JRF, NET And SET

Unit-I: Teaching Aptitude

-Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding
and Reflective), Characteristics and basic requirements.

-Learner’s characteristics: Characteristics of adolescent and adult learners

(Academic, Social, Emotional and Cognitive), Individual differences.
-Factors affecting teaching related to Teacher, Learner, Support material,
Instructional facilities, Learning environment and Institution.
-Methods of teaching in Institutions of higher learning: Teacher centred vs.
Learner-centred methods; offline vs. Online methods (Swayam,
Swayamprabha, MOOCs etc.).
-Teaching Support System: Traditional, Modern and ICT based.
-Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice
Based Credit System in Higher education, Computer-based testing, Innovations
in evaluation systems.
 Teaching Aptitude

Adolescent learners
Adolescent learners, typically between the ages of 12 to 18, exhibit various
characteristics in their academic, social, emotional, and cognitive domains.
Here are some key characteristics associated with each aspect:

 Academic Characteristics:
 Increased capacity for abstract thinking: Adolescents are capable of
understanding complex ideas and concepts, allowing them to engage in
higher-level thinking and problem-solving.
 Expanded cognitive abilities: They demonstrate improved memory,
attention span, and ability to reason, enabling them to grasp and retain more
complex academic material.
 Heightened self-awareness: Adolescents become more conscious of their
abilities, interests, and goals, which can influence their academic motivation
and choices.
 Teaching Aptitude
 Developing critical thinking skills: They start questioning information,
developing independent thoughts, and analyzing issues from multiple
perspectives.
 Social Characteristics:
 Peer influence: Adolescents place great emphasis on their relationships with
peers and are strongly influenced by their opinions and behaviors.
 Formation of identity: They engage in self-discovery, exploring different
roles and identities to establish their sense of self and find their place in
society.
 Increasing independence: Adolescents strive for autonomy, seeking more
independence from their parents or caregivers while relying on peer support
and social networks.
 Social comparison: They are highly aware of social hierarchies and may
compare themselves to their peers in various domains such as appearance,
achievements, and popularity.
 Teaching Aptitude

 Emotional Characteristics:

 Emotional intensity: Adolescents experience heightened emotions

and may exhibit intense mood swings due to hormonal changes and
brain development.
 Emotional volatility: They may have difficulty regulating their
emotions, leading to impulsive behavior and heightened sensitivity to
social feedback.
 Exploration of emotions: Adolescents may explore and question
their emotional experiences, seeking to understand and express their
feelings more deeply.
 Developing empathy: They begin to understand and consider the
perspectives and emotions of others, leading to increased empathy and
social awareness.
 Teaching Aptitude

Cognitive Characteristics:
 Increased metacognitive abilities: Adolescents become more self-
reflective and gain a better understanding of their own thinking
processes, enabling them to monitor and regulate their learning
effectively.
 Developing abstract reasoning: They can think hypothetically,
engage in logical reasoning, and analyze complex problems by
considering multiple factors and potential outcomes.
 Enhanced problem-solving skills: Adolescents can apply critical
thinking skills to real-world situations, approach complex problems
creatively, and develop innovative solutions.
 Development of future orientation: They start thinking about their
future goals, career paths, and long-term aspirations, which influences
their decision-making and academic planning.
 Teaching Aptitude

Phase of Teaching
 Teaching Aptitude
Pre-active phase(planning or Preparatory Phase)
 Formulation of Goal, Development of teaching strategies.
 Preparation and groundwork that a teacher does before the actual teaching takes
place.
 Teacher plans the lesson, sets clear learning objectives, and identifies the key
content and concepts to be taught.
 Teacher also considers the students' prior knowledge and experiences, which helps
in designing appropriate activities.
 Teacher hypothesizes about the possible outcome of his action.
Operation
 Fixing up of goal
 Selection of content or subject matter to be taught
 Arrangement of ideas and style of teaching
 Selecting Intuitional Methodology
 Development of teaching strategies
 Deciding the duration, place, and management of classroom teaching.
 A decision about evaluation tools and techniques.
 Teaching Aptitude
Interactive phase(Active Phase or Implementation phase)
 Teacher delivers the lesson content and actively engages with the
students.
 Uses various instructional methods, techniques, and materials to
present the subject matter and facilitate learning.
 Aims to create a dynamic and interactive learning environment that
fosters understanding, critical thinking, and retention of information

