Net set teaching aptitude

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Teaching aptitude
Goalfinder Classes: CBSE NET 2016 - Paper 1
Total number of Pages: 114
Portion covered till CBSE NET December 2015
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– Teaching AptitudeGoalfinder Classes
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Teaching Aptitude
Goalfinder Classes: CBSE NET 2016 - Paper 1
Table of Content
Introduction
Definitions
The Nature of Teaching
Teaching as a Profession
The Aim of Teaching
Qualities of a Teacher
Psychological, Physical, Communication, Class Control Etc.
Characteristics of Teaching
Objectives of Teaching
Planning And Preparing For Teaching
Effective Lectures, Tutorials
Tutorials
Classroom Management
Managing Disruption in the Class
From The Perspective of Students
Four Modern Concepts of Teaching
Basic Requirements of Teaching
Learner's Characteristics
Factors Affecting Teaching
Methods of Teaching
Methods of Instruction
Duties of A Teacher
Towards Students, Pr ofession, Parents, Community, Higher Authorities, Etc.

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Properties of An Effective Teacher
Analytic/Synthetic Approach, Dynamism and Enthusias, Etc
Questions Set I (52 Questions)
Detailed Solutions Set I
You Know You Are A True Teacher When...
Techer’s Communication Skills
Some Specific Methods of Teaching
1. Inferential Problem Solving Technique.
2.Team-Teaching
3.Micro-Teaching
4. Question-Answer Technique in Teaching
Cognitive, Conative, Affective and Psychomotor Learning
Bloom's Taxonomy of Learning Domains
Cognitive Domain
The Affective Domain
The Psychomotor Domain
Levels of Teaching
Characteristics of Good Memory
Other 12 Methods of Learning
Gagne’s Hierarchy of Learning Types
16 Teaching Aids
Questions Set II (20 Questions)
Answers Set II
Solutions Set II
Evaluation Systems
Important Elements of Evaluation
Types of Evaluation
Continuous and Comprehensive Evaluation

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Teaching Aptitude
Introduction
Teaching aptitude means probability of success in teaching.
Teaching is a part of teaching-learning process. Teaching is both art and science. It is an activity involving
teacher and student with a view to the development of student.
Teaching is an art to give knowledge to students with effective way.
Teaching is a science to educate fact and causes of different topics of
different subjects.
Main objective of teaching is
1) To develop thinking power in students
2) To inculcate interaction of student with teacher
3) To bring about socially desirable behavioural changes in the students
These can be achieved only if teaching is effective and based on certain
values or principles.
In brief a proper definition of teaching should-
(i) Identify whether teaching is a process or product
(ii) Clearly indicate its constitutional factors
(iii) Reveal objectives, and
(iv) Say something about its organisational and structural aspect.
Definitions
1. According to Morrison, teaching is a disciplined social process in which teacher influences the
behaviour of the less experienced pupil and helps him develop according to the needs and ideas of the
society. Thus teaching is reduced to what the teacher teaches.
2. Smith states that teaching is an organized system of specific activities aimed to help the learner learn
something. Teaching may be carried out in the absence of the teacher. Smith further elaborated the
definition. He considered teaching as a tri-polar process involving-
(i) Agent or source producing learning which may be human or material,
(ii) A goal or target to be achieved, and
(iii) The intervening variables consisting of learning or teaching situation involving human or
physical conditions and instructional methods.

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QUESTIONS SET I (52 Questions)

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Inferential Problem Solving Technique.
Inductive and deductive are two important procedures of systematic approaches to problem solving.
Inductive teaching (sometimes known as inquiry or discovery teaching) is based on the claim that knowledge is
built primarily from a learner’s experiences and interactions with phenomena.
Deductive teaching is based on the idea that a highly structured presentation of content creates optimal
learning for students. The instructor using a deductive approach typically presents a general concept by first
defining it and then providing examples or illustrations that demonstrate the idea. Deductive teaching begins
by giving students the rules and working with them to produce knowledge. This is more teacher centred.
The inductive approach is generally accepted to be more efficient in the long run than the deductive approach.
Inductive activities are generally more stimulating and require greater student participation. Since students are
more actively involved in acquiring knowledge (rather than just passively sitting and receiving information) in
the end they end up learning with deeper understanding.
However, although the inductive approach is generally accepted to be more beneficial to students it can
sometimes take a little longer. Many more traditional classrooms rely heavily on the deductive approach and
so bringing in a more radical inductive approach can sometimes be difficult both in terms of getting the
students to think for themselves and work out the rules as well as persuading the management that this is the
best approach in the long run.
Deductive Method Inductive Method
1. It does not give any new knowledge. 1. It gives new knowledge
2. It is a method of verification. 2. It is a method of discovery.
3. It is the method of instruction. 3. It is a method of teaching.
4. Person gets ready made information and
makes use of it.
4.Person acquires firsthand knowledge and
information by actual observation.
5. It is quick process. 5. It is a slow process.
6. It encourages dependence on other sources. 6. It trains the mind and gives self-confidence
and initiative.
7. There is less scope of activity in it. 7. It is full of activity.
8. It is a downward process of thought and leads
to useful results.
8. It is an upward process of thought and leads
to principles.
Steps in Inductive Method Steps in Deductive Method
(i) Recognition of the problem (i) Recognition of problem
(ii) Searching for data (ii) Searching for data
(iii) Organisation of data (iii) Reviewing
(iv) Framing tentative solutions (iv) Formulation of inferences
(v) Elimination (v) Verification
(vi) Verification

