Account Help Free Resources Start Learning
Mastery

Learner in Socio-cultural Context — Mastery

30 questions 30 min Full-chapter mastery

  1. Q1. A Class 8 teacher lists what makes her learners different from one another and writes: caste, religion, mother tongue, family income, ability level, and gender. Which single statement BEST captures how socio-cultural theory wants her to treat this list?

  2. Q2. Assertion (A): In an inclusive Class 7, children from deprived and backward classes are to be placed in the same classroom as everyone else. Reason (R): Inclusion means only the inclusion of children with diagnosed disabilities, and excludes social-economic backwardness.

  3. Q3. Two Class 6 teachers debate. Teacher P says, 'I treat every child the same by ignoring their background entirely.' Teacher Q says, 'I notice each child's background and adjust support so all get an equal chance to learn.' Which position better fits the socio-cultural view of the teacher's role?

  4. Q4. A Class 7 section seats together children speaking four mother tongues, from three religions and several castes. A new teacher calls this 'too mixed to teach well'. Which response is most consistent with the inclusive socio-cultural framework?

  5. Q5. Two Class 7 learners have parents with the same income and education. Riya lives in a joint family; Sneha in a nuclear family where both parents work full days. Riya tends to do better. Which is the BEST explanation grounded in family-structure factors?

  6. Q6. Consider the following statements about socio-economic status (SES) and Class 8 learners: I. Learners from low-SES families may lack basic learning materials and intellectual stimulus at home. II. Learners from middle-SES families often receive motivation and high aspirations that support achievement. III. SES differences reflect differences in innate intelligence between groups. Which combination is correct?

  7. Q7. A Class 6 teacher has some learners from collectivist cultural backgrounds and some from individualist ones. She must design a revision activity that suits both. Which design BEST respects the cultural preferences described in the unit?

  8. Q8. In a Class 6 where many learners' home language differs from the Hindi medium of instruction, dropout is rising in the first term. Which combination of steps best reflects the unit's recommendations for linguistically diverse learners?

  9. Q9. Assertion (A): On average, learners in a well-equipped private school may show higher outcomes than those in an under-resourced government school. Reason (R): The gap is caused by differences in infrastructure, qualified teachers and learning resources, not by differences in the children's ability.

  10. Q10. A Class 7 teacher maintains a personal profile of each learner recording interests, strengths, home language and preferred ways of learning. In the learner-centred perspective, the MAIN purpose of this profile is to

  11. Q11. A teacher argues: 'Learning only counts if it produces attendance, marks and grades.' How does the learner perspective in the unit respond to this claim?

  12. Q12. Before starting a new Class 8 unit, a teacher wants to act on the learner-centred idea of having a conversation about learning goals. Which action best realises this idea?

  13. Q13. Assertion (A): The learner-centred view warns teachers against constantly comparing each child with other children. Reason (R): Such constant comparison can discourage learners and ignore the individual learner the teacher is meant to find in every child.

  14. Q14. In a Class 7 mixed-style classroom, the teacher wants one segment that especially supports auditory learners without harming others. Which segment is MOST aligned with auditory learners' needs?

  15. Q15. A Class 8 visual learner finds it hard to follow purely spoken instructions for a complex science procedure. Which support is MOST aligned with the visual learning style described in the unit?

  16. Q16. Manish, a Class 7 tactile/kinaesthetic learner, loses focus in long talk-and-chalk lessons on simple machines. Which approach BEST matches his style per the unit?

  17. Q17. A teacher records three Class 7 learners. Aman wants recorded lectures and debates; Bina takes detailed notes and asks for charts; Chetan keeps leaving his seat and learns best in lab activities. Match each to the correct learning style.

  18. Q18. A psychologist reports the IQ of four learners as 64, 35, 18 and 55. Using the educational classification of mental retardation, which learner falls in the 'custodial' category?

  19. Q19. An audiologist measures a Class 6 learner's hearing loss at 60 dB in the better ear. Using the four-fold decibel classification used for educational purposes, this learner is categorised as having

  20. Q20. Assertion (A): A Class 7 learner with a hearing loss of 85 dB is classified as having severe hearing loss. Reason (R): The severe category covers losses of 71–90 dB, which lie above the moderate band and below the profound band.

  21. Q21. A Class 8 learner has central acuity better than 6/60 but his field of vision is restricted to an angle of about 18°, so he sees only a narrow tunnel ahead. Under the statutory definition used in the unit, this learner

  22. Q22. Two Class 7 learners have visual impairment: Reena has total absence of usable sight; Tara has low vision with usable residual sight. Which pairing of support is MOST appropriate?

  23. Q23. Assertion (A): The condition once labelled 'mental retardation' is also referred to as intellectual or developmental disability (IDD). Reason (R): The condition involves significant limitations in both intellectual functioning and adaptive behaviour, originating before the age of 18.

  24. Q24. A Class 8 learner of clearly average intelligence has marked, persistent difficulty in one academic skill area while other areas are normal, and the difficulty traces to a disorder in basic psychological processes used in understanding or using language. The BEST overall label for this profile is

  25. Q25. Consider these observations of a Class 7 learner with average intelligence: I. Reads and writes age-appropriately. II. Confuses place value, struggles with fractions, and miscounts in ordered sequences. III. Has poor balance and an awkward pencil grip. Which observations point specifically to dyscalculia?

  26. Q26. Neha, a Class 6 learner with dyscalculia, cannot grasp fractions from abstract symbols alone. Which teaching strategy is MOST aligned with the unit's recommendations for her?

  27. Q27. Assertion (A): A Class 7 learner with dyslexia typically reads slowly rather than quickly. Reason (R): Dyslexia is a reading disability, and such learners often show a marked gap between their stronger listening comprehension and their weaker reading.

  28. Q28. A Class 7 learner of average intelligence reads fluently and does maths well, but his written work mixes uppercase and lowercase letters unpredictably, has irregular spacing, and is extremely effortful to produce. The BEST classification is

  29. Q29. A Class 6 learner with dyspraxia struggles in PE and craft because of poor motor coordination, though his reading, writing and maths are at age level. Which teacher response is MOST appropriate?

  30. Q30. Assertion (A): A Class 8 learner can show dyspraxia together with dyslexia or dyscalculia at the same time. Reason (R): Specific learning disabilities are mutually exclusive, so a learner can have only one of them.

Your score and per-question explanations appear here instantly.