Teaching Aptitude Final With MCQ

UNIT – I TEACHING APTITUDE
Teaching Aptitude
INTRODUCTION
Teaching aptitude is all about evaluating candidates who want to enter teaching
profession on the basis of their knowledge and skills. It refers to basic qualities
required to become a successful teacher. This includes qualification, intelligence,
attitude, and many other qualities expected from a person who wants to become
a successful teacher.
Teaching is a methodology in which various activities are involved. The word
teaching’ is derived from the word ‘to teach which means ‘to instruct’.
It means a process in which one individual gain knowledge or learn something
from a more knowledgeable person. Teaching is skillful application of knowledge,
experience and scientific principles with an objective to setup an environment to
facilitate learning.
Teaching aptitude is a part of teaching in which a teacher tries to mould, shape
and develop the behavior of students according to the needs, cultures and
thoughts of the society.
Teaching aptitude is made up of two words Teaching’ and-aptitude’ which refers
to the quality of a teacher by virtue of which he teaches his students.
In other words, various teaching aids, teaching methodologies and teaching
activities which are necessary for teaching are Collelectively called teaching
aptitude.
It is a part of teaching in which studies are above on the relationship of teacher
and students in conducive and controlled environment
It is a well known fact that a child acquires a lot of knowledge and learns a lot of
skills, attitudes, manners from his/her mother, father, brother, sister, and
grandparents. All of them teach the child basic knowledge, skills and attitudes
required of living a good life. In this process the role of the mother is very crucial
and prominent in shaping the values of the child. Therefore, it is said, mother is
the first teacher of the child. When the child moves from family and
neighborhood to a formal school, he/she is exposed to a different kind of learning
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environments. In the school, he/she learns from teachers, peers and others.
He/she is taught by the teacher with new learning experiences in different
subjects like mathematics, language, social sciences, sciences, etc. Apart from
gaining learning experiences in subject areas, she/he acquires new learning
experiences through sports, picnics, group works, project works etc. Therefore,
teaching and learning are closely interrelated to each other. Although you have
some understanding of these concepts, in this unit, we will discuss the pedagogic
understanding of these concepts, relationship between them and the different
ways through which the students learn the subjects at elementary level.
Definitions of Teaching
Some renowned scholars have define teaching which are given below:
• Albert Einstein defines, Teaching is a supreme art to awaken joy in creative
expression and knowledge.”
• According to APJ Abdul Kalam, “Teaching is a noble profession that shapes the
character, Calibre and future of an individual. If people remember me as a good
teacher that will be a biggest honor for me.”
• Edmund Amidon defines, “Teaching as an interactive primarily process
classroom talk which takes place between involving teacher and pupil/ and occurs
during certain definable activity.
• Jackson:- Teaching is a face to face encounters between two or more persons,
one of whom ( teacher) intends to effect certain changes in the other participants
( students). (3) J B Hough and James K
• Duncan:- Teaching is an activity with four phases, a curriculum planning phase,
an instructing phase, and an evaluating phase. This definition presents the
organizational aspect by which we can describe and analyze the teaching process
)
• H C Morrison:- Teaching is an intimate contact between the more mature
personality and a less mature one
• N.L. Gage (Democratic point of view):- Teaching is interpersonal influence
aimed at changing the behavior potential of another person.
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• Clerk:- Teaching refers to activities that are designed and performed to produce
in students behavior.
Objectives of teaching
An objective describes an intended result of instruction rather than the process
of instruction itself. A good objective should be specific, outcome based (i.e., it
should emphasize on the output rather than the process of instruction) and
measurable.
The objectives of teaching and learning must integrate at the end of the
instruction.
There are two main ways of classifying instructional objectives. One classification
is given by Bloom, whereas another classification is given by Gagne and Briggs.
After going through this Unit, you will be able to:
• define teaching;
• spell out the various characteristics of teaching;
• explain teaching as facilitation of learning;
• highlight the relationship of teaching with learning and learner;
• point out the relationship between learner and learning;
• define child-centered approach to teaching-learning;
• spell out the characteristics of child centered approach to teaching-learning;
• explain how to integrate children’s voices and experiences in the teaching-
learning process;
• suggest ways to bring in active participation of learners in classroom activities;
• explain the concept of learning;
• describe the nature of learning;
• explain learning as development of knowledge, skills and attitudes; and
• enlist and explain the different ways through which learners learn.
Bloom’s classification of teaching and instructional objectives

According to this classification, instructional objectives fall under one of the
following three categories:
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1. Cognitive domain: It is related to the development of intellectual capability
(i.e., thinking or knowledge) and it is the core learning domain. The other domains
(i.e., affective and psychomotor) require at least some cognitive components.
It functions at six levels, which are as follows.
a) Knowledge: It is basically about recalling information or contents.
b) Comprehension: It is the ability to grasp the meaning of a material.
c) Application: It converts abstract knowledge into practice.
d) Analysis: It involves breaking down a communication into its constituent parts in
such a manner that relationship of ideas is understood better
e) Synthesis: It is basically about combining the constituent parts to make it a
whole. It is the antonym of analysis.
f) Evaluation: It involves judgment made about the value of methods and materials
for particular purposes. Anderson, a former student of Bloom, and David
Krathwohl rearranged the levels as following:
i) Remembering: Recall or retrieve previous learned information.
ii) Understanding: Comprehending the meaning, translation, interpolation and
interpretation of instructions and problems. State a problem in one’s own words.
iii) Applying: Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel situations in
the work place.
iv) Analysing: It separates a material or concepts into component parts so that its
organizational structure may be understood. It distinguishes between facts and
inferences.
v) Evaluating: Make judgments about the value of ideas or materials.
vi) Creating: Builds a structure or pattern from diverse elements. Put parts together
to form a whole, with emphasis on creating a new meaning or structure.
2. Affective domain: Man is a rational animal being endowed with human

qualities of love, sympathy, tolerance, co-operation, fellow-feeling and similar
things. The term ‘affects’ has a literary meaning of feeling, emotion and having
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preference for some object, issue, notion and etc. Affect is also treated as a
response to different social, political and economic issues in the form of attitudes.
An individual has to develop and nurture desirable positive attitudes and interests
for his or her better adjustment in the society.
Thus, sffective domain deals with attitude, motivation, willingness to participate,
valuing what is being learned and ultimately incorporating the values of discipline
into a way of life. It asks for better student participation. It includes the following
levels:
a) Receiving: Willingness to listen.
b) Responding: Willingness to participate.
c) Valuing: Willingness to be involved.
d) Organizing: Willingness to be an advocate of an idea.
e) Characterization: Willingness to change one’s behavior or way of life.
Affective education takes a long time to achieve the objectives. For example, any
desirable change in the learner’s affective behavior cannot be accomplished
through a singular learning situation.
As per one finding, an individual’s emotional and rational components of the
brain are somewhat independent of each other and operate separately. But there
are times when both the components work in harmony with each other.
When the individual is faced with a problem or dilemma and is required to make a
decision, the emotional center of the brain functions first while the rational brain
is yet to start functioning. This implies that the educational process should
provide the individual with adequate knowledge about the situation to enable
him or her to use reasoning to mould the emotional behavior in a desirable form.
Daniel Golemann (1995) calls this type of mental functioning ‘Emotional
Intelligence’, which enables the individual to deal intelligently with various social
problems that one faces in life situations.
An individual’s affective behavior or learning is influenced by both emotional
intelligence and cognitive learning.
Therefore, the implication for the educational process is that cognitive learning
and affective learning should be planned to go hand in hand.
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3. Psychomotor domain: It is mainly concerned with the acquisition of technical
skills. Following are the five different levels of instructional objectives in
psychomotor domain.
a) Imitation: It includes demonstration of a skill by a skilled person and the learner
tries to follow the same.
b) Manipulation: A learner tries to experiment various aspects, like manipulating
machinery, equipment, etc.
c) Precision: Accuracy in performing various acts increases with practice.
d) Articulation: Achieving a desired level of efficiency and effectiveness through
practice.
e) Naturalization: Skill is internalized and an individual is able to adapt, modify or
design new techniques, methods or procedures according to the requirements of
a situation.
Thus, we can see that learning takes place through three different channels
cognitive, psychomotor and affective, it takes place as one process.
The three types of learning are not mutually exclusive, the differentiation among
them is warranted because of the nature of the behavioral outcomes.
It is clear that cognitive as well as affective learning takes place simultaneously
and with the same content of learning.
Gagne and Briggs classification of teaching and instructional

objectives
According to this classification, the learning outcomes fall under one of the
following categories.
i) Intellectual skills: These skills are crucial for dealing with the environment.
They include concept learning, rule learning and problem solving.
ii) Cognitive strategies: These include methods and techniques for one’s own
learning, remembering and thinking skills.
iii) Verbal information: It refers to organized bodies of knowledge that an
individual acquires.
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iv) Motor skills: They are basically about motions carried out when the brain,
nervous system and muscles work together.
v) Attitudes: They refer to an internal state of an individual.
Objectives can be put in the following forms also:
Cultural context
Philosophy of people
National goals
Aims of education
Objective of content
Translated into behavior
Figure: Hierarchy of Formulation of Objectives

Teacher-centered Mixed strategy Learner-centered strategy
strategy
Large group method Small group method Individualized methods
1. Lectures i. Group discussion I. Tutorials
2. Team teaching ii. Seminar II. Assignments
3. TV or video presentation
iii. Panel discussion III. Project work
iv. Brainstorming IV. Case study
v. Project method or work
V. Programmed instruction
vi. Tutorials VI. Computer-assisted
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learning
vii. Case study VII. Interactive video
viii. Role play VIII. Open learning
ix. Simulation IX. Personalized system of
instruction (PSI)
x. Demonstration X. Heuristic method
Different Approaches in Education

Three Basis of Education: The educational process is decided on the basis
of three questions: ‘Why’, ‘How’, and ‘What’. Here, the question of ‘Why’ is most
important. This is answered by philosophy. The ‘How’ is decided by the
psychology and ‘What’ is decided by the social needs. Hence, education is based
on the basis of philosophical, psychological, and sociological basis.
The important approaches in education are discussed below:
1. Behaviourism: This assumes that learner is a passive organism who may be
conditioned to learn new behaviors. Therefore, learning could be explained by
change in observable behaviour. E.L. Thorndike postulated the law of exercise and
the law of effect.
a) Law of exercise: Repeating a conditioned response would strengthen the bond
between the stimulus and the response. In other words, practice makes a man
perfect.
b) Law of effect: Law of effect is the principle of reinforcement and punishment.
Any behaviour followed by pleasure would strengthen the behaviour and any
behaviour followed by pain would decrease the behaviour.
2. Gestalt psychology: It believes that the whole is greater than the sum of its
parts. For example, in the human body, there are cells, tissues, bones, etc., yet
the sum of all these components (human body) is greater than the sum of its
parts. This is because the parts are interrelated to each other. Gestalt psychology
demonstrated the significance of perception. It also showed that complex
learning need not occur gradually through lengthy practice but may develop
through insight.
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3. Constructivism: The learner actively constructs knowledge. Jean Piaget and J. S.

Bruner believed that learning involves an active processing of information and
that each individual activity organizes and constructs knowledge for itself.
Educational psychology believes that there are developmental stages for
knowledge organization. According to Jean Piaget, ‘accommodation’ and
‘assimilation’ are basic to learning. A learner developes new ‘schema’ through
accommodation. New experiences are assimilated into already existing schemas
or they may be accommodated by creating new schemas.
4. Idealism: The mind is central in understanding the world. The idealists

emphasize the spiritual aspects of learning. God is the source of all creation and
knowledge; spirit and mind constitute reality. Values are absolute, eternal, and
unchanging. Man has a superior nature, and it is expressed in the form of
intellectual culture, morality, and religion. The main thinkers are Froebel, Kant,
Plato, Swami Dayanand, Vivekananda, and Sri Aurobindo.
5. Naturalism: It considers nature as the whole of reality. Our senses are the
gateway to knowledge, and nature is the source of all knowledge. Mind is
subordinate to nature. The educative process must be pleasurable and set in
natural surroundings. The main protagonists are Tagore, Rousseau, and Herbert
Spencer.
6. Pragmatism: It focuses on activity or doing. According to pragmatists, there are

no absolute values of life. Truth is created during the course of experience.
Humans are active being and have the ability to solve their problems through the
logic of experiments and scientific methods. The main thinkers are C. S. Pierce and
John Dewey.
7. Humanism: It is a reasonable balance in life and regards humans as the centre

and measure of all activities. Humanism believes in the interests and welfare of all
human beings. Thus, the life of a human being should be transformed so that the
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welfare of all becomes the goal. The form of learning is on self-actualization. It
advocates cooperation, mutual tolerance, and social understanding.
8. Rationalism: Rationalists claim that there are significant ways in which our
concepts and knowledge are gained independently of sense experience.
Empiricists claim that sense experience is the ultimate source of all our concepts
and knowledge.
9. Existentialism: It is a philosophy that emphasizes individual existence, freedom,

and choice. This emphasizes the uniqueness and isolation of the individual
experience in a hostile or in different universe, regards human existence as
unexplainable, and stresses freedom of choice and responsibility for the
consequences of one’s acts.
Forms of education
Though there are no clear-cut forms of education, we can discuss about the three
types that are as follows.
1. Formal
2. Informal
3. Non-formal
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1. Formal education: It is pre-planned direct, organized and given in specific
educational institutions, such as schools and colleges. It is limited to a specific
period and it has well-defined curriculum.
It is given by qualified and trained teachers. Formal Education observes strict
discipline. It occurs at different levels, such as in primary, middle, secondary,
higher secondary, graduate, post graduate, doctorate, post doctorate. It can be in
humanities, science, technical and professional areas.
2. Informal education: The quote by George Santayana, ‘A child educated only at

school is an uneducated child’, amply reflects upon the importance of informal
education.
Informal education is not pre-planned or deliberate, it is indirect and
spontaneous. It takes place from day to day activities, experiences and living in
the family or community. There are no formal goals. Pestalozzi believed parents
are the first informal teachers of every man or woman, family environment is the
first learning environment.
3. Non-formal education: Education is a lifelong process, it is integrated with life

and work.
It falls within the formal and informal types of education. It is a flexible system. It
is intentional, incidental and given outside the formal system of system. It is
consciously and deliberately planned, organized and systematically implemented.
It is an open system of education without rigid rules, regulations and fixed ages,
stages or time schedule.
Social or adult education, distance education are the examples of non-formal
education.
All these three types of education, such as formal, informal and non-formal, have
their due place in the modern system of education. Each has its own merits and
demerits. There is need to integrate the three forms and make education holistic
and comprehensive.
Thus we can see that above three components are mixed up in actual life
situations. Active agencies like family, schools and colleges work through human
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interaction. Cinemas, radios, newspapers and magazines are counted as passive
agencies where education is mostly seen as one way interaction but some
feedback mechanism and panel discussions may also exist.
Levels of teaching
Teaching is a purposeful activity. Through teaching the teacher brings a desirable
change in the learner. Both the concepts teaching and learning are interrelated to
each other. Development of all-round personality of the learner is the final goal of
teaching and learning. During teaching an interaction takes place between an
experienced person (teacher) and an inexperienced person (student). Here the
main aim is to bring change in the behavior of the student.
Teachers teach students at three levels. They have to keep in mind about the
developmental stage of the learners so that desired educational objectives can be
achieved. These three levels are:
a) Memory level: Thoughtless teaching (Herbert Teaching Model)
b) Understanding level: Thoughtful teaching (Morrisam Teaching Model)
c) Reflective level: Upper thoughtful level (Hunt’s Teaching Model)
Memory level of teaching

The objective of the Memory Level of teaching is just to impart information or
knowledge to the learner. This knowledge or information is factual in nature,
which is acquired through a mechanical process (i.e. memorization or rote
learning).
Memory Level of teaching covers only the knowledge-based objective of Bloom’s
taxonomy where the students learn to identify, recall, or remember the objects,
events, ideas, and concepts and retain them in memory.
Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.
Teaching and learning at memory level are committing factual material to the
memory. The learner learns the material, retain the meaningful material and
reproduce the material as and when required.
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It is the first and thoughtless level of teaching. It is concerned with memory or
mental ability that exists in all living beings. Teaching at memory level is
considered to be the lowest level of teaching. At this level,
• The thinking ability does not play any role.
• Students only cram the facts, information, formulas and laws that are taught to
them.
• The teaching is nothing but learning the subject matter by rote.[Bigge, Morris
L(1967)]
• The role of the teacher is prominent and that of the student is secondary.
• The study material is organized and pre-planned. The teacher presents• the study
material in a sequential order.
Important Points of Memory Level of Teaching (MLT)

• It is supported by Herbart Theory of Appreciation, which states that this• level of
teaching seeks the learner to acquaint himself with the relationship between the
facts and principles.
• It is the first stage of teaching to get factual information.
• Useful for children in the lower classes because of their intellect is under
development, and they have a rote memory.
• MLT aims to get factual information, to train memory, to retrain the learning
material in-memory storage, to reproduce and recognize the learned information
when required
• Teacher dominated methods are used- like drill, review, and revision and asking
questions.
• The evaluation system mainly includes oral, written, and essay-type examinations.
• Good memory includes rapidity in learning, stability of retention,rapidity in
recalling, and ability to bring only desirable contents to the conscious level.
• Memory level teaching acts as the first step for understanding and reflective
levels of teaching. It is a pre-requisite for understanding level teaching.
Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.
Merits of memory level teaching
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1. Useful for children at lower classes. This is because of their intellect us under
development and they have a rote memory.
2. The role of the teacher is important in this level of teaching and he is free to make
choices of subject matter, plan it and can present it at will.
3. The knowledge acquired at memory level teaching forms a basis for the future i.e.
when student’s intelligence and thinking is required.
4. Memory level teaching acts as the first step for understanding and reflective
levels of teaching. It is pre-requisite for understanding level teaching.
Demerits of memory level teaching

1. This does not contribute to the development of the student’s capabilities.
2. Since at this level student learns by rote, the knowledge gained does not prove
helpful in real life situations as it does not develops the talents of students.
3. The pupils are kept in strict discipline and cramming is insisted on this teaching.
4. Intelligence does not carry any importance in this type of teaching and it lacks
motivation.
Objectives of memory level teaching

1. Imparting knowledge and information to the learner.
2. Knowledge or information gained by the learner is factual in nature. It is acquired
through memorization or rote learning.
3. It covers only the knowledge-based objectives of Bloom’s Taxonomy. At this level,
the student learns to identify, recall or remembers the objects, events, ideas and
retain them in memory.
Nature of subject matter

1. At this level, teaching is subject centered.
2. Simple things are taught to students that can be memorized easily.
3. The subject matter is well organized and is simple in nature so that it can be
acquired through rote learning.
4. Subject matter includes the information about simple concepts, terms, and
elements related to different things of the world around us.
5. Thus the knowledge delivered to learners is definite, structured and observable.
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Method Used
1. We know that at this level of teaching is subject-centered so teacher dominant
methods like drill, review, and revision, and asking questions are often used.
2. Drill means repetition or practice for the purpose of attaining proficiency in
memorizing the material.
3. Review or revision is considered the method of revising the elements to relate
them to new experiences and to form new associations for the development of
new skills or learning to solve new problems.
4. Asking question technique is used to examine whether or not knowledge level
objectives of teaching have been achieved.
Role of the teacher

1. The teacher plays a very dominating and authoritarian role.
2. He is the authority to instruct, deliver, direct, control and evaluate performance.
He is the stage setter, learning resource and manager of every classroom activity.
3. So, in this level of teaching right from the selection of the subject matter to its
evaluation, the key process of teaching and learning remains with the teacher.
Role of Learner
1. In memory level teaching role of the learner is a passive one.
2. This is because contents of the subject matter, teaching tools, and methods
employed for teaching are all decided by the teacher.
3. The characteristics of the learner should be taken care of while framing objectives
and curriculum, and selecting teaching-learning activities and methods of
teaching and evaluation.
Teaching Equipment
1. Teaching equipment work as an assistant in the process of teaching and learning
2. Different kinds of teaching aids like visual, audio and audio-visual aids, e.g.
models, charts, maps, pictures, T.V., radio etc. develop a curiosity of the learners
towards the subject-matter.
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3. The teacher can use a variety of teaching aids to make students attentive to
learning.
Nature of Motivation
1. Motivation is something that drives students to learn. To satisfy his own desire of
learning should be an intrinsic feeling, not a forced one.
2. In memory level of teaching the teacher forces the students to learn the content
through the process of memorization.
3. Hence the nature of motivation at this level of teaching is purely extrinsic.
Evaluation system
1. In the evaluation, the teacher measures the learning outcomes based on
predetermined objectives.
2. Here both oral and written tests are used to test the memory power of students.
3. In the written test, short type, recall type, recognition type, multiple choice, and
matching type test items are used.
4. Students are required to attempt the maximum number of questions.
Psychological Bases of Memory Level of Teaching

According to Jean Piaget, beginner learners in school are at the pre-operational
level of cognitive development and they cannot operate upon abstract concepts.
As per their mental development, they can learn simple concepts without
analyzing their true meaning and nature. They should not be expected to reflect
upon them.
The Herbartian theory of apperception supports that the young children’s mind is
ready for perceiving themselves and the world around. Their mind is ready for a
great mass of factual information including concepts, elements, structures,
models and theories. They can acquire and retain information about a large
number of things, objects, and material through memorization.
Conditioning theory has been advocated, Pavlov and Skinner. It underlies the idea
that correct response made by the individual is strengthened by reinforcement to
retain the learned subject-matter longer and to facilitate ease in further learning.
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Classical conditioning of Pavlov involves the mechanical process as is applied at
memory level teaching; and thorough review or retrieval, correct learning by the
student is rewarded and retained for further use.
Overall Thoughts on memory level teaching

In sum, it cannot be said that memory level teaching is totally meaningless and
useless. It is useful for young children when their mental ability is not so
welldeveloped and their cognitive development is at a low level. They are not
expected to reason out and reflect upon teaching material and contents. It is the
age when they have to expand and broaden their view by receiving and accepting
more information about concepts, elements, things, objects, and structures.
Suggestions for Memory Level Teaching

1. The teaching material should be meaningful and purposeful.
2. The teaching material should have a definite structure and it should be simple to
complex.
3. Adequate and appropriate teaching aids should be used for teaching.
4. All parts of the content should be integrated and well sequenced.
5. The subject-matter should be presented in a systematic and organized way.
6. There must be a continuous evaluation to measure the improve the memory
power of students.
7. The retention of the material in memory of students can be increased by more
practice and exercise.
8. The continuous reinforcement should be provided during the course of
instruction.
Understanding level (Morrisam Proponent)

It comes in between the memory level and reflective level. This stage of teaching
involves a moderate level of thoughtful behaviour. It is a pre-requisite for the
reflective level teaching-learning, which requires the use of higher mental
processes. The term “understanding” literally means to comprehend, to grasp,
and to have knowledge of, to learn, to interpret and to infer, etc.
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Understanding something is to perceive the meaning, grasp the idea and
comprehend the meaning. In the field of Education and Psychology, the meaning
of ‘understanding‘ can be classified as
• Seeing the total use of facts
• Seeing relationship
• A generalized insight
The teaching at the understanding level is of a higher quality than the one at the
memory level. It is more useful and thoughtful from the point of view of mental
capabilities. At this level of teaching, the teacher explains the student about the
relationship between principles and facts and teach them how these principles
can be applied. Memory level teaching barrier is essential to be crossed for this
level of teaching.
As compared to memory level teaching, the understanding level teaching has

greater merit. This enables students to have complete command over subject
material. In the understanding level role of the teacher is more active. The
students at this level are second any. At this level, no cramming is encouraged.
The new knowledge acquired at this level is related to the earlier knowledge
gained. A generalization is made on the basis of facts and the facts are used in the
new situations.
Morris, L. Bigge, in his book, ‘Learning theory for Teachers’, defines that
understanding level teaching, “seeks to acquaint students with the relationships
between generalizations and particulars, between principles and solitary facts,
and which show- the use to which the principles may be applied.”
Herbart mentions three forms of mental reality which play an important role in
teaching-learning at the understanding level. They are sense impressions, images,
and elective elements of pleasure and pain. In Herbart’s arrangements, the
teacher is conceived as an architect as well as the builder of the minds of the
students by manipulating ideas to construct a student’s circle of thought.
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He advocated six steps of teaching:
• Preparation,
• Presentation,
• Comparison,
• Generalization,
• Application, And
• Evaluation
Morrison very clearly stated that understanding is not merely being able to
recall something; it is not mere generalization deduced from specific facts; it is an
insight into how it may be used in future situations. Morrison asserted that the
outcome of all teaching is ‘ Mastery’ and not memorization of facts. He proposed
a unit plan, each unit representing an insight which is relatively complete in itself.
Important points:
• Morrison is the main proponent of understanding level of teaching.
• It is ‘memory plus insight’ as it goes beyond just memorizing facts. It focuses on
the mastery of the subject.
• It makes pupils understand generalizations, principles, and facts.
• It provides more and more opportunities for the students to develop ‘intellectual
behaviour’.
• It provides an active role for both the pupil and the teacher for the assimilation of
facts. 6. The evaluation system mainly includes both essay and objective-type
questions.
Merits of the understanding level of teaching

1. At this level of teaching students to make use of their thinking abilities.
2. Knowledge acquired at this level forms the basis of the reflective level of teaching.
3. Here the teacher presents subject matter before the students in an organized and
sequential form. The new knowledge acquired is related to the previously
acquired knowledge.
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4. Here the students do not learn by rote. Here they learn by understanding the
facts and information and their use and purpose.
Demerits of the understanding level of teaching

1. Teaching at this level is subject centered. There is no interaction between the
teacher and students at this level.
2. This type of teaching mastery i.e., emphasized.
3. Ignores higher cognitive abilities
4. Less emphasis on intrinsic motivation
5. No individualized learning
6. Teacher centred
Reflective level of teaching (Hunt’s Proponent)

This Level of teaching is the highest level of teaching-learning activity. It is the
stage of learning when students do not merely repeat and revise or answer the
questions as asked for; nor do they only understand, learn, interrelate or interpret
the concepts but also they ponder upon, contemplate and pay serious thoughtful
consideration to the presented contents.
This level is also known as introspective level. Reflecting on something means

giving careful thought to something over a period of time. It also means thinking
deeply about something. Reflective level of teaching is considered to be the
highest level at which teaching is carried out.
• It is highly thoughtful and useful.
• A student can attain this level only after going through memory level and
understanding level.
• Teaching at the reflective level enables the students to solve the real problems of
life.
• At this level, the student is made to face a real problematic situation.The student
by understanding the situation and using his critical abilities succeeds in solving
the problem.
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• At this level emphasis is laid on identifying the problem, defining it and finding a
solution to it. The student’s original thinking and creativeabilities develop at this
level.
• The role of the teacher in this level of teaching is democratic. He does not force
knowledge on the students but develops in their talents and capabilities.
• The role of the students is quite active.
• Reflective level of teaching is that which is problem-centered and the student is
busy in original imagination.
The main objectives of Reflective Level of Teaching are:

• To develop insight into the learner to solve problems.
• To develop rational and critical thinking in the students.
• To develop the ability of independent thinking and decision making in the
students.
Important Points
• Hunt is the main proponent of reflective level of teaching.
• It is the highest level of teaching and includes both ULT and MLT.
• It is problem-centric approach of teaching.
• The students are assumed to adopt some sort of research approach to solve the
problem.
• Classroom environment is to be sufficiently ‘open and independent’. The learners
are self-motivated (intrinsic) and active.
• The aim is to develop the reflective power of learners so that they can solve
problems of their lives by reasoning, logic, and imagination, and lead successful
and happy lives.
• The pupil occupies the primary place and teacher assumes the secondary place.
• Essay-type test is used for evaluation. Attitude, belief, and involvement are also
evaluated.
Merits of reflective level teaching

1. The teaching at this level is not teacher-centered or subject-centered, it is leaner-
centered.
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2. There is an interaction between the teacher and the taught at the reflective level
teaching.
3. At this level, teaching is appropriate for the higher class.
4. At this level, teaching is highly thoughtful and useful than the teaching at the
memory or understanding level.
Demerits of reflective level teaching

1. Not suitable for small children at the lower level of teaching. It is suitable only for
mentally matured children
2. At this level, the study material is neither organized nor pre-planned. Therefore
students cannot acquire systematic and organized knowledge of their study
courses.
Basic Requirements in Teaching

• Three variables in teaching -Includes the Teacher, Student & Environmental
factors.
• Professionalism
• Suitable Environment.
• Teacher Student Relationship
• Students Discipline
• Teacher & Students devotion to teaching & learning
The teaching process involves the following variables:

1. Dependent Variable: The student is a dependent variable. He is subjected to
changes and developments through the efforts of the teacher and teaching
process. In the process of teaching, the dependent variable plays the functional or
active part.
2. Independent Variable: The teacher is an independent variable. He is
responsible for the functioning of students, the dependent variables. He is free to
act in the process while students are quite dependent on him. The teacher does
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plans, organizes, leads and controls the process of teaching. Like dependent
variables, independent variables also play the functional or active part.
3. Intervening Variables: There is a need for desirable interaction between the
dependent and the independent variable to achieve the goals of teaching. This
role is played by the intervening variables. The content of teaching, methods and
techniques, tactics and strategies management of instructional material and
teaching environments, etc., are the Intervening Variables.
Basic requirements of teaching include,

I. The Teacher: The teacher is an innovator of information and knowledge. He is
the creator and transmitter of knowledge, values and ethos to our youngsters for
latter’s physical, mental, emotional and social development. In the process of
teaching-learning, the teacher is the main vehicle, and he knows what is right and
what is wrong in the society. The teacher masters over his subject and uses an
effective language for the communication in order to bring a positive change in
the behavior of the learner. Since, it is the age of science and technology, the
teacher ought to have a sound knowledge of science and technology. He should
therefore use the latest means of media communication in the process of
teaching.
II. The Learner: The learner is a dependent one and immature. He has to
cooperate in the teaching-learning process with the teacher and try to get as
much information and knowledge as possible from him. He must follow the
teacher for understanding and getting knowledge. The learners may be
categorized as the students of primary schools, elementary schools, secondary
schools, senior secondary schools, colleges or universities.
III. The Subject (Topic): The subject is the main concern in the whole endeavor of
teaching and learning process. The topic is generally decided by the teacher but
the learner can also contribute in deciding a topic, so that, a balanced and
harmonious development takes place. It is for the teacher to prepare necessary
charts, maps, tables and models that pertain to the decided topic. Media based
technological and scientific aids may also be made available by the teacher to
make the teaching more interesting and understandable.
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IV. The Environment: The leaner’s growth and all round development are the main
objectives of teaching. This is possible only when there is a suitable environment
for the teaching-learning process. The teacher as such creates such environment
and nurtures the’ learner in that environment. Learners are not passive objects.
For long, the child or the learner was viewed as a natural or given category. This
undermined the importance of the fact that the development of the learner is
intimately linked to changes in the sociocultural and historical conditions in a
given society.
Nature and Characteristics of Teaching

