experiential activity based pedagogy and case study in hindi

एक्टिविटी बेस्ड लर्निंग (गतिविधि आधारित शिक्षण) – Activity Based Learning In Hindi

Activity Based Learning In Hindi: एक्टिविटी बेस्ड लर्निंग क्या है और भारत के स्कूलों में इसकी क्या आवश्कता है, ये बहुत से लोग जानना चाहते हैं। तो हम आपको बता दें, कि एक्टिविटी बेस्ड लर्निंग एक एक्टिव टीचिंग लर्निंग मैथेडोलॉजी है। भारत में प्राथमिक कक्षाओं में यह अधिक उपयोगी साबित होती है। इस पद्धति की मदद से शिक्षण को अधिक रोचक बना सकते हैं। विशेषज्ञों का मानना है, कि यह गतिविधियां छात्रों में एक्टिवनेस और स्मार्टनेस लाती हैं। अच्छी बात यह है, कि अब भारत के कई प्राथमिक स्कूलों में भी इसे लागू किया जा रहा है। तमिलनाडु इसका सबसे अच्छा उहारण है, जहां कई काम एक्टिविटी बेस्ड लर्निंग (Activity Based Learning In Hindi ) पर किए गए हैं। एक्टिविटी बेस्ड लर्निंग से स्टूडेंट्स में स्किल्स डेवलप हो सकती है।

स्कूलों में एक्टिविटी बेस्ड लर्निंग अन्य पद्धतियों की तुलना में ज्यादा प्रभावी है। यही वजह है, कि आजकल भारत के कई स्कूलों में स्मार्ट क्लास छात्रों को इंटरेक्टिव लर्निंग का माहौल प्रदान करने लगे हैं। इससे छात्र केवल किताबी ज्ञान में न फंसे रहकर अपनी योग्यता और क्षमताओं का विकास कर रहे हैं। आज के इस आर्टिकल में हम आपको एक्टिविटी बेस्ड लर्निंग से जुड़ी सभी जानकारी देने जा रहे हैं। साथ ही इसके फायदों के बारे में भी आप यहां जान सकते हैं।

एक्टिविटी बेस्ड लर्निंग क्या है – What is activity based learning in Hindi

एक्टिीविटी बेस्ड लर्निंग छात्र केंद्रित शिक्षण पद्धति है। यह बच्चों की इंद्रियों को उत्तेजित कर स्मेल, विजन, फीलिंग और व्यवहारिक गतिविधियों में शामिल करने के लिए प्रोत्साहित करती है। इसमें बच्चों का काम केवल नोट्स लेकर पढ़ने और सुनने का नहीं होता, बल्कि उन्हें कई अलग-अलग एक्टिविटीज के जरिए पढ़ाया और सिखाया जाता है। इसका मकसद छात्रों को विविध ज्ञान और अनुभव प्रदान कराना है, जिससे उनके ज्ञान, कौशल और मूल्यों का निर्माण होता है।

इसके अलावा प्रेजेंटेशन के माध्यम से भी एक्टिविटी बेस्ड लर्निंग छात्रों को अपने विचार व्यक्त करने के लिए प्रोत्साहित करती है। कुल मिलाकर एक्टिविटी बेस्ड लर्निंग कई एक्टिविटी पर आधारित रहती है, जिसमें बच्चे केवल क्लास में बैठकर पढ़ने से ही नहीं, बल्कि कई चीजों की प्रैक्टिकल रूप से करते हुए ज्ञान प्राप्त करते हैं।

(और पढ़े – बच्चे को स्मार्ट और इंटेलीजेंट कैसे बनाएं… )

एक्टिविटी बेस्ड लर्निंग क्यों जरूरी है – Why activity based learning is important in Hindi

आजकल उद्यमी (Entrepreneur) छात्रों को किताबों के ज्ञान के अलावा अन्य कौशल जैसे संसाधनों का उपयोग करना, स्थितियों को हैंडल करना, बोलने व बातचीत करने का कौशल, रचनात्मकता के साथ स्वीकारा जाता है। हर उद्यमकर्त्ता ऐसे बच्चों को ही अपनी कंपनी में आने का मौका देता है, जिनके पास केवल किताबी ज्ञान नहीं, बल्कि कुछ रचनात्मक और अलग हटकर करने की स्किल्स होती हैं। इस वजह से आज के समय में एक्टिविटी बेस्ड लर्निंग बहुत जरूरी है। इससे छात्रों के आत्मविश्वास का निर्माण होता है और वे कहीं पर भी खुद को साबित कर सकते हैं, कि वे कितने काबिल हैं।

(और पढ़े – बिना हाथ उठाए, बच्चों को अनुशासन कैसे सिखाएं… )

एक्टिविटी बेस्ड लर्निंग के फायदे – Benefits of activity based learning in Hindi

बच्चों को सीखने के अनुभव का आनंद लेने के लिए प्रोत्साहित करने के अलावा एक्टिविटी बेस्ड लर्निंग के कई फायदे हैं, जिनके बारे में हम आपको यहां बता रहे हैं।

छात्रों को जानकारी याद रखने में मदद करना

एक्टिविटी बेस्ड लर्निंग बच्चों को शारीरिक और मानसिक रूप से सीखने की प्रक्रिया में शामिल होने के लिए प्रोत्साहित करती है। इस प्रक्रिया में खुद को शामिल करके छात्र कई चीजों को लंबे समय तक याद रख सकते हैं।

जिज्ञासा और सोच विकसित करने में एक्टिविटी बेस्ड लर्निंग के लाभ

यह शिक्षण पद्धति बच्चों को नए अनुभवों की तलाश करने, सीखने में रूचि पैदा करने, उनकी शब्दावली को मजबूत करने और नई किताबें पढ़ने के लिए प्रोत्साहित करती है। इन कामों से छात्रों में जिज्ञासा और आलोचनात्मक सोच बढ़ती है। सबसे महत्वपूर्ण बात यह है कि, यह बच्चों को स्वयं के अनुभव से समझने और सीखने में उन्हें सक्षम बनाती है।

एक्टिविटी बेस्ड लर्निंग के फायदे बच्चों को स्वतंत्र और जिज्ञासु बनाए

एक्टिविटी बेस्ड लर्निंग की मदद से बच्चे स्वतंत्र और जिज्ञासु बनते हैं। यह पूरी तरह इंडिपेंडेट इनवेस्टीगेशन और एनालिसिस पर आधारित है। इस प्रक्रिया में यदि बच्चे ग्रुप्स में रहकर काम करते हैं, तो यह शिक्षण पद्धति छात्रों को स्वतंत्र रूप से जिज्ञासु होने, गंभीर रूप से सोचने और स्वयं के अनुभव से सीखने के लिए प्रोत्साहित करती है।

वास्तविक जीवन से जोड़ती है एक्टिविटी बेस्ड लर्निंग

एक्सपेरीमेंटल लर्निंग छात्रों को उनके जीवन से करीब से जोड़ती है। इसके जरिए बच्चे हर मुश्किल सवाल का जवाब खुद हल करना सीख जाते हैं, जो उनके जीवन को आसान बनाने के लिए बहुत जरूरी है।

सामाजिक विकास का समर्थन करती है एक्टिविटी बेस्ड लर्निंग

एक्टिविटी बेस्ड लर्निंग के माध्यम से बच्चे टीम वर्क सीखते हैं। और उनमें सामाजिक कौशल विकसित होता है। ये कौशल स्कूल के बाद भविष्य में उनके करियर और सामाजिक जीवन में बहुत काम आता है।

