JTET Paper 1 cheat sheet

Piaget's four stages: sensorimotor (0–2 years), preoperational (2–7), concrete operational (7–11), formal operational (11+); object permanence develops in the sensorimotor stage.

Concrete operational children conserve number, mass, and volume and can classify and seriate, but reason logically only about concrete, not abstract, content.

Vygotsky's Zone of Proximal Development is the gap between what a learner can do alone and what the learner can do with adult or peer scaffolding.

Kohlberg's preconventional level (stages 1–2) judges morality by punishment and self-interest; the conventional level (stages 3–4) judges by social approval and law and order.

Classical conditioning pairs a neutral stimulus with an unconditioned stimulus (Pavlov); operant conditioning shapes behaviour through reinforcement, punishment, and extinction (Skinner).

Constructivist teaching begins with the learner's existing schemas and uses hands-on exploration, questioning, and reflection rather than pure transmission.

Inclusive education places children with disabilities in regular classrooms with adapted curriculum, aids, and support, not in separate settings by default.

Continuous and comprehensive evaluation (CCE) assesses scholastic and co-scholastic areas continuously using multiple tools, not only term-end examinations.

Erikson's psychosocial stages: trust versus mistrust (infancy), autonomy versus shame (1–3 years), initiative versus guilt (3–6), industry versus inferiority (6–12).

LSRW order: listening, speaking, reading, writing - oral language normally precedes written language in acquisition.

The phonics approach teaches letter-sound correspondences for decoding; the whole-language approach emphasises meaning, context, and authentic text.

Communicative Language Teaching prioritises meaningful interaction and fluency over grammatical accuracy; learner errors are treated as part of learning.

Reading comprehension has literal, inferential, and evaluative levels; factual recall questions test only the literal level.

Scaffolding in language learning means modelling, prompts, and cues within the learner's ZPD, with support gradually withdrawn.

Multilingual classrooms use the child's home language as a resource for concept formation, then bridge to the school language.

Big book and shared reading develop print awareness, directionality, and prediction skills in early primary classes.

Formative language assessment uses observation, portfolios, and oral questioning; summative assessment measures end-of-term achievement.

Phonemic awareness is the ability to identify and manipulate individual sounds in spoken words; it precedes phonics instruction.

Krashen's input hypothesis: language acquisition requires comprehensible input slightly above the learner's current level (i+1).

Cummins distinguishes BICS (conversational fluency, about 1–2 years) from CALP (academic language proficiency, about 5–7 years).

The affective filter - anxiety, low motivation, low self-confidence - can block comprehensible input from being acquired.

Code-switching is alternation between two languages in conversation; it is a normal bilingual strategy, not a deficiency.

Total Physical Response (TPR) links spoken commands to physical actions and suits beginners and young learners.

The grammar-translation method focuses on rules and translation; the direct method uses only the target language and inductive grammar.

Vocabulary breadth is the number of words known; vocabulary depth includes form, meaning, and use.

Interlanguage is the learner's developing rule system between the first language and the target language; errors show active rule formation.

Place value: in 4,507 the digit 5 stands for 5 hundreds = 500; each place is ten times the value of the place to its right.

Concrete–representational–abstract (CRA) sequence: use objects, then pictures, then symbols when teaching a new operation.

A fraction a/b names part of a whole or set; equivalent fractions have equal value (1/2 = 2/4 = 3/6).

Perimeter is the distance around a figure; area is the surface covered, measured in square units.

Polya's four-step problem-solving model: understand the problem, plan a strategy, carry out the plan, and check the result.

Diagnostic error analysis classifies mistakes as careless, conceptual, or procedural before reteaching.

Multiplication is repeated addition and can be modelled by arrays or area; division is sharing (partitive) or grouping (quotative).

A number is divisible by 3 if the sum of its digits is divisible by 3; it is divisible by 5 if it ends in 0 or 5.

Primary data handling uses pictographs, tally marks, and bar graphs; interpreting scale and axis labels is part of the skill.

EVS at primary level integrates science, social studies, and environmental education around the child's immediate surroundings.

NCERT EVS themes: family and friends, food, water, shelter, travel, and things we make and do.

Observation and exploration are core EVS methods; children record, compare, classify, and question local phenomena.

EVS assessment uses projects, observation, and oral explanation, not only written recall tests.

Food groups: energy-giving carbohydrates and fats, body-building proteins, protective vitamins and minerals.

Water freezes at 0°C and boils at 100°C at sea level; evaporation and condensation drive the water cycle.

Safety content includes road safety, fire safety, and first aid for burns using cool running water.

Local biodiversity: plants and animals in the child's area are starting points for classification into herbs, shrubs, and trees.

Community and civic awareness: local government, public services, and interdependence are EVS themes.