Nature of teaching refer to those elements of Teaching which are inherent with
concept of teaching. It means that there is no human influence on those elements
of teaching. The nature of teaching can be understood through the following
points
1. Teaching is an Art Teaching involves the creativity of the teachers in explaining
concepts to different type of learner. Teachers need to0 form strategies, adjust to
various situation and understand the personality of each student. Therefore,
teaching can also be considered as an art.
2. Teaching is a science Teaching is a systematic activity. It is done with a definite
aim and involves the use of scientific strategies and techniques. Different
strategies are tested for their effectiveness and all observations along with scores
of the student in tests are recorded, Therefore teaching can also be considered as
an art.
3. Dynamic, Social and Humane Teaching is not a fundamental concept because
it is greatly influenced by social and human factors which are dynamic in
themselves.
4. Diverse Application In application teaching is of diverse nature. It may have
various forms as formal, informal, directional, instructional, formational, training,
conditioning, indoctrination, talking, showing, doing, remedial, etc.
5. An Interactive Process Teaching is highly dominated by the communication
skill. Teaching is an interactive process carried with purpose and objectives.
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6. Subjected to Analysis and Assessment Teaching can be analysed and
assessed based on the given task and also provide a feedback for further
improvement.
7. A Professional Activity Teaching is a professional activity involving teacher and
student with a view to the development of students personality. Professionalism
helps teachers in being regular and making harmony with their students along
with achievent of goals
8. A Specialized Task Teaching is a specialized task and may be taken as a set of
skills for realization of certain objectives.
9. A Collection of Various Modes Teaching is a collection of various modes of
itself. It is a broader term. Terms like conditioning. Training, instruction,
indoctrination denote a kind of teaching. They are a part of teaching but not a
synonym of teaching. These are various modes of teaching contributing towards
teaching
10.A System of Actions Teaching is a system of action varied in form and related
with content and pupil behaniour under the prevailing physical and social
conditions.
11. A Continuous Process: Teaching is nota static but an evolving.
Continuous and lifelong process. The concept of continuous learning has become
important because it places priority on acquiring, adapting and learning from
change.
PRINCIPLES OF TEACHING
The principles of teaching are closely related to maxim8. Teaching methods are
hased on two types of principles such as general principles and psychological
principles.
General Principles
i) Principle of Motivation It creates curiosity among students to learn new things.
ii) Principle of Activity (Learning by Doing) It includes both physical and mental
activities. For example, students are asked to make charts and models. Froebel's
Kindergarten (KG) system is based on this principle.
iii) Principle of Interest It means by generation of genuine interest among the
learner’s community , the effectiveness of the teaching-learning process can be
increased.
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iv) Principle of Linking with Life Life is for continous experience and learning linked
with life can e more enduring.
v) Principle of Definite Aim This is important for optimum utilization of teaching
resource and making learning more focused.
vi) Principle of Recognising Idividual Difference Every student is unique in terms of
intelligence, attitude, abilities, potentialities and socio-economic background. The
teaching method should be devised in such a manner to make all students to avail
equal opportunities of life.
vii) Principle of Selection The horizon of knowledge is expanding every single day.
The teacher should be able to pick contents that can be more relevant and
updated to the learner’s objectives.
viii) Principle of Planning Every teacher has certain time bound objectives and hence
teaching should be systematic to make maximum use of resources within the time
limit.
ix) Principle of Division To make learning easier, the subject matter should be
divided into units and there should be link between the units.
x) Principle of Revision To make learning enduring the acquired knowledge should
be revised immediately and repeatedly.
xi) Principle of Creation and recreation This principle is must to make the classroom
environment humorous and creative.
xii) Principle of Democratic Dealing It entails students in planning and executing
different activities. It helps in developing self-confidence and self-respect among
the learners.
Psychological Principles
i) Principle of Motivation and Interest earning Learning may occur awareness
A teacher needs to understand that student is unique psychological entity. a
student , can be motivated after identifying his/her motives and needs.
ii) Principle of Recreation Recreation is necessary to tackle fatigue after
attending lengthy classes. This breaks monotory and prepares students for
learning again.
iii) Principle of Repetition and Exercise This principle is applicable in case of
small children
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iv) Principle of Expressing Creativity and Self-Expression This is specifically
applicable in subjects mathematics and in learning languages.
v) Principle of Reinforcement Students should be suitable rewarded for their
desired behaviour.
vi) Principle of Sympathy and Cooperation This principle is required for the
motivation of student.
vii) Principle of Imparting Training to Senses The use of multi-media makes
many senses get involved simultaneously, which is crucial for enduring learning.
viii) Principle of Remedial Teaching This principle is necessary for the teacher to
identify mistakes and suggest better answers to the problems.
BASIC TEACHING MODELS

There is no basic model of teaching that augurs well for all the situations. Two
contrasting models are discussed here; these models separately or in combination
could be used for different courses.
Pedagogy Model
Pedagogy is a conventional approach. In this method, the instructor, more or less,
controls the material to be learned and the pace of learning while presenting the
course content to the students. The purpose of this method of learning is to
acquire and memorize new knowledge or learn new skills.
Instructor-centered teaching can also be described as ‘pedagogical approach’.
Pedagogy is the art and science of teaching. It determines ‘how the teaching
occurs, the approach to teaching and learning, the way the content is delivered,
and what the students learn as a result of the process’.
In pedagogical approach, the learner is dependent upon the instructor for all
learning, and the teacher assumes full responsibility for what is taught and how it
is learned. The teacher or instructor evaluates the learning processes of the
students.
Andragogical Model
In this model, the learner is mostly self-directed and is responsible for his or her
own learning. The students learn best not only by receiving knowledge but also by
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interpreting it, i.e., learning through discovery and, at the same time, setting the
pace of their own learning. In this method, the instructors facilitate the learning
of participants and help them by offering opportunities to learn themselves and
acquire new knowledge and develop new skills. This type of teaching is also
referred to as andragogical approach.
Self-evaluation is also the characteristic of this approach. Andragogical approach
is also identified with ‘adult learning.
EFFECTIVE TEACHING PRACTICES

Maxims of Teaching
A maxim is a ground rule or fundamental principle that has evolved over a period
of time. It is a guide for future action or behaviour. Teaching has also its own set
of maxims, which have been discussed below.
i) From simple to complex: The teacher should start with simple things and
ideas, and these can be done with day-to-day examples, if possible. Then
gradually, a teacher can move towards concepts and technical terms. This creates
interest among learners to acquire new knowledge. This is helpful in better
retention.
ii) From known to unknown: This is related to first maxim. Retention is always
better if new knowledge can be linked with the known one.
iii) From seen to unseen: The students should be imparted knowledge about the
present and then they can understand the past and the future better.
iv) From concrete to abstract: The mental development of students happen
better with the concrete objects, they become familiar with and define micro-
words for them at a later stage.
v) From particular to general: The students should be presented with examples
first and then general laws and their derivations can be explained to them. The
experiments and demonstrations serve this purpose.
vi) From whole to part: Gestalt psychologists have proved that we first see the
whole object and then its parts. For example, we first perceive the tree and then
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its trunk, branches, leaves, etc. Thus, the introduction or overview of the topics is
important.
vii) From indefinite to definite: The teacher should help to transform indefinite
knowledge into definite one and aim to clarify the doubts of students.
viii) From psychological to logical: During initial stages, psychological order is
more important, whereas for grown-up learners, logical order is emphasized
more.
ix) From analysis to synthesis: Initially, the students have little or vague
knowledge about the topics. Analysis means dividing problems into its constituent
parts, and then, these are studied. Synthesis means to understand by connecting
the knowledge acquired through analysing the parts. A teacher should use
analytic–synthetic method.
x) Follow nature: It means to regulate the education of a pupil according to his
nature.
xi) Training of senses: The types of sense, like sight, hearing, taste, smell and
touch are gateways to knowledge. It is better if all or maximum of these senses
can be applied in teaching. Montessori and Froebel are the main proponents of
this maxim.
xii) Encouragement to self-study: Dalton’s system is based on self-study
Microteaching
Microteaching is a teacher training technique for learning teaching skills. It
employs real teaching situation for developing teaching skills and helps to get
deeper knowledge regarding the art of teaching. This Stanford technique involves
the steps of ‘plan, teach, observe, re-plan, re-teach, and re-observe’. Most of the
pre-service teacher education programs widely use microteaching, and it is a
proven method to attain gross improvement in the instructional experiences.
Effective student teaching should be the prime quality of a teacher. As an
innovative method of equipping teachers to be effective, skills and practices of
microteaching have been implemented.
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LEARNING
Learning is the process of assimilation of knowledge resulting from the interaction
between the teacher and learner. Learning is a continuous process grounded in
experience. Learning is the process of creating knowledge. Learning is a natural
process of growth or change in a person which is manifested as new modes or
patterns of behaviour. The nature and processes involved in learning are studied
in many fields, including educational psychology, neuropsychology, experimental
psychology and pedagogy.
Definitions of Learning
Learning may occur consciously or without conscious awareness. It is a relatively
permanent change in behaviour and is the result of reinforced practice through
the process of stimulus and response.
Some of the well known definitions of learning given by various thinkers are
• According to Skinner, "Learning is a process of progressive behaviour through
experience and training."
• According to Crow and Crow, "Learning involves acquisition of knowledge,
habits and attitudes."
• According to Gardner Murphy, "Learning is the acquisition of new behaviour or
the strengthening or weakening of old behaviour as the result of experience."
• In the words of Blair Jones and Simon, Any change of behaviour which is the
result of experience and which causes people to face later situations differently
may be called learning."
Basic Conditions of Learning

• Contiguity It is one of the basic conditions of learning. Contiguity is almost
simultaneous occurrence of the stimuli and of the responses to them. It applies in
teaching also.
• Practice It is the repetition of response. Practice of S-R (Stimulus Response)
required in classical conditioning, operant conditioning, skill learning.
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• Reinforcement We can use reinforcement in different ways to produce
different effects.
• Feedback It means providing the knowledge that the responses are correct or
that they require amendment.
• Generalization and Discrimination Both generalizations perhaps better
defined as phenomena rather than as conditions of learning. We call them
learning conditions because they are closely related to basic conditions of
contiguity practice essential to all learning. and discrimination are and
reinforcement which are essential to all learning.
Principles of Learning
To teach effectively. must the teacher understand the basic principle of learning
enumerated below
• Principle of Association A teacher must know the state of learners’ mind and
capacity. As learning is continuous, teacher must start teaching at their level for
better learning.
• Principle of Practice Learning should always results in functional
understanding of facts.
• Principle of Rewards It means learning must be challenging and satisfying as
well.
• Principle of Clarity The practice must be continuously evaluated and
redirected. Objectives must be clear to the teacher and learner.
• Principle of Multiple Exposure To make someone learn may need set of
practices. By using combination of teaching methods, the teaching will have
cumulative effect on the learners. The percentages of learning and adoption will
be higher with multiple experiences.
o Principle of Varying Learning Ability This is linked with the concept of
individual differences also. Some may be slow learners, some could be fast
learners. Learning depends upon communication and learning ability.
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o Principle of Theory and Practice The why' and 'how' of an idea are explained
by theory. So a teacher should balance theory and practice for better learning by
the learners.
o Principle of Effective Communication Better learning can be achieved by
integrating suitable audio-visual aids in teaching learning process.
Types of Learners
In the past, many direct and indirect questions have been asked in the NET exam.
There are three main categories of learner characteristics, such as general
characteristics, specific entry competencies and learning styles.
Learner Characteristics
1. On the basis of personal and social attributes: They help in planning
instructional objectives as it may reveal physical characteristics that are relevant
to training or instructional decisions. The social factors mainly include the
following.
a) Age and maturity level
b) Motivation and attitude towards the subject
c) Expectations and vocational aspirations
d) Special talents
e) Mechanical dexterity
f) Ability to work under various environmental conditions.
Some of the differences in learner characteristics between the adolescence and
the adults has been described further.
2. Field independent vs. Field dependent: 'Field' here means context or
surroundings. Some people are more and some less, influenced by the context
when performing a skill or learning.
Field independent learners tend to rely less on the teacher or other learners tor
support. Field independent learners perceive analytically. They See objects
separately from the surrounding field, they prefer to work in self-structured
situation and have self-defined goals. In the classroom activities, such as extensive
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reading and writing, which learners can carry out alone are useful tor field
independent learners.
On the other hand, field-dependent learners often work well in teams as they
tend to be better at interpersonal relationships. They perceive globally. They
prefer to work in existing structure or context, they require externally defined
goals and reinforcements and are more aware of their surroundings.
In the classroom, activities that connect different parts of a lesson are useful tor
field-dependent learners. For example, learners can discuss what they know
about a topic, predict content or look at and listen to related material.
3. Reflectivity and impulsivity: When a question is posed, some students take
long time to respond while others are quick in response. The speed with which
the respondents make a response to the task and the number of errors they make
is termed as conceptual tempo. Those students who respond quickly and make a
fair number of mistakes are said to have a fast conceptual tempo. They are said to
possess impulsive style of learning.
Learners who are slow in response and tend to make fewer mistakes are called
reflective. In problem-solving situations, the impulsive learner collects less data,
they are less systematic and does not look for alternative solutions. Reflective
learner spends more time collecting information and analyzing the data before
offering a response.
4. Cass-room based learning styles: Learning styles are traits that refer to how
learners receive and process information.
a) Visual learners learn easily and better through sight. Brightness, size, colour,
distance, clarity, frame and symmetry are important to visual learners. Visual
learners must see so that they may learn easily. Visual learners may be
categorized as verbalists (they see words and letters) or imagists (they see
images, i.e., pictures).
b) Auditory learners acquire information through sound, i.e., the ear gate.
Various aspects of sound, for example, pitch, volume, tempo, rhythm, resonance
are important tor auditory learners. Auditory learners may be aural (they learn by
listening to others) or oral they learn by talking and hearing themselves).
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c) Motor learners learn through motor activity. Various aspects of action, for
example, frequency, duration, intensity, pressure, etc. are important for them.
Motor learners may be kinesthetic (they learn through the use of gross motor
muscles) or mechanical (they use fine motor muscles to support their learning).
Apart from above, the classroom style learners can be of the following types.
i) Intuitive: Insights and hunches
ii) Inductive: From facts to generalization
iii) Deductive: From theory to individual facts
iv) Reflectively: Introspection
5. Learner characteristics on the basis of listening skills: Listening in an
important skill and there are tour types of listening styles, which are as follows:
a) Active listening: It is listening with a purpose.
b) Empathic listening: It is a form of active listening in which you attempt to
understand the other person.
Characteristics of Adolescence and Adult Learner

Let's discuss in detail the characteristics of Adolescent and Adult Learners as per
the Academic, Social, Emotional and Cognitive factors:
1. Adolescence Learner Adolescence is a period of transition between childhood
and adulthood that involves nu be of changes in body and mind.
Adolescence is a phase of life between 10 and 18 years according. The adults are
mature, fully developed person and above the age of 18 years. An adult is reared
as independent, self-sufficient responsible.
Now we will discuss the characteristics of adolescence and adult learners from
the point of view of academic, social, emotional and cognitive.
Characteristics of Adolescence Learners

i. Academic or Intellectual Development
• Moving from concrete to abstract thinking.
• Prefers active over passive learning experiences.
• High achievement when challenged and engaged.
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• An ability to be self-reflective.
• Demand relevance in learning and what is being taught.
• An intense curiosity and a wide range of intellectual pursuit, few of which are
sustained over the long term.
ii) Social Development
• As interpersonal skills are being developed, fluctuates between demand for
independence and a desire for guidance and direction.
• Seeking approval of peers and others with attention-getting behaviours.
• Experimenting with ways of talking and acting as part of searching for a social
position with peers.
iii) Emotional and Psychological Development
• A desire to become independent and to search for adult identity and acceptance.
• Mood swings marked by peaks of intensity and by unpredictability
• Self consciousness and being sensitive to personal criticism.
• Concern about physical growth and development
iv) Moral Development
• An understanding of the complexity of moral issues like question values, cultural
expressions, etc.
• Being influenced by adult role models.
• Show compassion and are vocal for those who are downtrodden sections.
• Impatient nature regarding the pace of change.
1. Adult Learners
• Adult Learner (mature student) is a person who is older and is involved in forms of
learning.
• Adults learner fall in a specific criteria of being experienced and don't always have
a high school diploma. Many of adults learners go back to school to finish a
degree, or earn a new one.
Characteristics of Adult Learner

i. Academic Development
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• The adult learners are more autonomous and self directed. They are goal oriented
and practical.
• Relevancy oriented and see reasons for learning something. They are not
dependent on the others for direction.
• They appreciate an educational programme that is oragnised and has clearly
defined elements.
• They evaluate learning in terms of results and its utility to their life situations.
ii. Social Development
• Adult person is well aware about the social environment in which he lives. He is
bound by social customs traditions, rituals etc. He gives his own criticism and
views on social customs.
• He carries out his social responsibilities efficiently and effectively and also capable
of carrying out his teaching work.
iii. Emotional Development
• Adult learner is able to make emotionally correct decision. He understands ideas
and facts through proper reasoning rather than taking decisions emotionally.
• The learning process helps them in the development of their emotional instincts.
iv. Cognitive Development
It focuses learning in the mental and psychological process of mind and not on
behavior.
• They are concerned with perception and the process of information. He is capable
of taking right decision with regard to resolve factual, psychological and
argumentative factors.
• The adult learners are efficient enough to analyse moral, social and religious
values of teaching.
Differences Between the Adolescence and the Adults

Elements Adolescence Learners Adult Learners
Learner • The learner is dependent on he learner is self motivated and
the teacher for learning self directed
Role • The
of learner has •
little The learners have a tremendous
learners experience. It has to built on amount of life experience
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experience more than used as resource • Adults are a rich resource for one
• The experience of the another
instructor is most influential • Experience becomes the source of
self identify
Orientation• Learning is a process of• Learning must have relevance to
to learning acquiring prescribed subject real-life tasks
matter • Learning is organized around
• Content units are sequenced life/work situations rather than
according to the logic of the subject matter units
subject matter
Motivation • Primarily motivated • Motivation by internal incentives:
by
for learning external rewards and recognition, better quality of life,
punishment, competition for self confidence self actualization
grades, and the consequences • The need to know, in order to
of failure perform more effectively in some
aspect of one's life is important
Demand for • Learner must balance life • Learner can devote more time to
learning responsibilities with the the demands of learning because
demands of learning responsibilities are minimal
Permanence • Learning is self-initiated and • Learning is compulsory and tends
of Learning tends to last a long time to disappear shortly after
instruction.
Climate • Tense, low trust • Relaxed, trusting
• Formal, cold, aloof • Mutually respectful
• Authority-oriented • Informal, warm
• Competitive, judg mental • Collaborative, supportive
Diagnosis of• Primarily by teaching system• Mutual assessment by learner and
need and teacher facilitator
Planning of • Primarily by teaching system• Mutually by learners and
curriculum and teacher facilitator
Objectives • Objectives are set by teaching • Objectives are set by mutual
of learning system negotiation
• Objectives are predetermined• Objectives are flexible
and inflexible
Designing • Teachers' content plans • Learning contracts
learning • Fixed course syllabus • Learning projects
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plans • Logical sequence • Sequenced by readiness
Learning • Passive teaching methods like • Active training methods are used
activities transmitted techniques,
assigned readings, etc, are
used
Pace • Teaches' control timing and•
of Learners influence timing and
learning pace of learning pace of learning
Evaluation • By teacher • By learner-collected evidence
• Norm-referenced (on a curve) validated by peers, facilitators,
with grades experts
• Criterion-referenced
INDIVIDUAL DIFFERENCES
Individual difference stands for the variation or deviation among individuals in
regard to a single characteristic or number of characteristics like height, weight,
colour and complexion, strength etc. difference in intelligence, achievement,
interest ,attitude, learning habits, motor abilities and skill. It is known fact that
two individuals are alike, not even the-twins. Each man has an intellectual
capacity through which he gains experience and learning.
According to Drever James, "Variations or deviations from the average of the
group, with respect to the mental or physical characters, occurring in the
individual member r of the group are individual differences.
According to Skinner, "Today we think of individual differences as as including any
measurable aspect of the total personality”.
According to CV Good. ,:The variation or deviation among individual is regard to a
sample characteristics or a number of characteristics those difference which in
their totality distinguish one individual from another"
Types of Individual Difference

1. Physical Differences Shortness or tallness of stature, darkness or fairness of
complexion, fatness, thinness, or weakness are various physical individual
differences.
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2. Differences in Intelligence There are differences in intelligence level among
different individuals. We can classify the individuals form super-normal to idiots
on the basis of their intelligence level.
3. Differences in Attitudes Individuals differ in their attitudes towards different
people, objects, institutions and authority.
4. Differences in Motor Ability There are differences in motor ability. These
differences are visible at different ages. Some people can perform mechanical
tasks easily, while others, even though they are at the same level, feel much
difficulty in performing these tasks.
5. Differences on Account of Gender
i) Women have greater skill in memory while men have greater motor ability.
ii) Handwriting of women is superior wile men excel in mathematics and logic.
iii) Women show greater skill in making sensory distinctions of taste, touch and smell
etc., while men show greater reaction and conscious of size-weight illusion.
iv) Women are superior to men in languages, while men are superior in physics and
chemistry.
6. Racial Differences There are different kinds of racial differences. Differences of
environment is a normal factor in causing these differences. Karl Brigham has
composed a list on the basis of differences in levels of intelligence among people
who have migrated to United States from other countries. On the basis of these
average differences between the races, the mental age of a particular individual
cannot be calculated since this difference is based on environment.
7. Differences due to Economic Status Differences in children’s interests, tendencies
and character are caused by economic differences.
8. Differences in Interests Factors such as sex, family background level of
development, differences of race and nationality etc., cause differences in
interests.
9. Personality Differences There are differences in respect of personality. On the
basis of differences in personality, individuals have been classified into many
groups.
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Reasons of Individual Differences

1. Heredity
2. Age
3. Sex
4. Environment
5. Education
Educational Implications of Individual Differences

• The aims of education. Curriculum method of teaching should e linked with
individual differences considering the different abilities and traits of individual.
• The teacher should adopt types of methods of teaching considering individual
differences related to interest, needs tec.
• Various methods such as playing methods, project method, story telling method
are to be used considering/discovering how different students respond to task or
problem.
• Some co-curricular activities like drama, music, literary activities should e
assigned to children according to their interest.
• Curriculum should be modified to suit the need of all types of students.
• Teacher should impart educational guidance to the students while keeping in
mind their individual differences.
• The teacher should assign the home task to the students while keeping in view
individual differences.
• The students should be allowed to follow his own rate of learning in each of the
subjects.
Curriculum framework, curriculum and syllabus

The curriculum framework is a plan that interprets educational aims with regard
to both individual and society. This plan leads to an understanding of the kinds of
learning experiences that an educational institute must provide to children.
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Curriculum is perhaps best thought of as the sum total of all deliberately planned
set of activities, which facilitate learning and are designed to implement specific
educational aims.
It is a plan to explain what concepts are to be transacted, what knowledge, skills
and attitudes are to be deliberately developed among learners. It includes
statements of criteria for selection of content and choice of methods tor
transaction of content as well as evaluation. It is concerned with the following
factors.
i) The general objectives of education at a particular stage or class.
ii) Subject-wise learning objectives and content.
iii) Course of studies and time allocation.
iv) Teaching-learning experiences.
v) Teaching-learning instructional facilities and materials.
vi) Evaluation of learning and feedback to learners
In reference to the discussion given above, it would mean that curriculum core
and syllabus put together from the curriculum.
It is a document that gives details of the content of subjects to be transacted and

the skills, knowledge and the attitude which are to be deliberately fostered
together with the stage (level) specific objectives. Syllabus is a descriptive list of
subjects to be covered and a summary of their contents. It describes and
Summarizes what should be taught to the students, it may have details, such as
schedule, assessments,
Assignment, project, etc. Thus, it may highlight the schedule of assignments,
projects and exams, etc.
Difference between syllabus and curriculum

Syllabus Curriculam
The syllabus is described as the Curriculum refers to the overall
summary of the topics covered or units content, taught in an educational
to be taught in the particular subject. system or a course.
Syllabus varies from teacher to teacher. Curriculam remains same for all the
teachers.
It is descriptive in nature. It is prescriptive in nature.
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It is set for a particular subject. It cover a particular course of study or a
program.
It is prepared by teachers. It is decided by the government of the
course.
Duration of syllabus is for a year only. Curriculam lasts till the completion of
the course.
Factors Affecting Teaching related to Teacher

If the learner stands on one end of the ongoing teaching-learning process as one
of the poles then the teacher act as the other pole for the desired one of the
teaching-learning activities in the classroom. Hence, factors related to teacher
play a significant role in the process of teaching.
The following are the factors affecting teaching related to the teacher in the
teaching-learning process:
• Subject Knowledge: There is a saying that a teacher is only as good as what

they know. If a teacher lacks knowledge in a subject, that dearth of understanding
is passed along to the students. A teacher who knows his subjects well can only
play a decisive role in leading the journey of the teaching-learning process.
• Knowledge of learners: This is a broad category that incorporates

knowledge of the cognitive, social and emotional development of learners. It
includes an understanding of how students learn at a given developmental level;
how learning in a specific subject area typically progresses like learning
progressions or trajectories, the awareness that learners have individual needs
and abilities, and an understanding that instruction should be tailored to meet
each learner's needs.
• Teaching Skills: A teacher may know his subject well but for sharing,
communicating and interacting various experience related to the learning of the
subject, he needs specific teaching skills. The proficiency and deficiency possessed
by a teacher in this regard are quite responsible for turning the teacher learning
process a big success or failure.
• Friendliness and Approachability: Because it's the teacher's job to help

students learn, they must be easy to approach. Students will have questions that
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can't be answered if the teacher isn't friendly and easy to talk to. The
unapproachable, mean, arrogant, rude, teacher can't last long. If the students
think of their teacher as their enemy. they certainly won't learn much. The best
teachers are the most open, welcoming. and easy to approach. A good teacher
possesses good listening skills and takes time out of their busy schedule to solve
all kinds of problems for their students.
• Personality and behaviour: A teacher as a leader has to lead his students

in the teaching-learning process through the magnetic influence and incredible
impression left on the minds of the students on the basis of his personality traits
and behaviour. He is a role model for his students. His actions, behaviour pattern
and personality traits carry great meaning to his students for being imitated and
brought into practice
• Level of Adjustment and Mental health: How adjusted a teacher feels

in his personal and professional life and the state and level of mental health
maintained by the teacher carry much weight in influencing his teacher behaviour
and teacher effectiveness needed for the effective control and management of
the teaching, learning process. While a teacher possessing poor mental health
and lack of adjustment in his personal and professional life may prove totally
failure in the realization of teaching-learning objective, a teacher possessing good
mental health and adjustment may prove an ideal image to his students and boon
to the effectiveness of the teaching-learning process.
• Discipline: In a classroom, a teacher uses discipline to ensure routine is

maintained, school rules are enforced, and the students are in a safe learning
environment. A great teacher has effective discipline skills and can promote
positive behaviours and change in the classroom. Without discipline, learning
cannot be accomplished.
Factors Affecting Teaching related to the Learner

Both physiological and psychological factors of the learner affect learning
outcomes. These can discuss as follow
• Maturation: - Maturation is the process of development of bodily systems and
co-ordination in the functioning of bodily organs and It is the physical readiness of
the individual for learning. Maturation governs not only certain specific motor
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behaviour such as walking and talking etc., it also plays an essential role in
acquiring other skills such as reading and writing. This readiness or potentially
within the individual determines "what to learn' and 'how to learn'.
• Age: Mental abilities and potentialities develop with age, so learning efficiency
increases with age up to a certain level, and after that, it tends to decrease. As
children are in growing and developing age, their capacity to learn and acquire
new things is greater as compared to that of the older individuals. Grown up
children have grater potential to learn than very young children.
• Motivation: Motivation is the core of learning. It is of pivotal importance in

affecting an individual's persistence to learn. Motivation is important in at least
three ways,
• It is a condition for eliciting behaviour. In other words, it brings out appropriate
behaviour to be learned,
• Motivation is necessary for reinforcement, which, in turn, is an essential condition
for learning, i.e. motivation permits reinforcement to occur, and
• It increases the variability of behaviour and thus raising the probability of
occurrence of correct responses. For example, curiosity and exploratory drive
bring the individual into wider contact with the environment which increases the
possibility of performing correct behaviour/response. Thus, motivation provides a
powerful incentive for the learner to perform.
• Previous learning: -Rate of learning is partially determined by the learner's

previous learning experiences with similar or somewhat similar material. In the
same or somewhat similar learned previous situation, the individual might have
"learned how to learn, it at least prepares the ground to learn and provides ease
in learning in the new set-up. So, the factor or relevant previous learning is of
great.
• Intelligence: - Intelligence, innate mental ability is basic to the cognitive
development of an individual. There is individual difference in the intellectual
ability of learners. Intelligence, in terms of I.Q. score obtained on intelligence
tests, is positively related to learning. Generally, children with higher IQ learn new
material more rapidly as compared to the average .Q. children. However, learning
is not always linearly related to IQ. One point of caution is that intelligence cannot
be defined solely in terms of learning ability or the learned material by the
learner.
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• Mental health: - Good mental health in terms of the absence of anxiety,
conflict, worry, and frustration, etc. provides the learner with a good ground to
learn better. All learning, especially for the beginners, entails a certain amount of
anxiety, but anxiety above certain limits hampers learning and the outcomes in
terms of the learned material decreases. Thus, the teacher should take care that
children must not be put in such an emotional state as may prove a hindrance in
learning
• Physical handicaps and dysfunctioning: -Malformation and malfunctioning
of physical organs or some system cause great hindrance in children's proper
learning. Defects in vision, hearing., and other diseases such as epilepsy, paralysis,
cardiac problems, etc. affect learning. Needless to say that poor vision, hearing
defects, and physical handicaps have far-reaching psychological consequences in
learning.
• Diet and nutrition: - Good diet and other nutrients are an essential part of
good physical health. These are essential for developing children and for better
learning. For example, 90% of the glucose taken by a person is consumed by brain
cells, so naturally, poor diet lacking adequate nutrients has an adverse effect on
learning.
• Attention and interest: -Both are interrelated to each other and are also a
part of the motivation. Interest originates attention, and attention creates
interest in the material/subject to be learned. If a child has an interest in some
subject, he will pay more attention to that and if he pays more attention, he may
develop an interest in the learning of that subject.
• Goal-setting and level of aspiration: - Goal-seting and level of aspiration

both related to the psychodynamics of behaviour. Goal set, high or low, by the
individual, goes with the expectation of the individual to achieve. Teachers should
take care that learners make a realistic view of their abilities, set the goal
accordingly, and go on increasing it on its achievement.
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Factors Affecting Teaching related to the Subject-