समस्याओं को हल करने में फायदेमंद एक्टिविटी बेस्ड लर्निंग

एक्टिविटी बेस्ड लर्निंग बच्चों को यथार्थवादी समस्याओं और परिदृश्यों का पता लगाने और उन्हें हल करने के लिए प्रोत्साहित करती है। इससे बच्चों को वास्तिविक जीवन की प्रासंगिता को समझने में मदद मिलती है।

एक्टिविटी बेस्ड लर्निंग से बच्चे खुद को करते हैं व्यक्त

इस शिक्षण पद्धति की मदद से बच्चों को खुद को अलग-अलग तरह से व्यक्त करने का मौका मिलता है। यह बच्चों को अपनी नॉलेज को रचनात्मक तरीके से व्यक्त करने के लिए प्रोत्साहित करती है। इसके अलावा इससे छात्र सीखने की विधि भी जान सकते हैं।

(और पढ़े – अगर बच्चों को बनाना है कामयाब तो इन चीजें को करें फॉलो…)

ऐसे सिखा सकते हैं बच्चों को एक्टिविटी बेस्ड लर्निंग – How you can teach children activity based learning in Hindi

वास्तविक वस्तुओं के माध्यम से

किताबों से सीखने के बजाए बच्चों को अगर वास्तविक वस्तुओं के जरिए सिखाया जाए, तो साइंस के लेसन्स काफी आसान और दिलचस्प हो जाते हैं। सबसे अच्छी बात ये है कि इसके लिए शिक्षक और छात्र दोनों की ओर से प्रयास किए जा सकते हैं। उदाहरण के तौर पर जैसे टीचर छात्रों को पौधों के बारे में पढ़ा रही है, तो इस दौरान वह छात्रों को पौधों की कुछ किस्मों को एकत्रित करने के लिए कह सकती है और फिर इससे छात्रों को पढ़ाया जा सकता है। अगर बात मैथ्स सब्जेक्ट की है, तो छात्रों को फल खरीदना या बेचना सिखाने के लिए असली सेब और आम लाने के लिए कहा जा सकता है। बता दें, कि बच्चे देखकर और खुद उस चीज का अनुभव करके ही बहुत जल्दी सीख सकते हैं।

(और पढ़े – छोटे बच्चों को पढ़ाने के अनोखे तरीके… )

क्लासरूम थीम

यह एक्टिविटी बेस्ड लर्निंग काफी दिलचस्प हो सकती है। क्लास में एक ही सीट पर बैठकर पढ़ने से बच्चे अक्सर बोर हो जाते हैं, ऐसे में उनकी पद्धति में बदलाव लाकर विषयों के प्रति उनमें रूचि जगाई जा सकती है। उदाहरण के तौर पर अगर टीचर अंतरिक्ष के बारे में पढ़ा रहे हैं, तो उन्हें स्पेस थीम पर क्लास को डेकोरेट कर सकते हैं। यह काफी रोमांचक होगा।

पॉवर ऑफ प्रोजेक्टस

पॉवर ऑफ प्रोजेक्ट्स से मतलब है, प्रोजेक्टस की असली छवि से। पैरेंट्स और टीचर बच्चों को प्रोजेक्टस बनाने में उनकी मदद कर सकते हैं, लेकिन इससे पहले छात्रों को प्रोजेक्ट के टॉपिक से परीचित होना जरूरी है। जैसे अगर कोई बच्चा बांध को लेकर प्रोजेक्ट बना रहा है, तो बेहतर है कि पहले एक बार वह डैम विजिट कर ले। ऐसे और भी कई उदाहरण है, जिस पर प्रोजेक्ट बनाने से पहले बच्चे उसकी छवि को देख सकते हैं। नियमित रूप से परियोजना कार्य होने से न केवल विषय का ज्ञान बढ़ता है, बल्कि अधिक जानने और स्पष्टता के साथ जिज्ञासा बढ़ती है।

अतिरिक्त जानकारी जोड़ना

किताबों में दी गई चीजें बच्चे के समझने के लिए यूं तो काफी होती हैं, लेकिन उन्हें विषयों से जुड़ी अतिरिक्त जानकारी प्रदान की शिक्षक विषय को और रोचक बना सकते हैं। यानि किसी जगह या व्यक्ति से जुड़ी रोचक बातें बताकर बच्चों में दिलचस्पी बढ़ाई जा सकती है। इसके लिए शिक्षक चाहें, तो ऑनलाइन और ऑफलाइन फैक्ट एकत्रित कर सकते हैं। इस तरह से बच्चे विषयों को रटते नहीं, बल्कि समझने की कोशिश करते हैं।

विडियोज दिखाना

यह तो सभी जानते हैं, कि बच्चे देखकर और सुनकर जितना अच्छा सीख सकते हैं, किताबों से उतना नहीं सीखते। इसलिए वीडियोज, इमेज सोर्स के जरिए बच्चों का ध्यान विषय की ओर आकर्षित कर सकते हैं।  शिक्षक बच्चों को किसी डॉक्यूमेंट्री, फिल्म को दिखाकर उन्हें ज्यादा से ज्यादा ज्ञान दे सकते हैं।

क्लासरूम शिफ्ट करें

एक ही जगह क्लासरूम में बैठकर पढ़ने से बच्चे बोरियत का सीकार हो जाते हैं और उनमें थकान भी हो जाती है। इसलिए उनके पढ़ाई के मौहाल को बदलना एक अच्छा विकल्प हो सकता है। यह एक्टिविटी बेस्ड लर्निंग बच्चों के लिए काफी दिलचस्प हो सकती है। समय-समय पर कक्षा बदलें, बच्चों की सीट बदलें, उससे भी बेहतर है कि बच्चों को क्लास के बजाए बाहर पेड़ के नीचे गार्डन में या फिर ग्राउंड में बैठकर पढ़ाएं। प्रकृति के साथ बैठकर पढ़ने से छात्रों में फ्रेशनेस देखी जा सकती है।

पहेली और खेल

कक्षा में अगर पहेली और खेल के माध्यम से बच्चों को पढ़ाया जाए, तो नए शब्दों और अवधारणाओं को हल करने और सिखाने में बहुत मदद मिलती है। बच्चों को स्क्रैबल गेम या शब्द पहेली के जरिए बहुत कुछ सिखाया जा सकता है। दरअसल, बच्चों को हमेशा कुछ नया और रोचक करने की आदत होती है। शिक्षक उनके प्रयासों में उनकी मदद कर सकते हैं।

स्टोरीबोर्ड से पढ़ाना

स्टोरीबोर्ड एक्टिविटी कुछ समय लेने वाली जरूर हो सकती है, लेकिन युवा छात्रों के लिए यह सबसे उपयुक्त है। गणित में भी भेदभाव और एकीकरण का वर्णन करने वाला एक साइन चार्ट छात्रों के देखने और जानने के लिए एक मूल्यवान चीज हो सकती है। या तो शिक्षक खुद इसे बना सकते हैं या छात्रों को बनाने के लिए कह सकते हैं। इसे कक्षा में चिपका सकते हैं, ताकि छात्र इसे देख सकें और याद रख सकें।

कहानियों और नाटकों के माध्यम से भी बच्चों को पढ़ाना

आप स्किट यानि कई सारी कहानियों और नाटकों के माध्यम से भी बच्चों को पढ़ा सकते हैं। इस पद्धति को सभी विषयों के लिए ट्राई किया जा सकता है। यदि आप भौतिक विज्ञान पढ़ा रहे हैं, तो एक व्यक्ति मशीन के रूप में कार्य कर सकता है और दूसरा व्यक्ति के रूप में। इससे चीजों को जानने में मदद  मिलेगी। यह पाठों की एकरसता को तोड़ने और छात्रों को एनिमेटिड होने में मदद करता है।

