HTET Level 3 (PGT) key terms

A school assessment approach that judges learning throughout the year rather than only at term end, combining scholastic and co-scholastic areas through multiple tools such as observation, projects, and portfolios.

Assessment carried out during teaching to gather evidence about student understanding and adjust instruction immediately; it is diagnostic and feedback-oriented rather than used for final grading or certification.

Assessment conducted at the end of a unit, term, or course to measure how much learning has occurred; results are typically reported as grades or marks for certification and reporting.

Vygotsky's idea that tasks a learner can complete with guidance but not alone define the most productive teaching range; instruction should target this gap between independent and assisted performance.

Temporary, graded support a teacher or peer provides so a learner can accomplish a task beyond current independent ability; support is gradually withdrawn as competence grows.

A four-stage sequence (sensorimotor, preoperational, concrete operational, formal operational) describing how children's thinking moves from concrete, action-based reasoning to abstract, hypothetical reasoning during adolescence.

An organised mental framework a learner uses to interpret new experience; existing schemas are modified through assimilation and accommodation, which drives conceptual change.

A learning theory holding that learners actively build knowledge by connecting new information to prior understanding, so teaching should pose problems and elicit student thinking rather than transmit facts.

Vygotsky's view that knowledge is constructed through interaction with more knowledgeable others and cultural tools, making language, dialogue, and collaboration central to learning in classrooms.

A three-level, six-stage account of moral reasoning progressing from obedience to avoid punishment, through conformity to social norms, to principled reasoning based on universal ethical values.

The developmental period from roughly age ten to nineteen marked by puberty, identity formation, abstract reasoning, peer influence, and heightened sensitivity to self-image and autonomy.

A policy and practice of educating children with disabilities and diverse backgrounds in the same regular classroom, with curriculum and support adapted so all learners can participate fully.

A written plan for a specific learner with special educational needs, documenting present levels, measurable goals, required accommodations, and review timelines, framed by the RPWD Act 2016.

Deliberately varying content, process, or product in response to learner readiness, interest, and profile, so a single lesson reaches students across a wide range of attainment.

Gardner's proposal that intelligence is not one general capacity but several relatively independent abilities such as linguistic, logical-mathematical, spatial, musical, interpersonal, and bodily-kinaesthetic.

Using evidence from ongoing classroom activity to give students descriptive feedback and to plan the next teaching step, with learners sharing goals and judging their own work.

A scoring guide listing criteria and describing levels of quality for a task, so judgement is transparent and consistent and learners know exactly what a strong response looks like.

A neurologically based difficulty in specific academic skills such as reading, writing, or arithmetic that is not explained by low intelligence, poor teaching, or sensory deficit.

हिंदी वर्णमाला में वे ध्वनियाँ जो बिना किसी अन्य व्यंजन की सहायता से स्वतंत्र रूप से उच्चारित होती हैं; इनमें ह्रस्व-दीर्घ, प्लुत तथा अनुनासिक रूप सम्मिलित हैं।

अनुनासिक ध्वनि मुख से तथा नाक से एक साथ निकलती है और चंद्रबिंदु से चिह्नित होती है; अनुस्वार केवल नाक से निकलती है और बिंदु से दर्शाई जाती है।

तत्सम शब्द संस्कृत से बिना परिवर्तन के हिंदी में आए हैं, जबकि तद्भव शब्द संस्कृत से बदलकर हिंदी के स्वाभाविक रूप में विकसित हुए हैं; जैसे अग्नि तत्सम और आग तद्भव।

उपसर्ग शब्द के आरंभ में जुड़कर अर्थ बदलता है, जैसे प्र + हार; प्रत्यय शब्द के अंत में जुड़कर नया शब्द या भेद बनाता है, जैसे लड़क + पन।

संधि में दो वर्णों के मेल से होने वाला परिवर्तन बताया जाता है, जबकि समास में दो या अधिक शब्दों के मेल से बने पद का अर्थ-संबंध तथा विग्रह स्पष्ट किया जाता है।

काव्य पढ़ने या सुनने से जो आनंदमय अनुभूति जागती है, उसे रस कहते हैं; स्थायी भाव के साथ विभाव, अनुभाव और संचारी भाव मिलकर रस निष्पत्ति करते हैं, जैसे शृंगार और करुण।

काव्य की शोभा बढ़ाने वाले तत्व; शब्दालंकार में अनुप्रास और यमक आते हैं तथा अर्थालंकार में उपमा, रूपक और उत्प्रेक्षा जैसे भेद आते हैं।

An approach that organises English lessons around meaningful interaction and real purposes for language use, prioritising fluency and communicative competence alongside accuracy in grammar and vocabulary.