Matters
Educationists and psychologists set the syllabi according to the physical and
mental development of children, even then, the important material related
factors influencing learning can be discussed as follows:
• The difficulty of the task: the material to be learned should be of appropriate
difficulty level. Whereas a very easy task fails to challenge children, a very difficult
task disappoints them and results in a slow rate of acquisition. The same task
varies in difficulty for children of different developmental levels or capacity and
previous experiences.
• Length of the task: A lengthy material poses a big problem for young learners.
The longer a material the more difficult it would be to learn. The difficulty task
should also be presented in small parts.
• Meaningfulness of the task: - Learning outcomes are associated with the

meaningfulness of the learning material. Rapid learning occurs when children
have to learn something. So, the kind of material to be learned makes a
considerable difference in the rate of learning. Some tasks are hard, others are
easy. The tasks that have some meaning make learning easier.
• The similarity of the task: Tasks which have some elements similar to the
previously learned material make learning quick and comfortable. As in life, it is
equally applicable in teaching-learning situations
• Organised Material: - The subject-matter should be logically organized so that

we have better outcomes. The organization of learning material should be from
simple to difficult, from concrete to abstract and from direct to indirect keeping in
view the physical and mental development of learners, otherwise much of
teacher's efforts and learner's energy will be wasted.
• Life learning: The task to be learned must be presented in an interrelated

manner. No subject-matter should be taught in an isolated way. Most of the
material from different subjects can be taught keeping in view their
interrelationship. If some part of the subject- matter is related to life while
teaching, its effectiveness increases, and forgetting, in that case, is minimized.
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Factors Related to Methods of Teaching (Instructional

Facilities) and Environment
Knowledge of methods of teaching is very essential for effective learning. For
better outcomes, teachers should use the appropriate methods of teaching
considering chronological age and mental development of children. However, a
summary of the generally used methods is presented below
• Distribution of practice: - It is also called a method of masses V/s spaced

practice. Learning depends upon the rate at which the individual practices with
the task Short periods of practice inters read with a period of rest permit more
efficient learning than does continuous or masses practice
• Whole V/s part learning: One important question is whether the material
should be learned as a whole or in One may go over the whole learning material
several times or take one part at a time and learn it in the piecemeal method.
• Recitation: - One way to secure the active participation of the learners in
teaching-learning is to use the recitation method. After learning certain material
once, the learner recites and tries to recall it loudly.
• Knowledge of result: - the learner goes on improving his performance if he is
given information about the correctness of his responses or his progress in
learning at each stage of mastery. The learner can sustain his efforts, if, during the
course of learning, he may periodically know how well he has done or how far he
is away from the target. Knowledge of result aids learning by being an incentive
Some information about his accomplishment helps in maintaining his interest and
motivation in learning.
• Learning by doing: -Participation of the learner is of central significance. So, the
students should be encouraged to learn things by doing. It will bring more of their
involvement in the task. They would take more interest in learning that task and
pay more attention to it. Therefore, the teacher should devise means and ways to
ensure active participation of the students.
• Suitability of Method: Methods of teaching adopted by the teacher and
environmental factors affecting learning are many and varied. These can be
elaborated to any extent Learning is affected by the suitability of methods of
teaching like; Discussion method, Demonstration method, Lecture method,
Project method, Heuristic method, Programmed learning method, Plat-way
method, Story-telling method, Field-work, excursion and trips.
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• Teacher and Environments related Factors: - These factors also play an
important role in the effectiveness of teaching-learning outcomes. Physical
environment, social environment, classroom cuilture, curicula, time table, and
fatigue and rest very Important for providing a conducive environment to learn.
Factors affecting Teaching related to Institution

The teaching-learning process depends on many factors and they are
interdependent to each other. Institutions is one of the factors that directly affect
teaching.
The following factors can be summarized as Factors affecting Teaching related to
Institution .
• Teacher-Student ratio
• Quality of Teachers and Their Commitments
• Infrastructure
• Adopted teaching Methods
• Management
• Institutional Achievements
• Stability
• Environment
• Physical and Material Resource
TEACHING AIDS OR SUPPORT MATERIAL

Support material is very essential which affects teaching-learning process. It is a
valuable resource, It includes textbooks, institutional magazines, journals,
periodicals etc. So, it is important to select such an effective support material
which could be useful n transmitting knowledge among learners. Teaching aids
are instrumental materials and devices that help the teacher in carrying out the
teaching-learning process.
Categories of Teaching Aids
Teaching aids can be categorized as following
1. Audio Aids
The aids which involve the sense of hearing are called audio aids. These are the
modern teaching aids.
Types of modern teaching support systems are as follows
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i) Gramophone Teachers use it to correct the spoken languages and terms of the
students.
ii) Tape Recorder Teachers use it to record some subjet-matter tat is presented
according to the necessities. It is a very useful instrument for special education. It
provides assistance to the student involved in mainstreamed content area classes.
iii) Radio Teachers have explored the use of radio in the classroom almost since radio
technology entered into the mainstream of society. Radio offers teachers a mine
of authentic sound documents to use in the classroom.
iv) Digital Audio Player A digital audio player is sometimes referred to as MP3 player
and has the primary function of storing, organizing and playing audio files. Some
digital audio players are also referred to as portable media players as they have
image viewing and video playing support. An ideal example is iPod (fourth
generation audio instructional facilities). Through this, teachers can store their
teachings and later students can listen this repeatedly to learn more effectively.
2. Visual Aids
The traditional aids which involve the sense of vision are called visual aids. Types
of visual aids are as follows
i) Graphs These are a wonderful teacher aids and can be used for any subject.
Teachers can make their own graphs and use them for comparing population
growth, numbers or ratios of objects, or even use them for charting student
growth.
ii) Bulletin Board It is a surface intended for the posting of public messages, for
example to advertise items wanted or for sale, announce events, or provide
information in the classroom.
iii) Newspapers A teacher can use a newspaper for finding parts of speech,
teaching about life skills, or to keep student up to date by current news events.
iv) Blackboard An efficient teacher always makes use of the blackboard. It focuses
on technology and services to help students learn, not just one way but on their
own way.
v) Maps A map is something to use when a teacher is describing where a city, state,
country, or continent is located. Maps are great for social studies and science and
give students a great understanding of spatial relations.
vi) Real Objects These are very important in the teaching of students on the basis of
perception of objects, the students get apparent experience. Objects like rocks,
soils, minerals, etc can be shown in the class.
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vii) Three Dimensional Model Real things may not be available all the time and in
te desired form. Three Dimensional Model helps to overcome this problem. A
model is a recognizable representation of real things in three dimensional view
such as height, width and depth. This makes understanding better and easy. They
are long lasting and inexpensive, so it is used in high class teaching institutes.
viii) Charts A chart is a symbolized visualized teaching support system with
pictures of relationships and chares which are used to tabulate a large mass of
information or show a progression. Charts can help communicate different and
dull subject matter in an interesting and effective way. They are also helpful in
summarizing information and presenting abstract ideas in visual form.
ix) Power Point Presentation It is a computer programme that allows the

presenter to create and show slide to support his presentation. Here, one can
combine text, graphics and content to create professional presentation. Trough
power point presentation, one can easily explain the context by showing a
particular slide. It can used for teaching various concepts. It is used for
educational concepts. It is used for educational purposes too. Many teachers take
support of PPT and through this they can deliver their concepts well to students.
x) Magnetic Board It can be a sheet of template and simply a type of chalk board,
the surface of which is treated or coated with porcelain like substance. T he base
of the board is steel and pictures and objects can be pasted or mounted wit small
magnets and can easily be moved about. Ere, objects can moved across the board
easily to show the movement. Teacher and student both can get benefitted by
using this.
3. Audio-Visual Aids
The aids which involve the sense of hearing as well as the sense of vision are
known as audio-visual aids. This is the most effective and useful than other
teaching aids as it used more than one sense simultaneously. These are ICT based
teaching support systems.
i) Films Strips and Films Knowledge about various function, discoveries and
other information related to subject can be imparted with the help of film strips
and Other Information related to subject can be imparted with the help of film
strips and films. In the films and film strips each subject is given in systematic
sequence and in detail and it gives clear knowledge of the subject.
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ii) Television It is used to communicate information, idea, skills and attitudes. It
enhance the quality of education and reduces the dependency on verbal teaching
and teachers. It provides mass education opportunities.
iii) Pen Tab It is a digital drawing tablet. It is a computer inpur device that enable
the user to hand draw images animation and graphics with special pen like stylus
similar to the way person draw images animations and graphics with special pen
like stylus similar to the way person drams images with pencil. IT is also known as
graphic tablet. It is useful in displaying the matter as one speaks the words are
written on the monitor. Today, many teacher and professors are using this
technique as it gives a feeling of online class.
iv) Computer It is a good example of ICT based teaching support system. It can be
defined as any electronic device that allows students to access the internet to
research, create and complete the work. It is greatly used for teaching purposes
now a days. Well constructed programmes have the capacity to realistically
present material which would not be available by other teaching methods.
v) Multimedia It is one of the techniques of improving the student to meet the
academic needs and helps them developing language skill. Multimedia classroom
provide the students chance for interacting with diverse texts that give them a
soil them a solid background in tasks and content of mainstream college courses.
Dale’s Cone of Experience

Dale’s cone of Experience is a model that incorporates several theories related to
instruction design and
Learning processes. During 1960s, Edgar Dale theorized that learners retain more
information by what they 'do' as opposed 10 what is 'heard', 'read', or 'observed'.
His research led to the development of the 'Cone of Experience'. Today, this
'learning by doing' has become known as ‘experiential learning' or' action
learning'.
How can instructors use the cone of experience? According to Dale's research, the
least effective method at the top involves learning from information presented
through verbal symbols, i.e., listening to spoken words. The most effective
methods at the bottom involve direct, purposeful learning experiences. such as
hands-on or field experience.
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Direct purposeful experiences represent reality or the closet things to real,
everyday life. The cone charts the average retention rare for various methods of
teaching. The further you progress down the cone. the greater the learning and
the more information are likely to be retained. II also suggests that when
choosing an instructional l method, it is important to remember that involving
students in the process strengthens knowledge retention.
It reveals that 'action-learning' techniques result in up to 90% retention. People
learn best when they use perceptual learning styles and these learning styles are
sensory based. The more sensory channels possible in Interacting with a resource,
the better chance that many students can learn from it. According to Dale. the
instructors
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should design instructional activities that build upon more real-life experiences.
Dales' cone of experience is a tool to help instructors make decisions about
resources and activities.
Teaching Methods According to different Schools of

Philosophy:
Methods by idealism:
Buttler is right when he says, "Idealists consider themselves creators and
determiners of methods, not devotees of someone method" They speak of the
general nature of teaching methods only. They do not specify any method to be
adopted in the centers of learning. Therefore, the method is the weakest aspect
of the philosophy of idealism. Different idealists have adopted different methods.
Socrates laid adopted the question method. Plato, his disciple, changed the
question method into the conversational method and made it logical. His disciple,
Aristotle followed inductive and deductive methods Hegel adopted a logical
method. Pestalozzi adopted the self-activity method.
Herbart on methods says, "I have no conception of education without instruction

and do not acknowledge any instruction which does not educate." He also takes
the help of the discussion method and at times suggests debate as a technique of
teaching.
For classroom practice, idealists would encourage the use of the discussion and
the lecture methods. The discussion method of learning which is popularly known
as the Socratic method involves questioning and discussion. It was the method of
learning in the Upanishadic period of Indian education. It is also known as the
Informal dialectic' method. Idealists value the use of well-prepared and presented
lectures. The lecture should not be a phonographic recitation on facts but a
scholarly exposition. It should also not be delivered in an autocratic way. It should
be participatory.
Methods by Naturalism
Rousseau considers education as a process of living. Being a process, it lasts
throughout life or at least from birth to adult life. It finds its meaning for any
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particular stage, not on a future state. It is not artificial, harsh, unsympathetic,
repressive of all-natural inclinations, by which "the child as a "little man" is made
into a "big man" through the hands of the teacher.
Development of the child through the natural process is an enjoyable, rational,

harmoniously balanced, useful and hence natural life. The aim of education is
achieved not in adult life, but in each succeeding day, whenever life has its natural
activities, it’s appropriate duties, and its corresponding satisfaction. Thus stress is
given on direct experience of things. Rousseau, therefore says, "Give your scholar
no verbal lessons: he should be taught by experience alone.
Pragmatic Methods
The focus of pragmatic methods of teaching is on the 'child-in-society' and his
activities therein rather than the book, the teacher, the subject or exclusively the
child-of-nature. Learning always occurs as a result of an activity. The teacher has
to capitalize upon the activities of children to direct the teaching-learning process.
Activity is the basis of all teaching. The child should be enabled to find out
information by himself instead of pouring information on him. Children should be
encouraged to discover and investigate the facts of life. Education must develop a
laboratory habit of mind. The method of teaching should be experimental.
Existentialist Methods
The method of teaching advocated by existentialism is of asking questions,
refining answers, asking more questions and pushing the issue until some
acceptable conclusion was reached. Existentialists favored the Socratic approach
to teaching, as it was inductive, proceeding from the immediate and particular to
the abstract and universal. In this method, knowledge and wisdom are gained
through personal relationships between the teacher and the pupil.
They give emphasis on individual attention. Since the emphasis is given on

individual attention, they prefer home education to school education. In an
existentialist system, the teacher cannot impose upon children his own ideas,
ideals, ideologies, and values. Religious education may be imparted, provided
there is no scope for indoctrinations. They advocate a method of teaching which
can develop creativity among the pupils.
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Teaching Methods as recommended by Secondary Education

Commission (1952-53)
• The commission suggested that methods of teaching should provide ample
opportunities for students to develop clear thinking and clear expression.
• Individual-centered methods and opportunities for practical application of
knowledge should be adopted.
• Activity method and project method should be used in school practice.
• Establishing Experimental and Demonstration schools and training in activities
such as scout movement, N.C.C., first aid should be encouraged.
Some Specific Teaching Methods

Inferential Problem-Solving Technique
Inductive and deductive are two important procedures of systematic approaches
to problem-solving.
Steps in Inductive Method:
• Recognition of the problem
• Searching for data
• Organization of data
• Framing tentative solutions
• Elimination
• Verification
Steps in Deductive Method

• Recognition of problem
• Searching for data
• Reviewing
• Formulation of inferences
• Verification
Team-Teaching
Team-teaching is also called co-operative teaching. This is a recent idea in the
field of education. M.B. Naik said, "In a team-teaching method, two or more
teachers make a plan of the subjects cooperatively, carry it out, and always
evaluate its effects on the students periodically" In team teaching, subject
teachers give lectures to a big class. On every working, all the members of the
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team have a common assembly. Here they discuss the methods used by the
fellow-teachers.
Micro-Teaching
Micro teaching is a teacher training technique. It was first time develop by
Dwight W Allen and his colleagues at Stanford university. According to Allen Micro
teaching is a scaled down teaching encounter in class time.
The objective of Micro teaching is to build up skills and confidence to experience a
range of lecturing style and to learn and practice giving constructive feedback. As
a tool for teacher preparation, micro teaching trains teaching behaviours and
skills in small group settings aided by video-recordings. In small group settings
aided by video-recordings. In a protected environment of friends and colleagues,
teachers can try out a short piece of what they usually do with their students and
receive a well-intended collegial feedback. Micro teaching can be defined wit the
help of the following diagram.
1. PLAN 2. TEACH
6 RE-FEEDBACK 3 FEEDBACK
5 RE-TEAC 4 RE-PLAN
METHODS OF TEACHING IN INSTITUTIONS OF HIGHER

LEARNING
Methods of teaching refer to general principle. Pedagogy and management
strategies used for classroom instruction. Choice of teaching methods depends on
educational demography, subject areas and organization’s mission. Following are
the methods of teaching
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Methods of Teaching
A. Teacher-Centered Methods
• Lecture Method
• Demonstration Method
• Biographical Method
• Historical or Banking Teaching Theory Method
• Team Teaching or Collaborative Teaching Method
B. Learner’s Centered Methods
• Laboratory Method
• Project Method
• Assignment Method
• Discussion Method
• Brainstorming Method
• Seminar Method
A. Teacher-Centered Methods
These methods consider teachers as the main authority figure and students are
viewed as empty vessels who passively receive knowledge form their teachers.
i. Lecture Method
Lecture method is the oldest teaching method applied in educational institution.
This method is one way channel of communication of information. Student's
involvement in this teaching method is just to listen and Sometimes pen down
some notes if necessary during the lecture, combine the information and organize
it. Lecture method of teaching serves four basic purposes-to motivate, to clarify,
to review and to expand. Before preparing a lecture. the teacher must be aware
of audience, purpose of lecture, time and content of lecture.
Merits
• This method helps students to learn languages and students develop their
learning skills.
• The teacher can control and direct the flow of information with greater precision.
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• It stimulates the interest of students by providing advanced knowledge on the
topic where up to date information is not available.
• Teacher delivers the same lecture to both students without recognizing the
individual differences.
Demerits
• Lecture are often forgotten by the students soon after, and attention level is not
the same while student listening the lecture.
• It is highly authoritarian and undemocratic.
• The learner is a silent receiver of information.
• It does not provide scope to learners to ask questions, raise doubts or provide
observations.
ii. Lecture Demonstration Method

In the demonstration method, the teacher or an assigned student or group show
how a process is done while the students become observers. The demonstrator is
knowledgeable in preparing the apparatus needed according to the steps to be
followed. The rest of the class becomes focused on the activity and concentration
on the subject is assured. Demonstration method is a visual approach to
examining information, ideas and processes. Demonstration method of teaching
is based on following principles
• Learning by doing maxim is followed
• Skills can be developed by imitation
• The perceptions help in imitation
This method is mainly applied in technical or training institutes. In teacher

education programs it is used to develop skills in the student teacher. At school
level, a teacher applies it in teaching science, biology, nature, study, arts and
crafts. This method of teaching involves various senses to make learning
permanent.
Merits
• It allows students to see the teacher actively engaged as a learner and a odel
rather than merely telling then what they need to know.
• It focuses to achieve psychomotor and cognitive objectives.
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• It develops interests in the learners and motivates them for their active
participation.
• It is economical in terms of efforts, energy, resources and time.
Demerits
• There is scarcity of audio-visual aids due to poor economic conditions of
government schools and teachers are not so creative to produce handmade
models for demonstration.
• It is highly controlled and dominating method of instruction.
• It does not provide opportunities to involve learner’s participation.
• It requires precision, practice and accuracy to be really successful.
iii. Biographical Method

In Biographical Method of teaching, some biographies are used to analyse the
author’s personal life.
In this teaching method, teacher’s role become significant and learners play their
inductive role in learning process.
Merits
• It is used to tackle pedagogical difficulties associated with the increasing
marketisation of higher education and the depoliticized attitudes of the students.
• It is suitable at higher level of teaching where students are capable to reach at an
inference on their own.
Demerits
• Students can be damaged by engaging openly and publically with curricula that
asks them to draw on their own biographies.
• Students sometimes get diverted into learning criminological theories and end up
being criminal later.
iv. Historical Method

Historical method of teaching is a technique of presenting information, in which a
topic, is considered in terms of its earliest phases and followed in a historical
course through its subsequent evolution and development.
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A lending international educator of the 20th century, named this form of teaching
a banking teaching theory. In the banking concept of education, knowledge is a
gift bestowed by those who consider themselves knowledgeable upon those who
they consider to know nothing.
Merits
• This method of teaching provides the student with deposits of knowledge like
money in a bank.
• The teacher directs and controls student’s behavior, and provides a model to
correct the responses.
• It evolves students speaking ability.
Demerits
• It is a very confusing method for the weak students to follow.
• This method is more focused on speaking and memorizing skills, therefore it does
not guarantee good writing ability of students.
v. Question Answer Teaching Method

Question answer teaching strategy is an old strategy also known as “Socratic
Method of Teaching”. It was developed by the famous philosopher Socrates.
According to Parke, “the question is the key to all educative activity above the
habit-skill level. It strategy is focused on to achieve the cognitive objectives and
bringing knowledge to the conscious level”.
Merits
• While asking questions, the teacher keeps it mind the abilities, needs and interest
of the learner.
• It involves the learner’s participation towards the subject matter and in teaching
acts.
• It helps in achieving cognitive objectives and bringing knowledge at conscious
level.
• Classroom verbal interaction is encouraged.
• It is a useful strategy at all the levels of sducation.
Demerits
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• It is difficult to prepare good questions, and arrange them logically
• The whole content-matter cannot be taught by this strategy.
• The teacher wants the structured answers from the learners. There is no freedom
for imaginative answers.
vi. TV or Video Presentation

It is an improved presentation of radio or audio presentation of radio or audio
presentation and it can virtually bring the whole world inside the classroom.
Screening of video presentation is followed by discussion or task.
Merits
• Specifically useful for adult learners
• Easily accessible for learners in remote areas
• Specifically useful for subjects. such as geography and astronomy.
• Many important personalities and experts are brought to the classroom through
video presentations.
Demerits
• Less possibility for two-way communication.
• There can be difficult in adjusting to complicate schedules to telecast period.
vii. Team Teaching Method

Team teaching involves group of a instructors working purposefully, and
cooperatively to help a group of students. ln this method of teaching teachers set
goals tor course, design a syllabus, prepare individual lesson plans. teach students
and evaluate the results.
The team teaching method allows for more Interaction between teachers and
students.
Teachers evaluate student on their achievement of the learning goal, student
evaluate teachers on their teaching proficiency The team teacher's main
contribution is that, the pupils can have maximum opportunities of facing
maximum specialists.
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Working in teams spreads responsibility. encourages creativity, deepens
friendships, and builds community among teachers Hence, the pupils can gain the
advantage of specific knowledge of the different teachers.
Merits
• It provides stimulus to the ideas of the pupils and teachers.
• It develops the strong will and responsibility of participation among the pupils and
teachers.
• It is very economical in terms of time and task. energy
Demerits
• In this method many teachers are required
• It is not useful for all subjects
• It requires much time for planning and scheduling.
B. Learner's Centered Methods

In learner’s centered methods of teaching, teachers and students play an equally
active role in the learning process.
Following are the learner’s centered methods of teaching.
i. Laboratory Method
The laboratory method is a planned learning activity dealing with original or raw
data in the solution of a problem. It is a procedure involving first hand
experiences with materials or facts derived from investigations or
experimentation. The primary aim of laboratory method of teaching is to give
firsthand experience to students.
Merits
• It is used to designate a teaching procedure in the physical sciences that use
experimentation with apparatus
• It builds scientific attitude and sense of achievement among learners.
Demerits
• It is not suitable for all the subjects because all knowledge cannot be verified
through experiment.
• It is effective only in a small group.
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ii. Project Method

Project method is one of the modern methods of teaching in which, the students
point of view is given importance in designing the curricula and content of
studies. This method is based on the philosophy of pragmatism and the principle
of ‘learning by doing’.
In this strategy pupils perform constructive activities in natural condition, realistic
and experiential.
Project method of teaching encourages the spirit of scientific enquiry as it
involves validation of hypothesis based on evidence gathered from field through
investigation.
Merits
• It takes the student beyond the walls of the classroom and makes learning
realistic and experimental.
• It encourages the spirit of scientific enquiry as it involves validation of hypothesis
based on evidence gathered from field through investigation.
• It allows the students a great degree of freedom to choose from among the
option given to them, hence it provides a psychological boost.
Demerits
• It is time consuming and can be extended endlessly.
• It requires meticulous planning and execution otherwise it can give unreliable
results.
• There can be many uncontrolled social or natural factors which may affect the
outcome of the project.
• In the absence of effective and alert supervision, a student may take the
unreliable data.
iii. Assignment Method

Assignment method of teaching is as instructional technique comprises the
guided information, self-learning, writing skills and report preparation among the
learners.
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Following precautions should be taken while executing assignment method of
teaching.
• The assignment must be lesson concerned and related with the textbook and
curriculum.
• The assignment must be explained with the availability of resources.
• The core of the subject or unit must be clarified.
• The tough and difficult portions of the assignment need to e explained well.
Merits
• It provides information analysis as research attitude to the learners.
• It develops the learning experiences from various sources.
• It inculcates the self-learning attitude among the students.
Demerits
• There are always chances of plagiarism increasing chances of copy-paste.
• The slow learner need much more attention from the teacher, again more burden
for the teacher.
• The time limit given threatens the students which makes the substandard work.
iv. Discussion Method

Discussion method of teaching is a group activity involving the teacher and the
student to define the problem and seek its solution. Discussion method is also
described as a constructive process involving listening, thinking as well as the
speaking ability of the student. Discussion method of teaching involves following
steps
A) Orientation Provides the discussion topic and explains how students have to
prepare for discussion.
B) Engagement Develops an environment of discussion in which an intensive
session of questioning and answering is conducted.
C) Debrief Allow time to students to make their own notes.
Merits
• It is a learner-centered method
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• It allows learners to take responsibility of their own learning thus, making them
more mature and independent learners.
• It facilitates student reflection on what they learnt.
• It provides freedom of decision making and forming judgements.
Demerits
• It is highly time consuming
• It may lead to invalid and illogical interference.
• It encourages the dominance of a few members from the group of learners.
v. Brainstorming Method
It is a group creativity technique by which efforts are made to find a conclusion
for a specific problem by gathering a list of ideas spontaneously contributed by its
members. The term was popularized by Alex Faickney Osborn in the 1953 book
'Applied Imagination. According to him. people are able to think more freely and
they suggest many spontaneous new ideas as possible. All the ideas are noted
down and are not criticised and after brainstorming session the ideas are
evaluated.
Merits
• It popularises the group method of finding ideas.
• It applies to solve the goal of the group.
• It provides platform for everyone to speak and to create ideas.
• It is very economical.
Demerits
• It may lead to constant arguing due to virtues.
• Team members who have displayed creativity are more likely to succeed.
• It can be over-applied easily.
• It is not a very systematic way of studying a subject
vi. Seminar Method

It is a method in which a group of people come together for discussion and learn
specific techniques and topics.
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Usually there are several keynote speakers within each seminar, and these
speakers are usually experts in their own fields or topics.
Merits
• A wealth of knowledge usually, presented by many speakers at one time in one
place.
• In this method individuals can meet to others with same interests/problems or
concerns.
• A great way for those who do not like to read, or attend classes, to improve their
knowledge of a specific subject
Demerits
• There are chances that the speakers share the incorrect knowledge.
• It is time consuming as well as costly
• There are chances that attendees will expect too much from a seminar and may
be disappointed.
vii. Heuristic Method

This method was proposed by Armstrong. The word Heuristic is derived from the
Greek work Heurisken' which means 'find. The aim of this method is to make
students learn curiously by discovery, Instead of receiving information from
teacher principal of activity, logical thinking, known to unknown purposeful
experience, self-thinking, self purposeful experience, self-thinking, self study etc.
are used in Heuristic method.
In this method, the teacher gives a topic or problem to student and they have to
find out the solution, using library, online resources, workshops, seminars etc.
Merit
• It is student centered approach.
• The teacher encourages students to learn on their own.
• It focuses on developing scientific attitude in students for problem solving
• It helps in all round development of students.
Demerits
• It is not meant for students of primary level.
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• Not all students possess the same set of skills. So below average students will not
be comfortable with this method.
• It is important here for students to have Access to library. laboratory and internet.
Some institutes might not be able to provide these, so in such circumstances, it
will be difficult to use this method.
viii. Kinesthetic Learning

This is also known as tactile learning or hands on learning. In such learning, there
is more emphasis on physical activities, instead of lectures or demonstration.
Students learn by experience, role playing. drama, sport etc.
Merits
• It involves lesser use of technology.
• Such activities are good in engaging students so that they learn with greater
interest and curiosity.
• It helps students in retaining what they have learnt.
Demerits
• Not all subject can be taught by using this method.
• Students might understand the working easily using this method but they will not
have deep knowledge of concepts.
• To overcome this it should used with lecturing but not as a substitute of
lecturing.
ix. Computer Assisted Learning
Computer assisted learning is concerned with the use of a computer to mediate
the flow of information in learning process.
A computer has the ability to process information quickly, accurately and to adopt
and respond to the learner’s need difficulties and progress, which is much greater
than that of a book or video tape.
Merits
• It has more flexibility and better control comparison to other methods.
• It can be effectively used for drilling and practicing simulation and modeling.
Demerits
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• It is impersonal and costly.
x. Case Study Method

The case study method is a participatory. discussion based way of learning where
students gain skills in critical thinking, communication and group dynamics.
A case study is usually a description of an actual situation, commonly involving a
decision, a challenge and opportunity, a problem, or an issue faced by a person or
persons in a social setup such as an organisation. In learning with case studies, the
students must deal with situations described in the case.
This method has application across disciplines. such as psychology, biology.
Management, law. sociology, history etc.
The case study method becomes an efficient tool for the creation of a learner
centered education rather than a teacher-centered education.
It is an important for bringing real world problems in to a classroom or workshop.
This ensure active participation and may lead to innovative solution to the
problems.
Merits
• In enhances decision-making and problem solving skills.
• It provides opportunity to the participants to analysis critically, examine, evaluate
and express reasoned opinions.
• It ensures active participation, which may lead to innovative solution.
Demerits
• It is impersonal and costly.
xi. Personalized System of Instruction (PSI)

It refers to a set of methods, strategies, experiences and techniques which are
used to address the diverse needs, interest and aspirations of the students. It can
be used for all subject matters except where the students are there to select the
contents. It is a learner-centered method which consists of five basic elements
that are:
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a) Mastery learning
b) Self-pacing
c) Stress on written material
d) Proctors
e) Lectures
Merits
• Learning is self-paced.
• It is based on mastery learning
Demerits
• It cannot be used for primary level students.
• It is not suitable for psychomotor and affective domains.
• It is not valid for rapidly changing course contents.
xii. Flipped Classroom

A modern concept that has become popular Since 2007, here the teacher records
their lectures and share them with students. It is named as flipped classroom as it
is the opposite of normal classroom. In a normal classroom set up, the teacher
instructions the students and gives them assignments as homework.
But in flipped classroom, the teacher share the link for video lectures with
students and they watch these at their own pace at home he students then work
on assignments in the classroom.
Merits
• Students can study video lectures and handout at their own pace.
• It helps in better discussion on assignments in the classroom.
Demerits
• In this the teacher as well as the students should be aware of latest technology is
which can be used for recording and sharing lectures.
• There could be problem if teachers and students do not have good internet
connection.
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Another Model of Teaching Method

