Today’s Learning Content

Factors Affecting Teaching

 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
Factors Affecting of Teaching
A. Factors affecting Teaching related to Teacher

 Qualifications: The level of education, training, and certifications that a

teacher possesses can greatly impact their teaching effectiveness.
 Experience: Years of teaching experience contribute to a teacher's ability to
manage a classroom, adapt to student needs, and deliver effective
instruction.
 Pedagogical knowledge: A teacher's understanding of teaching methods,
instructional strategies, and curriculum design directly influences their
ability to effectively convey information to students.
 Subject expertise: Deep knowledge and understanding of the subject matter
being taught enable teachers to provide accurate and comprehensive
instruction.
 Communication skills: Effective communication skills help teachers
convey information clearly, engage students in discussions, and establish a
positive classroom environment.
 Teaching Aptitude

Classroom management: The ability to create a structured and

disciplined learning environment allows teachers to maintain order,
minimize disruptions, and maximize instructional time.

Adaptability: Teachers who can adjust their teaching methods to

accommodate different learning styles, abilities, and classroom
dynamics are more likely to meet the diverse needs of their students.

Empathy and understanding: A teacher who demonstrates empathy,

compassion, and understanding can foster a supportive and inclusive
learning environment where students feel safe to express themselves
and ask questions.

Motivation and enthusiasm: Teachers who are enthusiastic about

their subject matter and teaching inspire students to engage
actively in the learning process and develop a passion for learning.

Classroom presence: Teachers who project confidence, authority,

and approachability tend to command respect and maintain control
over their classrooms.
 Teaching Aptitude
11. Technology integration: Teachers who effectively integrate technology
into their instruction can enhance learning experiences, engage students,
and facilitate access to a wider range of resources.
12. Continuous professional development: Teachers who engage in ongoing
professional development activities stay updated with the latest teaching
methodologies, technologies, and educational research, which positively
impacts their teaching.
13. Assessment and feedback: Teachers who design effective assessments and
provide timely feedback help students understand their progress, identify
areas for improvement, and promote self-reflection.
14. Cultural competence: Understanding and respecting diverse cultures,
backgrounds, and experiences enable teachers to create an inclusive
classroom where all students feel valued and supported.
15. Time management: Efficient time management skills allow teachers to
allocate sufficient time for instruction, practice, and individualized support,
ensuring optimal learning opportunities for students.
 Teaching Aptitude
16.Collaboration and teamwork: Teachers who actively collaborate with
colleagues, administrators, and parents can benefit from shared expertise,
resources, and support, leading to improved teaching practices.
17.Organization and planning: Teachers who are well-organized and plan
lessons in advance can deliver coherent and structured instruction,
maximizing instructional time and minimizing disruptions.
18.Reflection and self-assessment: Engaging in reflective practices enables
teachers to evaluate their teaching effectiveness, identify areas for growth,
and make necessary adjustments to enhance their instructional practices.

16.Classroom climate: Establishing a positive and inclusive classroom climate

where mutual respect, trust, and support are fostered can enhance student
engagement, motivation, and learning outcomes.
17.Parental involvement: Teachers who establish strong partnerships with
parents or guardians can benefit from their support, involvement in their
child's education, and collaboration in addressing student needs.
 Teaching Aptitude
B. Factors affecting Teaching related to Leaner

