ¨Ü®Üá° ÖæàÙÜÆá
ÓÜÖÝ¿á ÊÜÞw.
Aí£ÊÜáÊÝX ÓÜíÊæà¨Ü®ÝÎàÆñæ ¸æÙæÓÜÆá D ÄࣿިÜ
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PèÍÜÆWÜÙÜ®Üá° ¸æÙæÔPæãÙÜÛÆá ÓÝ«ÜÂÊÝWÜáÊÜíñæ ËË«Ü iàÊÜ®Ü PèÍÜÆWÜÙÜ
ÊæáàÇæ WÜÊÜá®Ü Pæàí©ÅàPÜÄÓܸæàPÜá. 2½ + 2½ = 5

26. a) ÍÝÇÝ ÊÜáPÜRÙÜ®Üá° ûæàñÜÅ»æàqWæ PæÙÜPÜívÜ ÓܧÙÜWÜÚW ûæàñÜÅ»æàq H±ÜìwÓÜŸÖÜá¨Üá
 PÜêÑ : ñæãàoWÜÙÜá, WܨæªWÜÙÜá, gËáà®ÜáWÜÙÜá.
 ±ÜÍÜáÓÜíWæãà±Ü®Ý ZoPÜWÜÙÜá, PÜêÑ ¶ÝÃÜí.
 ¸ÝÂíPÜá, Aíaæ&PÜdæàÄ, WÝÅÊÜá±ÜíaÝÀá£WÜÙÜá, ñÝÆãÉPÜá ±ÜíaÝÀá£WÜÙÜá,
iÇÝÉ ±ÜíaÝÀá£WÜÙÜá.
 ÓÜÌ&ÓÜÖÝ¿á ÓÜíZWÜÙÜá, WÜÅí¥ÝÆ¿á.
 ­àÃÜá ÍÜá©œàPÜÃÜ| ZoPÜWÜÙÜá, WÜáwPæçWÝÄPæWÜÙÜá.

D.El.Ed. – II

17 442-EK

 ®Ü©£àÃÜWÜÙÜá, E®Ü°ñÜ ÎûÜ| ÓÜíÓæ§WÜÙÜá. ÊÜááíñÝ¨Ü ÓܧÙÜWÜÚWæ ûæàñÜÅ»æàq H±ÜìwÔ
PæÙÜPÜívÜ ÎÍÜáPæàí©ÅñÜ ÎûÜ| ¯Ü¨Üœ£¿á AíÍÜWÜÚWæ ÖæàWæ A¬ÜÌ¿áÊÝWÜáñܤÊæ
GíŸá¨Ü¬Üá® ËÊÜÄÓܸæàPÜá.
a) ®ÜÊÜá±ÜsÜÂPÜÅÊÜá
b) ÊÜáWÜá ÓÜQÅ¿á
c) þÝ®Ü PÜoárËPæ
d) A®Üá»ÜÊÝñܾPÜ PÜÈPæ
e) bíñÜ®ÜÎàÆ ÓÝÌÊÜÇæãàPÜ®Ü BaÜÃÜOæWÜÙÜá
f) ±ÜÅQÅÁá
g) ÓÜÖÜÁãàWÜ
h) ×ÊÜÞ¾×£
D ÊæáàÆRívÜ AíÍÜWÜÙÜá E¨ÝÖÜÄst ûæàñÜÅ»æàq¿áÈÉ ÖæàWæ A®ÜÌ¿áÊÝWÜáñܤÊæ
GíŸá¨Ü¬Üá® ËÊÜÄÓܸæàPÜá. 1×5=5