Map can be used to explore a multitude of topics and can incorporate visual
learning spatial thinking and quantative kills into lesson
It has two types and they are as follows
1. Mind Mapping
Mind mapping as a method of teaching wan developed by Tony Buzan. A mind
map is a diagram for representing tasks, words, concepts or items inked to and
arranged around a central concept or subject. It uses non-linear graphical layout
the user to build an intuitive framework around a central concept.
It can turn a long list of monotonous information into a colourful, memorable and
highly organised diagram that works in line with a learner's brain's natural way of
doing things.
It is commonly used in presentations, critical thinking. brainstorming and
decision-making Mobile learning as a form of e-learning is helpful for students to
access information whenever and wherever they want.
2. Concept Mapping
Concept mapping is a great way to build upon previous knowledge by connecting
now information back to it. It was started in 1984.
Concept mapping is a visual representations of information. Concept maps are
visual display ideas. images, words, phrases and sentences that connect one
another and present complex concept based on the knowledge of the mapper.
It works very well for classes or content that have visual elements or in times
when it is important to see and understand relationship between different things.
Learning Environment
Learning Environment refers to the diverse physical locations, contexts and
cultures in which student learn. It is the sum total of the surrounding which
individuals interact to enrich experiences and thus lead towards learning. It is only
in the best environmental setting that the most effective learning takes place.
The requisitions, request and suggestions by the teacher can improve the learning
environment to a considerable extent. For instance, the teacher can suggest
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about lightening and ventilation arrangements which lead, to restlessness and
intention in the classroom.
Hence, variations in the learning environment leads to different learning
outcomes. A friendly atmosphere, conducive to learning has to be created in the
classroom and freedom to acquire knowledge at once own pace could be the
factors that enhance learning in the schools.
Steps of Creating Positive Learning Environment

There is a need for positive learning environment that foster improved academic
performance, with the ability to promote student's social and emotional well-
being and progress inside and outside the classroom Following are the steps
required for positive learning environment:
Step 1. Make Learning Relevant
Adjust teaching methods and strategies to meet the needs of the students on an
individual basis as it will make students more engaged and attentive. On a whole,
teacher must find ways to adapt the lesson or lecture to the interests of the
students and to make learning more effective.
Step 2. Develop a code of Conduct
The first step to establish a code of conduct is to ask students how they like being
treated. Teacher should set the stage for appropriate classroom behavior’s.
Step 3. Developing a Positive Action Curriculum
Developing a positive action curriculum is one of the effective ways to teach and
instill in students positive behavior’s. Positive action curriculum should teach
students:
• Positive actions leads to a good feeling and positive self-image.
• Positive action such as problem solving, decision-making and thinking skills
develop the brain and make us smarter
• Positive action such as kindness and being respectful allow to get along with
others.
• Positive actions such as goal setting lead to personal growth and improvement.
Step 4. Develop Intrinsic Motivation
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Helping students learn that by changing a negative thought to a positive they can
produce positive actions, and that positive actions will help them feel good about
themselves is a powerful intrinsic motivator.
Step 5. Reinforce Positive Behavior’s
Certificates, stickers and other reward systems are great ways to recognize
students and reinforce positive behavior’s and achievement in the classroom.
Step 6. Always Respond With Positivity
Regardless of situation or circumstances, there is always a way to respond to and
interact with students in a positive way. Teaching students how to communicate
and interact with each other in a positive manner is also a key to fostering a
positive learning environment in the classroom.
Institutional Facilities
Infrastructural resources are pre-requisites for providing proper environment to
quality learning. The presence of institution does not always means that each and
every minimum essential facility is available within the institution to make it
running and the teaching-learning process effective.
Besides, the teachers and learner, the availability of adequate infrastructural
facilities and teaching-learning materials constitute the core around which
educational Step activities are organized.
In view of Grover and Singh. Physical Infrastructure includes adequate buildings
with classrooms that allow instruction to take place without disruption and have
enough space for the learners to activities, participate floors, well-swept well-
ventilated spaces, drinking water clean and enough physical space for learners to
engage in physical activities on campus grounds.
Hence, of availability or non-availability of physical facilities affect the quality or
education; provision of sufficient facilities in schools provides a challenging
environment for students and effective teaching by for by teachers; lack of
adequate facilities such as textbooks, ill-equiped classrooms, laboratories,
workshops, library are responsible tor poor performance in examination among
the students.
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Traditional Teaching Method (Offline Method):

In the pre-technology education context, the teacher is the sender or the source,
the educational material is the information or message, and the student is the
receiver of the information. In terms of the delivery medium, the educator can
deliver the message via the "chalk-and-talk" method and overhead projector
(OHP) transparencies. This directed instruction model has Its foundations
embedded in the behavioural learning perspective and it is a popular technique,
which has been used for decades as an educational strategy in all institutions of
learning. To get more in-depth about offline vs online methods of learning, read
further below.
Some limitations of Offline method

• Teaching In the classroom using chalk and talk Is "one-way flow of information.
• Teachers often continuously talk for an hour without knowing the student's
response and feedback.
• The material presented is only based on lecturer notes and textbooks.
• Teaching and learning are concentrated on "plug and play· method rather than
practical aspects.
• The handwriting of the lecturer decides the fate of the subject.
• There is insufficient interaction with students In the classroom.
• More emphasis has been given on theory without any practical and real-life
situations.
• Learning through memorization but not understanding.
• Marks oriented rather than result-oriented.
Benefits of Offline Method

• More personal face to face interaction with the teacher which makes the subject
more interesting to learn.
• The teacher will be able to understand if they were able to get their point across
correctly to each student by asking them to do activities related to the task.
• It is easier for students to get doubts and misconceptions clarified as and when
the subject matter is being taught.
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• The entire class-time in offline classes can be dedicated to teaching and learning.
• Offline classes are accessible to those who do not have a proper internet
connection too.
Online Methods
E-Learning: E-Learning is an abbreviation of the term electronic learning. It is the
use of electronic media, educational technology and JCT in education. In includes
numerous types of media that deliver text, audio images, animation and
streaming video. It also includes technology applications and processes such as
audio or videotape, satellite, TV. CO-ROM and computer-based learning
information and communication system. E-Learning can occur in or out of the
classroom. It suited to distance learning and flexible learning but can also be used
in conjunction with face-to-face teaching, in which case, in which case, the term
'Blended Learning' is commonly used.
Online Learning
There is no single definition for online learning. It includes learning with the
assistance of the Internet and a personal computer. The term e-learning or
electronic learning often is used interchangeably with online learning.
There are many terms for online education. Some of them are virtual education,
interest-based education, web-based education and education via computer-
mediated communication.
Characteristics of Online Teaching-Learning Methods

i) The separation of teachers and learner, which distinguish it from face to face
education.
ii) The influence of an educational organization, which distinguishes it from self-
study and private tutoring.
iii) The use of a computer network to present distributes educational content.
iv) The provision of two-way communication via a computer network, so that
students may benefit from communication with each other, teacher and staff.
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Advantages of Online Methods

• Extendibility, Accessibility and Suitability: Users can proceed through a
training programme at their own pace and at their own places. They can also
access the training at any time receiving only as much as they need.
• Easy to content Update: The changes you make to any of your content are
Immediately available to your learning audience across the world.
• Travel Cost and Time Savings: Learning is delivered directly to the learner
instead of the other way around.
• Internet Connections are Widely Available: Most computer users have
access to a browser and are connected to a company's internet and have access
to the internet.
• Vast Untapped Market for Training: If you are looking for commercial
markets, the internet also offers a huge audience hungry for material via the net.
• Inexpensive Worldwide Distribution: No separate or distinct distribution
mechanism is needed.
• Direct Access to Many Other Training Resources: The internet gives access
to the largest library in the world Capitalize on the offering that has already been
created and use them to enhance the learning you are distributing.
Disadvantages of Online Learning Methods

• Student assessment and feedback is limited.
• Cannot design and develop robust multi-media courses.
• The net is not right for all types of training.
• It is a highly costly method of learning.
• Limited bandwidth means slower performance.
• Bandwidth/browser limitation may restrict Instructional methodologies.
• Little formatting of content In current browsers.
• There is a lack of personal community and connections.
In all according to Steve Lohr {2009), “an average, students in online leaving
conditions performed better than those receiving face-to-face instruction.”
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Online vs. Offline Method

The main difference between online and offline · learning is location. With offline
learning, participants are required to travel to the training location, typically a
lecture hall, college or classroom.
With online learning, on the other hand, the training can be conducted from
practically anywhere 1n the world.
Another difference is the flexibility offered. Online learning -usually has a more
flexible timescale. With offline learning, it is typically carried out between office
hours and doesn't offer as much flexibility to the learner or the trainer.
Unlike offline learning method that requires us to shell out a lot of money, the
online mode of learning is absolutely affordable a11d doesn't burn a hole in our
pocket.
E-Learning
E-learning 1s the acquisition of knowledge which takes place through electronic
technologies and media. Typically, e-learning is conducted on the internet, where
students can access their learning materials online at any place at any time.
Some examples of e-learning are:

1.SWAYAM
SWAYAM stands for Study Active-Learning for Young Aspiring Minds. It is a
Massive Open Online Course (MOOC). This programme was launched by the
Government of India in 2017 which is designed to achieve the three cardinal
principles of Education Policy i.e. access, equity and quality to all especially to the
most disadvantaged groups.
Aims
It aims to bridge the digital divide for students in e-education thus, promotes E-
Learning. It is an instrument for self-actualization which provides opportunities
for a life-long learning. Courses delivered through SWAYAM are available free of
cost to the learners of school (from 9th class), under-graduate post-graduate,
engineering, law and other professional courses.
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These programmers are offered by faculties of centrally funded institutions like
IITs, IIMs and Central Universities. These courses can be accessed by anyone,
anywhere at any time. The courses hosted on SWAYAM are in four quadrants.
i) Video lecture.
ii) Specially prepared reading material that can be downloaded or printed.
iii) Self-assessment tests through tests and quizzes.
iv) An online discussion forum for clearing the doubts.
Characteristics of SWAYAM
• SWAYAM is high quality learning experience using multimedia on anytime,
anywhere basis.
• One-stop web location from interactive content for all courses from school to
university level.
• State of the art system that allows easy across, monitoring and certification.
• Peer group interaction and discussion forum to clarify doubts. Hybrid model that
adds to be quality of class room teaching.
2-Swayamprabha
The Swayamprabha is a digital initiative of Government of India which was
launched in 2017. It is a group of 32 DTH channels devoted telecast high-quality
programmes on 24 x 7 basis using the GSAT-15 satellite.
Aims
The programme is designed to provide new content everyday for atleast 4 hours
which would be repeated 5 more times in a day, allowing the students to choose
the time of their convenience.
These 32 channels are uplinked form BISAG, Gandhinagar. The study
material/contents are provided by NPTEL,IITs, UGC, CEC, IGNOU, NCERT are NIOS
the web portal is maintained by the INFLIBNET Centre. The 32 DTH Channels are
set to cover.
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i) Higher Education Curriculum-based course contents at post-graduate and
undergraduate level. All courses would be certified, ready in their detailed
offering through SWAYAM.
ii) School Tor Education (9. 12 Levels) Modules teacher's training as well as teaching
and learning aids for children.
iii) Curriculum-based Courses that ca meet the needs of life. long learners o Indian
citizens in India and abroad.
iv) Assist students of (Class 11th and 12th) to prepare for competitive exams.
Characteristics of Swayamprabha
• This technology enables teachers to teach 1arge number of students who are not
physically present in the classes.
• The main advantage of this scheme is that 1t 1s being telecasted on DTH channels
which are cheaper, easily accessible and it gives chance to rural people also to
study from good teachers.
• It offers flexibility for people to learn at their own place.
• It also gives opportunities to the teachers to use their teaching abilities in a best
way they can that increases their teaching capacity.
• The DTH e-classes provide curriculum-based course and contents for post-
graduate and undergraduate level learners. Students hailing from disciplines such
as arts, science, commerce, performing arts, social sciences and humanities,
engineering. technology. law, medicine. agriculture, etc will get access through
Swayamprabha channels.
3. MOOCs
MOOC stands for Massive Open Online Course. It is a web-based platform which
provides unlimited number of students worldwide with a chance of distance
education with the best institutes in the world. It was set up in 2008 and became
more active in 2012 as a popular learning tool.
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Aims
It provides opportunities to its learners such as video lectures, downloading
notes, contributing their own and sharing their point of view by communicating
with peers, professors and Teaching Assistants (TAs).
There are various notable institutions, both non-profit and commercial, that offer
these courses worldwide with the help of MOOC providers such as
• NPTEL (India) Indian Institute of Technology (IITs) and Indian Institute of Science
(IISc) offer online courses through this platform which require no registration and
are free of cost.
• WiziQ (India and USA) IIT Delhi, India offers this course through this platform
which requires registration and fees to study courses offered by them.
• Open2Study Based on Australia.
• Coursera Based out of USA
• edX Based on USA.
• Udemy Based on USA.
Characteristics of MOOCs
• Openness is one of the core components of a MOOCs along with self-
organisation, connectedness, complexity, and chaos. Openness of information
flow is a vital characteristic of a self-organising coples system and one that implies
a system is willing tc transform.
• Barriers to Persistence Both MOOC models have issues of high drop out rates.
To mitigate this issue researchers have examined the barriers to learning in this
new environment.
• Models MOOCs began with a connectives model targeting an adult lifelong
learning audience. The MOOC concept was then applied to postsecondary online
education using the MOOC model, which was designed as a traditional teacher-
directed course, yet automated, massive and online.
E-Pathshala
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E-Pathshala is a portal/app developed by the CIET, NCERT. It was initiated jointly
by the Ministry of Human Resource Development and CIET, NCERT and launched
in November 2015.
Pathshala hosts educational resources for teachers, students, parents,
researchers and educators.
the platform offers a slew of educational resources. including NCERT textbooks
for class 1-12, audio-visual NCERT by periodicals, supplements, teacher training
modules and a variety of other Print and non-print materials. These materials can
downloaded by the user for offline use with no limits on downloads. The app
supports flip book format to provide a more realistic experience.
Aims
It provides access to digital textbooks for all classes, graded learning materials
and enables participation in exhibitions, contests, festivals, workshops, etc.
Characteristics .
• Access digital textbooks (e-textbooks) for all classes.
• Access graded learning materials (supplementary books).
• Know about events.
• Accessd-e-resources (audios, videos, interactive images, maps, question banks,
etc.).
• Help children achieve expected learning
Bharat Padhe Online

Bharat Padhe Online' is a campaign for crowdsourcing of ideas for improving the
online education system in India.
It was launched by HRD Ministry in April 2020. The Bharat Padhe Online' is a one
week programme.
It aims to invite all the best minds of the country to share their suggestions or
solutions directly with the HRD Ministry in order to overcome the problems of
online education alongwith promoting the available digital education platforms.
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Meaning of Teaching Support System

A teaching Support System (also called Teaching Aids) is something teachers use
in their class to help students improve reading and other skills, reinforce an
ability, or to make learning fun.
• In the realm of the teaching-learning process, there is a system that teaches,
trains, coaches, guides and instructs teachers on how to maximize academic
achievement of students.
• This system of tools and resources is called a teaching support system. A teaching
support system caters to the teachers with an ultimate goal to improve students’
achievement.
• In other words, teaching support system is the capacity building of teachers using
resources and guides on ‘how to teach’.
• A good teaching support system provides teachers with a set of instructional
strategies for the standards and skills that students are not proficient in. Along
with that, it helps teachers acquire the knowledge and skills to deliver those
strategies in the classroom.
Teaching Support System (Teaching Aids) are instructional aids (book, chalk &
board, picture), objects (such as a globe, or map, or a specimen) or devices (such
as a DVD or Computer) used by a teacher to enhance or enliven classroom
instruction.
• Teaching Aids are instructional materials and devices that help the teacher in
carrying out the teaching-learning process. Teaching aids are aids available to the
teacher. They cannot replace the teacher by any means.
Teaching aids can be used in any of the core classes. There are several types of
teaching aids to be utilized in a classroom.
Need of the Teaching Support System

• In present times, life skills are more important than memorizing concepts and
theories. This makes it very challenging for the teacher to approach his or her
subject merely using traditional methods.
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• Given this scenario, it is important for the teacher to go beyond traditional
teaching styles and be more creative and engaging in terms of enhancing
students’ participation.
• Secondly, information is abundantly available over the internet which is accessible
to teachers and learners alike. This somewhat reduces the role of teachers as the
ultimate source of information, more so in case of middle and higher education.
Now, the goal of teachers should also be to keep themselves updated with the
trends of technology and information.
• Every individual has a tendency to forget. Proper use of teaching aids helps to
retain more concepts
• Students can learn better when they are motivated properly through different
teaching
• Teaching aids develop the proper image when the students see, hear, taste, and
smell
• Teaching aids provide a complete example of conceptual
• The teaching aids create an environment of interest for the
• Teaching aids helps to increase the vocabulary of the
• Teaching aids helps the teacher to get some time and make learning permanent.
• Teaching aids provide direct experience to the
Importance of Teaching Aids

Teaching aids play a very important role in the Teaching-Learning process.
• Motivation- teaching aids motivate the students so that they can learn better.
• Clarification – Through teaching aids, the teacher clarifies the subject matter
more easily.
• Discouragement of Cramming – teaching aids can facilitate the proper
understanding of the students, which discourages the act of cramming.
• Increase the Vocabulary – Teaching aids help to increase the vocabulary of
the students more effectively. Saves Time and Money – When the uses teaching
aids, it saves him from the long explanations that may take time for students to
understand.
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• Classroom Live and active – Teaching aids make the classroom live and active.
• Avoids Dullness – This means the class becomes more active, lively and
participatory.
• Direct Experience – Teaching aids provide direct experience to the students which
make them learn easily.
1. Traditional teaching methods

Traditional teaching approach is ‘back to the basics’ methodology in teaching. It
includes all the conventional methods of teaching that are used in the classroom
for knowledge generation. In the field of education and epistemology, this can
also be called as ‘chalk and talk’ method. Some of the features of traditional
teaching methods are:
It is a teacher-centred approach, which means that this method sees the teacher
as having an indisputable authority over knowledge.
• It concentrates more on memorization and reinforcing techniques.
• This sees learners as passive recipients of the learning activity.
• The focus remains on syllabus completion and evaluation of learners through the
traditional examination system.
• The teachers evaluate the learners but there is no benchmark for evaluating
teachers.
• Usage of textbooks and blackboard is the norm.
• Class management is all about maintaining discipline.
• There is no emphasis on team-building, collaboration, and so on.
• This is usually lecture-based.
i) Merits of traditional teaching methods:

• Lecture remains one of the most effective teaching methods when the group of
learners is exceptionally huge.
• Traditional teaching methods are easy to use given any group of learners.
• They are economic in terms of money as well as time.
• The teacher has a lot of authority over how the content is delivered and the
amount of creativity involved.
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ii) Demerits of traditional teaching methods:

• There is less involvement of learners.
• There is less emphasis on the understanding of concepts.
• Weak learners suffer the most as they don’t feel motivated.
• Evaluation of learners based on traditional teaching methods can sometimes be
faulty.
• There is less incentive among teachers for reflection
2. Modern teaching methods

Modern teaching methods are more learner-centred methods used in the
classroom (such as peer-assisted learning, brainstorming, group discussion etc.).
Modern teaching methods also include ICT enabled learning techniques through
the use of computers, overhead projectors, videos, documentaries, whiteboards,
etc. ICT enabled learning also incorporates mobile and internet-based learning
methods. Some of the features of modern teaching methods are:
• Modern teaching methods are student-friendly as they require their active
participation.
• Modern teaching methods require good execution and definite goals.
• Modern teaching methods highly depend on information and communication
technologies.
• They are collaborative and require initiative.
• Knowledge is constructed rather than delivered.
• Modern teaching methods have more scope for creativity, flexibility, and
reliability.
i) Merits of modern teaching methods:

• They are learner-centred techniques.
• More content can be covered in lesser time.
• Modern teaching methods are fun and interactive way of learning.
• There is more scope for using audio-video teaching aids such as documentaries,
YouTube videos, online lectures, MOOCs, educational games, educational mobile
applications etc.
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• It is not a mechanical way of teaching as students, as well as teachers, participate
in knowledge construction.
• Modern teaching methods also help in self-evaluation.
ii) Demerits of modern teaching methods

• Since teaching becomes more dynamic, teachers need to learn and relearn new
skills.
• There is too much reliance on technology which reduces the authority of
teachers.
• It requires huge investment of money, time and effort.
• Some modern teaching methods are exclusionary in nature.
• The teacher-student relationship suffers as there is less time to develop bonding
with the students.
Which teaching methods are better- Traditional or Modern?

• With digital advancement, it rather appears that traditional teaching methods
would become a passé. However, this is not entirely true. A teaching support
system helps teachers to build their capacity where both the methods can be
used in combination.
• While mobile learning and e-learning are the buzzwords, there is no doubt that
they can completely replace traditional ways of teaching. For developing critical
thinking, the attitude of reflection and inquiry, lecture and dialogue methods play
a significant role. At the same time, to keep pace with the ever-changing world
and knowledge about the world, ICTs have played a significant role.
• Teaching support system assists and guides teachers to use the best possible
combination of methods to teach topics of relevance.
• With all the resources at hand, teachers should become learners sometimes.
Likewise, learners should become the teachers sometimes by engaging in self-
learning.
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ICT Based Teaching Support System

Information and Communication Technology (ICT) is an electronic means of
capturing, processing, storing, communicating information. ICT has proven to be a
vital form of teaching in today’s scenario since it provides ease for the teacher
and the student to store, retrieve, and manipulate the information. Therefore,
this has been encouraging active learning and self-responsibility of learning with
the use of ICT teaching aids. It has made it possible to reach the student in any
part of the world. Teaching can thus take the shape of Computer-assisted learning
(distance learning), videoconferencing, projectors, and even mobiles. This
technology has the ability to not only engaging the students in subjective
activities but also enhance their cognitive skills.
ICT includes computers, internet, telephone, radio, and other

audio-visual equipment.
In recent years, it has been observed that ICT teaching aids are not merely
another medium for the transmission of knowledge but have changed the
relationship between teacher or trainer and learner. It requires new skills,
competencies, and attitudes amongst those planners, managers, teachers, and
trainers who are going to design and develop materials and support learners using
these aids. In short, the development of innovative practices and the generation
of new competencies in ICT are fast becoming key issues for teacher and trainer
training.
Tools used in Modern & ICT based Support system

• ICT Based Devices – Laptop / Pad / Electronic notebooks, E-reader etc.
• Educational games/ Online Puzzles and quiz’
• Audio Visual Teaching aids
• Flash educational games
• CD/DVD, Projectors
• Interactive white boards
• Various electronic devices to support Games, VR , and LMS
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EVALUATION SYSTEM
Interdependence of Teaching, Learning, and Evaluation
Teaching has been defined as the process of facilitating learning and the term
learning is broadly defined as the process of acquiring knowledge, attitude, skills,
habits and abilities. To determine whether teaching has facilitated learning and if
yes, upto what an extent, evaluation is carried out. In other words, teaching,
learning and evaluation are the three inter-dependent aspects of the educative
process. This interdependence is clearly seen when the main purpose of
instruction is conceived in terms of helping students achieve a set of learning
outcomes that include changes in the cognitive, psychomotor and affective
domains.
There is a direct relationship among the four important factors of the educational
system, such as objective, curriculum, method and evaluation. As Indian
Education Commission (1944–1966) has remarked, ‘It is now agreed that
evaluation is a continuous process, it forms an integral part of the total system of
education, and is intimately related to educational objectives. It exercises a great
influence on pupil’s study habits and the teacher’s method of instruction and this
helps not only to measure educational achievement but also to improve it’.
Evaluation
Evaluation is a systematic process of collecting, analysing and interpreting
information to determine the extent to which instructional objectives are being
achieved.
Perhaps the most comprehensive definition of evaluation has been given by
Beeby, ‘Evaluation is the systematic collection and interpretation of evidence
leading as a part of process to a judgment of value with a view to action’.
From this definition, it is clear that the following four key elements constitute the
process of evaluation.
i) Systematic collection of evidence (Example: score)
ii) Its interpretation
iii) Judgment of value
iv) With a view to action
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Difference between Measurement, Assessment and

Evaluation
Measurement is the quantitative description of one’s performance. For example,
a student scored 92 in Mathematics, 75 in Science, 65 in Social Science, 64 in
Hindi and 68 in English
Gathering Information Measurement
Assessment is the second step of evaluating student’s performance. The

description that a student stood first in the class represents the concept of
assessment. It makes student’s performance more meaningful. Unless we
interpret, analyse, rank-order and compare one’s individual score with the
average score of the group, we cannot find out one’s relative position in a group.
Comparison of two or more sets Assessment

of information
If in case of a student, the case of a student, we find that she has ‘improved
significantly in half-yearly examination’ in comparison to her performance in the
earlier examinations. What does it mean? We can conclude that this type of
judgment carry certain value and add to the performance of student to make it
more meaningful. While forming the judgment like ‘improved significantly’, the
earlier performance of student in the previous examinations has been taken into
consideration by the teacher. When we add value to the assessment of student
performance, we carry out evaluation of their performance.
Comparison of two Placement Evaluation

sets of information + of value =
(Assessment)
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The comparison can be depicted with the help of following diagrams as well.
Functions of Evaluation
Evaluation does not end with the summarization of results. It has direct bearing
on the improvement of the system as a whole. The functions of evaluation are as
follows.
i) Feedback: To assess strengths and weaknesses.
ii) Motivation: The mere realization that you would be evaluated propels a
student to work hard.
iii) Better guidance: Crucial for the growth of pupils.
iv) Remediation: It helps in locating the areas that require remedial measures.
v) Facilitates planning: It helps the teacher in planning, organizing and
implementing learning activities.
vi) Revision of curriculum.
vii) Inter-institutional comparison.
viii) Educational decision-making: It relates to selection, classification, placement,
promotion, etc.
ix) Submission of progress report to parents.
Importance of Evaluation
i) Ensuring Learning Takes Place Assessment should provide information about
the levels of understanding that students are reaching upto. Frequent feedback to
learners is required so that learners monitor their learning and actively evaluate
their strategies and their current levels of understanding.
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ii) Ensuring Teacher Effectiveness Teaching can be effective if teachers start by
setting learning objectives, instead of about what the teacher will do. Teachers
must assess their students based on these primary learning objectives rather than
on arbitrary standards.
iii) For Creating a Quality Learning A quality learning environment is ensured
through evaluation.
a) Learner-Centred It pays attention to the knowledge, skills, attitudes and beliefs
that learners bring to the educational setting.
b) Knowledge-Centred It takes seriously the need to help students become
knowledgeable by learning in ways that lead to understanding.
c) Assessment-Centred It provides opportunities for feedback and revision, and
also about the fact that the assessment matches the students learning goals.
d) Community-Centred This refers to several aspects of the community ,
including the classroom as community, the school as a community, and the
administrators feel connected to the large community of homes, business, states,
the nation and even the world.
Elements of Evaluation
An effective evaluation system includes the following research-based essential
elements.
These are as follows
i) Research-Based and proven performance Targets To ensure that student
performance continually improves through the work of excellent teachers and
leaders, an evaluation system must use measurement of clearly articulated,
research-based and proven performance targets.
ii) Include Evidence of Teaching and Student Learning from Multiple
Sources In most of the institutions it is seen that end-of-year tests are used
commonly to measure student learning which provide teacher with too little
information too late and may not reflect the full breadth and depth of instruction.
Researchers have found that combining a range of measures yield the greatest
reliability and predictive power of a teachers gains wth students.
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iii) Use Information to Provide Constructive Feedback to Teachers The aim
of evaluation should be to improve teacher practice. For this, timely feedback is
important which should be provided formally, informally or both. It is provided
using multiple sources of evidence from a variety of different measures. Including
observations focused on professional practice and the extent of student analysis
of the improvement of student performance analysis of artifacts including lesson
plans, supplement resources, participation in coursework, improvement plans
and so on.
iv) Standardised and Periodic Training for Evaluators Training measure of
evidence and provide feedback must be highly trained to ensure that rating are
fair, accurate and reliable. Thus provide training to evaluators is important which
should be based on conducting effective classroom observations and walk-
through focused on the quality of instruction, assessing student data, interpreting
survey information, effectively providing clear, constructive, timely and
meaningful feedback and so on.
v) Use of Evaluation Results Ratings of educator’s effectiveness guide the
institution’s decisions regarding determinations, recognition, development,
interventions and policies that impact the extent of student learning. Highly
effective educator use their evaluation results in such ways like, contributing
through key leadership roles, assisting with the challenges of high need students,
assuming other critical additional duties that contribute to a school system’s
overall success.
Types of Evaluation
Evaluation technique is not the end of teaching-learning process, although it is a
valid theory that change the thinking and understanding behaviour of the
students.
Thus, a standard evaluation indicates the qualitative change in the behaviour of
the students.
The evaluation techniques are divided into two i.e. qualitative and quantitative
techniques.
i) Quantitative Techniques
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The quantitative techniques can be categorised into three elements.
a) Written Examination This technique or method is also known as paper-pencil
test. It is one of the popular technique of evaluation in these days. Further, It has
four basic components i.e very short, short, long and essay type question-
answers.
b) Oral Examination This technique is supplementary to the written examination.
Test of reading ability and pronunciation is the example of oral examination.
c) Practical Examination This technique is used for testing the experimental
activities of the students as well as manipulative skills of students. It is done in
subjects like science, agricultural craft, music and technology.
ii) Qualitative Techniques

Qualitative techniques is focused on understanding how students make meaning
and experience their environment or world.
These techniques can be categorized into following
a. Interview It comprises a number of open-ended, questions that result in
responses that yield information. It is common to engage in face-to-face verbal
interviews with one individual or wit a group of students. It is because of the fact
that students are usually more willing to talk than write.
b. Observation It does not require direct contact with the students, rather this type
of data collection involves a teacher providing information-rich descriptions ot
behaviour, conversations, interactions of the students for outcomes of the
students' behaviour.
c. Checklist It does not only give the observer a set of criteria to observe, but tallows
the observer to show student progress over time an to correlate a number with a
qualitative process.
d. Rating Scale It is used for applying the expression of opinion or judgement
regarding some situation, object, or character.
e. Cumulative Records It is used for knowing the details about students behaviour.
Cumulative records include anecdotal records, cumulative record cards and
diaries of students.
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Assessment of Evaluation
o Assessment is the process of objectively understanding the state or condition of a
thing by observation and measurement. Thus, assessment of teaching means
measurement of its effectiveness.
o Evaluation is the process of observing and measuring a thing for the purpose of
judging it and of determining its value, either by comparison to similar things, or
to a standard. Evaluation of teaching means passing judgement on the teaching as
part of an administrative process.
Type of Evaluation on the Basis of Phase of Instruction

In the various phases of instruction, evaluation is integrated. The four types of
evaluation are placement, formative, diagnostic and summative.
Placement evaluation: The key word which is used for placement

assessment is the ‘entry behaviour’. It determines the knowledge and skills the
students possess, which are necessary at the beginning of instruction in a given
subject area. Evaluation of entry behaviour is done just before teaching starts, a
teacher should know the previous knowledge of students. This helps teacher to
organise teaching-learning activities according to the previous knowledge of
learners. Various entrance exams can also be conducted for the same purpose.
This is also done to see the knowledge base of students and a teacher can start
discussion keeping that in view.
Formative Evaluation
Formative evaluation includes any form of classroom interaction that generates
information on student learning. which is then used by faculty (teacher) and
students to fine-tune their teaching and learning strategies. respectively. during
the teaching learning process.
Michael Scriven coined the term formative evaluation in 1967, But, in 1968,
Benjamin Bloom popularised the term through his book “Learning for Mastery”
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and considers it as a tool for improving the teaching-learning process for
students.
It can be rated on scales that produce a qualitative rather than quantitative
description of teaching and generally utilised a three-to-five point scale.
than quantitative
These scales are called quality scales by Barr (1980) and required rater judgment
with regard to the presence or absence of traits or the degree to which they were
present.
Purpose of Formative Evaluation

