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An athlete won’t judge you for working out.
A millionaire won’t judge you for starting a new business.
A musician won’t judge you for trying to sing a song.
It’s always the people going nowhere that have something to say.
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PAPER 1 COMPLETE COURSE.
https://cnachievers.classx.co.in/new-courses/18-panch-ratan-30-paper-1-complete-course-for-jrf-december-2024
COMMERCE COMPLETE COURSE.
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PAPER 1 + COMMERCE - COMBO COURSE.
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You know CN Achievers is known for Best Quality and Lowest Prices All Over India.
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✔️On High Demand of Students ...
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And Yes..
REVISION COURSE & TEST SERIES is Free Free Free.
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PAPER 1 + COMMERCE - COMBO COURSE.
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Paper 1 Quiz.
Which of the following statements are true about the Memory Level of Teaching?
1. It primarily involves the retention and recall of factual information.
2. It encourages students to understand and analyze complex concepts.
3. It emphasizes rote memorization over critical thinking.
A) 1 and 2
B) 2 and 3
C) 1 and 3
D) 1, 2, and 3
स्मृति स्तर की शिक्षा के बारे में निम्नलिखित में से कौन से कथन सही हैं?
1. यह मुख्य रूप से तथ्यात्मक जानकारी के प्रतिधारण और पुनः स्मरण को शामिल करता है।
2. यह छात्रों को जटिल अवधारणाओं को समझने और विश्लेषण करने के लिए प्रोत्साहित करता है।
3. यह आलोचनात्मक सोच के बजाय रटने पर जोर देता है।
A) 1 और 2
B) 2 और 3
C) 1 और 3
D) 1, 2 और 3
The Cognitive Apprenticeship Model is an educational framework that emphasizes the teaching of cognitive skills through the same processes that experts use in their fields. It is designed to help students learn by doing and thinking in authentic contexts. This model was developed by Allan Collins, John Seely Brown, and Susan Newman in the late 1980s and is based on traditional apprenticeship but applied to cognitive and metacognitive skills.
Key Components of the Cognitive Apprenticeship Model
1. Modeling:
• The instructor demonstrates the task, making the thought processes visible to the learners.
• Students observe the expert performing the task and internalize the processes involved.
2. Coaching:
• The instructor provides guidance and feedback while the students perform the task.
• This helps students refine their skills and understand the nuances of the task.
3. Scaffolding:
• The instructor provides support structures to assist the learners in performing tasks they cannot yet do independently.
• As students gain proficiency, the support is gradually removed, allowing them to take more control.
4. Articulation:
• Learners are encouraged to verbalize their knowledge, reasoning, or problem-solving processes.
• This helps in clarifying and reinforcing their understanding.
5. Reflection:
• Learners compare their own problem-solving processes with those of an expert or with their peers.
• Reflection helps in identifying gaps in understanding and in improving their cognitive strategies.
6. Exploration:
• Learners are encouraged to pose and solve their own problems, promoting independent thinking and problem-solving skills.
• This phase encourages learners to apply what they have learned to new and varied situations.
Benefits of the Cognitive Apprenticeship Model
• Authentic Learning: Engages students in real-world tasks, making learning relevant and meaningful.
• Skill Development: Focuses on the development of both cognitive and metacognitive skills.
• Active Learning: Encourages active participation and critical thinking.
• Transfer of Knowledge: Helps students apply learned skills to new and diverse contexts.
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Important Update.
For 2.0 Students who will appear in the August - September Exam.
Daily 2 PM.
Paper 1 & Paper 2 Class will be there on alternative days.
One day Paper 1.
One day Paper 2.
See You Tomorrow.
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Paper 1 Quiz.
Assertion (A): Formative assessment helps improve student learning and performance during the instructional process.
Reason (R): Formative assessment provides continuous feedback to both students and teachers, enabling timely adjustments to teaching and learning strategies.
• A. Both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A).
• B. Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).
• C. Assertion (A) is true, but Reason (R) is false.
• D. Assertion (A) is false, but Reason (R) is true.
कथन (A): निर्माणात्मक मूल्यांकन शिक्षण प्रक्रिया के दौरान छात्र सीखने और प्रदर्शन को सुधारने में मदद करता है।
कारण (R): निर्माणात्मक मूल्यांकन छात्रों और शिक्षकों दोनों को निरंतर प्रतिक्रिया प्रदान करता है, जिससे शिक्षण और सीखने की रणनीतियों में समय पर समायोजन संभव हो पाता है।
• A. दोनों कथन (A) और कारण (R) सही हैं, और कारण (R) कथन (A) का सही स्पष्टीकरण है।
• B. दोनों कथन (A) और कारण (R) सही हैं, लेकिन कारण (R) कथन (A) का सही स्पष्टीकरण नहीं है।
• C. कथन (A) सही है, लेकिन कारण (R) गलत है।
• D. कथन (A) गलत है, लेकिन कारण (R) सही है।
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Today’s Schedule.
9 am - Reading Comprehension
11:30 am - Business Environment
3:00 pm - Commerce & Management Revision 2.0
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