b) 5E
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D Êæáà騆 5E WÜÙÜÈÉ D PæÙÜX¬Ü ÎÍÜáPæàí©ÅñÜ ÎûÜ| ¯Ü¨Üœ£¿á AíÍÜWÜÙÜá ÖæàWæ
AÙÜÊÜwPæ¿ÞXÊæ GíŸá¨Ü¬Üá® ËÊÜÄÓܸæàPÜá.
a) ®ÜÊÜá ±ÜsÜÂPÜÅÊÜá
b) ÊÜáWÜá & ÓÜQÅ¿á
c) þÝ®Ü PÜoárËPæ
d) A®Üá»ÜÊÝñܾPÜ PÜÈPæ
e) bíñÜ®ÜÎàÆ ÓÝÌÊÜÇæãàPÜ®Ü BaÜÃÜOæWÜÙÜá
f) ±ÜÅQÅÁá
g) ÓÜÖÜÁãàWÜ
h) ×ÊÜÞ¾×£
D ÊæáàÆRívÜ AíÍÜWÜÙÜá 5E ¸æãà«Ü¬Ý ¯Ü¨Üœ£¿áÈÉ ÖæàWæ ŸÃÜáñܤÊæ GíŸá¨Ü¬Üá®
ËÊÜÄÓܸæàPÜá. 1×5=5

D.El.Ed. – II [ Turn over

442-EK 18

( English Version )

PART – I

Multiple choice questions. All the questions are compulsory : 1  10 = 10

1. (B) lays emphasis on social and cultural processes

2. (A) temporary

3. (C) All stakeholders

4. (C) Assessment is through testing and correct answers only

5. (A) Robert Gagne

6. (B) related to the lesson plan in accordance with the diverse needs of
children

7. (D) happens in all stages of teaching-learning process

8. (D) I, II and III

9. (A) to bring quality in education

10. (D) I and II

PART – II

Answer any five of the following questions, each answer not exceeding
half a page : 2  5 = 10

11.  Vygotsky focused on the role of social opportunities and learning

 He emphasized on learning and problems which happen between a
learner and others

 He believed that the ability to think and reason is the result of a
fundamental process

 By part in social activities, our abilities change over time

 A child learns to know through relation with others

 Learning is a result of mutual interaction between children and their
parents, teachers, friends and mates.

( Any four suitable points ) ½×4=2

D.El.Ed.-II

19 442-EK

12.  Allows students to build knowledge from their own experiences

 Gives guidance to do an assignment

 Brainstorming is used to solve problems

 Use of mnemonic strategies

 To provide opportunities for predictions and expectations

 Giving some hints or cues on how to solve a problem

 Some half done examples or partially solved problems can be shared
with children to proceed when they are stuck

 Use of checklists at different aspects of a task.

( Explanation of any 4 suitable aspects ) ½×4=2
13.  This theory is based on the work of B. F. Skinner.

 He believed that it was possible to get people to change their

behaviour based on a system of reward and punishment

 Desirable/expected behaviour is established externally through rules

and procedures

 Desirable behaviour is rewarded through positive reinforcement-

praise, smiley stickers, prizes etc.

 In case rules and procedures are not followed, the consequence is a

punishment — may be physical, more written work, taking away

privileges etc.

 Human beings respond to external stimuli and that motivation is

externally driven

 A teacher who espouses this theory will establish rules and

procedures and her interventions in case of disruptions, will be based

on these beliefs.

D.El.Ed.-II [ Turn over

442-EK 20

14.  According to Christopher Winch & Stenhouse,

 Curriculum : It is best thought of as that set of planned activities

which are designed to implement a particular educational aim, set of

such aims

 In terms of the content of what is to be taught and the knowledge,

skills and attitudes which are to be deliberately fostered together with

statements of criteria for selection of content, and choices in

methods, materials and evaluation.

 Syllabus : It refers to the content of what is to be taught and the

knowledge, skills and attitudes that are deliberately fostered, together

with stage specific objectives.

15.  Understanding that children construct their own knowledge

 Giving primacy to experiences in learning

 Ensuring active engagement of children

 Considering children's age and cognitive levels while choosing

methods and materials

 Catering to individuals child's needs with disabilities

 Taking into account the socio-economic context and identity of

children

 Using a variety of situations and multiplicity of methods to create

diverse learning experiences

 Organizing experiences to promote the various aims to education

 Developing an enabling teacher-child relationship

 Providing community participation

( Any 4 aspects ) ½×4=2

D.El.Ed.-II

21 442-EK

16.  Speaking and listening, narrating stories, events

 Exploration activities : nature walk, searching in the web, searching

the library

 Observation, managing garden, games, physical exercises, drawing

and painting, guided group discussions

 Whole group activities

 Small group activities

17.  Analytic and synthetic abilities

 Objectivity

 Anticipation of consequences

 Intelligence

 Logical thinking

( Explanation of any two components ) 12=2

18.  What are the measures to be taken to overcome negative thinking ?

 Plan alternative ways of celebrating Gandhi Jayanti

 Write the alternative ways of managing scarcity of drinking water

 What are the factors of making classroom more interesting ?