Stimulation Operation
 Asking questions  Setting up the class
 Listening to student’s response  Knowing the learners
 Providing guidance  Starting teaching
 Making explanations etc.
 Teaching Aptitude

Post-active phase(Closure Phase)

 Occurs after the interactive phase and serves as a conclusion to the
lesson.
 Teacher reviews key points, summarizes the main concepts, and
reinforces the most crucial aspects of the lesson.
 Provides an opportunity for students to reflect on what they have
learned and clarify any remaining doubts or questions.
Operations
 Review and Summary
 Consolidation of Learning
 Answering Questions
 Summarizing Learning Objectives
 Wrap-up and Closure
 Transition to Homework/Independent Practice
 Assessment and Feedback
Teaching Aptitude
 Teaching Aptitude
Individual differences
Individual differences refer to the variations or distinctions among
individuals in terms of their characteristics, abilities, behaviors, and
responses to various stimuli. These differences can manifest across
multiple dimensions, including cognitive abilities, personality traits,
learning styles, background knowledge, socio-economic status, and
more.
 Genetic Factors: Genetic inheritance plays a role in individual
differences. Variations in genes can influence traits, intelligence,
physical abilities, and susceptibility to certain conditions or disorders.

 Environmental Factors: Factors such as family upbringing, cultural

influences, educational opportunities, socio-economic background,
and exposure to diverse experiences all shape individual differences.
 Teaching Aptitude
 Personal Experiences: Unique life experiences, including personal
triumphs, challenges, traumas, and learning opportunities, shape
individual differences.
 Socioeconomic Factors: Socioeconomic status can impact individual
differences through access to resources, educational opportunities,
healthcare, and exposure to cultural experiences.
 Cultural and Social Factors: Cultural norms, values, beliefs, and social
expectations shape individual differences
 Educational Factors: Educational experiences, including the quality of
instruction, teaching methods, curriculum, and available resources,
can contribute to individual differences in knowledge acquisition,
learning outcomes, and academic performance.
 Personal Choices and Preferences: Individual choices, interests,
motivations, and self-perception also contribute to individual
differences. Personal preferences, aspirations, and self-concept shape
an individual's pursuits, talents, and achievements.
 Teaching Aptitude
Individual differences on the basis of different Dimension
 Cognitive Abilities:
 Varying intellectual capacities, including reasoning, problem-solving,
memory, and attention span.
 Differences in learning styles and preferences, such as visual,
auditory, or kinesthetic learners.
 Varied levels of cognitive processing speed and information
processing skills.
 Personality Traits:
 Diverse personality traits, such as introversion/extroversion,
openness to experience, agreeableness, and emotional stability.
 Individual differences in motivation, self-confidence, and
perseverance.
 Variances in social and communication skills, assertiveness, and
empathy.
 Teaching Aptitude
 Learning Styles:
 Different preferences for how individuals acquire and process
information, such as visual, auditory, or kinesthetic learning.
 Varied approaches to learning, including active experimentation,
reflective observation, abstract conceptualization, and concrete
experience.
 Prior Knowledge and Experiences:
 Diverse backgrounds, cultural influences, and prior knowledge.
 Varying levels of exposure to different subjects, topics, and
experiences.
 Individual differences in language proficiency and literacy levels.
 Socioeconomic Background:
 Disparities in socioeconomic status and access to resources.
 Variances in educational opportunities, including quality of schools,
materials, and support systems.
 Teaching Aptitude
 Emotional and Social Factors:
 Varying emotional intelligence and self-regulation skills.
 Differences in social skills, peer relationships, and interactions with
others.
 Varied responses to stress, motivation, and engagement in learning.
 Special Needs and Disabilities:
 Individual differences related to disabilities or special educational
needs, such as learning disabilities, attention-deficit/hyperactivity
disorder (ADHD), autism spectrum disorders, or physical
impairments.
 Individual Interests and Talents:
 Unique interests, passions, and talents that impact engagement and
motivation.
 Individual differences in artistic, athletic, or academic abilities.
 Varied strengths in specific subject areas or domains.
 Teaching Aptitude
Factors affecting teaching related to learning environment and
institution:

 Classroom environment:
 Physical layout and design of the classroom can impact teaching and
learning.
 Availability of resources and materials in the classroom.
 Noise levels and distractions in the classroom.
 Class size:
 The number of students in a class can influence the effectiveness of
teaching.
 Smaller class sizes allow for more individualized attention and
interaction.
 Larger class sizes can make it challenging for teachers to engage with
all students.
 Teaching Aptitude
 School culture and values:
 The overall atmosphere and values of the institution affect teaching.
 Supportive and inclusive school culture encourages effective teaching
and learning.
 The importance placed on education by the institution and its
stakeholders.
 Technology and resources:
 Availability and accessibility of technology tools and resources impact
teaching.
 Integration of technology into teaching methods and curriculum.
 Adequate access to textbooks, learning materials, and educational
technology.
 Teaching Aptitude

 Support
Support systems:
systems:

 Availability
Availability of
of support
support for teachers, such
for teachers, such as professional development
as professional development
programs.
programs.

 Collaboration
Collaboration and teamwork among
and teamwork among teachers
teachers and
and staff.
staff.

 Guidance
Guidance andand mentorship
mentorship forfor new
new or
or inexperienced
inexperienced teachers
teachers

 Student
Student diversity:
diversity:

 Diversity
Diversity in
in terms
terms of
of cultural backgrounds, learning
cultural backgrounds, learning styles,
styles, and
and abilities.
abilities.

 Teachers
Teachers need
need toto adapt
adapt their teaching methods
their teaching methods toto cater
cater toto the
the needs
needs ofof
diverse
diverse students.
students.

 Inclusive
Inclusive practices
practices that promote equality
that promote equality and
and respect
respect for
for all students.
all students.

 Curriculum
Curriculum andand instructional
instructional materials:
materials:

 The
The quality
quality and
and relevance
relevance of
of the curriculum and
the curriculum and instructional
instructional materials.
materials.

 Alignment
Alignment of of curriculum
curriculum with
with learning
learning objectives
objectives and
and standards.
standards.

 Use
Use of
of varied
varied instructional
instructional materials
materials to
to cater
cater to
to different
different learning
learning styles.
styles.
 Teaching Aptitude
 Parent and community involvement:
 Active involvement and support of parents and the local community.
 Collaboration between teachers, parents, and the community to
enhance teaching and learning.
 Parent-teacher communication channels to keep parents informed
about their child's progress.
 School leadership:
 The leadership style and effectiveness of school administrators.
 Supportive and visionary leadership that promotes a positive learning
environment.
 Allocation of resources and support for teaching and professional
development.

 Teaching Aptitude

Different Types of instructional Materials

 Print Materials:
 Textbooks, workbooks, and study guides.
 Handouts, worksheets, and reading materials.
 Reference books and materials.
 Journals, magazines, and newspapers.
 Posters, charts, and infographics.
 Electronics:
 Electronic devices such as laptops, tablets, and smartphones.
 E-readers for digital textbooks and materials.
 Audio devices for listening to recorded lectures or audio books.
 Electronic whiteboards for interactive teaching and learning.
 Teaching Aptitude
 Technology and Media Devices:
 Multimedia presentations using projectors or interactive
whiteboards.
 Digital cameras and video cameras for capturing visual content.
 Audiovisual equipment for displaying videos and presentations.
 Virtual reality (VR) devices for immersive learning experiences.
 Visualizations and Graphics:
 Charts, diagrams, and graphs to represent data or concepts.
 Maps and globes for geographic learning.
 Models and simulations to understand complex concepts.
 Infographics and visual representations of information.
 Games and Interactive Resources:
 Educational games and simulations for interactive learning.
 Interactive websites, apps, and quizzes for practice and
reinforcement.
 Teaching Aptitude
GaGne's views on learninG
Robert'M. Gagne is a prominent educational psychologist whose ideas
on the “conditions of learning” are generally employed in every
teachinglearning process.
Type Brief Description
Signal learning  The individual acquires a - conditioned response to a
given signal, the learning is involuntary.

Stimulus-response  The individual makes responses to specific stimuli; the

learning correct' response is rewarded.

Chaining  Two or more previously learned stimulus-response

connections are linked together.

Verbal association  Chains that are verbal, e.g. a child identifies an object
and calls it by its proper name (e.g. 'the red ball'), or it
finds a Hindi or French equivalent for an English word.
 Teaching Aptitude

Multiple  The learner learns to distinguish between motor and

discrimination verbal chains which she has already acquired

Concept learning  A common response to a class of stimuli; in learning a

concept the learner responds to stimuli by identifying
its abstract characteristics like shape, colour, .etc.

