TEACHING APTITUDE

🡺 Teaching aptitude is the capacity to acquire proficiency with a given amount of

training in teacher education. It refers to the capacity of an individual to be skilled
in teaching by receiving formal or informal training.
● CONCEPT OF TEACHING

Modern concept: Teaching is to cause the pupil to learn and acquire the desired knowledge,
skills and also desirable ways of living in the society. It is a process in which learner, teacher,
curriculum and other variables are organized in a systematic and psychological way to attain
some pre-determined goals.

Some characteristics of teaching:

● Teaching is a professional activity.
● It is an interactive process
● It is science as well as an art
● It is a dynamic process
● Teaching is one of the instruments of education and is a special function is to
impart understanding and skill.
● The main function of teaching is to make learning effective.
● The learning process would get completed as a result of teaching.
● So, teaching and learning are very closely related

● MEANING OF TEACHING
o Teaching is a process in which one individual teaches or instruct another
individual.
o Teaching is considered as the act of imparting instructions to the learners in the
classroom situation.
o It is watching systematically.
o Dewey:- considers it as a manipulation of the situation, where the learner will
acquire skills and insight with his own initiation.
 o H.C. Morrison defines teaching is an intimate contact between a more mature
personality and less mature one, which is designed to further the education of the
latter.
o Albert Einstein defines teaching is a supreme art to awaken joy in creative
expression and knowledge.
● NATURE OF TEACHING
The nature of teaching refers to those elements of teaching which are inherent with the
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:
o 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.
o Both art and science: teaching is both art and science. It calls for exercise of
talent and creativity making it an art and which can be studied systematically,
described and improved making it science.
o Diverse application; in application, teaching is of diverse nature. It may have
various forms as formal, informal, directional, instructional, formational,
training, conditioning, talking, showing, doing etc.
o A system of actions: teaching is a system of actions varied in form and related
with content and pupil behavior under the prevailing physical and social
conditions.

o Teaching is giving information- Teaching tells students about the things they
have to know and students cannot find out themselves. Communication of
knowledge is an essential part of teaching.

o Teaching is an interactive process- Teaching is an interactive process between

the student and the teaching sources, which is essential for the guidance,
progress, and development of students.

o Teaching is a professional activity: teaching is a professional activity

involving teacher and student with a view to the development of personality of
the student. Professionalism helps students in being regular.
● THE OBJECTIVE OF TEACHING
1. 1.Acquisition of knowledge
2. Development of Understanding
3. Development of Conceptual, intellectual and subject-specific skills
4. Development of values
5. Helps in developing skills
6. It brings social, behavioral and desirable changes

● LEVELS OF TEACHING

Teaching involves three levels that are discussed as follows:

1. Memory Level of Teaching
2. Understanding Level of Teaching
3. Reflective Level of Teaching

▪ MEMORY LEVEL OF TEACHING (MLT)

The famous educationist Woodworth says memory is the direct use of what is learnt. In this
level emphasis is laid down on the presentation of the facts and information and its
cramming.

1. Herbart is the main proponent of Memory Level of Teaching.

Herbart includes the following steps in memory level of teaching:

o Preparation: questions are asked to test the previous knowledge

o Statement of aim: to acquaint the name of the topic

o Presentation: stimulating the mental activity, the pupils are provided with
opportunities of self- learning.

o Association: mutual relationship is established among facts, events and experts by

comparison

o Generalization: principles and laws are formulated for the future life situations.

o Application: new learned knowledge is used in new situations.

2. Memory is the initial stage of teaching

3. The teaching-learning process is basically 'Stimulus-Response' (S-R) in MLT.

4. The evaluation system mainly includes oral, written, and essay-type examination.

▪ UNDERSTANDING LEVEL OF TEACHING (ULT)

Memory level is pre-requisite for the understanding level of teaching. In understanding level
of teaching, teacher stresses to make understand to the pupil the generalizations, principles and
facts.

1. 1. Morrison is the main proponent of Understanding Level of Teaching.

2. It is 'memory + insight' as it goes beyond just memorizing of facts.

3. It provides more and more opportunities for the students to develop the 'intellectual
behavior'.

4. The evaluation system mainly includes both essay and objective-type questions.

Morrison has divided the understanding level of teaching into 5 steps;

1. 1.Exploration: testing previous knowledge, analyzing the content.