 What are the measures to be taken to control deforestation ?

 How do you create awareness about the effects of smoking in school ?

 What are the methods to control vehicles on road ?

 What is the role of logical thinking in problem solving ?

( Any suitable four aspects ) ½×4=2

D.El.Ed.-II [ Turn over

442-EK 22

PART – III

There is an alternate question for each of the following. Answer either
(a) or (b) of them, each answer not exceeding one page. 5  8 = 40

19. (a) The important aspects of Vygotsky's theory :

(I) Social interaction leads to cognitive development :

  Knowledge is constructed in interaction with others

 New knowledge is created first between people. This is then
internalized

(II) Culture influences cognitive development :

 Culture cannot be separated from the individual

 All aspects of the culture like values, tools, resources,
language, sign and symbol systems are learnt by the child

 Knowledge exists within culture, members of a culture
collaborate to share knowledge

 Development of child as a socially and culturally mediated
process

(III) Language shapes cognitive development :

 Language is an important psychological tool and a symbol
system that enables a child and acquire higher mental
functions

 Language carries culture knowledge from one individual to
the another

  Language is the most important tool used to transmit
knowledge

  Language shapes the thinking process and is used to
recognize, understand and solve problems.

OR

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(b) Implications of activity based learning :

✳  The classroom should be a space for a lot of 'Hands-on' and
'Minds-on' learning

 Allow children to wonder and be curious

 The EVS class is the space for children to show their curiosity
about biotic and abiotic things and events around them &
focus on direct experience :

— Children have many opportunities to explore the world
around them

 Include many kinds of experiences about a particular theme.

Eg.: i) While learning about the life cycle of plants

ii) Visit to a nursery :

 The activity based approach is in fact based on the
constructivist philosophy, means that children actively
construct their own knowledge. 15=5
20. (a) Visioning :
 Every school needs to have a vision for itself and develop an
identity
 Given the NPE 1986 and the NCF 2005, every school is located
in a community with aspirations for its children and its school
 A deep understanding of the purpose of existence of the school,
the alignment of the teacher's vision of their role and the vision
of the school
 Moving towards a shared vision will require an ongoing dialogue
about the purpose of the school, children's learning etc. with
the concerned stakeholders
 The process of visioning may be understood also as shared
purpose of some activity
 If we are envisaging the school to be a learning community, the
members care for each other
 When there is clarity of purpose the process becomes easy to
envisage

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Monitoring :

 Successful implementation of plans require careful monitoring

 To identify any support that may be required by the persons

implementing the process/plan

 Rather than reinforce any feeling of inadequacies, it becomes

important to identify and provide support when it is required

 Reinforces the humaneness within the community, concern for
others. 3+2=5

OR

(b) (I) People/Staff :

 Teachers are key to the schooling process

 Professional growth can be through opportunities for self-
learning, peer interaction, being part of a community of
learners, action research, collaborative research, inservice
training etc.

 Within the school these may be through peer observation of
classes and giving/receiving feedback, collective reflective
activities, co-teaching, support/mentoring by senior
teachers etc.

 The collegiality among staff is critical for professional
development as well as school development

(II) Resources :

 Resources are required to make it possible for the school to
achieve its vision

 These resources are made available by the government for
infrastructure, entitlements of children, money for
preparation for teaching-learning materials etc.

 Resources may also be mobilised locally to meet
requirements that may arise beyond allocations

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 These may be mobilized through community contributions,

Panchayat raj institutions, non-government organisations

etc.

