• Best Institute for PSTET CoachingStreet no. 12, Ajit Road, Bathinda

Opening Hours : Monday to Saturday - 8 Am to 5 Pm

Send us a Email

udaaninstitutebathinda@gmail.com
St. no. 12 Ajit
Road, Bti
Best Institute for PSTET Coaching

Have any question?

98157-76606 / 94641-54001

PSTET/CTET

PSTET

1. Child Development and Pedagogy:
Child Development (Primary School Child):

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on
  • diversity of language ,caste,gender, community, religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based
  • Assessment,Continuous & Comprehensive Evaluation: perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

Learning and Pedagogy:

  • How children think and learn; how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity;
  • social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in
  • The learning process
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

Language Comprehension:Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally
  • and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

Geometry, Shapes & Spatial Understanding, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight, Time, VOLUME, Data Handling, Patterns, Money, LCM & HCF, Decimal, Fractions

Pedagogical issues:

  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns
  • and strategies of making meaning and learning
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation through formal and informal methods.
  • Problems of Teaching
  • Error analysis and related aspects of learning and teaching
  • Diagnostic and Remedial Teaching

Our Surroundings, Parts of Body (internal & external), Natural Resources, Our Punjab, Solar System, Basic needs, Food, resources and care, Water, Air, Habitats, types, Clothes, dresses &their care, Group songs, Festivals (school, family & national), Health, good habits & personal hygiene, Looking after the trees, plants & animals, Living and nonliving, Parts of plants, Geographical features and changes, Days and Nights, Disposal of solid waste, Local Bodies (Rural & urban), Transportation, communication and its development, Pollution National property, Weather & climate, Community Buildings, Diseases, First Aid, Disaster management

Pedagogical Issues:

  • Concept and scope of EVS
  • Significance of EVS, integrated EVS
  • Environmental Studies & Environmental Education
  • learning Principles
  • Scope & relation to Science & Social Science
  • Approaches of presenting concepts
  • Activities
  • Experimentation/Practical Work
  • Discussion
  • CCE
  • Teaching material/Aids
  • Problems
PSTET Paper II Syllabus:

Child Development (Elementary School Child):

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language,
  • caste, gender, community, religion etc.
  • Distinction between Assessment for learning and assessment of learning; School- Based Assessment,
  • Continuous & Comprehensive Evaluation: perspective and practice
  • Formulating appropriate questionsfor assessing readiness levels of learners; for enhancing learning
  • and critical thinking in the classroom and for assessing learner achievement.

Concept of Inclusive education and understanding children with special needs:

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc
  • Addressing the Talented, Creative, Specially abled Learners

Learning and Pedagogy:

  • How children think and learn; how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity;
  • social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in
  • the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

Language Comprehension: Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally
  • and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally
  • and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

A: Mathematics: Number System, Knowing our Numbers, Playing with Numbers, Whole Numbers, Negative Numbers and Integers, Fractions, Exponents; surds, squares, cube, square root, cube root, Profit and Loss, Compound Interest, Discount, Algebra, Introduction to Algebra; Algebraic identities, polynomials, Ratio & Proportion, Geometry, Basic geometrical ideas (2-D), Understanding Elementary Shapes (2-D and 3-D), Symmetry: (reflection), Constructions (using Straight edge Scale, protractor, compasses), Quadrilateral, Mensurations; circle, sphere, cone, cylinder, triangles, Data handling, statistics

Pedagogical issues: Nature of Mathematics/Logical thinking, Place of Mathematics in Curriculum, Language of Mathematics, Community Mathematics, Evaluation, Remedial Teaching, Problems of Teaching

B. Science: Food, Sources of food, Components of food, Cleaning food, Materials, Materials of daily use, Air, Water, Change of matter, Structure of Atom, Molecule, Compounds, Metals & Nonmetals, Carbon, Soil, Acids, base, salt, The World of the Living organisms, micro organism and diseases, Food; production & management, Moving Things People and Ideas, Effect of population growth & human activities on environment, The Universe, Force, Motion, Work & Energy, Electric current and circuits, Magnets & magnetism, Light, Sound, Natural Phenomena, Natural Resources, Sources of energy, Environmental concerns; regional & national, Pollution

Pedagogical issues: Nature & Structure of Sciences, Natural Science/Aims & objectives, Understanding & Appreciating Science, Approaches/Integrated Approach, Observation/Experiment/Discovery(Method of Science), Innovation, Text Material/Aids, Evaluation- cognitive/psychomotor/affective, Problems, Remedial Teaching

A: History: When, Where and How, The Earliest Societies, The First Farmers and Herders, The First Cities, Early States, New Ideas, The First Empire, Contacts with Distant lands, Political Developments, Culture and Science, New Kings and Kingdoms, Sultans of Delhi, Architecture, Creation of an Empire, Social Change, Regional Cultures, The Establishment of Company Power, Rural Life and Society, Colonialism and Tribal Societies, The Revolt of 1857-58,Women and reform, Challenging the Caste System, The Nationalist Movement, India After Independence