2. 2.Presentation: content is presented, diagnosis, and recapitulation till the students

understands.

3. 3.Assimilation: generalization, individual activities, working in laboratory and

library, the test of content.

4. 4.Organization: pupils are provided with the occasions for representation.

5. 5.Recitation: pupil presents the content orally.

▪ REFLECTIVE LEVEL OF TEACHING (RLT)

It means problem centered teaching. In this classroom environment is open sufficiently. The
teacher creates such problem before the student, which arouses so much tension in the student
that they start forming the hypotheses as a result of their motivation and activities.
1. Hunt is the main Proponent.
 2. It includes ULT and MLT.

3. It is problem- centered teaching

4. The students are assumed to adopt some sort of research approach to solve the problem.

5. Classroom environment is to be sufficiently 'open, independent'.

6. The pupil occupies the primary place and teacher assumes the secondary place.

7. Mostly essay-type test is used for evaluation Attitude, belief, and involvement are also
evaluate

🡺 LEARNER'S CHARACTERISTICS
● A learner is someone who is learning about something rather it is about a subject or a
topic or related to practical knowledge.
● Being a decision maker, it is important to know the learner's characteristics. It is
essential to know what factors affect their learning.
● Learning can be described that the process of acquiring new or modifying existing
knowledge, skill values, behaviour and preferences.

Thus, learning is strongly based on the intellectual level, cognitive ability, perception,
personality and attitude of a learner. There are many factors affect the learning and define
the characteristics of learner.

Learner's characteristics can be defined under four heads

1. 1.Cognitive

2. 2.Academic

3. 3.Emotional

4. 4.Social

o Cognitive Characteristics- It can be described such as memory, mental pressure,

solve problems, intellectual skill, remembers, organizes and store information in the
brain.

o Academics characteristics- these characteristics of respondents including the

education type, education level, and Knowledge.
 o Emotional Characteristics- it includes unpredictability of mood swings, self-
consciousness, emotional attachment etc.

o Social Characteristics- it includes understanding of complexities of moral issues,

values, cultural and religious issues, politics etc.
CHARACTERISTICS OF ADOLESCENT LEARNER

● ACADEMIC CHARACTERISTICS-

● Demand the relevance in learning and what is being taught.

● Moving from concrete to abstract thinking.

● High achievement when challenged and engaged.

● Prefers active over passive learning experiences.

● Interest in interacting with peers during learning activities.

● SOCIAL CHARACTERISTICS

● Modeling behavior after that of older students, not necessarily that of parents and
other adults.

● Experimenting with ways of talking and acting as part of searching for a social
position with peers.

● Exploring questions of racial and ethnic identity and seeking peers who share the
same background.

● Feeling frightened by the initial middle school experience.

● Liking fads and being interested in popular culture.

● Seeking approval of peers and others with attention-getting behaviors.

● EMOTIONAL CHARACTERISTICS-

● Mood swings marked by peaks of intensity and by unpredictability.

● Needing to release energy, with sudden outbursts of activity.

 ● A desire to become independent and to search for adult identity and acceptance.

● Self-consciousness and being sensitive to personal criticism.

● Concern about physical growth and maturity.

● A belief that their personal problems, feelings, and experiences are unique to
themselves.

● Overreacting to ridicule, embarrassment, and rejection.

● COGNITIVE CHARACTERISTICS-

● An understanding of the complexity of moral issue (question values, cultural

expressions, and religious teachings).

● Being capable of and interested in participating in democracy.

● Impatience with the pace of change, and underestimating how difficult it is to make
social changes.

● An intense curiosity and wide range of intellectual pursuit, few of which are sustained
over the long term.

● An ability to be self-reflective.

CHARACTERISTICS OF ADULT LEARNER

● ACADEMIC CHARACTERISTICS-

● Adults require the big picture view of what they're learning. They need to know how
the small parts fit into the larger landscape.

● Adults are results-oriented. They have specific expectations for what they will get out
of learning activities and will often drop out of voluntary learning if their expectations
aren't met.

● Many adults prefer to learn by doing rather than listening to lectures

● SOCIAL CHARACTERISTICS-

● Many self-directed adult learners prefer a learning community with whom they can
interact and discuss questions and issues.