इंटरेक्टिव सेशन

छात्रों को कक्षा में इंटरेक्टिव होने के लिए प्रोत्साहित करना उन्हें विषयों में शामिल करने का सबसे अच्छा तरीका है। यदि छात्र कक्षा के दौरान इंटरेक्ट नहीं होता, तो छात्रों को प्रश्र और उत्तर करने के लिए अलग से एक सेशन आयोजित करना चाहिए।

(और पढ़े – विद्यार्थी जीवन में खेलों का महत्व… )

एक्टिविटी बेस्ड लर्निंग का भारत पर प्रभाव – Impact of Activity Based Learning on India in Hindi

अब एक्टिविटी बेस्ड लर्निंग का पूरा ध्यान बच्चे पर है। यह शिक्षार्थियों के बीच स्व शिक्षण कौशल विकसित करती है और बच्चे को उसके कौशल के अनुरूप अध्ययन करने की अनुमति देती है। यह गतिविधियां चित्र, राइम्स, प्ले के रूप में हो सकती हैं। एक्टिविटी बेस्ड लर्निंग की मुख्य विशेषता यह है, कि यह स्वशिक्षा को बढ़ावा देने के लिए चाइल्ड फ्रेंडली एजुकेशनल एड्स का उपयोग करती है और एक बच्चे को उसकी योग्यता और कौशल के अनुसार अध्ययन करने की अनुमति देती है।

एक्टिविटी बेस्ड लर्निंग बाल सुलभ शिक्षा के एक मॉडल के रूप में कार्य करती है, जो कि भारत में बच्चों के मुफ्त और अनिवार्य शिक्षा अधिनियम का अधिकार है। सरकार द्वारा सर्व शिक्षा अभियान योजना ने शिक्षार्थियों के साथ-साथ शिक्षक दोनों के लिए शिक्षण पद्धति में बदलाव लाने के की पहल और रचनात्मक तरीके शुरू किए हैं। आपको बता दें, तमिलनाडु राज्य में प्राथमिक विद्यालयों ने सर्व शिक्षा अभियान के माध्यम से गतिविधि आधारित शिक्षण नामक पद्धति का उपयोग करने की पहल की है।

बच्चों को कुछ भी सिखाने के लिए एक्टिविटी बेस्ड लर्निंग एक शानदार तरीका है। इससे बच्चे किताबों के अलावा भी बाहर की दुनिया से रूबरू होते हैं। एक्टिविटी बेस्ड लर्निंग के जरिए न केवल शिक्षक बल्कि अभिभावक भी बच्चों को सिखाने में मदद कर सकते हैं।

(और पढ़े – सफल बनने के लिए जीवन में इन 12 सफलता के सूत्र का पालन जरूर करें… )

इसी तरह की अन्य जानकारी हिन्दी में पढ़ने के लिए हमारे एंड्रॉएड ऐप को डाउनलोड करने के लिए आप  यहां क्लिक  करें। और आप हमें  फ़ेसबुक  और  ट्विटर  पर भी फ़ॉलो कर सकते हैं।

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Experiential and Case-Based Learning

Case-based teaching.

Case-based teaching strategies use real-life examples to offer a shared learning experience. It may be difficult for students to experience real-world situations together. These scenarios, provide a common “experience” so that students can solve problems, make decisions, and generally think critically together. Many case studies are stories, designed to engage students in research and analysis of a specific problem or set of problems. Case studies tend to work well in the online/hybrid learning environment.

Examples and Resources

• National Center for Case Study Teaching in Science, University of Buffalo  – A comprehensive site for all scientific disciplines, links to numerous articles on case study teaching in science plus an extensive collection of cases.
• Teaching with the Case Method from Carleton College   – Several examples of teaching with case studies.

Major, A., & Viswanathan, R. (2019). Create a case method group activity to engage students in critical thinking. In A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.),  Teaching Online Pedagogical Repository . Orlando, FL: University of Central Florida Center for Distributed Learning.  https://topr.online.ucf.edu/create-case-method-group-activity-engage-students-critical-thinking/ .

Experiential Learning

Experiential learning is an activity-oriented strategy rooted in experiences. Personalized reflection on experiences and the formulation of plans to apply learning to other contexts are critical factors. Experiential learning is effective in providing opportunities for students to engage and apply academic understanding through hands-on experience. There are many methods and tools that can be useful when employing experiential instruction such as simulations, field experience, games, storytelling, and surveys.

Field Experience

Field experience is an excellent way to bring real-world experiences back to a course. Students are often asked to document their experiences and observations and share reflections. For example, students majoring in art history frequently visit local museums to view examples of artwork presented in class.

Games/Simulations

Games and simulations allow learners to practice skills, acquire knowledge and learn concepts while having fun. Tools such as Kahoot can be used by faculty in order to conduct formative assessment in the form of an online, in-class game. In addition, technologies such as SimCity  provide virtual environments for students to explore, like  Center of the Cell and the many simulations found on  Phet  can offer students experiences that might be impossible in real life.

Role-playing gets students to explore acting out different scenarios or characters. For example, in a business class students may act as a buyer or seller of a specific product. In doing so, students develop a better understanding of the concepts they’ve learned by testing them out.

Ertmer, P. A., & Koehler, A. A. (2014). Online case-based discussions: Examining coverage of the afforded problem space.  Educational Technology Research and Development , 62( 5 ), 617-636.  https://doi.org/10.1007/s11423-014-9350-9

Kolb, D. (1984).  Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ: Prentice Hall. Retrieved from  https://www.pearson.com/us/higher-education/program/Kolb-Experiential-Learning-Experience-as-the-Source-of-Learning-and-Development-2nd-Edition/PGM183903.html

अनुभवजन्य सिद्धान्त: Carl Rogers Theory of Experiential Learning In Hindi

कार्ल रोजर्स का अनुभवजन्य सिद्धान्त 

प्रवर्तक –   कार्ल रोजर्स

अन्य नाम – आनुभाविक अधिगम सिद्धांत 

Carl Rogers Theory of Experiential Learning In Hindi

• कार्ल रोजर्स अमेरिकी वैज्ञानिक थे।  
• यह  सिद्धांत स्वयं अनुभव करके सीखने पर बल देता है। 
•  इस सिद्धांत के अनुसार बालकों को पुस्तकों के बोझ से नहीं लादना चाहिए, बल्कि उन्हें स्वतंत्रता पूर्वक अधिगम करने देना चाहिए। 
•  अध्यापकों को बालक को क्या पढ़ाना है, कैसे पढ़ाना है, कितना पढ़ाना है, आदि बातों को थोपना नहीं चाहिए।  बल्कि विद्यालय में सेमिनार, कार्यशाला, परिचर्चाएं,  शैक्षिक भ्रमण आदि कार्य नीति का आयोजन करना चाहिए ताकि बालक स्वयं अनुभव करके सीख सके क्योंकि अनुभव करके सीखा हुआ ज्ञान स्थाई होता है। 
• व्यक्ति के भीतर प्राकृतिक तौर पर सीखने की अद्वितीय क्षमता होती है। व्यक्ति किसी भी कार्य को अपनी इच्छा से सीखता है 
•  सीखने की प्रक्रिया self Initiative कहलाती है। 
• इस सिद्धांत में ऐसा वातावरण उपस्थित किया जाता है, कि व्यक्ति अधिक से अधिक सक्रिय रहे। वह स्वतंत्र होकर उपचारक के सम्मुख अपने भावों, इच्छाओं  तथा तनाव संबंधी अनुभूतियों का अभिव्यक्तिकरण करें, उद्देश्य, प्रयोजन को समझें और संरक्षण के लिए दूसरे पर आश्रित न रह जाए। 

