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Chapter – 00:00 – Introduction
Chapter – 01:08 – How are children understood in a constructivist frame ? -Passive beings -Miniature adults -As being born evil who have to be civilized -As being born with a curiosity to explore the world
Chapter – 01:43 – How should a teacher respond to young children talking out loud to themselves (self-talk) ? -Discourage it because it promotes ego-centricism -Discourage it because it is distracting for the child herself -Encourage it because it facilitates self-regulation -Encourage it because this ends teacher’s responsibility
Chapter – 02:23 – In a child-centred classroom children -are looked at as passive imitators -are actively engaged in construction of knowledge -are eager to copy answer from blackboard as it is -have to be passive listeners only
Chapter – 03:15 – In a child-centred classroom learning -happens by pairing of stimulus-response associations -is dependent on rewards and punishment -is co-constructed by the teacher and students -is dependent solely on the teacher and student’s role is passive
Chapter – 04:26 – In a child-centred classroom students -do not have much role in their own learning -are active constructors of knowledge -are looked upon as blank slates -passively imitate the teachers and follow her
Chapter – 05:19 – In a child-centered classroom, teachers -do not have any role -take a passive role -create a collaborative classroom ethos to promote learning -have the role of a dictator to instruct children
Chapter – 06:33 – In a class comprising of culturally diverse students, which of the following should be avoided by a teacher ? -Bringing examples from diverse cultures in the discussion -Developing curriculum and teaching style suitable to dominant culture -Encouraging students to share unique features of their culture -Promoting a culture of respect and acceptance among students
Chapter – 08:37 – In a classroom, students are working in small groups on a task and teacher facilitates each group. Which approach is being followed in the classroom ? -Behaviouristic -Constructivistic -Psychoanalytic -Expository
Chapter – 09:31 – In a constructivist classroom as envisioned by Piaget and Vygotsky the teacher -Gives long lectures on various topics -Provides an opportunity to the students to engage in inquiry and problem-solving -Takes a backseat and observe the students -Dictates answers to all the questions in the textbook
Chapter – 11:04 – In a constructivist classroom as envisioned by Piaget and Vygotsky, learning ? -Is offering the reinforcement by the teacher -Is constructed by the students themselves who play an active role -Is dictated by the student are passive recipients of the same -Happens by pairing of a stimulus and a response
Chapter – 12:36 – In a constructivist frame, learning is- -a change in behaviour as a result of experience -active and social in its character -passive and individualistic -the process of acquisition of knowledge
Chapter – 14:23 – In a multi-lingual classroom, a teacher should -Discourage the use of native language for communication -Recognize only the predominant language that is used by majority students -Create awareness about diversity of languages and allow their use as per student’s preference -Discourage the use of languages other than one target language such as English
Chapter – 16:38 – In a progressive classroom -teaching is textbook-centric -emphasis is placed on summative assessment -learners play an active part in their learning -teachers use rewards and punishment to direct children’s learning
Chapter – 18:37 – In a progressive classroom, learning -is a simple process -is a social process -can take place only through formal instruction -is conditional upon exams
Chapter – 20:44 – In a progressive classroom, learning -takes place through interaction and dialogue -is a one-way transmission from the teacher to the learners -takes place through passive reception -is the responsibility of the learners only and teachers do not have any role
Chapter – 22:45 – Conclusion
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