Skip to content

CDP वाइगोत्सकी Socio Cultural Theory, ZPD, Scaffolding, Private Speech 150 Questions CTET Part 8

Click on the YouTube video link in the article below, to watch the entire video on YouTube. You can also click on the 'Chapter' link time-stamps to go directly to the specific question or part of the video.

Subscribe to MagicExam YouTube channel for free videos on CTET 2022 and 2023, KVS, TET, REET, DSSSB, UPTET, MPTET, MahaTET, APTET, TSTET, RTET, HTET, PSTET and other exam preparation, solved question papers, syllabus analysis, result related news and other information videos.

If you have any questions, comments or feedback - please post them as YouTube comments under the specific videos and we will clarify or reply as soon as possible.
CDP वाइगोत्सकी Socio Cultural Theory, ZPD, Scaffolding, Private Speech - 150 Questions CTET - Part 8

Chapter – 00:00 – Introduction

Chapter – 01:21 – The amount and type of scaffolding to a child would change depending on the ? – Mood of the teacher – Rewards offered for the task – Level of the child’s performance – Child’s innate abilities

Chapter – 03:06 – The concept of ‘zone of Proximal Development’ has been proposed by – Jerome Bruner – David Ausubel – Robert M. Gagne – Lev Vygotsky

Chapter – 03:23 – The fact that children require culturally relevant Knowledge and skills is attributed to ? – Charles Darwin – B.F. Skinner – Urie Bronfenbrenner – Lev Vygotsky

Chapter – 04:53 – The purpose of assessment is to – induce fear of failure in the learners – shame the child for poor performance – compare performance of learners with each other – figure out ways to support the learners in the learning process

Chapter – 06:49 – The teacher noticed that Pushpa cannot solve a problem on her own. However, she does so in the presence of adult or peer guidance. This guidance is called – Lateralization – Pre-operational thinking – Zone of proximal development – Scaffolding

Chapter – 07:43 – The Zone of Proximal Development refers to – the developmental phase when child takes complete responsibility for learning – a context in which children can almost perform a task on their own with the right level of support – the point in learning when support can be withdrawn – the phase when maximum development is possible

Chapter – 08:53 – To facilitate student’s learning, which of the following is suggested by Lev Vygotsky’s in his theory of social constructivism ? – Peer Collaboration – Non-interference of cultural tools – Focus on Rote memorization – Decontextualized curriculum

Chapter – 10:38 – To scaffold students in solving a problem, a teacher should – confuse students by highlighting extraneous information – directly tell the answer to students and ask them to copy it – give cues that activities the relevant schemas – split the information in disconnected chunks

Chapter – 12:10 – Vygotsky emphasized the significance of the role played by which of the following factors in the learning of children ? – Moral – Physical – Social – Hereditary

Chapter – 12:47 – Vygotsky theory implies – child will learn best in the company of children having IQ lesser than his/her own – collaborative problem solving – individual assignments to each student – after initial explanation, do not support a child in solving difficult questions

Chapter – 15:25 – What is the role of teacher and students in constructivist classroom ? – Both students and teachers are passive – Students are active but teachers are passive – Both teacher and students are active – Teacher is active but students are passive

Chapter – 16:51 – When a teacher adjusts the support offered to a child to fit the child’s current level of performance and to help her reach her zone of proximal development, the teacher is – using co-operative learning – demonstrating inter-subjectivity – scaffolding the child – inducing cognitive conflict in the child

Chapter – 17:52 – When a teacher supports the child in putting together a jig-saw puzzle by giving hints and cues she is using the construct of – independent discovery – scaffolding – conditioning – modelling

Chapter – 18:33 – When adults adjust to the assistance they provide to facilitate progression of the child from current level of performance to potential level of performance, it is called – Scaffolding – Participatory learning – Collaborative learning – Proximal development

Chapter – 19:52 – When adults adjust the assistance they provide to facilitates progression of the child from current level of performance to potential level of performance, it is called – Proximal development – Scaffolding – Participatory learning – Collaborative learning

Chapter – 20:51 – Conclusion


Click on the YouTube video link in the article above, to watch the entire video on YouTube. You can also click on the 'Chapter' link time-stamps to go directly to the specific question or part of the video.

Subscribe to MagicExam YouTube channel for free videos on CTET 2022 and 2023, KVS, TET, REET, DSSSB, UPTET, MPTET, MahaTET, APTET, TSTET, RTET, HTET, PSTET and other exam preparation, solved question papers, syllabus analysis, result related news and other information videos.

If you have any questions, comments or feedback - please post them as YouTube comments under the specific videos and we will clarify or reply as soon as possible.
vygotsy ctet questions solved series 150 questions part 8 Hindi version