● Most adult learners have numerous responsibilities and commitments to family,

friends, community and work. Carving out time for learning affects adult learners.

● They want to be treated with respect.

● EMOTIONAL CHARACTERISTICS-

● Adults typically prefer a sense of control and self-direction. They like options and
choice in their learning environment. Even adults who feel anxiety from self-direction
may learn to appreciate this approach if given proper initial support.

● Depending on their age and physical condition, adult learners may acquire
psychomotor skills more slowly than younger students and have more difficulties
reading small fonts and seeing small images on the computer screen.

● Through experience, adults may fear a subject, have anxiety about a subject or feel
anger about forced changes in job responsibilities or policies. These emotions.can
interfere with the learning process. Adults like to gain competence in workplace skills
as it boosts confidence and improves self-esteem.

● COGNITIVE CHARACTERISTICS-

Adult learners often take responsibility for their own success or failure at learning. They are
self-motivated and they are ready to earn they are more intellectually stable than adolescents.

● They are autonomous and self-directed.

● They want to apply new knowledge and skill immediately

● INDIVIDUAL DIFFERENCES

● No two individuals can be exactly alike in their resulting development and

adjustments. The unique characteristics and traits emerges as children pass from one
stage to another.
 ● The rate of development is not the same for all individuals. Some develop and learn
faster than the others. Sometimes the gap is wide

● Learning is most effective when differences in learner's language, cultural, and social
behaviour are taken into account.

● Individual Differences is the uneven rate of growth and development among

individuals

PERSONALITY

HERIDITY ENVIRONMENT

HEREDITY V/S ENVIRONMENT

 HEREDITY

● Heredity is the biological process responsible for passing on physical traits from one
generation to another. Heredity will determine a person's hair color and height.

● Intelligence (mental ability)

● Some are more intelligent than the others. And those who are more intelligent
progress and grow faster than those who are less intelligent.

● People differ in intellectual abilities and capacities like reasoning and thinking,
power of imagination, creative expression, concentration etc.

● On the basis of these differences they are usually classified as below average,
border line, average, intellectually superior very superior and genius.

● Recent psychologists viewed intelligence as multiple abilities. It is necessary for a

teacher to have a thorough understanding of intellectual abilities of students.
● Physical condition

● It has been observed that some people are born bigger, healthier, and stronger than
the others. Naturally, healthier, are stronger than the others. Difference in motor
ability

● There exist wide differences in motor abilities such as reacting time, speed of
action, steadiness, rate of muscular moment, manual dexterity and resistance to
fatigue etc.

● But there are also people who are born with handicaps such as deafness, muteness,
defective arms or legs, and the like.

● Naturally, normal people develop faster and better and are able to attain higher
status than the handicapped people.

● APTITUDE AND SPECIAL TALENT-

● Gifted with special aptitudes and talents in music, painting, acting, science,
mathematics and the like.

● These children often show excellence of performance and leadership in their

respective fields of specializations far above the ordinary individuals. Variations
occur among the individuals in relation to the specific tastes and interests.

● In a similar way, people are found to have different aptitudes. Some have
mechanical aptitude, while the others have scholastic, musical or artistic aptitudes.

● GENDER—

● Males are expected to be aggressive, fearless, and capable of doing heavier work.
Females are expected to be passive, demure, prim, and the like.

● Hence, to a large extent, gender determines the direction of the growth and
development of individuals
● AGE

● Age is a big factor in making one different from another. Generally, older learners
have more physical strength and higher level of comprehension than younger ones.

● Maturation and readiness are important in learning. Mature learners have greater
capacity to receive instruction.

● EFFORT — MAKING CAPACITY —

● An important trait , one with much effort-making capacity studies and works harder,
concentrates more, and exhibits steadiness in his work.
Those who have more of this trait usually ahead faster than those who have less.

● CRIMINAL TENDENCY —

● Psychologists proved that criminal tendency is inherited up to an extent.

● Children who have this tendency are usually bullies, trouble makers, and they commit
many anti-social acts, in or out of school.

● Usually end up in early death, or in prison, or in perpetual hiding from the agents of
the law unless the criminal tendency is redirected or softened by the environment

● ENVIRONMENT

● Family background — includes level of education and value orientation of parents is

another determinant.