• To provide feedback for teachers to modify subsequent learning activities and
experiences.
• To identify and remediate group or individual deficiencies.
• To move focus away from achieving grades and onto learning processes, in order
to increase self-effiency and reduce the negative impact of extrinsic motivation.
• To improve students metacognitive awareness of how they learn.
• To provide immediate feedback to both student und teacher regarding the
success and failures.
• To provide information to the teacher for modifying instruction and use this
instruction for improving learning and instruction.
• Frequent ongoing assessment allows both for fine-tuning of instruction and
student focus on progress.
• It encourages teacher and peer dialogue around learning, and also encourages
positive motivational beliefs and self-esteem.
• It provides opportunities to close the gap between current and desired
performance.
i) Summative Evaluation
Summative evaluation refers to the assessment of participants where the focus is
on the outcome of a program. This contrasts with formative assessment. which
summarises the participants' development at a particular time.
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It is also coined by Michael Seriven in 1967.Questionnaires. Surveys, Interviews,
Observations, Testing, Projects ( a culminating project that synthesizes knowledge
) are the most common method of summative assessment which aim to
summarise overa;; learning at the completion of course or unit.
Summative assessment usually takes place after students have completed units of
works or modules at the end of each term and/ or year.
The information it gives indicates progress and achievement usually in grade-
related or numerical terms. It’s the more formal summing-up of a student’s
progress.
Therefore, summative assessment gives pupils, parents and teachers valuable
information about a pupil’s overall performance at a specific point in their
learning.
ii) Diagnostic Evaluation

Diagnostic evaluation is concerned with finding out reasons for student’s
persistent or recurring learning difficulties that cannot e resolved by standard
corrective measures or formative evaluation.
The aim of diagnostic evaluation is to find out the causes of learning problem and
plan to take remedial action. Observational techniques or specially prepared
diagnostic
Techniques can be used to diagnose the problem. It determines the level of
competence of the students.
Diagnostic evaluation includes, pretest results, an evaluation of your child’s
reading strengths and reading needs, an instructional plan, a description of the
tutoring that was conducted, post-test results, a summary of outcomes and
recommendations for future instruction.
Significance of Evaluation
• Evaluation aids in devising more etfective instructional materials and procedures
of instruction.
• Evaluation is important to the classroom teachers. supervisors and administrators
in directing as well as guiding teaching and learning.
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• Evaluation helps to measure the validity and reliability of instruction
• Evaluation helps teachers to discover the needs of the learners.
• Evaluation helps to provide objective evidences for effective cooperation
between parents and teachers.
• Evaluation can be used to enforce external standards upon the individual class or
school.
• Evaluation helps parents to understand learners growth, interest and potentials.
Types of evaluation and their functions

1. According to nature of reference: Here, norm-referenced testing and criterion-
referenced testing can be termed as the two alternative approaches to
educational testing. Though there are some similarities between these two
approaches to testing, there are also fundamental differences between the two.
These are termed as complementary approaches.
2. Criterion-referenced evaluation: Glasar (1963) first used this term, ‘Criterion-

reference test’ to describe the learner’s achievement on a performance
continuum.
Consider the following statements:

(a) Amit scored 95 or 95% marks in Mathematics.
(b) The typing speed of Davinder is 58 words per minute.
A criterion-referenced test is used to ascertain an individual’s status with respect
to a defined achievement domain. In the above statements, there is no reference
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to the performance of other members of the group. Thus, criterion-referenced
evaluation determines an individual’s status with reference to well-defined
criterion behavior. There are clearly defined learning outcomes which serve as
referents (criteria). Success of criterion-reference test lies in the delineation of all
defined levels of achievement which are usually specified in terms of behaviorally
stated instructional objectives. The purpose of criterion-referenced evaluation or
test is to assess the objectives and that’s why it is termed as objective based test.
The objectives are assessed, in terms of behavioral changes among the students.
Hively and Millman (1974) suggested a new term, domain-referenced that has a
wider connotation. A criterion referenced test can measure one or more
assessment domains.
3. Norm referenced evaluation: A norm-referenced test is used to ascertain an

individual’s status with respect to the performance of other individuals on that
test. It is normally used in competitive exams.
Consider the following statements:
(i) Amit stood third in Mathematics test.
(ii) Rajesh scored 98 percentile that means only 2% candidates scored better than
him. This is used in CAT for admission into IIMs and some other top notch
institutes in India.
In the above statements, the person’s performance is compared to others of their
group and the relative standing position of the person in his/her group is
mentioned. We compare an individual’s performance with similar information
about the performance of others. Norm-referenced tests are mostly easy but can
be tough as well.
Reflective prompts
Reflective prompts is a technique in which the teacher provides a set of flexible
questions to the students that prompt them to reflect on their own learning. In
this technique, each student answers some questions such as given below after
completion of a lesson/unit by the teacher. If the test scores are interpreted in
terms of an individual, then they are known as self-referenced.
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Types of evaluation tests of the basis of purpose

Though there is some overlapping with the evaluation techniques as discussed
earlier, purpose-specific category includes tests designed to achieve a specific
purpose of evaluation. Generally four test-types are identified in this category. Let
us briefly present the features of each of these.
Diagnostic test
These tests help us in identifying ‘area of learning’ in which a learner may need a
remedial course and they provide us a profile of what the learner knows and does
not know. A diagnostic test may consist of a battery of a number of sub-tests to
cover sub areas.
Aptitude test
Aptitude tests basically serve a predictive function, they help us in identifying
potential talents and desirable characteristics which are essential for one to be
competent to perform a specific task. These tests are generally used while
selecting people for special courses.
Achievement test
As the name indicates, such tests aim to measure the extent to which the
objectives of a course have been achieved. The usual end-of-course exam may be
taken as a typical example of an achievement test.
Proficiency tests
These tests aim to assess the general ability of a person at a given time.
Their scope is governed by a reasonable exception of what abilities learners of a
given status (say, matriculates or graduates) should possess.
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Grading System of Evaluation

The word ‘grade’ is derived from the Latin word Gradus which means ‘step.’ In
educational measurement, grading involves the use of a set of symbols to
communicate the level of achievement of the students.
Types of grading
1. Direct grading: In direct grading, the performance exhibited by an individual is
assessed in qualitative terms and the impression so obtained by the examiner is
directly expressed in terms of letter grades. The advantage of direct grading is
that it minimizes the inter-examiner variability. Moreover, it is easier to use in
comparison to indirect grading. Direct grading lacks transparency.
2. Indirect grading: In this method, the performance of an examinee is first
assessed in terms of marks and subsequently transformed into letter grades by
using different modes. This transformation may be carried out in terms of both
‘absolute grading’ and ‘relative grading’ as discussed below.
(a) Absolute grading: Absolute grading is a conventional technique of evaluation.
It is based on a pre-determined standard that becomes a reference point for
assessment of students’ performance. It involves direct conversion of marks into
grades, irrespective of the distribution of marks in a subject. For example, the
categorization of students into five groups, namely, distinction (75% and above),
first division (60% and less than 75%), second division (45% and less than 60%),
third division (33% and less than 45%) and unsatisfactory (Below 33%).
(b) Relative grading: Relative grading is generally used in public examination. In
this system, grade of a student is decided not by her performance alone rather
than performance of the group. This type of grading is popularly known as
‘grading on the curve.’
Innovations in Evaluation Systems

The evaluation of teaching and learning is important. There is also need to
improve our present evaluation system by innovating some new techniques and
methods. Some of these innovative methods are given below
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1. Questionnaires can be used to explore more complex, and more relevant issues
such as what students are learning, what aspects are most useful, what could be
improved. Thus, questionnaires can be used in evaluation system depending on
the purpose, but they may be useful at the beginning and end of an initiative.
2. Student Interviews are often a valuable means of evaluation. Interviews can be

done with focus groups of students and can be arranged at appropriate times
during the course.
3. Asking students to keep a journal of their experiences and their comments

about the initiative can often be useful. Journals can be analysed to increase
confidence and understanding and can be used to improve the teaching-learning
process. Thus, journals can be included as part of student assessment.
4. The Socratic Wheel is a simple and powerful visual rating tool with multiple
applications. It can be used to set learning. goals on the basis of baseline
conditions, monitor progress or evaluate final results using multiple criteria, or
compare projects, single criteria, activities and individual profiles using
Choice Based Credit System

The CBCS provides an opportunity for the students to choose courses from the
prescribed courses comprising core, elective/minor or skill-based courses. The
courses can be evaluated following the grading system, which is considered to be
better than the conventional marks system.
Therefore, it is necessary to introduce a uniform grading system in the entire
higher education in India. This will benefit the students to move across
institutions within India, to begin with, and across countries.
The uniform grading system will also enable potential employers to assess the
performance of the candidates. In order to bring uniformity in the evaluation
system and computation of the Cumulative Grade Point Average (CGPA) based on
student's performance in examinations, the UGC has formulated the guidelines to
be followed
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Advantages of the Choice Based Credit System

The advantage of Choice Based Credit System (CBCS) are followings
• Shift in focus from the teacher-centric to student-centric education.
• Student may undertake as many credits as they can cope with (without repeating
all courses in a given semester if they fail in one/more courses)
• CBCS allows students to choose inter-disciplinary, intra-disciplinary courses, skill-
oriented papers (even from other disciplines according to their learning needs,
interests and aptitude) and more flexibility for students)
• CBCS makes education broad-based and at par with global standards. One can
take credits by combining unique combinations. For example, Physics with
Economics, Microbiology with Chemistry or Environment Science etc.
• CBCS offers flexibility for students to study at different times and at different
institutions to complete one course (ease mobility of students). Credits earned at
one institution can be transferred.
Disadvantages:
Difficult to estimate the exact marks
Workload of teachers may fluctuate
Demand good infrastructure for dissemination of education
Applicability of the Grading System

These guidelines shall apply to all undergraduate and postgraduate level degree,
diploma and certificate programmes under the credit system awarded by the
Central, State and Deemed to be universities in India.
Semester System and Choice Based Credit System

The Indian Higher Education Institutions have been moving from the conventional
annual system to semester system. Currently, many of the institutions have
already introduced the choice based credit system. The semester system
accelerates the teaching-learning process and enables vertical and horizontal
mobility in learning
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The credit based semester system provides flexibility in designing curriculum and
assigning credits based on the course content and hours of teaching. The choice
based credit system provides a 'cafeteria' type approach in which the students
can take courses of their choice, learn at their own pace, undergo additional
courses and acquire more than the required credits, and adopt an
interdisciplinary approach to learning, It is desirable that the HEls move to CBCS
and implement the grading system.
Types of Courses
Courses in a programme may be of three kinds: Core, Elective and Foundation.
i) Core Course: There may be a Core Course in every semester. This is the
course which is to be compulsorily studied by a student as a core requirement to
complete the requirement of a programme in a said discipline of study
ii) Elective Course: Elective course is a course which can be chosen from a pool
of papers. It may be
• Supportive to the discipline of study
• Providing an expanded scope
• Enabling an exposure to some other discipline/domain
• Nurturing student's proficiency/skill.
An elective may be "Generic Elective" focusing on those courses which add

generic proficiency to the students. An elective may be "Discipline centric" or may
be chosen from an unrelated discipline. It may be called an Open Elective.
iii) Foundation Course: The Foundation Courses may be of two kinds

Compulsory Foundation and Elective foundation. "Compulsory Foundation'
courses are the courses based upon the content that leads to Knowledge
enhancement They are mandatory for all disciplines. Elective Foundation courses
are value-based and are aimed at man-making education.
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Examination and Assessment

The Higher Educational Institutions (HEls) are currently following various methods
for examination and assessment suitable for the courses and programmes as
approved by their respective statutory bodies. In assessing the performance of
the students in examinations, the usual approach is to award marks based on the
examinations conducted at various stages (sessional, mid-term, end-semester
etc.) in a semester.
Some of the HEls convert these marks to letter grades based on absolute or
relative grading system and award the grades. There is a marked variation across
the colleges and universities in the number of grades, grade points, letter grades
used, which creates difficulties in comparing students across the institutions. The
UGC recommends the following system to be implemented in awarding the
grades and CGPA under the credit based semester system.
Letter Grades and Grade Points

a) Two methods -relative grading or absolute grading- have been in vogue
for awarding grades in a course The relative grading is based on the distribution
(usually normal distribution) of marks obtained by al the students of the course
and the grades are awarded based on a cut-off marks or percentile. Under the
absolute grading, the marks are converted to grades based on pre-determined
class intervals. To implement the following grading system, the colleges and
universities can use any one of the above methods.
b) The UGC recommends a 10-point grading system with the following letter grades
as given below:
Grades and Grade Points
Letter Grade Grade
Point
O (Outstanding) 10
A+ (Excellent) 9
A (Very Good) 8
B+ (Good) 7
B (Above Average) 6
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C (Average) 5
P (Pass) 4
F (Fail) 0
Ab (Absent) 0
c) A student obtaining Grade F shall be considered failed and will be required to
reappear in the examination
d) For non-credit courses 'Satisfactory' or "Unsatisfactory' shall be indicated instead
of the letter grade and this will not be counted for the computation of
SGPA/CGPA.
e) The Universities can decide on the grade or percentage of marks required to pass
in a course and also the CGPA required to qualify for a degree taking into
consideration the recommendations of the statutory professional councils such as
AICTE, MCI, BCI, NCTE etc.
f) The statutory requirement for eligibility to enter as assistant professor in colleges
and universities in the disciplines of arts, science, commerce etc., is a minimum
average mark of S0% and 55% in relevant postgraduate degree respectively for
reserved and general category
Hence, it is recommended that the cut-off marks for grade B shall not be less than
50% and for grade B+, it should not be less than 55% under the absolute grading
system. Similarly cut-off marks shall be fixed for grade Band B+ based on the
recommendation of the statutory bodies(AICTE, NCTE etc.,) of the relevant
disciplines
Fairness in Assessment
Assessment is an integral part of system of education as it is instrumental in
identifying and certifying the academic standards accomplished by a student end
projecting them far and wide as an objective and impartial indicator of a student's
performance.
Thus, it becomes bounden duty of a University to ensure that it is carried out in
fair manner. In this regard, UGC recommends the following system of checks and
balances which would enable Universities effectively and fairly carry out the
process of assessment and examination.
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• In case of at least 50% of core courses offered in different programmes across the
disciplines, the assessment of the theoretical component towards the end of the
semester should be undertaken by external examiners from outside the university
conducting examination, who may be appointed by the competent authority. In
such courses, the question papers will be set as well as assessed by external
examiners.
• In case of the assessment of practical component of such core courses, the team
of examiners should be constituted on 50 - 50 % basis. i.e. half of the examiners in
the team should be invited from outside the university conducting examination.
• In case of the assessment of project reports / thesis / dissertation etc. the work
should be undertaken by internal as well as external examiners.
Key Words under CBCS

Academic Year: Two consecutive (one odd + one even) semesters constitute
one academic year Choice Based Credit System (CBCS): The CBCS provides
choice for students to select from the prescribed courses (core, elective or minor
or soft skill courses).
Course: Usually referred to, as papers' is a component of a programme. All
courses need not carry the same weight. The courses should define learning
objectives and learning outcomes. A course may be designed to comprise
lectures/ tutorials/laboratory work/ field work/ outreach activities/ project work/
vocational training/viva/ seminars/ term papers/assignments/ presentations/ self-
study etc. or a combination of some of these.
Credit Based Semester System (CBSS); Under the CBSS, the requirement for
awarding a degree or diploma or certificate is prescribed in terms of number of
credits to be completed by the students
Credit Point: It is the product of grade point and number of credits for a course.
Credit: A unit by which the course work is measured. It determines the number
of hours of instructions required per week. One credit is equivalent to one hour of
teaching (lecture or tutorial) or two hours of practical work/field work per week.
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Cumulative Grade Point Average (CGPA): It is a measure of overall
cumulative performance of a student over all semesters. The CGPA is the ratio of
total credit points secured by a student in various courses in al semesters and the
sum of the total credits of all courses in ll the semesters. It is expressed up to two
decimal places.
Grade Point: It is a numerical weight allotted to each letter grade on a 10-point
scale.
Letter Grade: It is an index of the performance of students in a said course.
Grades are denoted by letters O, At, A, B+, B, C, P and F.
Programme: An educational programme leading to award of a Degree, diploma
or certificate.
Semester Grade Point Average (SGPA): It is a measure of performance of
work done in a semester. It is ratio of total credit points secured by a student in
various courses registered in a semester and the total course credits taken during
that semester. It shall be expressed up to two decimal places
Semester Each semester will consist of 15-18 weeks of academic work
equivalent to 90 actual teaching days The odd semester may be scheduled from
July to December and even semester from January to June.
Transcript or Grade Card or Certificate: Based on the grades earned, a
grade certificate shall be issued to all the registered students after every
semester. The grade certificate will display the course details (code, title, number
of credits, grade secured) along with SGPA of that semester and CGPA earned till
that semester
Computer Based Testing (CBT)

CBT seems to be catalyst for changes in pedagogical methods. It brings about a
transformation in learning, pedagogy and curricula in educational institutions. The
setting is the basis of both computer-based and paper-based testing.
Benefits of Computer-Based Testing (CBT)

1. More frequent testing opportunities
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2. Data rich results
3. Increasing candidate reach
4. Streamlined logistics
There are two types of CBT which include:

1. Linear test: This involves a full-length examination in which the computer
selects different questions for individuals without considering their performance
level.
2. Adaptive test: Here the computer selects the range of questions based on
individuals performance level. These questions are taken from a very large pool of
possible questions categorized by content and difficulty.
Using the waterfall model, the CBTS SDLC was split up into a number of
independent steps. Each step was carried out in sequence and accordance to one
after the other. The previous stage is always completed before moving to the next
stage of the life cycle.
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Quick Revision
1. Requirements analysis and definition
2. System and software design
3. Implementation and unit testing
4. Integration and system testing
5. Operation and maintenance
In India, CBT has been started for number of exams such as by IBPS for banking
exams and currently by National Testing Agency (NTA) to conduct exams for UGC,
NEET, GPAT, GMA etc.
1. Formative evaluation tends to accelerate the pace of learning.
2. When students fail in a test, it is the teacher who fails.
3. Every teaching must aim at ensuring learning.
4. There can be teaching without learning taking place.
5. A teacher teaches but learns also.
6. Learning is a lifelong process.
7. Teaching is related to learning.
8. Teaching is a „task‟ word while learning is an „achievement‟ word.
9. One may teach without learning taking place.
10. Factors affect teaching are:
(i) Teacher’s internal locus of control.
(ii) Learner-motivation.
(iii) Teacher’s self efficacy.
(iv) Teacher’s skill in managing and monitoring.
(v) Teacher’s knowledge of the subject including general knowledge.
11. Interactive lecture sessions followed by buzz sessions, brainstorming and
projects are combinations of methods of teaching is likely to optimise learning.
12. Teaching aids have to be considered as supplements to instruction.
13. Positive factors contributing to effect of teaching :
(a)Teacher‟s knowledge of the subject.
(b)Communication skill of the teacher.
(c) Teacher‟s competence in managing and monitoring the classroom
transactions.
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11. The use of teaching aids is justified on the grounds of effective engagement of
students in learning tasks.
12. Giving opportunity for discriminating examples and non-examples of a point is
a Basic requirements for promoting cognitive interchange of Understanding level
13. Recording the important points made during the presentations is a Basic
requirements for promoting cognitive interchange of Memory level
14. Critically analyzing the points to be made and discussed is a Basic
requirements for promoting cognitive interchange of Reflective level
15. The set of learner characteristics may be considered helpful in designing
effective teaching-learning systems
(i) Prior experience of learners in respect of the subject.
(ii) Ability of the learners in respect of the subject.
(iii) Motivational – orientation of the students.
16. Teaching should be influenced by the individual differences (on the basis of IQ
level) among the learners.
17. A teacher should not discriminate students on the basis of their colour, caste,
creed, or religion.
18. In choice-based credit system, the burden on teachers and students decreases
19. There is a condition of scoring minimum passing marks in choicebased credit
system
20. Teaching and learning are integrally related
21. Concern of all teaching is to ensure some kind of transformation in students.
22. Teaching is a social act whereas learning is a personal act.
23. Prior experience of the learner is highly related to effectiveness of teaching
24. During interaction with students in the classroom, the teacher provides
corrective feedback is formative evaluation.
25. The overall performance of a students‟ is reported to parents at every three
months interval is form of summative evaluation.
26. Teaching is an interaction and is triadic in nature whereas learning is an active
engagement in a subject domain.
27. The interaction between a teacher and students creates a zone of
development.
28. Discussion method can be used when the topic is difficult
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29. The main aim of teaching is: To develop only reasoning, To develop only
thinking
30. The quality of teaching is reflected: By the quality of questions asked by
students
31. The present annual examination system: promotes rote learning, does not
promote good study habits, does not encourage students to be regular in class
32. Educationists should build the capabilities of the spirit of inquiry, creativity,
entrepreneurial and moral leadership among students and become their role
model. - Dr. APJ Abdul Kalam
33. Teaching is the purposeful direction and management of the learning process.
34. Teaching is a process of providing opportunities for students to produce
relatively permanent change through engagement in experiences provided by the
teachers.
35. Teaching is skillful application of knowledge, experience, and sufficient
principles with an objective to set up an environment to facilitate learning.
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Practice Questions
1. Which of the following is/are the basic paradigms in classroom teaching?
(a) Learning paradigm
(b) Instructional paradigm
(c) Both (a) and (b)
(d) None of the above
2. The prime requirement to become a good teacher is to have

(a) Genuine interest in teaching
(b) Knowledge about controlling students
(c) Subject knowledge
(d) Good expression
3. Which of the following statement/s is/are NOT true?

(a) Teaching is just an art
(b) Teachers can be trained only
(c) Teachers are born
(d) All the above
4. The most desirable skill of teacher is to

(a) Make the students understand what the teacher says.
(b) Cover the prescribed course.
(c) Keep students relaxed while teaching.
(d) Keep higher authorities informed about the class activities.
5. Match List-I with List-II

List-I (Level of teaching) List-II (Main proponent)
A Memory level I Herbart
B Understanding level II Morrison
C Reflective level III Hunt
Codes:
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(a) A-I, B-II, C-III (b) A-I, B-III, C-II
(c) A-II, B-III, C-I (d) A-II, B-I, C-III
6. Which of the following is the sequence of different levels of teaching?

(a) Memory level-Understanding level-Reflective level
(b) Understanding level-Memory level-Reflective level
(c) Reflective level-Understanding level-Memory Level
(d) Memory level-Reflective level-Understanding level
7. Which of the following is an independent variable in teaching-learning process?

(a) Teacher (b) Student
(c) Institution (d) Parents
8. Which of the following method should be used by each teacher?

(a) Analytical-synthetic (b) Synthetic-analytical
(c) Only analytical (d) Only synthetic
9. Match List-I with List-II.

List-I (Teaching maxims) List-II (Main proponents)
A From whole to part I Gestalt psychologists
B Self-study II Dalton
C Training of senses III Montessori and Froebel
Codes:
(a) A-I, B-II, C-III (b) A-I, B-III, C-II
(c) A-II, B-III, C-I (d) A-II, B-I, C-III
10. Which of the following reflects the nature of teaching?

(a) It is an art. (b) It is a science.
(c) It is an art as well as science. (d) It is neither art nor science.
11. Which of the following orders are the three levels of teaching?
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(i) Memory level of teaching
(ii) Understanding level of teaching
(iii) Reflective level of teaching
(iv) Pedagogical level of teaching
(a) (i), (ii) and (iii) (b) (ii), (iii) and (iv)
(c) (i), (iii) and (iv) (d) (i), (ii) and (iv)
12. Nowadays, teaching is becoming more and more

(a) Learner-centred (b) Instructor-centred
(c) Group-centred (d) None of the above
13. When the learner is self-directed, it is termed as

(a) Pedagogical learning (b) Andragogical learning
(c) Distance education learning (d) None of the above
14. Instructional objectives are written for the student and they state what the
student is expected to do. These objectives should be
(a) Specific (b) Observable
(c) Measurable (d) All the above
15. In context of dynamic teaching environment, which of the following

statement is true?
(a) Teacher is a dependent variable and student is an independent variable.
(b) Teacher is an independent variable and student is a dependent variable.
(c) Both teacher and student are intervening variables.
16. At which of the following teaching levels, classroom environment is required

to be sufficiently ‘open and independent’?
(a) Memory level (b) Understanding level
(c) Reflective level (d) All the above
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17. What is meant by the term ‘curriculum’ ?
(a) The subject of study offered by an educational institution.
(b) Organized whole of learning and other experiences provided by educational
institutions to realize set goals.
(c) The prescribed syllabi in various subjects, plus practical courses and
project/dissertation.
(d) Theory and practical courses to be completed to qualify for a level of
education.
18. The classification of cognitive domain was presented by

(a) Benjamin S. Bloom (b) Skinner
(c) Krathwohl (d) Simpson
19. To make use of previously learned material in new situation is

(a) Comprehension (b) Application
(c) Knowledge (d) Analysis
20. The highest level of cognitive domain is

(a) Synthesis (b) Analysis
(c) Comprehension (d) Evaluation
21. At authoritarian level, teaching is

(a) Teacher-centred (b) Child-centred
(c) Headmaster-centred (d) Experience-based
22. Match List-I with List-II

List-I (Characteristic) List-II (Philosophy)
A Learning by doing I Naturalism
B Education through environment II Idealism
C Realization of truth, III Pragmatism
beauty, and goodness
D ‘World as it is here IV Realism
and now’
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Codes:
(a) A-I, B-IV, C-II, D-III (b) A-III, B-I, C-II, D-IV
(c) A-I, B-III, C-II, D-IV (d) A-III, B-II, C-IV, D-I
23. The intellectual skills are reflected by

(a) Cognitive domain (b) Affective domain
(c) Psychomotor domain (d) None of the above
24. Attitudes, values and interests are reflected by

25. Which domain is concerned with physical and motor skills?

26. Which of the following can be cited as an example of cognitive domain?

(a) Describe a specific topic (b) Develop a photographic film
(c) Typing an essay (d) Take responsibility for maintenance
27. Which of the following can be taken as an example of psychomotor domain in

the context of teaching?
(a) Demonstrates awareness to environmental pollution
(b) Performing an experiment
(c) Computing results of two experiments
(d) Narrating a story
28. Which of the following statements is false?

(a) Teaching and instruction are the same concepts.
(b) There is difference between teaching and learning.
(c) Education is a wider term than teaching, training, research, etc.
(d) All the above are true.
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29. Teaching is based upon the mastery of

(a) Knowledge of concepts (b) Teaching skills
(c) Decision-making skills (d) All the above
30. Which of the following is/are the teaching maxims?

(i) From psychological to logical
(ii) From analysis to synthesis
(iii) From concrete to abstract
(iv) Follow nature
(a) (i), (ii), and (iii) (b) (i), (ii), and (iv)
(c) (i), (iii), and (iv) (d) All the above
31. Analysis means

(a) Ability to break a problem into its constituent parts
(b) To combine the constituent parts
32. The rules of presenting the contents to make them easy are called
(a) Methods of teaching (b) Maxims of teaching
(c) Techniques of teaching (d) Teaching strategies
33. With smaller classes, teachers are much more able to

(a) Identify learning problems
(b) Provide individual attention
(c) Adapt instruction to individual differences among students.
(d) All the above
34. The single most important factor in the beginning of the teaching career is
(a) Meritorious academic record
(b) Communication skills
(c) One’s personality and ability to relate to class and students.
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(d) Organizing ability
35. Effective teaching, by and large, is a function of

(a) Maintaining discipline in the class.
(b) Teachers’ honesty
(c) Teachers making students learn and understand.
(d) Teachers’ liking for the job of teaching.
36. In List-I, the names of the philosophers are given and in List-II, the statements
regarding the philosophy are given. Match List-I with List-II in correct order.
List-I (Characteristic) List-II (Philosophy)
A Tagore I Harmonious development of personality
B Vivekananda II The doctrine of karma
C Mahatma Gandhi III Child is more, important than all kinds of
books
D Buddhism IV Yoga as a method of education
V The doctrine of dharma
Codes:
(a) A-V, B-I C-II D-IV (b) A-III, B-IV, C-II D-V
(c) A-III, B-IV, C-I D-II (d) A-IV, B-II, C-I D-III
37. Who said this ‘Education is man-making. It is that by which character is

formed, strength of mind is increased, intellect is expanded and by which man can
stand on his own feet’?
(a) Swami Vivekananda (b) Rabindranath Tagore
(c) Swami Dayanand Saraswati (d) None of these
38. Prior to teaching, the teacher does

(a) Identification of objectives (b) Preparation of teaching lesson plan
(c) Know the interest of students (d) All the above
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39. Effective teaching includes
(a) Teacher is active but students may or may not be active.
(b) Teacher may be active or inactive but students are active.
(c) Teacher is active and students are active.
(d) All the above
40. The most expected immediate outcome of teaching is

(a) Changes in the behaviour of students in desirable direction.
(b) Development of total personality of students.
(c) Building characters of the students.
(d) Getting selected for a suitable job.
41. The basic requirement of teaching efficiency is

(a) Mastery on teaching skills
(b) Mastery over use of different techniques of teaching.
(c) Mastery over appropriate use of media and technology in teaching.
(d) All the above
42. Which of the following statements is NOT correct?

(a) A good communicator cannot be a good teacher.
(b) A good communicator has good sense of humour.
(c) A good communicator has wide reading knowledge.
(d) A good communicator has command over language.
43. A teacher is successful only if he

(a) Knows his subject thoroughly well
(b) Produces cent per cent result
(c) Is approachable
(d) Publishes papers in journals of repute.
44. If a teacher wants to enhance his income, he should
(a) Teach in coaching institutes during extra time.
(b) Take more remunerative works in the school/college.
(c) Join contractual assignments other than teaching.
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(d) Write books
45. As a principal, you will encourage your teacher colleagues to

(a) Participate in seminars and conferences in India and abroad.
(b) Participate in refresher courses for enhancement of subject knowledge.
(c) Doing community services for the upliftment of down trodden.
(d) All the above
46. Which of the following activities can help a teacher inculcate social and moral
values among the students?
(a) Delivering lectures on values.
(b) Showing TV programmes.
(c) Involving students actively in co-curricular activities.
(d) Observing religious festivals.
47. A teacher will become an effective communicator if

(a) He uses instructional facilities.
(b) He helps students get meaning out of what he teaches.
(c) He asks question in between teaching.
(d) He helps students get correct answer to the questions on the topic.
48. Teaching in higher education implies

(a) Presenting the information given in the textbook.
(b) Asking question in the class and conducting examinations.
(c) Helping students prepare for and pass the examination.
(d) Helping students to learn.
49. Teaching will be effective if the teacher

(a) Is the master of the subject.
(b) Has much experience in teaching the subject.
(c) Starts from what students know already.
(d) Uses many instructional facilities.
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50. A college teacher will really help the students when she
(a) Dictates notes in the class.
(b) Is objective in her evaluation.
(c) Encourages students to ask questions.
(d) Covers the syllabus completely in class.
51. Which is the most desirable outcome of teaching in higher education?

