HPTET JBT key terms

A school assessment approach that judges learning throughout the year rather than in one final test, and covers scholastic plus co-scholastic areas such as attitudes, values and skills.

Assessment carried out during teaching to diagnose learning gaps and give feedback that shapes the next lesson; it is low-stakes and its main purpose is improvement, not ranking.

Assessment at the end of a unit, term or year that measures how much a learner has achieved against expected outcomes; results are usually graded and reported to parents.

Vygotsky's term for the gap between what a learner can do alone and what the learner can do with guidance from a more capable person; teaching is most effective inside this gap.

Temporary support a teacher or peer provides, such as hints, models or prompts, so a learner can complete a task just beyond independent ability; support is gradually withdrawn as competence grows.

A learning theory holding that learners actively build knowledge by connecting new experience to prior understanding, so the teacher designs activities and questions instead of only transmitting facts.

A sequence of four stages, sensorimotor, preoperational, concrete operational and formal operational, describing how children's thinking moves from sensory action to abstract reasoning across childhood and adolescence.

The understanding that quantity, mass or volume stays the same when only the appearance changes, such as water poured into a taller glass; this ability typically appears in the concrete operational stage.

An organised mental framework a learner uses to interpret new information and to recall what is already known; schemas are revised when new experience does not fit them.

Arranging ordinary schools so that all children, including those with disabilities or from disadvantaged groups, learn together in the same classroom with the support they need.

A written plan for one learner that records present levels of performance, specific goals, the support and accommodations to be given, and how progress will be reviewed.

A persistent difficulty in reading, writing or mathematics that is not explained by low intelligence, poor teaching or sensory loss; it requires adapted methods and extra practice.

The drive to do an activity because it is interesting or satisfying in itself, without external reward; it usually sustains effort longer than marks or prizes do.

Any consequence that follows a behaviour and makes that behaviour more likely to recur, such as praise, a token or a privilege; it may be positive (added) or negative (removed).

Gardner's proposal that ability is not a single general factor but several relatively separate capacities, such as linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal and intrapersonal.

Small-scale, systematic inquiry by a teacher into a problem in their own classroom, cycling through identifying the issue, trying a change, observing results and reflecting.

A teacher's habit of reviewing what happened in a lesson and why, using evidence such as learner work and notes, to decide what to change next time.

The ability to notice and work with the sound structure of spoken language, including syllables, rhymes and individual sounds, and a strong predictor of early reading success.

Teaching beginners the relationship between letters or letter groups and the sounds they represent, so unfamiliar printed words can be decoded systematically.

Making meaning from a text by combining decoding with vocabulary knowledge, background knowledge and inference, so the reader can answer questions and summarise.

Drawing a conclusion that the text implies but does not state directly, using clues in the passage together with what the reader already knows.

An approach that organises language lessons around real purposes and interaction, so learners use the target language in tasks rather than only memorising rules.

A method in which learners complete a meaningful task, such as planning a trip, and acquire language while doing it; the task, not a grammar point, drives the lesson.

किसी भाषा की ध्वनियों, उनके उच्चारण-स्थानों और उनके परस्पर संबंधों का अध्ययन; हिंदी शिक्षण में यह बच्चों को शुद्ध उच्चारण और वर्तनी सिखाने का आधार बनता है।

शब्द के आरंभ में जुड़कर अर्थ बदलने वाला शब्दांश उपसर्ग है, जैसे 'अनु' से 'अनुशासन'; अंत में जुड़ने वाला शब्दांश प्रत्यय है, जैसे 'लिखना' में 'ना'।

दो वर्णों या शब्दों के मेल से होने वाले परिवर्तन का नाम, जैसे 'विद्या' और 'आलय' मिलकर 'विद्यालय' बनते हैं; इसके स्वर, व्यंजन और विसर्ग भेद हैं।

दो या अधिक शब्दों के मेल से बने संक्षिप्त पद, जिसमें एक पद प्रधान होता है और बीच के विभक्ति-चिह्न लुप्त हो जाते हैं, जैसे 'राजपुत्र'।

The value a digit carries because of its position in a numeral; in 4,705 the 7 stands for 700, and this idea underpins all written calculation.

A teaching progression that introduces a mathematical idea first with physical objects, then with drawings or diagrams, and only then with symbols and rules.

Any physical object, such as counters, beads, Dienes blocks or fraction strips, that learners handle to model a mathematical idea before moving to written symbols.

A feeling of tension and fear when facing numbers or mathematics tasks, which can block working memory and push learners to avoid the subject; supportive teaching and error-friendly talk reduce it.

A test designed to locate the specific step where a learner's understanding breaks down, for example in subtraction with borrowing, so teaching can target that step.

The knowledge, skills and disposition needed to understand environmental systems and to act responsibly on issues such as water, waste, energy and biodiversity in everyday life.

The variety of living things at genetic, species and ecosystem levels; Himachal Pradesh's forests, alpine meadows and rivers support rich biodiversity that school projects can study locally.

Meeting present needs without destroying the natural resources and systems that future generations will depend on, balancing economic, social and environmental concerns.

Land or water legally set aside for conservation, such as a national park, wildlife sanctuary or biosphere reserve; examples in Himachal Pradesh include the Great Himalayan National Park.

Planning by local people, schools and panchayats for hazards such as earthquakes, cloudbursts and landslides, including evacuation routes, drills and early warning so response is fast.

The benefits people obtain from nature, such as clean water from forested catchments, pollination of crops, fodder and protection from landslides and soil erosion.

Knowledge of the state's districts, rivers, passes, hill stations, temples, festivals, languages and administrative history, commonly tested in teacher eligibility papers.