● If the parents suffer from ignorance and wrong values, the children likewise suffer
and the adverse consequences because such parents with the right values can grow
and develop more progressively than children coming from poor families.

● Naturally, children of affluent families can pursue higher education which is usually
denied to children of poor families

● COMMUNITY BACKGROUND —

● It can be observed that children of individuals coming from these different types of
communities differ markedly in their values, manners, actions, and thinking
 ● The city children has an edge over the rural children in the field of Formal learning

● SCHOOL

It is very important factors in learning and development. Good school can develop pupils
better than the poor ones.

● "Since we supposedly are teaching individuals, not groups of individuals, it is the

function of the school within its budgetary personnel and curricular limitations to
provide adequate schooling for every learner no matter how much he differs from
every other learner." -crow and crow

● ROLE OF SCHOOL
1. Proper knowledge of the individual's potentialities
2. Adjusting the curriculum
3. Adjusting the method of teaching
4. Adopting special programmes or methods for individualizing instruction

● EDUCATIONAL IMPLICATIONS OF INDIVIDUAL DIFFERENCES

● It is wrong to expect uniformity in gaining proficiency success in a particular field

from a group of students. On account of their subnormal intelligence, previous
background, lack of proper interest, aptitude and attitude etc. some students lag
behind in one or the other area of achievement.

● All students cannot be benefited by a particular method of instruction and a uniform

and rigid curriculum.

● A teacher should be sensitive to individual differences.

● A teacher's challenge is to acknowledge and address the differences among children

and work to maximize the growth in each child.

FACTORS AFFECTING TEACHING RELATED TO:

There are many factors which affect teaching. The effectiveness of teaching is
associated with many direct and indirect, external and internal factors.. These factors
 can be classified as factors affecting teaching related to teacher, learner, support
material, instructional facilities, Learning environment and institution.

● TEACHER
● Teacher - Teacher plays an important role in the teaching-learning process as
facilitator of learning.
● It depends on the various factors of teacher-

1. 1.Educational Qualification

2. 2.Skills

3. 3.Experience

4. 4.Subject matter

1. Educational Qualification - Learning of different subjects and area can provide highly
valued instruction which can effect than one who with only general degree. If you compare
the teacher who has M.ED or PhD you will be able to identify the different ways of thinking
and imparting knowledge to students.

2. Skills - 'Teaching Talent' is different psychology. One who has higher degree can't assure he
has right instinct and can teach in better way than others. teaching skill is all about how you
connect with students; it depends on the method of teaching you apply, your way of
explanation and engagement with students in the class room.

Teacher need to have mastery of following skills

1. Communication skills for better involvement and engagement

2. Use of teaching aids effectively

3. Selection of teaching method appropriately

4. Passion for teaching

5. Human relation skills to act as best guide or mentor

3. Experience - its well-known fact that it's easy to become teacher after fulfilling the criteria
but they actually become 'Master' with their experience. High Qualification may give
 teachers edge in terms of understanding the different topics or complex formula but it's the
experience in the classroom which helps you to learn and employ better methods to effect
learning of students. This is also required to handle different mindset of different students
in the class-room.

4. Subject matter — Many time teachers has been assigned a subject in which he is not
specialized and he himself not in better position to help learners in effective way ...so the
passion towards the subject is a key factor that impact learning of students. For example,
this is very rare chance that Arts Teacher can give good learning experience in subjects
related to science.

● LEARNER
● Learner - Learning is most effective when the differences in learner's language,
cultural and social behaviors are taken into account, its necessary to take note of
intelligence, ethnic group, race, belief and socioeconomic status of the learners which
can influence the teaching in the class room. Every individual is different with others
in the terms of physical, social and cultural orientation; these aspects make learner
different from one another
● Also its depends on the interest of the learner including the aptitude, attitude,
motivation, mental health and aspiration towards the goals of life.
● In short — Psychological difference of learns plays important role in the terms of
ability to learns things in the class room.

● SUPPORT MATERIAL, INSTRUCTIONAL FACILITIES,

LEARNING ENVIRONMENT & INSTITUTION

1. SUPPORT MATERIALS

Teacher Support system is set of tools that will improve student's achievement by
improving the capacity of teachers. Different teaching Aid and Support System
influences the way decision are made and information is passed to students. Its help to
analyze the area in which students are under performing. This also helps teachers to
gain new skill to increase student learning by use of effective strategies. This is vast area
which included many sub section to be worked upon by teacher to improve overall
 learning process through effective use of tools, assessment methods and professional
development.

