1Revised Blooms Taxonomy (Used to analyse Type of Questions)Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives) This taxonomy had permeated teaching and instructional planning for almost 50 years before it was revised in 2001. It's a model that classifies different levels of human cognition of thinking, learning and understanding. RememberingA1Retrieving relevant knowledge from long-term memory. UnderstandingA2Determining the meaning of instructional messages, including oral, written, and graphic communication. ApplyingA3Carrying out or using a procedure in a given situation AnalysingA4Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose EvaluatingA5Making judgments based on criteria and standards CreatingA6Putting elements together to form a novel, coherent whole or make an original product. 2Lee Shulman (Used to analyse Type of Knowledge)Lee Shulman and his fellow researchers looked to better understand the source of teachers' comprehension of their subject areas, how that knowledge grows, and how teachers understand and react to curriculum, reshaping it into something their students will understand. Content/Subject KnowledgeB1This refers to the amount and organization of subject knowledge in the mind of the teacher Why a given topic is particularly central to a discipline whereas another may be somewhat peripheral Pedagogical KnowledgeB2Knowledge that goes beyond subject matter to the dimension of teaching particular form of content knowledge that encompasses the aspects of content most related to its teachability Pedagogical Content KnowledgeB3Pedagogical content knowledge includes an understanding of what makes the learning of specific topics easy or difficult Of knowledge about the misconceptions of students and about the instructional conditions necessary to overcome and transform those initial conceptions Curricular KnowledgeB4Expect that the teacher possesses understandings about the curricular alternatives available for instructions Underlies the teacher's ability to relate the content of a given course or lesson to topics or issues being discussed simultaneously in other classes 3NCFTE (Used to analyse Type of Knowledge)Transaction of the curriculum and evaluating the developing teacher to determine the extent to which the ideas conceptualized are put into practice The framework takes a clear approach in suggesting the design of pedagogy courses within the frame of languages, mathematics, sciences and social sciences rather than in terms of school subjects. Childhood, Child and Adolescent Development and Learning (Child Development and Learning Knowledge) B5Constructs of childhood, adolescence; socialization; language; cognition, thinking and learning; school and physical health; self, identity Inclusivity Knowledge B6All children in the same classrooms, in the same schools receive equal real learning opportunities even groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Gender, School and Society (Socio-Cultural Knowledge) B7Identity development; understanding curriculum and texts from a gender lens; debates about professionalism and feminization of the teaching profession Teacher & Learner in Society (Systemic Knowledge) B8Issues and concerns of contemporary Indian society; human and child rights; classroom as social context Assessment and Evaluation Studies (Assessment Knowledge) B9Draw upon critical reading of psychometric approaches; sociological frames of analysis and constructive approaches