अधिगम की मूल प्रकृति क्या है, इसका पता लगाने के लिए रोजर्स ने अधिगम को दो प्रकार में बांटा है। 

(1) संज्ञानात्मक अधिगम (Cognitive Learning)

(2) अनुभवजन्य अधिगम (Experiential Learning)

1. संज्ञानात्मक अधिगम (Cognitive Learning) – जब तक इसे उपयोग में ना लाया जाए निरर्थक होता है।  इसका उद्देश्य ज्ञान की प्राप्ति मात्र है। जैसे शब्द ज्ञान, ऐतिहासिक तथ्य, भौगोलिक सूत्र, भौगोलिक तथ्य आदि। 

2. अनुभवजन्य अधिगम (Experiential Learning) – यह विधि व्यक्ति को करके सीखने पर जोर देती है।  इसमें व्यक्ति की रुचि पाई जाती है। इसके लिए व्यक्ति द्वारा पहल की जाती है। जैसे किसी इंजीनियर के द्वारा किसी मशीन के पुरुषों का ज्ञान प्राप्त करना। 

शैक्षिक महत्व

•  इसमें बालक को सीखने का उचित वातावरण प्राप्त होता है। 
•  सीखने संबंधी स्त्रोत से लिखा गया ज्ञान स्थिर होता है। 
•  सीखने की प्रक्रिया उद्देश्य पूर्ण होती है। 

नीचे दिये गए अन्य महत्वपूर्ण टोपिक्स को जरूर पढ़ें – 

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EMRS TGT Syllabus 2023, Exam Pattern and Syllabus Topics

EMRS TGT Syllabus 2023 and Exam Pattern have been discussed in the article. Candidates can start their preparation with the help of EMRS TGT Syllabus 2023 and Exam Pattern.

Table of Contents

EMRS TGT Syllabus 2023: The National Education Society for Tribal Students (NESTS) has released the detailed exam pattern and syllabus for the EMRS TGT 2023 exam along with the exam notification. The recruitment process includes a Computer Based Test (CBT), EMRS Staff Selection Exam (ESSE-2023), document verification, and interviews. The ESSE-2023 will be conducted via computer-based test. To become familiar with the EMRS TGT Syllabus 2023 for TGT posts, please read the complete article. Additionally, you will find other details such as the EMRS TGT Exam Pattern, marking scheme, and subject matter in the article below.

EMRS TGT Syllabus & Exam Pattern 2023

Candidates interested in the TGT posts can start their preparation following the updated exam pattern and syllabus released by the National Education Society for Tribal Students (NESTS). To help the candidates in a better way, we have provided a topic-wise syllabus for all subjects to be included in the EMRS TGT Recruitment 2023 .

EMRS Admit Card 2023 Out- Click to Download

EMRS Hostel Warden Admit Card 2023 Out – Click to Download

EMRS TGT Exam Pattern 2023

Applicants must go through the exam pattern & syllabus in detail and start preparing now for the EMRS TGT Exam. It is important for the candidates to know the EMRS TGT syllabus, marking scheme, and topics for preparing for the examination. We are providing you with the detailed topics-wise EMRS TGT Exam Pattern 2023 in the table below.

EMRS Exam Pattern for Trained Graduate Teacher (TGT)

• The exam will be conducted for a total of 180 marks.
• Exam Duration: 180 minutes (3 hours)
• Each question carries 1 mark.
• There will be a negative marking of 0.25 for every incorrect answer.
• Language Competency Test is qualifying in nature only with minimum 40% marks in each language. If the candidate didn’t qualify in Language Competency Test, then other subjects will not be evaluated.

EMRS TGT Syllabus 2023

The topics to be covered under the general section of the EMRS TGT Exam includes questions from General Awareness, Reasoning Ability, General English, General Hindi, Knowledge of ICT, and Teaching Aptitude. The topics for each subjects are as follows-

EMRS TGT Syllabus 2023 PDF Link

Candidates who are going to appear for the EMRS TGT Recruitment 2023 exam must study the basics of each topic and should have a clear understanding of each and every subject mentioned in the syllabus. For the ease of candidates, we have shared below the EMRS TGT Syllabus 2023 PDF link in the table.

EMRS Hostel Warden Syllabus 2023- Click to Check

EMRS TGT Syllabus 2023- FAQs

Q1. how many questions will be asked in the emrs tgt exam.

Ans. There will be 150 questions will be asked for 150 marks in the EMRS TGT exam.

Q2. Is there negative marking for EMRS TGT Exam?

Ans. Yes, there is a negative marking of 0.25 marks for each incorrect answer in EMRS TGT Computer Based Test.

Q3. What is EMRS TGT Syllabus 2023?

Ans. The detailed EMRS TGT Syllabus for Trained Graduate Teacher posts has been discussed in the article.

Q4. How many sections are there in EMRS TGT Exam 2023?

Ans. There are six sections in EMRS TGT Exam 2023- General Awareness, Reasoning Ability, Knowledge of ICT, Teaching Aptitude, Domain Knowledge, Language Competency Test.

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EMRS PGT CS, Teaching Aptitude and General English & Hindi

Emrsjob cs tutorial.

EMRS Teaching Material For PGT CS and TGT PGT General Hindi & English & Teaching Aptitude

✅EMRS Teaching Aptitude TGT & PGT

Emrs teaching aptitude tgt & pgt  ,   syllabus:,                        ➤ teaching nature    --> teaching nature,                        ➤ characteristics   -->characteristics of teaching,                       ➤ objectives and basic requirements  -->teaching objectives and basic requirements,                       ➤ learner's characteristics  -->characteristics of learner  ,                           ➤ factors affecting teaching  --> factors for affecting the teaching  ,                           ➤ methods of teaching  -->teaching method,                           ➤ teaching aids and evaluation systems  -->aids and evaluation system of teaching,  ➤ experiential activity-based pedagogy and case study based  -->experimental and case study based pedagogy  ➤ national education policy(nep) - 2020  -->nep 2020, post a comment, popular posts from this blog, emrs teaching aptitude tgt & pgt, emrs general hindi tgt & pgt, emrs pgt cs.

EMRS Syllabus 2024 For TGT, PGT, Principal And Other Posts

EMRS Syllabus 2024 for Teaching and Non-teaching posts has been released by NESTS on @emrs.tribal.gov.in. Download Post-wise EMRS Syllabus 2024 PDF from here.

April 16, 2024

Table of Contents

EMRS Syllabus 2024 : The NESTS has released the EMRS Recruitment 2024 syllabus. The EMRS Syllabus 2024 covers subjects for various positions, including Principals, Post Graduate Teachers (PGTs), Trained Graduate Teachers (TGTs), Accountants, Junior Secretariat Assistants (JSAs)/Clerks, and Lab Attendants. If you are planning to apply for the EMRS Recruitment 2024 , it is advisable to start preparing now. To pass the exam, you need to have a thorough understanding of the EMRS Exam Pattern and the Syllabus. 