● Student assessments and scores

● Teaching Strategies and lesson plans
● Effective use of traditional, modern and ICT based tools

2. INSTRUCTIONAL FACILITIES-
● Teaching Aids - Teaching aids are an integral component in any classroom. The
many benefits of teaching aids include helping learners improve reading
comprehension skills, illustrating or reinforcing a skill or concept, differentiating
instruction and relieving anxiety or boredom by presenting information in a new and
exciting way.

3. LEARNING ENVIRONMENT

● Class room environment

It plays important role in learning process and it effects both teacher and learner. While
this is to be maintained by both by teacher and students. For active participation in
education, concentration of students is required. Teacher need to focus of behavior of
students along with other factors to improve the class-room environment so that students
listen teachers' voice while interacting with students.

● Socio-economic factor

Economic and social background of teacher and students also affect learning curve. It has
direct and indirect effects on thinking level of students and teacher both. Various study of
teaching has pointed poor and rich student classify economically and these factor has
influence on their learning speed. On other side if teacher is less paid in terms of salary
this also impact his thinking level and ways of teaching in the classroom.

● Expectations —

All parents have some sort of expectation with his ward in terms of what and where they
want to see their children. this has psychological impact on students causing stress and
impairments. It often seen that if student is not able to perform mentally it create
 depression and sometime leads to life failure. That's the reason parent's involvement in
the learning process in important to ease out burden on students and helping them to
improve learning as overall.

4. INSTITUTION –

Teacher is abiding by administrative policy of the institution effecting the learning

process. There are chances that Teacher want to deliver in a way he loves to do but the
institute policy don't allow him to use his own method. This leads to dissatisfaction in
teacher causing learning process to slow down. It should not be the case that teacher
should allow the way they want but effective planning of lesson and consultation to
improve learning path is required in line with the institute policy.

● Methods of teaching in institutions of higher learning

• Teaching Methodology-

o Different Types of Teaching Methods

o Different Types of Teaching Techniques

● Important type of Teaching Methods

1.Teacher-centred methods

2. Learner-centered methods

3. Content-focused methods

4. Interactive/participative methods.

1. Instructor/Teacher Centered Methods

● Here the teacher casts himself/herself in the role of being a master of the subject
matter.
● The teacher is looked upon by the learners as an expert or an authority. Learners, on
the other hand, are presumed to be passive and copious recipients of knowledge from
the teacher.
● Examples of such methods are expository or lecture methods — which require little or
no involvement of learners in the teaching process.
 ● It is also for this lack of involvement of the learners in what they are taught, that such
methods are called "closed-ended".

2. Learner-Centered Methods
● In learner-centered methods, the teacher/instructor is both a teacher and a learner at
the same time.
● In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well
"so that in his classroom extends rather than constricts his intellectual horizons".
● The teacher also learns new things every day which he/she didn't know in the process
of teaching.
● The teacher "becomes a resource rather than an authority".
● Examples of learner-centered methods are discussion method, discovery or inquiry-
based approach and the Hill's model of learning through discussion (LTD).

3. Content-Focused Methods

In this category of methods, both the teacher and the learners have to fit into the content
that is taught.

Generally, this means the information and skills to be taught are regarded as sacrosanct or
very important.
● A lot of emphases is laid on the clarity and careful analyses of content. Both the
teacher and the learners cannot alter or become critical of anything to do with the
content.
● An example of a method which subordinates the interests of the teacher and learners
to the content is the programmed learning approach.

4. Interactive/Participative Methods

This fourth category borrows a bit from the three other methods without necessarily
laying emphasis unduly on either the learner, content or teacher.

These methods are driven by the situational analysis of what is the most appropriate thing
for us to learn/do now given the situation of learners and the teacher.
● They require a participatory understanding of varied domains and factors.
● THE LECTURE METHOD

A formal or semi-formal discourse in which the instructor presents a series of events,

facts, or principles, explores a problem or explains relationships

● Students give their views at the end of the lecture.

● Students can ask the question if they have any problem to understand the lecture.
● Students attentively listen to a lecture and take notes as the teacher ask questions at
the end of the lecture.
● Students know and understand basic concepts.