1. Prior knowledge: The learners' existing knowledge and understanding of

the subject matter can impact teaching as it determines the starting point and
pace of instruction.
2. Learning style: Different learners have different preferences for acquiring
and processing information, such as visual, auditory, or kinesthetic. Teachers
need to consider these styles to enhance engagement and comprehension.
3. Motivation: The level of motivation and interest among learners can
significantly influence teaching effectiveness. Teachers can utilize strategies
to foster intrinsic motivation and create a positive learning environment.
4. Attention span: Individuals have varying attention spans, and teachers
should design activities and lessons that maintain learner engagement and
prevent distractions.
5. Emotional state: Emotional well-being can affect learning. Teachers should
be mindful of learners' emotional states and create a supportive and
empathetic learning environment.
 Teaching Aptitude
6. Cultural background: Learners from diverse cultural backgrounds bring
unique perspectives and experiences to the classroom. Teachers should
incorporate culturally responsive teaching strategies to ensure inclusivity and
promote understanding.
7. Language proficiency: For learners who are non-native speakers of the
instructional language, language proficiency plays a significant role. Teachers
should adapt their instruction to accommodate varying language levels and
provide language support when necessary.
8. Cognitive abilities: Learners possess different cognitive abilities, such as
critical thinking, problem-solving, and memory. Teachers should provide
opportunities for learners to develop and utilize these abilities through
appropriate instructional strategies.
9. Learning disabilities: Learners with specific learning disabilities may require
tailored instructional approaches and accommodations to support their
individual needs.
10. Prior experiences: Previous educational experiences and personal
backgrounds shape learners' attitudes, beliefs, and expectations. Teachers
should be aware of these factors to address any potential gaps or
misconceptions.
 Teaching Aptitude
11. Peer interactions: Collaborative learning and peer interactions can
positively influence teaching and learning. Teachers can facilitate group
activities and discussions to promote social interaction and knowledge
sharing.
12. Physical environment: Teachers should create a comfortable, organized,
and conducive space that promotes engagement and focus.

11. Technology access: Learners' access to technology and digital resources

can affect teaching. Teachers should consider the availability of technology
and incorporate it appropriately to enhance learning experiences.
12. Individual learning goals: Learners may have specific learning goals or
interests. Teachers should tailor instruction and provide opportunities for
learners to pursue their areas of interest and personalize their learning
experiences.
13. Assessment and feedback: Effective assessment and timely feedback
provide learners with information about their progress and areas for
improvement. Teachers should use a variety of assessment strategies and
provide constructive feedback to guide learners' growth.
 Teaching Aptitude
16. Intelligence: Learners' varying levels of intelligence can impact their
ability to grasp and comprehend new concepts and information.
17. Mental health: Learners' mental health conditions, such as anxiety,
depression, or ADHD, can affect their attention span, motivation, and
overall ability to engage in the learning process.
18. Age: Learners' age plays a significant role in their cognitive abilities,
learning styles, and development of abstract thinking skills. Different age
groups may require different teaching approaches.
19. Maturity: Learners' level of emotional and social maturity can influence
their ability to handle complex topics, collaborate with peers, and exhibit
self-discipline in the learning environment.
 Teaching Aptitude

Teaching Competencies
Teaching competencies refer to the knowledge, skills, and abilities that teachers
possess to effectively instruct and support student learning. Teachers with
strong competencies can create engaging and inclusive learning environments,
adapt to diverse student needs, and continuously improve their practice.
 Teaching Competencies
 Communication and Interpersonal Skills.
 Organization and Planning.
 Classroom Management.
 Facilitation and Engagement.
 Assessment and Coaching.
 Collaboration and Teamwork.
 Caring and Inclusiveness.
 Flexibility and Adaptability.
 Teaching Aptitude

 Teacher Competencies:

Professional Social Personal Pedagogical/

a) Subject a) Self- a) knowledge a) Communicative

knowledge management of self competence
b) Knowledge of b) Relationship b) self esteem b) Socio-cultural
learners management c) control competence
c) Teaching c) Social belief c) action research
methodology awareness competence
d) Curriculum d) Responsible d) competence of the
knowledge decision making information
e) Knowledge of management
environment
 Teaching Aptitude
Rank order of different competency -

1. professional competency

2. Personal competencies

3. Social competencies

4. Pedagogical competencies

Key behavior of effective teacher- Helpful behaviors

 Lesson clarity  Using student idea an contributions

 Instructional Variety  Structuring
 Teacher task-orientation  Questioning
 Engagement in the learning process  Probing
 Student success rate  Teacher affect
Teaching Aptitude
Teaching Aptitude
 Bloom taxonomy
Bloom's Taxonomy is a framework used in education to classify educational objectives
and skills into three domains: cognitive, affective, and psychomotor.

