UPTET Paper 2 flashcards
UPTET Paper 2 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Zone of Proximal Development
- Vygotsky's term for the gap between what a learner can do alone and what the learner can do with adult or peer guidance; instruction is effective when aimed within this gap.
- Scaffolding
- Temporary support such as prompts, models, or worked steps that lets a learner complete a task beyond independent reach; the support is gradually withdrawn as competence increases.
- Formal operational stage
- Piaget's fourth stage, from about age 11, when learners can reason about abstract and hypothetical possibilities, test propositions systematically, and use proportional and combinatorial reasoning.
- Formative assessment
- Ongoing assessment used during teaching to identify learning gaps and adjust instruction; feedback is specific and actionable, and results are not primarily for grading.
- Criterion-referenced assessment
- Assessment that interprets a learner's performance against predefined learning criteria or standards rather than against the scores of other learners in the group.
- Inclusive education
- Placement and teaching arrangement in which students with diverse disabilities and backgrounds learn in regular classrooms with adapted curriculum, materials, assessment, and reasonable accommodations.
- Dyscalculia
- A specific learning disability affecting number sense, arithmetic fact retrieval, and calculation; it is not explained by low intelligence or poor teaching and requires structured multisensory math support.
- Difficulty index
- In item analysis, the proportion of test takers who answer an item correctly; values near 0.5 usually provide maximum discrimination among learners.
- Skimming
- Rapid reading to obtain the overall gist or main idea of a text; the reader samples headings, topic sentences, and key phrases rather than every word.
- Scanning
- Fast reading to locate specific information such as a date, name, or number; the eyes move quickly over text until the target is found.
- Communicative competence
- Hymes's concept covering grammatical, sociolinguistic, discourse, and strategic knowledge needed to use language appropriately in real contexts, not only to form correct sentences.
- Top-down reading model
- A reading process in which the learner uses background knowledge, schema, and predictions to construct meaning from the whole text before attending closely to letters and words.
- Inductive grammar teaching
- A rule-discovery approach in which learners study examples and infer the grammar pattern; the teacher guides and then confirms the rule after meaningful practice.
- Cloze test
- A gap-fill assessment in which words are deleted at regular intervals or selectively and the learner supplies words that fit the surrounding context and grammar.
- Portfolio assessment
- A purposeful collection of learner work and reflections gathered over time to show progress, effort, and achievement against criteria; it supports formative review and conferencing.
- Multilingual resource
- A teaching stance that treats learners' home languages and code-switching as cognitive scaffolds for comprehension and expression rather than as deficits to be eliminated.
- Comprehensible input
- Krashen's claim that second-language acquisition occurs when learners understand messages slightly beyond their current level, often described as i + 1 with context and gesture support.
- Affective filter
- Krashen's hypothetical emotional barrier; anxiety, low motivation, and low self-confidence can block learners from using comprehensible input for acquisition.
- BICS and CALP
- Cummins's distinction between basic interpersonal communicative skills, often context-embedded and acquired in about two years, and cognitive academic language proficiency, context-reduced and taking five to seven years.
- Interlanguage
- Selinker's term for a learner's transitional second-language system with its own rule patterns; it changes as the learner receives input and produces output.
- Fossilization
- The persistence of non-target second-language features in a learner's interlanguage despite continued exposure and practice, often stabilized by communicative success or limited feedback.
- Task-based language teaching
- An approach in which learners use the target language to complete meaningful tasks with a pre-task, task cycle, and language focus, rather than studying grammar first.
- Output hypothesis
- Swain's proposal that producing the second language pushes learners to notice gaps, test hypotheses, and develop fluency and accuracy beyond what input alone provides.
- Washback
- The influence of a test on teaching and learning; positive washback aligns classroom tasks with intended communicative goals, while negative washback narrows instruction to test formats.
- Pythagorean theorem
- In a right triangle, the square of the hypotenuse equals the sum of the squares of the other two sides: a squared plus b squared equals c squared.
- HCF-LCM relation
- For two positive integers, the product of their highest common factor and least common multiple equals the product of the two numbers; this fails for more than two numbers.
- Mean, median, mode
- The mean is the sum divided by the count; the median is the middle value of ordered data; the mode is the most frequent value.
- Van Hiele levels
- A geometry learning sequence from visual recognition to analysis, informal deduction, formal deduction, and rigor; instruction should match the learner's current level.
- Polya problem solving
- A four-step heuristic: understand the problem, devise a plan, carry out the plan, and look back to check and generalize the solution.
- Photosynthesis equation
- Carbon dioxide and water, using light energy trapped by chlorophyll, produce glucose and oxygen: six CO2 plus six H2O yield C6H12O6 plus six O2.
- 5E inquiry model
- A science lesson sequence of engage, explore, explain, elaborate, and evaluate; learners investigate phenomena before formal explanation and then apply concepts to new contexts.
- Concrete-representational-abstract
- A mathematics sequence that moves from physical objects to drawings or diagrams to abstract symbols, reducing reliance on manipulatives while preserving conceptual understanding.