● The teacher knows all the students so he/she can use suitable strategies for the class to
make them understand.

● The teacher is experienced and has mastery on a subject and can answer all questions
by students. +

● Teacher share information with students so it creates interest in students.

● Students are more involved and participate when teacher ask the question.

● USES

1. 1.To orient students.

2. 2.To introduce a subject.

3. 3.To give directions on procedures.

4. 4.To present basic material.

5. 5.To introduce a demonstration, discussion, or performance.

6. 6.To illustrate the application of rules, principles, or concepts.

7. 7.To review, clarify, emphasize or summarize.

● DISADVANTAGES
● Involves one-way communication.
● Poses problems in skill teaching.
● Encourages student passiveness.
 ● Poses difficulty in gauging student reaction.
● Require highly skilled instructors.

● THE DISCUSSION METHOD

● A method in which group discussion techniques are used to reach instructional
objectives.
● Students listen to other opinion & express theirs
● Discuss with teachers the points
● Students learn on their own & find out key point
● Students exchange their ideas.
● The learning is more effective
● They don't have to rely on rote learning.
● Develops creativity among students.
● It evokes thinking among students.

● ADVANTAGES
● Increase student’s interest
● Increases students’ acceptance and commitment
● Utilizes student knowledge and experience.
● Results in more permanent learning because of high degree of student participation.

● DISADVANTAGES
● Require highly skilled instructor.
● Requires preparation by the student.
● Limits content.
● Consumes time
● Restricts the size of groups.

● THE PROGRAMMED INSTRUCTION METHOD

A method of self-instruction
● To provide remedial instruction.
● To provide make-up instruction for late arrivals, absentees, or transients.
● To maintain previously learned skills which are not performed frequently enough.
● To provide retraining on equipment and procedures which have become obsolete.
 ● To provide the review and practice of knowledge and skills.

● THE STUDY ASSIGNMENT METHOD

A method in which the instructor assigns reading to books, periodicals, project or

research papers or exercises for the practice.

To orient students to a topic prior to classroom or Laboratory work.

● It enhances the ability of research on any topic as the student's search topic from
different books, websites etc.

● Active learning

● To set the stage for a lecture demonstration or discussion.

● To provide for or capitalize on individual differences in ability, background, or

experience through differentiated assignments.

● To provide for the review of material covered in class or to give practice.

● THE TUTORIAL METHOD

 A method of instruction in which an instructor works directly with an individual student.
● To reach highly complicated skills operations or operations involving danger or
expensive equipment.
● To provide individualized remedial assistance

● THE SEMINAR METHOD

● A tutorial arrangement involving the instructor and groups, rather than instructor and
individual.
● To provide general guidance for a group working on an advanced study or research
project.
● To exchange information on techniques and approaches being explored by members
of a study or research group.
● To develop new and imaginative solutions to problems under study by the group.

● THE DEMONSTRATION METHOD

A method of instruction where the instructor by actually performing an operation or doing

a job shows the students what to do, how to do it, and through explanations brings out
why, where, and when it is done.
 ● To teach manipulative operations or procedures.
● To teach troubleshooting.
● To illustrate principles.
● To teach operation or functioning of equipment.
● To teach teamwork.
● To set standards of workmanship.
● To teach safety procedures.

● Details of Few Other Teaching Technique

Brainstorming
● More interesting
● More informative
● Gain knowledge
● Learning is effective
● More participation of students
● Students give their opinion

● Role play
● Interesting method
● Creative thinking is encouraged.
● Students think beyond their knowledge.
● Students enjoy the situation
● Active learning

● Case study
● Active learning
 ● Creative thinking is encouraged.
● Students think beyond their knowledge.

OFF-LINE V/S ON-LINE METHODS

Differences Between Online Learning and Offline Learning

● 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 in the world.
● Participants simply need to log on to the Internet from their home, work or even their
local coffee shop.
● Another difference is the flexibility offered. Online learning usually has a more
flexible timescale.
● As a trainer, you can offer your support via email or through an online chat system.
● With offline learning, it is typically carried out between office hours and doesn't offer
as much flexibility to the learner or the trainer.
What are the benefits of online vs offline learning?
● Although online learning has become the preferred method for the majority of
learners, its important not to dismiss the benefits of offline training too.
● With online training courses, you and the course attendees benefit from a more
casual, flexible approach. Being unrestricted in regard to location and times means
every learner can benefit from the courses.
● With offline learning, it's easier to ensure attendees are paying attention to the
training. Some learners also find it easier to retain the knowledge and skills they've
learnt through offline training than they do with online training.
● As there are benefits to both learning options, it makes sense to offer a combined
online and offline learning approach as a trainer.

