Paper 1, Unit -1 Teaching Aptitude

1. Teaching: Concept and Nature

1.1 Concept of Teaching

Teaching is a systematic, planned and purposeful process in which a teacher helps learners to:

• Acquire knowledge

• Develop skills

• Form values, attitudes and habits

It is an interactive process involving:

• Teacher

• Learner

• Content

• Environment / context

Teaching is not mere information delivery. It is a guided process of learning aimed at bringing desirable changes in behaviour and performance of learners.

Teaching vs related terms

• Teaching – broader process of facilitating learning and development.

• Instruction – more structured, often short-term, mostly cognitive focus.

• Training – skill-oriented, performance focus, usually for specific tasks.

• Indoctrination – uncritical acceptance of ideas; discourages questioning (not desirable in modern education).

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1.2 Nature of Teaching (explain each of your bullets)

1. Teaching is intentional and goal-oriented

   • A teacher always has objectives (e.g., “students should be able to explain Piaget’s stages”).

   • Teaching activities, methods and evaluation are planned to achieve these objectives.

2. Teaching is both an art and a science

   • Art: Creativity, intuition, humour, empathy, classroom “feel” – different teachers teach the same topic in different styles.

   • Science: Based on learning theories, psychology, tested methods, data (results, feedback). Good teaching uses systematic planning, experimentation and reflection.

3. Teaching is psychological and social in nature

   • Psychological: Understanding motivation, attention, memory, cognition, emotion, individual differences.

   • Social: Teaching happens in a group; social norms, culture, language, peer influence and classroom climate all affect learning.

4. Teaching is dynamic and continuous

   • Teaching changes with learners’ needs, societal changes, technology, and curriculum.

   • A good teacher continuously updates knowledge and modifies methods.

5. Modern teaching is learner-centred

   • Focus shifts from “what the teacher will teach” to “what the learner will learn and can do”.

   • Teacher is a facilitator / guide, not just a “chalk-and-talk” lecturer.

   • Emphasis on activity, interaction, collaboration, problem solving, critical thinking.

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2. Objectives of Teaching

Objectives give direction and standards for teaching and evaluation.

1. Cognitive (knowledge) objectives

   • To help students know, understand, apply, analyse, evaluate and create (Bloom’s taxonomy).

   • Example: Define “MOOC”, compare offline and online teaching.

2. Affective (attitude, value) objectives

   • To develop interest, respect, motivation, value systems, social sensitivity.

   • Example: Develop a positive attitude towards lifelong learning and research ethics.

3. Psychomotor (skill) objectives

   • To develop practical and performance skills (e.g., ICT use, lab skills, communication).

4. Social and personal development objectives

   • To promote cooperation, leadership, responsibility, self-discipline, confidence.

5. National and global objectives

   • To help learners become productive citizens, contribute to national development, respect diversity, and cope with global challenges.

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3. Levels of Teaching (Memory, Understanding, Reflective)

In teacher education, three levels of teaching are usually discussed:

These levels represent depth of learning – from simple recall to critical thinking.

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3.1 Memory Level of Teaching (MLT) – Herbart

• Lowest level of teaching, least thoughtful.

• Aim: Recall and recognition of facts, definitions, formulas, dates, names.

• Teacher is dominant, students mostly listen and repeat.

• Methods: Lecture, drill, recitation, rote learning, question-answer.

Usefulness

• For beginners or primary level.

• For learning basic facts, vocabulary, symbols, formulae, etc.

Limitations

• Promotes rote learning, little understanding.

• Low motivation; not suitable for higher education or complex concepts.

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3.2 Understanding Level of Teaching (ULT) – Morrison

• Middle level – more thoughtful than memory level.

• Aim: Comprehension – learners understand meaning, interpret, compare, classify, explain.

• Teacher is still leader but encourages questions and clarifications.

• Methods: Explanation, demonstration, discussion, examples, illustrations, analogies.

Usefulness

• Appropriate for secondary and higher secondary stages.

• Basis for applying knowledge to new situations.

Limitations

• May still be teacher-centred if teacher talks too much.

• Learners may understand but not automatically become critical / creative.

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3.3 Reflective Level of Teaching (RLT) – Hunt

• Highest level – most thoughtful, problem-solving oriented.

• Aim: Develop critical thinking, inquiry, reflection, creativity, decision-making.

• Learners identify problems, generate hypotheses, collect data, test solutions, and reflect.