EMRS Syllabus 2024

The National Testing Agency (NTA) has released the EMRS Syllabus 2024 for both Teaching and Non-teaching positions, covering various subjects relevant to the recruitment of Principal, Vice-Principal, PGT, and TGT jobs. To effectively prepare for the EMRS Recruitment 2024 exam, candidates are strongly advised to review the EMRS Syllabus 2024 thoroughly.

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EMRS Syllabus 2024 Overview

The EMRS 2024 syllabus is designed for the national-level exam, which will be conducted in an OMR-based (pen-paper) mode. The exam will consist of objective-type questions, and the recruitment process is for positions available across India. The syllabus for the EMRS Recruitment 2024 has been released on the official website, and aspirants need to go through it thoroughly to prepare effectively.

EMRS Syllabus 2024 in Hindi

The EMRS has released the EMRS Recruitment 2024 Syllabus in Hindi for all the posts under the EMRS Recruitment 2024, including teaching and non-teaching vacancies. To ensure convenience in understanding, candidates can access the PDF file of the EMRS Syllabus in Hindi from the official website.

EMRS Syllabus 2024 PDF Links

The National Education Society for Tribal Students (NESTS) has released the EMRS Recruitment 2024 Syllabus and the EMRS Recruitment 2024 Notification. Candidates can access the EMRS Syllabus 2024 PDFs directly from the official website or through the provided link.

EMRS Syllabus 2024 for TGT

The EMRS Syllabus for TGT (Trained Graduate Teacher) in 2024 includes various subjects and topics to be covered during the recruitment process. The subjects are as follows:

EMRS Syllabus 2024 for PGT

The EMRS Syllabus 2024 for PGT (Post Graduate Teacher) includes sections like General Awareness, Reasoning Ability, Knowledge of ICT, Teaching Aptitude, Experiential activity-based Pedagogy and case study-based learning, National Education Policy, General English, and General Hindi.

EMRS Syllabus 2024 for Principal Post

The EMRS Syllabus 2024 for Principal Post includes subjects like Reasoning & Numerical Ability, General Awareness, General English, General Hindi, Academics & Residential Aspects, and Teaching Methodology & Classroom Management. Here is an overview of the EMRS Principal Syllabus 2024.

EMRS Junior Secretariat Assistant Syllabus

The EMRS Junior Secretariat Assistant Syllabus covers reasoning ability, quantitative aptitude, general awareness, general Hindi, and general English. Topics include puzzles, ratios, general knowledge, Hindi grammar, and English grammar. Here is an overview of the EMRS Principal Syllabus 2024.

EMRS Syllabus 2024 for Lab Attendant

EMRS Syllabus 2024 for Lab Attendant includes various subjects which are essential for the recruitment process. Here is an overview of the EMRS Lab Attendant Syllabus 2024.

Study Material Based on EMRS Syllabus 2024

To effectively prepare for the EMRS Recruitment 2024 exam, candidates should focus on gathering the appropriate study materials. These materials include EMRS books, EMRS Previous Year Question Papers , and short notes compiled from standard books. These resources will aid in thorough revision, knowledge retention, and recognizing areas that demand further attention. Additionally, real-time bound EMRS Mock Tests are essential for assessing preparation levels and identifying areas of weakness.

Join the TET Online Coaching by Physics Wallah to Elevate your Preparation Skills!

EMRS Syllabus 2024 FAQs

EMRS Syllabus 2024 for TGT includes General Awareness, Reasoning, Teaching Aptitude, Hindi, English, and more.

Candidates can download the EMRS Recruitment 2024 Syllabus PDF from the official website of NESTS.

EMRS Syllabus 2024 for PGT includes General Awareness, Reasoning Ability, Knowledge of ICT, Teaching Aptitude, National Education Policy, and more.

EMRS Junior Secretariat Assistant Syllabus covers Reasoning Ability, Quantitative Aptitude, General Awareness, General Hindi, and General English.

EMRS Recruitment 2024 Syllabus for Lab Attendant includes Reasoning, General Awareness, Hindi, English, and subject-specific knowledge in lab work.

EMRS Eligibility 2024, Educational Qualification, Age Limit

WBPSC Headmaster Recruitment 2024, Notification, Apply Online

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Chapter 3: Methods of teaching: campus-focused

3.6 Experiential learning: learning by doing (2)

In fact, there are a number of different approaches or terms within this broad heading, such as experiential learning, co-operative learning, adventure learning and apprenticeship.  I will use the term ‘experiential learning’ as a broad umbrella term to cover this wide variety of approaches to learning by doing.

 3.6.1. What is experiential learning?

There are many different theorists in this area, such as John Dewey (1938) and more recently David Kolb (1984).

Simon Fraser University defines experiential learning as:

“ the strategic, active engagement of students in opportunities to learn through doing, and reflection on those activities, which empowers them to apply their theoretical knowledge to practical endeavours in a multitude of settings inside and outside of the classroom.” 

There is a wide range of design models that aim to embed learning within real world contexts, including:

• laboratory, workshop or studio work;
• apprenticeship;
• problem-based learning;
• case-based learning;
• project-based learning;
• inquiry-based learning;
• cooperative (work- or community-based) learning.

The focus here is on some of the main ways in which experiential learning can be designed and delivered, with particular respect to the use of technology, and in ways that help develop the knowledge and skills needed in a digital age. (For a more detailed analysis of experiential learning, see Moon, 2004).

3.6.2 Core design principles

Experiential learning focuses on learners reflecting on their experience of doing something, so as to gain conceptual insight as well as practical expertise. Kolb’s experiential learning model suggest four stages in this process:

• active experimentation;
• concrete experience;
• reflective observation;
• abstract conceptualization.

Experiential learning is a major form of teaching at the University of Waterloo. Its web site lists the conditions needed to ensure that experiential learning is effective, as identified by the  Association for Experiential Education.

Ryerson University in Toronto is another institution with extensive use of experiential learning, and also has an extensive web site on the topic, also directed at instructors. The next section examines different ways in which these principles have been applied.

 3.6.3 Experiential design models

There are many different design models for experiential learning, but they also have many features in common.

 3.6.3.1 Laboratory, workshop or studio work

Today, we take almost for granted that laboratory classes are an essential part of teaching science and engineering. Workshops and studios are considered critical for many forms of trades training or the development of creative arts. Labs, workshops and studios serve a number of important functions or goals, which include:

• to give students hands-on experience in choosing and using common scientific, engineering or trades equipment appropriately;
• to develop motor skills in using scientific, engineering or industrial tools or creative media;
• to give students an understanding of the advantages and limitations of laboratory experiments;
• to enable students to see science, engineering or trade work ‘in action’;
• to enable students to test hypotheses or to see how well concepts, theories, procedures actually work when tested under laboratory conditions;
• to teach students how to design and/or conduct experiments;
• to enable students to design and create objects or equipment in different physical media.

An important pedagogical value of laboratory classes is that they enable students to move from the concrete (observing phenomena) to the abstract (understanding the principles or theories that are derived from the observation of phenomena). Another is that the laboratory introduces students to a critical cultural aspect of science and engineering, that all ideas need to be tested in a rigorous and particular manner for them to be considered ‘true’.

One major criticism of traditional educational labs or workshops is that they are limited in the kinds of equipment and experiences that scientists, engineers and trades people need today. As scientific, engineering and trades equipment becomes more sophisticated and expensive, it becomes increasingly difficult to provide students in schools especially but increasingly now in colleges and universities direct access to such equipment. Furthermore traditional teaching labs or workshops are capital and labour intensive and hence do not scale easily, a critical disadvantage in rapidly expanding educational opportunities.

