Read the following passage and answer the question.

Pedagogy as practiced today in the classroom is mostly a teacher‐centred, input‐output model. It entails inputs by the teacher. It envisages a prototype output in the learner, confined within the philosophy — ‘What is relevant for examination is relevant for education’. However, in the context of learning in the constructivist framework, the ‘Desirability’ of Teaching‐learning Process (TLP) consists of input by the learner leading to output by the learner. One may call this the learner‐centred input‐output model. However, optimisation of TLP leading to maximization of meaningful learning cannot afford to consider the teacher and the learner in isolation. Thus in ‘Ideality’ the composite model for TLP involves input by both the teacher and the learner expecting a planned construction by the learner. This means the ‘Reality’ should help the ‘Desirability’ to approach the ‘Ideality’. We call this crucial because through conclusive field study based evidences constructivism advocates that; the learner constructs his/her knowledge, no learner enters a class devoid of personal constructs (Alternative conceptions), and knowledge is constructed through a process of conceptualization. Thus to maximise meaningful learning it is essential to know what are the contributing structures (inputs) the learner carries with him/her into the classroom and using which he/she is going to construct new structures (output).