A CLT variant in which learners complete purposeful tasks such as planning a trip or solving a problem, using the target language as the medium, with language focus drawn from task performance.

Speaking and writing, the language skills through which a learner generates messages; they are assessed with criteria such as task achievement, coherence, range, and accuracy.

Listening and reading, the skills through which a learner receives and interprets language; teaching them involves pre-, while-, and post-task stages with purpose-setting questions.

Two rapid reading strategies: skimming moves quickly through a text to grasp its gist or overall structure, while scanning searches for a specific detail such as a date, name, or figure.

Deriving meaning that is implied rather than stated, by combining textual clues with background knowledge; a key higher-order reading comprehension skill tested in prose passages.

The smallest unit of sound that can distinguish meaning in a language, such as the difference between the initial sounds of 'pin' and 'bin'; English has around forty-four phonemes.

The smallest meaningful unit of a word; a free morpheme can stand alone like 'book', while a bound morpheme must attach to another form, as the plural '-s' does.

Two words that differ in only one phoneme and therefore demonstrate that sound's contrastive status, for example 'ship' and 'sheep' or 'cat' and 'bat'.

Two ways of reporting utterances: direct speech quotes the original words inside quotation marks, while indirect speech shifts pronouns, tense, and time references to fit the reporting context.

A grammatical choice about which participant occupies the subject position: active voice makes the doer prominent, while passive voice foregrounds the receiver or action and often omits the agent.

A ratio compares two quantities of the same kind by division, and a proportion states that two ratios are equal; the product of extremes equals the product of means.

A percentage expresses a number as parts per hundred; applications include successive percentage change, profit and loss, discount, and simple or compound interest calculations.

Interest computed on the principal plus previously accrued interest, so the amount grows geometrically; for two years the total equals P(1 + r/100)^2 minus the principal.

The relation distance equals speed multiplied by time; typical problems convert units, handle average speed over two legs, or compute relative speed for trains and boats.

A formal reasoning problem presenting two or more premises with quantifiers such as all, some, or no, from which a candidate must decide which conclusions necessarily follow.

A verbal reasoning item in which a short statement is given and the candidate judges which listed assumptions are implicit in it, that is, taken for granted by the speaker.

Reasoning items that describe family links through statements or a diagram and ask the candidate to identify a specific relationship, often requiring careful handling of gender and generation.

Problems tracking a person's movement through turns and distances on the four cardinal directions, ending with a question about final direction, displacement, or shortest distance.

Haryana was carved out of Punjab on 1 November 1966 on linguistic grounds; it shares its capital Chandigarh with Punjab and is divided into divisions and districts across fertile plains and the Aravalli foothills.

Haryana's economy is led by agriculture, dairy, and manufacturing, with the Kundli-Manesar-Palwal corridor and industrial clusters; culturally it is known for folk forms such as Saang and Phag dance.

Shulman's concept describing the specialised blend of subject mastery and teaching knowledge that lets a teacher select examples, representations, and explanations matched to learners' likely difficulties.

Structured preparation of objectives, prior knowledge, teaching aids, sequenced activities, and evaluation for a single period, so instruction proceeds logically towards measurable learning outcomes.

A specific, observable statement of what learners should know or be able to do by the end of a lesson or unit, written with action verbs and used to design assessment.

Systematic inquiry by a practising teacher into a problem in their own classroom, cycling through identifying the issue, planning an intervention, acting, observing, and reflecting to improve practice.

The habit of reviewing one's own teaching decisions and their effects, using journals, peer observation, or student feedback to refine instruction continuously.