Because laboratory work is such an accepted part of science teaching, it is worth remembering that teaching science through laboratory work is in historical terms a fairly recent development. In the 1860s neither Oxford nor Cambridge University were willing to teach empirical science. Thomas Huxley therefore developed a program at the Royal School of Mines (a constituent college of what is now Imperial College, of the University of London) to teach school-teachers how to teach science, including how to design laboratories for teaching experimental science to school children, a method that is still the most commonly used today, both in schools and universities.

At the same time, scientific and engineering progress since the nineteenth century has resulted in other forms of scientific testing and validation that take place outside at least the kind of ‘wet labs’ so common in schools and universities. Examples are nuclear accelerators, nanotechnology, quantum mechanics and space exploration. Often the only way to observe or record phenomena in such contexts is remotely or digitally. It is also important to be clear about the objectives of lab, workshop and studio work. There may now be other, more practical, more economic, or more powerful ways of achieving these objectives through the use of new technology, such as remote labs, simulations, and experiential learning. These will be examined in more detail later in this book.

3.6.3.2 Problem-based learning

The earliest form of systematised problem-based learning (PBL) was developed in 1969 by Howard Barrows and colleagues in the School of Medicine at McMaster University in Canada, from where it has spread to many other universities, colleges and schools. This approach is increasingly used in subject domains where the knowledge base is rapidly expanding and where it is impossible for students to master all the knowledge in the domain within a limited period of study.  Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor (usually called a tutor in classic PBL) is critical in facilitating and guiding the learning process. 

Usually PBL follows a strongly systematised approach to solving problems, although the detailed steps and sequence tend to vary to some extent, depending on the subject domain. The following is a typical example:

Traditionally, the first five steps would be done in a small face-to-face class tutorial of 20-25 students, with the sixth step requiring either individual or small group (four or five students) private study, with a the seventh step being accomplished in a full group meeting with the tutor. However, this approach also lends itself to blended learning in particular, where the research solution is done mainly online, although some instructors have managed the whole process online, using a combination of synchronous web conferencing and asynchronous online discussion.

Developing a complete problem-based learning curriculum is challenging, as problems must be carefully chosen, increasing in complexity and difficulty over the course of study, and problems must be chosen so as to cover all the required components of the curriculum. Students often find the problem-based learning approach challenging, particularly in the early stages, where their foundational knowledge base may not be sufficient to solve some of the problems. (The term ‘cognitive overload’ has been used to describe this situation.) Others argue that lectures provide a quicker and more condensed way to cover the same topics. Assessment also has to be carefully designed, especially if a final exam carries heavy weight in grading, to ensure that problem-solving skills as well as content coverage are measured.

However, research (see for instance, Strobel and van Barneveld, 2009 ) has found that problem-based learning is better for  long-term retention of material and developing ‘replicable’ skills, as well as for improving students’ attitudes towards learning. T here are now many variations on the ‘pure’ PBL approach, with problems being set after initial content has been covered in more traditional ways, such as lectures or prior reading, for instance.

3.6.3.3 Case-based learning

With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios.

University of Michigan Centre for Research on Teaching and Learning

Case-based learning is sometimes considered a variation of PBL, while others see it as a design model in its own right. As with PBL, case-based learning uses a guided inquiry method, but usually requires the students to have a degree of prior knowledge that can assist in analysing the case. There is usually more flexibility in the approach to case-based learning compared to PBL. Case-based learning is particularly popular in business education, law schools and clinical practice in medicine, but can be used in many other subject domains.

Herreid (2004) provides eleven basic rules for case-based learning.

• Tells a story.
• Focuses on an interest-arousing issue.
• Set in the past five years
• Creates empathy with the central characters.
• Includes direct quotations from the characters.
• Relevant to the reader.
• Must have pedagogic utility.
• Conflict provoking.
• Decision forcing.
• Has generality.

Using examples from clinical practice in medicine, Irby (1994) recommends five steps in case-based learning:

• anchor teaching in a (carefully chosen) case;
• actively involve learners in discussing, analysing and making recommendations regarding the case;
• model professional thinking and action as an instructor when discussing the case with learners;
• provide direction and feedback to learners in their discussions;
• create a collaborative learning environment where all views are respected.

Case-based learning can be particularly valuable for dealing with complex, interdisciplinary topics or issues which have no obvious ‘right or wrong’ solutions, or where learners need to evaluate and decide on competing, alternative explanations. Case-based learning can also work well in both blended and fully online environments. Marcus, Taylor and Ellis (2004) used the following design model for a case-based blended learning project in veterinary science:

Other configurations are of course also possible, depending on the requirements of the subject.

3.6.3.4 Project-based learning

Project-based learning is similar to case-based learning, but tends to be longer and broader in scope, and with even more student autonomy/responsibility in the sense of choosing sub-topics, organising their work, and deciding on what methods to use to conduct the project. Projects are usually based around real world problems, which give students a sense of responsibility and ownership in their learning activities.

Once again, there are several best practices or guidelines for successful project work. For instance, Larmer and Mergendoller (2010) argue that every good project should meet two criteria:

• students must perceive the work as personally meaningful, as a task that matters and that they want to do well;
• a meaningful project fulfills an educational purpose. 

The main danger with project-based learning is that the project can take on a life of its own, with not only students but the instructor losing focus on the key, essential learning objectives, or important content areas may not get covered. Thus project-based learning needs careful design and monitoring by the instructor.

3.6.3.5 Inquiry-based learning

Inquiry-based learning (IBL) is similar to project-based learning, but the role of the teacher/instructor is somewhat different. In project-based learning, the instructor decides the ‘driving question’ and plays a more active role in guiding the students through the process. In inquiry-based learning, the learner explores a theme and chooses a topic for research, develops a plan of research and comes to conclusions, although an instructor is usually available to provide help and guidance when needed.

Banchi and Bell (2008) suggest that there are different levels of inquiry, and students need to begin at the first level and work through the other levels to get to ‘true’ or ‘open’ inquiry as follows:

It can be seen that the fourth level of inquiry describes the graduate thesis process, although proponents of inquiry-based learning have advocated its value at all levels of education.

3.6.4 Experiential learning in online learning environments

Advocates of experiential learning are often highly critical of online learning, because, they argue, it is impossible to embed learning in real world examples. However, this is an oversimplification, and there are contexts in which online learning can be used very effectively to support or develop experiential learning, in all its variations:

• blended or flipped learning: although group sessions to start off the process, and to bring a problem or project to a conclusion, are usually done in a classroom or lab setting, students can increasingly conduct the research and information gathering by accessing resources online, by using online multimedia resources to create reports or presentations, and by collaborating online through group project work or through critique and evaluation of each other’s work;
• fully online: increasingly, instructors are finding that experiential learning can be applied fully online, through a combination of synchronous tools such as web conferencing, asynchronous tools such as discussion forums and/or social media for group work, e-portfolios and multimedia for reporting, and remote labs for experimental work.

Indeed, there are circumstances where it is impractical, too dangerous, or too expensive to use real world experiential learning. Online learning can be used to simulate real conditions and to reduce the time to master a skill. Flight simulators have long been used to train commercial pilots, enabling trainee pilots to spend less time mastering fundamentals on real aircraft. Commercial flight simulators are still extremely expensive to build and operate, but in recent years the costs of creating realistic simulations has dropped dramatically.