(a) Increase in student achievement.
(b) Increase in the level of independent thinking of students.
(c) Higher percentage of result.
(d) Increase in the number of students who opt for the subject.
52. Books can be a powerful source of communication, provided

(a) The content is abstract.
(b) The content is illustrative.
(c) The medium is Hindi.
(d) The content is presented through good print.
53. Good teaching is best reflected by
(a) Attendance of students
(b) Number of distinctions
(c) Meaningful questions asked by students
(d) Pin-drop silence in the class
54. The main aim of classroom teaching is
(a) To give information
(b) To develop inquiring mind
(c) To develop personality of students
(d) To help students pass examinations
55. Students prefer those teachers who

(a) Dictate notes in the class.
(b) Give important questions before exami nation.
(c) Can clear their difficulties regarding subject matter.
(d) Are themselves disciplined.
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56. Which of the following is the main objective of teaching?

(a) To give information related to the syllabus.
(b) Prepare the students for examination.
(c) Help the students in getting jobs.
(d) To develop the thinking capability of students.
57. The teacher’s role in higher education is to

(i) Provide information to the students.
(ii) Only prepare students for examination.
(iii) Motivate students for self-learning.
(iv) Encourage competition among students.
(a) (i) and (ii) (b) (ii), (iii), and (iv)
(c) (i), (iii), and (iv) (d) All the above
58. An effective teacher will ensure

(a) Cooperation among his students
(b) Laissez-faire role
(c) Competition among students
(d) Competition or cooperation as the situation demands
59. A new teacher to start with will have to

(a) Enforce discipline in class.
(b) Establish rapport with the students.
(c) Cut jokes with the students.
(d) Tell the students about his qualifications.
60. Who has the least chance of becoming an effective teacher?
(a) One who is a strict disciplinarian.
(b) One who knows his subject well.
(c) One who has no interest in teaching.
(d) One who teaches moral values.
61. A teacher can establish rapport with students by
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(a) Playing the role of a guide who desires to help them.
(b) Becoming a figure of authority.
(c) Impressing the students with knowledge.
(d) Implementing strict rules.
62. The quality of teaching can be assessed

(a) By the result in annual exam.
(b) By the attendance of students.
(c) By the quality of interaction of students in the class.
(d) By the silence in the class.
63. Which of the following is the least important aspect of the teacher’s role in
the guidance of learning? (a) The development of insight to overcome the pitfalls
and obstacles.
(b) The development of insight into what constitutes an adequate performance.
(c) The provision of encouragement and moral support.
(d) The provision of continuous diagnostic and remedial help.
64. Which of the following should not be the main role of the teacher at the
higher educational level?
(a) Provide information to students.
(b) Promote self-learning in the students.
(c) Encourage healthy competition among students.
(d) Help the students to solve their personal problems.
65. Arrange the following activities of interaction in logical order.

(i) Analysis of the work done
(ii) Planning and preparation
(iii) Presentation of material
(iv) Modification and improvement
(a) (i), (ii), (iii) and (iv) (b) (ii), (iii), (i) and (iv)
(c) (iv), (i), (ii) and (iii) (d) (i), (iii), (iv) and (ii)
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66. Effective teaching means all of the following except
(a) A teacher teaches with enthusiasm.
(b) A teacher finds fault in his students.
(c) A teacher puts emphasis more on teaching than on class control.
(d) A teacher is interested in making the subject matter understood rather than
on completing the course.
67. If some students fail in the examination, it is the fault of

(a) The teacher (b) The principal
(c) Students themselves (d) It cannot be generalized
68. A teacher who is not able to draw the attention of his students should
(a) Evaluate his teaching method and improve it
(b) Resign from the post
(c) Find fault in his pupils
(d) Start dictating
69. The primary task of a teacher is

(a) To teach the prescribed curriculum.
(b) To stimulate and guide student’s learning.
(c) To provide diagnostic and remedial instructional facilities wherever desired.
(d) To promote habits of conformity to adult demands and expectations.
70. Which of the following teacher’s behaviour suggests a dimension of

‘unsuccessful’ teacher behaviour? A teacher who is
(a) Always motivating students
(b) Business-like and friendly approach
(c) Aloof and focused on routine tasks
(d) Understanding and sympathetic
71. A teacher
(a) Should provide overview of the topic to be taught in the class.
(b) Should have good communication skills.
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(c) Should command over his subject.
(d) All the above
72. Which of the following is desirable from a new teacher as his/her professional
responsibility?
(a) Changing the course curriculum.
(b) Cooperate with the fellow teacher despite the differences.
(c) Follow the procedures of the institute.
73. The greatest important cause of failure in beginning for a teacher lies in the
area of
(a) Interpersonal relationship (b) Verbal ability
(c) Knowledge of the teacher (d) Tight handling of the students
74. ‘Mirambaka’—The school based on ideas of free progress education was

advocated by
(a) M. K. Gandhi (b) Vivekananda
(c) John Dewey (d) Aurobindo
75. The most important single factor of success for a teacher in the beginning of
teaching career is
(a) Verbal fluency and organizational ability.
(b) Positive attitude and outlook towards life.
(c) Personality and ability to adjust to classroom.
(d) Competence and professional ethics.
76. For a teacher in higher educational institution, which of the following is the
best option to do in leisure time?
(a) Taking rest in teacher’s room (b) Reading magazines in library
(c) Talking to administrative staff (d) Doing research
77. What are the components of Tyler’s model of curriculum?
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(a) Aims, subject content, teaching, evaluation.
(b) Purpose, educational experiences, effective organization of experiences,
verification of goal.
(c) Aims of education, organization of content, testing, feedback .
(d) Subject content, teaching, learning, testing.
78. The experienced teachers do not require the detailed lesson plan of a topic
because
(a) They can teach more effectively without its help.
(b) There are just few curious students in the class.
(c) The teacher is not likely to face any challenges from students even if they are
wrong.
(d) They can equip themselves with brief outline as they gain specialization in it
through experience.
79. The ideal teacher

(a) Covers the whole syllabus in class.
(b) Helps his students in learning.
(c) Is a friend, philosopher and guide.
(d) Is a strict disciplinarian.
80. The field of education is permeated by conflicts and misconceptions because

(a) Subjectivity of interpretation.
(b) Problems are not amenable to rigorous scientific investigation.
(c) Lack of good teaching methods.
(d) All the above
81. In the introduction part of a lesson plan, a teacher aims to get student’s
(a) Assignments (b) Aptitude
(c) Attention (d) Abilities
82. With the development of technology, the role of a teacher in future will be
(a) To provide information (b) To develop new textbooks
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(c) To guide students (d) To use the Internet in teaching
83. Which of the following is not a level of teaching learning?

(a) Differentiation level (b) Memory level
(c) Reflective level (d) Understanding level
84. What does the cognitive domain of Bloom’s Taxonomy of Educational

Objectives affect in learners? (a) Thoughts (b) Emotions
(c) Skills (d) All the above
85. Integral education concept is propounded by

(a) Sri Aurobindo (b) Mahatma Gandhi
(c) Swami Dayanand (d) Swami Vivekananda
86. The standard of education can be raised by

(a) Appointing good teachers
(b) Providing physical facilities in schools
(c) Reforming examination system
(d) Providing computer in schools
87. Which of the following skills are needed for the present-day teacher to adjust
effectively with classroom teaching?
I. Knowledge of technology
II. Use of technology in teaching learning
III. Knowledge of students’ needs
IV. Content mastery
Codes:
(a) I and III (b) II and III
(c) II, III, and IV (d) II and IV
88. The primary duty of a teacher is to

(a) Raise the intellectual standards of students
(b) Improve the physical standards of students
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(c) Help in all-round development of students
(d) Imbibe value system in students
89. Which one of the following is the most important quality of a good teacher?
(a) Punctuality and sincerity (b) Content mastery
(c) Content mastery and reactive (d) Content mastery and sociable
90. The primary responsibility for the teacher’s adjustment lies with
(a) The children (b) The principal
(c) The teacher himself (d) The community
91. Which one of the following statements is correct?

(a) Syllabus is an annexure to the curriculum.
(b) Curriculum is the same in all educational institutions.
(c) Curriculum includes both formal and informal education.
(d) Curriculum does not include methods of evaluation.
92. A successful teacher is one who is

(a) Compassionate and disciplinarian
(b) Quite and reactive
(c) Tolerant and dominating
(d) Passive and active
93. The most important quality of a good teacher is

(a) Sound knowledge of subject matter
(b) Good communication skills
(c) Concern for students’ welfare
(d) Effective leadership qualities
94. The most important challenge in teaching a resource teacher is

(a) Identification and assessment of the disabled children.
(b) Sensitization of public, parents and peer groups.
(c) Establishing resource room and supplying assisting devices.
(d) Teaching plus curricular activities
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95. Instructional aides are used by the teacher to

(a) glorify the class (b) attract the students
(cc) clarify the concepts (d) ensure discipline
96 Teaching aids can help teachers to make i

(a) teaching interesting an
(b) teaching less burdensome ad
(c) content easy and concrete si
(d) lessons seem fancy bottom
97. An effective teaching aid is one which

(a) is colourful and good looking ,
(b) activates all faculties
(c) is visible to all students
(d) easy to prepare and use
98. Which of the following statements is incorrect regarding Traditional Teaching
Method?
(a) It follows teacher-centred approach :
(b) Based on memorization of facts, objective information and correct
knowledge,
(c) Collaborative learning and problem-based learning is a key aspect of this
method,
(d) It has more interaction between the teacher and student.
99. Digitization in teaching, learning assessment and feedback improves ......

(a) learning process
(b) social responsibility
(c) civic engagement
(d) All of the above
100. Which Teaching Method has the ability to engage the students in subjective
activities and enhance their cognitive skills?
(a) Traditional teaching
(b) Modern teaching
(c) ICT-based teaching
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101. The use of teaching aids is justified if there is :

(a) attracting student's attention.
(b) effective engagement of students in learning.
(c) optimized learning outcomes.
(d) minimized indiscipline problems.
102. For a teacher, which of the following methods would be correct for writing
on the blackboard?
(a) Writing fast and as clearly as possible.
(b) Writing important points as clearly as possible.
(c) Writing the matter first and then writing the answer as stated by them,
(d) None of the above,
103. You are planning to teach human anatomy. The most suitable teaching aid
would be to
(a) put up a chart on human anatomy
(b) show the learners' model of the human body
(c) show them MS Power Point presentations and videos depicting location and
functions of part of the human body
(d) read from the text and simultaneously explaining verbally.
104. A teacher uses audio-visual aids and physical activities in her teaching
because they
(a) provide a diversion to learners
(b) utilise maximum number of senses to enhance learning
(c) provide relief to the teacher
(d) facilitate effective assessment,
105 A smart classroom is a teaching space which has

I. smart portion with a touch panel control system
II. PC/Laptop connection and DVD/VCR player,
III, document camera and specialised software,
IV. projector and screen,
Select the correct answer from the codes given below
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(a) I and II
(b) II and IV
(c) I, II and III
(d) I, II, III and IV
106 Assertion (A) For an effective classroom communication at times it is

desirable to use the projection technology.
Reason (R) Using the projection technology facilitates extensive coverage of
course contents. (a) Both A and R are true and R is the correct explanation of A
(b) Both A and R are true, but R is not the correct explanation of A
(c) A is true, but R is false
(d) A is false, but R is true
107. Learning environment refers to :

(a) a way to describe the universal classroom.
(b) an ideal classroom.
(c) the physical, psychological and instructional atmosphere in a classroom.
(d) best environmental setting.
108 How can teachers create a positive learning environment?

(a) Create bright, clean and organized spaces.
(b) Make learning relevant.
(c) Developing a positive action curriculum.
(d) All of the above.
109. The essence of effective classroom environment is

(a) a variety of teaching aids
(b) lively student-teacher interaction
(c) strict discipline
110 ............. are the pre-requisites for providing proper environment to quality
learning.
(a) Infrastructural facilities or resources
(b) School activities
(c) Sports and games
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111. Understanding theories and principles of children’s learning is of
fundamental importance
(a) For effective teaching.
(b) For effective curriculum planning.
(c) For motivation of the learner.
(d) All the above
112. The most appropriate meaning of learning is
(a) Inculcation of knowledge
(b) Modification of behaviour
(c) Personal adjustment
(d) Acquisition of skills
113. Teachers knowledge on student’s needs and interests are covered by the
subject
(a) Philosophy of education
(b) Psychology of education
(c) Sociology of education
(d) Politics of education
114. The most important challenge before a teacher is [June 1997]

(a) To maintain discipline in the class.
(b) To make students do their homework.
(c) To prepare question paper.
(d) To make teaching-learning process enjoyable.
115. The psychological aspects of the classroom are best managed by

(a) The class teacher (b) The subject teacher
(c) The principal (d) The student themselves
116. Students can be classified into four types on the basis of their learning.
Which one of the following seeks meaning and reasoning to the learning?
(a) Innovative learner (b) Analytic learner
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(c) Common sense learner (d) Dynamic learner
117. Instruction that takes into account various types of learners and learning
styles and is adapted accordingly is said to be
(a) Teacher-centred (b) Differentiated
(c) Direct instruction (d) None of the above
118. A heavy emphasis on measurable outcomes leads to

(a) Rote learning (b) Memorization
(c) Both (a) and (b) (d) None of the above
119. Teachers who are enthusiastic in the classroom teaching

(a) Lack proficiency in the subjects, which stays hidden under their enthusiasm.
(b) Simply dramatize to hold the student’s attention.
(c) Involve their students in the teaching-learning process.
(d) All the above
120. Diversity in student demographics requires common academic standards to

(a) Provide a common benchmark for assessment.
(b) Promote genuine learning for high-performing students.
(c) Ensure that all states have the same requirements as required by the Central
government.
121. Intuitive thinking

(a) Is part of the process of discovery.
(b) Has been encouraged by traditional teaching.
(c) Is not a cognitive process.
122. While presenting your ideas in a classroom it is better to

(i) Recognize that there can be other views.
(ii) Recognize that students are not a homogenous mass.
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(iii) Take dissenting views also in consideration.
(a) Both (i) and (iii) (b) Only (iii)
(c) Only (ii) and (iii) (d) (i), (ii) and (iii)
123. ‘Individual differences’ in learning process are given the least importance in
(a) Naturalism (b) Realism
(c) Idealism (d) Pragmatism
124. Arrange the following experimental learning activities adopted by a teacher

in cyclic order.
(i) Accommodation (ii) Converging
(iii) Assimilation (iv) Diverging
Codes:
(a) (i), (ii), (iii) and (iv) (b) (iv), (iii), (ii) and (i)
(c) (ii), (iii), (iv) and (i) (d) (iii), (i), (ii) and (iv)
125. We usually say that no two students are alike. They may differ from each
other in terms of
(a) Upbringing and social status (b) Aptitude
(c) Attitude (d) All the above
126. Reinforcement is provided by any factor that increases the probability that a
response will be repeated. Which of the following can be factors of
reinforcement?
(a) Praise (b) Token reward
(c) Simply succeeding in a task (d) All the above
127. When you complete your math’s exercise, you can play the computer game.
Using such kind of reinforcement wherein student’s favourite activity can be used
to reinforce a student’s engagement in a less popular activity is termed as
(a) Premack principle (b) Thorndike law
(c) Pavlov experiment (d) None of the above
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128. Morphographs is the term associated with

(a) Corrective spelling (b) Corrective reading
(c) Corrective learning (d) Corrective behaviour
129. Which of the following description(s) apply in context of constructivist

approach and cognitive theory of learning?
(a) Learners as active participants in learning process.
(b) Seeking to interpret.
(c) Using multiple sources of information.
(d) All the above
130. Organized bodies of knowledge that we build up about particular objects,

situations or phenomena are termed as
(a) Schemas or mental schemata (b) Memory
(c) Cognition (d) None of the above
131. The taking in of new information is termed as

(a) Assimilation (b) Accommodation
(c) Cognition (d) Reception
132. The term which is used to refer to the variety of ways in which teachers and
others help or support learners to move beyond their current level of
understanding by giving them cues, suggestions or even direct guidance at
appropriate moments in their investigations or activities is known as
(a) Scaffolding (b) Cognition
(c) Reinforcement (d) None of the above
133. The changes in behaviour (learning) are the net result of environmental
influences, interacting with innate predispositions and processes within the
learner
(a) Neo-behavioural theory (b) Cognitive theory
(c) Behavioural theory (d) None of the above
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134. The students or individuals may develop beliefs ( positive or negative) about
their own ability to cope effectively in a variety of situations. This can be termed
as
(a) Self-efficacy (b) Self-regulation
(c) Ego (d) Confidence
135. The ability of an individual to think about one’s own thought processes, self-
monitor and modify one’s learning strategies as necessary is termed as
(a) Metacognition (b) Self-regulation
(c) Simple cognition (d) None of the above
136. Teachers blame a student’s learning problems on

(a) Lack of motivation (b) Lack of intelligence
(c) Casual parental attitude (d) None of the above
137. The memory that refers to our memory of meaningful facts, rules,
definitions, concepts and principles is termed as
(a) Semantic memory (b) Episodic memory
(c) Procedural memory (d) None of the above
138. An individual’s awareness of his or her own memory processes and the ways
in which storage and retrieval of information can be enhanced is termed as
(a) Semantic memory (b) Episodic memory
(c) Procedural memory (d) Meta memory
139. Which of the following can impact process listening in an adverse manner?
(a) Excess of listened material – message overload
(b) Very high speed of speaking
(c) A good amount of hearing loss
(d) All the above
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140. The most important aspect of communication, which is listening can be
improved by
(a) Linking listening to monetary reward system.
(b) Making the contents interesting and need based.
(c) Enhancing voice effectiveness and impressiveness.
(d) All the above
141. Listening to a lecture is basically

(a) Informational listening
(b) Evaluative listening
(c) Emphatic listening
(d) Dynamic Listening
142. The evaluative listening is basically about

(a) To accept or reject an idea given to the listener.
(b) To evaluate the speaker’s credibility and personality.
(c) Both (a) and (b).
143. According to Francis Gallon, heredity does not go to immediate parents but
to remote ancestors. Only 50% of the heredity is due to
(a) Parents (b) Great-grandparents
(c) Grand parents (d) None of the above
144. Arrange the following teaching processes in order.

(i) Relating the present knowledge with the previous knowledge.
(ii) Evaluation
(iii) Re-teaching
(iv) Formulation of teaching objectives.
(v) Presentation of materials.
Codes:
(a) (i), (ii), (iii), (iv), (v) (b) (ii), (i), (iii), (iv), (v)
(c) (v), (iv), (iii), (i), (ii) (d) (iv), (i), (v), (ii), (iii)
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145. A student helps a teacher to solve the problem during the course of lecture
in classroom. He is
(a) An emphatic listener (b) An evaluative listener
(c) A realistic listener (d) None of the above
146. The process of communication enhances through

(a) The feeling of belongings and commonness.
(b) Security and freedom to make choices.
(c) Informal environment
(d) All the above
147. Which one of the following is a product of learning?

(a) Intelligence (b) Maturation
(c) Skills (d) Memory
148. Which of the following explains the mental growth most suitably?
(a) A growth pattern runs parallel to the physical growth.
(b) It is an erratic pattern.
(c) It is not an erratic pattern.
(d) Uniform rise to the middle teens and gradual levelling off during middle
twenties.
149. While comparing hearing and listening, we can say that

(a) Hearing is a physical process and listening is a psychological process.
(b) Hearing is a psychological process and listening is a physical process.
(c) Both are mainly physical processes.
(d) Both are biological processes.
150. Which of the following statements is true?

(a) The human relationships are not affected by listening.
(b) When communicating, college students spend over half of their lives listening.
(c) Listening constitutes just a small fraction of our overall communication.
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(d) None of the above.
151. When a person listens and attempts to understand the other person’s
viewpoint, it can be termed as
(a) Active listening (b) Empathetic listening
(c) Critical listening (d) None of the above
152. Which gender tends to listen in order to solve problems, is less attentive to
nonverbal cues and interrupts to switch topics?
(a) Men (b) Women
(c) Both genders (d) Neither gender
153. Critical thinking

(a) Focuses solely on the details instead of the main point.
(b) Ignores the context in which communication is occurring.
(c) Is important when making judgments about the message being presented.
(d) Is only associated with listening.
154. Asking questions to clarify information, paraphrasing messages and

identifying confusing areas are basically
(a) Barriers to listening.
(b) Listening for fun.
(c) Techniques for checking your understanding of a message.
155. Suggestions for lecture listening include

(a) Focusing on the delivery part and avoiding summarizing and reviewing the
information.
(b) Poor attention in order to think creatively, listening for details and ignoring
lecture cues.
(c) Not to make notes so as to focus better on lecture and message delivery.
(d) Finding areas of interest to you, avoiding distractions and listening for main
ideas.
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156. The ability to locate, evaluate and effectively use information is an important
trait known as
(a) Critical thinking (b) Information literacy
(c) Hearing (d) Selective attention
157. At primary level, it is better to teach in mother language because

(a) It develops self-confidence in children.
(b) It makes learning easy.
(c) It is helpful in intellectual development.
(d) It helps children to learn in natural atmosphere.
158. The best approach to motivate students is by

(a) Giving them suitable prizes.
(b) Providing them proper guidance.
(c) Giving examples all the time.
(d) Delivering speech in class.
159. The best way a teacher can try to inculcate good values among students is
(a) Storytelling
(b) By developing sense of discipline.
(c) Ideal behaviour of teacher themselves.
(d) To take their parents into confidence.
160. How the students should be motivated to get success in life?

(a) Selected study (b) Incidental study
(c) Intensive study (d) Rote learning
161. The problem of absenteeism can be tackled in a better way through

(a) Reduction of the weight of curriculum.
(b) Sympathy of teachers.
(c) Attractive environment of the school.
(d) Motivation of the students.
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162. The best remedy of a student’s problems related with learning is

(a) Suggestion for hard work
(b) Supervised study in library
(c) Suggestion for private tuition
(d) Diagnostic teaching
163. Emotional adjustment of students is effective in

(a) Personality formation (b) Class teaching
(c) Discipline (d) All the above
164. Who among the following is described as ‘Father of Psychoanalysis’?
(a) Erik H. Erikson (b) Jean Piaget
(c) Jerome S. Bruner (d) Sigmund Freud
165. The main proponent of the cognitive theory of teaching is

(a) N. L. Gage (b) Shiv Kumar Mitra
(c) B. F. Skinner (d) McDonald
166. Practical knowledge of language is learnt at

(a) School (b) Language laboratory
(c) Language teaching (d) Language instruction
167. In which domain does the following objective fall? At the end of the lesson,
the learner should be able to hit the football using the head.
(a) Affective domain (b) Cognitive domain
(c) Psychomotor domain (d) Both (a) and (c)
168. Planning or arranging the student’s environment in order to predict the

consequences of a student’s behaviour is referred to as
(a) Prompting (b) Reinforcement
(c) Shaping (d) Stimulus control
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169. Which theory of learning has found that knowledge of internal processes is
crucial to the understanding of learning?
(a) Cognitive theory (b) Stimulus–response theory
(c) Operant conditioning theory (d) Classical conditioning theory
170. Which aspect of evaluation is used when a teacher ensures that students
complete an exercise in mathematics and also makes sure that instructions are
clear and specific?
(a) Validity (b) Practicality
(c) Reliability (d) Consistency
171. Which of the following is not a characteristic of a slow learner?

(a) Limited vocabulary (b) Short span of attention
(c) Abstract thinking (d) Limited range of interests
172. A teacher used the following statement to change the behaviour of a student
who was a smoker. ‘Smoking is healthy for the nation’. This is an example of:
(a) Cognitive dissonance (b) Conceptual conflict
(c) Meaningful learning (d) Challenge
173. The best way to memorize is

(a) Study for long time
(b) To understand the concept
(c) To read loudly
(d) To write the concept
174. Attitudes, concepts, skills, and knowledge are products of

(a) Learning (b) Research
(c) Heredity (d) Explanation
175. Which of the following is not a product of learning?

(a) Attitudes (b) Concepts
(c) Knowledge (d) Maturation
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176. Some students in a class exhibit great curiosity for learning. It may be
because such children
(a) are gifted
(b) come from rich families
(c) show artificial behaviour
(d) create indiscipline in the class
177. Good teaching is best reflected by

(a) attendance of students
(b) number of distinctions .
(c) meaningful questions asked by student
(d) pin drop silence in the class
178. To maintain interest among students in class, a teacher should

(a) make maximum uses of teaching aids,
(b) discuss
(c) ask questions intermittently
179. In the classroom, the teacher sends the message either as words or images.
The students are really
(a) encoders (b) decoders
(c) agitators (d) propagators
180. “A diagram speaks more than 1000 words.” The statement means that the
teacher should (a) use diagrams in teaching
(b) speak more and more in the class
(c) use teaching aids in the class
(d) not speak too much in the class
181. If you get an opportunity to teach a visually challenged student along with
normal students, what type of treatment would you like to give him in the class?
(a) Not giving extra attention because majority may suffer
(b) Take care of him sympathetically in the classroom
(c) You will think that blindness is his destiny and hence you cannot do anything
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(d) Arrange a seat in the front row and try to teach at a pace convenient to him
182 Which of the following is not instructional material?

(a) Overhead Projector
(b) Audio cassette
(c) Printed material
(d) Transparency
183. Books can be a powerful source of communication, provided

(a) the content is abstract
(b) the content is illustrative
(c) the medium is Hindi
(d) the content is presented through good print
184 As regards the use of blackboard in the class, what arrangements should be
made for the students with weak eyesight?
(a) They should be provided with spectacles
(b) They should be asked to read that is written on the blackboard
(c) They should be given front seats
(d) Special arrangement should be made for them
185. If a seminar or conference is being conducted in your city concerning

education, what will you do?
(a) I will take part in it without the permission of the principal
(b) I shall seek the permission of the principal
(c) I shall take leave from the school
(d) I shall take no interest in it.
186. Better classroom management means

(a) effective group work and interaction among the students
(b) proper planning and preparation in developing suitable teaching aids
(c) punctuality of the teachers and ability to complete course in time
187. For maintaining an effective discipline in the class, the teacher should
(a) allow students to do what they like
(b) deal with the students strictly
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(c) give the students some problem to solve
(d) deal with them politely and firmly
188. Which of the following statements is correct?

(a) Syllabus is a part of curriculum
(b) Syllabus is an annexure to curriculum
(c) Curriculum is the same in all educational institutions affiliated to a particular
university
(d) Syllabus is not the same in all educational institutions affiliated to a particular
university
189. Discussion in class will be more effective if the topic of discussion is the
(a) not introduced
(b) stated before the start of the discussion
(c) written on the board without introducing it
(d) informed to the students in advance
190. A teacher can achieve maximum on involvement of the students in

developing the lesson through the
(a) lecture method
(b) discussion method
(c) use of teaching aids
(d) demonstration method
191. Questioning, in teaching, is most useful in

(a) ensuring active participation of learners in to the classe
(b) rote memorisation of facts by the learners
(c) disciplining the learners
(d) preparing learners for examination
192 Arrange the following teaching process in order.

I. Relate the present knowledge with previous one
II. Evaluation
III. Re-teaching her
IV. Formulating instructional objectives
V. Presentation of instructional materials
Codes
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(a) I, II, III, IV, V (b) II. I. III. IV. V
(c) V, IV, III, I, IIS (d) IV, I, V, II, III
193. Which of the following should a teacher adopt in a lecture?

(a) Precise and low tones
(b) Elongated tone
(c) Precise and high tone
(d) Moderate tone
194. The lecture method is an effective way to

(a) introduce new information/concepts
(b) introduce a new skill
(c) assess understanding of learners
(d) stimulate participation of learners
195. Lecture as a teaching method can be more effective if a teacher

(a) reads from his/her notés
(b) uses prepared pointers and organises discussions around the same
(c)teaches extempore
(d) enriches the content of lectures with appropriate examples from other
disciplines
196. Which of the following is considered the oldest teaching method?

(a) Demonstration method
(b) Lecture method
(c) Micro-teaching method
(d) Seminar method
197. The lecture method is useful when a teacher is dealing with

(a) large group (b) junior classes
(c) small group (d) training the group
198. While delivering a lecture if there is some disturbance in the class, then a
teacher
should
(a) keep quiet for a while and then go on
(b) not bother about what is happening in the class
(c) punish those causing the disturbance
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199. Which of the following statement is not correct?

(a) Lecture method can develop reasoning
(b) Lecture method can develop knowledge
(c) Lecture method is one way process,
(d) During lecture method students are passive
200. Maximum participation of students during teaching is possible through

(a) lecture method
(b) demonstration method
(c) inductive method
(d) textbook method
201. Demonstration refers to a teaching method in which learners,

(a) do the process on their own.
(b) work in groups and complete the process
(c) read from the text and internalise the steps of the process
(d) are provided with an opportunity to observe for themselves the object or
processes that they wish to learn
202. If the focus of learning is to increase skills, the most suitable methods of
teaching would be
(a) learning by doing
(b) demonstration
(c) discussion
(d) All of these
203. Which one of the following is the best method of teaching?

(a) Lecture on (b) Discussion
(c) Demonstration (d) Narration
204. Team teaching has the potential to develop

(a) competitive spirit (b) cooperation
(c) the habit of supplementing the teaching of Joa bure each other hot pho tos
(d) highlighting the gaps in each other's teaching
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205. Which of the following methods of teaching encourages the use of maximum
senses?
(a) Problem-solving method
(b) Laboratory method
(c) Self-study method
(d) Team teaching method
206 In order to promote direct learning which of the following methods would be
best suited?
(a) Discussion session (b) Project method.
(c) Team teaching method (d) Lecture with examples
207. Micro teaching is more effective .

(a) during preparation for teaching practice
(b) during teaching practice
(c) after the teaching practice
(d) always
208. Which one of the following is a scaled down teaching situation?

(a) Macro teaching
(b) Team teaching
(c) Cooperative teaching
(d) Micro teaching
209. Maximum participation of students is possible in teaching through

(a) discussion method
(b) lecture method
(c) audio-visual aids
(d) textbook method
210. The best method of teaching is to

(a) impart information
(b) ask students to read books
(c) suggest good reference material,
(d) initiate a discussion and participate in it
211. Discussion method can be used when
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(a) the topic is very difficult
(b) the topic is easy
(c) the topic is difficult
212 Discussion in class will be more effective if the topic of discussion is

(a) not introduced botando
(b) stated before the start of the discussion
(c) written on the board without introducing it
(d) informed to the students in advance
213. Which method of teaching is known as "Socratic Method of Teaching"?

