UPTET Paper 2 cheat sheet

Piaget: concrete operational (about 7–11) handles conservation, classification, seriation, and reversibility when objects are present; formal operational (about 11+) handles hypothetical-deductive and abstract-propositional reasoning.

Vygotsky: ZPD is the gap between independent and assisted performance; scaffolding is temporary, faded support; the more knowledgeable other can be a teacher, peer, or tool; private speech gradually becomes inner speech.

Kohlberg: pre-conventional (punishment/obedience, instrumental exchange), conventional (good-boy/nice-girl, law-and-order), post-conventional (social contract, universal ethical principles); most adolescents reason conventionally.

Erikson: adolescence is identity versus role confusion; peer groups and fidelity matter; Marcia's identity statuses are foreclosure, moratorium, achievement, and diffusion, based on exploration and commitment.

Inclusive education: RPwD Act 2016 lists 21 specified disabilities; RTE Act 2009 covers free and compulsory education for ages 6–14; inclusion adapts curriculum, assessment, and physical access and provides reasonable accommodation.

Classroom indicators: dyslexia affects decoding/fluency, dysgraphia affects writing/spelling, dyscalculia affects number sense; ADHD shows inattention, hyperactivity, impulsivity; these are not explained by low intelligence.

Assessment: formative is ongoing and feedback-oriented; summative is end-point grading; criterion-referenced compares to criteria; norm-referenced compares to group; reliability is consistency, validity is fitness for purpose.

Item analysis: difficulty p = correct responses / total responses; discrimination D = (upper correct − lower correct) / group size; p near 0.5 gives maximum discrimination, and D of 0.30 or above is often acceptable.

Revised Bloom: remember, understand, apply, analyze, evaluate, create; use observable action verbs; CCE covers scholastic and co-scholastic areas and uses continuous formative plus terminal summative evidence.

Natural order of language use: listening, speaking, reading, writing; comprehension generally precedes production, but classroom lessons can integrate the four modes.

Communicative competence includes grammatical, sociolinguistic, discourse, and strategic competence; accuracy and fluency are both goals, not substitutes.

Reading models: top-down uses schema and prediction; bottom-up decodes letters and words; interactive combines both; effective comprehension uses both sources of information.

Reading purposes: skimming for gist, scanning for specific detail, intensive reading for close analysis, extensive reading for fluency and volume.

Phonics teaches letter-sound correspondences; whole-language emphasizes authentic meaning-bearing text; a balanced early-reading programme combines systematic decoding with rich comprehension.

Grammar teaching: inductive discovery moves from examples to rule; deductive presentation moves from rule to examples; contextualized practice links form to meaning and use.

Vocabulary: breadth is number of known words; depth is richness of connections; repeated encounters in varied contexts and explicit strategy instruction support retention.

Assessment tools: cloze measures contextual gap-filling; dictation integrates listening and spelling; portfolio shows longitudinal progress; rubrics make criteria explicit.

Error treatment: developmental errors reflect rule construction; interference errors reflect L1 influence; immediate correction suits accuracy work, delayed focused correction suits fluency work; multilingual code-switching can scaffold meaning.

Krashen: acquisition-learning, monitor, natural order, input (i + 1), and affective filter hypotheses; comprehensible input is necessary but not sufficient for full accuracy.

Cummins: BICS is context-embedded social language, often 1–2 years; CALP is context-reduced academic language, often 5–7 years; academic tasks require explicit language scaffolding.

Interlanguage is a rule-governed transitional system; fossilization is persistent non-target features; L1 transfer can be positive or negative; contrastive analysis predicts areas of difficulty but not all errors.

CLT prioritizes meaningful interaction and information gaps; TBL follows pre-task, task cycle, and language focus; PPP follows presentation, practice, production; each has different sequencing.

Output hypothesis: producing L2 prompts noticing of gaps, hypothesis testing, and fluency; interaction hypothesis: negotiation of meaning in interaction supports acquisition.

Error types: interlingual from L1 transfer; intralingual from overgeneralization or incomplete rules; global errors disrupt meaning more than local errors; feedback should match task purpose.

Assessment: discrete-point tests check isolated elements; integrative tests check combined skills; communicative performance tasks use analytic or holistic rubrics; washback is test influence on teaching.

Second-language reading: pre-teach key vocabulary, activate schema, use glosses, and build fluency with extensive reading; L1 reading strategies can transfer positively.

Multilingual classrooms: translanguaging and code-switching can scaffold comprehension; banning L1 removes a resource; bilingual word knowledge and metalinguistic awareness can support L2 learning.

Number: for two positive integers HCF × LCM = product; divisibility by 3 or 9 uses digit sum, by 4 uses last two digits, by 11 uses alternating digit sum.

Percentage: a/b as percent = (a × 100)/b; percentage change = (new − old)/old × 100; unitary method sets one unit first, then scales.

Algebra: linear equation ax + b = c gives x = (c − b)/a when a ≠ 0; (a + b)² = a² + 2ab + b²; exponent laws include a^m × a^n = a^(m+n).

Mensuration: triangle area = ½ × base × height; circle area = πr²; circumference = 2πr; cuboid volume = l × w × h; triangle angle sum = 180°.

Right triangles: Pythagoras a² + b² = c² for legs a, b and hypotenuse c; converse holds when the equality is satisfied; common triples include 3-4-5 and 5-12-13.

Statistics: mean = sum/count; median = middle of ordered data; mode = most frequent value; probability of an event = favourable outcomes / total equally likely outcomes.

Science matter: physical changes alter state or form without new substances; chemical changes form new substances; filtration, evaporation, distillation, and chromatography separate mixtures by different properties.

Biology: photosynthesis uses CO2 + H2O + light + chlorophyll to make glucose + O2; respiration releases energy; food chains show energy transfer and decomposers recycle nutrients.

Science pedagogy: Polya's four steps, Van Hiele geometry levels, and the 5E inquiry sequence (engage, explore, explain, elaborate, evaluate); CRA moves from concrete to representational to abstract; lab work requires hazard identification and clear safety rules.