Instructors at Loyalist College have created a ‘virtual’ fully functioning border crossing and a virtual car in Second Life to train Canadian Border Services Agents. Each student takes on the role of an agent, with his/her avatar interviewing the avatars of the travellers wishing to enter Canada. All communication is done by voice communications in Second Life, with the people playing the travellers in a separate room from the students.  Each student interviews three or four travellers and the entire class observes the interactions and discusses the situations and the responses. A  secondary site for auto searches features a virtual car that can be completely dismantled so students learn all possible places where contraband may be concealed. This learning is then reinforced with a visit to the auto shop at Loyalist College and the search of an actual car.  The students in the customs and immigration track are assessed on their interviewing techniques as part of their final grades. Students participating in the first year of the Second Life border simulation achieved a grade standing that was 28 per cent higher than the previous class who did not utilize a virtual world. The next class, using Second Life, scored a further 9 per cent higher. More details can be found  here.

Staff in the Emergency Management Division at the Justice Institute of British Columbia have developed a simulation tool called Praxis  that  helps to bring critical incidents to life by introducing real-world simulations into training and exercise programs. Because participants can access Praxis via the web, it provides the flexibility to deliver immersive, interactive and scenario-based training exercises anytime, anywhere. A typical emergency might be a major fire in a warehouse containing dangerous chemicals. ‘Trainee’ first responders, who will include fire, police and paramedical personnel, as well as city engineers and local government officials, are ‘alerted’ on their mobile phones or tablets, and have to respond in real time to a fast developing scenario, ‘managed’ by a skilled facilitator, following procedures previously taught and also available on their mobile equipment. The whole process is recorded and followed later by a face-to-face debriefing session.

Once again, design models are not in most cases dependent on any particular medium. The pedagogy transfers easily across different delivery methods. Learning by doing is an important method for developing many of the skills needed in a digital age.

3.6.5 Strengths and weaknesses of experiential learning models

How one evaluates experiential learning designs depends partly on one’s epistemological position. Constructivists strongly support experiential learning models, whereas those with a strong objectivist position are usually highly skeptical of the effectiveness of this approach. Nevertheless, problem-based learning in particular has proved to be very popular in many institutions teaching science or medicine, and project-based learning is used across many subject domains and levels of education. There is evidence that experiential learning, when properly designed, is highly engaging for students and leads to better long-term memory. Proponents also claim that it leads to deeper understanding, and develops skills for a digital age such as problem-solving, critical thinking, improved communications skills, and knowledge management. In particular, it enables learners to manage better highly complex situations that cross disciplinary boundaries, and subject domains where the boundaries of knowledge are difficult to manage.

Critics though such as Kirschner, Sweller and Clark (2006) argue that instruction in experiential learning is often ‘unguided’, and pointed to several ‘meta-analyses’ of the effectiveness of problem-based learning that indicated no difference in problem-solving abilities, lower basic science exam scores, longer study hours for PBL students, and that PBL is more costly. They conclude:

In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance during the instruction of novice to intermediate learners. Even with students with considerable prior knowledge, strong guidance when learning is most often found to be equally effective as unguided approaches.

Certainly, experiential learning approaches require considerable re-structuring of teaching and a great deal of detailed planning if the curriculum is to be fully covered. It usually means extensive re-training of faculty, and careful orientation and preparation of students. I would also agree with Kirschner et al. that just giving students tasks to do in real world situations without guidance and support is likely to be ineffective.

However, many forms of experiential learning can and do have strong guidance from instructors, and one has to be very careful when comparing matched groups that the tests of knowledge include measurement of the skills that are claimed to be developed by experiential learning, and are not just based on the same assessments as for traditional methods, which often have a heavy bias towards memorisation and comprehension.

On balance then, I would support the use of experiential learning for developing the knowledge and skills needed in a digital age, but as always, it needs to be done well, following best practices associated with the design models.

Activity 3.6 Assessing experiential design models

1. If you have experiences with experiential learning, what worked well and what didn’t?

2. Are the differences between problem-based learning, case-based learning, project-based learning and inquiry-based learning significant, or are they really just minor variations on the same design model?

3. Do you have a preference for any one of the models? If so, why?

4. Do you agree that experiential learning can be done just as well online as in classrooms or in the field? If not, what is the ‘uniqueness’ of doing it face-to-face that cannot be replicated online? Can you give an example?

5. Kirschner, Sweller and Clark’s paper is a powerful condemnation of PBL. Read it in full, then decide whether or not you share their conclusion, and if not, why not.

Banchi, H., and Bell, R. (2008). The Many Levels of Inquiry  Science and Children , Vol. 46, No. 2

Dewey, J. (1938). Experience & Education . New York, NY: Kappa Delta Pi

Gijselaers, W., (1995) ‘Perspectives on problem-based learning’ in Gijselaers, W, Tempelaar, D, Keizer, P, Blommaert, J, Bernard, E & Kapser, H (eds) Educational Innovation in Economics and Business Administration: The Case of Problem-Based Learning. Dordrecht, Kluwer.

Herreid, C. F. (2007). Start with a story: The case study method of teaching college science . Arlington VA: NSTA Press.

Irby, D. (1994) Three exemplary models of case-based teaching Academic Medicine , Vol. 69, No. 12

Kirshner, P., Sweller, J. amd Clark, R. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching  Educational Psychologist , Vo. 41, No.2

Kolb. D. (1984) Experiential Learning: Experience as the source of learning and development Englewood Cliffs NJ: Prentice Hall

Larmer, J. and Mergendoller, J. (2010) Seven essentials for project-based learning Educational Leadership , Vol. 68, No. 1

Marcus, G. Taylor, R. and Ellis, R. (2004) Implications for the design of online case-based learning activities based on the student blended learning experience : Perth, Australia: Proceedings of the ACSCILITE conference, 2004

Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice New York: Routledge

Strobel, J. , & van Barneveld, A. (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning , Vol. 3 , No. 1

Teaching in a Digital Age Copyright © 2015 by Anthony William (Tony) Bates is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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EMRS PGT Syllabus 2023: PDF Download, Exam Pattern, Marking Scheme

 emrs pgt syllabus 2023: national education society of tribal students (nests) has released the official emrs pgt notification for 2266 post graduate teacher vacancies. download emrs pgt syllabus pdf and exam pattern here..

EMRS PGT Syllabus 2023: The National Education Society of Tribal Students (NESTS) has released the official EMRS PGT notification for 2266 Post Graduate Teacher vacancies on the official website. Candidates must be well aware of the EMRS PGT syllabus and exam pattern to understand the question pattern and topics that can be asked in the exam. 

Apart from the EMRS PGT syllabus PDF, aspirants should also check the EMRS PGT exam pattern to understand the exam format, topic-wise weightage of questions, maximum marks, and marking scheme. As per the previous exam analysis, it is reported that the questions asked in the EMRS Post Graduate Teacher exam were moderate. Thus, candidates should check the latest EMRS PGT Syllabus and prepare their strategy accordingly.

EMRS PGT Syllabus 2023

EMRS PGT Syllabus 2023 PDF

EMRS PGT Syllabus 2023-Important Topics for Part I to Part IV

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EMRS PGT Exam Pattern 2023

• The written exam comprises objective-type questions. It will be conducted in OMR Based (Pen-Paper) mode.
• The medium of the exam will be both in Hindi and English. Further, for the PGT (Third Language) post, the medium of test for Part-V (Domain Knowledge) will be in the concerned third language.
• The EMRS PGT exam is divided into two parts i.e., Written Exam (130 marks) and language Competency Test (20 marks).
• As per the marking scheme, 1 mark is awarded for every correct answer, and a negative marking of 0.25 marks shall be applicable for wrong answers.