● SWAYAM
● SWAYAM stands for Study Webs of Active Learning for Young Aspiring Minds
● It is a Massive Open Online Course (MOOC)
● It is launched by government of India in 2017
● It aims at three cardinal principles of educational policy that are
 1. Access

2. Equity

3. Quality
● Swayam promotes e- learning
● It has 4 quadrants

1. Video lecture

2. Specially prepared reading material

3. Self-assessment tests through tests & quizzes

4. An online discussion forum for clearing the doubts.

● SWAYAMPRABHA
● It is a digital initiative of government of India launched in 2017
● It a group of 32 DTH channels devoted to telecast high quality educational
programmes on 24x7 basis using the GSAT 15 satellite
● The study materials are provided by NPTEL, IITs, UGC, CEC, IGNOU
● The 32 DTH channels are set to cover

1. Higher education

2. School education

3. Curriculum-based courses

4. Assist students of class 11th to 12th

● MOOCS
● MOOCS stands for Massive Open Online Course
● It provides students worldwide with a chance of distance education with the best
institutes in the world.
● It provides: video lectures, downloading notes
● Institutions that provide MOOCS include

1. NPTEL
 2. WiziQ

3. Open2study

4.Coursera

5.edx

6.udemy

Teaching support system: Traditional, Modern & ICT based

● Traditional teaching methods and support system

● Traditional education, also known as back-to- basics, conventional education or
customary education, refers to long-established customs that society traditionally used
in schools.
● The back-to-basics traditional education method, also known as 'chalk & talk method
‘
● The traditional role of teaching focuses on the teacher as organizers of learning
activity, and providers of information and experts of knowledge.
● The teacher carries too much of responsibility for teaching in the classroom to make
sure everything they are teaching is understood by the students.
● Teacher is also responsible to control class where the teacher teaches using
blackboard, explains concepts, asks students to copy and makes sure that students are
paying attention

● Merits and demerits of traditional teaching methods

● Traditional methods of teaching that are still being adhered to in the schools, It has
more interaction between the teacher and student.
● Traditional teaching systems helps to build the discipline in the class room Lack of
collaboration and group learning
● More emphasis on examinations and results rather than understanding of concepts
● Tools used in traditional teaching support system
● Blackboard
● Textbooks
● Charts
 ● Images & posters
● Maps & atlas, globes
● Science lab apparatus, models
● Workbook
● Drawing books
● Dictionary, encyclopedias
● Puzzle books, general knowledge books

● Modern and ICT Based teaching methods

● It includes full-fledged usages of high tech equipment in the educational institutions.
● Information and Communication Technology (ICT) in education is the mode of
education that use information and communications technology to support enhance,
and optimize the delivery of information.

● ICT Based Teaching methods

● Use of computers or laptops & Technology-driven classrooms

● Smart interactive boards with help of PowerPoint presentation and interactive videos

● Use of microphones for delivering the lecture in the classroom

● Emphasis on understanding of concepts, Activity-based learning and learning labs

● Teaching techniques based on Modern and ICT Based teaching

methods.

1. Flipped Classroom — Its allow students to go beyond their normal boundaries and
explore the lesson before teacher describe them in class-room.

2. Design Thinking & Creative ideas — This involves real life case to increase the
curiosity, analytical skills and creativity.

3. Mind Maps — Use of self-learning tools

4. Gamification — Learn through the play using quizzes and hunt ideas

5. Free online Learning Tools

 6. ICT Based Teaching Methods — Virtual Reality , Virtual Labs , Open educational
Resources

7. Learning Management system (LMS) & Massive Open Online Courses (MOOCs)

● Merits and demerits of modern and ICT based teaching methods-

Merits
● Interactivity and collaborative learning process with more interest among the students
with the help of interesting group activity
● Lots of audio visual recording and online contents helps the students to understand
the subject better and also helps students to memories the concept for longer time
● Modern teaching methods teacher can cover more syllabus in lesser time

Demerit

● Modern teaching methods can adversely affect the eyes of the students.
● Less integration with teachers

● Tools used in Modern & ICT based Support system

● ICT Based Devices — Laptop / Pad / Electronic notebooks, E-reader etc.

