TEACHINGAPTITUDE

 Teaching Aptitude

Major Topics

1. Education : Basic Elements

2. Teaching - Concept, Objectives, Levels of Teaching, Characteristics and Basic Requirements of Teaching

3. Learners Characteristics and Individual Differences

4. Factors affecting Teaching related to: Teacher, Learner, Support Materials, Instructional Facilities, Learning Environment and Institution.

5. Methods of Teaching in Institutions of Higher Learning

6. Teaching Support System : Traditional, Modern and ICT based

7. Evaluation System : Elements and Types of Evaluation, Computer based Testing, Innovations in Education System.

Teaching Aptitude

1. Education - Basic Elements

Definitions and Meaning  of Education. "Education is the manifestation of perfection already in man" Swami Vivekananda. Aristotle defines education as "creation  of a sound mind in a sound body". John Dewey defines education as "the power by which a man is able to control his environment and fulfill his possibilities". According to NEP 2020, education is a fundamental tool for achieving full human potential, developing an equitable and just society and promoting national development".

Different Forms of Education - Formal, Informal and Non-formal Education

Major Aims and Objectives of Education - As suggested by the National Education Policy 2020, the major aims of education are (i) to create a holistic, flexible and multidisciplinary education system that promotes critical thinking, creativity, and lifelong learning (ii) to ensure equitable and inclusive education, ensuring that all students, including those from marginalized backgrounds, have access to quality education (iii) to make education more relevant to the needs of the 21st century, fostering skills and knowledge necessary for the future workforce and contributing to India's development as a knowledge society.

2. Concept of Teaching - Definitions of Teaching. "Teaching is a very noble profession that shapes the character, caliber and future of an individual" APJ Abdul Kalam. "The supreme art of teaching is to awaken joy in creative expression and knowledge" Albert Einstein.

Objectives of Teaching - Objectives-Learning Experience-Evaluation

Bloom's Taxonomy of Educational Objectives as developed by Benjamin S Bloom an American Educator and Psychologist - Cognitive Domain - Knowledge, comprehension, Application, Analysis, Synthesis and Evaluation

Revised Taxonomy as revised by Lorin Anderson, a student of Benjamin Bloom and David Krathwohl, a partner of Bloom  - Remembering, Understanding, Applying, Analyzing, Evaluating and Creating

Different Levels of Teaching - Memory Level, Understanding Level and Reflection Level

Characteristics of Teaching

Principles of Teaching - Principle of Aim, Principle of Planning, Principle of Correlation - External and Internal, Principle of Diagnosis and Remedial Teaching, Principle of Effective Strategies, Principle of Learner Participation, Principle of Appropriate Learning Environment

Basic Elements of Teaching - Teacher, Learner, Curriculum, Instructional Strategies, School Environment, Parents and Community

Basic Requirements of Teaching

3. Learner's Characteristics  - Adolescent and Adult Learners - Academic, Social, Emotional and Cognitive

4. Factors Affecting Teaching related to - Teacher, Learner, Support Material, Instructional Facilities, Learning Environment and Institution

Teacher

Knowledge of Subject, Knowledge of the Learner, Teaching Skills, Use of Innovative Strategies, Learner friendly Approach, Personality and Behavior, Level of Adjustment, Mental Health, Disciple, Ethics, Personal Values.

Learner   

Basic Potential of the learner, Physical and Mental Health, Learning Skills, Level of Aspiration, Goals of Life - Immediate and Long term, Readiness and Will power.

Support Materials

Use and Availability of Study Materials, Audios and videos, Online Courses, Online Tests, Smart Class rooms, Library and laboratories, Technology and Psychology Lab, Language Lab.

Instructional Facilities

Multi purpose Class rooms, Laboratories, Seminar Rooms, On campus Clinic, Cybraries (an online collection of reference materials), Learning Management System (LMS).

Learning Environment

Fully Equipped and Learner friendly Physical Location, Appropriate Contexts and Cultures, Offline and Online Back grounds of Learning.

Institution

Policies framed by Institution, Autonomy and Accountability, Management Rules.

5. Methods of Teaching in Institutions of Higher Learning - Teacher centered and Learner centered Methods, Ancient and Modern Methods, Off-line and On-line Methods

Teacher centered Methods

Lecture Method, Story Telling, Narration, Text Book Method, Demonstration, Direct Instruction

Learner centered Methods

Discussion, Debate, Role Play, Simulation, Brain Storming, Problem Method, Project Method, Laboratory Method, Supervised Study, Tutorial, Peer Tutoring, Reciprocal Teaching.

Modern Strategies

Experiential Learning, Cooperative Learning, Collaborative Learning, Partnership Learning, Blended Learning, Models of Teaching

Online Methods of Teaching and Learning

SWAYAM - Study Webs of Active learning for Young Aspiring Minds. It is a programme initiated by the central government to achieve - Access, Equity and Quality.

SWAYAM PRABHA - A group of 32 DTH channels devoted to telecasting of high quality educational programmes using GSAT-15 Satellite.

MOOC - Massive Open Online Course

6. Teaching Support System - Traditional, Modern and ICT based 

7. Evaluation Systems  - Elements and Types of Evaluation, Evaluation in Choice Based Credit System (CBCS) in Higher Education, Computer based Testing, Innovations in Evaluation System

Exercises

1. The prime requirement to become a good teacher is to have -

(a)  Genuine interest in Teaching  (b) Knowledge about controlling students  (c)  Subject Competence  (d)  Good Expression

2. Which of the following statements are not true? (June 1997)

(a)  Teaching is just an Art  (b)  Teachers can be trained only  (c)  Teachers are born  (d)  All of the above

  3. The classification of cognitive domain was developed by -

(a)  Benjamin S Bloom  (b)  B F Skinner    (c)  Krathwohl  (d)  Jerome Bruner 

4. A teacher is said to be fluent in asking questions, if he can ask -

(a) many meaningful questions (b) as many questions as possible (c) maximum number of questions in a fixed time (d) many meaningful questions in a fixed time  

Answers

1 (c)  2 (d)  3 (a)  4 (c)