• Teacher acts as facilitator, guide, co-learner.

Methods

• Problem-based learning, projects, case studies, seminars, research tasks, reflective journals.

Usefulness

• Suitable for higher education, research, professional courses.

• Leads to deep learning and independent thinking.

Limitations

• Requires mature learners, time, resources, and trained teachers.

• Not always feasible for large classes or very basic topics.

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3.4 Quick Comparison

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4. Characteristics & Basic Requirements of Effective Teaching

4.1 Main Characteristics

1. Goal directed – aligned with clear learning objectives.

2. Learner-centred – addresses learners’ needs, level, background.

3. Scientifically planned – uses instructional design, sequencing, time management.

4. Stimulating and motivating – uses real-life examples, questions, variety.

5. Interactive – encourages questions, discussion, feedback.

6. Flexible – adapts to classroom situation, feedback, time constraints.

7. Ethical and value-based – promotes honesty, respect, inclusiveness.

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4.2 Basic Requirements of Good Teaching

• Mastery of subject matter

• Understanding of learners (age, background, difficulties)

• Clear objectives and lesson plans

• Effective communication (voice, language, body language, use of examples)

• Appropriate methods and support systems (boards, PPTs, ICT, activities)

• Classroom management skills

• Continuous assessment & feedback

• Professional growth – reflective practice, research, training

• Use of ICT and open resources (e.g. SWAYAM, SWAYAM PRABHA, MOOCs)

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5. Learner’s Characteristics

UGC NET specifically mentions:

• Adolescent and adult learners

• Academic, social, emotional, cognitive characteristics

• Individual differences

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5.1 Dimensions of Learner Characteristics

1. Academic

   • Prior knowledge, achievement level, learning pace, study habits.

2. Social

   • Interaction with peers, cooperation, social roles, communication style.

3. Emotional

   • Self-esteem, anxiety, motivation, emotional stability.

4. Cognitive

   • Intelligence, memory, attention, reasoning, problem-solving, creativity.

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5.2 Adolescent Learners

Roughly 12–18 years, mostly in secondary / higher secondary.

Cognitive (Piaget’s formal operational stage)
Jean Piaget proposed four stages of cognitive development: sensorimotor, preoperational, concrete operational and formal operational. Formal operational stage (around 12+ years) is when adolescents can think logically about abstract ideas, hypotheticals and future possibilities.

• Can do abstract thinking (e.g. justice, democracy, climate change).

• Can use hypothetical-deductive reasoning.

Social

• Strong need for peer acceptance and group identity.

• More influenced by friends, may resist authority if not respected.

Emotional

• Identity formation, emotional ups and downs.

• Sensitive to criticism, need encouragement and understanding.

Academic

• Can handle complex concepts.

• Need guidance in study skills, time management, career choice.

Implications for teaching

• Use discussion, debate, projects, not only lecturing.

• Connect content with their real-life interests.

• Provide emotional support and constructive feedback.

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5.3 Adult Learners

Adult learning is often explained through Malcolm Knowles’ Andragogy (adult learning theory).

Key assumptions about adult learners:

1. Self-concept

   • Adults are self-directed and want control over their learning.

2. Experience

   • Bring rich life and work experience to learning; this is a resource.

3. Readiness to learn

   • Related to their social roles (job, parent, citizen); they are ready when they feel a need.

4. Orientation to learning

   • Problem-centred and application-oriented, not just content-minded.

5. Motivation

   • More internally motivated (self-development, career growth) than by external rewards.

Implications for teaching adults

• Involve them in planning (choice of topics/projects).

• Use experiential methods – case studies, problem-solving, role-play.

• Connect content to workplace, family, community situations.

• Respect their experience and autonomy.

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5.4 Individual Differences

Learners differ in:

• Intelligence & aptitude

• Learning styles (visual, auditory, kinesthetic etc.)

• Personality, attitude, motivation

• Language proficiency

• Socio-economic and cultural background

• Special needs / disabilities

Implications

• Use varied methods and materials.

• Provide remedial teaching for slow learners and enrichment for advanced learners.

• Ensure inclusive education.

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6. Factors Affecting Teaching

UGC NET highlights: teacher, learner, support material, instructional facilities, learning environment, institution.

1. Teacher-related factors

   • Subject knowledge, pedagogical skill, attitude towards students, personality, communication skills, expectations, professional ethics.