Cognitive Domain: This domain focuses on intellectual skills and

knowledge acquisition. It includes levels such as knowledge (recall of
facts), comprehension (understanding information), application (using
knowledge in practical situations), analysis (breaking down information
into parts), synthesis (combining elements to create something new),
and evaluation (making judgments and assessments).

Affective Domain: The affective domain deals with attitudes, values, and
emotional aspects of learning. It includes levels such as receiving (being
aware of information or stimuli), responding (showing willingness to
participate or respond to stimuli), valuing (attaching importance or worth to
concepts or ideas), organization (integrating values into a consistent belief
system), and characterization (internalizing values to guide behavior).

Psychomotor Domain: This domain focuses on physical skills and coordination.

Teaching Aptitude
 Teaching Aptitude
1. Knowledge: This level involves the recall of factual information, such as facts,
terms, or definitions. It includes remembering details, dates, formulas, or
vocabulary.
2. Comprehension: Learners demonstrate understanding by interpreting or
explaining concepts in their own words. They can summarize information, provide
examples, or rephrase ideas to demonstrate comprehension.
3. Application: This level requires applying knowledge to solve problems or
complete tasks. Learners use acquired information in practical situations and
demonstrate how concepts can be applied in real-life scenarios.
4. Analysis: Learners break down complex information into smaller parts, examine
relationships, and identify patterns or connections. They can compare and
contrast, classify, or analyze data to understand underlying structures.
5. Synthesis: At this level, learners combine different elements or concepts to create
something new. They can generate hypotheses, design experiments, create
original work, or propose innovative solutions.
6. Evaluation: This level involves making judgments and assessing the value or
quality of ideas, theories, or products. Learners evaluate arguments, provide
evidence to support opinions, and assess the credibility or reliability of sources.
 Teaching Aptitude
Bloom's Taxonomy was revised in 2001 by a group of educational psychologists. The
cognitive domain of the revised Bloom's Taxonomy includes the following levels:
1. Remembering: This level involves recalling or recognizing factual information.
Learners can remember details, facts, or terms.
2. Understanding: Learners demonstrate comprehension and interpretation of
information. They can explain ideas, summarize concepts, and interpret data or
graphs.
3. Applying: This level focuses on applying knowledge and skills in different
situations. Learners use acquired information to solve problems, complete tasks,
or demonstrate how concepts can be applied in real-life scenarios.
4. Analyzing: At this stage, learners break down information into its component
parts and examine the relationships between them. They can identify patterns,
make connections, and analyze the underlying structure or organization of ideas.
5. Evaluating: This level involves making judgments and assessments based on
criteria or standards. Learners can evaluate the validity, credibility, or quality of
ideas, theories, or products.
6. Creating: The highest level of the cognitive domain, this stage involves generating
new ideas, products, or solutions. Learners use their knowledge and skills to
create original work, design innovative solutions, or propose new perspectives.
Teaching Aptitude

6.Creating - Design, formulate, create

original work, build, invent, create.

5.Evaluating - Judge, , compare, , argue,

justify, support, evaluate the validity.

4.Analyzing -Classify, break down,

categorize, break down information ,
illustrate, criticize

3.Applying -Predict, solve, illustrate, use,

demonstrate, complete tasks.