 Schools must manage these funds judiciously and

transparently

 Decisions about expenditure of these funds must be based

on priorities informed by the vision and values of education

 All members of the school and the community have a

responsibility for the protection and maintenance of the

school. 2½ + 2½
21. (a)
Traditional classroom Inclusive, learning-friendly
classroom
Relationship Distant Friendly and warm
Seating Identical seating Different seating arrangements,
arrangements arrangements in every such as girls & boys together on
classroom the floor in two circles or sitting
together at tables
Learning Textbook, exercise book, Variety of materials for all
materials chalkboard for teacher subjects such as math materials
made from newspapers or posters
& puppets for language class
Classroom Didactic and teacher driven. Active and engages both
transaction Teacher tells children to children's minds and hands.
repeat (answers) when asked. Children's experiences are given
Children generally bored and primacy. Children are
disinterested enthusiastic partners in their
learning
Assessment Standard written Authentic assessment,
examinations observations, samples of
children's work over time such as
portfolios.
OR

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(b) The most popular model now being used includes the following
processes :
 Analysis : Where in the instructional goals, objectives are
defined; the learning environment is identified; pedagogical
considerations are taken into account and time line is planned
 Design : Which will involve content subject matter analysis,
strategies, resources and assessment instruments
 Development : includes creating or compiling resources and
materials identified in the design process
 Implementation : of the design

 Evaluation : will require reflection of each of the processes and
revision of design.
( Suitable 5 points ) 15=5
22. (a)  The NCF 2005 talks about a paradigm shift in the pedagogy —
from a behaviourist to a constructivist one
 There is a shift from a teacher-centric to a child-centric
pedagogy
 Our school pedagogic practices, learning tasks, and the texts we
create for learners tend to focus on the socialization of children
and on the 'receptive' features of children's learning
 Focus on active and creative capabilities
 Learning is active and social in its character
 The curriculum must enable children to find their voices, nature,
their curiosity, to pursue investigations, sharing and integrating
their experiences with school knowledge
 Providing opportunities to learn with others
 Classrooms must have sufficient space
 Teachers and environment playing the role of facilitators
 Concentration of teachers are towards teaching goals
 Classroom order is established through collectively agreed
democratic rules.
OR

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(b) Role of teachers in learner-centered classroom :

 The teacher must create and nurture an environment that is

conducive to teaching-learning. There is a space for discussion

between students and a teacher

 It is the responsibility of the teacher to ensure that the

classroom interactions are characterized by principles of equity

and social justice

 The role of the teacher becomes to design and facilitate learning

situations for children

 The teacher needs to be able to give space for the children to

articulate their experiences, to be able to ask probing questions

that would support children's efforts to process or make

meaning of their experiences

 The teacher must create a safe environment for the children

where they are allowed to make mistakes and are able to learn

without fear. In addition, teacher must create spaces for co-

operative work and social interaction since knowledge is socially

constructed. 15=5

23. (a)  A resource should develop aesthetic sense among learners. As

far as learning resources are concerned they need to appear

attractive

 Equally important is their appropriateness, coherence,

possibilities to use and opportunities for identifying/relating

oneself with them

 Resources should provide opportunity to do research

 It should help learners to construct their learning holistically

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 The manner in which the resources are used is also important

 Its use should be so smooth that the learners should feel it is

very easy to use

 Children will realize the aesthetic sense in the usage of resources

 Art, music, dance, drama, literature and various crafts are
useful in preparing learning resources

 While identifying and designing learning resources our concern
for aesthetics will increase its usefulness and also make it more
endearing. 5

OR

(b)  These three expressions invariably appear in our daily
conversation. The very use of these expressions also shows our
theoretical stands.

 In teaching teacher becomes important. Teaching aids which
existed in teacher centred classrooms helps in the teacher's job
of transferring information

 As educational thinking changed, the idea that child is the
centre of the classroom got emphasized. It is at that time the
expression 'teaching learning material' came into usage. From
here the idea of the primacy of learners started growing.