2. Learner-related factors

   • Prior knowledge, motivation, interest, attention, readiness, individual differences, home environment.

3. Support Material

   • Textbooks, reference books, handouts, worksheets, models, charts, PPTs, OERs (Open Educational Resources).

4. Instructional Facilities

   • Classroom size and seating, laboratory, library, ICT facilities (computers, internet, LMS), AV equipment.

5. Learning Environment

   • Physical: light, noise, ventilation.

   • Psychological: trust, respect, freedom to question, absence of fear.

   • Socio-cultural: inclusiveness, absence of discrimination.

6. Institution-related factors

   • Vision and mission, leadership, policies, academic calendar, teacher workload, class size, support for innovation and research.

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7. Methods of Teaching in Institutions of Higher Learning

We classify methods in two broad ways:

1. Teacher-centred vs learner-centred methods

2. Offline vs online methods (SWAYAM, SWAYAMPRABHA, MOOCs, etc.)

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7.1 Teacher-centred Methods

Teacher is the main source of knowledge; learners mostly receive.

• Lecture method – structured presentation of content by teacher.

• Demonstration – teacher shows procedure/experiment while students observe.

• Tutorial with teacher dominance – explanation plus directed questioning.

Advantages

• Covers large syllabus quickly.

• Good for large classes and introductory topics.

Limitations

• Learners are relatively passive.

• Less scope for critical thinking and creativity.

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7.2 Learner-centred Methods

Teacher acts as facilitator or guide; learners are active.

Common learner-centred strategies:

• Group discussion, seminars, symposium

• Project work and problem-based learning

• Case study, role play, simulation

• Flipped classroom – learners study content at home (videos, readings), class time is used for problem solving and discussion.

• Collaborative learning, team-based learning

Advantages

• Promotes higher-order thinking, communication, cooperation.

• Increases motivation and interest.

Limitations

• Requires more time, planning, smaller groups.

• Needs teacher skill in classroom management.

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7.3 Offline vs Online Methods

Offline (Face-to-face) Methods

• Conducted in physical classroom.

• Includes lecture, lab work, seminars, workshops, tutorials.

• Easier to manage practical work, immediate feedback, non-verbal cues.

Online Methods

Use ICT and internet for teaching–learning.

Major initiatives (India):

1. SWAYAM (Study Webs of Active Learning for Young Aspiring Minds)

   • Government of India’s MOOC platform offering free online courses from school to postgraduate level.

   • Supports e-tutorials, e-content, discussion forums, and self-assessment; allows credit transfer to universities.

2. SWAYAM PRABHA

   • Group of DTH TV channels (now expanded) that telecast high quality educational programmes 24×7 using satellite.

3. MOOCs (Massive Open Online Courses)

   • Open, often free online courses (NPTEL, Coursera, edX, etc.).

   • Suitable for self-paced learning and lifelong learning.

Advantages of online methods

• Anytime, anywhere learning; flexible pace.

• Access to best teachers and institutions.

• Supports multimedia, interactive quizzes, forums.

Challenges

• Digital divide (devices, connectivity).

• Self-discipline required; risk of low completion rates.

• Limited hands-on practice in some disciplines.

Blended learning combines offline and online methods to take advantage of both.

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8. Teaching Support System: Traditional, Modern, ICT-based

Teaching Support System = all the aids and resources used to facilitate teaching–learning (also called teaching aids).

8.1 Traditional Support System

• Blackboard / chalkboard, whiteboard

• Textbooks, reference books

• Charts, posters, maps, globes, models, specimens

• Flashcards, flip charts, worksheets

• Lab equipment, realia (real objects)

Plus points – simple, low-cost, suitable where technology is limited.

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8.2 Modern Support System

• Overhead projector, slide projector (older), LCD projector

• Printed modules, self-learning materials (SLMs)

• Workbooks, programmed texts

• Models and simulations (physical or simple electronic)

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8.3 ICT-based Support System

• Computers, laptops, tablets, smart phones

• Internet, email, Learning Management Systems (LMS), Google Classroom, Moodle, etc.

• Multimedia presentations (PPT, animations, videos)

• Educational software, simulations, virtual labs

• Online platforms like SWAYAM, NPTEL, SWAYAM PRABHA, MOOCs

• Digital libraries, e-books, OER repositories

Principles for using any teaching aid

• Must be relevant to objectives.

• Should be simple, accurate, visible and attractive.