2.Understanding -Describe, explain,

summarize concepts, and interpret data or
graphs

1.Remembering -Retrieving, recognizing,

and recalling relevant knowledge.
Teaching Aptitude
Teaching Aptitude
 Teaching Aptitude
Affective Domain
The affective domain of Bloom's Taxonomy focuses on the development of attitudes,
values, and beliefs. The affective domain emphasizes the development of emotional
intelligence, empathy, ethical behavior, and social responsibility.
1. Receiving: This level involves being aware of, willing to, and open to receiving or
attending to information. It includes being attentive, showing interest, and being
willing to listen or observe.
2. Responding: Learners actively participate and respond to stimuli or information.
They follow instructions, comply with rules, and demonstrate a willingness to
engage and contribute.
3. Valuing: At this level, learners internalize values and develop a personal
commitment or appreciation for certain ideas, beliefs, or principles. They prioritize
certain behaviors or concepts and develop a sense of their own values.
4. Organization: Learners establish a coherent system of values by prioritizing and
organizing their beliefs and attitudes. They reconcile conflicting values, create
hierarchies, and develop a clear framework for decision-making.
5. Characterization: Learners internalize values to the extent that they consistently
demonstrate them through their behavior and actions. They act in alignment with
their values and exhibit consistent ethical behavior.
 Teaching Aptitude
Psychomotor Domain
The psychomotor domain of Bloom's Taxonomy focuses on the development of
physical skills and coordination. Here are brief notes for each step of the
psychomotor domain:
1. Imitation: In this step, learners observe and replicate a demonstrated
action or skill. They imitate the movements or behaviors performed by others.
2. Manipulation: Learners refine their motor skills by practicing and
manipulating objects or materials. They develop dexterity, coordination, and
control over their movements.
3. Precision: This step involves performing skills with accuracy, consistency, and
attention to detail. Learners demonstrate precise movements, fine motor control, and
the ability to handle complex tasks.
4. Articulation: Learners develop fluency and adaptability in performing skills. They
can execute movements smoothly, combine multiple skills, and adapt their actions to
different contexts or variations.
5. Naturalization: In this final step, learners have internalized the skill to the point
where it becomes automatic and natural. They can perform the skill effortlessly,
without conscious thought, and adapt it to various situations.
Teaching Aptitude
Teaching Aptitude
 Teaching Aptitude
1. Which level of Bloom's Taxonomy involves creating something new by
combining existing information or ideas?
a) Knowledge
b) Synthesis
c) Comprehension
d) Analysis
 Teaching Aptitude
1. Which level of Bloom's Taxonomy involves creating something new by
combining existing information or ideas?
a) Knowledge
b) Synthesis
c) Comprehension
d) Analysis

Explanation: The Synthesis level in Bloom's Taxonomy involves creating

something new by combining existing information or ideas. It requires
generating hypotheses, designing experiments, or creating original
works.
 Teaching Aptitude
2. Which level of Bloom's Taxonomy involves the recall of factual
knowledge but in a broader context?
a) Knowledge
b) Application
c) Comprehension
d) Synthesis
 Teaching Aptitude
2. Which level of Bloom's Taxonomy involves the recall of factual
knowledge but in a broader context?
a) Knowledge
b) Application
c) Comprehension
d) Synthesis

Explanation:
While the Knowledge level focuses on factual recall, the Application
level extends this knowledge to real-life situations or different contexts,
requiring the application of learned concepts.
 Teaching Aptitude
4. At which level of Bloom's Affective Domain Taxonomy does a person
actively participate in an emotional or attitudinal experience?
a) Responding
b) Receiving
c) Valuing
d) Characterizing
 Teaching Aptitude
4. At which level of Bloom's Affective Domain Taxonomy does a person
actively participate in an emotional or attitudinal experience?
a) Responding
b) Receiving
c) Valuing
d) Characterizing
Answer: a) Responding

Explanation:
The level of responding in the Affective Domain Taxonomy involves
actively participating in an emotional or attitudinal experience. It
includes actively reacting or expressing emotions and attitudes in
response to a particular stimulus or situation.
 Teaching Aptitude
5. Which level of Bloom's Taxonomy from the psychomotor domain
involves the basic perception of sensory cues and the ability to imitate
movements?
a) Responding
b) Adaptation
c) Origination
d) Imitation
 Teaching Aptitude
5. Which level of Bloom's Taxonomy from the psychomotor domain
involves the basic perception of sensory cues and the ability to imitate
movements?
a) Responding
b) Adaptation
c) Origination
d) Imitation