B: Geography: Geography as a social study and as a science, Planet: Earth in the solar system, Globe, Environment in its totality: natural and human environment, Air, Water, Human Environment: settlement, transport and communication, Resources: Types- Natural and Human, Agriculture

Social and Political Life: Diversity, Government, Local Government, Making a Living, Democracy, State Government, Understanding Media, Unpacking Gender, The Constitution, Parliamentary Government, The Judiciary, Social Justice and the Marginalized

Pedagogical issues: Concept & Nature of Social Science/Social Studies, Class Room Processes, activities and discourse, Developing Critical thinking, Enquiry/Empirical Evidence, Problems of teaching Social Science/Social Studies, Sources – Primary & secondary, Projects Work, Evaluation

CTET Paper 1 Syllabus 2019

Child Development (Primary School Child)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

Learning and Pedagogy:

  • How children think and learn; how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity;
  • social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps
  • The learning process
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

Language Comprehension: Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

Pedagogy of Language Development

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form included in CTET Syllabus.
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

Pedagogy of Language Development

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form included in CTET Syllabus.
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking,listening, reading and writing
  • Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

Content Questions: Geometry, Shapes & Spatial Understanding, Solids around Us, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight included in CTET Syllabus, Time, Volume, Data Handling, Patterns, Money

Pedagogical issues:

  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation through formal and informal methods
  • Problems of Teaching
  • Error analysis and related aspects of learning and teaching
  • Diagnostic and Remedial Teaching

Content Questions: Food, Shelter, Water included in CTET Syllabus., Travel, Things We Make and Do

Pedagogical issues:

  • Concept and scope of EVS
  • Significance of EVS, integrated EVS
  • Environmental Studies & Environmental Education
  • Learning Principles
  • Scope & relation to Science & Social Science
  • Approaches of presenting concepts
  • Activities
  • Experimentation/Practical Work
  • Discussion
  • CCE
  • Teaching material/Aids
  • Problems
CTET Paper 2 Syllabus 2019

CTET Syllabus Mathematics

Content Questions: Number System, Knowing our Numbers, Playing with Numbers, Whole Numbers, Negative Numbers and Integers, Fractions, Algebra, Introduction to Algebra, Ratio and Proportion included in CTET 2019 Syllabus, Geometry, Basic geometrical ideas (2-D), Understanding Elementary Shapes (2-D and 3-D), Symmetry: (reflection), Construction (using Straight edge Scale, protractor, compasses), Mensuration including CTET Syllabus, Data handling

Pedagogical issues:

  • Nature of Mathematics/Logical thinking
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation
  • Remedial Teaching
  • Problem of Teaching

CTET Syllabus Science

Content Questions: Food, Sources of food, Components of food, Cleaning food, Materials, Materials of daily use, The World of the Living, Moving Things People and Ideas, How things work, Electric current and circuits, Magnets, Natural Phenomena, Natural Resources

Pedagogical issues:

  • Nature & Structure of Sciences included in CTET Syllabus
  • Natural Science/Aims & objectives
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Observation/ Experiment/ Discovery (Method of Science)
  • Innovation
  • Text Material/Aids
  • Evaluation– cognitive/ psychomotor/ affective
  • Problems
  • Remedial Teaching

Content Questions

1.History
When, Where and How,The Earliest Societies, The First Farmers and Herders, The First Cities, Early States, New Ideas, The First Empire, Contacts with Distant lands, Political Developments, Culture and Science, New Kings and Kingdoms,Sultans of Delhi, Architecture, Creation of an Empire, Social Change, Regional Cultures, The Establishment of Company Power, Rural Life and Society, Colonialism and Tribal Societies, The Revolt of 1857-58, Women and reform included in CTET Syllabus, Challenging the Caste System, The Nationalist Movement, India After Independence
2. Geography
Geography as a social study and as a science, Planet: Earth in the solar system, Globe, Environment in its totality: natural and human environment, Air, Water, Human Environment: settlement, transport and communication, Resources: Types-Natural and Human, Agriculture
3. Social and Political Life
Diversity included in CTET Syllabus, Government including CTET Syllabus 2019 Paper 2, Local Government, Making a Living, Democracy, State Government, Understanding Media, Unpacking Gender, The Constitution, Parliamentary Government, The Judiciary, Social Justice and the Marginalised

Pedagogical issues:

  • Concept & Nature of Social Science/ Social Studies
  • Class Room Processes, activities and discourse
  • Developing Critical thinking including CTET Syllabus
  • Enquiry/ Empirical Evidence
  • Problems of teaching Social Science/Social Studies
  • Sources – Primary & Secondary
  • Projects Work
  • Evaluation included in CTET 2019 Syllabus