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Bloom's Taxonomy of Learning Domains
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in
order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes,
procedures, and principles, rather than just remembering facts (rote learning). It is most often used when
designing educational, training, and learning processes.
Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on
learning taxonomies (such as Bloom's Taxonomy- Bloom’s classificiation). The idea is that some types of
learning require more cognitive processing than others, but also have more generalized benefits.
In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new
knowledge) are thought to be of a higher order, requiring different learning and teaching methods than the
learning of facts and concepts. Higher order thinking involves the learning of complex judgemental skills such as
critical thinking and problem solving. Higher order thinking is more difficult to learn or teach but also more
valuable because such skills are more likely to be usable in novel situations (i.e., situations other than those in
which the skill was learned).
The Three Domains of Learning
The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
• Cognitive: mental skills (knowledge)
• Affective: growth in feelings or emotional areas (attitude or self)
• Psychomotor: manual or physical skills (skills)
Cognitive domain
The cognitive domain relates to the capacity to think or one’s mental skills. As originally
defined by Bloom, the cognitive domain has six levels ranging from remembering to creating.
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

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G. Individual Reading (Self-Study ) and Work
Some topics lend themselves well for individual classroom reading time. For example, if students are studying a
short story, a teacher might have them read in class and then stop them after a certain time to ask questions
and check understanding.
However, it is important that the teacher is aware of student reading levels to make sure that they don't fall
behind. Another method some teachers use is to have students read a portion of a chapter in their text and
answer questions quietly in class.
This gives students the opportunity to ask their teacher questions if necessary while completing their work.
However, this should not be used as an everyday method of teaching as students can quickly lose interest.
H. Case Studies
Description-An actual account of a particular incident and/or problem is presented to the class - including how
the matter was resolved.
When Used-When a specific example is the best means of illustrating a topic. This method is often used to
supplement traditional lectures. It can also be used to synthesize ideas and to apply theory to practical
problems.
Procedure-The facilitator documents a case study, altering actual names and places if required. The case study
is presented to the class, and is generally followed by discussion.
Limitations-Case studies require additional work by the facilitator to ensure that they are straightforward and
good examples of the issue being represented.
I. Brainstorming Sessions
Description-This is a creative thinking technique in which group members think about a problem or topic and
then share all the ideas they can come up with.
When Used-To get new ideas and foster individual students' ability to think of ideas.
Procedure-The facilitator and members of the planning group select suitable problems or questions related to
the topic selected by the entire group. The leader explains to the group the meaning of brainstorming and the
following rules:
 criticism is applied later
 many ideas are wanted
 the more ideas, the better chance there is of developing good ones
 the wilder the idea, the better, since it's easier to tame them down than to pump them up
 "hitching is legitimate" - if you can improve on someone's idea, so much the better
 a recorder should list the ideas

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Gagne’s Hierarchy of Learning Types
According to Gagné, the higher orders of learning in this hierarchy build upon the lower levels, requiring
progressively greater amounts of previous learning for their success.
The lowest four orders tend to focus on the more behavioral aspects of learning, while the highest four focus
on the more cognitive aspects.
Signal learning or classical conditioning
(Part of Behavioral –stimulus response)
learns to link a stimuli with an anticipated events
This is the simplest form of learning, and consists essentially of the classical conditioning first described by the
behavioral psychologist Pavlov. In this type of learning the animal or individual acquires a conditioned response
to a given signal. Pavlov studied such learning in great detail. In it the responses are diffuse and emotional and
the learning is involuntary.
Examples are the withdrawal of the hand upon sight of a hot object, the salivation of a dog upon hearing food
poured into his metal feeding dish, and the tearing of the eyes upon sight of an onion . The signals are the sight
of the hot object, the sound of food being poured in the dish, and the sight of the onion. The conditioned
responses are withdrawal of the hand, salivation, and tearing of the eyes.
Problem Solving
Rule Learning
Concept Learning
Discrimination Learning
Verbal Association
Chaining
Stimulus Response Learning
Signal Learning
Behavioral
Cognitive