● Educational games/ Online Puzzles and quiz's

● Audio Visual Teaching aids

● Flash educational games

● CD/DVD, Projectors

● Interactive white boards

● Various electronic devices to support Games, VR , and LMS

● EVALUATION SYSTEM: ELEMENTS & TYPES OF EVALUATION

Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit
System in Higher education, Computer-based testing, Innovations in evaluation systems.
● Elements of Evaluations
● The eight elements to any evaluation plan are:

1. Purpose. Why is the evaluation being conducted?

2. 2.Audience. Who are the target recipients of the evaluation results?

3. 3.Issues. What are the major questions/objectives of the evaluation?

4. 4.Resources

5. 5.Evidence

6. 6.Data-gathering Techniques.

7. 7.Analysis.

8. 8.Reporting.

● Types of Evaluation
● Diagnostic evaluation
● Formative evaluation
● Criterion referenced evaluation
● Norm referenced evaluation
● Summative evaluation

● Diagnostic evaluation
● Usually done in the beginning of teaching learning process
● To find out specific weaknesses and strength either on an individual or at class level
● It helps to design the courses and curricula according to the capabilities of the learner
to help them overcome those deficiencies.
● Remedial method of evaluation

● Formative evaluation
● Concerned with making decisions relating to forming or development of students as
well as of the course.
● Use of formal and informal procedures during the learning process in order to modify
teaching and learning activities to improve student attainment.
 ● It is done during the course of instruction
● This process, in a long term- it is called Continuous evaluation in which unit tests,
class tests, and assignments are the essential components.

● Criterion-referenced evaluation
● Used to ascertain an individual’s status with respect to some criterion.
● i.e., performance standard, wellness lifestyle etc.

● Norm reference evaluation

● Slightly different from the criterion-based evaluation.
● It evaluates grades of an individual’s performance in relation to that of his/her peers.
● In terms of relative performance, not absolute performance.

● Summative evaluation
● Concerned with making judgements about a finished product or process.
● Eg: Terminal examinations
● Assessments which are undertaken solely for the purposes of selection, promotion,
prediction, recording and other administrative processes.
● It does not provide feedback
● At the end of the course activity
● Evaluation in choice-based credit system in higher education

Grading System

● 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.
● 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.
● 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.
● 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 all semesters and the sum of the total
credits of all courses in all 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, A+, A, B+, B, C, P and F.
● Programme: An educational programme leading to award of a Degree, diploma or
certificate.
● Examination and Assessment

The HEIs 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 HEIs convert these marks to letter
grades based on absolute or relative grading system and award the grades.
Letter Grades and Grade Points

● 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 all 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.

The UGC recommends a 10-point grading system with the following letter grades
as given below:

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
50% 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 B and 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 and 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.

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.
EVALUATION IN COMPUTER BASED TESTING & INNOVATIONS IN
EVALUATION SYSTEM

● COMPUTER BASED TESTING (CBT) IN EVALUATION SYSTEM

● Evaluation is shifting from traditional assessment to computer-based testing
● CBT is considered to be more authentic

Factors contributing to use CBT:

● Growth in number of internet users
● CBT I user friendly
● Elimination of human error and bias
● Scheduling flexibility and accessibility
● Cost effectiveness
INNOVATIONS IN EVALUATION SYSTEMS
● There are many innovative methods in evaluation system, some of that are :

1. Questionnaires

2. student interviews

3. Asking students to keep a journal

4. The Socratic wheel

1. Questionnaires
● Can be used to explore more complex and more relevant issues
● It depends on purpose
● They may be useful at the beginning and end of an initiative.

2. Student interviews
● Are often a valuable means of evaluation
● Can be done with focus groups of students
● Can be arranged at appropriate times during the course

3. Keep a journal
● Asking students of their experiences & their comments about the initiative can
often be useful.
● Journals can be analysed to increase confidence & understanding and can be used
to improve the teaching- learning process.

4. The Socratic wheel

● It 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
,activities and individual profiles using single criteria