How to Cover EMRS PGT Syllabus 2023

• Go through the EMRS PGT syllabus and exam pattern before commencing their preparation in order to understand exam requirements.
• Read the highly recommended books to learn basic fundamentals and core topics.
• Practice online mock test series and EMRS PGT previous year's question papers to strengthen the preparation level.
• Prepare short notes for all the important topics and revise them frequently.

EMRS PGT Syllabus 2023: Best Books

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• How to prepare for EMRS PGT Syllabus? + To ace the EMRS PGT exam, one must analyze the EMRS PGT syllabus, use the expert-recommended books and online resources, and practice mock tests and previous year's papers to ace the exam in one attempt.
• What is the EMRS PGT 2023 Exam Pattern? + As per the EMRS PGT exam pattern 2023, the written exam comprises 130 objective-type questions for 130 marks. There shall be a negative marking of 0.25 marks for every wrong response.
• What is EMRS PGT Syllabus 2023 for Language Competency Test? + The EMRS PGT Syllabus for Language Competency Test is divided into two papers i.e., General Hindi and General English
• What is EMRS PGT Syllabus 2023 for Written Exam? + The EMRS PGT exam syllabus is divided into five parts i.e. General Awareness (Part I), Reasoning Ability (Part II), Knowledge of ICT (Part III), Teaching Aptitude (Part IV), and Domain Knowledge (Part V).
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Student case pedagogy: Learning from their own experience

The benefits

Teaching leadership as practice in the Harvard Kennedy School’s  MLD 201 Exercising Leadership: The Politics of Change  and  MLD 364 Leadership from the Inside Out: The Personal Capacity to Lead and Stay Alive  requires not only learning a complex conceptual framework, according to Heifetz, but also the development of skills, temperament, and values. Analyzing a personal experience makes the lessons come alive for students, builds reflective practice, and teaches them to examine a problem, despite emotional ties. 

The challenges

Outside of regular full class meetings, students meet weekly in small consultation groups to analyze each other’s cases, rotating chair and presenter roles. Heifetz relies heavily on teaching staff, meeting as a team before and after each class to discuss student progress (tracked via weekly written work) and determine response. This adaptive approach can be particularly challenging for less experienced teaching assistants, though a significant professional development experience. 

Takeaways and best practices

• Don’t be afraid to focus on failure.  Students select a failure experience rather than a success story because Heifetz believes the exercise desensitizes them to failure itself, teaches them to take corrective action more quickly and persevere, and increases their learning retention: “People lose sleep around their failures because those experiences have high emotional valence. The odds, therefore, go way up that they will carry those lessons into their own future behavior.”
• Incorporate creative elements for additional practice.  Leadership is an improvisational art, and so Heifetz structures exercises where students read poetry and improvise song to illustrate key relational dimensions of leadership (e.g., listening, creativity, inspiration). Students learn to listen to and analyze emotional content, and to connect with an audience non-defensively.  
• Provide a framework, but resist the temptation to jump in and direct.  Having  employed experiential teaching methods for over 30 years , Heifetz can see themes emerging quickly, and realizes he is sometimes prone to react and instruct, not ideal for students to learn from and teach one another. He depends on his teaching assistants to speak up in class, interpret the dynamic, and help him step back and resist the urge to restore class discussion equilibrium unnecessarily.

Bottom line

Heifetz believes that teaching practice is enhanced by using specific, illustrative cases that lead to generalizable concepts. “Rather than doing it with prepared cases at a distance from students’ experience, I’m doing it with their own cases. Many of them return years later and say, ‘I think about this every day.’” 

Related Research

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Research: Using the case method in teaching education: The role of discussion and experience in teachers' thinking about cases

A study tested the use of case studies with and without follow-up discussion, finding that the discussion group’s social interaction and sharing of conflicting ideas were the source of changes in thinking.

Related Resources

With politics front and center: new tools to help educators support students in controversial scenarios (usable knowledge).

Professor Levinson and the Justice in Schools team at the Harvard Graduate School of Education published new case studies earlier this semester addressing civic ethical dilemmas...

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Harvard Graduate School of Education’s Monica Higgins taught a Master Class on “Learning to Lead through Case Discussion.”

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Home » Question Papers » EMRS Model Question Papers PDF Download

EMRS Model Question Papers PDF Download

EMRS Model Question Papers PDF Download – Preparing for the EMRS Teaching and Non-Teaching EMRS Staff Selection Exam (ESSE)? One of the essential resources to enhance your exam readiness is EMRS Model Question Papers. These EMRS Sample Question Papers serve as invaluable study material for candidates aspiring for the positions of Principal, PGT, Accountant, Jr. Secretariat Assistant (JSA), and Lab Attendant. By accessing the EMRS Teaching and Non Teaching Model Question Papers , you can gain a deeper understanding of the exam pattern, question format, and subject knowledge required for each specific role.

★★ EMRS Syllabus ★★

Table of Contents

EMRS Model Question Papers

To aid your exam preparation, EMRS Question Papers are available in PDF format, making it convenient for you to download and access them at your own pace. These EMRS PGT Model Question Papers provide a comprehensive collection of previous year questions, allowing you to familiarize yourself with the types of questions that may appear in the actual exam. By practicing with the EMRS Model Question Papers PDF, you can improve your time management skills, enhance your problem-solving abilities, and gain confidence in tackling the exam effectively.

EMRS Model Question Papers – Overview

EMRS Exam Pattern

• The medium of Examination will be both in Hindi and English. Further, for the post of PGT (Third Language), the medium of test for Part-V (Domain Knowledge) will be in the concerned third language.
• Marking Scheme –  One mark (1) shall be awarded to every correct answer and 0.25 shall be deducted for every incorrect answer. Unanswered questions will not be given any marks.

EMRS Principal Exam Pattern

EMRS PGT Exam Pattern

Note:  For all subjects of PGTs, Part-I to IV & VI will be common. Part V will be subject specific.

EMRS Accoutant Exam Pattern

EMRS Junior Secretariat Assistant Exam Pattern

Note: Stage-II – Typewriting Test  [will be assessed on PC (Personal Computer) only] 50 marks- passing marks shall be 20. This part shall be qualifying in nature. Candidates based on the merit shall be called for Stage-II i.e. Typewriting test in the ratio of 1:3.

EMRS Lab Attendant Exam Pattern

EMRS Model Question Papers PDF

Note: As soon as the officials provide the actual EMRS Teaching and Non Teaching Previous Year Question Papers are provided in official website emrs.tribal.gov.in we will immediately update this article.

Stay tuned to this article EMRS Model Question Papers on our Freshersnow website.

EMRS Sample Question Papers – FAQ

What is the selection process for the EMRS Teaching & Non Teaching positions?

The selection process for EMRS Teaching & Non Teaching positions includes an Exam, Language Competency Test, and Personality Test/Interview.

Where can I find the sample question papers for the EMRS Staff Selection Exam (ESSE)?

You can find the model question papers for the EMRS Staff Selection Exam on the through this article.

What is the exam pattern for the EMRS PGT position?

The exam pattern for the EMRS PGT post will have 6 parts – General Awareness, Reasoning Ability, Knowledge of ICT, Teaching Aptitude, Domain Knowledge, and Language Competency Test. The exam will be conducted for 3 hours.

How are the EMRS exams evaluated?

The marking scheme for the EMRS exams involves awarding one mark for each correct answer and deducting 0.25 marks for every incorrect answer. Unanswered questions do not receive any marks.

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