(a) Question and Answer Teaching Method
(b) TV or Video Presention
(c) Seminar Method
(d) Brain Storming Method
214. Which among the following method is used for drilling and practicing
simulation and modelling?
(a) Kinesthetic Method
(b) Hemistric Method
(c) Compute assisted learning
215. Which of the following is/are considered as the offline method(s) of

teaching?
I. Team-teaching method
II. Discussion method
III. Project method
IV. Demonstration methods
Codes
(a) Only I (b) I, II and III
(c) II and IV (d) All of these
216. Which of the following is the example of online method of teaching?

I. SWAYAM II. Swayamprabha
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III. MOOCs
Codes
(a) Only I (b) I and II
(c) II and III (d) All of these
217. SWAYAM online method of teaching was launched in which year?

(a) 2000 (b) 2003,
(c) 2010 (d) 2017
218. Consider the following statements about SWAYAM.

I. SWAYAM is designed to achieve the three cardinal principles of education policy
i.e.
access, equity and quality to all.
II. It promotes E-learning.
III. It provides opportunities for a life-long learning.
Which of the following statements is/are correct?
(a) Only I (b) I and II
(c) II and III (d) All of these
219. Swayamprabha is an online learning platform which consists of how many T.

V. channels?
(a) 12 (b) 20
(c) 32 (d) 44
220. MOOCs was set up in which year?

(a) 2000 (b) 2003
(c) 2008 (d) 20011
221. Choose the correct option.

(a) Computer aided education may replace teachers
(b) Online teaching is more effective than face to face teaching
(c) Teacher can be assisted by computer aided education
(d) Online and offline teaching can both replace each other
222. The teacher introduces a mathematical formulae and rules by showing a

video. The teacher gives lot of meaningful examples to demonstrate the
application. It is
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(a) the deductive approach
(b) the inductive approach
(c) the laboratory method
223. CHEER stands for

(a) Children Enrichment Education through Radio
(b) Child Health Education Electronic Recording
(c) Children for Engineers and Energy Requirement
224. Educational TV was first introduced in India during

(a) 1961 (b) 1959
(c) 1968 (d) 1961
225. SITE stands for

(a) System for International Technology and Engineering
(b) Satellite Instructional Television Experiment
(c) South Indian Trade Estate
226. When an action or response produces a pleasant or rewarding outcome that

behaviour is likely to be repeated and responses that bring displeasure or pain are
likely to weaken and fade, it is called
(a) Thorndike’s law of effect
(b) Thorndike’s law of exercise
227. National Literacy Mission was established in

(a) 1996 (b) 1988
(c) 1999 (d) 2000
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228. The main aim of National Council for Teacher Education is
(a) To open colleges of education.
(b) To promote research in education.
(c) To maintain standards in colleges of education.
(d) To provide grant to colleges of education.
229. Kindergarten system of education was constituted by

(a) T. P. Nunn (b) Spencer
(c) Froebel (d) Montessori
230. ‘National Council of Educational Research and Training’ was established in

(a) 1961 (b) 1962
(c) 1963 (d) 1964
231. The main purpose of new education policy is

(a) To provide equal opportunity of education to all.
(b) To improve the whole education system.
(c) To link education with employment.
232. It is desirable that students play games in the campus as

(a) It makes them physically fit.
(b) It lessens the burden on the teacher.
(c) It develops cooperation and physical balance.
233. Family is the main agency of

(a) Informal education
(b) Formal education
(c) Non-formal education
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234. To whom the responsibility of organization of curricular activities should be
stored with?
(a) The principal
(b) The teacher who is appointed for this work.
(c) The teachers who take interest in it.
(d) All the teachers
235. The aim of education should be

(a) To develop vocational skills in the students.
(b) To develop social awareness among students.
(c) To prepare the students for examination.
(d) To prepare the students for practical life.
236. The contribution of taxpayers in primary education is in the form of

(a) Income tax
(b) Tuition fee
(c) Paying money for individual tuition
(d) Educational cess
237. The priority to girls education should be given because

(a) The girls are more intelligent in comparison than the boys.
(b) The girls are lesser in number than boys.
(c) The girls were badly discriminated in favour of boys in the past.
(d) Only girls are capable of leading for social change.
238. The success of integrated education depends on

(a) The support of community.
(b) The excellence of textbooks.
(c) The highest quality of teaching-learning material.
(d) The attitudinal changes in teachers.
239. The quality of school education exclusively depends upon

(a) Infrastructural facilities
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(b) Financial provisions
(c) International support
(d) The quality of teacher’s education
240. The idea of Basic Education was propounded by

(a) Dr. Zakir Husain
(b) Dr. Rajendra Prasad
(c) Mahatma Gandhi
(d) Rabindranath Tagore
241. The in-service teacher training can be made more effective by

(a) Using training package which is well prepared in advance.
(b) Making it a residential programme.
(c) Using cooperative approach.
(d) Practicing training follow-up procedures.
242. Who developed the interaction analysis category system in education for
increasing the teacher’s effectiveness?
(a) Flander (b) Rayon
(c) Amidon and Simon (d) Richard Over
243. One of the important theories of moral development was proposed by

(a) Lawrence Kohlberg (b) Erich Fromm
(c) Daniel Coleman (d) Benjamin Bloom
244. Character is developed by

(a) Will power (b) Conduct and behaviour
(c) Morality (d) All the above
245. Spare the rod and spoil the child. This assumption is related to the type of
discipline which has been advocated
(a) By naturalist philosophy
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(b) By pragmatist philosophy
(c) In Victorian era
(d) In democratic era
246. The determinant of teaching skill training is

(a) Components
(b) Pupil-teacher
(c) Supervisor
(d) Headmaster
247.. Which of the following is an approach to educational planning?

(a) Manpower approach
(b) Social demand approach
248. ‘Man is born free but everywhere he is in chains’. This statement was given
by
(a) Abraham Maslow
(b) Jean-Jacques Rousseau
(c) John Dewey
(d) W. H. Kilpatrick
249. The purpose of National Education Policy is

(a) Universalization of primary education.
(b) Vocationalization of education.
(c) To review the education.
(d) To give equal opportunity of education to all.
250. The academic performance of students can be improved if parents are

encouraged to
(a) Supervise the work of their wards.
(b) Arrange for extra tuition.
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(c) Remain unconcerned about it.
(d) Interact with teachers frequently.
251. If a parent approaches the teacher to do some favour to his or her ward in
the examination, the teacher should
(a) Try to help him.
(b) Ask him not to talk in those terms.
(c) Refuse politely and firmly.
(d) Ask him rudely to go away.
252. When the children become mischievous and disobedient in the classroom,
the teacher should examine
(a) Home background of the students.
(b) Influence of outside elements in class.
(c) Teaching methods and subject knowledge.
(d) Co-curricular and other attractions in the school.
253. Diagnostic evaluation ascertain

(a) students performance at the beginning of instructions
(b) learning progress and failures during instructions
(c) degree of achievements of instructions at the end
(d) causes and remedies of persistent learning problems during instructions
254. Which of the following is not a he characteristic of a good achievement test?

(a) Reliability (b) Objectivity
(c) Ambiguity (d) Validity
255 By which of the following methods the true a evaluation of the students is
possible?
(a) Evaluation at the end of the course
(b) Evaluation twice in a year
(c) Continuous evaluation on
(d) Formative evaluation
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256. In teaching, the most effective method of evaluation is
(a) continuous and comprehensive evaluation throughout the term
(b) conducting annual examination
(c) maintaining cumulative records of students
(d) semester system evaluation
257. Evaluation of learning outcomes means

(a) gathering evidences related to students learning
(b) making judgements on the basis of e gathered evidences related to students
learning
(c) formal testing
(d) awarding numerical scores
258. Which of the following indicates evaluation?

(a) Ram got 45 marks out of 200
(b) Mohan got 38 per cent marks in English
(c) Shyam got first division in final examination
259. Which of the following is the most important characteristic of Open Book
Examination System?
(a) Students become serious
(b) It improves attendance in the classroom
(c) It reduces examination anxiety amongst students
(d) It compels students to think
260. Which one of the following types of evaluation assesses the learning
progress to Po provide continuous feedback to both teachers and students during
instruction?
(a) Placement evaluation
(b) Formative evaluation
(c) Diagnostic evaluation
(d) Summative
261. While delivering lecture if there is some disturbance in the class, a teacher
should
(a) keep quiet for a while and then continue
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(b) punish those causing disturbance
(c) motivate to teach those causing disturbance
(d) not bother of what is happening the class
262. Failure of teacher to communicate his ideals well to the students may result
in
(a) classroom indiscipline
(b) loss of students interest in topic being de taught
(c) increased number of absentees in the class
263. Which of the following is not an advantage of Choice Based Credit System?
(a) It helps learners to pursue their courses at different times.
(b) It has broadened the base of education System.
(c) Stress and anxiety of learners can be reduced through it.
(d) Chance of subjectivity is maximum, as internal evaluation has 40% weightage..
264. Which of the following is a true statement regarding Computer Based

Testing?
(a) Online teaching techniques make the process of CBT.
(b) CBT focuses on a complete delivery model APR di that encompasses
preparation and testing
(c) With CBT, the probability of error and bias increases.
(d) Although pricey, CBT is flexible and accessible.
265. Sometimes test are taken without notice. What is their use?
(a) Surprise test help in correct evaluation of students knowledge
(b) These tests can be taken when teacher has not prepared a lesson/topic
(c) They compel the students to study 1 regularly
266. Good evaluation of written material is not based on which of the following?
(a)Comprehension of subject
(b) Logical presentation
(c) Ability to write what is read
(d) Linguistic expression
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267. What of the following attributes denote great strengths of a teacher?

(1) Full-time active involvement in the institutional management
(2) Setting examples
(3) Willingness to put assumptions to the test
(4) Acknowledging mistakes
Select the correct answer from the codes given below:
(a) (1), (2) and (4) (b) (2), (3) and (4)
(c) (1), (3) and (4) (d) (1), (2), (3) and (4)
268. What are required for good teaching?

(1) Diagnosis (3) Direction
(2) Remedy (4) Feedback
Select the correct answer from the codes given below:
(a) (1), (2) (3) and (4) (b) (1) and (2)
(c) (2), (3) and (4) (d) (3) and (4)
269. Select the alternative which consists of positive factors contributing to

effectiveness of teaching:
List of factors:
(1) Teacher's knowledge of the subject.
(2) Teacher's socio-economic background.
(3) Communication skill of the teacher.
(4) Teacher's ability to please the students.
(5) Teacher's personal contact with students.
(6) Teacher's competence in managing and monitoring the classroom
transactions.
Codes:
(a) (2), (3) and (4) (b) (3), (h) and (6)
(c) (2), (4) and (5) (d) (1), (3) and (6)
270. Which of the following set of statements represents acceptable propositions

in respect of teaching-learning relationships? Choose the correct code to indicate
your answer.
(i) When students fail in a test, it is the teacher who fails.
(ii) Every teaching must aim at ensuring learning.
(iii) There can be teaching without learning taking place.
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(iv) There can be no learning without teaching.
(v) A teacher teaches but learns also.
(vi) real learning implies rote learning.
Codes:
(a) (i), (ii), (iv) and (v) (b) (1). (i), (i) and (v)
(c) (iii), (iv), (v) and (vi) (d) (1). (ii). (v) and (vi)
271. Assertion (A): Learning is a life-long process.

Reason (R): Learning to be useful must be linked with life processes.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true, but is not the correct explanation of (A)
(c) (A) is true, but (R) is false.
(d) (A) is false, but (R) is true.
272. Arrange the following teaching process in order.

(i) Relating the present knowledge with Previous knowledge
(ii) Reteaching
(iii) Evaluation
(iv) Formulation objective
(v) Presentation of materials
(a) (i), (ii), (iii), (iv), (v) (b) (ii), (i), (iii), (iv), (v)
(c) (v), (iv), (iii), (i), (ii) (d) (iv), (i), (v), (iii), (ii)
273. The type of communication that teacher has in the classroom, is termed as
(A) Interpersonal (B) Mass communication
(C) Group communication (D) face-to-face communication
274. Classroom communication must be

(A) Teacher centric (B) Student centric
(C) General centric (D) Textbook centric
275. Which of the following are the basic factors of effective listening?
(A) Opinionating, stare and glare and interruptions
(B) Aggressive questioning, continuous cues and frequent movement
(C) Me-too-ism, glancing sideways, and offering advice
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(D) Acknowledgement of thoughts, reflection and asking open-ended questions
276. Match the items of the first set with that of the second set in respect of
evaluation system. Choose the correct code:
Set -I Set-II
(A) Formative evaluation (i) Evaluating cognitive and co cognitive
aspects with regularity
(B) Summative evaluation (ii) Tests and their interpretations
certain based on a group and certain
yardsticks
(C) Continuous and comprehensive (iii) Grading the final learning outcomes
evaluation
(D) Norm and criterion referenced test (iv) Quizzes and discussions
Codes:
A B C D
(a) (iv) (iii) (i) (ii)
(b) (i) (ii) (iii) (iv)
(c) (iii) (iv) (ii) (i)
(d) (i) (iii) (iv) (ii)
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Previous years’ Questions

UGC-NET 2021
1. Arrange these instructional events for delivering the lesson to students in
sequential order from the beginning to the end.
A. Informing the learner of the objectives
B. Eliciting desired behaviour
C. Gaining attention
D. Presenting the content
E. Providing feedback
Choose the correct answer from the options given below
A. A, D, B, C, E
B. B, C, A, E, D
C. C, A, D, B, E
D. D, C, B, A, E
2. Given below are two statements:

Statement I:- You can make the behaviours you teach, more authentic by
changing the irrelevant aspects or context of what you are teaching as often as
possible and in as many different ways as possible.
Statement II:- To teach behaviour that is authentic, your lesson need not present
content in a way in which it will be used by your learners on assessments, in
subsequent grades, and in the world outside your classroom.
In light of the above statements, choose the most appropriate answer from the
options given below
A. Both Statement I and Statement II are correct
B. Both Statement I and Statement II are incorrect
C. Statement I is correct but Statement II is incorrect
D. Statement I is incorrect but Statement II is correct
3. Which among the following are components of decision traps to illustrate what
needs to be a possible evaluatory framework to monitor the learning process?
A. Overconfidence
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B. Coaching
C. Frame blindness
D. Taking shortcuts
Choose the correct answer from the options given below:
A. A, C and D only
B. A, D and E only
C. B, C and D only
D. B, D and E only
4. The term 'open learning' represent approaches that focus on

A. Opening access to education and training provision
B. Freeing learners from the constraints of time and place
C. Learning and evaluation without a specified curriculum
D. Offering flexible learning opportunities to individuals and groups of learners
E. Making students free from any educational loads
A. A, B and D only
B. A, B and E only
C. A, B and C only
D. B, C and D only
5. India has been attracting only a fraction of international students because of

A. Lack of residential accommodation for foreign students
B. Difficulties in recognition of international qualification
C. Rigid admission process
D. Lack of enthusiasm among teachers
E. Lack of enthusiasm among students
A. . A and B only
B. B and C only
C. C and D only
D. D and E only
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6. Given below are two statements: One is labelled as Assertion (A) and the other is
labelled as Reason (R):
Assertion (A):- The positive feedback from the teacher is necessary to motivate
students.
Reasons (R) :- Continuous criticism of students is the best method to make them
realize positive outcomes in their pursuit of knowledge.
In the light of the above statements, choose the answer from the options given
below:
A. Both (A) and (R) are true and (R) is the correct explanation of (A)
B. Both (A) and (R) are true but (R) is NOT the correct explanation of (A)
C. (A) is true but (R) is false
D. (A) is false but (R) is true
7. What is the name of the mental process that assists learners to reflect on their
thinking by internalizing, understanding, and recalling the contact to be learned?
A. Meta cognition
B. Rubrics
C. Peer tutoring
D. Debriefing
8. Given below are two statements

Statement I: - Working memory has a development trajectory- it increases
throughout childhood and it decreases on ageing
Statement II: - Working memory does not get adversely affected by ongoing
stresses.
In light of the above statements, choose the most appropriate answer from the
options given below
A. Both Statement I and Statement II are correct
B. Both Statement I and Statement II are incorrect
C. Statement I is correct but Statement II is incorrect
D. Statement I is incorrect but Statement II is correct
9. Choice Based Credit System allows students to choose which of the following?
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A. Interdisciplinary
B. Intradisciplinary
C. Skill-oriented papers
D. Open-book examinations
E. Cataloguing services
A. A, B and C only
B. A, D and E only
C. B, C and D only
D. C, D and E only
10.Given below are two statements, one is labelled as Assertion A and the other is
labelled as Reason R Assertion A: - Active participation of all students in a
classroom is an indicator of the teachers' communication skills.
Reason R: - Teachers should focus more on classroom management (as discipline
matters) than instruction.
In light of the above statements, choose the correct answer from the options
given below
A. A is false but R is true
B. A is true but R is false
C. Both A and R are true and R is the correct explanation of A
D. Both A and R are true but R is NOT the correct explanation of A
11.SWAYAM platform was developed by

A. MHRD (now Ministry of Education), Government of India
B. Google
C. Microsoft
D. IIT, Delhi
E. Adobe Inc.
A. A and B only
B. A and C only
C. B and D only
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D. D and E only
12.SARTHAQ is A.
A Government of India initiative to provide psychological support for students and
teachers for mental health and emotional well being.
B. A training programme for teachers launched by the Government of India
C. An organization for supporting the differently abled children
D. Implementation plan for NEP-2020
13.Which among the following methods is commonly used in anthropological

research?
A. Case study method
B. Ethnographic method
C. Life history method
D. Survey method
14.Identify the characteristics of ‘Field-independent learner’

(A) Seeks guidance and demonstrations from teacher
(B) Focuses on details of curriculum materials
(C) Likes to compete
(D) Relates concepts to personal experience
(E) Can organize information by himself or herself
A. (A), (B) and (C) only
B. (A), (C) and (D) only
C. (B), (C) and (E) only
D. (C), (D) and (E) only
15.Given below are two statements: One is labelled as Assertion A and the other is
labelled as Reason R.
Assertion (A): - Teaching support system as provided by ICT based gadgets is
intended to optimise learning and interest in learning material.
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Reasons (R):- Any meaningful support in teaching has to be instrumental in
augmenting learning conditions and outcomes. In the light of the above
statements,
Choose the most appropriate answer from the options given below :
A. Both (A) and (R) are correct and (R) is the correct explanation of (A).
B. Both (A) and (R) are correct but (R) is NOT the correct explanation of (A).
C. (A) is correct but (R) is not correct.
D. (A) is not correct but (R) is correct.
16.Given below are two statements:

Statement I:- Engagement in the learning process refers to the amount of time
students devote to learning in the classroom.
Statement II:- Formative assessment is formal whereas summative assessment is
informal.
In the light of the above statements, choose the correct answer from the options
given below:
A. Both Statement I and Statement II are true.
B. Both Statement I and Statement II are false.
C. Statement I is true but Statement II is false.
D. Statement I is false but Statement II is true.
17.Match List I with List II

List I List II
(Teaching Method) (Examples)
(A) Monologic teaching method (I) Cybernetics and computer-
aided instruction
(B) Dialogic teaching method (II) Case studies and tutorials
(C) Action based teaching method (III) Team teaching and
demonstration
(D) Self study based teaching method (IV) Simulation and role playing
A. (A)-(II), (B)-(III), (C)-(I), (D)-(IV)
B. (A)-(III), (B)-(II), (C)- (IV), (D)-(I)
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C. (A)-(I), (B)-(IV), (C)-(II), (D)-(III)
D. (A)-(IV), (B)-(I), (C)- (III), (D)-(II)
18.Identify from the following spectrum of teaching methods which are called
'dialogic'.
(A) Team teaching and demonstration.
(B) Tutorials and case studies
(C) Group discussions and interactive presentation
(D) Simulation and role playing
(E) Computer Aided instruction and Practical tasks
Choose the correct answer from the options given below :
A. (A) and (C) only
B. (B) and (D) only
C. (B) and (C) only
D. (D) and (E) only
19.In which level of teaching 'Seeing of relationship' is promoted as an objective?

A. Memory level
B. Understanding level
C. Reflective level
D. Autonomous development level

List I List II
Key behaviours contributing to effective Descriptive
fetures
(I) Frequency with which students understand and correctly complete exercises
(II) The amount of time students devote in learning in the classroom
(III) Teacher's flexibility of the delivery during the presentation of a lesson
(IV) Direct, audible oral delivery to all students
A. (A)-(IV), (B)-(III), (C)-(II), (D)-(I)
Page | 167
B. (A)-(I), (B)-(II), (C)-(III), (D)-(IV)
C. (A)-(II), (B)-(I), (C)-(IV), (D)-(III)
D. (A)-(III), (B)-(IV), (C)-(I), (D)-(II)
21.Given below are two statements:

Statement I: Promoting classroom dialogue that encourages students to examine
alternatives is an example of direct instruction.
Statement II : Probing refers to teacher statements that encourage students to
elaborate an answer.
In the light of the above statements, choose the correct answer from the options
given below:
A. Both Statement I and Statement II are true
B. Both Statement I and Statement II are false
C. Statement I is true but Statement II is false
D. Statement I is false but Statement II is true
UGC-NET 2020
1. From the following list of methods of teaching used in institutions of higher
learning, identify those which are learner-centered
(i) Project work
(ii) Chalk and talk
(iii) Lecturing with audio-visual
(iv) Computer-aided instruction
(v) Simulation and role-playing
(A) (ii), (iii) and (iv) only
(B) (iv) and (v) only
(C) (i), (ii) and (iii) only
(D) (iii), (iv) and (v) only
2. During teaching, a teacher's statements that encourage students to elaborate on

an answer, either their own or that of others will be called,
Page | 168
(A) Structuring
(B) Instructional variety
(C)Engagement in the learning process
(D) Probing
3. In which level of teaching, the learner gets an opportunity to discriminate at

length between positive and negative exemplars of concepts?
(A) Memory level
(B) Understanding level
(C) Reflective level
(D) Autonomous development level
4. Which of the following will be called behavioural rather than”attitude &

beliefs“related competencies for becoming an effective teacher?
(i) Locus of control
(ii) Communicating
(iii) Managing and monitoring
(iv) Teacher enthusiasm
(v) Evaluating and providing feedback
(A) (i), (ii) & (iii) only
(B) (ii), (iii) & (iv) only
(C) (ii), (iii) & (v) only
(D) (iii), (iv) & (v) only
5. A teacher who encourages students' participation in communication will ensure

(i) Opposite views
(ii) Self-esteem
(iii) Class performance
(iv) Professional development
(v) Binary distractions
(A) (i), (ii), & (iii) only
Page | 169
(B) (i), (iii) & (v) only
(C) (ii), (iii) & (iv) only
(D) (i), (iv) & (v) only
6. From the following list of learner characteristics, identify those which are
associated with field independent' learners
a. Focuses on facts and principles
b. Perceives global aspects of concepts and materials
c. Prefers and likes to compete
d. Can organize information by himself/herself e. Likes to cooperate
(A) a, b and c only
(B) b, c and d only
(C)a, c and d only
(D) c, d and e only
7. Given below are two statements, one is labelled as Assertion A and the other is
labelled as Reason R
Assertion A: Use of ICT is justified during teaching with a view to optimize
learning outcomes Reason R: Learning outcomes are contingent on use of ICT
during teaching In light of the above statements,
choose the most appropriate answer from the options given below
(A) Both A and R are correct and R is the correct explanation of A
(B) Both A and R are correct but R is NOT the correct explanation of A
(C) A is correct but R is not correct
(D) A is not correct but R is correct
8. A teacher proposes to find out the effect of praise and encouragement during a
teaching - learning session based on Skinner's theory of reinforcement. What type
of research will it belong to?
(A) Fundamental research
(B) Evaluative research
(C)Action research
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(D) Applied research
9. Which of the following are said to be style -related competencies of an effective

teacher?
a. Organized demean our which means being orderly, clear and in control
b. Literacy which implies general knowledge as well as good at reading and
writing
c. Self-efficacy which refers to a person's self-perceived capacity to perform a task
d. Flexibility which means being sensitive and lenient
e. Evaluating and providing feedback
(A) a and d only
(B) b and c only
(C) c and d only
(D) d and e only
10.The Phrase T-L model of teaching implies that

(A) Teaching and learning are independent acts
(B) Teaching and learning are integrally related acts
(C) Teaching aims at learning
(D) Teaching causes learning
11.Identify from the following, those features of key behaviors which are
contributive to the effectiveness of teaching
(i) Lesson clarity which implies making ideas clear to the learner
(ii) Questioning-implying fact and conceptbased questions
(iii) Probing involving eliciting and soliciting moves
(iv) Teacher-task orientation with a focus on outcomes of the unit clearly defined
(v) Engagement in the learning process which implies the amount of time
students devote to learning
(A) (i), (ii) and (iii) only
(B) (ii), (iii) and (iv) only
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(C) (i), (iv) and (v) only
(D) (ii), (iv) and (v) only
12.Which of the following factors contributing to school learning are termed as social
competence?
(i) Motivation
(ii) Intelligence
(iii) Social skills
(iv) Family support
(v) Specific abilities of the learner
(A)(i), (iii) and (iv) only
(B)(i), (ii) and (iii) only
(C)(ii), (iii) and (iv) only
(D)(iii), (iv) and (v) only
13.Teaching differs from training and conditioning in so far as it promotes

(A) Disciplined drill
(B) Critical thinking
(C) Steady association
(D) Mastery of facts
14.In the spectrum of teaching methods given below, which are considered dialogic?
(i) Laboratory work
(ii) Demonstration
(iii) Tutorials
(iv) Group discussion
(v) Project work
(A) (iii) and (iv) only
(B) (i) and (ii) only
(C) (ii) and (iii) only
(D) (iv) and (v) only
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15.For use during teaching, from the list given below, identify questions that are
'process type' rather than 'content-type
a. Divergent questions
b. Fact -based questions
c. Concept -based questions
d. Lower order questions
e. Higher-order questions
(A) a. c and e only
(B) b, c and d only
(C) c, d and e only
(D) b, d and e only
16.Given below are two statements

Statement I: Re liability is a necessary but insufficient condition for validity
Statement II: In respect of evaluation tools, validity is not an all or none concept
but it exists as a continuum
In light of the above statements choose the most appropriate answer from the
options given below
(A) Both Statement I and Statement II are true
(B) Both Statement I and Statement II are false
(C) Statement I is true but Statement II is false
(D) Statement I is false but Statement II is true
17.Which of the following will make a student a good listener in the classroom?
a. Ability to deflect attention
b. Concentration
c. Desire to understand
d. Emotional outbursts
e. Humility to know
f. Ignoring the other side
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(A) a, b and c only
(B) b, c and d only
(C) d, e and f only
(D) b, c and e only
18.Given below are two statements, one is labelled as Assertion A and the other is
labelled as Reason R Assertion A: Evaluation is said to be formative when the
intention is to identify scope and potential for improvement of teaching -learning
system
Reason R: The form of such evaluation is informal and has to take place during
instruction teaching
In light of the above statements, choose the correct answer from the options
given below
(A) Both A and R are true and R is the correct explanation of A
(B) Both A and R are true but R is NOT the correct explanation of A
(C) A is true but R is false
(D) A is false but R is true
19.In the cognitive domain of teaching-learning objectives, which will be categorized

as a higher type of learning outcomes?
a. Knowledge and comprehension
b. Analyze is of conceptual elements
c. Application of acquired knowledge and skills
d. Synthesis involving the creative organization of ideas
e. Evaluation involving judgment using internal or external standards
(A) a. b and c only
(B) b, c and d only
(C) c, d and e only
(D) b, d and e only

List I List II
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Behavioral teaching competencies Description
I. Optimizing 'on task' and minimizing 'off task' activities
II. Watching groups, behaviors and pace etc. and reacting quickly
III. Using methods and activities by the teacher to promote learning
IV. Transmitting thoughts and ideas verbally and non verbally
(A) A - IV, B - 111, C - II, D - I
(B) A - I, B - II, C - Ill, D - IV
(C) A - II, B - I, C - IV, D - Ill
(D) A - Ill, B - IV, C - I, D – II
UGC-NET 2019
1. Classroom interactions are influenced largely by
(A). student's commitment
(B). teacher centric environment
(C). organisational oversight
(D). unsolicited interventions
2. The emphasis in memory level of teaching is on which of the following?

1. Organisation of thoughts and ideas
2. Seeing of relationship among facts
3. Systematic presentation to enable quick reproduction.
4. Critical thinking
5. Mastery of concept sequencing of facts
6. Segregating one feature from another
Choose the correct answer from the following options
(A) 1, 2 and 3 (B) 1, 3 and 5 (C) 2, 3 and 4 (D) 4, 5 and 6
3. Which of the following teaching method(s) is/are contributive to direct

learning?
1. Team teaching and lecturing
2. Simulation and role playing
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3. Lecture with or without use of audio-visuals
4. Participation in workshop and assignment
5. MOOCs and heuristics
6. Interactive presentation
Choose the correct answer from the following options
(A) 2, 4 and 5 (B) 1, 2 and 3 (C) 3, 4 and 6 (D) 4, 5 and 6
4. The most characteristic feature of an adolescent learner which determines

his/her social med moral development is the
(A). tendency to be aware from parents
(B). concern for hero worshipping for emulating values and standards
(C). mixing up with peers in the neighbourhood
(D). identity crisis
5. In the age of four Vedas, students were admitted to the Vedic Schools after
performance of which ceremony?
(A) Upanayana ceremony
(B) Ustarjana ceremony
(C) Satapatha ceremony
(D) Dhanurvidya ceremony
6. Below are given two lists in which list I specifies the four behaviour
inodification techniques while list Il indicates their exemplification. Matclı the two
lists.
List 1 (Behaviour List II (Examples)
Modification
Techniques)
A Positive 1. Withdrawal of present
Reinforcement stimulus or application
of an aversive stimulus to
stop the behaviour.
B. Negative reinforcement 2. Painful or aversive
stimulus is presented to
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stop the occurrence of behaviour
C. Punishment 3. The behaviour increases
in frequency after the
removal of a stimulus
D. Extinction 4. The behaviour increases
in frequency after the
presentation of a stimulus
Choose the correct options from the following
A B C D
(A) 1 2 3 4
(B) 2 1 3 4
(C) 4 3 2 1
(D) 3 1 2 4
7 Match the following study skills with their effective learning techniques.
List | (Study Skills) List II (Learning Techniques)
A. Elaborative Interrogation 1. Mixing different kinds
of problems together
when studying
B. Practice 2. Explaining what a section of
Teaching text oran example
problem means to you
C. Self-explanation 3, Testing yourself on the
material you are trying to learn
D. Interleaved 4. Answering why a fact is true practice
Choose the correct options from the following
A B C D A BCD
(A) 4 3 2 1 (B) 1 2 4 3
(B) 2 4 1 3 (D) 3 1 2 4
8 Which of the learner characteristics will influence his/her perspective in a

course of study?
1. Learner's commitment
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2. Parents interest in the learner
3. Prior knowledge of the learner
4. Skill of the learner'in the concerned area
5. Family size of the learner
6. Socio-economic background
(A) 1, 3 and 4
(B) 1, 2 and 3
(C) 3, 4 and 5
(D) 4, 5 and 6
9 Which of the strategies in the list given below will be associated with direct
teaching? 1. Providing examples and explanation
2. Promoting inquiry
3. Focussing on concepts
4. Giving review and recapitulation
5. Offering practice and feedback
6. Problem raising and problem-solving
(A) 1, 2 and 3
(B) 2, 3 and 4
(C) 1, 4 and 5
(D) 4, 5 and 6
10 Which of the following is an online store house of all academic awards like
certificates, diplomas, degrees, marksheets etc?
(A) SWAYAM (B) National Digital Library
(C) National Academic Library (D) National Academic Depositary
11 Which of the following is a non-conventional learning programme in higher

oducation?
(A) SWAYAM (B) Face-to-face tonching-learning
(C) Tutorial class (D) Sominar
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12 Who developed the theory of multiple intelligence?