Explanation:
Imitation is the first level in the psychomotor domain of Bloom's
Taxonomy. It involves the basic perception of sensory cues and the
ability to imitate movements observed.
 Teaching Aptitude
6. Which of the following factors contributing to school learning are
termed as social competence?
A. Motivation
B. Intelligence
C. Social skills
D. Family Support
E. Specific abilities of the learner
Choose the correct answer from the options given below
1. A, C and D only
2. A, B and C only
3. B, C and D only
4. C, D and E only
 Teaching Aptitude
6. Which of the following factors contributing to school learning are
termed as social competence?
A. Motivation
B. Intelligence
C. Social skills
D. Family Support
E. Specific abilities of the learner
Choose the correct answer from the options given below
1. A, C and D only
2. A, B and C only
3. B, C and D only
4. C, D and E only
Answer- 1
 Teaching Aptitude
7. Identify from the following, those features of key behaviours which
are contributive to the effectiveness of teaching
A. Lesson clarity which implies making ideas clear to the learner
B. Questioning-implying fact and concept based questions
C. Probing involving eliciting and soliciting moves
D. Teacher-task orientation with a focus on outcomes of the unit clearly
defined
E. Engagement in the learning process which implies the amount of time
students devote to learning
Choose the correct answer from the options given below
1. A, B and C only
2. B, C and D only
3. A, D and E only
4. B, D and E only
 Teaching Aptitude
7. Identify from the following, those features of key behaviours which
are contributive to the effectiveness of teaching
A. Lesson clarity which implies making ideas clear to the learner
B. Questioning-implying fact and concept based questions
C. Probing involving eliciting and soliciting moves
D. Teacher-task orientation with a focus on outcomes of the unit clearly
defined
E. Engagement in the learning process which implies the amount of time
students devote to learning
Choose the correct answer from the options given below
1. A, B and C only
2. B, C and D only
3. A, D and E only
4. B, D and E only
 Teaching Aptitude
8. Identify the correct sequence of cognitive behaviours in the
taxonomy of educational objective:
(A) Knowledge
(B) Application
(C) Understanding
(D) Analysis
(E) Synthesis
Choose the correct answer from the options given below :
1. (A), (B), (C), (D) and (E)
2. (D), (E), (A), (B) and (C)
3. (A), (C), (B), (D) and (E)
4. (D), (E), (A), (C) and (B)
 Teaching Aptitude
8. Identify the correct sequence of cognitive behaviours in the
taxonomy of educational objective:
(A) Knowledge
(B) Application
(C) Understanding
(D) Analysis
(E) Synthesis
Choose the correct answer from the options given below :
1. (A), (B), (C), (D) and (E)
2. (D), (E), (A), (B) and (C)
3. (A), (C), (B), (D) and (E)
4. (D), (E), (A), (C) and (B)
Ans- 3
 Teaching Aptitude
9. Reflective level teaching is different from memory level teaching
because the pattern of communication that is involved in reflective
level teaching is basically

1. Linear
2. Bottom-up
3. Interactional
4. Transactional
 Teaching Aptitude
9. Reflective level teaching is different from memory level teaching
because the pattern of communication that is involved in reflective
level teaching is basically

1. Linear
2. Bottom-up
3. Interactional
4. Transactional
Ans- 4
 Teaching Aptitude
10. From the following, identify those characteristics which go within
the category ‘helping behaviour’ for becoming an effective teacher:
(A) Structuring
(B) Student success rate
(C) Using student ideas
(D) Probing
(E) Instructional variety
Choose the correct answer from the options given below:
(1) (A), (B) and (C) only
(2) (B), (C) and (D) only
(3) (C), (D) and (E) only
(4) (A), (C) and (D) only
 Teaching Aptitude
10. From the following, identify those characteristics which go within
the category ‘helping behaviour’ for becoming an effective teacher:
(A) Structuring
(B) Student success rate
(C) Using student ideas
(D) Probing
(E) Instructional variety
Choose the correct answer from the options given below:
(1) (A), (B) and (C) only
(2) (B), (C) and (D) only
(3) (C), (D) and (E) only
(4) (A), (C) and (D) only
Ans-4
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