• Should support, not replace the teacher.

• Must be integrated into lesson (not used randomly).

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9. Evaluation Systems in Higher Education

Evaluation = systematic process of determining the extent to which learners achieve instructional objectives, using appropriate tools and interpretation.

UGC NET syllabus highlights:

• Elements and types of evaluation

• Evaluation in Choice Based Credit System (CBCS)

• Computer-based testing

• Innovations in evaluation

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9.1 Elements of Evaluation

1. Objectives – what is to be measured (knowledge, skills, attitudes).

2. Learning experiences – teaching and activities.

3. Assessment tools – tests, assignments, projects, observations, portfolios.

4. Measurement – scores or ratings.

5. Interpretation & judgement – what scores mean, whether objectives are met.

6. Feedback & remedial action – improving teaching and learning.

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9.2 Types of Evaluation

1. Formative Evaluation

   • During instruction; for improvement.

   • Examples: quizzes, class tests, assignments, classroom questions.

2. Summative Evaluation

   • At end of unit/semester/course; for grading and certification.

   • Examples: final exam, term-end project.

3. Diagnostic Evaluation

   • Before or during course to identify learning difficulties and causes.

   • Example: pre-test to see mathematical basics before statistics course.

4. Placement Evaluation

   • To place students in appropriate course, level or group.

5. Norm-referenced vs Criterion-referenced

   • Norm-referenced: compares a learner to others (percentile ranks, relative grading).

   • Criterion-referenced: compares to fixed standard/criterion (e.g., 50% mastery).

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9.3 Evaluation in Choice Based Credit System (CBCS)

CBCS is a credit-based semester system promoted by UGC.

Key features:

• Semesters – programme divided into semesters (e.g. 6 for UG).

• Credits – each course has credits based on teaching hours and workload.

• Course types – Core, Elective, Skill-based, Ability Enhancement, etc.

• Cafeteria model – students can choose courses from a basket (flexibility & interdisciplinarity).

• Grading system – performance in each course is graded (O, A+, A, B+, etc.), converted to SGPA / CGPA.

Evaluation pattern under CBCS

• Combination of Continuous Internal Assessment (CIA) and End-Semester Examination (ESE).

  • CIA: quizzes, internal tests, assignments, attendance, presentations.

  • ESE: final written exam / practical / viva.

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9.4 Computer-based Testing (CBT) and Online Evaluation

Computer-based Test = test delivered using a computer instead of pen-paper.

Advantages

• Efficiency – easier to prepare, administer, and grade large numbers of students.

• Scalability – can test thousands of candidates.

• Auto-grading for objective items (MCQs, matching, true-false).

• Faster feedback – often instant results.

• Reduced human error and bias in scoring objective items.

Limitations / Challenges

• Requires reliable hardware, software and internet.

• Not all question types (e.g., essays, performance tasks) can be easily auto-graded.

• Accessibility issues for learners with limited digital literacy or disabilities.

• Security issues: cheating, impersonation, data breaches (needs strong proctoring).

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9.5 Innovations in Evaluation Systems

Modern trends in higher education assessment include:

• Continuous and comprehensive evaluation (CCE) – focus on both scholastic and co-scholastic aspects.

• Outcome-Based Education (OBE) – evaluation aligned with clearly defined learning outcomes and graduate attributes.

• Rubrics – transparent scoring guides for assignments and projects.

• Portfolio assessment – collection of student work over time to show growth.

• Open-book and take-home exams – emphasise application and analysis instead of recall.

• Project-based and performance assessment – real-world tasks, presentations, demonstrations.

• Peer and self-assessment – students evaluate their own and peers’ work (with guidance).

• AI-assisted and automated scoring – especially for MCQs and some written work (though still debated).

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Quick Revision Pointers (UGC NET Focus)

• Remember three levels of teaching and their proponents (Herbart – memory, Morrison – understanding, Hunt – reflective).

• Know characteristics of effective teaching and basic requirements.

• Distinguish clearly between teacher-centred and learner-centred methods, with examples.

• Be able to write short notes on SWAYAM, SWAYAM PRABHA and MOOCs as online teaching methods.

• Understand Piaget (adolescent cognition) and Knowles (adult learning) under learner characteristics.

• Learn the features of CBCS and how evaluation works under it.

• Know the advantages & limitations of computer-based testing and the types of evaluation (formative, summative, diagnostic, placement).