(A) Alfred Binet (B) L Thurstone
(C) Charles Spearman (D) Howard Gardner
13 Which among the following describes the emotional intelligence of learners?

1. Understand the emotion of other people and your own
2. Express oneself very strongly
3. Being rational in thinking
4. Adjusting one's emotion as per situation
5. Being creative and open to criticism
6. Accepting other people as they are
(A) 1, 4 and 6 (B) 4, 5 and 6
(C) 1, 2 and 3 (D) 2, 3 and 4
14 Which of the following statements explain the concept of inclusive teaching?

(A) Teacher facilitates the learning of gifted students.
(B) Teacher facilitates the learning of weak students
(C) Teacher takes support of parents of the students to make them learn
(D) Teacher makes the students of different backgrounds to learn together in the
same class
15 To organise discussion method in teaching effectively which of the following

conditions should be met?
1. Topic be easy
2. Topic be cleared in advance
3. Topic of common intereste
4. Availability of more than one teacher
5. Language facility of participants
Select appropriate answer from the options given below
(A) 2, 3 and 5 (B) 1, 2 and 3
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(C) 1, 2 and 5 (D) 3, 4 and 5
16 From the list of the effective teaching behaviour, identify those which are
called key behaviours,
1. Direct audible and oral delivery to all students, ka
2. Encouraging studenta to elaborate on an anawor,
3. Warming and nurturing relationship with learnors,
4. Varying modes of presentation.
5. Provonting misbehaviour with minimum claas disruption
6. Organising what is to come and summarising what has gone before.
Select your answer from the options given below
(A) 1, 4 and 5 (B) 1, 2 and 3
(C) 2, 3 and 4 (D) 4, 5 and 6
17 In a classroom situation, a teacher organises group discussion to help arrive at

a solution of a problem in terms of model of communication used, it will be
called
(A) Transactional model (B) Interaction model
(C) Horizontal model (D) a Linear model
18 When the learning outcomes of students are ensured with employment of less
resources and cffort on the part of a teacher and mcre initiative for self-learning is
evident, which of the following expression will describe the teacher most
appropriately? (A) Teacher is successful (B) Teacher is effective
(C) Teacher is intelligent (D) Teacher is practical
19 Peer group interaction in a classroom helps in

(A) concept understanding (B) realisation of one's understanding
(C) rapport building (D) questionnaire
20 Listening is important for a teacher to

(A) address the requirement of the learner
(B) gain knowledge
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(C) keep the learner in good humour
(D) evaluate the learner for the progress made
21 Inclusive education implies

(A) ensuring learning outcomes of every child to be the same
(B) including the disabled in the mainstream
(C) provides compulsory education for children below 14 years
(D) ensuring that no child is left behind in education
22 (Reflective practice implies use of one is

(A) cognition
(B) meta-cognition
(C) meta-cognition on cognition
(D) reinforcement of learning
23 In audio and video compression, the term RGB means

(A) Red. Grey, Blue Bayo
(B) Red, Green, Blue
(C) Red, Green, Black
(D) Red, Grey, Black
24 Which of the following is an example of high order of cognitive learning
outcome?
(A) Learning of facts and their sequences
(B) Learning roles and action sequences
(C) Learning of concepts and abstractions
(D) Learning of awareness and valuing
25 Instructions which encourage live participation and interaction through online

classes are called
(A) Synchronous instructions
(B) Asynchronous instructions
(C) Traditional instructions
(D) Theoretical instructions
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26 What are the elements of evaluation plan?

1. Purpose 2. Resource
3. Analysis 4. Authority
Select the correct answer from the options given below
(A) 1 and 3 (B) Only 2
(C) 2, 3 and 4 (D) 1, 2 and 3
27 Which of the following is the key behaviour contributing to effective teaching?

(A) Summarising what was told by a student
(B) Encouraging students to elaborate on an answer
(C) Using direct and indirect questioning
(D) Explaining concepts in a logical step by step presentation
28 Which type of evaluation focuses on the identification of deficiencies and

difficulties of the learner?
(A) Summative evaluation
(B) Follow-up evaluation
(C) Diagnostic evaluation
(D) Criterion-referenced evaluation
29 In which method of arriving at knowledge, the emphasis is on both proceeding

from particular to general and from general to particular in a combined way?
(A) Inductive method (B) Deductive method
(C) Scientific method (D) Analogical method
30 'Gyanvani' launched by IGNOU to cover the educational needs of India refer to
(A) satellite based educational TV channel
(B) educational FM radio network
(C) global imitative of academic networks
(D) MOOCs
31 Cone of Experience' related to teaching learning was suggested by

(A) John Dewey (B) Kilpatrick
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(C) Froebel 40 (D) Edgar Dale
32 Which of the following is a social characteristic of a learner?
(A) Power of sensory perception
(B) Thinking ability
(C) Power of synthetic imagination
(D) Ability to relate oneself with others
33 Which is the characteristic of formative evaluation?

(A) Evaluation occurs at the terrainal point
(B) Evaluation is used before programme design
(C) Evaluation relates to indicating learning outcome of teaching
(D) Evaluation is conducted during teaching
34 Which among the following is a non-cognitive characteristic of learner?

(A) Recalling
(B) Problem solving
(C) Identifying important sensory inputs
(D) Believing what is true
35 The field of study which uses role playing, simulation and self-evaluation as
strategies for adult learner is known as
(A) Pedagogy (B) Andragogy
(C) Anthropology (D) Psychology
36 In a classroom, content produced for å specific user will lead to

(A) personality development (B) content filtering
(C) personalisation (D) general academic integration
UGC NET 2018
Page | 183
37 Below are given a number of key behaviours as well as helpful behaviours of
effectiveness of teaching based on research evidence. Identify those which are
key behaviours and indicate your answer by selecting from the codes,
1. Structuring through comments by the teacher in respect of what is to come,
2. Questioning through content and process level questions.
3, Lesson clarity implying the extent to which presentations are not involved,
4. Probing which implies statements to encourage students to elaborate,
5. Engagement rate devoted to learning when students are actually on task.
6. Rato at which students linderstand and correctly comprehend assignments and
oxercises,
Codes
(A) 2, 3 and 4 (B) 1, 4 and 5
(C) 1, 4 and 6 (D) 3, 5 and 6
38 For organising an effective teaching-learning system which of the following

combinations of statements woul reflect the most appropriate concern? Selam
from the codes to indicate your answer.
1. Determining what will be the intended learning outcome.
2. Deciding as to what strategy and tactics will be used.
3. Formally approving the academic qualifications of teachers.
4. Determining the evaluation tool to be used
5. .Deciding the size of the classroom.
6. Assessing the prior academic experience of the learner.
Codes
(A) 3, 4, 5, 6 (B) 1, 2, 3, 4
(C) 1, 2, 4, 6 (D) 1, 3, 4, 5
39 From the following list of learner characteristics identify those which will be
helpful in ensuring effectiveness of teaching, Select your answer from the codes.
1. Extent to which learner obeys the school rules.
2. Learner's level of motivation.
3. Feelings of learners towards the social system.
4. Learner's interest in sports and games.
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5. Prior experience of the learner.
6. Interpersonal relations of learners.
Codes
(A) 2, 5 and 6 (B) 1, 3 and 5
(C) 3, 4 and 5 (D) 1, 2 and 3
40 Which of the following set of statements best describes the nature and
objectives of teaching?
Indicate your answer by selecting from the codes
1. Teaching and learning are integrally related.
2. There is no difference between teaching and training.
3. Concern of all teaching is to ensure some kind of transformation in students.
4. All good teaching is formal in nature.
5. A teacher is a senior person.
6. Teaching is a social act whereas learning a personal act
Codes
(A) 1, 3 and 6 (B) 4, 5 and 6
(C) 1, 2 and 4 (D) 2, 3 and 5
41 From the list of evaluation procedures given below identify those which will be
called 'formative evaluation'. Indicate your answer by choosing from the codes.
1. A teacher awards grades to students after having transacted the course work.
2. During interaction with students in the classroom, the teacher provides
corrective
feedback
3. The teacher gives marks to students on a unit test.
4. The teacher clarifies the doubts of students in the class itself.
5. The overall performance of a student is reported to parents at every three
months
interval.
6. The learner's motivation is raised by the teacher through a question-answer
session. Codes
(A) 1, 3 and 5 (B) 2, 4 and 6
Page | 185
(C) 1, 2 and 3 (D) 2, 3 and 4
42 Assertion (A) All teaching should aim at ensuring/learning.

Reason (R) All learning results from teaching.
Choose the correct answer from the following codes.
(A) A is true, but R' is false
(B) A is false, but R is true
(C) Both A and R are true and R is the correct explanation of A
(D) Both A and R are true, but R is not the correct explanation of A
43 In the two lists given below list I indicates methods of teaching while list II
provides the basic requirements for success/effectiveness. Match the two lists
and indicate your answer by choosing from the codes.
List 1 (Method of Teaching) LIST II (Basic Requirements For

Success/Effectiveness)
A. Lecturing 1. Small step presentation with
feedback provided
2. Production of largo
number of ideas
C Brainstorming 3. Content delivery in a
lucid language
D. Programmed 4. Use of teaching aids Instructional
5, Theme based
Procedure interaction among
participants
Codes
A B C D
(A) 3 5 2 1
(B) 4 2 1 3
(C) 1 2 3 4
(D) 2 3 4 5
Page | 186
UGC NET-November 2017

44 On the basis of summative tests, a teacher is interpreting his/her students,
performance in terms of their wellness lifestyle evident in behaviour. This will be
called
(A) continuous and comprehensive evaluation
(B) norm--referenced testing
(C) criterion-referenced testing
(D) formative testing
45 The spatial audio reproduction in a classroom can reduce the students

(A) respect for the teacher
(B) motivation for excellence
(C) interest in technology-orientation
(D) cognitive load in understanding
46 Assertion (A) All teaching implies learning

Reason (R) Learning to be useful must be derived from teaching.
(A) Both A and R are true, but R is not the correct explanation of A
(B) A is true, but R is false
(C) A is false, but R is true
(D) Both A and R are true and R is the correct explanation of A
47 Which of the following set of statements best represents the nature and
objective of teaching and learning?
1. Teaching is like selling and learning is like buying.
2. Teaching is a social act while learning is a personal act.
3. Teaching implies learning whereas learning does not imply teaching.
4. Teaching is a kind of delivery of knowledge while learning is like receiving it.
5. Teaching is an interaction and is triadic in nature whereas learning is an active
engagement in a subject domain.
Codes
(A) 2, 3 and 5 (B) 1, 2 and 3
(C) 1, 2 and 4 (D) 1, 4 and 5
48 From the list given below identify the
Page | 187
learner characteristics which would facilitate teaching-learning system to become
effective. Choose the correct codes to indicate your answer.
1. Prior experience of learner
2. Learner's family lineage
3. Aptitude of the learner
4. Learner's stage of development
5. Learner's food habits and hobbies
6. Learner's religious affiliation
Codes
(A) 4, 5 and 6 (B) 1, 4 and 5
(C) 2, 3 and 6 (D) 1, 3 and 4 .
49 Which one of the following is a key behaviour in effective teaching?

(A) Structuring th
(B) Instructional variety
(C) Questioning
(D) Using student ideas and contribution
UGC NET-January 2017

50 Assertion (A) Formative evaluation tends to accelerate the pace of learning.
Reason (R) As against summative evaluation, formative evaluation is highly
reliable.
(B) Both A and R are true, but R is not the correct explanation of A
(C) A is true, but R is false
(D) A is false, but R is true
51 Which of the following sets of statements represents acceptable propositions

in respect of teaching-learning relationships?
Choose the correct codes to indicate your answers.
1. When students fail in a test, it is the teacher who fails.
2. Every teaching must aim at ensuring learning.
3. There can be teaching without learning taking place,
4. There can be no learning without teaching,
5. A teacher teaches but learns also,
6. Real learning implies rote learning,
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Codes
(A) 2, 3, 4 and 5 (B) 1, 2, 3 and 5
(C) 3, 4, 5 and 6 (D) 1, 2, 5 and 6
52 In which teaching method learner's participation is made optimal and

proactive?
(A) Discussion method
(B) Buzz session method
(C) Brainstorming session method
(D) Project method
53 One of the most powerful affecting teaching effectiveness is related to the

(A) social system of the country
(B) economic status of the society
(C) prevailing political system
(D) educational system
UGC NET-August 2016

54 Which of the following learner characteristics are likely to influence the
effectiveness of teaching aids and evaluation systems to ensure positive results?
(A) Learner's family background, age and habitation
(B) Learner's parentage, socio-economic background and performance in learning
of the concerned subject
(C) Learner's stage of development, social background and personal interests
(D) Learner's maturity level, academic performance level and motivational
dispositions
55 A teacher in a classroom has immediate control over

(A) the self, selected methods of communication and the message
(B) the audience, the noise and the reception
(C) the feedback, the technology and the audience experience
(D) the communication channel, other communicators and external factors
56 Internal and external factors that affect message reception by the students in
the classroom are referred to as
Page | 189
(A) feedback
(B) fragmentation
(C) channelisation
(D) noise
57 Which of the following factors affect teaching?

Choose the correct codes to indicate your answer,
1. Teacher's internal locus of control.
2. Learner-motivation,
3. Teacher's biographical data,
4. Teacher's self-efficacy.
5. Learner's interest in co-curricular activities.
6. Teacher's skill in managing and monitoring.
7. Teacher's knowledge of the subject including general knowledge.
Codes
(A) 1, 2, 4, 6 and 7
(B) 1, 2, 3, 4 and 5
(C) 3, 4, 5, 6 and 7
(D) 2, 3, 4, 5 and 6
58 Which combination of methods of teaching is likely to optimise learning?

(A) Lecturing, discussions and seminar method
(B) Interactive discussions, planned lectures and Power Point based
presentations
(C) Interactive lecture sessions followed by buzz sessions, brainstorming and
projects
(D) Lecturing, demonstrations and Power Point based presentations
59 Assertion (A) Teaching aids have to be considered as effective supplements to

instruction. Reason (R) They keep students in good humour.
Choose the correct answer from the codes given below
(B) Both A and R are true, but R is not the Bot correct explanation of A
Page | 190
60 Which of the following set of statements reflects the basic characteristics of
teaching?
Select the correct alternatives from the codes.
1. Teaching is the same as training.
2. There is no difference between instruction 6 and conditioning when we teach.
3. Teaching is related to learning.
4. Teaching is a 'task' word while learning is an achievement' word.
5. Teaching means giving information.
6. One may teach without learning taking place.
Codes
(A) 1, 2 and 3 (B) 3, 4 and 5
(C) 2, 3 and 5 (D) 1, 4 and 6
61 The purpose of formative evaluation is to

(A) grade student's learning outcomes.
(B) accelerate student's learning performance
(C) check student's performance graph
(D) provide feedback to teacher's effectiveness
62 As a good classroom communicator, you are supposed to know your

(A) audience emotions
(B) silent cues
(C) artful pauses
(D) counter arguments
UGC NET-July 2016
63 A college level assistant professor has planned his/her lectures with an intent
to
develop cognitive dimensions of students centered on skills of analysis and
synthesis.
Below, given are two lists of items list I (consisting of levels of cognitive
interchange and list II comprising basic requirements for promoting them. Match
the two lists and indicate your answer by choosing the correct alternative from
the codes. -
List i List It
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(Levels of Cognitive (Basic Requirements for Promoting
Interchange) Cognitive Interchange)
A Memory level 1. Giving opportunity for discriminating
examples and non-examples of a point
B. Understanding 2. Recording the important points
Level made during the presentations
C. Reflective level 3. Asking the students to discuss
various items of information
4. Critically analysing the points to be
made and discussed Codes
codes
A B C
(A) 2 4 1
(B) 3 4 2
(C) 2 1 4
(D) 1 2 3
64 The use of teaching aids is justified on the ground of

(A) attracting student's attention in the classroom
(B) minimising indiscipline problems in the classroom.
(C) optimising learning outcome of students
(D) effective engagement of students in learning tasks
65 Select the alternative which consists of positive factors contributing to

effectiveness of teaching.
List of factors
1. Teacher's knowledge of the subject.
2. Teacher's socio-economic background.
3. Communication skill of the teacher.
4. Teacher's ability to please the students.
5. Teacher's personal contact with students.
6. Teacher's competence in managing and monitoring the classroom
transactions.
Codes
(A) 2, 3 and 4 (B) 3, 4 and 6
(C) 2, 4 and 5 (D) 1, 3 and 6
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66 Which set of learner characteristics may be considered helpful in designing
effective teaching-learning systems?
Select the correct
alternative from the codes given below.
1. Prior experience of learners in respect of the subject.
2. Interpersonal relationships of learner's er family friends.
3. Ability of the learners in respect of the subject
4. Student's language background,
5. Interest of students in following the prescribed dress code.
6. Motivational-orientation of the students,
Codes
(A) 1, 2, 3 and 4 (C) 2, 3, 4 and 5
(B) 1, 3, 4 and 6 (D) 3, 4, 5 and 6
67 Match the items of the first list with that of the second list in respect of
evaluation system. Choose the correct codes
List i List II
A. Formative 1. Evaluating cognitive
evaluation and co-cognitive aspects
with regularity
B. Summative 2. Tests and their
evaluation interpretations based on a group
and certain yardsticks
C. Continuous and 3. Grading the final
comprehensive learning outcomes
evaluation
D. Norm and criterion 4. Quizzes and
referenced discussions tests
Codes
A B C D
(A) 4 3 2 1
(B) 1 2 3 4
(C) 3 4 2 1
(D) 1 3 4 2
Page | 193
68 Assertion (A) The purpose of higher education is to promote critical and
creative thinking abilities among students.
Reason (R) These abilities ensure job placements,
Choose the correct answer from the following codes
(A) Both A and R are true and R is the correct 20 explanation of A
(B) Both A and R are true, but R is not the correct explanation of A
69 Identify the important element a teacher has to take cognisance of while

addressing students in a classroom.
(A) Avoidance of proximity
(B) Voice modulation
(C) Repetitive pause
(D) Fixed posture
UGC NET-December 2015

70 What are the characteristics of continuous and comprehensive evaluation?
1. It increases the workload on students by taking multiple tests.
2. It replaces marks with grades,
3. It evaluates every aspect of the student.
4. It helps in reducing examination phobia.
(A) 1, 2, 3 and 4 (B) 2 and 4
(C) 1, 2 and 3 (D) 2, 3 and 4
71 The main objectives of student evaluation of teachers are

1. to gather information about student weaknesses.
2. to make teachers take teaching seriously.
3. to help teachers adopt innovative methods of teaching.
4. to identify the areas of further improvement in teacher traits.
Identify the correct answer from the codes given below
(A) 1 and 2 (B) 2, 3 and 4
(C) 1, 2 and 3 (D) Only 1
72 What are required for good teaching?

1. Diagnosis 2. Remedy
Page | 194
3. Direction 4. Feedback
(A) 1, 2, 3 and 4. (B) 1 and 2
(C) 2, 3 and 4 (D) 3 and 4
73 Which one of the following statements is correct in the context of multiple

choice type questions?
(A) They are more objective than true false type questions
(B) They are less objective than essay type questions
(C) They are more subjective than short-answer type questions
(D) They are more subjective than true-false type questions
74 Greater the handicap of the students coming to the educational institutions,

greater the demand on the
(A) family (B) society
(C) teacher (D) state
75 Which of the following attributes denote great strengths of a teacher?

1. Full--time active involvement in the institutional management.
2. Setting examples.
3. Willingness to put assumptions to the test,
4. Acknowledging mistakes.
(A) 1, 2 and 4 (B) 2, 3 and 4
(C) 1, 3 and 4 (D) 1, 2, 3 and 4
76 In a classroom, a communicator's trust level is determined by

(A) the use of hyperbole
(B) the change of voice level
(C) the use of abstract concepts
(D) eye contact
UGC NET-June 2015

77 Which of the following factors does not impact teaching?
(A) Classroom activities that encourage learning
(B) Socio-economic background of teachers and students
Page | 195
(C) Learning through experience
(D) Teacher's knowledge
78 A good teacher is one who

(A) gives useful information
(B) explains concepts and principles
(C) gives printed notes to students
(D) inspires students to learn
79 Technique used by a teacher to teach include

1. lecture
2 interactive lecture
3. group work
4. self-study
Codes
(A) 1, 2 and 3
(B) 1, 2, 3 and 4
(C) 2, 3 and 4
(D) 1, 2 and 4
80 Which of the following statements about teaching aids are correct?

1. They help in retaining concepts for longer duration
2. They help students learn better
3. They make teaching learning process interesting
4. They enhance rote learning
Codes
(A) 1, 2, 3 and 4 (B) 1, 2 and 3
(C) 2, 3 and 4 (D) 1, 2 and 4
81 Achievement tests are commonly used for the purpose of

(A) making selections for a specific job
(B) selecting candidates for a course
(C) identifying strengths and weaknesses of learners
(D) assessing the amount of learning after teaching
Page | 196
82 Which of the following is the highest level of cognitive ability?
(A) Knowing
(B) Understanding
(C) Analysing
(D) Evaluating
Chapter Practice Answers

1. (c) 2. (c) 3. (d) 4. (a) 5. (a) 6. (a) 7. (a) 8. (a) 9. (a) 10. (c)
11. (a) 12. (a) 13. (b) 14. (d) 15. (b) 16. (c) 17. (b) 18. (a) 19. (b) 20. (d)
21. (a) 22. (b) 23. (a) 24. (b) 25. (c) 26. (a) 27. (b) 28. (a) 29. (d) 30. (d)
31. (a) 32. (b) 33. (d) 34. (c) 35. (c) 36. (c) 37. (a) 38. (d) 39. (c) 40. (a)
41. (d) 42. (a) 43. (a) 44. (d) 45. (d) 46. (c) 47. (b) 48. (d) 49. (c) 50. (b)
51. (b) 52. (b) 53. (c) 54. (b) 55. (c) 56. (d) 57. (c) 58. (d) 59. (b) 60. (c)
61. (a) 62. (c) 63. (a) 64. (d) 65. (b) 66. (b) 67. (d) 68. (a) 69. (b) 70. (c)
71. (d) 72. (b) 73. (c) 74. (d) 75. (c) 76. (d) 77. (b) 78. (d) 79. (c) 80. (b)
81. (c) 82. (c) 83. (a) 84. (a) 85. (a) 86. (a) 87. (c) 88. (c) 89. (d) 90. (c)
91. (a) 92. (a) 93. (a) 94. (d) 95.(c) 96.(a) 97.(b) 98.(c) 99.(d) 100.(c
)
101.(b 102.(b 103.(c 104.(b 105.(d 106.(b 107.(c 108.(d 109.(b 110.(a
) ) ) ) ) ) ) ) ) )
111.(d 112.(b 113.(b 114.(d 115.(a 116.(b 117.(b 118.(c 119.(c 120.(a
) ) ) ) ) ) ) ) ) )
121.(a 122.(d 123.(c 124.(d 125.(d 126.(d 127.(a 128.(a 129.(d 130.(a
) ) ) ) ) ) ) ) ) )
131.(a 132.(a 133.(a 134.(a 135.(a 136.(a 137.(a 138.(d 139.(d 140.(c
) ) ) ) ) ) ) ) ) )
141.(b 142.(a 143.(a 144.(d 145.(b 146.(d 147.(c 148.(d 149.(a 150.(b
) ) ) ) ) ) ) ) ) )
151.(b 152.(a 153.(c 154.(c 155.(d 156.(d 157.(d 158.(b 159.(c 160.(c
) ) ) ) ) ) ) ) ) )
161.(d 162.(d 163.(d 164.(d 165.(a 166.(b 167.(c 168.(d 169.(a 170.(a
) ) ) ) ) ) ) ) ) )
171.(c 172.(a 173.(b 174.(a 175.(d 176.(a 177.(c 178.(d 179.(b 180.(c
) ) ) ) ) ) ) ) ) )
181.(d 182.(d 183.(b 184.(c 185.(b 186.(d 187.(d 188.(a 189.(d 190.(b
) ) ) ) ) ) ) ) ) )
Page | 197
191.(a 192.(d 193.(c 194.(a 195.(d 196.(b 197.(a 198.(b 199.(a 200.(c
) ) ) ) ) ) ) ) ) )
201.(d 202.(b 203.(c 204.(c 205.(b 206.(b 207.(a 208.(d 209.(a 210.(d
) ) ) ) ) ) ) ) ) )
211.(c 212.(d 213.(a 214.(c 215.(d 216.(d 217.(d 218.(d 219.(c 220.(c
) ) ) ) ) ) ) ) ) )
221.(c 222.(b 223.(a 224.(c 225.(b 226.(a 227.(b 228.(c 229.(c 230.(a
) ) ) ) ) ) ) ) ) )
231.(b 232.(c 233.(a 234.(a 235.(d 236.(d 237.(d 238.(d 239.(d 240.(c
) ) ) ) ) ) ) ) ) )
241.(d 242.(a 243.(a 244.(d 245.(c 246.(a 247.(c 248.(b 249.(c 250.(d
) ) ) ) ) ) ) ) ) )
251.(c 252.(c 253.(d 254.(c 255.(c 256.(a 257.(b 258.(d 259.(d 260.(b
) ) ) ) ) ) ) ) ) )
261.(c 262.(d 263.(d 264.(b 265.(a 266.(a 267. 268. 269. 270.
) ) ) ) ) ) (b) (a) (d) (b)
271. 272. 273. 274. 275. 276.
(a) (d) (c) (b) (d) (a)
Answer UGC-NET 2021

1 2 3 4 5 6 7 8 9 10
C C A A A C A C A B
11 12 13 14 15 16 17 18 19 20
B D B C A C B C B A
21
D
Answer UGC-NET 2020

1 2 3 4 5 6 7 8 9 10
B D B C C C C D A B
11 12 13 14 15 16 17 18 19 20
C A B A A C A D D D
Page | 198
Previous years’ Questions Answers

1 2 3 4 5 6 7 8 9 10
A B A B A C A A C D
11 12 13 14 15 16 17 18 19 20
A D A D A A A B A A
21 22 23 24 25 26 27 28 29 30
D B B C A D D C C B
31 32 33 34 35 36 37 38 39 40
D D D D B C D C A A
41 42 43 44 45 46 47 48 49 50
B A A C D D A D B C
51 52 53 54 55 56 57 58 59 60
B A D D A D A C B B
61 62 63 64 65 66 67 68 69 70
B C A D D B A C B D
71 72 73 74 75 76 77 78 79 80
B A A C B D B D A B
81 82
D D
Page | 199

Teaching Aptitude Final With MCQ

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Teaching Aptitude Final With MCQ

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UNIT – I TEACHING APTITUDE

Bloom’s classification of teaching and instructional objectives

2. Affective domain: Man is a rational animal being endowed with human

Gagne and Briggs classification of teaching and instructional

Translated into behavior

Figure: Hierarchy of Formulation of Objectives

Different Approaches in Education

3. Constructivism: The learner actively constructs knowledge. Jean Piaget and J. S.

4. Idealism: The mind is central in understanding the world. The idealists

6. Pragmatism: It focuses on activity or doing. According to pragmatists, there are

7. Humanism: It is a reasonable balance in life and regards humans as the centre

9. Existentialism: It is a philosophy that emphasizes individual existence, freedom,

2. Informal education: The quote by George Santayana, ‘A child educated only at

3. Non-formal education: Education is a lifelong process, it is integrated with life

Memory level of teaching

Important Points of Memory Level of Teaching (MLT)

Merits of memory level teaching

Demerits of memory level teaching

Objectives of memory level teaching

Nature of subject matter

Role of the teacher

Psychological Bases of Memory Level of Teaching

Overall Thoughts on memory level teaching

Suggestions for Memory Level Teaching

Understanding level (Morrisam Proponent)

As compared to memory level teaching, the understanding level teaching has

Merits of the understanding level of teaching

Demerits of the understanding level of teaching

Reflective level of teaching (Hunt’s Proponent)

This level is also known as introspective level. Reflecting on something means

The main objectives of Reflective Level of Teaching are:

Merits of reflective level teaching

Demerits of reflective level teaching

Basic Requirements in Teaching

The teaching process involves the following variables:

Basic requirements of teaching include,

Nature and Characteristics of Teaching

BASIC TEACHING MODELS

EFFECTIVE TEACHING PRACTICES

Basic Conditions of Learning

Characteristics of Adolescence and Adult Learner

Characteristics of Adolescence Learners

Characteristics of Adult Learner

Differences Between the Adolescence and the Adults

Types of Individual Difference

Reasons of Individual Differences

Educational Implications of Individual Differences

Curriculum framework, curriculum and syllabus

It is a document that gives details of the content of subjects to be transacted and

Difference between syllabus and curriculum

Factors Affecting Teaching related to Teacher

• Subject Knowledge: There is a saying that a teacher is only as good as what

• Knowledge of learners: This is a broad category that incorporates

• Friendliness and Approachability: Because it's the teacher's job to help

• Personality and behaviour: A teacher as a leader has to lead his students

• Level of Adjustment and Mental health: How adjusted a teacher feels

• Discipline: In a classroom, a teacher uses discipline to ensure routine is

Factors Affecting Teaching related to the Learner

• Motivation: Motivation is the core of learning. It is of pivotal importance in

• Previous learning: -Rate of learning is partially determined by the learner's

• Goal-setting and level of aspiration: - Goal-seting and level of aspiration

Factors Affecting Teaching related to the Subject-

• Meaningfulness of the task: - Learning outcomes are associated with the

• Organised Material: - The subject-matter should be logically organized so that