Rule learning  In learning a rule we relate two or more concepts.

Problem solving  The learner uses the rules learned to achieve some
goals; problem solving is the combined product of two
or more lower-order rules.
Teaching Aptitude
 Teaching Aptitude

Phases of learning

1) Gaining attention

2) Informing the learner of the objectives

3) Stimulating recall of prerequisite learning

4) Presenting the stimulus material

5) Providing learning guidance

6) Eliciting the performance

7) Feedback about performance correctness

8) Assessing the performance

9) Enhancing retention and transfer

1. Which set of learner characteristics may be considered helpful in
designing effective teaching-learning systems? Select the correct
alternative from the codes given below: (Sep-16)
(i) Prior experience of learners in respect of the subject.
(ii) Interpersonal relationships of learner’s family friends.
(iii) Ability of the learners in respect of the subject.
(iv) Student’s language background.
(v) Interest of students in following the prescribed dress code.
(vi) Motivational-orientation of the students.
Codes:
(A) (i), (ii), (iii) and (iv)
(B) (i), (iii), (iv) and (vi)
(C) (ii), (iii), (iv) and (v)
(D) (iii), (iv), (v) and (vi
1. Which set of learner characteristics may be considered helpful in
designing effective teaching-learning systems? Select the correct
alternative from the codes given below: (Sep-16)
(i) Prior experience of learners in respect of the subject.
(ii) Interpersonal relationships of learner’s family friends.
(iii) Ability of the learners in respect of the subject.
(iv) Student’s language background.
(v) Interest of students in following the prescribed dress code.
(vi) Motivational-orientation of the students.
Codes:
(A) (i), (ii), (iii) and (iv)
(B) (i), (iii), (iv) and (vi)
(C) (ii), (iii), (iv) and (v)
(D) (iii), (iv), (v) and (vi
2. Select the alternative which consists of positive factors contributing to
effectiveness of teaching: (Sep’16)
List of factors:
(a) Teacher’s knowledge of the subject.
(b) Teacher’s socio-economic background.
(c) Communication skill of the teacher.
(d) Teacher’s ability to please the students.
(e) Teacher’s personal contact with students.
(f) Teacher’s competence in managing and monitoring the classroom
transactions.
Codes:
(A) (b), (c) and (d)
(B) (c), (d) and (f)
(C) (b), (d) and (e)
(D) (a), (c) and (f)
2. Select the alternative which consists of positive factors contributing to
effectiveness of teaching: (Sep’16)
List of factors:
(a) Teacher’s knowledge of the subject.
(b) Teacher’s socio-economic background.
(c) Communication skill of the teacher.
(d) Teacher’s ability to please the students.
(e) Teacher’s personal contact with students.
(f) Teacher’s competence in managing and monitoring the classroom
transactions.
Codes:
(A) (b), (c) and (d)
(B) (c), (d) and (f)
(C) (b), (d) and (e)
(D) (a), (c) and (f)
3. Which of the following is the highest level of cognitive ability.

(A) Knowing
(B) Understanding
(C) Analysing
(D) Evaluating
3. Which of the following is the highest level of cognitive ability.

(A) Knowing
(B) Understanding
(C) Analysing
(D) Evaluating
4. Which of the following statements about teaching aids are correct

a) They help in retaining concepts for longer duration

b) They help students learn better
c) They make teaching learning process interesting
d) They enhance rote learning

(A) (a), (b), (c) and (d)

(B) (a), (b) and (c)
(C) (b), (c) and (d)
(D) (a), (b) and (d)
5. A smart classroom is a teaching space which has Select the correct
answer from the codes given below:
(i) Smart portion with a touch panel control system.
(ii) PC/Laptop connection and DVD/VCR player.
(iii) Document camera and specialized software
(iv) Projector and screen

(A) (i) and (ii) only

(B) (ii) and (iv) only
(C) (i), (ii) and (iii) only
(D) (i), (ii), (iii) and (iv)
5. A smart classroom is a teaching space which has Select the correct
answer from the codes given below:
(i) Smart portion with a touch panel control system.
(ii) PC/Laptop connection and DVD/VCR player.
(iii) Document camera and specialized software
(iv) Projector and screen

(A) (i) and (ii) only

(B) (ii) and (iv) only
(C) (i), (ii) and (iii) only
(D) (i), (ii), (iii) and (iv)
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