 Now learners are the centre of a classroom. Teachers are
facilitators. So whatever helped in learning came to be called
learning material

 Children learn only that which comes to their experiences

 Learning materials should engage learners in exploring new
knowledge, initiate into scientific thinking and one's own search
for knowledge. 15=5

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24. (a) The following checklist is useful in facilitating reflections on the
appropriateness of the selection and use of resources. We need to
keep them in mind while using or giving resources to students.
Areas to be observed Observations/Reflections
What has to be learnt ? Subject ? Which
concept ? What learning objective does it
achieve ?
Who are the learners ? 
Is the resource identified as age
appropriate ?
Is it prepared such that learners are able to
use it in different states of the 5E learning
model ?
Is there clarity as to where it has to be
used ? Inside/outside/at home/ elsewhere.
Has the planning done on how to use the
resource ?
Is it available in enough quantity to cater to
the learning needs of all learners ?
Has the material considered social
concerns ?
Is there any possibility of the resource
leading to wrong conceptualization ?
After every class : Has learning been
possible, Has the resource fulfilled its
purpose ? Yes/No. Give reasons. General
opinion
( Any five areas ) 15=5
OR
(b) The following table gives a list of what a source should have and what
it should not.
What should be there in a learning What should not be there in a learning
resource ? resource ?
Clarity Ambiguity, lacuna in concepts. Eg.,
Disproportionate figures or models
(Pictures of an elephant and an ant of
the same size )
Visibility
Go with the social thinking Prejudices in any form
Long life
Contextual Totally new to learners
Age appropriate

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Respond to the various needs of
the learners

Should be decorated just to get the Unnecessary decorations distract the
attention of the children. Should attention of the children. Even when
be relevant to the concept learnt attractive, if not related to the concept, it
and show the direction to be taken. causes distraction.
It should be possible to repair it, if
needed.

( Any five points ) 15=5
25. (a) The following are the characteristics/qualities of creative thinkers :
 Unconventional
 Individualistic
 Inventive
 Driven
 Visionary
 Intuitive
 Curiosity
 Fluency

 Uninhibited
 Risk taking
 Imaginative

 Sense of humour
 Sensitive
 Non-conformity

 Inquisitiveness
 Constructive discontent
 The ability to suspend judgment and criticism
 Perseverance
 A flexible imagination.
( Explanation of any five characters ) 15=5
OR

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(b) Role Play :
 Role play is yet another activity used in different contexts and
one such is in the development of life skills
 Role play is a technique where a group of people or students in
a school context are encouraged to enact a small skit based on a
theme or script
 In this process children develop certain views about the worth of
the context
 When the role play is enacted, the entire class watches the play
and a specific situation is depicted
 After this enactment, involve all the students in content and
central feature of the role play
a) Focus discussions on the skill and the specific component
of the life skill
b) It enables the students to understand the importance of the
skill, to make them understand about the concern of the
skill and enables them to work towards it
Group discussion :
 It is desirable and necessary that the brainstorming and role
play could focus on the same component of the same life skill.
 Keep the following in mind while engaging them in group
discussion.
a) Engage students for a dialogue on what they just saw
b) Start from brainstorming activity. Ask them what they
could make out from the specific brainstorming activity.
c) If they are not able to focus on what happened in the
specific brainstorming activity, remind them sequentially
how it went
d) Help them to say what they could make out, ultimately, a
series of such interventions need to be provided to children
and focus as different life skills in order to develop
sensitivity leading to the development of life skill.
2½ + 2½ = 5

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26. (a) Field trip can be arranged for school children at the following places :
 Agricultural farms, fields,
 Animal husbandry units,
Agricultural farms :
 Banks, post-office, Gram Panchayats, Taluk Panchayats, Zilla
Panchayats
 Self-helping Organizations, Libraries
 Water purifying units, Small scale industries
 River banks, Higher educational institutes.
It must explain how the child centered pedagogical aspects are
implemented in field trips :
a) Flexible curriculum
b) Child is active
c) Constructing knowledge
d) Experiential Learning
e) Reflective practices
f) Process
g) Collaborative
h) Feedback ( 5 marks )

OR
(b) 5E's
 Engage
 Explore
 Explain
 Elaborate
 Evaluate
It must explain how the child centered pedagogical aspects are
implemented in 5E method (stages)
a) Flexible curriculum
b) Child is active
c) Constructing knowledge
d) Experiential learning
e) Reflective practices
f) Process
g) Collaborative
h) Feedback

D.El.Ed.-II