CHSE Odisha Elective Education key terms

The study and practice of how teaching is organised, including the methods, activities and relationships a teacher uses to help learners construct knowledge rather than simply receive it.

A set of principles for teaching adults, stressing that mature learners are self-directed, bring life experience as a resource, and prefer problem-centred learning relevant to their social roles.

The planned interaction between teacher, learner, content and environment in which intended learning outcomes are pursued through sequenced activities and continuous feedback.

A precise statement of what a learner should be able to know, do or value after a unit of instruction, written in observable terms so that achievement can be assessed.

A short, specific statement describing the behaviour a learner will perform, the conditions under which it will occur, and the standard of acceptable performance.

A hierarchical classification of cognitive processes ranging from remembering and understanding through applying and analysing to evaluating and creating, used to design questions and tasks of graded difficulty.

Mental activity that goes beyond recall of facts, requiring learners to analyse relationships, evaluate evidence and construct reasoned judgements or original products.

The disciplined habit of examining claims, identifying assumptions, weighing evidence and forming a defensible judgement instead of accepting conclusions uncritically.

A deliberate process of recognising a gap between a present state and a goal, generating possible strategies, testing them and evaluating the result.

A theory holding that learners actively build understanding by connecting new information to prior knowledge, so teaching should provide experiences and dialogue rather than mere transmission of facts.

An approach in which learners investigate materials or problems and arrive at generalisations largely on their own, with the teacher guiding rather than stating conclusions first.

Instruction organised around learner-generated questions and systematic investigation, in which students gather evidence, interpret findings and communicate conclusions.

Temporary support provided by a teacher or peer, such as prompts, models or partial solutions, that is gradually withdrawn as the learner gains competence.

The distance between what a learner can accomplish alone and what the same learner can accomplish with guidance from a more capable person.

Planning that adjusts content, process or product to learners' readiness, interests and profiles so that all students work toward common outcomes by suitable routes.

An arrangement in which children with diverse abilities and backgrounds learn together in ordinary classrooms, with the curriculum and environment adapted to remove barriers to participation.

Learning difficulties or disabilities that require additional or adapted provision, such as modified materials, assistive devices or specialist support, for a child to access education effectively.

A written document for a learner with special needs that records present levels of performance, specific goals, services to be provided, and criteria for reviewing progress.

The systematic gathering and interpretation of evidence about learning, using tests, observations, projects or records, in order to judge achievement and improve instruction.

Assessment carried out during learning to identify gaps and adjust teaching, typically low-stakes and followed by specific feedback rather than a grade alone.

Assessment conducted at the end of a unit, term or course to certify the level of achievement attained, often contributing to promotion or awards.

A school assessment scheme that judges both scholastic and co-scholastic areas repeatedly through the year, using varied tools rather than a single terminal examination.

A scoring guide that lists criteria for a task and describes levels of quality for each criterion, making judgement transparent and consistent across learners.

The totality of planned learning experiences offered by an institution, including aims, content, activities, resources and evaluation arrangements.

An outline of the topics, sequence and requirements of a particular course, usually narrower in scope than the whole curriculum.

The unstated lessons transmitted through school routines, rules, relationships and language, such as punctuality, deference to authority or competition, which shape learner attitudes.

A teacher's written preparation for a single lesson, stating objectives, prior knowledge, materials, staged activities, questions and a method of checking learning.

A scaled-down practice session in which a trainee teaches a small group for a few minutes, focusing on one skill, and then reviews the recording with peers and a supervisor.

A teacher's systematic review of their own decisions and classroom events, using evidence and feedback to revise future action and improve professional judgement.

A cyclical inquiry conducted by practitioners in their own setting, identifying a problem, trying a change, collecting evidence and refining practice.

The branch of psychology concerned with how people learn, remember, motivate themselves and behave in educational settings, and with applying such findings to teaching.

A relatively lasting change in knowledge, skill or disposition produced by experience or practice, as distinguished from temporary states such as fatigue or maturation alone.

The internal or external force that initiates, directs and sustains effort toward a learning goal, ranging from intrinsic interest to external reward or pressure.

A consequence following a response that increases the likelihood of that response recurring, whether by presenting a pleasant stimulus or removing an unpleasant one.

The process through which individuals acquire the values, norms, language and roles of their society, in which family, school and peer groups play major parts.

The study of how social structures, institutions, cultures and inequalities shape educational access, experience and outcomes, and how schooling in turn affects society.

The principle that personal or social circumstances such as gender, caste, income or disability should not determine educational opportunity, requiring targeted support for disadvantaged learners.

A planning framework that offers multiple means of representation, engagement and expression so that a single curriculum can reach learners with widely varied needs.

A process in which learners diagnose their own needs, set goals, locate resources, choose strategies and evaluate their progress with limited teacher direction.