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Teaching Aids
Realias
Realia and Representations of Realia
2) Audio Aids
The aids that involve the sense of hearing are called Audio aids. For example :- radio, tape recorder,
gramophone etc.
3) Audio - Visual Aids
The aids which involve the sense of vision as well as hearing are called Audio- Visual aids. For example :-
television, film projector, films, computer based animation, movies on computer from youtube etc.
Visual aids
Pictures and Pictorial Representatives
Flash Cards: A flash card is part of a set of cards that has numbers, letters, pictures or words on it. They are
commonly used for drilling students on facts. Flash cards may also be used to enhance student memory.
Flash cards are useful for drilling new letters, words, and other information. They are normally used in a
classroom, but can also be used more informally.
tools
utensils
documents
costumes
dolls
art objects
coins
textiles
stamps
collections
models
exhibits
instruments
photographs
drawings
slides
transparencies
still pictures
story boards
post cards
albums
scrap books
collages
murals

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A flash card is part of a set of cards on which are written items to be studied. They are “flashed” (shown
quickly) one by one to a learner to elicit a quick response.
Flash cards are sets of cards printed with information
to be studied, such as
definitions
formulas
letters
multiplication tables
prefixes
words.
Blackboard / Whiteboard
A blackboard (UK English) or chalkboard (US English; also blackboard) is a reusable writing surface on which
text or drawings are made with sticks of calcium sulphate or calcium carbonate, known, when used for this
purpose, as chalk. Blackboards were originally made of smooth, thin sheets of black or dark grey slate stone.
Modern versions are often green because the colour is considered easier on the eyes.
 Chalk requires no special care; whiteboard markers must be capped or else they dry out.
 Is cheaper than whiteboard markers for a comparable amount of writing.
 It is easier to draw lines of different weights and thicknesses with chalk than with whiteboard markers.
 Dashed lines can be drawn very quickly using a technique involving the friction of the chalk and
blackboard.
 Chalk has a mild smell, whereas whiteboard markers often have a pungent odour.
 Chalk writing often provides better contrast than whiteboard markers.
 Chalk can be easily erased; writing which has been left on a whiteboard for a prolonged period may
require a solvent to remove.
 Chalk can be easily removed from most clothing; whiteboard markers often permanently stain fabric.

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Evaluation Systems
Evaluation is defined as a process of collecting evidences of behavioural changes and judging the directions and
extents of such changes. This means that evaluation is free neither from instructional objectives nor from the
teaching-learning. In fact, it is closely related to objectives and learning activities on the one hand, and
improvement of instructions on the other. The desired changes in students represent the purpose or end of
instruction, while the evaluation procedures and learning experiences provided to children are the instruments
or means related to these ends. The relationship between educational objectives, learning experiences and
evaluation techniques can be represented as follows:
It is clear from the diagram that all the three steps are interrelated. The extent to which the teaching-learning
activities result in experiences which lead to the realization of particular objective is determined by evaluation.
Important Elements of Evaluation
The terms testing, measurement, assessment, examination and appraisal are used indiscriminately. Evaluation
shares some similarities with these.
Testing: Testing is a ground for critical examination, a means of examining, standard or norm for comparison, a
trial for person's qualities, ground for selection/rejection, and a tool employed to reveal the presence or
absence of a desired quality. Testing has become an integral part of all educational programmes. Testing
procedures are useful sources to compare educational programmes with the state of students knowledge,
motivation, activities and their behaviour. By assessing the degree of success, testing helps in the modification
of teaching.
Measurement: It is mainly concerned with collection or gathering of data, for example, students' score in an
examination. The measurement involves assigning a score on a given task performed by the learner, for
example, 60/100. For many years, educationists concentrated on the measurement of human abilities.
Therefore, measurement, strictly as quantitative oriented operation was considered as a synonym to
evaluation.
Assessment: It covers activities included in grading, examining, certifying etc. For example, students
achievement on a particular course, an applicant's attitude for a particular job and a teacher's competency in
teaching may be assessed. It is concerned with ascertaining the extent to which the objectives of the
programmes have been met.

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